001All right. Now, welcome to our June 16th regular board of education meeting. We could all once again rise for the pledge. >> To the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. James, would you mind attendance again? >> Yep. President Nick Mcdana >> here. >> Vice President Whitney still here. Secretary Summers here. Treasure Gibson >> here. Trustee Aldridge >> here again. >> Trustee >> here. >> And trustee Cap Journey >> here. >> Thank you. >> Worked. >> Any changes to the board agenda on this one? I have none. >> Okay. And do we have scheduled public comment for this evening? No. All right. Moving into our consent agenda if anybody would like to make that motion.
002Mike, thank you. >> Move to approve the consent agenda as presented. >> Support and thank you. Any discussion? >> All those in favor? I. Any opposed? >> Motion carries. Thank you. Item five, our superintendent report with Dr. Milligan. >> All right. Good evening everyone. As always, starting with grounding us in our strategic plan. Our vision empowering learners, building community, and inspiring futures. Our mission providing a supportive, safe and opportunity rich educational experience that fosters belonging, builds self-empowerment, and prepares learners to contribute to a connected community. Our core values maybe Come on. Um, empowerment, belonging, innovation, and integrity. Hey, there it is. All right. So, tonight we have lots of great things happening. Um, I'll have a handful of updates. Uh, then we have lots of presentations tonight. We have our climate and culture survey, goal
003two update, bullying prevention survey information, special populations, and safe safety updates. So, it will definitely not be a dull evening. Um before I jump into uh my next slide which is welcoming our new administrators, I do want to say thank you to our entire administrative team who engaged in an intensive training uh session centered on restorative practices. Um, I want to extend a sincere thank you to our ad team for their focused attention and commitment to sharpening their leadership skills as well as to our presenter for providing such a practical expert guidance by shifting our focus towards proactive community building and strengthening student staff relationship. This work holds immense potential to directly improve student outcomes. Specifically, these practices will help us reduce suspension rates, lower chronic absenteeism, and close achievement gaps by keeping students safely
004engaged in the classroom. So, thank you again to our administrators uh for your dedication to cultivating an inclusive environment where every student can thrive. It was a great two days, very intense, but really good. So um so speaking of our administrators, I am very pleased to welcome a new set of administrators to Oxford Community Schools. Um if you could stand up uh when I call your name. I'm not sure if all of them are here, but um Alex Hartley, new assistant principal at Oxford Middle School. I don't see him here. Stephanie Klene, director of OELC. Welcome, Stephanie. Caitlyn Martin, assistant principal of Oxford High School. Courtney Morren, principal, Leonard Elementary School. Addison Spear, assistant principal, Oxford High School, and Gary Vansta, the new director of curriculum. So, congratulations to all of you and welcome to
005Oxford Community Schools administration. All right. So, on August 4th, we will have an amazing opportunity to vote in our new operating millillage. It's actually not new, it's renewed operating millillage and restored. Um, as we head into the summer months, I do want to emphasize the importance of the upcoming election on on August 4th regarding our operating millillage proposal. There can often be confusion around school ballot measures. So, I do want to highlight a few key facts. First, this operating mill, this is an operating millillage, not a construction bond. It funds our routine daily costs like keeping the classroom lights on, running our buses, and purchasing students learning supplies. Second, it does not increase property taxes for primary homeowners. It is levied only on businesses and non-homestead properties. Now, um Greg, I'm not sure if you
006can It should be live linked if you click on the picture. This is a video um done by our very own Christy Smith uh that gives you some general understanding. Probably need to start it over. >> How are schools funded? In Michigan, a key piece is the operating. Let's take a quick look. First, the state sets the amount each district receives per student. This is called the foundation allowance. Currently, that amount is $10,50. The state does not pay the full amount directly. A portion must be collected locally from businesses through an 18 mil operating millillage. For our district, those 18 mills generate about $7 million each year. This is also called a non-homestead millage. It is paid by businesses, rental properties, second homes, and commercial properties. There is no tax on a primary residence. This
007is not a new tax for Oxford businesses. It has been part of Michigan's school funding system for more than 30 years. Renewing it allows our district to continue receiving its full per pupil funding. It is also not unique to Oxford. This structure applies to businesses in nearly every Michigan community. Stable operating funding helps protect class sizes and programs, attract and retain quality staff, maintain transportation routes, sustain extracurricular and athletic opportunities, helps avoid building consolidation or school closures, and keeps facilities safe and functional. For more information, visit oxfordschools.org/m. And please remember to vote on August 4th. So that video is on that website. There are also several more videos on the website. Um there does tend to be some um misinformation out there circulating around. So I do want to make sure that our community has
008accurate information. Um it's verified and we have it on our website. So, uh, you can maybe think I think you have to pull that back up. Um, I encourage everyone to visit our website, oxfordschools.orgmillage. Um, the QR code is there as well. If you want to scan that, that'll take you directly to it. And this will help you review the details of the proposal, see how school funding works, and learn about early voting options before election day. Again, this proposal is critical uh to maintaining our current educational environment. If it is not approved, Oxford Community Schools faces a 7 million annual budget shortfall which will deeply impact our schools staffing and student services. So, thank you for everyone's continued engagement and support of our schools. All right, let's see. There we go. I do want
009to remind everybody we are having our coffee and connect session. Um, this is with the board and myself. It'll be this Thursday from 9 to 10:00 a.m. at the Seymour Lake Senior Center. The primary topic of discussion is our August 4th operating millage proposal. We want to make sure everybody has the facts ahead of election day and the event is an excellent opportunity for residents to ask questions and learn more about how the proposal impacts Oxford schools. As a reminder, these funds support our routine daily co costs. I can't say that enough um and does not increase property taxes on primary homeowners. So, we hope to see many of our community members there. We have lots of exciting things going on for our summer. Um, while our schools are empty of students are operating our
010operations and facilities teams are hitting the ground running this summer, OCS is launching a series of maintenance, safety, and construction projects to get our buildings ready for the fall. The Keystone Learning Center is in its final construction stages and is on track currently to open this August, providing a specialized space tailored to our learners needs. I believe the facility itself is being delivered end of June, right? Yeah, somewhere towards the end of this month. So, that'll be very exciting. Um, we're also looking at for campus safety, we're installing indicator locks on classroom doors districtwide so teachers can easily see their doors are locked from the inside. We're also replacing doors at Clear Lake Elementary and Oxford Early Learning Center to improve building security. On the maintenance fronts, projects include a new well generator and interior
011painting at Clear Lake, exterior painting at Lakeville, track maintenance at Oxford Elementary, and planned environmental mitigation at the middle school. We are also completing roof repairs across the district. And finally, for compliance, our teams are preparing all buildings for our official fire marshall inspection this July. I want to send a huge thank you to our maintenance crews, groundskeepers, and contractors for working through the summer heat to keep our district safe, clean, and beautiful. One of our parents sent us this information, so I wanted to make sure we highlighted it. The middle school MS metal benders um team 14739 had an amazing day at Midland Spring Robotics Competition. Not only were they picked for the number two alliance, which I know what that means. It's very exciting to be number two uh in finals, but they
012took home first place for the control award. The metal benders have also been invited to participate in an international first robotics competition. Um, and that's in June. So, way to go, metal benders. Come on. All right. Lots of fun stuff going on at Clear Lake. Uh, Clear Lake Links peer-to-peer program gathered for a special breakfast to celebrate one last time before the school year ended. Uh, this year, 88 students participated in links, which fosters belonging and inclusion for students in the emotional impairment program. Thank you to Clear Lake speech and pathologist language pathologist Mindy Williams and school social worker Lynn Ramos for facilitating another great year of link programming and student support. To the right there, Clear Lake's fourth annual kickball tournament crowned two champions, Mrs. Lawson's fifth grade class, the upper elementary champion trophy,
013and Miss Havaris, first graders, who pulled off a historic upset to win the lower elementary title and trophy. The tournament unites the whole school around community, sportsmanship, and fun. Clear Lake's Kinder Kickstart event welcomed incoming DK and kindergarten families for tours and staff connections. Reading specialists Miss Gearun and instructional coach Mr. Fletcher shared tips for literacy and math games families can play at home. Attendees received swag bags with picture books, deck of cards, and were all entered into a raffle. The Clear Lake PTO supported the event by providing the awesome raffle basket. Congratulations to the incoming DK student Ronnie R for winning. To the right there, Clear Lake second graders concluded their social studies learning about communities and local government with career focused education field trip that took them to various locations within Oxford. At
014the Oxford Township Hall, students participated in a mock election, paid property tax bills, and filed permits to build a birdhouse. At OCTV, students toured the studio and took a turn behind the anchor's desk. Lastly, students stopped to tour the Oxford Public Library and learned about different services the library provides community members. Oops. Whoa. Okay, here we go. Uh, bridges, uh, Oxford Bridges High School. Our students work to build community through hands-on service projects. For their service projects, they made wildcat packed keychains for local businesses to promote our district dog program, created snuffle mats for a local K9 rescue, and planted flowers for mental health awareness. They also rolled up their sleeves to volunteer at the Oxford Fish Food Pantry and help the loft do laundry for Oxford Open-Handed Clothing Ministry. We are very proud of
015our Bridges students and staff. They aren't just learning in the classroom. They are actively making Oxford a better, kinder place. Fifth grade camp Oes students had a great time at camp. This is an exciting and educational opportunity and core memory for our OES fifth grade students. Thank you to all of our parents, teachers, and staff who made this experience possible. High ropes, canoeing, and ziplining. Sounds adventurous. All right. I actually was able to go to Leonard uh field day. It was an awesome event. You could not ask for better weather for this event. Um, at the end of the year they celebrated their fifth graders by hosting their fifth grade promotion ceremony, held their fifth grade party and their traditional clap out to send out the fifth grade students off to middle school. And then
016the photos up there from the field day. Um, a great day of teamwork and fun. I think my favorite event, the sheriff's department came and they had a um speedometer, you know, the big speedometers they had and the kids tried to run as fast as they could towards the speedometer trying to get like I think they were trying to get 18 miles per hour was the fastest one. I don't know. I think they might have rigged that. I don't know. But it was they were just so it it was just a great day. Fun fun day. I also want to give a huge shout out to our high school athletics this year. I am thrilled to celebrate an unprecedented record-breaking year. Our Wildcat student athletes and coaches didn't just compete this year. They really did
017make history. To put this year's incredible success into perspective, we captured seven district championships. That's volleyball, girls wrestling, wrestling, boys wrestling, boys basketball, girls soccer, softball, and baseball. And four regional championships, volleyball, girls bowling, girls wrestling, and baseball, both of which are the highest numbers ever recorded in a single year in our school's history. Previous highs were five districts and three regionals. On the individual stage, we had 25 student athletes qualify for state finals to compete against the very best in Michigan. And speaking of the best, I want to give a massive congratulations to Cheyenne Frank who became individual state champion in girls wrestling for the second consecutive year. Now, I think one of the proudest aspects of our athletes is that our Wildcats, six of our teams were selected for academic all state. So,
018this is proving that excellence in Oxford happens in the classroom first. So, congratulations to all of our teams, all of our athletes. Um, we had 29 student athletes sign college scholarships this year. again, the highest number we've ever had. So, a wonderful year in terms of our high school athletics program. So, congratulations to our staff, to our coaches, to our students, to our families. It was a wonderful year. All right, before we jump into our additional presentations, I do we did have one more of our new administrators join us. So, I would like to introduce and if he could stand up when I call his name, Alex Hartley, assistant principal of Oxford Middle School. So, welcome amazing team of new administrators here. So, I would like to invite Dr. Van Stabin up to start our
019presentations with the climate and culture survey presentation. Do you do you want to do it, >> Gary? I'm just getting used to putting your name on everything. >> Are you sure? Okay. So again, Gary V. I'm happy to be here with you all again tonight. Um and also the community. >> I have two presentations. So you get to hear me. >> Gary, do you have a mic? >> Mic. >> Not loud enough. Sorry. >> I have two presentations tonight. So we have the school quality survey results which were done in February and then also our last and final goal presentation, goal two, right after that. So we will start here with our school quality survey results. And um again we've done this every year for the past 10 years. And this again just to remind
020you this is a district summary. This is perception data. This is not by building but a district summary. It was conducted February 23rd through March 12th. And we had the most amount of students ever participate. Last year with the most with just over 1,600. This year we eclipsed that up to 1674 participants. Again a reminder it's through grades 6 through 12. So secondary students only. We had 653 parents, 338 staff. Now what questions are there? There's 40 questions and they cover topics like academic support, student support, school leadership, family involvement, safety and behavior, and communication. So, what I'm going to go through now are each of our stakeholders. So, parents, staff, and students and looking at our highest ranking indicators and then our lowest ranking indicators. And last year when I presented, I showed you
021two years of data. And then this year I'm showing three years of data. So you can really see a longitudinal trend. Up at the top you will see percent strongly agree or agree. And then this column right where the cursor is is uh 2024. The one in the middle 2025 last year. And then the far right is this year's data. The N represents the number of respondents. And so you can see uh a couple years ago with our parents there was a over a thousand I mean maybe we gave them free TVs. I'm not sure but um over a thousand participants uh last year 471. Again we talked about this we attribute that maybe to uh survey fatigue the end of the year because that was done in May. So we moved it to February,
022early March and uh have a lot more parent participation up to 653. So let's go ahead and take a look at this data. Some of the highest indicators uh and again I won't go through each one but but families are encouraged to attend school sponsored that is a very high indicator. You can see here 93% to 91 back up to 93. There's a teacher, a counselor, a staff member to whom a student can go to for help with a school problem. That has gone up to 92%. And then we look at these others. Parents are well informed about their students academic progress. Staff members and families treat each other with respect. 87 to 86 to 88%. So a little bit of growth there. And then the school is safe again from our parents 79 to
02384 to 85. So you see that three-year growth. Looking at our lowest survey items, uh this is similar to last year, but discipline is enforced fairly. 49% strongly agree or agree. So you can see that's substantially lower than our highest ranking indicators in the 80 or 90% range. But you can also see that that a has gone up to 51%. So there is some improvement there with some intentionality with um PBIS and also with our administrators working very difficult um uh working on that but also using uh restorative practices. Next, you're going to see bullying is not tolerated. And so that's 59%, 52, and 58%. Again, that's our parent survey. Shifting gears to our staff survey. Again, the top in the green is our highest uh indicators and the lowest indicators at the bottom. Again,
