001Agenda. Do we have a motion to approve the agenda as presented? So moved. >> Moved by Dr. Krebs, support by Miss Tierney. Uh all those in favor or sorry any discussion? All those in favor signify by I. I. Any nays? Motion passes 6 to zero. That brings us to the superintendent report. Dr. >> Okay. Well, thank you and welcome everybody this evening. Um about 18 months ago, we had a uh presentation at the county. Uh we had a panel came in to talk about artificial intelligence and uh about the coming trends and how it might impact education. Next day we got together, Dr. Moer and I began talking about our plans for the district and uh we formed a district task force which obviously includes Dr. Moer, Nick Castile, our technology director. We tap three
002people to help lead our efforts in this area to prepare our teachers and uh this is emerging trend that is going to have both great positive things but there's also some things that are scary. We have to do this right and uh this task force has done an incredible amount of work uh to prepare our district uh for the next generation of education. So, I'm going to turn it over to three people that have done a fabulous job of helping to prepare this district, helping us get ahead of the game. Um, we are we've come a long way in 18 months and uh we have districts asking questions about what are you doing in this district. Um, so I'm going to turn it over to our uh scrant principal, Bill Rener, Tracy Richards, grade level
003principal at the high school, and Mary Bean, third grade teacher at Hilton Elementary School. Outstanding group. Thank you all. I'm going to turn it over to them. Well, good evening. Welcome to Austral. So, my name is Bill Rener and part of the AI task force update. And so, we're going to cruise through some slides. I'm going to give you a snapshot of our timeline of what went on. That's how fast. So, back in February 2024, uh, LESA developed an AI task force. All all of the, uh, all five of the districts in Livingston County, it was also teachers, administrators, building leaders. We all got together and we started to realize, wait, all of us together were moving forward together as this whole thing was was kind of erupting. We were all at different levels and
004different speeds, but we found that sticking together was better. As we continued on, we remembered that learning was at the core. It's not about the program. It's or about AI itself. It's about how can we help students engage and get better. We always kept the students first in our conversations, in our breakout groups, in our planning because it's all about the students. The next part was we realized that getting together and collaborating with our teachers, our building leaders, and also other leaders from other districts, we were able to really collaborate rather than working in isolation in silos. Uh Brighton is only over here and Fowlerville's over here. We were working together, sharing ideas in this great exchange that we had. And one thing that we noticed was simply that no matter where you were in
005your comfort zone about the AI piece, everyone had something to share and everyone could learn. Then we realized, wait, Brighton is a little bit different. And yes, maybe we were a little bit, yes, we are, and we're going to be. We made it so it was a tailored approach. So, we took some of those ideas and we started figuring out how we could make it for us. It wasn't just one sizefits-all because we realized that planning and preparation, the vision that we had could be the vision for all of us here, benefiting the students for sure. But we needed some clarity. We needed some direction. And so we started with teachers. We started letting them know a couple different AI pieces and they were already trying it. We started bringing it into the classroom, letting
006the students explore with it, not as a gimmick, but as simple as, hey, you tell us. because sometimes as adults we don't ask the kids when we really should. The next part was why are we doing this all in isolation when the district has a mission statement, vision statement, and a strategic plan. So then we started to bind it all together with something that we already had. We also realized we had to roll this out slowly, too much too fast, crash and burn. So we phased in this approach. We also kept in mind that the balance of between traditional learning and this new AI piece there had to be. It couldn't be one side or the other. I want to tell you some districts decided to forget AI and they stuck with this. That could
007be a problem for them later on and to that's them but this is us balancing it. Also keeping in mind that AI does not replace the human element. The human element will still be there and will always be there. Then we realized our teachers needed to get involved but they needed to understand how we could use it. So we needed some training and so Mary is going to share what that was like. >> Thank you. One of the things that was really powerful about our time at the county task force time is every time we left, we we left with a task or an idea, something to build upon when we went back to the district in November of 2024. The task that was presented to us was next steps. Um it was quite easy
008for us cuz we were sort of like this ready to do things. But um we were pawing and we were ready and we knew collectively before even talking about it although we did talk about it that our next steps were to take all of the challenges that were discussed cuz there because there were many and all of the opportunities that were discussed with the miss the the Michigan virtual person that came to work at the county with us. take all of that and apply it to Brighton because we knew we have a culture here. We know we have curriculum, programs, ideas, academic standards, and community values that we wanted to put the lens of AI on. We wanted to look at all the things in place and see how AI can enhance that. And so
009we literally created a think tank. We showed up before school in the morning at Brighton High School and we just talked. We threw ideas. We did one of my very favorite things. We made our thinking visible. We drew arrows. We erased. We added. We commented. We made all of our thinking visible. And we decided how can we and we talked about how we can localize the insights that we had at LESA that we learned. And we realized that there was definitely a dual focus. teacher, staff, educator efficacy needed to be a major conversation and how we could use AI for deeper understanding of content, not just memorization, but how can we understand our kids better and how can our kids truly understand what we're teaching at a deeper level. And then we began having conversations
