001Good evening. I'd like to call this meeting May 12th, 2025 Sennsylvania Board of Education meeting to order. Mr. Cole, can you call the role? Miss Hoffman here. Mrs. Conklin here. Mrs. Lavallet here. Mr. Feller here. Mr. Bowden here. Thank you. Please join us in the pledge of allegiance. I aliance 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. Okay, we have a pres presentation first. Yes. Good evening every Okay, we're good. Sorry. Good evening everyone. Yes. Uh we do have a presentation this evening. I would like um Miss um Andrea Johnson to come up to the podium. Uh Andrea is the director of secondary education and will present some information regarding the process that will work
002to standardize the implementation of the instructional materials and curriculum that we have as directed by Ohio Revised Code. So, Andrea, I know that you've been working with our educators at the high school, specifically the ELA department, since around October of this school year. So, um I'm going to turn over the microphone to you. I may chime in a little bit, so I'll be prepared. Don't be afraid, but I may chime in, but thank you for presenting this evening. Absolutely. Thank you. Um, good evening, everybody. For those of you in the audience who may not know me, my name is Andrea Johnson. and I serve Sylvania schools as the director of secondary teaching and learning. I work with all staff in grades 6 through 12 in each of our junior high and high school buildings to
003provide curriculum support. And as Dr. Mley just stated, my purpose tonight is to speak to you about the process our secondary teachers have followed to update our list of instructional resources in our core ELA classes. While the draft resource you have in front of you to review today is specific to our North View and South View courses, I want to note that our junior high school staff are participating in a similar process, but on a different timeline this evening. I'd like to address three main topics. Number one, an overview of the process we have followed to update our lists of reading materials in ELA and the timeline we have followed during the 20242 school year beginning in September actually of this year. And number two, relevant legislation and policies that have affected our work. And
004number three, what steps we will need to follow moving forward. As I just stated, this conversation began actually in September and has been influenced by several factors. First, as a district, we have spent the last couple of years updating our curriculum maps and our pacing guides. This exercise is in alignment with our strategic plan and should be completed regularly as these documents are living documents. That process mapping and alignment includes classroom teachers from all buildings in all grade levels, department chairs and administration at the secondary level, specifically with me. All departments meet to participate in conversations about pacing and curriculum. Meetings will include different teacher groups such as grade level teams, department teams, and building specific or cross district teams. Support is differentiated based on what needs are communicated with administration by department chairs. While
005we have a variety of professional learning activities happening on PD days, this school year, for example, we devoted two professional development days to high school department meetings specifically, both district-wide teams and building specific teams. Teams may also be able to meet individually on days when the school day is adjusted. For example, time on OST testing days can be devoted to department meeting time if available. We also held a release day in April specific to our high school English staff. These options are available depending on the needs of our staff and I depend very heavily on department chairs to communicate these needs with me and our building administrators so we can plan accordingly. Second, from time to time we have questions or concerns arise about materials our teachers have chosen for instruction. While sometimes these questions
006are challenging in nature and based on queries from parents or community members, we are cognizant of the procedures we have in place as a district to help guide these conversations, especially if there is a concern brought forward about a teacher's instructional choices. When there are concerns, we are able to point to board policy 9130, which outlines the process all stakeholders should follow to voice a concern. concerns about curriculum filter my way and having established processes which are communicated out ensures everyone has the most accurate and timely information about educational options for students. Lastly, as conversations among teaching staff have taken place and speaking as a former English teacher here, it's always essential to know what texts are being taught elsewhere in the district or in other classrooms. This prevents duplication and also allows us to
007build on topics and ideas previously introduced. This flow of communication is essential and one of the largest reasons why this work of our staff is vital. It is why we have devoted so much time this year for conversation. This directly affects families and we are acutely aware of this. Allowing for time to collaborate during the workday creates specific space where these collaborative conversations can happen. Conversations among teachers from other school districts are also extremely valuable and help inform conversations when our staff meet. I will say as a curriculum administrator, I'm able to work with instructional leaders from surrounding districts, uh, the districts I've noted in particular, we meet regularly, to better equip me to have conversations with our teachers. The flow of information among and across districts, I will say, is invaluable. We are also
