HCS Board Meeting - 09/15/2025

001[Music] Heat. Heat. [Music] [Applause] Rise for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you everyone. Moving right on to item 1B, approval of agenda. Items for discussion. I move that the agenda for the September 15, 2025 regular meeting be approved. >> Support. >> A motion by Mrs. Shaw, support by Mr. Campbell. Approval of the agenda. Is there any discussion? >> I I have an amendment I'd like to make to the agenda. I move that we add to the agenda a moment of silence for Charlie Kirk, who was assassinated last week. The assassination of Charlie Kirk has been condemned by those on both sides of the political spectrum,

002including President Trump and Michigan Governor Gretchen Whitmer. His assassination has been condemned by members of nearly every faith group, every political ideology in nearly every country around the globe. Charlie Kirk has ties right here in Hartland. is a group of our our very own H Heartland High School students formed a chapter of Turning Point USA which is now called Club America. I know some of the members of that club are in the room here today with us. These students have shown extreme courage and leadership over the past week, including organizing a prayer vigil at H Heartland High School last week that I believe did a lot to unite this community. I ask that our moment of silence be used to reflect on the life of Charlie Kirk, but also on what each and every one

003of us can do to fill the hole left behind to help guide, mentor, and teach the young generation about civic and civil discourse and responsibility. >> Support motion on the table from Mr. Scott, supported by Mr. Keller for a moment of silence. Um it's not standard protocol for um for a school board to do something like this typically. Um and I don't know that we actually require a vote to do it. Um typically school boards do not demonstrate partiality to political or religious figures. Um but I can see that many in the community um would appreciate such a gesture. So I appreciate you bringing it forward, Mr. Scott. Um, I feel it would be more appropriate to also offer that people respectfully choose how they how they would like to spend this moment of silence

004should we all agree to do it. Um, and perhaps reflect on someone that they would choose to honor. If it if it is the gentleman that you recommended, if it's someone else, if it's just a moment of silence and respect, I think um that would be more appropriate for a schoolboard setting. Um, if there's no one opposed to proceeding, I think we can just simply do this without uh without taking a vote. Is there any further discussion? Okay. Could I ask you, Mr. Scott, just to resend the motion so we can close that door and then we'll proceed with the moment. >> So, we we are going to have a moment of silence. Yes. for Charlie Kirk. >> We will have a moment of silence and it can be observed by anyone as they see

005fit. >> I I would rather just vote on the motion I made. Is there any further discussion? You've put us all in a very precarious position, Mr. Scott. Hearing no further discussion, the m the motion on the table is to move forward with a moment of silence specifically for Charlie Kirk presented by Mr. Scott, seconded by Mr. Keller. >> Mr. Gogleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw. >> Yes. >> Mr. Keller. >> Yes. >> Mr. Scott. >> Yes. >> Miss Custodial. >> Yes. >> I'm also Yes. The motion passes. >> So, will that that motion be 2 A or 2G? >> I think that motion I guess we didn't determine when we would have it, right? >> I would I would suggest we have it now. >> I'm fine with that.

006Are we all on board? >> Do we need to finalize the agenda first? >> Yes, let's do that. Thank you. Is there any further amendment to the agenda? >> Yes. I'd also like to move to add to the agenda a discussion on district clubs. >> I have a motion on the table to discuss district clubs brought forward by Mr. Keller. >> Support. supported by Mr. Campbell. Would you like to expand on that? >> Yeah, there's, you know, seems to be a little bit of confusion in the community, I think, on who sponsors clubs, how they're how they're approved, some of the processes and things related to that. So, I think it would be helpful for the community to understand that process. And so, therefore, I'd like to have a further discussion upon it. >> Okay.

007So is it it's a discussion about the process the administrative process versus the policy. >> Correct. >> Okay. Any further discussion on the motion to add this item to the agenda? >> Okay. Again, the motion is to add a discussion on district clubs, the administrative process related to that brought forward by Mr. Keller, seconded by Mr. Campbell. >> Mr. Goalleski. >> Yes. Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mrs. Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> I'm a yes. >> Motion passes. That will be item >> 3C. >> Thank you. 3 C. >> Correct. Okay. Any further discussion regarding the approval of the agenda? Just wanted to make a comment on the meeting minutes from the committee policy committee. I know normally Robert's rules

008would say we need to do it at the the next meeting, but I think there's some additional time that the team needs to um to review those. So I just for the community's awareness, just wanted to point out that we would plan to add those to the agenda at the next scheduled meeting. >> Thank you. >> Any other further comments or discussion regarding approval of the agenda? Okay, moving forward. Mr. Goggleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> And I'm a yes. Motion carries. We have an agenda. Item 1 C, consent agenda. >> I move that the consent agenda for the September 15th. >> I thought we were going to Sorry. >> Oh, thank

009you. >> Thank you. >> Oh, that's to my notes. Thank you. Moment of silence. Thank you for catching that. >> Can I ask um there's some feedback coming on the thing and usually it's because of telephones. So if your telephone's on the table, you want to put it aside so that it doesn't interfere with the signal, please. >> Okay. At this time, we'll have a moment of silence. Okay, thank you. Moving on now to item 1 C, consent agenda. >> I move that the consent agenda for the September 15, 2025 regular meeting be approved. >> Support. >> Motion by Mrs. Shaw, supported by Mr. Campbell. Is there any discussion on the motion hearing? None. Mr. Goggleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? Yes, >> Mr. Scott.

010>> Yes, >> Miss Custodio. >> Yes, >> I am a yes. Approving the consent agenda. >> On to item 1D, superintendent report. Mr. Hughes. >> Thank you. Uh, if I can call Mr. rack and your new hire, please. As Holly walks up, just a few words about Holly. Uh, I always feel very fortunate when Village gets a new hire. Something in the walls there just uh calls to people. Uh I'm fortunate Holly is a known quantity to us. She as uh the special education teacher at LESA preschool. We did a lot of transition IEPs with her. Our staff worked with her to get kids from the preschool into village. So we knew she was a top-notch spe special educator. And also she's a village mom with Garrison in fourth grade and Nolan in first. So,

011we're very very excited to welcome Holly and she's hit the ground running and we asked her to start in a tough spot a week into school with a new case load and she's rocking it out. So, we are again very fortunate to have Holly Goodart as member of the village staff. So, help >> um I just like to say thank you so much for this opportunity. I'm really excited to get this year going and look forward to see how everything turns out. >> Thank you. Mrs. Briskkey, you have a not a new hire. We hired at the last board meeting, but uh unable to attend. So, come on up. [Applause] Hello everyone. I am excited to come. We usually do this before the teachers are actually in the classroom. So I'm really excited to introduce

012to you Juliana Deon. She is Juliana Snyder maybe on some papers, but really she got married August 9th. So she's in the process of changing her legal name. She has been collaborative with the teachers. She's worked with our coaches. She's currently teaching fifth grade math and science. I get the science socialized confused sometimes. Um, but she really has immersed herself in all of that H Heartland has to offer and I think that's important because we have it there for a reason and she's utilizing it and I hope she feels more confident because of it. Juliana Deon. >> I also um just wanted to say thank you for the opportunity. Um I've felt super welcomed at Farms and in H Heartland. I I'm not from here. I'm just from Grammlink, which is a little bit up

013there, but um I'm excited for the time to come um at H Heartland. Thanks, Mr. Shane. [Applause] Thank you. Good evening. Um, it's kind of rare for me to be up here twice in like two months, which is really nice, but it's really nice to see you all and it's an honor to be here. Um, I truly believe things don't happen to us, they happen for us. um doors close and other doors open for reasons and we had a late opening uh at the start of the school year and we had some really good interviews but Bethany Strandberg stepped through that door and just blew us away with what she's bringing. Um she comes to us as a uh teachers of tomorrow program and she is was in the veterinarian world working and working with

014animals and um is just going to bring a wonderful experience to our science classrooms and we are already seeing how she's integrating that stuff and an kids have so many questions and she is just rolling and again just jumped right in and is just going to be fantastic and we are looking forward to seeing what she's going to do um at H Heartland Middle School and just raised the notch for what our kids have. So Bethany Strandberg, >> I just wanted to say thank you so much for the opportunity and the trust that you've put in me. I've been having a blast. It's only been a month, but it's been so much fun and I hope I'll be doing it for many, many years to come. So [Applause] All right. Thank you. And again, welcome.

015Next, we have uh Mr. Fitzgerald and Mrs. Loa. And it looks like a guest of Mrs. Loa to talk to us about the high school cyber security program that we have in place as a career tech education program. Good evening. Thanks for having us um for our high school um share out highlight. Um extremely excited to uh introduce our cyber security and computer networking program. Um this is part of our county CTE share time uh program uh led by Jen Looda who's here with us tonight and an Hassel. Um Ann couldn't be with us tonight, but um Jen brought a student that was in the program last year as a junior, Grace Martin, and is now a senior at H Heartland High School and plans to go into the field. Uh so they're going to

016share out about that a little bit. Um but I just wanted to mention that um Jen and an are leaders in our county. Uh they're building a premier program. We think of oursel, we are a premier high school, a premier district. And um our cyber security computer networking program is something that Hartland is very proud of and should be. Uh my first meeting as principal a few summers ago was with Jen and Anne and they they requested that meeting to talk about starting this program and it was already in the works um about what they needed, their vision for it and um since that meeting it's continued to grow and improve and that's because of a few things. uh the community support and part of the bond um that we put dollars into to build

017our cyber security room um or lab in our collaboration center. Uh the training and commit uh recruitment that Ann and Jen have put in training for themselves, training for their students and recruitment, recruitment of our own H Heartland students and students throughout the county. Um but most of all their passion and their leadership. they are so passionate about what they're doing and they're always um bringing me new ideas that they would like to continue to push this program forward and be leaders in the county. Um so without uh with that said, I'd like to introduce and step aside introduce Jen Loa and uh former cyber security student Grace Martin. >> Thank you. I feel like I have a loud enough voice for you all to hear. So, I'm gonna let Grace stand here. I've got

018that teacher voice. Um, >> do you probably hear >> Okay. >> Can you hear me? Okay. So, thanks for this opportunity. Really Ann would love to be here. So, on behalf of myself and Ann, we thank the administration so much for all their support that they give us. So, we're just going to talk about the course itself a little bit. It is a two-hour block, so it is a 100 minutes. Um, we've had four Livingston County high schools participate. Currently, we have Brighton, Howell, and Hartland, but we've also had students from Pinkney in the past. This is our third year um running the course, and so each year it tends to keep growing and building. Um when we first um started, we uh formed an articulation agreement with Community College. So students that do complete

019this course with a three-point or higher can um get eight college credits that then um go to Washington Community College. They can go straight into the cyber security program or they can take those college credits and apply them elsewhere. But regardless, they get to travel with them. These are also credits that once they have participated at Washington Community College, they can then take to a four-year university. So, um, we started with only one certification, which was the CCST, the Cisco certified support technician. We have now grown to three certifications. Last year, Grace had the opportunity of doing the LED tech level one certification. That is something that we continued this year as well. And we've also added the CCST, which is brand new this year, which is um specific to cyber security. So, I'm going

020to let Grace just tell you a little bit about her experience in the course and what she hopes to do with her um immediate future as a graduate of H Heartland. >> Sorry. Sorry. Uh my name is Grace Martin. I was in cyber security last year. Um, I was the only girl in the class, which is kind of rough. Um, but, um, it was a really great opportunity and I always knew that I wanted to do something with, um, computer technology. Um, I've taken basically all of the classes at Heartland. Um, and then when it was my sophomore year, um, Miss Hassel was telling me all about the new cyber security program, and I'm like, "Oh my gosh, that sounds like something that I really want to be able to do." Um, so I took

021it last year and it was honestly the best thing ever. Um, it was a blast. I had so much fun. Miss, uh, Hassel, Miss Looda are genuinely some of the best teacher I've ever had. Um, and then I earned the CCST certification um, for networking last year and I plan on being able to use that. Um, I want to go to college for digital forensics and I hope to be able to do that in the future. Thanks, Grace. So, Grace's actual um cohort that she finished with were um 83% um certification pass and 100% for the LED. So, we were pretty proud of that. So, some of the tools that we use, just a quick breakdown, um this is sponsored by Cisco. So, um the Cisco NetiCAD is our primary curriculum that has already been

022approved. um they we use their virtual interactive textbook. So this breaks down these concepts into modules that are much easier for our clientele to learn. Um it has videos and quizzes and interactive um sessions that they can do. So the kids typically enjoy it. We do a lot of guided notes. This is a very um rich industry with terminology and acronyms and so it's hard to kind of grasp all that. So we definitely chunk it down for them. Um we use packet tracer which is gives them the ability to um emulate the actual starts and creation of networks without disturbing or damaging any type of networks in our district. It also gives them an opportunity to work with um hardware components like routers and Cisco um switches. The physical tools we were lucky had purchased

023LED panels for us and so we've actually gone and spoke at their board. Grace um put that together and presented it as well and um we had another Howell student actually two other Howell students that helped us with that. So um the physical components are usually old computers that we are taking apart to consider the components and to see what how it all connects. Um the LED panels have a frame that we build and um construct and then um there's also like multi- um meter readers so that they can check like the resistance and voltage of things. So this is all very much industry specific skills that they'll be able to take with them should they go into these fields. Um some of the skills that they do learn though it's not just um cyber

024security skills. It's also intellectual skills like problem solving, quick math, adaptability, attention to detail. Some of the more specific cyber security skills would be operating systems um building and protecting networks. We recognize how important that is with um all the hacks and violations that have happened. So they not only build networks but learn how to secure them as well. And so I'm just going to leave you with the idea that this industry has like 100 or sorry 350% growth. Now that was between 2013 through 2014. I believe that it's probably gone down a little bit, but recently I read that there is for every hundred jobs for cyber security, there are 85 qualified applicants. So there still is definitely a need for this course and we are so happy that you gave us the opportunity

025to show you what we're doing and to hopefully grow it bigger and better. So thank you. >> Thank you. [Applause] All right. Um, Renee, do we want to delete this out or No, just leave it up there. Okay. All right. I don't think so. No. All right. So, ends the superintendent report. >> Thank you, Mr. Hughes. Next up, item onee, call to the public. I'll just remind everyone that 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. While it is not our intent to stifle public comment, speakers should be aware that if your statements violate the rights of others, you may be held legally responsible and you may also be asked to leave the room if you

026are disruptive. Okay, as a reminder, you have three minutes and at about two minutes and 30 seconds, I'll hold up the yellow folder to indicate that you've got 30 seconds to wrap up. First up is Kimberly Thompson. >> Good evening. I'm Kimberly Thompson. I have two daughters in H Heartland School System. Um Isabella Thompson and Aurora. And uh Isabella goes to intermediate now in Aurora goes to the lakes and um I'm just here to uh speak upon our experiences at village um the past experiences of involvement with their PTO the school system um there's there's there's a lot that goes on and I think that the room here speaks a lot for for what's going on here tonight and I see it uh so I did feel like it needed to be my part to

027end this whole village part for my ending to come here and speak upon it tonight. So, um you know, I've gotten a lot of people who have reached out to me on my opinions of what goes on there and things of that nature and I and I wrote some thoughts down and I'm not going to say them actually, but um what I am going to say is my daughters have both moved on to different schools and they love it. I don't have to make them go to village. I don't make them walk in those doors. I don't bribe them with Starbucks daily. Um, I've vi like visually seen what the atmosphere is at Lakes. I get to see what the atmosphere is for intermediate. Uh, it's just a night and day difference. And the only

028reason I still stand here is for the kids, the friends, the family that have involvement at Village. Um, those kids deserve better. They deserve more than than the animosity that is walking through those school doors with the teachers, the parents. I don't go there, so I don't see it right now. But it is very hard to accept the fact that you have a daughter who will tell you that now she finally after five years feels accepted and she's there um mentally, socially, whatever that might be, doing things that for five years the village couldn't do for her. And so what I'm going to say is whatever the issues are with the parents, the PTO and the teachers, it needs to stop. It reflects in the kids, the anxiety, the school. I walk into Lakes, those

029people are so happy every single day to see those parents there. Intermediate, we have a husband that sits on the board and a wife that sits in their secretary. Never once have I walked into a school had I ever been treated poorly for my views or what I felt by any of the staff at any of these schools. And they know who I am, just like you all know who I am. I mean, I've spoken here before, but none of those people treat me any differently. I was walked around last year from my commentary to all of you who sit here and treat poorly and almost left your guys' school district for it. And the staff treated me horribly. So what I'm telling you guys is change needs to come for a village. It needs

030to come for their PTO and and something needs to be resolved whether you step in to that school system and speak. But I can I'm going to leave you with this because I know my time is up. What my my daughter remembers on her last few months at that school is Mr. Rex stepping into a classroom trying to handle a situation and in front of all those kids telling them that he didn't want to be a principal at that school. This can be verified for 30 people in Mrs. Ross's class. >> Thank you. You need to wrap it up. >> I'm wrapped. That's what I'm going to leave you with. >> Next up is Asher Adams. Good evening board members. Um, I met Charlie Kirk once back in 2024 in Detroit and it was at

031a leadership conference that we went to and he came out that morning and everybody turned around and started clapping. So, I turned around and he was standing like 20 feet behind me and it was pretty cool. got to shake his hand, got to talk to him, real down to earth guy. And I mean, we all know what happened to him at this point. And I'd like to try to help get a turning point chapter, not only as an afterchool chapter, but as a Friday club, just like 20 other clubs have the privilege to do at H Heartland High School. And over the past two years, we've asked six teachers and they've all said no for one reason or another, even if they originally said yes. Um, we've asked the school to help us find a

032sponsor and they weren't able to, unfortunately. Um we we're meeting currently right now every third Tuesday of the month after school for about an hour and we've had on average of about 10 kids show up which more or less that's pretty good considering a lot of kids at H Heartland are in sports uh extracurriculars don't have transportation because half of the high school can't drive yet. Um, but every single grade has showed interest in this. We have had freshman come this year. We've had sophomores, juniors, and seniors too come to this after school meeting just depending on how their schedule aligns to it. And it's a great way to connect with others. And basically what the Turning Point chapter is there to do is it's for service projects. It's to promote patriotism, to support um

