001All right. Well, I think we will call the meeting to order. Uh we will start with the pledge of >> allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Roll call, please. Kristen Cambenzi >> here. >> Jennifer Ray >> here. >> Jason Zadun. >> Jennifer Cliff >> here. >> Cheryl Maddox Smith >> here. >> Cassidy Thomas >> here. >> Eric Smith >> here. >> All right. And I would entertain a motion to approve the agenda. >> I move we approve the agenda as presented. >> Second. Okay. >> Motion made by Mr. Smith, support by Mrs. Cliff. All those in favor? >> I I >> uh moving on to the superintendence report. >>
002Thank you, Mrs. Campbenzy, and thank you all for coming tonight. Superior Hills for hosting. Have a good turnout as usual. So, I'd like to invite Miss Anderson, Mrs. Anderson up, Principal Anderson up to the podium. And I believe she has some guests, but I'm going to let her take over for a while. Thank you again. >> Good evening. Welcome to our beautiful school. We're always happy to have you here. Um, a little bit about the building. This year we have 404 students. Last I checked, I think 69 employees. Um, I am privileged and honored to lead this building. Some of our staff members are here tonight. Um, we decided this year that we were going to do a presentation. We wanted to have student work and voice for you so you could see kind of
003a culmination of what we've been doing. Before we get started with that though, I want to share that I'm just coming off having stayed at Bay Cliff with the fifth graders for three days. I did catch up on some sleep. I'm noticing I'm getting older though the the more I go up there and stay up late and get up early. But really what I wanted to say about that is we had an SEAL theme in Marquette Public Schools this year. And I think it's a really great time for me to thank the district and the board for supporting that tradition of Bay Cliff because when we think about SEAL in action, it doesn't get much better than bringing 200 and some kids to a place that overlooks Lake Superior. to have them unplug from electronics,
004sit at a table family style, and have dinner with their peers and jump in a sleeping bag in a cabin filled with bunks and just spend that time really connecting with the outdoors in an outdoor classroom, making friends, enjoying conversation that doesn't surround what's the latest YouTube or whatever it is that kids are into these days. And we saw that experience in action in a really beautiful way again this year. The counselors that came from the high school were phenomenal. Juniors and seniors who mentored these kids and um acted like pseudo folks for a couple days. Couple college kids returned. We had community members joining us to teach classes. And so that culmination of everyone working together to give kids that really beautiful social emotional learning and of course learning some standards as we do
005outdoor classrooms to me just brings to fruition what we're trying to accomplish as a district. So wanted to share a little piece on that and say thank you for continuing to support that. It's a huge undertaking. It costs a lot of money, but it's a tradition that I think is worth keeping, and it's really important in this time when our kids are not always having those kinds of experiences. So, thank you for that. Uh, Meredith and Taylor, would you mind standing? These two gals are two of four that worked really diligently on this presentation for you. So, thank you very much for doing that. What you're going to see is the each grade level and some other areas of the building, how we bring the standards to life here at Superior Hills. And in May,
006I think is a really good time for us to reflect on what it is that we do in culmination in a year because we can get so focused on the teeny little details that when we finally take a step back and see what it is that we've done, we recognize what a solid job we do bringing learning to life in our world. So, take it away. >> Welcome. We're so happy you're here at Superior Hills with us today. We can't wait to show you some of the amazing things happening in our school. We are going to take you on a tour where you will get to see what makes each grade level special and some of the extra things that make our whole school unique. We hope you enjoy our presentation. In the heart of
007our school is our library. Mrs. Cowwell has designed our library to showcase many different connections and interests that involve students and staff. First, she designed an interactive display of talents of Siberia Hill teachers and staff. All these talents they have outside of school. We love how most of her displays are multi-ensory. Another area of the library includes students writing. Students are able to donate books they have created for other students to read. Yodoto is our next stop in the library. Fifth grade students were invited to record stories on these carts. The whole school is able to listen to these pre-recorded books using this cool technology. Lastly, in the quietest box of the library, we have resources for parents to check out support their child at home. The parent resources include topics to help parents navigate
008difficult conversations at home. >> Twitter friend is one of our favorite parts of the week. all together. Junior kindergarten kindergarten classes get to play together. We get to choose which classroom we want to play in for 30 minutes. So, every week feels a little different. We get to meet new teachers, try new toys, and play with lots of different friends. While we're playing, we practice things like sharing and shaking hands, using our words, and listening together. The teachers help us with creative play, fine motor activities, and big movement games. They also get to know every kid in our grade, which makes it feel like one day. We look forward to toys with friends every week in a teacher, too. First grade is a wonderful time to learn about scientific inquiry. We learn how to be
009scientists by being careful observers and collecting data over time. In the spring of each year, we hatch chicks in our classroom to help us learn. We complete a daily timeline to track the progress of the chicks and buy their eggs for 21 days. During incubation, we candle the eggs to watch them grow. During this time, we also learn to read and write conformal text. At the end, we create our very own annual report with a model or post. We complete this public and then presenting it to our class. Each year in second grade, we hold a recycled book fair around Christmas time and again. We collect used books from our families and then they are set up like books so that we are able to shop for new books through. We love having the opportunity
010to help our planet and further further our reading skills. In the spring, we also have our milk. Our our families are invited to visit our classes to celebrate our amazing writing week. We have done during good. We asked that as hook and are so proud of our school today. In third grade, we get to do so many fun and useful tricks. Some of our favorite parts and our students of the blue showcase because we get to learn all about our special classmates through photos, trophies, and important objects that tell their story. We also go on awesome craft curricular field trips to places like the history center, weather station, and clear to help us learn even more about the topics like French trade, weather tools and patterns patterns, ocean, ecosystems, constellations and mission. Miss Porter also
011started the kindness crew. Thanks to a grant from the mouth education foundation. And we get to spread joy, comfort, and empathy around the school to help make positive changes to our every hill do some really awesome filters. One of our favorites is visiting is visiting Fuette State Park and social studies about mining in the ghost town of Fuette. So, it's really cool to see in real life. A lot of us have never have never been there before. and it is such a beautiful place. We also got to go to Vet Rocks National Park because of a program called Every Kid Outdoors. This program lets all four graders go to a national National Park for free. When we go, we will work we will work with park rangers at different location to learn about nature, survival,
012and how to read maps and land. The best part about is that every fourth grader gets a national park pass to use for a whole year. Our families can get into any national park free. Lots of families kind or summer trip to national park because of the class. It is a really exciting part of being in fourth grade. Every month all the fourth grade classes compete for the multiplication trophy. One student from each class comes up and we raise the answer multiplication back the fastest. If you get it right first, you say yes. If not, we keep going until one only one class still has kids left. The winning kid the winning class trophy for the whole month and we all want to want it in our room. It is super fun and really competitive
013and it helps us get back with our multiplication packs after 12. A lot of us even practice during free time so we can help our class win. fourth grade. Help us understand vocabulary words vocabulary words such as income, consumer, and producer. You're in classroom money. We paid $5 to attend school. I mean, drug and a month. We have store and we get to spend our money in May. We get to bring in in May. We get to bring items from the home to sell at the flea market. We love making items and selling them to earn money for a final teacher store in June. One thing I can't we can't wait for for fifth grade. One of the coolest things we do is the deep sea dive. Our whole classroom turns into an ocean and
014we get to dive under the waves tug for artifacts from the 1600s. Some of us even dress up with goggles, snorkels, and slippers. It feels like we're real explorers discovering treasures from the new world. During the dive, we check out oldtime navigation tools, near new foods, and maps of places nobody had claimed yet. It's such a fun way to start learning about the explorers, and we always end up soaked in excitement if at times we actually get wet. Another amazing part of fifth grade is getting to learn about the American Revolution. And one of the most exciting things we should do is about taxation without our teachers start giving us random taxes on any text. Like our teachers tried giving us random taxes on everything like instruction supplies or doing class. Even our past teachers
