001All right. Good evening everyone and welcome to the Dearborn Public School regular board meeting. It's uh April 13 and the time is 7:05. Can we uh call the meeting to order? And >> trusty Bazzy >> here. Trusty Drosio >> here. >> Trusty Mos >> here. >> Trusty Pelichkov >> here. >> Trusty Subah >> here. >> Trusty Zaher here. President Jah >> here. >> The next item is a pledge of allegiance to the flag. We'd like to welcome Miss Aliyia Jabber, the PR uh uh interim assistant principal of Salina Intermediate, who will introduce students that will lead us in the pledge of allegiance. there. >> Good evening. The students would like to introduce themselves. So, go ahead. >> My name is Elena Musl. >> My name is Dina Ji. >> My name is Khani Hahara. My
002name is Deans and Danny. >> I pledge algiance 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. We welcome for the playing of the national anthem Ali Elzigar. Please stand. They've got some Thank you. >> Do we get to take a chat? I kind of want to take a picture. Good job, guys. Good job. >> All right. >> Uh, chair, is this item on the agenda, adopt a school music program? Is anybody speaking about that or that's just >> Yes. Okay. I would uh say a few I'm going to say a few words and introduce Miss um >> Miss uh Taylor. So Mulla Ununice was selected to be part of the Mr. Holland's opus adopt a
003school program. The program connects qualifying schools in need of musical instruments with donors interested in supporting music education. McCulla Ununice will receive high priority instruments and supplies for band, orchestra, and elementary music benefiting the entire K8 population. Please help me welcome Hannah Taylor, McCulla Ununice music teacher. Hello. So, uh, Miss Sart summed it up pretty well, but um, I'm excited to share with you about the adopted schools program. Mr. Holland's Opus is a foundation whose mission is to keep music alive in schools nationwide by providing instruments and supplies to economically disadvantaged programs. The application process was really extensive for this grant program, including a pre-application, extensive application process, interviews with both myself and our building's elementary music teacher, uh, Ty Kimberly. Our inclusion into this program has led to the creation of our school's campaign
004page. I've been assured that it's going to be shared with all of the members of the board um if it hasn't already. This page shares the story of our students in our program which includes approximately 131 students or more than a quarter of UNICE middle school in addition of course to our elementary school students who all receive music education as a part of their weekly specials. This page will be used to facilitate donors primarily connecting supporters of Mr. Holland Opus Foundation with our school with the incentive to support. That being said, community members are welcome to donate if they feel so inclined and we would love if anyone in our community wants to take part in that, but it's not necessary. There's no end date to our campaign. Um, and our uh campaign has already
005been kickstarted with an initial $1,000 donation from the Van Halen Association through uh Mr. Holland's Opus. In addition to connecting us with financial support, the foundation has access to high quality instruments and materials at lower rates than the standard rates that we get from the music shops. Meaning that the dollars that we raise will go further than they would with a standard purchase. Overall, our acceptance into this program won't just benefit our middle school students, but will benefit our entire K8 program. And uh the new instruments and supplies that we are expected to receive are expected to last upwards of 10 years. So providing long-term support. Lastly, um while I have you, I'd like to acknowledge some people that helped with the process. Ty Kimberly, our elementary music teacher was a vital um support in
006making this happen, as well as our administrators, uh Mr. Abusala who is here tonight as well as Steven Rios and Sarah Glasser our assistant principles as well as our counselor Aalam Hussein whose hard work in our counseling department and scheduling expertise make the inclusion of these 131 students having music in their schedule possible. I'm happy to take any questions but I'm excited to share the news with you. Thank you for listening. So, >> um, what is the cost of your program? Do you have an idea how much is going to be spent or how much you're looking for? >> So, our current fundraising goal is $16,500. >> Okay. >> And there's no end date to the campaign. So, whenever those uh wishes are fulfilled, we'll be able to receive that. >> So, I'm going to
007kick off your campaign tonight from the Dearborn Exchange Club for $1,000. >> Thank you so much. Um, Miss Taylor, thank you. Uh, as a former, uh, trombone player in my middle school band, um, I just want to say thank you. Music gets so overlooked sometimes, unfortunately, music and the arts in general, uh, in our schools, especially in a school district our size. So, I just want to say thank you for what you're doing. and uh as someone who I taught music at fortsson a long time ago too beside uh old choir teacher named Tony Bumbaka and uh such a great experience there. So um thank you for everything you do and I'll echo trustee Damrosia, you can count on $1,000 from me too as well this >> Thank you so much and if you're ever
008looking to pick back up those trombone skills, I'm sure we can find a trombone for you to try out if you're ever looking to get back. >> Don't tempt me. It's very possible that I will say yes to >> I mean it from the deepest depths of my heart truly. Please come on by. Thank you >> trusty >> Miss Taylor. Thank you so much and thank you to all of the music teachers that we have in the district. Um three years ago uh Dr. Malo, our former superintendent came to this board and said that we definitely need to invest in music. And we saw a decline in music enrollment at the high school. And the reason being it's because students were not getting it at the middle school in a high level. So I'm glad
009that now um it's being offered. Uh Trustee Sub and I attended the pasta dinner at Sil Ford and the music department was just amazing. So thank you and thank you to all of the music teachers that we have. We're truly blessed as a district. Um, I will echo the sentiment. Um, uh, thank you so much, Miss Taylor. Um, just a personal note, I got the opportunity to visit Miss Taylor's classroom, um, a couple weeks ago at UNICE. Um, and she so graciously gave me a tour, um, and showed me, you know, all the things that they're working on and the equipment and and instruments that were available. Um, and I know, you know, she's able to do so much with what she has now. So, I'm so excited for this opportunity to see what you
010can do moving forward. Um, but this goes to all of our music teachers and all of our programs. Um, as a current musician, again, we we all care deeply about the arts um and the music. So, however we can help and support, please let us know. >> Thank you so much. >> I I do want to thank you and uh echo uh and I I want to thank um our trustees for um for their donations. this is a a good way to start and and give it back. But we really appreciate um music and the art and when I watched the kids play and how they were engaged, it brought back memories when I was in Salina and I remembered my music teacher, Mr. Duck. Funny name, but um it's a it's an enjoyable time
011that I had and I'm glad that the district is investing back in music and the art. Thank you so much and thank you to the >> I might just say a few things. I think thank you and to you and your colleagues for what you've done to grow the program. But I do want to say that um this growth and this celebration and this point of pride is a collection of a comprehensive belief that this is important across the district. So to everybody who from central office to the buildings to the department to the funding it takes everybody working together and I think this is the reality that we see as a result. So congrats. >> Thank you all for your support. >> Next item. >> The next item is a superintendence update. >> Okay.
012Thank you. I will begin with retirements. We have a long list. T is the season. Margaret Acriman, 27 years of service. Kathleen Adams, 38 years of service. Ronald Arbanowski 46 and 13 years of service. Kevin Bruce 36 and a half years of service Burks 30 years of service. Jennifer Casebolt, 30 years of service. Christy Sahanowitz, 26 years of service. Lorie Chavez, 6 and 1/3 years of service. Kimberly Crispen, 32 years of service. Lisa Dietrich, 34 years of service. Jennifer Domino, 35 years of service. Karen Founce, 25 and 23 years of service. Jacqueline Kustovski, 27 years of service. Kimberly Macowski, 29 years of service. Angela Maynor, 27 years of service. Jamie McShane, 26 years of service. David Mustinin, 25 and a half years of service. Whoa. Whoa. >> Kristen Palmer, 28 years of service. Kathleen Rockwell,
01312 years of service. Rada Sabra, 22 years of service. Don Shuitt, 37 years of service. Nadra Shami, 25 years of service. Iette Spencer, 15 and a half years of service. Adrienne Tata, 25 years of service. Lisa Watson, 11 and oneird years of service. That's the end of that list. Thank you all for your time and dedication to >> next item. >> Moving on. >> Oh, that's your whole >> I have No, I have none in. >> Oh, no. You can do your whole uh Yeah. >> Thank you. Uh just a reminder to everybody that uh April 29th is our teacher of the year celebration. The Alberta Murahhead Students Choice Teacher of the Year Awards is Wednesday, April 29th at the Performing Arts Center. It begins at 400 p.m. April is National Autism Acceptance Awareness Month,
014dedicated to fostering inclusion, promoting research, and celebrating neurodeiversity. Throughout the month, many of us were tagged to participate in the Blue Hands United challenge, which was fun and in an engaging way to spread awareness and acceptance this month. April has many awareness and and appreciation days. Thank you to all of our employees who are being recognized this month. Uh right now, I'd like to welcome um Dearborn Police Chief Shaheen to the podium to speak a little bit about the simulator grant. Good evening, trustees. Interim superintendent Sor. Um, as many of you know, the city of Dearbornne, our police department has been tackling, can you guys hear me? Okay. >> Yeah. >> Have been tackling traffic safety in the city uh head-on for many years. As part of that initiative, there's an enforcement component last year,
015having written more tickets than ever before. There there's an engineering component that many of you have seen around the city, from signage to redesigning streets to make them safer. You know, what brings me here today is the education component. And so, as you might know, the leading cause of death among teenagers is traffic crashes. And 16 to 19 year olds are the most likely age to get into a traffic crash. With that in mind, last year we partnered, the first of its kind in the country with the Oakland Police Academy. And if you remember, you saw that trailer that traveled to the three major high schools. And in that trailer, you had police academy instructors that took newly minted drivers and taught them safe driving habits. What's really interesting about this driving simulator, it's state-of-the-art.