033the veterans out there. We've done community service projects, and it's another opportunity to teach people about free market and about the Constitution, what our country was beliefed off of. And most of us are Christians in that group, so that's also a place that we can share that. but it's a place to learn about what our country is off of. So, thank you and please consider helping us get that into H Heartland. [Applause] Thank you. Next up is Melissa Wade. Good evening everybody. Um, hi. My name is Melissa Wade, a parent, a mother of a village child, and a former V and the former village PTO president as of September 4th. Please reach out to me if you have any questions that uh you might be confused or misled. Getting second and third-hand information is just

034the telephone game. I have mad respect for people who hear two sides of a story and go right to the source instead of gasping gasping gasping gasping sorry in dark corners people wake up and start asking questions where is your money going that you parents donate and in what account or accounts and what is your money going towards these are important questions I have no problem explaining to anyone this is what Jason R and Chuck Hughes don't want um is for me to communicate with what's going on with village why did Jason re stop the commun or the relationship with the PTO because I'm still waiting on and a response like most and multiple conversations and still waiting on the same answer. Teachers, I have a I have a lot of respect for you and

035what you do and an everyday grind. I'm sorry Jason Recre has divided you from the PTO. I'm sorry this is affecting you and I truly mean that. Please uh please parents and teachers get a hold of me if you want the proof. I have no problem sharing any information I have to help you understand. I came here because I am not afraid to speak the truth and to be honest. Thank you. [Applause] Thank you. Next is Don Schmid. >> Evening everyone. Uh I must say I was very impressed by the cyber security presentation. I thought that was just very exciting to to to hear all that. I'm going to talk about the uh the Club America. Uh fully support Club America. I don't have all the details if there's a a bureaucratic hangup with this

036or if there's an outright um issue of not permitting it on on campus. So, I'm a little bit devoid of all the facts. But just to reinforce why we want something like this, of course, you want free expression of ideas. This just another group that can help us do that. Uh the concept of debate, how can you have debate when one party's just speaking to themselves? Um how do you defend the concept of critical thinking? um when maybe is our one side dictating messages or slant uh so students don't have the opportunity to maybe hear another viewpoint or maybe some guest speakers uh how do you decry censorship if this is truly happening are we censoring this group by not allowing them and I hear the word inclusion a lot and this would be a

037perfect means to demonstrate inclusion of some other uh individuals um talking about divisiveness um would this be a divisive of peace by excluding the Club America group. Um will the district vote to allow the inclusion of Club America or are we going to be basically sit down, be quiet, we're going to tell you how to think. Um we've heard, you know, after the the Charlie Kirk assassination, there's been an appeal for unity and less division across the country. So H Heartland School Board, will you demonstrate leadership and a show of unity that we're doing the right thing here in this heartland? We got a great school district. So, please push to make this happen. Thank you all. [Applause] Thank you. Next up, Wes Nakiri. >> Thank you very much. uh West Nakigiri H Heartland Township.

038I'm here to advocate on behalf of getting a chapter for uh Turning Point USA. And you know, I um I am on the conservative side. I know who Charlie Kirk is. I I know he was on the conservative side, but I didn't know much about him. And you know, uh after his assassination and all the news, I thought I'd, you know, do a little investigation. What I was um quite surprised by is the U. Mr. Kirk is a very civil guy. I've seen him on his videos where he's on his prove me wrong tour. He allows people that don't agree with him to speak, lay out their arguments and and uh you know make their case and he'll make you know the case from from his perspective. And you know what I was really thrilled

039to see is there's no shouting and screaming, calling each other names. U Mr. Kirk didn't do that. he didn't allow the the young people to do that. And I tell you what, it's a breath of fresh air in um as somebody who's in uh politics at a local level, I it it um I you know, I see some univility at times. I I'm not perfect. I I ve but I very much strive to be civil because I in in my role I um I ran for this job and so if I I am obligated to listen to all sides even if I don't agree with them and I'm obligated to be civil and I want that um behavior I want to see that more especially in in young people that are are the future of

040America. So in my view having a turning point chapter um an organization that promotes civil dialogue like an exchange of ideas um without the yelling and screaming that you see on you know talk radio hosts or or whatever. I think that would be a very good thing. Uh it would be a very good learning opportunity for the kids and I hope you consider giving them full status as a chapter at uh here at Hartland. Thank you very much. [Applause] Thank you. Next up is Don Smith. Thank you for allowing me to speak. Um, Wes was not familiar with Charlie Kirk and how he did things. I'm more familiar with that because my son uh got me into listening to him. One of the things I f find very alarming is that the media and people

041on the left politically have been demonizing him even after he was assassinated. And that just shows that people have no idea what he was talking about talking about and what he was doing, which is what Wes just brought up. So in the spirit of reconciliation, I feel you should strongly support having this group and make it so that it can be held during the school day so you can have better participation. The Charlie Kirk said that when people stop talking that's when they get violent and that's what happened. People need to talk to each other and they need to hear all sides of an issue. And if people had actually listened to him instead of hearing what the mainstream media was saying about him, what was parited in the press, MSNBC, political figures calling him

042a racist, transphobic, homophobic, he never wished any will any bad things to happen to anybody. And it's disgusting what the media did to him that caused a young person to think that would be appropriate to to assassinate him. So we have a problem with people believing only the things that they're hearing and we need to talk to each other more and that's exactly what Turning Point represents. You need to make it happen. Whatever you need to do, I'm actually demanding it as a citizen. You need to do this. Whatever you need to do to promote it, it needs to happen because we need this here. Thank you. [Applause] >> Thank you. Next up is Alex Yarber. Thank you very much. I'm Alex Yarber. I'm longtime H Heartland resident. Three kids in the schools, one presently,

043two graduates. Um I wanted to first off say and I'm here to speak about Turning Point as well. My daughter and her friends are involved in the group and uh they've done a fantastic job. They've really put together some incredible events. Um, I'm proud of them and what they've done, all of them. And, uh, I want to thank the board, too, because I emailed the board last couple of weeks ago with, uh, concerns about their, uh, requests to be, uh, sponsored having having been denied. Uh, five of the seven board members contacted me. >> Mr. Yarber, can you just move that away from the It's just creating um, feedback. Thank you. I just don't know if people online can hear. Thank you. >> I appreciate it. Uh, yeah. So, I had some great responses from

044the board members. I really appreciate the time that everybody spent uh communicating with me about their their views and what they could do for me, and I I appreciate that very much. Um the process of the the clubs is is ridiculous. Um this club has been in place for two years. The um the it seemed like the rules always changed. the and I find it ironic that after two years um two teachers that had indicated they're willing to be a sponsor suddenly backed out. Uh most recently uh we had a situation where uh my daughter approached the uh pres the uh principal of the school and was told this is a couple weeks ago that she would have to wait until June of 2026 to apply. That's just unacceptable. Um, so the process definitely is

045need is in need of improvement. The um, but I just wonder if is it a coincidence that these teachers are backing out? Is it a coincidence that when they put on the the special program for the Holocaust survivor that we were all of a sudden forced to use a different facility in the school? And come to find out, it's because a left-wing organization in the community put a bug in the superintendent's ear and said that Charlie Kirk was racist. So I see some some problems going on in the in the district here where these outside groups are having an undue influence on the activities of the community and it needs to stop. There is the uh several other examples of that. There was a case where one of your board members was censured over a

046matter that was a tip from this same group. It resulted in a $30,000 investigation that resulted in nothing. a finding of innocence. Um I'm just going to conclude by saying that um I've got all kinds of receipts. I've got uh most notably is my son in 2017 was accused of being a Nazi because by a substitute teacher because he supported Trump. Uh the superintendent wouldn't do anything about it. I had to threaten to go to the media with the board before the board finally made that that uh uh student teacher go away. Um like I said, I've got a lot of receipts here and because of these concerns that I have, I'm going to be filing a complaint with the Department of Justice. This has to stop. We need to give these kids the opportunities

047that they deserve. Thank you. [Applause] Thank you. Next up is Brienne Na. >> Good evening. I want to begin by expressing my sincere gratitude and appreciation and support for Mr. Wreck and all of the staff at Village Elementary. Um, I'm here this evening to bring forward my concerns regarding the current parent teacher organization at Village Elementary. As a former PTO board member, a regular attendee of meetings, and an active volunteer, I've had the opportunity to observe the board's operations closely over the last six years. Unfortunately, I believe that the current PTO is no longer acting in the best interests of students, staff, families, and is not fulfilling its intended role within our school community. Specifically, the current PTO has not been successful in building a sense of community among families, teachers, and staff. Many families

048and staff members feel excluded rather than welcomed. Um, creating a collaborative school culture that encourages participation, open communication, and shared decision-making, acting in the best interests of students and staff as their activities and approach have not consistently aligned with the needs of the school community, maintaining financial transparency and accountability. Despite repeated requests, the current PTO has not provided clear or timely financial reports, including budgets, fundraising results, and details of how funds are allocated. Families and staff have a right to understand how money raised in the name of supporting the school is being managed. The current lack of disclosure not only undermines trust, but also raises serious concerns about whether funds are being used responsibly and in alignment with the organization's mission. ensuring ensuring transparency in organizational decision-making. While meeting minutes were previously shared consistently via

049the We Love Village Elementary Facebook page, the current PTO failed to share minutes for any of its meetings during spring of 2025. This omission prevents families and staff from staying informed about discussions, decisions, and votes, further diminishing confidence in the group's ability to operate openly and inclusively. Subsequently, in the spring of 2025, the current PTO amended its bylaws regarding board member terms. These changes were made behind the scenes with only three board members present, raising concerns about the transparency and potential conflicts of interest. Notably, the amendment established two-year terms that directly benefit the members involved in the decision-making process. Best practices for parent teacher organizations, whether PTO's or PTAs, recommend that meeting minutes, financial reports, and budgets be shared openly with all members and whenever possible made publicly available to families. These practices are essential

050for ensuring trust, encouraging participation, and maintaining compliance with nonprofit governance. The lack of inclusivity, collaboration, transparency, and accountability has made it difficult for the PTO to achieve its primary mission of supporting students and enhancing the educational environment. I respectfully ask that the board of education review the current situation and consider options to ensure the PTO is operating in alignment with its purpose to serve as a positive, welcoming, transparent, and compliant force within the school. Thank you for your time and attention to this manner and for allowing me to share my concerns. Our students and staff deserve a PTO that reflects the values of inclusion, transparency, accountability, and compliance that Village Elementary and Hartland Consolidated Schools stand for. Thank you for your time. [Applause] Thank you. Next up is Rachel on behalf of village staff. >>

051Hello. Thank you. Um, dear Board of Education, we, the teaching staff at Village Elementary, would like to take this opportunity to share with you more about our wonderful school community, one that's built on dedication, growth, and unity. At Village Elementary, we are proud of the positive changes we've built over time. We are seeing the direct impact of strong leadership and collaboration. Our school operates with a shared vision, one where professionalism, respect, and a sense of humor come together to create a welcoming and supporting environment for all. Programs like our monthly village victory circles, student of the month, and hedgehog highlights recognize student success and promote a culture of encouragement and leadership opportunities for our students. Instructionally, we are datadriven and deeply committed to academic gains. Through tools like our intervention tracker and wisetime groups, we

052ensure targeted support for all of our students and the results speak for themselves. Our test scores continue to improve and school of choice families are choosing Village. The staff at Village not only shows up, we rally together. We work through challenges side by side and we are always focused on what's best for our students. There's a deep sense of community in our building and a shared belief that every child deserves the very best. Thank you for giving us the opportunity to speak and for your continued support of our school community. With respect and dedication, the teaching staff at Village Elementary [Applause] Thank you. Next up is Amory Arbor. In 2012, an 18-year-old Charlie Kirk founded an organization called Turning Point USA in order to help his peers take control of their their country's future. TPUSA

053grew quickly, rooted in patriotism, civic responsibility, and American exceptionalism. As of August of this year, TPUSA has 1,200 high school chapters and 900 college chapters. Students all across the country start chapters to host speaking engagements, bring patriotism into their schools, and most importantly, have meaningful discourse about American ideals and current events. In December 2023, I had the honor of meeting Charlie. I was able to get a picture with him and I was inspired by his story of keeping civil discourse alive. I came back home and started a Club America chapter with my friends here in H Heartland. We've been meeting as a non-district sponsored club, but because we can only meet after the school day, many of our classmates can't attend due to scheduling conflicts. We've asked several teachers to sponsor an official club for

054us. Two agreed at one point, then oddly backed out of it. So far, we've had a Holocaust survivor come speak in H Heartland. We had a Christmas cookie bake off and made cards for our H Heartland firefighters. A county commissioner came to speak about what his role is in local government. We had a mock debate to practice thinking about other people's perspectives perspectives. We had a booth at the Memorial Day parade and collected cards for the Veterans Hospital in Ann Arbor. This is only a small part of what we've done to benefit the community and encourage thoughtful conversation. Five days ago, Charlie was assassinated at Utah Valley University where he was exercising his First Amendment right during an event. The murderer's bullet went straight through Charlie's vocal cords. Since Friday night, when Erica Kirk spoke

055to the nation about her husband's horrifying death, 32,000 students, 32,000 have submitted inquiries to start Turning Point USA chapters of their own. Our field representative told me her phone has been blowing up. 15 students came to the prayer vigil we held on Friday after school, many of whom had never been to a club meeting before. Today, a teacher agreed to be a club sponsor for us. She told me that if she had known about our need earlier, she would have stepped up sooner. Several clubs at the high school don't even start meeting until October. So, there's no reason to prevent us from start meeting, too. I ask that the board would allow us to start meeting as an official club immediately, not have us wait until the next school year. Now more than ever, we

056as a nation must come together to just talk to one another, listen to one another, and stop intimidating one another just because we disagree. Charlie Kirk once said, "If you believe in something, you need to have the courage to fight for those ideas, not run away from them or try and silence them." And he truly meant it. [Applause] Thank you. Moving on to item 1F, committee and building reports. We'll start to my left, Mr. Goleski. >> Yes, thank you. I had a uh finally had a chance to get around and go to farms today earlier and I uh I informed um uh Mrs. Briskkey and uh Mr. Urick that I would come up here and say that farms is the greatest thing ever. They're they're incredible. They're the most incredible school. So, I want to

057say that. And although I'm kind of joking, I really mean it. There's a lot of good things are going on in that school. That school, by the way, is the first school that takes all of our elementary kids and groups them together. So, that right there poses a whole set of different issues that other schools don't have. So, u it was really fun to to hear about all the happenings there. And what they told me is that last week they had a uh a color run where they raised over and and this still boggles the mind, $50,000 in money to help support the building of some new um playground equipment, which is just phenomenal. If they would have said five, I would have thought, "Wow, that's pretty impressive." 50. But um good job for them

058and uh had a lot of good vibes from that visit. A lot of good things are happening there and uh I'm very uh happy to report on a lot more throughout the year. Um I also want to thank uh Mr. Minsker. I requested um some information for some parents who were asking me what are we going to do about Constitution Day the 17th of September and a lot of parents were curious they wanted to know they wanted to make sure that we are going to do something because it is a legal requirement um for schools to do something to teach about the constitution and Mr. Minsker provided a list of all the schools and all the events going on there and I was quite blown away. It wasn't just one little hour of oh so

059and so was going to speak about you know the eth amendment or whatever. No, it there were a lot of activities for kids. And one thing I found really funny in the elementary schools they were going to show some uh uh some of the old uh videos uh schoolhouse rock you know I am just a bill that kind of thing. So, uh, that's good. It's good to see those things kind of, um, uh, happen to future generations here. But, um, um, I really want to thank all of, uh, the H Heartland staff and the teachers and the administrators for making sure that we are properly celebrating Constitution Day on the 17th. >> Okay. Thank you, Mr. Campbell. >> I got to visit Creekide Elementary. Um I I would say that they were the best. So

060we got to debate that. We'll meet afterwards. Yeah. Right. Uh met with uh principal gun, got a tour of the building. Uh it's a beautiful uh facility. Um tour that stepped into a few classes and saw some lessons that were taking place and it was neat to see the kids engaged. Uh very quiet and orderly school. Um I spoke with her for a while and she said multiple times uh she gives all the credit to her quality staff. I wrote that down in my notes. So, she gives them a lot of credit for the successes that they have at that school. Uh, coming up there, they have the uh fund run. Um, she talked about their thriving PTO that they have, chance of donating thousands of dollars to each teacher. Uh, that'll be on September

06125th. Um, so it was uh very nice to be in there for a little bit. Um, their school, just like many others in the district, they talked about issues with the uh drop off and pickup. Uh just a reminder, uh follow traffic laws while you're around the schools. Um safety is paramount there and uh to exercise our patience while we're in there. Um outside of that school, I got to go to uh as many of us did the first H Heartland home football game. Uh great turnout and um if you want to go and support over 300 kids, uh that's the place to do it. Um the the between the football team, the band, sideline cheer, pom pom, uh great event. We have homecoming coming up, so hope to see everybody there. Thank you, Mrs.

062Shaw. >> Thank you. Um, I have not been able to connect with Mrs. Hod at round yet, but I will be meeting with her this week. >> Thank you, Mr. Keller. >> Thank you. Um, happy Patriot Week to everybody in case you weren't aware. So, kind of fits in well with our Constitution Day. So, um, I actually have two different buildings that I, uh, am responsible for visiting. And first is um I went to see Mrs. Frasier um over at Lakes and you know I have to admit I've never been there before so it was good to see there. I know they have their own unique challenges like everybody's buildings do right but in this particular case I didn't realize that we had some halls that are split up with different classes. So you might

063have one third grade class in with you know some fourth grade classes. So I think you know there's some different challenges that they work through and you know as a parent I was you know a little reminiscent about my young daughter who used to be in elementary school. So it reminded me of those days when they were actually happy when you came home. So that those were fun. But then the other thing I thought found to be very impressive was just kind of the acknowledgement or recognition because the previous schools I had been to um with with farms and also the middle school first time with the elementary school in this position I kind of forgot that you know the principal is a a one-man show or one person show. So I I I just

064want to acknowledge Mrs. Frasier because I know that there's a lot of responsibility for all the the kids in those buildings. So, hats off to you for for all that. Um, we got to see some great recognition ideas that the kids had put put together, did a tour, checked out the STEM lab. Um, it was again overall great visit and, you know, appreciate Miss Frasier's hospitality when I was there, as well as the the rest of the staff who are all very uh welcoming and happy to answer any questions. So, look forward to continuing those visits. Um, I also had a chance to meet with Mrs. Hayes to talk about community education and again it was another area of the district that I haven't unfortunately been able to spend a lot of time kind of

065understanding. So for me it was very very good to understand a lot of logistics that the community ed building faces that maybe some of the other buildings don't have. So, it's a it's kind of a great complement to our community that we're ha able to have a place like community ed that helps seniors and you know it it's just a way kind of for the entire community kind of come together. So, I think it is uh something that maybe over gets overlooked at sometimes. So, again, I look forward to uh going to other places within the community ed umbrella such as like the 51 building. So again, I want to thank um Miss Hayes for her um hospitalities and look forward to chatting at our next opportunity. >> Okay. Thank you, Mr. Keller. Mr. Scott.