015take art when they stop by taxes. They don't get to vote on the taxes or help break the rules. So it feels really unfair just like it did for the colonist. After we experience how frustrating a game that is, we learned all about the Boston club. It would be good to have our own to celebrate the end of the week. We don't don't te in the arms during the part of the show how the colonies up for themselves. It's a great way to understand the colonies were feeling and why the leg fifth grade. Some of our students in the special education program do special transition activities to help them get ready for middle school. We learn about our IEPs, how we learn best, and how to speak up for what we need. We talk about
016our strengths, the things that are hard for us, and the strategies that help us in class. Each student makes a slideshow to present to the sixth grade teachers they will have next year so that they can get to know us as learners and as people. We include things like what we're good at, what we struggle with, what helps us when we get frustrated, and what we're excited about for middle school. We also make a brochure with the most important information for our new teachers. These activities help us learn to understand ourselves and advocate for what we need as we get ready for middle school. Another really cool thing about our school is Mrs. Holder and Miss cooking class. Mrs. Holder makes stepbystep directions and even a video to show everyone exactly what to do. Then
017the best part, we get to follow the steps and make the recipe ourselves. It's super fun because cooking is something everyone is excited about. And when we learn how to follow directions, use a word, and work together. Our OT teacher helps us too, especially with things like stirring, cutting safely, and using our hands the right way. We learn important skills while making something delicious. First and second grade, we get to make up our own rhythm patterns and play them on pressure instruments. Who knew learning musical forms could be so fun, especially when parachutes and start? In third and fourth grade, we learned how to play recorders with really good sound. And in fifth grade, we can't wait to start playing ukulele. Music just keeps getting better every year. One small boy. Our world together. World
018and All the world learning about our school. We love getting to show you what makes Superior Hill special and all the amazing things we get to do here. We're really proud of our school, our teachers, and each other. We hope you can see how much we learn, how much we grow, and how much fun we have along the way. Thank you for supporting our school, and for caring about the kids here. We're glad you came, and we hope you enjoyed our presentation. Didn't think you were. So, school board members and administrators and parents have a tough job. We have to make hard decisions. Some days are not easy. But this is what we do it for. So, I hope on the hardest days you remember these little voices and faces and know that we appreciate
019everything you do. Thank you for your >> Thank you very much, Mrs. Anderson. That was very well done. And for your staff that work so hard to put that together. Having worked here, I can attest to the type of culture and climate that was demonstrated there. So, great to be back. Next up, I don't know how you're going to follow that. Uh, Marica. Uh, Marica's superintendent of finance. CFO. Not sure. CFO, okay, is here to present the budget, the MARISA budget. This is an annual exercise and one that we have we've heard from Mr. Patui on in the past. So, thank you for coming and we will let him have the mic for a bit. All right. Well, first, like you said, thanks for putting me after the smiley elementary crew. Uh now I get
020to follow with budget which is always exciting. Uh so thank you for allowing me to be here this evening. I just hope to run through really uh a highlevel view of the uh agency's general fund budget but also provide you with just a little bit of background um on um our overall uh I guess financial uh picture. So the first sheet there that I gave to the board members is really just explaining how the RISA's uh funding streams are broken down. So we have a general fund, we have a special education fund, and then we have a capital projects fund because we're not we're not able to have a syncing fund uh like many of our our local school districts. So in the general fund, you'll see uh things funded uh for general uh intermediate
021school district operations. Uh, it also includes things that are specific for our local school districts. Things like the 31N mental health program, nutrition education, things like math and literacy coaches, uh, CTE programs, and the like. It also includes things that aren't really typical in your local school district. And those are grant programs that we run uh not only for the state of Michigan uh but for uh ISDs or intermediate school districts statewide. So you'll find a few grants that we do for uh the Michigan Department of Education fiscal agent uh for their state performance plan grant, their special education uh mediation services and uh the indigenous history project. Those are our largest three grants that we that we handle for the state and those show up in our general fund. And then also many of
022you may have heard of the talent together program. Uh that's for really increasing the teacher pipeline in the state which is a consortium of all 56 ISDs in the state. We are fiscal agent for that program. So that also shows up in our general fund budget. special education fund. Not uh not a budget I'm going to run through this evening, but uh want to explain a little bit about it. Uh so our special education fund at the RSA really supports all of the local school districts. So that uh includes staffing uh for school psychologists, social workers, physical therapists, occupational therapists, autism consultants, etc. that serve all of our local school districts. It also uh pays for recess staff that are required by state law for uh special education compliance. That's actually the one thing in
023uh the Michigan uh Michigan revised school code that ISDs are required to do is special education compliance. Then we also flow through a large portion of our special ed dollars right to local school districts for your own special education programs in your districts. Um some of the things that are really new in special education are our day treatment program uh on our new building on M28. Uh we also house the transition uh program for ISD wide students. So those are the students from 19 to 26 that aren't typically served in the local school district. And then u moving on to our capital projects fund. Like I mentioned earlier, we do not have a syncing fund. So we have to set aside uh funds every year for building maintenance and and and upkeep or purchases like
024we did for the day treatment program um for special education. Um and and part of part of our issue, for lack of better words, has been that the the Reese's building that we're in, the old Park View School, was purchased by the Intermediate School District in 2002, uh and then was heavily renovated and then really nothing had been done for the past 20 years. So, we're kind of catching up and finally hit a good a good uh point uh in our updates, if you will, to the facilities. So, I guess before I move on, are there any questions on really the three funds? >> I got a couple. >> Yeah. >> Um, uh, under the supporting services, the instructional staff support the 1.4, uh, and change to the ground, what does the math consultant and
025literacy consultant look like? >> Say, say that again. >> Under the instructional staff support that's listed for 1.4, the red change We've got math consultant and literacy and state and fiscal aging grants. What does that look like? Boots on the ground. What is a math consultant? >> So, what is their role? >> Are they going out to the district and are they serving what must be serving K5? Correct. So, I'm not I'm not a programmatic person, so I don't want to misspeak there, but I believe both our math and um literacy folks not only go out and coach at the local leas, but they provide um what do I want to say? Uh guidance at or from the from the reset itself. So, we do professional developments and and things like that, but I know
026our folks are predominantly out in the districts. I don't know if Superior uh Hills, do you have a literacy consultant that pops in? We have we have an inhouse instruction that's a little bit different but yes we have worked with >> okay okay >> I will I will get to that entire sheet if >> yeah I just I that that I'm I definitely um am interested in who those folks are and what those roles are. >> Sure. And then additionally um you've got the talent together for $18 million and then that pops back up again at the central support for 3.8 million. So is the 3.8 an administrative portion of that? >> So talent together is >> I'm familiar with the program. Yeah. >> No, I was going to just give you the total. So
027Talent Together makes up 27 million total. >> Uhhuh. Um, and so that whole chunk is broken out just just as if um, MAPS is required uh, by the Michigan School of Accounting Manual, if you will, to break things up based on their function, >> right? >> We're required to do the same thing. So, talent together does appear in many different locations depending on what um, what service it is. So, like you said, the central support services, >> right? >> So, that includes there are staff um actually not even at the Rhysa building for the talent together program. And so, that would include there there's an executive director, there's a um like a financial finance and operations lead. They have program leads throughout the state and those folks would be uh reported in that central support.
