Just for the sake of the audience. And I know the board has already been told. But for the sake of the audience, we are on this. This meeting is being recorded. So there is a camera on the back wall. If you're wondering where the the video is. It's on the back wall there. It's capturing the entire room. And there is the sound that we will use right now there are two microphones. So we'll have, we're going to get more, but for now, the board will if we have a presenter, there's a microphone for presenters. And then if we have questions we'll kind of share this microphone for now.
Okay. And then we're this is kind of our test run. We'll see how it goes. And we're going to look to add some more microphones and okay. But this is our first this is a very low cost solution. Yeah. This is existing equipment and this system is the Epic system. So this is a system that's at Leonard and Bemis that's being piloted. And then will be that you've already authorized for the other elementary schools moving forward. Okay. So with that, we are going to start our meeting. I'd like to welcome everybody to, the March 4th, 2025
Board of Education workshop. We have all of our trustees present. I do want to give a special welcome to our career accelerator program. Students that are in the on the audience today. So these students, have an interest in governance. And so, will be joining us for the workshop. We had an opportunity as a board to have dinner with them before and answer some questions. But we're very, very excited about this new kind of track.
Because this I think is new that this governance track, in the program. So we welcome you. And, we are glad that, you have you have an entrance in governance and interest in governance and happy to help you, you know, as you go through your program. So with that, our first item of business is public communication. Okay. We do not have any public communication tonight. So, our next item of business is business services. And I will ask Mr. Trudel to go through a number of items for us tonight.
Thank you. So our first item on the business service agenda is, relating to site work and signage upgrades at Smith Middle School. So this was the the final, tentatively the final bid pack for the new Smith Middle School. And this one does relate to primarily the entrance off of Livernois. So this is all the site work that would, be part of that project to get rid of the two houses that we did purchase as a district to allow for an entrance to be added. So there's a significant amount of site work involved,
which is the majority of this, bid pact aside from the signage. So this will deal with all of the drainage right off liver noise. There is a drain there. So we do have to work with the state of Michigan that Egle is the department, that we're dealing with in order to make sure we appropriately install a roadway over that drainage, leading into the new complex there. So, we open up my document here. So, we did receive multiple bids. Again, this was the low bidder. So the total, for the site work was just over $3.5 million.
I did send, or Bart Mallow did send a kind of a detailed breakdown you have in front of you. So this is just to give you a rough idea of what those costs were. So you can see there's different components to, the actual site work there. So I thought that might be a helpful breakdown for you. And then the signage as well. Bart, Mallow and TMP were working with the city to make sure all of the signage on that site were up to code and city ordinance and all that. So, we did wait to bid that one out and then and that came in just over $100,000.
So in total, with the 8 to 8% contingency, $3,988,216 is the request. You just a question on the signage said temporary signage for the construction site, or is that the signage? That's not the signage for, you know, the actual building, is it? Yeah, it's the actual signage. Oh it is. There will be some temporary roads as a part of this project, which would include some temporary signage. But this also does have all the right of way signage out like along the street and everything too, so.
Oh okay. So it's mostly traffic. Signage. Right. It's not a sign for the. Hello. Welcome to the new Smith Middle School or anything. No, no. Yeah. Okay. This is to the roadway okay. Great. Other questions. Go ahead. So the city required us to have, an additional lane to come in. Does that include that in this one? Yep. Okay. And the signage does not include the permanent Smith signage. I was just reading the scope a little more. So it this does include the interior building signage
as well as the exterior building signage, plus the right of way signage, in the parking lots and the entrance as well. So it includes the final Smith Middle School sign. Yeah, that's at the don't go away. Okay, okay. And just remind me, this is only two houses, right? There's still going to be one house in the middle of our little circular runaround. Yeah. The district only acquired two houses on the right. Okay, so the third house is still going to be there. Yeah. Kind of situation. Okay. All right, that's the question in this.
Okay. Any other questions? Okay. We will be, voting on that at our next, meeting. So the next item, it relates to interior painting services. So each year we try to do, painting because meaning is not a sinking fund eligible expenditure, it's not considered permanent in nature. So we do have to use general fund dollars. The only time you can use sinking fund or bond dollars to paint is as part of a larger project. So if I were to rip up flooring
and I have to put new base molding on, I could then paint the walls to match. But again, the general painting of a school hallway or classroom has to be general fund. So again, it's generally a limited amount that we do out of the general fund each year. But you try to chip away at it a little by little each year. So, this would just pertain to some hallways and corridors. This RFP does address Schroeder, the gym and cafeteria at waddles. And then that would also have some door frames, doors and railings at, Troy High Auditorium.
So this was the low bidder. Came in at just over $43,000. And then we do have a small contingency. We're asking for $50,000. That'll allow a little flexibility. As they go into the buildings and kind of cater to what the staff are requesting, if they're small modifications. For example, is we're we're doing these things, none of this is going to be affected by design work, right? So whatever we can use on a drawing ISP or an auditorium that's going to remain there, correct?
Yes. Yep. Okay. Anything else? All right. That's. Yeah. So that's the only. Yeah. Yeah. This was just what was in the back or the upper packet. I should say that this is the official recommendation from our operations department. So any questions on that? Was not to go to the next. And now let's jump into the bus time study. So I'm going to have, our transportation director Kathy, join me
and we'll kind of update you as to what the process has been thus far. By Kathy. So as we talked at the last workshop, we did engage with, a company called School Bus Logistics. We've met with them probably 5 or 6 times now. And we are working through right now different scenarios. And we wanted to come to the board today to get a little bit more direction as they're starting to put together some options for us. They're asking, do you want to look at options that have zero cost
impact, or do you want to look at options that do have a cost impact? I know Kathy and she can talk about this a little more, has run the scenarios a couple of years ago, which did lead to, some additional drivers that would be needed as well as additional busses to accommodate this scenario. The one option that they are looking at currently that would be more cost neutral would be if you flipped your elementary to start first, and then your high school would start last. So we wanted to come to this table to have that conversation of,
is that even a viable option to consider or if not, then we can give them the direction to proceed with looking at options that would include additional cost without impacting, the elementary level. And then likewise, they also do have an option where you could flip middle school to start first instead of high school. So you don't get as much of a, a later start with that option as you would with the elementaries. But again, another scenario to consider. So I'll let Kathy kind of talk about the what was done previously. Okay. So previously we had done in, 21 the study
and we had to do like a three tier because they wanted the high schools to start later. And then we just did a three tier, and it was a significant amount of cost to add busses and add drivers. And due to the driver shortage, there was no way that we would be able to implement that because first Student could not hire drivers across the nation. There was a shortage of drivers. Today, now it is getting better. We still are short drivers. For student. Just, negotiated with their union, the Teamsters.
That, the pay rate is going up to $25 per driver. So we're hoping with that start the cost going up for driver shortage that will get more drivers. It is improving, but we're not there yet. So with that in mind, if we do have to add busses, that means we have to add drivers. And that's where we come into that issue. Yeah, I was just going to ask one question. So when we looked at this, a couple of years ago and ran into the driver shortage, I recall we costed out
what it would take to do, the three tier, kind of still leading the cadence. So, you know, when, well, I guess it did with the change. It changed the cadence, but it left, elementary and middle school. You know, relatively unchanged. What was what was the cost for that? I believe it was like close to 800,000. Yeah. Okay. So I remember about $1 million. Yeah. We had. Yeah. And that was having that high school start
at eight middle school, 830 in elementary at nine nine. Yeah. Okay. And there were some conflicts that we had arose that we had seen with those timing. One would be a later time for athletics. There was issues with that. I have a list here of things that I potentially had seen we do to high school shuttles back and forth, you know. So would that be affected? Are we southern planning doing, you know, utilizing that? So there are some questions that I would have, with that aspect if we did that.
Okay. From my perspective, when we actually did this last time, we were okay with going with this additional cost, except that the bus driver shortage is what prevented us from pulling. So I assume I still stay with the same, notion that we are okay with going that much higher, as long as we have the bus drivers and we can get the school staff to get thing is, the cost has gone up. Of course the cost has gone up from, you know, for student charges more per route now.
Okay. The cost has significantly gone up so that I would have to. So what would be good for us to know is what would the cost be now? Okay, I would have to go back and look at what the cost is. Now we are in negotiations with per student. We have two year added on to our contract. So we have to negotiate pricing. So we have a meeting with them on March 11th. So we'd have a better idea of what they're looking for and what we're going to agree to, to bear the cost per route. Okay.
That would help because from this area here it is. Yeah. For 1010 and it's close to 300. Yeah a 15% higher. Yeah. So you're probably 560 to $570,000 range game. Oh okay. Bus purchase obviously. You could utilize bond funds for that. Yeah. And our new busses that were coming, could those be used or as is, should do we need to purchase additional ones maybe. Davis. Yeah, we have two
electric busses that would be here probably in October November timeframe. They're in production right now. So obviously those could be used as part of this. But then looking at buying the, how many was this year? Seven additional busses. Okay. So and those right now, they were about 127,000 before the going rate now is around $145,000 for a gas bus. Yeah. One
so really the intent to get in and, and bring this information back is really just to let you know that the study is ongoing. What we would like to bring back to, to the individuals doing the study is to, is they're interested in moving forward with the notion that the elementary and the high school does if they're if there's not an interest in there, they're not understanding study. Yeah, that's that's being driven that is there. But so so that leads me to my question.
So I had asked previously at some point I don't know whether it was 3 or 4 years ago there was a parent survey. I was not on the board yet. That was sent out and asked all of these questions of, are you okay with, you know, if we have to if we're going to push high school start times, have middle schools start early or have elementary schools and early, do we were you able to find that information, the results of that study? I have not been able to find it. You do have it. Okay. I mean, so we reached out to the community.
So I think it's fair to see what they, you know, we're comfortable with. And that was close to 23 years. For now, it's a whole generation of. Yeah. So and it was it was that the survey is getting a lot of surveys pretty clear that the community wanted to maintain the current, kings of the Earth. I see, you know, in elementary, we did ask, was there an interest potentially in having elementary school first?
It was very low interest in that specific issue. But, Yeah. And it was at that point, that you have to recall, the board said, you know, given the data that we looked at, in terms of, the impact of lack of sleep on teenagers, that, you know, that's why I was asking about the million dollar figure. And we do need to have that updated. But at the time, the board was prepared,
you know, to spend up to $1 million on, changing, you know, the routes so that we could have a later high school start time. Obviously new board. So we need to have that, discussion. But, unless, I guess to the specific question that was asked, does anybody feel, that it would be worthwhile to study the flip of elementary with high school? So elementary started at 720. And probably would be very difficult.
Yeah, yeah. I'm sorry, I mean but but but that's the question we're being asked. And so I'm seeing head shakes. No. I mean, I go back to we did a parent survey for these and, and so yep. If the community does not want to deal with this issue by flipping the two, then I don't think that makes sense to me. Does it make sense? I mean I do have additional questions. Yeah. But but that's the question before us and I don't see anybody supporting that. So I think to answer your question no you can take that. That off the chain. Yep. Yeah.
So we'll we'll go back with them. We do have a meeting with them on Thursday of this week. So we will let them know that we do want to assess the options for an additional cost and additional routes. But looking perhaps, you know, we could send them this as well and just say is is this the most efficient way to do this? And if not, can you recommend perhaps if we could get it down to five busses or, or something. So we, we so a couple of additional questions or comments I had. I know at some point when somebody came back from
a news conference, some districts had taken it reduce some of the impacts of this by using vans for example. So maybe if it's a special education route or you're not, you don't need to fill a bus with 60 or 70 students. I don't know how many students put on a bus. You need to you need one for 10 or 15. Because one, it doesn't require a driver to have a CDL license and it's a smaller vehicle to maintain. And so it it takes care of several issues.
So I would so put that forth, as you know, is if we do decide to move, I don't know. If we do decide to, you know, move forward with any of this, I think it's a, you know, here to have that as a, as a part of the conversation or as we're replacing equipment. And then the other question or comment, when we talked about this maybe a year ago or my first year on the board, was maybe this idea of for start times. And so and I don't know if that would be, you know, if that might be acceptable to the community.
I think it's also fair to come back, come back with 2 or 3 variations and then go back to the community and ask them very pointedly. But the idea of for start times is it might be possible to start the middle half of the middle schools already start at 752. It might be possible to start them at 745, which is an extra 5 or 6 minutes, but then start the high schools at 830, when half of the middle schools are going. So it's not you're not going back to a fully three tier system. There might be a way to build a four tier system.
So I think that's fair to add. I don't know if you guys are looking at that, but I would look at that and I would feel comfortable and I wouldn't necessarily make it a decision. But if we do come back with 1 or 2 scenarios that we're comfortable with, going back to the community saying he's a lot of people do ask all the time, when are we going to get those late start time? Do you guys promise that, you know, four years ago, to go back and say at this point we can deliver that these are the 2 or 3 options. It's either this or, you know, this is not something we can move forward with. And the whole idea of reopening this is also to look at innovative options.
So maybe go with it was something that was discussed at one of the conferences, which is neighborhood notes. As in like have a bus pick up only at a node in the neighborhood and somehow make it the responsibility of the neighborhood to bring the kids to that node and that any kind of innovative ways, innovative options to reduce ahead that the other thing that I would want to ask you is if we do a scenario, another scenario, you were saying that the middle school started before the high school. Keep that scenario correct? Yeah, yeah.
