001[Music] Heat. Heat. [Music] [Applause] pledge to the flag United States of America for Thank you. Welcome everyone. >> Item 1B, approval of agenda items for discussion. >> Can I get someone to read the motion? >> Sure, >> I'm happy to. >> Greg was on it. Go ahead. said, "I move that the agenda for the October 2025 regular meeting be approved." >> Motion by Keller. >> supported by Mr. Gooleski. Is there any discussion on the motion? >> Hearing none. Motion to approve the agenda and items for discussion. Mr. Goggleski, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. Miss Custodio, >> yes. >> Na, yes. Motion carries. >> Item 1 C, consent agenda. >> I recommend that the consent agenda for the October 20th, 25 regular meeting be
002approved. >> Support. >> Motion by Mr. Goleski, supported by Mrs. Shaw. Is there any discussion on the motion? >> Hearing none. Motion to approve the consent agenda. Mr. Goggleski, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> And I'm a yes. Motion carries. >> Item 1D, superintendent report. Mr. Hughes. >> Thank you, President Coleman. Um, we'll start with a curriculum update. I'd like to turn this over to Mr. Minsker. Mr. No problem. Thank you, Mr. Hughes. Annette McFarland. She is our district math instructional coach and uh her presentation today um typically every single year we go through our curriculum, go through our data of our our students for the year and we try to find some themes, some things that we're
003doing really well and some things that we want our students to get to bump up a little bit. And number fluency was one of the things that we noticed that we could probably bump up a little bit. And so Annette did some training. She'll talk about uh number corners. It's been super successful at our younger grades and I was going to have her come and talk about it. >> So, the state of Michigan uh did literacy essentials and we've focused a lot on that the past few years. Um we also have math essentials. So, that's starting to come out with training from the state of Michigan. Uh within that, we talk a lot about basic number sense and how kids can manipulate numbers and understand. Um, and we needed a way to be intentional about
004how we're doing that. So, we have our regular curriculum, we have our state standards that we have to get through, but we wanted some real life applications um that were intentional that could be done in the class on a repetitive basis. So that's where we came up with number corners and we had three teachers pilot it last year to see how it would go and we had huge success and so as soon as some teachers saw others piloting it they wanted in on it. So here's an example of what kind of number corners is. It is um a calendar. It's a daily calendar with math standards attached to it. So here's two examples of kindergarten. Uh And each day um the calendar is all flipped over so the kids can't see it and so they
005have to try to discover the pattern along with uh each day. Uh so in the first month they were talking about shapes and if you can see they started to rec they would recognize that the circles were blue. Next came a rectangle then a triangle then a square and then they started introducing um real world objects that they could see within their classroom that were those same shapes. Again, remember this is kindergarten. So, you have kids that are coming in with not a lot of background knowledge. And so, this is a way for them to get that exposure over and over again for an entire month. Um, the second one you see on the right hand side, uh, actually teaches kids about doubles. So, if you can see, there's like a bird on a branch
006and then there's a bird on the ground. And so, that they can see that one above and one below, that's two. That is a double that we're looking for. And then the next day is two on top, two on the bottom. Again, looking for that double. Those twos make the four. Here's an example of first grade. So, one of the months is about fractions. And so, the first day they get a whole cookie. The next day they have a bear that eats the cookie and they create um a real world story, a math story to go with how the bear ate the cookie. And then the next day they have the cookie split in half. They have two dogs that eat the cookie and they create a math story for that as well. And then
007on the right hand side you'll see that they talk about time and the kids will discover uh hour and half hours on a analog clock. And then they have digital clocks thrown in there as well. Again, kids are looking for patterns. There's no wrong answers. They're just gaining confidence of what they see. Along with that, they do calendar collectors. um they collect each day they'll do a spinner and they'll collect different shapes that they can talk about and talk about the quantities that they collect at the end of the month or at the end of the week. Uh they work with dimes, nickels, and pennies. Um kindergarten works with collecting unifix cubes and they do like mystery boxes of orange and blue and compare the two. So, it's all very intentional but real world manipulatives.
008Um here is an example of some actual first graders from last year who they do how many days they were in school. And so one of them was uh they were in school for 59 days. And so one of the kids was able to see that he could create this is again first grade 9 + 50 is 59 and then he did 40 + 19. Here's another one on the right where they had a 147 days. Now, there was a couple misconceptions, but she did 140 plus 0, but if you can see, she did um 30,000 plus or minus 29,000. She knew that she needed that 100 and then added the 47th back in. So, you have like first graders who like really get into playing with numbers and creating different combinations to create how
009many days they've been in school. Uh, in second grade, they deal a lot with time. They also deal with building shapes, uh, building rectangles and then creating addition sentence from there. So like some kids saw that I have three squares on the top, three squares on the bottom or that I have two, you know, two plus two plus two, I have three columns of twos. And then here's one from third grade where they do a lot of predictions. They do shapes. Um at the very bottom of the floor, you can see that they have green water jugs. They were collecting um quarter lers each day. And so each the each day the kids would put a quarter of a liter of green water in and then they would add by quarters, but they would also
010add by like 250 milliliters. And so they were doing larger addition um along with fractions. Any questions on this? >> Thank you, Annette. This has been super successful because it's real life applications that our students can use numbers and see numbers and patterns and shapes and not just memorize numbers but actually apply them which was the whole point of it. So, thanks Annette. >> Thank you. So I I appreciate that uh Annette as well. Uh number sense has always been an area that we have to have students that can quickly do numbers in their head just like you have to be able to do percentage as you're older in the store to say what is 10% off, what is 15% off. You got to be able to do that in your head. And I remember
011I used to play with my kids in the car on a regular basis and I would throw math problems at them while I was driving and they would be responding back to me on a regular basis. Right now, not all students have that opportunity to have parents throwing math number sense at them on a regular basis, but it's really powerful for kids and both my students did really well with math over time. So, appreciate that and I appreciate our teachers that are using that information and and that strategy in the classroom. Next, we have our um GRSP program. GSRP uh is the great start readiness program. Um, and I'm not going to steal Jessica's thunder, but Dave, if you could introduce Jessica and go from there. >> All right. Jessica is our director of the
012program. She, uh, does an incredible job. Um, a lot of changes coming through the last couple years and she's handled it like a trooper, but, uh, I'm really excited to hear your presentation. >> Thanks. Um, so I'm Jessica Pienza. Um, I did want to definitely touching on GSRP, but wanted to take a second to just to that better. Sorry. um just to focus on the building as a whole, we are a little bit unique. And so just to touch base on that, so um we are actually we are in operation 12 hours a day. So we have kids from 6:00 a.m. to 600 pm Monday through Friday and we are year round too. I think a lot of people think we have the summer off as well, but we are still pretty busy. Um common