008able to share tips and tools that help support our students here in Sennsylvania. As we move through the school year and teachers continue to review their book selections, the district became aware of the fact that we had not officially approved our selected district curriculum and reading lists in English language arts, specifically our book lists. It is Ohio Revised Code 3313.21 21 specifically that outlines the role of this board of education in determining and selecting textbooks and reading lists, instructional materials and academic curriculum and we are bound to that. We also noted that we have in our board policy policy that outlines our responsibility to approve our curriculum, our instructional materials. The district notice noted at this time that we were in the process of updating and solidifying these book lists anyway, which could allow the
009board to approve them. Also, during the school year, legislation was introduced at the state level, House Bill 8, or the parents bill of rights, and subsequently passed last month that influences how we communicate with parents what we're teaching. This bill has been the topic of conversation at every principal meeting since January. It has also been the topic of conversation in regional curriculum meetings as well as an ongoing topic of conversation among teacher teams. While we await additional guidance from our legal team and the Ohio Department of Education and workforce, we do know certain things. For example, we know that the law aims to increase parental involvement in education, including reiterating parents rights to review materials, a factor which is also included in our board policy 2210, which was adopted in 2014. These three pieces of
010policy, OC 3313.21, 21 board policy and House Bill 8 all directly speak to the work we have already been doing. Updating our book lists and increasing communication among stakeholders. They also add a legal angle to the work our staff has been doing and have informed our team conversations as we've moved through the school year. While some legislation, House Bill 8 for instance, is new this year, the existence of a book list is not. It predates me, but this year as a staff, we have devoted time to updating this document. We have leaned on our colleagues both within the district and outside the district and used resources such as common sense media to help inform our choices. We also have tools that have been shared regionally to help guide teachers internal monologue when making decisions about
011what text to include on these lists. We look forward to further guidance from the Ohio Department of Education Workforce and also our own legal team as we move forward. What we do know is that we as a district are responsible for updating the lists you have before you and preparing them for your approval. We also know that we are responsible for communicating with our parents and families what curriculum choices we have made so that they may review our materials. As a district, it is always my priority to make sure that our practice is consistent and reliable. It is also our responsibility to ensure we're effectively communicating with all stakeholders. The draft list in front of you is one communication tool. While this evening we are focusing on a draft book list for our high schools,
012it is important to remember that this work is being mirrored at the junior high level, though on a different timeline. While teachers continue to review and update their literary choices, we also recognize that there are other factors at play that affect the timeline in our junior high schools. One example is the ongoing conversation about how we're using our reading courses to support students developing literacy skills. It should be noted that the district has adopted witten wisdom as our core ELA curriculum in grades K5 pursuant to state requirements. This K5 adoption makes it unnecessary for our elementary colleagues to duplicate this specific work. Personally, I depend heavily on the feedback from our ELA department chairs in our junior high schools as we continue to move forward. And I will continue to rely on their expertise. I
013want to thank these individuals, both junior high and high school department chairs, for helping the district to support our teachers with this work. I rely heavily on these teachers and other administrators to keep the dialogue going as we move forward together. I commend all of our teachers in a variety of departments who have added their voices to the process of auditing our reading materials and determining what selections they have included on these draft lists. Thank you for your time this evening. I appreciate the opportunity to speak to our work this school year. Thank you, Andrea. I appreciate your presentation. um more specifically when we are looking at the selection of textbooks as it relates to not only um Ohio Revised Code but also in our current board policies. Um, we do have an opportunity in
