001I want to see if I can get Mr. Johnson to run. [laughter] Is the mission of Monur public schools to educate and inspire all students to become motivated, articulate, productive, and successful citizens for today and forever. Uh please stand for the pledge of allegiance. I alian 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. All right. Next on the agenda is roll call. Mr. here. Here Francis here here by me uh that she was going to be right. All right. Item four is approval of the agenda. Moved by Joel. Support by Emily. Any discussion? All those in favor? Yes. Opposed? Motion carries. Item five is the consent agenda. So moved support moved by Joel, support by
002Emily again. Any discussion on the consent agenda? I just would like to note the resignation of Rachel Mar. She's a BCSC uh teacher here within the district. She'll be going to Spring Lake where her children attend uh to take on that position. So All right. 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 minutes. The board welcomes public comment. Does not respond to citizens concerns at its meetings. At the citizens request and the board's direction, the superintendent or designate will respond in a timely manner. This meeting is a meeting of the board of education in public for the purpose of conducting the school district's business and is not meant to excuse me is not to be considered a public
003community meeting. It's a mouthful. Are there any public comments? None. Does anybody have any public comments at this time? begin uh with our uh DECA group uh part of our business classes here with today we have two students Kyle Ernest and Noel Rap uh who will be presenting on the 202526 calendar of events. All right. So good evening. I'm Kyle from Mona and I'm Noah and today we're here to present our DECA field trip. My partner and I are both seniors and we are excited to compete at at the DECA state career development conference in March for our sales project. Our project consisted of a fundraising event for our DECA chapter. As you can see, this year we have a DECA state conference in Detroit. Then our international conference will be held in Atlanta, Georgia.
004And we hope to be competing there as well. Give me a question for Sorry. [laughter] Where are you two going? Wait, wait, wait, wait. What's your favorite part about that? Um the trips being able to compete at places that aren't around here. What about you? I just like competing. That's the only question I had. Rest you guys. So, how do you go from Detroit to Atlanta? How do you make that goal to get there? Got to place high. Pass. Any further questions? All right. Thank you. So, as you saw in the packet, there was theformational uh component. We do have a first semester marketing, entrepreneurship, uh second semester of the sports and entertainment, marketing, those classes. Detroit possibly Atlanta for those that uh this is part of our CTE program business uh model. Uh probably
005have some mag uh CTE classes. So, career tech education. is uh involved in the career tech education business. Jeff, if you don't mind, I uh we had um anybody remember Matt Lulman from MU. Matt served in DECA and when he was an intern for us for two or three years um doing tech work and one of the things that he talked about that was very applicable in his interview was a DECA project that he did a business perspective. It was a really good stop. So great to hear. All right. Uh we will have a motion uh later on in the new business around those calendar revenue events. Awesome. Next, we'll go to our principal meaningful minute. Uh we do have a couple absences today. Uh um both Sandy and Jen are absent. Uh Jen uh
006ended up leaving today and not feeling very well. Sandy got some appointments that were taking place in Grand Raf. She was unsure and I don't see her back. Christy and Jim are going to take on the principal meaningful minutes. We are doing something a little different uh this time. Um we're providing uh we had talked about previously uh providing some data some of those data points. But I'm still going to try to keep it short. Yeah. So I'm going to start with our students of the month for October. Uh these pictures haven't been updated up front yet because we just took them today. Um but we have started putting on the certificates a little statement from the teacher who nominated them about why they are the student of the month. And we had a couple
007people today that were shocked that they were students of the month. So those are exactly the kinds of kids that we want to try to recognize kids who have made a huge change and kind of go under the radar a little bit. So, I think this is a good representation of those kinds of kits. We were missing a couple. All right. So, I pulled these um little bar charts here. This is just a little snapshot of our SAT data that you probably have seen um our scores. And it's a little blurry on this one. I don't know why it's so blurry on the screen. Um, but this will this is the state which this would just be public schools or public schools and then this is the state all schools. So that would have all
