001evening. >> All right, while everyone's getting pedled, I just want to throw a few uh thoughts out there. If you do want to address the board tonight, it's very helpful to us if you can fill out one of these green forms and if you just want to like put your hand up, um someone will grab them for me. It just helps us understand how many people want to talk to us. It helps us make sure that we're um being equitable with the time. Um, I also want to make sure everyone just understands that this meeting is recorded and is later posted to um, our district YouTube video. So, if your comments are public and I just want to make sure that that's clear to everyone from the get go and feel free to excuse yourself
002if you need to. Please silence your phones if you can. Um, and thank you very much for being here. And with that, we will get started. Um, okay. If you do have a card, feel free to just raise up your hand and one of my favorite people in the back will grab it from you and bring it up to me. And we do have more seats up in the front here. So, feel free to walk in and find a seat. >> Um, >> yes. >> Can I just thank you guys for doing your job? >> Thank you very much. We appreciate that. >> All right, everyone. This meeting is a meeting of the board of education in public for the purpose of conducting the school district's business and it's not to be considered a public
003community meeting. The agenda does reserve periods for public participation and those be wishing to receive a personal response from the board or superintendent must complete a public comment form which is available at the meeting entrance and on our website. Upon request to the superintendent, the district shall make reasonable accommodation for a person with disabilities to be able to participate in this meeting. Can you please call the role? >> Mr. here. >> Mr. Arnold >> here. >> Mr. >> Here >> All right. Thank you very much. Um, we have meeting minutes from our October 6th meeting. >> I'll move that the board of education meeting minutes. >> Thanks. Okay, we have a motion and a second. All uh any discussion? All those in favor of approving the meeting minutes, please say I. I. Any opposed? >>
004All right, we have an agenda to approve. >> The board of education approve the agenda as presented. >> I'll second. >> We have a motion and a second discussion. >> All those in favor of approving the agenda as presented, please say I. I. >> I. Any opposed? All right. Um, the first item on our agenda tonight is our public hearing on the sex ed curriculum. This evening, this evening's packet includes board policy 20 5420 sex education, the June 23rd, 2025 uh, sex ed advisory board report, and an executive summary from the assistant superintendent and CAB advisor Ryan Brutder, which includes the curriculum outlined. The public hearing will include an opportunity for public comment and it will follow the guidelines for the first opportunity for public participation in board policy 254. Because we have so many
005new faces tonight, I am going to read our full um directions for our public comment. During public comment, each speaker is allotted a maximum of five minutes unless otherwise notified. Each speaker will be asked to announce their name and district of residence and indicate if they represent any organization or agency. No person may speak more than once on the same subject during a single meeting. Those wishing to receive a personal response from the board or superintendent must complete a public comment form available at the meeting entrance and on our website. In addition, as the presiding officer, I would like to remind everyone that public comments should pertain to Dexter Community School District matters and concerns related to the operation of the schools or to matters within the authority of the board. Those who wish to
006speak shall direct all comments to the board and not to staff or other participants. Also, speakers addressing the board shall take into consideration rules of common courtesy. Speakers who make attacks of a personal nature and or who do not abide by the rules of common courtesy will be reminded of such rules by the board president or presiding officer. Such individuals may be asked to leave the meeting if their behavior is disruptive or interferes with the orderly progress of the meeting. Also, please understand that board members do not respond to public comments during the meeting, but we will listen very carefully and will follow up as appropriate. If there is an immediate need for clarification, we will do so after the speaker's aotted time. I also want to note that the the first opportunity that we
007have um for public participation tonight is our public hearing and the comments during this time should be related to the success curriculum. Um uh overall um we have a second public hearing at our next board meeting next Monday on the 10th. After that second public participation time, that is when the board will begin our deliberation on the curriculum. So no further discussion by the board will happen tonight on the curriculum. Just to make sure everyone is clear and understanding that from the getgo. So with that being said, I have about four forums up here. Are there more people who are going to want to speak? I'm sure that'd be great. >> Okay, don't worry about it. [clears throat] >> We have just a couple more coming. Is there someone who would like to get us
008started? I can just pick randomly or if you want to raise your hand, it's fine as well. Come on. Right on. >> Uh yeah, we've got about six here. >> Yes, please. If you could push the button and just hold it until that red light comes on. >> Great. And we have a we do have a timer run just to make sure we're equitable in every month. Okay. >> Uh my name is Cynthia Wolf, 11777 Dunl Lane, Whitmore Lake, Michigan. I'm located in the Dexter Community School District. Thank you for listening to comments from the community concerning the sexual education program that you are considering. I want to express my concern about the new sexual ed program that's being considered for adoption by the Dexter Community Schools. I care about children and the next generation
009of responsible citizens that we're raising. I was a fifth grade teacher who retired after 20 years of teaching. I'm the mother of four children who have graduated from Dexter Community Schools. I have 10 grandchildren from age 9 months to 12 years old. and for the past four years have led a divorce care for kids class to help children recover from a divorce of their parents. I believe that parents are the primary educators of children. It is the school's responsibility to support parents in that role and not to become the primary influence and authority in sexual education. I realize that parents or caregivers can opt out of the sexual education program, but I am also concerned for students who don't opt out and are indoctrinated with this massive amount of sexualized content. I object to the
010instruction of sexual content starting in the fourth grade in a co-educational environment. Where is the modesty of female and male? This is robbing our children of childhood innocence. In the fourth through 8th grades, I would like to see the instruction of sexual education be separated by boys and girls and not delivered in a co-educational environment. The level of sexual information in grades four to six is too specific for that age group. Our children need to be learning and practicing skills to encourage peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. I understand that the gender identity unit was moved from fourth to fifth grade, but still this is a topic that is not necessary to explain to someone who is still figuring out what it is to be a boy or a girl. The terms femalebodied
011and malebodied are a what's happening now term. Labeling the male and female reproductive system in a co-educational class is again robbing our children of modesty. At the sixth grade class, there's a unit on friendship or romantic relationship or both. Why are we talking about romantic relationships in the sixth grade and identifying reasons for some teens that they might have sexual intercourse in the seventh grade? The new sex education curriculum covers the range of gender identities, what are your pronouns, and the LGBTQ matching activities. Yikes. This is not necessary. I am happy to hear that the program promotes abstinence as the only 100% way to avoid pregnancy and STI. But let's put some time in on the promoting of respect for sex in marriage. The be best plan is for there to be two mature financially
012independent people to marry and to work together to raise children. Sometimes the best plan does not happen and in high school those details can get flushed out. I would like to recommend that the new sex education curriculum is not Thank [clears throat] you very much. >> Is there someone who'd like to go next? Hi, my name is Jessica Peely. I am a resident of Dexter Community Schools. I have three kids in the school district. Um, I am a primary care pediatrician and I was a member of the CF committee. Thank you all for the opportunity to speak tonight. I know that everybody here, no matter where we stand on specific issues, shares a common goal. We all want our kids to grow up safe and healthy and prepared for the world ahead. Comprehensive and inclusive
