001Adopt the consent agenda as presented. So moved by Scott, supported by Amanda. Any [Music] discussion? All those in favor? Opposed. Motion carried. Item six on the agenda is public comment portion of the meeting. Public comments will be accepted at this time. Each statement shall be limited to 5 minutes in duration. Participants shall direct all comments to the board and not to staff or other participants. The board welcomes public comment but does not respond to citizens concerns at its meetings. At the citizens request in the board's direction, superintendent or design will respond in a timely manner. This meeting is a meeting of the board of education for in public for the purpose Great. comments number. All right. Our second lots of things been happening table to or um field or you know planting to table, all
002sorts of things. Um, we amongst all of the principles and our staff members attended threat assessment training here um, last month and uh, we also held parent teacher conferences and at Roro we had about 90% of our families that attended which is always great. we shoot for 100% that kids who try band this issue but they don't always stick with it by the semester we see a number of them um that decide they want to drop uh so their parents have paid for an instrument for all this time and um and then find out they don't like it or they're in the wrong instruments and they switching. Um so we're going to move so that every kid in sixth grade is going to try four weeks of band, four weeks of choir. While they're there
003for four weeks, they're going to move through and try um so a trombone, a trumpet, a flute, a clarinet. And so we purchase instruments um with this money so that kids will be able to use those while they're in. Then at the semester, they're going to make an informed choice about what instrument do I want to play? I want to go to band or choir and then they'll um start that in second semester. So we are very thankful to the way community fund to put that together for us so we can offer that the first semester of next school year. Um, summer school planning is underway. We're going to offer that at both RO and NBC uh this summer. We have a couple of grants that are paying for that as well. Um, our uh
004aviation camp, which we've been a part of here at Monu for a number of years, have um middle school planning for that is underway. That's continuing to grow, becoming more of a countywide endeavor. Um, and and that started right here with Monu Middle School and OB Middle School. Got that together almost six years ago. um after um the new uh director at the Career Tech Center came on our camp last year, he was very excited by what he saw. Um he's starting for next school year aviation mechanics program for our 12th graders that they're going to have a pilot next year for kids who are currently at the CTC. Um we'll have an opportunity to go in and try and um that program out. And if they get good numbers and and um they're hoping
005that some of that middle school growing can be a feeder, that's a program they would like to continue on and grow for both juniors and seniors um where kids could potentially end with some certification in um aviation uh mechanics. So kind of cool things that are coming out of our uh aviation camp. Um May 8th, we're trying something a little bit new with our eighth graders. We are going to try working with our new um career specialists at the ISD. We're planning a career exploration day where eighth graders are going to get out in the community, go see some careers. Um a lot of them do the Zello and they're working on those things and they're trying to say what what do I think I might want to do? Whether um what are some things
006I'm interested in and what might be fit. They really don't have any idea what all these careers are. So, we're working at four or five different categories where they're going to go out to construction trades to manufacturing um to marketing and and the health sciences. And so, we're working with partners so our kids can go out, see those careers, do some hands-on activities, um and just explore um some interest that they might have so as they get into high school, they have a little more direction. [Music] All right. spring full swing sports. I was just at the golf course, so excuse my attire, but um mother nature doesn't care if it's spring season or not, so we're going with it. Baseball, softball tomorrow. I think track starts this week. Um everything is going. Kids are
007very busy. First day back from spring break. Uh eight weeks to go, only five weeks to go for seniors. So if you're a senior parent, um that goes very quickly after spring break. Uh just before spring break, we had our March Madness vol our dodgeball tournament which is always a fan favorite. Um and we had the finals during an assembly the last day before break. Very exciting. That's actually the trophy right there. Uh Mr. Call who um does seminar in the cat lab. His group won. So that's why the trophy's in here. Uh we also pied a teacher. So Mrs. Greenwood um got the most money in her envelope and she not only got pride once, but she actually allowed someone else to pri her for an additional $20. It was her idea. So, um
008that was money the prom committee did that as a fundraiser. Uh state testing, we've already started the ACT. We did that before spring break. Um SAT, PSAT are on Wednesday and the MSTEP is on Thursday. And then from then on it will just be makeups. We had a lot of kids participate in some of the exam prep through Khan Academy. Um Mr. Gerie and I worked together with that and we gave out some Yodals gift cards for those who had the most time spent in Khan Academy. Uh last month I forgot to talk about FFA and I think it's cuz I had just come back from Lancing um to watch some of the awards there but we did our chapter did earn the national recognition. So the top chapter in the state of Michigan, we