016It can introduce rain, a tire blowout, pedestrians, and these young drivers have to navigate that. So, this year, we secured a grant through the state of Michigan to continue that program for over $50,000 because there was so much success success with it last year. Last year, we had 400 high school students go through it at the three major high schools. This year, we're going to bring it to all six high schools in the city of Dearborn. So, not only our public schools, but our parochial schools as well. We look to get over a thousand students in it. I'm excited about it and I just wanted to highlight that for the community and for the schools and I appreciate your partnership. >> Thank you. >> Any questions for the chief? >> I'll move on. Yeah, please.
017>> Uh, now we're going to have um our director Bob Addie and I believe Chris Kennberg approach the podium to speak a little bit about the GE Google Gemini collaboration. DPS Dearborn Schools has joined an innovative cohort of educators dedicated to exploring the transformative power of Google artificial intelligence in the classroom and Bob and Chris will tell you more about that. Good evening um Superintendent Surer, ladies and gentlemen from the board of education. I'm Bob Eddie, director of instructional technology and with me is Chris Kenberg, our assistant to the regional manager and supervisor of networks. And so what we'll do today is share with you a little bit about this partnership that we're working on both with staff and with the student advisory council. I'm going to turn it over to Chris first. >> Hello,
018President uh superintendent and uh board members. Um we had over 130 teachers apply for this pilot and we had to um randomly select 10 to participate. And what this is is a Google for education um is a tool and that is really core in how we educate, communicate and operate in our district. And AI is more than a buzzword with Google. Uh Gemini AI is infused into every Google product from Google Docs to Gmail to uh an incredible study tool in Notebook LM. Um and Google puts the power of AI directly into the tools that we all use every day here. Uh this training partnership with Google allows our teachers direct access to Google staff and um they'll have additional uh access to resources uh be able to provide feedback and participate in collaboration opportunities
019and uh Google is focused on the ethical use of AI which isn't always present in in a lot of the tools and Bob is going to speak to um uh the Google presentation to our students in the student advisory council. >> Thanks, Chris. And so, a couple of weeks ago, we were able to have a representative from Google work with Dr. Violet Suedan and members from our superintendent student advisory council. During this time, they were able to talk about the ethical use of AI. We had a lot of our students saying that they use it. And so, we talked about the importance of using a closed system where it protects our data and protects our student personal identifiable information. And so as they were able to go through the presentation with the students, students saw
020the value of using AI as a tool to assist in their learning. And what they were able to do is work on it with part of the curriculum that they're doing with anti-bullying. And so the expect respect curriculum, they're working on developing videos to go with it and infographics. And as part of the training right there, they were able to see how we can use it again as a tool to assist us, not just something to do the work for us. And with that, we really looked at uh this is a wonderful starting point for our students and AI is a good starting point as a tool to use like that. And we hope that this will be the first of many opportunities for staff and students in our district to really leverage the power
021of AI. That's all I have here today. Any questions? >> Any any questions? >> Th this is great and um I've I've mentioned this many times is how do we take those tools and be able not just to use them but to create um so I know we're doing a pilot or some kind of um just a small program right now. Are we envisioning this to go further engaging teachers in the future? Absolutely. Uh what we're looking at doing is really standardizing the tools that we're able to use with our staff with AI because right now there are so many different tools that are out there and if everyone wants a little piece of this and that it's going to be all over the board. Standardizing it and finding the best tools that are educationally
022appropriate, Furpa and Kappa compliant and protect our personal identifiable information is key to what we want. Chris and I have been presenting the last three years before our elementary and secondary staff at PDS on how to use Gemini and other tools that are out there including BRISK and school AI. What we're looking to do is to give teachers a good tool belt with the tools that we standardize so that it helps them out with their everyday role and students how they can become uh powerful learners and leverage this technology. >> Amazing. >> Okay, Mr. Where do we see this expanding to? Are we going to do a very slow roll? Um I this is a very controlled environment with these students. And I like the idea that we're piloting it in in a way that
023we can monitor, but once it gets into the mainstream buildings and classrooms, um are we anticipating still having some kind of monitoring system so that we understand, you know, maybe social studies and English classes will find it more um a useful tool than some other um curriculums. uh or maybe maybe the art classes, journalism debate. I mean, how how are we going to anticipate? Is it just going to be let loose schoolwide or are we going to try to kind of control how we introduce it and make sure that we have um the teachers on board with with that roll out as well? >> That is a great question. And as we are doing a slow roll out, one of the next steps that we have is coming to the board with our AI policy
024and guidelines for all staff. >> Yeah, >> we've been going over this during the technology advisory committee made up of teachers and administrators in the district. We've had a small group that focused on how to use AI come together and develop the policy and guidelines. So as part of our roll out in the fall 2026 2027 part of our required courses will have a component with AI use ethically so that staff will know how to be able to use it. We also have a feature called class tools where teachers will be able to kind of show what sites students are able to get to and whatnot like that as well too. So we can kind of control what level of access they have with class tools. Our goal is to really go slow with this
025so that we can go fast later because once staff really understand how to use the tool and how to leverage it right there. That'll be the the most important step. And then going forward, how we're able to to to use it um in those subjects like social studies and science. And what we want to be able to do is to continue that uh learning opportunity for staff. >> Just one more question. Is there a way to put a fast stop on it if something really bad happens a and we experience something we didn't anticipate? >> Yes. And uh well like what Chris was saying too, it's embedded in a lot of our tools that we have out there. Gemini itself, we are able to pull the plug on that as well as with any other
026tools like Brisk or School AI with some of the other features that are in there that are embedded. That's a little bit of a harder part right there, but we are able to pull it on Gemini. >> Okay. Thank you. >> Go ahead. >> Um, for the pilot program, what grades did you guys pilot? >> So, that's the best part. We wanted to get representatives from each of the buildings. And so, we asked each principal to get at least one to two staff members that would be able to pilot with the other tools that we were using. With the Google pilot, we opened it up to the district and we were trying to randomize that and make sure that we didn't have duplicates from the same building. Um, and is this going to be is
027is the thought process here this is going to be something that's rolled out where um I had to use a word required but will like let's say a classroom says you know what we don't we don't want to use AI tools in our classroom is that an option >> absolutely >> okay >> we again tools are there it's sort of I look at it like I can use a pencil or I can use a pen my choice like that and the same thing with teachers and the technology tools that are out there and available Do you want to say something? >> Uh you mentioned it that it it's going to come to our policy committee. So I look forward to uh reading that. So thank you. >> I I do want to say that we
028have to accept the fact that AI is here and a lot of organization um are creating committees for policy you know policy committees ethical use and and trying to figure out how to use it. um but still be secured. A lot of organization, health organization, government agencies are making sure that you know people are not using it to um for uh for private information and uh sharing that with uh AI. But there's a lot of values for I think the biggest uh and I'm glad you said that you said um you you want to assist you know in doing the work but not do the work for them. I think one of the my biggest worry is that even though I love using AI, use Gemini, I use CH GBT, cloud, so many different ones,
029but my biggest worry is for me it's okay because I already had the basis when I was younger. And for the younger generation, we don't want them to uh to rely on AI to do things for them. And there's a balance where we have to make sure that they learn how to do things and only use AI to um to be more efficient and not to do the work for them. I've heard of um um places where kids in virtual schools use AI to do most of their work. And so that's one of the other things I was going to ask the the our school district is to make sure that it's not abused and and um because I worry that we we would have especially at the high school level graduates that graduated using
030AI um and and it that's that's scary because once they get to college then who's going to do the work for them? So I'm glad you're going through the policy committee. I'm glad you guys are uh uh doing an ethical committee. So, but AI is here and we have to deal with it. Thank you. >> Thank you. >> Okay. >> Thank you. I have a few more updates. >> April is also National ArabAmerican Heritage Heritage Month. Uh and this month we uh celebrate and pray pay tribute to the contributions of ArabAmericans. Um we have two uh principles that are on their way to Washington DC. Mr. Ruml Smith principal and Mafay assistant principal. If you remember earlier this year, uh they were recognized as our principal and AP of the year by the state of
031Michigan and they will be heading off to Washington DC this week where they'll be recognized for being named as state principal and assistant principal of the year. And at this national conference, four state awardees will be chosen to receive the national award. I'll try not to get greedy, but I think, you know, I hope they know a good thing when they see it over there. Congratulations to David Kisik who was appointed as the Henry Ford College president on April 10 and he's here with us today. Would you like to come up for a few minutes? Introduce yourself to everybody. I just put you on the spot so I guess you have no choice now. Congratulations. >> Good evening. Uh, Chair Aljahheim, members of the board of trustees, and to interim superintendent Sirur. Uh, again, my
032name is David Kisik. I'm so deeply grateful for uh the vote that was taken last week and looking forward to uh the opportunities to engage in the next steps of that process as we work to finalize everything. We were talking a lot about uh music earlier today. So, I I'd be remiss if I didn't point out that for any of our students in Dearborn Public Schools or in the surrounding area, if they have an interest in continuing their music education, we offer a great associate of arts in music at Henry Ford College, we also offer a one-year certificate around recording arts. Uh and then a number of coral and performance opportunities for folks as well. We've got three concerts coming up here. Two at the end of April, uh, and one in the beginning of
033May for anybody that might want to come out and support the college and support our music program. I'll just very briefly say that, uh, the reason I'm so excited about this opportunity is because I'm from this community. Uh, my family has very deep ties to Dearborn and particularly Dearborn Public Schools. My mom retired as a lunch lady from uh, Dearborn High School. My aunt taught for 32 years here in the district at Oakman and at Bryant. And when I was going into education before my career took a bit of a sidestep, uh I was doing all of my practicums at Bryant and my subbing at Bryant as well before uh I got into uh the elected route. And so one of my priorities throughout the process that that I tried to articulate was my deep
034belief in strengthening the relationship between Henry Ford College and the P12 system. uh that's something that that uh I'm trying to demonstrate by my presence here today, listening, learning, re-engaging with folks that I have a long-standing relationship with uh and building new relationships with PO folks here as well. So again, deeply grateful for the opportunity uh and very excited about the partnership that we have ahead of us. >> Thank you. >> Congrats again. >> Thank you again. I have only one more update and I wanted to highlight um our high school graduation rates. I just got this data today. Um as of 2025, so last spring, the state of Michigan's graduation rate was 84%. Uh our district's graduation rate um as of last year was 90 almost 93%. Forton was around 96%. Dearborn High around
03596 um in Zel Ford almost 100% 97.97% uh 10 years ago uh the miss state of Michigan's graduation rate was 80%. Our overall districts was 90% for was at 93 Dearborn High at 92 at Sil Ford at 88. So a lot of growth and I just wanted to recognize that today and And that that wraps up my updates. Thank you. >> Next items are recognition and acknowledgements starting with commendations. >> Sure. >> Ask. >> Yeah. Yeah. >> Yep. We could. >> Next item is employee recognition. employee recognition. >> Okay. >> Good evening. I'd like to ask Hannah Elman Taylor, who you just met earlier today, to join me. Megan Fraterelli, Fraterelli from Hey, this is Hannah. You met her earlier. And Carrie School, come on up. Let's give them a really big round of applause.