066>> Thank you. Um before I get I get into uh Or Creek, I wanted to talk about kind of this this program that we've been doing for the last year where board members are spending a little bit of time in the schools and give everybody an update of kind of the real world outcomes because, you know, we're not just in there shaking hands and and uh being seen, but we really are looking for opportunities to work with schools and uh find um ways days to improve. And so I want to call out Mr. Fitzgerald and our relationship from last semester. I was uh new on the board and had only a very short time with him. But um in my initial visit, he showed me around the school. We looked at the construction program at

067the auto program and went back to his office and had a conversation about how as a school district we want to grow these programs. But uh they really it is really tough for one person, one teacher to be responsible for all these students. You know, sometimes they have 160 students a day coming through an auto shop or a construction um class. And if you go in those rooms, you'd say, "Oh my gosh, how can everybody leave with all their fingers and eyeballs?" And from that conversation, Mr. Fitzgerald was was able to get some assistance uh and and bring in Mr. Dexter, who's in the back of the room, to help out with both programs. And to me, that's just shows the power of working together uh finding solutions and and finding better outcomes for the

068students, which is the most important. So, I want to thank Mr. Fitzgerald for that relationship. Now, moving on. Um, this year, uh, I'm assigned to the middle school and it's exciting because I have a son who just started at the middle school, too. Um, if everybody hasn't met, Deputy Dustin over there is the new uh, resource officer at the middle school. [Applause] Uh, got a great start. is fitting right in hearing lots of positive feedback. So, a big thank you to uh to him for for everything he's doing and becoming part of the family here. Um and so having a a student there, I I've been able to spend some time and and get to know some people. I look forward to expanding that relationship. They have spirit week coming up and uh Mr. Howton

069sent me the list of spirit week days and I think there's definitely there's a USA day which I I think I'm going to be at. I remember spirit week when I was in school. Everybody dressed crazy and I can't wait to see ways that they can uh celebrate America, celebrate the USA. There could be maybe some opportunities for crossover with Turning Point to go um maybe speak at the middle school or hold some events or something. I don't know. I just feel like the energy in this room tonight um to celebrate um yeah, yes, we have to take a moment to to um think about what's happened, but to find ways to move forward and uh and celebrate our common values in America and how how we can um be as positive as possible. So

070there there could be some opportunities there, but I really look forward to that. And then um also a shout out to Round uh they had the watchdogs kickoff meeting this week, last week um and I know the watchdog programs is expanding to other schools. Fantastic to see the interest level from fathers and grandfathers and other uh positive male role models that are interested in spending time in our schools. And I can't say enough good things about that program. If you don't know, essentially uh watchd dogs, dogs stands for dads of great students and dads volunteer, like I said, or grandfathers or uncles or or whoever to go spend a day in the school. You get a very aggressive agenda from the office of where you have to be, at what time you're you're scheduled, every

07115 minutes you got to be moving. But you're reading with kids, you're playing math games, you're helping in the cafeteria, you're um helping out on the playground, and then at the end of the day, you reflect on uh how um impressive all of these teachers are to do that every single day uh when we walk out of there and and just want to go take a nap. So, it's a fantastic program. Thank you to all the schools. And I again I really appreciate the fact that there was tremendous support for that program and it grows every year. So thank you to all that are interested. Um you know on the uh and Marie you mentioned when she was talking about Turning Point the Memorial Day parade booth that our H Heartland High School Club America

072had um this past Memorial Day. And I remember that day because uh I was looking for my wife and kids and couldn't find them. And I started to look and there my uh my youngest two were at the at the TPUSA booth making um cards for veterans and had amazing smiles on their face and were very excited to be doing it. And um it was it was really great to see their interest, their level of excitement, them participating in that um that kind of activity. And I mean we were there, it was a Memorial Day parade. We were there to celebrate uh the veterans and the sacrifice. And you know, most of the booths were giving out candy or bottled water, but at the Turning Point booth, they were they were actually giving back. And

073I think that's what everybody in this room needs to understand. And the fact that we would try to prevent a club like that from having a place in our community, in our schools, is is pretty heart-wrenching. So, I will do anything I can to help move that along and make sure they have a place in our school to keep moving forward the the positive agenda and all the positive plans and programs they have. So, a big thank you for those students who had the courage to stand up here today and talk about it and I hope they continue to push forward. Thank you. >> Thank you, Mr. Scott. Miss Custodio. >> All right. This month I had the pleasure of visiting Village Elementary for the second time and I have to say it's evident when

074you walk through the doors. Village is a special place. Um there's just so much excitement the minute you walk in. They've been really busy since the first day of school and have some notes here. They had their first village victory circle of the school year and everybody had a wonderful time. They're looking forward to the next one. Um, the students have been working really hard on their fall statemandated testing and I have a note here that the staff is incredibly proud of the focus and effort students have shown during these important days. Another highlight on the horizon is Village's Eagle Reader tradition where high school student athletes accompanied by the athletic director, Mr. Hassler, visit and share about the importance of reading. This event is a cherished part of the homecoming week and something unique

075to village that they look forward to every year. In addition, village is excited to participate in something new this year for gold out a minute for m fundraiser. So joining efforts across the district to support the annual gold out initiative benefiting M children's hospital. Students and staff are eager to come together for this meaningful cause and I'm excited to see lots of pictures of how it comes together. Thank you, Miss Custodio. Um, let's see. I uh I have the senior center still and um I was able to join that meeting a week or so ago. Um the open house um that I had mentioned at one of our last meetings was a huge success. That's where WHMI was there to do a remote broadcast and it brought in a huge crowd. They had a very

076successful open house. Uh that whole week they called their free week of fun was also successful. Um there's a lot of events coming up. um a lot of entertainment. Um so please either um stop by or call the um the senior center to find out what you might be missing out on. Um I don't have any formal building reports yet, but I do have meetings with Mr. Fitzgerald and Mrs. Connley over at Legacy HVA here um scheduled for later this week. Um I'm looking forward to learning a lot about both of those venues and those teams um and see the great things that our staff and students are doing there. Um, and obviously homecoming is coming up. That's a big deal. Um, though not for my kids, they're not interested in going. Of course, teenage

077boys with no girlfriends, so they don't want to go, but that's okay. Um, I made them go last year, so I'll give them a pass this year. Um, all right. I think that's it for building reports. Moving on. Item 2 A, new and revised policies. Um before we read a motion, I just want to um share and make sure that everybody's kind of on the same page that we have some um options here with reading these the motions as they're printed in front of you. Um, in the interest of time and given that we have discussed at length, um, virtually all of the policies that are in place or that are presented here, um, there is one motion that we can read that covers all of the policies and approve them much like we do

078the consent agenda. So that it would approve all of those items um, in one fell swoop essentially. I know that there are probably a couple of those policies, however, that you might want to address individually. So instead of reading the alternate motions which would require us to proceed individually with each policy one by one, we could if someone were to motion to amend the original motion. Um we could remove those policies that you want to discuss and address them separately but then cover all the rest in a fell swoop. So there are options available to us depending on how you guys would like to proceed. Um, if if no one is opposed, I would ask that we read the first motion, which is the one that covers all, and then we can discuss amending it

079to see which policies we'd like to take out and address separately. Is everybody clear? Good. Okay. So, let's read the motion, please. >> I move that the board of education, upon the recommendation of the superintendent, approves the resi revised policies as presented. >> Support. All right. Motion on the table from Mrs. Shaw supported by Mr. Campbell to approve all the policies as presented. Is there discussion? >> I can see a couple things. Uh first of all, the treasurer policy I did share an alternate version. It's not in the packet. Apologies to the community for not having that. But um so on that particular policy, I would like to have the board consider postponing that. I know I'm not making that motion now, but um just voicing my um concern for approving all the policies that

080would include treasurer and then also policy referring to the legal uh policy. So, I know those two policies for me. I do have some questions on and would like to have further discussion. So, I would prefer to remove those. I don't know if there's any other policies that folks have conversations around. Maybe we can make one motion to include those two and any others that are of interest to anyone. >> So, just to clarify, you would like to remove 171.4 treasurer policy and 172 legal counsel policy from the motion on the table. That's correct. >> Okay. >> And as long as there's no other requests, then I can motion to just exclude those. If not, I'll include any other ones that >> I I would like the opportunity to discuss the opt out policy um

081separate from the rest if we could include that one. >> Okay. And that one of course does not have a policy number yet because that would be a new policy, but that is the last in the list for those following along. Are there any others? Okay. So, Mr. Keller, would you like to propose this one a shot here? Okay. So, >> an amendment. Yeah. >> Yes. >> So, I move I move to amend that the policy 0171.4, policy 0172, and the opt out policy be excluded from the motion. Okay. So, I have a motion to amend on the table from Mr. Keller. Is there support? >> Support work. >> Thank you. Supported by Mr. Scott to remove policy 171.4 treasurer 172 legal council and the new policy opt out policy from the current motion on

082the table. That current motion would approve all policies as presented except those three with the amendment. Any discussion on that? >> I I just want to say I was I'm really happy with the way this process has worked out. Um, for those that are here tonight, we met in an open meeting a couple weeks ago to discuss a lot of these policies in detail so that you tonight don't have to sit here through 3 hours of parsing little words and um but we can still those things that we still maybe have some debate on, we can still have here at this table. It's all still a completely open process. Um, but I think really makes these meetings more friendly to the public who who are here to see what's going on. So, thank you to

083President Coleman and the board members for for kind of orchestrating this new process. I I think it really is a a benefit to everyone involved. >> Thank you. Any other comments or discussion? Okay, so we're voting on the motion to amend the current motion. That amendment would remove three policies from this vote. It removes treasurer 171.4, legal council 172, and the opt- out policy. Hearing no further discussion. Mr. Gooleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> I am a yes. The motion to amend passes. So the motion on the table now it would be to approve. This is also motioned by Mrs. Shaw supported by Mr. Campbell. This motion as amended would approve all

084the remaining policies as presented. All except those three that were just removed. Is there any discussion before we vote on the original motion? Okay. hearing none. Mr. Goleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> I'm a Yes. So, that motion passes. So, now we can skip in your detailed agenda here at the table. We can skip all those alternate motions that were provided there up to the treasurer policy. Feels kind of good, doesn't it? >> Ready? >> Yes. So, um, moving forward with the treasurer policy. >> I move that the board of education upon the recommendation of the superintendent approves revised policy 0171.4 treasurer as presented. >> Motion by Mrs. Shaw, do I have

085support? >> Yeah. >> Support. >> Okay. Support by Mr. Campbell. Okay. So, we have a motion on the table to pass the policy or to vote on the policy as presented. Do I hear any discussion? Yes. So, as I mentioned earlier, there's some things with the treasurer policy that I felt, you know, we we have a Niola policy, right? That's a little bit in my mind of a bare bones policy with respect to treasurer role and I wanted to add a little bit more content behind it. and beyond just sort of some of the legal statutes. I wanted to fold in like what does the community sort of expect from a treasurer, right? What what are the things that they expect when they elect people to serve on this board and they are put in

086the treasur? What what do they expect from the treasurer to do? So, I guess that's kind of the spirit of what I put in there. And you know, I also it was somewhat difficult to try to utilize the existing Neiola framework. And so I kind of went back to square one and I I kind of thought about, okay, how do we put Rachel on paper? like somebody that does a fantastic job and how do we how do we make sure that if Rachel ever decided to leave, we would ensure that we could get another one. So again, that was kind of the the spirit of what I wanted the treasur policy to say. And again, it's still a little bit of a work in process and and so for that reason, I I would ask

087the board uh to consider delaying it. And so I I move to postpone or delays the treasur policy to the next regularly scheduled um policy meeting. >> Okay. Well, there'll be no decisions made at the next policy meeting. So, if you want to postpone the vote, it would have to be delayed until the next regular meeting when we could vote on it or the next regular meeting after the policy committee. >> Yeah. I I guess the reason I chose the policy meeting just because I I think gives us a little more opportunity as a group to kind of fine-tune everything before it is presented to the board. >> Oh, sure. It will absolutely be >> we could short circuit it and do, you know, at the next regular meeting if that's what the board wishes

088to do, but I just thought it might be easier to kind of push it back to the next committee meeting. But again we will discuss in committee but we the our process and what was agreed upon when we established the policy committee meeting or policy committee is that we would not make decisions in those meetings. So to postpone this vote the motion is to vote. So to postpone the vote to policy committee doesn't doesn't make sense because we're not going to vote on it there. >> I understand I guess it was an attempt to try to get everyone's feedback in that meeting. >> Right. But like I already mentioned to you offline when we were when we've talked earlier, we'll absolutely put it on the agenda for the next policy committee. Regardless of what is

089done here, whether we postpone this vote to the next regular meeting or if we vote on the the version that we have in front of us, um it neither of those steps precludes us from having a discussion in the next policy committee meeting about your policy. It will be on the agenda. So again, postponing this vote to the policy committee doesn't make sense because we can't vote on it in the policy committee. >> Understood. Again, just trying to make sure that got on the agenda that So that was my >> Yeah, I've already committed to that. >> Okay. >> So, do you still want to postpone the vote as we have it in front of us? >> Yes. to the October regular meeting or would you like to stipulate the next meeting the next regular

090meeting after the policy committee because I we don't have a date for the policy committee meeting yet. >> Does any other board member have feedback or concerns on this? >> Yeah, I think we wait until after it'll be the next regular scheduled board meeting after the next policy meeting. Um that way we don't have to address it in October if we don't have a policy meeting between now and then. So it's still presented whenever you request it to be at the policy committee meeting and then we don't have to deal with it next month and talk about this if there's >> if there's no two that we talked about that are coming up too. So I think that's appropriate. >> Okay. >> Is there any further discussion? But wait, if you're motioning to postpone, I

091need a second for that motion. >> Second. So to be clear, it's to postpone to the next regular scheduled meeting after the next policy meeting. >> Yes, >> I would anticipate that we'll have a policy committee meeting in the next few weeks. I just can't guarantee that it would be before our next regular meeting, >> but that is what would happen anyways, right? If we're if if we're moving it to the policy after the next policy meeting and we're assuring that we are talking about it at the next policy meeting by default it would show up on the the next regularly scheduled meeting. >> Sure. It's I guess just but the sticking point that I've got with with postponing to a policy committee meeting is that we can't vote on it in a policy committee

092meeting. That's >> just to make sure it got in the agenda and that we could discuss. So that that was my intent. >> All right. So motion to postpone the vote on policy 171.4 treasurer presented by Mr. Keller. It was supported by Mr. Campbell. Is there any further discussion on the motion to postpone? Okay. Hearing none. Motion to postpone the vote on the treasurer policy. Mr. Gooleski. >> Yes. Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> All right, I'm a yes. Motion to postpone passes. Motion carries. So, we will move this to the next meeting after the next policy meeting. >> So, for the minutes, just so we get it right, I think the original motion by Shaw

093and Campbell just disappears because Correct. Correct. Yeah. M you didn't have your microphone on. So for those who couldn't hear the So the original because we're postponing the original motion by Mrs. Shaw supported by Mr. Campbell then goes away until we revisit it at that next meeting. Just jotting this down for my notes. Okay. Next motion for policy consideration. >> I move that the board of education upon the recommendation of the superintendent approves revised policy 172 legal counsel as presented. >> Support. >> Okay. Motion by Mrs. Shaw, supported by Mr. Campbell. Legal counsel as presented. Who would like to start? I guess I can go again. Um, so one of the questions that I had that because this came this was a revision after the last policy meeting. So this is kind of our first

094chance to review the the latest version. My question has to do with the way the the policy is written. It it talks about we have to declare the the legal firm at the organizational meeting. Now, given that we've already had it and this was back in July, if we passed this, what happens between passage and the next organizational meeting because we would not have declared any law firm? So, there would be a a gap in in that particular item. >> If this passes, I will make a motion to designate throne as our legal counsel right after. Can we do that if we have already approved the agenda? >> Absolutely. And >> it's a resolution. >> So it >> well we have the authority to to you know go against board policy at any time right

095as a table >> wave policy >> to wave policy at the board table right we have to designate legal counsel we don't have we can't have it undesated until July. So we really we will have to make that decision at the board table if this passes. >> And then can you talk about the ability to use other firms with respect to how this policy is written? >> Sure. It outlines Yeah. the second paragraph the board will contract Well, I don't have the latest and greatest right here. Thank you. It's referring to my old notes. So, yeah, the board will contract with the primary law firm to provide general legal services and any additional legal firms as necessary for guidance on specialty services appropriate for conducting the business of the district. >> So, how would we

096do that? Again, it's kind of tying in the last question, right? If we if we have a resolution at the organizational meeting to declare X, Y, and Z law firms, does it mean that every time we would deviate potentially from law firm A, we'd have to then have a special meeting or, you know, include at the next regularly scheduled meeting. We'd have to do a resolution to allow the board to seek, you know, another legal firm for XYZ reason. That's a good question. We have not done that in the past. When we have engaged with other law firms, it was not a board level decision but an administrative decision in conjunction with the board president as I understand it. >> But if this policy says any additional legal firms necessary for guidance, what what's the

097question? It it it says right there that we can use other firms besides the one we would designate as our general legal counsel. >> So, how do we designate? I guess I'm trying to understand how we designate it. >> Who would decide or how would we decide what legal firm that we would need to use besides Throne >> or law firm A B C. Yeah. >> Right. >> I can I can jump in. >> Sure. >> Um for instance, uh benefits. Uh Thrun doesn't deal with benefits necessarily. their general counsel, they'll give us some guidance, but we would then turn over and use a different firm. And what this policy says is that we can use a different firm, but we notify the board if we anticipated that that would require a $10,000 expenditure or