009also had Annie Jensen and Grace Torsch were both state champions in their speaking areas. Uh Brandon Bolt was in the top three for state star and Grace Torch was a winner for the state star which is quite an experience. They get on stage like push them forward and do all this stuff. So that was really cool. Um great representation by our kids. Prom is May 3rd at the loading dock in Shelby. Uh, and then at the end of this month, I have the pleasure of taking our top two students to the top student lunchon for the league. Every school in the league gets to bring two students. We actually have a tie for this year's validictorian and a tie for this year's saludiatoran. So, this is a super competitive class. Um, they have many kids
010who are above a 4.0, too many to even be in the top 10. Um, so our validictorians are Grace Torch and Bailey Tquist. And the saludiatorans are Adeline Peterson and Kendall Rael. Um, our greenhouse class made some succulent gardens for staff just before spring break. So you'll probably see those around. They're in little ceramic houses. And they also did the spring trail at the Mac. Uh, they do one in the fall, but they did one uh kind of an Easter themed trail in the woods at the Mac. Um, we have a FCA group going, which is formerly known as Fellowship of Christian Athletes, but they now just go by FCA. Um, we have some students coming in in the mornings once a week before school, uh, meeting together. And our robotics team has finished up
011their official season. It was a decent season, not the best. They had some robot issues, but they are going to continue meeting um, kind of by choice. And Mr. Turkey is our robotics coach and he's all about it. They're going to build a cannon to shoot out t-shirts at the football games. So, that is their next um thing that they're going to do together. And today, a line dancing club started at lunch. So, be looking for some moves if you come to prom. But there were 40 to 45 kids that went today between the two lunches. Many boys. So, that was exciting to see. Mrs. Lemon is doing that just for fun. [Music] [Applause] Wow. Goodness. Well, everybody took mine again. Even even like really there wasn't much to talk about. There wasn't much to
012talk about. Um, shout out again to the FFA. They did move it inside because of spring weather. So, it was actually in one of the classrooms this year and they had anticipation they put those animals in the window and the kids were super excited. So, shout out to FFA. That's awesome. Uh, one school book. We are doing that. Also, in curriculum wise, we're working on fantasy literature and hearing characters and the kids acted like a wheel duck and a make duck. That was fun. And then we have round up again on the 24th. So if you know anybody that's a prospective kindergartener, please let them know that we're starting enrollment for next fall. Um and also we had 98% attendance on conferences this year which is just last time which is pretty awesome. And last
013thing we started in math this year we are using an app called Dream Fox that supports our gorgeous map and the kids get they reach a goal, they get certificates and positive things to take home to their parents. It's really nice because it's adaptive and so it really focuses in on what that student needs at that time. That is it. Great. Thank you. And thank you to all our administrators and staff throughout the buildings. As you can see, there are a number of different things that have been taking place and will continue to take place. It's hard to believe we're down to a final stretch to the end of the school year and it'll be here before we know it. Um, moving on to our next report. We have new elementary curriculum presentation for you
014today. As you can see, there's many wonderful staff members uh from our elementary here today and Miss Jen Stoman and Sandy Lungquist, the principles will be uh working with them to lead us through a presentation. This will be a approval for the May board meeting. It'll be an ELA curriculum uh that we're looking to adopt within the district and that will be for the May board meeting when we have the quotes. But they will, I'm sure, give plenty of great info to us. Well, thanks for having us. Um it's our pleasure to be able to be here for you. The final, excuse me, the final opportunity to share with you our decision and how we got to that decision. As you know, Jen and I have been keeping you in the loop every month about
015what's going on in terms of our ELA um book study and so forth. So, today we want to just take this opportunity to kind of share our journey, where we've been, and where we're going next. But before we do, I think it's only appropriate for each of our staff members to introduce themselves and what their role is because I know you don't always get to put a name with a face. So, Tina, do you want to start? Sure. Tina Whiting first grade. Xander Burn kindergarten. Deian Nap fourth and fifth blend. Summer Williams two blend. Tracy Was first grade. Stephanie Bth grade. Jackie Bwell second grade. So each of these teachers have been involved directly in piloting both the EL curriculum and the performance curriculum which you will hear a little bit more about. I don't
