001much quicker. All right. Good evening. We are going to call this meeting to order at 7:01 p.m. Vice President or Treasurer Wall, will you please um say the pledge of allegiance? Sure. [Music] To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. And can we all say our mission together? Our mission is to inspire and empower our students to reach their full potential through opportunities and experiences in a safe, diverse, and collaborative environment. Um, Secretary Windless let me know that she would not be here tonight. So, may I ask um, Trusty Dyro, will you fill in as secretary this evening? Thank you so much. Roll call. Miss Anderson present. Present. Mr. President. Mrs. Steovan. Present.
002Did I say it right? Yes. I just want to get it right off the get go. Right. Yeah. Did I? Okay. Yay. Mr. Wall present. And as you said, Miss Windless. Thank you. We have a quorum. Adoption of the agenda. Be it so resolved that the board of education accepts the June 25, 2025 agenda as presented. A board member may request an item be moved from the consent agenda to superintendent recommendations. We do have um an addendum to the agenda, letter G and letter H. Um, I did email about that to the board. So, if we could add that on. May I have a motion? So, moved. Moved by Trusty Wall. Support. Supported by Trusty Anderson. Roll call, please. Trusty Anderson, yes. Trusty Dyro, yes. Trusty Sterlin, yes. Trusty Savanovc, yes. Trusty Wall, yes. Trusty
003Belcowski, yes. Motion carries. Excuse me. Moving on to public comment on agenda items. Do we have any public comment on the agenda items only at this time? Seeing none, moving on to superintendent reports, Mr. Klein hands. Very good. Thank you and welcome everybody. We have two reports um this evening. So, we'll jump right into it. The first one is Dr. Finn is going to give a curriculum update and there's some documents on in front of you that she will be reviewing. So, I'll turn it over to you and welcome Dr. Finny. Can you hear me? Yeah. Okay. As Mr. Kleinhance mentions, I'm I'm here to give a update on the curriculum, specifically on the piloting that we have done for the past couple of uh years. And so, in your packet, do you have a
004copy of the PowerPoint presentation? I was informed you do. Yes. Okay. Thank you. So, I'm going to walk you through the PowerPoint presentation and you can start on your uh the second page the purpose. When we began this journey, we identified the purpose of having this adoption process as being to identify high quality instructional materials align with our Michigan standards. What we had learned is that the curriculum here unfortunately was outdated. If we could identify a curriculum at all, a lot of our instructional resources were about 13 years old or older. So there was definitely a need to adopt a curriculum align aligned with the Michigan standards as well as some resources to facilitate instruction. And then also we wanted to make sure that we had resources that supported effective instruction in the classroom. As
005we know throughout the years there have been a lot of research in education on better the newest and best strategies. And so we wanted to make sure we had a curriculum that aligned and supported teachers in implementing those strategies. So the first topic I'm going to talk about is the math curriculum adoption process. So on slide four, why a new math curriculum? As I mentioned, the materials were outdated and no longer aligned with the standards. there was inconsistent practices amongst teachers and even schools because we didn't have a district-wide curriculum. So teachers were doing their best to teach the standards, but what may be happening in the first grade teachers classroom in Bedford could be totally different from the first grade teachers classroom in Pul. And so we wanted to make sure that there was
006equity across the district that all students are getting access to the same instruction on materials as well as instruction itself. Also, we said there's a need for a stronger support and conceptual understanding and problem solving because the way we learned math back when I was a kid is much different than the way students are learning math now. And then finally, we wanted to make sure that we aligned our curriculum with the strategic plan. So on the next slide, we talk about who was involved in the math adoption process. For the elementary, there were seven teachers from the three buildings. And that that curriculum review process was supported by Wayne Resa. And it's a grant that has been offered through the state of Michigan that Wayne Resa applied for and they're using those funds to support
007us in our math adoption. And then for the secondary, we had six teachers participate in the adoption process and they were supported by the Michigan Math and Science Leadership Network throughout this process. So I want to take you now through our review process. And the first thing that we did is that we made sure that we identified for K through2 math instruction. What does it look like? What is our vision for teaching and learning math in D7? And so both actually it was a K12 meeting and we all got together and we decided upon um district vision for math instruction. And then what happened next is that we had to train and calibrate teachers on understanding what high quality materials actually look like. So they needed to know what are they going to be looking
008for when they're reviewing these materials. Next, we developed a rubric and that rubric aligned with priorities that the teachers wanted to see in an instructional resource. and they use that rubric to do the next step which was a materials review. And so for um middle school they looked at three different materials and for high school they looked at two different materials and what they did is that they piloted these materials. For secondary they piloted three materials and for for middle school they piloted three. secondary, they piloted two. And for the elementary, they've decided to pilot two resources next year. The first being Envision. They're going to have that professional development this Friday. They're going to start the school year off next year, piloting in vision for nine weeks, a quarter, and then they are going
009to follow that with a I Ready pilot. and we'll be able to decide by winter of 2026 which are of the two programs that they would like to use at the elementary level. And then after the pilot there's consensibility meaning that teachers decide okay which resource will we like to adopt. So, I wanted to go over with you the criteria that the elementary and the second secondary math teachers had identified that they were looking for in a curriculum. So, for elementary, they wanted to make sure there were support for all learners, meaning that the resource provided interventions for students that were behind, but also extensions for those kids that are performing above grade level. We wanted to make sure there are ELELLL supports, excuse me, for students. Problem solving. Something that was really important to
010the elementary teachers was that students had manipulatives because hand math is hands-on. And so they wanted to make sure our elementary students had access to manipulatives, both digital as well as actual physical manipulatives, digital resources and assessments and professional learning and easy for teachers to use. For our secondary, there was a little bit different. They're working with older students. So their focus was on identifying a resource that focused on problem solving, provided a positive inclusive environment. So they were looking at a curriculum that had um what do I want to call it? Routines that created students uh feeling comfortable in learning math and and comfortable in taking risk and being wrong. So they wanted to find a curriculum that supported students being able to be risktakers, support for all learners. Once again, intervention and extension.
011They wanted to make sure that kids know discuss math because nowadays when we learn math, it's not all about just 2 plus two is four. They want students to be able to can tell me how you came up with that answer. Explain your answer. Derek, do you agree with Mandy's response? So it's getting kids to actually talk about math. high cognitive demand task. We want to make sure that these tasks are actually challenging our students and prepare them for the real world. Student thinking as a driver and tools and representations which is similar to manipulatives in elementary but for the secondary it was more like uh mathematic tools and representations that they felt that were necessary for kids to learn math. So for elementary, as I mentioned, they will be piloting Envision and I Ready
012in the fall, and that's supported by Wayne Resa. But for our secondary, the middle school chose I Ready Math, and for the high school, they chose Envision Math. So for our next steps is that we are seeking the board's approval because after the board approval then we can purchase the related materials and get the digital licenses that we need. Uh teachers need the training and so we want to have that training at the start of the school year to prep prepare them for implementing the new curriculum to implement in the fall and then making sure that they have that professional development for ongoing support because it's not just the one training and we're done. We have to make sure that we are supporting our teachers along the way. And so as far as our ELA
013curriculum, yes. the math before we move on to the ELA if that's okay with you. Is that okay with everybody else? Okay, great. Does anybody have any questions about the math? Yes, I do. Go for it. Go ahead. Right now, that is uh on the last slide when you're talking about the middle school having I read Ready and the high school having uh Envision. Has there been any thought of any confusion when the students are going from the I Ready to the Envision or teacher wise with regards to that? That was a a topic of discussion but no at first of all I rate is only K8 so it does not go up to um the high school level but the teachers felt that that would not be an issue because we did talk about
014that though. Okay. Thank you. And based off of his question, since we don't know what the elementary is going to choose, is that going to be an issue at the elementary as well? No. What one of the things that we focused on was just making sure that all the materials that we reviewed were I want to say there's a external company called Ed Reports that reviews all educational materials and they give them ratings and so we made sure that whatever we looked at was highly aligned with the criter material that air reports states are characteristics of a high quality instructional material. So, as long as it's a high quality instructional material, they're almost all on that same path. There may be like a few different features, but they're all aligned to the Michigan standards. Great.