013misconception that we have a PTO and K12 funding and we don't. We are fully funded on our tuition programs and now our GSRP allocations. So we have six different programs year round, our child care, we have a three-year-old preschool program, our GSRP, we have Latch Key at our center plus at Lakes Elementary and then we run a school age summer camp. So over 400 students and families and about 70 staff year round. Um our got a little bit mixed up here. our child care and I3's preschool. Um from zero to three years old, we have 61 children currently enrolled every and those classes are weight listed. We have classes that go year round and then our school year preschool runs a couple half day options that are school year only. Our GSRP, we have seven
014classrooms this year that is part of the free preschool for all or the universal preschool, however the different terminology that you might have heard. So they are all four years old by December 1st. So they qualify for kindergarten the following year. So out of our seven classrooms, two of them run half day Monday through Thursday. Two of them are full day Monday through Thursday. And three of those classes are full day Monday through Friday. So they follow our K12 system. We also have that early release on Fridays for those teachers to have that extra time. So we currently have 124 students enrolled. just a couple half day spots to fill, but I'm confident we'll get those filled up. Our full day classes are on week lists there. And we recently joined the Livingston County Early
015Childhood Collaborative that you guys had voted on before. So, we have that helping to get that process going. uh latch Q program we have during the school year from now all our GSRP students all the way through sixth grade um busing to and from all of our elementarymentaries and farms. We have 152 students in that program. And then at Lakes, we have that option for those that are at Lakes and Farms. We have 55 children enrolled in that program as well. And the our last but not least, our summer camp. This past year, we started with our GSRP students able to go. So, they got to experience some of those field trips that our older kids do. Um, we had 150 children enrolled in that program this summer. So, all the way from four-year-old to
016sixth grade. And I think the fastest weight list that we hit, we were weight listed within the first week of opening up to the public. So, it was a great summer. Um, as far as what the learning looks like in our classroom, it is a bit different than the other schools. you know, everything is still developmentally focused. Um, it looks different at the early childhood stage for sure. Everything is hands-on, is child inspired. We're exploring things. We use the creative curriculum in our GSRP classrooms and that is all study based. And so, they have a study that they are digging into everything. One that they just finished was all about trees. So, they were learning as far as doing some leaf rubbing and seeing what different sizes leaves they had that they could find, learning
017about the parts of a tree and the leaves and just anything that they wanted to learn about. Um, on the assessment side of things, our infants and toddlers, we use a screener called the ASQ3. It's a developmental tool so that we can help to see where they are developmentally, where we need to help reach them, help them reach milestones. And then our preschool age, we use TS Gold. It's a part of the creative curriculum. So it is all based on anecdotal notes and authentic observations. So we're not pulling them aside one-on-one to ask them questions. It is all developmentally appropriate. We're playing with them and you might the other day I was playing with a little one on a keyboard and they were pointing out what letters they found. So that is our way we
018would write that as a note in our TS gold and as that as being their assessment. Um based on our families we have lots of different events that we're able to bring them into. We do conferences all the way down through our infants. So our infant through four-year-old we do conferences twice a year. Some special event nights for all of our families. Um, at our preschool level, we have some parent volunteer options and just sharing all of those community resources, too, and different volunteer opportunities. So, the the three Rs look are pretty similar in our building, but just to get on a little bit more early childhood level, um, we use be safe, be kind, be responsible, and be respectful. So, just everything that we're doing is all about their safety. And so usually it's
019that's why we have some rules in place. Well, that's not a safe choice. And and so we're teaching those. Um everything is very supportive and positive in the classroom and everything is very intentional and just in the best interest of the children. So any questions? >> Okay. Thank you. >> I had one quick question. Yeah. very early you mentioned about financing and about tuition and could you just kind of explain a little bit more about that? So, our tuition, our child care and our latch key and summer camp, those are all tuition based and our halfday three-year-old classroom. And so, we have tuition for those. And then our GSRP is what brings in the the state funded money. >> And for that type of tuition, is there any kind of um funding that's available for
020um cases of low income or anything like that or >> there the state does provide funding, but it's not something that we have at right now. >> Okay. You know, the the the great part about this program for me is that there's a lot more students now prepared for our K12 program. They're our kids. And we run it like they're one of our buildings. So, they think that they're H Heartland students. They're going to go right into our H Heartland buildings. They're all H Heartland Eagles. Um, and that's the best part of this is that we have a lot more students that are prepared for our our program through our our educational program. So, >> thanks Jessica. >> Thank you. Just uh just also a piece of information for the community. I know there's some
021uh misconception out there that uh as we transition the 51 building to 11. It can it can house 11 full classrooms for GSRP. um Jessica and her staff will start getting out of the um business of early care um because there won't be room for that. And in H Heartland, there's not we don't have room in our buildings like some districts might have right now for GSRP to be out in the building. So, we had to find a spot and that spot is the 51 building. Uh we and the board knows and the community should know that we've put some investment into that building with this past year with HVAC and roof and carpet and windows and working on all kinds of stuff over there to make sure that they have what they need to
022be a sufficient building in the future. And as they start filling those spa spots up, then the other programs there's just not a space for that program. However, uh we do plan on continuing to do the um early um oh early child care, what is that called? I'm sorry. Latchki uh early latch key and continue that process. So, there's been some rumblings that hey, latch key is not going to be available. It's going to continue to be available through the staffing that we have. So, that's our plan and uh we'll keep moving forward. And I know Jessica and her staff would love to keep the little ones. I know that you would, but we also have to know that space is space. So, all right. Thank you, Jessica, and your team. Appreciate it. So, ends
023the superintendent report. >> Okay. Thank you, Mr. Hughes. Uh, let's see. Next up is item onee, call to the public. Uh, speakers are asked to express themselves in a civil manner with due respect for the dignity and privacy of others who may be affected by your comments. Each speaker may be limited to three minutes. I'll hold up this yellow folder at about two and a half minutes to let you know when your time is just about up first up. I cannot read the name. >> So >> Oh, it's Solemn. Sorry, I don't I don't remember your last name, but Solemn, please come on up. Sorry about that. >> I know it's all good. Uh good afternoon and good evening. Uh I'm Sala Modc. Um I'm a parent. I have two kids who go to Heartland
