Good evening. The time is 6:30. I'd like to call this regular board of education meeting to order. The first item on our agenda this evening is the um roll call of those board education members who are present. Trusty Goodrich, would you perform the roll call, please?
>> Certainly, Madam President. Trusty Sutton Kennedy, >> present. >> Trusty Fields. Trusty Goodrich, I'm here. Trusty Townsen, >> here. Trustee SB >> here. >> Vice President Leak, >> present. >> President Hawkins, >> here. We have all board of ed education members present. Next on our agenda is
the pledge of allegiance. I'd like to invite everyone present to join us in reciting of the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. Next, that takes us to um before we accept the agenda, we have um an amendment that we'd like to have the board consider, which is to move our
public comment section um up earlier on the agenda due to the length of the meeting this evening. Um so that would come before action item uh 5A on the agenda and every
and everything that follows will um will we'll adjust the numbers so that seven is eight, six is seven and so on and so forth. Um do any board member So thank you trusty goodrich for sending
that request um to uh consider moving the um public comments up earlier. Um is the board okay with us uh making this adjustment before we move to accept the agenda? uh the amended agenda. >> Yes,
>> everyone's okay. Okay, perfect. >> All right. At this time, is there a motion to accept the agenda um as amended? >> Madam President, this is Trusty Goodrich. I move that the board of education accept the agenda as amended.
>> Thank you. A motion has been made by Trustee Goodrich. Is there support for this motion? >> Trustee Espie, I support. >> Thank you. supported by trustee Espie. All those in favor. >> Those opposed? That motion carries. Thank you, board. Uh, next that takes us
to item four, which is achievements, awards, and recognition. Um, and at this time, I will turn it over to Dr. Zachary Ross to introduce our first presentation, which are our points of pride from Esbrook Elementary. Dr. Zachary Ross. >> Thank you, Madam President. At this time
it is my pleasure to welcome a tremendous group of scholars. We have a large group with us today led by their illustrious leader Ryan Johnson. He is along with his leadership team bringing
the scholars from Esbrook Elementary. Yes, you do. I'm excited about it. >> Good evening everybody. I am so excited to be able to announce and share or the students to announce and share just a few of the highlights that are happening here at Esesterbrook Elementary right
down the street. Um they are excited, they're nervous, >> but they're going to shock us. So, uh at this time I'm just going to turn it over to the kids because they're the show, not me. >> Yes. >> Hi, my name is Joshua and I'm in fourth grade. At Esserbrook, we are especially
proud of our Eagles Nest. This is our schoolwide space where students can take a break, reset, and get the support they need to be ready to learn. Where the students visit When the students visit
the Eagle's Nest, they can talk with a trusted adult, use calming tools, or take a moment to breathe before returning to class. It helps us stay focused, manage our emotions, and make better choices during the school day.
Hi, my name is Raiden and I am in fourth grade. The Eagle's Nest also shows how much our school community cares about every students. Teachers, staff, and families work together, so the nest feels welcoming and safe for everyone. Because of this teamwork, students feel
more confident and ready to do their best. Our Eagle's Nest is a great example of how ESA book continues to put our scholars and families needs at the top of their list. Hi, my name is Haran. I'm in fifth
grade. Our day started with an all school assembly full of culture performances, including a Brazilian compa dance. In the evenings, family joining us for food, fun, and more students performances. It was an amazing
c celebrating all the cultures, countries, and languages at Esther Brook. Hello, my name is Batul and I'm in fourth grade. Since Mr. Johnson became our principal, two awesome Esther book traditions have kept us connected. One month, one school, one book, and our
talent show. This March will be our eighth year reading the same book together as a whole school. The book is already chosen and on the way and we're planning lots of fun activities for students and families. Our reading family is growing, too. Epsilante
Connected Community School joined us last year and Pew is joining this year. So, what's the big question? What book are we reading? Come back in March to find out. >> Hi, my name is Ollie and I'm in fourth grade. Our talent show is one of the the
traditions that really shows the heart of Esbook. It's a chance for students to get on stage and show their creativity, confidence, and amazing talents. All families pack the audience cheering for every performer. The talent show reminds us that every student has something
special to share. And together, these traditions help Esther Brook keep the crowd to new highlights. >> Hi, my name is Dennis and I'm in fifth grade. Our Esserberg maker space is an amazing place where students can explore, create, and travel cool
technology. When we walk in, we feel excited and proud. Want to thank the Apes Atlantic Community Schools Administration, the board of education, Toyota, and Kelly Miku for helping design, fund, and build this space. Because of their support, our maker space helps us learn new skills, solve
problems, and show our creativity every day. Students from W High come to Esther Brook twice a week to lead writing buddies. There are 23 third graders who started in second grade and now write, create, and learn
from high school mentors. Miss Tillip helps run the program and the high school students show us how to make our writing more fun and colorful. >> Hi. Hi. My name is Eston. I'm in the fifth grade. Mr. Tomorrow also has a
cool coding class where we get to learn about and create coding projects such as video games using a program called Scratch. We already have students that have created their very own video games using coding. Kids Corner is a program
that helps our boys grow social and emotionally so they can do their best in school and in life. We work with 30 awesome boys who are learning how to understand their feelings and make positive choices. Mr. Josh meets with
them every day to teach them about emotions, friendship, and handling tough situations. King's Corner gives them a safe place to talk, share, and learn. These boys are leaders. They are kings, and the world is starting to see it.
>> Hi, my name is K. I'm in fifth grade. Our student council led by Miss Hover has 19 students who work who help plan spirit week, raise money and make our school community stronger. Our green team has eight students who work with
Miss Tura and locally recycling partners and collecting recycling and teach everyone about reducing reusing and recycling. Miss Pal and Miss Tamika lead our lead
our safety patrol squad with 25 fifth graders and 22 fourth graders. They help keep our hallway safe on arrival and dismissal by reminding everyone of our school expected.
Hi, my name is Angel and I'm in the fourth grade. Chip childhood hunger initiative power pack aims to combat food enormous insecurity and support children who rely on school meals during the weekend. When
children are not at school, they may not have the access to the meals they they depend on. We're we're incredibly grateful to the women of Alpha Kappa Alpha Sority, Inc. for their
dedication and commitment to our students. My name is Kenneth. My name is Kenneth and I am in the fourth grade. Ipsy Free Methodist Church has kindly partnered with our school to
support both staff and soon with positive moments. Kids hope kids hope is a partnership formed between Esbrook and St. Luftton Church. The volunteers provide
mentorship to students at Esbrook during lunchtime with AC academic support and help build social interaction skills. BBBS, Big Brother, Big Sister, partnered with
Ashbrook to provide mentorship to students during lunchtime. They build social emotional skills and engage in fun learning. At Estherbrook, our teachers and staff
are always learning new skills to help students who speak 18 different languages. Right now, two teachers have finished their English learner training. Five more are working on it with help from YCS and local universities. Our
support staff is learning too. Some are studying to become teachers or social workers. All this learning helps everyone feel supported, understood, and ready to grow. >> Wow. They say it themselves. Thank you
everybody for letting us take just a small portion of your time. Thank you board uh for your support. Dr. Zachary Ross and the entire executive board for their support as well. A lot of the things and a lot of decisions that um or visions that we have are because of the
support of of not only the board but just also our administration too. So, thank you Esther Brook, thank you YCS and thank you students. As our Esther Brook scholars return to uh their seats um or out of the
boardroom, I just want to acknowledge >> Oh, I'm sorry. Hey guys, come on back. I'm sorry. I'm sorry. Sorry. I'm sorry, Dr. Hawkins. It's okay. >> Come back. That's okay. I I just want to commend all of you scholars for sharing the
points of pride about your school. You exemplify excellence and we are so thankful that you are here showing off your stuff at Estherbrook. Let's give these scholars another round of applause.
I would also like to invite um all of those parents, families, caregivers who are present if they could stand to be recognized from Esther Brook if you're here. And last, but certainly not least, all of the educators, staff members, um,
leadership at, uh, Estherbrook Elementary, if you could wave your hand or stand to be recognized. >> All right. Thank you, Mr. Johnson, and the Esther Rook community. Uh, yes. Trust uh, Vice President Lee. >> Madam President, wait one second.
We did not get these two beautiful name. Could you please state your name and grade? >> My name is Riley and I'm in third grade. >> My name is Mab and I'm in fifth grade. >> Thank you.
>> Yes. Thank you. Thank you again, Esther Brook scholars, Esther Brook community members, um, everyone here in support of our young people. Thank you so much. Thank you, Mr. Johnson. Next, under awards, achievements, and
recognition, we have National Special Educ Education Day. And I will turn this over to Dr. Zachary Ross. >> Thank you, Madame President. Special Education Day was first celebrated in 2005,
which was the 30th anniversary of the Individuals with Disability Education Act, IDA, under President Gerald Ford, which was signed into law November 29th, 1975. IDA
made education accessible to all American children and this day commemorates the progress made in special education. Before IDA, many individuals with disabilities receive little to no education. Schools were not
required to make accommodations for children with disabilities. While some states offer special schools, the education and resources were not necessarily equal. Additionally, many parents couldn't afford to send their children away to special schools. The
law stipulated that children with disabilities had a right to the same free education that every other child had access to. Between the ages of three and 21, there are 13 different areas in which children may qualify under the IDA
for services. IDA was instrumental in increasing graduation rates for scholars with disabilities at YC at YCS we value our students support staff and are grateful for all you do for our
scholars. Thank you. And next we have National Intercolastic Athletic Administrators Day. Dr. Zachary Ross. On December 14th, 2025, we celebrate Athletic Administrators
recognition day. At Ipsellani Community Schools, we honor, respect, and value our athletic department. We want to make sure we recognize the importance of providing quality experiences and opportunities for growth, leadership, and the
development of young people through sport. This would not be possible without the work of our athletic administrators, directors, coordinators, and support staff. We thank you for all that you do for our scholars, staff, and
community. >> I don't see a he was invited. Oh, there was >> Okay. Thank you, Dr. Zachary Ross. Uh, next we have our first public comment portion for this evening. Um, Miss Haynes, thank you for bringing me the
public comment cards. Uh, prior to inviting members of the public to address the board of education, I would like to read the comment protocol, which reads as follow. Pursuant to board of education policy 0167.3,
the board recognizes the value of public comment on educational issues and the importance of allowing members of the public to express their views. Please limit statements to three minutes in duration. Participants shall direct all comments to the board and not to staff or other participants. No person may
address or question board members individually and all remarks shall be made in a respectful and professional manner. First we have Alexander is it Forier? Please come address the board. Excuse me. I wrote this out because I'm
a very nervous public speaker. Um last Tuesday my child got home over an hour later than normal and burst into tears. She'd been switched to a different bus mid route and didn't know why. The first I'd heard about this switch was a little earlier when I called transportation to
ask where she was after waiting an unusually long time for her to be dropped off. Oh, she's on bus 135 now. You didn't know? Wait, what? Why? No one told me about that. There was zero communication to our family about that.