024three-year longitudinal trend. You'll see the number of staff two years ago, 400, 351 last year, 338 this year. It's a pretty even trend with the number of participants and look at these highest ranking indicators. I mean almost 100%. When you look at there is a teacher, a counselor or a staff member. And so when you look at the previous from our parents, you see that same indicator here. There's a teacher, counselor, a staff member. And so you see that same one from our staff. These top two are a little bit different because uh a staff member to whom a student can go to for help. The one underneath that u this is with a school problem. The one underneath that is with a personal problem. But those are both on there from our staff and
025they strongly agree or agree and again nearly 100%. The school is safe 93 to 96 to 95%. families are informed. So again, you see some positive trend there. School-based administrators clearly communicate the mission and vision and look at that growth. I think I attribute that to our school um our strategic plan and the intention behind that. And so that uh our administrators are working very hard and diligently with that. The school offers student variety of activities. You hear this a lot about Oxford, how Oxford's special because we offer so many activities, opportunities, courses, pathways for our students, staff members and students treat each other with respect. It's nice to see that growth there as well. 85 to 88%. Looking at our lowest ranking indicators, discipline is enforced fairly. Again, you saw that in the previous
026one with parents, also with our staff. But there is big growth. If you look at last year's 60% to this year 70% as a 10% year-over-year improvement and professional development again a lot of growth there. So those bottom two indicators there's been a lot of intentionality behind improving those. So when we look at PD, our professional development, our professional learning, our staff, it gave me knowledge or skills I can use in my job. And that's really important. That's something that we wanted to improve on. And we have now with our students, going back a couple years ago, we had 1300 students, 169, and then 1674 this year. That first indicator uh you have seen that before in the previous two very high strongly agree or agree for that one. My family wants me to do
027well in school. Look at how high that is from 1674 students. That is very positive to see. I behave well at school. All school staff members are aware of the safety and security procedures. So these are students that believe all staff members are aware. Again, that's a very positive note. And then um the school offers the students a variety of activities, courses, etc. So 85, 86, 87%. Looking at our lowest survey indicators, there's that repeat disciplines enforce fairly, but look at the improvement 56 up to 62%. And then teachers successfully show how students how lessons relate to life outside of school. This is an area that we want to improve. We want our our instruction we want our lessons to relate to life outside of school. And that has gone up from 40% strongly agree
028to 46%. And then also another one with some intentionality behind it in our professional development with our teachers is feedback. So teachers give timely feedback about student work. That has also improved from 51 to 58 to 56. Any questions so far? A lot of data. Yes. >> Um just you said that uh we had 1674 students participate in the survey. >> Yes. >> What is our school count for the middle school and high school? >> Um count I should say. >> Yeah. approximately um the high school is approximately 1500 students. Okay. Uh Bridges High School is approximately just under 50 about 48 49 students. And then the middle school is approximately 900 probably 920 or so. >> Okay. So we still had a good good thing. >> Correct. >> Thank you. >> Yep. You're welcome.
029>> This would be a question. Certainly a followup after, but um I know we saw the because it was a low lower indicator on the parents saying the bullying uh was not tolerated, right? I'd just like to understand what that it's probably middle of the pack for staff and and students. That's why it wasn't reported on, but I'd like to see what what they >> Okay. >> they said about that. >> I can follow up and get that to you. >> Sure. >> Okay. And then do we have any insight? I know you said maybe we gave away TVs, but do we have any insight like like uh how we got almost 1100 parents to respond two years ago? >> Yes. Please go ahead. >> So at the at the time Dr. Mark had paid
030for a service that was sending automated messages to anybody who had not completed it. And so it was basically stopping you >> until you completed it. >> Okay. >> Yeah. Okay, >> that was the that was the strategy. >> Interesting. Excellent. >> And a free TV. >> It's It apparently worked pretty well. I guess got us almost double the responses. >> Yeah. >> Thank you, Anita. >> So, this slide, what we're looking at here is um I wanted to show you, you know, last year's growth opportunities. And so, you know, I showed you that last year, but if I don't show you this year, then how do you know if we improved or not? So, what this slide is is last year's growth opportunities and then looking at 2025's uh data, but then looking at
031this year's data. All right. So, trying to see some improvement here. So, on the left column here, these are the categories. The first one's curriculum instruction, communication, bullying, and then discipline practices. And then in the center here is the alignment to the strategic plan. So just so you know there is intentionality behind these so that we can improve. And then 2025 is this column that's last year's data. So teachers give helpful feedback. Um student uh again from last year 69% that did go down a little bit to 66%. So we know this is something we still need to work on. And then these in green, this one we did not have a measure instrument last year and so this year we added a question to this school quality survey from parents. I am satisfied with
032the timeliness and the information provided by comm uh communications 84%. So we're going to look at that again next year. And then the third one down here looking at bullying. So last year bullying is not tolerated across our three different groups. Parent 52% strongly agree or agree. And you'll notice that staff is 85, student is 77. So parents at first glance that looks a lot lower, doesn't it? So 25, one of our uh options to respond is don't know. And so 25% responded don't know. So, you can see how that kind of skews that number a little bit. But if you're wondering, well, why did 25% say they don't know? It's possible that maybe they didn't have a bullying situation or they didn't have um you know, their child didn't have a bullying situation, so
033that's why they responded don't know. Now, looking at last year to this year, that did improve. Strongly agree and agree that did improve. So parents from 52 to 58, our staff from 85 to 91, and our students from 77 to 78. So growth there. Looking at the last row, disciplines enforced fairly. Again, looking at parents, you can see how that's lower than our staff and our um students. 30% responded don't know. So that's why it's a little bit lower, but you will see growth. So parent responses 47 to 51. Again the big jump from our staff 60 to 70 and our students remain the same 62 to 62%. Okay. Now, looking at this year, this year's growth opportunities, we really have four again, and you've kind of heard this before, but facilities, um, probably don't
034need to, uh, belabor that, but that was the number one theme from our staff. Um, it was also very high from our parents and also from our students. And then the second one uh is a growth opportunity is consistent student support and accountability. That was our number two theme from our staff. Also very high from students and high from parents. The third one was the technology refresh and platform alignment. That was number three with our staff. again very high with our students and with our parents but really streamlining tools to make it easier for families to stay engaged. And then the last one is responsive communication. This was a little bit more at the um of a need at the the secondary level versus the elementary level. Uh so from parents this was the number
035one theme from our parents and then our strengths. We can always show what we can improve on, but it's also important to look at our strengths. What are we doing well? So, our number one theme from our staff and very high from students, you see 580 responses was our exceptional teachers and staff relationships. So, it was in half of all parent responses and 580 student responses. Our culture, our care, and our dedication to our students. The second top key strength was safety infrastructure and community trust. So uh really cited strongly was the evolve system and fordis was praised as well and parents named this as their second highest you know thing that's going well. The third is the breadth of academic programs and pathways. And I just mentioned this earlier, but looking at our options
036with CTE, IB, uh, OC, AP courses, uh, OVA, dual enroll enrollment, uh, performing arts, our athletic program that Dr. Milligan just cited. So, um, very, very high, uh, strength there. And then our fourth one is our student support systems, our counselors, FSLs, um the IEP 504 um uh teams praised very highly by all three groups. So, how do you rate the overall quality of education at? And so, the question was asked from all three stakeholder groups. And so, if you're at the middle school, you're at the high school, how do you rate the overall quality at that building? It's the percent excellent or good. And so, again, we're looking at longitudinal data. So, the last three years on the left column here, you're going to see student data. And at the bottom you see the
037N which is the number of respondents. So look at that from 63 to 72 to 70. Our staff you see annual growth. And then our parents 83 to 81 to 83. So very nice either consistency or growth over the past three years. And then another um big question is would you recommend your child's school? So for a for a staff member it's if you worked at DA would you recommend that school? But for parents it I would recommend my child's school. Percent strongly agree or agree. Look at the growth with our staff. again really believing strongly in the the success of their buildings and recommending that. And then our parents, we saw 2% growth this past year. Any questions? Okay. Each school will share their own results um as they've done each of the past
038uh years. And this will start back uh in September. and Clear Lake Elementary be the first one. They're going to celebrate their own successes and share their own key strategies to improve their results. That concludes that presentation. Any questions? Want to get the next one? Okay. Thank you. >> Shane has a question. >> Gary, one one second. Sorry, >> just took me a minute to find my button. Um, in one of the results you gave, 83% of students u were aware of safety and security. That's down from 85%. Do we have any idea as to why that dip occurred? >> I do not. Uh, would you like me to um I mean I can look into it. I can um I I do not know. No. >> Okay. I think, you know, it's probably within
039that range of fluctuation. Um, but yeah, it's a 2% dip. >> Okay. Um, and kind of piggybacking off of what Mike had asked, he almost read my question verbatim. Um, when it came to the parents, 58% of them feel bullying is not tolerated. Um, do we have any feedback from those parents to know what a yes would look like from their eyes? Because that might look very different from >> parent to parent, you know, whether your kids's been bullied or not or whether you've never had that issue. So, that answer varies greatly depending on their experience. >> I No, I don't have that specific. That would probably be an open-ended question. Uh, probably, you know, if we wanted to dig deeper, maybe more like focus groups. Um, >> okay. Is that like planned? >> Uh,
040no. >> Okay. >> No. Um, but I I can look at the open-ended responses and see if there's anything that any patterns that I can tease out of those open-ended responses. Would you like me to do that? >> That would be great. >> Okay. Anita had brought up the, you know, the paid service that Vicki had opted to use to, you know, essentially keep coming back to get responses from parents. Do you I know you and I spoke before the meeting about the cost for having the graphs and everything on time and and that was an additional cost that Vicki also opted for at about a,000. Do you know approximately how much that additional service was or was that encapsulated in the the $1,000 extra charge? >> Yeah, I didn't really expect. >> Yeah, we'd
041have to look at that. >> I think it was a few thousand actually. >> A few thousand maybe for the the whole >> I think it was about 2500 but I think it included all of it. >> Okay. >> The the reaching out but also the reporting. >> Okay. >> But would you like me to look at that too? Yeah, I would like to come back to that and and maybe discuss for the future just because some of these questions have really brought up the fact that um you know we don't have the full survey until August and we just have the partial now and maybe it would be beneficial but I think we can talk about that at a later time. >> Okay. >> All right. Thank you for that information. Did anybody else
042have additional questions? >> Okay. on to the next. >> So I think it was obviously very positive that we shifted the school quality survey from May to earlier. I think we had much um better results and more results. So shifting gears to goal two. This is the fourth presentation for the year. So purpose is to update our board of ed and our community on the progress of goal two metrics. And again a reminder, goal two is knowledgeable, critical thinkers and communicators. And here you can see again I just I show this slide each time just as a reminder. November was goal four, goal three, goal one, and then uh goal two is right now. And that focuses on our teaching and learning outcomes. There's three metrics that we're going to go over tonight. instructional framework
043and vision bully prevention survey data and I have one metric on that and then Dr. Christine Russell is going to elaborate more on that and then academic and career planning survey data. So why only three metrics you you might be wondering because the other goals had had more metrics if you um refer back to our timeline and here are the four 2.1 2.2 two. These are the aligned actions for goal two. And this black box is looking at this year 2526. So you will see these gold bars. Those are the three that were presenting on this year. Now next year, if you can look up here, you will see one, two, three, four, five, six, seven, eight. So it'll be a much bigger presentation and more elaborate uh next year. So getting into it, 2.1
044instructional framework and vision. So our metric for this one is the percent of key performance indicators and the of the instructional framework met. So defined, developed, implement, and then evaluate. And a reminder about KPIs, little definition at the bottom. KPIs are really like a checklist. um instead of having one metric for each of those, it's KPIs. And there's numerous met um KPIs under this one metric. And so our baseline was 33% which was where we were at a year ago. Our target was quite a bit of growth. Our target was to get to 50% completion of those KPIs and we surpassed that. We actually uh Anita and her team have done a phenomenal job actually getting to 75 completion of those KPIs and this is kind of what it looks like that timeline. So if
045we go back to spring of 20 2024 that was phase one and that was to define what is what you know what is this going to look like. So the first step was to develop a committee and then underneath that you're going to see the uh again phase one beginning research of the effective instruction looking at Hadtie's effect size research looking at the committee and defining what what is a a vision and what is the framework going to actually look like so starting that fledgling stages of that then you start to get into phase two which is the development So now the buildings are providing feedback on that instructional vision and instructional framework and continuing um into the fall of 2025. So last fall they produced a final draft of that and then fall of
0462025 also buildings and administration received professional learning on the vision and then this spring the team started to dive into UDL um which is universal design for learning. And what does that actually mean? That's the the what the how and the why. So looking at means of representation which is the what that's the teaching and how are we going to do that different uh making sure that information is accessible to all students. The how is looking at the means of action and expression. So this is what the student is is producing and they're giving them choice. So it could be an essay, could be video representation, could be oral presentation. And then the why is the means of engagement which really gets to motivation with our students and uh looking at making it relevant. Um
047one of the principles of that is making it relevant to life. So the committee this spring was looking at how to incorporate universal design for learning into our framework. And then again this spring um really I apologize I actually there's so two things this spring they learned about it but then they also learned to incorporate it okay so both of those happened here this spring so again the four phases define it develop it implement it which we started the spring and then after that is going to be evaluate so once we're using it how is it going what is that vision vision. Um, and I think board I think the U board of ed I think you received this in a Monday memo. So the instructional vision and then next slide is the instructional vision.