The other one would be, what if we did something where we picked up the high school and middle schoolers together? That was that is something that another scenario that we could have them look at something like that. Yeah. They do that for me. Yeah, absolutely. But. Just now, you know, just a question about, with the challenge of recruiting bus drivers, I would imagine there's also a challenge to retaining bus drivers. So my question is,
would could there be scenarios which would make our district less appealing to bus drivers in terms of routes, times, hours, downtime, things like that? Because I think that's something that we should consider when we're putting together those things. I can definitely answer that. Right now, are we have five tiers or one of the larger districts, and we're one of the only districts of sides. No. By the end of a five tier system, I drivers get six plus hours a day.
So if we went down to a three tier system and they're only getting four hours, the retention would be lower. So just to let you know that that is definitely a possibility, that bigger schools that actually use them doing lunch time at different schools also and make them full time, is that something we do? We have that problem that we foresee with that is a lot of times that we have midday routes like, preschool routes and stuff like that. So they have the opportunity to do those routes.
Being that it's a split shift, they like to have three hours in the morning to do their morning route, because we're a five tier system and three hours in the afternoon. So you're that six hours right there. They have that whole day in between to go home and do whatever. That's how we attract moms and people who are living in Troy. However, if you're breaking that up two hours here, two hours there, it's a little bit harder for them to enjoy their full day. But we can bring back those as potential outcomes cons to get to the pros.
And then there's get hot I mean allows and needs to be new needs. You know. So I know that that was helpful at some point in time. But you're taking an hour and a half. They get done at nine. They have to noon need at 11. So their time split up. So it's an hour and a half noon 80. And then cutting back to the bus shared by 145. So that's your whole day. So it's not as attractive to them. Then a three hour shift in the morning, a three hour shift in the afternoon. I think we have the information and we have this on the agenda for income. Yeah. So our plan would be then to go back to them on Thursday of this week.
Let them know that all along we've said we want to see at least 2 or 3 good options that we can then bring as part of a final report to the board in April. So given this information, we'll take it back to them and then give them a little bit further direction as to what options we're considering. And then hopefully we have a few good ones that we can then bring back for more discussion. Yes. Yep. Yeah. We might update this and then send it to them just so they know kind of where we were. And you know we'll compare that to their options as well. So great okay okay.
Thank you so much. Thanks. Okay. Furniture. Thanks, Kathy. So the next, proposed item here is the furniture purchase. So as we did with the playgrounds at the elementary level, we did have furniture, have playgrounds amongst the elementaries last summer. This summer it's the opposite. So the buildings that got furniture last year are getting playgrounds this summer. And then likewise those that got, playgrounds last summer
will be getting furniture this year. So, this recommendation from TMP was included in the board packet online. So this would be for Barnard, Bemis, Hill, Martell, Morris and Troy Union elementaries. And then we do have some furniture that's been piloted at Troy High, within the social studies and Ela department. So, that's all inclusive here. We will provide at the actual board meeting for the formal approval, the final amount. So right now, these numbers you see here are not to exceed.
And that's the actual bond budgeted number, within the bond application. So and again this is all consortium pricing. It's a very common way to purchase furniture. In a school district. It gives you competitive pricing, but the flexibility to pick and choose colors and styles, as the, as each building desires. So again, same, same type of logic in terms of the structure and the design as the elementary schools last year. It'll be carried over into this summer's work and then the moving services that you approved at the last meeting is this for this project? So.
Questions? Comments. You know, the only question I had, I, I thought it was interesting in the TMP memo that, they talked about this has been an ongoing process with teachers and principals and kind of suggested that we've learned some things and that it's impacted what we're doing with this set. And I was just curious, do you know what some of those learnings were? Yeah. And I'll let Christine speak more to it. But I it typically it's the the model of something something might break easier
or something may not function just exactly as you thought it would. And I hope there's specific. Yeah, we have an impact on our students. And, Teachers relations for that. So this is where you put your health policies in because to are a lot. You know, they grew out of the wave. And I think really good conversation with our teachers in our letter. I yeah, leadership and personal and, you know, they really wanted to make sure that they had,
you know, our staff and our collaboration members as well as to that happened. So they were really my teachers. Both those happens to be there. So just along the way they just were different. How different and discipline affected areas and I think a little bit differently than others. So going to be I have to go before I'm getting to that because that quite a bit throughout this year, our. That's what it was down to just jumping straight okay.
Anything else for. Damn. All right. Great. Then, these three of these will be on the agenda for our approval at our next meeting. Okay. Thank you. Appreciate it. All right, our next item is, an update on, CTE and career readiness. Looks like Christine and Nessman. Mike. Oh, Mike will be joining us. Great. Mike I do that. Every one of them. Yes, yes. Perfect.
Okay. Thank you. It seems. An understatement. So it's been, it's been a little while since we had an opportunity to share with the board. The board where we are with our career readiness. In, in, past conversations, we talked about career readiness, typically kind of key five. And then we've talked about middle school electives. And then we talked about high school around the idea of CTE.
What we have really worked towards and what I hope that you will notice through this presentation, is a goal to bring all of this together under one umbrella and begin to see some kind of horizontal, articulation here with career readiness through through CD. So that was, that's the goal in this presentation. And to, to allow for all board members really have an understanding for both the breadth and, and the depth of our programing because it's, it's is not your, your father's, work, you know, shop class anymore.
This has changed dramatically. Or one person should say, our next employee and has come home and it's more like, right, it has changed dramatically. And so we really wanted to share with you, where we are currently and where we've bent, where we are and where we're going. And we're very pleased to have Mike a leading this, this, particular department, along with Christine as again, we're bringing some coherence to our programing and to our thinking, across career readiness and stretch. Right. Ready and jump in.
Go for it. At this time, I go, oh, I'm sure that video picks it up. Okay, so you think we need to hold it? Yes. Okay. We will hold that microphone it get into that. Okay. What rich, thanks for the introduction. I think it's important to share with the board just a little bit a little bit about backstory and, and our journey over the last six years. And then I'll let Mike jump in. When we hired Bill Turner, back in 2019, Bill Turner began as a director that oversaw, trade college and career high school,
as well as career technical education and, career readiness. And, Bill had a lot of, wonderful ideas that he brought forward that started our motion around our work at TCC. And also started to lay some of the groundwork around how we can begin to embed Career readiness K through 12 across the district. As you know, Bill transitioned out. And when that happened, we had an opportunity to really reflect on the role that he had and the work that was ahead for TCS and recognizing that we needed a full time person at that high school, and we were able to separate that role out, a little bit at that time.
During that interim and before Mike came on board, free college and career and launched some career readiness itself. So we have a careers course that's there and an instrumental person in that work with Danielle Clifford. Danielle is our support person of the year last year in the district, and, she has moved over in the last year to directly support, like in the work that we're doing around career readiness and CTE. So she's been instrumental is at the ground level, working through what this can look like in classroom. And over the course of the last six months, Mike's taking the reins and really had an opportunity to collaborate.
Mike's team, not only does he have Danielle, but he works directly with Ron Julian over in Teaching and Learning. Who you all know well and the role that he plays in technology integration. And then Charlie Tall. So Charlie Tall is a, teacher out of Larsen Middle School. He's a phenomenal middle school technology based teacher. He has released time that's built into his schedule to be able to move forward our career readiness. And Michael talk a little bit about that and a little bit, but that team allows Mike to to have tentacles that reach into our middle school, into our high school, and then across the organization.
And then he's supported by myself and Natalie in the teaching and learning team. And I think we've been off to a great start. Just recently, we were able to share with you our new guidelines for, parents that we sent out. That's the first time we've had a document, at least in a while, that outlines, our involvement in for our students in career and college, readiness courses. So I think that's a couple little highlights and stuff that's going on. But Mike, hand you the microphone here. Oh, let you you just got a mike guy. So we are going to sorry, we're going to try and work through Kate
and then take a pause and answer any questions you might have about Kate, and then we'll jump into 912 and take a pause. So that way we can do the slides. Perfect, perfect. Yeah. You can go on to the next slide. First thing I want to talk about quickly is in 2018, Michigan really invested in, career readiness throughout K-12. And a lot of the things that you're going to see here today are outlined by them in terms of the sequencing of how a career readiness program should run. So in K5, they call that career awareness. I'll go over the things below that are momentarily on, slides later on,
as they leave, elementary, they're refining their focus. It's it's a narrow focus and they're exploring. They still don't know right yet what they want to do, what they want to go into, but they're still exploring. We want to provide them the opportunity to do so. And then when they get to high school, that's really in the preparation phase. That's the phase where they're really narrowing their focus, even digging and even deeper. And what we're doing is providing a lot of different pathways for students to, dive into, because we know there's no pathway
for for one, there's many pathways that students can take. Something that we're doing, a good job of is, is embedding parts of our learner that was developed over three years ago, and we've identified the successes as something that we really want our students to live in, to, be able to demonstrate by the time they leave here. So the successes are embedded in, interview processes, in, projects. Just so we have that tie in, that consistency. So one source of funding that that we have
is from Oakland County, and that's the career readiness allocation. And for us to continue to receive these funds, they they send out annually three different targets that we have to meet. One target is around Zello. That is the, ADP platform that we currently are using. We have two different goals, K-5 and then 612. I'll get into that. Further in the presentation. But again, Oakland County is addressing the importance of, of integrating IDPs in the elementary while the state doesn't.
But the county sees merit in starting them early, because if we don't start the students early, we're off to a late start. We've got to start with K-5, so they're prepared to move on to middle and high school. 6 or 12. We hit all students. I've been working a little bit with special education to see if we can fine tune what their ADP modification looks like, if they cannot, cannot complete, the ones through Zello. So I've been working with them to see if we can update the fine tune. So it's more of a more meaningful process for them. As you get to middle school, we have a platform called platform, and that is it.
It's pretty cool. It's if you're a teacher, you want someone to just speak, come and speak while virtually you just type in a topic, and then the program will reach out to people that are already invested in doing so. And someone will pop in and say, I can come in on this date. So if you're looking for an architect, they can be from California. They could be chiming in and giving your students a presentation and allow them to ask questions. So one target is that we have to provide, two events or two activities or two times of, of guest speakers
for the five industries that they deem important. So it's going to get a little confusing because Oakland County's identified five important industries, but the state has six career zones that we also have to live up to as well. There is overlap, but, it's a little confusing. Then lastly, the elementary and high school targets, these are the activities. These are, it says student family events or professional learning. But when I talk to the county, these are these are your daily lessons. These are daily activities. So any exposure to the five industries that they have offline counts for this.
So so I think what's important about these targets, my resume included them here is because these are the things that are set outside of the district. And we are required to get these in order to receive 100% of the career readiness funding that we have. So we have a metric structure for accountability in the district. I'd like to use that in in order to assure that we get all of these targets. So the question is, so is it the county school board that sets the. Great room. So that so Nancy's question in case we didn't hear and I'll repeat it is who sets these targets.
So yeah, we work directly with our consultant and the consultant. Here's what Jerry Grandy, who's the head of local schools for the corrections department. Yeah. Okay. Yeah. So k five, why start early? I don't think I have to tell this group, but but I will anyways. As a, as a dad, I think a lot of the work that I do stems back to how I want my child to go through school and the academics is is so important, but also in the self-discovery of who you are as a person and growing that confidence to be able to find your passion
is equally, or I would say, more important than anything else. So to start exposing students to, to the jobs that they don't even know exists is truly important. Because if they don't hear it by fourth grade, they're most likely not going to go into or pursue that career. So it's important to start early. Like I said here. So the best practices these I adopted from the Michigan career development model. So the six career zones, as you can see on your right hand side, do overlap with the five industries that, Oakland County has, has set for us.
I did have folders to hand out, but they're locked up in services right now, so I apologize for that. But, anyway, so there's six career zones. We need to expose all students k five to those six career zones by the time they leave. And part of our job is to make sure that we, systemically create a system so that students are getting those exposures k five. So the way we set that out is something that our team is developing right now. Some of the things that we're doing right now, we have the IDPs,
first through fifth grade, we have met our targets. There's one school that is still working, but we have met our targets were ahead of the game, which is a great thing to, to be able to say talent portfolio start in third grade. That's another Michigan legislative law that, in seventh grade, students are supposed to start portfolios. But we started earlier, which is great. So the talent portfolios start in third grade and progress all the way as they are seniors. Right now we have media, as an elective. They are the ones that are spearheading right now in the elementary, their career
readiness work. They're doing a fantastic job. I collaborate with them, weekly to get all the things they're doing. Psycho report that to open schools. Some of you, came out to see the stem ies that might we have for fourth and fifth grade students that covers all career zones and the industries. So that's a great event for students to kind of get their appetite to see what's out there right before they get to middle school, so they can start to think about the elective that they might want. And then just the grade level, activities like your guest speakers, assemblies, the things that we want to work on for future growth
is we want to expand the exposure, the career zones to all classrooms. So right now that that's dedicated to media right now, but we need all classroom teachers in classrooms to embrace the career readiness is it could be something as simple as having a sixth career zone poster. And as you're talking about a certain subject, just point to it. And talking about a couple careers that I can relate to. So we're looking at easy things that we can implement to really increase our exposure. The family engagement, while we do have it, we can always improve. We can always add just listening to you guys
beforehand, the things that you guys do in our community members are doing, we can bring that into the schools so we can share our experiences with the students to see what truly is out there. Then I put a picture of the bridge because I truly believe if if we don't have that 6 to 8 career exploration, we have that gap that bridges broken you on one side or the other you can't get across. So the shift from awareness to exploration, we're we're getting more into okay, this is my passion. This is what I love to do. How can I explore this in more depth?