When I started to ask for more clarifying information such as, is this a permanent change or just today? and is this if it is a permanent change, what are the new pickup and drop off times? Instead of getting answers, I was transferred to the director's voicemail. When my wife called in the next school
day to verify the status of the bus change and the new timing, she was told that the school should have notified us. By the way, the school had not known of this change, they had no record of any communication about it, and that the change had been made back in September. We found that hard to believe given how
many mornings I had to call in to ask where my child's bus is since our stop gets skipped pretty much anytime there's a substitute driver despite multiple reassurances to us that our stop is on the list. A fact disputed by each substitute driver that I've spoken to
about it. I find it puzzling why no one had informed us about this until now, having had plenty of opportunity to do so. Most of the times that our stop is skipped, they do send the bus back to us. But at this point, our child is already late to school. Sometimes I just
end up driving her there rather than waiting. Like the time we waited over an hour for a bus that never came, calling in several times and being told it should be there within 10 minutes each time. But not everyone has that option. I know that we are not the only ones experiencing issues with transportation.
I hear it all over. In fact, one of our child's classmates had to leave the district because he was missing too many days due to unreliable transportation. Whenever I see a text announcement about a bus that is simply not running at all that morning, I wonder how many of those kids just won't make it to school that
day. For the district to constantly emphasize the need for consistent attendance and yet fail to provide a reliable means for students to achieve that. I understand that transportation issues have plagued this district for many years and that you've been continually working to address them, going so far as
to stagger school start times in order to meet the needs of the student population with an undersized transportation capacity. However, reliability is not just about simple capacity, not just about more effectively aortioning limited resources. It is also about clear
communication, proactively assessing the needs of the district's families, and better understanding our experiences. How can we improve the situation? I'm not asking for water squeezed from a stone. If it's a matter of resources,
how can we address that? What does transportation need to work better? Thank you. >> Thank you for your comments, Alexander Forier. Um it is not our practice as a board to address um members who address the public but
rest assured a member of administration will be in touch with you to follow up on the concerns you raised today. Thank you. Next we have Nancy Margolus. I just hold it. Good evening. Um, I'm Nancy Margolus. I'm the executive
director of Embracing Our Differences, which is an art and education program that teaches about diversity, equity, and inclusion. Uh, we provide field trips for students and workshops and lesson plans for teachers. We're here
tonight to thank you so much. the um the J YCS has been terribly terribly supportive and has helped us go to our mission and we very very much appreciate that and I want to thank you and I'm now going to introduce Kathy
Fisk who is a retired teacher. >> I retired and still sick. My body doesn't realize that I'm not in school anymore so I keep getting sick. Um, I'm here as a representative also of Embracing Our Differences Michigan to
call out and honor those phenomenal teachers who have supported their students to participate embracing in embracing our differences call for art and the YCS EOD arts extravaganzas. In the past years, YCS students have had
their expressive artwork on large banners seen at Gallup Park in Ann Arbor and Riverside Park in Epsilani, as well as participated in extraordinary performances, all promoting diversity, equity, and inclusion.
As a reminder to our community, the mission statement of Ipsandi Community Schools reads as follows. The purpose of YCS is to develop mindful, engaged students with the skill set, work ethic, and attitude to contribute to a community that honors diversity,
equity, and justice. Teachers are the heart and soul of embracing our differences. Their creativity, compassion, and commitment helps us celebrate the power of diversity and the beauty found in every perspective. They open minds and nurture
empathy. building students to see the world through many lenses. So, at this time, I'd like to uh verbally acknowledge those teachers who have participated and who I'm speaking of.
Katherine Marsh of Ford Early Learning Center, Gary Quan of Litzying International Elementary School, Heidi Roberts of Esesterbrook Elementary, Heidi Shelton of Perry Early Learning Center, Lorenda Scanda of Atlanta
Community High School, Stacy Schwarz of Esther Brook Elementary, Isaac Tapley of Holmes Elementary, Jeff Trax of Atlanta connected community school, Those are the art teachers, the music teachers, and these are the
people who participated in the 2025 arts extravaganza. Tyler Reno of Estherbrook Elementary. Jessica Johnson of Ford Early Learn Learning Center and Lani Poentes Multilingual School. Scott Voites of
Ipsani International Elementary School. Jatana Chesteri Community Middle School. Derek Shelton, middle school, Ryan Bowie, high school, and T I already said Tyler. He's on here twice. We can also celebrate the first diversity day event that was highlighted in Esther Brook's
presentation that was on November 19th. And additional diversity days are being scheduled for each YCS building through spring of 2026 with EOD support. Additional YCS teachers, Charlotte Tillerson of ACE, and Celeste Green of
Esther Brook Elementary, now principal at uh Pente's M multilingual school. Together, these teachers embody what it means to embrace our differences, to listen, to uplift, and to create a community where everyone belongs. Thank
you for shining your light and reminding us that understanding begins with art, education, and love. Thank you, uh, Kathy Fisk and Nancy Margolus. Let us give Embracing Our Differences a round of applause. We appreciate you both taking the time
to address the board and and lifting up all the great work that is happening through embracing our differences. So, thank you. Next, that takes us to our action item which is under student affairs and that is the approval of the YCS 2025 2026 new
winter classes for Ipsilani Community High School. Is there a motion at this time? Trusty Sutton Kennedy moved that the board of education approve the new YCHS winter classes. >> Thank you. A motion has been made by Trustee Sutton Kennedy. Is there support
for this motion? >> Trusty Fields. I support. >> Thank you. Supported by Trusty Fields. Any discussion on this item? >> Um yes, Madam President. I had a couple of questions. >> Yes. Um I see um one of the courses is
introduction to media and performing arts technologies. And what I would like to know is with the new classes that we have, do we have updated budget numbers to make sure that
students have proper equipment for those courses, especially like, you know, media and performing arts. We want to make sure the mic systems are good, whatever else stage equipment that they may have, need to have.
I'm sorry. Um, no. So, the the the we have the materials, the budget. Uh, if anything else is needed, it will come right out department budget. >> Okay. >> Yeah. because I I just want to make sure like we have enough mics the system
because when we have our students like we had a wonderful performance last week but I want to make sure that we have proper equipment there so that they can when they're performing and they're performing at their best. Vice President Lee
>> um with the AI in the world around you course will that millage that would pass will that money be helping with that course?
>> It can um it can but uh the the reality is this course itself is going to be covered just out of the curriculum department pretty much because One of the approaches that we're using here the principal today was speaking on this course and what we will offer. So
it's going to offer uh that the young people are going to co the teachers are facilitating the students are driving the market. So in essence the students are going to co-design that course to make it very relevant for the students. So it's the students for student course.
And so in essence the co-creation is by our young people utilizing AI tools that are open educational resources that are free. Okay. And the other ones that they need we're purchasing because we have those funds. We have put those dollars aside to be able to cover that and
grants that we have. >> Dr. Sure. Yes. >> So with the CTE millage that's a whole separate we have the CTE committee um right now that's um that is determining how those funds are being used that like
for example there's a meeting tomorrow stating um what funds will be used locally regionally and countywide. And so it hasn't been determined yet how that will be distributed, what we use next semester versus next year um and
how those will be distributed. Once those are once that's determined, it'll go to all the boards of education in the county, but it's through uh the CTE committee for the county. So it has not yet been determined how that those funds be.
>> Okay. >> Madam President, >> yes. Um, do you know how these will fit into like their overall curriculum in terms of getting receiving credits or being in different subject areas? Will they all be
considered just electives or are they classified as different types like science, art, uh, you know, uh, math, that sort of thing, or technology. Are they or is it all across the board an elective? >> So, they're they are opportunities to
get credit for other courses that they offer. they was required as well as as elected one as elected. So they'll be open to both. Um but right now we're shifting as a nation and also at Michigan. So in our last
what was this the training that you worship where they talked about um that we're we're going to have a requirement by 2027 that we have to teach every student in a computer science course. So, we're jumping the gun, meaning that
we're way ahead to make sure that we have them all embedded in here so that by the time it's required, we're already it's already being offered. So, so we so these are integrated right now. So, we look at all our classes as
opportunities for students. Can they get a credit in English? Can they get get a credit if it's not embedded into that way? So, yes. So, that they're flexible. Thank you. >> Any other questions from the board?
No other discussion? >> I also just think these courses are not a question, but I just think that they're really exciting and give opportunities to our students to try >> some various things and invest their time into things they may be interested in. So, I'm excited for these to be offered
>> and all of them is also putting the students as drivers on their learning. One more question for the adolescent psychology who will be teaching it like a certified
>> well as a certified teacher who can teach that course. >> Yeah. They don't have to be a like a school psychologist. They just have to have that with the liberal arts and the English background. So Sue crosswalks and that's what you were talking about the crosswalk the
crosswalk of what they have to be able to be certified to teach in the state of Michigan to be able to teach the psychology course they're like I think is it two several endorsements that can teach psychology course
an example today we heard that the computer science for example that are being proposed for 2027 right Now they're earmarking purses in mathematics and science. Why? Who knows? Because that's you know but that's what they're talking right now. That's so right now
this particular course an English teacher can teach us >> and we had psychology under public school. So going back to basics >> and the beauty that most of our social
studies people also a lot of times have an English language art combinations. So this >> uh thank you board members for your questions this evening and um thank you Dr. uh Lopez and Dr. Zachary Ross for
the additional context. So, a motion was made by Trustee Sutton Kennedy, supported by Trustee Fields. All those in favor? I. >> Those opposed? >> That motion carries. Next, that takes us to item seven on the agenda, which is a request for close session. Is there a
motion at this time? >> Madame President, I move that the board of education go into close session pursuant to section 8F of the Open Meetings Act to review and consider the content of an application for employment. Thank you. A motion has been made by Trustee Goodrich. Is there a support for
this motion? >> Support Trusty Townson. >> Thank you. Supported by Trusty Townsen. This is a roll call vote. Trusty SV. >> Yes. >> Trusty Goodrich. I say I. Trusty Sutton Kennedy. >> I.
>> Vice President Lee. >> I. >> Trusty Fields. >> Trusty Townsen. >> I. >> President Hawkins. >> I. The time is 7:07. and the board of education will convene in close session. We will leave and come back and
reconvene into open session. Indicated that this motion passed by stating I. So, we will convene into close session at 7:07 p.m. We will leave this room and come back and reconvene into open
session um after the conclusion of our close session this evening. The time is 7:20 p.m. The board of education is back in open session. The next item on our agenda is a presentation this evening uh from 180
and I will turn it over to Dr. Zachary Ross to introduce uh this presentation for this evening. >> Thank you, Madame President. At this time, I'll ask Dr. Sheree and our wonderful principal at Perry Elementary
as well Perry Early Learning Center, Brian Dickerson to come. And I don't know who else from the 180 program is joining. I know they there's an entire team. That's why I started with them. So, Dr. Sheree from Ericson, Ryan
Dickerson, Principal Dickerson from Perry, and whomever else. I know they all work together on the presentation to um share about how the 180 program is impacting the district. I know there was a um thoughts before about how is this
program working at our elementary. We know um that we've been having um additional services at our elementary and now at our youngest schools and it's been looking different. It hasn't been
the same as we've had our secondary schools when we've had presentations and persons might think are they treat how are they treating our scholars? What does it look like? It looks so different. And so I know that um our our
leaders have been saying, "Oh, we are excited to share and what data does that look like?" And so, thank you for coming. >> Yes. Thank you. Um, again, Dr. Cassandra Sharief, principal at Ericson Elementary. >> Brian Dickerson, principal at Perry
Early Learning Center. And >> so, thank you so much for having us here. Dr. Zachary Ross, our board president, vice president, all the trustees. Good evening to everyone. Um so we'll just go through this uh our presentation here um to talk about um
the 180 program in our schools and the collaborative approach. Um so the 180 program um which represents a collaboration um to the students at Ericson and Perry Early Learning Center.