015Anybody else? Um so um looking at who is involved, you said seven teacher representatives from the elementary school. Yes. And they they chose not to pilot anything this year. Um is that seven teachers from each school or seven teachers total for our three elementary schools? And let me clarify. So there were seven teachers that participated on the um select as far as the selection of the resource. Okay. But there's going to be 13 teachers that actually pilot. Okay. Yes. And do you know what grade levels those will be? And actually 17, I'm sorry, is K through five. And there's a teacher at each um school building that will be piloting in each grade level. Yes. Okay. And then what does that look like um with nine weeks of excuse me I have my notes here
016with nine weeks of um envision and then nine weeks of I ready. What's that look like in the classroom when they're teaching that and they're going from here we are doing envision and these are our works and this is what we're doing and now we've done that and now we're going to switch over to this new curriculum. what what does that look like in the classroom as far as from the teaching standpoint and from the student standpoint? And that's what we're going to talk about at the end of the envision project be project pilot because what we want to do is we have our curriculum that we have mapped out for the year and so what we want to do is align what we're starting off with and envision and then continue our progression with
017our ready. So it'll still be our scope and sequence but just using a different curriculum. So the only thing that may t change are like the classroom routines. However, the content will still be the same across the district because what the plan is after they pilot is then they are going to actually go back to what they are currently using right now, which is everyday math because there's only like what I said 17 teachers that are piloting. So, everybody else is going to be still using the current curriculum. So, we want to make sure we're all still at the same stage in the curriculum. Okay. So that leads me to my next question. Um and uh treasure wall did ask if they envision and they are ready if they mesh together um if they coincide
018if they will work together as curriculum scope and sequence and meeting all of our standards. Will we be looking at the data for math on the I Ready test for the kids who are taking everyday math, the ones who are doing I ready and then when or in vision and then when they go to I ready to see how their math scores may or may not change. Are we going to be looking at that? I mean that is that we have not discussed that. That is a possibility. Yes. But we have not discussed that because I would be interested to see if if they if the children who are take doing everyday math take their I Ready assessment for math and then the children who take who are who are being taught the envision their
019tests their math assessment on the I Ready what that looks like how those numbers compare and then moving forward the kids who are still getting everyday math to the ones who once they do the nine weeks of the I Ready how they do on that I Ready assessment. Is the I Ready curriculum um teaching to the test is my question. Is it is it teaching to the test? Can it be manipulated to be individualized? Making sure that we're hitting all of those standards and not teaching to the I Ready assessment. See what I'm saying? Right. Definitely. I would hope that I ready has integrity and that would be biased their curriculum to teach to their test but uh actually remember I spoke to you about ed reports. I has scored the highest rating amongst all
020curriculum for on the ed report. So they have everything that a high quality instructional material should have. And so that was why we definitely wanted to try I Ready because they're aligned fully with the criteria for a high quality instruction. That's good to know. Thank you for answering the questions. Anybody else? Um Mr. Lee. Um so back to you said seven seven elementary, six secondary out of just to say hey here's what we want to do, right? Okay. How did you come up with those that amount? Did you put it out there saying, "Hey, we're looking to pilot program. Anybody would like to Yeah. give us some input." And that's that's how you Yeah, we um went through the principles and asked them to solicit staff within their building. Okay. And then so this one
021says support for all learners, the elementary special ed as well. Correct. It's going to be special ed. Well, the reason I asked because you say spe support sport for all learners, but then it also underneath says ELLL sports. to me if it's support for all learners in my head I don't need to see that ELLL so that's why I just want to make sure it's special ed um what else do I have question on okay so we're we're teaching the new math right is that where we're all like this is what we're doing here's where my brain goes or where I think back in the day we all learned a certain way how to do math right back in the day it seemed like the school ratings were a lot better. Kids were learning. Flip
022to now and we've got all these new programs and everything's new. We got to teach these kids how to do a new way of math when the old way seemed to work fine. So, I don't understand why we have to recreate the wheel if the old wheel was working. And now we have parents who can't help their students, their kids with homework. I ran into this with my nieces and nephews. Nobody could do the math. So, is there going to be help then for parents to say, "Hey, if my kid can't do the math, help me help the kids." And that was one of the things that they look for in a curriculum or family resources. And yes, uh they do the the resources do have family resources, family letters to let to go home
023with the the students to let them know what their student is going to be learning. Can I can I just say something to that, Mr. Lee? Um, we all think that that old the old way of math worked for everybody. The reason they came up with new math is because old math didn't work for everybody. It worked for people who had um what is it? Math um the word is just words are hard right now. But they found that not everybody learned math that way. There are students who learn math with manipulatives. There are students who learn ma who can do the new math without any difficulty whatsoever. It is difficult to teach old dogs new tricks. Um and so that's where we have problem. But I do know that there are plenty of parent
024resources um out there for them to do that. And so if I envision I'm sure would probably because I know even everyday math has a online resource that parents can go to. So, I'm sure that they would have that, too. But, but to your point, you kind of just So, yes, back in the day, some kids couldn't learn the new math, couldn't learn math because they didn't think that way. It's the same thing for the new math. You have kids now who can't learn the new math. So, it's either way, but we're in a world now. We're in a country where education, our education is suffering. It's terrible. And we're again we've getting I'm just saying like we have new things that supposedly help learn then why is our education keep tanking? That's all I'm
025saying. Miss Dyro, I will say that they use I Ready where my grandkids go to school in Maryland and they love it and my daughter and her husband have had nothing but good things to say about the parent guides and the help that they've had been able to offer their children with it. So, in terms of the I Ready program, at least from their perspective, it's a good program. So, and they're both in education and teachers as well. That's great to hear. Thanks. I have a question about it. Kind of based off of like what Tanya was saying, like I get that you're going to have problems with either way that you go in any program or whatever they choose. And I trust that the teachers will know what's best for their students. But also,
026will there be or has there been any inclusion with the students on what programs they prefer? Have they been like surveyed or asked like what they prefer? Actually, when I started the middle school program, I actually and no, when I started the middle school and the high school pilot, I actually went out to the high schools to f do a focus group study with the students to find out what their thoughts were about their current uh curriculum and what are the things that they would like to see. And I did provide that feedback to the teachers. We didn't do it for the elementary though. Now, will you do that for the elementary? We can do it after each one. Maybe do like a survey to find out um what their response is to that new
027curriculum. Treasure walk. So that brings up three questions now instead of just two. Um when you're talking about when the students are doing the uh envision and then they're going to do nine ready the nine weeks each. Are there going to be those same students that do those two? So teachers. Okay. So that way you'll get whether one likes one or the other. Okay. The other thing is then towards the end of those 18 weeks, we'll we'll hear something back to the board as in which one that the students or the teachers both liked. Right. Okay. And then my last question was you said there were 17 teachers in the pilot program. Yes. One teacher from each grade from each school. Yeah. One one school had one grade level because K through five is six
028and it's 18. So, one school didn't have I can't remember what grade level. They couldn't find a teacher at that grade level. Like we had the teacher, but they just didn't have a teacher. Correct. Yes. Yes. That means there's one less, you know. So again, um I would I would be curious to see the data um on their I Ready assessments the beginning of the year and the middle of the year after they after they um pilot these programs with the comparison to see how the students do if that's okay. Y we I think would the board like to see that to see that would be a great way to measure which one is successful. Yeah. The other thing in our discussions about um this process and um Dr. Freen is going to talk about
029scope and sequence. That's the key piece of this. So many times folks get confused when there's a curriculum that's support or when there's materials, right? So we're talking about I read and vision. Those are materials, but we got to make sure that they that there's a scope and sequence. So what's happening in first grade over here is happening first grade over there. And I think that that's the power of aligning this and bringing this all together. Yes, definitely. So um she'll speak to that as well. That's what the other that's this is your reading assignment and there will be a quiz when you guys after the 4th of July test. Yeah. Or math test. Mr. Ley. So I'm sorry. Just one more thing. So we have one teacher out of all the elementaryaries that doesn't
030want to do the pilot program. Is that what you're saying? One teacher at that particular grade level in that particular school. I can't recall off hand which school it was. But all the other teachers in the other schools are all buying in and offering to do this. Yeah. Is that not a concern? Okay. So, can I just say one thing? Can I ask one thing or say one thing? Um, treasure wall. Yes, you may. Okay. Without saying which grade or which school because I really don't care about that part. My question is if that particular teacher of that school of that grade if they also decide can they get that one extra person and make it 18. Is that still possible or is it locked for this for the pilot program? Yeah. Right now you
031have 17. Yes. There's one missing. Yes. If there one wanted to step up I guess you could say can you put it for 18 then for the pilot? Oh yeah we can. Okay. I just didn't know if it was locked in at 17 or Okay. Thank you. Thank you. Trusty Dyra. Oh, I do find it concerning. Um, you know, I just don't know how a teacher can say, "No, I'm not going to do this." You know, I can see if you're looking for volunteers and you don't get a volunteer and you have to go to a teacher and say, you know, um, we need you to do this because here's the thing. You go into a school and this is the curriculum you get and you teach what you know. I mean, I just I
032have a little bit of a hard time with this. I I do as well. So, I guess we as a board could ask um Mr. Kleinhands to um maybe speak to that for maybe look into that situation and maybe highly encourage that teacher to get on board, one of those teachers to get on board. Thank you. Well, and or so I mean they put out so I will speak to that. Yeah. Thank you. So, um the process we asked for folks to to come on board and do this. So, uh, we can circle back with the building principal and say, "Hey, can we get a rep so that we've got a a Yes, please. You know, I mean, especially when you have a board that is really adamant about making sure that our curriculum that
033our kids and in all grades are going into the high school or the middle school and knowing the same things. It it just that's why the scope and sequence is probably the most important thing, right?" Yeah, I I understand. I just But all teachers There should be a representative for each grade. Yes. K through five in all three buildings. So whichever building this is, whichever grade that is, one of those two teachers needs to get on board. Pretty sure we get Okay, just a second. I'm sorry. I should shut up. Okay, moving on to ELA. Dr. Penny, thank you. Oh, okay. Dr. Are you going to talk about or do would you rather talk about scope? Let's let's talk about the scope. Yeah, let's get the math. Math. So, you have the I ready scoping
034sequence. That's first document. And explain what all of these are if you would please. So, if you're not familiar with the scop and sequence, a scope and sequence provides you with an overview of the standards that are taught at every grade level, excuse me, and the topics that those those standards align with. And so, you can see on page one some of the topics and the standards that are covered in grades K one and two. And as you progress through the document, you can see how throughout the curriculum, various standards are integrated at the different grade levels. And so as you can progress through K grades K through 8, there are various standards that will be touched upon as students progress through the I Ready program and these are identified through the state of Michigan
035as the scope and sequence of the content that needs to be taught standards. Yes. Yes. These are our um content standards for the state of Michigan. And that's why when I uh spoke to the board in regards to our our curriculum for example the everyday math if they want to sell their product any company I read it doesn't matter which any book company their materials have to align pretty much with the state standards. So that's why um when I made the statement uh the I think it was at our last meeting when I said that it isn't It isn't like our kids are not getting the scope and sequence and the standards. However, the power of this is it's aligned. And here's what you do. First grade teacher, here you go. This is Yep. In
036the blue, it tells you which lessons are aligned to those standards in I Ready. So if like on page two for grade six as we're talking about the middle school curriculum for grade six you see write and interpret numerical expressions is one of the first standards that's listed and you'll see that those standards are addressed in lessons four, lessons five and and lesson 19. But that also tells you that those standards are not just you hit it one time and you're done. But it's uh repetitive that students are going to constantly so they don't and that's one of the things that unfortunately sometimes teachers struggle with. They want to check off the list that I taught this standard. And if the kid doesn't get it at that first lesson, then they're stuck there. Well, they
037have to trust the process and know, okay, well, this kid is not only going to see it in this lesson, it's going to see it in the next lesson and he's going to see it in a couple lessons down the line. So, by the time they get to that third lesson that addresses that standard, they should they should now be proficient in that standard. So, any questions about the I Ready scope and sequence? This is for I Ready is KA, but right now we're just talking about it for the sixth through 8th grade. If the if the elementary decides to adopt and this will be the same scope scope, excuse me, scoping sequence for elementary as well. So, that is for Ira. I had a question. I'm sorry. I'm sorry, Treasure W. Um, so was
038this created by I Ready? Yeah. So my question is, and you maybe want to I'm very disturbed. There's no key to this. So it wasn't until you told me the blue meant those were lessons. I have no idea what KO A thinking alcohol anominous, you know, I don't know. I can those are those are the standards. So when a teacher sits down and they have to write out their lesson plans, they have to look at, okay, so we are going to be doing um chapter 1 um understand addition and subtraction. And so when I do my chapter 1 lesson plan, I'm going to write in where it says standard 1.0.b3. Those are the standards from the state of Michigan. for the state of Michigan doesn't say it. So it's in the second paragraph because you're
039a teacher. Well, it's in the second paragraph common the common core standards codes but again but this means nothing to the person who isn't a teacher. No, but the thing is is I mean you just have to know that these are the standards and this is where those standards whatever that align with the operations and algebraic thinking understands addition and subtraction. So that's what that all of these standards are less go under understanding addition and subtraction and these are the lessons that are going to teach that. Right? But again kind of what so lesson seven is going to be that What is lesson seven to me is the maybe is it going to be in here? Well, is lesson seven going to be in here? Do we need to know this as a board? But
040then no, I just wondered if this might explain more. But if it doesn't matter if this it doesn't matter, but if you want to look there is she gave us a um a sample and so you can go in and look at lesson 16 session three. Got it. what it means and then that make more sense to you. No. Yeah. After it was broken down and I have to admit for some reason I didn't I read this and I was like I didn't catch the in blue. It should have been in blue. So like okay those are they always say I learned this from back in one of my classes I went to was that you want to make presentations simple. And I was just like oh I just see all these things and I
041have no idea. It's it's it's in the only thing I could tell is okay. It looks like that's supposed to be K, that's supposed to be one, that's supposed to be that's about the only thing I was getting out of that. So, yeah. Thank you, though. Thank you. So, as as you mentioned, here is a sample lesson for you to look at to see how those standards that are in here are addressed in the actual lesson. And so, this is sixth grade. Yep, this is sixth grade. Okay. We didn't want to overwhelm you. There was a seventh grade and eighth grade. Any other questions on I Ready? Um for envision you have the envision scoping sequence. So those are the topics and standards as well. And it tells you which standards are covered in each
042of the core the core math areas, algebra, geometry, and algebra 2. And then I also gave you a guide to the Michigan standards for math and where they're found in the Envision curriculum. So it's very similar to what you receive from um no calculus or trigonometry. No, the teachers need their own resources for that. Okay. Yeah. So we just focus on 9th, 10th and 11th. Any questions on the envision? So they're going to teach all of these I'm sorry over the course of three years in high school. Yes. So they're okay. Yeah. And Okay. So you said no trigonometry or calculus or pre-calc. I believe trigonometry is now in algebra 2. Okay. I don't think it's a separate course. Okay. Pre-calc. They teach pre-cal but it's just the teacher uses their own resource for that.