013sex education is one of the ways we do that. It's not about politics or belief. It's about protecting students health and emotional well-being and giving them accurate age appropriate information they need to make safe and respectful choices. When we include discussions about topics like consent, relationships, and the diversity of people and families that exist in our community, we send a powerful message to our kids. And that is that every student matters. Every student deserves to see themselves reflected in what they learn and reflected in our curriculum and to know that they belong and are safe here in Dexter schools. As a pediatrician, I have seen firsthand how much it means for young people to feel accepted and supported. When kids feel invisible or are ashamed of who they are, or when they hear that someone
014like them doesn't exist takes a real toll on their mental health. LGBTQ youth are at a higher risk for anxiety, depression, and suicide, not because of who they are, but because of how they're treated. Inclusive education has the opportunity to change that. Research shows that schools with comprehensive and affirming curricula have lower rates of bullying, stronger mental health outcomes, and better academic performance. That's for all students, not just LGBTQ youth. When kids feel safe, they can focus on learning, connecting, and thriving. And to be clear, inclusive education doesn't tell students what to believe. It simply ensures that they have facts, empathy, and respect, which is the foundation for becoming responsible and compassionate adults. Families can and should continue to teach their own values at home, but our schools have a responsibility to provide accurate, inclusive,
015and medically sound information for every child who comes to our doors. We have students in this district who identify as LGBTQ. We have students in our district who are growing up in families with two moms, two dads, and transgender relatives. These children are already a part of our classrooms and a part of our community. When our curriculum includes them, we are not introducing something new. We are acknowledging reality and showing them that they belong in our community. At the end of the day, this isn't about division. It's about protecting kids, supporting families, and creating schools where every child feels valued and seen. And that's something that I think we as a community all strive for. I feel very strongly that this is a great curriculum. I think we spent a lot of time on CF
016going through all of the lessons in great detail. We also spent time surveying community members and the students. The students beyond all wanted to have a more inclusive curriculum. That is one of the comments that is seen in the student survey. I think we were very mindful when we designed the curriculum of making their specific opt outable lessons for families that might be opposed to those. So I would like to encourage you to consider adopting your curriculum. Thank you. Thank you very much. There's someone who'd like to go next. >> [clears throat] >> Good evening everybody and thank you for giving us the opportunity to speak. My name is Austin Henderson. My wife and I are parents of a three-year-old daughter and two-year-old son and a newborn daughter due in January. [clears throat] We're residents
017of the Dexter Community School District. Candidly, my wife and I are very concerned about the new sex education. I viewed much of the proposed content a few weeks ago in in this room here uh as part of the opportunity for the parents and and the community to view the content. I spoke with other parents um who reviewed Punton as well and I think the general consensus was confusion. Um what what I want to know is how was it determined that some of this content specifically regarding gender? um how is it determined that that this is the curriculum for Dexter schools that this is the politically neutral uh curriculum that it complies with state requirements that it's the best content to prepare our students to become the confident and respectful leaders of tomorrow. And I asked
018that because candidly some of these videos were incredibly inappropriate in my opinion. They go way beyond what the state of Michigan requires for sex education. The purpose of our schools, our public schools is to is to educate, not not to indoctrinate, to teach our kids about health education and not to limit the discussion to to one viewpoint. And I understand I get it that this is not an easy topic to navigate. But the parents must be able to decide what our children were taught, especially with regard to sex and gender. Not Donald Trump, not Gretchen Whitmer, not Tik Tok or the public school district. I was born and raised in Sacramento County, like the capital of the blue state in the country. [clears throat] I grew up an hour and a half from Berkeley and
019I attended a University of California school. I I grew up in in California and then and the University of California system is is so liberal that it can make Ann Arbor look conservative. I I get it. [clears throat] I think I think what most of us will agree on, whatever our political beliefs are, that the current state of things in California is not something that we want to emulate here in Michigan. California is broken in so many ways, including in education. And now in in 2025, the proposed sex education curriculum for my kids has a cartoon girl singing, "I kissed a girl and I liked it." And goes on to describe the numerous genders they can choose from like choosing ice cream from a dairy queen, including different combinations of those ice cream flavors, and
020that there's no wrong flavor or combination of flavors, and to take your time to figure it out. Oh, and it may take multiple partners to find out what you are attracted to. The message is that we are assigned a gender at birth and we can choose to reassign ourselves at any time. Gender is complicated and I know there are many theories and again this is not easy. Um there's many theories about what gender is, but that's what they are. They're they're theories and reasonable minds can disagree. So what does a discussion of gender theories have to do with sexual health or from children ages uh in in from fourth grade to to 12th graders in the first place? Why is that why is gender something that we [clears throat] even need to be discussing to
021fourth to 12th graders? And and even if we agree that it's intended um that it's crucial to discuss gender in our public school classrooms, why is only one theory, this woke gender theory from California and and other left-leaning areas like Seattle or uh Portland being covered in this proposal as the absolute undisputed truth. Now, back to the I Kissed a Girl by Katy Perry. There there's irony here. Katy Perry was 23 when she came up with that song in 2008. I was in college. The song was a hit because it was taboo. It was considered risque and it had shock value. Fast forward that to 17 years from there, which is scary to think about. That was only 17 years ago. But now that's been determined to be the best, most meaningful and healthiest way
022to communicate sex and gender to our children starting at 11 years old. Can't Can't we do better? Progress can be a good thing. Progressivism can be a good thing, but can also not be a good thing. And there is such thing as overdoing it. Take a look at the ultra left-leaning areas in my home state of California or further north to Portland or Seattle. When children are victims of bullying or insecurities, as pretty much all children are at some point, some of these schools in California, they say, "Well, your depression and insecurities may be because you're in the wrong body." And these schools will support these sex changes. And I know that this is the extreme, but this sort of approach uh will lead to more uh difficult decisions by these kids and their lifealtering
023decisions that they can't go back on. The system is promoting self diagnosis. >> We hit time. So maybe last sentence. >> Understood. We don't want to be like California or other far-left leading places like Portland or Seattle. Those systems are broken. You may disagree with my views. You may disagree with everything I've said this evening, but that's okay. It doesn't mean that we adopt one-sided uh approach specifically to gender uh and sex education. So, I uh not surprisingly recommend that the new sex education curriculum is not approved. Thank you. >> Thank you. Who would like to go next? My name is I think the microphone went off. Can you uh push the button there on the bottom and just hold it for a minute? >> Press and hold for one second. There you go. >>
024Okay. >> All right. My name is Ann Young. I've been a resident in Dexter for 45 years. Um you want my address? One 023 here on River Drive in Dexter. Um I had two children in the school system. I'm a retired teacher. I taught biology and actually sexed in paint and also uh I taught in Dexter. Um I was on the reproductive health committee in Dexter for seven years. One of the problems uh we found out being on the committee was that a lot of the children who were who were in uh sexed classes, what would happen is we had something called opt out. And in opt out uh the school system would send home a note with the child. If the child brought the home uh the note and brought it back and it
025said they didn't want their kids in the sex classes and they weren't in the classes. Well, what we did in the reproductive health committee is we changed it to opt in. In opt in, they can't be in sexed classes unless [clears throat] their parents say they can be in. In other words, if they don't bring a note back, they're not in the class. They have to bring a note back with permission. And you know, my question today is, do you still do opt in or has it gone back to opt out where everyone's in there unless they have a note? >> [clears throat] >> We are opt out. >> You're opt out. Okay. What when did it change back to opt out? Do you know? >> I can get that information for you. [laughter] >>