Um when we look at the three areas here um one of the first areas is continuity in the classroom operations. So the 180 program operates as a um interventionalist um providing direct supports and services um to our students
through various methods. They provide one onetoone support, small groupoup support, push in to the classrooms, pull out when necessary um to provide interventions in various locations. And this is both at Ericson um and uh Perry
Early Learning Center. They also provide um support to both the teachers and the students. Um, the 180 staff assist our students with classroom management and support behavior interventions that we
have via the 504 behavior plan IEP goals for students. And this allows teachers to do what they do best to continue teaching in the classrooms and to support students in a um calm and um warm learning environment. Third, the
180 program is a short-term um program that is designed to provide those intensive interventions to address behavior and academic supports and challenges. So, we turn this over to uh Mr. Dickerson and he'll provide insight
on specifically what the program does at Perry. >> Thank you. So, we've had 180 just for a short time at Perry. Um we're just getting started. Um but we're excited for the opportunity. And I just want to
explain a little bit uh with those three different areas there what that looks like at Perry. Um so at Perry, many of our scholars are just, you know, learning how to do school. We have, you know, three, four, you know, up to seven year olds where this might be their
first schooling experience. So they're developing routines uh focus emotional regulation and learning stamina in a structured environment for the first time. The 180 support position ensures continuity in classroom oper operations
by uh providing immediate skilled assistance when students need extra support to remain engaged or regulated. This allows classrooms to continue instruction with minimal interruption and helps maintain predictable safe learning environments with our scholars.
Um you know they support with the safe space that we have in the room u our conscious discipline training. There was a situation today, Miss Turner, Cheyenne Turner is our 180 person, where a young man was doing all about animals writing
project. Um, and he just, you know, he got a little frustrated about it. And this is one of our pushin activities where Miss Cheyenne was able to talk to him. Oh, this is a, you know, nice dog. And does your dog have a name? Does your dog, you know, where does your dog uh eat or just talking to, you know, to the
young man about his dog and he was able to complete the project instead of getting So it was a push in situation where he can continue learning and being successful in that classroom and he wasn't you know we were able to be proactive there so that he didn't escalate there. Um so that's one of the
examples. So the support for our teachers and students, the 180 position provides targeted positive behavior intervention supports that help students develop motivation, focus, and productive learning habits so they develop intrinsic motivation and provide
consistent encouragement, reinforcement, and guided practice to build confidence and persistence with our students. Um so equally as important this role allows teachers to focus on instruction knowing that timely skill support is available
when needed. It also allows me as principal to remain the instructional leader of the building spending time in classrooms observing instruction supporting teachers and maintaining an academic focus. Uh then
the last section, temporary role with immediate focus. The 180 support position is designed as a short-term high impact role with an immediate focus on student support and system development. So our 180 person, Miss Turner, uh
maintains data on the supports and interventions she provides daily. This information allows us to identify trends, adjust practices, and design staff meetings and schoolwide initiatives based on actual student needs. Over time, this data data help
strengthen staff capacity and reduce the level of intensive supports needed. That's what it looks like here. >> Thank you. So, we'll shift to um Ericson Elementary
and how uh the 180 program supports our school. Um this is year two for the 180. So, we have been able to really hone in on our systems or how they support our students and also with a continual um improvement process. So, there are three
tiers that we look at with the 180 program. Tier one is the universal classroom teacher-led support. This is where teachers are implementing proactive strategies for our students. Um they are their goal is to keep the
students in the classroom um and to maintain a positive learning environment. So teachers implement services such as or or strategies such as redirection um conscious discipline. We have implemented teology that's the
district's um program for our students. um safe spaces in the classroom, modeling those wanted behaviors. All again to prevent behavior issues and to keep the students
in the classroom environment. Our teachers when we see the students with a pattern of behaviors, we want our teachers to um establish that rapport and to be that first point of contact for the parents to maintain that open relationship and that partnership. And
so they are um maintaining that open communication. All of our incidents are documented in incidents plus um and they're also collaborating with this awesome team. Um sometimes students need additional
support and this is where we look at tier 2. This is the targeted support and where the 180 program comes in. Our teachers may call for student support when those students need that additional guidance um or interventions. And this
is where the 180 program will assist with restorative practices. They'll provide one-to-one support, small groupoup support, teaching self-regulation and coping skills. And they're continually building that positive relationship with the students.
Um they also follow up with parents um when when needed. We're constantly partnering with parents um because this is this is a collaborative approach, right? And um we're all constantly meeting to share what's successful, what
the students may need. And that goal is to restore students back to their classroom environment where they belong. Tier three is when students need a more intensive level of support. At Ericson, at this level, we're collaborating with
the teacher, with the 180 staff, our school social workers, our culture and climate coach, and myself as the principal. This is where we're looking at all the supports and services that have been implemented for students, and we're consistently looking at that data.
What does incident plus tell us? Our observations, how are students responding to those interventions? And so we meet daily um with our team, myself, the culture and climate coach. What is that data telling us? We may um implement the MTSS process to provide
those tier 2 or tier three supports. Some students may need a 504. They may need a behavior plan. Um, an IEP. Um, they may we collaborate with outside community resources such as the bridge program, wraparound program, our
teemology program, CH. They provide counseling or services for students um remotely and we have a very clear process when students do need to be removed. Um and it's primarily if this there safety issues or if um there's
severe disruption. Our goal is always to keep students where they belong in the classroom. And this leadership driven process is bringing all the stakeholders together, building principal, culture and climate coach, social workers,
community mental health um workers, our 180 program so that we can help our students be successful. Um because the 180 program has been at Ericson um for a second year, we're able to look at data and so I'd like to share
with you um how the students have been progressing. The first slide is um our behavior themes for students and this is from 2024 from September 1st to November 30th. What we see primarily um is
disorderly conduct. This is the dup disruptive behaviors in the classroom where 180 has had to respond. Course playing, students getting physical which can often turn into something a bit more serious and in the hallways without passes. Um this is also under the
category of elopement students leaving class and again that disruption um in class which impacts their learning. 2025 we're looking at the s the same behaviors and this is what we have. The trends
show us that um from year to year as we have looked at our systems and have implemented a more collaborative approach with the 180 program, the teachers, parents, community supports and services, adding those tier 2 and
tier three supports. We see that each of these categories um remarkably that those behaviors are improving. We want to see these go down. a 12% decrease in students eloping from class, a 7%
decrease in students disruption in class. Um, and we can attribute this to our push in and giving those students what they need. Um, horse playing a decrease by 12% and that disorderly conduct um, which decreases by 6%.
So, we're really proud of um that and appreciative of that collaborative um support that we receive. I also wanted you to hear not just from me but from those who are um receiving those direct services, our um classroom
teachers. We're constantly in conversation because this is a collaborative approach looking at what's working with our systems and what areas we need to improve, right? So, we asked our teachers five questions. In what ways has 180 been a
support for you? And this is what their responses are. That they're supporting with that deescalation and that behavior management, helping those um students who may be having challenging times in the classroom and providing a quick intervention um so that they can get
back to learning. Um reprieve and continue continuity. the 180 staff are able to provide those students with those breaks that they may need um just a quick reset so that they can get back into that classroom supporting their individual needs um in a positive adult
presence. We love seeing the 180 program interact and build those relationships with our students um and especially um some of the males that we have because a lot of our students are void of that and providing that professional support that followup after interventions that open
communication with teachers providing they talk about this is what help let's try this again right and let's be proactive and stay ahead of this. When we look at our data, we consider students with those patterns of behavior. Um, and we meet with our 180 staff so that they can meet with those
students, get into those classrooms, and we see that we are able to prevent disruptive behaviors or incidents from happening. We asked our teachers in what ways has 180 been a support for our students? They share emotional regulation and
reset, building those trusting relationships with the adult. Oftentimes they get to the point where they're asked for specific 180 staff to talk to about their concerns or conflict that they may may be having. That conflict resolution um teaching those students to
take accountability for their actions, but also um that restorative process that brings healing and peace into our schools, that positive reinforcement, validating those students strengths. um and what they are good at as opposed to
focusing in on the negative. And those classroom expectations are reinforced, partnering with the teachers so that they know what they should be doing, right? And and how to do that. We also ask the teachers small wins. This is where we get motivated. We're
seeing those small wins with the program. Um they're seeing behavior improvement, a decrease in those classroom disruptions. students are making better choices and growth in those self-management, utilizing those self regulation skills that they're teaching, building, breathing, counting
to 10, taking a break, using your safe space. The 180 and student relationships. They're enjoying seeing the 180 staff with our students, greeting them, standing in the hallways with us as our students come to school and in the hallways as they are leaving school.