098more. So uh if we get into a situation that we at central office are dealing with and we need to look at different council for a different particular issue then we could look at a different firm use that firm but notify the board uh that you know it's going to be $10,000 or more is anticipated. It might not be. It might just be a quick phone call to another firm that might have the ability to give us a better answer. So, but general counsel is who you go to first. General counsel is who we want to go to first always. >> So, to clarify, um the administration or the board president could contact and procure services from an attorney other than the one we've designated as long as it's not under $10,000 without any board

099notification or approval. Yeah, that's just doing the cost of doing business. >> You know, since since I'm the one who kind of started this with the legal, I'll I'll chip in here. um you know most as I've shared most um school districts in their organizational meeting do uh approve um several law firms in advance for the school year so that there's no surprises. um from from looking at most majority of districts I found had at least three two to you know two to four law firms they would approve at their organizational meeting average probably being three um so that they could deal with those issues in advance of knowing who the board was comfortable using. I know when I sent out uh a resolution to the board with a list of law firms to possibly

100allow to to operate in the school district. The feedback I got from a lot of people at this table was, well, how did you pick those firms? How do we know they do education? How do we know they work with schools? All this sort of thing. So now it seems like we've come full circle and instead of deciding upfront who we're going to use, we've changed it to be well the president and the superintendent can just use whoever they want as long as the bill is $9,999. I would much rather, and I'm sure um the community, the parents, the teachers, the staff, uh our constituents would much rather us be approving who's going to be offering legal counsel to the district in advance. Uh and that's kind of what started all this. So, the fact

101that we've gone completely the other direction is bothersome to me. >> I think we already covered this though, uh at the policy meeting, and that's why we took those off. We didn't want to have those on there. And if we need a specialist, we seek them out. We don't need a retainer fee. We just seek out who that specialist is at that time with without approval. >> No, we just the the the president, the superintendent, seek them out. >> So, you know, as opposed to nailing down two or nine, we've we've talked about this. You you nail down two or nine and you find out none of those fit the bill, then we need a tenth one. So, you go out and find them. Like, why why pigeon hole yourself into a list of who

102you have to go to. We have people in place we elected or the superintendent we trust. We evaluate that he's going to find the right firm to represent us in a time of need. >> I'm I'm fine going outside of that list if if it's needed. But if we know we have a benefits or a HR attorney that we use on a regular basis, why wouldn't we designate them at the be at our organizational meeting rather than just leaving it open-ended? That's I guess my issue. I'm not saying we shouldn't have the ability, but I I don't This This allows Let's just use an example. This would allow the president to go spend $9,999 without board approval. >> Yeah. But one of your initial policies was for any board member could reach out to legal

103counsel, wasn't it? >> Yeah. So if so if all of us re reach out to legal counsel a different one and we don't communicate for 30 days that we're doing it, we all rack up a $9,999 bill and come to the meeting and report what we did. That's that's not what we want to have happen. >> I agree. >> And then you get different input with different differently framed questions, although with good intent, you're going to get different answers and then you have a problem there, too. >> Yeah, I agree. I I guess what I'm saying is if we know that there's three firms we work with on an annual basis, I don't know why we wouldn't include them all up front. >> I think at policy committee meeting we chose to have one. It

104it will likely be thrown if we decide and then we have an infinite number depending on the call at the time for who we need to get. Thank you. Is there any further discussion, Mr. Keller? Yeah, I guess I know one of the other original intents behind this was to allow more access, which it seems like there there was again appreciate some attempt to try to put some guidance around, you know, if a board member has a request to seek legal opinion as long as it meets A and B. But I think I also just kind of want to get from the authors what their intent was when you want to speak with legal because I can say I I've only in you know the two and a half years I've been on the board

105I've asked many times to to get legal opinions and speak have conversations with the legal team but I've only been able to have one conversation in 30 months of sitting at this table and I don't see where this policy affords that opportunity. And so I again have some concerns that it's not it's it's it's better. So again, I appreciate not trying to throw the the baby out with the bath water here, but I I would still like to see some more context around being able to have conversations. Again, we've talked about we need to talk more, right? So let's let's let's incorporate that. And again, Maybe that's intended in here, but I it didn't speak to me that way. >> Yeah, I um I contributed to a lot of the changes here. Um and that

106was in my mind understood that it wouldn't wouldn't just be a request for me to go fetch and get information, but if you wanted to have a conversation that I would be happy to facilitate that. >> Yeah. because I think you know for you or whoever's sitting at the you know the front of the table here it puts a lot of burden on you to interpret what I'm asking and and you may not know exactly what it is I want to know. So I think that's where the conversation piece is important. >> Understood. And so I guess I'm don't have an answer in terms of how to tweak this, but I I would like to see something that incorporated that more. So the last sentence in the third paragraph, board members interested in soliciting legal

107opinions will work through the board president on such requests. There's the conversation, right, that you would talk to the board president, have that conversation. >> Yeah. Again, it could imply that, >> um, Vice President Shaw, but I didn't say it directly or explicitly. So, that's why >> Well, what are you looking for it to say? What What is missing? >> I think conversations and or written requests, I think, is what I'm asking for it to include. I again I guess maybe my my view is biased because like I said I helped write some of this but um in my mind in interested in soliciting legal opinions covers that. Um I understand where you're coming from because you've you've had frustrations in the past with having those conversations directly with legal. I get what you're saying,

108but I in my mind this addresses it without saying it explicitly. >> Yeah. And and again, may you know, I may be willing to see how it goes and if it's not working well, then maybe it's going to come back. But again, you know, it's first time we've had a chance to see it. I wanted to get my input to this group. And >> yeah, I appreciate that. Thank you. Does anyone have any other comments on this policy? Any further discussion? >> Okay, >> I do um I I Mr. Keller's point is very well made. However, I am willing to accept this as is for now and perhaps it may be a good idea to rethink some of our strategies with this and then formulate something and then see about revising this at a later

109date. >> Okay. >> So, >> thank you. >> Any further comments? Okay. The motion on the table is to vote on mot uh policy 172 legal counsel as presented. It was a motion by Mrs. Shaw supported by Mr. Campbell. Hearing no further discussion. Mr. Gooleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> And I'm a yes. Motion passes. All right, the last uh policy up for vote. >> I move that the board of education upon the recommendation of the superintendent approves the opt out policy as presented. >> Okay. Motion by Mrs. Shaw. >> Supported by Mr. Campbell. Opt out policy as presented. >> So I'll I'll start if you don't mind since I'm the one

110who requested this be pulled out. Um, I want to first thank uh, Mr. Minsker for taking the time to work on this and um, and all those that that gave input, Danielle and others. Um, I I I like the idea. I like where we're going here. I have a couple concerns just with the nuts and bolts here um, on the on the timeline and since we have had issues with this, I think it's important that we're crystal clear with what the opt out process is. I just don't want future incidents where where there's confusion. So, I guess starting with number one, we have that um the district should communicate to parents 5 days prior to an activity. Um it doesn't designate whether that's school days or regular days. I guess one of my concerns is,

111you know, you have a uh and then later on it says the parents have to give their notice 48 hours before an event. So you could have an event on Wednesday, send out an email to parents on Friday, the weekend, nobody would be available, expect the opt out on Monday. It just seems like there's room for for issues here. So I would just like to make sure that we have uh some clarification is that you know whether we need to expand it to 10 days or designate it as school days. Um I know in the past I think Mr. Hughes has expressed that in our policies anywhere it says days it is business days. Is that accurate? >> Mostly >> that's yeah exactly that's the the problem is we leave we leave it open for

112um ambiguity which I think is is really especially in this case we need to be very clear. So um that's one place I would like change. Um, and then I I guess my thought would be if we're sending out the the notification, why why wouldn't we just send out the opt out form with it instead of having the parent then write to request the opt out form? And then uh the first line of three says the principal andor teacher leading the activity will discuss the opt out to ensure complete transparency as to the contents of the activity and the parents decision to opt out. I I find a lot of ambiguity there. I'm not sure what that has to do with policy and and I I've expressed this before. If if we're requiring a parent

113to have a communication with a teacher or administrator prior to the opt out, I I think that's unduly necessary. Um I understand we want to reach out to that parent. We want to have a communication. But if a parent says, "I don't want my child participating." I think the first thing we need to do is say okay and if if you want to then subsequently say hey I got your opt out but if I can change your mind by walking you through the curriculum let's do it rather than the other way around of trying to convince them otherwise before you even hand them the opt out form. So, I think this could be much more streamlined um if if we just in in option number in bullet point number one where it says the building

114or district will communicate the specifics of the activity to parents/guardians at least 5 days prior to the activity. Information will include the date, time, purpose, and description of the activity. I I think we could right there just add in and the communication will include the district's standard optout form. And so then then there's no back and forth of I gave them the form, I didn't give them the form, they asked for the form, but I tried to talk them out of it. If we can just make sure every time we're communicating one of these activities, we have an opt- out form, then then the rest is really just that if the district receives that 48 hours, again, I think it um if you're comfortable with 48 hours, I guess that leaves some ambiguity, too. uh

115if the you know uh if the event is Monday morning and uh and the the opt out is received Friday night, it seems like a good chance that that could be missed even though the parent hit the hit the deadline. Um, >> so you're so you're saying anytime an email is sent to a parent about anything. You think that the opt out form should be automatically included with that email or handouts, every single communication, >> anything that's relevant to this policy. Yes. When parents are notified about um extracurricular activities, yeah, absolutely. I think they should receive an opto. Yeah. >> Mr. Minsker, since you thank you very much for your time on this. You were the mostly the author of this and helped us work through it. Could you respond to that request? >> Um,

116yeah. The the first one though I I'm okay with school days, the five days. Um, I wouldn't make anything longer than that because we have situations where like the fire firemen are coming to the elementary school and they have to pick a day like pretty quick because they're tied up. So, I don't want to miss any opportunities for that. Um, I think we have more parents who change their mind than parents who don't change their mind. So, the reason I wrote it this way is because the if you opt out first, you're causing another another step for most parents who change their mind. Because usually when they are have a concern, they're contacting saying, "I have a concern about what this is." And when they talk it out, they realize what it really is and

117they say, "Okay, we're good." So that makes it consistent across the board instead of adding another step for most parents to say, "Oh, now we sign up a form. Oh, now we're going to get rid of the form." To me, this this is cleaner in my opinion. >> I I think that could easily be solved by better communication on these things. Um if we look at where the incidents have occurred, we can agree that if there was better communication from the from the school, >> but even but even with great communication, there's still parents don't understand what's there sometimes. to have the conversation to get more transparency which we're trying to do. >> You're automatically taking the position that we know better than the parent that the policy is then >> we know we know

118more than the parent of the thing that we're providing that we're providing it. Wouldn't we why wouldn't we know more? I don't understand that. If if a parent hears the whole transparent and then says, "No, I don't want to." Then they opt out. It's not a problem. but we're the one providing the activity. So, we want to make sure that we're providing the activity. >> So, you're going to tell the parent about the activity and then require that they reach out was for some conversation before you're going to allow them to opt out. >> I gave the best explanation I could. This is my recommendation. >> Is that is that is that how this policy would be would be interpreted? So, I'm a parent. >> That's for you guys to decide. Well, I just that's

119why I want clarity because we've already at this table said there's a lot of ambiguity here. I I'm trying to remove that for the sake of our administrators who have to carry this out. And so to tell a principal if a parent opts out, you need to go have a conversation with them before you give them an opt out form is wild. And to take the position as the school district that we know what's better for a child than their own parent, >> that is not what Mr. That's not what he's saying. >> That is not what he said. >> He did not say that they that the decision is with the parents. That is not what Mr. >> What I said, >> we know more about the activity that we're planning, >> not that

120it's best for the parent. The parent can always opt out of it, but we have all the information on the activity. We want to make sure we're transparent and tell the whole story about what the activity is. >> Sometimes when you put it in writing, it doesn't always clear to the parent. So, let's walk through this. I'm a parent. I get an email from the principal that says we have an assembly Friday, October 1st on ABC, and I decide I don't want my child to participate in that. What are my next steps? They contact the school principal or the teacher and say that I'd like to opt out. And then >> then they'll have a conversation and the principal will send the opt out form if the parent wants the opt out form. >> What

121if I work Monday through Friday 9 to5? >> The conversation can also happen via email, right? It doesn't have to be a voice or an in person. It it says we'll discuss the opt out to ensure complete transparency. It doesn't say how that has to happen. It can be by email communication. If a parent emails and says, "I want to opt out." The teacher or principal can send the opt- out form with instructions on how to submit it. >> They sh I think they should immediate. First of all, I think the parents should receive the opt out right off the bat. Now, if they don't and they're requesting an opt out, they should request they should receive that opt out immediately. Not waiting for a response, not waiting for a follow-up, not waiting for a

122phone call. We already have a turnaround time of 72 hours here. And so now we're saying in that 72 hours, the parents not going to get what they need until they have a conversation or whatever this ambiguous event is we need to occur before we're going to give them an opt out form. That is not okay. That is not putting the child first. That is not putting the parent first. We need to provide the opt out immediately. And if you're saying most parents are are opting out and then opting back in, that is 100% a communication issue. If we can't communicate the value of these assemblies to parents and it's also a lack of trust because this community has seen these go sideways. So, I expect we're going to have an opt out policy that

123is very clear, not ambiguous, puts the parent and the child first. Mr. Minsker, I'm assuming Mr. Scott contacted you in the last since the committee meeting because he said he would he would work with you on this. I'm assuming he contacted you and talked to you all through this before tonight. >> The only call I got was from >> Okay. Thank you. We had this conversation at the policy meeting. >> So we did >> I think this is I think this is easily editable to be okay. What I'm saying is >> it needs to put the parent first. >> I I just want on the record I think what I have here is acceptable and the right way to go. Whatever you guys decide is up to you. >> Thank you. Um >> I I

124have already asked the question about how this is actually administered and carried out and nobody at this table has been able to give a clear answer. So I said I'm a parent and I say I don't want my child to participate in XYZ. What are the next steps? >> Mer just answer that question and it's right here. This I believe Mr. Minsker correct me if I'm wrong is already how it's done. Correct. This is the process. >> No, currently it's not the process because these things are going on with zero notification. >> Okay. >> It's been documented. >> Zero notification. >> There have been instances there have. Correct. But it's not happening across the board with every with every event. So, >> and we're trying to make sure. Do you know what the teachers do

125in their classrooms with these things? They have opt I' I've talked to several teachers this year. They all have optin for most of the even potentially controversial readings. Opt in. Opt in. They have to get a parent signature say. Yes, my kid can read this book. Yes, they could talk what you know they go above and beyond. But we're saying that the building administrators are are somehow don't have to do that and they can just be laxidasical about it. What? Why? >> I want to correct you, Mr. Scott. The reading information came out of a conversation a couple years ago that issue that was brought to the board and that's how we addressed it to make sure parents would know exactly what we were putting in front of their kids. That's where that came from.

126Not every situation is going to be the exact same. So like Dave said, we've hashed this out. We've gone to committee meeting. This is what we feel it should say. We'll accept the idea that we can put five school days. Mhm. >> That's in there and the rest is what it is. And so at this point in time, that's where we stand as an administration as we think this is the best way to handle this. >> All right. I'm going to move to amend the motion on the table to amend item number one to insert the word school between five and days and to add a third and to add the following at the end of bullet number one and to remove the period and say and include a standard opt out form period. So

127number one would be written to say the building or district will communicate the specifics of the activity to parents/guardians at least five school days prior to the activity period. Information will include the date, time, purpose, and description of the activity, and include a standard opt out form. Okay. Motion on the table to amend the current motion regarding the opt out policy. Motion to amend is brought forward by Mr. Scott >> and Mr. Keller supports. >> Is there any discussion on the motion to amend to add the word school for five school days and to add at the end of the sentence the last sentence of item number one and include a standard opt out form? >> I just want to comment. So I I I appreciate again Mr. Minsker putting this together. I do recognize

128his concerns and I think they're valid with respect to again having that communication piece, but I also can appreciate Mr. Scott's sentiment. And as a parent myself, you know, if we have between five days and the 48 hours or two days, I think that's that could be a a difficult window for everyone to to navigate around. And I know in the last meeting, I also expressed similar concerns about requiring a conversation. I I agree with Mr. Scott that we should honor the request first and then let's have the conversation. So, you know, for me, I I support this amendment. Um I have a question. um operationally um is it I mean if it's a standard opt out form there would be no issue in sending that form with information about a field trip or event

129or whatever if if we're using a consistent optout out form correct like if it's they're not opt out forms that are specific to an event or some I'm just thinking logistically right it's like is there any reason why we wouldn't have an opt out form available at least 5 days prior to an event. Like >> I can't I can't think of a a reason. I just wanted to make sure operationally that it would still be feasible to accomplish. All right. Any further discussion on the motion to amend? >> Okay. Hearing none. >> Mr. Goleski? >> Yes. >> Mr. Campbell? No, >> Mr. Shaw. Mrs. Shaw, sorry. >> No, >> Mr. Keller. >> Yes, >> Mr. Scott. >> Yes, >> Miss Custodio. >> Yes. >> Okay. And I'm a no. Motion carries. three. I move I

130I move to further amend the motion uh paragraph three to strike the first sentence and change the wording after that to the parent shall return the district's standardized opt out form to the principal at least 48 hours prior to the scheduled event. Mr. Scott, if I tweak that as a suggestion, do you want it consistent with number one? You go, you strike the 48 hours, you do two school days. >> I I think that works better given the weekend scenario we discussed. Yes. So, I'll um I'll remake the motion to strike the first sentence in a bullet point three. And after that, it would read, "The parent shall return the district standardized opt out form to the principal at least two school days prior to the scheduled event or programming beginning." Program beginning. >> I

131can support being two school days, but having a conversation between parent, guardian, and teacher, principal, I think is an important step that we're missing. again communication, transparency. We don't want students to miss out, >> right? We we should be encouraging in communication. We should be we should be requiring not requiring we should be encouraging it because again to make sure that we are explaining what it is and that so students aren't missing out. >> I am 100 >> that takes that piece away. >> I'm 100% for communication. What I'm concerned about is the opt out hinging on the communication. So, and and we talked about this at the policy meeting. I am absolutely fine with a administrative guideline or a or a direction from this from the administrators to to the uh building administrators to