026Sorry. [clears throat] >> Okay. Well, I would like to see it uh go back to optin. You know, again, if it could, there was a good reason for it. You know, just the best reason being if kids parents want their kids in that class, then they're in it. if they don't want them in it, then they shouldn't have to, you know, guess or not get a note and, you know, just assume their kids aren't going to be in that class. It happened to me with my child, uh, who was in personal psychology back then and she came home one day and she told me what she learned in that class and I said, "Oh, I didn't know there was such a class." Well, there was a note sent home, but I never got it. she
027wanted to be in the class because her friends were in it. And so that's kind of that was the start of our discussion of optin. I'd like to see that again. And we also uh separated sexes. I don't know if sexes are separated now or not, but at that point we decided on the committee that sexes should be separated uh to create more modesty between girls and boys because really who wants a who wants an 11 or 12 year old uh ask me to think things about sex sitting with someone of the opposite sex. So that's all I have to say and thank you for listening. Who would like to speak? Not that scary. Thank you for the opportunity to speak. My name is Rudan Mason and uh I have three children that went through
028the Dexter schools. I also sat on the um sexite board committee board for during that time and my question to you is at that time um we were very aware that we needed to reflect the values of the community um personally we actually moved to Dexter because we thought the schools more closely reflected our values. Are you still are you is the committee still have the idea that the that you are to reflect the the values of the community or are you trying to be the values? >> You don't respond. >> Yeah, she answered the the opt out just for clarification. >> Okay, >> sorry. >> That's the question I put. Are you going to are and how would you even do that quantitatively [clears throat] know what is the community wanting? We are giving
029I gave many people are giving you their children for six so hours of the day. That is a huge responsibility and they need to know what is being taught. I started my career as a school psychologist in a school district. I ended it uh in Ann Arbor, not as a school psychologist. I sat in a classroom and not a video. I It was a video, wasn't even an individual teacher. And I could tell you many stories about what individual teachers said that were outrageous and lies. I had a woman change the wording of the constit of the declaration of independence because she didn't like what it said in a video. It was said when they talked about this issue, you know, your parents probably won't understand. So, you probably should talk to your peers and
030your teachers. The whole school heard that. Does that sound outrageous? Yes, it does. Don't rely on your parents. That was what they were being told. And that's right down the street. So, how far are is Dexter going to go in what they are willing to do? and are you going to continue to even ask or find out what your community is wanting you to teach in your schools? That's what I would like a discussion amongst your group to be and I I appreciate this. >> Thank you. Two more here. April or 10. You hear me? Okay. very nervous. So, thank you for hearing me out. I did email everyone um of you board members this morning and for the sake of time I kind of cut and pasted my so I'm not so you're not
031getting the same information um over and over but my name is April Clark. I have four children age 17, 14, 9, and six. And before I took the last 12 years off of work to focus on growing and raising my own family, I held a career um as a social worker and I served families as childcare worker, youth mentor, case manager, counselor, and assistant program director. Um I did my internship at Michigan State University transit childhood law and social work. Um so I come to you with multiple concerns regarding this proposal. um not just from the professional perspective but from the perspective of a Dexter parent and finally a fellow citizen and taxpayer. Um so I urge you all to please vote no on this curriculum. Um I understand that the seabboard has put in
032a lot of time and effort to this and we appreciate this. Um but I don't feel like that should be something that influences your decision. Uh when it comes to something as important as what we teach our children, especially about matters of sex, which is such an intimate, personal, sensitive, diverse matter among all the families here next door, I just I expect nothing but the greatest scrutiny from everybody that's making this decision. Um, first of all, I come to you all with the greatest of love and respect for all people. I mean that. I love everybody very much. Um, I don't care what you wear. I don't care what you believe. I don't care how you dress. I don't care how you identify. I love everybody. And that is the perspective that I'm bringing to
033you all tonight. For me, it's when you love somebody, you tell them the truth. And so I'm just I'm here to tell the truth and just hope that something I say will resonate with you and you'll take my word perspective into consideration. Um first of all, I believe this curriculum teaches and enforces ideas that are actually harmful to children. Um they are not based on reality or truth. It uses language throughout the curriculum like male-bodied and femalebodied. It uses language like persons assigned male at birth, persons assigned female at birth, persons with a penis, person with a vulva, which is dehumanizing. Um, it reduces us to our body parts and it lies to our children. We are more than our body parts and our bodies. We are human. We are male and we are we
034are boy, girl, man, and woman. and more important than how we feel about our bodies more more we are more than how we feel about our bodies that's what I meant to say um and when there is that disconnect between mind and body the issue shouldn't go to what can we do to change our body we first take a breath and talk about what's going on in the brain and that's what I'm asking you all to think about for just a little bit. Let's not just automatically jump into taking hormones or changing language, utilizing our bodies to try to conform to what our emotions are telling us about our lives. We need to take time and really figure out what's going on in our head. Now, I'm just going to give a personal testimony. Can
035you not hear me? [clears throat and cough] >> There you go. >> There it is. Am I good now? >> My apologies. >> Um, so this is a little bit of a personal testimony and I'm not ashamed to say that I myself when I was a young child, I wish I was boy. I was probably 10, 11, 12 years old. I wanted to be a boy. When I looked in the mirror, I just I had such hatred for myself. I had the worst body image issues. And I know this came from looking at the magazines, never feeling like I could live up to the women that were in the young girls that were in these magazines. And that just destroyed me. And it's no coincidence that we live in this technological age where, you know,
036Tik Tok, Instagram, all these things are feeding into this problem that we're seeing, especially in these young people. So, I really want you to think about these things when you're voting on on this. Um, I'm grateful that I lived in a time where I didn't have adults that were affirming my feelings and and I I grew to love being a woman. Is that my time? Okay. So, I do have copies. I don't know if it's necessary. >> Yeah. All right. Thank you for your time. You still on? >> Okay. I can be brief if you need me to be. >> No, that's fine. >> Okay. My name's Tim Boils. Are we good? >> Should be bright red. I can be loud. [clears throat] >> Okay, I see the red light there. >> Okay, >> thanks.
037>> Thank you, Dr. So, my name's Tim Broy. I live in Chelsea, but I was on the sexualation advisory board committee for the first year of its two years of existence uh as clergy. I was uh clergy at the time and representing that community. Um early on in our months together, we made it very clear what our parameters were going to be. We looked at the fact that we have old curriculum and we need to update it. We all agreed with that and we wanted to do that by setting up a rubric of what the grammarss would be for the new education. It was very clear that the directive was to be uh human reproduction sex education and that gender ideology was not part of that. That there might be a place for that elsewhere
038but not in what we were doing here in this curriculum. So I was not in the curriculum part of the search. I was in the setting up part of the search. So my challenge to you board is just to ask the question are we answering that question of human reproduction and sexual education or gone beyond the purview of what our directive was to be. Uh I'm sorry I was part of the curriculum search but I cannot support what I've seen the committee present to you today. So please consider that as you'll hear this. Is it too late to add one? >> No. >> Inspired by all these other fine speak. >> Thank you. >> Yes. So, go ahead. >> All right. Hi. Okay. Well, thanks for letting me add last minute. My name's Bill Hansen.