Compliance with interventions. um students go to our 180 staff, the majority of them without fuss, right? Our goal is to um fix that problem and they know that and um sharing those
specific um success stories that we have. They also say that they're calmer transitions, fewer kids in the hallways, smoother classroom entries. We asked how the 180 program is helping students better understand their
routines and expectations. Again, reinforcement of those classroom expectations, that teacher student reset conversation. These are those restoratives, right? Um because we want our students to take responsibility, but we also want you to know they're welcome in the classroom and that's where they
belong. So, they support when we pull students out. Um it's temporary. We work on those restorative practices and get them back into the classrooms and ensure that they make a positive connection with that teacher before they get back to their learning. Consistent
consequences when that's needed. Students understand what as we go through that tier one, tier two, tier three support. At times we do have to implement our YCS, the student code of conduct and they understand that process and they're more likely to want to fix
um whatever challenge there is. So those expectations are universal and working with those students with that self-regulation skills, it matures their conflict resolation resolution skills. Lastly, because this is a continuous
improvement, we always want to know when we're looking at our systems, what can we do better? What's working? And so our teachers are saying um said that um can we create a shared intervention document so that we know consistently what the
teachers have done in the classroom what 180 may have have done when they may pull them out of the classroom or myself and the culture and climate coach. So that's done. We we we got together and we create a document that follows the student and we share with the parents um
to develop accountability tools such as written reflection so students are able to reflect on what they've done how did this behavior impact who did it impact and how can we make it right um other areas that which I think is
great they want to learn more about the 180 mission philosophy and evidence-based approaches so that those interventions are seamless to build common language around how we are addressing our students, supporting them and helping them grow and continuing
with that 180 staff um expertise in a clear consistent communicative manner. um wanting the 180 in the classroom more so that they can co-f facilitate SEAL lessons in classrooms and to integrate
restorative practices more deeply on a schoolwide approach. Lastly, to identify creative ways to extend 180's positive presence presence and we have been able to do that um with the 180 program. They do not just um they're not just on site
responding to student supports. They make do collaborative um interventions and supports for staff adopting them for the holidays. Um parents are so appreciative of that. They also support our PBIS initiatives
um by help keeping the kids motivated. We um acknowledge kids on a monthly basis with a leader in me. That's something that we're starting. And um Dr. Johnson said how can how can we support? How can we help? can we can provide incentives or little gift cards
for our students um who are making progress that we see. So it's a really um important um collaboration that we have. It helps with um us being able to as a principal to get into those classrooms. Um they provide that
manpower that we need to give our students what they need and when they need it. And so the bottom line is that the 180 program provides an essential support um for our students building those skills, maintaining that collaboration
um with our with the school staff um admin, our parents and community workers. Um we're seeing that students um are capable of making those positive choices with this help and our overall school environment it has changed for
the better. Um, did you have anything? >> Thank you. So, I know we also have um 180 staff here um that are able to answer any questions that you might have or so we'll just yield the floor back to
you. >> Uh, thank you for the presentation. Board members, what questions might you have? I have a few questions, Madam President. Um, so when we're looking at the data of 2024, 2025,
how many are you basing this on the stu the student population or off the just the population of students that have actually utilized the program? >> Um, on we're basing it on the data. anytime the um 180 staff responds to a
student incident um we they go into or um not just the 180 staff it also I may respond to 180 or our culture and climate coach but any of those incidents go into our um incidents plus so then
we're able to look at that those trends in that data so these are students who have um had some some level of incident that we have responded responded to from last year to to this year. The 180 also documents for their program um those
behaviors as well. >> So do we know the number of students that have had to utilize the service? >> I would have to pull that data. I don't have it off hand. But I can get that >> in this. You know, when looking at this,
um, my bigger question has to say, okay, we have this data. Um, it's helping with managing behaviors, but how is this program
changing academic performance? So what we know is that if students are having challenging behaviors or if they are disruptive in a classroom, we're often don't get to learning and so that has been a major impact on um how
successful the students have been academically. So first addressing those students behavior, we have seen um that teachers are able to individualize more. we're able to keep those students in the classroom or if we pull them out for a short period of time, they're not missing large chunks of that
instruction. Um, and so that that they're addressing the student behaviors and supports improves our student data. 180 also supports with um academics um supporting what the teacher has provided. So when we pull those students
out of class, sometimes we may find that students may be frustrated because they didn't know how to do or what to do. So they also assist with those academics um with missed assignments or helping students um with those um complete classroom assignments.
>> So of the students that you had in 2024 and 2025, do we know if those are the same students? >> Some of them are the same students that have returned. >> Have we identified if those students need additional supports? >> We identify all of those students. We we
are consistently looking at our data. That's what's at that tier three support myself and our culture and climate culture. We pull our data weekly and that informs and drives our decisions on what students would need um academically
um and behavior-wise and that's where we would implement our MTSS process at tier 2. Oftentimes we may find when we're pulling the students out we try we very hard to get to that root cause. We found that some of our students are become disruptive when that um instruction
comes out because they don't know what to do. That tells us that we need to implement more supports for that student. So, we look at that data and we may um ask ask the teacher to we're seeing a pattern of behaviors here to implement an MTSS process. We pull all
stakeholders together and um to then drive and determine what that student may need. Some of them tier two where they may get title services for behavior social work services. Some have moved on to tier three for 504 or an IEP.
>> I would just be particularly interested in know what the academic performance from 2024 looks like >> was and what it is now >> because for me >> that would tell me if this if we're
doing the right thing. Um, also if we are staffed properly, how would that change us needing additional supports outside of the district? >> Thank you. Um, trustee, I don't know who
was first. Rock, paper, scissors. Okay, trustee uh, good rich and then trusty SP. >> Um, thank you for your presentation. Um, and I appreciate the the narrative feedback from the teachers. That that's helpful. I do want to echo Trusty
Townsen's request for um for perhaps some different presentations of the the data the next time we see the I'm having some challenges wrapping my head around the the relative frequency numbers we're getting in the pie chart. Um, in the 2024 pie chart, we're we're
seeing what proportion of the student behaviors fall into those four different buckets. uh and that adds to 100, but we don't know how many students that represents or what rate like per 100 students are being reported into that system. And then when we look at the 2025 behaviors, it's still just relative
proportions, but it doesn't add to 100 anymore. So, it's hard to know if that actually represents a reduction in behaviors or just a redistribution of behaviors and if there are other ones that are not represented in the pie chart. Um, so it would be it would really be helpful if we could get back
to um if we could see some kind of measure of raw numbers because it's hard to assess if we're actually seeing reductions in behaviors or just redistributions in which behaviors are being reported. >> Thank you, Trusty Town and Trusty uh Trusty.
>> Um uh thank you. Uh yeah, I was I was kind of on that similar page with the pie chart. I mean the first one is like you know equals 100 and the second one doesn't which I it's that maybe it was just how you all chose to display the data. Um but
because if the numbers yeah it just doesn't quite make sense how those would both show up on this um pie charts in that way. Um so it would be great to see a different representation. I understand the idea of like 36%
folks to 24, but yeah, the the total number right there is somewhere around 60 or 60 or 65 or something. Um, and so I do want to say that this fact that
based on what is being said, disorderly conduct and horse play have gone down over 50%. Um, which is really exciting. um because those would probably be some of the more concerning behaviors. Um I
guess I'm trying to understand a little bit like is there a 180 coach in every classroom? How many are there per building? How is this look? How does this work different than having pair of pros in
the building? And I think that was maybe what you were kind of also putting forward. Um but yeah so I I'm just trying to understand are they always there and then what is it says temporary the other piece of that was it's temporary support so is it just like an
intervention in that moment or just like regularly working with the student and I guess what is temporary I mean obviously it can vary right temporary could be that day temporary could be three months right and so I'm curious how then does that person the coach like
divide their time across If they're in a classroom and multiple students are needing support, are they always in that same classroom or are you bringing more people into that classroom to support? Yeah. I just want to understand how it works. As you know we we we have been working
with effect size visible learning and we've taken a direct commitment to effect size and achievement for the research had John Hattie states very clearly that when teachers and schools decrease discipline behavior students
learn more and the effect size is 82 which is a significant size 40 is a significant 82 And so in essence, anything that's done in the classroom such as this program that could reduce that the disruptions
is eliminated so that students can get to about business. So the effect size of the program >> by no doubt that it's impactful. It seems like it's making a difference for students. obviously more support, more
adult support who are individual attention. All of those things are going to I think inevitably support a student, right? Um especially if those people are like empathetic listeners and going to provide some of that social emotional learning. Um I think my question is more
so around how are they implemented within each classroom. >> Yeah, you can if you want to come up to the mic. Thank you. Hi, my name is Shakira Nichols. Children call me Miss S. I'm at Ericson. Um,
typically what we do when we start the day, we come in, we greet the children, me and Mr. Don and Mr. C. We come up with a game plan because there's three of us there. And we come up with a game plan on what classes we're going to go to, how we're going to do it. might
spend 20 30 minutes in one class depending on you know the subject because you know if they're doing reading a lot of times they don't they don't need us there certain classes we know how certain teachers teach and then we can just kind of go off of that
like okay this teacher is teaching this subject we can have a schedule go into this class I'm going to be in here for this amount of time and then the pair pro is usually assigned to one or two kids specific children, you know, where we kind of go in and we float wherever
wherever the help is needed and then we say, "Okay, see you guys later. Go to another class and try to extend ourselves to each class. Um, I might do fourth and I think I was doing fourth grade. Mr. D would do fifth grade and then we have third, first and third and
second grade. And then we just kind of rotate it so that all of the children and all of the teachers are able to have each different presence in the classroom. That's that's great. And and so essentially y'all are coming into the building in the morning similar to all
the rest of the adult staff and working in that building and seeing where there is need. >> Um Okay. But you're going every day >> to see where there the need is where there is the need. Okay. >> That I appreciate that. Thank you. I was just trying to understand like how y'all
get called in like fully understand that process. >> And our program is fairly new at Perry. However, Miss Turner checks in with me every morning and we talk about where the needs are and she checks in with about five students every morning just to see how their their day is going and
checks in with those teachers also to see what supports they may need. Um, so we I only have one at Perry, but that's kind of how our day I've been very also for Eric specifically some some teachers
some are sensitive to that. So we do some class how much support that teacher how many students We do make it a point to go to every single every single class every day to
talk to see what support give them for the day we provide different models at least goes It's going to be such a small world. support
teachers ladies. >> Thank you. Uh, Trustee Sutton Kennedy, >> I just wanted to also thank you for sharing all of this information with us today and um learning more about having an opportunity to learn more about the program um and also hearing about the um
reductions in some of these major behavioral categories that you shared with us today. And I wanted to ask also in alignment with um what trustee Thompson was talking about is that we have this is I think our second presentation on data from the 180
program and both times it's revolved around the reduction in behaviors but I do think it would be a good idea for us to also demonstrate that impact um as it relates to those academic outcomes. So, if it would be possible for us to get data on any students who have been
involved in the program and looking at what their um you know reading levels and math scores were prior to engagement with the program and sort of seeing um how how those how the program has affected um their ability to be
successful um in those academic areas as well. That would be great. >> I'll ask the principles for that. The issue is that they're not an academic program. So I'll have to ask the principles to pull separately
all the students from this is a behavior program. So I'll just be clear that anything we get from the 180 program is all going to be about behavior. So we're going to have to cross pull their behavior data and I'm going to
have to ask you guys to try to pull some either their NWA scores or We are not an academic program. So I just want to that's why you're getting behavior data from a behavior program. So we're going
to assume some things a lot of things from this academic programs usually get academic results. So you have to find out who what students and then which academic you're going to
associate with. NWA what what academic measure you will we're going to pull from it because this is a academic I mean this is a behavior that's all I
just want to put that on the table because this is a so if it's grades if it's attendance if it's one of the ABCs impact Um yes uh Trustee Thompson.