008of your charters and your private schools in there as well. Um, but this top line is us. So if you look at that we look pretty similar um to to the state in many ways. Um, I think that one thing that we can certainly highlight right now, if we look at our reading and writing scores, again, similar math, not so great. Um, we're still within the the idea of, you know, we're closer close to benchmark for what they want us to be. Yes. Can you explain a bar chart? So this top one, the first chunk here is the percentage of students that met benchmark in both areas, reading, writing and math, either for reading and writing or math. And then um this section is that they did not meet benchmark. So then this is our
009school. This really is kind of irrelevant here because we're the only school that took the SAT in our district. Um, and then this would be compared to the state down here. Now, these ones are sectioned out. This is the reading and writing, and then this is the math. And down here standards, that little lighter piece is that they're approaching the benchmark. And then the grade are the gray. Um, and when you know this, the state changed a lot of tests. They're doing it to us again this year. We're no longer going to be taking the AC. We're taking the WIN test which is another workforce readiness kind of test but it's a different platform and it will be on the computer. ACT was kind of the last one standing as far as paper pencil and
010that's going away. So this was shared with our staff at the beginning of the year. We are doing some work obviously with curriculum to address some of the gaps and some of the pieces that we know we need to focus on. And each department has also made some goals with where they want to be. For instance, the math department would like to have a little SAT prep course because they recogn well on. So, what do we need to do to get them ready for that? Um, and so then this is kind of our response to that a little bit. We uh our number of students in intervention. So this is our success course and this is also we do have a math intervention course that is just focused on freshman and sophomores for algebra and
011geometry because that was where we were having the most struggle with students and we right now have 40 students in s success coaching so those are referred by either their grades or teacher um the intervention course that's with Mr. felt there are 10 to 15 students in there currently enrolled um for either algebra or geometry directly and so we can retach content to them on a daily basis that is in their schedule and then our student support counselor I don't have helping to um meet the needs of kids who are experiencing kind of their own crisis and within a day and how we can respond to that uh attendance if you just look at our data right Now, 16% are identified as chronically absent, which means that they miss more than 10% of their scheduled
012hours. That's a wonky number a little bit. If you look at those who are unexcused absence with more than 10 absences, that's only eight students. But the EA, which would be excused, our golfs, our golfers who miss quite a few days in the fall, um they are all on that chronically absent list. anyone who is not scheduled for school, which would be any of our career tech students who maybe So, that's in there. Anyone who's been suspended, anyone who is excused for illness, surgery, those kinds of things, and any other family obligations, those are all kind of lumped into that 16%. But it is still a number that we want to look at because they're they're not here receiving that education um for that 16%. Christie. Yes. Quick question. I'm going backwards a little bit
013on the testing stuff. They survey the kids coming out of the test and find and try to get information on like why what they felt they struggled with or was the test environment or anything like that? No. But it's interesting that you asked that question. And I was just at a meeting at the ISD today and it's something that um it's really flagging our CTE programs because our scores aren't great. And they talked about just the SAT attitude and kids wanting to do well on the test and kids not really realizing that how they perform on the SAT affects their construction trades teacher and the funding. So kind of teaching kids a little bit more about what that test means. I mean, I have all kinds of ideas and thoughts, but it we have to
014have some type of test to assess. And so, we need to um and then this I've talked about this before. Um this is just the percentage of passing grades. This is actually all the grades. It's a little blurry, but I can share this with you. Um, so right now 97% of 9th graders are passing all of their course or passing grades within nth grade are 97% 51% are A's 10th grade 94% passing rate 11th grade 94% 12th grade 95%. So a pretty small margin are failing, but when we look at these kind of trumpet that we want to look at. So that's what we look at when we have our tier 2 meetings to determine which students need to be receiving some. Is that compared in like nationally or regionally? Pretty comparable. Are we ahead?