039I've been living in Dexter since 97. Raised their two children here. Um, I'm an engineer consultant. I work with um medical devices. I work with U of M on their education. So, I've been in the position of hiring manager. I've worked with uh students from the master's level down to middle school recently. And I want to address this from a little different point of view if it's okay. uh which is encouraging us to think seriously about how our kids interface with reality. Um this curriculum I see is a symptom of a problem that we've had for a number of years and that is that we've been telling our kids a couple things. I call them beautiful lies. One that they can be anything they want and two that their happiness matters most of all. Now,
040any adult who's had to work in the real world knows those two things are not completely true. You can't be anything you want. I wanted to be Superman since I was five. I still can't leap over a building. I could barely leap over the step in my house. You have to understand limits. There are things that we can do. Science is doing incredible things all the time, but we have to inspire our kids to to help our kids to understand reality can only be challenged so far. So things in this curriculum that talk about changing gender and being completely fluid with things, the reality is if people go through with these more severe operations, many times their life is worse off in the end because they lose the ability to reproduce. They lose the ability
041to reverse that decision. Uh, someone I knew who has years in teaching and psychology background said very wisely, "Kids try on attitudes like they try on clothing." Today's favorite outfit is tomorrow's discard pile. We cannot encourage them to use their feelings to try to control reality based on today's grieving. That's irresponsible. As parents, we need to have this and and as adults, as leaders, as teachers especially, encourage them to have the longer view to understand how to control their feelings to deal with reality. This has nothing to do with a religious viewpoint or anything else. I'm just telling you as a hiring manager, yeah, you hire some of these younger kids, they don't want to work. Why not? They want reality to bend to them. It doesn't work that way. And the second thing, uh,
042the second lie, what did they say? The second one, >> your happiness. >> Happiness. >> Your happiness matters most of all. I have a really good memory. It's just short. Your happiness matters most well. Happiness is chemical, right? Happiness is chemical. And what I have always tried to do with kids at any age I'm working with them, even up to today, I was at U of M teaching 20somes in a biomedical master's degree. encourage them to find their purpose, to apply their giftedness, and to find joy in their accomplishments using that giftedness, not to worry about whether they're happy today. There will be times they are not happy in their career, but they're following a longer course. They're following that will give them joy. My concern with this curriculum, and I haven't seen much of
043it. I've heard some things, is that it's really got to focus on emotional your emotions driving your reality. And I think that's dangerous across the board. So, I would just encourage you, please consider not just sexual aspects of things we've heard here today, but the broader view of what we are teaching our kids. They need to come out of this school. And two, my two kids are doing great, by the way. They've got a good work ethic. I pounded it into it for me. [clears throat] But so many kids these days are not. They think that reality will bend to them. Please help us teach them how to deal with reality given their unique gifts, given who they are, and given what they're able to do, not based on emotion. All right. Thank you for
044everyone who participated and we will get back to those of you who marked that you wanted a response from sometime this week. All right, so with that we will move on to the next portions of our agenda and I will not be offended if anyone gets bored and slips out. Um so next up we have a presentation about AI tonight. No problem for our kids. last time I >> comments. We ready? Everybody ready? >> Sounds good. >> Okay. So, this is an update. Last year, we did a quick presentation on AI use in our large language model in Dexter. And so, this was an update of kind of where we're going and our next steps. Just just to the table because we have new friends in the conversation. Uh Dexter Community Schools like many school
045districts has been faced with how will we uh handle AI and as we explored AI tools and solutions that were out there of the highest priority to us was student safety and data security. So as opposed to partnering with a vendor, we've actually created and we host our own AI tool on our server that's not connected to the internet. So we can ensure that anything that students put in we can monitor. We can ensure that what is going in is appropriate, what's coming out is appropriate. At no point is there the possibility of any data leak. So our students are interacting in a closed AI model which is uh allowing and ensuring data security and data safety. So today we're going to talk a little bit about how our students and our educators have been
046using AI in the business. So a quick overview, we'll talk about our AI integration. So, what our plans are, we're taking a relatively slow roll out. Uh, an overview of our AI systems to show you kind of like a real overview of how we're trying to protect data. Um, student safety, our AI use and disclosure statements because we know that talking about how it's used and disclosing when it's used is probably one of the most important things to prepare our students for. Um we're using a new application called copy leaks for both students and teachers so they can identify how it's being used and is this appropriate for submission. Um the teacher and student exemplars we had to select specific ones. We didn't have specific identifiers out there. So we don't have a lot but
047there are some ideas we could share with you. And then just some future thinking of what we are calling AI DEX theory. Um so when we are integrating AI we were using resources from Michigan virtual [clears throat] and with this one we were starting with last year we did initiate and build bait. So the initiate was really finding out what is out there how would our AI compare to what's out there in the public. So most people think of chat GPT claude and what we found with those is we don't really have a lot of information of what students are searching. So we would lose a lot of control and also those tools if you actually use them you can find like I need a paper and it will do it for you. We wanted
048our AI to be more of a partner with the student to help them guide their learning. Um so on the back end we can actually follow what the students are doing and try to determine like is the tool meeting their needs? Is it meeting the teachers needs but not giving too much information. Um so we started with some awareness sessions. We went to lots of meetings for part of a group of TLC in Lancing of about 88 districts or 83 districts this year. Um and starting to find out what are they doing and then we went into the build phase like how can we build something local with an emphasis on communication but still provide a tool that was safe for our students to use without having them go out to chat quad all these
049other largecale models. Another thing that was really beneficial of this build is that our models are housed on Mac minis over at Creekide across the street. So when our students do search, the energy usage is much smaller than sending it to a large data center. So because our tools are housed inhouse, our data is basically going over to Creek Side and back. We're saving a lot of energy. So when people talk about environmentalism, this is also very thoughtful decision on our part and it saves quite a bit of money. We're about we're spending maybe 20% what other districts are doing and that was last year. This year we haven't had to really spend any money because we did it last year. Uh we're moving into the engage phase this year. We're finding how teachers are
050using it more and then trying to provide them the information and support systems they need to communicate with their students about AI use, when it's appropriate, how they would like them to use it, and then also provide a way for students to report how they're using it back to the teacher. So there's more of this open communication about it rather than a police state where we try to lock people out of mentioned a few times students using AI. The Dexter community schools AI is available to students in fifth through 12th grade. Uh families have the opportunity to opt their child out of AI. So for families that do not wish their child to have access to DD, our internal tool, we remove that privilege. So the student does not have access on their device to
051our tool. Uh we this was important because of COPA compliance. We wanted to make sure that all of our fifth and through 12th grade students were allowed to use said tool and that we have the ability to monitor their usage. So on the right here, this is what our platform looks like. It looks very much like a chat GPT. Um but that tool at Docker is really just housed over here at Creekide and it only sends messages in between the large language model and back. Something that was interesting about it is students will often ask like who's a teacher of a class. It makes stuff up. It doesn't actually know who teaches in our district. It doesn't remember what the students put in. So, it's not following context and bringing up stuff about them. So,