043because there's always the ones there's 500. Okay. Is that an approved excuse me? Um, Trusty Dyro, is that an approved resource then the that the one teacher is using for for pre-calc? Yeah, I could say it is not a board adopted or approved curriculum. It is the teacher creating their own curriculum. Yes. So maybe we can get that in front of kids as well. because I do know that they offer pre-calculus um AP the AP version of that. Okay. So, you can set it in front of me and I'm not going to know what it is. Um so, that's really not my point. My point is that someone has looked at it and approved one teacher teaching. I agree. Yeah. Right. I agree. That's I No, I'm asking the question. No, but I no but
044no but I agree with your thought as far as that you said someone has reviewed it. Yes. So has someone reviewed it is what trusty and I have not seen that. No I I I just know that they do pre-calculus. No, I just know that they do pre-calculus AP, but I'm not sure if that's their only pre-calculus course or if they offer a pre-cal and then a AP precal. So I have to look further into that to find out. So, I would have to think that the AP course would have to be approved by the state. Yes, it's called the College Board. Okay. That's where you get the pre-cal. Now, you're answering my questions. Thank you. I I feel better about that. Yes. But to your point though, yes, the AP one, but do I
045mean I hope if we have teachers coming up with their own curriculums that somebody else's like admin is approving. I mean, it's concerning I have to say. And again, I know you're not in front of your computer, but you're not sure if somebody is approved or not. You're the curriculum director. I'm not trying to be disrespectful, but and that's what we have been doing for the past uh two and a half years is to identify the curriculum. And so this year is finally when we got access to some resources. And so we are currently reviewing what we have received from teachers. And so we would have to investigate to find out if this as an approved prereculous curriculum or not. Again, if it's just AP, it already has been approved by state board. Right. And
046what I'm saying, I'm not sure if it's if their pre-cal is the AP pre-cal or if they offer two pre-cals, a regular one and a AP. So, I'll have to find out from the high school more about your pre-calculus uh curriculum. Thank you, Trusty Gyro. I just wanted to reiterate the college board if it was Yes. Right. Oh, yeah. College board. So, and it would be the curriculum that they and actually the you may not recall, but Ryan Statfield, he presented the pre-calculus. Yes. And that's why I'm saying I'm not sure if that's the only pre-cal they offer or if they have a standard pre-calc as well. Thank you. Uh treasure wall to your uh trigonometry. Yes. Yeah. Question. Um it looks like per this per the envision it's part of their algebra 2. Yes.
047Thank you. That's what she said. Thanks. Any other questions on math? Okay. Moving on to ELA. ELA. Let me find my way. Excuse me. Yep. Let's visit the the most important thing that we need from you guys moving forward is approval. Can you do the financial Oh, yes. So, so you have to go to the very last item in this that's on the bottom of this packet. Memo from um to me from Dr. Finny High School Math Instructional Resources. So this is we're not asking you to move on this but this is presentation only. So Dr. Penny would you like to explain the math portion of this? So let's start with the middle school. So as I've mentioned the middle school has recommended the I Ready math curriculum. And so for I read math students
048are going to need workbooks and there's going to be 200 work. Sorry to bother you. Sorry to stop you. But according to the note that we have it says high school math instructional resources. There should be a middle school. Yes. Got it. Sorry to page. A lot of stuff. It was stuck to another page. Okay. So, for middle school, um there's going to be 200 student workbooks per grade level. So, that's 200 for sixth grade, 200 for seventh, and 200 for eight for a total of um 600 workbooks. And the cost is $16,320. Those are consumables, meaning that these workbooks will have to be ordered every year. And then there's the shipping for the workbook. So, that's a total of $17,788, which will be a year. Could we just get a truck and go get
049them? I'm just kidding. Sorry. I was like, why is he over here giggling? So, for a total of $17,788 uh a year that we would be renewing yearly for these consumable workbooks. And then for the professional development, that's a total of $9,200, but that can come from title two, which is our grant that we can use to p to pay for professional development. So, as far as a general fund expense, the only expense would be the yearly purchase of the consumable workbooks, which is similar to what we do for the elementary now for the purchase of their wonders and everyday math workbooks. I have a question just because you brought it up about professional development. Do they have an idea of how many professional developments they have to like implement this like over time? I
050believe professional uh PD is um four four six hour training. this uh one to third row on page two of six. I have a question about that. This is more for Mark. um four six-hour trainings, that's four days that you're taking the teachers out of the classroom or is there a way that this can be built into the professional development days that we already have off where those teachers can do this for professional development. Yeah. So, we've been planning the start of the school PD. So, this math piece will be part of it. Now, that won't get it all, but we'll try to take care of a good chunk of that. And then our our next PD day is I think a month into school. So we'll map it out so that that we try
051to one of the things we're going to try to do is limit the amount of time that teachers are not in front of students. Thank you. So great. Thank you Dr. Penny. Sorry if you interrupted. No, no, no problem. Okay. So that is I ready. Any questions on the I Ready quote that for the middle school. You were going to do the high school. You said you're ready for high school. You Oh, yes. Yes. Okay. She's going to do Okay, gotcha. Sorry. No, I keep my tail. Okay. And so then the next one is for the high school envision math. So for the high school, they decided they only wanted to have classroom sets of textbooks. And so they decided that they would like 80 algebra textbooks, but there's two teachers that teach algebra. There's
052only one teacher that teaches geometry. So that's 40. And then 80 algebra 2. Sorry, I missed the two on that one. Algebra 2 student textbooks. And with Envision, there's also a online digital component with that program. And so the combination of the books and the digital licenses is a total of $43,200 with the professional development for Envision being $11,250. And so one note that I want would like to bring out to the group, the textbooks are going to be like the one-time purchase. But for the digital access, that is something after the three-year period is over that each year we would need to renew our licenses. At this point in time, I don't know what that renewal price would be, but I just wanted to bring that to your attention that once the three year
053the three-year licenses expire, then we would just only be renewing the licenses because we purchased the textbooks. I have a question. So, what if after the three years they upgrade their books, do you are they still going to offer the license renewal? Yes. Oh, they publishers always offer the license renewals. Yes. And and most likely it'll be the digital that's um updated. Um and so once again, the textbooks will be a general fund expense whereas professional development will be funded through title two. And then behind it, you have the actual uh price for the books and the licenses as well as the PD is separate. Um Trusty Dyro. Um Mark, I'm assuming that the budget supports the this. Yeah. So um Yep. So the budget update right now we need to there's dollars in the
054budget for curriculum but we need do need to make an adjustment to cover the co the total cost of this purchase those and we'll we'll do that. We have additional funds in uh one account that has significantly amount more money than we need. So we'll we'll make some adjustments as we um move forward with that budget. Thank you. Yep. Treasure Wall. Um, and if I was correct, you said that the textbooks would be staying in the classrooms. Yeah. Okay. So, we wouldn't have to worry about if we have an odd number of students because it's going to base for the students that'll be in that classroom. So, we'll have enough. Yes. Okay. And since we they have access to the digital so teachers are thinking that because kids have access to the digital version, that's
055what they can use at home with their Chromebooks. Yeah. So, no sense of in them taking textbooks home when they don't have to. I had a question and it went out my head out of my brain. It's a lot of information we're throwing at you, but this is good. It is. Oh, okay. So, this this Envision Math and the I Ready for the Middle School will go into if we approve this at the next meeting will go into effect for this school year. Yes. Okay. And then the piloted program will also go into effect at the elementary schools for the first half of the year. Is there any way that after they pilot that that you come back and then we could approve the curriculum in January for the rest of the year or is
056that something that we have to wait all the way till now? So here's the plan. We want to bring it to you in the winter of 2026 so that the remainder of the teachers can get trained and be prepared to implement it in the fall. Okay. Thank you. That was part of my question, but it'll come to me and I'll ask later. Sorry. Okay. So, that's Matt. Any questions on final questions on Matt? ELA is E. Okay. So finally for ELA, both the middle school and high school met I would say last month to talk about the vision that we have for our ELA. And so there were four teacher representatives that were involved um from both the middle school and the high school. And what they came up with as a 612 team as
057far as the evaluation criteria is on slide 13. And so they thought that it was very important for the curriculum to hi have high interest culturally diverse text. They wanted project based learning. So they wanted students to be able to actually work on projects that involve them with the community. Um portfolio-based assessments. So not just a standard writing or a multiple choice question but they wanted students to have an actual pro portfolio that showcases their work and then differentiation mean meaning achievement for all students. One of the things that is really important for them is to have the curriculum vertically and horizontally ali aligned. What has not happened in the past is that there haven't been that many opportunities for teachers to meet 6 through 12 or K through 12 to talk about curriculum. And
058so those are opportunities that's that we've been given our teachers to talk about that vertical alignment from grade level um interdisciplinary learning um disciplinary literary essentials. that is something that is specific to the state of Michigan in regards to the learning of um reading and then focus on meaningful authentic writing. And so what the middle school recommended is that they want to utilize common lit. Common lit is an OEER which stands for open educational resource meaning it's free. It is available online for free. only thing that they're requesting is to have professional development on that particular curriculum. And so I reached out to the vendor to get a quote. And in regards to the high school, they are currently in the process of reviewing two possible sources. One is called my perspectives and the other
059one is entitled into literature. And so they have received samples of both of those texts which they're going to be reviewing over the summer. They've actually developed a rubric that they're going to use to review both sources. And so in the fall they'll be able to identify what resource they would like to use and we will present that to the board. And the last thing in your packet is the common lit curriculum. This is what the grades 6 through 8 are recommending for adoption. And so this document is the scoping sequence for the common lit program for grades 6 through 8. And then I've also provided you with a samp with sample lesson plans from this actual curriculum elementary for reading. Oh, for elementary there is a I'm sorry. I had a question about this.