016want to forget to introduce Karen Snider. She is our literacy coach. We couldn't do this without her guidance and her support and leadership. So, we thank her for being here as well. So what you see on your screen there is just kind of a little walk through the journey and that is if you look back in the 2023 24 school year when I first became principal at RRO u one of the things that we heard most about wanting to change in terms of curriculum was taking a look at our ELA materials and instruction. So we started um if you remember correctly in a book study. Well, you'll hear a little bit more about that. And then we took into consideration the vision of the Monty U area public schools. We then formed a committee um
017a literacy committee which is these folks plus a few extras. And then we set about our timeline about how we wanted to uh take that committee forward and adopt a pilot program for each of the curriculums. And then that's what brings us here today. And that is um how we are going to. So let's go ahead and get started and you can learn a little bit more. Not that we don't love that joke. Can't see anything. All right. Are you ready? All right. I'm up first. So last year we started the book study. Just like we want our kids to be lifelong learners, we as well try to be lifelong learners. And we knew that we were doing a lot of good things at Monagu, but we wanted to be up on the re most
018recent research as far as reading. And this was one of the books that was recommended, shifting the balance. And it talked about the six different points of teaching reading. And the great thing about it was it wasn't just a K K5 book. It was actually broken into lower L and upper L and how they correlated together. And the thing about that too is it was great because some of the things we were already doing and that was like yes we're on the right path but there were other things were like you know what we could tweak it just a little bit. Like personally, one of the little things that I could tweak was I've always done high frequency words and did them in order. But when I learned with this book is like there's 13
019or 13 words that if the kids learn those higher frequency words that gives them access to 25% of the children's reading literature, you know, and so those 13 went the top of my list. And it was just little tweaks like that on how to, you know, incorporate more of what they call the science of reading um into our classrooms. And so we met each month and we read a chapter, we discussed it, we compared it, we talked about, yay, these are the things we're doing, these are the things we aren't doing. Um how can we incorporate them? And it just was a great learning opportunity because we also got to talk to people outside our grade level and were able to talk with grade level but also able to talk with first grades and second
020grade you know and see how it goes in the continuum from start to finish. So it was a great opportunity um for us all to grow. [Music] So after the book study, we came together and you know, now that we're experts in the science of reading, we we created our own vision statement. We wanted that to support and go along with our district mission statement. What we had going on was not consistent across grade levels. We know that it's critical to have something consistent that's equitable for all of our students. We also wanted to be sure that the academic and social emotional outcomes were met and the curriculums that we looked at definitely support that students are engaging in challenging and rich texts within their classroom community. They have the support from each other. As
021far as the behavior, when you have a super engaging curriculum and they're really into it, your behaviors might be a little less because they're so engaged. For academic, it's a background building, background knowledge building curriculum, vocabulary, differentiated instruction is built right in. So, you're hitting all the tiers and for the organizational structure down toward the bottom there. Number four, we're we are checking out our curriculum and we're we're ready to have something that's going to meet the needs and help our students be more successful. Our it also aligned with the science of reading and veteran teachers can see everything that we need is there for the onboarding process for newer teachers. They'll come in and it's all there for them and it's wonderful. [Music] All right. So, as Sandra said, last year we did the
022book study. Um, that was where our journey really began. Um, from that, as we finished that, we created our literacy team, which consists of all of us here plus a few more. This is a totally voluntary. Um, the goal is to have somebody from represented from every grade level. Um, so our team here met for the first time in this in June of last year. And at that point, um, we went through, we had Mary Johnson with the ISD supporting us and Karen, um, our principal support. So, we were all there and we looked at different programs and we talked about what would best meet our kids needs. Um, from that we decided on the two programs that we used this year, which were EL and Bookworms. And so in August we were ready to
023learn about these programs and we were training on them how to use them in our classrooms. Um so at the beginning of the school year um every grade level had a pilot going on for each program for bookworms and EL. Um our two blended classrooms also we're using those as well. Um so we did e from September through December and then we began bookworms in January through March and in March we came together to make our final decision and it was a unanimous decision. So which showed us you know we're all in and we are all wanting to use this program. So our next step is to implement the program next school year. So, our committee is all of us here um with a few extras. Um Lindy Ellis, who is not here tonight, Sammy