036Fredelli. Okay, so I was close. Megan Fderelli. They're all fabulous. So I will say a few words about each of them and then give them an opportunity as well. Hannah is a music teacher at McCulla Ununice Middle School, fourth year with Dearborn Schools. And she's nominated for her incredible dedication and the tireless efforts she's put into building the music program at Ununice. Hannah's hard work and tireless efforts to inspire is greatly appreciated and I have to say you should see what she did with the kids last summer during summer discovery at McCulla Ununice. She had them put on a play in a very small window of time. So, thank you Hannah. Hannah, do you want to say a few words? >> No pressure. No pressure. Um, I will say that Hannah also has always given
037us really a ton of feedback about what the music program needs and we value that and hopefully I believe we've implemented quite a bit and we'll continue to collaborate. Megan Megan is the uh Megan is the uh secretary at HEG Elementary. She's also the office manager. Megan has been with Dearborn Schools for four years and I feel like it's been so much longer. We are thankful for you, Megan. And she is nominated for working tirelessly behind the scenes to keep Hey running smoothly and for always making sure the staff feels supported. Megan's presence puts everyone at ease and she is the heartbeat of the building. What a compliment. And if you know Megan personally, she's a fabulous person as well. >> Hi guys. I just wanted to say that I'm giving back to the community
038that fed into me for all those years. I'm a proud HG owl. Um I have I was at HEG in kindergarten in Miss Matress's class. So to be back at HEG is really a pleasure and I just love my community and it's it's a pleasure to get to do what I do every day. So thank you for letting me do it. Carrie Schoolmaster is a special ed coordinator in her 26th year with Newborn Schools. She's nominated for her exceptional leadership, constant willingness to help, and genuine care for everyone. Carrie leads by example, and absolutely deserves the highest praise. Uh, absolutely. Carrie, please come say a few words. I just want to say how blessed I am to be able to be part of this community and how involved everyone is and the goals to, you
039know, continue to grow and I can't express the gratitude I feel for being able to be nominated by my peers. So, thank you guys so much. >> Thank you. Okay, I think that means we're back to commendations, Mr. Men. Okay, common. Next item is commendations. >> Hi everyone, my name is Nia from 01 High School. I'm a junior. >> Hi, my name is Darwish and I'm also a junior at Selfor High. Let's just get started. Okay. Commendations to Sonia Dixit on earning her chief financial officer certification from the Michigan School Business Officials Organization. The voluntary 5-year certification reflects a high degree of academic and professional preparation. Commendations to Tracy Pendred, elementary district instructional coach, for representing the district as a presenter at the 2026 Michigan Reading Association conference. Her session on building collaborative literacy cultures
040using an assetbased mindset strengthened the coaches and educators w statewide. Miss Pendra's leadership continues to have a positive impact on our professional learning community and the growth of our teachers. Commendations to BL bus drivers Rachel Nicholas and Hallet Nusa. Both drivers were selected to receive a 2026 Wayne County Excellence in Transportation Award for providing or supporting safe student transportation. They will be honored during a banquet on April 18th. Commendation to Dearborn High video students who earned a record high 23 nominations from the re regional student production awards from the National Academy of Television Arts and Sciences. A total of 13 students earned nomination this year. Jesse Good earned 10 nominations and Amina Tumi earned nine nominations. Both are poised to break the record for most career wins in Michigan. All of the nominated movies will
041be shown at the WDHS film festival scheduled for May 15th and 16th at Dearborn High. Commendations to Edel Ford High School orchestra students on March 6th. They welcome student musicians from Bryant Oell Smith and Stout Middle Schools for a special school event. Following their ensemble performances directed by Matthew Question, Ryan Cup, and Zack Thompson, respectively. Students received expert instruction from distinguished conductor Joseph Deler focusing on technique and collaborative artistry. Commendations to the Dearborn High basketball team for both their regional championship win and for being featured on CBS News for competing while many of the players were fasting for Ramadan. Commendations to the Dearborn High model UN delegation. The group was honored with the spirit of Sparty award which recognizes individuals or groups who embody the pride, tradition, and dedication associated with Michigan State University. often
042highlighting exceptional sportsmanship, positivity and service. Individual model UN winners include senior and club presidents Adriana Deep with the book award and junior Muhammad Ali Bajage for outstanding delegate representing Japan in the women's rights counsel. The club is overseen by Sarah Sabak. Thank you. Commendations to Jerbo United Bowling Coach Paul Markin. He was named division one bowling coach of the year by the Michigan Interscolastic Bowling Coaches Association. This is tremendous honor and a well-deserved recognition of the outstanding work coach Markin has done with the bowling program. Commendations to Dearborn High students in the peer-to-peer program who in March attended an annual University of Michigan conference that looks at student depression on college campuses. Professionals and students from across the country come together at the event to look at recent research and practical advances for understanding mental
043illnesses among young people. Commendations to Edel Ford High students, Gabe Etard, Ryan Hulka, Violet Deler, Zah Muafer, Marcus Medulla, and Victor Bellic. They each earned superior division 1 ratings at the MSBA State Solo and Ensemble Festival. Commendations to the Zel Ford Performing Arts Department for hosting the 8th annual pasta dinner, music showcase, and silent auction. The event was well attended, and the money raised will help support the SLA Ford instrumental music program. Commendations to the ETS for student council and adviser Danielle Pletky for putting on a great charity week event in March. Students raised awareness and collected more than $5,000 for Zan, a local charity. Kudos to the Thunderbird community for their generosity. Commendations to the Dearborn High Robotics team for its recent successes. The team competed twice over spring break. In the second event,
044the team received the autonomous award based on the robot's ability to sense its surroundings, position itself on or on board equipment appropriately, and execute tasks. The team is coached by Ion Iayona Besin. Commendations to Deval Elementary fourth grader Sawyer Struure for earning the outstanding interpretation award for photography in the state PTA reflections competition. This prestigious honor is equivalent to first place in the state. For this incredible achievement, Sawyer was awarded $800 and the Deval PTA was uh received $200. Commendations to Charlene Hughes, Abigail Freed, and Adrienne Brown for leading the Deval Green Club. Once again, Dval was given the highest green school designation, which is the evergreen status. Thank you. >> Thank you. >> Um, trustes are >> trustes. >> I wanted to let you know that we're inviting all of our reflections winners at
045the May board meeting so that we can see what they did and who got to the state level. >> All right, the next item is scholar athletes recognition. Good evening members of the board and super superintendent Soore. I stand before you tonight to celebrate a student athlete who defies the very best of dearborn public schools. As many of you know, the Van Patrick memorial award is an award given by the city of Dearborn Recreation Department in conjunction with Dearborn public schools. It is the Heisman of our city awards given to the single most outstanding senior student athlete who excels in the classroom, in the community, and across multiple areas of play. This year, that honor belongs to Dearborn High's Carl Wolski. To understand why Carl was chosen, you only have to look at his jersey,
046or rather his four different jerseys. In an era when many athletes are pressured to specialize in just one sport, Carl chose a different path. He chose to lead in every se every season on the football field, on the pitch, on the basketball court, and on the track. Carl is a true four sport athlete. a feat that requires incredible time management, physical discipline, and a deep-seated loyalty to his teammates. Carl embodies all of those. Carl has signed to continue his academic and athletic career at Elma College where he'll play football. Congrats, Carl. On behalf of the board, your superintendent would like to present me with this award. >> Thank you. Congratulations, Carl. I'm seeing your mom with tears in her eyes and I don't blame her one bit. Um, I went to high school with your
047dad and he's the definition of kind versus nice. He's just a kind man and I know your mom is as well and I'm happy for your parents as much as I'm happy for you. Congratulations. >> Thank you so much. >> Congratulations. >> Yeah, I I do want to say something. Um, last year I'm on the rec commission and last year I was a part of the Van Patatrick selection committee and it's amazing when you meet these young men that are um um athletic but also academic strong. It's uh it it's when you talk to them it it's amazing and I would say this award uh really is an important award. Unfortunately, we could not make the the presentation because we had a special meeting, but it's definitely deserved and those that get it, it's a
048major award in my book. Thank you. >> Thank you so much. Thank you so much. Thank you. Although Carl is the one that was present, I'd like to acknowledge all of the nominees. We have Sienna Maru from Dearborn High, Maya Harmon and Abdullah Salah from Zel Ford, Sarah Zorca and Fias Awadala from Fortson. And we have middle school nominees, middle school student nominees. Let's give them a minute and then recognize who they are. Bryant Hannah Hammud and Hussein Fiad. Lori Hussein Sad and Naven Suedan. Salina Bayan Shahit and Adam Algahi Smith Maya Bahasoon and Noah Smith Stout Hannah Salamy and Fouad Merchid. Ununice Nor Shared and Muhammad Hussein and finally Woodworth Khadijah Alawiyah and Yaser on Allah. >> All right. Next >> next item is acknowledgement of donations. >> Hi. Good evening everyone. Good evening,