And that's when you get into the exploration phase. So again, like I just said, more self-discovery, experiential learning. Again, in the middle schools, we have some course offerings that can gear them towards really what they want to do at the high school level in the best practices. So talk about tough. Now you're going from 6 to 17 career clusters that we need to expose our students to. It looks like a lot, but when you break it down, it's not that bad. So if we intentionally build out our system where we are every single day, pointing to a specific career and a career cluster,
we will be able to hit those sixth grade, seventh and eighth grade, there's no doubt about that. So again, best practices kind of goes back to what it was in elementary continuation of EDP and teleport folio. More exploration in all classrooms, not just the elective courses. The current practices is EDP continuation talent portfolio. We have, an eighth grade night at the high schools to help the transition from, middle school to high school. We have pro readiness activities embedded in gen ed courses.
While we do have that, it's in silos. Part of my my journey is to capture everything that we do and to be able to build out systemically. So we have equity amongst buildings. And then we have the culminating eighth grade interview, which is, a great opportunity for our students to showcase, who they are, their passions and the projects that they've done, tie it to the, the successes and to our career readiness journey that the growth is, we've been talking as a team that we want to review our current,
elective offerings, and we want to expand and we want to aligned with, with the high school level. Right now there there is a little gap in what we're offering, and we're not really giving the students what they need in terms of being able to decide their next steps. We are, but not to the full extent. So that's something that we're going to revisit. We're going to work on to make sure that students are fully aware. What their next steps could be, what it could look like, and how to get there. Try to give parents and students that that comfort in that there's a pathway for everybody.
I'm just going to direct you to that pathway. So what our next slide, we pick up talking a little bit about high school which then we'll introduce the rest of the high five. See if there's any questions you have about K-8. I do believe that others have changed. But so when we look at the the career zones or career areas that need to be introduced at every level, that's not necessarily all at once. They're in one year. Right? So like the at the middle school level, the 15 or 17 to 17, there would be throughout their time.
Yes, yes. Same with elementary K-5. They should leave fifth grade knowing about the sixth career zone. So that's what I meant. How we can we can build it out the way we want it to. Like first grade can can be dedicated towards a specific zone, or we can have two zones per grade level. So that's something that we can build out. Currently. We hit them all. But it's it's we could be more intentional with how we're doing this that we get deeper into those careers. Okay. So the one I think it's great for kids to start
exploring these things earlier. I just want to make sure we're also doing, in a way where it's like, by the time you're in ninth grade, be like, you can take one of these 17 career paths and that's it, right? Like this. If you want to, if you want to provide the opportunity to know what's out there, but also that, you know, the fact that the state of Michigan or Oakland County decided it's 5 or 6 is maybe not the world of possibilities. I don't know, I don't you know, I don't have a specific suggestion, but,
I also don't want to silo our kids just. As if you guys wanted to respond. I think it's important that there's. So we have the zones can include many, many years. They just try to cluster zone for years to give it a name, a concept. And we start with that concept and then we dig deeper. But I hear what you're saying and we shouldn't be limited to just what's fair. We want kids to know that there are jobs and that that we can't even tell them about that will exist for them when they get there. And maybe even zones that we can't tell them about that will exist when they get there.
I was just curious with, elementary school media classes kind of leading the charge, and I'm guessing that you're working with them on kind of tracking that. How do you know who's doing what if in middle school level? So right now I know it's hard, but, I communicate with Charlie. Charlie calls my my head of, middle school right now, so he takes, we have forums next that teachers submit of what they're doing, what career cluster occurs on that case, and then,
if they can, I ask them for a picture to, to supplement that for short. Description. So I'm gathering all that information as my first year. I just I just see what we're doing. And then I can better find to where we might need to fill those gaps where we can grow as a district. So that's how we get things. I have a couple of questions and then a couple of comments. The first question is, you know, how the like the robotics team, they come and talk to the middle schoolers and elementary schoolers at different times? Do we include that also as a way
to expose as one of those sessions that are exposing our elementary kids to careers? For example, in one of those boxes? I'm glad you mentioned that. One of the things that I've been working with, our CTE folks specifically, but it can include more groups as well, is to have our high schoolers visit the elementaries to talk about their experiences or even have, like, a little tour date of the elementary students coming in to explore some of the, opportunities at the middle school, in high school. So I think you're right.
That's one of the the areas that I see that we can grow and improve upon in terms of exposing them to those, programs early, but also they're shown that it's not scary familiarize themselves with with the middle school and the high schools when they get there. They're not they're not in all that's that's a great point. The other question is, when I went to a conference, one of the schools that is exposing careers very early are very deliberate in picking the books that are in these classrooms, for example, saying
Angela is an engineer and it's a book. And they read it as normal reading, but, but they deliberately put that book to expose, kids into that area and similarly, that deliberately by books specifically. That cover the different careers that they want. They may not always have them, their children's books. You may not always find them, but when they are it's integrating into that. I don't know if you've thought about it. Yeah. The media specialists have been great. They have shown me some platforms that we have,
and I can go on and build, like, almost like a playlist of books. And so for March's reading month, they've been providing we put together, books for them to explore all the career zones and, and like you said, so it's it's. Yeah. Okay. Can I just say, okay. The only other thing that I, I wanted to mention is, right now in elementary schools, from what I remember, it was it's only in the media center, right, that they expose that. And whatever you were saying that you're planning on exposing in each classroom,
that's for the future. Yeah, they're they're doing it in pockets. Classroom teachers. I don't know if the intentionality is there. I mean, our teachers are doing some good work in there, and they are doing some of this work, but we want to make sure that it's stomach and that all teachers are doing this. So all of our kids can get those experiences. But right now the intentionality is in media. They do the EDP, they do specific career readiness activities, and they report that to me so I can report it to the county and see what, if any, percent
educational development plans. So, it's it's to students to understand their career interests, who they are as people. And then it aligns to specific careers and then, not getting too in-depth, but there are other things to do with the platform to help students explore colleges. You can combine that common app on there. You can you can do a lot of things on there, but it's it's to drive the student's, educational pathway for to help them decide what classes to take in in high school.
So that that kind of gets into my question. I, I'd be interested in seeing, an EDP because, you know, I got I and you were at the conference. We had an opportunity a number of years ago that when we were at a national school board conference to go visit a school that had and was an elementary school, that it really taking career exploration to a level I've never seen before. And they didn't have a computer programs or anything. In fact, we went through this exercise. They had these big posters with maps, and you went through and kind of
could identify, and I'm more of a creator or am I more of an analyst or something? So I was so jazzed by that. I came back and I spent a lot of time with Danielle because, you know, that's when Zillow and Zillow, Zillow houses. Yeah. Zillow. And I was so excited to see that the program was kind of, you know, had taken what this school was doing and so I become, you know, and we've done, you know, I do a program at TCS Women of Tomorrow. We've done some work with the girls having Danielle
come in because this, this ability to kind of know yourself before you run off and say, oh, I want to be a nurse or oh, I want to be an engineer. Is so, so important. And what we've seen is that, you know, if you're a creator, you understand what your likes and interests are. First, and then you could be a creator in health care, you could be a creator in education, you could be a creator in manufacturing. And so I'm really interested in how we're progressing with students
kind of understanding and learning about what their own, interests, maybe capabilities talents are, and then even, you know, I mean, we had a really interesting, discussion with Samuel because, you know, there are people who say, you know, I want to be such and such. And then it's like, well, you're going to be in an office. And it's like, I, I can't work in this. And so it's giving. I mean, that seems so basic. You know, but kids don't know. And, you know, as a parent, you know, you don't want your kid to be doing
that when you're paying college tuition and realize, oh, I want to be an engineer. And then you finally see what it means. Like, I hate this. I don't ever want to be this. So I'm really interested in how we're having kids do the self-exploration. And do we start to see that in the maturity of the EDP so that they're outlining, you know, kind of what their interests and things that excite them are? Absolutely. So did you have a chance when Danielle showed you what it looked like in In the elementary?
I didn't see it. We were looking at what it will look like in high school at the time. Yeah. So in elementary, it's to be honest, it's mostly gameplay. It's there are it goes to six different places the park, the construction zone. In there just playing. And then they answer some basic questions. And then that's it. So it's basically just exposing them to the different career zones. Once they hit sixth grade, it then it really starts to shift to more of, okay. You take your, interest inventory. Yes.
It can suggest careers, but the important part of that is it's not just Zello that we want telling the student what they should do. They're doing this with a counselor. They're doing this with someone that's guiding them. Because a lot of our students see these, like, I don't want to be this, like, you don't have to. That's a suggestion. You click that X, it's gone. So this is just something to get them started. But I really think that that human connection is also important, not only with the counselor student, but with the parent as well.
So with that team, that's how we're trying to get that student to identify, the different pathway that they should take. Okay. This might be actually a good visit opportunity might invite board members into having a lesson where they're working directly with students and see how many students are maneuvering their way through the various programs. Yeah. That's one we could consider. Yeah. Because if the end result of this, I mean, to me, we've achieved success in the student, leaves high school with, you know, some self-understanding,
all of the things that really excite them, the things they want to do, maybe the things that, you know, people like to do things they're good at. And so with, but also with and understanding that they can purpose those skills in different directions. And what I see, you know, because I do some work at the university level, I see kids coming in, I'm going into medicine, you know, or I'm going into, you know, they're picking the industry without totally understanding whether their skills align with that.
And I'd rather see kids say, you know, I'm I'm a problem solver. That's what I'm good at. And I can problem solve in a variety of different industries. And it's interesting because in the department that I'm affiliated with at a university, we encourage our students because of the nature of the degree, go try manufacturing one summer internship, go try healthcare another. And by the time they get a degree, they again are reinforcing their skill set. But they may find I hate manufacturing,
but man, I find I come alive in health care. But they will never know that because traditionally they may have chose something. And it's like people with that skill set go into manufacturing and then they're miserable or they've wasted their degree. You know what I have to say? Yeah. Well, I don't think I would have said I thought I was going to keep it at the middle school level for for a minute. I know that I mentioned this, to Christine as well, but I recently had somebody that I went
in the toy school district from elementary through high school. And, she reminded me when we were in middle school, we actually had seven periods instead of six. And so when she said that, then I remembered that I had banned all three years. I had language all three years. Plus I had all my core classes. And yet we still took woodshop and life skills and all of these things. And so, you know, at some point that change was made. I'm sure there was, you know, there was a reason for it. But to me,
What you're talking about, what's happening in the country, but especially at the middle school level, in order to find out what you like and what you're good at, you need to try lots of different things. And if you don't have if you're a band kid. Right. And then you decide to also take language in eighth grade, you can't do anything else. Do you have limited room for exploration? And so, you know, I think that. So it might not be something we, we can go back to. But, you know, I know some of the electives at the middle school level are a quarter instead of a semester.
Is there a possibility to, have more option where you're not adding hours to the day, potentially more teachers, but maybe there's more things that are a quarter instead of a full semester. So kids do have that opportunity to to explore. Careers. Now it's fine if you're. To sort of build on what you said already, too. I was thinking, as you were talking about that, about our students who require intervention at the middle school level.
That might be another group that could be potentially underserved as we're trying to provide reading or whatever sort of intervention those kiddos need. So something to consider as you, broaden out your planning thinking, too, about where does this fit in the I try to go back to where we are. That's the mission. Vision. Values. Goals, right? Where does this fit in our. Are the districts big picture. Like where does that sit in the district improvement plan? What specific metrics are things to think about? Are you thinking about tracking. Like how many exactly? Just every single elementary can have an EDP, like every single 100%.
Or are you working toward it? And like, what's the trajectory for that? I was I've never heard of 0000 final letters. Is it the. It's that two classes and minimum three two classes at each school at minimum have to have three career town activities in a year. That's what the little slide said is that like are we hitting that. Oh yeah. So okay we have two K open schools looks at K two and three five as grade bands. And we had to pick at least one grade in each of those grade bands needs to hit 90%.
We've hit that in. I'm pushing to make sure we go above and beyond that. Each student, even if they're in first, third or fifth grade media, has to spend at least one class period, on the EDP. And then something that I wanted to do this year was once all the media specialist had time to get everybody on, I would like to send, an invitation to parents to be able to log in with their own account and track and not track, but to work alongside their child to see what they're doing,
what what are their interests, so that you guys can have those conversations at home. So yes, every every student should touch Zello, but second to fourth grade are the ones that Oakland County is looking for. Specifically that we hit 90%. And that's the metric you're following right now for us to that. Yes. Okay. But again, I would go further and say at least one class period for every child that they have exposure to it, because I don't want any child not to have exposure to, career readiness activity.
