001[music] Heat. Heat. >> [cheering] >> Let's rise for the pledge, please stands one nation indivisible and justice for all. >> Thank you. Item 1 B, approval of agenda and items for discussion. I move that the agenda for the May 18th, 2026 regular meeting be approved. >> Second. >> Okay. Motion by Mrs. Shaw, supported by Mrs. Custodio. Is there any discussion on the motion? >> Just noting that um there is one item that was added to the agenda um from the original version that went out with the packet last week, but the correct version is in front of you here at the table. Hearing no discussion, the motion is approval of the agenda. Um, brought forward by Mrs. Shaw, supported by Miss Custodio. Mr. Goggleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >>
002yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> And I'm a yes. Motion carries. Item 1 C, consent agenda. >> Sure. I move that the consent agenda for the May 18th, 2026 regular meeting be approved. support. >> Okay. Motion by Mr. Keller, supported by Mr. Campbell. Consent agenda. Is there any discussion on the motion? >> Okay. You'll notice that the MHSA annual renewal and uh four new hires are included uh in the consent agenda in addition to our usual items. Hearing no discussion. Motion on the table's consent agenda brought forward by Mr. Keller, supported by Mr. Campbell. Mr. Goalleski? >> Yes. Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> And
003I am a yes. Motion carries. It's a long one. >> Item 1D, superintendent report. Mr. Hughes. >> Yeah. Good evening. And good evening everybody watching tonight out there in YouTube land. Um we have some exciting people to bring forward that uh we have um jumped on uh advertising and marketing new positions in the district and we've been interviewing some fantastic young people uh and we have them here tonight. Um, so we're going to call them up one at a time, um, and introduce them to you so that you get to meet our new hires in this batch. And then I think I also said to the board that I know we have a special meeting on June 1st. The hopes is that we'll bring some more new candidates forward for that special meeting. So the
004sooner we get these people on board, the sooner we approve them, the sooner that we can keep moving forward. All right. So we will start with Shannon Lash. Shannon, Tony, will you bring Shannon up and Shannon will be at the middle school. Good evening everybody. Thank you so much. I want to first of all thank Mrs. Gregory. She's really on the ball this year. We uh really got probably the earliest I've ever interviewed and being able to retain and attract, you know, the best people out there is is so crucial and I think we've done that. So this is Shannon Leash. She has spent the last 22 years, I believe, in Fowlerville. She has actually had some elementary counseling experience. She has an ELA certification and she's a math teacher. She's been a math interventionist
005the past couple of years. Uh we're going to have her in a special position where she'll be doing some team teaching with our math uh eighth and seventh grade teachers. Also be doing some targeted intervention. I I talked to her boss and I called her principal and she's like, I've been dreading this call. I just knew she was gonna, you know, get hired someplace. She's just fabulous. Uh she is a great collaborator, great with the kids as uh I talked to another person in district who had worked with Shannon for several years and just raved about her and her ability to to make a a positive impact on on kids and connect with them and and wonderful teachers. So happy to have Shannon Lush with us at HMS. >> Thank you. Having worked in the
006county, I just love the reputation that H Heartland has. I'm excited to join and be a part of your team. So, thank you for the opportunity. [applause] CONGRATULATIONS. >> CONGRATULATIONS. >> Thank you. >> Welcome award. Howard's also going to introduce Molina Marshall. So Molina, come on up. We have uh Mrs. Miss Patty Roberts. If you know Patty, retiring, wonderful lady, but she's retiring after several years in the district. And so we had a health position open. We have Molina Marshall who I'm very happy to introduce. Again, thrilled to have her at HMS. Her uh folks that she worked with uh talked about how, you know, she's they think the world of her. Uh she is uh one of the her instructors at CMU said one of the best candidates I have ever worked with in
007my several years at the university. Uh very reflective beyond her years. I have to say I you know I this is my 34th year and uh you know I thought I had a decent education. I'm a Spartan like Mr. Minsker, but I see some of these young people coming out of college and just their their level of of ability and expertise is, you know, again, they've got a lot to learn, of course, as we all did, but really impressed with the preparation from a lot of the young people coming out today and excited to have Molina in this health position. I think she's going to be another great addition to our staff. Thank you. >> Hi there. I'm Molina. I'm so excited to have the opportunity to be here today and to meet all of
008you and I can't wait to contribute to the Heartland community. So, thank you all for having me. It'll be great. >> Congratulations. Welcome. >> Unfortunately, Mrs. is uh Briski could not be here tonight, but uh Miss Gregory is going to introduce Emma. Emma, come on up. >> All right, so Crystal wrote up a little paragraph um to introduce Emma. So, please welcome Emma to Hartland. Emma is a graduate of Michigan State University and recently completed her student teaching in Clarkston. The team was impressed with her experiences as a student teacher in teaching ELA and how well her instructional approach aligns with the H Heartland way. >> [snorts] >> Emma also shared her excitement about being a team player and supporting the staff at farms. We are glad to have her joining our team. I will
009say I also met Emma at the job fair that I was at this year. So, we were able to snag her from that as well. So, thank you guys. I just want to say thank you for this amazing opportunity. I'm super excited to be in H Heartland and just be a part of this community and to start my career here. So, thank you guys. [applause] Good to have you. And Mrs. Gun was not able to be here tonight, but Miss Gregory is going to introduce us to Stephanie. Stephanie, come on up. >> So, I am pleased to recommend Mrs. Stephanie Castillo for hire at Creekide Elementary. Mrs. Castillo brings experience as a resource room teacher and a strong commitment to supporting students with diverse learning needs. During her interview, she shared that she w has
010developed specialized skills in differentiated instruction, building relationships with students and families, and using a proactive problem-solving approach when difficult situations arise. Mrs. Castillo's belief that behavior serves as a coping mechanism and her focus on helping students feel safe enough to make mistakes aligns well with Creekide's goals. She emphasizes the importance of maintaining strong parent partnerships and keeping each child's success at the center at the center of decision uh decision making. Her patient, flexible, and collaborative approach would be a strong asset to the students, staff, and families. I believe Mrs. Castillo will make a positive impact at Creekide Elementary and I respectfully recommend her for hire and that is for Misty. Congratulations. >> Thank you for the opportunity. I'm so excited to be a part of such a great district and um looking forward to many
011more years. So, thank you. [applause] >> Great to have you. >> Thank you. >> It was quick, wasn't it? >> Yeah. I want to thank Mr. Castillo for being here to support his wife. So, thank you. We'll take good care of her. We promise. Um Molina, your mom is here tonight again. Thank you for being here to support Emma. And uh or not Emma, Molina. Uh mom. Emma, is it Emma Gardy? >> Yeah. >> All right. That's what I thought, but I since we didn't say it, I wanted to say it out loud. Emma Gardy. All right. Thank you so much and welcome to H Heartland. >> Next, um I want to thank Mrs. Custodio for bringing up um some thoughts around our service dogs here in the district. We were working through the process
012of uh um therapy dogs and service dogs. Um back in 19 or 2022 um board the history is that we were asking our PTOs to fund our therapy dogs. And what happened in 22 is it was brought to the DPAC that they were being asked to fund the dogs perpetually. In other words, all of the cost for the dogs over time. So, we worked with our DPAC parents, which are all of the PTO moms and dads and um our packs at the high school and we came up with this policy and the process for getting a therapy service dog in the building. What we looked at was the fact that some districts purchase the dogs for the district and that if the handler leaves the district, the dog has to change hands to a different
013handler. Nobody wanted any part of that. Uh we are very very um uh opposed to having a process in which a dog would change owners, right, handlers. And that just didn't seem right at all. So what we agreed upon at the time was that there could be fundraising and that $3,000 for the life of the service dog was an appropriate amount of money to help the handler pay for costs of the dog up to $3,000. So that's how it's been. Mrs. Custodial, you brought forward the idea that, you know, in some situations, some schools um may not be able to raise as much money as maybe an elementary PTO. So, could we look at our process a little bit more in depth? I think I sent the board a write up about what the cost
014technically would be if we were to budget for a dog in every building every year. Not that that would ever happen, but you still have to budget for it. And so what we did, and I took it back to DPAC as well last week, Miss Coleman, you were there at DPAC representing the high school pack. And we added the three sentences or the three paragraphs under the fundraising component on page two. And basically, I'd like to read this so that the community understands what we're willing to do. and that is that the district believes that fundraising at the school building level to support therapy dogs is an important part of commitment. Providing $3,000 maximum for the service life of the therapy dogs ensures the handler ensures handler ownership and if the handler leaves a district,
015it is not a huge financial loss to the district. The following process will be used if help is needed at a building level to obtain a therapy dog. First, the district will agree to fund up to $3,000 for the service life of the therapy dog for any building in need of a therapy dog if one is not actively working. So, if they already have a therapy dog actively working, you know, this is saying only for the one if you don't have a dog currently working. If a therapy dog is working in any building, the building is not eligible to obtain a second dog using district funds. B. To be eligible for up to $3,000 for the service life of the therapy dog from the district, the individual school must show a good faith effort at
016raising funds for the therapy dog. The building may apply for the remaining funds needed to get them to the $3,000. And again, as we talked with the DPAC, as we talked about it at central office, we felt that there is ownership to the dog, there's ownership to the handler. They work together. And if you can't raise the funds, for instance, the high school, the high school, I use the example of um the farms could do a hat day like five times in a year and probably raise $3,000 on a hat day. At the high school, the students can already wear a hat. So, that's not going to get them a whole lot of dollars and that's probably not going to be a good faith effort at raising money for a therapy dog at the high
017school. but they could do some other fundraiser activity at the high school to to raise funds for the dog. And if they don't hit that $3,000, then the district would be willing to pay some of that cost. And uh I would just look to our CFO to create a a therapy dog account and get the receipts and whatnot and we'd go through that process. So, we thought this was a fair um approach to create engagement and commitment at the building level. So, I'm not asking necessarily for the board to do anything with this. Just knowledge that this is what we're going to do moving forward. >> All right. All right. So, ends the superintendent report. >> All right. Thank you, Mr. Hughes. Next up is call to the public. I do not have any cards.