024Andre, um Jen Degan, and Shondaanda McN, those were the all part of our committee. Um the ones the full Aster file, they were not at the initial um planning sessions and when we started learning about the different programs, but they were part of the pilot team. So last summer we spent those of us here um for the most part spent a full day and two half days. So 14 hours at the ISD learning about the different programs and resources available. And that's how we got where we are today. and we had the opportunity to work with um Mary at the ISD and some other uh people that really led us through the process of how do you choose a new curriculum and they gave us a bunch of different options but I after we spent
025some time on that I felt like we're a pretty smart group and we decided we'd go with what other people have already vetted for us and already done. So that nar narrowed it down to bookworms and the eel program because they both met our requirements for the grant and they had high ratings. A lot of other school systems have been using them and so we wanted those two to see which one would come out of the end. Those were our two programs, Bookworms and EL education. Two different programs but both really great options. Okay. So, the reason we were able to do all of this work was based because we had the 35J grant from the state of Michigan. And in that grant, we had to make a lot of promises. And one of the
026promises that we had to make was that all all staff members receive training. That means gym class, that means counselors, that means everyone. So 100% of our staff had to be participate in some literacy learning and a lot of them participated in the shifting balance and then we had another option for the summer to introduce them to some of the work we're going to do. We had to Yeah. So there's lots of criteria involved and we thanks to the ISTD for helping us out weeks later and thankfully Mary Johnson is working with the other schools in the county and she was able to help us put a plan together and submit our application back in the fall last or you know February or so last year the winter. So we've come a long way. And
027so this is the big picture. So we did our professional learning shifting the balance. We identified who was going to be a pilot teacher, what it would look like, what are their commitments. We talked about how we communicate, how do we communicate to other staff members, how we're feeling about specific programs. Uh staff is able to go on school visits and learning labs and learning walks, which is pretty awesome. I think we went to Mona Shores, we went to great city to observe other people doing these programs. Um then pilot teachers got their resources and they worked worked worked worked really hard and then in March we came around and we used a process we used a protocol to determine which program was our final recommendation and as Tracy said it it it was 100%.
028And so here we are recommending the board for approval and then we are getting ready to purchase resources and receive training this summer and it's all paid for by the grant. So Stacy and Sandy have worked really hard on keeping us all together and get better funding. So these next two slides are just a visual reminder of these teachers or in the trenches so to speak uh doing the heavy lifting because I don't know if you can imagine this but every day is a new day when you are trying to implement a new curriculum. So every day something new pops up. Oh, I need this, I need that, I need this map, I need these cards, I need this. So, it was a lot of like coordination and trying to track down materials. That's where
029Karen is so very helpful. Um, we partnered with the Moskegan area district libraries in getting some of those books to us. But then Karen and Mary Johnson and Jen and I had an opportunity back when they were piloting the EL curriculum to visit classrooms and kind of just get a snapshot of um you know what that looked like in each classroom. And my favorite picture of course I have to point out on the bottom second from the right. If you recall a couple months ago, I told you about the little boy who was getting ready to go to the bathroom in Xander Burner's kindergarten classroom, but she was so engaging. She was getting ready to talk about some animal. I don't recall what, but he went into the bathroom, shut the door, and then came
030back out and stuck his head out like, "Oh, I can't miss this." You know, and that was the his we captured that that day. So, it just goes to prove how very engaged the students were and how hard the teachers work to make that happen every single day during the pilot and every day as well. So, we first started with the EL education program that we started piloting right at the beginning of the school year and that took us through December. And some of the strengths of that core instruction was that we saw a lot of explicit direct teaching and we focused on the foundational skills for the children. Make sure that those were really their best practice. And then there was a ton of wonderful vocabulary and instructional strategies and student talk to where
031we really want those students talking more than we are in the classroom so that they're sharing their ideas and resources and strategies. It had a very high expectation to be achieved by the students with a lot of really rich vocabulary and that was also intertwined in their writing and then it made them really delve into the rigorous high engaging text. So they really wanted they wanted more all the time of the information that we were giving them. And the real kicker was always the student collaboration and engagement because if they're engaged they always love what they're doing. The things that we um knew that we were going to have to really try to grow in during this instruction was um the resources were very cumbersome. They were difficult to find and navigate, especially for a