028And then when you go back up that $18 million for instructional staff support under talent together, what does that look? >> Correct. So instructional staff support for talent together. Um and uh it's it's talent together and our state performance plan grant. So state performance plan grant takes up a chunk of that. That that is employees that work for the well they work for Mark and Elteresa for the state to carry out that work. So really the the biggest one for talent together is actually in um let's see >> oh it was that one that you were asking about the instructional staff staff support because we also send um we send funds to local school districts for apprenticeships and we send funds to uh colleges and universities for um tuition. So there's there's a lot that
029comes in and then goes out for that program. >> Thank you. >> Does that answer >> Yeah. I mean, yeah, I appreciate it very much. Thank you. >> Sure. >> Okay. Any other questions before >> in sort of a simplistic way, is it fair to say that the special ed fund takes care of the programming portion of special ed and MAPS is responsible for all the facilities that house the special ed programs. It's a good question. So, what I would say now is with the the recent increase in local special education dollars due to the millillage that was passed recently, we are able to as a as a collective fully fund special education in our two pound area. So what used to be the case of it would be up to the individual district to
030fund the gap, right now we're able to pass through any any shortfall of any special ed program or I guess facility that a local district has on their books. So between state funding uh that your district receives and the local funding, you're essentially made whole uh when it comes to special education. So I guess if your district doesn't, you know, specifically break out, which most districts don't, like a facility or custodial services or something for special ed, that would be on the district, but the remainder of everything is covered by the current military. I guess I was thinking of special rooms or equipment or things of that nature that special ed would need. >> Any equipment would be reimbursable. Special rooms like set aside in a building. Um probably aren't just because most districts don't
031break it out that way. Um but anything that's required for the program, tangible things other than the building itself would be covered. So there's not a there's not a um like indirect portion um that we specifically pay for. But your district is allowed to claim special education indirect costs and their cost report and then those are essentially reimbursed either by the state or by the local dollars. >> Okay. Thanks. >> You're welcome. Any other questions? Okay, then kind of got a little ahead of myself there, but if you look at the the second page there, which is the pie chart, that's really the one that I wanted to highlight. You know, the the Reese's general fund budget is comprised of nearly $68 million, but 27 million of that is the talent together program and then
032another 227 million is for the state fiscal agent grants that we run. So those two programs account for really threearters almost of our general fund uh dollars that are that show up in our budget. The remaining amounts um the 7.8 million those are grants that we do directly for the local school district. So, those are grants that uh we have folks uh that we get either a state or federal grant that do work directly in the the ELEAS for specific programming. And then the remaining $10 million that covers general ISD operations or um non-specific grant items that we do uh for for locals um in the general fund. So a good example of that would be like CTE programming. There's not a specific grant where that's necessarily called out um to provide, but we do
033that at let's say middle college out of the general fund. Any questions on that breakout? Okay. Then the last page I have for you is the page that uh Mrs. Clip was uh referencing there. Essentially, where do all the funds uh go? So, similar, your budget is laid out very similar to this. Uh ISDs, intermediate school districts, and local education agencies are required by the state to report it the same way. So, uh the first the first section there under in instruction, uh as an intermediate school district, we don't have uh K12 students. Um, so everything um that we do is um like your your budgets you would typically see the most in that instruction line. Um that's just not uh how we're structured because we provide more supporting services. Our little bit of instruction
034that we do have in the general fund is for CTE programming, middle college, and then we received over the last couple of years some large CTE equipment grants that then is turned over. Uh essentially we've we're managing that for our local uh education uh agencies or our local school districts. Next there are supporting services. Um and again remember this is only the general fund. So we also have special education where many of these pupil support services are also found. So first item in supporting services there pupil support for 1.8 million. Uh, as I mentioned earlier, that's predominantly our 31N mental health program. Uh, that's a program that's statewide. Uh, where ISD is our fiscal agent for their region and kind of coordinate the mental health services for the local school districts. Also includes career and
035technical guidance. And then also the McKini Vento homeless program. We are also the fiscal agent for the entire upper peninsula. So, not only do we take care of McKini Vental homeless items in our region, but we're responsible uh for the entire upper peninsula. So, there are some grant fund dollars in there. The next instructional uh staff support line there in supporting services for 1.4 million that includes our entire uh fall edcon or fall education conference. uh the REMCY consortium for uh technology uh merit and other REMCY coordination. So all of the tech consortium items in our RISA, whether it be for internet services or things like that, that's run through that line. And then as Miss Clip has mentioned earlier, our math consultant, literacy consultant are in there. And then we also have a little
036bit for our state fiscal agent grants there. Instructional staff support for talent together and the state performance plan grant equal about uh $18 million. general administration. So, our superintendent's office, our grants folks, we have four grants folks who work spec on specific grants uh throughout the agency, our board of education um expenditures, and then all of the expenses that we have incurred for the MTSS work done by the carry team and all of our local school districts to date show up in that $757,000 general administration line. We also have some general administration tied directly to talent together of about 250,000. Then there's business supporting services uh which include business office, our recent receptionist errors and emission insurance, uh cyber security insurance, tax collection fees, bank fees, and then my favorite that I like to always
037tell everyone is any delinquent and non-paid taxes. It's the same for you. Get charged to business support. So, if people don't pay their taxes and they go delinquent, um your abated taxes show up under the business office. Go figure. Um and then we have about $350,000 of business supporting services that directly impacts the talent together program. Operations and maintenance similar to your your local school district. our maintenance staff, our building utilities, uh building insurance, school safety and security items are also included uh in that line. We have a little bit in there, $50,000 for state fiscal agent grants. People transportation, although we don't have our own bus fleet, we do provide some transportation uh services and we also provide a lot of reimbursement for transportation services for homeless folks uh throughout the Upper Peninsula. So,