>> So I think well I can't speak for everyone. I speak for myself. I understand it's a behavior um program. However, we also asked for these numbers back at spinning. I think we have them. Do we
have them in four schools now? I believe it's at the middle school Ericson homes and And now I'll period. So for me looking at this,
what is the long-term sustainability of this program? If we have a district that is fully staffed, is this program still required? Because ultimately, if you're bringing in a a a program that has that's focusing on behavior, then that should
trickle down to academics. So I mean, I'm not I don't expect the data from them. expecting the data from the district. So, I think from when we talked about this before, >> we have to if we're spending this amount
of money on certain things, we have to make sure it makes sense long time. >> And um I'm I'm I'm not doubting their ability to do their job or anything like that, but I'm just saying when we're looking at where we're putting money, it has to make sense. And ultimately the
students need to be performing for it to make sense. >> Um thank >> I just want to know which piece of data that's all when we can I just want to know what data. So, I think we we discussed this at the retreat, but ultimately when we look at um like when
we're looking at our data in February, we're looking at math scores, we're looking at reading those things because you now have students in classes, they're in the classes, they should be learning. So, >> yeah. So, I want you know, NWA, whatever
it is, I'm also looking at suspension rates. those should be decreasing majorly or any type of referrals discipline hearings any of those types of things behavior if you're managing the behavior then the behavior ultimately should change
>> and academic should increase >> uh I would also add to that uh attendance so looking at both at uh uh I guess behavioral referrals or suspensions or um and then also the
attendance aspect would Trustes and Kennedy, I would also add to that total number of incidents. I think even on those pie chart slides, if it included total number of incidents, then we would have been able to proportion out um those those rates as well.
>> Okay. >> Uh thank you board members. Um, my questions um are I'm I guess I'm going a little bit backwards um just to kind of better uh contextualize
um the supports. Um I know that the program is new at Perry and it's been at Ericson. This is the second year it's been at Perry. My question really is more second year at Perry. I'm sorry, second year at Ericson, first year at Perry or just started at Perry.
Um could either of you speak to um and even Dr. Zachary Ross maybe um what necessitated 180 even coming to the buildings right so we look at needs we know that as a district we are hyperfocused on academic
achievement excellence um when there are gaps in a building that you identify then you look at what supports do we put in place to support the students so I'm wondering just kind of like what the why answering the why.
Why did we say we needed 180 at Ericson? Why did we say we needed 180 at Perry? Since I'm new to Ericson, I don't know how it originated. when it originated originated at Holmes
Elementary School and at that moment in time as you know uh Holmes was identified as a partnership agreement district uh with the MD when we're looking at it when looking at the data we saw that children were engaging in a lot of fights bullying a lot of uh
physical out disruption in the classroom raw enveloping of the classroom and it was like the principal at the time was chasing students throughout the building. The the teachers were quitting like you can imagine because they just thought
that the children were out of control. the behavior was just totally so keeping teachers was just very difficult at that moment in time and no matter who we brought in there they would leave because the simple reason that they that that couldn't that was not working. So
one of the dialogue right away was that we needed to do something different but we don't do anything in the bubble we bring administrators in etal we look for a dynamic principle and once we got that principal in there then we proposed the idea of exploring programs
communities and schools because it's not just one program we had to bring supports that weren't there social workers all all the pieces but another piece was this the princip principal was at the table making decisions to identify that every principal where
every program that we have put this program in the principles had to make a decision an informed decision that is this the right thing for your building I'm we're not doing this to anybody is about the the answer in turning these schools around is within the building
okay each building and so in essence it's been that approach when Kelly was at Ericson was no different we did the same Kelly there discussed she was the one who came up to us and say I'm losing teachers hey this is not happening uh
teachers are frustrated etc I just can't keep anymore and so we need to turn around and and make some changes etc you follow me the reality is that the children don't feel safe first thing the parents want and anybody wants to see children don't want to be bullied want
and so we needed to stop that and these this program has been been real transparent in been able to do a rapid turnaround in the school in relationship to the data. I will I like where you're headed. So I will sit with Clark got all
the data I need and manage those. So I will manage that data and bring a report to the board very thoroughly and I guarantee you ahead of time that I could guarantee you that the impact has been significant. But I what I'm going to do is target every student that's in the program that's been in the program for the two years. The one who's consistent
because you know changing behavior doesn't Okay. But with the right support, etc., we can do that. And so, and I also want to look at those students and see the impact of their achievement. Oh, because I guarantee you that has improved significantly. I used to be one of those students. So, I know that when you focus
that help, but I will get all that data to you because you know, every time you bring something, it gets me excited about an opportunity to bring in front of you data that you're asking. Okay. >> Um, thank you. Dr. Lopez, were you going to say something? Um,
>> and I'll just add a little bit. Um, just thinking back to the Ericson Esther Brook students that were here. Um, just the leadership that we have in the district as far as our students, you know, Dr. Zachary Ross has been pushing excellence. Um, and I just want to push
more leaders at the early learning center age, uh, more skills so that when they get to Ericson or Estra, they're prepared to be success successful in those areas. So for us it's just early intervention
um early opportunities to teach you know again this is their first a lot of our students first school experience so if we teach them those skills early uh it might be less support needed in their early or in the later you know years and other buildings.
>> Did you have something else to say or no? >> No no I just wanted to make sure I gave you the opportunity before I went on. >> So I'll just add since I have been at um Ericson, we have really focused on looking at how the 180 program supports
our staff and our students and that um building systems that are um consistent um in responding to student behavior and um really focusing in on that collaborative piece. So that has been
our approach in our in our efforts um to support the student staff parent engagement and the tier two and tier three supports. Um so thank you for this presentation. Um, from what I heard and all the comments made by the board this evening,
it sounds like, um, well, one, obviously, you know, as a district, we are all focused on, um, accelerating, um, achievement for all of our scholars. And we know that each of our buildings benefit from trusted, supported, caring,
consistent adults. I don't think anybody is going to argue with that. I think what we're trying to ascertain as a board in thinking about how we are aligning resources with supports, right? Like
the data for us is how is the 180 program supporting that specific area as it relates to our plans throughout the district. Um, so I think perhaps the NWA data might be helpful,
but it sounds like that's going to be a little bit of a lift to kind of figure out is there a direct correlation between that because the you named a lot of supports. You named culture and climate coach, you named social school social work, but we have peer pros. How
do we make the correlation between 180 and achievement? I I think there are probably some ways to do it and because it sounds like 180 also has their own data as to how many students they support and then is there a way to
figure out how we can look at this is what they're delivering in terms of a service and then this is what we see in terms of a outcome. Um, so I heard NWA, suspension rates,
attendance, um, is what we are asking for in terms of, >> well, I heard all three and I'm glad I lift that you guys lifted it up because I know the principles weren't asked to bring data for today. I was asked for a different question for today's meeting.
>> And so now that you have those, I heard someone talked about attendance. I really think we can be able to triangulate that and be able to say oh for these scholars who have come down >> really bring espec Carlos will love this we can use a
notebook LM and be able to pull those students in a nice safe garden and say okay for th for these scholars what is their attendance in instant plus pull down those the behavior and then look at NWA and from
that we be able to say, okay, if they if they've been able to go been received services, how how are those three factors now from that do what was the before, what has happened after? And
then how many times looking at the sheets you all have had, how many times have they had those touch points? Because we do need to know the frequency as you talked about. If you've seen them once, have they been touched more than once. That's the that to me is the the
the more difficult time because as they've been going in and out of classrooms, I know I see you in the buildings. Um you guys they're there sometimes till I go see Dr. Sharifa, my learning focus partner at four or five o'clock at night. That doesn't even talk
about the meetings you guys are having for four two hours in the evening time when you're sitting here and and doing the intervention. that's you know you can't quantify that yet the those touch points I think that's the data that is going to be when you're really having
those meetings those interfaces with the scholars that's what we're going to have to be able to measure can't measure all of it um I think those are the pieces that are measured like how many times that you're really and you're really tight on saying this is when I'm
touching points with those scholars and making sure those notes are tight Yeah. And I and we and I'll just say and then trusty ESB that I know we have very specific points in the year where we have data presentations on achievement
on discipline. And so it might be a good time to bring in um although we know this is a program focused on behavior, not academic achievement. But as it was already said, we know that once behaviors decrease and students are in classrooms focused on learning, we
should see some correlation between acceleration in terms of how they're doing in in school. Um, Trusty Esby, >> um, this this is a question for folks within 180 and I'm just curious from your perspective outside of the academic, how are you all measuring
success of the program for yourselves? Like is it just reduction in incidences or are you all like surveying the kids? Are you seeing them like have more investment in school? Like I see teacher voice. I'm curious about student voice in terms of knowing that like y'all are
like that would be what is success for you all as a program. >> Sorry. Can you go to the mic? Um I'd like to share one personal experience with the student um since I had been there in the growth that I've
seen and I always give the children their flowers. Um she was a really headstrong, very um opinionated um often starting arguments. And I wanted to teach her about emotional
development, how to have conversations, how to create a conversation and get your point across without arguing. So from her going to the fourth to the fifth grade and she says to me, "Miss S, you taught me how to take a moment to breathe cuz you know, taking that deep
breath, taking a step back and actually have the conversation. So now I can entrust in her that she can actually resolve issues. she doesn't have to come to me anymore or she comes to me less, you know, or talking about some of the children who feel safe enough to come
talk to us about issues that they're having because they don't want to get in trouble. They don't want to get suspended. They don't want to uh have any conflict. So asking how do I figure out this situation with this individual? So to me that's me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me me
measuring success in the behavior aspect or having for example, excuse me getting excited um there's one student and we had a long talk and I'm like look I'm here to support you to help you your mom you know I gave mom a call to tell her
cuz he was a he he he sometimes he would go into crisis and I called mom to tell her hey he's had a good three days and she was like taken back So that lets me know that we're getting somewhere. And he showed me his work. I checked his work. It was math and he was working
with decimal points and it was all correct. So I'm like, this is what you do. This is what a leader does. You have a leader aura. You use that leadership to, you know, gauge because people are going to follow you. When they see that you're behaving in class, they're going to behave in class. And that's what I
got for those three days. So that's personally how I measure Oh, I was going to say thank you that I I just appreciate that. I wanted to hear from that perspective because obviously we were talking about academic achievement, but given that you do the paper bureau work, I was just curious
like what has like the success? How has it felt like what is the success for the program? So, thank you. I really appreciate that and it was nice to hear that. Thanks. >> Any other board questions or comments? Thank you um for the presentation
tonight and giving us more context and information um about 180 and what it's doing in your schools. Yes, thank you. >> Okay, next that takes us to item 10 on our agenda. Um Miss Haynes, have any public comment cards come in?
Uh, point of order, Madam President. That that is the public comment that we moved up in the agenda, I believe. >> Oh, thank you so much. I appreciate that. That's our first one. So, we don't have that when we have the second one. So, that now takes us to our consent agenda.