018Renee, do you have any? >> Okay. Thank you. Item 1 F, committee and building reports. Mr. Goggleski. Uh thank you. I don't have any this time around. Thank you. >> Okay. Thanks, Mr. Campbell. >> Yep. Since the last meeting, uh my family and uh I were able to attend some of the arts functions in the community, uh high school band. Couple of performances there. The band sounded great and the high school put on Adam's family um sellout plays uh and that was incredible performances by the kids. Uh athletics currently going on and Hartland's doing great at that, too. So, we'll see how those continue on for everyone. Uh, I was able to speak with Principal Gun at Creekide Elementary. Um, fun, uh, end of year events scheduled to take place, field day, Splash Village, and
019Greenfield Village for the kids to experience. Um, some of those are the entire school and some different age groups. Uh, she is excited to see anticipated test scores to come through. They're hopeful for that, for good results. Uh she continued to give credit to her staff uh especially the intervention team this time for advancing every student that they were working with. Uh every student showed growth um which is awesome. Um including the staff, she gave special thanks to Mrs. Ferris for helping out. Um I was able to meet now uh Mrs. Castillo. uh she specifically mentioned her and excited for that hire and uh potential paras coming up to assist with next year and uh she gave examples of how how they're already looking into next year planning ahead um and excited to continue on
020getting ready for that. That's it. >> Awesome. Thank you, Mrs. Shaw. >> I don't have a building report. Unfortunately, Mrs. um Adam and I were not able to connect, but I just want to say I know end of the year is coming up. So, best of luck to everyone finishing the school year finals, probably single-digit alarm sets for a lot of people coming up. So, best of luck to everybody as the 2026 school year comes to a close. >> Thank you, Mr. Keller. >> Thank you. Uh, I did not get a chance to go visit Lakes or Community Ed this month. Um, but Mrs. Frasier is obviously always gracious to share the newsletter with me. So, there's lots of different um activities to report out on. I won't go through all of them, but um
021I guess just want to tell everybody uh thanks for working so hard over the the course of the year uh to the teachers and the staff and then for all the students. Hope you enjoy the summer. >> Thank you, Mr. Scott. >> Yeah. So, I did uh I did get to make one last trip, probably official trip for the school year, over to the middle school to visit with Mr. Howton. Um, Mr. Shane was in with the uh stragglers finishing up testing when I stopped by, but uh got to hear about how they're finishing everything out. Um, no shortage of activities to round out the year. They had honors night last last uh week, which is a big success. And then they're honoring that's mostly for the eighth graders. Seventh graders kind of have their
022own honor day coming up on Thursday. Um, I was able to attend the band concert. Mr. Tennis, Mr. Lively were there. Mrs. Lively did a fantastic job as usual and uh really put on a great performance. Um I didn't get to go to James and the Giant Peach, but Mr. Howton was talking about it for a good 10 minutes straight when he came in earlier. He was really excited how how great a show it was. So kudos to them. And he was also really really excited about the new hires and that was really great. We get to welcome them tonight. And uh so thank you to all the staff and administrators over there who are um finishing strong and keeping the kids active and and busy as we round out the year. Thank you. >>
023Thanks Mr. Scott. Miss Custodio. So I got to make a trip over to village. Um they just wrapped up their testing season and it was really cute to see the motivational posters hanging in the hallways that the pair of professionals did. They were amazing. Um, so congratulations to all the teachers and staff over there. It was all hands- on deck for testing and they did a phenomenal job. Um, all their end of the year activities are in full swing. So first grade went on a field trip to U of M's miss uh, Museum of Natural History and to the planetarium and kindergarten went to Kensington. Second grade's getting ready to do their walking trip around H Heartland. And third and fourth grade are the places to be right now because third grade is headed to
024Rollarama and fourth grade to Urban Air to celebrate their MSTEP achievements. And then they have field day coming up on the 26th. The 28th is their fourth grade celebration and clapout. And then Mr. W wanted to give a special thank you to the PTO and all the village families for everything that they did for teacher appreciation week. Um the staff really enjoyed everything they did. Awesome. Thank you. Um I've got um I'm the liazison with the senior center as everybody knows. Um the committee met earlier this month. Um I always enjoy my time with that committee and I'm grateful to Kim Karski and her team of part-time employees and volunteers that make things happen at the senior center. Um there are a couple of fundraisers at local restaurants happening to raise money for the center.
025Um, one is actually today at Tony Sacos and if you can't make it there before closing time, um, you can, um, purchase gift cards online, and those proceeds will still hit the, um, uh, hit the senior center fundraiser. Um, also on June 24th, will be a fundraiser at uh, Buffalo Wild Wings here in H Heartland, and you just have to mention the senior center fundraiser to your weight staff. Um, and then I'm assigned to both the high school campuses. Um, I was not able to connect with Mrs. Connley since our last meeting. Um but was fortunate to be here for the HVA legacy senior walk. Um the support shown for our seniors as they walked out of the building for the last time as students uh was truly touching and I'm glad to have witnessed
026it. I haven't been able to attend in the past and I'm glad that they schedule it. Um the the main campus and legacy work together to schedule it so that students may participate in both senior walks if they choose to. Um and that's that's pretty powerful. Um, thank you for making that day special for our seniors. Um, I met with Mr. Fitzgerald at main campus last week. Um, and just a few highlights there as we wrap up the year. Decision day on May 7th was a great success. Um, it was a little chilly, but the sun was out and the students really seemed to enjoy themselves out in the courtyard. Um, we recognized all their post-secary decisions and commitments during lunch. So, it's trades, college, military, workforce, etc. Um, the senior's last day in the
027senior walk there was was May 8th. Um, and Mr. Fitzgerald mentioned um, as we were talking that all the senior events um, including prom have been great. He said they've been well attended. The students have been on their best behavior. So, they've really been great experience for everybody participating there, including the um, the adults that that need to be there for those events as well. So, it's been really a great experience rounding out the year. Um, senior honors night is this Thursday where they'll be recognized for their academics. They'll get their cords and uh scholarship winners will also be announced and recognized. Then uh just a reminder regarding finals for all freshman through juniors. They start oh Friday the 22nd. Gosh, is that this Friday? Holy cats. Um and then all the other finals will
028follow that typical two day or two classes a day schedule after we come back after Memorial Day. So that's Tuesday through Thursday and then last day on the 28th. Graduation is Friday evening the 29th at EMU and I hope most of us will all be there as well. Um so thank you to our teachers and staff um and administrators and definitely the students for a great year. Um we're in the home stretch. I think it's only seven more wakeups um before we're um we call it a done a done deal. So thank you for all your hard work. All right, moving on to item 2A, LESA budget 202627. >> I move that the board of education upon the recommendation of the superintendent and the chief financial officer approves the LESA 2026 27 budget as presented.
029>> Second. Okay. Motion by Mrs. Shaw, supported by Miss Custodia. Is there any discussion on the motion? Okay. Hearing none, the motion on the table is to approve the LESA budget brought forward by Mrs. Shaw, supported by Miss Custodio. Mr. Goggleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> I'm a yes. Motion carries. >> Item 2B, agreements for law enforcement services. I move that the board of education upon the recommendation of the superintendent approves the agreements for law enforcement services as presented. >> Okay. Motion by Mr. Campbell supported by Mr. Keller. Is there any discussion on the motion? >> Hearing none. The motion on the table is to approve agreements for law enforcement services brought
030forward by Mr. Campbell supported by Mr. Keller. Mr. Gooleski. >> Yes. >> Mr. Campbell. >> Yes. >> Mrs. Shaw. Yes, >> Mr. Keller. >> Yes, >> Mr. Scott. >> Yes, >> Miss Custodio. >> Yes, >> I'm a yes. Motion carries. >> Item 2 C, Cromain District Library letter of agreement. >> I move that the board of education upon the recommendation of the superintendent approves the Cromain District Library letter of agreement as presented. >> Support. >> Motion by Mrs. Shaw, supported by Mr. Keller. Is there any discussion on the motion hearing? None. Uh the motion on the table is Cromain District Library letter of agreement brought forward by Mrs. Shaw supported by Mr. Keller. Mr. Goleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> Yes. >> Mr. Scott?