032guest teacher or anyone that was doing a short-term or long-term subbing and any new teacher that we were going to have to hand this off to. The other thing was the core instruction. it was being updated for the next school year and we didn't have the ability to look at that nor to figure out how much cost was going to come with that new update. They were both um two rigorous resources that we adopted because we started the new e pilot and then we also adopted the new bridges version for math. So we were actually delving into two at the exact same time trying to learn the new and um our daily sk provided challenges to teach this because of the teachers that were teaming in the split classrooms. And then bookworms, it had a
033very high level of engagement for the student learning as well. But it also came with trade books and textbooks that they could hold in their hands either with partners or individually to share their experiences and include their improve their reading fluency and enhanced their comprehension because again there was a lot of student talk within that as well. And it provided daily intentional opportunities for reading and writing. So they read, but they also wrote about what they just read about every single day. The teachers really appreciate the ease and the organization of these materials. They were much easier to handle and manage and it was much easier to leave for a guest teacher or a sub or if we had a new teacher come into the building. Our growth edge was um teacher curiosity of the
034spiral core instruction, the tier one and the blended classrooms and the splits. It was it was a big challenge for those teachers to try to do it all. The daily schedule provide a challenge to teach all of the components with the splits because they only have a certain amount of time for the new curriculum within the pilot from morning to afternoon when they would split classrooms. Scheduling all of the bookworms components and trying to fit it all in. there was always more that we could do with it and we were going to try to improve on that enrichment within the classroom. And then um the kindergarten inquiry to include books for every student to be engaged in the shared reading. They just didn't have enough books in hand at that time. So we'll have to
035look more closely into that for kindergarten. But all the other grade levels definitely have enough books for all the students to have book in hands. [Music] You don't touch her nose. We We vote you, Jen. If you haven't heard, our voting was unanimous and it was really, really, it was almost like a New Year's Eve countout. Like, we were so excited to get in that room with Mary. She had it all set up. We had this process that we worked through to do the voting, but it was so packed. It was I mean obviously it wasn't apples to apples. So, um yeah, we did our voting celebration day and then um moving forward, if you go to the next slide, this is the plan for our professional development. And we had a really great opportunity
036to be trained by Sharon Walpole who is the creator of bookworms. And we were able to partner with North Mkegan public schools. They're actually doing the very same process we are and they also chose bookworms and the only way that we could um afford to have Sharon Wall train us is to split the cost financially with Lord. So um once that was decided Sandy and Karen and Mary were able to get in contact with Sharon's schedule and she did have time this summer that she could come and train us. So the dates would be June 23rd through 26th. Um on the first day all teachers would go to that very initial first training day and then you would go to the other day depending what grade you teach. So for me I would go to
037day one for the beginning of it and then I would go to day three for my actual grade two training. Um so sunsets in the summer and that can be a little tricky. There is, let me back up. We had a snow day during one of our professional development days on January 20th. So, in in exchange of that, we were going to plan on one professional development day anyway. So if people can't make these days with Sharon Walpole then there is an asynchronous option for virtual modules for the teachers to still have the ability to train which is great because not everybody can always make those ones. So that's the plan um for professional development and hopefully we have a really good turnout for the sharing lawful because everybody we talked to Mary everybody the
038schools we visited they're like you have to secure sharing lawful it's worth it so yeah that's really exciting that we have that opportunity so the financial documents meaning the quotes from the different companies that we're going to obtain for the books. Those will be presented you to you for the May board meeting. So, we wanted to do this presentation today. Um, another document that you should have received was a list of all the required books by grade level, kindergarten through fifth grade. Um, and so the required text means the teacher will need those books in hand in order to instruct each and every day. So, it's a different list for every grade level. Um, some of them are a book where the teacher reads it out loud or presents it to the students whole group.
