001Good evening. We'll call to order the uh the March 9th, 2026 regular meeting of the Harper Creek School Board. Uh if everyone could please rise for the pledge of allegiance followed by a moment of silence 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. >> Thank you. >> Madame Secretary, will you call the role, please? >> Mr. Herson, >> here. >> Mrs. Risner, >> here. >> Mrs. Wat >> here. >> Mrs. I'm here. Mrs. Wallace >> here. >> Mr. Smith, >> here. >> Mr. is act. >> All right. Uh Mr. Rididgeway, do we have any changes or additions to the agenda? >> There are no changes or additions to the agenda. >> Thank you, sir. Uh
002so we'll start with communications. President's remarks. Good evening, everyone. Uh to everyone in the room, everybody online, uh Mr. Best is uh on vacation tonight, so I will uh try to fill his shoes as best I can. I've been working on a Bo Best Bess impression which I don't think anybody can do. So, we're just going to dispense with that. Um, again, times are continue to be busy at Harper Creek. We got spring sports starting up. Um, I should have mentioned before we did our moment of silence. I think we all uh are thinking about our friends in Union City and Three Rivers and Edwardsburg and that whole area who had a heck of a last couple days and have a lot of challenges going forward. So we uh we certainly keep them in our
003thoughts and prayers. So with that um any comments from administration? >> Yes, I have a few comments. I'll echo Mr. Smith. You know, we definitely want to think about and be prepared to assist any any way we can. It also was an opportunity for us to talk a little bit about severe weather. I know it was an early I believe storm, but there are more storms, you know, coming. We need to make sure that we're prepared and ready. It's always scary when our kids are in buses when when uh the warnings hit. So, I do appreciate our transportation department and the work that they did to get our kids home safely on Friday. Uh it is March's reading month. Um our seventh grade choir festival is or was March 6th, 8th grade choir festival March
0047th. Matilda Junior, our middle school musical triyouts began today. Spring sports started today. The seventh eighth grade band festival is on March 11th. I believe is Wednesday at Marshall. Um, Eagle Lake Elementary is doing a create and read parent night on March 19th. Uh, we also have uh a lot of students from Harper Creek attending the Hispanic Flamingo uh ballet and that was sponsored by the Miller Foundation, the Vinda Foundation. And so what's happening is our kids are going to go get a cultural experience at the WK Kellogg Auditorium along with a lot of other schools neighborhood of over 500 of our kids are are traveling to to watch. So really appreciative of the work of our Spanish team especially Lisa Kenny. Um oh the Drowsy Chaperon High School Musical is March 20th, 21st and
00522nd. Don't miss it. It's going to be a great show. Uh we have a special meeting of the board on March 23rd. Now we have a little business on this. We need to figure out a time. Um that's a Monday. Do we want to do it at 5 5:30 or 6? Special meeting March 23. >> Five o'clock. Five words >> everybody. And what we'll be doing there for the audience perspective, we will uh be approving the application the treasury application for potential bond projects. We're really excited about that and also hearing master plan from our architects. Um the seventh eighth grade command concert is coming up. March 27th is spring break and countdown to kindergarten second time around will be on April 7th. So lots of exciting things happening in the district. >> All right.
006Thank you, Mr. Ridgeway. Mrs. Alward, any communications? >> Just one communication of a field trip. It's a regularly scheduled field trip um for DECA um down in Detroit. >> All right, Mr. Rididgeway, do you want to introduce the uh the presentation, please? >> Okay. So, we have a presentation from our student support and counseling teams. And if they could come forward, we kind of have the chairs in a semicircle. We've done that, I think, the last last time. and then I will be the one on the uh screen. So, I'll try to get the right one at the right time. Once you guys get it, get out. So, student support specialists and counselors. >> Oh, one short >> musical chairs. Deon's out. All right. Who would like to go first? >> Okay. I'll put your
007graphic on the screen. >> Bigger. >> Um, well, do you guys have this as a handout or no? We have like a slideshow that's all the elementary. >> Oh, okay. I can do that for sure. I'll do this. I'll do the slideshow. >> It'll just be easier. >> Yeah, no problem. I'll make it big. >> Okay. All right. I'm ready. >> Okay. Do I need the clicker or someone? >> Nope. I got it. >> Okay. >> What I'm going to do is I'm going to >> team. There's everyone's names and pictures. introduce themselves when they come up and go to the next one. Okay. So, I'm Jod Leeter, the MTSS coach for Beetle Lake. I'm also the PBIS lead for our building. Um, and last year when I came and shared with you guys, I
008already shared our in honor of, which has been our theme for the last couple of years for PBIS. And that's just something that we've been really focusing in on. So, that instead of just recognizing um some students who are getting leader of the month or leader, we are honoring all students. Um, so we kind of changed the way that we do our assemblies and we do group photos and things of that nature. But the reason we did that is because some of the most important factors for why kids want to be in school is if they feel like they belong there. So having those positive relationships with each other, with staff, um, that influences and impacts their attendance when they feel like they have a purpose. Um, they feel like it's school isn't the same
009without them. >> Okay. And then Last year when I came here um we had a huge celebration which was we had done all these tier one PBIS initiatives and we had an almost um I think like 28% decrease in our referrals last year and that was amazing. Um we kept those same initiatives in place um and obviously we added to our regulation stations and made more things that we already have in place better. Um but I still wanted to be transparent and show the same data that I showed last year. Um and so when you look at just the raw data before we do a drill down when you look referrals from last year, we had 573 referrals made up by 123 of Beetle Lakes kiddos. We have about 348 total. Um, and then this
010year it looks like it's cut off on your guys' slide, but um, we have an increase, as you can see, of 799 referrals for the whole year. And so I wanted to start out with being transparent about that, but if you go to the next slide, I kind of wanted to drill it down for you because when we're really thinking about our tier one initiatives that we have in place, those are still reaching over % of our population because currently right now at Beetle Lake, I drilled it down our top 10 kiddos who are making up the most referrals. So we have less than 3% of our school population making up 45% of our referrals. And so I don't say that as like doom and gloom or to place blame or shame on kids. We
011meet them where they're at and we don't lump them with their behavior. We separate them. But I just wanted to be transparent about the fact that the tier one things that our staff has in place, they really are working. That being said, that 10 students it can feel really loud and really heavy for a lot of the staff. And I also wanted to not put it in writing but just share that aside from one those are all DK students. So we are noticing a big shift in the last couple of years of unexpected and explosive behaviors in our youngest students. And so while we're doing the best we can with tier one supports, it does make those tier two and tier three supports much more challenging. So things like class size, having extra pairs in
012the room, creative things that I know the board wants to think about districtwide. I just wanted to kind of highlight the fact that although we have a lot of great things tier one wise that we still do have some tier two and tier three work to do together. Um if we just go to the next one so if you factor out that um 2.9% of kiddos and you look at our referral data compared to last to last year then we actually do still have a decrease when you're not taking into effect that very small percentage that's making up the majority. Um, so we still do have a decrease in students and total. And if you'll go to the next one, this is just kind of a review from last year. Um, things have, like I
013said, changed a little bit and improved, but we do happy to see your face attendance celebrations every month. So, we alter those from morning and afternoon. We realize that our littlest learners don't really always have control of whether they're at school or not. So, some always get dropped off late, some always get picked up early. So, we try to rotate so that everybody can be celebrated when they're at school. Um, We just started last year. I think in November is when we started it was our building wide attendance challenges. So we did like light up the board um around the holidays. This year in February we did love to have you at school and we have like a bulletin board in the front where kids are tracking their classes. The one in February was by