015I don't know. Okay. Great question. What is the I can't CR is that? Uh yes. So that would be um right now any students who are enrolled online in anything they're just getting credit at this point because we're not we don't assign grades to those courses until the semester that what's that 6.9%. That gets bumped into the 97. Yes. And only anything that's an F is Yes. All right. Trying to make sure. Thank you. All right. So, that's my little things that Mr. Crow is going to share with you because we don't do the same kind of testing for high school as we do in middle school and elementary. So, if there's something else you'd like to see, something that you need more information on, just let me know and I can change that for
016next time. So, I'm going to give you guys a you've got a packet that has some of this. So, under um section 104 I the state of Michigan um all um all schools are required to give benchmark assessments to their students kindergarten through 8th grade. within the first six weeks of school and then we have to report those um once we have them done. So Stacy is making a little spreadsheet wizardry. This year we have um we have decided as a for entire K8 band that we're all going to use the same screening assessment which is NWA. So at the middle school I've been using that one for four or five years now. and um uh Sandy in the elementary and Jen decided that they would bring that on as their screeners. So over time
017that we'll be able to look at some better trend data as we look at cohorts of kids moving across our system. This is our math the one that's up right now. This is our math K12 and that just takes all these grades together and combines it. So this is just one snapshot of time. So this was um you know in September on the day that we gave the test to the kids. This is how they perform on their on their math and this compares them uh it's a nationally norm test so it compares them to how are all the other students across the nation scoring on this test percentile compared to all the students across the nation took this test. So um performing well comparatively to to others um we can break this down scroll
018down we get all of them on one one page. So in the math this gives you now grade by grade um how each grade scored um comparatively when we look overall where compare then it breaks uh breaks this down into percentages. So each of these along the bottom so this the kids that are scoring and where do they fall and that breaks those down by grade level. So in kindergarten we have 12% that are scoring and under the 28th percentile. We have 28 that are scoring over the 8th percentile. So when um when they test with NWPA um the kids take an assessment on the computer it is uh about between depending on the grade level. Well, I know this really out for middle school, but in the middle school, it's right around between 45
019to 50 questions for math and 45 to 50 questions for reading. And it is what they call adaptive. So, as a student gets more questions correct and continue to get harder questions um until they reach the point where the questions that they get asked, they have an equal chance um and then that turns into what they call a risk score. it's an index score um that the student is given. So that's in this column over here. So this gives you the the percentage for each grade level. This is the average now of the entire grade level for their red score. So what I gave you in your document is there's a handwritten number underneath this. That is a that is where NA is saying kids should be if you look at an individual student. That's
020where we want them to score in the fall. And so, you know, we're we're we're doing pretty well with our students here. They're performing pretty well nationally for where they should be. Now, who determines the RIP number? So, that's that's an index score that NWA creates. Okay. And they're doing it off probably national. It's all Yes. It's all This is all based on nationals. Yes. This is kids all across the United States take this test and so they're using all that data to aggregate and saying this is where your average means. Yes. Yep. Yeah. So obviously now what we we can do with these reports is we begin to we have lists of who these kids are, right? And the goal then is to get into your red and your orange. Want to make that
021look like a different shape. We want it to go like that. Right. So we want this red and orange to get shut this way. So we we have we can identify who these students are. We know what their risk scores are. Kind of break that down. So the teachers can use those. Um this is how you know the middle school. This is how we determine if kids get into an intervention class. You're not have a score lower here. You get a score you get lower scores in grades and you're not doing as well. That gets you access targeting skills there. um just fees for small grouping in elementary um you know things along those lines. Jim, is there any root cause analysis like why are the kids that are doing well doing well? Why are