048We break it down into the five. But first just take a moment uh so everyone can just take a look at that. And what you're going to see here in the belief statement is is something I want to tease out is it's assetbased language. It's really focusing on what kids can do. It's looking at their strengths and then um the conditions for learning. Some things to tease out are really looking at high expectations, common language across our buildings, across our teachers, and then making sure that instruction is safe and predictable. And the five uh pillars of our instructional vision you're going to note in there and a big focus is on professional learning and assessment literacy databased decision- making that's in there a couple different places. So really looking at our data and you obviously
049you've seen a lot of data from from me but looking at our data and then informing um our instructional practices with that student understanding of their learning progression. Where are they at in their learning progression and then teachers also giving high quality feedback and you saw that in the survey data that that's a need. So we're really focusing on that in our instructional vision and framework. Shifting to our bully prevention survey data. Again, our metric is to decrease percent of students who share that they've experienced bullying at their school throughout this uh this school year through the annual survey. So, our baseline is from last year. Elementary 35% of students said they experienced bullying. Secondary was 19%. our target is lower because you want to decrease that percent and our current from this um bully
050prevention survey data. You can see a a nice decline in both of those. And again, Dr. Russell is going to explain a little bit more about this. But what was the question? The question was select yes or no. Have you been bullied this school year? And the percent of student respondents selecting yes this year was 29% elementary 14% at secondary. Again significantly lower than last year. So what are some some proactive strategies? Our our school buildings work very hard to foster safe and exclusive inclusive environments by integrating schoolwide positive behavior intervention support. So PBIS alongside targeted SEAL lessons. Now this is proactively teaching positive behavior. And then when conflicts do arise as they do, that's when we use the restorative practices, restorative circles. And that's used to repair relationships, encourage accountability, and build empathy among
051our students. And underpinning all of these frameworks is a dedicated focus on just overall kindness. We want our kids to be kind. And this cultivates a welcome a welcoming, supportive culture where bullying is prevented at its roots. Also ties into belonging and feeling safe at school. And our next one 2.3 is looking at academic and career planning. This metric was to increase the percent of students positive responses on the school quality survey. Students receive the support they need for academic and career planning. Our baseline is from last year 80%. We want to see growth. So our target was 2% higher and our current this year was the same as last year. So right at 80%. So the question was, how strongly do you disagree or agree with the following statement? Students receive the support they
052need for academic and career planning. And then this is the percent strongly agree or agree. And on the left you'll see academic planning, career planning. So those are some of the items that that that we do. And then across the bottom there's a breakdown of percent strongly disagree disagree and so on last year and this year. So we can see here that this is still an area for growth for us. And we do have course selection guidance presentations. We really work hard to connect high school courses with future goals. Grade level presentations linking students with support for their academic and career goals. There's individual meetings with students to plan their pathways uh again towards their career goals. And then you obviously see others up there as well as our eighth grade career exploration day uh
053pathways exploration at the middle school. So starting then before they get to high school and any questions before we dive into the dashboard because I do think it's important that you also see the dashboard as we continue to bring it back there. Any questions? >> Okay. Shane, >> sorry, just have a quick question about the bullying survey. Um, the question select yes or no. Have you been bullied this year? Were was there a definition of what bullying means >> included or was this just a strict yes or no? Here's the bulleted question. >> Okay, it's a good question. Do you mind Dr. Russell? >> Yeah. Or do you want to do you want to wait until she presents because she's going to get into that probably in more detail? >> Sure. >> Okay. Thank you.
054So, uh, a lot of work as you know goes into this data dashboard and updating it and so on and, uh, so this is updated. Uh, you will see goal one, two, three, and four across there. And then I mean tonight I'm presenting on goal two, but we've also been intentionally updating the other three goals that I've already presented on. And so you can go back into goal one, which was the last one I just presented on. And so each of these has been updated, but right now the focus is on goal two. And so when we go here, you will see the metrics that I'm presenting on tonight. And so the first one is about the framework. So you can see baseline target and then our current 75%. So nice growth. Um so again
055working with this company I I see these graphs and I think wow those graphs look awfully lonely. Um they're kind of by themselves but there are you know two years but as this is a five-year strategic plan this will obviously look more robust in in coming years. The second one 2.2 too. Looking at our um bully prevention survey, again, you want to see a decrease with this because it's the percent of students reporting bullying. So, that is um there's the data here. Again, just a reminder, if you hover your cursor right over it, the um the data will populate. And then also there is your baseline, that baseline data goes across as well. And then coming down here, this one's yellow because it was re neither uh you know growth or or decrease, but we
056did not meet our target. So that one was yellow. And so just wanted to share that with you. And just a reminder, one quick reminder on the right side, the key resources are over here. So there is a link to our strategic plan, to our strategic plan timeline, our TRSIA, etc. That's all right there so that you don't have to go back to the website and find it. Okay, that concludes uh presentation. Any questions? >> Okay. All right. Thank you. >> Thank you, Gary. >> All right. Dr. Russell is next for our bully prevention survey. Thank you, Dr. Van Staverin. Are you sure you don't want to come up and do the safety presentation? No. Okay. Okay. Good evening. Thank you for having me today to talk about some important work we do in the
057schools. Um, you know, I want to make sure that we talk about not just the survey, but also the preventative work we do. So, when we talk about um all of the efforts that are put in every day by by our staff, by our parents, of course, what we're working to do is to make sure that our kids are as caring and inclusive as possible in our building while decreasing any unkind behavior that may happen within a building. So, a lot of the work that you see happen that relates to bully prevention is really the work that is well before we have something that might come to the definition of bullying. So, I want to make sure we ground ourselves first in the work that we're doing to support students to make sure they're social
058and emotionally ready to learn in our schools. Then, we'll move into the results from our student bullyrevention anonymous survey that we did this year. The reason why we do this survey every year, we do it anonymously to help encourage honest reporting. And then we use the these results to identify any problem areas in our school to assess the overall school climate. How are kids feeling within our buildings? and then to help inform any intervention and monitor trends that we we might be able to do to improve from year to year. So the good work we're doing in our schools just to keep things as kind and as safe for our students as possible. It's not just one thing. It's not just one practice. We do a lot of different things and I categorize those under
059our systems that we have in place, the data that we have in place and then the practices that we do to directly support our students. This slide has just some examples of those systems, data, and practices. I'd be up here for a very long night. If I was going to speak to every last thing that we're doing within our buildings, but hopefully these examples help give you a taste of some of the things that we do. And and those of you who know our school well, it can help you bring to mind some other things that you know that we have in place to support our kids in being the kindest and having the best experience that they can in our buildings. So some of the systems that we have in place is making sure
060that we have a strong learning community through things like our positive behavior intervention support teams. So we have a team of educators that get together at least monthly. Every team across the district has put together summer work times as well to make sure that we're starting the year off with strong expectations for students that help everybody understand how do we be principled, caring, and safe within our buildings. At the secondary and elementary team, we go beyond that and we meet regularly to talk about students who may need some additional support. So at the secondary level at middle school and high school, they call those student relation teams where your counselors, administrators, FSLs, your family school liaison are getting together on a regular basis almost weekly to talk about what students might need additional support. What
061data is coming through that might show that someone's having an issue or what kind of um data shows that maybe a portion of our school like our cafeteria or our playground or our hallways are having some issues. At the elementary level, we have behavior teams that work together. So, our FSLs, our social workers, our behavior paras, and our principles come together to make sure that our students that are having any issues in our classrooms are well supported. Then, of course, we have intensive problem solving teams that bring in more of our special education supports if there's students that are, you know, having even deeper or larger concerns. Some of the examples of data that we have in place to support our kids is our PBIS implementation data. How well are we doing at just making
062sure we're creating a safe and supportive environment? Our office discipline referrals. We look at that regularly to see do we have any trends or things that we need to teach or retach for our students. We also track why are students coming to our counseling offices or asking for FSL supports so that we can do some preventative work in those areas. We check in on our kids through our sabers assessments. We use an early warning system to look at things like attendance, behavior, course proficiency. Then, of course, we have things like our bully prevention survey. So, we're never just using one piece of data to decide what to do next to support kids. We have a lot of different pieces together that help us know, are we hitting the mark with our kids or are there
063some areas that we can intervene better? And then again, the practices that I have listed here are just a start. They're just some examples of some of the things that our great staff across Oxford are doing to support our kids. So again, our positive behavior intervention support models across the buildings. We have social emotional lessons happening right within our classrooms for kids, restorative practices being a support. I put just the words teacher supports here as well because our teachers in every single classroom support our kids with peer concerns. They support our kids with interpersonal conflict every day and help teach them how to solve those problems right within our classrooms. We have group interventions that are available for students, behavior support plans. We've worked to have strong relationships with outside entities like Easter Seals and
064Better Life to have colllocated counseling services right within our building. And then of course we have great relationships with services that we can um refer students to outside of our buildings. So, just a start of some of the things that we're doing. We're always piloting new programs as well. Things like 42 Strong Junior has started in some of our buildings and at some grade levels. So, we're always working to see what can we add in to make sure our kids are really ready for learning. The first piece of data I want to talk about before we get into our uh bully prevention data is just again an example of some of the data that we collect. This shows from Oxford Middle School, how often I'm gonna look at the third uh column first. How often
065do we have students coming to the office for a major discipline referral? Then what you see just past that is how often we have students coming for a minor issue. Meaning they're coming to the office. There was a behavior error, but they're not coming where we're going to be using our student handbook to determine a major consequence. Instead, they're coming because they need to see someone outside of the classroom. They need to hear that their behavior wasn't strong and wasn't the right choice, but we're going to do some correction and maybe a restorative practice at that point. So, you can see that that type of work, even on addressing some of the minors, can help decrease and keep the major issues lower. What you also see in those first two columns are a ton of
066preventative supports that are happening. So, we have regular meetings with kids that aren't coming to school or having attendance issues or having difficulty getting to school or getting into the classrooms maybe on time. Maybe they're tardy. We have attendance um interventions and discussions with them to make sure that we know why aren't they coming? What would make them more comfortable and how do we support them? And then when you look at that column there, that's the highest. We have almost 2,000 contacts documented this year at the middle school of our counselors and aileles meeting with kids well before there was any kind of problem behavior. And some of the examples of things that they're meeting with students on are just academic concerns, having a restorative meeting between a few students that maybe had a conflict,