014board policy 9130 when it regards to matters regarding instructional materials to have a committee of sorts to complete this work in which the board would then take the work of the committee to move that list forward or those instructional materials forward. It feels like the process that we've been working through this past six, seven months since an earlier part of the school year has been work that's been in collaboration in a committee format, but probably not as formalized as we could have naturally said. It is a arm of the board because the board at this point in time doesn't have a resolution in place for the committee to do the work. But I think we should be clear. Um there is some rumors or murmurings going around that the board wants to select books. The
015books that are on a draft copy of this reading list, if you will, are all books that have been selected by our educators. It's our educators. And I know there is some concern in regards to some feedback I've received um specifically in regards to what if there's a book on there that a parent doesn't want or doesn't like or doesn't want their child to read. We already have a policy in place for that and that's actually a couple of policies. 12240 which speaks to controversial issues and also if a parent has a concern one parent cannot remove a list or book from our reading list by board policy as it states right now which is in board policy 9130 complaints and processes for matters regarding instructional materials. A parent cannot come in and say I
016want a book removed. There's a whole process that we need to go through and that would have to go before several steps. But those policies have been in place, I believe, since 2014 and perhaps even before 2014. Um, but I commend your work with the teachers. I know the ELA teachers have been working very hard. I know the list is quite comprehensive. I know that we have provided our uh board members with a copy of that comprehensive list. Understanding it's in draft form. Um, there's a lot of work there. There's a lot of no novels that are listed. I know there has been a concern too as a question. Well, our novels the same as a textbook are reading lists the same. It is implied by the law that they are one and the same
017even though they may not be bound. Moby Dick may not be bound to the Odyssey, but they are required materials that we actually expect our children to read in order to earn a grade. either we purchase them through student fees or we purchase them for our students or we require that parents buy the books in order that the students have them in order to have them in class to learn from them. I appreciate you talking about the process at the junior high as well. I know because we've restructured our reading courses at the junior high coming into the fall. Um again, believe it or not, another OD un unfunded mandate. Um, for those who have been in the elementary field for some time, we've had RIMPs in place, which is a reading improvement monitoring plan
018for those students who are performing below reading level in grades really starts in kindergarten. You can be placed on a ramp that has now moved up to sixth grade. Hence, we had to restructure our reading classes in order for them to receive highintensity or high dosage intervention in order to close the gap for those students who are no longer reading on grade level. and we have to literally document what interventions are being in place for those students who are reading below grade level. So because of that, that's one of the variables because of the mandate that we need to restructure reading at the junior high. And it's going to take some time in order for staff to have some time to understand what that will look like along with professional development also tying on to
019wit and wisdom that we already have at the elementary level. Just a lot of steps that we still need to undergo. So I understand the adjusted timeline for the junior high ele or junior high ELA teachers but it is something that we eventually will have in place as well. Correct. Okay. Thank you very much for your attention and your presentation. Does anybody have any questions? I guess I have one. um in the fall when this came up um I think it first came to my attention particularly with respect to policy 2210 um and the board's you know approval of educational materials one of the things that I was concerned about was the process for when a parent objects to a book which we know will happen for whatever reason a parent may object to a
020book and I I think you and I talked a little bit, Andrea, about if there was going to be a plan in place for those type of situations and it I felt like it varied from school to school and I'm just curious is that something that's going to be streamlined or is that addressed in this um process? I will I will say Dr. Mley alluded to this. We already we have policy in place that guides that practice and that is a conversation that we have started having more frequently across buildings so that we are following a consistent process and part of that is an education piece making sure that everyone is aware of what that channel and that flow of information should look like. Um and it it might it might flow a little bit
021differently based on our level of awareness coming into it but we are having those conversations as well. I guess my main concern with that process was just that um when I I feel like if we give parents enough advanced notice that teachers can then make arrangements. I just want to make sure that if a child can't read a book because their parents won't let them. I don't want them to then not get instruction somewhere else. And so that was just one of the and I and you know you and I talked about that and and and with principles as well and um and I felt like that was being done. I just that was the concern that I had coming out of that. So I just wanted to follow up on that. And you are