022the kids that are doing poorly doing poorly? Is it I mean is it always just the intervention more time or is there you know what I mean? Yeah, if we got a demographic pattern, okay, those those two things really um kind of rather just be a random certain things, you know, you're usually looking at there's other demographics that are involved and impact where they're at, how they're coming into school and things along those lines. Parental involvement will tell a lot of the tale of of some of that. even some of our special education students um you know so so we're hoping that they're doing their job here we're giving them accommodations on so we want to see their the special ed numbers go up as well so when he talks on those interventions right it'll
023break it down to the content of what creat awareness or talking different parts of the is that what you were asking no yes and no I mean I think that's good data I also I I'm a tech guy, right? I'm a root cause guy. I'm a problem solver. So, I'm always thinking um if you have a rash and your rash is caused by cancer, you don't put lotion on it. You got to fix the problem, the root cause of the problem. So, are we looking at some of this information and saying, "Okay, you got these kids in the 19th percentile. Are there things there that are that are common among those kids?" or even flipping it. The kids that are in the in the might fixing the wrong problem. Does that make sense? That's more
024along the line work commonalities for commonalities. Yeah. Tier one tier one and the Yeah. And that is that is tough to do when you talk about people. Yeah. I I get it. Right. That's easier to do when I get raw materials in that I turn into a product. I say these raw materials aren't good. I'm going to send it back cuz I want these raw materials. Walk in the door. Right. So there's there's a lots of there's lots of factors that play that cause all kinds of different root causes which then lead all kinds of different interventions um for all. So you start going to individualize all of those. Completely agree. But if you're given the wrong inter if you don't know the root cause and you give the wrong intervention, you're never going to
025fix the real problem. We have to get in where are you not understanding where where's the gap? Yeah. Let's show my new stack. Yeah. So, what if they all have the same skill set that they're fishing at? That tells us that one instruction might not. Okay. Yeah. So, my other question and you mentioned you guys were on uh some of the the standards. Why would we not be on the standard? Why would we not all do all the same thing to begin with? I mean, is there a benefit to having different Does that make sense? Like I I just think about information differently. we follow the same standard. So is there something at the elementary level there are a number of different ways to get benchmark data. So they use dibbles, they have TRA, they
026have other they have other methods. Um many of those uh that are graded go up to about sixth grade and then they start to drop off as the the kinds of things that you have available to to do this kind of testing. Um, at the middle school level, some of those drop off and then it gets more to standardized stuff like there's NWA, there's high Ready, there's STAR, there's a few call. By the time you get up to high school, those are basically SAT and a couple others options. The elementary, they have a lot more options. So, they were doing some things that were tying a little bit more um to what they were doing in their particular reading. Now, we got to switch over to bookworms. We all have this stuff going on. Um
027Sandy felt like this was a good time so we can learn more of some of that stuff and now we all have a bit more of the same. So I think it's great start. I think of it like you know like sports or like football, right? If you're going to run the beer, you want you want your kids running the beer from the time they're little to the time. So these these are things that can be given fairly quickly to all the kids. We're identifying the kids that we think need some more and then we have to go in and do a little bit more to see what the exact problem is. this won't give us all the data that we need, right? Um the other thing with NWA is these all of these tests
028because they're national tests, they kind of backwards map to our states to our state standards. So, you know, they don't write this for Michigan and they write one for Indiana and write one for Wisconsin. They write one across the board and they say, "Well, these questions look like they match pretty well this Michigan state standard." So, then they kind of, you know, move them around for all the different states. So you you take this as kind of how are we doing against everybody who's not doing well and then let's get into our own stuff. But this helps us move kids into it was in September when we took this test um overall in the 47th percentile and then you can get down into each one. So [clears throat] we have some pockets of you know
029grades that are doing um you know pretty well in that that 50th percentile grade was was jumping out there. a couple that we um you know have to figure out a couple of things with. But um our new reading program going this year be great to see through the year how do they go and then compare this to next year now they had a year in books and some of that growth. So that'll help us there but again you know these grade levels I know they're focusing on these red and orange and see what we can do. So, um just as uh then once we get this um and we get a few more, you're only going to see the middle school on this because we were the only ones that took this last year.