067re-entry meetings, um 504 check-ins, making sure the supports that we have in place for them to keep them learning in school are strong. Sabers meetings after we've done that assessment, checking in with kids whose scores were maybe a little bit lower so we can figure out how to improve their feelings at school and their feelings of organization and safety. Uh general check-ins, just we have kids that are on lists or kids the counselors know just need like a little bit of time with them to see what's going on. Social emotional check-ins help with peer concerns and grade checks. All of this type of work is what helps keeps us from having major issues happening within the building, including major bullying instances within the building because students are getting that support that they need before things
068get to a bigger problem. Okay, so those are many of the examples of things we're doing to support kids behaviorally. So then let's get into some of the uh data that we have this year from our student survey. Quick background. Uh we started using a bully prevention survey in this district in 2011. Uh the Ovea survey was used and it was kind of used maybe yearly at times, every other year, other times. So different cadence of use of that uh survey. Last school year we decided we wanted to take some of the meat of the Ovea survey and make our own. There were some questions from the survey that we weren't wanting to use anymore. We were asking it yearly, but we weren't using it for problem solving. So, we wanted to narrow it down
069to the questions that really mattered to us and to our community. And it allowed us to customize the survey a bit and also it led us to be able to get the survey results quicker and kind of own some of those results rather than being owned by another entity. We updated the survey a little bit this year based on feedback from teachers, staff, and and students. And as we look at the survey results for secondary, we're going to compare some of our results to the Center for Disease Control. uh their national survey averages. Keep in mind, the survey occurs third grade through 12th grade. It's an anonymous survey, so kids read it on their own and answer it on their own. So, we want to wait until kids are old enough to be able to
070accomplish that. We'll start here with the number of students at each school that engaged in the survey. So at the elementary level we had about a 95% um participation rate and at secondary a 70% participation rate. Both both of those participation rates are higher than last year. So let's move into our secondary results. I'm going to spend a little bit of time on the first couple graphs explaining what we're looking at and then we'll be able to go a little quicker after that. So for our first results here, what you see on the red line is the national average of um what the CDC reports. So nationally about 34% of our secondary students report that they have experienced some sort of bullying in the last year. When you look at our results over the last
071four years, this is the same question. Even though we've had some changes in the survey, we have kept one very consistent, which is, have you experienced bullying? And we can see that the results have had a steady decline from year to year to year. And we always have been below the national average over the last four years, but we can see that we are making continued um large changes in decreasing the number of students that are reporting that they are experiencing bullying within school. I do want to break that those numbers down a little bit. The CDC also breaks these down into some subgroups. It's really important to look at and make sure we don't have a subgroup within our school building that is having a very different experience than than maybe others. So, when
072we look at these graphs, I'm going to continue to have the national average for those subgroups listed. And then what I have is last year's results and this year's results for each of these subgroups. So, for our first graph here, what we're looking at is our students who reported at the secondary level as having an IEP or a 504 plan. how is their experience in the school compared to um our students that report that they do not have those additional services. The first piece that we definitely have to look at is that our results in our in our school are lower than what the national average is reporting. So nationally, kids who report that they have an IEP or a 504, 44% of students that receive those services are saying they also experience some sort
073of bullying. in our um district. Both last year and this year, we've been well below that national average. And we're seeing that continue to de decrease. Students that are receiving additional services are seeing are reporting less and less uh bullying behaviors. And we already saw our well the national average for our kids that do not have a 504 plan or an IEP is at 31% and we are significantly below that. We do though see a little bit of difference there, right? So, our kids that do not have additional services, they're at 12% with of those students reporting that they're experiencing some sort of negativity or bullying situation where our kids with an IEP or a 504 plan are still at that 20% a little bit higher. So, we want to continue to work on these
074pieces, continue to make sure we're supporting all of our kids in our building to feel safe, supported, and connected and that sense of belonging. We're going to break this down in another way now. We're going to talk about um our students that are reporting that they are a part of a sexual minority and they identify in that way. So for our students that do report that they're a part of a sexual minority. National average is 47% of these students experience some sort of bullying. In our schools we see that we're less than that. And again we are seeing a decrease in students reporting from last year to this year that they are experiencing bullying who are part of that subgroup. We can see that compared to our students who are reporting that they are not
075a part of a sexual minority subgroup. We also want to look at how students are experiencing our schools based on uh their race or ethnicity. And what we want to see here is that we are not seeing disproportionality. So, a lot of kids that um are at a kids that are at a different um race than our majority race and our majority race in our district is white. We want to make sure that kids that are coming in who are not part of that majority race that they're not experiencing something very different in our schools. If that's the case and we really need to take action on on those pieces. And what we see from this data is that every single minority group as well as our majority group of white are sharing that they
076have less experiences of bullying than the national average. And we also see that we are having decreases from the year prior in every category with every different race within our district. Some additional secondary reports to note just to give you some idea of what else is within that survey and some of the trends that we're seeing. Um, most often reported types of bullying are from the secondary level teasing and hurtful comments, rumors or lies, comments about appearance or body being excluded or some sort of cyber bullying. 35% of students who reported experiencing bullying have told someone about it. So they were given the option of or have you told an adult at school, a parent, guardian, sibling, friend, someone else. 35% said they did share this with someone else. And then 69% of the students
077that said they told someone agreed that the adult was helpful. The highest reported location of bullying reported within our secondary schools is the classroom, then followed up by the cafeteria hallway, and then online and social media. So, a few action steps that happened this year that we believe helped get us to that lower level of reporting of bullying results and then some things we're going to think about for next year. So this year we increased the feelings of inclusivity inclusivity for incoming freshmen and families through some outreach programs. So there was more happening as kids came into the building for all students including for some of our school of choice students. We feel like that made a big difference in how kids felt even as they walked into the building. We continued our PBIS efforts
078through uh uh all at every single school that is a secondary school here. And then at OS they really focused in October on kindness month. There were t-shirts that staff wore. There was celebrations around kindness. There was activities all throughout the building to support being kind, not only in that month, but all throughout the year. Uh, bully prevention lessons that were provided by OS mentoring students to the middle school were altered this year based on our results from the year before, based on some of the trends and surveys we saw in our bully prevention survey from last year to make sure that they were really targeted to what our middle school students were experiencing. and everyone who was involved in that felt like that made a big difference. The other piece that's happening in our
079counseling offices both at the middle school and high school is an improved use of incident forms. So students fill these out as they come to the office before they talk to a adult. And what this does is help that student get their mind clear, get all of their thoughts down about what occurred and what they really need, what support would benefit them, so that when they start talking to an adult, they're able to more quickly and clearly explain what's needed, what will help them. And we're seeing a big um improvement in how kids are feeling that adults are able to help them because of that time to process and them coming into the adult with their thoughts already in place. Next year, some things that we want to do at continue at secondary and and
080improve on. We want to make sure our advisory lessons continue to include empathy, inclusion, resiliency, diversity lessons on all of those pieces. Want to continue to seek out student input on why they may not be reporting instances of bullying. So, when I reported that we had a lower amount of kids that said, "I'm telling someone about this," the following question is, "If you did not tell anybody, why did you not tell someone?" And a very large majority of kids just did not even answer that question at all. So if they said I didn't tell any I I was I did experience bullying. I didn't tell anybody about that. Then the question of why was not answered by our secondary students. So we need to dig into this in another way other than through a survey.
081continued lesson support for students to solve peer concerns and interpersonal conflict on their own and with adult coaching. So, we want kids to be empowered to do that on their own. They don't always have to seek out an adult, but we also want them to know that that adult coaching is there as needed. And then continue to strengthen our professional learning on staff to understand our bullying policies and recognize and address bullying and do some reporting of their own to help make sure our kids are safe. I'm going to move on to the elementary results, but I feel like I should give a quick stopping point here if there's something I can clarify or support. >> That's funny because I was writing down slide numbers. This is a long one. So, yeah, thank you for
082that opportunity. I just want to clarify back on slide five when we were looking at the the incident type whether it was you know attendance counseling major or minor I know it's not on here but I was just curious if you had within your ability to look at coun because there you listed many different reasons for counseling it could be academic it could be emotional it it there's a wide variety >> do you have it down to the specifics so that you can Okay. I could actually click right on that graph that says counseling there within our system and then it pulls up how many times was it each of these or and even things that I might not have listed here. I've listed the top reasons kids are coming. But yes, the next click
083will tell you how often was it for a re-entry meeting, a restorative meeting. Yeah. >> Okay. Good to know. Thank you. And then back to >> on let's see on 15 I had a question too. Um, oh, you had mentioned that the OS mentorship students were adjusting their lessons based on feedback. Can you elaborate a little bit on what the feedback was and how they adjusted? >> I cannot. This was a this was a question I asked out to our principles and to our FSLs and counselors and that was one of the responses they gave. But, um, I do meet with our mentoring teacher and so I can dig in and ask a little bit more about specifics about what they changed. I just know that they presented the uh results from middle school to
084those high school students and said, "Let's make sure we're addressing, you know, what students are saying to us. Let's not just take like oveas lessons and just do those. Let's also make sure that we're addressing what kids are saying or some of their biggest issues." So, I can dig in on more specifics for you. >> Thanks. Yeah, I would appreciate that. Yeah, no problem. Did anyone else have questions up until this point? Sarah Beth, >> um, in regards to, uh, when you have to have counseling sessions, how many times are the parents brought in? Are they always included? >> Uh, it definitely depends on the situation. No, I wouldn't say always. Uh, sometimes it's a quick grade check, just, hey, something's slipping. Something looks a little bit different. How are things going? And if the
085responses to that are, oh, I missed an assignment. I'm gonna get that in. you know, we the counselor then continues to check those um you know, check in on that and if that all resolves itself, then there's no need to connect with with a parent. So, we want to make sure we're working with students and then connecting with parents when it's something that we really need to to get to them about. >> Okay. All right. Thank you. >> Especially at middle and high school, we want to work on kids solving some of those issues, but yeah, getting with parents as soon as needed, too. >> Thank you. >> Yeah. Okay. So, let's dig into our elementary results. These are a little quicker to look through. We don't have a CDC national average to compare to.