010about as this unrolls, we need clear policies. We need guidance. We need to explain what responsible use is. Academic integrity. What does it mean to use it as a tool? Data and privacy. Our kids privacy matters. How can we use it? How can we use this tool? But maintaining that privacy. We developed goals. We set a timeline. We wanted to support teachers in experimenting safely. We wanted to build a shared understanding and we wanted to create resources to help. Simultaneously as we were doing that, we can take no credit, but the curriculum department brought in Eric Kurtz, a leader in the AI worldwide, and he worked with the teachers last year on all different kinds of things. The overarching idea was let's move beyond skill acquisition to really understanding curiosity, inquiry and a shared language
011with with our kids. Overarching idea behind our task force is we want AI to enhance good teaching and learning and not replace it. >> So we have that for the teachers. The next part was building leaders and district leaders. What do we do? And so we had this meeting and this was in April of 2025 where we talked about the six components of a perfect prompt and then we took our data our information from our own buildings and we said what can it do for this? How can we break this down? And simply this is our current data that we had at the time and we broke it down into a data analysis. The pros and the cons kind of a SWAT analysis of sorts. But from here this is great to have these goals.
012The next part is how are we going to get better? And so that we had it break it down even more into bullet points into targeted interventions. So the administrators then took all of this information and then had some staff meetings. Yeah. >> Okay. So at that same meeting um our ad council meeting we also presented a universal tool for all of our principles to use across the district. So, we had a slide deck um and within here there were different types of levels and examples and the prompting um tools that we were just talking about to help them really um dive into this with staff and let the staff know where we were as a district with everything for our teachers. So, um, the task then was to take this information and at our
013last staff meetings of the year in the spring to present this to them along with some other resources that would kind of help bring everything together for the end of the year. So, one of the tools that we did give them was this dos and don'ts of AI use. This is just a very general guideline of ways like they they were already talking about how we can enhance the learning and the teaching versus replacing it. So um we gave them this tool and it broke it down by different grade levels so that they could use this um in their staff meetings. From there when we came back in August we had some collaborative um department time during our professional learning at the end of August right before school started. We reshared that dos and don'ts
014out and this time we're really focusing this year on how we can also now deliver this to our students. So last year was focused on the staff. this year is focused on the students. So, pulling this forward, our tech department also vetted and shared out some approved AI applications for our staff to use in their classrooms. Um, there are several different things going on around the district. Right now, our ELA classes at the high school are incorporating some of these dos and don'ts in their introductory lessons, as well as this week, our 9th graders are all getting a library orientation, and our media specialist is also um going through this with them as well. So that's where we're at right now, focusing on how we can make things better for our kids and our staff.
015Thank you. >> Any questions for our group this week? >> What through the work that has been done thus far, what are some specific tangible applications of artificial intelligence that the committee um proposed for students to use the technology and apply it in their learning? Go ahead. So part of the presentation that we prepared that we presented to the ad council to administrators, we created a fudge a sorry a teach a choice menu to present to the teachers. One side was efficiency of your job and the other is instructional practicality. And it went from everywhere. My students I I I use school AI and I create I create I create conversations for them. One of them is they travel with a water droplet through a water cycle that have involves security but I am happy
016to email you Mr. Swarm those those menus so you can see that >> that that's a really good example for a third grade student. Um how about high school? I mean just out of curiosity cuz that's a very very good example. >> Well actually the kids that I I noticed that there was a misconception in their understanding how water work and then one of the kids said they have wonder how long does it take water droplet to go through the whole cycle. Well for a while we did it together. So, um, so I think our big focus right now is making sure that the students understand how to use AI to help enhance their learning versus replacing it. So, a lot of our, um, parents have kind of reached out already, our ninth grade parents
017saying, can you help us with this? We want to make sure that our kids aren't using AI at home to replace homework. And so, they've really appreciated this um, this general guideline use of of ways that they can kind of monitor what they're using AI for um, at home. So, a lot of the the projects that we're kind of working on right now in the English department and other departments are really teaching them how to use it for research. Um, just like when Google first came out, like how do we use the internet, right? Instead of um replacing what we're doing, but just enhancing our learning. >> Can I ask a question about um in that teaching in the classroom are I'm imagining this is happening that there's also some uh teaching on constructive evaluation