030But now you can look at that that seventh grade scored the sixth grade score here was 55%. If you look at them currently in this one, they're now our seventh graders. So the reading in the seventh graders, they 51. So they went down a couple points at the beginning of this year. They scored at a 50 percentile. So they jumped up a couple percentage points here. So um you know their rent scores would have gone up a little bit with that. Um so we'll be able to do some of that over time. Um throughout this school year, yes, we'll come back and the screeners are done three times per year and those weight scores move. So they're this is where they should be in the in the fall expected 3 four points by by winter
031gain. Um and then we'll do this again in the spring. So our next window opens around the semester time that we'll take this. So in February we can do that with some more your fall to your winter student with the trend of your students. How does the faculty do they like the statistics? Are they they dislike it? Are they indifferent about it? So that will depend on who you ask. [laughter] teachers will get into this and you know they they love all of this sort of thing and they're going to get into it and then you got like I don't quite what do you mean by the comfort level this and I will say there is not there aren't teachers who got into teaching because they wanted to break down standardized test scores and you
032know that's that's not why anybody say that in front of kids right now. Um, so they they do this as a means to help kids, but it's not something that most people are like just can't. Yeah. Okay, that's fair. Does So, this goes through 8th grade. This seems inversely related to the essay or the ACT or whatever where we did worse at math and better reading. Our eighth grade, seventh and eighth grade is worse at reading and better math. I didn't know some of that is um related to the test and the way that the test, right? And then the kids stamina for taking the test. This is this is a reading test. They read passages and they ask questions. Okay? So the SAT and the MSTEP they get in there's more than that. So
033reading and answering the questions is a part of that but they get into other syntagraphs and then they answer 10 questions about the paragraph and then they move to another paragraph and they answer 10 or 15 questions and so some of that might be that by the third or fourth paragraph I'm getting tired of reading these paragraphs and some there might some of the format of the test. Okay. I also think that our math curriculum that we changed at the elementary that was a showing of now reaching into that middle school level where yeah those kids haven't all gotten to the high school. Correct. Those high school students aren't had that opportunity yet. And that's our plan or hope with the reading as well. We have our new reading curriculum. Yes. and the middle school
034and they're still doing similar skills and so I mean it was it's it's a nice thing. So we're seeing some differences in our kids at the middle school too and the next couple years we're going to have high schoolers coming up with some skills we haven't seen in before. So um in fact I I think some of those kids are maybe just getting into their freshman year cuz I was walking around the other day we did our thing on the seventh and and Mr. Fel was talking to the math the middle school math people in our department and said he's he's seeing some skills come up in those kids that he's not seen before. Um and they're the way that they're reading through some of the problems. There's some skills he see that are new
035to them. So that was that was cool. Anything else? All right. Oh, yeah. Still on me. I apologize. On to uh Superintendent. Thank you very much. uh uh some uh hiring of aids uh as we've uh had some new students some of the years we're just working through that process of paperwork and we found some students with some additional needs uh throughout the district but as you can see Jennifer Anoselli uh she is a former uh district aid uh here in the district as well took some time off to care for her family and is now back uh Carson Mizora is a custodian here at the high school to replace an individual there. Nicole is a Mont High School graduate. Uh so welcome him back. Nicole Newmier RR O she's a Morning Shores graduate with
036the experience. Uh and then Todd Vanette L8 at RRO is a Grant graduate. A couple other comments that I have. Um, please note, uh, as you saw, we are working through a community use process, uh, of the new gymnasium. Um, we're working on some time, so a 6:00 to 7 a.m., uh, time frame, a 9:30 to 10:30. Um, and looking at this, we're probably going to adapt, uh, some of that process and and possibly look at in volunteer form. So just based upon the numbers of use, uh we think that we can do it to where uh the supervision doesn't necessarily have to be as in uh detailed as it is right now uh with an individual outlet there at every time or we'd actually have a volunteer form be filled out. We run it
037through an eye chat process. We get a key card so then they would have use for that time. Um those would still be the times at this point, but we could open it up to a little more maybe on some of the weekends uh depending on events. Who's volunteer in the house? Uh so the 6:00 to 7 a.m. it is the superintendent of schools and the 9:30 to 10:30 it is our SRO, Officer Tan Hope, and then the 7 to 9 um the custodial staff here at night. they didn't work there and we just make sure we can shut the doors uh so that there's no uh way that they can come into the school from that. So it's just we do have the community members are in there. The students are not in there.