022right Miss Conklin that is policy 2240. I think it's controversial issues perhaps and that if a and it's always been on the books my fifth district there's always been an avenue for where if a parent has a concern about content of a book that they are to be provided with a alternate assignment. I think what we want to make sure is that the alternate assignment is comparable. Yes. and the teacher and the student have um an opportunity to still engage on that content opposed to having a different lesson structure that may be removing that child from a classroom for an extended period of time versus and having no direct instruction by that teacher. So I think this process that we're going through highlighted some areas where we can enhance and improve our practices at both
023high schools. Um sometimes it is a challenge to have two high schools in one district because we sometimes can fall to be inconsistent if we don't on every occasion now and then just take stock audit of our practices to make sure we are being consistent and our parents at both high schools are having the opportunity um that our students at both high schools that our educators at both high schools are having fair opportunities. So, it was through the process that we realized we could straighten up and streamline and um really make sure not only to protect our teachers so that they have a list that they can then stand behind and say, "Listen, the board knows I'm I'm using this book and we're comfortable with that, albeit from a committee or a board resolution or
024board approval." But in addition, that if a parent for a reason, religious reasons or otherwise, says, "I don't want my child reading this book." How can we respectfully give them another option to still learn the state standards because that's what we're here to teach, the state standards, but do so in a way that's respecting that parents beliefs or religious position that they may have, but also our job is to teach the content standards with an alternative material. Thank you. Thank you. Thank you. Anybody else? Okay. Thank you. This is the first opportunity for public participation for items which are on the agenda. Thank you. Thank you. When I call you up, if you could just come up, say your name and your address, and then you may address us for three minutes. Uh, first up
025is Kirsten Long. Um, Kirsten Long, my address is 3809 Plumey Road in Northwood. Do you need my zip code or is that sufficient? Okay, sufficient. You're good. Goodbye. All right. Good evening. My name is Kirsten Long and I currently teach third grade at Central Trail. I'm incredibly proud to be part of a community that values the education and development of our students. I'm here tonight to express my concern about the policy requiring book lists to be submitted for approval. While we are being told that this does not currently apply to elementary classrooms, it feels like the first step step toward a much more restrictive environment, one that we've already seen play out in other districts and states where teachers have been required to catalog and submit their entire classroom libraries for review. In some cases,
026educators have had to cover or remove books entirely while waiting for district approval. This is not the kind of atmosphere in which meaningful learning thrives. What troubles me most is that the trend that may follow these lists toward banning or restricting books with diverse characters, families, and experiences. Books that reflect the world our students live in. These are often the stories that mean the most to students who rarely see themselves in literature. Removing them sends a message that their identities or backgrounds are not welcome in our schools. Our district's slogan is excellence through opportunity. Shouldn't everyone have equal opportunities in what they read and are exposed to in our buildings? As an educator, I've had the privilege of participating in research studies and focus groups based on the impact of diverse books on reading achievement.
027The results are clear. When students see themselves in the stories they read, and when they're invited into other people's stories, their engagement, comprehension, and confidence grow. Diverse books are not political. They are powerful tools for connection, growth, and learning. I understand the desire for transparency, but we must be careful not to confuse oversight with overreach. Sennsylvania students should feel safe in our classrooms to write read widely and ask honest questions. Ohio's House Bill 8 does not require the district to publish curricular lists or for them to be approved by the board of education. It requires that we have a plan in place. Couldn't that plan be to trust our educators to do what is best for our students? I urge the board to trust teachers to do what we are trained and committed to do.
028Serve the needs of all students. Our choices are grounded in research, guided by standards, and shaped by a deep understanding of what our students need. Not just to pass a test, but to grow into educated, compassionate, and thoughtful individuals. Thank you for your time. Thank you. Thank you. May I comment? Yeah. Um I'd rather comment. I have and while we don't normally comment, we're going to it's your educators. Dr. Mley, Kristen, thank you for your words. Um, I want to say for the last two years, you've invited me to your classroom to read to your students and it is one of the highlights of my year. Um, you always have a great room filled with literature. And just to be clear, um, our OC and our nor does our board policy refer to classroom libraries.