014grade level. And then this month for March it's a March attendance bracket and that one is just random. So we have 16 classes and they've all already been checking as soon as they came in today. And then those lead assemblies, like I said, it's a recognition of some, but a celebration of all. So, we always have an activity, whether it's a game. This month for March reading month, it was Mrs. Daniels versus the kids on book um book covers. Um so, everybody gets to participate in those, not just the students who are highlighted as the leaders. And then we also have whole building lead celebrations. So, for two years now, we track um classroom lead parties. And once every classroom in our building has earned a lead party, then we have a building celebration. So
015this year we did we watched a live aquarium feed while all the kids did scratch art together in the gym and had juice boxes. Um so that's something again to build community. We also have in place our work completion celebrations. Um those are done once a month and we also um fluctuate morning and afternoon because again we want everybody to be able to celebrate. The 80% goal is because we recognize capacity fluctuates for all humans um but especially our littlest learners and so their teachers track it and as long as they're giving 80% four out of five days of the week then they get to earn that celebration as well. Then we still have our caling corners in every room and we're up to 17 regulation stations. We just got a grant for a stationary
016bike with a desk that's getting assembled halfway today and halfway tomorrow. Um and then we also have our tier one trails lessons that are building wide and then we have tier two small group interventions that are um through second step and that's just some of our building white celebrations. So they tracked their uh crystises and when they all bloom to monarchs that was a visual so the kids knew they had a party coming up as a whole group. We currently have a beaver um since New Year party hats and then they'll have their next building celebration. And then the next one that is our attendance tracking um that we've done last year and this year um and so far that's going really well. We have over 89% in every classroom but we've averaged around 92
017to 94. And then the next one this is like a huge list. That's why hopefully we can get you guys print out afterwards. But this is um the things that all of the elementaryaries kind of do together to address behavior concerns and attendance concerns. The behavior ones are more tier but the attend are tier one and tier two because those kiddos are getting double dipped a lot. So that's just something that um as a district we've really been intentional about it. Thank you. >> All righty. My name is Sarah. I'm a student support specialist at Soma >> and All right. Um so we uh just brought back the PB schoolwide celebrations. Um, we haven't done a schoolwide celebration at Sonoma in a few years. I'm not sure why, but we brought that back this year.
018So, we have a bulletin board. Um, and the one on the top that says together we grow is from the fall. And then right now, we're currently doing the Hello Winter. Um, each classroom has their own goal that they've set and they get classroom lead tickets. Um, and so whatever the the goal that the classroom set, once they reach that, then they put something on the tree. So, in the fall it was the leaves. In the winter it's the snowflakes. Um, so in the fall we did um popcorn and movie as a whole school. Um, we're getting really close to um we only have a couple more classrooms for the winter and we're going to do um glow sticks and for reading in the classrooms. Um this year we've been working for like a tier
019one support. Um we've always delivered our tier one classroom lessons um at the beginning of the school year and then we revisit those um in the winter at the end of the year. Um, so we've been working on making videos that we can show. Um, we're not going to play the video for sake of time today, but we made so far we've done the calming corner video, uh, the playground video, and one for the cafeteria. And soon, um, coming soon, we have hallway, bathroom, and bus line. Uh, but these are really nice because classroom teachers can then just quickly show them whenever they need to readress those. Um, when we had all those snow days, um, it was super nice to just tell teachers like reminder to play these videos because it felt like we
020starting all over again. Um and then this was our goal that we had um from last school year. So um when I presented last year at the board, uh we had sec um first grade students with five or more office discipline referrals that were being physically aggressive um with adult attention seeking as their motivation. So we put a lot of supports into place for that. We carried the goal over into this year. So second grade. Um, but we met that goal like when Ashley and I sat down to look at it at the beginning of the year, we met that goal and we were like, okay, well, let's make a new goal. So, she's going to talk about the new goal. Then we went back and looked and we're like, okay, physical aggression is still
021high 45 in October. So that we put some supports in place and as you can see our little graph on the side there in that a little uptick after all those snow days and going back and if we go to the next slide we'll talk about what we did. So we noticed that it was a major tier two support and so we trickled it down to mostly happen at recess. We came up with Jessica Hackworth at the ISD with our progressive recess matrix and that definitely worked and continuing to work. We made the zones. So the zoning is for specifically also use it to help zone our adults so that they're not a little more. And then we also introduc that just a little more extra support incentive they can work towards something that they
022actually want. We also have other supports as small groups in check out and then this year we made a student request form so that you can't take a whole hour of time to talk about us and then we can sit down and talk to those. >> What's what's Zello? >> Zello is our career education program. So we go through town and then what they're interested in. >> Hi, I'm Lauren Cander. I'm the MTSS coordinator at Waddles Park. >> Hi, I'm Debro. I'm the student support specialist at Waddles. Um, I just wanted to reflect that at Wild Park, we're doing many of the same things that Beetle and Sonoma had talked about with second step, um, and tier one lessons in classrooms. Uh, we as a district among the like across the elementary schools have worked
023really hard over the past year, year and a half to try to have more uniformity among the uh, student support services within the buildings um, which is Torisk's assistance. So, we appreciate that. I wanted to go over some of our data here at Watts Park. So last school year through about this time of year through midFebruary um we had 460 referrals from 102 students and this school year during the same time frame our referrals have decreased to 368 uh to 368 with from 96 students. So that's a decrease of 92 referrals and six students so far at this point in the year. Um I also wanted to u just re reinforce what Jod said. They're disproportionately DK students uh development kindergarten and kindergarten students compared to the rest of the uh grades. And so when
024we're looking at like how can we support those students, it is helpful to have extra hands in classrooms and smaller class sizes. Uh we wanted to take a look u at our behavior goal for the year. Uh so by the end of March, the number of students that have received five or more discipline referrals will decrease by 15% from 31 students to 27. So when we took a look at that on February 18th, we had 23 students with five or more referrals. Uh which resulted in 234 total referrals. Um last year at this time we had 28 students with five or more referrals. So again um that is a decrease from the previous year. Attendance wise, attendance was um a bit of a difficult spot for Walls Park last year. We had an increase in
025absenteeism last year and so we wanted to um try to address that a little more firmly this year. So our attendance goal was by the end of March the number of students that were chronically absent and those are students who have missed 10 days 15 days or more will decrease by 20%. Last year we had 66. We were hoping to target 53 or less students um that were chronically absent. By midFebruary this year we had 63 chronically absent students. Um and last year at this time it was 63. So it's been about even. We have implemented some strategies to try to improve our attendance. Um we do have some schoolwide ontime attendance incentives. Uh so we have like a dance party once a week and then there's a weekly classroom attendance award uh that we