086It's important for us as a district to continue to to take this information in and use it. But what we're really looking at is our own themes. One of the reasons why the CDC doesn't put out uh national averages for younger students is that younger students are not as strong reporters of their accurate reporters of their experiences than our secondary is. So it's not as um you know data that they're as confident in. And so for us also we do have to keep that in mind that sometimes what happened just yesterday overly impacts a student at the elementary level. It's tougher for them to think across a month and a year. But this is still really important for us to use from year to year. Look at trends and and make changes to what we're
087doing. So this for the elementary level percentage of students who reported experiencing bullying at school. You can see for the last few years, just like at the secondary level, our trend is going in the direction we would like it to. We're having less and less students report that they're experiencing these kind of things at school. Some additional uh results to share with you. 67% of students at the elementary level who reported experiencing bullying have told someone about it. So, that's really encouraging that a lot of our kids at the lower grade levels are seeking out help from an adult, from a friend, from a parent or guardian. the highest reported location of bullying taking place is on the playground and it was pretty like clearly that was the highest area. No need to talk about
088some of the others within this these results. So that's something that we can continue to work on. We all know that it's a little bit less structured area. So, continuing to work on supporting those are who are out in that area who are adults, but also supporting our kids to help make sure that they're stronger and stronger at uh solving peer conflict and reporting any peer conflict that they see. The highest types of reported uh bullying that students called out within this survey were teasing or making fun of in a hurt well hurtful way and rumors or lies. So some of the action steps at the elementary level. Uh this year our FSLs delivered at least two lessons through the bully prevention lessons within second step. Many of our FSLs repeated those lessons. They happened
089in October for everybody. They many of them repeat them in March or April as we get towards the end of the year as a refresher. But they also will repeat that for a classroom or for a teacher if that's requested or if we see that's needed in the data. positive intervention supports work continuing around caring and kindness in every building. Um making sure that this data is shared with staff so that they have an awareness of where some of these pieces are happening and increasing their own actions taken around bullying. And then of course our increased connectedness through circles and feelings of belonging through our circle restorative work in our classrooms. Some of the pieces next year we want to do is to continue to support and improve playground behavior, teach and encourage students to
090use things like the buddy bench if they need a friend. There's multiple ways and places throughout our playgrounds where we can play. And so if one place is feeling uncomfortable, there are other places to to go within our within our playgrounds. Continue to use those secondstep lessons to help kids become kind, confident, and capable. And ensure that students at the elementary level are aware of who their trusted adult is and they feel comfortable going to them. to support. That's one of the goals for me is that on both the middle, high school, and elementaryaries that we have more and more kids saying they're seeking out help when they need it. We did ask, this is my last slide. We did ask new questions this year that were kind of open-ended questions for kids. So, at
091the secondary level, we asked the question, I believe I can improve how I handle conflict or negative situations at school. So, 82% of our secondary students said, I still have room for improvement in this area. And then we asked um you know what what would that mean for you? Lots of different answers, but some of the themes that came up at the secondary level were developing empathy skills, continuing to put themselves in other people's shoes, remembering that things like you never know what someone else is going through. Some other themes were making sure you feel welcome, making sure others feel welcomed and included, and then continue to learn how to find the confidence to stand up to when others are being unkind. So, those are all things that kids said they wanted help with. Those
092are things we can just kind of infuse into some lessons to make sure that kids feel confident and have some practice in all of those areas. At the secondary level, at elementary, we asked something similar. This year, I have learned or improved a skill that helps me treat others kindly. Almost 70% of students said yes to that. And some of the themes came through were learning uh more about handling situations they see happening so they can help protect their peers. Suggesting continue suggested continuing kindness lessons. And then um the kids suggested teaching everyone clear ways to stop and report unkind things that they may see happening. All three of those pieces are things that happen through our second step lessons already. But what I see from this is that they want to just continue that,
093keep practicing that, keep better and better, getting better and better at those skills. So, I know we can provide more ways to do that next year. I think one question that already did come up that I'm happy to answer right now is how did we define bullying for students? So, I will read what was read by the teacher before they started their uh survey. When we talk about bullying, these things happen more than just once and it is difficult for this student being bullied to defend themselves. We also call it bullying when a student is teased more than just once in a mean and hurtful way. But we do not call it bullying when the teasing is done in a friendly and playful way. Also, it is not bullying when two students of about equal
094strength or power argue or fight. It is important that you have a good understanding of the definition of bullying which builds on three criteria. Bullying is the intentional negative act that occurs repeatedly. It's characterized by an imbalance of power or strength and results in feelings such as scared to come to school, difficulty focusing at school, or causes the student to hurt inside or out. As you think about bullying, remember there's a difference between being hurtful and bullying. Um, I'm sorry, between hurtful teasing and bullying teasing that is relatively friendly. I think I might have I think I might have said that last sentence incorrectly, but that's uh what our definitions are and that's coming from the lessons that we teach through OVA and through Second Step. So, we're working to be consistent with what they're
095hearing in those lessons as they start to work through their survey. >> Was that just in elementary or was that secondary? >> That's what was read in secondary as well for every student that took the survey. And has that historically been read every time or is that relatively new? >> I became a part of supporting this last year and a very similar statement was used the year before. There's been some small tweaks here and there based on feedback, things like that, but a very similar length and um similar content. Yes. >> Okay. Yeah. Thanks. Did we have any additional questions at this point? >> No. Okay. Well, thank you very much. All right, Miss Pam Beiel with our special populations. You guys ready? You ready for me? Mike A told me he's really excited. >>
096Thank you. >> Good job. >> Okay. So, I'm here tonight to talk about my department, which is special populations. Um, there's a lot of information. And I know I'm number four of five, so I get that there's a lot of information and there's also a lot of passion in this. So I am going to stick to my notes. So I just want to apologize ahead of time if it sounds scripted or rehearsed at all. I just really want to make sure that I get the information across and that it's done efficiently. So the purpose tonight is to talk about a high-level overview of everything that is encompassed within special populations and our key areas of support. Um we're going to look at some Oxford specific trends. I'm going to invite Jessica up to give an
097exciting update on our Keystone Learning Center. And I will lastly present a nomination to you for the parent advisory committee rep for board approval for um the next board meeting. So this department manages several federallymandated liaison roles. The first is foster care liaison. So this role acts as a vital bridge between OCS um Michigan Department of Health and Human Services and various child welfare agencies. And this is for students experiencing emergency placement and foster care situations. So our three main core responsibilities here are placement. So, we'll participate in a bestin interest determination meeting to prioritize keeping students in their school of origin uh to make sure that we're maintaining the academic continuity for them. We make sure that if a student must change schools, there's rapid enrollment even if typical immunization or residency records are
098not available at that time. And then we also collaborate very closely with DHS to develop and fund cross-d district transportation so that our foster youth have reliable access to their school. The next is our McKini Vinto liaison role which is governed by federal legislation ensuring that children and youth experiencing homelessness have equal access to the same free appropriate public education as all other students. So this legislation covers students who may be staying in shelters, motel, cars, or those who are doubled up with other families due to severe economic hardship. Under this law, these students have the right to remain in their school of origin for the entire duration of their homelessness to ensure that stability. Furthermore, immediate enrollment is required, meaning they can't be kept out of school if they're missing any standard documents. The
099district must arrange and provide transportation services to guarantee consistent attendance to school. and I work with other districts, resident districts, operating districts on an agreement to um to make sure that we can fund that transportation. Another area of oversight is homebound hospitalized services. So this is an MDEmandated service designed to ensure that we provide education and enrollment continuity to students who are experiencing temporary severe medical absences. So to activate this service, we require an explicit written certification from a physician confirming the severe medical condition. And once approved, we coordinate with a certified teacher who acts as that direct instructional link to the student who's home or in the hospital. The teacher carries out grade level curriculum from the classroom directly to the student at home or in the hospital. So, under MDE rules, we adhere
100to the mandated instructional minutes required for this to make sure that we um support the students learning, but also um we can maintain district funding eligibility if we have the proper documentation for those students while they're out. So, English learning is our next area under special populations. An English learner is a student whose native language is not English. When a student is enrolled in the district, every uh every public school district is legally required to screen all new students using a home language survey. So that survey asks two questions. What language is used most in the home? And then what language does the child use most? If the survey indicates any language other than English, it's our first prompt for potential EL services. We then assess the students English proficiency on um on a test
101a state approved screener known as the WEDA test. And based on the results of that WEDA, students are legally entitled to receive to receive either 150 minutes a week or 300 minutes a week depending on how they score on that English proficiency test. they receive the um that mandated time with of specialized EL instruction with a certified EL teacher. So looking at our Oxford data, you can see a clear steady upward trajectory of our English learner student population over the past five years. This population represents incredible cultural diversity with 32 distinct languages spoken among our across our district. The most prevalent examples include Spanish, Wolaf, Mandinka, Arabic, Portuguese, and Mung. To support this growing need, our current staff includes an EL coordinator. We have seven EL teachers in the district. Um, we will be expanding
102that to eight for the upcoming school year. And then we also have one EL paraprofessional at Oxford High School. So moving on to section 504. A 504 plan operates under a different legal framework than special education. Section 504 is a federal civil rights law designed to eliminate discrimination against uh based on disability. So to be eligible under section 504, a student must be documented or regarded as having a physical or mental impairment that substantially limits one or more major life activities. The core intent here is access. So le making sure we're leveling the playing field. Unlike special education, section 504 does not provide specialized instruction or alter the curriculum. Instead, it guarantees equal access to the GenEd environment through specific accommodations. These are changes to how a student accesses information or demonstrates knowledge without changing
103what they are expected to know. Common examples include, but are not limited to, um, audiobooks, class strategic classroom seating, testing in an alternate setting, frequent bakes, extended assessment time. Similar to our EL numbers, our section 504 plans have seen growth over the past five years, climbing from 171 plans in 20 2122 to um about 300 plans in our most recent fall count. To manage these plans, we utilize a network of internal case managers at the prek level. This is handled by our early childhood specialist, at the elementary level by our teacher consultants. And at the middle school, high school, OVA, bridges, and crossroads, our school counselors serve as case managers. Oversight is maintained locally by the building administrator alongside myself as the district 504 coordinator. Shifting to special education, which is governed by the individuals
104with disabilities of education act, IDA. Special education stands on three legal pillars that are child fine, FAPE, and LRE. Child fine is our legal obligation to find to identify, locate, and evaluate children suspected of having disabilities from birth to age 26 residing in our district. This mandate applies to both section 504 and IDA and it's proactive, meaning the district is responsible for looking for the students in need. FAPE stands for free appropriate public education. It guarantees specialized instruction and related services tailored specifically to the needs of the child at public expense and it's codified in an individualized education program or an IEP. LRE stands for the least restrictive environment. It dictates that students with disabilities must be educated with their non-disabled peers to the maximum extent appropriate. To honor LRE, public school districts cannot take
105a one-sizefits-all approach. We must legally offer offer a full continuum of placements and services. So, I know you've seen this before this year several times as I've presented to you. It's a pyramid. So this image illustrates the continuum of services and placements. At the base representing the least restrictive environment where the largest number of our students are served is general education with standard with standard supports or consultation. As a student's need become more intensive. They move up the continuum into a resource room pro program into a separate self-contained classroom, a separate school facility, or in highly acute cases uh residential or homebound hospitalized services. Our goal is to always keep students as close to the base of that pyramid as possible, moving up only when the data shows that our sub aids and services and
106gened are not sufficient to meet those students needs. This slide outlines the actual programs we operate in Oxford. We provide birth to three early intervention and early childhood special education programs and services. In grades K through 12, we operate resource room across all buildings utilizing both a pull out service approach and a push-in or co-to co-taught support structure. For students requiring self-contained environments, we have strate strategically regionalized programs within our elementary buildings. Clear Lake hosts our emotional impairment program. DA OE and Leonard hosts our autism spectrum disorder programs and Lakeville hosts our cognitive impairment program. Our middle school and high school house secondary ASD and cognitive impairment programs. And we also run our exceptional adult transition program known as the loft which serves our young adults through age 26. In tandem with our classroom programs,
107we provide related services which are written into student IEPs. This might include social work, speech and language therapy, occupational therapy, physical therapy, and we also employ teacher consultants who provide academic support to both students and teachers. Registered homeschool families residing in our district boundaries are also eligible for services through something called a non-public service plan. and I meet with those famil I'm I'm we're required to meet with those families annually um to inform them of their right their special education rights. So before I go on to the next slide, I just wanted to go back really quick um and take a moment to look back and reflect on some transformation that we did a couple years ago with our elementary self-contained programs. At that time, I had presented to the board um that we were
108going to be looking at intentionally distributing those programs across various elementary schools throughout the district. And it was a highly intentional decision. So, while it strategically helped us balance workloads and physical space requirements needed for those programs, uh the intention was also to cultivate awareness and create meaningful inclusion opportunities for all of our students across the district. So, two years later, I'm standing here before you. Um, and I hope you noticed that in every elementary principal board presentation, they highlighted the program that was in their district. And they really have become deep points of pride within each of those school communities. A majority of those programs have successfully su successfully uh established those peer-to-peer programs that you've heard about. Our ultimate goal is to continuously teach and equip our students with the skills needed to
109move along that continuum toward their least restrictive environment. As we continue to strengthen these specialized classrooms, we partner proactively. Um we're trying to we're trying to find ways to be more inclusive. And so moving forward and in the past we've partnered with our parent advisory committee and we'll do so again to work with educating our building principles on what inclusion looks like directly from the parents perspective. Um, and then concurrently, we uh we want to work handinhand with our general education staff to put practices into place to ensure that our special education students are truly represented, welcomed, and meaningfully engaged within their general education classrooms. So, thank you for allowing me to kind of touch base on how how that's been going over the past two years. So this slide represents our student enrollment numbers.