And it seems sort of in implied that the media teachers have the professional development they need. But I was at the soft spot for making sure teachers feel prepared for what they're supposed to do. Is there some sort of like Lane for them to learn, as this is an an evolution of the work in media? Yeah. Ron Killian has been doing a lot of the work. Daniel has also been a big support. I always tell all the media specialists, if you don't feel comfortable, reach out to us. And Daniel and I have actually got up to an elementary to help facilitate lead
one of the sessions first and then once they feel comfortable, they take over from there. They. Jump up to 912. Okay. With the Segway, you have, because you're right, not every child is going to leave saying, I know exactly what I want to do. So the whole point of exploration and preparation, yes, to try to prepare kids for, when they leave. But that might look like something. Exposure I hate this. I don't want to go into this. That's good too, because they need to see all the things they don't like. So when they leave high school, they're not doing that
as they're paying tuition and changing, majors three, 4 or 5, six, seven times. So the whole point of career prep, again, is to narrowly focus. Now we're focusing even on a deeper level, the career clusters we can go on, actually, because it's going to, the career clusters, the IDPs, the talent portfolio should become more robust. And then also the family engagement opportunities. I know we have some already, but again, even at the high school, I think we can improve upon, our family engagement. So right now,
it's to recap the EDP talent portfolio, but what I'd like to spend a little more time on, and there'll be more slides that I'll go more in depth. Our CTE programs are otak, dual enrollment, L2, Lawrence Tech early middle college. Our cap and caps opportunities that I know. Right. One will have to change eventually. Yeah. I, future growth. And I didn't include this in elementary, but I'm going to say it now is our eighth grade. We do have eighth grade interviews, exit interviews. I would love to have, fifth grade exit and senior exits.
I think it's very important for students to have that opportunity to share what they've done as they're leaving one, milestone and going to the next. So those are things that we're starting to build out as well and would like to implement in the next year or two, getting into the career programs. Let's just jump right into CTE. I was a former, CTE teacher. So I have, no heart for them because there is a lot that goes into it. So just so you guys know,
there are so many components that goes into what a CTE program is. You actually have to apply to the state if they have a teacher that's certified, if they can't, they have to have 4000 hours of business and industry experience. So they do have that, the skill set to, to teach these students that the hands on, work that they're doing, we can go on to the next course. So the four different components, you have the classroom instruction, they're in the lab, they're they're hands on and they're doing the work. Work based learning in this instance is just there's,
circle of activities that students have to be exposed to. We got to report this to the state. So a work based learning opportunity could be job shadowing. It could be a guest speaker. It could be, it's any touch point with business and industry. So our goal is to just expose them to different businesses to see if they have an interest in pursuing that. And then the student leadership. Are your seats those so Deca, BPA we we we typically here in Troy have a strong showing in those competitions.
So that's a great opportunity for the kids as well. We currently have 13 programs here in Troy, and I just wanted to list those. But you can be honest, isn't what's that? You've been implemented honestly and yes. So yeah engineering was was changed to mechatronics. But it it just has the specifics of what is covered. It's a combo. It's mechatronics engineering. Yeah it was engineering. And then it became mechatronics. And it's now engineering again. That's. Yeah. Yeah. And then bam what is new.
Last we have Richard Cooper teaching our band courses. That's been this administrative administration management operations. So that is something that, is a great addition to our offerings here. Some of the metrics that we have, our, our enrollments. And then the concentrator number is, is really important in terms of, of measuring. So 287 students completed a CTE program. So that means they went and took every course needed to cover all the competencies. And then they were offered a credential.
So they're they're able to leave if they pass it live with business industry certified credential. One of the things just to note on this chart, that is important that we work through and I think just at the board governance level, to understand as we go through hiring and, when we hire teachers, sometimes we're not able to find teachers who are CTE certified teachers. And when you're not a CTE certified teacher, we can still teach the class because they may have the degree in the course that they may not be a certified teacher. We cannot count them in our CTE enrollment.
And so we don't receive added cost dollars from the state. And so we aren't able to claim them on this chart. So if you were to look at this chart and you might look across finance, for instance, and you see it go from 134 to 62, it's not because our enrollment in finance dropped. We still have just as many kids in finance, but we have a teacher who's not CTE certified, who's teaching finance. Right now. And so we are able to claim them for added cost dollars. So that's something we continue to work on. We look on alternate pathways to be able to get to that certification.
But in, in what's coming out of teacher preparation right now, we don't have a lot of teachers who are coming out with this certification. So we're working the best we can to be able to build it internally. And just to add, the state recognizes that as well. It's hard to find business in industry that want to transition right into education. So they're working with us and able to give us opportunities for a teacher to go to two years, take classes and that reduces the hours of business in the industry to 2000. So there's a little more flexibility that we have in hiring teachers and still regain the funding
there. And, you know, again, at the university staff, it's clear during the summer. They, I mean, it's almost like they do an internship, like a student. I do an internship at an industry. Do we have or I mean, does that help qualify a teacher for CTE? It does, but they have to reach 2000 hours. And so even 40 hour weeks, I mean, that's a slow jam.
Chip away from that. But yes we have and I in, in in my career here in Troy, we've even had teachers go through that process. So we have had them do it. But it is a long process. 10,000 hours is one. And here okay. Thank you. You know for for the use of someone coming from somewhere. Then going on to, other opportunities. We have our dual enrollment courses. So when students, it's not exhausting curriculum anymore. They change the language. But when a student has taken courses where, they have maxed out their,
their ability at the high school or the high school doesn't offer an upper level course, they can take a college level course. Right now we have 66 students at Troy High that are taking the enrolled courses, and then we have 54 Athens. But I think important to note is in thinking about dual enrollment. There's also opportunities in door enrollment that are very tightly tied to career. Some of our students, have taken there's the firefighting courses that take that, take take place at folk that students have enrolled in. They've looked at different, you know, I, I have the great fortune
of being able to sign off on all of our dual enrollment courses. So I see all the classes that all of our kids are taking. And as Mike said, about ten years ago, the state changes to state, you had to exhaust that curriculum before in your school district, before you were able to go. Now it just has to be a non conflicting course. So you can't go take dual enrollment in something that we offer. Got to take that with us. But if you want to take Italian and we don't offer Italian you can go take Italian at OC or O.u. And so we've had a lot of students who've been able to pursue their passions
in different ways through dual enrollment. And that's a phenomenal way for our students to do that. And that's where actually the EDP also ties in. So when I was a, assistant principal, when a student would approach me to take a dual role class, I would ask them, what are your goals? What are your aspirations? What class? How is this going to help with your future aspirations? So there there are more components to taking a dual enrollment course. But yes, the career planning readiness is part of that. So did those numbers include TCC? Yes. Those were no, they did not.
Another pathway, I will say, is the Open Schools tech campus or OTC. It's commonly referred to right now we have 22 students from Troy High enrolled in 73 at Athens. The Asterix shows that we do have nine students that are rolled in a program where it's a combination of O tech, but then they're also enrolled in the OC, early middle college program. This is the plan. And this is just, you know, the southeast is where our.
That's right. Yes. Yeah. Starting it was this year, I believe. Right. It was this year for sure. For. Yeah. So we partnered with Lawrence Tech and, specifically in the certification area, cybersecurity and the associates and computer science. We're offering our student to five year program to leave with that associate's in computer science. Currently, we have five students enrolled. And how early do they start taking classes? 10th grade. They do some summer work between ninth and 10th, but 10th grade is when they really start, easing into the courses.
I know this was talk about the board. I think it was last week, but, the Kent program has grown exponentially. You can tell that it is, a wonderful program. We have some awesome students, and I was so happy to be able to attend the match day to see how awesome of students that we have here in the district and the business and industry that's willing to work with us. So that's only going to grow from here on now, because I did more than doubled this past year. The program and we wanted to talk about
is a little bit of a sneak peek forward for us as an organization. We are exploring and, and I'm learning more about the Caps program, which stands for the center, for Advanced Professional Studies. And it is an, an organization, a network that exists, nationally where, they're committed to connecting students to industry, very similar to our conversation for our Cap program. But more deeply embedded into the curriculum of the school day and what that looks like specifically for juniors and seniors as they move their way through.
So we began having a conversation about this Caps program as we were thinking about the next iteration of what our career readiness and college and CTE programs look like, specifically related to our work at Athens High School. As we think about the redesign of that building. So it's pushed us to think about facilities and access and what those partnerships might look like inside of our schools, rather than kids always having to leave us. At the the first week of this month, I had the opportunity to go to Kansas City. Sorry, last month. Now that we are in March, the first week of February to go to Kansas City and visit the original Caps program,
with about, eight representatives from the Troy School District, teachers from both Troy High and Athens and Vernon. Mike was supposed to join us but wasn't able to make it. And we had a phenomenal visit of two different camps programs there. Enough of a connection, a natural connection to the work that we're already doing, that we're going to continue to move forward with exploring what that looks like. So, I just share with you that I think it's a really great it's a really great opportunity for us to start to build connections nationally with other organizations who are interested in furthering
this deep work of business and industry partnerships, and also encouraging our teachers at Troy High School and at Athens to reflect on the work that they're doing in their career and college readiness and their CTE programs, and look at how they might push themselves to grow and learn in the connection with this. You know, it's a low stakes network, right? There's there's nothing but great things that can be gained by them partnering. So, one of the areas that was particularly interesting to me was, in the second school that we visited down in Kansas
City, they have a robotics program in their school. They built that, they built a curriculum in partnership with a few other schools. And actually to be able to have a really nice opportunity, it's a two year program for students. And and then it also relates to the work that's going on outside of school for those kids in their robotics, club. So I mean, if you know anything about Troy, you know that we have a few robotics programs throughout our organization with you, a few dozen. So it's just, I think some really nice fits for us. And when we think about the work that's ahead.
So there'll be more to come on this, this will be something that will naturally go through conversation with, department heads and classroom teachers. But it's, I think the seed of an idea that, well, influence where we go next year. So it's. And so the original, Caps program is in Blue Valley, Kansas. And then we visited next door in Lenexa, Kansas, which is where the others, the C tech Caps program is. But they are all over Kansas because that's where it started. And then it has grown across the nation.
So there's a real big group of them kind of in the Kansas Midwest, sort of the more southern Midwest, and then actually in Utah. So like, and in that area, there's a lot of industry connection there. So is this like real time where the kids would be working in project school or is it is there a virtual component? That's where they need be in the company that necessarily isn't G branded okay with them, but they're still working on a project, under the
tutelage of their teacher. So I suppose it could be either. The examples that we saw were real fun, were with a mentor that was there, and we had students who were working on real problems in that industry with that, with that, partner. And they were trying to solve them and they were bringing it back. So one of the students that, we, we, I interacted with, he was working at a construction site, but his he wasn't working in construction. He was actually working in engineering. And they had a mount to be able
to pull a motor on the construction site that kept failing. And so they were trying they engaged him in how to be able to redesign this mount, because they were they were consistently failing and they could not figure out what was going wrong with it. So he he had built out a whole prototype, and then they had a welding location there as well. So he was able to build that, and they were prototyping it and designing it. So it was and he was getting real time feedback. They were taking it out to the job site. They were using it. I asked him if he was going to get paid when they started marketing me,
and he laughed and he said, that's not the intent. I was like, well, so, you know, like that real time, like problem solving and being a part of it. Another piece, another thing that we saw was this incredible simulation lab for the health sciences where they had, I know you're not supposed to call them dummies, but they had, mannequins, but ones that were, you know, like one that would bleed and cry and, you know, just like real feedback on the, the, like, life sciences, physical therapy. We saw, global business. So within the Caps program, there's strands that exist.
And then within the strands there's deeper courses that exist. So the number one piece of feedback they gave us is start with one. Right. And we already have really incredible programs. So Elena Walbert, who's the business teacher at Troy High School, she was with us and Rob holder, who's one of our business teachers at Athens. Both of them have a significant amount of life experience and teaching business. They both were like, oh yeah, this is great. Like, we could do this. It would be a great way to take it to the next level. And so there's just a nice way in, and our hope is to be able to continue to build that kind of excitement
and to recruit others to come to the table and looking at opportunities for kids. And then the reason I ask is there's so many programs again, at each level, and it's it's virtual, but it's supported by like Apple or something and having all and and maybe provide a project and actually students there's a pool you can do a full. Yes. Because if you are a student and you don't get to get comfortable working with you, well, and so they offer this person it was all project based.
And you get most of this tech here and you get you get to eventually. But it is a great way for students to get a project based. But in this case, again, you might just have to much. Burgeoning. And then they get you they have initiative and states from India to France. And those have become super, super popular.
And it's made me really think about is there and a lot it's great because I know we have support the business community and we because of our location, they got good physical problems, projects here. But, you don't get me, you know, equally excited to find some employers that, you know, are resident here. Yeah. And, you know, Nancy, as soon as you said that, it made me think of we were actually invited to apply. So Harvard approached us and said, we've got grad students here
who are looking to work on family and community engagement challenges X, Y, and Z challenges. If you are interested, you can apply for their support. You would get a little consulting consultancy group who would help work through that process with you. And so they reached out to us to offer that. So it's very similar to that idea. That's a great idea. And stuff gets done. Questions, comments. Anyone come in? Looks like we've got a lot of plethora of choices for kids and and parents for that.