132say the expectation is that principles reach out to these parents if they request an opt out. I'm just not okay with that with that hinging to say we're not going to take the form until we talk to you. And I don't I don't see how this sentence and for the public in the room the sentence I've asked to strike is the principal andor teacher leading the activity will discuss the opt out to ensure complete transparency as the contents of the activity and the parents decision to opt out. So to me that's saying the opt out hinges on that discussion. Um I if if it hasn't been seconded yet, if somebody had some alternate language um to encourage that communication, I'm okay as long as we're clear that it's not conditional. I absolutely agree, Mr. Scott,

133with your point. As a parent, my decision to expose my child to what I want them exposed to should not rely on a conversation with somebody in the district. But I do feel that there should be additional communication and if the individual who's in charge of the program wishes to reach out to the parent, I'm all for that. How um Trusty Shaw, would you be okay if we said something like the principal and/or teacher leading the activity shall make themselves available um to the to the parent to discuss the opt out? Ensure complete transparency as to the contents of the activity >> or is encouraged. is encouraged to I again I am absolutely 100% for communication. I just want to make sure our policy is very clear that if a parent submits an opt out

134they're opted out even if they say I don't want to talk to you. I don't want to email you. I just don't want my child participating. That should be the law of the land. >> No. >> Okay. >> Should they get an email or a call from the principal or the teacher saying, "Hey, Mrs. So, I just want to let you know I've received your opt out. I'm going to process it, but I did want to give make myself available to answer questions about the activity we have planned. That is absolutely appropriate. So in the first sentence of number three, the word will discuss is used changing that to may discuss the opt out. >> As as long as there is no intent of carrying out of the it being contingent upon, I am I'm

135fine with whatever language is used. >> I mean, I'm fine with the language that's here. However, if changing the word from will to may discuss it, you know, makes it so that it is not a requirement. >> I'm fine with that. I think that's a good >> I would love to hear Mr. Minsker's or andor Mr. Hughes's opinion on changing that. >> I didn't think so. >> So, my motion has not yet been seconded. I don't believe so. I will uh I will make a new motion. I will restate it. So uh I move to alter bullet point three to change the word will to may in the first sentence and alter the second sentence to read the parent shall return the district's standardized opt out form to the principal at least two school days

136prior to the scheduled event or programming beginning program be beginning. I did it again. >> Okay. But if we're saying communication can be by email and we're sending a standard opt out form, they're already communicate. There's already that communication. If they don't want to discuss it, then they can make that known at that time with that email. Correct. Am I understanding this correctly? That would be communication. >> I think so. >> Okay. >> Good. Yeah. So I I don't I don't understand with the will if they're getting an opt out, they already have that opportunity. That's that was what you wanted on number one. >> Correct. I'm just clarifying that that that discussion will not impede the parents ability to make sure that their opt out is processed. Well, but process I mean number one

137it says that they will get the opt out form no matter what, right? So they could fill out the opt out form and return it back to the teacher or administrator. Um they already have the form there. They don't need to communicate to receive the form because they already have it. >> Yeah, I think you're both making my exact point, right? That >> so I'm not sure why to change it. >> The communication part is unnecessary for the purposes of policy. That's how I started this conversation. That's why I asked that it be removed. There was a request from the board to keep the communication component in there, which I said would be acceptable as long as it was not contingent upon. So, however we get there, I'm fine. I just want to make it

138very clear to our parents that their request to opt out will not be hindered by a potential communication of some sort from the principal. >> Well, it it won't be because option one says the communication will go out without with the opt- out form. So there does there doesn't have to be any communic it it happens when the communication happens originally. >> I I completely agree. That's why I requested that the first sentence of three be removed. >> Right. Which we've already passed number one. So again leaving this in here that the teacher and or principal will discuss the opt- out form. You know it does not need to happen. Right. The parent can sign it and send it and email it with with no information whatsoever. and number one makes it to where you're

139not relying on a child to take it back and forth. The parents can take full onus of responsibility. >> So, I do not support striking out that first sentence. >> Well, the motion on the table, I believe, was just changing the word will to May, >> right? >> So, the motion on the table is changing the word will to May and changing it to two school days to return. Okay. So, there's a motion to amend. I'm sorry, Mr. >> Okay. Motion to amend from Mr. Scott. Second amendment to this policy. As he stated, it support sorry supported by Mr. Keller. So, we're looking at specifically item three in the top section of this policy. We would change the word will to may in the first sentence. In the second sentence, it would then read, correct

140me if I'm wrong, um, the parent shall return the district's standard standardized optout form to the principal at least two school days prior to the scheduled event or program beginning. >> Yes. >> Is there any additional discussion regarding the second amendment to the policy? Hearing none. Mr. Goggleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> Yes. >> Mr. Scott? >> Yes. >> Miss Custodio? >> Yes. >> I'm a Yes. Second motion to amend. That policy passes. >> So, we have the original policy. I'm sorry, the original motion still on the table, brought forward by Mrs. Shaw supported by Mr. Campbell. It would now be to approve this policy as amended with the two amendments that we've approved. Is there any further discussion on the policy? >> Thank

141you for everyone for working through that. I think uh this is a win for the students and the parents. So, thank you. >> Any further discussion? Moving forward with the vote on the original mo motion to approve the opt- out policy as amended with the two amendments. Mr. Goggleski, >> yes. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> yes. >> Mr. Scott, >> yes. >> Miss Custodio, >> yes. >> Ny, yes. Okay, we need I we need to address the >> legal counsel before >> we should address legal um procedurally I'm not sure of the best process to do this. You'd have to the motion needs to read that I I would like to or I motion that we are I move that we set aside board policy. >>

142I'm ready >> and make this motion at this time to do that. >> Okay. >> So, um I make a motion that we set aside board policy and that the board of education designates thr Law Firm as the district's attorney for general legal counsel. >> I have this written down. Kristen, I can send it to you. >> Thank you. Um, you know, again, we we have an organizational meeting in July, so we need to make sure that we're designating um thr as our general legal counsel here tonight so that we can move the business of the district forward. >> Okay. I have a motion on the table to set aside board policy to designate thr as our primary legal counsel. Is there a second? >> Second. >> Uh brought forward by Mrs. Shaw, supported by

143Mr. Campbell. Is there any discussion on the motion? Hearing none. Mr. Goleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> No. >> Mr. Scott? >> No. >> Miss Custodio? >> Yes. >> And I'm a yes. Motion passes. >> Okay. Moving on to item 2B, strategic plan goal objectives. >> I move that the board of education upon the recommendation of the superintendent approves the strategic plan goal objectives as presented. >> Support. >> Okay. Motion by Mrs. Shaw, supported by Mr. Campbell. Is there any discussion on the motion? >> Yes. Um, one of the issues I've had in past years regarding the goals that were put forth as actual district goals to me were not goals at all. they were simple task items to be completed and I'm seeing

144a carryover of that strategy in this um first year strategic plan goal objectives list and that I I don't consider a task that has to be done and achieving that task as a goal as a solid goal for this district. If it should be done do it. How do we measure the effectiveness of it? That's what we should be looking at. >> Okay. Any further discussion? >> Yeah, I just make a couple comments. I know I gave most of my thoughts at the last meeting, so I won't necessarily belabor those, but I I don't see any changes from the previous meeting. So, it looks like any of the feedback that was offered was not incorporated in this. So, you know, I have I have some hard times trying to uh accept these. I do appreciate

145the team put put this together as a a first pass to uh to try to put some objectives out there, but again, I think it needs to go a little bit further. Um, so I think for that reason I I I'm not supportive of what's what's in front of us today as presented. >> Okay. Any further discussion? Yeah, I mean it's it's uh it's been said several times now, but uh so not to beat on it here, but I when when the 38 of us went into that room to do the strategic plan, I I can I guess I can't speak for everyone, but this is not certainly not what I had in mind. I thought we were going to come out of that meeting with a a bigger vision for the future of H

146Heartland Consolidated Schools. So, I was quite disappointed to see that we just have kind of a 12month road map here. I I do understand and recognize that administrators have added some metrics to this which I appreciate. Um but I I still think it lacks clarity for the ability to to really identify what success looks like. If we look at um for instance academic and programs, the goal is 3% increase in student growth. um says the metric to be used to assess success will be the 2526 assessment proficiency scores. We will also use the MDE school report card growth index um etc. I I think we need to determine in advance exactly what we're using, what numbers we're using, how they're going to be weighted. Is every school weighted equally or are they weighted based on

147the number of students? Um, are we are we waiting uh the assessment proficiency scores different than the MDE school report card or are they each 50%. I I just don't see how at the end of this we look back and say, "Hey, we did it if we don't understand what the formula was to get there." So, um, that's what's important to me to understanding. I can I could take those scores for any year and show you 3% growth um by weighting things the way I wanted to to uh to highlight the the wins. And so that carries over. I'd like to see again more more metrics and a and a bigger vision to the to the future. Um because that's what we talked about at that meeting. It it wasn't we don't gather once every

14810 years to say what can Hartland do this year. We gather every 10 years to say what can Hartland do in the next 10 years. So to come out of that conversation with we're going to raise scores 3% next year. Well, we could have saved a day. >> Um I just wanted to add that at the top of this where it says fiveyear strategic plan goal objectives HCS year 1 2526. So, I that's year one. Um, >> yes. And and we've had this discussion before. If you're going to work on a five-year goal, you have to establish it in advance. If all we're doing is setting, so next year will be year two, and we'll set goals for next year. When are we going to set the long-term vision, the long-term goals for the district?

149We're just going to go a year at a time. We spent how much on a consultant to come in and sit down with everybody and ask what their vision was for five and 10 years from now so we could sit down and say, "Hey, we're going to raise test scores 3% next year." Uh, again, it it seems like an absolute waste of everybody's time that was at that meeting and the money, tax dollars invested in that if we can't have a vision into the future. So, I'm going to come back next year and set 12-month goals, okay? And we'll just do it year by year. And and we'll never be able to hit those big milestones. We'll never be able to to achieve the big goals that every one of us thinks about, everybody in

150that audience thinks about. Superintendent Hughes thinks about, I know he does. We've talked about it. Long-term visions. That's what we're supposed to do in a strategic plan, not, you know, how many work orders are we going to close next year. >> So, just to remind the board, the process, um, Greg Janicki, who walked us through the process, was very specific to the board that in the first year of the of the strategic plan, you set one-year objectives. He worked with the administrators. We came up with these first year objectives. He said he would come back at the end of the first year and at that point in time now you can start looking at the longer term. How did this work? How did this plan work? Did we move in the direction we wanted? So

151I think we're forgetting what he shared with the board and the strategic team at that time. So just want to remind you that that's the process. He'll be back at the end of the year and then help us to move forward from there. That was not at all what we were told. The 40 people that went into that room together to work on the strategic plan, that is not at all what we were told. We were told we were vision casting for the district for long term. If if you said, Jeff, will you give up your Saturday, what was it, the like the nicest day of the year so far? Will you give up the nicest Saturday of the year so far to sit in the library for a day and determine what percentage we

152want test scores to go up next year? I would look at you like you're crazy. We were told we were vision casting for the district. This is not a vision. >> Which I think is part of the process. I think that's what what Mr. Hughes was trying to get at is that yeah, we were to use your term vision casting in that room with 40 people all throwing big ideas out on the wall that things that we can achieve in five or 10 years. But you got to again like you said, you have to have that in order to develop the first year. So we have all these big ideas. Let's develop the first year, have Mr. Janicki come back as he planned and then build from there. We have the big ideas. we collected

153them in that room together and then this is where we start and then we build from here. >> So I don't think those ideas have been forgotten or dismissed. They're just perhaps not directly addressed here. >> I I think that's where the concern is and I I know I expressed that last meeting is I'd like to see I know they're subject to change and it's a draft but I think we we need to have years two through five all laid out because again there were some things with with academics CTE highly capable. I don't see that anywhere. I'm certain there's a plan for it, but let's put it out there. I I know the work's being done. I just don't think it's evident in this document and therefore I think it needs, you know, a

154second revision, >> right? Because the focus for for the document is for one year. So, I I hear what you're saying, but yeah, that's the difference. Hold on, Mr. Scott. Hold on because I thought I heard something over here. >> Mr. Campbell, >> you you've had the floor for a bit. Go ahead. >> Thank you. Do we know when that meeting will take place to set the year two goals so that it's they're established maybe leading into that second year which I would assume would begin before 2627 school year. So that maybe be something we start March leading up to to get something. Is is there anything set or you said he'll come back? >> No, I'll have to reach out to him >> just to get that ironed out and then >> and then

155we're comfortable with that two-year plan ahead of we were doing our strategic planning process and we were doing the process. He was also working if you recall maybe you don't yet but uh he was telling us he was working with other school districts and going back and doing their one-year revisit and that was in the spring. So >> I'll work with him on when he's coming back. >> Yeah. I mean, this reads like uh like, you know, our I mean, it reads like a our goals for the superintendent for the 2526 school year. It doesn't read like a strategic plan. Um there's just no way to argue that. We can say, you know, oh, the whole idea the whole time was to do it next year. We can go back and look at meetings and

156look at proposals and what was said and emails that were sent. There was nothing in any of that communication to the parents and teachers and staff and board members who gave up their day to do the strategic plan that this was just for the next 12 months on what we can do with you know work orders. I just the fact that that everybody we had thousands of responses from from residents, from community members, all that energy, all that positive momentum to say, "All right, guys, you know, thousands, literally thousands of hours invested. Guess what we came up with? Are you ready?" Uh 3% growth on standardized testing scores. >> Okay. Do you have another point that you need to make? [Applause] I've made I've made my point. >> Okay, perfect. >> Anybody else? >> No,

157they think it's funny. >> I do not think it's funny. >> No, it's not funny. It's frustrating. >> We do not think it really is funny. >> We've had for how many years these bogus plans put in front of us talking about, well, if we do this and we get this number, we've hit a goal. I I'm sorry. Looking at some of these metrics here, they're not metrics. There is a difference between a goal objective and a metric and a task. I see a lot of tasks. It's not funny. There's nothing funny about this. We have wasted taxpayer money. We have wasted countless time of this board, of parents, of community members, of staff for for what's in front of >> I think we're done with discussion here. Then we should move on to if

158we're not wasting time. I really don't appreciate that two administrators are sitting at the table trying to accuse some board members of finding humor in >> but your your delivery of that last statement before before the administrator said anything was intentional for a laugh. You played to the audience. You didn't look at any of us at the table. You played to the audience who you knew would react. So you're you're making a joke out of this as much as anybody might be. >> I'm I'm not making a joke. >> Hearing no further discussion. Let's move on with the vote. Strategic plan goal objectives. Motion brought forward by Mrs. Shaw, supported by Mr. Campbell. Mr. Gooleski, >> no. >> Mr. Campbell, >> yes. >> Mrs. Shaw, >> yes. >> Mr. Keller, >> no. >> Mr. Scott,

159>> no. Miss Custodio. >> Yes. >> I'm a yes. Motion carries 43. Moving on to item 2C, welding booth purchase. >> I move that the board of education upon the recommendation of the superintendent and the chief financial officer approves the welding booth purchase as presented. >> Support. >> Motion by Mrs. Shaw, supported by Mr. Keller. Welding booth purchase. Mr. Hughes. >> Uh, Mr. Trey has been patiently sitting back yandere. Mr. Marino is here uh to approve this. So uh if there are any questions, I I think it's well worth um approving this expenditure that uh so the community understands this was a grant. Uh Mr. Trey, he uh wrote for the grant. It's his second time getting the grant and this is going to benefit our our auto program. So unless there's questions for Mr.

160Trey, he's here. He can answer them. Um, we think it's definitely worth approving tonight. >> I don't have any questions for Mr. Treyhey. I know I can't see where he's sitting, but I just want to thank him for inspiring and catapulting my um son who is now enrolled in the um heavy equipment mechanic repair program at Lancing Community College. Thanks to Mr. Treyhey's uh class and um you know getting his I think passion for for what what he plans to do um with his career. So, I'm excited to see that we're adding something additional. Um, so yeah, thank you so much for providing this opportunity. Um, you know, getting a grant two years in a row is no small feat. So, thank you for all of your efforts and I am happy to say yes.