038uh that's an area where we've seen some growth. And then we also do provide um some assistance for u the great start readiness programs in our local school districts. There are some new state funds that we funnel to all of your GSRP programs for transportation central supporting services at 3.1 million. That includes a whole slew of staff. ificant. It's just the way the state requires us to code those positions. So, deputy superintendent, executive director for tech, school and safety, um most of our general fund administrative assistance, um general education consultants, uh Michigan virtual high school, our legal services, things like that are all included there. Then we have $3.8 $8 million of central support for our state fiscal agent grants and ting together some additional staffing needs for them there. Um and then other support
039services. I know that's not a great title, but again that that function code is where the majority of our state fiscal agent grant folks are required to be reported. Um so that's that's where that $20 million is recorded. Community services. So this year uh we've started a driver's education uh program to benefit students uh Rhysa wide. So that program now reports uh in this line and it also includes uh our great start collaborative director and and associated great start collaborative supplies and materials. And we have uh $671,000 for the tri share program, additional great start collaborative expenditures, literacy, homeless, wellness task force, and uh family engagement mint dollars there. Outgoing transfers. So, these are payments to our local school districts um for funds that we receive resawwide for Medicaid fees. Uh we provide a summer
040school reimbursement to local school districts. Uh subs if any of your districts attend those planning social studies planning meetings or math teams or anything like that, uh those are fully reimbursed by by the RESA out of our general fund. uh also uh covers like our reimbursement to local school districts for their pupil counting folks to attend um the MPAA conference payments to other governmental units. So that 4.4 million there that is state fiscal agent grants. We've uh state uh CT equipment grants, GSRP pass through and great start collaborative pass through. So this is money that we uh collect or our fiscal agent for and then pass along to our local school districts. Um similarly, there's $8 million there in the talent together program that we turn around and reimburse school districts throughout the state for
041those uh teacher apprentices. And then um as I mentioned earlier um we transfer funds to our capital projects uh fund every year for maintenance uh items facilities. So all of those different categories sum up to just under $68 million our general fund. Any other questions? >> Yes. Um I'm just curious as to how many students you all like within the two districts like what you cover. How many total is that? I know >> uh our ISD enrollment is just under 9,000. >> 9,000. And how many employees total does Melissa? >> So if you count our fiscal agent grants um were right around 200. If you remove the fiscal agent and talent together uh folks were probably around 120 employees. >> Thank you. >> Mhm. >> Are the pass through funds that you mentioned the result
042of legislative statutory requirements? Is that why they go through you? >> Some are. So like the 31N mental health grant that is written in statute to to essentially go to ISDS and then you figure it out from there. Uh the GSRP is the same way. Uh those funds go directly to ISDS and then the state has done that. They're doing it more and more uh because then they can essentially only have to audit 56 uh dispersements, if you will, instead of 800. So, they're kind of making the ISDs become the enforcers and the the fiscal agents. >> And the rules for distributing all those funds, are they universal statewide or do each RIA does each RIA set up its own procedure? And >> so, it's a little both. So there most certainly are statewide guidelines
043that we must follow. But then depending on the type of programming or consortium that ISDs choose to do, then we're required to essentially come up with their own processes and procedures that meet the state requirements. They don't necessarily give you a playbook, if you will. >> Thanks. You're welcome. Anything else? Just curious I this breakdown is very different than what our you know budget is at um maps. I'm curious as to what is the total amount that goes directly towards um employees and support and what go what is grant funding that you are administering? >> Oo so I couldn't give you that number off the top of my head right now. >> Okay. >> Um I can certainly get you that information. Um, so part of the issue is we have grant-f funded employees. Um,
044trying to find my pen here. Um, sorry. So the I would say the the majority of the RISA's employees are somehow connected to a grant. There are very few non-grant general fund employees. >> Okay. just the nature of the ISD structure in Michigan makes it that way. But I I I'm going to So your question was how much is personnel? >> Yes. And and even for grants. I mean if I just curious as to what the amount of grant funds you all administer. I mean I can break these numbers out myself but not really. I'm just curious as to then how many employees even the ones that are just rent funded >> but the total number I mean you gave me 200 employees so >> but what that you know the amount would be >>
045okay >> thank you anything else >> okay well thank you very much I appreciate your time >> thank you very much Mr. Sugari. >> So, I'm actually going to stand up to the podium. See if my knees work here. >> Thank you. Thank you. >> They definitely haven't made the chairs or the podium any higher. >> So, get a little sitting in your chair. >> Yeah. Maybe I should stay. So, I have a brief statement here. I want to stick to a script and just speak to some of the latest. Obviously, start with a thank you and then get into some more recent events. Of course, I'm talking about the millillage from May 5th. Uh, but let me just again go right from the script. Good evening, members of the board and the Marquette community.
046I want to begin tonight by expressing my deepest gratitude to our community. On May 5th, voters approved our bond proposal with 53.8% of voters casting a yes ballot to invest in the future of Marquette Area Public Schools. This support is vital to our students, our staff, and the long-term strength of our district, and we thank you very much. A community member has filed a petition requesting a recount of the results from four precincts for the purpose of, and I quote, discrepancy between results first reported and final results unofficial. End quote. The recount petition indicates that the recount is being sought because of an erroneous Facebook post which inexplicably indicated that Marquette's voters had rejected the bond proposal. The Facebook post occurred well after the election election polls had closed. Consequently, the erroneous report could not
047have swayed any voters as all votes had already been cast. In short, the recount petition is based solely on a false media report and not on anything directly related to how the May 5th election was conducted. The recount process is a legal right available under Michigan law and the market area public schools will fully respect and follow that process. At the same time, it is important for our community to understand that this recount will delay the next steps in our bond planning and may create additional costs for the district and taxpayers. To help us break down exactly what this means, we are joined tonight by our assistant super superintendent of finance, Mr. Lman, as well as Shawn Wall from PFM Financial Adviserss who serve as our municipal advisory team. together. They will help map out
048how this petition actively disrupts and delays our bond planning moving forward. To be completely transparent, here is the immediate impact this action has on MAPS. First, delays to the financing schedule. We were originally on track to systematically move through our due diligence, secure our bond rating, and hit the market for bond pricing on June 8th with a final closing on June 25th. The timeline is now compromised. two added financial burdens for taxpayers. Because of this delay, we are face facing compressed timelines that may force us to alter how we levy taxes. School taxes for the city of Marquette are typically levied on July 1st and collected over the summer. However, a timeline delay in the sale of this voter approved bond may require the district to place the levy on the winter tax bill, which