So just like we know how we had the college and career fair, I wonder if we if you ever thought about having some kind of, in an open house or fair kind of set up where parents and kids could come and see the options that are available in high school for them to, get involved in. Yeah. And I'll give me like, a parent like, as well the parent a curriculum night like. Yes. Yeah. Focused on the choices that you have to do
with the career stuff that we have, not just classes. I know we have that already for our incoming parents. We have what classes you need to take, what you need to do. What do you expect in high school? Those things we do already, but I don't think we covered this at all. So I wonder if if that would be useful. But at the same progression as you showed us at the beginning, elementary parents like that somewhere in the middle to help your kid explore middle school, etc.. And last question how much of these are available for IAC students?
Also, I think that's a good question. I think one of the challenges that's important to remember about our IEA structure is that there's a chosen curriculum with a set path, so we students have to be able to move through their their eight courses and then take their assessment, and then they have to work through CAS and they have to work through, you know, all of the other, you know, extended essay, all the other pieces that are there. So there's not there's a choice program when you go to that building. So I think one one of the things you could say is it's one of the right we know.
It's one of the choices. It's one of the incredible choices when you're a choice student, that that is also offered to you, but that's offered to you as a package. So there's not an IB to IB plus where you add on IB CTE, right. Like you can't go to Otak and IB, you can't go to, you know, Otak and MDC courses. So I think it's offered through extracurriculars, but it's not at and through our Cap program. Okay. So student I feel like so yeah. Those are the areas where I think as an organization we try to ensure that we're including, so how do we expose our kids to these career
selections then? So the the EDP process. Yeah, that's that's, you know, they they complete their is required. But I'm not sure that there is a required career internship or graduation. So and typically the kids do that when they have like a weeklong period. So they're they can find her own person. They want to know that they're interested in where the schools open up. So that idea kind of the same thing that they're getting at least, you know, a certain hours exposure to some sort of career industry.
So that's unique to them. But it is the graduation. Okay. So they get it through that in the EDP process is required for all of our students. So all of our students go through that same process of exploration and selection and feedback from that program. So I mean, I've done it for you for years and stuff. No, no. So once you portfolio. No. Correct. Yes. Right. One thing that we're going to add this in here are components of the PDP. Because
my suggested was the whole point that you should be focusing on what they've done, but also explain who they are and what their next steps in the EDP should help them with. That. And they ask questions about where do you want to go next? Or so integrating some of those questions I think will help, with with the future path for that, students. I, for one, am interested in the education piece. Yeah. That's great Testament. Absolutely great. Thank you. All right. Thank you, thank you. You got a minute?
We're going to take a break. Okay. Yeah. And. Okay. We are going to go ahead and get started like, so I can just, come in the audience to take their seat. Energy. Okay, so our next item on the agenda is our superintendent valuation. So I'll turn it over to Jordan team to trace.
Thank you back. And go ahead and, I had a chance to visit with all of you and and also my colleague Julia. Another pitch to council bottle. And it's, fun to be back. And, I was joking with a few of you. It doesn't seem like I've never left and walked right back in, you know, that Melton IRA. Joking. You know, same faces, different places. Know? Yeah. So, yeah, for me, if you saw, we're right back at it. It's like riding a bike. And so. But today I'm here to talk about, superintendent evaluation training and the tool which the, Troy School District has been using, I believe,
for the last six years as it relates to evaluating superintendent. And I'm here here for, for two reasons. One, I think we've got some new board members. So our refresher for the current board and also the formal training that's required by the statute for new board members opportunity to do that. And then also there was some amendments to, evaluation for, for teachers, administrators and superintendents. In December of 2023, the legislature passed that, and you passed a bunch of amendments to collective bargaining rights in the state as it relates to public employees.
And, one of those included, teacher evaluation, right to bargain at. And then that's when they also passed some amendments and some new requirements for administrators and for attendance. So part of that law was that you had to do a new training but with a new person. So, and we had to have that done, by the school year. So we're also satisfying that new statutory requirement that you dream about the new title. Nothing groundbreaking, the but just building a couple of things, for the board members that have been on the board for a few years and have used this tool, you say, oh, okay, that's a new report,
but nothing. Again, nothing. No, no. Oh, okay. So. All right, from now on, I mean, I'm. Good night. I'm not gonna let you go now. Yeah, it wasn't okay. I damn soon as best to turn. I'm going to do the first half of, the PowerPoint, and Julie has got going to take the second half. Julia, I was involved in the development of this one woman two years ago.
With I, I guess I'll talk to talk a little bit about that. We've got a couple slides. I see not all of you have the year I had to take. So we've got some screen and you've all been given a copy of this. You to me. But but the origin of this tool and how it's different than some of the other tool like tools you were using previously. And. Nicole. Mr.. One. Wendy. Years ago, about 11 years ago, when the relevance to the evaluation, I was getting frustrated with different tools that were being used around the state.
Is there a one size fits all? There are a couple of popular tools that were for any size school district and small school district that, for buildings to the larger schools like, Detroit Public Door or Utica. So, so I, as the superintendent, got involved and kind of and kind of, talked to our firm about working with Oakland University, about developing a local tool that could be more specific than the proposed theories. So that was the genesis of counties of LA getting involved in adult use. Lots of people say, how did councils develop an administrator?
We have a superintendent tool, central office administrator tool and a building local principal tool. How did education offer, you know, how did you get into the evaluation sphere, that business and that the genesis of how that happened? Macomb County started with wanting a localized superintendent evaluation tool that better had the needs of a kind of a metropolitan, densely populated schools, US school district system. So we got that off the ground with, with the Open University professor and a couple of the students.
And so we, were able to to develop a research based tool. And with the focus on we'll cover this in a few of the slides very briefly, but the focus on having less domains, like one of the popular tools that would be used by a state within 28 days. So boards were trying to evaluate their leaders on 28 domains. That was a frustration that some of the larger districts discussion for a lot of those domains imply, or they were all the way to the same. So you, the kind of less domains and had to be more of a global from a more of a leadership cycle.
So you'll see how we did that. And and of course, just for most of us, we've been using the tool, we've kind of distilled it down to to six specific, long ten categories and then just down into the system. So, so at any rate, that's more for the new board members who have, like you know, why this tool how did come to the importance of Control so and started using it across all the the school districts and, and Macomb County and the other districts that were around the county said, we'll be interested in that. So it's just kind of, spread word of mouth.
And Camden County was gracious enough to release that we've ever wanted to use it. So so now, you know, we don't think we've we don't have any commissions or we don't have any location on this. This is just a tool that we developed, got on, it is paid for, and that we've been getting paid by whoever wants to use it, whether they're finance. So that's just a bit of a tool. So with all that said, I'm covered quickly. I know we're the last thing on the agenda standing between you and right going on and before, but, I'm going to I'm going to quickly
kind of jump through a number of pages, have some salient points. There's some statutory, requirements that Julie will cover about training, that we'll, we'll hit on briefly. And to answer any questions you have. So that's, that's essentially agenda. Great. A full. Basic statutory framework. This is the 1249, the revised school code. That's the fall that covers teachers in Washington state who must be evaluated.
All administrators, central office, anyone involved in instruction, must be evaluated by the superintendent or his or her designee. And superintendent must be evaluated by the school board. So so you evaluate the superintendent. The superintendent evaluates, the principals for in a large district like yours, you can have a, you know, deputy or assistant superintendent or director to choose. This is a new change in the law. So this is this is brand new. The change is for teachers allowing, for teachers, they're allowing up to try annual evaluations
for those teachers that are in effect and with the with the superintendent administrators, they they've developed a new, a new option for school boards. This is specific to the superintendent evaluations were doing tonight. But you as a board, historically, it was required to have the annual the new on you do it biannually. And that was, what you wish to do every two years. If the superintendent is highly effective or effective on the, three most consecutive wishes and Doctor Jesse's case, he has done so this would be
something that you were desirous to explore this option. You could so you could switch to a once every two year valuation schedule. Given Doctor Chesney's evaluation, some words are opting to do that was long standing, folks, that they're to come to work, in other words. And so that that's something on your side tonight. But that's an option that's available to you if you were, inclined to, to, to work with that process again with that. But that's starting next year. Correct. Which I go with the plan we have for June this year.
And then. Well, well let me so before I answer that, and maybe I missed the both on my understanding. Did you evaluate Doctor Chesky in December. You're now talking about doing that changing every day. You know we we're just doing it okay. Oh okay. I guess I was maybe we had talk that one point about switching to to the summer program, but we wanted to get. Yeah. I mean just because the board got changes. But There's nothing in the statute
that was from the beginning of the year, two years. So having the next generation, next school year, however, because it's brand new. Yeah. How are you going to look with on everything? I'm sure you have heard some issues in the past. It might be better to do the evaluation this year. And then again, if you want to have two years. Okay. Fair enough. Yeah. Me, one of the other big changes is this is the second triangle with this slide.
And this has happened with the teachers also historically for the last number of years, it's been for evaluation reasons and historically was highly effective, effective, minimally effective and ineffective was the word effective. And that's what they've made. They've dropped it from four criteria or four ratings to three. And I think they've come up with some more progressive language and just using effective and some descriptors. So now that they've dropped the concept of highly effective and a great person has just reinforced being effective,
the second being developing and thirdly, new supports. And that's what we're here to see. And we're gonna talk a little bit about how we address that with our children. But those are the three new statutory rating categories for everyone in public education teachers and administrators. People have asked and we've got this. The last quote of this slide. We always get asked what's important to the state is, is that all the subcomponents of the evaluation score, if you're in the scoring superintendent or teacher, here's what's reported to the state. It's only the overall evaluation rankings. So in this case, Doctor Jessie did receive a ranking of
or rating of effect of developing or needing support. And there could be commentary. We have questionable to report commentary the board has for any narrative. The board has to say no. This is a literally an Excel spreadsheet in which the district puts forward that stuff. There's a drop down, drop down only there's some three and three options. So you have to put one of them. Yeah. So that's that's for every position from the superintendent to assistant services directors, teachers. It's just a drop down. There's there's no commentary. There's no caveats there.
And sources, it's just it's just that it's reading as report. And what is the state going to do with that? Aggregate the data and sort it out. So let me go over. So they've been collecting it for years. And then hearing reports, I don't know whose job it is in the district, but they get to go through for every single employee. But it, and if I were available in my high school. Yeah, yeah. But it's not like they're
going to take any action if somebody was developing year after year. Just a quick point on that prior slide, Jordan. It's just while the state has moved down to three rating categories in our total, we maintain four. So we have a growth tool. The point is that we have to encourage growth and dialog within the board. Attendance at the highest rated category is labeled exemplary so that we can differentiate it from the statute. And that is something that would be within the district
that exemplary could not be reported to the state. This is also consistent with what all of the national schools have been doing with teacher evaluations. They can align those to the need for the state of Michigan, the teachers for and I think the effects similar will be implemented in the school districts where now the highest reading category is effective. So this is person who scored on the exemplary would still be reported effective. Yes. And then above 15 slide will show you what the tool says.
And and I will say like. A new another new requirement that requiring a mid-year progress report. And this is what the superintendent and updated our tool to have a one page in your progress report document. So nothing elaborate. We decided that it would be prudent to keep it keep it open and, keep it geared towards the goals and which the superintendent reports said. So once you make your progress report it, there will be a narrative for that. The superintendent would fill out and write about
and report to the Board of Education during your meeting of some sort. So that's going to be a new agenda item that you need to have on your agenda for the mid-year, mid-year progress report on the Superintendent Smith issue. So that is going to be a new topic annually or every year. And what you're going to be doing is doing the superintendent's evaluation to have a placeholder in your yearly agendas for, for having and having meetings with the with the student, Jennifer, for time to have her report
major pharmaceuticals. So would we be able to do that in closed session? We're not evaluating. We are the new superintendent mid-year or he's just doing a progress report on his progress report on his goals. So there's no reason not to do that session. In the course of action, is there any, you know, mid-year? What does that mean? The statute doesn't define the year. So we're having school districts take a period of time in their agenda, depending on what the flow of their of their annual work is, when when that
fits best. So you think you could do it in November. You could do it in the spring. Be doing it for a year. I'm. Not saying it must be at the hundred 90 day marketing. You. It's the shift from the prior statute where you have the board and employee identifying problems with their performance in here. Now, only for administrative releases every year there is rapid ones. Once schools could be essentially a receipt for a school setting, and you do for that
school previous. So question if we choose to value it every other year and you haven't said in and this is an evaluation. And so we didn't do any goals for this year. What is the mid-year evaluation report. Is it from the previous year. Those of us that were there making it optional for us to do every other year? Sure. I would believe their intent. I can only speak to what their intentions and their assumptions that
most organizations are doing goal setting every year, regardless of whether or not it's for vaccinations. Okay, but that that's my best guess, that all of but also the mid-year is only for heard. But it's it's required for each year you evaluate. Oh okay. Yeah. So I'm sorry I get that every two years it's it's cycle. Yeah. Well yeah. Or you could have a period of 18 months where you have nothing at all. So I think okay. Another new requirement that they put a new law
is that they gave superintendents the right to appeal the probation so that the non-statutory right that they that had previously they could have had something written in the contract about their evaluation, the right to choose for right to procedure for arbitration regarding disputes between their, evaluations. But there was nothing in the stat and any statute about that now there. And so now they've prescribed that new contracts entered into the post July 1st, 2025 must include an appeal process
concerning the evaluation process and grading received. So superintendents must have the ability to have some type of appeal process, to change their function ratings. And they gave this right to teachers also so that their logic was okay, we've given this right to teacher, to administrators. So and doctors may check these cases. What we what we do is, potentially executed a new contract at this role. Contract at next contract for a new, provision about what the,
what the evaluation rates are. And our firms developed a couple different options. We've got 3 or 4 different iterations of that. What the, was very comfortable with, with regard to giving them the rights of the superintendent about how functionally the, appeal works was great. So the person carrying it will do. It's not a question of here's the or we would be open to come up with whatever scenario for all other administrators
of the teachers would have to have the right to go to. Superintendent. Is what I do negotiate with them? Yeah. So do you have the other groups have the right to binding arbitration, as Julie said, that they left it open. So a couple of iterations could be a subcommittee of the Paw. Some clients wanted that or just a value system. Yeah. Private mediation, non-binding recommendation. The mediator that it was. Or you could agree to binding arbitration just like that was given to the teachers.