018of what results you get, right? Because AI like everything else is only as good as what went into it. So is that part of the conversation too in the classroom? Just because it comes back doesn't mean it's necessarily the truth and you can't just immediately change the words and put it around. Yeah. Okay. Great. That's all part of the the the digital literacy that we teach even at the young age. So I I will model how it's not and and we'll annotate what's coming up on the screen. We there there's a there's a model especially the elementary I do we do you do and there's a lot of I do in front of them and a lot of we do and we also learn proper prompting what to ask when you don't understand the words
019when you don't understand the words and things like that and just like Google from your family what he didn't say and and so it's that digital literacy component of I I I I believe that the educators in the district have a sense of that of that for sure. >> I have a question for you. So I use AI at work and we use it a lot at work. Um it makes me appear to be much more intelligent than I am in many of my reports. Do you see that in the classrooms though? Are the kids using it? Is it a concern that they're doing that? Uh, and how do you handle it? >> So, that's okay. So, we um there was a specific example that someone told me the other day that they just knew
020by the answer that was given that AI might have been used. And so, they asked a couple of follow-up questions and then the student really had no idea how to answer those questions. they kind of flush that out and um just kind of guide them and next time if you're working on this, how can we properly use AI to help you with that research versus doing your homework for you? >> I honestly I like your approach because actually I do make sure that I understand what it is I'm writing. Um and it it does it it helps you with your vocabulary is what it says. Uh and so it can be learning. It's great that you ask if they if they can answer it fluently, would you be like, "Okay, that's good." I mean, >>
021wow. Yeah, I do think it cles back to lesson design, >> right? >> When it's a question that can easily be googled or looked up on checking team and that's what we measuring out of the child's understanding then less concern and I do think ultimately and maybe I just have those reflexes. I do think this is going to lead to better lesson design like constructive out for students. Um, our two children in our home were very slow to the children. My husband and I were drinking the Kool-Aid and they were like, "I can't. I can't. It's cheating. I'm cheating." And what we said to them is if you would stand your line to ask the teacher that question and the teacher would just answer to give you the information before you should feel comfortable using
022a school authorization like and that sort of frame that. >> Thank you. Any other questions? And this is probably beyond the scope of this, but are we looking at using AI to help the kids that are struggling to get a concept the way a teacher might teach it and maybe AI can put it in other language and help them some more individual student instruction. I think every day at every school, especially with when Eric Kurt presented school AI, which you create he the website calls it a tutor, but you create a tutor and I actually prompt the tutor, but I I create it and then I bring it to Google Classroom and as the children are answering it, I get real feedback. The student does not understand this. the student is ready for advanced instruction
023in this student. So, I've never actually gotten student feedback more efficiently than when I use that. Um, it groups the kids together. These kids are ready for this. These kids are ready for this. This these children need enrichment. It's quite extraordinary. Um, and so absolutely >> I would just strongly encourage all the involved parties that are touching and using artificial intelligence within Brighton area schools to embrace it. Um, it's the future and you can resist the change all day, every day. And I'm happy to hear we're not as a district resisting the change. A lot of people are. Um, it's transforming the world as we speak. And so the sooner we adopt it and and find ways to leverage the tool to help our school and help our students, the further we will be out
024in front of the other districts that we compete with for students and also to ultimately help further education here in our area. So I commend the committee for taking the the lead and nice job. >> Thank you all. This is an amazing group of people. Thank you all for your work. >> Thanks for Okay, great. Um, so that brings us now to the call to the public. Um, this is the opportunity for anyone in attendance to address the board. I have a couple cards up here. If you would like to speak to the board and you have not pulled out a card, we would ask that you do so and you can turn it in next to Dr. Moer. Uh, you have In August of 2023, I caught the student who raped our daughter trying
025to break into the school. I found it. I called my legal team and I called the police to make a report. And instead of protecting me, Brighton PD made me the problem. Because of the school officer, they told Brighton PD the determination letter we had wasn't active even though it states on the list. But here's the truth. This student is not allowed to be on school grounds unsupervised. Yet there he was pulling unlocked doors to an area of Brighton High School he had zero business entering if he was going to practice. And in the police report, a coach fed for the coach who was not even in the school and was not watching him. For the record, you guys did nothing. And let's talk about the Tit coordinator. Why are we Why is this person
026still handling cases in this district? This is the same person who said a 13-year-old could consent. So, parents in the room, I want you to hear this. Brighton's Title N coordinator said a child could consent two steps at 13 years old. It was my daughter. This is the best part. I got a call at this school board. You guys were coming for me. Is that a threat? You guys, really, really? A mother standing here begging you to protect children is who you come after. And if this true and just if that's true, it's not just failure, it's corruption. And let me be clear, I'm not afraid of you. If this board is more focused on silencing me than protecting kids, then every parent in this room deserves to know that. You don't come for me.