Trustee Sutton Kennedy moved that the board of education approve the one November 17, 2025 regular board meeting minutes. Two, personnel matters as per the presented list dated 12825 new hires and resignations. Thank you. A motion
has been made by trustee Sutton Kennedy. Is there support for this motion? Supported by trustee Fields. All those in favor? >> Those opposed? That motion carries. That now takes us to uh our request for a
close session. Is there a motion at this time? >> Madam President, I move that the board of education convene in close session under section 8A of the open meetings act to consider a personal evaluation of the superintendent. >> Thank you. A motion has been made by uh Trustee Goodrich. Is there support for
this motion? >> Support Vice President Lee. >> Thank you. is supported by Vice President Lee. This is a roll call vote. >> Trusty Townsen >> I. >> Trusty Goodrich vote I. Vice President Lee
>> I. >> Trusty Sutton Kennedy >> I. >> Trusty Fields. >> Hi. >> Trusty Esby. >> I. >> President Hawkins >> I. Uh thank you. That motion passes. Uh the time is 8:17. The board will convene
in close session. Um, do we want to move to the other room or stay here since there there's no Okay. So, the board will stay here and we'll reconvene in open session after um we finish the business of the
evaluation. Sorry about that. That now takes us to part B, which is our pre-organizational meeting discussion. Maybe 13A the self assessment our board self-evaluation. Oh, got it. The board self-evaluation
superintendent progress monitoring. Um, I will turn it over to Mary Kerwin to facilitate this portion of our It's a requirement under the law that everyone who works in a school uh receives an
annual evaluation. This board um has chosen to conduct a board self assessment every year at the same time as the uh board evaluates the um superintendent. And so this is a very good practice and this information is
stored and then given when your accredititors come which will be this coming year. So that this your board self assessment is based on your roles and responsibilities. So you'll see in every single segment um how your oversight and compliance with the law uh
comports. So four is always and then it goes um in other other ways down. So if you can um as we go through hold up your hands or if I say four and you can agree with it one way or the other denote um where you are with this. So the board
assesses itself. The board uses a two-way communication process with the superintendent whereby neither the board nor the superintendent is surprised at meetings with four. The board ensures that a s systematic
program is maintained by the staff to orient newly elected or appointed board members to their duties and responsibilities as well as to acquaint them with board policies and operating procedures. Okay. And that was done a year ago.
Three says um the uh board operates according to written policies that are updated on a regular basis. When policy is adopted, both board and staff adhere to it. The board acts as a policym and
governance body. The superintendent is held responsible for administration and evaluation of school programs. Uh before making a decision on any matter other than the superintendent's contract, the board allows the superintendent ample ample opportunity
to develop staff recommendations. The board does not respond to emotional pressure and does not write instant policy. It provides the superintendent with an opportunity um to develop policy proposals. The board understands and uses rules of
order to conduct its meetings. Board members arrive at meetings prepared to contribute to discussion and do not waste valuable meeting time requesting information that has already been provided. Four board members are representatives of the entire community, not just a
special interest group, and are committed to public school welfare. When citizens and special interest group recommendations are considered, the board explains its position and the reasons which may prevent it from implementing all recommendations.
Four. Um, the board and superintendent work well together in a spirit of mutual confidence. The board respects the daily executive responsibility of the superintendent and the superintendent respects the governance responsibility
of the board. Uh in cooperation with the superintendent, the board has received a set of criteria in goals which are monitored for progress during the course of the year. Fairness and diligence are used by the
board in the superintendent evaluation process. Official actions of board member uh members concern the welfare of the school system only. No board member uses her office for patronage or excuse me their office for patronage, personal
profit or advancement. Only the entire board can decide a course of action. Board members are careful to speak publicly on issues only as individuals. Uh major responsibilities of the board include establishing priorities and
ensuring smart goals are in place so that the priorities are clear and tracked. 68 of 68. Uh, every year I ask what do you think this board does particularly well? Every year Sherley says student focused. Did you want to say that this
year personal privilege? Okay. Anyone can go ahead and comment on something that you do particularly well. So I was teasing um um Vice President Lee because she always talks about student focus together.
deeply invested in the community and in the not the scholars. >> Uh I'm sorry I didn't have my mic on. We are deeply invested in the community and our scholars. >> Thanks you do well. >> Um I think we're deeply in invested in
um professional development and participating in conferences and trainings. I feel like that we do a good job listening to the community um and to our scholars and to our families um and also
asking good questions to ensure that we are um keeping our scholars at the forefront and doing our best um in the roles that have been appointed to this question. listening to scholars in the community.
>> I think we are diligent about dotting our eyes, crossing our tees, very latigious almost around different on any given subject. We are deep asking significant amount of
questions and making sure that it supports us particularly when it comes to the financial stewardship district. I'll um echo that this board is invested in professional development and at least
for the first time in my tenure there's we got 12 months to become an honor board who want to um with with all pressure on our newest board members but that's with all board members certified. I did get a chance to speak with the
newer trustees. Um it's just been a year since they sat in this room having um only I think an hour and a half of of train training and roles and responsibilities and have uh been remarkable as schoolboard members and each is intent on um completing
certification so that you can have that standard of excellence. Um you talked about some changes earlier. What changes would you recommend to improve how board functions in um timely receipt of materials in timely responses to uh board questions
regarding agenda items that are then shared shared with all. Um other changes to improve board function I appreciate the uh call for moving public comment up um in our in our agendas and I think that our ability to
request those amendments has been valuable and appreciated by the community. Excuse me. Kennedy, would this be um I'm not sure if this falls in the category of what we're talking about,
but um engaging having more intentional opportunities for us as maybe not the whole board, but subsections of the board to engage with the community having some opportun Would that be something related to how we function or just
something additional? >> Uh I guess if you could be more specific. I know that there there my understanding is that there there opportunities regarding the school community uh you know to to attend events to meet with people. Today was
such an opportunity with this you know strategic planning and so on. Was there some other uh element of the community at large or the educational community would you like to speak to? >> I think at a few meetings now it's come up a few times the opportunity to um
have the public be able to have a conversation with us and creating more of a space for that. That's outside of events where you might just happen to run into people and have a one-on-one conversation but more so a public forum where we make ourselves available.
But having a dialogue I think people uh well we're kind of careful on u calling them town halls because people do think it's an us them thing rather than let's have a dialogue. So conversation is the um >> uh what I'm wondering is did you bring that up at the uh did it was that a
topic at the board retreat? So perhaps that might be something that Yeah. So maybe that's um a process that can be developed and then an opportunity if that's what the uh direction from the board a majority of the board if that came up that's something
that's >> that is also something that we've gotten um feedback and ideas from the community relations subcommittee on on a number of occasions. Um and I think more generally making sure that our that each of our
subcommittees are are active and um effective I I think would be useful as we go into our planning for the next year. Some of our subcommittees like finance and resources are incredibly busy.
Policy's got a lot of work to do in the next year, but we have other subcommittees that I think have have um capacity and we have opportunities to make use of them. Um they've been kind of dormant. Any
other suggestions for the new year? What question haven't you It's the fifth time this is all kind of expected. >> I might tweak that's what I was hoping. Um but I do hear a lot of podcast and
what question would you want asked if you could design this? So if you could design this is there anything again your sub assessment is based on your roles and responsibility to see that. last time and we we're cognizant that um we can have um uh people leave the board uh
at any time and we can have people come on to the board at any time and we want to make sure that we're prepared for transitions in June. True. No. Um like an advocacy component. Well, one of the duties of a board
member is to be a ambassador of the district. Correct. At least I it's my understanding. And so I'm curious or that's just a question that didn't show up that I would think we would want to make sure that we were attending to. >> Yeah. And I think there are multiple
components to that. There's our ambassadorship to the community at large and there's also our role as advocates for public education at large and in our district >> and I or yes and so those are the two those two ambassadors of the community
but also ambassadors of the school district I think like the the schools like celebrating lifting up wearing grizzly wear that sort of thing attending events How do how do you characterize yourself
as attending events? Give yourself high marks for that involvement. >> Anything else? >> All right. Again, that will be um this document will be handed over to the meeting. We know that when you come back
in January for your meeting, um there's a a portion of it that you have a regular meeting in, but there's a portion called the organizational meeting where you um uh designate your banks and so on and so forth, but also where you elect officers. Um uh in this
state uh under our governance model um people in elected positions at the local level um choose their officers when they're not voted on by the public um annually. So no one owns a seat. Um and
every uh seems like every year people who are sitting in certain seats as officers will make a point of saying you know this is open to anyone. But we always start with finding out a level of interest for one year um who would like
to be in what seat. Maria start. >> Sure. Absolutely. >> So Maria has been um serving as secretary. Um >> I all but my first year I served as secretary
>> and again was kind of like What's your level of interest in serving as secretary? >> Um, while I would be willing to serve as secretary, I am very interested in
supporting um another board member to have the opportunity to serve in this leadership role um and to be able to transition into this leadership role with this board um and to be available to support during the last year of my term.
Is there anyone interested in serving as secretary? Okay, you have someone who is interested in serving as secretary. Is there anyone else interested in serving as secretary? Okay. Okay. So, we have one and uh uh tell
would you mind sharing um uh your level of interest and and how that might work well for the board with you as secretary? >> I am interested in serving as secretary. um because I think that I possess the skills that would allow me to do so um
in a manner that will um be beneficial to the board. Um and also as trustee Goodrich said, I think it would be a good time for us to transition that role while she's still here to provide guidance um and support um in that
transition. I of course have experience as a secretary, but I know that's very different than what this role um specifically And so, um, yes, I'm just interested in doing whatever I can do to support the board and um, allow us to continue being
a successful, um, and effective. >> Okay. It's really nice to see someone interested. But that's great. Um, it might be a wise before January starts that you two just have a conversation about the legal component of being um, board secretary.
there's a legal designation with it. Um the signing of the the minutes formally and so on. It's great. All right. So, thank you. We currently have a treasurer. Um and uh so, uh uh what is your level of interested in continuing
as treasurer? >> Um I would be interested. Okay. Um, anyone else interested in treasurer at this time? Okay. And again, the reason we have this conversation now is that there wouldn't
be surprises. There seems to be no interest in uh in serving as treasur for the rest of year. It has been a challenging couple years, but we're hoping that this coming year will be a good one. So, thank you for your service and for your willingness to
continue capacity. Secretary Sharon Lee has been serving as vice president for a while. What is your level of interest in serving as vice president? >> I will still be interested and continue
to be vice president. >> Is there anyone else who's interested in serving as vice president? >> We're not looking for surprises. >> I think as long Vice President Lee is interested in holding the role. I support Vice President Lee in the role.
Similar to Trusty Town. Thank you for that. >> All right. Okay. And then we're moving to to president. Um Dr. Hopkins, uh what is your level of interest in continuing in your role as president? >> Um I would be interested in continuing.
>> All right. Um anyone else interested in serving as president of the YCS board. Okay. If during this um coming month if you have you know develop an interest or an appetite for any of these positions please do contact the person currently
sitting in the position. As I said one one thing um that people sometimes don't realize in an eagerness to hold a position and just have this arbitrarily uh meeting in January is that hearts are broken people are stepped on and those
damaged feelings then spill over during that course of the year. So we try to have a a civil conversation about what we're anticipating for the coming year. As you know that we um have a lot uh with the uh with the strategic plan going forward uh with a lot of your
initiatives and with the accredititation starting. So we'll be um you your your plates are going to be pretty full. One thing I wanted to say before we move on completely uh the board seems interested in having retreats. Is that true? Do you want to have a retreat scheduled for
next year? Sometimes the things that you mention at retreats, it I had the impression today. It's just an impression that maybe they're not followed through on or maybe you anticipated that they would be followed on rather than a discussion. Is that true? Leave the retreat. There might be some
points that need to be followed through upon and perhaps that that will be one of the final things of the retreat is that you point out this is what you're looking for. Okay. All right. Is that something that would work for you all of you?