And those are the three kind of iterations that we worked with, clients, the no contract pieces. But to come up with whatever you wanted and we could write whatever we wanted. But those are those are the three iterations that we've seen so far. Something that was always going up and down over the years. Student girls. This was the folks that have been in public education at this table since the controversy, 11, 12, 13, 14 years ago about student evolution or student growth data as part of evaluations.
And they were the state legislature was having a lot of interest in naming the percentage. Obviously, it was at 50%. It was at 40%, and it was up to the school districts to decide it. But it has been 20%. They landed on these revisions. That is 20 years. So and that's consistent with what I believe. Troy has been using for a good part of, a better part of a decade. So what you've been doing here is now what has been changed in part of you also from from that standpoint, continue to do, what you've been doing.
Which really have anything else, you know? Part of the statutory requirement, which we're going to do today, which is a couple of scenarios. This is required by the statute. They require greater reliability training or greater reliability training. We do that for anyone conducting evaluations, including the Board of Education. It makes sense for administrators to do that. When you've got large school districts and you want to make sure principals are reading teacher, they're seeing roughly the same. But I don't think the legislators understood
exactly what it was, just carried over to the superintendent. So they said, we've got to have greater reliability training for the Board of Education, for the Air when the end is 108. So so we are, by virtue of this presentation, have a section on rater reliability training will be briefly going through a couple scenarios. But be consistent in the one place. So you can see some of this stuff was last second legislation that was pushed through, you know, and I will say, I mean, a lot of these points that you have to do in the training,
these are built into our tool. So when you get to the evaluation tool, there is a clear, consistent set of evaluation criteria. That's your teacher evaluations as well. But the one thing that that didn't have to add specifically is that second to last bullet point calibration exercise. So I get that fun task. Those will just be incorporated throughout this. It's very difficult to do. Like Jordan said, we have one of three, the Board of Education. But we've also built in calibration within the tool itself
because it's a consensus. So you are all coming together doing the evaluation and calibrating at that point as you go through. Them in a local tool. I talked about this in the intro about how this tool was developed. We did research with Oakland University. What what? And I guess this is just more for background to follow for how this came to be when we said we want to use less standards. We've reviewed the professional standards for education leaders. It was formally called the Interstate School Year. What you saw here. And so we pulled from a national standard.
And these were the these were the components of professional standards by this organization that we kind of identified as being critical for purposes of school leaders, especially in the local areas. So that's kind of where what the framework of this tool came from. And, and the research behind it, we jumped on this and we were still just down to six, and we wanted less domains and even the tab, we did a little bit of, comparison around the nation, the slides not right lessons. Along the horizontal axis, the number of domains.
And on the vertical axis is the number of states. So we saw that 18 states have six domains. So you're kind of asking yourselves, are we reasonable. Like if we're just doing a reasonableness test like like what are the majority states do. How many domains didn't join states? And then you can see that 2027 over 50 states have 6 or 7 different. Superintendent ranges. This review actually is one of the other reasons we worked on a little bit on. We looked at some of those components.
Texas just had stuck in my mind because they're for them and it's, academics for instructional operations and compliance. So yeah, well, that may work very well, but it does not translate up here in our area. Right. So and was a comment it wasn't as a protest maybe, or is possible with some of the other states and the number of domains that they had. But six was a smaller number and it wasn't as overwhelming 13.
That's insane. So these are and I know the boards looked at this in the entire board packet, but then the folks that have been on the board, do you understand what these are actually, you said, but it's visionary leadership, policy, governance, instructional leadership, community communication and community relations, organizational management and professionalism matters for the six, global criteria, which is to. Do I think you're did you have something to share?
So this is just the breakdown of the structure. You'll see there are six you, me like you've said, you show me has performance indicators. And then it also has behavioral examples for each of the rating employees who identify examples don't have to read each one of them. They're they're just for restriction purposes. Now from this slide until the end, this is essentially copied and pasted from the tool itself. You all have a copy of that tool for you. Do the evaluation or closely review it.
So we really just converted it into slides. Jordan's already gone over the mid-year progress report. And those requirements. In Jordan. So just to be clear, you don't have to do that once you start the beginning next year. You do need to do some transition. Statute a signature. You should be doing that. You should I would. And let me number. Me just this year or this school year,
this calendar is much better for you. It's. Yeah. So it's, if you're doing the fiscal year for your school year, so you for the year end evaluation is done. This year we kept it very short because again, this is not identifying deficiencies. It can be preexisting goals that you may have developed in August, or at least presented at last. For this year
maybe it is in less formal a year and maybe subsequent years. It's built into your other goals. Yeah, I would say there is no state of Michigan Department of Education superintendent evaluation position that are looking at what people are doing or not doing. We're inviting you about what the law says to be compliant. So to the extent that you can document Sheskey provided an artifact that he's give you, it's you've got to set up as a written narrative.
But there's not a requirement that I'm presupposing you'd want to mount an agenda to have the superintendent report out, but there's not even a requirement that that's the case. We didn't talk about that in the beginning or meeting or workshop. So I would assume some organizations are just going to have their superintendent or sheet report out to them and some questions about the rules, but it is calendar year correct. That would be 40 years a calendar year. There was earlier in the slides where you talked about the mid-year review. It is each year the superintendent is about.
So the this was not the most, well draft. No. But I find that in the slides it's a calendar year. Let's say, if boards would be addressing either a calendar year or a school year, I know that there's reference to which that is one. But the timing for the evaluation of that mid-year is that specific to a calendar year? You know, so the evaluation itself, the end of loaded in the state system that's go to the state and registered.
There's a just the evaluation. You've done the reading. Just three. Okay. Yeah. And there's no such thing for the video evaluation. So there's nothing that you're reporting back to the state. It's just the state telling us you need to get a mid-year graduation from six, you know, because what that suggests, we're sitting here, you know, it doesn't matter. We are pretty full of workshops, basically. I know, so I will suggest you're going to do a written
and just a partnership work with progress report that I can share this. I think it is. It is. But but okay. You're okay. Just really so hard because if you know that I when it goes, we're not done here. But just like to make more educated on what we're looking at. Yeah. This is narrative. Yes. I would suggest for the new board members it's helpful because again. There's to kind of keep that evaluation. You look at it periodically, you know, so that you can kind of
take some notes around so that, you know, when we do set up in June, you finish up and we'll talk about what state of this will talk about, assess these processes and change their statutory this part again, I mean whatever you guys are doing okay. So okay. Yeah okay. That we'll we'll talk process okay. And procedurally no changes to them okay.
And that is I mean. So thank you for doing it that way. It's exactly how we have it in our instructions. We have some districts who develop their own process. So I'm not going to go through the instructions right now. It will make a lot more sense in doing generation. But each of you will go through, get your thoughts together before the meeting and submit them to the court president, and they'll be prepared to that essentially for efficiency sake. But also it gives everybody an opportunity to review them, have an idea. And.
So then you can do the evaluation is open or closed last. And then you just have to adopt the final evaluation reading open session. Again that's what's reported to the state. You just have what we typically have with our community indicated that we have we are searching that we will need a paragraph summarizes the operation and the reasons for.
Okay. So component one is visionary leadership. Here really looking at the shared vision district mission for the district. The superintendents collection and use of data to identify goals, assess the effectiveness of the organization. This is also where the continuous improvement and the planning for that that's great for this component. And then the superintendent monitoring and evaluating priorities
just quickly here, you'll see. So at the very top left, that's the just general description of the component. The performance indicators provide a little bit more detail on what we're looking at. And then when you look to those four columns, those are the behavioral indicators that give you examples of what you might observe the superintendent doing to justify that particular rating for that component. At this point, when we're looking at this, we aren't assigning numbers. We don't have to read every single one of those behavioral indicators.
Some of them may not apply to your school year. You may think of other behavioral examples that you have seen that would fall within a particular component. You, those who you are as well. Leading up to so we could the only three categories agency. The one that you said that we're looking for now that you. Categorize. So are are we still trying to differentiate
between these different factors. Those are really kind state one category. Does that matter or does it matter for reporting. Oh this. And then we report it out for you. But then the fact that the state is that. I'm just trying to have a better idea of like which do I am I trying to differentiate between and celebrate the fact that something is still new? And then how does this report on.
You know, I mean, we can have a conversation. My belief is that, particularly for our superintendent, because this is, again, just like education cases, it's about tools, reports and bridges. Can we good about wanting constructive feedback and things that we can do. I would suggest we use the four categories. And then when we report out to the community, we can make a statement that we agree that our superintendent. This however, reported to the state is okay
because. And for purposes of our tool, because we got some informal feedback from clients that they wanted the ability to potentially do that. So we kept the tool. We have the four categories, because boards wanted the ability to do that. And so what we've been seeing is also this is all of the research for this. And as well as the national schools are based on. So. I don't I don't think we have any districts and have superintendents and green. And to increase that not going to continue to grow.
You know they're always bouncing well. And it's a great opportunity to have that conversation and dialog with the where are your goals? How are we going to move up to this next great. Okay. So this is our first calibration exercise. Bear with me as we go through it. Really at this point we are pointing out where you might see two behavioral descriptors. So for component one, you might have a superintendent who's action, staffing and resources have a little connection to a patient.
And when you go back to. The tool, you'll see that that falls into the needing support category. And so just. The second one here, superintendent literally communicates to the commission to others both in writing and speech, and falls into the effective reading. You want to consider. Component two is policy and governance. This is really looking at the superintendents relationship with you, this board. How are they assisting you with developing policies
to keep you up to date on the, and guidelines? Changes in the law, chiefs, bargaining agreements. And, you know, obviously, we recognize that superintendents are not talking about years. They have to rely on their team to be compiling most of this and providing it to them so that they can keep you up to date. But it really is the interaction between you and the. So our second calibration exercise, superintendent, who is not engaged in work related to policies
and does not enforce district policies, you will see that in support versus effective, which would be appropriately and equitably. Supporting three is instructional leadership. This is exactly what it sounds like, right. So the superintendent's leadership in developing the instructional capacity of their staff, they have the ones in the classroom doing the instruction that they are the leader who will be implementing that and ensuring growth within their teachers,
their building level administrators, central office administrators. This also looks at the development of assessment and accountability systems that are monitoring that student progress. And. The last one here is health, encouraging staff to be reflective about their practice and taking ownership, of their instructional practices as well as the student growth. Next calibration exercise might see a pattern beginning to follow here.
Professional development is infrequent and not connected to student or staff performance data or standards of meeting support versus actively developing expertise about quality instruction able to recognize, as you describe, high quality teaching. A component four is communication and community relations. This again this is just demonstrating effective communication verbally and writing the accessible to students, staff, parents, community business partners and the community.
The collaboration with all of those stakeholders, as well as using the media, approach. So ineffective communication support versus regular updates and effective. 1 in 5 is organizational management here. Budget budgeting is a big part of that. You know that you set the budget as support and then begins to implement that budget
and looking at how they do that, good decisions, efficient keeping up with, for evaluating management, for operational systems. But also this component, includes protecting the safety and welfare of staff. So that could be some of for physical safety upgrades that are made, that but also include things that have happening within a classroom. Behavioral threat assessment. Right.
So the example for needing support would be, for or non-existent management of district operations versus effectiveness, which is establishing a clear set of operating procedures for effective operation of the district. I think that number five, the big one is is central to the budget and the allocation or management of the school resources, but then also the allocation of personnel resources. Right. So that's going to be the staff can manage the staff how that relates to the budget. So that's that's
all encompassing of the allocation of all resources and management. Organizational management. What are you doing with your money. And, and know within public education, roughly 90% of those people language. That's where the whole notion of property management resources, people, resources, what staff. The last component, is professionalism and ethics. At one point we wondered whether this was actually necessary. And unfortunately, turns out that it is for some districts,
or maybe some boards, you know, but here it is that it sounds so the superintendent's modeling principles of self-awareness or fact reflective practice, ethical behavior, promoting individual needs, just demonstrating values of the school district. So our last exercise, meeting support with the superintendent who has demonstrated inconsistent or unethical behavior, versus ineffective reading.
