So, thank you so much everybody for letting us know. I love how you put it on the website. We've got the times exactly and I came in and you guys were available. So, any question I had, you guys were there. So, thank you so much. >> [clears throat] >> Go ahead, Ms. Van Hook. Okay. Um So, I know we currently pay for 95% will we stop using them going forward? 95% was one of our vendors um through the RFP and that was not selected to be a finalist. Um So, no, it would not be repurchased for use. Okay. Thank you. And then um >> do you want to step in now? We do have 95% their tier two resources that schools will continue to be able to use and then all of the purchased materials that we have for 95% can it continue to be used as an intervention for additional supports for students.
Um, and I think we could make sure in the process of doing that that we are linking not just to the regional or you that that all of the links are going directly to the relevant Pelum >> document. I don't have enough insight into how the back end of all of that folder stuff is organized such that I could go ahead and like make those changes myself. But I did want to note that not all the hyperlinks in this current version are taking us exactly where they would need to. And so I my my comment in the version I shared was that we want we would want to make sure but the the links in every other section of the document go to um kind of relevant versions of these um you know like the open meeting law, the conflict of interest. I mean those things don't change.
If we had to guess without having exact numbers from the town, yeah we're probably too high right now, right? So how do we get lower? When it comes to the 10, are you going to have options or plans of what's absolutely essential to stay, what could be cut to to get closer to the town numbers? I thought that that conversation about Berlin asking you some of the access the operating Um I I don't know if we're going to be able to have you know one of the sides of the conversation is is Berlin's request, right? And that's to take some money out of savings. Again, that presents the challenge of ongoing operations eating that away because if we add that money this year, we'll need next year and the year after and the year after. That's where I'm speaking to we we really need to have conversations with the towns about what the implications of that are and what the implications then of how we address that gap are.
>> Gotcha. All right. Thank you very much. >> I just have a a question. None of these changes impose uh changes on existing structures or do they now become if they're if they don't have a let's say the fenced area. If they don't meet that standard, do they become non-compliant and they only um get revised if there's something that happens on that site? >> That aspect remains unchanged by the by this terminology change. Um yeah, even without these changes, if something did not provide screening, it may be non-conforming. Um but um uh the landscaping and screening section in its entirety is applied upon site plan um approval. So existing sites without these the screening and buffering will [clears throat] just remain as is. But if they are site plan, they are subject to compliance with current code. >> Great. Any other discussion, questions, comments, or followup?
>> You walk into the school and you know like at our high schools we have this more secure entrance >> and how how are we working to help people overcome that more physical barrier that we've had to put in place to help people feel like they can be a part of the school? Well, I think that it's identifying what that gold standard looks like because you can walk into a campus, you can have, you know, three different walk into three different schools with that secured entry and feel three very different ways just by eye contact by um the people that are behind the glass saying, "Hey, you know, welcome, you know, make sure you sign in here. What can I help you with?" Um, so there are intentional pieces and we're working to define exactly what that looks like and define the success like what is that culture?
So, even though we may not be purchasing it as a our core phonics program, we will still have available those resources that we currently already have available to continue using with students that have those additional needs. That's That's what I was asking. Thank you. And then as far as lessons are concerned, if there happens to be a lesson that is outside of the scope of literacy or state standards, at what point would we be able to manage those modules and and specific lessons to be able to disable them and will that be done at the publisher level or are they going to allow us to do it here? Um as my you know, my expectation is that ELA just remains focused on literacy instruction. Each grade level has one choice unit that we are able to swap out um at the district level and if I do recall correctly and I will fact check myself on this one.
The district budget link actually goes to a folder that has all three districts budgets accessible within it. So, I did check as many links as I could and flagged um there are a few that we would need to update, but I did not I didn't add any new sources or suggest removing any of the sources that Sarah Best had already spent time and energy sort of identifying and listing. Okay, thank you. Um, any other comments or questions, suggestions? Okay. Uh, so I think we should put this file onto the shared drive under that under this goal. um and start to work on the things that we need to link directly and that that's something I can help with. Um so this is great. Thank you Jenny and Sarah Best for all this work. Um that is all I have for the goals for tonight. I think that at our meeting in Mar in a April in April that we should review all the goals that we made.