029um our board policy that's been in place that is not revised but has been in place since 2014 is it it's instructional materials of which are required to be used by students. So when we adopted Witten Wisdom when we adopted that those books that are within that for your small groups have already been approved by the board because the board approved the adoption. So, this looks a little different for K8, I I'm sorry, for K5 than it does for grades 6 through 12. But I do know because of the book that you have me read for the last two years where I think it's talking about favorite words and it's anamanopic that one. Anamanop. Yeah, that one. Anyway, but I do know that the characters that you have had, not only I when I read
030to your students, but my colleagues who have come to your class to read, they're always diverse and I share so many of your same sentiments about making sure that we have books that represent the students we serve. So, thank you for your comments. Thank you, Miss Huffman. Thank you. And I don't normally comment, but I'm going to say I and I don't want to speak for my colleagues, but I kind of feel like I can on this. We do trust educators. Absolutely. We absolutely do. And this isn't about banning books. I have struggled with this. Dr. Mley and I have had a lot of conversations about this list that it's not about banning books because personally I feel like now I need to read all these books. When we do get complaints from parents, personally,
031I've read the books. I buy the book. I read it so that I can that I can speak to it. It is the law. So, we are trying to comply with the law and not ban books. I would never agree with banning books or removing diverse books. I I agree with you. Kids need to see that. Students need to see themselves reflected in books and I am 100% for that. Again, I don't want to speak for my colleagues, but you know, we do trust you. This isn't about that. And to cosign on that, just to be clear, as um Miss Johnson said, the book lists that we have were generated by teachers, not by board members looking at a list saying, "Put this book on the list. Take this book off the list." Every book
032that's on this draft copy came from our educators who are the experts of their classroom. Just to make sure that's reiterated. So, thank you, Miss Hoffman. I appreciate that. If I could just comment too, I I agree with everything that Julia said. Um, and I would add too that I feel like in some ways this book list I hope protects educators in that it pushes information out to parents and gives them the opportunity to to read that and so that there's no blind side. Information is always better. The more information better. Yes, I did tell you about this book. Yes, I did put this book out there. I I'm an avid reader and I like Julie, if somebody complains about a book, if I haven't read it, I look at it. I was so excited
033to see some of the books on that list and wish I was in grade school again or junior high to to be able to read all day long. But so I I I I just I don't want you to think this is about book banning because it's the farthest thing from my mind. But I feel like information for parents is always good. And the more information we put out, the more we protect ourselves and the more we um we we sort of beat that there's no transparency complaint. And that's that's kind of where I was coming from. Yeah, I agree. And for the record, I think there's a book on this list that I actually bought years ago when I read it and took to um Northview and Southview and gave it to English teachers
034and said, "This is a fantastic book." And they said, "You're going to back me up if we read it and I said 100%." Because it was a fantastic book. So still is a great book. It is a great book. Yes. And a good movie. Yeah. Okay. Anybody else? Okay. We have one more. Dan Greenberg. Dan, before you begin for public record, congratulations. Before you even get started, congratulations on your appointment as the new OEA vice president. That is just fabulous for you. It's been a journeying and I I don't mean to um jump in front of your public comment, but I think that is such an important accomplishment. I needed to get that out first. So, congrats. Thank you very much, Dr. Mley. I appreciate it. And for record, Dan Greenberg, 4654 Vixsburg Drive. Um
035I just I don't have a as eloquent a statement as Kirsten did. I just wanted to share some thoughts about things and just to give from a a teacher perspective and to share some concerns that have been brought to me about the process. And I first wanted to say thank you for your statements following Kirsten's remarks about your commitment to um providing that rich environment, literary environment for students. I really appreciate that. Um I think that um the things have evolved through the course of the this year and it's left teachers feeling very concerned and not sure of what's happening right now. Um, you know, when we talk about that September meeting, it was it makes perfect sense to me that you all know what we're teaching in our classrooms and that you do back
036us. Your Julie, your your point about the I may have been one of those teachers that said, "You're going to back me if I if I teach this book." And I do teach the book and um but I wouldn't teach it if I didn't know the board was backing me because I just don't want to be out there on a limb. So, I totally believe that that is a good thing. And I've talked with teachers as well about that that I think it's a good thing to have that line of communication between board members, administrators, and teachers on things. I think where things have gotten a little bit far field is and and and by the way, it might be that I don't have all the information. I say that upfront. It seems that we're