031>> Yes. >> Miss Custodial? >> Yes. >> I'm a yes. Motion carries. Item 2D, new and revised policies. >> President Coleman, do we need to Sorry to interrupt. Do we need to have two votes on the law enforcement? Do we approve Fortis and the county with a single motion or do we need to have a separate motion? Because >> states agreements approves the agreements for law enforcement services as presented. >> And what one is one is titled agreement for law enforcement services. The other one is titled school safety and security services. I think it I personally I think it covers it, but that's up to you guys. I think you're approving both the Fortis and the um Lind County Sheriff SRO's as presented. They're two agreements. Regardless of what they're called, they're still agreements. Um,
032I think in addition to that, because they were presented to us joint together, um, when they were first brought forward as a discussion item, they were brought together as law enforcement agreements. >> That's fine. I think as long as it's clear that we that we did indeed approve both, >> correct? Yeah. Both both Fortis and the sheriff's office agreements were were in the package and I think I think it's understood. Thank you for asking. >> Okay. Item 2D, new and revised policies. >> I move that the board of education upon the recommendation of the superintendent and the assistant superintendent personnel and student services resends policies 3120.09 volunteers and 4120.09 volunteers as presented. >> Support. >> Okay. Motion by Mr. Campbell, supported by Mrs. Shaw. Um, as you may recall, um, and the next motion will
033cover this. Um there's another volunteers policy that was revised and put into a different category in our policy filing system um eliminating the need for these two other policies that sat in different um employee group categories for our policies. So this it makes these redundant and um no longer useful. Is there any discussion on the motion? Okay. Motion to approve the rescending of two volunteer policies brought forward by Mr. Campbell and supported by Mrs. Shaw. >> Mr. Gogleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> Yes. >> Mr. Scott? >> Yes. >> Miss Custodio? >> Yes. >> And I'm a yes. [snorts] Motion carries. Next motion. I move that the board of education upon the recommendation of the superintendent and the assistant superintendent of personnel and student
034services adopts revised policy 8141 volunteers and upon the recommendation of the chief financial officer adopts revised policies 6320 purchasing and procurement federal funds funds excuse me procurement federal grants funds as presented. Second. >> A motion from Mrs. Shaw supported by Miss Custodio. Um, as you may recall, obviously there's the volunteers policy that we um that we just mentioned. And then also the purchasing and procurement policies came from that same April um policy committee meeting. And I believe Mr. Keller, our treasurer, met with Mrs. Boyce following that meeting to address some concerns. Um that's why that pol those policies didn't haven't come forward until now for a decision. Is there any further discussion on these policies? Hearing none. The motion on the table is to approve volunteer policy 8141, purchasing policy 6320, procurement policy 6325, brought
035forward by Mrs. Shaw, supported by Miss Custodio. >> I have uh a quick question. >> Sure. on policy um 6320 purchasing. Um I'm just looking at this and I just see a statement that seems to be contradictory um to another statement in here and I think we either need to remove it or just make a very quick tweak to it. Um there is a statement on the second page just above the um category of bid protest. Contracts may be awarded by the superintendent without board approval for any single item or group or or of identical items or labor costing less than the threshold established by state statute. Other all other contracts require board approval prior to purchase. And then under general provisions, just a little bit further down the page, the first sentence says, "The
036superintendent is authorized to purchase all items within budget allocations." Uh, that line has me a little confused in terms of just what the superintendent can purchase at any given time. Um, is this just literally anything under the entire year budget or uh what does this authorize the superintendent to actually do? >> Mr. Hughes, could you or someone from your team please address that? >> Uh, Rachel, you want to address that, please? >> Yep. Um, so that's just can language. I do believe that this is like I read it as that the superintendent is authorized to purchase within budget [clears throat] according to these guidelines that we have above. So this sentence doesn't permit him just to spend anything as long as it fits in the budget. It still has to follow all of >> but
037it doesn't specify that either. And I'm thinking with this sentence, we could just add a little notation that the superintendent is authorized to purchase all items within budget allocations as based upon the above terms or whatever. So >> any other thoughts on that? >> Was that was that a Neola recommended change? Yes, that did come from Nola. >> Do we know why if it's kind of already spelled out above, do we know why they added it there >> with less clarity? >> I don't know, but I I believe it's the way that I I look at it is it's more about the budget than the actual purchase, if that makes sense. So, it's saying that superintendent is authorized to purchase within budget, not necessarily for the actual purchase itself. I don't know if I'm >>
038making sense. >> I think that so um so should it read the superintendent is only authorized to purchase items within budget allocations. Is that the intent that their purchases will not be outside of the budget allocation? >> That's how I interpret that sentence. Um but >> that makes more sense to you and that and that's fine. I just want to remove interpretation. So that's all I'm looking to do just so it's clear to everyone. >> So my question then Rachel is the next sentence says about emergency purchases. If an emergency purchase has to be made is that outside of a budget allocation. I guess that's my question, right? Is how how is that def how are we defining, you know, if you don't have something allocated in your budget, but you need to repair pipes
039that have cost $100,000 and it's not allocated like that's that's what I guess that's a question maybe for you or or Mr. Hughes. How is that if you put only in that sentence, does that not allow him to make emergency purchases on on items like that? >> Right. um in that situation you would require it would just require a budget amendment to take care of those sort of things. I think it's it's more procedural than >> okay, >> you know, than anything. Um I don't honestly I don't know that the sentence even really needs to be here. >> I agree, >> you know, and so if if um you all are comfortable striking it, I'm comfortable striking it, too. And that way nobody has to question what it means. Um, it was just part of
040the the regular update and I really don't believe that even if it is part of the update, I don't believe it does anything for us because the policy is very well spelled out in the sentences above. >> I agree. Everything else is quite clear and this just kind of muddies it a bit. >> Okay. So to button it up then, I will make a motion to amend policy 6320 to remove that first sentence under general provisions. >> Second. >> I'm sorry. Second. Was that you, Glenn? >> Yeah. Sorry, just jotting this down. Okay. So, the motion to amend on the table is to amend 6320 to remove the one sentence, the first sentence under the general provisions subhead. That sentence is the superintendent is authorized to purchase all items within budget allocations. I brought that
041motion forward. Mr. Gogleski supported it. Is there any discussion on the motion to amend? Hearing none. Mr. Gooleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> I'm a yes. Motion carries. So now the original motion um on the table was to approve policy 8141 volunteers 6320 purchasing and 6325 procurement. >> You want to >> that was as that was as presented >> and amended. That original motion was brought forward by Mrs. Shaw supported by Miss Custodio. Is there any further discussion on this motion? Hearing none. Mr. Goggleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> Yes. >> Mr. Scott? >> Yes. >> Miss Custodio? >> Yes. >>
042And I'm a yes. Motion carries. Moving on to discussion items. Item 3A, syncing fund renewal. Mr. Hughes, would you like to kick this off? >> Sure. Um, and then I will, if you don't mind, I I'm going to let Rachel talk a little bit about it as well. Um, [snorts] so back in 2017, um, we went to the voters and asked for a syncing fund, which was a new way of financing expenditures. If you go to our website down in the um box called quick links, you'll see the 10 years worth of syncing fund expenditures. And what a syncing fund does, which is a powerful thing for the district, is it is a half a mill that the taxpayers passed that comes to the district and then we pay for things without having to pay
043for the interest of of like a bond or a loan, right? So, we've been able to accomplish quite a bit. If again, if you look at our website and all that we've done with this half mill, it generates about $860,000 if I'm not mistaken. A little higher. Almost 900,000. All right. Almost 900,000. Thank you, Rachel. Um, that half mill generates that. So, it does come to an end at the end of this year. So, I'm going to turn it over to Rachel. Rachel, if you'll talk about that. >> Yep. It's kind of crazy because this was kind of one of the first things that I worked on when I came to the district. And so now we're um already here to um renew it. Um and so um like Mr. Hughes had said, it's really
044has benefited our our general fund greatly. Um because as you likely have heard me say, the state does not provide any funding for uh capital improvements to any of our facilities. And so any capital improvements that we do make, we either have to pay for using our general fund, we have to use uh bond dollars for or we have to have um the syncing fund. So um I provided a write up and an FAQ in the packet. These are a lot of the questions that come up uh when we try to explain this uh in the process to our voters. Um we recommend that the district um continue the sinking fund, but in order to do so um the board will have to act and uh vote and approve a resolution um in order for
045the request to go on the ballot in November. Um so uh we will be bringing that resolution to you. Um in the meantime, I I believe Mr. Hughes or Mrs. Coleman might have mentioned pulling together a work group with some board members to kind of um talk about that, work through. Um we're happy to do whatever um everyone is comfortable with, but that's what our recommendation is at this time. >> There is um one change that or a couple things that the state changed. When we passed a syncing fund in 2017, you could not purchase technology or buses out of the syncing fund. that legislation changed since then. We've never gone and we couldn't use those dollars for those two purchases because our original um proposal did not say that. We we did not go
046back to the voters and say, "Hey, let's change this." So, that is something that would be added to the language that you could purchase buses and um technology with cash versus having to bond necessarily. So, I know that when you talk about bonds, a lot of people say, "Well, you're bonding a bus for 30 years." No, you're not. You're bonding it for six years because you got to pay it off or six or eight years. What is that? >> It's eight. >> Eight years. Um, you have to pay that off in the lifespan of that item, right? So, uh, anyway, that's that's going to be a that could be a real beneficial component for the district as well. >> Does anyone else have any questions at this time? Any other further discussion? Go ahead. >>