026just started recently um probably the past few weeks. Every student receives a phone call home from a live person. Um I would say at least 25% of the time we are able to speak to an adult and get an understanding about you know maybe why the student isn't present that day. Uh I have phone conferences with parents around 10 days of absences to if there is something we can do to eliminate some barriers to the students coming to school. Often it's like transportation related. Um so I just talk with students or parents about what can we do to help you know get their students to school more regularly. There have been some students um if we're not able to contact an adult for three days in a row then I will ask officer King to
027go by the home to do a welfare check on that student. We have had a few students who were at home for quite a few days um show up to school after we send the police send the officer came to the home and we've been uh very consistent with sending uh referrals to the ISD for all students who have been absent for 15 days or more. Um and we have referred 18 families this year. compared to last year, we only had done three referrals. And over the past couple months, we've had about 10 family meetings out of those 18 referrals, which have uh over half of them have resulted in really good plans for families. Uh one thing that's difficult from the school perspective is we can call and send lend letters to the homes
028and such, but they don't respond real well sometimes when we send those letters. But it's funny how when they get a letter from the ISD that says like if you don't come to this meeting then you could go to court that they show up and then we're able to make plans with them. So that's been really helpful. And so I'm hoping that the rest of the year we see a pretty big improvement in attendance because we target those families who have like the highest number of absences in the building. And uh here's just another uh slide on great things happening like not only at W Park but all of the buildings. And this um slide kind of reflects all the things that were mentioned um in the other presentations about things that we're doing across
029all buildings. Uh tier one interventions that all students receive. Uh tier 2 interventions are some of the students about 20% of the students in each building receive those interventions and the tier three interventions are um interventions that like five to 10% of our students receive. Um and our team has quite a bit of work over the past couple months. We have um kind of tailored a um tier two, tier three playbook for interventions that we're providing to students in each building. So, we're going to roll that out next school year to all of our staff so they also have a better understanding of like the interventions that we're providing to students. >> Thank you. Just one quick qu I mean both uh Waddles and Beetle Lake mentioned a high percentage of the referrals were in
030the prek kindergarten. Sonoma, are you seeing similar data from your end or >> Okay. Okay. Thanks. >> Okay. So, we did something a little different. We gave you a little onepage document that highlights um the areas that we're most proud of. Um I'm Amanda Schultz. I am counselor at the middle school. >> And I'm fifth and sixth grade student supportable. So this year our work has been grounded in database decision making to ensure we are meeting the needs of studentu meeting students needs in targeted measurable ways through systems like sabers thoughtful Thursday teacher referrals and our check and connect program we are able to identify students who need additional academic behavior and emotional support and respond quickly and intentionally. Currently we are serving 33 middle school students in our check and check and connect tier
0312 intervention. These students are identified through attendance, academic performance, behavior data, and teacher recommendation. The purpose of this inter intervention is to provide consistent adult connection, monitoring, and encouragement to help students stay engaged and successful in school. Another one of our focus tier 2 supports this year has been our anxiety small group. Students were identified using Sabers data, thoughtful Thursday data, and teacher input. Over the course of eight weeks, students participated in structured lessons centered on coping strategies, emotional regulation, and positive selft talk. The outcomes have been significant. We saw a 72% reduction in reported anxiety as symptoms among our participating students. Additionally, 45% of those students graduated from the program and no longer required the intervention anymore based on follow-up savers and thoughtful Thursday data. We also saw a 23% improvement in attendance among
032participating students. This is particularly important as we know attendance is closely tied to both academic achievement and long-term success. These numbers represented students who felt more confident, more regulated, and more connected to school. Students who previously struggled to attend regularly are now showing up and those experienced anxiety are now now have practical tools to manage it independently. Another key support that we started this year is our thoughtful Thursday questionnaire, which is a short student survey administered every Thursday morning in their home room classes. Students respond to questions about whether they have a trusted adult, are experienced stress or anxiety, and or need help with academics, behaviors, or emotions. Students are also given the opportunity to indicate if they would like a check-in with a counselor or a student support person. This allows students to ask
033for help in a way that may feel easier and more comfortable than approaching someone in person. This process helps us identify students who man who may need additional support early so that we can respond before small challenges become bigger concerns while reinforcing that students have adults in the building who care and are available to help. Our school counseling program also introduces career awareness beginning fifth grade through 8th grade. The goal is to help students gradually build their awareness of their interests, strengths, and a wide range of careers available to them. To support this work, we use Zello, which is a career a career exploration program that allows students to learn about themselves and connect their interests to possible careers. The overall goal of these lessons is career awareness. At this stage, we're not asking students
034to decide on a career. and said, "We are helping them develop self-awareness and cur curiosity about their future possibilities. Our team works collaboratively across fifth grade through 8th grade to ensure they receive developmentally appropriate supports by combining universal supports with targeted tier 2 interventions. We are working on building a comprehensive school counseling program that not only responds to challenges but actively strengthens students resilience. As we move forward, we will to use our data to refine interventions, monitor growth, and ensure resources are allocated where they are most impactful. >> Uh so I'm just going to talk a little bit about the check and connect program just a little a little more detail. Um the elementary schools referred to check-in checkout. The check and connect program is the secondary version of that. So it just kind of
035aligns with what the elementary schools are doing. it just takes it to that next level a little more just aligns more to the secondary kids. Um and basically alluding to what Jody said, it's it's about a sense of belonging. So the point of that program is that a child that we identify that needs it um checks in with a trusted adult once a week in the morning. How are things going? Um and we focus on either academics, attendance or behavior. And out of the 33 students, 70% of the kids we had improved in at least one of those areas. And typically a child is referred for one of those areas, maybe two. Um, you see a 0% there for behavior in seventh and eighth grade. There were no seventh and eighth graders uh for behavior
036in check and connect. She focused on attendance and academics. So that's why you see a 0% increase there. Um, but just really hammering of belonging and um really focusing on being more proactive at the middle school rather than reactive. Um we just really wanted to get ahead of some things um versus reacting to things that were happening and then trying to fix it. Let's get ahead of the problem versus behind it. So that's the idea of the tier two that we wanted to present to you guys because that's where we've been doing a lot of our work this year. question. >> I did have a question on the anxiety small group. As students graduate from that group, are you replacing them with other students? >> I am. Yes. Some students stay in in the program