060And I wanted to see if anybody else Oh, okay. Also, does anybody have any questions on the middle school common lit or what the high school is reviewing? Um, I just have questions. So, the high the evaluation criteria when they're talking about portfolio based assessments, is that the high school or the middle school or both? Both. Both. So, you only had four teacher representatives between the two schools. Was there two from each or three and one? high school, they only sent one teacher, but that one they had met prior to that one. So, he was a representative of the of the English department. Yes. And then the middle school, they had three. Yeah. Middle school had three. All right. Um, so the portfolio based assessment would be more studentled writing instead of prompts. Writing prompts.
061Yes. what they do is in a lot of writing classes, they will give them a prompt to write. This is the topic you're going to write about or this is what you're going to tell us about. Um, and so they're kind of tied into having to do that versus a portfoliobased then would be more studentled. I'm interested in poetry, so I'm going to write poems and I'm going to submit my poems to you or creative writing or fantasy writing, things like that, instead of being tied into one thing. So that's why I was asking about that for clarification purposes. And so the high school representative who came from the English department had already met with every the other teachers in the English department and this is what they want to review. Yes. Okay. Great. Thank
062you. Anybody else? Okay, that was it. She didn't have anything else. Just update on the elementary. And so what we're doing with elementary, there is a new grant that is out. was called the 35M grant. You heard that? I see you. She's shaking her head. And so right now our um middle our elementary resource is 2017 version. And so this is an opportunity for us to update our uh elementary ELA resource to a resource that is in alignment with the latest research on the science of reading. And so right now um what we've asked is for our building principles to give us the the scope and sequence for what they're currently using right now to see how well it aligns with the latest and the newest research on the science of reading and then make
063a decision on our next steps in regards to the 35mm funding. So, may I speak to that real quick to the um elementary? So I think one of the biggest things that this board has brought up before is making sure that the curriculum is the same at Bedford Pulk and Part D when it comes to um reading to the science of reading. So all three buildings will be on board and teaching the science of reading. So um you and I have talked um some of the teachers use heard um they should all be using Heggerty. you talked about I fly or you fly um which you know if if the teachers if a lot of the teachers are using heard and that is you know part of the science of reading um they're already trained
064in it versus bringing in you fly which they might not be familiar with and then having to do professional development for all of that. It would be easier, don't you think, to get everybody on board with with, let's say, Heaggerty for for the um phenomic awareness portion of the science of reading. One of the things that they actually did this year is they sent all the teachers to the youthly training. So, Oh, okay. is my understanding that all teachers have been trained in you fly, but one of the issues with you is specifically for the primary grades. And so what are we doing with our later three through five grade students? And that's my concern with us using such a outdated curriculum. Okay. Which one? Which curriculum are they using now? They're using 2017 Wonders.
065Wonders. Okay. I'm only asking because we just got rid of our journey series. Yeah. So we've been using that. What? It'll be It's what? Eight. Eight years. Yeah. Yeah. Okay. Thank you. Anybody else have any questions? Uh, Treasurer Wall. So, with the one grant 35M 35, so what would the actual grant be covering then? The actual cost of the resource like the upgraded of the resource. Would it cover the whole thing? Yeah. Well, I mean, it depends how much we get awarded with the grant outside. True. Yeah. Right. Okay. But yeah, so there's three different options you have. You can buy actual core curriculum. You can buy the inter intervention programs or you can buy professional development but our teachers are already going through the block of training. So it would be the core curriculum
066I would think because our core curriculum is eight going on nine years old. And then when you apply for the grant it's just a set amount. It's not based upon what you're going to use it for per se or does the grant amounts change? I'm not sure how they award those but what the state has done is that they have created a list. The state has actually reviewed various curricula and they've ranked curricula in regards to the criteria that they set. And so as long as you apply to purchase one of the state approved curricula, then they would pay for it. But how how much I would say depends generally how grants work on the number of school districts that actually apply. Anybody else? No. Thank you, Dr. Finny. Dr. You guys are allur you
067guys are all curriculum experts now. No, that was good. Thank you, Dr. Penny. Okay, the next presentation is Shaheen to talk about Windows migration. So, we're going to go from curriculum to tech in a hurry. Oh, boy. Welcome She Awesome. Thank you. You know what I mean? [Music] Good evening, school board. Good evening. How are you guys doing? Well, so I have a little presentation for you guys today. Um, just to backtrack from the workstation side, so last year, school board approved $130,000 text spend to upgrade our district servers. So that's more of the infrastructure or backbone side. Uh, so this this is the portion of that project where this is kind of the end user side. So our back end is now up to date which is what the machines kind of reach out
068to for printing and file server and email. And now this is the kind of front end user side of the machines. So and and just a a reminder um when we did that project Shaheen came in kind of um I'd say we were a little bit behind on getting up to speed with Windows migration. And so is it October? When it when is Yeah. October. So in October, all of the devices that we currently have, um, those will no longer be supported, correct, by Windows, right? So, so the goal is to get So I think we all have computers at home. wonder what what we're going to be doing then. But um so the goal of this is to and Shaheen's done a good job in trying to get us up to speed so that
069um we aren't vulnerable to hacks to um to you know fishing expeditions to any of that kind of stuff where people can uh get into our system and cause major problems. So, um, this is kind of the end part of that and, um, so just as a kind of umbrella of where we're at with this process. Perfect. Yep. Mark's exactly right. Uh, in tandem with this, this is the first year where we kind of started a district technology committee. I know there was one previously with kind of a different scope in what we were looking for. Uh, so we started like a one based with the teachers. So, we have two representatives or tech ambassadors from each school building. Uh, and I believe we met three or four times this school year to kind of
070formulate this plan and how it's going to look and what products that we'll use. So, uh, it's pretty cool. Actually, we set up like a mock desk uh, with kind of how the workstation will look and they got to interact with it a little bit. So, that that was pretty exciting. So, I guess we'll start with the first page. Uh, so the triple cache is a project management principle. was kind of my mental framework of how I was approaching this project. So begin with the scope. So the scope of work for this kind of initiative is to replace all of the computers in the district with hardware that is capable of supporting Windows 11. So currently all of our hardware is not compliant with Windows 11 because it's missing an actual physical piece of hardware
071that was newly introduced with the release of Windows 11. It's called the TPM 2.0 module. They're actually missing a physical chip on the inside. The second constraint that we'll be looking at here is time. So, Mark was kind of saying, our deadline for full Windows 11 compliance is October 25th of 2025. So, with purchase orders going out July 1st, if approved by the school board, we'll have about 46 working days, um, kind of going into the school year a little bit to get all of the machines kind of swapped up. Uh, the third and final constraint uh, for this would be the cost. So, kind of in the beginning of this, Mark gave me a rough number. He's like, this is kind of what you have to work with, and I tried to stay within
072those boundaries. of kind of what we're doing here. So, we had other plans to do other peripherals. So, we have like a hover cam uh which is a document camera that all the teachers kind of leverage in their their daily use and also the audio systems which are the in classroom microphones and handhelds. We're not able to budget that for this year but uh there are plans kind of talk about that next year as well. So, let me let me speak to that. So, this purchase um in the current budget we have about three $350,000 and what typically happens especially in the tech area as we get and it happened this spring as well. Um we want to be mindful of those dollars because what we find is when we get to the end of
073the year we need parts, we need replacements, we need money. So I told Shaheen a good plan moving forward is if we can get this budget somewhere around the 300,000 which is we would cover that you know we do have that money in this budget that hopefully you're going to approve right um that as we move forward to next year that we the the cameras in all of the rooms um or the uh projectors in all of the classrooms are getting to end of life. Um, so I thought that that would be a good time. We've already actually have teachers looking at the big uh what do you call them? The smartboard smartboards versus the short throw uh projectors. So what we thought we would do is continue to with that committee to get input
074on the recommendation and then we can bring back to this board the peripherals that we will need which would include the other the doc cams the the sound and those as well. So trying to do this in stages to make sure that um you know we don't want to inundate our tech department to get all of this stuff done. So but I just just to point that out. I have a question for you about the document cameras. Um, so if a teacher has their own that they buy off of get off of Amazon, will they be able to use it with the new um, desktops? Yes. Okay. Just wanted making sure. Yeah. All right. Great. Thanks. Good question. I'm sorry. What? If policy prevents them to use their own personal stuff. Yeah. So that we
075got to make sure that it's that it's compliant with the Yeah. with the product. with what we have. If you buy something on your own and bring it in and use it here in the district, there's policies. Oh, yeah. You know, that have to just have to make sure it's within the policy. Yeah. Thank you. You're welcome. So, any questions on the triple constraints or kind of the framework of what we're presenting here today so far? Uh, Treasurer W. Um, so from what I understand though is so I know the computers obviously need to be replaced, but there's is there any issues with the wirings and all that that are going to the computers and all that? So, good question. So, currently with the with the inputs on the current computers that we have, uh,
076they're they're connected through VGA, which is kind of like a wided wide pinned cable that's kind of bolted into the wall. With the new machines, they're more modernized. their HDMI input and display port. So part of that process was so in all the drops in the classroom there is input for an HDMI cable. So in the middle of the school year actually we went through all of the craft classrooms and took a look at which classrooms are actually have a wire ran through them and which don't and we found a handful. So there's about five classrooms that will need extra support and kind of setting up that wiring. Uh but everything else is pretty standardized. Okay. Thank you. Awesome. So, so here is kind of when this similar project kind of took place or when
077the last time machines were purchased for the district. So, this was about a threemon span in 2016 uh was the last time that districts uh that the district had purchased computers. So, it's about we're about approaching that 10 year mark or what I'd expect the hardware to last. So, the first quote that I'll I'll present is from Seigh. So, this is the HP. So, there's a quote. Here's a quote for machines to replace all of the ones throughout the district. It's it's about $29,951. And on the next slide, there's actually like a kind of a count breakdown of where these machines will be. And if you'll note the two items in green, so that's the library here and also the computer lab. These were funded through title dollars. So we actually won't have to incur
078that cost during this refresh site. And that was approved by you guys a month ago, I think it was. So that helped that helped bring these numbers down. You guys, I apologize because I didn't hear that. So well, what was that from? The title title one. Okay. That was What did that cover? That covered the computer. The green ones. Thank you. Okay. I didn't I couldn't Your mic's not picking up that well. Yeah. So you got to speak up just a little bit, Sheen. So we can so we can hear. Y I like this. Very good. I like this. Um, can I ask why Madison needs 15? So, we have uh That's true. That's a good one. I'm just wondering why Madison needs 15 and the the board only needs 12. So, we have classroom