110Um this is from MSDS. So there is a little bit of lag in this. This is from the 24-25 school year. Um but you can see that our numbers mirror nation and statewide trends as we continue to identify students with disabilities in need of specialized support. At the end of this school year, uh we concluded with 871 students who receive special education in the district. On this slide, we're going to look closely at our graduation rates for students receiving special education services. The MDE does monitor on this and they have a target of districts achieving greater than 70% of these students achieving their high school diploma within six years of entering high school. So when we look at these met these metrics, I want to emphasize that just because a student with an IEP is
111captured in a metric as not receiving the traditional high school diploma in six years, it does not mean that they're nowhere and they they aren't continuing their education. So we offer highly valid pathways for our students. Many of our students have not received a traditional high school diploma because they are proudly enrolled in Loft and they're working toward that certificate of completion until age 26. We also have students enrolled in dropout recovery programs, students who are continuing to work on getting their high school diploma, but it's taking them a little bit longer, and students who really just want to study for and pass the GED. We're embracing all these different pathways because success really does look different for each student. So this slide displays some of our state performance plan indicator data. And I can
112briefly explain what each of these m these areas mean in practice. And so again based on the performance area, this data does tend to lag one to two years behind. But for suspension and expulsion, this measures the rate of suspension and expulsion of students with an IEP for greater than 10 days. The state target for this is to stay below 2.6% in Oxford was at8% in 2324. The 80% or more in gened, this is the percent of children with an IEP who spend 80% or more of their school day inside their gened classroom. So the MDE target for that is 70.5 and we were outperforming that at 79.86. Conversely, the 40% or less in GenEd, this tracks students who are inside the GenEd classroom less than 40% of their day and they want the state
113wants this number low at under 9.65 and we were well within that at 4.66. child find. This tracks the percent of children with consent to evaluate who were evaluated and whose eligibility was determined within 30 school days or or with an agreed upon extension. We achieved that target at 100%. Our early childhood transition. This measures our efficiency in transitioning our youngest learners. It represents the percent of children referred by early intervention services prior to age three who were then referred for and made eligible for services and had an IEP developed by age three. Uh we met this target at 100%. For timely IEPs, this measures whether annual IEPs were held by their due date. You'll notice an asterisk on this one by the 100% data. Um that's because this is officially corrected. We were initially
114flagged by the state as having one late IEP that school year. Um, but I was able to pull the records and show that that one student was actually not enrolled in the district at the time the IEP was due. So, I was able to show that to the state. They accepted that correction and now um we are at 100 the 100% target. So that last area in secondary transition, this indicator tracks 13 specific indicators that must be completely met on our student transition pages of IEPs. So the state randomly selected four of our students for review. One student out of those four had an indicator marked as not met. So that automatically dropped our compliance score to 75%. So, as a result, we have a comprehensive action plan to retrain our staff, implement internal monitoring
115and um working to really ensure that we're back to that 100% in the future. Like many districts across the state, personnel recruitment remains an ongoing focus for our department. Currently, our opening our open postings include three paras at Leonard Elementary supporting our ASD resource room and early childhood programs. We're also actively recruiting for two social school social workers. Um, but we're also actively interviewing, so I have my fingers crossed. We're working closely with HR to market these positions and find highquality candidates to support them. To anyone in the room, to the board, to anyone watching, there's a link and a QR code. Please forward um we would love to have you. So the next slide um is a bum bum bum um big unveiling. It is our branding for Keystone Learning Center or Key Keystone
116Learning Center. And I'm inviting Jessica Taylor, the principal of Keystone Learning Center up to give you an update. So, you guys ready? You ready, Mike? >> T. Thank you. So, it has been a very busy last two months, I would say. So, we have been interviewing. I have been all throughout Oakland County observing new students. I have been giving virtual tours and one family actually decided to come on site and I gave the virtual tour at OEIC but it was so wonderful that they came on site here. I've also then after the virtual tours have been attending IEP meetings and I am really happy to say at this point we have 11 students that have gone through a completed process and are IEPD for the fall at Keystone Learning Center. These 11 students come from
117six districts across Oakland County. We have five more set for the fall because the end of the school year got so busy that we really had to push back with everybody's ending days and the 30-day timeline that you go into when you come out to observe. So, we also have five scheduled for the fall. And there is a wait list currently in our middle school program and our upper elementary program as well. We are fully staffed to open three classrooms. And by fully staffed, we're a little extra and we're getting really close to even looking at that fourth. We're still looking actively looking for a teacher for that fourth classroom. And I want to make sure that we are safely staffed for the students and our staff to open. We not only have our three
118teachers, our nine pair of professionals, but we also do have a full-time speech pathologist, a social worker, and a behavior interventionist. um all of this talent is coming into Oxford and it is so exciting to bring such experience and such desire and drive to come here. It's been a very exciting process. And then along with all of that, we're planning for next year. for planning for PDS and also we are purchasing we've started buying the furniture the curriculum materials the materials for school the boxes and boxes that have come in and been inventoried and are now organized and are ready for the official move into the building that's yeah but it's been a very I will say positive experience meeting with these families across Oak County and getting to share that they are registering as
119Oxford students for the All right. And our final item tonight relates to our parent advisory committee or pack or the Oxford PAC or OPAC, all the things we call it. Every ISD in Michigan is legally required to establish and support a pack to ensure parent voices shape special education policy. These committees must include at least one representative from each local school district and local school boards are responsible for nominating those reps to serve a two-year term. Oxford's current representatives are Megan Eller and Emily Lesnau pictured here. Emily's term is up for renewal and she has graciously agreed to continue her excellent advocacy work. She's here tonight if you didn't notice. Uh therefore I would like to recommend that the board approve the nomination for Emily Lesnau to continue to serve in this role as Oxford
120pack rep. This will be on the next board agenda. So just I jotted a few notes while um while I was sitting over there and you just to say thank you. I wanted to say thank you to the board for always listening and advocating. I wanted to say thank you to our families um for sharing your children with us. Uh I wanted to say thank you to our staff for the work the incredible work they do to meet the needs of our students. And um we love our kids. We love all our kids and we will always work to do and be better for them. So, thank you for your time tonight. Do you have any questions? >> Questions? James. >> So, understanding Let make sure you guys can hear me. So, understanding that IEPs
121and 504s are different, right? So how are is how are we actually monitoring to make sure that uh students with 504s the accommodations are being followed and same thing on the support side for the IEPs. >> So the 504 monitoring is internal within our building administration. Um also I have a data specialist who so the state doesn't monitor 504s in the same way that they monitor IEPs. So um you saw that one slide where the state has all these targets. Uh there's a whole state monitoring system. There's a whole state complaint um avenue for procedural safeguards and there's procedural safeguards for 504 as well. Um but it's not monitored the same by the state. So that internal monitoring occurs at the building level to ensure that our counselors are getting those accommodations to our teachers
122and accommodation logs to our teachers. And that looks different across levels. At the elementary level, I know that they're using logs that they have with their lesson plans. At the secondary level, they've moved into logging things in educ. And so we do have somebody who um at the conclusion of a 504 plan, the accommodations are then sent to all teachers and they are also sent to a coordinator who uploads all of those accommodations into the educ system so that this the teachers have access to not only view them but then to um record when they have been offered to the students. I also have a data specialist who is able to monthly pull a report of whose 504s are coming up due, whose three-year re redeterminations are coming up due, and making sure that we're
123working with those teams to giving them those reminders of, hey, you've got this coming up this month. Just because the state doesn't monitor it doesn't mean that we aren't internally um keeping up on that, both at my level and also more so at the at the building level where they have that direct contact with staff and students. So, you talked about safeguards and and that was going to be kind of part of my next question. What safeguards are in place to make sure that from a district level, we just heard from a parent last week where accommodations were removed and she still wasn't getting what she needed for her students. It was I forget the exact number of days, school days and stuff. So, we have safeguards in place. Why are we now hearing about
124that? And we've also gotten emails from other parents that are having other frustrations around accommodations and stuff. >> Yes. So, I guess I can say that um I I would I would love to sit here and say the goal is that everybody does everything perfect 100% of the time, but we work with humans. And so I think if there's an issue that it is brought to the attention of those that can implement and make changes so that we can investigate. We can look into the situation. We can own if a mistake is made or if something needs to be fixed. We can retrain. We can coach. We can develop and refine processes. And we can do better. So, I would encourage families to please speak up both at the building level and and higher. >>
125Great. And then for the 2627 school year, what are your top three priorities for your department and staff? >> I would really love to answer that question right now, James. I'm still wrapping up this school year. So, if you could give me some time to reflect on that, I would be really happy to give you that information as in a few weeks if that's okay with you. Yep. >> Sarah Beth, of the you said that we have students involved. Um are are those all like at our buildings and at bridges and loft? Is that the total number when you talk about being on the uh I think it was 504 plans and stuff. >> So the 871 are students receiving special education services. Okay. That is students birth to age 26 in our district and
126that does include all our buildings including OVA. >> Okay. Yes. >> All right. Thank you. >> Any additional >> Shane Mike? Someone is okay. Um, I just really quickly want to thank you guys for everything that you do. Having a child that doesn't see things the same as other kids see and process things the same way, it means a lot to me to know that you guys are there and that you guys care as much as you do. And so as a parent and as a board member, I can tell you I I appreciate your guys dedication and and your drive to make sure that these kids are not marginalized and that they're always looked after. So um without looking like a fool and crying. Thank you. >> Thank you, Shane. I also wanted to
127add my appreciation um anecdotally I I know of a family who when it it just really reminded me when you were talking about your proactive focus how really true that is and it's clear that you have excellent processes and training in place for things like that because if it weren't for the staff at Oxford the the child would not have been identified in need of special programming. And so oftent times some of you know we we know many disabilities you cannot see but to be able to identify that early and from an outside source and provide that support um when it was when it was greatly needed. Uh I know that's just one of of many examples. So, I I just wanted to say that when you talked about being proactive, that that touched a
128nerve, and I I absolutely have seen that in action and appreciate it very much. Um, I also wanted to say thank you to Emily and Megan for volunteering so much of your time and and being wonderful advocates and we just appreciate the fact that you are willing to stay on for another term. So, thank you. Thank you, Jessica and Pam. I cannot wait for the Keystone to come to fruition and I know it's been a lot of hard work for you both and your whole team. So, thank you. >> Thank you for your support. >> All right. Next up, Dr. Willman. Gary, you're still more than welcome to come up here if you want. All right. Good evening. We are here to give the end of the school year data for safety within Oxford Community
129Schools. So I have up here tonight Dr. Carl Sproul who is the director of school safety and operations. So we'll be tag teaming this. So tonight we're going to talk about threat assessment data, suicide risk assessment data, bullying investigation data, as well as um some data about Gaggle. gaggle reach out not on the slide but we'll also discuss evolve. So just a reminder since we are tackling things like our safety assessments that we do have a lot of resources available for mental health support. This is our mental health support anchor chart. Um, so all of these, anything that's underlined, much like the safety anchor chart, all accessible and that's active on our web page, as well as our reminder of all of our school safety and security procedures that are there. Again, anything there is
130live linked. You can access that on the school safety and security part of the web page. So, let's dive right in. So, when we wanted to start with the comparison of last year to this year, um, for those of you that look at data from last year's presentation, you're going to see the numbers are going to look a little different. This was at the request of being able to bundle um because any student who goes through a full assessment is first screened. So, we wanted to be clearer with that data. So, you can see that out of our full assessments, we're maintaining about the same amount. And I know it went up by three, but talking about statistical significance and things like that, that's that's three. We did see a significant uptick though within our
131screeners. But again, that goes back to kind of what we talked about during our midyear report with the amount of kids who are self-reporting thoughts of suicidal idea ideiation and our culture of reporting we have in general. Um there are multiple ways that our students can report, whether it's seeking out a trusted adult, um any of the things that Dr. Russell shared during her presentation, we have our anonymous reporting form. Gaggle reachout is an option for someone to consult and anything that could reach that level would be reported to us at the school level. Um, additionally, students can report through okay to say. Um, we are able to use our program like gaggle, goardian to be able to catch some of those things as well. So it really depends on the situation and some of
132these screeners are the same student. Um it is dependent on what what the situation is whether a child's in crisis and it's a different scenario. We want to as we always say please report no matter what it is and let the multidisciplinary team be able to take care of that. And so when we focus just on this year's data, you can see and I'll use Clear Lake as an example. So there were 16 total screeners. From that screener point, five of those moved on to a full assessment. And so that's what you can see with the low, moderate, and high. Um that's the classifications. And I have a slide that'll go into those classifications. Um, you can see that down at the high school there were 50 suicide risk assessment screeners and half of those
133moved on to the full suicide risk assessment. How is that determined? Well, we look at a multidisciplinary team. Sorry, hadn't started coughing until I got up here. Um, that starts with a school administrator, school resource officer, and two school-based mental health professionals with at least a master's. And in this instance, our school-based mental health professionals are really the ones driving the process with support. Um, and so at this point, based on this data, do any of you have questions? Because I know I'm five of five and it this one's long, too. And I have we can we can go through this nice and slow together. Okay. So when we look at risk classifications, how do we get to this low, moderate risk, and high risk? This is directly from the Columbia Lighthouse Project who oversees
134the Colombia suicide severity rating scale. And that's the model that we use for our suicide risk assessments. This is taken directly from their information that is publicly available. You are more than welcome to go to the Columbia Lighthouse Project website. So what they consider to be a low risk is someone who wishes to die or suicidal thoughts without a method, plan or intent or it's been a month since there was suicidal ideiation or there was modifiable risk factors and strong protective factors. And so it's not a this and or that. And so you can see that there is the or there's always that opportunity within the discussion as things are being classified that you want to figure out where the kid is going because you don't want to find a kid in crisis and say,
135"Oh, well, it was 29 days ago, so it's okay. It's digging more into it." So this isn't always a black and white cut and dry process. But this is the some of the guidance that we have from the Colombia Lighthouse Project. And then how do we support? And this is in no way, shape or form an exhaustive list, but these are some of the ways that whether it's a screener, whether we go to a full, whether it's a concern, whether it's meeting with a counselor because of early warning system, these are all supports that can be put in place at any time. And these are just kind of what we like to call our like toolbox. If you're coming into the team and you're wanting some ideas, how do we work as a team to