024Schools. One's at Farms, one's at Village. Um and my oldest who's a farms, right, graduate from Village. Um also currently the PTO president for Village Elementary. Uh, but I'm here to speak to y'all as a parent. Um, more like to the audience right here itself. Uh, as a parent, not as a PTO president. Um, so over the last year or so, been hearing village, the teachers, the principal, the staff being beaten up left and right from here online by some of our own prior PTO members and some family members. Um, and I've been listening to it, trying to be quiet, stay out of it. But it came to a point where, you know, especially after the last board meeting where Blaine accusations made, feel like I have to come up and at least address some
025of that. Um, as the new PTO president, but also as a parent of village, I've been going to my my kids been going to the district for three years, going on four years now. From day one when Miss Carrie Arnold and uh Gail answer the phone, want to try to find out what school's better for my kids, village or round to meeting Mr. Rick and the teacher at school. These teachers have been professional and like a family for my own kids and to us and the way our own people have been accusing the principles and teachers um has been 100% wrong. Uh and it's not fair to them. Right? We as parents pretty almost every one of us drop our kids off at school in the morning and take off to work or whatever it
026is, right? These teachers are the one who are actually raising our kids from those eight hours. So, we go take care of them while we're gone helping them develop stuff that we as parents have a hard time providing. You know, I'm not good at math. I can tell you right now. Um teachers back there, they taught my kids math. When I look at the stuff you I'm lost, right? They don't even get a chance to spend their own time with their own kids as much as they do with ours. So when I have when you have parents coming here blatantly accusing the school and teachers of wrongdoing and mistreating themselves or their kids that's 100% false and that's why I'm here you know I mean I see a table full of teachers current teachers and
027former teachers there almost how many of you guys have had your kids go to village right >> I was hoping a big audience by the way right >> you have to direct your comment >> so >> these are the people taking care of our These people care more about their kids than people realize. So when my prior board members made false accusations against school, that's a problem. And that's why I'm here. Um I can stand here right now and tell you for a fact that these teachers take care of our kids and us more better than I take care of my own kids. I'm rough my kids. I'm strict sometimes, some more pain in the ass with them sometimes. They do a better job raising them than I do. Not saying that they I'm not
028doing my job, but the passion these teachers have for these kids is second to none. And I, as I'm speak president, owe them and that school an apology for the way we have behaved. So that's all I got. Thank you. >> Thank you. Thank you. Next up, I have Christy Ross. Good evening, board members. My name is Christy Ross and I retired from Village Elementary in May after 30 years of service in this district. At the last board meeting, my name was referenced alongside a claim that Mr. W had to intervene in my classroom because I could not manage a situation. That statement is incorrect. At no time last year did I require Mr. Rex's assistance for an issue that I could not handle. When he visited my classroom, it was four important matters. He
029always addressed the students respectfully and constructively and never once said, "I wish I wasn't the principal at Village Elementary." I believe this misunderstanding likely arose from students repeating their own versions of events. When children hear repeated negativity at home, they sometimes echo it without full context. If Mr. ever spoke in my classroom. His comments were focused on student well-being and would have ended with on an affirming note such as, "I'm proud to be the principal of Village Elementary because of how hard you all work here every day." I also served as a teacher representative for the PTO for the last five years. Last year, the tone of the community discussion about village and the staff has felt less collaborative and the public negativity has been disheartening to for the staff who work for our students.
030After listening to the new PTO president, I believe the PTO intends to rebuild respectful collaboration with teachers and to stop speaking negatively about Village Elementary. At the September meeting, Mr. Scott, you mentioned seeing children making cards for veterans at the Memorial Day activities. You may not know that for the last nine years, I have a tradition at Village Elementary to do holidays for troops overseas, one that grew from a small classroom project into a schoolwide effort. Each November, my students decorated collection boxes for every classroom in the entire school joined in. writing letters, coloring, creating cards for service men and women spending the holidays away from their families. Together, we collected donations that I delivered to the Brighton VFW. Each year, we filled more than 20 boxes with personal care items, candy, games, and heartfelt
031messages for the troops. The VFW recognized our students each year, but the greatest impact was on the students themselves. Former Village students have told me this project is one of their most meaningful memories. It taught them empathy, civic responsibility, and the power of small acts of kindness can make to make a lasting difference. This was never just about care packages. It was about shaping young voices to understand service, gratitude, and community. In closing, Mr. Wreck has faced significant challenges over the past few years, and I commend his efforts to support village staff during that time. We as educators work tirelessly under high stress and have to had to endure public disrespect and yet we continue to show up every day for our students. Our dedication deserves acknowledgement and respect. Thank you for the opportunity to
032speak and I remain proud of my time at Village Elementary and of the remarkable staff who continue to serve our students with heart and integrity. Thank you. Thank you. Those are all the cards that I have. Renee, you don't have any other cards? Thank you. Okay, moving on. Item 2 A, 2016 bond refunding. >> Do you have a >> Oh, sorry. I crossed off one too many things. Thank you. Item 1 F. I'm jumping ahead. I crossed off too many things. Um, committee and building reports. Let's start with Mr. Gooleski to my left. Sorry. >> All right. Thank you. Um some good stuff coming out of uh farms and I had a nice little communication with um Mrs. Briskkey and she told me about the reaching higher program which is off to a great start
033with 24 students participating in leadership courses teaching students what makes a successful leader and how to build confidence. And I do know that um uh my wife at one point being involved in that program that really is a a good uh thing to have in place. Really is a lot of change there. Leadership is an afterchool group of over 50 students that meet twice a month. This group is off to a really good start and they're creating uh kindness kits for every classroom. I'm not exactly sure. They're still a little fuzzy on what that kindness kit is, but sounds great. So, they're uh they're in the swing of things. They had their first lock in of 2025, 2026, and I I laugh every time I have to use that word lock in. It just sounds
034like something from the uh penal system, but it's I I know it's a fun fun event for kids. Over 400 students uh stayed after school to enjoy dancing, pizza, minute to win it games, basketball, bingo, hair coloring, temporary tattoos. Kind of kind of bummed I missed that. Thanks to the PTO for an amazing event and I do know that the PTO over at Farms is really really active and they do a great job. And then lastly, they had the color blast fundraiser a few weeks ago and um they had uh an assembly where top earners for that fundraiser got to silly string 13 teachers and make Mrs. Briskkey and Mr. Urick into ice cream sundaes. I saw the pictures. It was horrendous. They were an absolute mess. And I'm glad it wasn't me, but uh
035they look like they had a good time. So very uh very impressive stuff going on over at farms. >> Okay. Thank you, Mrs. Shaw. >> Thank you. Um I had the opportunity to visit Round um a couple of weeks ago and um Mrs. Hadam and I we surprisingly well shockingly have known each other almost 20 years now. So we go way back. Um, I was able to visit a kindergarten classroom during testing and I'm not sure I have ever seen something so stressful in my life. Uh, I could not believe what I was witnessing and after about 10 minutes we we left the room and moved on to something else. So, it's amazing, you know, even in those 10 minutes what you experience as an outsider looking what our educators get up in the morning