052that was part of the design to make sure it wasn't gathering data on our students or our teachers. So, all of this is just in house so we could follow these chats, but it isn't really going outside of our system training other models. Um, as Mr. Bruter said the annual letter is sent out every year and that's for that transition from fourth to fifth grade to make sure that all parents are aware that we are using this and they have the opportunity to learn about it and opt out if they do not think that fits their child their child's need or their family's values. The next two mo things we have prompt boo. This is a tool we use to make sure before we publish any models that it's not going to provide hallucinations or
053anything harmful to students. So on the back end, our tech team really uses these other two tools to make sure before we publish something out to the public that we've run it through prompt food to see if does it get any harmful responses back and then the other one Phoenix is called Phoenix Arise we're adding this year and that's more to track queries on what students are doing in an anonymous sense. So that way we could say students are using it in this way or we need to update it here or puts more um parameters on the back end. So, we're really following it every day to make sure that it's providing some information that's helpful for students but not doing all of their writing for them and also making sure that the hallucinations are
054nothing that is harmful. So, the ones we really do see are when students try to search themselves and it doesn't have any information on so it makes up a lot of stuff. >> It's a made up answer. >> Yeah, it's a madeup answer. So, it'll be like who's the most recent one is who is the band teacher and it made somebody up that we have no idea who it is. We had a student ask what's my student ID and the AI aiming to please provided just a random number. It didn't follow our schematic for student ID. It was just trying to give that student a student number. And while that hallucination could be problematic, it the it's a result of us making sure that there is no data linked to anything in our databases to
055the model. So it will never provide a piece of data uh seeing >> and the whole design is to protect your kids and we know our kids can get to chat GPT and all the tools and everything their phone. This gives us a way to teach them how to respons. So with that responsible use um uh Dr. Liam Fergus he just I think finished his PhD had put this together and it's become an international standard that they're using and it is for teachers to communicate to students a level of AI use for any given task. So it can go from zero we're saying no AI use and the key is to communicate to students this. So it's way students have a very clear understanding usually in assessment purposes no AI use would be selected and
056then we have different levels. So AI assisted, we have AI assisted for editing all the way that you can use AI for anything. So this provides a way for teachers and students to better understand the expectation for any given assignment and it also provides a way for them to start utilizing AI in ways it can actually offer some assistance to them. So the idea is kind of co-learning, a co-artner in learning instead of something that is a crutch that will do it for them. And so when students use this, you can see they're actually going through um the use of DD, which is the name of this. And you'll see it often will follow up with more questions. So it's more inquisitive of what the student wants than just producing answers, which as you'll see
057was kind of hard to do because AI tools like to please the user. So we actually were trying to work to make sure it didn't bleed too much. So this is something we're using and we're sending out to get updates every year. So, this was something we published last year and they've published a new update with the more suggestions on how to make the description a little more clear for students. So, we're going to share that out and get some input on that. >> Can you tell? >> Yeah. So, uh as we developed this AI tool, we realized it needed a name. There's chat GBT, there's Gemini, there's quad. We needed a name for it. Uh DD was the brainchild of one of our techs who's a big fan of this show Dexter's Laboratory. There's
058the little sister named DD. It also makes sense because we're the Dexter Dreadnots DD. Uh so we call our tool DD the chat. >> Now will this be available on the media center >> for students? >> Yes. >> There's there's a question about how is it available? Anyone who has a Dexter any student who has a Dexter email address can access this from school or home uh through a website. they must log on using their Dexter credentials and that gives them access and it allows us the ability to monitor their use. So along with the youth of this we are presenting to students that disclosure statements are some of the most important aspects. So this is like borrowing data from anybody that's a researcher or writing that we researched using AI. It doesn't necessarily always
059say who wrote that but we wanted students to get in the practice of addressing that I utilize AI in whichever level. So we prod produced three different levels of disclosure statements that students could use and it's not about grade level really. It's just about what level are they using it and what are they comfortable with. So on the left it's a beginning one. You'll see it's colorcoded much like our uh use scales where the students can just kind of put in this is how I use AI. They add that onto their paper and it gets into that that good practice of reporting when we're borrowing information from others. The next one over is more of a developing stage where students can be a little more explicit. And then on the far right is an advanced
060stage. This would be more like students that want to go in to some of the advanced classes and then we're looking for reporting procedures like that. So really providing students the information and the ways to report how they're using AI is the stance we've taken over highlighting a chat GPT or claude. We know that th those tools are much more powerful than ours. But we also identified that we don't really need students to make sora videos of everything. We need to help them with the writing process or the research process. So it is not a complete large model like you would see published out to the public, but it is designed that way to offer more of that structured learning environment rather than just producing output. These disclosure statements are the same model you would
061see at a college or university or a professional workplace. So in those environments where AI use is encouraged or allowed, there is also a requirement of some sort of AI disclosure statement. So again, we're trying to teach our kids proper practice before they get to a level where they're going to be using it. This is an example of what copy links will do. So as teachers will say you could use AI to level two. This is available and it will be available I think next week for both uh teachers and students. So as they're submitting their work, they can run it through copy leaks and copy leaks will give them a report out of what does this AI contest look like? Did you do too much? Is there not enough? We also elected copy leaks.
062Um it provides more reports out that we that will support us and it this is a replacement of turnitin.com which was quite a bit more expensive. And this was also something that is also utilized like at University of Michigan. So this also provides some more examples of what they might see if they choose to continue their education at the university level. Many universities are using copy leaks now. And it's more of an idea of plagiarism is not quite what it used to be. Like when I was in school, there's less chance of I'm going to copy my sister's paper when I can go on to AI and actually do that. And so this provides feedback of both senses, both plagiarism as well as AI content. But we feel it's very important because AI use and
063plagiarism is becoming more of the same issue that we're dealing with. And so instead of again locking it out, we're using this more of a learning activity where these are the tools, but it's more important that they can learn about what's acceptable and not here at our K12 environment before they leave out to either their professional lives or continuing their education where they could find themselves in real trouble. some teacher exemplars. Um most of what we see teachers doing is they're utilizing it to enhance lessons they already had. So um what we've been able to do is some teachers are saying like at the top here it talks about astronomy culture. That teacher wanted students to start utilizing an AI tool and had some very specific parameters. And so what we were able to do
064was provide a prompt for the student. So when that teacher had his class go to that that um subject or that task that it was already pre-trained for them and so instead of them getting eight billion hits out of check GBD or a Google search was really more tailored to what the teachers and students needed. Um the next one down we have some instrumental writing things. This was a middle school activity where the teacher identified the introduction, the body paragraph and the conclusion. And so as students were working through their writing, they could call up that teacher's prompt and then insert their writing and get some feedback as to how that was working. Are they on the right track? And we've trained it to give kind of like we would as a teacher, give two
065positives they're doing and one thing to work on. So that way they get some some positive, they develop some um agency in their writing and they feel better about it. And then it also gives them a little bit to work on each time. And the teachers are reiterating through this process. You're the author. You get to choose what this feedback you'd like to accept and what you wouldn't want to accept. So while it's get while the learners are getting constructive criticism from the tool they ultimately have the agency to say yes I'm going to accept that feedback or I don't think so I'm really happy with my writing as is. So at the bottom and the teachers are starting to do this now is on their actual assignments they're actually posting the level of use.