079teachers and we also were in the process of like incorporating more staff there. Like we had a speech pathologist that was also working. I know we're starting to use it a lot for office space. We also have the the nurses were also working in there as well. So, just have some space to set up those extra work space. And that's your desktops too in your department as well, right? And virtual includes virtual as well, correct? Yeah. Okay. Thank you. And there's the office people that are there as well. Y the other thing that I want to make note and I know Shaheen does this because we wouldn't want to get too ind depth but if you go back to that desktop page and that quote um we spent a good portion of one our one
080of our full day sessions talking about because the tech ambassador certainly know a lot more about this than I do and she sheen but talked about what's inside of these computers and what processing power I mean they really got into the into depth about this and this is the model that they the committee landed on that they felt that um doesn't have all the bells and whistles but certainly had enough power to do what a majority most of our um teachers would would use this equipment for. So is that is that Yes, exactly. So these are these are pretty well speced for our teaching staff and kind of at my discretion I thought that this would be a capable machine for uh a replacement uh device for the machines in the district here. Now I
081will add we have a couple of teachers that are high-tech and wanted like the Cadillac or wanted all of the stuff. So but after discussion and um this is what we all we landed on. They wanted the alien computer to play all their video games. They wanted everything. tech inventory is 29. What is that? Yeah. So, it's industry standard to have at least 15% uh back stock of any any type of hardware. So, that's in case of we have the machines do come with a 5year warranty, but in case I have to do like five machines per building, I accounted for that and setting up new staff if any. Great. Thank you. So the second portion of this uh would be the monitors. So that's kind of what the machines will be attached to, plugged
082into and the displays that will be in front of the teaching staff. So this was really kind of in the hands of the tech committee. I'm kind of I'm poising the district to be future focused and one of those things is kind of like the dual monitor display. So I don't know if any of you have like computers or workstations uh at home that have two monitors. It's it's pretty nice and really uh helps the workflow. So, one of our tech ambassadors sent this survey out to the teaching staff, made an option to kind of see how many people would like to use two monitors or how many would like to be one use one for a from a cost perspective. This was pretty helpful to us because we're not accounting for two monitors for
083every staff, only the ones who want them. So, there's 145 survey responses. 117 staff members are requesting two monitors and 28 staff members are requesting a single monitor. Um, Vice President Sterling has a question. Sure. Um, I will say I use three monitors and it's amazing. I don't know how we ever did one. Once you go I mean I had two then it went to three. I was like yes. Now I have a question. So, the ones that said they want a single monitor, when you say single monitor, is it a large one? Yeah. Or is it just a regular old little mount? We're talking a large one to compensate like if they were to have like two or three monitors, right? So, it's actually it will be so that the size dimensions were actually
084another point kind of curated by the tech committee or what with a 24inch monitor. So, that will be the standard size for both. So, it'll be a single 24inch monitor. So, it is kind of on the fairly small side. I'd say it's medium size. So like small would be like 21 or 22, medium is 24 and a large would be 27 or we'd be buying new desks for everyone. Just saying. No, I I think I mean I No, I'm just trying to think like because again two monitors um you know I think might to piggyback on that question. So 117 are requesting two and only 28 are requesting one. if one of those 28 decides. Um, yeah, I really like Lisa's setup over there. Um, I changed my mind. Can I get two? Yeah, that's
085a good point. So, kind of going back to the tech inventory that we saw on the last quote. So, on the monitor quote itself, you'll see that I actually accounted for 135. Okay. Secondary monitors. So, just a few extras because I know that's probably going to happen. They're going to like the two monitor uh setup and so they count. So, just with that, I'm sorry. So the two monitors are each going to be 24, correct? Okay. And then the Okay. So they're going to Sorry, Miss Okay. And it was interesting that discussion about one versus two, the elementary teachers be they I mean I really that's where I got the sense of the ones that wanted to single at least the one this is what they conveyed on a tech committee because they want to
086be able to see their little ones, right? Versus the the secondary and the way the classrooms are set up. But we did, you know, we want to get their input. So on the following slide we'll see the quote from CIO. So here's both monitors the the quantity of 381. So that monitor actually has built-in speakers. So that's why you'll noted the inc that's why you'll notice the increase in cost per unit price for that monitor. So that will be the the standard monitor that's deployed with every machine. the secondary monitors. You'll see the count is is lost 135. That will be the supplementary screen and it doesn't have speakers and we kind of save a little bit on cost. This is helpful because if you walk around the elementary computer labs, you'll notice that they
087all have these little sound bars or even some of the teacher workstations have these little sound bars. I'm trying to kind of move us away from those and kind of streamline the setup. So, that's kind that's kind of why we went that direction. Vice President Sterling. Oh, sorry. So, your two monitors, would it be helpful to I don't or maybe you looked into this and it wasn't more cost effective. Um, instead of getting the two monitors, have someone with the get one single monitor with that 48 in. Would would that be better? So, we did talk about that as an option. It's a little bit It's a little bit different workflow than the two separate screens. Okay, that's right. Because I I know some people like to use the separate. I prefer separate. Yeah. Some
088people like the whole the one and I can't work off a one. So that's why I was just carried. Okay. Thank you. I'll shut up. Awesome. So the final quote that we'll kind of be looking at is the mounting brackets. So kind of like what I was going back to for streamlining future focus. So these will be brackets that will mount the machines to the back of the monitors. So the new monitors, it'll be really clean setup. Uh like less cables. I know a lot of the setups in the in the district now are kind of like a rat's nest, especially in the computer labs. So, this will hopefully alleviate a lot of that when we go back through and kind of tidy everything up. And the final slide is kind of a cost breakdown.
089So, right in that budgetary constraint uh given to me, I come right under at 298 319 and then that that will help uh kind of refresh the entire B7. Thank you, Shane. Thank you. Thank you very much. And that's all I have. Thank you. Moving on to superintendent recommendations. Letter A, certified staff resignation exhibit one in your packet. It's so resolved that the board of education accepts the following certified staff resignations. Thomas Dwire, long-term substitute teacher. Effective date June 16, 2025. Marian Edman, paraprofessional at Pulk, effective date June 13, 2025. Lynn Waticha, director of DHVA, effective date June 30th, 2025. Bradley Allen, assistant principal at OW Best. Effective date July 31st, 2025. May I have a motion? So moved. Moved by Trusty Sterling. Support. Supported by Trusty Dyroth. By Trusty Anderson. My apologies. Any questions
090or comments? Seeing none, roll call, please. Trusty Dyro, yes. Trusty Sterlin, yes. Trusty Stavanovic, yes. Trusty Wall, yes. Trusty Anderson, yes. Trusty Beltowski, yes. Motion carries. Thank you. Letter B. 2024 2025 final amended budget exhibit 2 in your packet. Be it so resolved that the board of education approves the final amended 2024 2025 budget presented with projected revenues, expenditures, and fund balances for the 2024 2025 school year as presented. May I have a motion? So moved. Moved by trustee Sterling support. Supported by trustee Anderson. Questions or comments? Roll call, please. Trusty Sterlin, yes. Trusty Stanovc, yes. Trusty Wall, yes. Trusty Anderson, yes. Trusty Dyrov, yes. Trusty Baltowski, yes. Motion carries. Letter C, 2025 2026 projected budget, exhibit three in your packet. Be it so resolved that the board of education approves the projected 2025 2026
091budget presented with projected revenues, expenditures, and fund balances for the 2025 2026 school year as presented. May I have a motion? So moved. Moved by Trusty Wall. Supported by Trusty Sterlin. Questions or comments? Roll call, please. Trusty Stanovic. Yes. Trusty Wall. Yes. Trusty Anderson. Yes. Trusty Dyro. Yes. Trusty Sterlin. Yes. Trusty Beltski. Yes. Motion carries. Letter D. 2025 2026 general fund operational syncing and debt tax levy nonhomestead tax rate request L429. Exhibit 4 in your packet. Be it so resolved that the board of education of Dearborn Heights School District number 782040 of Dearborn Heights levy on the nonhomestead taxable property for the year 2025 for operating purposes of 18 mills on all properties 4.0876 0876 mills for syncing fund and 2.7,000 mills for debt fund to be collected 1/2 on the summer levy and 1/2
092on the winter levy. Letter A operation general fund nonhomestead mills 18.00 total mills 18.0 B syncing fund total mills 4.0876 0876 debt fund total mills 2.7000 certificate of compliance with section 31 of article 9 of the state constitution of 1963 state of Michigan county of Wayne as the duly authorized representative of the Dearborn Heights school district number seven unit of local government we hereby certify that the attached requested tax levy rates have been reduced if necessary in compliance with section 31 of article 9 of the state constitution of 1963 as required by section 211.34D of the Michigan compi compiled laws. May I have a motion? So moved. Moved by trusty wall. Support. Supported by trusty Sterlin. Questions or comments? Seeing none, roll call, please. Trusty Wall. Yes. Trusty Anderson. Yes. Trusty Dyroth. Yes. Trusty Sterlin.
093Yes. Trusty Stavanovic. Yes. Trusty Belttowski. Yes. Motion carries. Thank you. Letter E. Sewer system repair exhibit five in your packet. Be it so resolved that the board of education approves the needed repairs to the sewer system at Bedford Elementary. The total proposed work from Guardian Plumbing and Heating is $19,892. The monies will be derived from the general fund. May I have a motion? So moved. Moved by Trusty Sterlin. Support support. Supported by Trusty Stanovic. Questions or comments? Mark, just a quick comment. So this will be in front of towards Annapolis and Bedford and we'll coordinate with the um because that's where the they've already dug the drop off um the loop drop off loop. So, they'll have to coordinate with the construction folks that are there, but they did send the camera down and it's
094definitely a break in that area. So, there's going to be excavation. This is one of two. So, we're doing this one and then you'll see one at our next board meeting for party as well. Thank you. Anybody else? Roll call, please. Trusty Anderson, yes. Trusty Dyro, yes. Trusty Sterlin, yes. Trusty Stanovic, yes. Trusty Wall, yes. Trusty Belttowski. Yes. Motion carries. Thank you. Letter F. AED donation exhibit six in your packet. Be it so resolved that the board of education approves the donation of two automated external defibrills AEDs from the West Leonard Heart Team Foundation. Miss Howard and Dr. Finny qualified for this donation due to their participation in the presentation and basic AED training. Devices will be placed in locations identified as high priority by the safety director. May I have a motion? So moved.
095Moved by trustee Sterling. Support. Support by trustee Stanovic. Questions. Go ahead. Go ahead. You might answer. Treasurer Wall. Go ahead. Oh, so I was going to ask, do we know how many we have in the buildings right now? Uh, I think every building has two. Okay. This would be two additional ones. Yep. Wonderful. Yep. And one's going um in the board office and then the other one I not maybe it's a party. Yep. Yeah. Party. Yep. So um I think down by the gym. Mhm. Yep. Because there's quite a space between where the office is and the and the gym. Um go ahead. Does that answer? I just wanted to say thank you because if it wasn't for you and Miss Howard, we would have got this. Well, it was actually I apologize. Yeah. So,
096let let's just talk about u just real quick. I just want to mention if you Google West Leonard Hart team and you watch the video, you're going to need some Kleenexes. It's quite I mean literally the student passes right on the basketball court. Um and he was uh quite a great person. But the So, I would recommend that you go to that and watch that video. It is really neat. It's a great story. So, the family came together and they put this together. Um, we were on a list for a year waiting to get these. There was a waiting list and again, thanks to Cheryl Howard and Dr. Finny, they had to drive over to Saga Talk and sit through a presentation to get this and they did that. Um, and so I appreciate that.