Um the other is recommending a series of cuts. I think we did that last year maybe a little later in the game. So you know I think the the message is we we we get a budget passed and say this is what we need to work with and if that number is I I I think you know it unless somehow something happens in the next week that number will be above what the town support. And then Al, myself, I I know we have uh staff meetings set up. We can talk about what those cuts might look like if we have to make those cuts. But I'll let Al speak to that a little bit. Yes, so I I just feel like you need to take this budget, you need to look at page 32 or slide 32 and that's what we want. It's quite simple, right?
Seeing none, manager Kelly, would you please call the role? >> Certainly. Adams, >> yes. >> Weatherbe, >> yes. >> Mills, >> yes. >> Lee, >> yes. >> Hammer, >> yes. >> White, >> yes. >> That carries. >> Thank you, Planner Deo. That takes us to 11A. Other business, there is none. Manager Kelly, do we have we uh acquired any remote participants? >> No, we have not. >> Um seeing as there are no uh members of the public in chambers with us nor online, uh I shall open and close the public comment. And then uh commission proposed business. Is there any I'm sorry friends, I do have one question. Um, so I've been tracking with the nine bills that uh have been uh co-sponsored in a bipartisan bchamber way uh in the state to make uh housing a little bit easier to build uh here in the state and was highlighted by Governor Whitmer's uh state of the state uh address uh this uh past month.
What does that feel? How does it feel? How does it sound? How does it look when you walk into a campus that is that welcoming even with those security measures which are incredibly important? We can still make people feel like they're safe and welcome, you know, at the same time. We just need to be intentional about it. So regardless of whatever campus they walk into, they have that great feel walking in. But >> thank you. >> Yeah, >> that's that's you know, it's a I think a ch more of a challenge than before we had those um you know, because you could be more face to face, but >> it's just a I think it's a we have to work a little harder under the circumstances. >> I think it it can make us better, right? And I think we're paying more attention now than we than we maybe were even prior.
Um at the district level, we are able to um go through each um text I wouldn't say each unit necessary or each lesson necessarily, but be able to say we're going to skip this one. Um I know we can also do that with the digital library. Okay. And And some of those details, because we haven't been able to have those conversations at that depth with the vendor, will will be having once once the the recommendations approved. Perfect. And then speaking of libraries, do you know if there's like an online library where students have access to be able to look through independently or will they only be able to access assigned material? Um the text that they would be able to access digitally are for their grade level. Um and then the teacher can also push out the text to them. So the teacher can My understanding at this point is that they can either push them all out or hold them and push them out as they're going to assign them, but that is one of our top questions to ask them when we once we get past um the approval of the adoption.
Um I have started working on something for the chair um information for a a chair. Um but I need to do more and I think uh under the budget goal I think we have a number of artifacts that we'll be able to put into that folder. I think the budget drafts um and other information I think. Oh, well, um, the email that went out to everybody and and I want to say that I really appreciate what the work that Rachel did on that because she wrote a lot of the context for that and I think it was really excellent communication that went out. So, thank you, Rachel. >> Thank you. And that >> and um, if it's okay, families are really appreciative of it. So, thank you also Margaret for working with me on it and everyone for making it >> possible. >> So, I I think we have a number of things that we can place into that folder as well.
So now you as a school committee got to let us know and the community's got to let us know what you want us to take off there. This is what the admin team we we didn't take this lightly. We've been working on this since before the holidays, right? This is we've even broken into tiers this year our priorities. I'm sorry about that. Priority two and priority If we all had a way, slide 33, we want as well to, right? You want us to be a high performing district, you want us to have our retain our kids and retain them here, retaining our teachers. This is what we believe we need. But we broken into priority. So we're saying this is the budget plus all of 32 is what we're really saying we need. So we need to have a conversation with you guys to say this is what we we we can't do.
And I wondered um did staff have any plans to apprise uh this uh commission or the public on these um collection of bills or whether or not staff had any indication whether the city's lobbying efforts were in support of these initiatives and whether staff would be able to give us any kind of updates or guidance um especially um as we look forward to the comprehive of land uh use uh appearing before council and if approved then the process of us starting the work to implement that. So mainly um have there been any discussions inside staff about these bills that um would be helpful for this commission to be made aware of? Are our lobbying efforts in support of this? and what if any impacts would this uh collection of bills have on the comp plan and our work to amend our UDC? >> Uh yes, staff are aware of these bills.