037looking at doing a once a year approval process. And I think what you're you're you might be hearing and what I have heard from some teachers is the concern about we try to be flexible and adapt to our students reading levels and our students needs and and our student interests. And so the concern, one of the critical concerns has been from a space of like letting you know what we're teaching and as someone just pointed out to me considering this a living document that is constantly evolving versus a once a year approval. What it is kind of changed things. I mean there there is this list that you have that was generated by teachers and it was based on what are we teaching now but there's been a lot of concern amongst teachers not about
038censorship uh from from my colleagues at the high school level. It's been more about what happens if we want to be adapting our curriculum to the needs of our current students and the idea that maybe we are not able to because there is a once a year process with the books specifically listed and we can't make any changes until the next year. So I don't know if that is the intent of the policy. It wasn't something Miss Johnson talked about, but I think that that's been a critical a critical concern that has been voiced to me. It's evolved into teachers when we m last met um potentially putting out a thousand book title list for you to approve from a space of we don't know for sure and this is instead of just giving you
039here's what we are teaching and what we have taught in the last few years. Here's what we could be teaching. so that we've managed to give ourselves a lot of places to put our chips and that's I think been the big one of the big concerns about a once a year book approval specific list. Okay, I'm going to stop you for a second. Is that so if they if there was a book midyear a teacher won't be Dan because he won't be here he'll be in Columbus said hey I really want to teach this they could get it on the agenda and get it approved. Absolutely. So here's an example and I wrote that down. I know that we did start out as we were working through because I would like to suggest that we
040now that we find ourselves here under the conditions that we really need to fine-tune a textbook committee. We have not had from my at least in my tenure and I believe early on a textbook committee of potentially board members, parents and educators and administrators that have I've witnessed and participated in other districts that go or go through the process of vetting books or talking about books to be added or deleted. And Dan, what I hear you saying is if an educator goes out and finds a brand new book in October and they're like, I want to use this to teach the standards in February, what opportunity do they have to bring it forward? Well, in that regard, I appreciate the feedback. Yeah. Because I think the thought process was once a year will make it
041easier for teachers to manage, but it's not closing the door if you want to add a book. Books are published every day. New titles every day. the New York Times list every day. So if a teacher finds a book that they want to read that they feel will meet the needs of their students and will cover the content standards, then by all means through that process, thank you for that nugget. Let's work through the committee to say when can that happen? How can that happen? What let's put some meat on the bones with that because that's collaboration truly once a year was looking at efficiency. But I also don't want to have a teacher say, "Gosh, you made I found this book in October and I have to wait till next October." Yeah, we don't
042want to do that. Thank Thank you for that clarification and an explanation. I think I really I really appreciate that and I know that that has been at the at the the focal point of things. Again, I I I think that uh you know, from my space within SEA with integrity, working with our curriculum department and all our administration, I I have totally been in support from the get-go of we want to make sure that the board and all parties are aware. We understand that importance and if we're able to do things in that in that manner where there is some flexibility and ability to add things on as the year goes on. I think that does take away a lot of the concern. I can speak as an individual. I can't speak for all
043teachers, but I know that that does help uh do that. And I and I just wanted to add something as well just for your uh just knowledge as as it's been on the ground. Um I know that we're in a different academic climate than when I I started at the high school over 20 years ago. Um but I remember that first year at the high school and the the conversation where a parent did not want their child reading the Crucible. Um they said the Crucible promotes witchcraft. And while I don't agree with that, um it was something that was um honored that parent request. And we had another assignment. I believe it was in that case a comparable novel which was the Scarlet Letter and the parent was okay with that. And so I think
044that there you know in some of this we talk about like what what have we there are a lot of things that have already been going on that mirror some of the process already the things that we we've been doing in terms of when parents come to us. I had a parent come about that book last year and the parent came in pretty fired up about it and with things pageionated and I said it's okay we can why don't you and I work together and we'll find another book that you find suitable for your child. And it was it was not like this. it was like this and I think that we still have that space to do though and I do that and I appreciate um your consideration and your your your thoughtfulness about