049is issued on December 1st. We are not unaware of the potential negative impact. this will have for our community who ultimately bears responsibility to budget accordingly. Three, direct administrative costs. Under state law, conducting an election and its subsequent recount comes with a price tag. If the participating municipalities administrative and labor costs are not fully covered by the petitioner's deposit, those remaining election related expenses will be build right back to our school district, diverting resources that should be supporting our schools. We want to emphasize that we remain 100% confident that the recount will confirm the the final results of the election. The unofficial countywide tally clearly showed the bond proposal passed 3629 3,629 yeses to 3,116 nos. While we wait for the official recount process to conclude on May 28th, we believe it is crucial that
050our community is fully aware of the negative operational and financial impacts this petition has introduced. Thank you. And just real quick before I introduce Mr. Lampman and Mr. wall. I do want to also say that we'll be issuing a statement later this evening that outlines the same points that I just gave here so that our community is aware is aware of what's going on. So without further ado, I'm going to let Mr. maybe let Mr. Lampman stay at his seat and Mr. Wall to come on up. I think I raised the energy level just a little bit for you. >> Well, you didn't raise the podium. We got >> I can certainly jump in here and then I'll let um Jim uh jump in. But first of all, thank you for having me. Name is
051Sean Wall from PFM. We work with the district. May have spoken with all of you um throughout the proposal process and putting together everything, but uh here today to talk about the next steps and what we're doing with the bond. Um, as Zach said, um, you know, we had a pretty tight timeline here given the district levies its taxes in July 1st, um, and or split levy, right? So, some of those taxes will go on the July 1st to December 1st tax bill. Um, in order to do that, we have to start work backwards from there. Um, so essentially, um, once the election results are certified, there's a 30-day referendum period where people, um, you know, can can put in some sort of, uh, injunction against the ref, um, against the voting referendum, but we
052can't close on the bond till that 30-day period or window is closed, right? So, um, as as he said, you know, usually that would start right after the election and the results are certified. However, with the ballot um or with the um uh revote, we we essentially can't do that until the end of May, which pushes our bond closing till the end of June or Julyish, right? And so, if we can't close by July 1st, it can't get on the July 1 tax rules. Um and if you can't get on July 1 tax rules, that 1.55 mil increase, um which would be split into two chunks, is then doubled up to the December uh levy. So, you end up paying the same amount of taxes. However, it comes out right as dece on the December
053tax bill as a higher bill, right? So, before the holidays um and some other implications. So, that's from a practical standpoint, that's kind of what we're backing up against. Um not to mention, you know, I don't other other issues that they could cause in timing and market um market rates and things like that. >> Mr. Lman, anything to add? Uh, no. Thank you, uh, Mr. Walls. Uh, that was pretty spoton and, um, so we found ourselves now in a situation where our timeline for selling the bond, uh, has, uh, been somewhat derailed potentially. Uh, we were set to close originally June 25th. Uh, we now can't close any earlier than June 28th, potentially pushing us into um, July. Uh the other caveat is in order for the um tax levy uh to hit the July
054one uh tax bill um that tax levy would have to be set up in the city of Marquette's tax database prior to July 1. And in order for that to happen, they would need that information by early to mid June. Um so again there is a question at this point whether or not that is feasible to to hit that July one uh target. >> Mr. Lampman uh June 28th is a Friday. I know obviously very little about municipal bonds but is the municipal bond market open on the Saturday on that following Saturday. >> So what we're talking about um is is closing on the bonds. We'll actually price the bonds. We're looking to do that June 8th. So, what we'll do is we'll go into the market. Uh we'll take orders from investors at certain
055interest rates and then we'll lock those rates in on June 8th. Then there's we have to essentially paper the transaction. So, all the signatures, all that stuff, everything gets approved at the state and that usually will happen Monday through Thursday. Sometimes we'll do a Friday or a Monday, but we don't do weekends. Um and you know, money needs to move. That's the actual date that the district gets all the bond proceeds, >> right? So that would be a So the 28th, which would be the the soonest we could do anything about it, is a Sunday. So either way, we're punting to the 28th. >> Yes. To the to to the Monday um following thereafter. And that would be assuming everything goes fine and there's again there's some concerns from council um that that window would
056even allow us to close. >> Mr. wall. Is it safe to assume that really the most feasible or the only feasible path forward to remaining on our current plan is if that petition were to be rescended? >> Correct. Yes. Um should should that be rescended or we expect to close in the first week of July and then this will all go on the December tax? >> Okay. So then what what would the December tap? So you just double it. I mean usually aren't the I can't remember this. Is it winter more winter taxes cheaper? >> Okay. So, it would it would be 12 months of taxes in December. >> So, we we collect um from the city of Marquette as well as the townships located within maps. Um annually, uh let me just say, uh
057the default is a uh a winter tax collection. Um so for for our townships uh they collect winter tax the school taxes on their winter levy. However, historically what we've done with city of Marquette is the board adopts a resolution allowing for summer tax collection for city of Marquette >> just for the city not for the townships. Townships we collect in the winter. So really this would only impact city of Bquette residents um or taxpayers rather. Um so uh so normally this would be uh a levy that would hit the July one bill under our summer collection for city of Marquette. Uh because of the change in timeline, we'd be looking to move this particular bond levy to uh the the winter tax bill. >> I'm just wondering >> historically for city Marquette, we levy
058our school taxes in the summer. So that would be a change from what's been happening historically >> which is usually less >> this the city defaults to if they have to levy in winter but they generally do not do a July levy or excuse me um the other way they don't generally do a winter levy right everything that the city generally does is in the in the summer correct so this would be some added work >> for them to to get this >> the city the city does issue winter tax bill. >> Okay. Yeah. So, they they do issue a winter tax bill, but usually they collect the school tax. >> I'm just trying to think, you know, like it's all about averages, right? And that's hard with home prices as it is, but like
059what are what would our average folks in the city of Marquette on December, was it the 1st or the 15th, what can they expect in an increase in their tax? Well, I guess it's the way their mortgage is structured, but >> a couple hundred bucks. What What are they It depends on the the value, but what the the whole 1.55 mil increase >> is going to be on that on that tax bill rather than 775 as it would be split. So >> $155 for every 100,000 of taxable value. >> That's what I needed. You say that. >> Say that again. >> 155 for every 100 >> of taxable value. So if your house is 200,000 taxable value, 100,000 it cost you 155. Keeping your house is worth a million just multiply by five. So now