036for and do every day. So, um I know they had a very successful um fund run as well and um you know it they've had you know I think when I sat down with Mrs. Hodam one of the first things that she wanted to share with me and talk about were the test scores from her building and how absolutely proud she is of those. So kudos to all the staff there um and Mr. Minsker and his team and everybody that's involved in in making you know making those numbers what they are and all of the hard work our students put in. So that's it. >> Awesome. Thank you, Mr. Keller. >> Thank you very much, President Coleman. Um I only was able to hit one building um between the meetings here and as luck would
037have it, it was 51 buildings, so I think Jessica did a much better job than I could have possibly done trying to explain um going over there. But for me, it was the first time I got to go there and it was, you know, a very good experience. Uh, I did miss the days of having, you know, the little kid around the house, but now I just get bossed around when I'm at the house. But it was a reminder of how quickly time goes by. Um, so I do want to thank Jessica and Carol and the rest of the staff for doing such a great job with all the kids. And then I guess just one comment u for the board is, you know, kind of and and the staff as well as we sort
038of think about as we make changes for building 51. And I know we've done a lot of things, but one observation is that the the the staff rooms seem to be a bit small. So hopefully we can look at possibly doing something there so that they have a little bit better space to to come and hang out in. So again, thank you, Jessica, for your time. >> Thank you, Mr. Scott. >> All right. Yeah, I think uh in September I mentioned I was excited to visit Or Creek and hoping to get there for Spirit Week during USA Day and I did indeed uh make it that day and I was not disappointed. Uh Mr. Shane, Mr. Howardon, Deputy Dustin uh spent a couple hours with me. We uh watched the chaos that is lunch. They
039actually have it under control pretty good surprisingly. Uh it it it's very orderly, but for spirit week, I thought it was going to be a little more uh uh out of control, but every all the students were were very well behaved. Uh had some great garb, American flags, and a lot of red, white, and blue, and very creative uh student body. So, that that was cool to see. Thank you for spending some time. They've had an amazing month over there. The girls cross country team just placed first in the uh KAA cross country champions la championship last Wednesday and the boys were runners up. They were second place. JV team also got second out of nine teams. So cross country is doing fantastic at OR Creek. Um seventh and eighth grade girls volleyball just uh
040had a victory over Howell Park Middle School last Tuesday. They're having a great season and the Junior Honor Society chose its officers for the school year. I want to congratulate Paige Wanzi and Ben Yaggi who are co-presidents. Sorry if I'm butchering names. Flynn Manuel Gat and Stella Jablonsky who are um vice presidents and Olivia Bowling who is secretary, William Palmer who's treasurer. So, uh, it's really cool to see that, uh, that program at the seventh and eighth grade level and, uh, and it's preparing our our future leaders. I also want to thank, uh, Miss Chescowski and Mrs. Smith for leading the junior honor society there at Or Creek. Uh, the student council also chose their officers for this year. Reagan Dara is the president. Uh, Kennedy Writer, vice president, Quinn Bosley, secretary, and Lauren Keller
041as the treasurer. So again, look forward to see uh a lot of good things from them. They're hosting a Halloween dance next Wednesday uh which will be a big hit in the school and I want to thank Mrs. Miss Wilson and uh Mr. Zappy for leading the student council at Or Creek. Um reaching higher, I know we mentioned reaching higher at farms at OR Creek. They had their second meeting on Friday. Thank you to Mrs. Tripley and Mrs. Mclennon for leading that group uh of fantastic future leaders. Another big hit uh I know we've had the pleasure of uh welcoming staff members here uh to be teachers in the district who have gone through our cadet teaching program. I know my students have had cadet teachers and they always have amazing stories. They make great
042connections. I wanted to thank a few of the cadet teachers that are at um from H Heartland High School who are at War Creek this year. Jacob Jacob Dybert, Rebecca Wis, Caitlyn Brennan, Ava Maynard, and Patrick Marx. So, I really really hope that um that that program inspires them to continue and uh get their teaching certificates, degrees, and then come back and teach in H Heartland. That is a really a joy when you see the f full circle there. Um, anybody who was at the gold out a couple weeks ago saw Miss Lively's middle school band playing with the high schoolers. That was a joy. I know my student participated and uh he's still talking about it. Playing with the big kids is a is a real uh treat for them. They did a great
043job. So, great job to the band and to Mrs. Lively and her students. And then last but not least, um the students of the month at OR Creek, Sophia Petro, Payton Hamilton, and Eastston McDonald. So, a big shout out to them and all their hard work. So, thank you to the staff at Or Creek. >> Thank you, Mr. Scott, Miss Custodio. >> Thank you. So, I've been lucky enough to v to visit Village Elementary um a couple of times since our last meeting. I was recently there for their annual Eagle reader assembly which was really fun. Mr. R got into it. It was extremely exciting. And the minute for Matt, those events were both fun to watch. And I want to acknowledge the incredible staff at Village. Even in those moments where it's not necessarily
044structured, the kids were all engaged. They were having a really good time and everybody was behaving. So, and it's not so easy to do in that situation. Um, additionally, Village just had their annual hedgehog hustle and I heard they were able to reach their goal. So, as an incentive, Mr. Ruck will be sleeping on the roof. And, um, last, not Village Elementary related, but I wanted to thank all the school administration and teachers and staff for everything they did to make Gold Out fundraising successful. I'd also like to thank the community for their generosity. It's always a really humbling and heartwarming um endeavor to see all the generosity in this community during that event. So, thank you to everybody for that. >> Thank you. Um let's see. I just have a couple notes here from
045uh Legacy High School HVA. Mrs. Connley and I weren't able to connect um at our scheduled time, so we're finding another time to get together this month. But, um, I did want to commend the I think it's the leadership students, um, that created the candy donation monster boxes that you've probably seen all around the community. Um, there's one right out here outside the this this room as well. Um, they did a fabulous job, great creativity, and um, and I think those boxes are getting filled very nicely with candy. Um, so thank you to that group of students for supporting that event. Um, at Main Campus High School, I met with Mr. Fitzgerald earlier this month. Um the counseling office has been busy with uh FAFSA FAFSA applications. It's such a tongue twister. Um and all
046the things post-secary for our seniors. There's always a big push for that in October every year. Um homecoming was a success, even smooth sailing at the dance as I understand it. And I'm happy to report that all four of my boys proved me wrong from my statement last month and they all ended up going to the dance. Um which I'm glad that they did and I think they even had a good time. Um, let's see what else. Oh, last week, uh, they held the under the annual underassman honors breakfast to celebrate all sophomores that earned at least a 3.5 GPA, uh, for two consecutive semesters. Um, these students were given an academic certificate at this breakfast event held during the school day. um if they continue that academic success of 3.5 or higher, they'll earn