161>> Can I just add really quick? Um, I just wanted to say thank you to uh to to Mr. Trey. He he's really hustled these last couple years. He's been here getting grants to get some really really cool stuff in the auto shop. and um as a parent of a a little gear head that's just kind of starting off in that um very appreciative for that and everything you do for the program. >> Yeah. Thank you uh to both of you for for what you're doing in there and um building up that shop. I've had a couple opportunities to visit, see what's going on, and um I hope this is the start of even more investment in that shop and in CTE. That's the direction um I'd really like to see us go. And I

162I hope as a district we can give the necessary resources to give the students and their what they what they need and what they deserve to get a a full education. So, thank you for working so hard on this. Um, you know, it it's kind of sad that we have a a a system where if a teacher needs tools, they have to write a grant for it. But unfortunately, that's the system we are in. Uh, I I would ask that uh if there's any other resources you need to reach out to the board because there's members in this community that may be able to assist and help source some of those things. So, thank you for going above and beyond uh to service the the students of Hartland. >> Is there any further discussion on

163the motion? Motion on the table is regarding welding booth purchase. Uh brought forward by Mrs. Shaw, supported by Mr. Campbell. Mr. Gooleski? >> Yes. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> Yes. >> Mr. Scott? >> Yes. >> Miss Custodio? I'm a yes. Motion carries. >> Moving on to item 2D, lunch price increase. >> I move that the board of education upon the recommendation of the superintendent and the chief financial officer approves the lunch price increase as presented. >> Support. >> A motion by Mrs. Shaw, supported by Mr. Campbell, Mr. Mr. Hughes. >> Rachel and Lisa is here. If we need Lisa. >> Yeah, I'll I'll just kind of get started. So, um, as you all well know that we're still in a situation where we do not have

164a state budget. Um, and that's really, uh, what's kind of, um, determining whether or not school meals are going to continue to be free past, uh, September 30th. Um so uh since we're in a spot where we're not really sure what's going to happen, we feel that it's in the best interest to um visit these lunch prices and um and and put these revisions in place in the event that the state does not continue the free meal program. Um one thing I just wanted to point out is that um this these numbers weren't just willy-nilly picked out of the sky. Um you know, we do look at budget. We do look at um the USDA has a tool uh that you use to uh determine what your light your lunch price should be uh because

165there are some regulations regarding the fact that paid meals or I'm sorry free meals cannot subsidize those those paid meals. And so that's where we landed um when coming up with um with this pricing. And also as a reminder, it's been in the last five years, we've had free meals with the exception of one year. Um, and so as you imagine, as you know, what's happened to your own grocery bill in the last five years, um, we've seen and felt that impact here as well and is also a reason why this this increase is necessary. >> When would these increases go into effect? >> October 1st. if the state does not include free meals in their budget. >> You know when the last time was there was an increase? >> Um back in 2019 >>

166was the last time we adjusted meals pricing. >> The issue that I have with this the school year has already started. there are parents in this district some budget to the penny and then to all of a sudden come October, oh by the way start shelling out more for your kid. I that's not acceptable. I I don't think we can do that to parents. And if we have to find money somewhere else, well then we're just going to have to roll up our sleeves and do it. But to put that on parents who are financially strapped to all of a sudden say, "Sorry, we're just going to raise costs and you're going to have to pay for it. Can't do it." >> Can I interject here before either of you jump in? Um, it's been

167communicated to the families from the beginning of the school year um that there would be, you know, free lunch covered through the end of September and then we would be instituting um lunches, lunch payments again. Um, for those families that that do budget, yes, it's a hit and I I hear what you're saying. Um, but there are also still free and reduced lunches available um through other programs beyond what the state says. If the state is mandating, if they're saying that there's going to be free lunches for everybody, then those other programs aren't necessarily in place or acted upon, but there are still the free and reduced lunch programs. Am I correct? >> Yes. Yes. Well, that that may be true, but what I'm talking about is the parents that >> are maybe not quite

168on the brink of being eligible for that. They've budgeted, they've put money aside, and just for for them to take the hit because a group of politicians can't get their stuff together. I I I I can't I can't go along with that. >> Yeah, I um I I agree. If you look where, you know, you're talking 125 a day per student. If a family has three students, that's 375 times 180 days. I mean, you're talking about six 600 700 bucks over the course of the school year. I think that's a big a big gut punch. Um, and I just I don't think our budget requires that we that we increase. Um, in a couple months ago, we passed a cafeteria budget which allocated $24,000 of incoming cafeteria funds to be transferred to the general fund

169so it could be used for uh other purposes. I I can't imagine there is a single person at this table that would have voted to take money out of the cafeteria funds to the general fund if we knew that we were going to be asked to raise cafeteria prices. We just wouldn't have done it. We would have if we said, "Hey, we have to raise cafeteria prices so we can take money out of the cafeteria and put it in the general fund." Of course, we would have said no. So, I I this doesn't sit right with me. I have heard feedback from a lot of parents on this that think it's the wrong thing to do, especially when you look at some of our neighboring communities and the commitments they have made to their students

170to maintain free reduced cost lunches no matter what. Uh Brighton, I believe, has um has has made a promise to continue that. So, um I this just absolutely doesn't sit right with me to change it in the middle of the year, especially given the fact that we we have the money in the cafeteria fund to um to cover this for at least this school year and then be in a position where we can give parents plenty of notice about any changes that might be coming. >> Can I just address your one um comment regarding the budget? um the budget that was passed was assuming that meals would continue to be free. So if they're not continuing to be free, we're working with a different set of assumptions altogether. You have decreased participation, decreased cost, um

171etc. Um the other thing I wanted to to point out is that um you know just so everyone's aware that the current pricing structure does not cover the cost of meals. So that's just it just it just is what it is that the between the labor, the supplies, the um overhead, all of it. So >> you Yeah. And that's So how do you know how many meals we serve a year? >> Make me dig through my papers. So when the meals are free, um last year we served, sorry, can't see roughly 54,000 meals, lunches, um and about 26,000 breakfasts. So when meals are paid, generally speaking, participation in the program decreases significantly. So we've seen I I would imagine that probably even more than half we would expect the participation to go down, which also

172kind of plays into the the formula and the calculation and what the revised budget would look like um given those assumptions. >> So, and what percentage of those are free anyway? I don't have our exact free numbers for this year, Lisa. I don't know if you have those, but it's usually roughly around 20%. >> Okay. >> Is usually what I It's in that ballpark. >> So, we So, if we charge for meals, we'll do about 38,000 meals a year. 20% of those um so let's say 30,000 meals are being paid for. And we're asking for an additional 50 to 75 cents on those 30,000. So, we're asking for another, let's call it 20,000 bucks, right? Is that where we're at? >> Can I save you some math? I've already done a budget projection. >> No,

173no, no, no. >> Yes, you can come on up, Lisa. But I'll just tell you that I've done a budget projection with and without the meal price increase, assuming some adjustments in participation and without the um without the pricing increase. Now, again, it's all hinge upon what participation looks like. it would take about $275,000 of of cost of of what we would have to cover to to not increase the price. So that's where that's landing. Lisa, you said that you >> if we have >> you're saying we have 20,000 meals. I'm sorry. Uh 30,000 meals. We served in school 478,000. >> Yep. Sorry, that was a month. I was using the monthly number. Thank you. >> You're gonna be a little hard. >> Oh, you're gonna be a heart attack. >> 548 lunch meals and

174228,920 breakfast meals. Um, I can't tell you the exact percent of how many of those would have been purchased by three students. Go back and look at the meal plan. >> Use the microphone. >> Sorry, I can't tell you the exact percent of of what we have a 20% free and reduced meal rate, but all of those kids aren't the ones purchasing the meals. Um, and I think they're also maybe just from the standpoint of where I'm sitting out, there might have been a little confusion. Um, this what we're talking about is a price increase starting October 1st if the budget doesn't pass by the state aid budget. Even if whenever the budget doesn't pass, the families have to start paying this school year regardless of the price. So, I have had parents call me

175and ask, you know, what what will the price be? because we've been trying our best to let everybody know and I have been telling them well it it probably will increase because we're below the federal standard of what it's required to be. So to answer your question parents have called when budgeting and I have been giving them the scenario if the price increases this is what it will be. So based on the numbers, you're saying we're probably if if people have to start paying, we can expect probably to to be serving about 30,000 meals, paid meals per month. So let's say 250,000 meals over the course of the school year that are paid for because we'll have a s significant reduction in um in the folks using it. So, we're generating with this change, we're

176looking to generate additional revenue somewhere of about $150,000. Is that correct? >> I'm not follow I'm I'm I'm not doing your math, but I can tell you with a budget projection with decreased participation, the program just about breaks even with the price increase. Without the price increase, you're looking at about $275,000 that the district needs to cover, >> right? But that is including the $24,000 that that we are planning to remove from our cafeteria fund and put into our general fund. >> Nope. That number changes because it's all based on cost. That number is driven by cost and it's a it's it's a function of a percentage of the total cost minus your capital outlay. And that's that's a charge for uh to account for the overhead that is involved in running the program. It's

177something that we've we've done every year. we've done, but it's not required. >> It's not required, but it's a way to, you know, be able to charge that to >> account for some costs. >> Those costs are paid for by the tax dollars, by the millages, the build, the school, all of that sort of stuff. So, I don't I don't think we can say to the parents and the students, um, you know, we're charging you rent on the kitchen so we can make your kid lunch. So, if we would just say, "Hey, we're going to stop charging the cafeteria rent for the kitchen and then we don't need to charge 50 to 75 cents extra on every meal." It seems like a much better tradeoff to me and to most parents, I would presume. >>

178Well, and then you have a $200,000 hole in your general fund. So, it's it's you know, you guys I'm giving you the information. you guys can make the decision. Do you have anything else that you want to add? >> How does that compare to other districts? I guess the proposed pricing, >> our pricing falls in line with um all of the other local districts. Um I didn't pull them all, but um Brighton was I think a quarter less for their high school. I They were all within a quarter. That's with the in proposed increase um because Brighton uh Next Door raised their prices back in June >> for this coming school year. >> Um and I think Rachel pointed out to you already that um the cost of just an elementary meal just bare bones

179without labor or overhead depending on what it is. just a couple averages range between 242 and 272. That's just the components of the meal. That's not labor or um any any overhead costs. That does not include labor. That's just the food and the plate. >> And just to clarify, overhead is not rent, correct? Are we charging rent in the kitchens? >> Nope. the government uh allows us allows the school to charge a certain percent of overhead because we pay for our electricity and our and our custodial staff and we don't we don't have a separate bill for custodial or separate bill for any of that stuff and it's just a percentage >> like a pr-rated amount what have you >> and the government um has what has me do what's called a paid lunch equity

180calculation every year and and they take our weighted lunches and weighted means you know some of our lunches are $4 and some are 250 and and I plug it into their their calculation and they say that we should be charging $4 per meal and with the so when I wait it again with the new price increase we'll come to the four will come to 405 which allows us to not raise them again in the future for a couple years. Um the government right now says a a meal is worth $469 is what the reimbursement is for a meal. >> Okay. Thank you. I I have spent time in the cafeterias at breakfast, at lunch. I would not be interested in doing anything that would inhibit a student from going and getting something to eat before

181they go to class. It would make that more challenging or have their parents say no or not have enough money on their account or whatever the case is. Um, I would think everybody in here should go spend a day in a lunchroom in the morning and in the afternoon and uh and realize how important some of that is to our students whether they are on free lunch or not and um and decide if we want to, you know, so that we can put $200,000 in our general fund if we should raise prices on meals. I just it doesn't sit right with me. So, I'm going to be a no on this one. Can I just say I'm a little surprised by some of the reaction since we've been talking about a lunch price increase since

182June and not once has this come up or we've had conversation about um you know I would have been happy to work some things out maybe address some concerns and and and have that conversation at the front end um before working with Lisa to to put this proposal together. So um I'm just going to say that and you guys can decide what you want to do. Well, one thing you better consider to the harsh meat hook reality that this decision, as big as we're making it out to be right now, is going to be a drop in the bucket come the future when we have further declining enrollment. We have further people leaving the district. This little budget matter is a drop in the bucket for budget matters in the next five years where we're

183going to have to make some very serious decisions decisions. So, um, yeah, I think there are other ways that we can capture $275,000. We even have a another item coming up here on the agenda where I know we can save some money, too. So, yeah, that's a good point. If if we can put ourselves in the shoes of the parents and the taxpayers in this community, you know, if this passes along with some of the other stuff on the agenda, the the headline in the paper tomorrow is going to be H Heartland raises lunch prices and buys a $70,000 skid steer with air conditioning. Is that really the message we're sending to this community? Yeah, but we're not we're not we're not starving children because again there's options to still get free meals if the

184state doesn't pass the budget. >> I understand. We also are not in a position where we have a necessity to raise prices. >> Well, so says you, but listening to the experts, they certainly say otherwise. >> Appreciate your input. >> Can which I think we're ready for roll call vote. President Coleman, >> I think we're ready. >> I guess I wanted to say something though. Yeah, I do appreciate Rachel sent me some information. I guess unfort I know I appreciate your concern that you know there wasn't a lot of dialogue prior to the board meeting but I think you know what we were presented with wasn't available until the packet came out. So there was a little bit of I know there was discussion of a pending or potential increase but I don't think the

185actual information was available before then. Um, looking at the budget, I think I'm seeing a fund balance of a little over a million dollars, right, against revenue of 3.3 million. So, I think while I appreciate we're watching, you know, to keep our financial health, but, you know, I guess I kind of have to agree that maybe this isn't the right time to do this and that maybe it's something that we would look at next year. You know, if we if we eliminate the was it 275, I think I heard if we did nothing, we would basically eat into our fund balance by 275,000. So, I'm still seeing a fund balance north of 20% even if we did nothing. And that would also even include a transfer to the general fund. So, again, appreciate we're trying

186to take a look at this, but I I just don't think now is the right time. Hearing no further discussion. Motion on the table is for the lunch price increase brought forward by Mrs. Shaw, supported by Mr. Campbell. Mr. Gooleski? >> No. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> No. >> Mr. Scott? >> No. >> Miss Custodio? >> Yes. >> Emmy? Yes. Motion carries. Moving on to item 2E. Maintenance equipment purchase 2020 bond. I move that the board of education upon the recommendation of the superintendent and the director of operations approves the maintenance equipment purchased as presented >> support. >> Okay. Motion by Mrs. Shaw supported by Mr. Campbell. Mr. Hughes, would you like to bring Mr. Marino? >> Yep. As he's wake making his way up here,

187uh keep in mind this is bond dollars. This is not uh general fund. Uh so we we can't use bond dollars for other things uh except what's in the bond. Part of the bond was that there was equipment to be replaced throughout the district including maintenance equipment. Um so we have a a Matt you can tell the uh we our 30 year old tractor it's time to replace. So >> it's actually 40 um it's an old Ford that has been used in the district for many many years prior to me being here. Um I did talk with the maintenance staff um to evaluate the equipment needs of the department and they determined that a skid steer would be the best choice uh given its flexibility um in use to uh do jobs around the district.

188So that is what is presented in front of you. And when it comes to air conditioning um that is a uh item on there um because if you've ever sat in a skid steer on an 80°ree day with windows it's pretty hot. So, not necessarily a luxury, but a requirement. >> I see you noted a snow removal, but >> Yep. >> It's just slated to come with a bucket. There's no >> So, we already have some pieces of equipment because we have another piece. It's just not as heavy duty as a skid steer is. And so, those pieces are interchangeable with a skid the skid steer. So, it is a Bobcat type of equipment also. So, we actually have um uh a sweeper, a um uh snowmo or snowb blower and um a uh brush

189hog that are interchangeable between those two pieces of equipment. >> So, we have a skid steer already and a tractor. >> We do not. We have what's called a tool kit. It is a lighter piece of equipment that is used for um those types of things. It does not have the capabilities of a skid steer. >> So what where are the shortcomings with our current configuration? >> We are unable to pull ballards. We are unable to do rotary cutting. We are unable to plow snow um to this level that we're going to do with the skid steer. That's what I put in the packet for you. >> How does that work? We've seen it before, but the uh purchasing cooperative, you just touch on that because we just see the one quote, but I assume

190that means competitive bids or >> so. Yep. that is called Sourcewell. Um there's a few different out there. Sourcewell is one of the the cooperatives that the district um participates in. Um so they basically pre-bid items for vendors um and meet all the requirements through that. So sometimes each district has a little nuance that they have for their own district, but um it allows us to go through that cooperative pricing to meet those requirements. >> What's the deadline to spend this bond money? >> Um we're getting towards the end. Um, I mean, obviously it was a 2019 bond, 2020 bond. Um, so we're getting towards the end of that. Um, and that's why it took a little bit longer for the maintenance department to select what they wanted because they wanted to make a good

191choice. Um, so I I don't know the requirements for spending the actual dollars. >> There's not a hard and fast deadline. You have to spend 80% 85% within a three-year window, which we already have. So, um, and then you just do you there there's no set standard, but it's, um, uh, do your best to spend the rest. I mean, it's it's there's not a drop dead date. >> So, it's not money burning a hole in our pocket here. We we have time. >> I guess you have time, but from a maintenance standpoint, uh, we would like to get the equipment sooner than later because we have snow coming and other things, and really the 40-year-old tractor is not serving the purpose anymore, and it's more of a risk than anything. So, >> how often do

192we use the 40-year-old tractor? >> Daily? >> No. No. Um, uh, probably, >> I'd say about 10 times a year, maybe. But with the skids here, it's going to be more versatile than what that tractor is. >> What's your lead time from the time you put the order in to >> I have no idea on that. I think there's a few sitting over there. Um, but I'm not really sure on that question. Did we look at either buying used or renting for the 10 times a year that we need? >> I would not. So, I know that came from the conversation I just had, but this would not be 10 times a year. The maintenance staff would be using this quite often, if not plowing snow daily with it. Um, so I have not looked

193at used um because if you look at skid steers, um, as I told Mr. Hughes, they do hold their value and so even one that's 2023 you was a $50,000 purchase. This is something that would be in the district for a long term. Uh something that is uh heavily, I guess, used in very different areas that would take some abuse. Um so, >> Rachel, are there any preclusions if you use or buy a used one versus buy new with bond money? >> I don't think so. >> Okay. >> You know, the used I did a little research. The used equipment market is the softest it's been in in at least a decade. And um there's a lot of good used equipment out there sitting around. >> The problem you run into heavy machinery is you

194don't know who how they used it. And frankly, I don't want to get a lemon and then have to come back before you as a board. So I mean when it comes to mechanics and stuff like that, I'm not bad mouthing mechanics, but the hope is that we get a newer piece of equipment that we know where it's been. >> Yeah, I understand. But $65,000 is a lot of money. If you look at non-ooperative pricing, it's a lot higher than that. I mean, this is actually a pretty good deal on the cooperative pricing. >> Will you will you be getting anything else for it like coming up? You have to get if you're plowing for safety concerns like a light package or do you need any other >> So, there is already that on there.