Would the treat students staff fairly? It shows respect. To the last 2 or 3 slides here. This is how we get to the final evaluation rating with our new, four components on the tool and the only three that are reported to the state. Again, we don't assign numbers 1 to 4 for any of these rating categories. We come to a consensus on each of them in a circle. What you have agreed on for each component and for the overall rating,
they can all be weighted equally. You may in the day decide that one is created a little bit more, and we think that that is more important. That is something that the board will come to it. We will then also determine the evaluation rating for the student growth component. Before the legislative amendments, the superintendent's student growth rating was based on the aggregate of the teachers in the building. And they removed the requirement that it had.
We have maintained that in our tool. It really is the best practice. It's the best way to assess student growth or to measure student growth. Just to keep it as it is, any change they're made. We have a conversation with Jordan. But again, aggregate really get the most accurate way to do that. So you'll see student growth and assessment rating for teacher bolded and underlined. That's where you'll determine the aggregate student growth and assessment data. What is the rating there. And then you'll use that exact same rating
for the superintendent on the next slide. To get the. Final final rating, just pull over when you've selected the last two slides here, you'll see this is getting cut off on this slide up here. But it's separate effective for each rated at three and two for developing one for the sport. Bring it down to this chart here 80% for performance 20% for student growth. And then you will come up with your final rating.
One of the three that with the this. Is if you've got a fifth, we've got a fillable Excel form that does this that Judy has the for those. For questions. So the student component, talks about is there something to be determined by that assessment data? When that question we that. So I mean, each of your teacher evaluation has the, they will have to program and now we will be
providing a poll. And then once you've determined so you get all of your teachers student scores, and then you just do that and aggregate the scores. So how do we get that place ers starter plan. Yeah. Yeah. And and the way it works out of the previous five and one is that 50% and 40%. And then 20% 99% of the Ivy League school districts in the state. The growth rate for teachers and all that.
And that will continue to be what occurs absent something very strict is that curriculum. And so what is that for teachers that combination of, state assessments. Like someone contract a combination. Yes. So and that's subject to bargaining now again about what they're. Yeah. Yes. That's all changed. Yeah. Yeah that's different. So previously was we had to do the same. Yeah. Now it's something else. Let's put that
so that you know where we are for the future state. I don't. Is you're saying that in that format the population narrative is not the same. It's based on. Okay, we've got the teachers. Yeah. I think what do we think about those teachers? So you're competing. I mean, is that what you are that's been asking for 200,000 or what we've done?
I think in December, actually, this year we had to started because the new rules for. Yeah. So I had to do the board about which is the board is done. Super. Now, I mean, historically we've done it in June because this year we have an opportunity to we have some time to do it in December. And then it's only through the performance budget and have to wait until June to finish the evaluation to see.
Okay. Yeah. Makes a June make sense. Okay. I don't want to do things twice. Yeah, yeah. So question. So so what we have typically done this past us, we. Considered changing you know, we ask board members to just kind of keep this in your mind, at some point.
And to be that you put this the agenda, you asked each individually, do you, assessment. And again, I can't emphasize enough. It's less about, the numbers and about the quality. What that's really helpful is if we have a PSA for this reason, it's it's because that's. What we have done in the past. Yes.
They come to me and I consolidate them, but we have typically, then just authority with, you know, our own individual feedback, which typically has those sessions. And then we kind of go around the table, I can fully understand what we have done is we both take like until we take one of ours and it happens. So it kind of lead that discussion.
Everybody kind of says, I decided at the end of the discussion we have time, and I will tell you there's very. Perspectives. But then we come together, you know, for that final category. Then after we go through that, determine my overall rate, then we ask for somebody on the board to write a summary based on our discussion.
So I'll write that up. They share that the rest of the board has read and. So I. Was out there. And you know, we usually just kind of write up here and that is the, yeah, that that kind of gets the high points. So for some projects, just because looking at an average, you get that each year. Yeah. Because he's going to be with you
in some form okay. Yeah okay. So circuit boards used to have a process where the board meets separately to go through the evaluation and then meets with him. We've never really seemed to have to meet the, but we it's that, you know, we can really change that dialog. Right. So he gets he gets plenty of. And and then I don't know if you still do like that, but you also would share that you put that on an Excel spreadsheet or whatever.
So the board to see what everyone else wrote in, you would give that to that, which has to be for the, for the, you know, we have done. No, we're not done that. In fact, you know, to be honest with you, I mean, last year I did I think I put together everything and he took all the comments and summarized them together, you know, but not everybody turns to do that. So, you know, like a year ago there was a goal to do that. But now that I know, now just jog my memory. Some board member, it didn't turn anything. Yeah. It was so, you know, I mean, we can talk about that
if there is a desire for you all to see what others have, what it is that we can do, that if we share that approval. Yeah. Yeah. Because we will. You know, people have their, comments on things going off the table by people. So, you know, if there is a need for people to see what others have said ahead of time, then give them the interview and celebration process. If not, you know, just bring in what we have. We do that.
That's pretty much that's covered. And we don't need to decide that something say about us. But, you know, I really encourage people just to spend a little time to, you know, kind of keep that, you know, to -22 to 1. That's to be. And then we'll get to the goals and all that stuff, if that's you. What those are.
Yeah. Okay. Develop that for a call. If you. Thank you, thank you. It wasn't. Painful. No. Okay. Thank you. All right. We are going to other So are there any other public. I just wanted to mention and receive support. I. Excited that program and.
And I really like the idea of, more opportunity for that. This. Year. So, you know, I think that that is career aspirations for education, and I like that, that which for them to go back. Yeah. Don't realize the great opportunities exist that, you know, it's not it could be a train
could it could be a springboard for you for your degree. So there's so many opportunities and there's so many things that the that's that's necessary for their child as well. And you just need to work on educating our parents about what these opportunities can. In terms of for your career or for their education. So thank you for opportunity. Do you have any public comment on figure eight?
I think we're going to the part. Yeah. But, so, you know, I think I. Mean, so in addition to going to ask the board association, Government Relations Committee, which I talked about, it's the last board meeting. I also attended the NAACP Legal Fund. Committee meeting. The question was brought up in the lawsuit. And the issue is, language on a teacher that on its face might not be inappropriate,
but but, the point is, so it's a First Amendment first language. So, for our region, there was only one senior person on the board, so I think we could go. But the board was in, I guess in favor of the school district with, who has this huge issue. But I think it's it's it's a it's overarching because there's now so many things, whether it's emoji pictures right there on their face. Not inappropriate. If you have it.
So that was it. I thought we were talking about technology tonight. This is what we know. Dan was just going to give a brief update under under. Yeah, yeah. So with that one, we, had, great questions from the university and another two weeks so that after that meeting was passed, for now we will go back to the Facebook groups. But there's a lot of different houses that are all similar. But we had asked elementary and middle schools up and down
that we need to bring it back to the city. Think one. And then from there we did. We did have an issue. Very nice to bring that to this board. As well. And we also have some survey data that came to this morning's generation study. Found that over the fall for that we look at some of that, that the policy. The draft policy. And then finally,
focus on what is the best practice. What's the issue that, so is a part of the more greater standard, we, you know, and recommendations what the plans are for elementary, middle school, preschool? Has there been any discussion about that, looking at technology, the avenues of communication. And I know I brought this up whenever we initially talked about this, but the kids have Schoology, some teams have GroupMe, some teams are on Instagram. And all of a sudden, especially high school students are being asked
to access anywhere, you know, 5 to 6 applications a day. And the minute they get into one, it's not going to be for the one thing that you want to go do. And so it's of course, teams need to be able to communicate. Groups need to be able to communicate. It just seems to me that it's worth discussion if you guys haven't had it to say, you know, sports, this is your app, you know, student groups, this is your app. So that when we're not contributing. We're not contributing to students now, accessing
all these applications and getting to our track with them. So is that something that you guys. Yeah. Initially when you look at personal devices, first things first month, then once we have sort of like what we think of the spectrum policy will be regarding, first of all, devices that we would jump into. It's always been a little bit of conversation about, what level we appropriate to have. And one of the ones is like third grade. And, it's kind of a standard of agreement that I
think, kindergartens and secondary are these activities, shared with us. And so, once we finalize this policy, that will work. Great. Okay. And we'll bring. These down and then, I want to do a few things of what would be considered a middle school and better be. But, I, I talked to and I don't remember this,
but I also really did not remember the extended periods in middle school, that at some point at the middle schoolers, middle schools had semester plans. And I'm wondering, I know that, you know, for kids who take like algebra one in middle school, but if you have no, then you're saying that things like that, whether that's been talked about or looked at, at least maybe for a little bit graders. So that way, as they transition into high school, it's not such a day.
But I don't remember this ever being at the end of my I don't know if it ever was, and if it was, why would be. So that's just, it's not an answer. I keep a spreadsheet, but but yeah, because it just seems like at least, sixth grade is and it's a big game for coming out of elementary school. It's it's a lot for kids. Seventh grade. They get a little more comfortable. And then eighth grade seems like kind of your prep year for high school. And it you know, if you did do it in the past, like, it's like something,
you know, maybe not for every class, but just to get the kids used to this idea of, in your skin sweater. Okay. So again, I am I am. What what is the question. So right now because I have suggested, you know, I, I, I actually had a teacher who said, who's talking about, you know, this might be something they could be they could be brought back. And I didn't even know that. It's the thing. I have not been in middle school in a very long time. And my kids who had worked at the school did have this.
But the feedback was this idea of them getting used to this before they enter, then when they come back. We don't have a requirement yet for oh, you want that? But I still think that I'm missing that. That was the perfect opportunity to have that structure and or hold for contact, for demonstration or, can we call it that? There's applying any other class. Maybe it depends on flexibility. Right. And.
So my sense is for the ninth grade teachers that it's always faster than us. I think in science and math that's a with you going to read. Yeah. With writing. So again I think it's really an exponential growth right now. But there's not a district guiding policy that requires that. We also require second percentage, if those are things that the district historically had, the best practices.
Again, the evolution of secondary instruction. If I wanted to speak to the tour, in advance, that that provides you the opportunity. You. I'm truly sorry. It looks. Do you have a sense of how many of the high school teachers or classes do have, an actual exam as opposed to. I didn't realize that was unusual. I wonder if there's more variation is at the higher levels and more effective type classes than,
the cohort of freshmen might see that as a freshman CSI or math history. Okay. Because they want to get state language. And, I would say the majority of those are in place. And in fairness, those are, graduation requirements that come. Okay, cite that right. Wrap up this one around number one geometry. So as students day, those core classes have common subject,
I tend to call them a little different, but we can one. Yeah. Okay. Okay. I had a task from last night, which is, any any conversation about that and get some dates for it. Okay. But this helped me, along with doing, Here's what we are. And thank you for thinking of doing it for the end of the year, doing two since March. We have so many of our best for the attendance area review. We get three things set up for that.
So we were thinking of doing one first week of April. The date that was given out was April 9th, and then one, May 15th. The date that was given out was May 8th. So these are the two dates that we were thinking of doing for this year, this year. And the suggestion, throughout and this is kind of personally for me, I wanted to try and do it every other month, not doing not doing summer for the next calendar year, which would be like September, November during March and
or something. And not everybody has to attend. All of them wants to. This is me personally, because I don't have kids in the district now, so I have to rely more on the parents and the community to get feedback to me. So I would be it would be nice for me to do a five as a suggestion. So to make it out so that this year. But I think it will be to the full length. I like it. Do you suggest we vary times? She already suggested 8 a.m.
on April 9th and then 5 p.m. on May 8th, which I think based on other events that are happening in the district. And a lot of other things happened after which I was okay with, but, you know, in to changing that, I think that. And that's why we do that section, just because, it is so important that we yeah, we live in the schedule, so we have opportunities like, you know. Yes. Very well. It Tuesday, April 9th is a Tuesday and then maybe the Thursday for.
And so they have everything else that we do have a feeling on Tuesday. So I'm open to trying that for you. But if we have one person I if then I, you know, if there's more of us than there are people that I just, you know, so I'm open to trying it for your team. But if we don't then again and I, I would suggest. Yeah. So just having two board members and we don't exactly that you have districts that we already get the information such as great.
And then looking at I do so for each for. You you know that's fine. I just think at some point the, the the work of scheduling things, you know, over sessions unit or people that is just, just to see. But I'm open to, to knowing you. So yeah. Let's do that many. Yeah. So the next meeting will be held. Where. And would there be like an agenda with each meeting or is it just like an open conversation? A conversation board? Again, if we know information, if we can give them feedback right away, we can have the discussion after we gather the information
and come back and get information and know topics. And what's the thought you'd use for something you just described? Okay, we had our coffee shops installed last next year. We didn't. We were at fourth. I mean, you just have to, like you said prior to that, have that's of the shops. We do we like to be in a different district. And you're doing it in a district who's actually come in and see how things work.