097Yeah. Yeah. Yeah. So, really cool. And these are according to Cheryl, these are better than the ones we have. These are the latest and greatest. So, thank you for doing that. Thank you. Anybody else? Roll call, please. I'm sorry. I'm sorry. Treasure walk. So, will there be new training on these possibly or are they still It's the same same concept. Yeah. And actually the new ones, what Cheryl told me is is you don't It tells you everything to do. I mean, it voices do this, then do that. Put the things on. I mean, it walks you through everything. And you might not know this answer because the other day I was in a in a school and it was chirping which is telling me that the battery was low. Do we check these every Yep.
098We have a process for checking batteries for the AEDs. Thank you. Yes. Roll call, please. Trusty Anderson, yes. Trusty Dyro, yes. Trusty Sterlin, yes. Trusty Stanovic, yes. Trusty Wall, yes. Trusty Belttowski, yes. Motion carries. Letter G, MASB 2025 Summer Institute annual leadership conference. Be it so resolved that the board of education approves the attendance of Derek Wall at the 2025 Summer Institute August 15 and August 16, 2025 in Lancing, Michigan. The following classes will be taken. CBA 363 leveraging feedback. CBA 305, practical governance, case studies in effective school board leadership, and CBA265, practical advocacy. Each class is $125. Reimbursement will include one night lodging and additional expenses compliant with board policy. Monies will be derived from the general fund. May I have a motion? So moved. Moved by Trusty Sterling, supported by Trustee Stanovic. Questions?
099I have comment. comment. Well, I have a question or comment. Um, so it's a reimbursement of one night. Shouldn't it be two? Because it starts Friday. No, because it's it's it's two nights and it's lancing, so it's only at hour and a half. So, if it was a super early class, then I can understand, but I can get there even. I can't remember which time that was, but I think that's like the 11:30 or noon. So, there's no reason why I can't drive an hour and a half, get up at 8. Oh, gotcha. Gosh. Okay. Okay. Because I kind of looked at I thought summon started at 8:00. So, yeah. No, I don't have that. Okay. Anybody else? Roll call, please. Trusty Sterlin, yes. Trusty Stanovic, yes. Trusty Wall, yes. Trusty Anderson, yes. Trusty Dyroth,
100yes. Trusty Beltowski, yes. Motion carries. Letter H. MASB 2025 Summer Institute annual leadership conference. Be it so resolved that the board of education approves the attendance of Lesie Windless at the 2025 Summer Institute August 15th and August 16th, 2025 in Lancing, Michigan. The following classes will be taken. CBA 363 leveraging feedback, CBA264, Shaping Public Opinion, CBA265, Practical Advocacy, and CBA 251, District Strategic Planning and Goal Setting. Each class is $125. Reimbursement will include one night lodging and additional expenses compliant with board policy. Monies will be derived from the general fund. May I have a motion? So moved. Moved by Trusty Sterlin. Support. Supported by Trusty Stanovvic. Questions or comments? Roll call, please. Trusty Stanovic. Yes. Trusty Wall. Yes. Trusty Anderson. Yes. Trusty Dyro. Yes. Trusty Trusty Stanovic. Yes. Mr. Laney will go. Yes. Trusty Beltski.
101Yes. Motion carries. Moving on to unfinished business. Um, it was brought to my attention by um, Vice President Sterlin that when she was looking at the logo for the tables that the A was kind of the bright fluorescent yellow that is in our letter head if you look at our letter head. And um, she brought up a good point that those are not our that's not our school colors. Um, we are more of a maze in blue like University of B of Michigan. And so I brought it up to Mark and he has a new rendering of what it's going to look like. So I've been um in consult with Manny. He's our table guy. This is for the high school um um refresh of the cafeteria with new lights and new tables. and I
102told him to put a hold on. Don't do a thing until we talk after tonight. So, um, and he said he couldn't do a thing because, uh, there's some documents that I need to fill out to approve what it is we want on the table. So, is this more of what we had in mind? Treasurer W. So, I have a question. It could, and I don't know because we, you know what I mean? It's the base of the table. I'm wondering if this is too close of the color towards the beige of the table because the table's beige or it was gray. Right. Right. So, I was just wondering if maybe that's why it was brighter to contrast. I don't know. I think there's different Okay. D7. Somehow this fluorescent yellow got into our school
103colors. It's not our school colors. No, I agree. You'll see it like in the board office. You'll see it on some shirts. So, I just want to make sure. Yeah. So, is this more in line with kind of what what we had in mind for the tables? So, this is just the round tables, right? Yeah. Okay. Are we good with that? I'll give Manny a call. He's uh he told us even without this um he said don't move the don't move the tables that you have out just yet. So, um because there's a backlog for delivery of these items. So, um, but I'll call them first thing tomorrow and we'll get this shipped over to them and get on the docket so we can get these babies rolling. But I want to make sure we
104have the right one. Right. Can I ask a question which kind of goes back to also what um Tanya had mentioned which was so when you're looking at the discover the D7 difference at the top of the letter there and we do have a banner like that. Who who did decide that that bright yellow was was the color we should go with? Mandy. So when Jen Mass became superintendent, that was one of our big things change, you know, bringing the logo to the board and um do you know the discover the D7 difference and um this is what the board decided on at the time. Yeah. But even that yellow doesn't look as bright as this looks like a fluorescent or highlighter yellow. So I I I don't know how, you know, it's just been
105a yellow. So I don't know that anyone has really ever said our colors are are more the maze and the our colors. Yeah. I mean cuz this I mean I don't know. I mean our colors have always been U of M colors. somehow like the the cafeteria in Annapolis is maroon like no school and seeing but I was going to say to to Mandy's point as far as the district goes though we can't say that these are our colors because our elementary schools all have their own but it goes off of the high school it goes off the high school and we went with the discover the D7 difference and the whole motto and all that I I get it. Okay. Yeah. Like the D7 difference is fine, but when you're doing stuff in Annapolis,
106the color should be blue and gold. Um M colors. Yeah. Sure. That should be Yeah. But in terms of the letter head, I Yeah. I Okay. Yeah. I'm not so much worried about that because it is the district. It's going into high school. And I misunderstood. I'm sorry. Which what color are we? I don't know. Like it's about I don't like there's no like pride in your school thing, you know, walking in going, yeah, you go to other schools and go, "Wow, Annapolis, what color are I mean, it's just boggles my mind. I don't know how we got there. It wasn't like that when I was in school." There's a lot of things that taken away to have pride on things and it's kind of sad where it's to me going and I'm trying to
107get it back like let's like have very hard towards that I will say and you're doing a good job. Don't be sorry. Don't be sorry. because you know I think those are very valid points about you know because it wouldn't have looked correct if it was this bright highlighter yellow especially now's the time when we're redoing stuff to make sure and I I was even talking to someone else like how do we not like my company has here's our company colors here's the the font color here's the color you it's 207 you know that we should have specific colors so when you go and people are doing stuff here's your color coding here's Right. I don't know. Just they do for the varsity jackets and stuff and I mean how silly would it look if
108guys got varsity jackets and oh I'm going to have red in it. What you go to Crestwood? You I mean right you part of Westwood district they're red black. You know Crestwood red and black. Treasure wall. Do you have something to say? Oh I was going to say I'm the the headliner on like on the paper and that um I just that might have been just because it it shows up a lot better like with that D7. But I understand the school color, right, for the high school. Yeah. So, but I don't think the letter had No. Yeah. Even like, you know, the on the emails, it's it's the discover the And it's a yellow, you know. I don't I don't really Come on. I barely remember yesterday. You can't expect me to remember back
109when we did this, but the all the wise for it. So, but I do remember it was a board approved. It was a big um changeover and um she led that. Okay. Thank you. Um, the next thing under unfinished business is our envelopes and our our our folders. If we just bring them to the meeting, I brought mine tonight. Susan will take them and reuse them because why not, right? Thank you for that. That's okay. If you want um Susan, how how do you feel about these? If you'd like to give them if not Okay. And if you would like to just recycle them at home like Treasurer Wall likes to do, that is fine as well. I use that all the time. It goes in the bin over here at uh Anapapolis High School.
110That gives us that gives the school money. Yeah. Do we get Do we actually get money from that? The recycling bin on the parking lot at the high school? I don't think we do. Yeah. I didn't think I think it's just a thing we do for the environment. I think we used to back Yeah. way back when used to do it. Yeah. Yeah. Used to. I don't think they a lot of them don't do it anymore. We get money. All right, I'll start dropping off now. Well, I'm just wondering that because we used to at St. Sebastian. So, I'm just wondering if that recycling bins moving away from that. I can check. Okay, part of the green team. Yeah. Um, do we do we have any new business to come before the board? None at
111this time. um district points of pride. Mr. Klein Hands, you bet. So, summer lit lab and summer school is rolling and um been out and about and uh things seem to be going very well. We had our first set of construction meetings um on the HBAC at Pulk and Part E. Uh Pulk is ahead of schedule um on that project. And at Part D, uh DTE switched where they're going to bring the power in. So that's caused a little bit of delay with the outdoor work that needs to take place. I asked the contractor if this would delay for the start of school and they believe because we did so much of the pull ahead work that they're in good shape. So that's good at uh at uh the Bedford site. If you go by
112there it looks totally different. Um take a minute and drive by there when you get a second. They are progressing very well with the demo. That's the demo part of it. We have had a couple of issues. If you go um right on the corner of I know I'm going to say it wrong. Annapolis and Croissant. There's old footings in a septic tank. You'll see them if you drive by there right after this meeting. They have to be removed. They're from a I think a house that was there years and years and years ago. So, we have that and we're also dealing with some pavement issues that we're trying to get resolved and um so we'll continue to work on that and any of those changes I'll keep you guys up to date. Um, and
113then just a a point of pride. This one's going to take a minute, so everyone please bear with me. It's only three pages long, but that's okay. This is important stuff. So, again, just thanking and I did this kind of at the last meeting, the board, administration, teaching staff, and support staff for all the work this past year. And certainly want to thank our parents and our guardians and family, everyone who supported D7. The end of the year activities were amazing. graduation, the middle school stuff, the elementarymentaries, the fifth grade graduation, and all the events were just were really cool to be part of. And I know Scott was part of those um events as well. So, this past year, I try to make it a tradition to go through and kind of highlight some
114of the work that you folks have done for the students in this school district. So, probably the biggest step, and you approved this last year, but was the roll out and the implementation of the smart boot lockout system. As you know, we did assemblies and we did a ton of work. We did way more drills than the state of Michigan would would uh you know that you have to do. We did some drills that weren't planned because little ones grabbed the boot and pulled it which uh you guys have heard me say I'll take five or six or seven or hundred of those u mistakes that the kids make and that's a learning kind of thing. um if it in fact if we do knock on wood it would never happen if we did did
115have an incident and we were able to lock these buildings down in a second. So worth every part of it and the idea is when everyone comes back in the fall we'll revisit with the students we'll do the assemblies the same thing that we did this year. So but that's all because of the work that you guys did. We you guys also approved the the the perfs that are out and about in um areas throughout the district. These are the glass window perforations are called PERS. You guys approved that. Again, that's for safety. And so, thank you. Thank you. Thank you. You guys have been involved in numerous hire hirings, uh, presentations from staff and students. Guys have approved many trips, done a lot of policy work with not just the updates, but approving the
1160000 bylaws and the policy reviews. Again, the people on the committee, that is a ton of work going through all those policies. and then you guys as the the maybe not on the committee if you're not on the committee but reviewing all of those changes and that work um certainly is continuing um the new equity policy that was a big uh move by this board approving that that included the purpose the policy and the non-negotiables and in the committee Wendy brought this up um we'll include that in our back tochool information so great point um to get that information out so and we'll also share with staff and that'll be part of the welcome back. So, big move by this board. That was the citizens advisory committee and the policy committee that worked on that.