027You come for broken policies, for adults who enable this, or the culture that protects athletes and abandoned survivors. If the best you can do is threaten the mother who refuses to shut up, then I promise I'll get louder. While you were offering, what you guys were arguing in this very room about title line policies were failing. My daughter was in the hospital. She was in Bulmont in PU fighting for her life because she tried to take her own life. I found her dead. Do you know what that's like? Do you have any idea? Because your system failed so badly. So badly. That's not protection at all. This isn't a scandal. It's a testimony. A testimony of how you failed, my daughter. How this district prioritizes reputation over children's safety. A testimony of how you put
028silence over accountability and power over truth. And one day, I promise you, the truth is going to come out. Every cover up, every failure, every time you chose to protect the system instead of the students. And when it does, I promise this. I'm coming for your jobs. If you cannot protect children, you have no right to sit in those seats. No right. The more you come for me, the louder I'll get. I'm not afraid of you. And I will not stop until every parent in this district knows exactly how badly you failed and continue to fail with your Title N policies. The past 3 years of my life have been held. This is not about me. It's about every child who deserves to feel safe in your schools. and you've already shown us exactly where
029your priorities lie. The next part is uh good evening, Mr. President and long time parents. Um don't worry, we're not here to talk about school bond tonight. Um I'd like to talk about Mali Elementary School and the role it plays to shape the education path for our students. At Maldi, students can choose band, orchestra, choir, yearlong PE as an offer class. For those who choose choose year-long PE that effectively effectively means bypassing music entirely and ending their music education before it has a chance to begin. Uh I believe that this is a missed opportunity at critical age. Elementary music is very basic. In music, it's where the door really opens. It's the difference between a recorder and a clarinet. That's the difference between hitting blocks together, playing the drums. That's the difference between singing wheels
030on the bus and singing the Beatles. Elementary music keeps kids busy. Music can lock the soul. That was true for my son Tyler. He was a sports kid who nearly chose to choir. We encouraged him to be a choir tribe and change everything. part led to four years of musicals, leadership in capella groups, and now a future studying acting in college. None of would have happened without the first step in music at Walt and I've heard similar stories from other parents. Now, I want to be clear, sports are important, too. They play a huge role in well-rounded growth for our kids. But in Brighton, there are so many outlets for sports both inside and outside the school. What we're talking about here is not taking away from physical education. Every student still has physical education
031built into their school and built into the schedule through high school. What we're talking about is making sure music doesn't get squeezed out of picture because if a child ever steps into a music classroom at this age, they may never discover a passion or talent they did not know they had. This this but this is not about this isn't just about creating singers for musicians. I recently spoke with a leader in the tech industry who told me she specifically looks for music education in some in the for music background. Why? Well, because music teaches pattern recognition. It teaches problem solving and it teaches persistence. She also said in today's online world, students can stand students who can stand in front of others and communicate have a huge advantage. Music and performing builds that comfort and
032confidence. So the question is this. Will we give every child a chance to discover our music or we let or we let many pass by without ever stepping into it? I ask you to consider how bright can can ensure all students at Mali are exposed to music. It's not just about strengthening our arts program. It's about giving students the chance to discover passions, skills, and the confidence that can change their lives. Thank you. 25th, 2025. Do we have a motion to approve the minutes as presented by Mr. Sors? Support by Dr. Crows. Any discussion? All those in favor signify by I. I. Any that motion passes 60. I do see the human resources report. >> We do not have a report to do. >> Okay. That moves us to item D, the MASB delegates. As
033described by President Meyers during our last meeting, uh we are a member of the Michigan Association of School Boards. And as such, the delegates only occurs October 23rd this year. We have to certify a member to attend as well as an alternate um and you will tonight by selection. I understand that we have a volunteer, Mr. last and perhaps an alternate as well. Um, so I can make a motion. Yes. Um, I'll make a motion to appoint trustee as delegate and trustee Tyranny as the alternate to represent right board of education at the 2025 MASB delegate assembly on Thursday, October 23rd, supported by Mr. Storm. Um, any discussion? Thank you. Thank you. Yes, thank you both. All those in favor signify I any that passes 6 to Z and moves us to the school meal
034program. Um Dr. Al would you like to share some information on that? Sure. So, as uh as many of you know, the uh state budget is not and uh we're running up to the deadline. Um September and this month is uh the deadline if we do not have state budget by October 1st. Um they they've uh exhausted I think it's considered to be in shutdown at that point is what I understand. So, am I correct? That's the correct terminology. >> Yes. If there is no budget by October 1, the state will eventually shut down. >> The survey works in government relations. That's why um so uh we have a lot we've had the school meals program for the past 2 years and uh so all students get free breakfast and uh free lunch. I know