195Um, there is a municipal light package on it and some other things. >> Okay. So, that covers the like not emergency lights but alert. >> Correct. Yep. That was part of the the municipal package that they do. >> Any further questions for Mr. Marino? >> Thank you, Matt. Any other discussion? >> Appreciate it. >> Oh, >> I have some. Um, no questions for Mr. Marino. But this just reminds me of going back to the time where we spent $117,000 on two pickup trucks to replace two that had less than 40,000 miles. This is the kind of thing that we need to be a little bit more strategic and prudent about. Um I think there's some other options that we should explore here with this whether or not it's bond money or not. um just to

196show a little bit more care in terms of the monies that we are in charge of. >> Yes. >> So I I I appreciate the comment. I think our mechanics and my maintenance staff do a wonderful job taking care of our district. And when we're out plowing at 3 o'clock in the morning, we need the best equipment available for my staff. So that's what this is doing. So, >> and I certainly want your staff to have equipment that they can trust and is safe. There's no one here is uh uh not asking for that. I think what it is is the best way that we can be prudent with the the dollars that we have. Take a look at other options. consider other options because I, you know, in my personal life, I'd love to

197buy a brand new everything every year, but it ain't happening. >> We don't do that. And if you look at our our trends, we've tried to extend life of every single vehicle we've had. And when you bring up mileage, that's a perfect example. We don't drive very far, but we live in Michigan and we're plowing snow in Michigan. And so, the deal is we have rust, we have body frame damage that is caused by Michigan weather. It's not miles that make us replace our vehicles. It's the climate. So, I just wanted to say that. Appreciate it. >> Do we have any further discussion on the motion? >> Thank you, Miss Mar. >> I I'll just could chime in here a little bit. Um, you know, I I think the issue I have is these these

198decisions are always they feel so last minute to those of us who sit at this table. Um, you know, we're looking at, hey, snow's going to start flying. We need this equipment ASAP. And we're always in a position to be shamed into spending money um rather than having a plan. in advance. I believe we were told at the last meeting or two meetings ago, our last general meeting when we approved some bond money, is there any expenditures coming up? And I believe the answer was no. So I I just have a hard time. It's it's always last minute. It's always, hey, on Wednesday, I'm going to tell you what I need and you have to approve it on Monday. And that puts us in a really really tough position. Uh I have asked for um

199assessments of of buildings and I would ask for assessments of equipment and and have not been provided anything. I I think this is a bigger decision than do we need a Bobcat tomorrow. It's what are the needs of this district going forward? what are the needs of this district over the next 12, 24, 36 months so we can make a plan, not hurry up and spend the money because we need a bobcat tomorrow, otherwise we're not going to be able to plow snow. Um, it's just an awful position to be put in over and over. >> I'm gonna first say that I take exception with the fact that you're telling us that Mr. Hughes and Mr. Marino are trying to shame us into making a decision on buying a piece of equipment. Um, you know,

200again, when when when they come to us to say that equipment is needed or things are needed for their staff to take care of our buildings to make sure that sidewalks are plowed and parking lots are ready and that we are making sure our staff have what they need, what we expect as a board or our grounds to look like, our buildings to look like. Um, I think using a piece of equipment for 40 years is a pretty good use of taxpayer dollars. So, please do not say that our our staff is trying to to shame us into making these decisions. They don't know what they need until they need it. And again, we can we can decide up here whatever we want to do. Um, but again, you know, we want people to work

201in this district and and live in this district. Well, we want to make sure that the equipment that we have can handle our buildings and make sure that they're safe for students and parents to to visit every day. And, you know, again, um I you know, a piece of equipment that we're replacing that's 40 years old, I think that we have gotten our money's worth out of that. >> I I would agree to all of those points. Um I just it it's 40 years old. Why do we get three days notice that we need to approve the expenditure? That's my issue. Um I I would like I would like to see, hey, here's our inventory. Here's what's coming up. Here's what we know we're going to need. Here's our bond money. I guarantee you we

202can't afford all of it. There's not enough bond money to buy everything that we want. And we need to make priority decisions. And I just don't believe we've been presented with the information necessary to make those decisions. >> Well, unfortunately, I don't think that you've asked for that information um until we get to the board meeting. And in addition, I still have the floor. In addition, um it's not always last minute. It's not always quote three days before a meeting. The first we've heard of it in this case may have been with the B with the packet that we got a week ago, but but you you you tend to make these generalizations and put everything into these into these neat little boxes that say this is always bad. This is always the case. And

203I and I fear that people listening to you believe it because it's not always the case. I I I have faith that Matt and his team did prioritize that they did take a look at what do we need. Oh, we already have pieces that can that can we can get more use out of this machine if we invest in this piece of equipment because we can do more with it because of what we already have. So, I mean it I don't think the decision was made lightly. I don't think they were like, "Hey, let's throw this by the board and see if we can spend 65 grand." And and I hate that you insinuate and you imply that that is what's happening. I really wish that that you you would you would take more care

204with your words to understand that this was a careful decision and that it was it it wasn't just let's see if we can slip this one by him. Does anybody else need the floor before Mr. Scott has it again? Because he's already spoken three times on this. Go ahead, Mr. Keller. Yeah, I I guess I do want to make a comment because I know in the past I've also made requests to please provide as much time on these as possible. And I think it's a valid point, right? If something's 40 years old, why weren't we talking about it a year ago when it was 39 years old versus only getting three days? So I do think that there is some validity into a concern that we get and it's not a full week. It's you

205know the day we get the packet which is Wednesday or Thursday. So again we don't have a lot of time and I know specifically that at the last regular meeting I asked trying to prepare myself or what questions do I need to ask for maintenance or what whatever else bond funding might come in front of me. specifically asked, is there anything else or anything on the radar of things that we're going to be asked to approve because I wanted to have additional time to discuss it. I know specifically that the answer was no. And I think that's that's the frustration. Not minimizing the fact that we're trying to stretch our resources, but I don't know how many more times I can ask to please send stuff earlier. This is not something that broke yesterday. So

206again, I'm respecting what you're trying to do. I would ask the same from you. >> Does anyone else have any additional comments before it goes back to Mr. Scott? >> Okay, Mr. Scott, >> I have asked for facilities assessments. They have not been provided. The first time I received anything about this request was last Wednesday. Thank you. Any further discussion or comments? Moving forward. The motion on the table. Maintenance equipment purchase 2020 bond presented by Mrs. Shaw. Supported by Mr. Campbell. Mr. Gooleski. >> No. >> Mr. Campbell? >> Yes. >> Mrs. Shaw? >> Yes. >> Mr. Keller? >> No. >> Mr. Scott? >> No. Miss Custodio. >> Yes. >> I a yes. Motion carries. Item 2F, NELA policy template information. >> I move that the board of education upon the recommendation of Mr. Keller request

207that the superintendent provide all NEOLA template documents regardless of their relevance to the current policy change recommendations. >> Motion by Mrs. Shaw. Do I have support? Even though I wonder where that resolution came from, I will support it. >> Awesome. >> Okay. Motion by Mrs. Shaw, supported by Mr. Keller. Neola policy template information. Mr. Keller, do you want to kick us off? >> Yeah. So, this kind of goes back to our previous meeting with the policy committee of the whole. I I I think it was a good meeting overall. There was a lot of good ads and I just kind of want to point out to the to the board that all all of those ads that I suggested were either from my own personal opinion or from other NEOLA policies that I found from

208neighboring districts that also use Niola. While I don't feel that there is even a need for me to have to ask for this formally, I feel like I'm I'm asking for it on behalf of trying to do my job. It shouldn't shouldn't require, you know, the board to compel the superintendent to provide it. But, you know, here we are. Here's here's the resol or here's the motion. I mean, there's even a little bit of I'll call it silliness asking, you know, regardless of their relevance. I know that's not what I asked. I just asked if I can please have the template packet. So, I find it a little bit insulting that that's what the resol the motion that was put in here. But >> yeah, >> anyway, again, I'm asking the board to please support

209me in trying to help work with this team to bring policy decisions in front of the board so that we have all the information that we need, we pay for it, we should get it. And if I can appreciate if not any if no one else but me is willing to read through it, that's fine. I'm not asking anybody else to do anything with it, but I do ask for it on behalf of doing my job for this community. So again, I ask for your support in this. >> Mr. Gogleski, do you have a comment? >> Yeah, I do. I have to agree with uh Mr. Keller. This is not something that once again a board member should have to beg for. This really chaps me. It really does. If we ask for it and

210all we're asking for is information, why isn't it simply provided? We're asking for information. and the things that you know talking to other board members of other districts when I tell them the things that go on here in Harland they look at me as if I live in another world and I'm tired of it we want to see at least a couple of us do the Neola policy information why is this an issue we have to vote on why >> this was the next step in the process. >> It should be a request and I don't know what the secrecy is of oh well hey we don't want to we don't want to give this out we no we want it we want to see it >> again there's no there's no secrecy you're you're

211inserting that assumption on your own of Mr. Hughes before he was even superintendent operates giving us these policy updates like it's been o like it's always been done and the directive that we gave to Mr. Keller was bring it to a policy committee discussion, which it was. Now we're voting on it at a regular meeting, which we are about to vote on that. If we're changing his procedure, it needs to come to the board. One board member is not the board of education. >> It's information that we're requesting. >> It's a change. >> This is not >> We're not looking to do anything with it. We're not looking to make changes to our own policies. one by one, one one board member at a time. We're not we're simply asking for information and it's another

212roadblock that we get. >> You know, I would also like to point out I guess we the question was asked to the the law firm, you know, am I allowed to see this information? And they said basic, you know, yes is the answer. So I think the whole point of why do we have to do this when a we've asked B the law the attorney said yeah you need to give this information again I think it's ridiculous that we even have to make this motion but if that's if that's the way we have to operate to to do business >> no one's looking to make any kind of changes with this information we simply want to see it who cares if we see it I I I I don't get that I don't I don't

213know what policy or you know the way we've always done things which is a term that throughout this district goes way too far. Um I I I I don't understand that and it's it's the kind of frustration that brings us to a 10:00 board meeting where we we shouldn't be talking about this right now >> before. So to add some context here for those who are kind of trying to follow along, the district um pays a third party to provide policy updates twice a year. Um, and so what the board is requesting is that we see those policy update recommendations essentially in real time and in raw form rather than drips and drabs over the course of the year. For example, a majority of the policies we voted on here tonight were part of a

214a update provided to the district in February and now it is September. Um, this goes back to wanting more time to review information and and look at what's out there and compare it and find out what is best for H Heartland, for H Heartland students, for H Heartland parents, for Hartland teachers and staff, and for Hartland taxpayers before we make a decision. Um I I think we had made a request back in April to see most of these policies in the raw form have been denied in most forms until now. Just to give you an idea what we have to go through. If I want to see the policies in their raw form, I have to reach out to board members from other communities or go search for board packages from other communities that publish

215this information. and then and then compare it. Um, which is very time consuming uh when it it could be as simple as just being an email. So, I'm absolutely in favor of making this available to us in real time when it comes in. I don't think there's any necess necessity to require they be voted on right away. Some of these things we can decide we don't want to address, but I see no reason that they shouldn't be provided to the board in real time and in raw form. So I would absolutely support this. >> Is there any further discussion >> hearing? None. Motion on the floor is Neola policy template information brought forward by Mrs. Shaw supported by Mr. Keller. Mr. Gooleski. >> Yes. >> Mr. Campbell. >> Yes. >> Mrs. Shaw. >> Yes. >>

216Mr. Keller. >> Yes. >> Mr. Scott. >> Yes. >> Miss Custodio. Yes, >> I'm a yes. >> Thank you. [Applause] >> All right. Item 3A, 2016 bond refunding. >> So, I'm going to turn it over to Rachel. >> Um, so given the way things are right now, we u may be able to refund our 2016 bond issue. uh refund is very similar to what you would uh think of in terms of refinancing your home. Um interest rates are such that uh they're lower at this point than we were back when we sold the bonds. So we have an opportunity for some savings. Um so at the uh well back up for a second. Um typically the recommendation is that you move forward with your refundings if you can realize a net present value savings inclusive

217of cost to be um greater than 3%. Which um based on this current projection puts us we're right around a little over 6%. Um, so looking at approximately $800,000 savings, but when you include the um interest cost avoidance from the school bond loan fund, looks like we could save our taxpayers around a million dollars on this refunding. Um, and so what will happen is in October, we'll be presented with a resolution um for the school board to um authorize us to move forward with refunding. And um there's a bunch of stuff that happens behind the scenes, but then the sale actually happens in January February time frame. So just one thing I want to point out too is that by approving the resolution doesn't lock you in for any reason. So if we get to

218January February and things go haywire and it doesn't appear to be the savings that we want it to be, we're not obligated to move forward with the refunding until we get to a certain point of of that sale. So um I gave you some little bit of information here in the packet with the timeline of kind of what the process is, what what steps there are and happy to answer any questions. >> So that savings amount is over the remaining >> Yes. >> So 10 10 years roughly. >> Yes. >> Okay. >> And and thank you for this because it's very helpful, very informative, and it allows us a month to ask further questions. So, I appreciate the the effort you put into sharing this with the board. >> Any other questions for Rachel or

219further comments? Bond refunding. Moving on to item 3B, superintendent evaluation process. Um, I sent an email to the board um late this afternoon. I'm sure that most of you did not see it. Um, and I apologize for that, but I wanted to make sure you you at least had this information as reference following the meeting. Um, it was brought to my attention that there are some outstanding details for the board and the superintendent to discuss and agree upon regarding the superintendent evaluation process. Thank you, Mr. Scott, for catching the oversight. Uh, the items in question are listed on page 18, appendix B of that MASB superintendent evaluation tool. Um, and I copied the text from that page in the email that I sent out to each of you. I've also got it here in front

220of me. It says, "For planning, at the beginning of the year in which the evaluation is to occur, the board of education and superintendent convene a meeting in public and agree upon the following items. Evaluation instrument, evaluation timeline, and key dates, performance goals if necessary beyond performance indicators outlined in rubric, district-wide improvement goals, and student growth model. Appro appropriate benchmarks and checkpoints formal and informal throughout the year. Artifacts to be used to evidence super superintendent performance. Process for compiling the year-end evaluation and process and individuals responsible for three different items. conducting and evaluating the com um conducting the evaluation conference with the superintendent, establishing a performance improvement plan for the superintendent if needed, and sharing the evaluation results with the community. I feel fairly confident that we can address at least a number of these

221items tonight um but may need to defer some of some questions or discussion um to the MASB team to be able to support for example if we don't have a clear definition of what they intend or what they mean by the superintendent um where was it there was a conference the conference the evaluation conference I don't know if that's referring to the conversation that I have with Mr. used after the three and six month check-in or if that is the actual time that we convene in a closed session for the conference. So there there are some questions here, some ambiguities that I don't know that we can answer at this table, but I think we can at least nail down some of the basics. Um if we would like to um work through them perhaps

222one one at a time. Um if we start at the top the evaluation instrument um we are already in process technically with using the MASB tool. I know that now all uh board members including Miss Custodio are trained in the current version of that tool. Um I know there there are some issues. I I had conversations with a couple of you leading into the meeting um today talking about um some shortcomings potentially of utilizing this tool. Um if we can seek out some consistency with how it's delivered, how it's managed, then perhaps we can we can achieve something that we like with this tool. Um but there there may be opportunity down the road to to change once we can learn what else is out there and make an informed decision. I don't know that

223that is a discussion for tonight, but um if we can agree that we will move forward with the MASB tool for this school year, we can address that potential down the road. So the first item on the list is to agree on the evaluation instrument. Do we have consensus? Do we have agreement that the MASB tool is what we will use this school year? So it's the the rubric or matrix that we would be agreeing on that we used >> this past yeah it's three months ago >> the long PDF document or the Excel file that has the >> So if we adopt that then does that mean we're still we're also adopting the the auction style scoring system >> necessarily that is that's an item that Mr. Scott and I were talking about that

224um we can set the expectation and nail down exactly what that process will be because it there were differences between how it was executed this year versus how was it was executed the first year that we used the tool. So that is those are some of the later items in this list that I don't know that we can accomplish tonight without input from MASB. But yeah, that is the process for compiling the year-end evaluation. Um that that that would all play into those items. But utilizing the tool, I don't think locks us into doing it exactly as it was done this last June. >> Mr. Scott, >> um, yeah, I I have a few thoughts. I mean, the the truth is we probably don't have a lot of other options. Um we we are kind

225of in a position where this MASB tool is really the only one sanctioned by MDE uh without having to you know spend a lot of money and come up with something new and jump through the hoops. The problem with that is it's obvious that this doesn't work for our district. Uh and we have had continued problems with um with implementing this specifically with our final evaluation and how that goes. Uh, I had reached out to the MASB president um or executive director I should say after our last meeting to just really express my disappointment and frustration by the way that the last evaluation was carried out. And for those of you who weren't here or didn't see it, it was kind of an embarrassing auction style evaluation. uh the MASB evaluator stood at the podium

226and who will give us a four, who will give us a four, who will give us a three, who will give us until you could get four hands up in the air. And it was it was really quite embarrassing and and furthermore, nobody at this I can't say nobody. I was not told in advance how that would be conducted, how it would be. it was kind of this last minute we went into the room and and and this is how it carried out and opened. So, um we need to to change how that process works and uh the the MASB executive director did express some concerns that it wasn't working for us and that they were going to have some internal conversations about what could be done to change that. So if we do adopt

227this, I think we really have to have uh a firm grasp of what that final evaluation looks like, what the procedure is in advance so we all know. Uh so that's number one. Number two, and not to throw in a wrench in it, but this may be food for thought. You know, most school districts, I I would think a majority from my research have switched off the school year evaluation onto a calendar year evaluation. And there's a couple big benefits to this one is that um and this is the biggest in my mind, your test scores are available for the previous school year. in our current format when we're evaluating evaluating in May June a lot of time we don't have all the inputs available for for testing and this is a problem with administrator

228evaluations too you know 20 I think it's 20% now evaluations should be on student growth and a lot of that just is not available when we're doing our evaluations the other the other aspect that that MASB promotes for a calendar year evaluation is that um It follows election cycles and so the same people who are setting the goals are the ones evaluating the goals. I think that's something we've run into a lot over the last few years here. A lot of turnover on the board and uh one board sets the goals and then you know a month after they're a couple months after they are off the board you have this new board evaluating the previous board's goals. So the calendar year would would eliminate that. So, I I'm just that's just food for thought

229based on looking at the MASB um recommended timelines and and possible schedules. I just want to add to that too. Um Mr. Scott, you said, "Yeah, well, there aren't many alternatives." I think there are alternatives. I think for the sake of giving us a thorough review, and I had a wonderful conversation um with Mrs. Coleman about this earlier that we may need to whether we like this tool or not just swallow it, use it for now, but I think there is time and this is something I'd love to spearhead and even work with Mr. Hughes on this. I don't think our current tool does anyone a good service. Even if the the the tool that's used shows that um the superintendent is great and all that, I don't know how much usefulness um Mr. Hughes

230gets out of it. I really don't. I think there are better tools out there. I think they have to be investigated and to to deal with the problem that we have right now. We have to use something. I'd go along with using it for the rest of the year. But I would also like the uh I I I think we have to make a a concerted effort to find something that maybe is a better tool that allows for friendlier feedback. It allows for constructive criticism and not this yay or nay. We love them. We hate them. Oh, you're number two. You're in the middle here. It I I just don't like it. I can respond to your do I like it or not like it or how much value I get out of it. I