049trustees and superintendent Sor. Um, I'm here to acknowledge our donations for this evening. Can you all hear me? >> Sure. >> Uh, better. >> Yes. >> Okay, great. Uh, the first we have a grant of $345.40 has been offered to Howard Elementary School by the Dearborn Education Foundation to be used for novel study for the seventh uh the fifth grade class. Uh second, we have a grant of $73280 has been offered to Bryant Middle School by the Dearborn Education Foundation to be used for binders for the seventh grade class. A donation of $2,000 has been offered to Salina Intermediate School by the Dearborn Education Foundation to be used for the space. Uh space creation for comfortable seating, lighting, and decor. A donation of $2,000 has been offered to Salina Intermediate School by the Dearborn Education
050Foundation to be used for writers in residence project. And finally, a donation of $3,000 has been offered to the Dearborn High School by the Dearborn Education Foundation to be used for the Health Occupation Students of America International Leadership Conference. And that concludes our donations. Thank you to the Dearborn Education Foundation coming through. Next item is approval of minutes. Approval of minutes of the following Dearborn Board of Education meetings. The building and site committee meeting March 9th, 2026. Board report 25-112. Finance Committee March 9th, 2026, board report 25-113. And the regular P12 meeting, March 9th, 2026, board report 25-114. I'm looking for someone to make any necessary corrections and move approval of these minutes. >> So move. >> I'll support. >> Second. >> Uh any corrections? >> I had one correction um to the regular meetings
051for the the 9th meeting, March 9th, 2026. uh toward the bottom uh I said if we are looking at private sectors okay so sorry has been corrected so I read it secrets before so >> okay all right >> I'm not looking at private secrets we're p looking at private sectors yes >> so so uh thank you for that correction maybe Joanne or Catherine did it >> all right so hearing uh no corrections uh may we attach a unanimous roll call to this motion Yes. >> Yes. >> All right. Motion is approved. Thank you. >> Next uh item is union leadership commentary. This section of the board of education meeting is being added added to further enhance the already strong commitment and longtime partnership between district administration and all bargaining units. Both instructional non-instructional union members
052serve on a wide variety of standing and ad hoc committees that drive the work and decision-making in the Dearborn public schools. In addition, administration meets monthly with the leadership team of all unions as well as a group meeting with union presidents. These meetings are not required, but are an extension of the collaborative partnership that has long existed in the Dearborn public schools. This section will further enhance the commitment to valuing all suggestions, views, and opinions brought forth by all staff members in the district. And the one representative we have here today is from the Dearborn Federation of Teachers, Miss Kathy Martin. Good evening. Um, honest, I had no idea what Bob and Chris were going to talk about today, um, when I decided to talk about this. Um really I'm here because um there's been
053a lot of backlash towards technology and education and we've been using tech in education long enough where we now have data about the damage that it's doing. Um so I'm here to talk about that. Uh also in light of the lawsuits that I is dealing with. I think that's something that we really need to think about. Um, so you know, it's surprising, but I'm saying um that technology is not always better for our students. In fact, I'm here to urge us to thoughtfully reconsider and in many cases step back from our reliance on technology in our classrooms. Over the past decade, we've rapidly increased the use of devices, software, and screenbased learning tools. This shift was well-intentioned. We were told it was person it would personalize learning, increase engagement, and better prepare students for the
054future. But what we're seeing in practice tells a much more complicated story. Um, first I have like a bunch of points. So first, technology is fundamentally changing how students learn and it's not always for the better. Many students are struggling with attention, focus, and stamina. When learning is constantly mediated through a screen, it becomes harder to engage deeply, persist through challenges, and develop critical thinking skills. The quick click, instant feedback nature of technology can unintentionally discourage patience, reflection, and true problem solving. And we are absolutely seeing that in the classroom. Um, second, uh, increased screen time is taking a toll on students well-being. We're seeing higher levels of anxiety, decrease social interaction, and fewer opportunities for meaningful face-to-face communication. Schools should be places where students learn to collaborate, communicate, and build relationships and not just
055interact with a device. Um, I have seen that some people in the district are reading The Anxious Generation. I'm pretty sure that's what it's called. And that book is about the use of technology and how as technology use has increased, we've seen mental health issues increase as well. Uh it's a really good read for those of you who have not read it. Um third, from a developmental standpoint, we're seeing noticeable impact on students fine motor skills. As learning shifts to tapping, swiping, and typing, students have fewer opportunities to develop the hand strength and coordination needed for handwriting, cutting, and manipulating materials. Many educators are observing increased fine motor delays. Our OT's are working really hard with students that they never had to work with before because they're not having the basic skills that kids come
056to school with. Um, students are struggling with pencil grip, letter formation, and basic classroom tasks that were once developmentally typical. These are foundational skills tied directly to independence and academic confidence. And um, I'm not a doctor or anything, but I know we've seen a lot of playground issues with kids breaking body parts, falling off monkey bars, and I'm convinced that the use of tech and the poor fine motor skills and the poor hand strength has something to do with it. I know at the beginning there are a bunch of kids were falling off monkey bars. Um I'm like that's what it is. But anyways, um fourth, there's a concerning increase in speech and language deficits. So I'll tell you the SLPs have been sounding the alarm about tech um maybe about more than 10 years
057to be honest with you. And I know some buildings have invested in the banner that they put in front of the office, encouraging parents to keep tech away from the kids. Uh let the kids play. Don't use tech as a babysitter and and ask any speech language pathologist in the district. Our case loads are exploding and we're convinced that technology has something to do with it. Less face toface interaction. Um kids are used to um just asking, you know, answering yes or no questions. There not a lot of deep thought and parents truly truly believe that this computer is helping their kids. This technology is helping their kids. They're doing uh they're working on websites that we as a district have recommended. Um I can't even remember a single name, but my I know my
058kids were I I actually didn't let my kids use it, but um so that's something that's truly impacting our kids speech and language development. Um and we need to look at that because kids now are more interested in screens than people. And I've noticed when I talk to kids, a lot of them aren't making eye contact. A lot of them are like want to get the conversation over so that they can get back to their tech because um it's way more interesting than I am. Uh fifth, we're beginning to better understand the cognitive and neurological impacts of heavy technology use on developing brains. Frequent exposure to fast-paced, highly stimulating content can impact attention systems, working memory, and executive functioning. Students become accustomed to constant stimulation and immediate rewards, making it harder to sustain focus, regulate
059impulses, and engage in deeper thinking. At the same time, reduce time spent reading, playing, and interacting face to face may limit development of neural pathways tied to language, empathy, and higher order reasoning. In short, we're shaping brains in way that may not align with the outcomes that we value in education. Um, and I'm sure any teacher in here would agree with me completely in what we're seeing in the students. That wasn't planned, I swear. Sixth, uh, we must consider student data and privacy and security. Uh, with every platform we adopt, we're collecting and storing increasing amounts of sensitive student information. Across the country, there have been multiple data breaches involving educational tech companies. This raises serious concerns about how securely this data is stored and who has access to it. Families trust us to protect
060their children and that includes their personal information. There are growing legal and ethical concerns surrounding some widely used platforms, including Ire. Lawsuits have raised questions about data collection, privacy, and developmental appropriateness. Regardless of outcomes, these concerns highlight the risks of adopting large-scale technology without fully understanding its long-term implications. Um, and we are noticing that technology has often been replacing rather than enhancing good teaching. No program can replicate the impact of a skilled educator who knows their students, adjusts instruction in real time, and builds a strong classroom community. Over reliance on technology risks diminishing teacher expertise and professional judgment. It's important to recognize that we're not alone in reconsidering this issue. Districts across the country are are already taking action uh dramatically limiting technology use in elementary schools and in some cases eliminating it altogether during
061the school day. These decisions are being made in response to the very concerns we're discussing tonight. Student development, mental health, and the long-term impact on learning. We should be paying attention to these shifts and asking why so many people are moving in this direction. We also must consider equity. Technology is intended to level the playing field, but in many cases, it has widened the gaps. Not all students have the same support, digital skills, or ability to stay engaged in a screen-based environment. What works for some creates barriers for others. So, we must ask ourselves, what are we preparing students for? Yes, technology is part of the modern world, but so are communication, critical thinking, resilience, and human connection. These are best developed through discussion, hands-on learning, reading, writing, and real interaction, not passive screen time.