038Correct. Or if they are there with the teacher or they won't there's no there's no students at any time. There is and I I should say that there is at the 6 to 7 there are some kids that are in the in the weight room lifting with coaches but there's supervision there for them. Public's not allowed, right? They're just allowed for the walking track or they're not allowed down in that area. Just the walking track. Just the walking track. Yeah. walking track and then the uh 7 to 9 courts and walking track and that's when there is a home event which there will be a stretch here now uh between the seme if you've ever been you know we do our rotary meetings and that by things go well I mean everything's kind of open
039I think we're trying to be even a little more controlled in that yes we are not the back we do not have uh sad as that is obviously it is a performance you know for us in the school and for the kids uh we do obviously want to open it up to the community and I think that's making sure that it's safe and secure and that process is going to part we'll learn as we go great thank you um another thing uh that might be out there uh that you may have heard there is some uh legislative talk around 31A um funding and that is for at risk funding Okay. Uh there are some legis 31A and foregoing your right uh as far as um liability is concerned with attorney client privilege. Um so in
040that process uh the board the the lawyers are saying that we should get the board involved possibly. I think at this point in time we're going to just hold uh as the district is now legislators are having an understanding of the language that they put in. uh does cause districts some some issues in that process. So they are working on some language changes. There is some you know back and forth and the governor and the attorney general are involved in uh that as well. So more to come. I do want to put that on your radar though because I might have to ask for a meeting posit 31A funds. Um it is um 160 to $180,000 and I guess it would depend on because the you know substantial amount for us as a district. So
041we would need to look at that but at this point in time we're just going to hold on that. Um and and I don't even know because in normal years you wouldn't we take it every year um and you would have never known. It's not a board you know necessarily an issue but um they are just based upon a liability standpoint something that we should talk about as important that language does not change. And then the final thing just to keep you in the loop we are still continuing to work on the egg barn uh with the architects. Uh we have continued work onto a third tweak of the uh plans working with both Tower Bster and Windberg. Uh they're putting out pricing uh currently on those to make sure that it's within our budget.
042Um we uh had some grandioso first. We had some small ideas and we had some grandioso ideas which was definitely out of the budget. So now we're working our way back down. Uh a lot of the the the dollars building a barn with a classroom and they see that as two separate things. Um, so very similar to how we have a build firewall there where the gym, the new gym could totally burn down and it wouldn't touch this school or this school could totally burn down, it wouldn't touch that school. It'll be very similar. The barn could burn down and the classroom and storefront would not burn down. Uh, there'd be that separation and you also need fire suppression systems where that's where it can get expensive. So, we're trying to work through that process
043because uh as much as we love uh the use of it for our agricultural departments that we have, uh you get too too much dollars there. Uh that that isn't financially sound for us. And that is it for superintendent comments. Awesome. Thank you, Jeff. Um item eight is new business. Uh item 8A is consideration of approving the DECA calendar of event board. Karen, yes, Karen and Cindy. uh discussion. So you heard from our DECA students um on the uh field trips and competitions that will be coming up. Like I said, this is part of our CTE business classes um both the first semester with marketing entrepreneurship and second semester sports and entertainment marketing. Any additional discussion or questions? All those in favor? Yes. Opposed? Motion carries. Item 8B is I'm sure every one of you
044read through every single policy that was in there. There's a lot of them. Uh there will be a second reading and adoption next month's meeting. Policies are located at Google Drive. So if you did read them, um you do have time still uh before this is the first reading. Um obviously that's why we were uh close to the time frame there. There was so much fun and enjoyment working through [laughter] some of those policies. But I'm just going to briefly touch base a little bit. nothing nothing in depth here but uh if you have questions please feel free to reach out. There were some questions uh raised by the policy committee that I will be sharing out as well uh on them as well that they did uh Emily Kieran with some of the work