060it's costing what 750 bucks >> correct? Y >> at Christmas >> does this change potential change increase maps costs in collecting the taxes? >> You know that that would be probably more of a question for Jim um just in terms of what the uh you know local units may ask for in reimbursement for a change of plans, right? Um but um I don't know Jeff is there any thought of that? >> I have just started having initial conversations with the market city treasurer um as to um how this this process will unfold. Um we have not yet uh gotten into cost. I wouldn't anticipate that there would be a significant change in cost to um uh to doing this. So it' be the same amount of work really if they attached it to the July
061one levy versus the uh December one levy. Um so I wouldn't I wouldn't anticipate much of a change in cost. We wanted to be transparent. I think the biggest impact is going to be the surprise that people are going to experience when they see their winter tax bill. And it was not this was not the plan and we're having to pivot as a result of this petition. and we just want to be on record in regard to the impact of that change. So, any other questions for Mr. Wall or Mr. Lampman or myself? Okay. Thank you very much. Really appreciate you making the trip up and I will pass it back. Well, yes, that's that's all I have under the superintendent report. So, I'll pass it back over to President Kim Benzy for the rest
062of the agenda. Okay. Um, moving on to approving the consent agenda, which would include the minutes of the regular meeting of April 20, 2026, minutes of the committee of the whole meeting of May 4th, 2026, the personnel report dated May, 2026, and the financial reports of April 2026. I'll make a motion to approve the consent agenda as presented. >> Support motion made by Mrs. Clip, support by Ms. Ray. All those in favor? >> I moving on to comments from the public. Um, we have one. Uh, Natalie Forester. Hi. >> Just one second. >> Okay. I'm trying to work from flying here because it's behind me. >> Oh boy. Do I get to say my name and address first? >> You don't have to. >> Okay, that's great. >> Whenever you're ready. >> I'm ready. Hi,
063my name is Natalie Forester. I'm the parent of a third grader in this building and a licensed clinical social worker. I'm here tonight to share a humbling personal story that got me thinking about the use of AI technology in schools with special attention to use at an elementary level. I'm a millennial raised on AOL. I learned early how to use technology as a primary communication tool and I use it daily personally and professionally. I believe that teaching children how to use tech intentionally and safely is an important part of being competent in today's world. As a parent, I'm engaged and unafraid to talk to my child about the wonders and worries of the world. I felt confident that I had a good handle on appropriate tech use at home. There's a computer in the dining
064room that she uses to talk about corgis and axelottles and I've taken the time to set up existing parental controls available within Google and Apple. A couple weeks ago, my kid woke up early before school with some sore muscles from gym class the day before. Her inquisitive nature led her to Google a simple prompt, "My neck hurts." What happened next in a short time frame was a full-on conversation with Google's chatbot. It started with neck pain and evolved into a dialogue about how to talk to your gym teacher, which tone to use spending depending on desired outcome, how to pick a good outfit. It complimented her name, stating, "It reminds me of a beautiful and sunny day." The conversation evolved into them becoming best friends. They told her to call it a she and encouraged
065her to do best friend things like share secrets. So she talked about a peer that had been bugging her at school. And then things took a dystopian turn with no legitimate prompting or relevant information indicating its necessity. It gave her the suicide hotline because she told it so. It knew she was nine and it knew her parent who was upstairs getting ready for work and always ready for problem solving was there. It did not at any point stop her and say, "Hey, this sounds like something your parent should help you with. This isn't what AI is for at your age. It kept asking, prompting, and taking. All of this happened on a browser with tight parental controls. These advanced technologies have quietly been implemented on all of our devices with software updates over a very
066short period of time. It's hard to find settings that allow you to opt out of AI use in search inquiries, apps, and operating systems. It's true that the train may already have left the station, and we're stuck with AI everywhere for better or worse. We have no idea what the long-term effects of these technologies are on young developing brains. AI is used to continuously take and take and prompt and prompt so it can get smarter. I imagine as a I stand as a part of majority of parents that don't want their children to unintentionally be helping AI machines get smarter while they're at school. As far as I know, IT technology can scan these chats to a certain point, but districts and communities across the country, from what I can tell, are scrambling to create
067individual laws and policies that offer some parameters around children's use of AI chat bots. Google's own AI bot told me that there are limitations and reasons to pause before letting kids use their very own bot, that there's a real possibility for inappropriate and even dangerous advice to be given regardless of the settings. There's now a before when my kid didn't know about a chatbot and an after where now she does. She doesn't have access to Google at home anymore until we figure out how to navigate this, but she didn't do anything wrong. The bait was dangled and she took it because her brain isn't developed enough to know how to stop engaging with a quick firing affirmation machine. Often in my clinical work with parents, we talk about a child's developing brain and how long
068it takes for impulse control to develop. A potted plant in the living room is curious and enticing for toddlers. It's unrealistic to expect them not to want in. And we know that this soil isn't safe to dig in or eat. They aren't capable of stopping themselves from doing it. So, we make the choice to put the plant in a different room to keep them safe. Every day at school, our kids are grabbing their Chromebooks, the potted plant. And when given the option, they are wired to want. And yes, motivated by her exciting discovery that morning, my kid told me that she did use the bots's follow-up prompt on Google on her Chromebook in her classroom later that day. I see it as all of our obligation to limit and protect access to what's unresarched, unknown,
069and potentially quite harmful in using AI at a young age. Kids need adults to step in and set boundaries with policies at school and keep them safe online. I'm almost done. I'm asking the district to consider the following. Be transparent and forthcoming with families about how our children are exposed to AI at school. providing an opportunity for consent and possibility possibly even conversation as a way to build trust on an IT level. Eliminate access to browsers with integrated bots so willing to befriend children. Discourage use of AI apps for creative projects and elementary school classrooms and teach kids how to engage with AI tech safely early and often. I continue to believe the kids are all right. And in this fast changing and evolving world, it's all of our responsibility to slow down and implement
070limits to keep our kids safe with technology at school. Thank you for your time. Thank you. Um, moving on to consider adopt adoption of the resolution for local district consideration of Marissa's 2026 2027 budget. I'll make a motion to adopt the resolution for local district consideration of Maurice's 26 to 27 budget. >> Second. Okay. Motion made by Ms. Thomas, support by Mrs. Cliff. Um, this would be something that I would be abstaining from since I am on Maurice's board. >> So, we have motion and support. Do we have any >> The motion should say I to approve it or disapprove their budget? >> I need a motion to approve the budget. >> Okay. >> Second. Do we have to rese? >> Just in case. >> Okay. I'll third it. >> Okay. So, we'll third it.