047So, just so to clarify because there's something in here that's um maybe needs clarification. There's a question in the FAQ, will this increase my taxes and then a rundown of the the you know essentially the roll back? But it says the restoration would result in additional cost of $4.74 a year for a house with a taxable value of 200,000. But that's only the roll back portion, right? >> That's correct. So the entire So a property with a taxable value of $200,000 the uh half mill would be $100 a year. >> Yes, that's correct. >> In taxes, not not 474. >> Correct. The the the increase portion because what what it'll do is it'll it'll have increase type language on there. And so that often comes up is what what does this increase my taxes? So,
048you're already paying, you know, you're probably paying a little less than a h 100red, but that will increase your tax bill by the $4.74 or whatever it is. >> But if it but if it's not passed, then the tax bill will go down $100 or $95. >> Yep, that is correct. >> So, you mentioned that it was going to be I guess is that Mr. Hughes or Rachel? Um, are we bringing this back then like next month as a proposal or >> what would be the timing? >> That would be our recommendation. >> And that >> because we really need to have this uh passed by July at the latest um in order to make it >> on the November ballot. Um it has to be into [clears throat] the clerk um by the first
049week in August. I know we don't have our July or August meetings set yet. Um, but we recommend getting this approved in June for that reason. >> And go ahead. >> Oh, sorry. Um, so then can we also get I know we exchanged emails and things too and I think you're probably working on it, but can we get a list of now that we've got these additional things that we can spend the money on? Like you mentioned buses, technology. So if we sort of project that out into the future to understand if if there were unlimited syncing fund dollars, what what in theory would we be able to tap that fund for? Yeah, I I don't know that I will have that list for you until we get back all of our assess our needs
050assessments that we will be starting over the summer. Um we actually have a um a meeting with Barton Mallow tomorrow to kind of talk through uh some of that and uh what what they're going to do as part of that assessment. Um you know, we we want to have all this done so that we know what the most critical needs are. and then between our syncing fund and our bond using those dollars to the the best of our advantage and what makes the most sense to put to put where. Um, but I can tell you that with the $400 million of assets we have, I'm I'm certain the needs and the wants will be far far more than what the syncing fund would have available to it or the bond will have available to it
051for that matter. >> Is the max three mills? Is that accurate? >> Yes, that's correct. And then the duration, the most you can ask for would be 10 years. >> Yes. >> So, does that mean you could >> do something less than two? >> Theoretically, yes. And I guess what I'm thinking just so everyone's on the same page is if if we look there's been conversations around bonds in the past where if we lowered the bond maybe we could increase the syncing fund and then still present a package to the community at the same time that would potentially result in tax savings to the community which I'm sure would be welcome to everyone. Um, but with the current schedule, right, it would not exp if we did a 10-year that would then bring that half
052a mill out to is it 27 or 37, excuse me. >> And so then I I guess how would that work? Or is that could we do a two or threeear syncing fund and then renew it in three years at a different rate or would we have to leave the half and then ask for another half or something? just theoretically of course ask for another half in 28 for example with a bond and then bring bonds down from I think it's 9.5 or thereabouts bring that down to five or six. >> Yep. We could we could theoretically do that. We could pass this half mill now we could when it's time to bond we can if we have the capacity you know increase and add another half mill so they're kind of you know staggered
053together. It kind of runs at its own at its own time. you know, there there's a lot of different options. Um, I haven't seen the our our financial advisors provide us with some some data on, you know, bonds and passing and and believe it or not, bonds with um that ask for a millage decrease actually pass at a lower rate than bonds that have a a flat dollar amount, which I thought was kind of interesting. Um, but I'm not sure. I'm curious on what kind of data they would have that shows, you know, what happens when community communities ask for both at the same time. I'd be interested to look into that and see kind of what um what kind of data that they have about that if anyone's else has tried it or um
054just to see. >> So, is that something that could be available then for the June meeting? >> Yeah, I could Okay. Yeah, I can find I could reach out and see what we have if if if anyone has tried that recently. >> Okay. Thanks. >> And I would suggest again board that you take a look at where we've spent the dollars for syncing fund over the last nine years going into the 10th year. Um because the syncing fund also has another benefit and that is when things happen that you don't anticipate, you can say, okay, we're not going to do this project. That would be nice. We're going to do this that has to be done and will the syncing fund pay for it? So, that's a nice way where you're not having to take
055that out of your general fund because you got to do a $100,000 pipe at the high school replacement, right? So, there are some really positive things uh that the sinking fund plus that list will give you an idea of what types of things we have done with the sinking fund over time. >> What I know the district is investigating this large larger bond. um couple hundred million probably. When when is the earliest that would be on the ballot? >> Well, the earliest it would be on the ballot is 20 November of 27. Um the latest we would want it on the ballot is November of 28. Our recommendation here would be to go forward at this point in time, pass the half mill sinking fund, and when it comes time to present the bond package,
056like Mr. Keller was saying, there might be something that we could do that says, hey, we do this and this. And I agree with you, Mr. Keller, 100%. You're better off with a three mill sinking fund than you are bonding for a bond, right? Because you're paying cash for things. That would be financially the best way to do it. But right now, there's no way to make that happen. But we could do the half mill now in November of this year. And then when it's time to build that bond package, we put them together and and sell a package that says this many mills for a bond and they'll generate this much money. This much for uh three mills for a syncing fund. We'll get that money. And the nice thing again about a syncing
057fund is you can save the dollars. So you don't have to spend them every year, right? In a bond package, you have to spend them. You have to spend what? 8% within three years. The syncing fund, you could say, "Okay, we're going to do this project over here. It's going to be $20 million. We're going to save for three years and pay cash for it." So there are some things. So, uh, Miss Coleman, President Coleman, I would recommend a couple of board members, a volunteer to sit down with Rachel and I and just start massaging what this could look like, you know, and just have kind of a vision for what that could look like moving forward. And I would say if we have two board members, that would be a really nice just a
058conversation about that. >> Yep. Absolutely. Yep. I'll reach out to everyone. Uh, President Coleman, can you um maybe ask for clarification on I thought I heard we could not ask for more than a half mill right now on the sinking fund. Is there a reason for that? >> Oh, yeah. Um, Mr. Hughes, I I'll let you answer this, but I'll start with I think he was saying without creating an increase in taxes at the at this moment. I think that's what you were getting at. >> Correct. President Coleman. >> Yeah. So, we could ask for it, but it likely wouldn't fly unless you have unless you've got a bigger package to put it with. Um, but a jump in taxes like that probably wouldn't wouldn't go over well. All right. [clears throat] Anything further? Any
059other questions? At this time, I will reach out to everyone. We'll set up a committee um to work with um Rachel and the team and starting to make those plans. Awesome. All right. Item 3B, van purchase. Buck. >> Yes. So, um we have a van purchase on here. Um we have uh we currently have a van that um it seems like our band uses more than anybody else. Uh we used to use it for security on a regular basis at the high school. Uh but it's old. We've gotten quite a few years out of it. Um so and looking at how what can we purchase to replace that van that more than just the band could use. Um the robotics team if they pull a trailer could use it, the archery team, the band pulling
060their trailer as well as district personnel needing to move things around. Um, so we have a quote in here for 48725 for a cargo van. It is a uh 2500, so it's a 3/4 ton, so it can haul 10,000 lbs. Um, no problem. That's what it's designed to do. Um, we just think it's time. We We should have a van and we should have a van that others could use instead of having to use their own vehicles. they could check it out and use that to do what they need to do. Plus, we can use it here in the district. Rachel, anything else to add? >> Yeah, I'm sorry. I need to correct you. The the van is 43,000. >> So, yeah. Yeah. The the the spec sheet has our pricing, which is the my
061deal pricing. Um the 48725 is the um MSRP. So, we're um we're actually able to get this for cheaper than what anyone else would have to pay for it. >> Thank you for saving me $5,000. >> There you go. >> See what she does. I can't I can't buy anything without her correcting me. >> Just so you know, >> it's like at home, nothing gets purchased without Rachel approving it. >> Are there any questions? Oh, go ahead. >> Is that ideal standard pricing for all dealerships? So there's no bids or >> Yeah. Um we actually I I think there's only certain dealers that participate in that because it's a state contract. [snorts] Um it this the state awards the contract to um individual uh places. But um yes, this Todd Wel um Buick is where
062we use for all of our our deal purchasing the the closest and most local. So, is is it a requirement you have to do it through that competitive like could if you called them up and said, "Hey, we see you're getting employee pricing for all for GM." I don't know if that's true at this moment, but hypothetically, could you go that route or is it you must buy it through the co-op? >> We don't have to use the co-op, but it's typically more advantageous to use the co-op. You usually get better pricing than, you know, if you're a an employee or, you know, whatnot. you're saving quite a bit because you're you're taking advantage of a state contract because they're they're buying in bulk and it you've got the the volume the volume discount the
063volume pricing it's typically better than I get my $2,000 GM discount or whatever whatever it is now. >> So if we do not buy through the co-op then we would have to get multiple bids for it. Yes, I would recommend that, but typically it's not necessary because the co-op pricing is is usually pretty good. >> Any other questions or concerns regarding the van purchase? >> Are are we paying a premium for the GMC over the Chevrolet? Is there a Chevrolet option? The Express? >> That I don't know. Um I'm not a expert in um cargo vans necessarily, but um we're you know this is the recommendation from um Mr. Overberstat, our garage supervisor um has checks all the boxes. seemed like we had a very a very uh limited options of what we can get
064just based on all the, you know, making sure it's under the 11 passengers, making sure that it has the towing capacity that we need, making sure it still has that cargo space. Um, and it seemed like there was not very many options. And um I know he uh we we typically go with the the the GMC vehicles have served us really well in the past. >> In terms of the usage of the vehicle, how how does that get managed? Like if somebody needs to use you said banned or another group, how do they reserve it or like how does that process work? >> I don't know necessarily the ins and outs of the process, but like who signs out what, where, when. Um, but there is there would be a process. Um, my I I