035that the state legislature is ironing out the details and yet it appears that the free lunch program will continue once a finalized budget is completed but it may not be completed by October 1st. So the dilemma becomes what do we do in October? To give you an example, in the um 2022 school year before we went to the free meals program, we had approximately 36,000 no 40,000 lunches that were served. In our free meals program, we serve 76,000 lunches. Breakfast approximately 4,000 before, 24,000 after. Huge number. So we have scaled up our entire operation for this free meal program. So, I'm putting the question in front of the board is what do we do while the state figures things out? If we get to October, we don't have a state budget. What do we do
036to transition for a few weeks or even a month only to go back to a free meals program is enormously disruptive for obviously for families one, but also for our operation. We have staff for free. we have done supplying, ordering, and everything. All of our systems are built on that 76,000 meal program. So, um, so I'm putting in front of you, um, to consider possibly ex extending the free meals program and potentially the cost of the district for 1 month to give us time to make adjustment to the state budget. Most likely the state will um include this somewhere in the budget and it will end up not costing the district. But I'm putting this in front of you for discussion and a potential motion. >> Do we start with the motion or do we
037have a discussion first? >> I think you could do it either way because this did not go for future action before. I would like to make I have some discussion points but I would like to get the motion on the table. Um I would like to make a motion that we continue the free lunch program through October 31st 2025 and reassess after the state budget is passed. >> So we have a motion by supported by Mr. St. And now discussion. I understand the challenges of of the back and forth and it makes sense to me that we need time uh to ramp down. I am less uh um encouraged that it will continue from the state level as you are Dr. We've talked about that there may be a possibility that there is a lump
038sum categorical that the state says you can use this on whatever you want including free lunch. Given the fact that our third graders are only 57% proficient and we don't have as much need in Brighton as maybe some other areas. I would like that money to go to tutoring and not necessarily free meals for kids that don't need them. Anyone who needs them absolutely should get them, but I am not in favor if it's a lump sum categorical that we can use to get our kids proficient reading. I would not be in favor of using that for free meals for families that are far above the poverty level. Um, including my own kids, they don't need free meals. I enjoy it, don't get me wrong. I like not having to pack lunches, but we've got
039other needs in this district. and getting our kids to read in my book is more important. So, I am in favor to give us a transition, but I'm just putting on record that I'm not in favor of continuing it if it is not a specific categorical for free meals. I would be in favor though of exploring some potential options, and I know it gets difficult. I'm not sure it's possible, but looking at those families that may not qualify for even reduced lunch, but are maybe 20% over that c over that threshold that we use our excess uh meals funds to continue that for the full year for those kids. But I'm not in favor of taking a family who's making, you know, 8 figure salaries and paying for free lunch. we have kids who can't
040read. >> Um you bring up the the question I general um if if we are not a district that has a lot of people that um need need that and I I believe you know our percentages are small. Um then what why are so many people using it now? Is it perhaps perhaps they because I I I know a lot of kids that partake in it uh and and eat more. Um my son is one and but you know clearly that's it's it's not that we can't afford it but he finds it to be extra food. So is there is there a need that we're unaware of? In other words, is there a way for us to find out who are the people that are are taking it and do they have a need? and
041they're just under the radar and maybe embarrassed to say because I think that's what we're seeing. Um is is people that that aren't saying for many reasons including pride. I know I have a hard time with it and um and this this is helping. So I'd like to know if there's a way for us to find that out. You can't make people say, but maybe we can take a look at um you know uh life life improvements by the children that are using it. Perhaps you know kind of tells the story. Um but uh I I feel like there's more people using it because there are more there is a bigger need perhaps than we have. Um so there's a way to do that. >> I'd like to say something first. The decision on the
042table they're running. Um the decision on the table right now is it should be extended through October. I think we should wait to have that discussion about the what happens with the budget until we know more information. Right now these are all hypotheticals and we can gather some more information. We need to right now the discussion is about the October extending it through October and I would definitely support extending it through October for this reason of keeping the um food services prepared that this is what they've planned for this is what they're ready for. Our families this is what they plan for. This is what they're prepared for. I think it's a lot to call the road underneath them at this point. So I will support this um motion as it was stated because that's
043what we're discussing right now. So just a quick comment and uh I won't venture too deep into politics but to respond to your question SL comment it's called socialism. So when you give people anywhere in the world something for free they naturally want more of it because they don't have to pay for it. So it's all over the news. You can Google use the AI to learn all about the the grocery store that they uh opened up in St. this Missouri that provided free groceries to the community and miraculously all the shelves in the grocery store were empty because everybody that came to the grocery store took the free groceries and left. So the role of prices in a capitalistic environment that we live in is to as as equitably as possible distribute scarce resources.