136think about what's going to be best for kids? Because not everything on here is going to be best for students when they return, whether they were out for just that little bit of time for the screener or it was an extensive period where they had to be hospitalized. Each of these supports are personalized to the situation and the student needs. Any questions on that? Okay. All right. So, threat assessment. Much like our suicide risk assessment, our threat assessments are maintaining about the same numbers. And again, if you look at the data from last year, if you pull up last year's presentation, you're going to see a little different different numbers, but that's because we combined the screeners and the FOs because if there is a FO, it is screened first. And so, we just wanted
137to be really clear with that data. Um, so you can see there was a little uptick in our screeners. Um, and then the FOs actually went down a little bit, which again speaks to our culture of reporting and our kids feeling safe to report, whether it's themselves, whether a teacher is seeing something. Um, we we have a great culture of reporting when it comes to threat assessment and suicide risk assessment. When we dive into this year's data specifically, again, I'll use Clear Lake. Um, at Clear Lake there were 10 cases that were screened. One of those moved to a full assessment. And then Leonard, same type of thing. 14 were screened. One of those moved to a full assessment. And then when we look at risk classification, this is taken directly from our administrative guideline
1385714.01 along with the national threat assessment center guidance on classification. This is part of what the teams use as they make their determination in a threat assessment. The multidisciplinary team is made up of a campus administrator, an SRO, and one mental health school-based mental health professional with at least a masters. If that student has an IEP, 504, any sort of specialized services, the appropriate staff members are included in both our suicide risk assessments or our threat assessments. And I'm not going to read all of this, but you can see, and I really enjoy rubrics, but I was a I was a English teacher. And so it it's very helpful as teams are weighing in whether something is considered a low or moderate um to really look at the words that are on that page and
139talk about that. And it's a great opportunity as we have our monthly safety meetings to continue that conversation so that that calibration continues, especially with a new school year and anything else that could happen. We want to be on the same page and same understanding. And again, same types of supports can be available because one of the most important things when we look at any of our safety assessments is that management piece, that support. We're wanting to see how we can wrap our arms around these students. But additionally, especially when you're looking at a threat assessment, you want to look at possible safety plans that would need to be in place. And again, neither of these boxes are an exhaust exhaustive list. It's just examples of things that we can put in place. And so
140wanting to point out that although discipline is not the goal of threat assessment, there are times when code of conduct consequences are applied based on the situation. And it can be a both and we can still go through the threat assessment. we can still provide all the support that we need to to be able to help that child be successful, but also the code of conduct may apply. Any questions? >> I do have a question. Um, do we have any insight on the jump for OES? Uh, it looks like it's just in the basic screeners, like the the full screener didn't jump anywhere near that that degree, but are we just changing some of our practice? I mean like I don't know there there seems like there's a big jump and then if you combine
141DA and OES there's a considerable jump over those two schools compared to the other elementary schools. >> I I would think that the practices would be a piece. Um I would also say um Melissa Cree is part of both of those campuses who's also our master train one of our other master trainer here. So having that level of expertise on a campus level really sets a different tone and she does help other campuses but having that person day-to-day with you is different. Um Marie Murphy does an incredible job with her team and there was a lot of transition but being able to adhere to our protocols, our checklists and making sure that she has created in this building as well as Chad a DA that culture of see something, say something. Um, I think that
142is something that is could be credited. I would have to dig every single one of those threat assessments, but those are two of the things that not just because they're both in this room. Um, but those would be two things that I would highlight for those campuses. >> Thank you. Also, just in general, I know uh Dr. Uh Russell touched on uh early warning as well, >> but just in general, I mean, we we get all this data and I know we've we've shown on the the uh high level like you know, we've got the the chart that has all kind of the uh it's on whatever uh slide four. Um and so just kind of I mean I guess a high level we we talked about it last I believe it was last week.
143um you and I and >> yes >> uh but uh just kind of a high level what that looks like with the hedge climber because we see all this information there's some >> it's easy to think maybe these are in silos and they're kind of we have to pick information out and somebody's got to but but showing how we're trying to be more proactive and and that in general I think maybe just a real high level on >> All right so high level it all kind of plays together and something that Dr. Russell put together this year um in in a way to make it visually appealing is where does all of this live? And so really narrowing it down to our our three buckets of Power School, educator student save has been huge because
144you're not looking at seven different places. You're going to three places and I can do that. Dr. Sproul can look at one, you can look at one and then we're going to come together. Um, and that is part of the process as you're going through and you're gathering data whether it's in a suicide risk assessment or a threat assessment. That is part of the task is we're checking power school, we're checking edge of climber, we're checking to see what else is in raptor student safe. Um, because there is depending on things that are developmentally appropriate, but we still want to log that. We're still keeping track of that, but that is part of as the teams are coming together to be able to make that assessment and analyze the situation. And it really is looking
145at all of that and as we put support plans in place looking at once the threat assessment or suicide risk assessment is closed how are we still supporting that kid and that information is then going to live and edge a climber and then that's where Dr. Russell's kind of role takes over with MTSS and really making sure that those students are continuously being talked about and not in a way that it's oh well that kid did that we're going to point a finger at them and they're always going to be labeled that. It's how do we support that kid? Because there is some sort of risk factor in their life that we want to make sure they're getting the proper support so that as they go out into the world, they have that toolbox and
146are able to be able to work through whatever emotional concerns or trauma that has happened to them. >> Thank you. And and then even even before because my understanding is the early warning I mean can be very proactive too before threat assessment before suicide assessment before those things you start to see trends >> and so uh I mean getting real high level but that's like so kind of that the proactiveness of it is what I'd like to like maybe >> so part of that with the the teachers having to fill that out a couple times a year students in secondary filling that out there is a system for how there's conversations around that. Um, but we're also being aware of what kids are talking about. We know that there's certain video games that they may
147or may not be playing with adult supervision. And so those conversations then transfer into the lunchroom and a kid may overhear something and it's perfect. It's happened a couple of times where that class or that grade has had to have additional like lessons about why we don't want to talk about these things in school. And that's kind of what we look at the proactive because it may start out as a conversation, but we never know where it's going to go. But we have to make sure we're doing a good job of showing our kids what is appropriate to talk about and what's not. If that >> kind of >> Yeah. Even even >> even more more so like I mean you know edge of climbers we're we're able to see grade decline we're able to
148see attendance we're able to see all of that kind of compiled into one >> database we'll say right we're not pulling those from all different silos >> right we're not we're not h well we >> we're we're pulling them with edge climber right but somebody's not manually having to go through different silos and check >> correct >> you know that's kind of what I'm what I kind of want to So if you pull up Allison Willerman in education and it would give the historical data. If you log into student safe, you're going to be able you go on the assessments, you're going to be able to see you look on concerns, it's going to give you everything. So it's not did you bring the binder? Do you have that piece of paper? Let's check our
149email. Is it lost in our Google Drive? It really is living in those three buckets. >> Thank you. >> Yes. All right. And so moving on to bullying investigations. And during midyear we talked about some of the concerns of um the limited amount of bullying investigations that had been done. So I want to start with the bullying investigations. And then I want to talk about some of the great work that's being done here. So we had a total of 16 bullying investigations for the year with five of them being found to be instances of bullying and 11 of them were not. And so again, some people may hear the number five and say that's a little concerning. So that's why I want to look at the left side of this paper uh slide I should
150say. I have the paper in front of me. Um we really were intentional and we kind of talked about this mid year of really trying trying to track that proactive measure that proactive work that we've been doing. Dr. Milligan even presented about all the proactive things that we are doing. And so we were really intentional from March through June. We even added in power school interpersonal conflict as a way to log because not everything reaches that level of bullying. But also everything isn't a peer concern either. So we needed that interpersonal conflict where it was just that one step up and it wasn't bullying. It was just two kids having an issue. And we really asked from March to June for our principles, our mental health staff to be very intentional about how they're tracking
151those communications that they're having with with their students. Um and so as you can see just from March to June there were 109 instances of whether either peer concerns or interpersonal conflict that occurred at the elementary level and 296 that occurred at secondary. So that's 404 times across this district from March to June where our staff, our principles, our assistant principles, our deans, our mental health professionals worked with kids. And so our our instances of bullying investigations are at 16. But when you put into context in just March, April, May, June, 404 times our staff across this district did that proactive work to prevent students from getting to the stage of bullying to really retach and take that opportunity to live into our restorative practices. That paints a totally different picture for everyone. So, yes,
152there were five and it's going to be really difficult for us to ever say we're going to be zero because we're they're they're humans and they're kids and they're learning how to be people. Um, but when you think about 404 times in just four months, think about being that intentional over an entire school year. And that's not even all the like really low-level things that weren't able to get logged. And I think it just really goes to show all of the work that our staff, all of our buildings are doing to do a lot of that higher level preventative work before we get here. Any questions? Um, investigations are 16. How many reports of bullying turn into investigations? Like is it just 16 incidences for the whole school year or was it more than that
153but only 16 qualified for an investigation? It would be 16 that the campus has determined qualified for an investigation because we could have someone saying I'm getting bullied and it's because they weren't getting the proper turn on a swing. We're not going to launch a full-scale bullying investigation because that's really time consuming because of a playground dispute. And so it it's almost as if there's a screener that takes place. I know that's kind of a and but they do screen it. They're looking at was it has it been reported before? What's the relationship between the two students? Um looking at um what what else has been going the totality of the situation? And then consulting with someone. We say very much so in all of our safety assessments, don't make a decision in isolation. So,
154it's that same thing because even if a kid is reporting, oh, I didn't get my turn on the swing, I'm going to want to go check in with Carl if we're on the same campus and hey, have you had any reports from Bobby about anything else going on? Because even though we may look at it as it's just a turn on the swing, it may be a bigger issue. And so having that idea of talking it through, not a formal screener like we have for our suicide risk assessment, our threat assessments, but having that conversation to talk through what that looks like. So there were 16 that met that level where they needed more information before that determination could be made. >> And do we know how many we reported in general that didn't make
155it to the 16? >> Not at this moment, but I would have to look at that. Um, I could give you not at this moment. And I would have to get to you. I at the anonymous reporting, but I wouldn't be able to tell you on a day-to-day how many times the word bullying is said. Um, that's going to be a little trickier, but I can do my best to get you information. >> Right. I guess I'm just asking if a student comes to an an adult and says, "I'm being bullied." Does that get tracked or does it only get tracked when it meets the threshold for an investigation? For a bullying investigation, it's only tracked at in Raptor student safe when it goes to a full investigation. Anytime someone goes to an adult or
156uses our anonymous reporting or okay to say or any of that, if it's kind of screened because that's lack of terms for it and it's determined that it's not that, maybe it's a peer concern, maybe we can have restorative between the two students because it's a peer-to-peer issue. We're not going to track that as bullying because it doesn't meet that definition. And that's where it's going to be tracked as your peer concern or your interpersonal conflict. So we could say we could um when we look at the 404 instances, those may have started as someone saying they're being bullied, but in fact it was a peer concern or an interpersonal conflict. >> Right? So, not to sound um argumentative in any way, but I guess I look at it in one aspect, okay? Anything that
157you see, hear, feel, you know, report it, right? And that immediately triggers a threat assessment. >> Not necessarily. >> Well, almost always. I've personally gone through it. So, um, however, if it's bullying, it's got to meet criteria before it can be investigated. Am I hearing that right? >> Correct. But with threat assessments, because okay to say, it isn't just things that are threat assessments. So, automatically because you made a report to okay to say does not equate a threat assessment. There has to be concerning behavior or warning signs that would reach that. Much like a suicide risk assessment would not be performed until we had signs of some sort of suicidal ideiation, knowing full well that we could open up a threat assessment, a suicide risk assessment, a bullying investigation, and a title N investigation
158on any given report. But just because you make a report doesn't mean it automatically goes in the box of a certain type of assessment. We need more information before we're able to do that. All right. And so the next SL set of information is for Gaggle reachout data. I shared this um from the first semester. So just sharing gaggle reachout is something we started using this year which is 24 hours a day, 7 days a week, our kids have access to mental health professionals. And I have the QR code up there just in case anyone at home. This is active all throughout the summer. Um, and so you can see we had 94 times where our kids this year did reach out. Um, and it's issues that could be any of the following. We get
159a summary every month of the types of things that people are reporting. Um, anything that would reach certain thresholds if there were any CPS concerns, suicidal ideiation threats, um, anything that could reach that level is reported to us. Um, so it's not they keep all of the information, but if if it is I'm having a problem with a friend or just general I'm a little nervous about taking finals, that stays within Gaggle, reach out. And then Gaggle. Um, this one was interesting because last year the items ingested were about 7 million. This year it was 9 million. And you can see in gaggle for those that need a refresher is something that's AI triggered when anyone's lo any student is logged in on a district device or logged in using their email. Um and there
160are certain things that they're looking for threats suicidal ideiation pathway behaviors concerning behavior warning signs. Um so out of the 9 million items that were ingested AI flagged about 6.9% of those and then from there a human verifies them. And so out of the 9 million items that were ingested this year, 391 of those resulted in a gaggle alert, which there's two types of gaggle alerts. There's questionable content, which is more of your lower lower level thing. Still something we want to check in on kids about, but it's not I'm not calling for a well check necessarily, and I may. It depends. Um because again, you have to look at the student and what's going on and talk with the building. Um the other category is possible student situation and that is more expressing suicidal
161ideiation or any sort of plans. Majority of these 391 alerts are kids who are expressing suicidal ideiation. We did have a little uptick especially at the end of the year where kids would be playing like um like Gimkit or Cahoot or any of that and then they would intentionally type in bad words. Sometimes people want to test it and see what happens. Um it was interesting this spring to see some of those. Um but that is the instances and we have a plan for during the day. There's a plan from after school until 10:00 p.m. And the expectations for that and then from 10:00 p.m. to 7:00 a.m. And from 10:00 p.m. to 7:00 a.m. the sheriff's department and I collaborate on that. And now Dr. Sproul has been added to that group as well.