065envision that it would live at the high school because the the the main purpose and what it was originally we originally purchased a van for back 18 years ago was to be the security vehicle. Um, however, over time, I I think in 2020, the security staff stopped using the van. Honestly, I think Mr. Lively is the only one brave enough to drive the van right now. Um it's I am Am I right? Yeah. So um you know having to take you know jumper box and cables with him everywhere he goes. So um this way having this van on site will um allow many more people the ability to use it because they won't be afraid to use it. Um a a good example I have is um you know we have a lot of uh
066food service employees using their own vehicles. um if our driver is out for the day, um they can't use the van that we have that transports food around because you have to have a CDL to drive that van. So, this would be a backup option for them to um to they'd be able to use this because you don't need a CDL to drive drive this. So, they wouldn't be using personal vehicles. Um like like Mr. Hughes said, archery robotics would not have to use personal vehicles. Um, you know, if if people are using their personal vehicles in school business, they're putting themselves at risk honestly because if they get into an accident, um, something happens to the trailer, that goes on their insurance. It they can't say, "I'm sorry, I was I was driving on
067behalf of the district, so it goes on the district's insurance." Unfortunately, goes on that individual's personal insurance. So, you know, this way having this vehicle will um alleviate some of that and there would be that option for for people to have um for our volunteers to have. >> So, in terms of like mileage per year, any ideas how often that it's getting used is it more local and part of the reason I asked two reasons. One is if it's more of a short run, have we looked at maybe electric vehicle, right, with $5 gas? I'm sure that's uh appealing to some right now, but >> I do know that the band drives it to Oscot for camp. So that's that's uh you know probably outside the electric capacity. I don't know what uh electric cargo
068van options there really are because that cargo space is still valuable for um the different groups and the different purposes even you know maybe not so much with our security staff but with you know our other our other groups um definitely use that that cargo space. >> So we definitely plan on using this a lot more than the old one. >> Correct. >> Okay. And the old one has how many miles on it? Brad, >> how many? >> 131. Okay. [sighs] >> Who pays for the gas normally? Is that the person that uses it or the district? >> No, the district. The district pays for the gas. >> Okay. >> If if Mr. Lively re uh submits a requisition to be reimbursed for the fill up of the tank, I guess >> you got to
069bill me, man. [laughter] Any further questions at this time? Obviously follow up with Chuck or with Rachel uh directly because this will be um as with these other discussion items um that we've already covered that will be um they'll be on the next agenda for decision. All right, moving on to item 3 C uh 2026 27 parent student handbooks. Mr. Hughes, >> thank you. And I'm going to turn this one over to Miss Gregory. >> All right. So, in front of you are our handbook changes. And unfortunately, you can't necessarily see the highlights of what is um colored for the changes, but because of the cell phone electronic device um legislation, we've updated that. Um, typically this is really mostly going to affect our high school students. So, they can have it during passing time
070and lunch, but otherwise out of the classroom unless there is a special documented reason that they would need it in the classroom that the teacher would have to provide beforehand. Um, we have some updates, some some a couple wording updates in there. Um, and really that is the majority of of just adjusting some of our our verbiage there. So, happy to answer any questions. I know our goal is to have this approved next month because July 1st starts our rollover into the next year and once we start registration online for all of our students parents for their reenrollment in school next year um when they get online to approve their um their contact information and everything for their kids. They do check off that they have recognized and read the handbook. So we want to
071make sure that it's it's ready to go. So, happy to answer any questions between now and next month or anything tonight as well. >> Thank you, Kate. Um, and I I already sent my, you know, I can't help myself, some edits your way. Um, and then thank you for clarifying. Um, one of the changes that, uh, she noted here was to remove Carol Hayes as a compliance officer due to her retirement. Um, but we are already covered with two others there. So, thank you for answering that question. And I wasn't sure if we needed to have a replacement right away, but we're already covered. >> Yep. We we kind of covered that a couple of years ago. So now it's just we're we're good with the compliance officer piece. >> Okay. So if you have
072any questions, please get them to Kate. Anything else on this one? >> I have a comment. >> Sure. in the uh statement of policy for the uh requirement to um [snorts] be eligible for participation in athletics. Uh the requirement to start the season and maintaining eligibility during the season. Um it states that the student needs at least a 1.665 grade point average. Um, is there any reasoning why that [clears throat] number is fairly low? Maybe not like 2.0 or, >> you know, I don't know that I can answer that right off the bat. I will say that that is not a change. So, that's been in our policy. Um, MHSAA rules say that students have to pass five of their seven classes. We say as Hartland, six of seven. Um, I will say 1.665. 665.
073That's about a 1.7. So, it's a C minus um average. I think you've seen with our athletic presentation that the majority of our students far um supersede that that GPA. Um but it's definitely I mean we can look at it. I don't know the math behind it where it came from. It might take a little bit to to research where it came from, but I know it really hasn't been an issue for our students. And we like when kids are involved in the sports and extracurriculars because when they're involved and they have that extra motivation, we do tend to see them do better in school, it's it's oftentimes we see students do better during a season in academics than after. Um, but definitely something we can we can look at. Is are there any stats
074right now on the participants in sports and maybe where they're at academically or um anything that would provide information on the average grade point average? >> Well, I'm sure we could pull it and and when Ryan is here, Mr. Hassler is here and showing, you know, all of our scholar athletes, I would say the majority fall within that range. So, I'm I'm sure we could pull GPA versus participation. >> I think Glenn, too, um I know that years ago when I was a high school principal, even we had many conversations regularly about eligibility, and it goes back to what Kate just said. Yeah, a 1665 seems like it's a C minus average, but there are sometimes students that struggle academically, but wouldn't even be in school without having an opportunity to participate. And I think
075we've had lots and over the years lots of conversations around what's appropriate, right? Some school could arbitrarily pick 2.0. I mean, when you look at the MHSA ruling that says you have to pass 66%, you have to be passing 66% of your case load. That's what the rule is. No GPA, nothing attached, just you have to be passing with a D minus, right? So, even a 1665 is more than a D minus average, right? So, we we really try to create a situation where a child has an opportunity. We can monitor them. Sometimes we put them on probation. they had to and it talks about they had to get progress reports. So sometimes those students just need that little extra oomph to stay engaged in school before we lose them. And so I think that
076number just was created over time to not be too high, not be too low, but still have an expectation. >> And if I can add to that too, just um I know with the sports they have extra eyes on them too for their GPA because the coaches are having to get those pulled for eligibility. So hustler is looking at them, the coaches looking at them. So some of those kiddos that might need support are getting it from, you know, more than just their teachers or their parents at home. >> Well, that's that's one of the reasons that I have this concern because if we have a kid who's playing sports and devoting all that time to playing sports and they have a 1.66 66 grade point average. Should some of their time, more of their
077time be allotted to either getting help or tutoring or what have you as opposed to sports? >> So, I do know that a lot of the coaches um if there's some type of academic concern, there is study hall or they're helping them. I also know that if they're missing class, they have the coaches have to put a plan together of how that work is going to be made up. So, I do know that there's academic supports for our athletic programs. >> Okay. Thank you. Anything further? >> Okay, you got it. All right. All right. Thank you. And again, those three items will be on the agenda next month for decision. So, if you have any questions, please follow up as needed. Um, item 3D, crime reporting in school. Um just to provide a little context
078in history um on this discussion topic that we've added to the agenda. Um back a couple months ago a ahead of our January 26th policy committee meeting there were a number of proposed policy changes for which Mr. Hughes had requested a legal review and opinion. On January 5th, we received a written opinion from our primary representative at Trun. uh at that policy committee meeting at the end of January, the board voted to wave privilege on that January 5th opinion letter and discussed its merits at that meeting. As I recall, there was a fair amount of discussion around the proposed policy changes both in that committee meeting and then at the subsequent regular meeting in February where many of those policies in question were voted on. In March, um after a discussion um with Mr. Scott,
079myself, and another attorney at TRUN, I requested after some discussion, I requested that Tron provide a second opinion on a couple of points addressed or not addressed in that January 5th letter. Um, these were um concerns, strong concerns that Mr. Scott had voiced to me and um both in meetings and in conversation. Um those points were regarding staff having discretion on which sex crimes involving students get reported and which don't. and then also concern about an implied group of students who have no legal culpability for their actions and therefore should not be reported to law enforcement. Jennifer Starland from Trun who joins us tonight um provided that second opinion letter on April 15th. Um I had committed to Mr. Scott some time ago that a discussion regarding his concerns would um and the opinions in
080the letters would be on the agenda in a regular meeting which is where we are here tonight. Um the purpose of this session is to address those concerns and to include the whole board in the discussion, ensure that all board members have the same information regarding these concerns. Um having said that, Mr. Scott, would you like to begin? Would you like we can have Mrs. Miss Starlin >> join us at the podium? Yeah, I I think first um so that we can talk openly here, the best thing to do is probably to wave privilege on the letter by the illegal opinion by uh Miss Starland dated April 17th, 2026. So, I'll make a motion to wave privilege on uh the um April 17, 2026 legal opinion provided by Jennifer Starland. Subject crime reporting in school.