047um an academic letter after three se consecutive semesters and a pin after five consecutive semesters. So, they're rewarded all the way through um for um for their hard work uh to earn those grades. And the accomplishments for all the underassmen are celebrated in the fall and of course we do that in the spring for the seniors. Um our fall sports season is beginning to wrap up. There are some teams uh that are on the precipice of playoffs uh postseason competition. I think one more win for our varsity football team will put us into the playoffs. And then um our boys soccer team is already hip deep in postseason play. They're um let's see, it's their regional semi-final match tomorrow is against Clarkston. So send your support out to that team. Um they've actually had a
048stellar year already. This is the first time, I believe, since 2016 that the boys soccer team has won the district. Um, so to move on to regionals is pretty exciting, too. Um, and then lastly, I just wanted to give a shout out um the fine arts department, specifically the ceramics teacher at the high school is putting on for the second year, right? This is the second year. Um, the empty bowls fundraiser. It'll be in November, uh, November 11th. You'll be able to buy tickets in advance, though I haven't seen that out online yet, but I know the tickets will be available in advance. Uh the benefit all the pro the proceeds benefit the um the student pantry at the main campus high school. Um it's a great event and incorporates many of the different fine
049arts classes and students incorporating music and choir um along with um all different types of art. So um if you can attend that, please do. It's for a great cause. And that's all I have for my report. So now we can move on to item 2 A 2016 bond refunding. I recommend that the board of education upon the recommendation of the superintendent and chief financial officer approves the 2016 boundary funding authorizing resolution as presented. Motion by Miss Custodio. >> supported by Mr. Scott. Any discussion on the motion? >> Yes. I have a couple questions. Um, one was the uh the current maturity date and let's see the are we extend so I'll just read them all off so I so you can answer them. So current maturity date of the 2016 bonds. Are we extending
050the terms if we do the uh refunding? And then the third one is just to clarify, are we only voting on the the resolution which is pages 7 through 13 and then 14 through 30 which were the exhibits and appendices are all just reference documents. >> Okay. Mr. Hughes, could you or someone from your team address those questions? >> We could. I'll pass it on to Rachel. Rachel, if you could answer Mr. Keller's questions, please. Yes. So the first question, the current maturity date is 2035. This refunding does not extend that maturity date. Um and your last question, I'm sorry, can you repeat your last question? >> Yes. Last question was um are we're just voting on the language of the resolution which is pages 7 through 13 of the packet and then >> yes,
051>> the exhibits and appendices are not part of what we're voting on. >> Correct. You're just approving the authorizing resolution. That's those are just examples of items that are in the um closing documents. >> Thank you. >> Okay. Thank you. Any further discussion? >> Okay. Hearing none, I've got the motion on the table from Miss Custodio supported by Mr. Scott for the 2016 bond refunding. Mr. Gooleski, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller. >> Yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> And I Yes. Motion carries. >> Item 2B, approval of emergency operation plans. >> I move that the board of education upon the recommendation of the superintendent and the assistant superintendent of personnel and student services approves the emergency operations plan as presented. >> Support. Okay. Support.
052Sorry. Motion by Mr. Keller. supported by Miss Custodio. Approval of ER emergency operation plans. Any discussion? >> I just had, you know, one question. Um I think uh overall I thought, you know, Miss Gregory did a great job on putting these plans together with the rest of the team. Just one observation that I made kind of flipping through it. after you go through one or two schools it's like okay it's kind of same same and same same is that I think there was only two items where in the checklist and I know maybe orders is is relevant but I didn't see anywhere where we notify the parents except in the cases of an injury and I think there was one other one an illness and so I understand that we're not going to call the
053parents as the first item in emergency But I think maybe somehow adding a communication sent by the building principal or something whether that's the last item that we do. But again, if you could give that some consideration, I appreciate it. >> Okay. What else? >> Um I I would definitely support this. I want to thank Mrs. Gregory and her team um for taking some time. she took some time on sat uh Saturday Friday to answer a few questions I had and uh and work through some questions and it all made sense and uh I I thought it was a a well uh wellprepared plan. Hopefully we never have to use them, but it's it's good to know that they're there. So, thank you. >> Thank you, Mr. Scott. Any further discussion? Okay. Hearing none, we
054have approval of emergency plans. Motion by Mr. Keller, supported by Miss Custodio. Mr. Gooleski, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> I'm a yes. Motion carries. Item 3A, international trip request, Peru 2027 and a 2025 trip review. >> Mr. Hughes, would you like to say a few words? >> Thank you, Mr. President. Let me introduce Mrs. Zbo and her friend uh uh and uh this we really appreciate that we have these opportunities to our students to experience abroad opportunities. And uh if you recall back in the last time that they went for this summer, we asked Miss Zable to come back and at least talk a little bit about how that trip went before she presents her next trip
055which you have in the packet. So Miss Zable, would you introduce your friend with you and then uh share with the board? Yes. Well, I'm glad to be back. Thanks so much. Um, and glad to be back to report about our trip this past summer and how fantastic it was. And I've got some proof right next to me. This is Mia Edgars and she's going to tell you a little bit about how she experienced the trip, but I wanted to give you a broad overview of it first and then she'll uh say her portion of it if that's okay. So, the great thing about this trip this past summer was that it was actually a collaboration. So, it was the French program and the Spanish program that went together. So, we were able to bring
056the two groups together, which we haven't done in the past. Um, the French students hadn't traveled since 2018. And so, uh, we thought it was a good idea to bring them aboard. And if you can see the picture, uh, if you have that in front of you, we decided to make our t-shirts reflect that. So, we had a it says a um in Spanish and in French, right? She's a French student and saying just an unforgettable trip. That was what we wanted. So, we did it in both languages for our t-shirt this year. So, it started off fantastic. Um we actually split our our trip in two. So, the French students, because our our our group is so large, they split us into two groups. Half of us uh had to go through uh Montreal
057and half of us had to go through Toronto. Well, the Montreal kids, I made it so they had they had a really long layover and they took advantage of it and they got to actually get on the ground in Montreal and they got a little bonus trip. So, they got to go on Montreal with the EF tour guide and then they were given a stipen for their meal. So they actually got a little extra trip which was really great while we were in Toronto waiting for our flight. The Spanish students were. But we all arrived in Paris within 15 minutes of each other. So that was a miracle. And um so our first three days were spent in Paris and we saw you know the amazing things that we should have seen. We we saw
058the Notradam looks beautiful. The the construction's wonderful. We went to the Eiffel Tower. We had students that went up the Eiffel Tower. Uh they went to different museums, art museums. We went to the Louv of course, which was in the news this weekend, right? The robbery. Um and then there's a picture there as well. We were on the river in the sand. We when the when the uh sunset came, delicious food, um very fun, great shopping, just a great time for all of all the kids. Then we had to get ourselves to Spain. So we went on a bullet train from Paris to Barcelona and one of the trips there um was our Uker tournament that we we had planned. So the kids through the whole time were playing Uker tournament as they traveled. It's