039And some of them are individual copies that are in the hands of the students. It just kind of depends on your sheet. If you see it, one says shared reading and one says ELA. And if it's shared reading, then the teacher is reading it out loud to the students. And if it's ELA, then they all have a copy. Did I get that right? I knew I said that. Anyway, who has it that says that? Reverse that. Okay. Anyway, shared reading is when they each have a book in their hands and bla is when the teacher is reading it out loud or sharing it with whole group. Um, so you can look forward to those financial documents, but as Jen mentioned before, every single solitary uh book and materials will be covered under the grant. So
040we are very very fortunate. Um, and I will tell you that um, going into this, I was I I've told the group this um, probably more than once, but um, they too, myself included, took this task very seriously. And what I tried to help them to understand and I think we all have to think about is um, these are the materials and the instructional strategies that we are going to present to our students or probably over the next you know 7 to 10 years. So that's a huge responsibility and we took it as such and so we are the steward of this huge grant and we feel very privileged to have the opportunity to be able to tap into this money because I don't really know that if we didn't have this we may not
041have this opportunity. So, thank you so kindly for listening. But at this time, do you have any questions for any of us, the teachers, myself, Jen, even Karen, how did the um Hey, thanks for all the hard work. It's a time of work and over a long period of time. So, appreciate that a lot. from just a um like a student achievement standpoint, was there any measurable difference between the two programs, E versus long-term student achievement? I think what um what we've talked about is the group, and you guys can correct me. Um most of the um information we have at this point is anecdotal and observational um data. Um, if you guys want to speak to it, I I do know D, you'd probably be a really good person to speak to this. Um,
042because she also used E last year and and don't get me wrong, even though we chose Bookworms, they're both very rigorous curriculums and I don't think we could have gone wrong with either one. Um, I do think Bookworms was a smarter choice just in terms of the management and onboarding new staff and so forth like they talked about. But maybe talk a little bit about the writing, the difference you noticed from Okay. So, yes, with with eel, it was it was really amazing what the students did. Their conversations that they had with bookworms, I noticed they they're also having these conversations. They're working together. They So, with eel, they didn't always have their own copy of a book. So with bookworms for the shared reading, they have their own copy of the book. The shared
043reading is they're reading with a partner that's chosen based on data. So it's definitely a look at that so they can support each other. So they're definitely reading a lot more on their own and they are writing a written response every day to their shared reading text as well as the ELA text. So the teacher would read aloud and it's like an interactive read aloud. So every day they're they're just they're reading a lot more with bookworms. They're writing more. They really are. I mean eel was good, but this one is a better fit for our students. Well, I think too like keeping it into like when we were coming up, you know, it's not about just what's best for second grade or just, you know, we had to look at the whole program, both
044programs and look at the whole district, which a whole grade, which one offered the best for all of our students. We found that EL was great in like upper L, but personally in kindergarten, you know, it was lacking in things where we felt bookworms really had an equal balance. It wasn't for all students K through 5th. And I think the talk about like the um testing I believe Mary Johnson from the MEAC, didn't she say um was it Mosqu or some school district? They used both some teachers did e for piloting and some people and some teachers did bookworms and both e and bookworms. the results, the scores did well in both areas. It did not matter. So, she really was confident that whatever program we chose, we were choosing a good one. First grade
045we had um sorry with the e my kids were probably writing once a week. Bookworms, it's every single day. It's handwriting practice. It's finishing, you know, writing their thoughts on the characters or setting of the story. So it's writing every day. They're handwriting. I might say this beautiful like beautiful because they're doing it every single day. They're expected to write our word patterns every day. They're expected to use the lines properly and finishing, you know, parts of the story. So I've seen a huge difference. The vocabulary as well, it's unbelievable the vocabulary that they they will use and write after going through a vocabulary lesson. And so even just um conducts of character once they see that they use that all the time. And so we always say that we're going to be safe, respectful,