066And so as we have more common communication in grades five through 12, this will become more of a practice. We're going to see teachers employing and it'll become more common for students to understand that I can't use it here. I can use it in this other sense. So that communication about between teachers and students is extremely important because students will come up with new ways to use this and it's always interesting like if we allow it a little bit they come up with new ways and we can actually learn from them quite a bit. So each one of these are linked in. I believe they're going to provide the presentation in the board packet. So we did um scour any names and things out of here, but it does give you an example of how
067students are using this. And it is interesting to see students use and they're things that we didn't really think of. Um this year a lot of students in middle school are doing interviews and so they're asking it about mock interviews and it'll tell them how to dress like maybe you should think about dressing this way. What is your interview for? So it gives them some suggestions and then it can also act as something like they can um play with it and actually practice interviewing. It'll give them feedback. Uh this year AP US history so a push is using it for test prep. So I'm going be working with that teacher and developing our tools specific for those tests. So the teacher can upload kind of the rubrics or answer keys from AT US history tests
068and then students can start to utilize it. It'll develop questions for them. It can quiz them. Can really help with their writing process. The student improv one was kind of cool. This was a drama student. That one's I think like six pages long where it gave it a scene and then the student was actually able to play off this improv with with Dee. So the student could practice these things. Um the other one, this was kind of interesting if you guys wanted to see it. Some student asked like what are some environmental things I could work on here locally? So there was a place-based education student and it gave them some ideas of you could do some freshwater things, you could do these things and it was really encouraging. I think right at the end
069it said remember little steps make big changes. So it was kind of nice. It was like you could do these things local and then it gave them some suggestions. So by students providing some context of what grade they're in and where they're from, it does provide some pretty good answers and it's a good thought partner for them. Doesn't write for them or do their work, but it does really help guide them and give them some new ideas. >> Uh B and myself and three other members of our AI team really enjoy going in and looking at the way students are using their their students are so creative. be so clever. Uh we had a student who wanted to do some test prep for a test that was coming up, but wanted to do it in
070a fun kind of game-like way. So they had the test, they gave it some of the content they were studying, and they said, "Can you give it to me like it's Oregon Trail?" They'll videape. And so they would run simulations like Oregon Trail. But what a fun way to engage that learner in a study process that otherwise probably would have been monotonous and terrible for that for that particular kid. They made it fun. They made it engaging. And it was it was very enjoyable for us to look at how the student is using the tool. It is kind of interesting. It will code too and actually design Oregon Trail. It looks like about when we played it, but it will make it for you. >> So, our future's planning um AI use and feedback. So,
071we are always tracking how teachers and students are using it. We're asking for input from them all the time like what do you need it to do? How can we help you? um AI planning, we are part of the group at the FLC where we go up to Lancing and Michigan virtual is always there and they have an entire group that's working on AI development. So, it's always nice to bounce ideas off from them and we have about 83 districts, a lot of people working on this and we're all tackling the same thing. Um we have like just the general commitment of providing a safe environment for students. The emphasis on co- intelligence so making sure that students understand the human aspect is one of the most important things. So AI does not replace a
072human that connected with students. So that teacher and student working together to utilize a tool in a new way has been what I've seen when students are teachers are using it way more beneficial than the students that are going to ch like reput and then responding to changes in our environment. We want students to see that we are listening to them updating it and trying to make it meet their needs. And as we do that and they learn new ways to use it, we're what we think fostering this idea of how we can use AI to support our ideas rather than replace them. And we think that these sort of moves instead of like adopting one tool and just teaching kids on one tool would actually support kids well into the future no matter what
073the changing environment is. And so that's what they were calling AI dexterity. These are all the resources that you're welcome to click through. Um, obviously the DD will only be accessible if you have a dexterchools.org email address. Everybody else is locked out. Um, but the other ones gives you an idea of what we're using and it includes some playbooks there at the bottom that we're using to identify our next steps, how we can support people and then the Michigan virtual AI planning guided service. Thank you. First of all, do that probably on the model itself. So it's it's a closed model. It doesn't train on the inputs, >> right? >> And it's not connected to the internet. >> Correct. >> So, how does it train or get better, get smarter? That's that's the feature of
074AI is I use it now. Tomorrow answering how does our >> It has been we've been updating the background model. So, last year when we were presenting, we were using llama models, llama 3.3, 3.4, and we ended on four scout. uh this over the summer GPT released their open source models GPT 120 billion parameters and that's what that running on. Okay. >> So we're actually utilizing these models in the background and then we're training with our system prompt to make sure it doesn't just answer everything. So we are updating it by updating the large language model. Um it it is limited because I believe the GPT model it stopped its training at the end of 2023. So if you ask for historical context, it doesn't know anything past 2023. So people will ask anything modern.
075It doesn't have a lot there. As B shared as we're loading these new models, you previously talked about prompt boo. We're doing that internally. So we're stress testing each of these new models to make sure that it will work the way that we want and will not produce outcomes and outputs that do not want. So there have been models and updates that have come out that we've ran through and said that's not a great fit for us. is giving more information or more doing more of the work than we care. So we're only putting the best model that meets our criteria in front of learners. >> That was exactly my same question. >> Great. Remember last year we asked about this and presented it. It's awesome. We're kind of most are also a little bit
076behind right here behind our own system for our intel for our clients. We don't want that leaked out by I get there. Um is it being used for now or probably 11th to 12th grades to which we're using spreadsheets analysis maybe statistic economics or graphs of interpretations of multiple complex graphs. I mean just from my point of view you I was 14. >> I probably learned, you know, adapted, I guess, >> but it turned into an eight hour project >> 45 minutes. So it now make sure that I mean specifically that's what our goal was was to showcase how it can help as a co-intelligence model and not replace it. Um the new model does have better optical recognition. So the OCR things on chat GBT's model is much better. So if they are loading
077in math and specifically like diagrams, it will offer them some feedback on how to work through them. But the student model versus a teacher model, we have the student model really locked down to walk them through the process. Like we could take the same answer or input untrained model and it will answer everything for them. But with our system parameters, they can still load it in and then we'll recognize the problem, recognize where they're at, and it will walk them through the process. So the goal was not to answer for them, but it will do that. It's just more of it. We have it in a step-by-step procedure. So instead of just spitting out the whole answer, it'll be like step one, do this, and then it'll ask what do you think we should do?