231get a ton of value out of putting together the end of the year evidence of effort report that I provide the board that says these are all the things and this is a big picture of what the district looks like. And I can tell you that a number of people including MASB when they look at the evidence of effort report make comments like holy Toledo you provide your board with a lot of different data points. So I get a lot out of it because I have a really good understanding of the district and I'm sharing that with you all year long and all the information I'm sending with you. So >> and you can still do that even if we use something else. we'll still accept it. You do a fine job with that. I,

232you know, it's it's it's just a matter of when you evaluate someone, are you able to provide um things like uh you know, moving forward, this is what we think you could improve upon and such. It's a very cut and dry type of uh uh tool and I don't think it serves this district really well. That's all I'm saying. The MASB tool actually provides three opportunities, right? There's an informal update that we receive where we can provide feedback to the president. We have a six-month, we have another informal at 9ine, and then we have the final evaluation. And I feel like as board members, we should be giving Mr. Hughes our input and evaluation of him frequently all the time. >> We do. >> Of course we do. So do I. So, you know, again,

233I feel like the tool does provide at least three checkpoints and then the final evaluation. Um, four checkpoints throughout the year that that we can provide feedback to Mr. Hughes. And, um, you know, again, if Mr. Gogleski is offering to take this on and look for alternative ideas to bring to the board, then that then that is your homework to bring us other alternative tools that we can make sure follow what the law requires us to do in evaluating a superintendent. >> Absolutely. Absolutely. And I know that change does not come overnight. And if we have to suck it up and use what we don't like, oh well, too bad for me. I'll use it. But I also think that we should explore other opportunities. That's all I'm saying. >> Y understood. Thank you. And

234um just a sec, Mr. Campbell. Um Mrs. Shaw, you make a good point that we're very focused on the final evaluation. It's like I think that's what we're all picturing in our head is just that. It's like but the tool is more all-encompassing, right? It includes those other checkpoints along the way. um so that there are other formats to be able to provide commentary and um suggestions, recommendations, things like that. Mr. Campbell, >> so we're not doing this long. I can't speak to if we should use a different program. Um but uh Mr. Scott, you said the calendar year, but I wonder then if someone comes new to the board, would that be a December evaluation? Could we back that up and make our own evaluation schedule like October? that way we have test scores

235in and and what I just I don't even know if that's an option just asking but just to shift it a little bit >> maybe >> I think we can do I mean I know M so MASB outlines three potential options I don't think you have to lock into one of those are just kind of sample calendars but yeah you I think finding what works best for us is important >> okay so getting back to the overall discussion the evaluation instrument. We will use the MASB tool for this year. >> Again, I think we need to figure out because there are challenges with potentially in my opinion the legality of of how MASB asked it to be done, how we're doing it. So, the MASB tool and and this and I agree with all the

236feedback about the tool up until the final evaluation. I thought our midterm evaluation last year was fantastic. We all went in a room and had really great conversation and came out here positive and united and that was great. But then when the final evaluation came, that's when it led to problems and challenges. So in the appendix C of the MASB evaluation it's it says during the meeting item item number six during the close session meeting a score is assigned to each performance indicator via consensus of the board of education. So in 20 uh 324 my interpretation is the board went into the room and actually pick numbers together for each um each item. However, when I challenged this with MASB, um they they cited uh open meetings act case um Michigan court appeals uh even

237though no actual voting occurs, it is illegal for a public body to reach a general consensus in a closed meeting. So, and that's uh Booth newspapers v board of regents of the University of Michigan. So, the the tool we have in front of us says you need to reach consensus in a closed meeting and the um uh you Michigan Court of Appeals says it's illegal to reach consensus in a closed meeting. So that is a problem. However, uh they also cite uh another decision, a court of appeals decision um where they distinguish deliberation and decision making verse consensus. And so MASB kind of um alludes that well that's what gives us that ability. And that's more v Penville School Board of Education. Um, so I I think we just have an issue with how we

238carry this out and we need to if we're going to adopt this this tool, we need to make sure that it complies with the OMA and I think that was the problem going into the last uh evaluation was the facilitator probably based on last year's you know evaluation and questions of the validity under the OMA kind of changed the the thing last minute. So, I think some of those some of those items need to be corrected before we agree to it. I think we'd also, and I have suggested this in the past, that we have a a new facilitator, and I know some names have been thrown out there, but it would be important in my mind to get their availability before we schedule dates. >> Well, we have nine months, right? We're not the

239only school district that uses this tool. We have nine months to make sure that we are prepared and understand what will happen at that final evaluation. >> But between now and then, we still need to work through the three, six, and ninemonth process of this tool. I know we're not making decisions here tonight, right? We're not voting on this. It's a discussion >> and this is honestly this isn't anything that I think requires a vote. I think this is a discussion that we that we agree with the superintendent that this is the tool that we'll use. This is the timeline that we'll use. But I don't I don't believe that it's anything that requires an official vote. >> Right. So everyone understands the process. >> I I would think it absolutely requires a vote. It

240says um convene a meeting in public and agree upon the following items. >> Mhm. >> Um and and the list as you as you gave it. So I don't know how we can just kind of agree on those without voting on it. But and to Trusty Shaw's point, I get that that evalu that final evaluation is now 9 months away, but if my employer said, "Hey, I'm going to evaluate in nine months, and in nine months, I'll tell you how." I would not be okay with that. >> Well, that's not what we're not saying. We're going to find out the day before. We have we have nine months >> to work with the facilitator. >> Correct. Right. like to to understand with MASB and to under to understand the process better, right? It's not going

241to be a surprise the day before the evaluation how it's going to be done. I have complete faith in President Coleman that she's going to get us that information probably within >> very soon, a month. I know she has already out. >> Correct. >> Um, >> can I I'm just going to tell you this. You know, as a superintendent, I can make a really good argument for those invalid evaluation if you change between now and the end of the year. We started the year with the expectation that the MASB tool was adopted and that's what we're using and I am working forward uh towards meeting the standards within that tool. Now, tonight you've passed the uh objectives to go with our goals that are up here. We're working on those. I'll put together a document

242to get to you all. It's already well on its way in its formation to get to you for my uh three-year informal. So, uh, if anything, I guess what I would recommend and would hope that would happen is Miss Coleman, you get a hold of MASB, find somebody other than the former person that did this and you and I and one other board member sit down with this person and walk through it because I believe that I have a right to be a part of that conversation since that's what's going to be used to evaluate me. So, I think that's the best approach to move forward. We won't use the same person, use somebody else, but you pick somebody else on this board and myself and we sit down and we walk through so we

243know exactly what that looks like. >> So that's my suggestion >> and and then subsequently we would agree on all those at the board table. >> Yes, I think that's that's probably a more efficient use of everyone's time. Thank you, Chuck, for the suggestion. Um Mr. Mr. Scott, would you be interested in doing that with me? >> I would be happy to. >> Okay, great. So, we will I'm waiting to hear back from um an alternate contact at MASB um with the request to get together, get some time on her calendar, and then we can start addressing those issues. We'll draft a proposal to bring to the board um that Chuck weighs in on so that he is in agreement with it, and then we'll get board agreement. >> Everyone on board with that? >>

244Yep. Okay, beautiful. All right, moving on. I have to find my agenda page 3C, which is I didn't jot down the full name of the item, but I know it's student clubs at the high school. Student clubs. Um, who would like to kick off? >> I since I uh made the motion, I'm happy to kick it off. I think the reason I wanted to have this discussion tonight is, you know, there was a lot of comments in the community um on various social media platforms prior to commenting and things like that being shut off, but there was some concerns over whether or not the board would approve various groups or clubs. And there was a bit of, you know, questioning why, you know, in certain clubs why one wouldn't be approved. And and I think

245part of what I wanted to understand is so that we're all on the same page is what what is the process of approving clubs that are district sponsored. You know, we heard a lot of students here tonight and, you know, I'm very proud of them for standing up because I do think, you know, it shows that there's we have a great future ahead with some of these kids that, you know, I'll say come out of their comfort zone to speak in front of us and many in the community. it's recorded and and I think, you know, we should all be proud that we have kids that, you know, maybe things didn't go their way, but they had some resilience and some grit and some toughness to keep persevering and try to understand why things can't

246be done. So, I again, I want to commend all of our students that spoke today. Um, and again, you know, kind of looking for the team to understand what what do the students need to do? How how do they how are they made aware? Um so so things like that. I guess I kind of want to kick it off with that question. >> I uh I had a very good conversation with Mr. Hughes this morning. We talked about this. This was one of the primary reasons for my visit. And um it was explained to me that not only do we have our board policies, but if a school wants to create their own policy, um that's the roadblock in the formation of this TPUSA group. Um it was explained and it was explained very well.

247I think we both agreed to disagree. I I think there can be exceptions made when you have this much interest and this much community support. >> Well, to follow up with our conversation this morning, um just to delineate, the board establishes policy. That's what the board should do. And we read the policy over like three times if I'm not mistaken. Right. And the policy is clear on how a club gets formed, what conditions have to be in play for that club to be uh assessed and enacted. And so in this particular case, the reality is that the first thing that has to happen is the campus is a closed campus. It's intended to be a closed campus. It is not an open campus to anybody from the outside to come in and be a sponsor

248of student activities. It is an employee of the school district that has the ability, that's the other thing, the ability to be a sponsor. So, if you're a security person, you don't have the ability to be a sponsor. I was talking to Mr. Goldleski because you've got a job to do during the day, right? A custodian or a maintenance person. So, in order to be a sponsor, the most likely sponsors are going to be teachers, counselors, social workers. Um, I I guess it could be an administrator, but it would be tough because they got a job to do while the kids are are doing their their thing at school. So, the policy is there. Now, it's up to the school district staff to create the procedures. So, policy versus procedures. and procedures of this is

249how we go about getting these things done that meet the requirements of the board. So just like uh and and Mr. Bugleski. I shared the books behind me. I'm in my office. I can't help it. And said, "Here's the board policy. Here are the administrative guidelines." The district staff can change the guidelines at any given time. We don't have to share that with the board. Those are internal guidelines for how we get things done that meet the board policy expectations. So, in this case, there is a process. I shared that process with all the board members. I was asked to share it out and I shared it out with everybody. And the process is that if you would like to have a club the year prior to the new year, you find a sponsor. You

250talk to that sponsor. The sponsor has to fill the paperwork out and submit it to the principal before school starts so that the principal has time to talk to the sponsor, make sure everything's on, you know, in play and then get the list of seminar club times that are available for kids to pick when they come on campus so we can start seminar time. So in this particular case, regardless of what what the procedures are, the fact is we did not have a form submitted with a teacher or sponsor's name on it saying, "I will do this." And so it doesn't move forward. That's pretty cut and dry. You have to have a sponsor. There is nobody sponsoring. So it doesn't move forward. But then we helped that group uh last year in this case.

251I think I did the paperwork and worked with the the group to make sure that they could be a non school sponsored club to meet and they did it themselves this year. So I appreciate that. So that's in play. Now tonight I heard something that there may be a teacher that wants to sponsor this group. If that's the case, I would go and sit down with Mr. Fitzgerald who manages this at the high school. I do not manage it from afar. And say, "Hey, get that teacher, get that teacher to go in with Mr. Fitzgerald and sit down and talk. Hey, I would like to do this. Is there any way to make an exception? And if that exception is made, then we would have to go ahead and do that." And then backtrack and

252tell another group that we denied their application that they can do theirs as well. Now, the question became, well, why can't this be done all year long? Anytime someone wants to do something all year long, well, as a former high school principal, Mr. Mer Mr. Gre Miss Gregory can attest, that's too much. We have a process. We create the structure. We set the the the groups that are going to meet for the year, and we get kids to sign up. And we have to have all that structure in place to make sure we know where kids are going when we do seminar time. And so we're managing a lot of students. We're managing, you know, almost 2,000 students to make sure that we know where they're going and what they're doing and doing everything we

253have to do to make sure they can go from place A to place B and everything's good. So to ask us to open that up, we used to do it that way and it was a nightmare. I see Kate nodding too, right? Like it was a nightmare. So it's very structured. It needs to be structured for the purpose of making sure our kids are structured in what they're doing. We know where they're going. So in this case, my suggestion is simply if there is a teacher that wants to sponsor the Awesome, awesome. Sit down with Mr. Fitzgerald with that person in the office, fill the paperwork out, get the signatures, and then talk about how can we make an exception here because I'm not going to micromanage Mr. Fitzgerald at the high school and what

254he chooses to do. That's not what I should be doing. So, the board has set policy. We have a process. Follow the process. That's as simple as it gets in my way of thinking. I don't know if that answers your question. >> No, it answers some I guess one of the things I was trying to understand is the number of clubs that we currently have today. Do you have >> I don't. >> Is it dozens? Hundreds? No, it's it's not hundreds, but again, it's for kids that choose to do X and we have a process for doing that. >> Understand? Just trying to get some scope with, you know, >> Mrs. Gregory, do you ask off the top of your head? >> I don't I know at one point we were close to 20 clubs.

255>> Um there's a list >> and and I heard if I heard correctly, there was two that was denied this year. >> Correct. So, if that other club is listening, are they aware that if they get a sponsor that perhaps they might >> there's actually >> have an opportunity? >> They have a sp They had a sponsor but didn't turn the paperwork in till late. >> so if they turn it in now, are they able to >> Well, if we make an exception at one place, we got to make an exception at the other, right? >> Yeah. I I don't see any good I good reason for denying these kids an opportunity. And I think that's probably everyone sitting at this table would agree with that. So can appreciate there's logistics. I was just again

256trying to understand how big of an issue it is. >> Um so I think it's important that we leave here today understanding whose decision this is. And it sounds like from what I heard this is 100% Mr. Fitzgerald's decision. Is that accurate? >> Absolutely. that is his decision. >> I just want to make sure we're all on the same page because I you know we Yeah. Um >> if there's a staff sponsor, right? You need you need the sponsor to make it work. >> But it's still the same decision, right? >> There may not be a decision to be made if we don't get the sponsor, but >> and again keep in mind a sponsor that can do it in in the structure of the day. So >> yeah, I I just I feel like

257these and it's not just this group but students who want to take a leadership role and and start something new or participate in something new. Um I I think we should show them some grace and and understand that yeah there may you know the deadline here or there. I I read through the you know the internal policies or whatever and um you know it it was similarly ambiguous to that opt out policy where deadlines were based on not necessarily with dates and kind of gray area. So, I absolutely see how that can be challenging, but I I would really hope that we can show some grace to these students uh if they can get a teacher or another staff member and that we can help them um move forward with their goal. Mr. Hughes or

258Mrs. Greg, Mr. Would it be an idea to maybe make like a bianual dates? Just something to think about. I don't need an answer, but I understand you want the summer as as you explained to me, Mr. reviews and we spoke and met uh that summer is there's time set aside to look at all the clubs to review which ones kind of overlap so that you can get with those students to see if they come combine and work together. Um just for thought, you know, cuz things may come up um even though this has been going on for a while, but if it's if there's at the end of the school year and January 1st, something like that, you know, during the month of December for consideration during the first two weeks of January, something

259like that maybe just to consider. That way you don't have to make an exception and there's two opportunities uh for those to be um turned in. What about marking periods? Do it every, you know, you have four four opportunities then, right? We have to like that's that's like that revolving door >> scheduling issue. Yeah. >> The high school is, you know, I mean, there's two semesters, right? So, it would really have to be semester. I think something great for maybe Mr. to talk to administration about maybe considering but you know again >> I will definitely forward that suggestion forward and u and we are working on the >> club proposal we're working on the club proposal process to be very specific for instance uh all forms have to be turned in the last day of

260school example May 2025 for the 2526 school year to make it very clear that here's the process. So, we'll clear that up even though we felt it was very clear when we we had this this process out there. So, >> sure. >> Is that is that in the handbook? Is that where would students find that? >> Um the teachers would find it on the share drive. We have a share drive with forms and so again if you have an interest if you have an interest you would go and say, "Hey, Mr. Keller, would you like to sponsor us here?" Or if you go to the principal and say, "Hey, I'm interested in a club." The principal can say, "Well, let me tell you the process." The principal could give you the form and say, "Why

261don't you take it to the teacher?" But the teachers do have the form. It is on our forms drive for our staff to have access to. We have a a forms drive where all kinds like absence forms and things like that. So, it is there. So, teachers may not know about it all the time, especially a new teacher, they may not know about it, but Mr. Fitzgerald could give them the guidance. >> I think that helps address it for the teachers. But my concern is in this case, you know, as long as the kids know what what the rules of the game, if you will, are that they need to follow. I think that's maybe where there was an opportunity for us to to do better on communication. Um, so I, you know, again, that's

262that's my opinion. Again, my direction would be if you're interested, go talk to an administrator and they'll give you the guidance. Any further comments this item? Okay, thank you. Moving on. Item 4 A, future meetings, October 20th, uh here in this room at 6:30 p.m. uh for our next regular meeting. Um there is a um a drop expected to come from Niola sometime soon. Um so um as soon as we know when we will have that packet um we'll reach out to um set up the meeting for our next policy committee. Um, just on on that, just so the board is aware, after the meeting tonight and the and the decision you made, we'll have to Renee and I'll have to work at getting the drop off of Nola's website, that'll probably come to you

263as a scanned document because we can't just grab that document as a word document or a PDF. And then we have to go and we'll continue to do what we've been doing and that is take our relevant policy put the suggested change in there in there. I will do a fact sheet that says this particular policy this is what our recommendation is. This is who we talked to like I did on the last one. >> So you'll have all of that in the future. And so that should satisfy everybody's need for information. If I may make a recommendation, if you reach out to West Bloomfield, they work with I I don't know how they do it or how it works on the back end, but they work with their Niola rep and and the item

264they produce seems pretty seamless. Um, Niola produces a display of selected options, unselected options, all in one place. So, we I I don't think we wish anyone to have to reinvent the wheel here. if there's a simple way we can do it um w without causing a lot of extra effort. So thank you. >> All right. Any otherformational items for item 4B? Okay. Okay, we are adjourned. 10:22 Thank you.