037for another session and then some we add more. >> Okay. >> We can I can fit about eight to 10 comfortably um for a small. >> Great. Thank you. the uh the check and connect. You meant they check in with a with a trusted adult. >> Who makes up the trusted adult group? Is it a teacher they choose or >> No, it's me. >> Okay. Okay. >> No. This is our first year of really implementing this program. So, we wanted to start small and really gauge, you know, how we could do this. The idea would be one of our thoughtful Thursday questions is do you have a trusted adult in this building? >> And we have them name. >> Yes. Not just yes or no. Tell us who it is. >> That's kind of what
038I was getting the kids. >> We would ultimately like >> I have been sorry I have been sharing the thoughtful Thursday data with our our teachers too so they know who identifies them as a trusted adult and so they can as well. >> Thank you. >> Hello, I am Aaron Wagaman. I am one of the school counselors at the high school. Last name is Hero. A >> takes a minute. >> There they are. >> And then there's us. >> Um, this first slide right here is our kind of we created a counseling menu of services just to kind of show I know it's very small. There's a lot of different things that we do within each area. um academic planning and support, career, future readiness, um social emotional, and then just collaborative support, um highlighting
039some of the things that we do. And in the black, those things are things that we're talking about um incorporating in those areas, things that we would like to add. Um so, if you go to the next slide, um these are our counseling goals that we created this year. Um we did one academic and then one based on the board goal of the percentage of um incoming seniors, so it would be our juniors this year with state endorse readiness indicators for college. Um so we started with a group. So, for our first goal, um, we I'm gonna I'm gonna explain that, uh, picture right here, the percentage drop first, and then I'll go down and tell you a little bit about what we did. Um, but looking at our data, we pulled a group of
040freshmen, um, or all failing, sorry, groups of freshmen that were failing one or more classes about six weeks into the school year. um and we pulled that group and then now about six weeks in we pulled our failing classes for freshmen and of those the first group that we started with um there was a reduction in number of those number of students that were failing classes. So of that first group we reduced it was 43 students were failing one or more classes and now of those 43 students only 34 um are currently failing one or more classes. Um so that's that one. And then our state endorsed readiness we had about 60% at the beginning of the year that were meeting um was it two two of those indicators and when we look back at
041our uh those same juniors they we now are at about 72%. You want to go to the next slide? Um so I'm going to talk first about that bottom part. Those are um freshmen that we pulled. So, we had I think I said 43 students um that were failing one or more classes. Um and of those 43 students, there was a total of 146 classes being failed at that time. Um and those are the group that we stuck with. And we did an intervention that happened three times a week, Monday, Wednesday, Friday. We call them the lunch bunch. And they joined us for lunch. and we did some um just some interventions. So, we we went over some different tools, organization tools with them. We talked about how to study for a test. Um, as
042you can tell, I use chat GPT a little bit. I like it. Um, and with that, we showed them how they can use those kind of things now for good study tools. Um, so we we showed them some different things, talked to them about and as well as gave them a little bit of intervention support where um some our MTSS coach would come in and also support during those times. And with that, we saw a 56 um% reduction in the number of failed classes when we checked at the end of the semester. Um, so our goal was 20% um and we surpassed that with students. Um, and one of the biggest reasons why we focused on our freshmen right now is because we know in our tight schedule, it's really hard to recover um those
043classes and we wanted to focus on those freshmen that it is like imperative right now to get on a good to to get on good standings right away. So, that's that one. And then if you look at the top something that we um are trying to clean up um we meet once a week and we are going to meet on for our early warning indicators of attendance behaviors and coursework and we have started that. Um so you've heard a little bit about check and connect that follows right up to the high school as well. And so that's how we are monitoring these things. Um each week it'll be on a six-w weekek basis as we pull kids for each of these things. Um and we assign them a person that's going to check and connect
044with them whether it be attendance and even if they get pulled for attendance all of these things will be addressed with those students. Um so that's something that we're meeting on each week and we're hoping to see a good reduction in that as well. So, um just something I kind of highlighted within our menu of services, things that we're doing in each category. So, trans transition meetings um that are offered now are offered at every level. Um we introduced sophomore meetings this year which really has been a great thing um because that is a pivotal time in their high school um their their span of high school four years because now they have opportunities their junior and senior year coming up. Uh that is really important such as the career center or RMTC or dual
045enrollment and those kind of things. Um, so having conversations as we're heading into scheduling about what classes might fit their career paths and what they might want to do after high school. Um, so we incorporated that. Freshman, um, we hit freshman a lot throughout the year. Um, we did that a lot more when we had seminar every week. So we're looking forward to having seminar, um, every single day next school year. um we only have it two days a week right now, but then we'll be able to bring back all of our freshmen. We would go in um and teach some lessons to our freshmen in those seminar times. So, um that is something that we do. And then we meet with our juniors as they're transitioning into their senior year. And then we have
046our senior exit meetings as well. And then some of the the visits that we take, especially with sophomores going to the career center their sophomore year, we also offer we open it to everybody. So even freshmen can come to our RMTC and manufacturing going out to Fort Kuster and visiting those sites to show them the possibilities that they have as they're um coming into their junior and senior year. And then social emotional. Um something that uh as an intern last year that I incorporated a little bit more was to go and in um co-e some lessons. So co-eing our counseling standards with standards that the teachers are already teaching. Um Miss Gilbert in her health class has it pairs well with the things that she's doing. Um, so as you can see, if you slide
047down on that just a little bit, some of the lessons that I'm going in and co-eing in math was a test anxiety lesson. Um, just did one last week with Miss Gilbert uh for group skill work. Um, she's doing a big group uh lesson and they work together in groups. and then a mental health lesson that I co-e with her and then I go in and do signs of suicide um with the classes with freshman and then the current juniors or sophomores will get it a refresher next year >> they'll get a refresher on signs of suicide. So this was from semester 1. Um this will be coming up again with our new um group of freshmen that are in health. We'll be doing signs of suicide. But as you can see um their awareness
048uh increased quite a bit in all areas um after doing that lesson with them. One more slide. And then something that we're looking forward to, we are establishing our counseling advisory council. Um Excuse me. Um, our goal is to have our first meeting in April. Um, we have all of our draft of people that we want to um, invite for this. This is something that is going to really connect us with our students, our parents, and our community. Um, so we're pretty excited about getting this rolling. This will be just something that we meet twice a year. It's not um an extensive meet like we don't meet a lot but we can get feedback from the community from parents from students on areas that we need to improve. That's just >> Yeah, absolutely. next year,
049right about this time, I'll let you know how amazing it's going. We'll have a couple of meetings under our belt. So, yeah. >> Any other questions? >> Yeah, please. >> I think my first board report I presented to you early morning before me were ready to go. You can tell that the counselors are already in speaking language. So I think next week middle school is going to travel up to different ways of looking at things but many ways and learning as we go and it's really exciting. I don't believe without meant. >> Thanks, guys. Well done. >> Okay. Uh, district updates. Mr. Abraham, correct? >> Um, I feel like someone told me at one point Oh, heat. Yeah, I think that Miss Howard sent me one. >> Yeah, maybe I don't see it. >> Oh.