078What are your thoughts? And so it's always asking for input from the student instead of getting that here's like how you do it and they have to follow it. So that's been what I think is beneficial. I've talked with Mr. Fischer in the office a lot. We talked about how this is working for math. Is this correct? Will it work for statistics? And it's getting much better. So the new models are way better at math. Last year they weren't so good. A lot of the models were questionable. >> Practitioner. >> Yeah. It goes through the theory like how do you want to use this? What variable should we have? Where what do you think we should do next? So it's hard to get students to do that because they know like I go on my
079phone and go check your teeth get the answer. So, you know, we're fighting that the easy button by providing this in a classroom and trying to showcase how it could walk through and develop a deeper understanding. Also, we're trying to emphasize that the relationship the teacher has with the students and that trust is really important. And together, you guys can develop this and work through it. And so as long as teachers have that trust of their student and they can engage them, we find it to be much more beneficial than just pushing out problems, students working on their own. So it's more that collaboration model whereas teachers still need to collaborate to be part of that process. That was a design principle from DE from the get-go is we wanted to provide a powerful tool
080to tutor and support every child in the Dexter community schools is we know that not every student has a parent, an adult, a sibling, a tutor at home to support them with their math, with their reading, with their writing and now there everyone has the access and the opportunity and again teachers, families and learners have the opportunity to say no I'm not going to use it of course uh but we are providing an opportunity says you mention 87 that's out of district 87 most mention Dexter yeah we're talking and we'll get in touch with you guys we both here uh and I attended two different sessions on that one I We are kind of techs team. We've had a sport superintendent and supportive board. So it's very easy. >> Thank you very much. >> Thank
081you guys so much. It was really nice to have that update back there last year. See where it's gone. Um, next up we have our first opportunities for regular public participation. If there's anyone who would like to address the board, seeing no one at this point, we will move on to our administrative and board updates. Starting with the super. Sorry about that. Agency, >> I just want to make an AI comment, but I'm going to fill my sheet. >> Um, actually, so Jonathan or uh I live in Dexter kids just graduated and all the kids here. I think it's really cool what they're they're pointing out and I just want to make sure the board is thinking about like the dark side of AI and I don't quite know the answer to that, but I
082know just recently I saw news about some student who created like a new picture of another student just from their image. Um, it's really easy now to do videos like just take a picture and make a video of somebody doing anything. So, this is what the students are can easily get their hands on. Again, I don't necessarily know the answer to that, but I at least want to encourage the board to be thinking about like there's great tools. How do we teach the students about knowing what is real? Um, there's just a lot of things that are kind of like questions with that that I think would be good to be making sure that you're paying attention to. Um, and not just the coolness of it because I use it. there's some great great parts
083of it, but also it seems like with a lot of these technologies that great good stuff, but then so more just more just encourage the board to be asking that question, be thinking about in their minds and hopefully we come up with good ways to try to figure out how to address that. So that's the only thing I say. Thanks. >> Thank you so much. >> Anyone else? >> Thank you so much. Um real quick bond update. We are still finalizing growing and for house the renovation to the entrance. The new entrance way high school building trades and shop space and storage or music storage and drama storage back of the high school. updates soccer, softball, baseball in addition to WY and few other projects working with that process contracts with Ranger and Architecture. They're
084all fil later today. They'll be voting on winter restroom building that allow use that turf port and also have in the works putting heat into the locker rooms and rest into the restroom that be soccer, softball, baseball, tennis kind of area, high school, and then possibly over at fast. >> Everything else is straight. >> Okay. Um I do not have any updates tonight so we will move on to our future perspectives. >> Um I would also like the AI presentation. I know like in my past two years I've been like my teachers have urged me to use it in my classes and knowing when to trust it and when to not is extremely important and considering how technology how easy it is to access different AI uses from very young age. is important that people
085in the fifth grade like as early as that are learning pieces. I would like to say however the AI checkers testing like what percentage of this work AI hopefully that is being heavily tested. I know a lot of students have had troubles where they'll put something in that has no AI use and say there's a ton of AI use, they'll put something in that has a lot of AI use and say there was no AI use just to make sure that if teachers do use this and it comes up with something that there's a a conversation being had with students and that students are being trusted to use their voices and to be able to give them to or understand when they need to say I did. Having that balance is very important. Um, going
086back to school, last week was Halloween. It was very fun. Football game, spirit in the air. It's fun to end the week. Um, at the high school, we got to play games towards Waldo because all the teachers, a lot of the ads were dressed up as Waldno, so that was fun. Um, the dance team has the first competition this Sunday or Saturday at Rochester High School. Um as well in audiences in November December we're seeing a lot of different fundraisers and drives going on at the high school. Um some of these students are food drive families as well as being a fundraiser by families for the holidays and also fundraising society. So it's nice together line away disrup I didn't get a chance very very good things and are already working on a new show
087our 3D program which is allowing students to create their own play or musical or music play should be out that drop website and all that. The marching band our glow shows was very success and huge turnout and a great time. We have our marching band banquet which is god of war spirit or it's like outstanding marching music that will be this Wednesday at 7 p.m. How did get rescheduled the juniors made on top so that was very impressive. Yes. And on the D that is absolutely incredible. I've had the opportunity with NHS to tutor at Mil Creek and I'm reading some of these things that are straight. It's just clear there's no human voice in it and they don't even know what they're talking about. asking them well what how do you think of this
088having AI as a tool to expand our learning like myself best that's all >> thank you so much >> all right we do not have any consent items tonight so we are moving on to action items and the first one is our twin turt restaurant restroom building on October 24th 2025 Five. The facilities committee reviewed the scope of work bidder proposals and timeline for the twin restroom building. This evening's packet included a recommendation, building drawings, and a summary. I am the board of education award for a total amount not to exceed $977,000 to be managed by the superintendent or designate with funds coming from the 2025 bond. >> So, amend that to >> we have a motion and a second discussion. >> When we originally built twin tur it out two years ago or so
089and it came up at $750,000 all the plumbing run etc. So went back to the drawing board and I worked redesign made four restrooms, a small space that is a storage space that could eventually be a concession area and made the restrooms so they were large enough that change clothes in there have shelf stuff etc. We get a lot of our athletes are changing. They don't change a lot. Um and then with the future construction of the fieldhouse put into the plans and into the contingency the ability to do things we need to do with the site. For example, to run electrical conduit that is not as we tear up driveways, run the sewer and electric etc. from the high school and the fire. So, we can put that infrastructure in, but the fieldhouse isn't
090necessarily designed yet, but it's a pretty easy chain. We tear it up to be able to put in, but we don't know the price. In the conversations with the facilities committee, they really felt we should it was fit out did not have a heat source. So, we would have to shut it down this time of year and open it up in April or so. why they were really pretty adamant about adding enough money in the constituency to add heat so that and it doesn't have to be heated year round. We really do want to winterize it but quick eat that we can make it through the spider fall season and when spring season start up we can open it up. Um so just to have enough be able to manage that. So the bits came
091back pretty good. Um they're included in the packet. the uh bid tallies. We had multiple biders. Last time we only had a couple. Um they ranged anywhere from 763,000 up to just shy of a million. Um as part of the bid process, just because it's one of the first you guys have had they have to make have a disclosure. They do no business with that's federal law. U familial disclosure. They have to submit a pin bond and then whenever we do updates the RMD make sure they receive the addendum. Sometimes someone will come back and go looking at this drawing. What did you mean? When are you going for here? So the restroom building itself the layout will look similar to this. It'll have storage room with walls that concession. Um, and then it would
092have four restrooms, individual restrooms, but enough that a student could have each and have some space. What we've historically done with the restroom buildings is we leave them unlocked all the time, put security cameras on, and if you go by the turfs at any given time, someone there's probably someone out there right now or there's I don't know, but the elevations, it don't look like the other restaurant. And then the location. So this is the twin turfs. Here's that main entrance. You walk up in this corner right here. We built the turfs prep that corner for a restroom. Um once we put this in, we'll be able to have other things that right now we don't have actual real features. We don't plan on it until after this is up and then we have one