044Prices serve that function in our economy and in a capitalistic society that we live in. If there are no prices and things are provided to the population for free, they naturally want more of what's being given to them for free. And this is a great example of that. So there's all kinds of cool books you can read all about macroeconomics. But one thing is clear. If something is free, people will consume it and the demand will far exceed the supply. Thus the role of prices. >> Just one comment to talk about Mr. Stall about people that might be um you know they're projecting in the way of filling out forms. I will tell you we need those forms as a district for all kinds of things. if they don't fill it up for free lunch,
045we actually get less title dollars. We get less um potential scholarships in, you know, the pay to play. There's so many other things that we need those forms filled out for that we actually can't afford as a district to just say don't worry about filling out the forms. We need them. I share the same sentiments as Mr. survey completely on all fronts. Um I think we should continue through October um extending the reduced lunch but I think we should revisit it after that if in fact the state does not continue free lunch. However, I do think that there is a population of students. We have usually about 800 students that are um certified for the free and produced lunch program and then there's a swath of kids I think in between there that need the
046uh pre-produced lunch and I think we should look at possibly um an idea for how to get that to those families that need it if that comes to but for now I think over I'm file the motion that's on the table extending until October 31st. So with that being said, we have additional discussion. Okay. So we have a motion to um extend the meals through October 31st, 2025. Um waiting for the state budget information to come through and it was presented by Mr. B, seconded by Mr. Song. All those in favor that passes 6 and that brings us to future action. All right. So we have uh as a committee met two times leading up to the policy package that we have in front of you today. So uh the first five pages or so
047is a summary of each of these and then we have the policy of the edits in front of you as well. Uh so most of these were policies that were recommended uh by in their June uh 25 every year they have mass update and that's what we're looking at here. There may be a a few others um that were sprinkled in out there, but the majority of that packet. Also, the majority of these are what we are a little bit more of the straightforward ones, either clerical or uh different changes within the law uh that they had to reference. Uh and so there are still a few that are a little bit more complex and they can take a little bit more time. uh as so we'll be coming later with a few more uh
048policies but uh this is the present question that moves us to item um >> in your packet page 69 there are three different options for potential community survey regarding All three companies we mutual research and MRG all three reputable companies all three of them um and they're strong accuracy they can be associated with all three of these different proposals. The question becomes does the board wish to allow to have us do a community survey? If you do, you'd like to you'd like to be able to proceed with one of these three. Um, and uh, with that, um, I'm going to turn it back to you. What kind of questions do you have? What's the cost? So, the cost are depends on how many questions, but I think we probably do. So for example, Epic M
049uh the cost is for a 12minute interview for up to 300 people is 15,000 for Mitchell Research is the lowest price three. I've worked with Mitchell Research in the past um was a very good experience for um 200 u 200 with up to 25 questions 6,900. If there's 300 people, it's 10,000. And then MRG uh MRG for 200 is 7,500. And for 300 people, it is 10,900. So those are those are the cost. Is this something that was initiated or you know the solicitations were requested on behalf of the administration or is it someone else that recommended or so? So our um construction management team in their in their um campaigns they use epic types that's what was recommended by epic we have three different options. I worked with visual research. We got theirs and
050then survey gave us she had good experience with them. So we had three different references. So we have different >> so the just for the public's benefit the construction firm that we elected approached the administration and recommended that we solicit quotes from firms that do market research. They didn't say that as part of their bond planning the timeline. It includes the community community. >> You requested that's all I'm asking. Was it requested? >> I I would be the official person requesting it, but I didn't come up with that. It is what they do in the campaign. >> So you requested I'm requesting possible. So one of the things I would I think the reason we decided to wait and not from the father that we could make those decisions didn't have sense of what the
051community wanted. So I think it would make a lot of sense to you and I was support my um the the other piece of information I guess that I wouldn't mind seeing is a handful of schools that were successful last year. Which firm did they use and were they happy with them? Um I mean like I mean you said I I've worked with MRG on a number of projects both personal and professional. I've been very pleased with them. Um, I've also done work with both Mitchell and and Epic. Those are pretty much the three that run this. There there isn't a lot of others here in the state of Michigan. Um, they tend some of them tend to lean one way or another just depending on how many cell phones they sample and you know
052the younger people versus older people type thing. Um, I think the Epic M is much more not as in line price-wise as the other two. Um, I I don't know that I have a preference on the other two, but I just would like to see what other districts have used for this particular thing because polling for a candidate is different than polling for a bond. >> What's the What's the test of the survey? So if we speak to say 300 households, what's the income? And I asked through the context of the survey that was already conducted. So the goal of this is to get feedback from community that can be provided to the board. Uh who's voting? What are some of the priorities? How do they feel about some of the projects that you're considering?