050a jazzy version. >> Well, hello everybody. So, happy Monday. Um, we're here to talk about our math department and curriculum updates. I have two of my fearless leaders here, Megan, one of our math teachers, um, and Miss Carin, one of our instructional coaches. Um, and this has really been a passion project. So, I'm really excited to just dive in with you guys tonight and just share with you how our pilot is going. So, we go to the next slide there. So, we're going to talk about data, um, our timeline of our adoption, interventions that we currently have, and then talking about the math curriculum itself. So, um, we'll be short, but we'll get into some detail. So, if you go to the next one there. So, this is currently where we're sitting. 2026 SAT data
051or 2025 SAT data. We're hoping for a little bit of improvement for 2026. Um, but as you can see, we're sitting a little bit on the lower end compared to our neighbors. Um, and that is something that we would really like to change the high school. So, we're looking at our proficiency in math and ELA and we're sitting right around 20%. It's like 21 22%. Um, and we would like to improve that. So, if we go to the next slide here, um, when we look Michigan employers say they need from our graduates. They're looking for high skills. They're looking for soft skills and they're looking for versatility. Um, and I keep hearing that word everywhere. I was at the Ford training earlier today with all the area principles and that was something that they were
052talking about as well is they're just like, we're doing this fab lab and we're talking about different skills that employers are looking for. there's a lot of articles and just research is coming out right now and they just keep talking about these things these soft skills and it's radiating in kind of everything that we're doing and really piecing it together um is a really great opportunity for us to make sure that our graduates are ready for the real world. So if we go to the next one here um our future academic goals so in 2026 we'd really like to improve our performance on the math section of SAT. So, our goal is to go from 462 to 470 proficiency, um, which would get us to about 25% proficiency at the high school level. Um, eventually
053we would like to be one of the highest performers in the state. So, I would personally, as principal, love to see us in the 50% range or higher. It's an ambitious goal, but I think we can get there with the right supports. And, um, our math curriculum is going to be one of those pieces that gets us there. So, we're going to do this by increasing increasing supports for our families and students um and really focusing on that career and um college readiness matrix and moving forward in kind of all areas of implementation. We go to the next one here. Awesome. Um so, here's some current. >> Hi, I'm Megan Ald. Um I have been teaching our math lab class during seminar for the past three years. It's a class that we brought back after
054visiting high school up outside of Chicago a few years ago. Um I currently have nine student tutors in my classroom that can support kids anywhere from algebra 1 up to AP calculus. Um kids are usually signed up by their teachers, but I have a lot of walk-ins, like kids that just come in to get help as well. And they usually come in if they've had a lot of absences and they're trying to get caught up on what they've missed the past couple of days. um they might want to do a retake, but they need to be retaught some concepts first before they're allowed to retake or just that they're struggling and they don't like how that feels, right? So, they so they come in to get some support and it is a beautiful thing in
055there. I welcome any of you to come into Math Lab anytime you want. Um you will see it is never quiet there. There is always a hum and everyone is talking, but the reason is because every kid that comes in is paired up with a tutor. So, they're getting one-on-one support for an extended period of time, which is so unique, you know, to get that one-on-one experience. So, when that happens, everyone's are are talking. Um, so the kids are getting that one-on-one support. It's kind of like an SEAL where they're um they're they're they're being heard and they're getting that attention from an upper classman, which is kind of cool. And even for my tutors, they're like reinforcing skills from a long time ago. So, everyone's are winning in in this situation. We are trying
056to um extend this into our math classes as well during seminar. Right now, Mrs. Neil and Mr. George, one of our new teachers, are pulling in small groups um to retach small groups concepts. So, maybe we say, "Well, these six kids are struggling with graphing linear functions." So, Mr. George is going to pull them in or Mrs. Neil might see that these kids need help identifying functions. And they've been doing it for a couple weeks and I think it's going really well. And we hope that by next year all of our math teachers are pulling kids in for that small group instruction as well. And I want to share Miss um Miss Ald was so gracious to come today and I think that really speaks to the heart of our math team and our teachers.
057Um she I mean she worked all day and then she had um the first day of track season and she's here presenting to you guys today which is awesome and it just speaks we have the right people, we just need the right tools and that's what we're really looking at today. And if we go to the next slide here I want to give you guys this little um snapshot of an adoption. Um, but it's been a really long time since we've had high school curriculum that's been looked at. Um, we looked back, we're thinking 2023, 2024. I might be off a little bit on the dates, but um, it's been a it's been a while. And so, we started exploring this curriculum before I joined the team um, in fall 2024 um, for options. And
058then we you guys can read this too, but um, we just went through last spring um, began the pilot and then in August we had the professional development and really just started diving in. Um, That's when we're coming to you guys um with this ask um to look at this in more detail. If we go to the next slide here um I'm going to go through some of these resources. Actually, Miss Neil is going to go through these resources because she's really been the heart and soul of this. So, I just wanted to help you to understand some of the resources that this curriculum offers our teachers and therefore our students has a whole section on planning which gives teachers opportunities to look look at different instructional strategies, how to reach our our need groups.