Can I add a clarification? I guess for myself personally um the retreat we did a lot of um team building and also learning um a lot of workshops. I I felt like I was missing the piece that I
thought we were coming to the retreat for where we would talk about how we operate as a board. So that an agenda item for our upcoming retreat. That would be great because then I know when to expect a space to have conversations about anything throughout the year at
least up to that point um to specifically have other particular new board members come on. Would that be um a good idea for the retreat to work
on board things rather than necessarily all of the team building things that you see in management retreats and some of the other things? That might be a good time to have conversations about board culture and those pieces.
That might be a a good way. Yes. Yes. Yeah. I would only add to that to say I don't think necessarily it should wait until the board retreat. >> Okay. Okay. Good. There could be a time set to do that kind of thing. opportunity
as well to have um maybe a couple dates in there for some sort of town hall meetings because we're looking at calendars at that time. So, whatever that might look like, whatever dates may be there. We've talked about this a number of times, but we've never,
you know, pushed forward in that area. And I know that's um uh Trusty Sun Kendy and myself, we've talked about this a couple times about having an opportunity for the community to have that open discussion like we talked about earlier. But since we're doing calendars at that
time, normally in January when we start to look at our calendar, look at the dates and stuff. Maybe looking at the calendar as well for something in there like maybe every three months, every four, whatever that looks like before school is out to give the community an opportunity to be able to come to, you know, we have a town hall. they can come
whether it's coffee, tea, whatever that looks like. But I think at least once or twice a year we should have something like that that the community will be able to come in and just have that conversation. You know what I mean? Um I've never liked the idea but just me of
them being able to come and talk because it's it's a state thing. It's not a thing that we just if she did but when they come in and they have their concerns we never can say anything. You know we recently we started doing a little bit feedback. we are not quite consistent with it but it happens you
know as far as responding back to um our community um when they come in or have words but three minutes and we you know we have our our speech or words that we say then we know what we can't talk we not be able to answer but having that um town hall or something along those lines
whatever name or spin we want to put on it to give them that that opportunity to be able to come >> some engagement an engagement process there might be one of your committees uh city standing committees that would develop that process. >> Communication and that's me. That's why
I said it because I mean because we just need that kind we need to have that. I think we should have that. We don't want because there's so many people that don't know what the board does. We don't they don't know what it is that we do on this side. They just come in here. They're thinking, "Hey, we we want somebody to hear us. We want them to
listen to what we have to say." But when we come back and they say what they say, we sit there and look at them like, you know, like, okay, you know what I mean? You said it, but we don't really have a that engagement to me to be able to say that. I think we need an opportunity for that. I really,
>> if it were me, I think I would, especially being on the board, um, and being on the side now and seeing what that looks like and stuff like that, I would like to see that. >> Thank you for sharing that. >> Anyone else?
Okay, at this time I think we have concluded both uh the board's self assessment and the pre-organizational meeting discussion and that will bring us to um the adoption of the superintendent evaluation. >> Thank you Mary for facilitating all of
these sessions for us this evening. The superintendent evaluation our self-evaluation and our pre-org meeting. That takes us to our action item which is under human
resources and that is the adoption of the superintendent evaluation. Um before we take a motion um I will read um the um consensus document and would ask
board members to um provide me with their and I'll look around but their verbal um consensus so that we can go through each of the categories uh in this meeting. Um so the board met in close session for the
purpose of evaluating the superintendent. Our evaluation is a consensus document and we would like to share the results prior to the adoption. The Michigan Association of School Boards Superintendent tool we use covers
professional practice, student growth, and progress towards district-wide goals. After reviewing evidence, the board awarded Superintendent Zachary Ross 18 of 18 points possible in the area of
governance and board relations. Trustees, do you agree? That was our finding. The board awarded Superintendent Zachary Ross 15 of 15 points possible in the
area of community relations. Trustees, do you agree that was our finding? >> The board awarded Superintendent Zachary Ross 21 of 21 points possible in the area of staff relations. Trustees, do
you agree that was our finding? >> Yes. >> The board awarded Superintendent Zachary Ross 14 of 15 points possible in the area of business and finance. Trustees,
do you agree that was our finding? The board awarded Superintendent Zachary Ross 27 of 27 points possible in the area of instructional leadership. Trustees, do you agree that was our
finding? Each category has a weighted score and the results of all categories in professional practice. Julie, do you have that number? I have the other ones, but I don't have
this one. I believe it was a Professional practice >> 2.96 99% 2.96 that's the component score. Thank you. Each category has a weighted
score and the result of all categories in professional practice is 2.96 and this is found on page 14 in the superintendent evaluation tool chart F. Using the district growth model and assessment data for the determination of
student growth. The board awarded superintendent Zachary Ross three of three points possible with a weighted score of 100. Trustees, do you agree with our finding? >> Yeah. and that can be found on page 15. In the
area of progress toward district-wide goals, the board awarded Superintendent Zachary Ross three of three points possible with a weighted score of 100. Trustees, do you agree that was our finding? >> The total score for all areas is 99.
Therefore, Superintendent Zachary Ross is ranked effective, which is the highest rating at this time. May I have a motion to adopt the board evaluation of the superintendent?
>> Madame President, uh, Trustee Espie, I move that the board of education adopt the personnel evaluation of superintendent Alina Zachary Ross. >> Thank you. A motion has been made by Trustee Espie. Is there support for this motion?
>> Support trustee Sutton Kennedy. >> Thank you. is supported by trustee Sutton Kennedy. All those in favor? >> I >> I. >> Those opposed? That motion carries. Congratulations, Dr. Zachary Ross. Next, that takes us to the potential new
hire approval of an employment matter. Is there a motion at this time? >> Madame President, I move that the board of education approve the district's employment request. A motion has been made by Trusty Goodrich. Is there support for this motion?
>> Uh, Trusty Esby, I support. >> Supported by Trustee Espie. All those in favor? >> I. >> Those opposed? That motion carries. That now takes us to our action item under business and finance, which is the adoption of the
summer tax resolution. Is there a motion at this time? Madame President, Trusty Fields moved that the board of education adopt the resolution to impose a summer tax levy to collect 100% of the annual school
board property taxes. Motion has been made by Trustee Fields. Is there support for this motion? >> Any discussion on this item? Seeing none, a motion was made by Trusty Field, supported by Trusty Townsen. All those in favor? >> I.
>> Those opposed? That motion carries. That now takes us to the acceptance of the purchase of six buses. Is there a motion at this time? Madame President, Vice President Lee move that the board of education accept purchase agreement six new buses for the
purchase amount of 956,414. >> Thank you. A motion has been made by Vice President Lee. Is there support for this motion? >> Uh Trustee SB, I support. >> Supported by Trustee Espie. Any discussion on this item?
>> Um yes. So what would be our total amount? Can I tell you exactly how many buses? This is the replacement of the six that um was placed as a lease that you all
approved the for the last um last month >> when we took this the lease to the attorneys. They said that they they did not approve the lease. TR did not approve the lease. So they walked us
through this purchase agreement because they thought that the wording in the lease was not appropriate for us. We would have been paying too much. So, they walked us through this. It's called an IPA and it's a better pricing deal for us.
And so, this is taking us to the It's still the same concept of the buses that was taken to you all, the same scope of the buses. It's just puts us in a better legal situation.
that you have. So it puts us at the same number for the it just puts us in a better legal situation. So when we took that pricing the original do not
So that's the difference. No, >> it's still in. Yes, that's what the Thank you. I called it. Thank you. But it cost us less than doing the lease. There were fees,
additional fees at the end of the lease. So, at first it looked like a better deal, but then when they started going deeply into the lease, there were fees at the end. So, this outbreak Yes. in an installment though
>> essentially. Is this looking like kind of like a rent to buy where you're putting forward money that's going to be towards the payment or the owning of it? So, it still has all the scope that um you've heard Annette talk about that we needed on those buses. It still gets us
the buses in the time that was going to be necessary. However, it does not put that big at the end like the traditional we went to make sure that we were protected. So,
do we have the completed numbers all of those files? I'm looking at right here. It's not Okay.
I had a question regarding >> that um same question that I asked on the email about the the amount included in the motion on page five of the actual IPA agreement attachment a the maturity schedule says that the principal the total principle
is So we will not be paying said right. given us the answer to that. >> So January Okay. >> Okay. >> It does. So, yeah. So, attach Right.
So then the total would need to be the one million. However, >> no have contract. Yeah. The interest rate was 4.2. >> So it states what >> so we only need to approve the amount
for the principal. We do not need to approve the interest as well. >> Well the interest included in the document. So it has to be noted what is that
purchase price. So in the end basic >> I just I was my eyes >> my eyes is all over the place and I'm like Yeah, they said to put the 9654, >> but it
show We haven't voted yet. >> Any other discussion on this item? >> Okay. >> Okay. I was just looking. There's a blank one in here >> and then there's an actual one.
There's two different >> Oh, I didn't see the blanket cuz I was going for the one. I'm like, where is it at? >> Yeah, I think. >> Okay. All right. >> Yeah. Okay. No, it's not.
Okay. Yeah. So, it's just >> Okay. So, a motion was made by Vice President Lee, supported by Trustee Espie. All those in favor? >> I. >> Those opposed? That motion carries. Um, I don't see any members here wishing
to address the board. So, we will not have a second public comment check uh section. And that takes us to discussions. Are there any board of education subcommittee reports? >> Okay, mine's brief. Uh
I'm going to be meeting with uh Superintendent Zachary Ross on Thursday to discuss the timeline and workflow for the policy transition to TR. I just wanted to give that update on behalf of the policy committee. >> Thank you, Trusty Goodrich. other subcommittee reports.
Um, we had a meeting with the Islain Community School Foundation last but um, I want to say it was last week. I'm sorry. It's just Monday. It was last week, last
Wednesday. Um and we are coming up to a lot of um board members that our terms are expiring. And so um one of the questions was
did we know um what board members might be interested in serving um for next year? Um I did express an interest but I did explain that that's something that would be decided at the organizational meeting just in there were other members
that had an interest um in uh participating. Uh they did also mentioned uh you know having the need to uh move forward with um writing letters to
existing donors to increase funding and all of those different things. And then also wanted to make sure going forward that we had some representative from the administration team or some delegate to
participate in the meetings. Um any event that the superintendent couldn't participate just to make sure that everybody were staying a breast of you know things and that they were able to address any needs of the schools. Um
they are looking to have um a list of presentations maybe to see find other areas where they may can assist. Um we you know actively talking about the PGO's the YCS resiliency center wealth and health health counselors support for
teachers bright futures just so that they the board can have just an active understanding and I'll provide that to the superintendent um we are working with we noticed that a lot of the scholarship recipients from this year have not actively taken a lot of their
scholarships so like money is being left on the table and I just know For me looking at the list, there were several students that may need additional supports with following through with getting registration, registered for classes, those types of things. So, we as a board are trying to
work with those students just to make sure that they don't leave any money on the table. They do have a year from the date that they were um awarded the scholarship to get those funds sent um to the schools on their behalf. Um and
then They just talked about some other things as far as um how they can, you know, the type of board members that they're looking for um members who maybe specialize in fundraising, event planning, grant writing, um alumni
engagement, those types of things. Just again to help build up opportunity to uh get funds to award more scholarships. That was it. other subcommittee reports.