059a long trip. It's six, you know, six, seven hours, but they kept they stayed involved with it. That was thanks to Mr. Aldrid. He had that whole thing planned out. Uh then when we arrived in Barcelona, it was just so beautiful. You could feel that the Mediterranean air. you could see it. And uh we were ready for our big next adventures. So we were able to spend um again about three days in Barcelona and we were able to see um the ocean, swim in the ocean. We were able to see some of the old bull rings that have actually bull fighting has been um outlawed in Catalonia. So um one of the pictures here is actually what they've done. They've repurposed the bull ring and turned it into a mall. Why wouldn't you, right? And
060then what was a really neat thing, um, we had opportunities for students to kind of have a day where they kind of chose an activity. And I was fortunate enough to go with Mia on a trip. And I had some kids that were really into science and they wanted to do something different. They didn't want to go on the bike ride. So we found an amazing uh, natural museum. And so there were about maybe seven of us, eight of us. Yep. And then we went to the natural museum. We got to see um, copy. We got to see all different types of it's almost like the space the science museum in downtown Detroit where it's like your hands on you to do different things. So that was really a cool thing that we were able
061to kind of diversify our trip in that regard. So I enjoyed it. And um upon leaving Barcelona, we took another bullet train. So the kids are really good at the trains now and the stations. And then we went to Madrid. And when we were in Madrid, we were able to uh see a bull ring that is not um out of service. We able to to see that. We had, of course, gaspacho. You can't leave Spain without trying a nice cold gaspacho. We had some chocolate churros. You got to have those, too. Um we went to the Paro Museum. We're able to see the Palacio Royale, the Royal Palace, and do some shopping as well in the downtown center. Um, so a big fun-filled day, two days in Madrid. And we did take a elected tour,
062a side tour to Toledo, which was is the medieval, the original capital of Spain, which was so exciting. It's a walled city. Um, there's a picture of me there with our tour director, Alysia. She was with us the entire time. Amazing. Um, from Spain as well. And the kids got to see all different types of um preserved buildings from um you know 12th 13th century as well as go into a museum um and a current factory of sword because um famous for their sword making. So, we got to do that. And then, of course, after that, all things end. We had to we returned. We returned tired but happy. And one of those happy people is Mia right here. And I wanted to give you a little bit of a traveler spotlight. So, I'm gonna
063step the side here so she can speak to you. Um, good evening. I am currently a senior at Heartland High School and will be representing mainly French-speaking students who attended the 2025 Francis Spain trip. I attended the trip after taking three years of honors French. During those three years, I not only learned the French language, but also French culture from day-to-day formalities to basic ideas of French government. While learning about different cultures in school is beneficial, actually traveling and exposing to oneself um to those cultures has been an even greater educ has even greater educational value. When it comes to understanding a foreign culture, there's a point at which the most effective ways to further your understanding of that culture is to engage with its people. This trip afforded us that rare and valuable opportunity
064that we will carry with us for the rest of our lives. Having discussed the educational benefits of international travel, I would like to recognize the unparalleled care that our chaperons took to ensure our trip was safe and comfortable. While we were exposed to new and unfamiliar situations every day, the trip was very obviously well planned and never made us feel as though we were lost or in danger. Mrs. Zabbo, Mrs. Haroff, Mrs. Bchvitz, Mrs. Smith, Mrs. Wagstaff, Mr. Aldrid, and Mr. House Costello and our EF tour guide, Alysia each took the time and energy to make this trip happen, creating a unique and positive experience for every single student involved. Um, that's all. Thank you very much. Thank you very much. So, I would say good trip >> 100%. All right. And that is that
065is what we're looking for. We want We want That's my goal to hear a student's day. Would you do it again? >> Yes. >> And there you have it. She would do it again. Would you recommend it? >> 100%. >> Okay. Two 100% cents tonight. Yes. So, with that being said, thank you so much. You're welcome to sit down. >> And I'm going to quickly segue into since you guys are smiling and happy about it [Applause] into my um next proposal. So, uh, Galapagos is coming up this summer. Very excited for that. Um, I look forward to making great memories on that trip and bringing some good, uh, feedback for you for that trip. I do know that you have, um, received my proposal packet in advance. I, and I thank you also for, um,
066looking at that. Um, I'm going to continue the uh, traveling with EF tours. Uh, especially because it's but their name, their name says it all. EF, education first. And that what since I have been working with them, I really feel it is exactly what they've been doing. They always put the kid first and the situation and what the these children are put in is always educational, always beneficial and there's always a great takeaway. So I that's what I really love about that. And they're hands-on and these these experiences just deepen their understanding of what they've learned and the world around them. The great thing about uh this trip in Peru is it's I brought it back. It was one that was cancelled um during COVID and it was it was sad. There were so many
067kids already to go and we pushed it out. We still couldn't do it. So, I felt it deserved its its due time. So, um, with that being said, um, nothing's changing regarding my the insurance or any of those, um, security measures, um, that I always put in front of you. Um currently, um I did already have my um meeting for the trip and we have 30 interested students already, um signed up, but of course we're waiting for your seal of approval to make sure that it's an absolute go. Um and I'm hopefully I'm hopeful that that you will continue to support me in this program as we take students around the world. Uh Peru is a special place. I' I've been here as well. I've been approved many times. I have been to Machu Picchu.
068I have been to Cusco. I have been to Sacred Valley. So, these are and these are world heritage sites. So, this is going to be a great thing for the kids to see. Um, and it's part of our curriculum as well. We teach this. So, be able to have kids see what we've been speaking about that just brings it to another level. Um, so I don't want to take up your time by reminding me of all the things that I we do with the tour and how EF um, responds, but if you have questions about it, I'm here to ask you or answer them tonight or if you need to send me an email, I can do that as well. >> I actually have a quick question. Um, you mentioned that you have about 30
069students already interested. >> Um, the the information we have here says the number of students will be 40. If we don't hit that 40, does that affect the price for the students? Does it affect anything? What would it change if you don't get 10 more and interested? >> Thank you. U actually when I was uh proposing this, I went off of a number that I had from before where we were actually able to to bring over 40. But I think now they've reduced bus sizes. They've condensed things. So the maximum I'll call it student bodies that I can actually bring is 32. Yeah. So we are this close to being sold out again. >> Thank you. >> You're quite welcome. >> I have a question. Um you mentioned a lot of great things that you
070did, a lot of great sites and what have you. as as far as the educational impact, how much do the students get to interact in language with some of the locals? I mean, is there any kind of actual buildup of language skills on these trips or what happens? >> Sure. So, typically during the day when we're out, we'll have an opportunity to be um usually during the lunchtime is when the kids are able to kind of take their skills and put those to use. Um so, we when we have organ organized time, it's more controlled, but when the kids are in the restaurants, which is what those types of things that we do teach, they're able to order. They're able to interact with the service staff, interact with shopkeepers when they're trying to buy things.