059Uh for example, it'll give strategies for English language learners learners or strategies for support for special ed students or strategies for support in comprehension issues. And so before they even get started, they have all of these things that they can go through. It's a very comprehensive plan that has videos of teachers teaching the content so that they can see ways that they can also support their students. And then there's a whole section on the teaching part which allows them has uh these pre-made slides that they can edit, but it's set up to to guide the teacher and help the teacher and therefore help each of the students. It also puts together groupings of our students so that they have opportunities to talk at different levels. Sometimes it's two, sometimes it's four. And we we are
060seeing again and again and it's that student talk that helps them in developing their concepts and their strategies. In each unit, they have real world phenomena that they're looking at and they'll look at that video again and again. So, this should sound very similar to our science curriculum that we have where they're problem solving toward a specific phenomenon that they're investigating. And so, we're doing the same thing in math now. Similar inquiry concepts that we'll be developing crosscurricular already spoke about the instructional slides that can be personalized for each teacher, but it's a foundation for them to learn from. They also already have formative and summitive assessments that give a foundation for our teachers to work with. So they'll put up the assessment that they're going to look at in this next week. They look
061through it. They can edit it right then and there and then each teacher can print it off or they can implement it um through the computer and get immediate data on how many kids missed question number one. If it's a multiple choice, how many kids chose A versus B. And the computer does that for them so that they can make instructional changes for that moment or for the next day or over the next few days. And that goes back to what Megan was talking about with our math lab. Teachers are getting that feedback immediately which lets them know, I need to sign these five kids up for math lab tomorrow. And if one teacher is doing that and another was here's the trend. Let's go back and let's look at these issues. Next slide please.
062Thank you sir. For the students they have digital and hard copy books. So they'll have workbooks as we're seeing more and more research is showing that paper to pencil is better for them. However, some digital tools help in the learning. And so that balance between the two, learning how to graph on paper, pencil, and then being able to manipulate a graph when you have the understanding. Those are some of the tools that are um given in this curriculum. It also can give them that immediate feedback because kids can be working through problems and it'll let them know, oh, I got that right. That's nope, I got that one wrong and here's why. And here's an instructional video to help me improve for next time. So they're some more immediate feedback as I spoke earlier about
063that regrouping uh having opportunities to talk to other students and get some knowledge mobility. So, uh Johnny can help Jenny have a deeper understanding and Jenny can help Johnny develop a concept here. So, we're showing that that's very effective. So what is different in this curriculum is that it's very focused on thinking developing strategies for problem solving and applying everything to real life situations. There are lots and lots of story problem type questions and our kids are the initial struggle was huge. It was hard for the teachers and hard for the students because weren't used to that grit, that digging in. Wait, just what's the answer? Well, let's let's figure it out. What can we do to figure it out? So, we're I feel that we're really rolling now and we've got these skills that
064are helping them develop in their math skills, which I think will be retained for greater periods of time. >> I kind of talk big picture. Thank you so much, Miss um when we talk about a lot of the different things that we're looking at and we talk about the feedback about what do kids need? It's that inquiry and this ability to think and process. Um, and that's something that we're seeing more and more that our kids are not coming to the table with those skills. They're really used to just Google, find the answer, and then they're like, "Wait, I don't know. I'm done." Right? And we're trying. We're trying to teach them how to have that grit and that determination, right? So, that inquiry based learning that we see with math curriculum is really essential.
065And it also matches with our elementary and middle school adoptions that we've already done. So, our kids that are coming up through the elementary schools and middle schools should be able to um have more grit and determination when they come through. >> Do you have any other questions? Let us know. >> Thank you guys. >> Thank you. Um >> yes, >> just a just a I guess an observation. I mean, I think I think this is great. Okay. >> Yeah. >> Um the growth in story problems and analytic thinking also puts the onus back on us to make sure our kids know how to read. Yeah. >> So, the importance the importance of reading >> and then I'm glad to hear you're you know starting to talk about these things called soft skills because it
066came up a lot at the uh at the joint board meeting with lab people and and what I shared with them and I'll just share with you um >> you know I got into that a lot in my career this discussion of soft and they're critically important and sometimes when you refer to them as soft skills they become oh those are the nice to have touchyfey things. I just want to make as we talk about those we should be talking about those as the critical leadership interpersonal and problem solving skill set and those are the things that make a difference in job interviews and when you get into a job how you can fold those. So sometimes the soft skill title has people thinking ah they're not that important. No, they're incredibly important. I'm glad
067you guys are starting to talk about them. I want to make sure we're giving that right that context. >> Thank you. Any other questions? When will this come in front of the board for approval? >> Potentially next month. We'd like to like put it out there. I know that Mr. Abraham had mentioned this particular slide deck that has more specifics about may want to go through that, take a look at it, kind of see what what it's all >> and those are all on the one that I shared. We just hit them just for time because we were like, "Hey, >> any other questions?" Okay. Mr. Abraham, >> anything more? >> No, I feel like I covered. >> Okay, >> good. Mr. Robinson, facilities. Good evening. Um, I presented the report last week. Um, couple
068items I just wanted to hit on. First of all, if there's any questions on the report, it's pretty pretty generic report. >> Um, but couple things we're doing right now. We're uh I'm beginning assembling uh projects for our summer projects for uh future needs projects. So, we know we know we're limited with funds, but we're still going to do some projects. Um, so we're putting a list of those together. Uh, spring sports did kick off today, so my team was out this morning trying to get some fields ready to go. We still fighting some soggy areas of fields, but that's getting there. And hopefully, well, doesn't look like the weather's going to help us too much the rest of the week, but we'll see. And then, um, lastly, our, uh, marquee or our monument sign,
069pardon me, is out to bid currently. Uh, we will be opening bids on the 11th on that. So then we'll report back probably on that 23rd meeting. That should give me enough time to uh post that and if there's any questions, comments, concerns regarding the bids, we can look at that. So that's the long and the short of what I've got going on right now. Any questions for Mr. Robinson? Okay, Mrs. Overmmy. >> Um my reports are off of is the cash. Um, our cash flow is in good shape. Uh, just I looked this morning is current at 3%. The CDs are are locked in at 3.93%. The fluctuates a little bit. Last month we made 33,000 in interest. Um we really does anyone have any questions on >> when's our debt fund do you
070>> tax collected from home >> business >> our breakdown our monthly year to date is on track and the check register is just our normal normal monthly bills. Um a couple of things I I just wanted to touch base on is I'm getting ready to uh work on our first draft of next year's budget using the governor's budget that was released. We of course have but um which increase of 250 um per pupil. So 10,000 using the spring is what we've done in the past. Again, this is just the first to see where we're at. And then um But keeping that percentage probably the same thing I just wanted to highlight is we're working on with John from food service. I think we have 740,000 for down um later on in the meeting you'll see.