>> Um our policy committee met last month they have fully parents on the committee.
Oh, and they have this month they have two no three more parents that join and we have a meeting tomorrow. And that's okay. I'm just I'm blanking out.
Um I can't remember what else. Yeah, the parents are rocking it out. They taking over the meeting and they're just all excited. And tomorrow we have another meeting and I will let you know
about that meeting. >> Any other subcommittee reports? >> The next legislative breakfast is scheduled for January 26th, 7:30 a.m. Anything else? Thank you board members for the
subcommittee report superintendent comments. U one of the comments I do want to make in regards to I received a lot of feedback from parents um in regarding communication of our snow days and
although I know we communicated via email um you know it was on social media I think there just definitely needs to be a push maybe for text messages um phone calls because just everybody
not on social media snow days. Yeah. And also the emails can get always that possibility of being buried. And so I think we really need to go back and revisit that in regards to
communication what that would cost. Um just because there's a lot of districts that have that and I just anything I just Yeah. Parents are just w Well, they not receiving it. So, something is I've received a lot of
calls and I received I mean there was a lot of chatter >> online. >> Yeah. As a parent >> as a parent in the district as well. >> Phone call. >> Yeah. >> I did not the man with the plan is here because we got all of those no cost.
>> So, we moved to Parent Square and um after our first no day I before the first no day and after the first no day. I've been following up with principles to make sure that every parent's contact is in there. The diff main difference with our system in the past was that we made it very easy for our classroom
teachers to get parent contact and send it out, but it was never making it back to our primary source of truth. Now that it's coming back to their primary source of truth, it just takes a little longer. So, I'm just really trying to help our principles get that information up to date as soon as possible so that when we send out those calls, they are our
community is going to get those um and uh we uh we are trying to make sure that we are putting in processes to allow families to update their contact information which is sometimes can change quickly to make sure that that information is coming in. So, um there is a new enrollment system coming in.
We're getting training this coming Thursday that is going to help um a create that ease of portal access for families to submit their change of information, but also we have parents square to also help gather that information as well. So, we are um and I've been sending out follow-up emails
after that first snow day to make sure that we're doing all the things helping our principles review the data to make sure that we're getting all the contact that we can. So it also needs to be then addressed with staff because there's several staff members who also did not
get communication. So out of whatever it is, we just need to fix that. >> Okay. Yep. >> Okay. >> Because it we have text. How do how does it go out? >> It goes out email, text, and through the app. So uh app and phone calls. So all
of those ways um are going are being hit. We just we and I will work with the principles to make sure that the information is in alignment and updated. >> I can confirm as a parent in the district that parent square does have
the functionality to send out the text messages and the robocalls. The challenge um going back to what Trusty Thompson just said, maybe it's a matter of communication with the staff and how to do that because there's a specific button you have to press and a specific
option you have to use in order for it to send a text message and a phone call. As a parent in the district, I did not receive a phone call that day. I woke my daughter up. I got ready for the bus. And when the bus was late, I was like,
I guess they did might be as they let me check my email. I don't check my email. >> Not at that time in the morning, >> you know. Not at that time of morning. I'm not going to my email. I'm not I'm trying not to be on my phone, you know. That's best practices. I don't put on the news. >> No, but they shouldn't have to.
>> Um >> I will make sure to follow up with those. always receive that phone call at 5 a.m. And I just want to make sure that that happens for our families because that's the most the text message and the phone call are the most important um means for us to make sure that parents
aren't are are ready and that students have a safe place to go because the parents know, especially those families who parents might go to work and they're leaving that student at home >> to get to school themselves and they need to know that their student is doesn't have school before they go to
work. So we just have we have to communicate it She was. So, it's not set. Is it set up to automatically and then have somebody unsubscribe? That's what we need to have happen.
Okay. That that needs to happen. >> I know you sent out something after. We just need to make sure. >> I just want you to hear this because we don't need people getting dressed or being left at home. So, we >> Absolutely.
Trusty Fields. Not Not everybody. Most people don't actually have regular like No, it's um basic. It's based on different applications now but they it doesn't in it doesn't include local
channels. So, >> I will be following up with principles. Thank you. >> Thank you, Solomon. >> Trusty, Trusty Goodidge, >> I I just wanted to take the opportunity. I know that highly effective is no
longer a rating in the the system, and I think that was a good change, but I want to congratulate the superintendent on her highly effective evaluation tonight. eats. I I went to that. So, thank you. Well, I stopped by that
event for my my grandkids. Mom played in the band and it was nice. Yes. And then the choir, they got a singer on there. Oh, she g she gonna be something one day. Watch what I tell you. She did a solo. It was beautiful. and all of the events outside of there. It was it was
more than what I expected to see. I'm just gonna be honest with you when I came up here. So you and every every department as far as like a CT, they were all of them that were here. They had a podcast, they were interviewing, they had cookies, they had the cosmetology, they had the robo, they had the drone. I mean, just had every the
whole hall was full and they had people selling things. I just want to say how nice it was. And I was impressed because I walked in, I'm like, "Okay, what going?" I mean, I I got the emails about it, but I was really impressed to see how nice it really looked. If anybody if you guys all kind of missed that. So,
they had the music and the band. So, it was nice. I just wanted to say that I had a chance to check it out Thursday. I miss bowling for that. I'm just telling you. >> Other board comments. Um the only comments that I will make um are
um I provided each board member with a gift um on the table and you're welcome. Um the elected officials tour kicked off today. That was at Ipsellani Community Middle
Schools uh middle school. Um and it went really well. Um the tour was great. We were able to talk about the um or I was able to talk about the strategic plan. Um and um those who attended were really impressed and I look forward to
um the same tour happening um again on Friday. Um and I want to say thanks to Dr. Zachary Ross. I'm not sure if I mentioned this at the last board meeting, but um we had a partnership celebration for uh Make a
Youth Matter. Um that was in celebration of our 10 years being in partnership with the district. So that's EMU School of Social Work and IPS Community Schools. It was a full house. Well attended. Um, Representative um, Jimmy
Wilson shared remarks at the event and presented us with a uh, resolution from the state of Michigan for our work. Um, and Trustee Townsen was in attendance in support of the event. Um, so I just wanted to thank the district for their
continued partnership and support. Um, it was a well attended event and it was nice to see all of our students. Um, and I think that's all I can think of right now. Dr. Zachary Ross. >> Thank you, Madame President. Um, again, thank you board members for the
evaluation, for the feedback. I truly appreciate it and appreciate being able to serve here um and to be able to um just do the work with this wonderful cabinet with these amazing educators. We
know that this work cannot be done without all the partnership and thank you for your trust. um in doing this work. Just gonna keep working with everyone. Um thank you. Thank you for your trust and support. Um this past
week, yes, ours be and eats was amazing. They the the scholars were amazing. And then earlier that day, and I know your grandson was there because I was on the phone with talking to you and he was walking by. Um, we had a group of AI
ambassadors who took down the house in Lancing. Um, we had the biggest group they created. I don't know if you saw his shirt when he they created them. First of all, I told them I was going to get them a shirt.
>> They created polos and a hoodie. And if you see them, you will see they are beautiful. Um because they said, "Well, we need hoodies because it's going to be hot and we will they they they gave an argument that they needed
hoodies um because it was going to be cold out." And so they created a hoodie with a beautiful design and logo. And then they created they said they need to take them off and have polo short polo because it's going to be another
and it need it looks more professional. So, of course, they needed to have two. And so, yes, they and while we were there, the um we kept hearing over and over and over how YCS scholars, they just kept stopping us in the hallway
just commenting on how much how impressed they were in the breakout sessions because they were like answering all the questions. They were like just taking over all of the sessions across the board. And when we came back the closing session, they had
DaVon stand up and like used him as an example of like Yes. And when we spoke to him, he was he's an entrepreneur and like just over and like he stood up like that half the time of the closing piece of his the example of what they meant by
AI ambassador just that's how impressionable our scholars were. It was it was just amazing. And if you look on the executive director Wendy Zadev's um um Facebook page, the group that you see
that she took a picture of is our scholars like the table. You'll just see them in their out in their clothing. So just that day because if you know not only that happened in Lancing all day
they then came back most of them were part of our species but then the middle school had the amazing I wish like trying to get everywhere you couldn't even if you tried the middle school had the amazing concert you can hear some of
it on Facebook because they are playing like just looking at the numbers of that and going to have a co um concert later on in the year and then Ford had an event so you couldn't go everywhere we tried but just knowing what's happening
across the district was just it just gave me chills to just to know what had happened on Thursday across the district just just had me beaming with pride. Um and then like uh she was saying today uh
Dr. did an amazing job representing the board just sharing the points of pride, the talking points from the strategic plan. And just coming up real quick, homes for the holiday, I know you keep getting all the invites. There is
something somebody was saying that today. Oh, one of the people from the city because they were inviting them. You're like, oh, tomorrow something happened at every school, huh? Like they were all inviting them to something, but tomorrow
homes for the holiday um December 16th at 6 PM. Um they are having something on their brand new stage at 6 pm. They are excited about that. The resiliency center holiday celebrations December
17th from 5:30 to 7. Um and then the district showcase tour is December 19th. Again, all day even though we have a half day, it's from 9 to 2:30. and you could just come in anytime. I know you have to run a show that you're going to
be sending out to them. Just you can pop in at any of those times. Um the nice time is for sure is at the beginning we strategic plan part coming in during the middle school and then at point test
they were able to hear from the scholars. I know at the um the scholars won't be there. That's the sad part this time at lunch, but we had lunch to be able to answer questions and just hear the presentation because a lot of people
don't really know what a dual immersion program is. So, we really have time while they're eating to to talk about that and to answer any questions that they've had about what's going on. And then at the end, we did a wrapup. We have half days on the 18th and 19th. And
then there's winter break. So, we know people are looking forward to the break. And then when we come back, there's so many amazing things that um are already in place that are coming up in January. Like I said, that combination choir
people are looking forward to um and people are still the DP visits authorization for um our international balorate is happening. So, there's so many um exciting things to forward to in
2026. So, I hope that each one of you have a wonderful break as we get ready for even more things in 2020. Thank you, Dr. Zachary Ross. Any other comments from the board?
The time is 10:27 p.m.