081I'll note that um we can still have a conversation a productive effective conversation about these items without the necess without necessarily waving privilege. So it's you're ab absolutely free to make the motion. Obviously we can vote on it. I'm just stating that I don't it's not necessary I feel to have the conversation. I think it's very necessary. Otherwise, I don't know how I could ask questions related to specifically items she's included in her legal opinion. I have several questions, all of which reference her legal opinion. So, if we're not allowed to reference her legal opinion, I don't know where that puts us in a discussion or a question and answer. >> Uh, you can still ask the questions about it. Um, I wrote it, so I'm pretty familiar with what's in there, and I'd be
082happy to answer any questions, but it's ultimately the board's decision on what they want to do with that. Okay. So, Mr. Scott has brought forward a motion to wave privilege on the opinion letter dated April 17th. Um, sorry, I'm writing um from Mrs. Starland. [clears throat] Do I have support? >> Second. >> Okay. Motion brought forward by Mr. Scott, supported by Mr. Gogleski. >> Any discussion on the motion? >> We don't have a copy of that, do we? >> Oh, we do. Is there any discussion on the motion to wave privilege? Oh, >> so the competing or the other attorney client privilege document was waved. Is that correct? >> Yeah, the January 5th letter that Mr. Henley wrote, um, we did wave privilege on that. >> Thank you. >> So, if the client has this
083and we can review it and ask questions from it, why does it need to be waved to be published? Well, to be published, it would need to be to be to be discussed. Yeah, we can have we can have a discussion without waving privilege. Um, I believe, Miss Starland, correct me if I'm wrong, but um reading directly from it may may inherently wave privilege without actually making the motion, I think. Um but referring to the content um answering questions regarding it are all permissible without without harming privilege. >> Yes, correct. That's a fair summary. Yep. The board has to do has to intentionally wave privilege um in order to have privilege wave. So having uh discussions that stem from what's in the letter does not accidentally wave privilege because it needs to be a knowing
084and voluntary waiver on the board's part. Okay. All right. Hearing no further discussion. The motion on the table brought forward by Mr. Scott, supported by Mr. Goleski, is to wave privilege on the Trune opinion letter dated April 17th written by Miss Starland. >> Mr. Goleski? >> Yes. >> Mr. Campbell? >> No. >> Mrs. Shaw? >> No. >> Mr. Keller? >> Yes. >> Mr. Scott? >> Yes. Miss Custodio, >> no. >> I'm sorry, that was no. And I'm a no. Motion does not carry. >> All right. So, I'm going to need some guidance here. If we can't we're have the attorney to discuss an opinion, but just said we're not going to wave privilege on the opinion. What What can we ask? >> Any questions that you have stemming from I mean, there was a previous
085opinion. Um, and I believe uh some of my communications with President Coleman have been uh also in some manner relayed to you. Um, and then I I assume everybody's seen the opinion. Um, but you know, the issues in the opinion deal with crime reporting. Um, and uh, the question about basically criminal culpability for students. Um, so if there's questions about that, I'm happy to answer them. >> Okay. Um, so thank you for coming tonight. I do appreciate that. I know uh it's not the place you'd necessarily want to be at 8 o'clock on a >> nowhere else I'd rather be. [laughter] >> And I and I thank President Coleman for giving kind of a good introduction to the subject and what brings us here today. I mean essentially um in some of those earlier uh
086policy reviews specifically around Title 9, we started dancing around crime reporting and in the schools and I think it was obvious that you know um you know there are some things with mandated reporting but a lot is not um and so we asked Mr. Henley for an opinion and there were some items in there that were of particular concern. uh one was uh was reference to students who are not legally culpable for their actions which I believe is in reference to um anyone under the age of 10 and he also references potentially some students with disabilities. So could you tell us uh if if the legal culpability of the student is a decision made by the teacher in the classroom or is that a decision made uh by the court? >> If we're talking about
087criminal culpability, it would always be made by a court or possibly a prosecutor in declining to make charges. If we're talking about responsibility for misconduct in school, um, depending on the circumstance, it would either be the teacher who's deciding how to handle the misconduct. Um, if it's more serious misconduct, it would go up to administration in deciding how to handle it. If it's a student with a disability, there could be a meeting, a manifestation determination review to look at the uh, relationship between the misconduct and the disability. But it anytime we're talking about anything criminal that is something that would happen outside of the school in terms of that determination >> right and and the specifics of what we had requested was you know as as the legal opinion is in the subject here is
088crime reporting. So I am talking about criminal activity. So um so then if if someone is under the age of 10, is it your opinion that then they should that a criminal activity, a crime uh by that person, that student should not be reported to law enforcement? >> As Mr. Henley noted in his opinion letter, and as I indicated, I agree. That's a board policy decision. If the board wants to remove discretion from administration and say anything that possibly constitutes any crime gets reported to law enforcement, that's your prerogative and and you could set a policy that does that. But what Mr. Henley explained and and what I agree with um is I think it makes sense to give more latitude to administration because there are many examples of things that if they were done
089by an adult in here tonight or you know out at a restaurant or out in public that person would be criminally charged and go to jail. But with young students or students with disabilities that's not necessarily going to be um the case. And I also think it's worth if the board is interested in pursuing that option and and having that be a policy consideration having some intentional discussions with law enforcement about what they would do with that information because we certainly don't want to be in a position where law enforcement gets 300 calls a day from H Heartland schools and then when the important issue happens they're they they're not responding as quickly as as maybe they should. So, I mean, that's a policy decision that the board can make, but I think there's a
090lot of considerations that need to go into making that decision. >> Yeah. Great. And I and I think that's the purpose of this discussion is to figure out where we need to, you know, kind of fill in the gaps on what currently exists. I don't think there should be a position where we're putting teachers in a position to to make those decisions in a gray area. I've been investigating this for eight months and still can't get I feel like a straight answer. So, I don't know how a teacher could possibly know in a given situation, you know, how something should be handled if there if we don't have it clearly uh written out in in policy. Um there's reference and I've actually asked um for for uh there there's a revised school code uh requires
091that schools implement or the state but all schools in the state implement the statewide school safety information policy. Is that SIP? Is that how people refer to it or is there a >> Yes, those are supposed to be the same thing. the statewide school safety information policy is does come from that section 1308. >> And um and uh 3801308 requires that schools uh should identify the types of incidents that occur in schools that must be reported to law enforcement agencies and establish procedures to be followed when those incidents occur. Is that roughly correct? Uh, yep. That is what it says. >> And um that legislation requests that schools meet with local law enforcement and county prosecutors to uh confer as appropriate on implementation for each school district uh unique issues to a a particular school
092district and decide incidents to be reported. Is that correct? Yeah, that's what the law says. Yeah. >> Yeah. Yeah. Okay. So, um this triple SIP should be uh roughly unique for each school district. The dis the state gives kind of a general framework and then the school district kind of uh modifies it to their particular needs with law local law enforcement and prosecutor. Is that kind of how it works? That was the intent of the legislation. Yeah. That schools would meet with the prosecutor and local law enforcement and figure out, okay, in our jurisdiction, what gets reported to law enforcement, what um how do we respond and and and have that collaborative approach, >> right? And so, so we should as a district have that list, right, of of crimes that need to be reported
093to law enforcement and how we're going to handle that. I >> I expect that it exists somewhere. Now, the SSSIP has been a little odd over the years. It was initially enacted in 99. It was revised in 2015. The state has put out policy documents, but they're not actually available anywhere online. I included some excerpts because our office has hard copies um which makes it a little difficult for schools to implement the policy that can't be found. Um, but there was al there's also been some other kind of interrelated reporting laws over the years that have come and gone. I know I made mention to the fact that there was a specific list of things that needed to be reported to state police. Um, that was repealed about a year ago. Um, so do I
094believe that every school has an up-to-date list stemming from that 1999 legislation? Probably not. But now would be a good time to have a conversation about that with your law enforcement and uh prosecutor. >> Perfect. Yeah, I think that's where I'm going is should we should we pursue that because there's there's been some internal discussions about whether that's necessary or not and obviously you know where I stand by the fact that you're here tonight and we're talking about it. Um I think we need to to take some action to formalize that and create a list. Um, have you when you were asked to do the legal opinion, were you given any internal documents or just kind of did the opinion based on the questions and the previous opinion? >> Uh, the opinion was based on
095the specific questions that were asked, right? >> Um, so what should be the process then to convey to staff members what those crimes are that need to be reported to law enforcement? which crimes don't need to be reported to law enforcement and how do we train them on that in a succinct way? >> Well, first the list would have to exist and that would require administration and law enforcement and the prosecutor meeting to make sure everybody's on the same page. Um but then it it does come down to training, staff training just like with everything else if I mean we've done extensive Title N training over the last six years. It feels like non-stop. Um that that's an that's an area again where hey staff what should be reported and how you you do need
096to report for example anything that could constitute child abuse or neglect. You need to report anything that's title n sexual harassment. So what do we need to do in terms of crimes? I think a lot of times if there is something that a staff member believes is criminal. I mean our staff are professionals who have extensive training and and education and they know to report that up. I don't expect that a lot of your staff members are just letting crimes go um unnoticed in in school. The the problem though with specifically defining crimes to be reported is that as I've noted and as Mr. Henley had pointed out in the original letter, there are some things that happen in schools that might constitute um criminal behavior um that the school may want to decide if