071>> Yeah. One interesting point about spring count is we have stayed very steady between fall and spring and that's unusual. Usually usually we actually dip up to 20 students between fall and spring. So it's actually a good sign as we move into next year. >> I got all right Mr. Mayor technology. Next year last year didn't going up. So, what we'd like to do is we're trying to get ahead of that best high school. We're doing our own hopefully next year. It's it's definitely pil money. We've bought all of our student devices with casino money. And people in the audience need to know that that How do we use casino money? One of those places is all of our devices that we buy for students casino. Um and so this is a savings of $30,000
072if we do it now versus in a month. >> So we think that it's in our best interest to do it now. casino moneywise pill. I should have mentioned it when um over and I was talking. We we assume we will get a similar amount as last year based on conversations with the local revenue sharing board that happened last week as well as how much money the check was from the we're very fairly confident with the the money. >> Okay. Thanks Jim. Um comments related to agenda items. We do have one um comment from community member Laura Williams about the student support and counseling presentation and a community member. I just wanted to real quick lift up the great work of the student support specialist. I mean I know when I was here um I
073was lifting it up but to stand back and just kind of the continuous improvement and their intention um intentional efforts towards using data. I mean, we've grown significantly. I wish they were here. I'm glad they're outside in the sun. But um despite John Romanap's uh he said, "Are you here because you're bored?" I'm not bored. I'm here because I promised them that I would continue to lift them up in my prayers and my thoughts and they just made me super proud. So, I just want to lift up um the work on PBIS um the the social emotional as Mr. Smith pointed out they used to call them soft skills. I firmly believe they are essential skills you can be smart as a whip but if you don't know how to get along with people use
074data you pretty much are going to struggle for your life. um database decisions, you know, they set goals and while we haven't completely arrived, we have things to do around the career development and around the social emotional learning, they are moving in the right direction, I feel as a parent and as an educator, um and their willingness to continue to get curious about what they don't know. So, I just want to lift them up. And then the math team also, you know, is continuing to do the same thing, leaning into what's possible even though it's not comfortable. So, just wanted to formally say thank you for you as a board to continue to support their work and um now I won't be coming to every board meeting, but I am very proud of them and
075this leadership in this community that I live in. >> Thank you, Mrs. Williams. >> We do have another comment that's later on in agenda. >> Okay. Okay. Thank you. All right. On to the consent agenda. Chair calls for a motion that the Harper Creek Board of Education approve the consent agenda as follows. Approve the general fund check, school services fund check, school lunch, and the student school activity fund checks in accordance with the list discussed. And approve the following minutes as reviewed. February 9th, 2026, regular board of education meeting minutes. February 11th, joint board of education meeting minutes. March 2nd extracurricular and achievement meeting minutes. >> Been moved and supported. Any discussion? Hearing none. Uh call the role, please. >> Mr. Halverson, >> yes. >> Mrs. Risner, >> Mrs. Wat, >> Mrs. Alward, I vote
076yes. Mrs. Wallace, >> yes. >> And Mr. Smith, >> yes. >> Motion carries 6. >> Thank you. On to uh information discussion. school safety update. >> So, um we talked a lot about tornado bus procedures, but I also just received an email from um our staff as well and they're looking at, you know, procedures in general for for severe weather. So, I'm going to be sending that out early tomorrow morning as weather might be coming in. We found out tomorrow afternoon, evening, um so that we can be prepared if something comes up. Talked talk a little bit about rave alerts and how important that is, especially during the weather that happened Friday. If you have rave alerts on and it happens within the geo fence, you will get those alerts. Um, you can also sign
077up for county alerts. I I have the county alerts personally that was extremely helpful when I didn't know there was a tornado thunderstorm warning then followed by a tornado warning very closely. So scary, but um I think like I said our bus garage I think did a really nice job. Um and we did talk a little about cardiac safety and we wanted you to know as a board that ads are a up to snuff. Stacy Halerson, one of our health aids, is in charge of that project and we have enough ads to to meet all of the guidance getting to an ad within three minutes from any school building. And now we're working hard on the outside to make sure that they're available. We think it's good, but we want to make sure they're available
078when necessary on an outside situation. >> Questions on safety. All right. strategic plan update. >> A few things. So, driving student achievement, um, assistant superintendent Jame Abraham met with the student achievement or extricate committee. The meeting minutes are in there, but generally talking about how to set up schedules to ensure that we have time and time and space for kids to get to tier one, which is what everybody gets. This is regular instruction. Tier two extra supports andor extensions that people will get. So having time every single day and then having it set up where tier three which would be I don't want to just say special education but that's an example supports could happen for kids that are far behind and um than they were. So we talked through the elementary the middle school
079and those are going to be rolled out um tomorrow to middle school Wednesday to elementary. High school schedule's already changed. I'm not messing with you at all. >> Yeah. But uh the idea is to have those those times committed in the schedule every day. Uh then we um oh we have a program from University of Michigan. We got some graduate students coming down to help us. Uh and we're going to specifically do or improve our onboarding process for staff. So when new staff come on board, we want to have everything so that it is very smoothly for new people so that they they're not questioning and it's an easier process for sure. And then finally, um, continue to work hard behind the scenes on this potential bond project. A lot of marketing videos, uh, the
080FAQs are drafted. Uh, our other partners are working on print materials. I set a goal that when we hit spring break, I want to have drafts of everything ready to go. So there, everybody's working hard in process to do that. And you will see on the 23rd of March, a presentation of the master plan. So we have this particular bond project and then what does the future look like after that? Um and so that will be really fun to see what the visioning looks like for the even further future out out than you know six months from now. That would be the highlights for the um strategic plan. >> All right. >> Renewal of Chartwell's contract. >> Yep. Simple. Uh we have to renew Chartwell's contract. We are not out for bid this year. So,
081it's just a simple renewal. The state did approve um both the price per meal increase as well as the administrative uh per month increase. They're definitely within realm. You know, obviously we have a fairly large excess food balance that we'll talk about a second. Uh but I would strongly recommend that we renew Chartwell contract. >> Any questions on Chartwell? Okay. High school serving line equipment >> as part of the food service down plan. Um it is being recommended by Mr. Rummanap, by Mrs. Overmmy, uh that we use quite a bit, $389,000 plus dollars to do the servery at the high school. It is the original from the high school build, which was now open at 25, so 21 years old. Um it would match the servery, the small servery we put in last year, if
082you if you remember that from our board tour. Um and we did three bids, so the low bid Douglas Equipment. The other two biders, Gold Star Products was just above that by about 4,000 and Great Lakes was, I would say, significantly higher at 409,000. So, I know John is comfortable with Douglas equipment and him and I went through what that would look like at the high school earlier or last week. Again, strongly recommend that we move forward with that. I think the process was done well and we're ready to move >> and our chef stays with us. Yeah, you better take care. >> Unless he's going on top shelf, >> then. >> All right. Any questions on that? >> All right. New hire. >> So, we have a new hire. It's actually from now until
083the end of the year hire, and it's it will just be a part-time basis, like a halftime person. Um Nancy Eert, longtime teacher here, retired last year, has uh applied and and we are willing to uh bring her back as a hire. Um basically the intermediate school district allowed us to have another person at Wildspark Elementary because of the number of students who are um eligible for special education services has surpassed how much Mr. Fiser can handle but how much they allow in the plan. So this would just be a position that is from now until the end of the school year and then we'll see if we need that person next year based on fourth graders going to the >> Okay. All right. technology purchase. >> Not a lot of needs go into this.