046and responsible. And so they'll put that with the characters all the time because that's our school philosophy. So they'll put that in there all the time talking about that and how those characters related to what we're learning every day as well. So I'm the grant lady. So I just got from the law lady and basically what I want to share is that there's the literacy and dyslexia law that's come out the public act and what there's a team of highly esteemed authors and teachers and there's this huge pool of people that are selecting which programs they think are appropriate for our students and that are in line with science of reading. And from all the information we've been getting from from them just on their research, these were the top two. So we we're all
047right. Whatever we do. Yeah. So we just wanted to make sure that we were following suit with that so we wouldn't have to redo anything again. We wanted to make sure that we aligned. Okay. And it followed our Yeah. And Joel, I don't want to disregard your question about um test scores and data. What is hard when you're in the middle of a pilot is you're doing it for a short period of time and so they didn't start with what they had been using prior. So there's really no way to compare the growth from this is what I was doing before, but they can compare to Get through that one. book. But with Bookworms, we we read four or five books within that same time frame. So for the longer term, they're building all this
048background knowledge in science and social studies. And the like Tracy mentioned, one day the kids wrote about the characters and one day they wrote about the setting. So the different writings they do keeps them super engaged. One example is we read about the Wright brothers and so every day they had to write a journal entry and on one of the days it was when Orville was election resolution. The resolution for the MISD bienial election must meeting and adopted at the the May board meeting. So this is just consideration of resolution and we'll vote on this next meeting. Correct. Yeah. Correct. Okay. Item eight. Well, do we need we don't need a voter, right? Well, we need to we need to uh create a representative [Music] not at this time. I think it'll be the name.
049Yes. So, just so there's a full understanding, the bianual election will be Monday, June 2nd, uh at 5:30 p.m. at the MASD administration offices. Um you will see the resolution must be considered at not less than one public meeting. Um so like the April and uh the main meeting before we will then vote or have our representative be able to vote for that June 2nd meeting. In the resolution, your board will designate a representative uh in 2023. So well 34 for last year it was Karen as the uh representative Scott and Scott as the alter. something. So, you know, for the future, so all right. All right. Item 8B, consideration to approve the 202526 school calendar. The suggested motion we need is to approve the 202526 school calendar as presented. Moved by Scott, support by
050man. prior to uh Labor Day weekend. We start on that Monday uh with the half day to get a better understanding of where we are with our kids in our classrooms. Uh the only u there's two I would say changes from this year's calendar uh in a rollover process would be the midwinter break. Uh last year we looked to take off that took off the Friday, Monday, Tuesday uh within mid mid winter break to try to align more with other county schools in the ISD and moved it to the 16th, 17th and 18th which would be the Monday, Tuesday of that week as there are some districts that are taking that full week off uh as an a full break. Uh that was not the uh proposal within us in our uh conversations that we
051took place. Uh there was a professional development in September this past school year where the proposal not starting private uh was the construction projects they needed that extra time to take place that month of August already um in that process to get out um in that first or slightly into the second week of June. you do need to start prior to okay so I mean that would be the um question um for a number of different reasons um on a lot of the um for a number of different reasons um on a lot of the early release Scott discussion so you probably saw a little early release Scott discussion so you probably saw a little media around this Scott discussion so you probably saw a little media around this already and I uh had shared
052uh via email. Um he does come to us from Hamilton High School where he was a teacher there of both high uh physical education and biology. Uh he did had some previous experience in Plymouth uh high school in Indiana, Plymouth, Indiana. Um we're excited to have Phil come to the district. to see would be the football coach and a physical education teacher here at high school. One of the nice things like I did say I did show on certifications uh he does have the ability to do many things. So it's not just a physical education teacher but a social studies and science teacher as well. Okay. Additional discussion or questions? All those in favor? Yes. Opposed? Motion carried. Item A D is consider consideration to approve the purchase of 200 Chromebooks. Suggested motion is to