045this issue. Thank you. Thank you. And if I could just chime in, I I think um in terms of midyear approvals, we could assuming we had legal blessing, we could um blessing from legal counsel. we could just um delegate that to the superintendent to sort of provisionally approve things during the course of the school school year like we do with bus stops or other interim changes. I mean that's just my personal thought. I don't think that we need to approve books that arise during the course of the school year. Um assuming our legal council agrees with that. Okay. Thank you. Thank you. With that we are with you Mr. Co. I just have uh one approval for the month. Um 4.1 bid acceptance resolution. We did receive our paving and ceiling uh bids. Last uh
046Wednesday we had our bid opening. Uh it the bids came in uh we're going to accept each package individually. So the lowest bid on each package. We're going to uh reseal Northview and Southview this summer and restripe. And then Hillview and Highland are going to get uh the top layer a couple inches milled off and repaved. So those four bid packages did come in about $79,000 less than we estimated. So that is good. Competition is good. Uh so we have one resolution to approve all of those bid packages. I'll move for approval. I'll second. Any comments or questions? Thank you, Adam. Thank you. Adam. Uh, Kim, yes. Greg, yes. Dan, yes. Tammy, yes. Julie, yes. Thank you guys. Thank you. And with that, we're with you, Dr. Molly. Thank you, ma'am. I am recommending item
0475.1, which is the overnight field trips. We have a couple on the agenda this evening. one for our North View High School dance team uh to actually uh go to Oakland University in Rochester uh from July 24th through July 27th this summer. And also we have 20 students from the North View High School boys and girls cross country uh players to go to Traverse City. I think this might be an annual um trip for our c cross country runners. So two a trip two trips to approve this evening. I'll move approval. I'll second. Any comments or questions? I have heard uh Miss Lavallet talk about this camp and Trevor City and the camp in the conditions of the cabin. So that's why I remembered it was annual. Thank you. Thank you, Adam. Julie, yes. Tammy,
048yes. Greg, yes. Kim, yes. Dan, yes. Thank you. I recommend item 5.2. This is a I am boundless uh service agreement for a student with special needs. I move for approval. A second. Any comments or questions? Adam. Greg? Yes. Tammy? Yes. Julie? Yes. Dan? Yes. Kim? Yes. Thank you. I have a second agreement with for item 5.3, which is a I am boundless uh service agreement again to provide service for a student with disabilities. I move for approval. I'll second. Any comments or questions? Adam. Greg. Yes. Tammy. Yes, Dan. Yes, Kim. Yes, Julie. Yes. Thank you. I recommend item 5.4, which is a resolution uh for the special education model policies and procedures updated April of 2025. And this is due to some changes that were made at the state level. Um, the state has
049gone I I know Tim, you're looking at me like, "Yeah, it's one of those where the state made a change, then made another change, then made another change, and now I think they finally have reconciled the documents and they now align with federal law." Is that correct, Tim? That is correct. Yes, we actually we approved a resolution on March 10, and then they made four additional changes in April. So now we're approving it in May that has to be resolved by the end of this month. So that is the clarification and justification for that. I'll move approval. A second. Any comments or questions? Make it stop. Adam, Julie, yes. Kim, yes. Tammy, yes. Greg, yes. Dan, yes. Thank you so much. And finally, I have item 5.5, which is a MOU with our uh Sylvania
050Educators Association regarding counselors and uh 504 responsibilities. I'll move for approval. I'll second. Any comments or questions? Adam. Uh, Kim, yes. Julie, yes. Dan, yes. Greg, yes. Tammy, yes. Thank you. And with that, we're with you, Josh. I will recommend items 6.1 and 6.2 on a consent agenda basis. 6.1 are licensed new teachers and 6.2 is licensed to extra duty. I'll move for approval on a consent agenda basis items 6.1 and 6.2. Second. Any comments or questions? Madam Greg, yes. Tammy, yes. Dan, yes. Kim, yes. Julie, yes. Thank you. I will recommend items 7.1 through 7.3 on a consent agenda basis. 7.1 is a classified retirement. Congratulations, Janet Porter. 7.2 two classified new hires and 7.3 classified resignations. I'll move approval on a consent agenda basis items 7.1 through 7.3. Second. Any comments or questions?
051Julie, yes. Greg, yes. Dan, yes. Tammy, yes. Kim, yes. Thank you. I will recommend items 8.1 and 8.2 on a consent agenda basis. 8.1 are athletic volunteers for the 2425 school year and 8.2 are changes and corrections to current supplementals. I'll move for approval on a consent agenda basis items 8.1 and 8.2. Second. Any comments or questions? Adam. Tammy. Yes. Greg, yes. Dan, yes. Kim, yes. Julie, yes. Thank you. Thank you. This is the second opportunity for public participation. And seeing none with Amy shaking her head at me, um I move we go into executive session for the purpose of the employment of a public official. Second, Adam. Julie, yes. Tammy, yes. Kim, yes. Greg, yes. Dan, yes. Thank you. And we will not be taking action following executive session.