097they have some uh if if it needs to be reported to law enforcement. And part of that decision should be after talking to law enforcement. Some of the examples that I gave were um you know the boys in the locker room and one of them goes up and smacks the butt of another one. I mean, under the law, that's a form of criminal sexual conduct. But is a report to police the best way to deal with that behavior? And and that's a that's an answer that you guys have to make. I can't answer that for you. So, but the best way to do that would be to formalize it so that the it was a policy district-wide, not an individual decision made in the locker room as to >> Well, the problem with that is
098if you have a policy that says anything that could possibly constitute criminal sexual conduct is reported to law enforcement 100% of the time. I expect that you can walk down the hallway of the middle or high school and find criminal sexual conduct every time because of what that definition is. It it includes, you know, touching of the private areas for sexual gratification, including over the clothes. Um, so you if you have two young students who are not the age of consent, there could be an argument made that that could constitute criminal sexual conduct or the locker room. So, I just give some intentional thought to how are we going to implement this because there are some nuances that I think need to be considered when you're dealing with students who are minors and um they're
099in an educational setting. >> Yeah, absolutely. And and you know, my intent is not and again this is discussion for craft future policy, but um the intent is not you know, throw kindergarteners in jail cuz they're playing doctor on the playground. Y >> [clears throat] >> uh is just to make sure that we have some consistency across the board and that you know I see I see why people want to live in the gray on this because um it's it's hard to to make a commitment and then think of well how would this apply? How would this apply? Uh but I think it's important that we that we do kind of create the list that's required with law enforcement and prosecutors and and have some consistency across the board. Um, >> Mr. Scott, could I
100jump in for just a second? >> Sure, absolutely. >> Okay. Um, Mr. Hughes, I would love to get your take on um [clears throat] from a staff or administrator perspective um for handling some of these issues. Um, the the confidence that perhaps the team has or doesn't have in making those types of decisions when they when they're they're they currently are given that discretion. um if you could cover that and then if you could also address I know we have a threat assessment document that I believe was created in conjunction with local law enforcement. Um if you could touch on that too >> and did can I just clarify one thing before because I know the threat assessment I have no problem with the threat assessment. I'm not I I'm not trying to make issue
101of of someone making a threat of a crime even though I know that itself can be a crime. I'm more concerned with the crimes that occur. So, I think I think the threat assessment document that the administrators uh and teachers use is pertinent because it was developed with Linds County Sheriff's Office and their um expertise. It does talk about all of the situations in which law enforcement will be contacted. Doesn't mean that there's going to be a police report done. We're going to contact them and talk about the situation to see if there's credibility to move forward. The document includes threats that would include harming, punching, beating up, inflicting severe injury, right? All the things that are to be covered in this particular document. Um the types of things that the law enforcement would be
102contacted for would be bomb and gun uh gun and bomb threats, drugs and alcohol, arson, assault and battery, title 9, sexual assault, injury accidents, bus accidents, stalking incidents deemed stranger danger, trespassing, and then in conjunction with policy uh 8462 mandatory reporting for anything that we would assume would be um abusive behaviors as mandatory reporters. So you put all that together and what I would ask the board to answer your question uh Miss President Coleman is to give our administrators and teachers grace to work through things to find out and determine one is there validity here. Is it substantial enough to move forward? We now are developing a resource officer relationship which has been awesome. Uh now that we've had them for two years, we're it's very easy for us just to get the resource officer
103involved at any school to say, "Hey, this happened. What would you do? How would you respond to that?" And of course, anytime there are things like title n complaints, the first thing we do is get on the phone and talk to thr's situation. Help us figure this out and what should we do? What do you think? So, we have those relationships. We have documentation that I believe was intended to take care of the policy you're talking about, Mr. Scott, along with other policies, 8,400 and whatnot within our policy. So, I don't know if I answered your question, but I would say give us grace to determine and to deal with all of the things that we deal with on a daily basis in public education to take care of our kids and our staff. So
104just again on the threat assessment I I have no issues with the threat assessment document but it clearly states you know contact I'm reading from it contact law enforcement to determine if a threat rises to criminal complaint a serious threat might involve threat to assault threat to rape threat to use a gun but again that's not the issue I'm not talking about a threat to do something I'm talking about actual crime that occurs so I think that's where the disconnect is um And I think uh >> can I respond to that? >> Sure. >> President Coleman, can I respond to that? Uh response to a serious substantial threat again something that has happened. Take immediate action to protect the safeguard potential victims including notifying parents and complaintant and respondent. Contact law enforcement who may interview
105students and staff. Visit the home. Arrest individuals if needed. Right. discipline the student as appropriate to the severity and chronicity of the situation and the student code of conduct. Bringing the student code of conduct in to work with that student to change that behavior were necessary um and file charges if it's deemed appropriate uh in working with in conjunction with law enforcement. So I think as you look at the threat assessment, it's not just threats, it's when things actually happen. The threat occurred because of X. >> Yeah. >> Which >> Yeah. Sorry, if I can because I I I think that says what Trusty Scott is looking for. Um because the word threat in what you just read, Superintendent Hughes, to me refers to it could be a threat like I'm going to do this
106to you, but it generally refers to um an action or an incident that threatens the safety of school like a fight or um all of those things that you read on the list. And that list does I mean that sounds like it is the SSSIP. >> I I don't read it that way and and we maybe this is what we need to re-evaluate. But everything in this threat document refers to a threat against a potential victim um or intended victim. So it's talking about threats of future action whereas my concern is past action. So and maybe it just needs clarification then. I don't but but a threat to do something is different than having already done that. >> Correct. But certain conduct poses a threat to the school whether it's being threatened or whether it
107has already happened. And to be clear, this document is usually used when the action has occurred and we're doing the assessment of what occurred that threatened the environment and the stability of the school environment. >> Great. Yeah. >> I got a question maybe fill time, Mr. Scott, while you're looking. >> No, go ahead. President Coleman may be for Superintendent Hughes, but can he speak to uh training was referenced for the staff, but what is the mandatory training and the frequency to have the ability to identify, but then also know the process to report that up uh if they deem appropriate? >> Yeah. So, the expectation is we do go over the threat assessment with all the administrators over the beginning year and they're supposed to cover that in their staff meetings and whatnot throughout the
108year. Now certainly I didn't ask every principal did they do that this year. Um but I should and certainly it brings it to that attention of reminding our administrators that they should be going over this document with their teachers uh at the beginning of every year so that it's there and it should certainly be on the share drive for every staff member to have availability to it. >> Thank you. Then may maybe you would know if we do provide that training to staff and [clears throat] they make the decision not to report something that later becomes an issue that they should have reported. Is there liability that then comes on the district and not the employee if that report is not made if they are trained uh to what the district deems necessary just to
109take that criminal liability or uh uh responsibility off of them and keep the district. So, so generally speaking, um if an employee is trained to do a certain thing like make a mandatory child abuse report or a title n report or this type of report and fails to do that despite the training, um that would be something that I would generally say we need to discipline the employee and that could be up to and including termination. Um could that come back on the district? Absolutely. I think the district's probably going to be named in any lawsuit that um alleges that one of your employees engaged in wrongdoing. I think a good defense to that lawsuit would be that this particular employee violated our policy despite being given the training and therefore was kind of an
110independent bad actor. Um which would be a defense in the lawsuit. I can't you know it can't prevent you from being named in the lawsuit, but it it all comes down to do you have any valid defenses? [clears throat] And that would be a very good one. Um, among your services, would you be able to review our threat assessment documents and and maybe just in general our compliance with 380 1308 and make recommendations if that's what the board wants. I I mean, our firm works for the board of education, so if if that's the board's direction, then absolutely. And then I know you sent some excerpts from um the triple SIP appendices. >> Yes. >> And just to clarify, the excerpts are not attached to the printed copy. I saw Mr. Keller leafing through, but
111the those excerpts were in the um electronic copy that was emailed. >> If anyone wants them, I have them. I can >> Are you able to provide the full appendices from the most recent? I think I think if I recall there were two releases. >> Yeah. The 2015 version. >> Yeah. >> Yes. We have we have a hard copy at our office. It's a literally a paper copy in a file, but I'd be happy to copy it, scan it, and send it to President Coleman. >> All right. >> Um Mr. Dr. Campbell, if I could ask for your take um your perspective on law enforcement in this in some of the scenarios that we've talked about that we've played out contacting law enforcement say if we make it policy so that everything you know anything
112that could be considered criminal is reported to law enforcement. Um well I guess I just I'd be interested in your take on how that would be received, how it would be handled. If I can just make one point of clarification so we're not going back and forth on this question. >> My intent is not to try and have a a policy that every possible scenario. My my suggestion, my request would be that we figure out where that line is somehow so that there's clear direction for staff. So, >> okay. Thank you for clarifying. >> Yeah. from not current employment but previous experience if it's uh inclusive uh can be problematic because to your point if everything's reported up uh the county gets bogged down with the calls for service that they already get um and
113and lack of attention is given to uh incidents that matter. Um, but I think realistically and uh it's expected that the investigator assigned to the call uh is then going to ask what the district did to look into the the matter. Um, those that are qualified um and and that would be the first part of the interview is the district would be the complainant for that and they would be asked what they have done to establish that an incident did happen and vet that and then make their decision with with what to do. So if everything is called uh to the county for and that starts, it's just going to uh create that it's just going to come backwards to us so the district can be asked to answer those questions so that uh um