And so, um, you guys have heard me often I refer to the Savannah Bananas. It's a it's a baseball team, but it's more than that, right? It's this culture. And, you know, Jesse and his wife take over this program or this baseball program and they turned it into something that isn't just a baseball team. And they always talk about what are the controllables and we control the field. We control the first five minutes. We control the interactions. So we could have security standing out front and not in a negative way but security to greet them, security to say hello, security to show them uh where they need to go. So I think it's actually helped us really think more intentionally about what does the field need to be? What does the training need to look like? So that's a big piece of this with culture is the training and and so um this team is doing a lot of work right now and um we're really excited to see where it leads us.
Okay. Um but from all my research that I have found, it is there is control from the district and control from the teachers. Okay. Um and then uh I I guess that applies to like digi you know, other digital components aside from like books that they would have to read. Um and then um contractually, like what safeguards do we have in place if any of the content changes during the term that we have this? I don't remember the specific contract language within the RFP, um but we can definitely share that. Uh there is there is specific language in the RFP related to changes in the content, um that kind of thing, that has to be the district has to be notified prior, um and could nullify the the purchase if they they do things without telling us kind of things. But again, the the specific language within the RFP, I don't have um off the top of my head.
And I'll see if I can do some of that work before our next meeting. Um, and then uh I just put on here committee updates. Um, I did get an email from somebody in Shootsbury about something that they're doing next week as part of the advocacy week. Um, and they have invited people. I will send that out. The flyer that was attached unfortunately wouldn't open. So, um, I'll see if I can get the actual flyer and I will send it out to all of you. all share it with the PGO. Um, and you all can share it around as well. They're having an event where they're they're going to I think people are going to hold hands around the the school something. Anyway, I I will I'm sorry I'm don't have it clear in my brain right now. I will share that out with all of you.
>> With what's on slide 32, you said earlier that that was not in priority order. So I I think that it's all there's some things that we look a little differently at maybe. Um I know the biology biology teacher is a huge thing that we're looking for, the ELA coach, tech support, the float nurse we heard from talking to Lisa Lamoreaux, the ELA reading specialist, night custodian, I mean, it's pretty hard for us to say this is the first one as opposed to not cuz I think every one of them is a need. >> So So priority one is is always going to be priority one. Within the priority one list, we haven't ranked that and it's also going to depend if if our school committee were to say and and we were to have the money okay, spend 200,000, we would sit down as a team and say of those priority one items, which are the ones that we think are the most for 200,000, here's what we could do.
Um we uh luckily have um access to the Michigan Association of Planning. They sent out a email alerting membership about this and we sent um resent a staffwide email to make sure that our team was aware but we haven't yet had a chance to have a conversation. That's the type of thing we'll usually discuss at one of our all staff meetings. So we have not done that yet uh specifically on that topic. Um, I would be happy to compile a list of relevant links to share with the commission by email if you would find that useful, but we did not have special plans to brief the commission on these other uh, but I would be happy to expand your awareness of them by collecting some information and sharing it. I'm not aware of the extent of the city's um, lobbyist uh, involvement. I think um what would be interesting to me and I uh defer to staff.
>> All right, thank you. >> Yeah, thanks K. Right. Okay. >> We are going to turn it over to Dr. Cox and Mr. Burcher. >> Right. I feel like we're in hockey. It's a line change. Quick. The presentation's still going. Right. >> Do you mind going? >> Well, I don't do silver either. So, >> all right. So, we're going to talk about goal two, which is moving students from early reading to complex literacy. Um, that's got to be the goal in our K12 reading. So, I have the pleasure of leading a team uh with creating the goals around K12 literacy. You'll see that the goals are all focused on increasing proficiency while decreasing the minimally proficient. So, that's kind of the the basis of our game. We kind of picked in 2023 an arbitrary 10% was the goal. Uh, you know, but we'll definitely fine-tune that as we go through this process this cycle again this summer.