And so that's item number one. Number two, I actually yesterday, we attended a Scouts meeting and Judy got a response from, scouts who's, asking for a public member to attend. So I think it was very fun. The kids had lots of thoughts about what they should be doing, like, besides how they. I support along with my kids. That's really. I doing all the time.
Me yeah. Here's what a suggestion I would look up if they want to hang out. I suggested recess all day would work fine if they gave up their summer break quicker. So I like it. All right. A couple things that even though we've been kids being kids, one thing that happened. So this is a group a lot of government involved kids. The most kids had a complaint. They said the wood chips in the playground hurt them like crazy. Why would anybody put wood chips that was there? So I don't even know what that means, that
they have this feedback from them. And then there was like, why can't you rehearse? Why can't you tour with the rubber stuff? Yeah. The second thing that was a little more serious, and this kid was like, well, sometimes when I go and eat lunch at like the school that I want to do something. So apparently this kid is a vegetarian and you happen to maybe it's a popular word that things, I don't know what to take from it, but it's something feedback.
You have to see ahead a little bit. We have situations when they run out of food, and we had a discussion, and supply chain issues that said just elementary perspective. This thing they typically do a percentage cook over and over. What order was 5755 I'm sure it's not salad today, but it's usually a vegetarian option though. Yeah. That's a salad. Is something on it. It typically and then if kids like little kids do or like that looks better than what I get this morning.
And then the last lunch, last kid's like, okay, so that can be sometimes I said, so I told them, I said thing salad day, I can give you back tell for more salad. Okay, you do that. Kidding aside, I did go and visit Chaldean American women's charity. It's a charity that is my choice. And the question that I visit, they do a lot of, charity work, especially for immigrants and refugees.
And we have a lot of, like, families and stuff like that. Two things. And they do a school evening homework help for students. The student is not the charity itself, essentially, but the students are not always going to enjoy it. Join them. Anyway, anyway, couple of things that came out of it is one, and I have to I have the other information, but a couple of things is one, they're always looking for volunteers, and I'm assuming our high school is always looking for hours to volunteer.
So there may be a connection that we can provide them, with our counselors. We do. And just, and that's one thing. And then the second thing is, since when I went to talk to them, that was the thing. You and the Athens charity was done. And so the question was, how would you think you could give name to the students picking their charity because they are a nonprofit charity. So, and the application was to see to that every year that we go an online application
or if anyone wants to apply education, things like that. Okay. The time frame typically is around like November ish for us for Christmas holiday break. Okay, okay. One more thing. So this is something that has been on my mind. So there's a whole lot of executable orders and, dear colleagues letters that have been coming out like crazy. A lot of them impact our schools.
And you see, and reading a whole lot of stuff online and sometimes from different populations doesn't make sense for us to maybe get to right, to have the information we need from our people house or something to get a more direct, impact on us. Our impact on our district is and getting all the noise out of the main. But we do get regular updates from legal counsel, multiple counsel,
that share with schools or statewide organizations. I can I know I have shared some of those with you in the past. I can share those with you. Currently, none of the none of the, executive orders have any impact on K-12. The the current executive orders are are focused on that at the federal level, defining and developing guidance that states would use that might have an impact on our schools.
So there's nothing that has a immediate impact on K-12. It's really now it's really about us waiting for guidance. But I can share suggestions from well, it'll come from the feds. And then I don't come from the federal Department of Education. And, and then, it will be filtered through the Michigan Department of Education. So just be. Yeah. It's just it's just us waiting for, for additional, just for for guidance, I think more than anything. But I do have a couple. I do have a couple of,
legal updates that might that might help it. Okay. To answer some of that. So I will share because we just saw that you, Yeah. Oh, yes. It's just. Yeah, I never really last one was a comment from a parent, and I want to share this is okay. So this is a move statement. Recently and apparently they were trying to sell their house and do it and then a house, a potential buyer for future value decided not to buy it because apparently the grade school ratings for most
has dropped 2 or 3 of whatever points from last year at a very low level. I don't know enough about it, but I was wondering if even farther to this condo, with what is happening. Before anybody buys house based pottery. But that's just me and, and I, I don't know how to respond to somebody. Decision about making about buying a home. Yeah, but I think it is the question, really. The question is why they work. Well, why?
I don't I think that could be a tiny bit. It would drop from seven out of 10 to 5 over ten. And the reason I believe it is, is the differential between the, kids who are advancing well versus the kids who are not has been raised for this great, great, great, great, great stuff. And based on test data, that's. Something that to be aware of is, is
I, I'd caution against getting enough down that rabbit hole to find. What if next year the rating goes up by two points to that mean more people? I don't have a right to know the question. Just a point I do understand. Yeah. I wish to add, other than, I'm still working with my son. We were here. I was talking to, the nature center, so. Yeah. Yeah, yeah. So I'm still making, contact with them, getting us into their.
Getting them into more of into our science curriculum. I still still continue conversations. That stuff. Jim, I'll just point about, CTE. IDPs, I 1%, being at the cap, match in or that last week was so cool to see that the kids were super nervous. And also, I think the business folks were like, all right, we can expect your to, you know, and the bridge that was created, I was really proud of the work in the district and the work of, Doug. So the sort of co-ordinator liaison guy
and then the drawing been for stars and is absolutely fantastic to see. In my opinion, a wide variety of students, participating and getting engaged. You could you could just see the excitement in the air. The kids were like, we swear from the company. And to continue to create, an energy around CTE and, and that that work generally is important. I was, telling Mike in the hallway on the break like, hey, I've had seven kids here and three were in the district. I've never seen anything, so like, this is great.
Let's go with this. I'm also proud of that. And maybe that's my fault, but it's possible. I'm also really proud to hear that they're trying to implement some metrics and data. Could be my class of the week is that that's a big data plan. So it's like really on my mind. So I'm I'm happy to see that we're trying to create like Smart goals around growing areas for the cool. Also the same like we saw the, Hammerheads Robotics, which I've certainly been the, recipient of robotics presentations, but never in this way.
I don't know who has more impressed with the parents who were all like, and I can say this because my husband's beautiful engineer, like, like shaking, excited engineer parents and all kids, the students who presented as well as I've seen many adults present, groups, and this really fantastic work they're doing. So I just, I just say, wow, if you haven't been to see it go, it's worth your time. And then so they know all that and then, we talked to your point about community feedback.
Certainly in the election cycle, we got a lot of community back, like knocking doors. And that's one way to get feedback. But, another thought, just to add to the great ideas you had met through the knowledge. And I'm excited. Is that going to community organizations like you did to the, Kelly Women's Group? Like, I saw something in the paper that trails Association is, recruiting members might be another opportunity for us to put to insert ourselves and be like, hey, we'd love to come and answer your questions about school board stuff or just hear what you have to say,
that sort of thing. I feel like I get I end up in forums, like in strange places now, like Kroger and like you said early on, like you might get caught at Kroger. But to reach into our community to, to go to them too, because, yeah, you're right. Like the senior citizens in Troy are not getting our, our communication about the thing happening at Troy High at nine and morning. So maybe we can figure out a way to go to them so that they can. This community hopes for somebody that's awkward. Yeah. Yeah, I use it. Consider example.
Like, those are the folks that won't see that. Like they're not getting a newsletter or whatever. So great ways to go into the community. I'm trying to brainstorm ideas I can maybe share with you to continue that, so we can get people here and, yeah, okay, I will be free to branch. So, we need to decide. Who is going to school suspension. Last year to get the early bird discount. Judy, register.
For it, for, you just need to put four people's names on that. So, we need to understand who is interested in being able to know if it's, it's A4678778 Friday service. Yeah. You know, So I've gone last to it's a quick way to other school districts. Most of the time it's other school districts from around the country
that present, what has worked for them? What an amazing things they have done. Great ideas, but issues that they have trying to tackle and how these students can wait five years to do that, it's it's good to see what other students do, because sometimes we're all television into doing what we're always doing and we don't have, you know, I think another thing that is really great, usually the first day is a day off.
So you have an opportunity to go visit local schools. So the career tech companies that I was speaking with said it years ago. And, but one day it is emerging. So are people is there anything that there's catch and whatever that might be out there? Yeah. So it's April 24th through the 6 or 8 for.
Workers. I mean I it's I mean I'm always so ready to learn. So we have to we're, we're at a point where we have to make a decision ten days. So can I ask if you're interested in this? Sure. Just want to make sure you check your schedule, a staff, any anyone else? Yeah. Yeah, I could go.
Okay. I just. Change. Sorry, I can't. Yeah, I had to for the schedule, but. Yeah. Church. Excuse me. All right, so he should. He knows. I'll. I'll give a no, because I don't. I just answer. Yeah. Yeah. And I do have so I could follow, but.
Okay. So let me know. Okay. The other, I, Commissioner McHugh. So, I am not able. So I think I'm on. Next year, I will not be at the main, board meeting for graduation because I've got a personal for being here for a week. It's two days to get that next part. But I have no insurance left. I just change,
I haven't, I had kids from different parts of the world for organization and working with overseas for just one day now. Turns out had some issue. And it's really. So my request to you is would you and your team change your issue to include it? That does happen. Yeah.
Cuz I'm good with the the workforce. Yeah. What kind of screw? You know, sometimes when like which my mom has the first year we have everything. Five stories. The front of the prosecutor's office without speaking was pretty great. While I was extremely blessed, which worked for me. So, you know, just because April 1st falls on Tuesday was on Tuesdays
and Tuesdays and Wednesdays, which is fantastic. So can we. Are you okay? Totally. Let me explain. You. Yeah. Okay. Sure. But so that'll be that, date change will be in the consent agenda for the meeting next week. Next Thursday? Action on that, on that out. Okay. And then the final thing is, Audra and I had a conversation a couple of days ago. And I think Stephanie alluded to this because I think you guys took your data classes.
And yeah, it does raise a lot of questions about, you know, what data is available, what really is the data. And so I had a conversation with Richard. And, one of the first things that we saw with the the program, we could actually I think we would have time to do this Saturday, is to have Richard, I share what you call data collection and analysis of people talk about what data
is for us to see on the back end basis. And even more importantly, how that data. For decisions, because we are going to budget on Saturday, it makes sense, I think, to to come up with these two, and almost the concept, you know, we for what's available, what is important for us to, to, to our work and then and then have a plan.
So the dashboard or something that, that. So yes, your homework assignment for Saturday was to just switch to, for example, one of you is that I guess you had like one last. It's really talking about how some of the struggles that students have that you're seeing. How do you manage your schools now. But when you look at.
Some of the changes the students, what is we lost? So you may all show us some of those things that you were, you know, your support for the future of work for us to see. So I think if we have a discussion that we can focus ministration on getting us and then we'll see. And it doesn't mean that doesn't change as we go forward. But look at that, just discussion.
So, you know, just to remind you about Saturday, your staff had breakfast, some 47, 45 will be out and then start at 830, 30 and and yeah, go back to, you know, because I have a hard deadline at 1130. Yes. Sure. Okay. Just, just so I just, you know, violent. Yep. I getting hurt there questions aren't there. Yeah. Just, we can cover two. But you did the NASB in the chat. Good.
I will, I'll check in. We'll check into that greatschools.org. But now we'll find out what not. All right, but we'll find out about that. There's a number of those rating things floating around, so we make sure to actually the feel for that what the criteria is. Yes. Okay. So we'll look into that. And that shouldn't take us too long to do, the, we are working on a board policy committee meeting. Julie's getting that out. I think she sent something out today. So we're working on that. That's other Matt in each. Right.
And then I'm working. Julie's also going to be working on connecting with, our state legislators. So McDonald and Weber, to see if we can get a meeting. So I'm thinking I'm thinking early in April, if possible. We'll try to get to see their their availability. If we can get all three, together. That's great. If we have likely have to split it up. But I'm thinking it'll just it'll be well, by cabinet, folks. And then we would have made all of you, we can all come to get to know it would be in a for informational meeting.
So anyone can just call it. We'll have a meeting issue. If it's informational in nature, it would just be it would just be an online update on what's happening in Lansing. I think April would probably be good because there's really not that much going on right now. So maybe in April we'll have a little more information. Maybe some of these executive orders will have shaken out a little bit, and we'll have a little more information. With respect to some of those and so forth. Wednesday, would it be possible for us to maybe show some of our facilities, this is something that, that
could be essential to have the legislators come and see. A lot of times they make decisions. Now, what's going on in our district, maybe. And if there are things that we can show them or show them that these are things like maybe CTE or whatever or any of that, okay, whatever you think is important to give them a tour and then get an update. Okay. Yeah, we could maybe host that at a building where we can also demonstrate some or share some of the things that are going on. Yeah, that idea already would be yeah.
Yeah that's a good point. Or, or if you're trying to advocate for special ed funding, something along those sharing demonstrate where the learning is. And it's a transition for the transition like this is for certain circles. Okay. That's all I have. City you're going to tell me. Yes. Kendra, had a meeting today with Cindy Stewart. They're they're working right now on a joint meeting with, planning commission, and then they'll turn their attention to,
looking for a date that might work, for us to join them. Likely. It's going to be May 10th, probably the earliest. So I'll keep working on that. Let you know again, we just pull that off. Okay? Okay. All right. Anything else for that? Right. You just, see you work right now. It's Saturday morning. Ready? I'm wonderful.