084Mr. Maynard had had discussed the Chromebook purchase. I 100% 100% agree. Came to me early last week and just said, "Hey, we can save thousands of dollars if we buy this now versus later." And I feel confident that we have the money. I think Ginger does too uh in the pill for these funds. Um, and just to give you an idea, we'll we I'll estimate it a little bit because we haven't really discussed it, but we'll spend about 200,000 in tech, about 200,000 in um maintenance projects, and obviously we've already approved some buses that we are going to purchase two buses so far. Those are the major projects that we'll do for the casino money. >> It's this time or next time? Next year. >> One more year out. >> Easy. I'm getting excited. >>
085Well, this money paid for. >> Yeah. So, we're and we're paying $300,000 a year for the payment for the HBAC system at the high school that we did a fiveyear payment plan. And so, we have paid three. We have this is the fourth year and then next year we'll finish. And that that'll free up 300,000 for projects. We felt it pretty heavily with our parking lots. If you've driven around our school, you can see our parking lots are in rough shape. We'll fix as as many as physically possible with the money that we have. But that's why a bond project is so critically important because the casino money is spread thin enough that we just simply can't do all of the large projects within the district. We've got a bridge from now until um 2034
086when we pay off the um the original high school building and renovations that occurred at that time. Okay. Comments from the audience. >> Uh Shannon Graves. >> Hello. >> Shannon Street Battle Creek. Um I just wanted to say um thank you to the board for paying for a fourth grade zoo. Um being a first year fourth grade teacher and experiencing the zoo for the today to see the joy in all of the kids um to be able to attend and do all of this learning. Um they're so excited because Beetle Lake um they just had a baby sloth. >> And so we were the first group non-public or non employee that were able to see the baby sloth. >> Um so just the thought, you know, like I said, I'm the I'm the um first
087year being in fourth grade. Just the thought that some students might not have been able to attend if they weren't able to pay just broke my heart. And so I just wanted to say thank you. >> Thank you for sharing. >> All right. On to action item renewal of Chartwell. Uh, chair calls for a motion that the Harvard Creek Board of Education approve the Compass Group USA Incorporated by and through its Chartwell's Food Service Division contract renewal for the 2026 2027 school year as reviewed and discussed. >> Been moved and supported. Any discussion? >> Hearing and seeing none, call the RO, please. >> Mr. Mr. Hersonson. >> Yes. >> Mrs. Risner. >> Mrs. Wat. >> Yes. >> Mrs. Alward, I vote yes. >> Mrs. Wallace, >> yes. >> And Mr. Smith, >> yes. >> Motion
088carries. >> Okay. High school serving line equipment. Chair calls for a motion at the Harper Creek Board of Education approve the purchase of a of high school serving line equipment from Douglas Equipment at a cost of $389,743.94 as part of the food service spendown plan as reviewed and discussed. >> Been moved and supported. Any discussion? >> Hearing and seeing none, call the role, please. >> Mr. Hverson, >> yes. >> Mrs. Risner, >> Mrs. Wat, >> Mrs. Alward, I vote yes. Mrs. Wallace, >> yes. >> And Mr. Smith, >> yes. >> Motion carries. >> New hire. >> Chair calls for a motion at the Harper Creek Board of Education approve the following new hire. Nancy Eert, halftime special education teacher at Wattles Park Elementary, master's degree, the Ohio State University, master's 20 prorated for 33 and
089a half days out of days to uh 15,16646. >> Been moved and supported. Any any discussion? Only comment I will make this is a special education position as you know we are reimbursed by the ISD for this position so it does not affect >> special education >> and this is this is the Mrs. Eckert. >> Yes. Yes. >> Mr. Hersonson. >> Yes. >> Mrs. Risner. Mrs. Wat. >> Mrs. Alward. I vote yes. Mrs. Wallace. >> Yes. >> Mr. Smith. >> Yes. Motion carries. >> Last but not least, the technology. >> Chair calls for a motion that the Harper Creek Board of Education approve the purchase of devices as presented with a cost of $111,780 using the 2025 state bid pricing. >> Been moved and supported. Any discussion? >> Hearing and seeing none, call the role,
090please. >> Mr. Hverson, >> yes. >> Mrs. Mr. Risner, >> yes. >> Mrs. Wat, Mrs. Alward, I vote yes. Mrs. Wallace, >> yes. >> And Mr. Smith, >> yes. >> Motion carries. >> Okay. So, yes, >> before we close, I don't think we mentioned it in the beginning of the meeting, but our student That's awesome. >> Alex was second both years, last two years. And then Devin has won two and he was second one year. So he'll be a senior next year. I I apologize. No slight there. It's a lot of hard work and state champion doesn't happen too often, especially twice. Thanks for mentioning. >> Um let's see for for the ne items for the next meeting. Um you know, Bo will be back. So >> you did a great job. >> Thank you.
091>> Yes, you did a great job. Um I would ask so we had some discussion in our earlier meeting. So if uh you guys wouldn't mind while it's fresh in your mind if you want to share share your thoughts with me individually and then I'll make sure Bo gets those and we'll chat with Rob and we'll we'll come up with a password for how we want to discuss those items we we chatted about. Okay. >> And then the nor Bo will send out the normal letter he sent out asking for input on other areas. But I thought let's While this fresh everybody's mind, let's get it down on paper. >> And one other thing, um it was mentioned during the safety committee meeting, um rundown about the rave alerts. Anyone in the community can um
092subscribe to those uh community alerts. All you have to do is text Calhoun to 67283 and you'll get traffic, weather, and other emergency alerts. >> Well, and I'll offer a shout because the last two times we've had tornadoes in March, I have been thousands of miles away with my grandkids watching our house and I've been the one to inform them that there's a tornado in the area >> and it >> typically at 3:00 in the morning where I'm at. But >> the rave alerts are interfaced with the National Weather Service. So those alerts will usually get to you before any social media or the National Weather Service. It's just automatically pushed out. So, it is a good good um system. >> It's 67283. >> We'll put it in let's put it in the front the
093lodge to all the parents as a >> as a service. >> Okay. >> Green unless they come at 2 a.m. >> That's my fault. Sorry.