053on how they feel about perhaps some of the amount of money that you're going for, some of the goals that they've established, those are things that we can work on the questions, but ultimately we want them asking the exact questions that you all need answers to. So, if you're going to be voting in February on whether to bond or not, what do you need to know from the community? That's what that's what this is for is for you. And the the survey we did is obviously volunteering participants. This would survey the community. So it might be people that don't have kids. It might be, you know, so you're going to get a better read of what your where the community temperature is and how much work we need to put in. >> I'm all in
054on the survey. I've sat at this table for many years and suggested we should do more surveys. So I'm all in on the survey. It's just getting clarity on what we'll be using it for. >> Were you given um and I don't know I might say in here and I may have missed it time frame um on when they need those questions and how quickly they can turn that around so that we could back that out for planning purposes. If we're going to potentially talking about this in February, we need time before that to digest it. >> We're not going to be serveing them during the middle season. >> They they all have lead time. But give you an example of MRG MRG like from the there's like a date contract with them there's identifying
055what their questions are. It really will take them a month from the start all the way to the finish to be able to administer that and get it to you. This board is going to be are recommended that you're going to begin narrowing having heavy discussions in November December. So I think if you can have it before November, I think that would be ideal. I would say if you could have this completed before November 1st, then you have good data when you're talking all the information. From my experience, they can be in the field 5 days. I mean, turn it around and then it depends on how long it takes them to get to those 300. Sure. I mean, a month is a good time frame. I personally think being in the field in January
056is better than being in the field in November. So our next board meeting is October 13th and the day after mid November probably by the time you get information is that is that enough time for the board to make a decision represent to receive that information over November December is when you're going to be delivering support. Um, is the middle of November? Is that too late? Does it need to be further than that? I mean, I personally I think we should narrow things down. So, that helps us formulate the questions, narrow it down, then go to the field in January to ask the questions in January once we've narrowed things instead of more pie in the sky. But that's my personal preference. If you're going to if you're going to call for a May election,
057it's going to be at the beginning of February and um you're probably going to have to make those decisions a little bit earlier. That's I probably re before that. Well, maybe we can move back some of our deliberations because I agree with you. I think you know your responses are only as valuable as the questions you ask. And so if we have questions that are really generic, we're going to get responses that are really generic. And I don't know if that's going to ultimately help us make decisions. Um, so I do agree with you that having a little bit more definition about projects would be helpful if we're going to invest the time and money to survey, which I'm in favor of. I think it's a good idea, but I do want to make sure
058the timing works and also that we're asking good questions. So many reach out and gather some information on prepared for October 13th to answer some of the questions that you have and then we'll see what they recommend for election. >> Sure. And if we find other districts that use some of these firms, can we guess what the questions they ask to? All right, that closes for future action and us to board committee chair reports and community recognition facilities. Sure. to discuss our last meeting um morning and multi um that morning a couple finds where the media center is split into two different things. I'm sure they are design center more. So that might be something we would want to look at. Come with some changes. Uh the classroom they are asking for more classrooms. I
059think the number that they were asking for is two. Um in looking at plan further office is going to move forward according to the plan as we've got it right now which opens up space behind the four classrooms. So that might actually take care of that problem. Um we did discuss uh some of our pie sky stuff. a new uh gymnasium possible uh addition in the back that's on side by the athletic things from the lunchroom area and the current uh media/ gym. Um we also found that there's an awful lot of space back there to pace out where we where we want to be with that gym. And I of course brought up the the parking lot and people and cars probably again. It's one of my one of my things and we do
060have space to do something. We're thinking trying to work something out of this for us and gave him an idea. I got the blessings of that lady come here and uh we uh here's the general plan. We move the the playscapes and area that kids use for that to the center of the two buildings. We do a driveway between Bower and Brighton Road that goes around the back of the building. There's plenty of room for that without taking out those fields. But I do propose taking out two of those fields to make a parking lot specific for horning in Malt. Uh it also, as I was thinking farther with it, um if we leave a driveway in front of the park on the side, that allows for parents to come in quick for meetings and