071And those are the those are the skills that they really get to put to use um on our trips. I remember from our last trip in Peru, we kind of did, sorry, Panama, wrong um we did like a more of a service project where we had gone and shop in a local market. um with these with such big cities as this um we didn't have that opportunity. So it was definitely more of that that social interactive type of a um opportunities I would call them. do they ever meet up with um some of their peers in those countries too and get a chance to interact with them or >> so in this last trip we did not have a cultural exchange per se but in the past yes I have done that I we've had
072that in Costa Rica we had a cultural exchange with students from another uh their age that had come and met with us that was a really lovely time in Panama we did have that as well I think it might just be in Europe actually because of the go go go the pressure to move keep going um those aren't built in as much as the those opportunities I've had in the Americas honestly >> just out of curiosity too you're going to the Galopagus yes >> islands um what what's the native language there >> so um Galapagos is part of Ecuador so it is Spanish >> okay >> um but there's high tourism Um and so English is pretty prevalent there as well. Um we will have opportunity to be in Kito right in the capital and
073go to the center of the world that mitad mundo so they'll be speaking a lot of Spanish there as well. We do have I did kind of partner with the AP biology group here. So we have some students that are traveling on their AP biology completion. So, I'm excited for them to kind of see some of these science things that they'll be seeing like at the middle of the world with the balance and seeing all the different species and the biology. >> That was my next question, too, because I can imagine that being more of a scientific type of excursion. >> Yes. >> And so, I was able to partner with um Mr. Story uh and the who's one of our biology teachers as well as Miss Dana who is a AP biology teacher. So,
074they're they're actually going to be on the trip as well with those kids. >> Thank you. >> Of course, >> Mrs. thank you so much for putting this together and for spearheading it. I know it's a lot of work. It is. >> Um, you know, you took 44 students last year, 30 students this year, 32. What What is the el how many students are eligible for this? I mean, just to get an idea, what percentage of the eligible students go on these trips? So for me um when it's a trip like Peru for example where I am I'm expecting some a certain level of language skill to make it comfortable for the student. So um we our requirement is that a student complete three years of the language and as you know we have the
075two different paths we have our non-honors pathway and the honors pathway and we don't discriminate. So you can do three hour three three either way you want. So that is for this trip for Peru is the criteria. So that does bring the the pool of candidates um to a smaller group but then it also does I think remove potential problems because as we all know it's two years you must take right and so that third year really is an elective. So students that elect that third year, they're they're just a different kind of kid. They they're they want it. So if they want that, that means they and they go this extra level to go on a trip. They it's important to them. It's important to me, you know, it's my passion and I can't
076make it important to them. But when when I've we've found that with those students who the third and the fourth year, it's important to them and this thing becomes very um special. Yeah, great. And one more question. Um, you know, obviously these trips, uh, have to be paid for >> and then that's coming from the student. What kind of opportunities do they have to help fund raise and that sort of stuff? So, uh, we or I'll say me, I do not get involved in their finances, but one of the things that EF did, which I really think is kind of a nice feature, they've kind of followed that GoFundMe model and they've given those types of funding pages to the kids. So kids can they can you know ask friends and family and and neighbors
077to help and they can at any time do any type of fundraising on their own. Um but I do stay out of that. I don't organize any fundraising for any students. >> Okay. No, I like that idea. I think most of us would rather give money directly than buy something we don't need so they can get a few dollars. So yeah, I like that. Thank you so much. Of >> course. Thank you. Any other questions? >> Well, thank you so much for again for the opportunity and um looking forward to a positive review. Good night everyone. >> Thank you very much. >> Item 3B, uh it's date for a policy committee meeting. Um I canvased most of you. I think I might have hit all of you. Um, and I believe that November 3rd is
078the day that had the most people available. One, two, three, four, five. At least five with a possibility of six. I did not reach out to Mr. Campbell yet as he's out of town. Um, so we would have at least six or at least five, possibly six that day. Um, the 10th unfortunately looked like there may only be three, maybe four. So, um, so right now, let's pencil that in, um, for the next committee meeting, November 3rd. If there's any changes on your calendars, please let me know so we can try to find an alternate date. That also helps to spread out our meetings a little bit with the extra meetings that we're adding in um, for Mr. Hughes, um, evaluation process. So, um, that kind of spreads them out a little bit. And, of
079course, I hid my notes. Here it is. Okay. All right. Anything further? Anybody else have anything they need to contribute for that? Okay. All right. Moving on then to item 3C, filter first requirements for discussion. Mr. Hughes. >> Yes. Matt, if you could come up and talk us through the filter first program. Um, as you know, board, if you go through our buildings, you see a lot of the water container filter uh water fountains. um this is going to increase that. So um I'll let Matt talk a little bit about what that's going to look like. >> So just so you know, the Lions are winning 70-0, but they just turned the ball over. So >> I did. >> I think you saw them. >> So >> we can do a semiwave here, too. We
080could start at one end. >> Um so yeah, filter first. Uh that legislation came out in 2024 in October and really all of us facility directors in the state as well as daycare facilities are trying to navigate that uh legislation. Um there's a lot to it but in a a nutshell basically it's schools and daycare providers must install lead reducing filters on drinking water sources. Um, we already comply with our non-comm community um, requirements because we do have our own well system and so we do regularly test. I actually just got reporting back on the 10 samples we take from every building for lead and copper and all the other things that we do test for and we're well below the required standards but this is a broad sword that has impacted all schools in
081the entire state. Um, and so we are required to comply with those uh that legislation. Um so in doing that we are looking to install bottle filling stations in our buildings. Um it is one bottle filling station per 100 occupants and we do look for um occupants as for example the high school while our enrollment is not exactly um what our building occupancy is. We are looking to update as many of those water filters as possible. Um however grant funding only allows us to do what our current enrollment is sitting at. Um, so we do have uh bottle filling stations in the building currently, but I cannot count those right now. Um, so I'm replacing other ones so that we can get in line with occupancy. So I think we're about 1,600,700 kids. So roughly
08217 um bottle filling stations there um will be replaced. Um some of the ones that we currently have, however, don't meet the compliance. Um we did install a bunch of them after COVID but unfortunately new rules in terms of filtration have required us to do some retrofitting to those which is we can retrofit them but instead of replace them but some do have to be replaced due to the location of the filter or getting to the filter that type of thing or some of them actually do not have a filter on them. Um we will be required to perform testing of all those sites on an annual basis and report that um on our management plan. Um they are the state is still kind of working out. I actually was meeting with the health department
083last week for some other situation we're we're working on. Um but uh the health department is kind of in limbo also as to who's going to be handling this for every single school district in the state of Michigan because it's a pretty daunting task. Um but we are prepared to do that. um our testing facility is prepared to also receive those samples when we're ready. We do not need to start sampling until completion of this, which will happen um June of 2026, July of 2026 right there. Um any nonfiltered fixture such as uh I was talking to Mr. use computer, I'm sorry, science labs, for example, have tons of sinks in there that are technically for handwashing, but in case somebody does, you know, decide to put their their face under their faucet or whatever