045that we do. Uh I did also want to note uh Darlene was our former uh Darlene Donillo who was our former Nola rep was the former white hall superintendent uh is is no longer our representative. We now have Ann Carton who was a former superintendent as well uh from the White Hall area but she was superintendent at Holton St. Joseph and and Traverse City public schools as well. So uh she is the one provided guidance in a lot of this work. Uh but policy 2210 curriculum development this just provides clarity uh for people of county purposes as far on the basis of sex and education programs or activities. And this is just a revision based upon the June 23rd of 2020 uh 2025 uh on the reporting system and NIBS. Um 2412 is homebound instruction
046provides definite clarity around specifics around people accounting manual as as far as homebound instruction is concerned. Um, moving into policy 5517, uh, bullying or other aggressive behavior policy. Um, so the language works through that. I will be checking in to, uh, see, um, if that is, uh, per the law. Is that a required language or is that just a, uh, mirrored image of, uh, that policy, um, model uh, through the state of education? Um, 7540. 02 the digital content accessibility. Uh this is just through uh the US Department of Justice as far as the ADA compliances for our websites um and working through that. Um policy 7541 um is a resent is taken away and that is because it has now been put into policy H is known as the coupe but it is our
047emergency of operation plan. Uh so we every year have to go through our emergency of operation plan. would get signed off by uh the chief of police, the fire uh chief, and then uh the uh manager down at the health um in that process. Um and then on to policy 8305formational security uh is revised to additional language and options regarding cyber security safe. Uh the other big uh part of that packet was the 1422, 3122 and 4122 uh which include non-discrimination support staffing one the teacher group and then for the administration. So the changes are just creating that congruency to all and it mirrors more around the title 9 uh compliance officers that we have and creat the expanding coverage include electronic and off-campus behavior. How how are they going to do that? I mean
048that's a first amendment protected. You talked about that, did you? Y that's where the question is question comes in the required language versus this is just the model and um so the way the way it's understood at this point in time of the legal status is that it creates a uh things that are taking place outside of school are dramatically affecting that which is a discretionary uh type of world that is where I have some of the struggle we are talking as I don't think the first amendment says anything about what what it does to the learning environment I mean like that's a that's That's going to be a tough one, I think. Yeah. Don't disagree. Yeah. Okay. I'll let it go. I'll let you guys handle it. Somebody already also looking at the other
049questions that were posed is also looking at the policy of 2266 just in the different components of that found in that first paragraph. And then um the as far as policy policy that was the um let's see 22 uh66 as to um why do we need some of the language uh as far as we remember what that was on the and it was that was I guess the premise of the question was how does this relate to the federal statute versus Michigan statute and historically way I wrote it our statements to be we we uphold federal policy and this just seemed like we were inserting something that said on Michigan. We'll have those answers. I'll email those out uh in the next probably week or so. So there'll be plenty of time for questions or
050uh any changes going into a second reading or we can No, that's our was our question of what you said. We don't need to vote. No vote. Uh just moving on to we would need a motion for close session. We need a motion for close session. Uh motion suggests a motion to enter into close session for a student discipline hearing for student support. Was I Karen? You guys kind of sounded like [laughter] I probably got your back half the time. No, you're good. All right. Um any discussion? All those in favor? Close. Nope. Hold on. Roll call. Sorry. That's right. Francis. Yes. All right. Any students for signatures? All right. We will uh take a short recess and then we will Some taste.