114local law enforcement knows how to respond. Y >> Okay. Thank you. I appreciate your perspective. Um Mr. Keller, here's a copy of those if you want to see. Are there any further questions for Miss Starlin? All right. Thank you very much. Sorry about just sorry general question. >> Um I guess you know reading through these obviously not an attorney but >> I guess what's stuck out at me is it seems like there's some differences in what the way way the law is written and sort of the spirit of the law if I can take liberties with that. So, I I guess I'm just trying to understand how do we because again, if you're black and white and this meets the definition of criminal sexual conduct, >> how is it that we can kind of say,
115"Well, it's okay because you guys are 15." Like, how how do you square that circle? I I think that's where I struggle. So, maybe Mr. Scott suggestion would be warranted but I mean based on you know case law are there things that can provide to us that say hey these are where cases or there's been challenges in court and here's some examples just so that our staff has less ambiguity maybe around well the law says this right and so you have to do that versus well I talked to the prosecutor I talked to the sheriff and they're like don't worry about it so >> so I think Yeah, if we're talking specifically about things that could be sexual assault, sexual harassment, your staff have probably had more training in the last few years on Title
1169 issues than they ever want. Um, I know I've done more Title N trainings in the last six years than I ever thought I would do or ever wanted to do. Um, but though the Title N regulations that we're back to now, current version, um, have definitions of conduct that can meet the definition of sexual harassment. And that does include um sexual assault, which has nine or 10 subp parts. Um uh dating violence, domestic violence, and stalking. It also includes any conduct that doesn't necessarily meet those definitions, but could create a hostile environment. And that it also includes employee quidd proquo sexual harassment in the title n process which is the process that the federal government wrote for educational institutions that receive federal financial assistance which as a public school we do and we want
117to continue to there those regulations expressly give discretion to a complainant and a complainant means an alleged victim to decide how to p how to proceed. And so a lot of these situations when they happen, my first conversation with the district, it's title N coordinator um is talk to the complainant and their parent as appropriate depending on um the age and find out what they want to do. Um do they want us to open an investigation? Do they just want supportive measures and we you know we can change class schedules or do a no contact order? How do they want the process to go? And I always tell schools, be transparent about what the process looks like because it's lengthy and it's involved and it's kind of invasive and I don't want anyone going in
118without fully understanding that. Um, if the complainant wants to says, "I want to make a police report. Help me do that. I want to file a complaint. Help me do that." Then I will tell the title N coordinator, "Help that person do that." If they say, "This wasn't really a big deal to me. I reported it or somebody else reported it on my behalf, but I don't need anything." Then I tell the school document what happened. I usually help them write a letter like notice declining to file a formal title N complaint. Um and we still offer supportive measures and then we do have a record of that in case some sort of pattern emerges with the other party. Um but since those regulations which do expressly apply to school give that control to the
119complainant, I do think it's important for schools to recognize that our federal government has said the complainant should have some control and be driving the bus on this. if we insert ourselves and bring in law enforcement and that wasn't their intent um and and it wasn't a situation where we truly needed to call law enforcement then I think that can put that person in a tough position. Now obviously there are some incidents where they happen and we're like we have to call the police like this is very serious. Um, but for kind of that gray area stuff, a lot of that decision is actually driven by the complainant who, as I said, is the alleged victim. >> But I guess, you know, I think you're talking about a very specific Title N incident, right? Um,
120I was kind of more leaning towards some of the criminal sexual conduct stuff that was outlined in here, but um, I guess if we go back to the question of could we put together based on case law some examples? I I mean, is that something that Tron could do? >> Um, so anything that is criminal sexual conduct would fall under the title N umbrella because that definition of sexual assault includes anything. it it doesn't match it perfectly, but it does include any conduct that would meet Michigan's criminal sexual conduct statute. So, those are kind of one and the same for purposes of Title 9. Um, I mean, we could we put together a sum the summary of case law would likely be um like a recitation of when a school has been found liable with
121respect to not addressing that type of conduct appropriately. Um, I [sighs and gasps] I I guess a factor in a lot of those cases could be did the district contact law enforcement, but I don't know that that would give you the concrete answers that you're seeking. Um, so I'd have to think about what would be the best approach to do that. I think maybe the difficulty to answer that question would be why we need to keep it vague and a little ambiguous so that if staff recognizes something they're concerned about they could reach out to upper level administration or legal counsel to give those case specific facts to see what should take place uh in a reasonable period of time um because if you if if it's locked in you can't identify it or it
122doesn't include it and it should so I think every situation is unique the location the time, the age, supervision, you know, so many factors. So, it's it's how do you as much as I think we all want to to protect the kids, to protect staff, it's it's impossible and maybe inappropriate to also try to lock it down black and white. To Mr. Scott's point, that gray area I think is appropriate in something like this. And to your point, ma'am, and Superintendent Hughes, have we ever come across, as far as you can remember, Mr. Minsker, where the district should have reported something and did not? so that we can learn from that and hopefully they learn from it in the past to improve things. Or maybe that has never happened and we know that how we
123kind of keep it in that gray area is appropriate because it's it's worked and the staff and district is handling these unfortunate incidents appropriately. So, I can tell you that. Yeah. Um I don't know specifically. I guess I can think of one that happened this year that became an issue because we um didn't necessarily communicate the information the way some people wanted us to communicate the information and we learn from that, right? So, we own that, we learn from it, and we move on. But I can tell you that I I can't think of a time in which we have just not done something and then had to backtrack on it. Um certainly that's why we have the Title N process. That's why everybody's trained on the Title N process every year. Um and as
124far as all the other criminal activity that may or may not exist at this time or that time, we investigate when we know about it. We try to determine is there substantiability here. Use the threat assessment process and then move forward with that. And again, always learning. Nobody's, you know, I can't tell you I'm perfect. >> Secretary Campbell, sorry, if I can just the the item, the times I can think of are when reporting was delayed by days or weeks. Um, and obviously that's the stuff we know about. If something's not reported, we'll probably never know about it. But I can think of two incidents I'll share with you offline where reporting was was was delayed by somewhere between 3 days and 2 weeks. Um, one of which she's referencing. So, I think there have
125been issues. >> Yeah. And and I think that comes to down to staff training. I mean, that's we we encourage, you know, regular the Title 9 refresher video. Um I think a lot of schools have um I think there's one on the safe schools portal, too. But like every year telling staff, I mean, I say if you see something, say something. and get it up to the title N coordinator because if and when I present to staff I say and follow that up with an email because if we have to track something back and you were the last person with that information and it didn't get reported up you're going to have a problem with your employment um and that you might not be employed anymore because that's a that's a problem. So, we need
126to make sure that we are addressing those failures when we see them. And and sometimes, you know, it is a miscommunication. Somebody had a misunderstanding. But that's why I I do encourage staff follow up with an email to protect yourself. And same thing with mandatory CPS reporting. I mean, failing to report um suspected abuse or neglect is is a crime if you're a mandated reporter. And there are prosecutors who go after people who fail to make those reports um in a very timely manner. So again, um emphasizing that especially to your newer staff as they come on board. Um and then just, you know, repeating it over and over and over to all of your staff is is never a bad idea. Training is never a bad idea. >> Min, sorry, I have one more
127question that kind of piggybacking on on Treasurer Keller's question um in referencing back to the original um uh document from Mr. Henley and he refers to kind of the Romeo and Juliet situation, right? Which is the the go-to in a lot of these discussions. And so Michigan has no Romeo and Juliet laws, but his opinion kind of says, well, should be the discretion of the district if two, you know, obviously minors cannot consent. So the idea being >> um if if two are involved in a sexual relationship, it is by definition a crime. Now something you said made me think so so if a staff member becomes aware of that should that start a title 9 investigation even if it's not being reported. I generally when I talk to superintendents when I do training I
128generally say if it appears to be arguably consensual um recognizing that they don't have the legal ability to consent I would not start treating every 12-year-old who's sticking their hand in their girlfriend's pocket as they walk down the hall as a sexual offender and ramming it into the Title N process. However, if that somebody has concerns that there's an element of coercion, somebody's making someone uncomfortable, or frankly, if it's turning into a PDA, like maybe it's maybe we're not going to treat it as criminal sexual conduct, but knock it off. Like, this is school um and there's there's an appropriate behavior standard, but I I generally do not um advise that schools report every time they see, you know, a 12-year-old kiss his girlfriend in the hallway before they go to class. you can correct
129the behavior and say, "Hey, this is school." Um, and and maybe address it more further if it continues, but um I I don't think it's in anyone's best interest to treat that all as criminal sexual conduct in the school setting. You won't have anyone left that's willing to do Title N investigations. If you have to open one for every one of those incidents, they'll quit. [laughter] [snorts] >> Okay. Any further questions? Anything else? I appreciate the discussion. Thank you very much, Mr. >> Um I will send you, President Coleman, the SSSIP document that was referenced. Um, and then if you do want any further review of anything, can you just follow up with me? >> Yep. Absolutely. >> Thank you so much. >> Awesome. >> Everybody have a great night. Thanks for having me. >>
130Okay, moving on. Item 4 a future meetings. Uh June 1st we have a special meeting here at 6:30. Um our next regular meeting is June 15th also here at 6:30. Anyformational items. >> All right. Hearing none we are adjourned. Thank you. >> Thank you.