084else, we do have to post signs. Um, doesn't mean we have bad water. It just means that there's no filter on that uh fixture. And so, we have to post signs indicating that. Uh, and then like I said, we'll be routinely testing um our our um bottle fillers to make sure they're in compliance and they're they're checked regularly and and that type of thing. Um, we did receive apply for a grant based on estimating what the cost of this will look like. Um, we received those or we got approval back in February, March for those funds in the tune of 187,500. We're hoping not to exceed that. Um, however, should we have to exceed that, it would dip into at the general fund uh for those funds. Um, but uh uh that information is out
085to bid right now. So, we'll kind of see where the numbers come in at. >> Quick question. Um, regarding any kind of maintenance with these units, is that something we can do ourselves or will there be any kind of recurring contract with an outside vendor at all or >> Well, that's something we can do ourselves. Um, yep. So, maintenance, we'll get on a routine of replacing those filters as needed. Um, one of the the parts of the legislation is all the draining fountains have to have that indicator on there that you know the red, green, um, yellow type situation that alerts maintenance to um, that situation. However, uh, is going to be on in the work order system to replace those. Um, the biggest thing is the the cost of the filter itself. I mean
086filter itself is around $40 to $50 for one filter. >> Um, yeah. Yeah. So there >> but there would be no need for an additional outside source to come in and >> do regular checks or anything like that. >> This is something the maintenance staff can do for in in house. >> Okay. >> So correct. >> Uh thank you for for putting this together. Um do we have any does the filtration going to affect taste or do we have a way to have uniform taste from building to building? And where I'm going is to make sure that the students are using it. I don't want to have a situation where we spend $200,000. I mean, I know we don't have much of a choice, but and then students, you know, stick their nose up and
087say it tastes like well water. What What can we do to to have the palletability? I >> I mean, it it's based on the filter obviously, so it it is going to taste different. It's going to remove some minerals and things like that. Um, you know, I always joke with my own son who drinks out of the the drinking fountains and he he's not a fan, but I'm I was born and raised in Livingston County and I'm been drinking well water for 40 years type situation. So, I'm accustomed to it. Uh, but every every situation's a little bit different. I mean, it is going to taste different, I guess, for lack of better words. It removes all those minerals and things like that. So, I don't really have an answer for that, but hopefully they
088do get used. I mean, I believe the ones that get used or that we have installed now do get used. I mean, I see students even um filling their soups at lunchtime with those bottle fillers, that type of thing. So, I believe they're using them. >> Mr. Reno, thank you for having this as a discussion item. I do appreciate it and acknowledge that. So, thank you for that. >> Um have questions. I I don't know if I heard correctly. So the annual maintenance with filters, testing, that's something that the district will have to >> that is something the district will have to handle. Now there is talk of legislation to provide some type of funding annually, but I have not seen anything pass. Um I think they're trying to get this settled and then they're
089going to look at what those annual costs are going to look like. >> Do you have any idea based on you know usage what I do? $4 to $50 times however many you said 17 for the high school and then >> yeah I mean roughly we're at 49 um type situation. Um it really depends on the usage of the students um is how quickly that filter will be depleted um type situation. Um I think I can get some numbers for the next meeting to discuss that. But it also comes down to what um testing facilities are going to charge um because honestly there's not many of them in the state. Um, we do have one or two in the entire county. Uh, but I think they're going to be burdened with having to process all
090these uh, test results. So, their fee might be a bit. So, >> thank you. >> Yep. >> Okay. Any further questions for Matt on that one? Great. All right. Moving on to item 3D, fieldhouse boiler replacement. Mr. Hughes. Yep. Again, uh we have uh the the boiler at the athletic field uh fieldhouse is down and out. It is 20 >> It's original. >> Yeah. 2 22 years old. 23 years old. So Matt >> Yeah. So about a month ago um received a call that you know the boiler wasn't functioning properly. Maintenance went out there and it looked like it was just an element uh which we were kind of excited about. um ordered that part, went to put it in and fired it back up and the whole control board went poof uh type thing.
091So um looking at the unit, uh we are unable to get parts for it and so we're kind of at the the mercy now of having to replace the unit. So it is up there in age. It is original. Um it's a good size unit because it is electric out there and services that fieldhouse. Um so uh did request multiple quotes. Obviously, one is much lower than the other, which is the one we're recommending um to the board. Now, we are going to be uh winterizing that entire fieldhouse in the next uh probably two, three weeks. And so, but we want to get on the bandwagon and get this ordered so that we can get it installed as soon as possible and get it in uh for spring season. So, there's a bit of lead
092time to it because it's a little bit of a not something they keep on the shelf. So, >> I'm sorry. Just to clarify, you want to get it in before you winterize the field test. >> No, it's going to take some time. It's kind of It's not a special order, but it's got a long lead time. It's probably at least seven weeks or that type of thing. >> Gotcha. >> Um, >> this does uh so you guys know, this is not heating this the space. This is actually providing hot water for showers, sinks, that type of thing. Concessions. So >> quick question too regarding the uh condition of a current boiler. Is there a a reason why after how long has it been about 20 years now or so? Or >> 22 years? >> 22.
093>> Is there like a high mineral content, rust content or something that's been a adding to the >> That's usually. So, going back to filters, I mean, Livy County has, you know, definitely high mineral magnesium, calcium content. And so, um, since it is a domestic boiler, we're using that type of water over and over again, unlike a closed system type situation where we could treat it. And so, this takes a lot more abuse from water than sure than a traditional uh heating um boiler. So that's why we thought it was just an element and we were going to replace that but unfortunately it turned out to be a bigger job. So y >> do you foresee any savings because it'll be a newer unit more efficient make >> it will be I mean yeah it
094will be more efficient than 2022 or 20 2002 um type system. Um the big thing for us is, you know, we looked at maybe a possible different type of system, but this one has served us well. Um and has served the needs well for showers and things like that. Um so it will be probably a little bit more efficient, but not much. I mean, even in 2002, it was I think a 90% rating or whatever else. So >> is it one of those on demand style or is it constant tank? >> It it's not. Um so it's a staged unit. Um, it's still about, don't quote me exactly, but 200 gallons, that type of thing, but it has multiple stages for firing. Um, I will tell you that um, as I told Mr. Hughes, they
095don't seem to use the showers out there, so it's more being used for um, sinks. However, because there are showers in that locker room, we are coded to replace a similar size unit. Okay. >> Thank you. Any other questions? >> No further questions for Matt. >> Sorry, Matt. One one more question. Did Were there only two people that were interested to quote? >> So, we did reach out to a couple vendors. Those were the two that got back to me. So, those are the ones that have been local and working with the district also. So, there there's some history there. At the same time, we've used them on previous projects. So, >> thank you. >> Yep. >> And this this will be paid for from operating, not from bond. >> This will be coming out
096of the maintenance budget. Correct. We have a a capital projects account. Yep. >> Great. Thank you. >> Thank you. >> All right. Item 4 A, future meetings. Our next regular meeting will be November 17th here at 6:30. Any additional information items? I don't have anything. So, we are adjourned. Thank you.