062This is not a call to eliminate technology entirely. It's a call for balance, intention, and restraint. We should be asking, does this technology truly enhance learning or is it just convenient? Is it develop developmentally appropriate? Is it protecting our students not just academically, but cognitively, socially, and digitally? Is it supporting teachers or replacing them? Our goal should not be to keep up with trends, but to do what's best for students. Uh, I urge this board to take a thoughtful step back, re-evaluate current technology use, prioritize human interaction, hands-on learning, and student well-being. Reinvest in experiences that build foundational skills, found motor fine motor development, strong speech and language abilities, and healthy cognitive growth. And trust our educators to lead the way. Our students do not need more screens. They need more connection, more engagement and
063more meaningful learning experiences. >> So I I do want to um respond u based on my previous comment. While I believe that we need to introduce AI to our kids um because that's the world is going, it doesn't mean we don't maintain our tra traditional way of teaching. Uh it's really important that we teach our kids um we we uh maintain a strong commitment to the traditional method of teaching because we're building a foundation. Um but at the same time introducing AI to our kids it's it's essential because that's where the world is going. So we do have to maintain a balance. >> I'm not speaking against AI necessarily. My main concern truly is the elementary kids um who are opting for Chromebooks instead of paper pencil who and that's really where it's at. I
064understand as they get older we do have to prepare all our students for the entire world out there. Um, so I'm I'm not up here to speak necessarily. >> No, and let me clarify, and I we've said this before, utilizing technology um is it's more than eliminating technology. It's how we utilize technology. You're not giving a Chromebook to a a kid to keep them busy. Uh we don't want to do that. We want to utilize technology the right way, but it's still at the at the teachers level discretion to maintain traditional teaching. So, uh, I know you had a comment. >> Yeah. Um, I just want to mention that one of my goals from last year, the board goals was to actually reduce technology use in the classroom by 25%. That is still an established
065goals and it is going to be my goal for the next year. Uh, I want to just go on the record of saying that that I am definitely for analog and and relying heavily on the educator in the room. Um, I do believe that our kids benefit more with human interactions rather than screens and um we we need to really re-evaluate that um as we go. So, thank you for your comments and for your uh for your points. >> Trusty Vazzy, >> um I just like to echo Trusty Mosep and join him in that goal in our next school year uh especially at the elementary level. I am not opposed to technology but used it as a tool at the appropriate time. Ensuring that especially in the age of AI that our students can have
066the critical thinking skills to understand what they are being presented to understand the information how to use the information and not use AI as a as a crutch to use use AI as a tool at the appropriate age at the appropriate time. Um, so I look forward to continuing this conversation and finding that balance. >> A couple of years ago, you might remember we had a conversation about lunchtime and playground time and at that time we were coming out of COVID lockdowns and we felt that the students were not getting a good balance um of of downtime at during the school day. I think this is going to be another one of those opportunities where we're going to look at the way that we can integrate what we know the students are going to need
067as they go through the um chains of education while still incorporating our good old-fashioned uh functions of learning how to sign their name in cursive and learning how to turn a page of a book and all the things that we all grew up knowing but we have put into the closet. So I think that we can continue this conversation of advancing while still maintaining um we want to supplement but we don't want to replace. So what we need to do is find that and it's going to be a tricky balance because so many things are being heaped upon the classroom teacher now to incorporate into the day that we're but I think we can get very creative about this not through AI but through our own brain cells to find a way to make sure
068our students have have all of those skills that are going to make them a well-rounded human being. All right. >> Oh, >> so I I can speak on behalf of the team that we wholeheartedly agree with most of what you said. The monkey bars, I think you're on to something, but I can't agree with that right now. >> It's okay. Um, but we've worked on it this year already. I think we're we're ahead. We are we're aware. And our and our leading question in designing our updated policy was, does technology replace or enhance our instruction? And so that leads us to defining what active and passive usage is. And I believe that's what you're saying. And then also your, you know, your the the developmental delays that it may cause, not that, but a contributing
069cause to other delays. Um, I think is something that we know as well and have worked on and will continue to. >> Thank you very much. >> Thank you. Next item. >> Next item is special reports and we have one listed from Southwest Food Service Excellence and Miss Emioni Cresty. Did I say that right? >> Okay. How do I say it? >> Emiona. >> Okay. Southwest Food Service Excellence Update from Miss Emiona Cresty >> and Miss Courtney Boris. >> Oh, sorry. I only have one name here. >> Oh. >> So, you're responsible for everything. >> Good evening. Um, my name is Courtney and this is Emmy and we oversee the food service department together. Um, we're here to share a little bit about our department and give some updates. Um, so as an overview, um,
070the district has been partnered with a food service management company SF since school year 2019 2020. Um, so we are in our sixth year partnership together. Um, and with that partnership, um, we work hand in hand. Emmy is a district employee. I'm here on behalf of the food service management company. There's a team of seven of us that comprise the management team as a whole. We have a district chef on our team. We have three registered dietitians. One of them is responsible for the menu creation, special diets, allergens, anything related um to development of those items. We also have a director of operations and a student experience manager. Um so a little bit about the program. We are a um exclusively halal menu item. Uh so all of our meats are sourced from certified halal
071sources. Um we have a focus on fresh. We offer unlimited salad bars at all of our buildings. The students can help themselves. Uh there's a variety of fresh fruits and veggies that are offered daily. We have been C, which is a fancy word for community eligibility provision. Um, which basically just means that all of our students eat for free since school year 2019. So, we're proud of that. Um, following COVID that came out. Um, but we were doing that prior to CO and we hope to continue to be able to offer that for years to come. We serve roughly 14,000 meals a day across 32 kitchens with over 160 hourly employees um that work really hard for our kids and do a great job. >> Um good evening. This is I'm Emmy Christie. I um
072the food's director for Dearborn Public Schools. Like Courtney mentioned, we work together handinand in our department. Um compliance is my favorite um topic of this whole presentation. Um, it is definitely more complex than most people think and the most common comment that you mostly hear is just food and how can you mess that up? So, um, I'd like to just emphasize that because it's a federal program, we are strictly guided and we are held to a high standards with our compliance um, part. Um, our meals, we follow um, an offer versus serve structure. That means like Courtney mentioned, we offer a variety of food items um to our students and they are able to pick from those um items that we um serve on daily basis. Um our menus meet age appropriate calories and um
073sodium and low saturated fat um levels and we are required to offer the five components which are uh gra grain, protein, fruits, veggies and milk. Um with that be being said um we get into the nitty-gritty of it to where our at least 80% of our menu um is expected and is actually um whole grains. We have geared away from frying. So no cooking, no frying as a method of cooking. We've utilized the uh combi ovens which are uh removing the um add added um oils and they're able to provide u you know more um a better structure of the food that we're offering to the students. Um our menu also offers a variety of the vegetable groups um from red and orange and dark green and starchy and beans which is again a required
074component in order for our meals to be compliant and reimbured by the state of Michigan. >> Um Like Courtney mentioned, all of our um food here is halal and we source the majority of it and try to work with the Dearborn um trust um vendors like we are are partnering with SAD who is a a very u well-known um vendor here and u very trustful. So we are very happy with those products along with some other certified um companies as well. Um the next um very important piece of this is financials. As I mentioned, we're aif about $15 million budget um fully funded by um MDE um through the community eligibility pro provision and which with that being said for hopefully if everything goes the right way like it's been going so far we are
075um going to continue for the next five years because we just renewed that um um um method of um serving. So we're very happy to be able to serve our students that way. Uh the reimbursement structure um is pretty um I want to say straight straightforward as far as the meals um have all the required components and the students are going through the line and they have all of them on hand. We're able to count those meals using a point of of system and then we at the end of the month uh claim those meals and get reimbursed from um the state of Michigan and those uh rates are um about $2.80 a breakfast and $44.50 50 cents um a lunch and they're usually um adjusted every year in the summer um and a slight
076increase um that get um being reimbursed to us. Um just like as we all know um like the every other department um the gradual changes have affected um us our department as well because multiple uh grants have been taken away as you're made aware it was a lot easier during COVID you know things were adjusted because we were going through a tough time the tough time is still happening we just don't have any grants um to us so uh we try to get or apply for as many that are out there as possible which makes it a little more difficult now that is everyone's trying to apply apply for the same grant because there's only just a few available. However, we're very proud to say that about 13 of our elementarymentaries will participate on a
077fresh fruit and vegetable grant which is um able to provide our students a variety of vegetables twice a week. Um and that's actually geared towards students trying things that they may never try before like you know hikma is a vegetable of choice or a starf fruit is another fruit of choice that they're able to try and just offered. And often you hear the comments, I've never seen this before. Like you know, I've this is amazing. So we're really um happy and they get to do a collective um method of eating and along with the teachers as well. And um it's very beneficial to us because we're able to utilize this particular grant and purchase 10% of that grant. We can purchase equipment and um last year and this year alone we were able to get
078about 12 two door reachin coolers which have helped our schools immensely. and you know with um the need of new equipment that we're right now UDIM uh which stands for United Dairy Industry of Michigan is also very good um is very resourceful and supportive with a few milk coolers and then just recently this year and and kind of towards the last year we received two grants for the one for no kid hungry and one for equipment assistant about $23,000 each of them and for for Dearborn we were able to get two top-of-the-line WUX ovens which our cumbi ovens which is sky's is the limit. You can smoke, dry, dehydrate, you know, do all kinds of amazing good quality food um and experiment with them which will hopefully be the visual the goal when we you