071>> We have motion and support to approve the resolution for the local district consideration of Mara's 2026 2027 budget. So, again, I would be abstaining. But is there any further comments or questions regarding this? Okay. Hearing none. Um, all those in favor? I >> Any opposed? and then one abstension. So motion passes. Um consider adoption of the 2026 2027 MHSA membership resolution Michigan High School Athletic Association. Um this is something that we do every year. I believe it is in our packet. >> I'll make a >> Oh, sorry. I'll make a motion to consider the adapts for the 2026 2027 and HSA membership resolution. Second motion made by Mrs. Mrs. Clip support by Miss Thomas. Any comments or questions? Hearing none. All those in favor? >> I. >> Any opposed? Motion passes. um consider MASD
072membership and legal trust fund renewal. Uh Michigan Association of School Boards is what the acronym stands for. I believe that is also in our packet. >> Make a motion to approve the NASB membership and legal trust fun. >> Motion made by Miss Thomas, support by Mrs. Maddox Smith. Are there any comments or questions? And then this would be another one that I would be abstaining from because I am also on their board. >> I know I'm an overachiever. >> All right. Uh all those in favor >> I >> and one abstension. Any any opposed? Okay. Motion passes. Um, consider adoption of resolution authorizing the issuance and delegating the sale of bonds and other matters related. There too, oh boy, here we go. I will make a motion to consider the adoption of a resolution authorizing
073the issuance and delegating of the sale of bonds and other matters relating there to. >> Support Okay. Um motion made by Mrs. Clip, support by Mr. Smith, any comments, questions, or anything further? >> All those in favor? >> I. >> Any opposed? Motion passes. um consider adoption of the L4029 resolution. >> So, as we um I think I'll just jump in here. Um as we as we discussed earlier um in order for uh the district to levy its millillage um uh we have to complete annually uh what's called the L4029 which is a tax rate request form. So we do two of these. We do one for the summer for city Marquette. We do one for the winter for the township. So you can see two L4029s in your packet. Um they're the exact same
074with the exception of the dates in which uh they're they're levy July 1 or December one. So these have already been vetted by Tron and they've been vetted by PFM our our uh financial advisors. Um, and the only uh the only addition from prior years is the new village that was approved by voters uh back on May 5th. So, attached to the L4029 is a resolution and I just want to um as Mr. Sedigit said earlier, be transparent with the board and the community. Um, normally this is a um just an easy one. Uh we have established millages or approves it for the following year. Um, in this case, because of the uh question about uh the timeline for the bond sale and when we may be able to levy uh the millillage for the
075new bond. Um, in in this uh resolution, the board is uh granting the authority to myself and the superintendent to be able to alter the timing of that millillage for the new bond if we do have to push it from a July one levy to a uh winter levy. So, just, you know, want to be transparent in that that resolution. Um um again it's been vetted by our attorneys and >> you didn't do two different ones or can we do it together? >> Dates are different twice. >> Cor correct. It's it's just to to avoid doing it twice. It's one resolution. So we can just um if you want to make one motion to approve. >> Okay. >> So this excuse me Jim. So, this covers us um for the December if it's just fall
076levied in December or levied in July and December. >> Correct. >> But it looks like it's going to be a December levy. So, we wouldn't have to redo this as just >> Correct. We would have Right. you're you're granting us in the resolution the ability to change the uh the date to the December levy uh just specifically for the the uh >> the new millillage. >> Um so again just being fully transparent uh so we don't have to bring this back to the board. >> Thank you. So, um, I would entertain motion to adopt the L 4029 resolution. >> I'll make a motion to adopt the L4029 resolution. >> Support. >> Okay. Motion made by Mrs. Maddox Smith, support by Mr. Smith. Any further comments or questions? Hearing none. All those in favor? >> I.
077Any opposed? Motion passes. U moving on to board member comments. We'll start with Mr. Smith. >> Um I have a couple of things. First to Sanderson and all the staff here at Superior Hills. the video that you presented is it's amazing from a number of perspectives, but I think um for me it's the way you're able to engage students in the fundamentals of learning and relate it to real life applications. One of the best examples of that is years ago people will remember um uh Andrew Lome who was the news director of TV6 who's now moved on. He's the news director in the Green Bay market and I suspect it's going to go even further than that. Andrew um wanted to launch a program here at Superior Hills called Kids on the Air and he
078created a newscast here for the students and for the staff. And I think it just speaks to the way you're taking students interests and channeling them into activities that ultimately help them understand how the world world works. And that is just truly amazing. So to everyone here at Superior Hills and all the other teachers and staff in our district, I'm extremely awed and grateful and I appreciate all that you're doing. to the voters. I wanted to say thank you for the village vote that you uh have approved and um I think the the benefits of that while on the surface may not appear to be um all that transparent. If you dig deep, you find that a number of things that we enjoy in our community are going to be benefited by that yes vote.
079Um certainly our students are going to benefit in their the way they're educated. But um property values tend to stay high because we have a strong school system. The safety of our students is going to be increased dramatically as we go through and renew the buildings and all of the systems and uh you know the the drills that we're doing here districtwide. All of those are going to be uh benefited by this vote. And then some of the other community events, things that happen at Kaufman Auditorium, our fine arts, when we have these programs at the high school that demonstrate the skills our students are acquiring in music and in art, all of those are going to be the beneficiaries. And these kids, just like Andrew Lome, are going to go on and do great
080things. Some of them will leave the area, but I'm hoping that a number of them stay in the area, and that's going to benefit the businesses that are so important in keeping Marquette strong. So, thank you to the voters because uh your vote makes a real difference. And then to your comment about uh the things that AI bring here uh into our community, I'm just wondering whether it's worth a review of SEIPA filters on our internet service and the way those are administered. Um the SIPA is a child internet protection act and uh there are electronics that allow us to do certain things and maybe it's time to begin to look at uh the internet service that we have uh that come into our buildings and specifically here in the schools and make sure that
081those are appropriately set and doing what they're supposed to do. Thank you. >> Thank you, Miss Thomas. Yes. Thank you to Miss Anderson and Co for the presentation. Very sweet. Sounds like you guys have a lot of good things going on here. Thank you to Mr. Buchi uh for giving the finance chat about Maurice's budget. And thank you to Mr. Wallace, Cedric, and Lampman for uh so thoroughly explaining to us um what will happen now that there is a um recount. Uh, of course we want to thank the voters um for a somewhat resounding yes out of only 7,000 voters. Um, and again we feel very confident that the recount will be the same as prior. Um, I'm very disappointed that we have a recount and that this will delay things. Um, everybody who owns
082a home or has some project to work on knows that time is of the essence. I wake up every morning and gas is more expensive than it was the day before and I don't expect that to get much better. And as we continue to wait, things continue to get more expensive. So, this is of course been a very disappointing turn. But I'm I'm thankful nonetheless that it was a yes and I am sure it will be a yes again and we can get things rolling. And um Miss Forester, thank you. I did hear you. I just had to run to the bathroom, but I heard the whole thing. And I too find that what we call it at our house the robot can be a little unnerving sometimes particularly if you are just a little
083a little kid. Um it kind of scares me and I'm a big kid so I agree that there's some something to be looked into. Thank you. >> Thank you Mrs. Maddox. >> Wow. Just ditto what everybody said. Um thank you Mrs. Anderson for a great presentation. and we always love coming here. I love coming here. Um, thank you so much for going to Big Cliff. I know that had to have been fun but exhausting. Um, I loved that you highlighted the social emotional learning and how important that is to our community and our students. And um, yeah, I have a fourth grader at home that cannot wait to be a fifth grader to do this trip. So, um I know how important it is to our community and and that unplug is is is highlighted