061things like that. So, we're giving them a parking lot, creating a loop that should get most of the vehicles off of the uh road and into the road. At least that's that's the hope sur um it might not work. I don't know. Um, and they brought up uh carpet, definitely carpet. Uh, they don't have an awful lot of needs. At least they're being humble about it. Um, but that those are the general ones. Um, and I'm sure discussions will continue at Malti. Uh, right away. Um, those the powers that be there wanted us to talk first about features in the gymnasium. That is something they have a problem with. They're old. They work. They're not the greatest. Sometimes they don't work so good. Uh, they've never been replaced. So that's that's a good possibility there
062that we can help you with. Uh perhaps some windows in that rear wall in the gymnasium would bring in some natural light. Um they are talking about natural light already in the plans, skylights in classrooms, those type of things. Um there we asked the question asked by some you um you know do they want because uh and our principal did share well some do some don't. So, um, it almost, you know, if you put them in, there are going to be those that I call them pink pads, those blue pads that their lights in the rooms, they're going to put them on there because they don't want that red light. So, we might want to just have more discussion, let them pull their people and see how many want there's no no sense in putting
063these skylights in every room if everyone doesn't want. So, that that'll be somewhere special. Um and uh we also while we're standing there in the main festival that's a space we use an awful lot of lights and redesign so we got um I think that got me where I wanted to be with all that. Um Mr. Storman brought up at a previous meeting um is there any reason why we can't move forward with the air conditioning is amazing to something that I'm really proud of. um and use our funds for that. Uh I think has to have that put on for next time. So decision moving forward unless someone wants to uh do that sooner than that. Um and Mr. Thompson I think has some uh things that need to be taken care of. So
064we had a slight discussion. So probably come to us on our next move forward on um Um so the academic committee met today this morning and we were talking we spent a lot of the time talking about test scores know that those came back. Um we need to get some more information on that. So um we continue to talk about this get some more information looking at what what the plans are moving forward. Um additionally we talked about the P plan for the year. Um one of the things Dr. as you mentioned is really getting it at the building level to get the teachers getting the staff getting it into the classroom to support them in the classroom with that. Um, and then she talked about um, nutrition education, but the nutrition education curriculum is
065that was it for that one. And I guess can I say that we have a because Roger's not here, we have a finance committee meeting on Wednesday. I have another committee report. Uh, student nutrition committee met. Uh hopefully parents that are paying attention have noticed a change in some of the offerings to increase the varieties. You should be seeing more fresh fruit and vegetables for the kids this year, strawberries, blueberries, green beans, broccoli. So we're working positive momentum to get more changes for the students. And uh I guess comment about the right marching band. They had a performance Saturday. They uh practiced all day and then they went out to all day Central where they participated in a preview show. It was a great opportunity to showcase their hard work. Um and then also connect
066with other fellow musicians and performers while they were celebrating the spirit of music teamwork. And I wanted to thank Mr. student for arranging this opportunity for our members to participate in it. I would just like to comment um I how we are doing our facilities meetings where we are hosting them and allowing additional board members to have input because the bond is such a a big project. Um, I would like to call on the board to consider doing that for the academic committee, if not all of our committees. It requires a posting. We are in somewhat of a crisis in our academics here in this district. 57% of our third graders are reading on grade level. Mississippi is now 20 spots or more ahead of Michigan. I, you know, they placed a concerted effort on
067literacy and the science of reading and making sure kids are at the appropriate grade levels that they are reading at in their schooling. The Secretary of Education was in Michigan today um along with Congressman Wahberg um Congressman Molinar and Congressman Owens from Utah. And one of the things they spent time I was fortunate enough to be there today is doubling down on literacy. And the schools that are far exceeding the average in growth in literacy have really already we are doubled down in science and reading and phonics. We are far behind in this district. And one of the things that every state leader from the speaker to the secretary of education to the congressman says don't wait for us districts. You can do this and you should with an urgency. Move ahead. So, I want
068to continue us moving ahead. We have a curriculum problem in the school. I know we are working on it, but we need to do so urgency. And I would like to request that the academic committee be open to more board members so that we can ask these important questions any additional. Okay. Um, so that closes board committee chairs community recognition. Our next regular day will be Monday, October 13, session to close session discussion discussing negotiations are connected by Mr. call. Any discussion? Uh, Miss Mr. >> Yes. >> Mrs. Yes. Mr. >> Yes. >> Mrs. Yes. Yes. Mrs. Marks. >> Yes. We've now concluded all scheduled business items on our agenda for today. Following the close session, we will reconvene in the media center to do a walk through of the building. The public is welcome
069to attend that if they so choose. So we'll come back out here and you may join us. Um then the meeting will be officially adjourned following that. Thank you.