079know replace equipment because that would be helpful not just for the students but for our staff as well. Um, another amazing accomplishment u last year and especially this year is uh the being able to apply for the waiver to serve the ifar meals um to our students and this year we extended that to our elementary schools. It was super successful. We served about 41,000 meals reached to all of our um students that were able to take those meals at home that were all shelf stable and um it was a a great um turnaround. Um, and I just wanted to also mention that um, you know, we're trying as much as we can to make everyone's job um, a little easier. And um, also just um, I wanted to mention that um, I just give I
080just our food service um, employees are just the amazing the most important component of this whole operation that we put together. They are the pit of our success and um, we do a great job with training them. there. Believe it or not, our lunch ladies are required to attend 10 hours a year of PD, professional development, which we have extended um and tried something um great that worked really well this year, which was 15 minutes of training every week. Um they uh we want to do all kinds of different topics trying to keep up with everything that's going on because we're having a hard time keeping up and now if we're missing links to just transmitting that information to them, we can only imagine that you know with all the food allergies and everything that's
081happening um you know are we're not able to execute um that program. And the last thing that I'm going to say is uh we're working so hard. We're going through an administrative review. Um it's was supposed to happen in January um due to a mishap with the state um hopefully will happen in May. Uh we're preparing and trying the best we can to get all the records and all the hard work that we put um in the past um together for those reports and hopefully we'll we'll do a great job and fly with red colors. All right. Um, and then a little bit about culinary and nutrition education. Above and beyond just feeding the students, we really try to make it a well-rounded program where they have access to extracurricular activities that we can provide
082during the school day and beyond. So whether that's a farmers market where we set up during the school lunch period and uh the kids have an opportunity to sample different fruits and veggies they may not be exposed to otherwise. Um, we have a great roving chef program where the kids are actually able to cook and experience those hands-on activities with our district chef. Um, there's also nutrition education which we try to weave into all of those other programs simultaneously. Um, and then we celebrate all of the kind of food holidays and food months like National Nutrition Month. October is National Farm to School Month. So, we celebrate uh Michigan agriculture with the Great Lakes Apple Crunch and all of our K8 students participate in that um where they bite into local Michigan apples. Um so,
083it's really just a great opportunity for us to interact with our students and get to know them outside of the cafeteria. So, where are we headed? Um our goals for next year and beyond, we want to continue surveying our kids. We want to hear from them. They're our customer. Um they dictate everything we do. So launching a district-wide survey where we can really garner feedback on what they want to see on the menus, how they feel about the food, what they wish to have. We already know um they pray for chicken shawarma. So that is something we are working on. Um we are also launching a flavorfest activity in October at the high school. So the students will have an opportunity to sample new menu items and provide their feedback in real time. Um and
084then that all feeds into continuous menu development. We always want to keep the program fresh and exciting for the kids. Um, and then, uh, increasing our local purchasing and partnering with local farms. We already serve a variety of local produce here to Michigan. Um, but we want to try to expand that the best we can and get those local, fresh, better tasting foods in the in the hands and bellies of our kids. Um, and then as always, increasing participation, continuously updating our equipment, and um, pouring back into our staff the best way we can. That is all we have. If you have any questions, we are happy to answer. So, um, you said you have seven people on your management team. Is that the outside service or is are you employed by Dearborn Public Schools?
085>> Two of them are Dearborn Public Schools employees and five are with SF, the outside management company. So what is the cost overall for the district for your food service and what do we get in return? >> Um the structure of the payment for the management company to partner with the district. >> It's a admin and a management fee structure. So, on every meal that's served, there's um a certain scent amount that goes back to the management company as a fee, and it usually averages about 15 to $20,000 a month, and our reimbursements are over a million dollars a month. >> My next question is, so we're serving approximately 14,000 students. Okay. Um that seems to be pretty low percentage considering we have 20,000 students and they're entitled to free uh breakfast and lunch. Correct.
086>> Mhm. >> So what do you um feel the cause that we can't get more students to um participate in our food service? >> We have a lot of opportunity at breakfast. So that's where our focus um primarily will be next year um with the surveys and we hope to roll out breakfast carts and work with district admin um in any to reach the kids in any way we can. Um we're always trying to get creative and and serve the kids what they want um because if you serve them what they want then they will come and eat. So that's it's a big focus on listening to the students and making sure that we're following through with their suggestions and recommendations. And that would be my last question. So, um, how many times a year
087do you do a survey? >> We are currently in the process of conducting a kind of year-end survey to give us a starting point for where we're going to begin next year um, with developing our menus and then we will conduct another one in the fall um, in addition to some of the events that we have planned where we can garner that feedback in real time. At the elementary level, we typically just talk to the kids. It's a little more informal. um we're there, you know, during meal time or we're there for a robing chef event and we ask them what they like, what they don't like. Um they love to talk and we love to listen to them. They're they're awesome. So, we get the most feedback that way. >> Thank you for your
088time. >> Thank you. >> Go ahead. >> Um I'm I'm glad that you're including more of what the students eat at home to so they can eat at school. Have you thought of also surveying the parents as well and and getting them to sample as well in some kind of events? >> So, um there were two uh questions added this year um to a survey that was sent to um like the general survey that was sent out in February. Parents were included um you know generally as the the parents would ask the kids. So it's technically the kid I mean the menus are shared with the parents in elementary level it's pretty obvious you know they discuss what's for lunch tomorrow and then the parents already know so the options are there is there room
089for improvement absolutely we're trying to always be creative however like I mentioned the guidelines are very strict and you know we can't always 100% satisfy what the kids are asking for because even at home we don't like to satisfy what they're asked for very often but um as far as the um older kids. Yes, absolutely. There's room for improvement. We're going to work on that next year, especially with breakfast, offering hot breakfast and all kinds of variety items. Um but yeah, like we've tried to reach through the parents, but I mean we've had some turnout just like with any survey like it's hard to know who's really answering. >> Trust you. Um I just want to say that um um using food as education I love those programs you know kids learn and then the
090cultural s sensitivity that we have with the foods that are provided and getting them exposed to new things. I will I do want to share with you I had a fourth grader I asked them what is your favorite part about dear public schools and their response to me was all the food is halal and I asked them well why is that they go because I feel comfortable I don't have to worry about what I have to eat I can just eat and go off to class. that's from a fourth grader and that really makes a difference, you know, for them to feel comfortable in their environment. Um, one question or request that I that I have and I know we have limitations from a funding perspective about being able to do this or not, but
091I have gotten some feedback from there are families that when we have vacations or when we have time off, right, their main food source for the the kids is the food that they receive at school. And so at home, you know, they start having trouble making ends meet. Now, now that may not necessarily be our place to provide that, but maybe on the lunch menu or something like that. Having resources available when they see the menu, they know that those times are coming and we can make available. I know we have partnerships with nonprofits and such, but just making that more easily accessible for families that may have food insecurity. Um, I think that's something that um we already have those relationships. Communicating that may be good. Yeah, there is um I think we've communicated
092there's different resources that our district has published on the web page. I think uh state of Michigan has another resource for in the during the summer because it's kind of like a longer period of time that they're off and it's called um summer EBT or SunBox. So all the students that have a form on file according to their um income eligibility, they would receive an EBT card at home. And um we do the best we can with the resources we have and our limitations. Um but I mean there is this community is wonderful when it comes to helping each other. So that's the only kind of source right now currently other than you know food service >> department actually sending food home to those kids. >> So so I I guess uh what I'm saying
093is I know we may not be able to provide them with the food but even like again like the lunch menu something at the bottom you know food insecurity question mark you know visit dearornschools.com whatever for >> we will we'll make sure it's a very good um it's a very good point. Yeah, we can actually add some resources that they're on the website, but not everyone is able to reach out. So, yes, we will consider that. Absolutely. >> Thank you. >> Yeah, that's what I maybe I missed it if you said it, so sorry if I did, but how do you reach out? You said you reach out to parents. How how do you do that? >> Just in general. >> So, the menus, uh, we send the menus, um, monthly. We send them to
094the secretary at every building and, uh, some buildings actually print the menus, some buildings just send them with parent connect. Um, and then our menus are on our district website for the older kids that um, and I think every building has newsletters and it's on their um, actual school web page. So, >> okay. And what about the survey? >> Uh, survey um, I think Dan um Patterson sent or put together a survey and there were two questions on the survey that was related to food service and satisfaction on that survey. So, the general survey the one uh, Courtney can talk to. So, the the parent survey questions was not all-encompassing. It was two very basic questions, frankly, that went out on the the more um the bigger district-wide survey that was just completed. That's a
095great recommendation. We're going to work with the district to reach the parents and maybe we can launch something this summer or next in the fall um to garner some feedback. >> We do get feedback from principles in addition to the students. Um we have what we call a principal report card. So that is something that we do as well. But um parent insight would be helpful. >> Go ahead. Um thank you so much for your presentation. Um I wanted to say that uh where's my point that I was looking? Um oh I I know you mentioned you were dealing with some difficulties for funding as many are. Um, and then I love that you proceeded to say, "But here's what we did." And then listed off all the things that you did. So, thank you
096for being, you know, proactive, um, for being able to to do what you need to do. I know it's very difficult right now. Um, so we really appreciate it. Um, that, you know, we're fighting for for money alongside, you know, so many other schools and and districts. So, um, thank you for doing that and not just saying sorry, we can't find a solution. Um, and then secondly, um, I just wanted to mention all the different touch points and I think Trusty Bazzy mentioned one, but this is food as, you know, food as nutrition, um, as education, as community, as partnership, as culture. Um, and those things are all very evident and I think that's so important to talk about. We're not just talking about, you know, school lunches. We're talking about this in its entirety.