084even more by our our speaker today. How important that is. Um in the presentation, something that really stood out to me that I thought was so empowering was the transition um element that you guys do um transitioning your fifth graders into sixth graders and giving them voice. That is probably so empowering. um it's just setting them up for success in their future to be authentic, be themselves and how they see themselves is going to be different than how their teachers and their parents and everybody else sees them. So, I think it's so important to know that they they know that their voices heard, their incoming teachers are hearing their voices and um I just felt like that was just so powerful. Um so, thank you so so much for that piece. Um, the whole thing
085was just awesome. I mean, I could go on forever as I known to do. Mr. Bertuchi and Mr. Wall, Mr. L and Mr. Cedric, so much information disseminated. Um, I I know that we are all um probably a little disappointed and um probably don't know all the fallout yet of kind of the disappointing recount request. um you know while it is a you know democratic process is disappointing because it's increased cost to um you know to our maps community which we really don't know what that cost is going to be yet as far as the recount goes and uh that's a piece I think that just hasn't really been on people's radar that that is still going that cost is still going to potentially come back on us and on the taxpayers. So, um, you
086know, that piece is still sitting out there and that is disappointing. Um, but thank you to the voters for caring about our schools and our kids and their futures. Um, you know, I've said it a million times, you know, a healthy school is a healthy community. It it it just goes hand in hand. Um, and I I have to agree with Mr. Smith um and our speaker. You know, AI is moving fast and there's a lot to know and learn. I know every conference I go to, there is usually a piece on AI and I try to get into those um those little uh breakout sessions to learn everything I can. And as a parent, you know, I have a fourth grader at home. It those chat bots, they do. They're they're right there and
087and kids don't um have that mature brain and they're curious, you know, they're going to be like, "Yeah, push that button." And unfortunately, kind of me, too. But um I'm interested in the um Child Electronics Act and what Mr. Smith was talking about. Um I'd like to learn a little bit more about that. But thank you everybody for being here. >> Mrs. CL to um Mrs. Anderson Phillips and um everybody else. It's just it's always fun to be in schools and some of you I I know a little bit more than others and I know the incredible work you do with kids. So, uh thank you for that. Thank you for the experts that were willing to speak to us tonight and answer questions. Um this is, you know, getting into the weeds with some
088of these numbers. It's certainly not my skill set. So, I appreciate uh everyone who took questions. Uh, Miss Forester, I'm a middle school teacher and I um use AI a lot, but it's um you have to have your thumb. You have to grow thumbs in order to have all the thumbs you need on all of the kits. It's like fire. I mean, it's either going to warm you or it's going to burn you down. Uh, have I used it personally a whole bunch over the last few months for some other stuff? Oh my gosh, yes. like it has been a truly a godsend to me with some stuff that I've got going on. Um I also see it being a godsend to some of my kids, my students when appropriately used with a incredible amount
089of boundaries and a whole bunch of energy on my end which I don't always have. Um, these are really big conversations and they're nuanced and um, frankly I hope that uh, school districts get more help than having to figure this out on their own blind. We have experts in our country uh, and globally who are much better prepared to advise on these things. uh will they step up and do that or will they stay quiet because it does not affect or improve their bottom line? I don't know. I think to ask um sixth grade ELA teachers to have resounding statements on the powers uh the boundaries, the capacities, limitations on AI is ridiculous. We really need people to step up and lead. Um and we have seen this so many times over the last 5
090years whether it be co or AI but we have to um we have to hope for bravery in our decision making with our uh corporate and and uh public leaders. So thank you. Thanks everybody. You guys are great. Um, thank you all. Uh, first and foremost, uh, I am absolutely thrilled this bond has passed and I know we have a bump in the road here, but I'm really eager to see us improve our schools and our community and I'm just so grateful that the community came behind it. Um, and I do look at this as a bump in the road. Uh, we will move on and, uh, do great things in our schools and it'll be exciting. I I really appreciate all the presentations and the kids. I miss that age big time. Um the
091greatest piece for me and takeaway is um and having just come from actually disconnecting, I mean for the most part, let's be honest. But um this past week, which I haven't done in years, probably been six years since I've been on this board. And um and it was just huge for my own mental health and for just my level of happiness and being still. And to hear the description of these kids at Baycliffe is just huge. And the more that we can give that to our students and our children within our community, I think is what will make them smarter, healthier, stronger, more balanced human beings, particularly with AI knocking on our door. So, I'm just I'm thrilled that we do the Bay Cliff and that um the kids are having as much fun as
092I would expect them to there. We all know we hear the stories. Uh and then just yes um two last comments is the transparency of this board as it continues. Um I am continually impressed with the administration and this board and the transparency that I have seen from day one being on this board and particularly since Kristen Kambzi has taken the lead as the board president. It's been um magical to watch. Uh the last thing is the AI. Yes, absolutely. I really appreciate you bringing that to the table. Um we know it's um happening. We know it's quick and fast and furious as Jen said and that we need leaders to lead in this and to lead ethically and morally and to really consider the impact that this could have. It could be profound and
093positive at the right time in the right moment. Um, but let's get those kids outside until they're old enough to help us figure all this out. So, thank you all very much. Appreciate it. >> Thank you. Um, board president comments, um, just echoing what everyone else has already said. Um, thank you so much to the voters for coming out and and helping us with this bond. Um, you know, three of my kids went to school here at Superior Hills. Um, so the school always holds a special place in my heart. And when I first started on the board, we didn't have the fourth and fifth grade wing. And just like the improvements that we've been able to do and the strides we've made as a district and to hope that you know after this bump
094in the road passes that we can continue to do great things for our students, our staff, our community. Um I'm looking forward to that. Um yeah, thank you so much for coming and speaking to us. Thank you for all of our all your hard work with the presentation. It was amazing. Um yeah, as Miss Mrs. Maddox Smith said, um the the piece that really stood out to me, um was the the transition part. as a mom of students that had 504s and IEPs, um it was really great to see that piece in there and to think as myself as a parent how much that would have benefited my own kids if they would have had that piece when they were going through. >> It would have made a huge impact I think transitioning from fifth
095grade to sixth grade. Um yes, so thank you guys so much for all your hard work. Thanks for coming tonight. Um, moving on to announcements and other meetings. Um, lots of fun stuff coming up. Uh, May 19th is the local scholarship awards um at the MSHS gym at 6:30. The 20th is early release uh 9 through 12. May 20th is also the 8th grade orientation. Um, May 20th, Kaufman Awards at Coffman Auditorium at 700 p.m. May 22nd, last day for seniors. May 25th, Memorial Day, no school. May 26th through 28th, um, senior exams. May 27th is the, uh, alternative high school graduation at Kaufman Auditorium at 5:30. On May 29th is the MSHs graduation on the football field at 6 PM. June 1st, the celebration of retirees and teachers slashsup support staff of the year
096in the um high school library at 4:30. And June 9th through the 12th, 9th through 11 second semester exams and 9th through 11 early release. And then June 12th, last day of school, half day for all students. Um, see, then we would like to recess to close session under section 8H of the Michigan Open Meetings Act combined with section 131G of the Freedom of Information Act to discuss material protected by attorney client privilege. So, I believe I would need do I need a motion in support? We would have a motion in support and then we're going to do a roll call. Yes. >> I move we uh move to close session under the Michigan Open Meetings Act and the Freedom of Information Act is presented. >> Support. Okay. Motion made by Mr. Smith, support by
097Mrs. Maddox Smith and then we'll do a roll call. >> Okay. Um it would be Eric Smith. >> Yes. >> Cassidy Thomas. >> Yes. >> Cheryl Maddox Smith. Yes. >> Jennifer Clip. >> Yes. >> Jennifer Ray. >> Yes. >> Kristen Kambenzi. >> Yes. >> Motion carries 6. >> Thank you all for coming. >> Thank you. >> You guys are great. You