117Spent a lot of time. We rolled out our uh D7 citizens advisory community resource guide that's on our website. It's a one-stop shop of any support that you would need. Includes it, not just students, but staff and families. um school-based mental health support groups, MA mentoring, afterchool care programs, mental health services, outpatient community mental health, private practice agencies, uh crisis service, uh services, free student advocate programs, crisis hotlines, um just a number of hospital listings, crisis for not just the state but for our local food assistance, all kinds of information on that. So um that's the work that you folks have done to get that out and be part of that. Again just as we doing here you guys have approved curriculum both the McGra Hill math and reading and the uh studies weekly for
118our elementary the Seessaw platform which is our parent uh elementary um communication um approved in uh the renewal of the educational advance. That's the teacher evaluation platform that we use not just for teachers, we use it for all employees. But you guys approved that. You guys approved the uh Axiom construction service contract and that's the HBAC in the high school auditorium and if you recall we were able to pull that project ahead so that we had air conditioning in there for the spring activities. Um you guys were a big part of that. also the innovative energy controls which is the HBAC at Pulk and Party and again all of this work coming out of the building and site committee um in bringing to this board and approval. So again just huge the work you guys
119is amazing um if you recall way back start of school year we approved the um new structure for our building administrators and their contract and that wrapped up um three-year contracts for all of our groups. We spent a lot of time on that. We approved the N2Y comprehensive curriculum. Scott brought uh that here. That's for uh the special education uh students and it's specifically tailored for special education programs and curriculum. So, you guys approved that. We updated the RICO copy release that saved us money and got us new machines. We approved the LEGO education curriculum for our preK STEM program and I've heard a lot of good things about that program. That came to this board and you guys approved that. the new playscape at Madison. Remember, we had to do that because the other
120one when we did the inspection wasn't um didn't meet the code. So, again, came to you. We did work. Uh you guys approved the uh amplified tutor as recommended by the high dosage tutoring committee. Um you guys reviewed and received and accepted financial audit. Um approved the new contract for the waste management and waste disposal. if you remember that discussion that also saved money that was brought to us by um Steve Gary, our uh director of maintenance. Uh you approved the three-year Google Workspace that came from Shaheen to get that so that we're good to go. That was a a three-year license. You approved, if you remember this meeting, the new courses the from the high school advanced placement United States his history, the Michigan history and geography and the one that we'll have to
121get pictures on and updates is the pop culture and uh society change high school. You guys are part of that. You approved the Al ashalt paving company as well as uh Great Lakes Recreation for the Bedford project that's currently ongoing. We revamped the school of choice if you remember that discussion. We separated those. you guys approved that. Um the cafeteria refresh project that we just discussed with the tables. Uh you renewed our uh Chartwells food service. Um you just recently approved the purchase as part of our spendown plan in the cafeteria uh fund balance of the meal trade delivery cards. So we're going to change the way that we do breakfast in the elementary. you approved um in many of the Michigan proclamations that we brought to you guys or you were part of it.
122We brought them to this board uh budgets working with Wayne Risa. You approved that you participated in the election of the of the candidates um conducted budget hearings. So just a lot of work that this board has done and that doesn't even count the time you spent preparing for these meetings, the committee meetings when you guys we approve these conferences behind the scene. I know after you guys get back, you're taking notes, you're getting ready to prepare for the full board, um all of the time attending conferences, reading policy, all the policy work, coming to all of our events, just a lot. And please know that um I thank you and certainly from Scott and Kelly and Shaheen, the administrators, thank you for the time and the thoughtfulness that you put into the work that
123you do. Um, these folks may not have been here, but when we did the superintendent evaluation, um, that that was very lengthy. And the reason why that was very lengthy is this board spent significant time on their own preparing for that meeting. And that just I am proud to work with this board and this is a great board. Please know that a lot of stuff on here has a positive impact on students and that's what I like about working with you and even the time tonight and Dr. Finny bringing the curriculum stuff with your questions. We're not perfect but we're but we improve each day. We improve each year and we can't do that without your support and you guys have just given us the world. So, thank you. Thank you and thank you. And
124Scott does have something to some good news to report as well. Thank you. Feels nice. I do have some good news. Thank you, Mark. So, at our last board meeting, I had mentioned that we had received our strand B report from the Michigan Department of Education and that is uh a measure of our compliance on a number of metrics within uh the special ed operations and it was clean. There were no findings. And then uh I was a little bit more concerned about this one. We were selected for an idea flowth through audit by Wayne Risa. And what that means is we get money from the federal government through the idea grant. And Wayne Rhysa uh is where the money flows through out to the districts. And so, uh, the ISD, Wayne Resa, in this
125case, will select, um, a handful of districts and do a very thorough audit of their practices to make sure the case load numbers are correct, to make sure that all of the special ed personnel are properly credentialed, to make sure that the special ed personnel, when they say that they're teaching to the goals and objectives, ives that they're actually logging all of the time and the activities that they're doing with students. And there's a lot of things that can go wrong with an audit that's as comprehensive as that. And I'm happy to report that uh we received the results and there were no findings. It was a clean audit and so special continues to do well. Great. Fantastic. Thank you. Um, I would like to say one thing to the projects that you talked about.
126Um, is there any way we can get K12 to post something on Facebook of the projects because I've seen what's going on at Bedford and you know what's happening. So, if we could maybe put that out there, then we could share it and say, "Hey, look, this is what's going on." Pictures, diagrams. Yeah, that would be great. Yep. I know that. Um I joke because in my Friday reports you guys are seeing the the updates. Maybe I could ship those to K12 and get them out. So yeah, that would be great. Um moving on to other business. Uh board committee updates. Uh we do have a policy committee update from We uh Trusty Dyra. Yes, we do. So I am going to read the minutes and then I'm going to read the policy changes that
127we made yesterday and um then I want to discuss um the whole meeting and um why we have agreed to make these changes. So we did meet yesterday. Everyone was in attendance on my on the um policy committee. um under public uh comment, there were some teachers there from Annapolis and they shared their concerns regarding the personal communication devices and the need to revise the current policy. And as you recall, we had a teacher from Annapolis read a letter on behalf of all the staff at Annapolis. Um the committee then with the teacher input, we discussed, reviewed, and made changes to the following policies. 5136 personal communication devices and 7530.02 02 staff use of personal communication devices. The committee chair will discuss these changes with the board at the June 25th board of education meeting
128to ensure consensus. If there is consensus, the superintendent will then determine how cell phones will be stored at each school each day. These policies will hopefully go to the board for a first and second reading in July. Once approved, the superintendent will determine with staff and through administrative guidelines how the policy changes are to be implemented and shared with the students, parents, and faculty prior to the beginning of the 202526 school year. We also reviewed policy 7543, access to district technology resources and/or information resources from personal communication devices, and we agreed to no changes there. Our next meeting will be on July 22nd at noon at the board office. So the first policy on personal communication devices, we are changing it to read students in grades K12 may not use personal devices during normal school
129hours. Use of personal communication devices will only be used with the approval of administration. And then for purposes of this policy and then a lot you know then then there's some things taken out because of that um personal communication devices includes computers, tablets, iPads, electronic readers, um Blackberries, Androids, um iPhones um but we also added headphones which um apparently students are um wearing on a regular basis in school as well as earbuds as well as using a burner cell if their phone is taken as well as the watches um and glasses. So all of those things are going to be banned from the school day. Um if um there is a reason that someone needs a phone, for example, it will be administration that approves it and violations of any part of this policy result
130in disciplinary action. So let me just tell you how we got there. Once we listen to the teachers again voice their concerns about the um the cell phone use, the headphones, all of that, the distraction um from instruction, sometimes it's up to 15 minutes at the beginning of a day while you know the teacher is arguing with the student to put it away or or or take it from him and they won't hand it over or whatever. And lots of times the teachers even said they'll um have a phone and they'll take it and then the kid will pull out a burner phone. I you know I got to tell you I was a little shocked and surprised. So the plan is that we will not have phones if they feel like they need to
131bring their phone to school. We weren't going to ban it completely. Like don't even bring them to school except Wise Wendy reminded us that we have school of choice students and they have a need after school to um you know if their parent didn't show to pick them up or whatever they would have that need. So the plan is if they come to school, any student in any grade, this is kindergarten through 12th grade, come to school with a phone or a watch, they will turn them in. And I'll turn that over to um the superintendent here in a second. They will turn those in and they'll be locked in a in a place that the student can't access them during the day at all. And we talked about some of the reasoning of this
132as well is, you know, we have we paid a lot of money to um and put a lot of support behind our smart boot system and we should all feel relatively safer, you know, and and the teachers will still have a cell phone. And if the if a student needs to contact a parent, please feel free to go to the office. But the superintendent and his staff will be the ones to determine how this gets out to everyone. I'm sure, you know, I have people already looking at this going, "Wow." And it is it is a stark change. You know, they are implementing legislation. Um, we're waiting for that to pass. We will be Allen Park has already started this throughout the year. We are of the mindset of just ripping the band-aid off and
133doing it right off the get-go with everything instead of implementing a slow plan. The reason I'm having this much discussion instead of just, you know, here's the policy, first and second reading and discussing at that point in time is because now we're on a fast track. Um, and we have a superintendent that has some work to do in figuring out how and what those the um devices are going to be put in at the beginning of each day. So, I can turn that over to Mark unless you have questions at this point. I just had one question. I think you actually already answered it though because you did list all the electronic devices and you said computers. Now, I don't know if kids ever use their own computers in school or Chromebooks. Would that be
134classified as an acceptance from the administration for that? I'm guessing it would have to be a special circumstance, but the the idea is that no, they we provide the Chromebooks and that's what they So, that doesn't count as cooperate and they can email their parent too if they needed have the need to in in class as well and then it's an and or other web enabled devices of any type. Yes ma'am. So um I have a question then are teachers going to eliminate electronics day like I know that as a reward on you know one Friday a month they can bring their electronic devices in. I are we not doing that? Yeah I don't think so. No, we'll be making we'll be making adjustments to that. Okay. Right. No, and I'm I'm fine with that.