097So, I really appreciate, um, all that mentioning. And then the last point is um Emmy, you mentioned in your presentation that the compliance piece was your favorite. As someone who works in compliance, I really appreciate that too. So thank you guys so much. >> Favorite topic. >> Thank you. >> My team get >> I just I just wanted to mention two things. First, I wanted to acknowledge the team on um the Ramadan turnaround. It was originally a middle school secondary >> initiative and um a few APS said, "Hey, can we bring that down to elementary?" and they did it that quick. So, I wanted to acknowledge that. And also, I wanted to acknowledge your cafe managers and servers in our buildings every day. You know, if if those people are not welcoming and smiling, it
098could be the worst part of a student's day or the part that they want to avoid. Um, and it also determines how the rest of their day is. And so, from kitchen to kitchen, I've just seen the staff be welcoming. The only thing they struggle with is when kids ask for more food and they can't. And it's so hard for them to say no. But like you said, it's compliance, right? And there's health standards. But I just wanted to tell our our cafe managers and servers, thank you for everything you do for our students every day. >> I just want to just I'm sorry we're taking up too much time, but I just want to be specific with when they ask for extra food. Um they can get as much as many fruits and vegetables
099as they can from the salad bar. Just the main entree that we get into the compartment. Thanks for clarifying. They always want that extra slice of pizza or >> I get it. >> I'm pretty sure it happens on a little low note. >> Thank you. >> All right. No other questions. Thank you so much. >> Okay. Next item. >> Our next item is citizen participation. Uh before we get to the cards, uh Mr. President, we have an employee to address the board. And so I'd like to welcome up to the podium Dr. Adnan Mugni. So, how much time do I have? >> Uh, I don't know if that was decided. >> It's not decided, but we'll we'll give leeway. >> Okay. Thank you. Appreciate it. Can I approach? I can give you this so you
100can follow along. Okay. Thank you. >> So for the record, we we will adhere to the three minutes rule with the exception of Dr. Nan. >> Yeah, >> he has leeway to address the board. Uh hopefully I don't get as emotional as the last time but uh please bear with me. I want to good evening board trust uh board president Ajami uh board trustees and interim superintendent uh sur my name is Adnan Mi and I'm the principal of McDonald Elementary School. I want to begin by thanking the community who showed up today. Please stand up. I want to thank the community and I want to thank beyond the community because I got a lot of support from all over the state. Um we have over 1160 petitions signed. I want to also thank the people
101that were very positive in my support on social media. Okay. I'm here tonight to discuss the contemplated non-renewal of my contract. I'm asking the board to reject this recommendation because the administrative process leading to this moment has been procedurally flawed, factually inaccurate and contrary to Michigan law, specifically MCL and 380 1249B. I I respectfully respectfully submit this unified statement in response to the recommendation of contract non-renewal of my employment as principal. This response is grounded in my 13 years as principal with seven highly effective and six effective ratings. If what I'm if if what I'm if they're basing it on some evidence, why wasn't that evidence included in my yearly evaluations? Okay. Why was it separate? Okay. I'm here to raise concerns regarding the evaluation process and potential violation of Michigan law, specifically MCL 381249
102again and 381249B. This law requires that evaluation be based on multiple measures of effectiveness and objective evidence. That raises a serious concern about whether my evidence and artifacts to support my end ofear evaluation was actually reviewed before finalization or before the letter changed. The end of year 2024 2025 school year evaluation was finalized on June 16, 2025 with a rating of effective. Okay. However, on September 19, 2025, more than 3 months later, okay, that that RA rating was changing to developing and later to progressing. cited as miscalculation in the system. So the miscalculation was was noticed or found 3 months later. State law said that once a evaluation is finalized that's that's it. You cannot reopen it. Okay. I was placed on a performance plan for the 24 25 years uh school year. This plan
103I was assigned 12 goals. Imagine that 12 goals to work on. Usually we get 23 goal. That's plus we are I was also responsible for the Douglas Ree rubric that's in front line. That's another 150 things on there domains and subdomains. Okay. And I did that or kept my mouth shut and I did it. I was also assigned a coach. Two required review meetings scheduled for J June 26 and July 10th, 2025 to review my performance plan. Both were cancelled and never rescheduled. And I do have the cancellation in your in your packet. Okay. the cancellation that you know that was sent to me via Google uh calendar. Because of this cancellation, my submitted artifacts and evidence for my 12 assigned goals were never formally reviewed or discussed. I was put on another performance plan
104for this year without closing the other plan, the 2425. Okay. with a written promise from my immediate supervisor that he would be transparent, fair, accurate, supportive, respectful, with integrity. However, that was not the case. I wasn't treated with none of that stuff. Additionally, on 11:21 2025, I submitted an appeal to the superintendent and interim superintendent requesting review of my performance plan with my immediate supervisor and both the incoming and outgoing union presidents on the email. The matter was redirected back to the same administrator who refused to review my performance plan by cancelling the review meeting scheduled on June 26, 2025 and July 2025. In subsequent written communications, it was also stated that even if I review your plans or your artifact and evidence, nothing's going to change. We will move with requesting that non-renewal of
105your contract. See email in the packet. Again the email is in the packet. Okay. Which raises concern about whether the appeal process were meaningful, independent, impartial, and the outcome was predetermined. So my question is why would you put somebody on another plan that you did not close the ear the earlier plan and then you go ahead and mid year through the year you move you you you send me a letter saying that you will be recommended for non-renewal of your contract. Why go through all the trouble? That's my question. The the non renewal letter states that I failed to meet job expectations. However, on June 16, 2025, my immediate supervisor finalized my year-end evaluation as effective in frontline that is used by district to evaluate administrators and also part of it is there's one version
106of the Danielson model for teachers, not just for you know and my immediate supervisor. is no longer in the district wrote in the comment section which is I included that also that Ednan had an effective year. He did not just use the rubric to rate me. He also wrote it as a narrative in the comment section. But again I want to restate this on September 19th it was changed to developing and progressing more than three months later. Okay. The law requires that a performance plan be a tool of growth including regular feedback for the 24 2024 2025 school year. The district failed to provide the due process for me because you know the two meetings that were cancelled supposed to supposed to uh um review didn't happen again. End of year meetings were were scheduled
107for June 26, 2025 and July 10, 2025. Both meetings were canceled by the HR by HR and never rescheduled. My 24 my 2425 performance plan was never formally reviewed or closed. Instead, like I mentioned earlier, I was placed on another performance plan. You cannot legally claim I failed to meet expectation when when my plan was never reviewed. How do you know that if you never gave me that time to explain how I worked on the 12 goals? Remember 12 goals and also the Douglas Reeves rubric which is another 150 things on there and I provided artifacts and evidence for all that stuff. So you can imagine how hard I work for that. Under my leadership at McDonald Elementary School, student performance had demonstrated significant and un and measurable growth for the 2526 mid year, which
108is wasn't that long ago. Okay, we had a consultant and she made a comment. McDonald outperformed the district in math and in reading mid year. Okay. McDonald elementary school was recognized as a Michigan Department of Education reward schools for both 2122 and 22 23 school year. This means we were in the top 5% of all schools in the state of Michigan. Okay. On October 21, 2026, I signed that that performance plan. I'm, you know, I'm a I'm a team player. Okay. I was hesitant to sign it but my new immediate supervisor assured me and she stated in her email also I included the email on 1021 2025 you send me the signed copy which is I signed it stated in her email that you you will expect you can expect the following from me objectivity
109respect compassion kindness professionalism support, a listening ear, high expectations, attention to detail, follow through, confidentiality, and growth mindset. My immediate supervisor also stated in her email dated 10:21 2025. She sent it at 11:29 a.m. See, please see it in the packet. My intention is for this to be a supportive process, not a gotcha. The bi-weekly building visits will be unscheduled and will last 1 hour 30 minutes for observation and 30 minutes to debrief. According to the performance plan, also C plan in the packet established on October 21. of the process were defined by a commitment to consistency, follow through and support, specifically the plan mandated, specifically the plan mandated. Since October 21, 2026, there has been a significant departure from the agreed upon schedule I mean communication standard. January 12, 2026, the bi-weekly visit and
110debrief session ceased to so it stopped. We're supposed to meet every two weeks. No communication of why whether it's through email or a phone call. Okay. Nor was there a running document update to explain the labs in the follow in a follow through. On February 26, 2026, I received a calendar invite to sign up for one on one midyear progress review on Thursday. So I signed up for Thursday, March 5th. This calendar invite was sent to all the principles of the fourth and feeder. So I signed up. Okay. I was coming back from Grand Rapids at the time and my daughter was with me in the car. Okay. However, on February 27, I received a cancellation notice of something I I I signed up for without any explanation why. Later that day, I think I
111received another calendar invite for March 10th, 2026. Okay. The original agreement of the 2526 performance plan emphasized that this process was not a gotcha and would be rooted in objectivity, respect, compassion, kindness, professionalism, listening ear, high expectation, attention to detail, follow through, growth mindset, the lack of communication regarding the cancelled meetings and the three month labs in bi-weekly support. So the last time I met with my email supervisor was on January 12th. So that's almost more than three months ago. Okay. So let me give you a little bit on the on professional treatment that I've been given and I never complained to anybody about this but I need you to hear this. Okay. June 7, 2022, I met with my new immediate supervisor eager to share the end of the year. At the time we