093capacity to manage and we don't have scoreboards up because it was intended practices but what happens put a row of port johns out and uh we get they're used all the time Sunday I don't know what was there's little Caesar's truck out there are people I have no idea what was going on at ferris but they were all using the port john they would rather have so the recommendation is to be able for the AR bid and 763 plus contingency we use it for about 15% of this environment and then enough money to be able to do the heat any we need to do to prep it so that we have the fields while we have >> any questions where are the twinters at the high school. Two giant turf field of lights on. >>
094Thank you. >> When you have a large crowd out there is four bathrooms going to be in the hall. >> Are you still going to have to put a >> It wasn't built really. >> They are. They are. We generally So remind me what when the fieldhouse goes in what else was going over there like an outward track or something? >> That's part of the drawing that you guys will be deciding on. [laughter] >> But I guess like my concern is so if you like the number of restrooms that are at the football field there's like how many restaurants? Yeah, >> actually at the football field there are Brian we know this number. There's four if you count people. We have there's legitimately about 20 >> and we get 5,000 >> and at the turfs
095we don't even have bleachers yet and the bleachers can only >> I I guess my only concern would be you have like a track or something where the bleachers are there that you suddenly have like four bathrooms and it's not enough for people to use to go to the restroom then you have to bring out the four dogs anyways. Oh, based on the most likely location for the fieldhouse track. >> Okay. >> Majority of use on lock >> or back. >> Okay. I appreciate you guys going back and looking at the meetings because I know that for all of spring athletes, they will appreciate having the half their team both as well. >> All right, any other questions? This is an action item, so let's please do a roll call. >> Mr. Arnold, >> I
096Hi >> I just want to look at Craig out there Greg and say this has been one of the longest projects I've heard talked about this 2017 yes >> we're finally put into >> perfect all right we are moving on to our Alit sports lighting and just before I read this I want to clarify is this a one which bond series is This one is >> okay with the board of education appointed sports lighting project sports lighting LLC for a total amount to receive $33,374 and assign the project for management company bond series one. >> I'll second. >> We have a motion and a second discuss. So, as part of this project, part of the bond, I don't know if Greg or Craig want to wander up. You want me to just do it? Your
097choice. I I'll talk while they're walking up. >> They were here for a reason. So, as part of the project, we in the bond, we said we would replace the lights at process wise, we sold bonds. We have money in the bank. We can't earn interest or very much interest. We need to actually spend the money. We have a window to do. and I'll let them talk about how the process. >> So the uh the lights themselves the actual materials you can purchase through a consortium. One of the many purchasing consortiums the extra schools is part of your >> I think it's right there. >> Okay. Uh and so Musco Lightings who put the lights out at the Twin Turfs they did a bunch of blades at U of M. They did Pioneer. had done
098a ton of districts in the area um and throughout the country. Um and so we were working with them on the uh design and we looked at moving forward with them to get the materials and uh they're able to uh deliver the light pull bases in approximately three weeks and the lights themselves in approximately 12 weeks at the contract board. Um so we will bid out to uh electricians in the area normal public construction bid uh for all of the site electrical work including installation of the fixtures. Musco will be providing light fixtures and programming the lights only. Um the recommended alternates include um it's called a light show package uh $5,000 which will turn lights on and off. It flashes them. It it does all the things that you see now at modern stadiums.
099>> It's the cool stuff for the paint. It's the you know it can light up a aisle for teams coming out fieldies that sort of thing. Uh it's $20,000 for colors. Both options that you can choose. Um so this will purchase the light fixtures uh through the consortium. They'd be assigned to us. We would turn them over to the electrician which is a bid package. We bring it to you after December 3rd, whatever the first work may be meeting in December is. Uh those bid documents are going on the street on Thursday. take them uh the Tuesday before Thanksgiving. Um but these are say the actual materials themselves being purchased through consortium pricing >> perfect this way the lights be installed winter season starts we'll leave the old lights up in case we'll make it
100>> the right um the electrical year the actual power um we're We're finding it's taking anywhere from 12 to 58 weeks, which is a big range, but that's what I'm seeing on projects right now. Um, so if we do not get the electrical panels in time, uh, we would put the lights up, leave the old lights in place, then over the summer, uh, or even over next winter if it if it takes that long, uh, we would do the actual switch over, but the new lights would be up waiting and then we swap over. All the warranties and everything like that start when the new lights start up, but we'd at least get the new lights in place and we do it on off season so we're not affecting any any sports season. >> Yes,
101these are in new locations. They're basically at the 30 yard lines. There's only four lights instead of six. So behind the home and white bleachers around the 30 >> uh the cost we will be taking some soil borings. What could happen is we we would include that cost in the electrical. >> Okay. >> How about serviceable? always servicing the lights. Got it. >> They have they drop down. >> This price includes 25 year warranty on all the parts and pieces. >> You got to go up there to service them. >> Go up to service. Well, there most of the servicing 95% of the time you're replacing control boards and those are located about 8 ft off the ground in a serviceable panel. So you come out with a ladder and do the work. You have
102to replace an actual luminire, you're going up to do. WCO has their own monitoring system. They're 247 monitoring the twin tur lights. So they know also light goes out. So when the lights are on and active, they will be monitoring those lights as well. So they'll know before we do if the lights out. >> I said these are all LEDs. So they're control boards. >> The neighbors. >> Yeah. I don't know. I don't believe it's in this packet. >> Yeah, the model >> we we shared it. Yeah, with the facility committee there. We we got lighting models. >> I don't know if we could share that showing the candles. >> It was discussed significantly to make sure that it would be there's actually less impact on the surrounding areas property lines both behind and out
103at Baker Road. That being said though, we did add in the options for our field events for track have enough light so the spring get they can't finish their event that'll be switched separately. So that can just turn off at the end. >> Sorry. All right. >> Significantly less power. >> Yeah, significantly less power to try to change the ball. It's hard to find the ball. Then when we get someone that can get up and do it. Last year we spentund something thousand years ago just big things they were falling off >> I mean we did a temporary fix a year or two out >> it'll be a huge upgrade once we get the scoreboard as my question. >> Any other questions? All right, let's do a roll call vote, please. Thank you guys. >>
104Hi. >> All right. We do not have any discussion items planned tonight. So we are now to our second opportunity for public participation if anyone would like to address the board. >> Entirely different topic that anyone's brought up but uh my name is Brad Paul. I'm spouse of a faculty member at the high school. I'm Dexter residents for like 18 years and we've had two kids one from the school now one going out. I would just like to comment that I would prefer it would be helpful if the benefits package information would come out before like Halloween for the change over the open enrollment if possible so that we know we could look ahead of time before open enrollment actually opened to like research it since we lost uh one like prescription plan was just
105entirely eliminated and therefore you're going through looking at these prescription plans to see if your medicine is covered and stuff. It's kind of a hassle and it' be helpful to have a little bit of part time. So that's mainly all all I had to say. >> Yeah. Then describe we do open source ships. We turn it around as fast as we can get the rates. >> Yeah. I was they were being slow this year. It's every year. >> We they have to approve what we publish. We every year it's a new adventure. But >> thank you. Anyone else? Okay. Um, moving on to board comments. Does anyone like to >> question you, right? >> How' you do? >> No, it was actually my first time if anyone was at 480 plus districts there. that a
106lot of people a lot of people realize that we are only in better shape but comparable to a lot of other districts we are very shape hats out to the community itself pass struggling to pass this year very long. two very good keynote speakers communications communication communication from everybody students up to the community with their communication not listen you're going to want to pre resolution So that was took two CBA courses high school beyond a one clinics high school pretty good to look at a Thanks for representing us. >> I have a just a reminder Well, first of all, thanks to everybody who came to the the board. I really do appreciate hearing from everybody and it's really important to participate to to share your your views. We appreciate it. Uh but tomorrow is also
107there's a vote. So don't forget there's tad um village that uh we have heard that is sorely needed. We texture students. there are not enough spots for students to attend the um tech programs that they would like to attend and this will allow for more expans. So I'm kind of excited about that. Well anybody else all right um with that being said we do have a close session tonight. So I'm going to need a motion and let's do it after a five minute break. I'll go for the board of education close. >> Excuse me. >> Mrs. I >> thank you very much everyone.