135I'm just making sure that because that's something that I know that happens. I'm sure there's going to be a lot of questions and um he's going to roll out some sort of plan and getting this information to the parents and the and the students and the and the faculty. Tanya, we also talked about um oh my gosh, uh uh field trips because a lot of kids like to have the cameras and take pictures and sometimes the the teacher said sometimes they use the phones as part of here's your project when you're at the field trip. So that again is a discretionary of the admin if you know so it's not like no we're saying no to everything. There's going to be exceptions to it, but it will be administration approved, right? Exceptions, and then this
136also takes off the burden from the staff and the, you know, from the teachers to the principles. This is a board approved policy that they now have to implement. And, you know, I have no problem with them throwing us under the bus saying, "I'm sorry, but this is what the board approved. I can take the hit for this." because when you listen to the staff um just beyond their letter and there were only six of them but it was like holy cow and you know just the need to teach our students and to Tanya's point earlier about where is education going they're like these kids half of them are sitting watching watching Instagram on their phones or whatever and getting their attention and they they give up they just give up so that they can
137teach the ones that really want to learn well that's not okay I would be very interested to see the um how how um much mental health improves, how much how grades improve, how um the fighting the fighting, the less camera, there's a fight and it's on how many how many incidents, you know, things like that are going to to disappear because they're not going to have these things anymore. And another big thing too about the the phones in particular that was mentioned by the staff was that they don't know how to socialize. They've lo they've lost that ability to look you in the eye and have a conversation with you. And um so it's um you know hopefully it's a it's a good thing. And um you know I I firmly stand by it and
138I hope that I do have you know I've shared enough information on this that when it comes to you can support it. But I kind of want to know now before we send and recom recommended reading to any um families, parents or students who would have an objection to this is the um distracted generation. The anxious is it the anxious generation? The anxious generation. And if everybody would read that book, they would see that the data is there. And really our students are crying out to us for help. They are seeking help for this because it is an addiction. And by taking steps to for seven, eight hours a day getting it out of their hands is going to benefit them greatly. Elise was next. Yes. I just have a question. I know I agree
139with like the whole um exception and the policy that you guys are putting in place. The only concern I would have is again with kids out of district and with little ones especially like and you were saying like smart watches and this and that. Um there is going to be a little bit of backlash where people use that to track their kids as well. Like um I know with little ones that parents aren't just giving them smart watches, but they are also watches that like tell them location and stuff like that and that's a huge thing uh with people of concern as well. So that could be an account that we would have to take as precaution. Okay. Thank you. But again, if they get it they get it back after school, they get it
140back after school. They would get it back at the end of the day. you know that they're in school and the district's responsible for the children while they're here. So, right, you know, if the children goes out the door, Mr. Kleinhands knows about it right away or he gets report on that. So, they can put an air tag on them. I'm just saying that that's a huge thing that it's not just smart watching. It's it's also a precaution as a parent. That's that's just what I'm bringing up. That's a good point because we did talk about the watches extensively because the kids can watch do anything off. Yeah. But we get a message in the meeting from one of our Yeah. more so with little ones. I know a lot just working with the elementary
141like a lot of parents have them with the trackers. That's what I was just saying. So understand some teachers are already pulling the phones from the kids when they walk in the classroom, but the but the the they said the phones will go off all day long like or the kids will leave the phone in the box which whoever chooses to leave the phone in their box, whatever they have set up, but they'll have an AirPod or something in and they're listening to I podcast and stuff. So, you know, they're they're finding ways around it. That's why we said, "Okay, no watch also because that was back and forth on you know, I think there'll be a learning curve and we'll see how it goes, you know, but uh we're going to start out that
142way. Okay. Do you want to speak to um what you're thinking for? Yeah. So, um we have already started um Scott and I met first thing this morning. Uh previous district that he worked at did have the I'm going to say it wrong. Yonder. Yonder bags, right? And so, um I've already we've gone online. We've done a little bit of work. Um um I've already sent information out to the company to have them u get that back with me. The way the yonder bags work is they do put the things in watches, phones in the bag. They go through a device that locks it and then they they have it on them. So they do carry it on. Then at the end of the day they they go back through that thing and it opens
143it up and um so they they just can't open it up till the end of the day. So the tracking would be with them the entire time. Yeah. And then what about the phones going off? Yeah. So, that's an issue um with with the yonder bag. So, we're just starting this process and trying to figure out and I've also got the high school principal reaching out to MASSP and uh getting information about uh how schools have done it. Scott's going to reach out to his district, see how that the yonder process is going. Um I estimated for a thousand of those it's about uh $30,000. However, did also find out that you can use some grant dollars to offset those costs. And I was surprised, Dr. Fenny, that even title dollars for these devices. Now,
144I'm not saying that's what we're going to go with. This is just the first start of right of looking at um but I we we also shared the Senate version of the legislation that state's looking at and I was quite surprised that it lacked um there was more may than shall right um and I think in the discussions that we had great discussion my concern wasn't about I I love the concept the protecting the teaching and learning the instructional time. The issue that I was struggling with was implementation. So, um we've already started that process. We get as much information as we can. We'll make the best decisions uh moving forward and if you guys do approve that policy, then it's then it's my job and my team's job to implement that policy and come
145with solutions. So, we're going to take that and we've already started. So, thank you. and you can pass around those policy minutes, please. And then um the staff use of personal communication devices. We talked about um the the feed or the push back that we'll get that you know, well, the teachers get to keep their cell phones. Well, yeah, they do. They are the adult in the room. I'd like to remind everyone. And um they also said that they needed them to um uh do their computer two-way authentication. two-way authentication for their lo to lo and it is just another um fail safe you know another safety thing if they have to call you know if there's a 91 I mean who knows how if anything had to happen you know it's just in the
146classroom yeah if they're you know so um we're going to leave that in place for them but we are adding that PCDs should not that's personal communication devices should be limited to official school business only. Professional discretion and behavior will be adhered to at all times and um you know just because there was some conversation about um uh staff on Facebook and you know during the day and that kind those kind of conversations took place. So those will be the changes and they'll be brought forward um for the first reading at the next um meeting uh meeting or the first meeting in July since I'm hearing no negative feedback. Okay. Right. Okay. All right. And so Mark can move forward as well. And again, we meet um again on July 22nd at noon at the
147board office is our next meeting where we will pick back up. Okay. On reviewing policies. Thank you. And lastly, I would just like to say that everyone on the policy committee, we feel we have the best comm community committee ever. Absolutely. I mean, we work so great together. Um it is it's it's just a joy just to um be part of it. You know, even if we don't agree, it's okay. You know, Mark, we had to give him a bag yesterday to breathe into when he thought maybe he was going to lose his watch. And I just I do feel like, you know, we really work well together and there's no there was no hard feelings or, you know, because there were a little bit of disagreement at times, but um we all just came
148around. It's just a really really great um committee and kudos for that. Thank you. You make it really easy to pull us together. Yes, I do love our committee. I mean, I sent an email out after I was like, "That was a great meeting, you guys." You know, I know. And I was thinking, you know, you went to that conference where um you saw Alen Park talk about this. I think that maybe you should put in to do your own little um presentation, you know, because we are going to be a trends setter here. You watch. There's going to be other districts that are going to be like, "Okay, there we go. The first one did it and now we're going to get on that bandwagon." And I could see you being a presenter at
149a conference job. He loves to do that. Hey, discover the D7 difference. Right. That's right. But you know what I appreciated too is you allowed the interaction with the teachers. Yes. That needed to happen. You allowed it to happen and that's really helped make it great and I think they appreciated it. Yeah. So that that was great on your part for doing that. I appreciate that. Thank you. I also felt that even when some people didn't agree with the teachers, they didn't take it personal. It's like they continue to work with us which ended which we all contributed to whatever policy that we have even the teachers. So I do I told Mandy when I came I was like we really have a great committee. We do. We do. That's awesome. Good to hear. I
150know. Oh, and I'm now I'm telling you to a lot of work, but I look forward to it. All right. We have no um other committee. No, no, no. I just one more thing under other business after this. Okay. We have no other committee updates. Um the policy next policy committee meeting will be July 22nd at noon at the board office. Do we have anything else to come other un under other business? Treasurer Wall. Yeah. Um I just know there was some talk or some inquiries. I just wanted to bring it up now. Do we have thoughts of having both July board meetings? Oh, right. That's why I wanted to just make sure because I'd rather we talk now versus wait until just um as an FYI, I will not be in attendance at the
151July 9th meeting. If we decide that we are going ahead with that meeting, I will be um on vacation. So I would leave that to Vice President Sterling to be in charge of that meeting. Um she would lead that meeting. Um if we need to have two readings of this policy in July, then we would need to have the July 9th meeting and the July 25th meeting. Um so therefore we would have to talk about um the special meeting on July 25th having that um before the regular meeting or would that be enough time or after? Probably after after we would have to have the special meeting after the regular board meeting on the 25th. Uh Trusty Dyro I was going to say I believe at a special meeting too and I could be wrong.
152You could as long as it's posted as a special meeting for this purpose and to approve the second reading of you could just I think incorporate it I think incorporate into the special meeting and do away with that one. So I mean do away with the regular meeting. I just know that I would like to get that those policies. It could be it would be it would be basically I think it would be like a like almost like a regular meeting. annoying thing is you're really not going to have anything on there except for the special meeting plus that potential reading or you know I mean I I personally feel we should just leave it alone have the meeting put the special meeting at the end I I agree um Trusty Anderson how do you
153feel about having the special meeting at the end on the 25th after our regular meeting that's fine okay yeah good point Vice President Sterling yes I'm good is it really a special meeting wouldn't it just be a close session at the end of the regular meeting. I think we have to call a special Oh, you do have to call. Okay, fine. Thank you. So, I'm sorry. So, are we still having a July 9th meeting, right? Yes. Okay. So, there I Yep. I'll be meeting with um Susan and Mark then in the morning on Tuesday the 2nd. So, if anybody needs anything um we're having a agenda meeting on Tuesday the 2nd beforehand. So then you'll brief your vice president on anything she needs to know. Yes, I will. Make it a short. Just saying. Okay.
154We'll make it easy peasy on her. All right. Moving on to Is there anything other? Oh, I do have one quick thing. So, I was at a meeting beforehand and um the president of Westwood, I was with him uh school district. He told me that uh there was a a ch attempted child deduction by their by their board office. That's off of Beach Daily. Uh it happened yesterday. It was a white um Toyota RAV. So just an FYI, they got the car on camera. They didn't get a plate, but they can see it all like person trying to get this child. So you just wanted me to let you all know. Great. Thank you. Thank you for that. Moving on to public comment number two. Is there any public comment at this time to come
155before the board? Seeing none, kudos? We don't have any kudos today. Um, be it so resolved. Moving on to adjournment. Be it so resolved that the board of education adjourns the meeting at 9:16 p.m. May I have a motion? So moved. Moved by Trustee Sterling, supported by Trustee Stanovic. Roll call, please. Trusty Dyro. Yes. Trusty Sterlin. Yes. Trusty Stabbon. Yes. Trusty Wall. Yes. Trusty Anderson. Yes. Trusty Belttowski. Thank you. Motion carries. Everybody have a great night. See you for a second. Happy.