112were using NWA math and reading result which demonstrated significant student growth. However my supervisor dismissed the data stating scores don't mean much score don't mean much. Why do we give the kids assessment? Don't we want to know how how we can help them? How we can support them? Okay. When I when I noted that I had been rated highly effective in seven of my first 11 years as a principal, he disregarded that achievement saying that it was merely a state requirement that doesn't mean much. Okay. He con he concluded the meeting by saying you will be put on a plan to get out. We need someone that cares about kids. March 18, 2024, 12:45, the same immediate supervisor came to the cafeteria. I was supervising fifth grade lunch. He asked if I if you have
113a time to chat. I said, "Yes, sure. Of course." We headed to my office around 12:24 a.m. I mean P. Sorry. When we were in my office, he said to me, "You have three options. resign, get fired, or get demoted. Okay, I made my union president at the time aware of the these comments. Okay, that's the only people I let know. Okay, and he also pointed to the chair in my office said, you know, next year you're not going to be sitting there. Is this professional? Okay. Uh three years ago, I I expressed a concern about a teacher to him that the teacher was telling people in the building that I am working on getting rid of him before I retire, meaning me. Okay, I did share that information with the superintendent. Okay, she's no
114longer in my building. Okay, September 19, 2025, during a meeting with HR, myself and ADSA union president, when I asked why were the June 26, 2025 and July 10, 2025 performance plan meetings to review my plan were cancelled. I got a very unprofessional response. I don't have to give a reason. When I mentioned that my evaluation for the 13 out of 13 years as a principal has all been effective six years and highly effective seven, the response I got, your supervisor were being nice to you. Okay. I also mentioned that my coach for the 24-25 school year stated at our last meeting on May 28, 2025 at 7:45 a.m. You are a great leader with a big heart. This is the person that work with me. She was my supervisor when I was president with
115Henry Ford. She's the one that gave me six out of out of seven highly effective because she saw what I did. She valued my work. The response I got from the administrator at the time, coaches don't evaluate. Moreover, in the same meeting, I was asked to retire to preserve my dignity and reputation. After that meeting, my union president advised me to file a complaint with EO EOC equal employment equal E equal employment opportunity commission. This is a act. This is employment act of 1967 ADA is a primary federal law prohibiting employment discrimination against individual individuals 40 years or older. Okay, that's what unlawful to suggest that or even yet to say or suggest it. Okay, March 20 March 7, 2025. That was just last year. I came back from a meeting. I was out of
116the building around 11:00 and I was informed that one of my teachers yelled aggressively at one of her paras in front of seven adults. Okay. I interviewed the adults that were present. and got their statement. I sent over to HR. I got an email from HR asking me what would you do in this? What would you do with that teacher? Uh I got I I said I think we should have a disciplinary hearing for that teacher the way she acted. Okay? Because she yelled at another adult, another person. Even if it's a kid, you can't do that. Can't treat people with disrespect. I got a meeting with HR couple days later and my union president was there. I was told at the meeting saying that you should have seen this coming and you should have
117intervened. By the way, nothing happened to that teacher. He was not disciplined. Okay. March 15, 2025 during a meeting with HR, myself and a DSA president when I shared the 2025 survey which was positive. Okay, it was put together by HR actually the survey I had one of my uh teachers, one of my uh building union uh union reps send it out to the staff. Okay. Um it was put down immediately. Both HR administrators saying that the ones that responded not applicable. Instead of raing a disagree, they were being nice to you. Okay. On March 10, 2026, this meeting was supposed to be one-on-one with my immediate supervisor, but I had HR and I had the ADSA president there. Um, HR pretty much ran the meeting. It felt more like a discipline hearing rather than
118a review on pro progress of my goal. Okay. on on that in that at that time HR stated that since 2023 you submitted names of seven substitute okay whom I did not want assigned to my building and to make HR aware that they were not appropriate with kids including pushing scratching ridiculing students I will do it over again my job is to protect the kids Okay. He went on and and and one of the things that was said also by HR that you know what you did not discipline that kid for lying because we could not corroborate his story. So a kid comes to you and he said this person pushed me. You're going to accuse him of lying because we don't have enough evidence. Okay. Also, discipline a student for reporting an incident. That's
119a dangerous precedent. >> Our job as as the building administrators not to make a make a decision on subs that have been reported. I was asked to make a decision. What would you do to this person putting me on the spot? It's not my It's not my call. It's not. Okay. Either way, if I said, you know, this person should not come to my building and maybe he should not be in the district. All right. Either way, I don't win. Okay? Because I always accuse if you say keep him away from your building, I was accused of, oh, that's an easy way out. That's an easy way out. You guys notice, can you follow the nitpicking? The way I've been treated the last seven years back in October, my immediate supervisor was visiting McDonald school.
120Sorry, I skipped one. So, uh, at that meeting, still we're at that same meeting. Um um they wanted to use MSTEP data from last year for this year. Okay. Our goals we never put MSTEP data on our goals. We put I ready data that's what I had for my goals and midyear data was very good. So when I mentioned that the response I got consultants say what you want them to hear what you they want you to hear. So because the consultant said, "You guys are did the district." I mean, you guys think about that. Back in October, my immediate supervisor was visiting McDonald School, first visit to meet with me. As she's walking in, two first graders were chasing each other, right? Um, so I was kind of like, you don't have a system
121in place to kind of de deescalate kids. Okay. So, I took I took her recommendation and we formed a committee, right? Crisis plan committee to deal with kids that are are escalated right away. I don't wait. If somebody askked me for something that they want tomorrow, I send it yesterday. This is how I operate. Also mentioned that no walkie-talkies. So I reach over right away again that same day I sent an email over to special ed asking if they have some funding to fund walkie-talkies and I thank them for doing that. Also, we use some of the feeder the fort and feeder money to buy three more. So now everybody that is not a classroom teacher and not a ASD teacher has a walkie-talkie. So recommendation implemented right away. Okay. So back in December, my
122immediate supervisor was visiting. Uh, we were talking in my office. The phone rings, right? Listen, I'm very honest. I'm telling you, I could have said anything I wanted, but at the time I said to her, "Oh, it's one of the teacher asking whether we have indoor or outdoor recess." Okay. Well, she she responded by saying, "Well, you should have a system in place." So, I added to my weekly newsletter that if the temperature is below 20°, it feels like and it feels below 20° we don't go outside for recess right on top of the newsletter so everybody can see it so we stopped making announcement like indoor outdoor recess at this meeting was supposed to be a progress meeting nothing positive was said about me or my job that I'm doing I can find I
123find it hard to believe that I'm running a school that I didn't do anything I don't do anything good at this school. >> So when I got my immediate evaluation, Dr. Money, um I I would love to continue hearing you, but we have to set a time limit. Uh how long do you need right now? Could we set a time limit just because we still have over 20 cards? >> I'm almost done. Probably couple more minutes. >> Okay, thank you. So I got seven out of the 10 domains not progressing mid year nine. Okay. So you got that I don't want to go through the list. >> Okay. But nonprogressing based on what? Okay. My performance plan that I've been working on. I got over 50 pages almost was not open to was not open.
124You can tell you know when people visit the the Yeah, it would say that last time it was open on this date but it was not open. So what how did you base my mid year on on what supposed to be transparent supposed to be based on data right now? my positive feedback. My coach wrote on May 3rd, 2025, "Your leadership and spirit of collaboration is showing and making a difference. Heart more warming to get this kind of unsolicited feedback. More teachers feel the same way about you." because she was talking to teachers as she was visiting and doing coaching time. It was truly a pleasure and privilege to work with you, Dr. Mi. Okay. On January 12, my immediate supervisor feedback, she wrote that in my plan. That was the last time January 12th.
125Strong follow through. This is what you wrote about me on feedback and recommendations. Proactive development and and documentation of safety system. Commitment to staff communication and preparedness. Willingness to revise and improve systems based on reflection. Effective use of resources and problem solving within a budget constraint. Clear focus on student and staff safety. So what happened between January 12 and March 10? Okay. In closing, I want to I want to the other ones you get you you uh ladies and gentlemen, you can read on your own. Again, uh in closing, throughout my 13 years as a principal, I have consistently demonstrated effective and highly effective leadership. I have dedicated 29 29 years of my life to improving student achievement, strengthening school culture, and supporting staff and families. The record reflects sustained effectiveness, measurable academic growth, and
126strong community trust. Community is here. You can see everybody here. >> I'm happy to take any question. >> Thank you. >> No question. Thank you, sir. So, so Mr. President, we have a number. I counted close to 20 uh cards. Um before I ask for something else, the president also allowed me to to make this announcement. I received one yellow card that says anonymous. I can't read an anonymous card. So, uh, I'm going to motion for for other reasons, too. I'm going to motion for a fiveminute recess in a minute because we're going to be going very late in any case. So, if you're the person that wrote this card, please find Mr. Mustin and put your name on the card. Otherwise, I cannot read this card. And then at this time, I'd like to
127make a motion for a fiveminute recess because we're going to be here for a while. All >> support. All in favor? I >> motion's approved. And I got to go to bed.