053approve the purchase of 200 Chromebooks for the REMC bid from How do you say that now? Say hi. Say is how Jeff says it. That's how I'm going to say. I'm not saying it's right. Yeah. I'm going to blame Jeff for all those out there that are going to correct me for saying it in the in the amount of $58,52 to be paid from the technology and safety. So moved by Scott support by car. So you're going to see two in a row here. The first one was our original uh plan uh moving here for the board meeting to the 200 um and that is moving in a direction as our iPads and the uh grades one and two um are working their way uh at end of life. We are looking to put some
054digital Chromebooks in those first and second graders hands. Um, so we will not be looking to make the switch at the kindergarten level yet with the iPad still promo, but due to some of the testing and some of the the skill sets that are needed, even giveaways in some situations, it has become a little difficult in that because then they think that they get the tech support with that from the school and that's really not the route where they need to go uh down as well. So we do work with 10 tech vendors. They actually wipe everything clean. So it's it's just a hand over and they wipe everything clean and and do recycling for them. Any additional questions or comments? These are uh bids through the rem process uh through the state of Michigan.
055All those in favor? Yes. Opposed? Motion carried. Item AE, consideration to approve the purchase of 420 Chromebooks. suggests a motion to approve the purchase of 420 Chromebooks per REMC uh bid from SEI in the amount of $121,9920 to be paid for the technology safety [Music] fund by Scott, supported by Joel. Discussion. So these Chromebooks are for the middle school. Uh these will arrive after July 1st. So they'll be part of our tech village. uh by ordering now we can secure the prices as as prices are expected to uh increase uh in the recent uh month or so. Uh these will replace devices that are end of life at the middle school. The middle school is considering uh looking at the differences between one to one uh versus cartbooks within the carts which still creates that
056onetoone feel within the classrooms but not one personal book for every student. So they're working through a process within that. Um this does the data from our web monitoring software indicates that uh home usage uh is not always being used in the academic nature. So having them in our own classrooms at end of day might be beneficial as well. So um we'll look at that process. But these are um they'll come they'll be actually paid after the July one for extra money. Okay. Any additional discussion or comments? All those in favor? Yes. Opposed? Motion carried. Item 8, F, is consideration of approving the purchase of generators. Suggests a motion to approve the purchase of two Gener generators per source bid from Wolverine Power Systems in the amount of $60,548 to be paid from food service
057farms. Motion by Scott. Support by was that Karen Amanda? [Music] discussion. So, Sourcewell is an approved cooperative purchasing program for government, education, and nonprofit organizations. Sourcewell handles the competitive bidding process and awards contracts which they cannot use. Uh, this satisfies our competitive bidding requirements. Wolverine Power Systems has approved local generator for this contract uh for industrial generators. As you can see, this does come from the food service fund. This would be for uh NBC and early school. Uh so in the event of the uh food uh coolers and things that the power was too generators to help uh in that process, the generators cannot have additional uh power attached to it as well. Um this quote is for the physical units. Tom is working on obtaining quotes that is for the additional installation of the
058units. Um it is anticipated the additional installation cost costs will fall between or will fall under the competitive bid threshold of that $30,000 $30,512 to be exact. Uh so it'll be under that so it won't need more approval but there will be an installation cost on these generators as well. Um it is our practice to obtain three quotes uh if that is exceeding 10,000. So we look at three quotes as far as installation on those uh generators. Does that come out of service funds also? Correct. It is part of our um spending plan that we have to do within our service budget. And the other two schools already have generators. The high school does. The MAC does not. uh that would be proposed in future. Um where we're at on the fun food service to
059do three just didn't seem to be the right time for the budget at this time. [Music] Any additional discussion or questions? All right. All those in favor? Yes. Opposed? Motion carried. Item nine is a close session to discuss the superintendent evaluation process. We need a motion to go to move by Scott. Support by [Music] Karen. Ne. Yes. [Music] All right. All right. 75 students. [Music]