162Any questions about Gaggle or Gaggle reachout? All right, so I am now going to turn this over to Dr. Squall. >> She's letting me dip my toe in here, so I'm just doing this one, but thank you. Um, so as requested, uh, we wanted to give you an update on our Evolve data. So what you see here is you see uh data from 2023 to 2026 uh where we utilize our evolve express uh mechanism. So those are housed in the middle school and the high school. Um this is a total usage. So not just during the school days but also at think of things like football events any of our larger events where evolve is going to be required. So when you look at the express only from the 2326 what it's saying here is
163that there 25% of all the passroughs there was some type of indication that required further search. So I want to clarify it does not mean that 25% of these said that there were dangerous items on people. Okay. So these are just things that were of concern. When we look at that 25% and look at some of the things that the system will do. It uses an algorithm to recognize dangerous weapons. uh it'll look at metal metal competition. It'll look for shapes. What we find more often than not in these scenarios specifically with 23 2023 to 2026, the the algorithm will look at groupings of items. So if it looks suspect, it will cause an alert that does require further search upon that. Uh during this time frame with just the express system, uh it was
164constantly flagging Chromebooks. Uh it doesn't seem to like curling iron. So I can speak on behalf of the middle school. But we have a very large cheerleading population and they do bring those in. So, so that will flag that as well. Um, so again, it's the groupings and how those things uh show up with it. So then when we go down to the addition of the expedite, so for those that are not familiar, think of TSA bag check when you walk through and that is the bag scanner. So that is an additional uh layer of searching uh uh through those means before people can enter premises uh on our grounds. So when you look at from this year, so again, think about the times that uh Evolve is being used. So during the school day
165at our secondary level and any of our large events after school hours, um it has dropped the number of of alerts down to 8.5%. So again, curling iron's a big issue. Uh what I noticed in my time at the middle school working with this every morning, uh there is a uh cell phone in hoodie pocket combination. So sometimes it's that positioning. So, they walk through that express portion of Evolve. Um, they empty their pockets, they walk back through, and we make sure that they're good to go. Um, I that's pretty much it. Are there any questions? Okay. All right. And then, um, we continue to be an Alice certified organization. This is our third year of receiving this designation. Um, it is something that we care very deeply about in this district. We know Alice
166works. We know that training and going through that is important. Um, and so it is something that I'm very proud that we're all able to earn that. And that is something across the district. It's not this school gets to have it and that school doesn't meet the criteria. We all have to meet the criteria. And so the criteria that we have to submit is we have to show proof of our training. We have to show proof that it's part of our emergency operations plan. plan and within our emergency operations plan, we not only have the standard response protocol and Alice, we show how the two intertwine. And so all of that portion of the EOP is it's screencastified to be shared with them. So they're able to see that and recognize that we are in
167fact not just saying we're doing it or training. It's actually embedded as part of our plans. Um we have to show drill logs. So each campus has to submit at least one of their drills on their form in addition to what the state of Michigan requires. They have to submit to my department of form um where they used an al where they used Alice as part of one of their drills and offered the reflection. So that's working with the teachers to get feedback on it working with our um emergency response team and there has to be at least one ALIS certified instructor in the district and so right now that is me. Um Dr. Sproul is going next month to be able to get his. So, we'll be able to carry that on even after
168I leave. Um, our school-based safety and security meetings, something that we implemented during the 23 24 school year and something that I think has been very beneficial and a great way to be able to to have that dedicated time. It's really hard to have an hour every month in addition to the other expectations, but for each campus to make that commitment for an entire year, um it's it's fantastic and having that dedicated time. So, at the end of every year, um we have them take a survey. The only identifying factor is what campus they are on because that information is key as we plan our scope and sequence for the year and even now as we're planning for the transition so that Dr. role will be able to continue that work on. And so there's
169questions such as what are you really good at? What do you need work on? What is your team really good at? What do you need to what does your team need to work on? Any safety and security concerns? Um any other information you want to share? And we added a new question this year, which was if we had one more hour together every month, what would you like to focus on? because that's really like what's that one more thing that seems to fly under the radar but I'd really like to learn a little bit more and so we kind of took all of that data and so throughout this these are all the things that our participants participants highlighted and I think it's really important that first and foremost it was that commitment to student
170safety and mental health and I as we saw that with Dr. survey and Staver's presentation with our staff being high quality and caring like that's consistently what's reflected. It's not just one survey that's giving us that data. It's multiple data points and it's our staff saying each others because this is heavy work. It's very difficult as you're you're going through these assessments and some of the things that you're you're learning about kids and pathways and dealing with your tra your own trauma recovery. like this is hard, but everyone consistently shows up to do the work because that's what's best for our kids. Um, strong collaboration and trust. In fact, one person commented that it's truly a team approach. I was new this year and felt very comfortable asking questions and reaching out when needed. So
171when you think about a campus that we've been having these meetings for a couple of years now, the system has been built and you have a new person coming in for them to comment that they felt comfortable even being vulnerable to ask questions in that setting and that they felt prepared. That's huge. Um so looking at great effective communication, the meetings are organized. Um, and I I really find that that strong understanding of safety protocols and the increased confidence and preparedness. Like that's huge piece for our staff to take because they are supposed to be our instructional leaders, but we also ask them to do this and this and this and so for them to leave that time feeling that way. And so as we go into the next school year, we don't ask like
172what aren't we doing because there's a lot we are doing, but it's what can we do that's better? How can we deepen your knowledge? Much like adding that question of what's that one if we had one more hour together, what would we like to do? Um so this was kind of what they wanted to continue to deepen their practice on. um looking at enhanced application scenario-based training. It it's very hard when you are trying to think on your feet and making it realistic. It's not we're not going to have a tsunami here. So, we're not going to have those types of scenarios, but being able to really think about as we had thunderstorm warnings today, what's going to happen? What do we do in that situation? Trees fall down, what what's the next step? Who
173are we contacting? Um we use scenario-based cards. We'll use tabletops. We'll use real life examples. Um continue to have a structured review of any district incidents. We have very structured procedure for any sort of after afteraction report, but wanting to come back and revisit that to just ensure now that everyone's taken a breath and had time to reflect, being able to look at that again and see what improvements could be made. Again, continuing to develop their proficiency with Raptor. Last Thursday, we were fortunate to have Raptor out to be able to do reunification training using our Raptor emergency management. And so we had across the district our district reunification team as well as our incident commanders, operation section chiefs, and our campus reunification leads gather together to have that intensive training so that we can
174again up our game with the understanding that technology can fail. So we still have the paperbased through I love you guys and I love you guys is within the raptor emergency management. So, it's being able to use both because we never know what may happen. Um, and then continuing to just further align roles, procedures, and expectations so that we can all be on the same page because there may be the day where one person's absent, can you fill in here? So, we want you to get really good at your role, but if you can fill in, is that possible? And so, that is a summary of our safety and security meetings. And Dr. Dr. Sproul and I have been meeting about the procedures for what that looks like. And now that Miss Bitner's back and
175we have Dr. Russell, all of that comes together to be able to be part of those monthly safety meetings. And then finally, the student climate survey results. I've reported this um the last couple of years, but our secondary students and this year 1674 students answered this. Last year was 169. um to the statement this school is sta safe safe which is a very vague statement when you think about it if we went around this room and this is normally the thing that I say every year if I asked everyone in this room what it means to be safe you're probably going to give me a different answer because everyone in this room has a different idea of what it means to be safe so we approach this as this includes psychological safety this includes physical
176safety this includes do I feel safe enough to raise my hand in class so this literally is every single staff member in this district contributes to this number. And so we can see prior in 2020 2021 school year was 83% in 2223 it was at 63. We are now at 84% in this district. And I think that's powerful because it speaks to what our staff is doing every single day and the connections and the sense of belonging and that it's authentic relationships that be being built because we know so much research is behind how important a relationship is to be able to help our kids feel like they're part of something. And that can be so much more preventative than any physical thing that we can have. the latest gadgets and gizmos, that foundational piece
177of helping our kids feel like they belong. That's a great testament to this. And so that's to every single staff member in this district. You should be so proud of yourselves because this is huge growth. And it just really speaks to how again what Dr. Van Staver talked about, what we talked about in the safety surveys is the care and commitment our staff has for our students here in Oxford. So that is my presentation. Any other questions? >> Questions, comments? Yeah, Mike. >> So, Dr. Sproul, I have a question on uh when we look at the evolved data something I I struggle with asking the question, but I'm going to ask it anyways. >> Go ahead. >> Because this could be construed in a couple different ways. >> Okay. >> But since we have the
178slide that shows the the system alerts >> Mhm. I think it would be to to your point, Dr. Wilman, the report on school feel safe, students, parents, the community. When it comes to the the benefit of Evolve and the system alerts, do we have data that we could back into that says of the system alerts, we've prevented access of a identified dangerous item of any anyway that would just help maybe help the narrative around safety that the evolve system works. It's not just a deterrent because I know that, you know, when you look at TSA and you look at National Association of Resource Officers and the data that is out there, they're not perfect, right? But I think it could be a very solid message that the cost of this system has a benefit of
179x% that were caught, identified, restricted, did not access, which shows the benefit of having it, the cost to maintain it and cost to have it. Um, and I think it speaks to the safety. Do we have any idea the potential on what that would look like and what we've deterred from entry into our schools with the system? So based on the data that we've pulled from um from uh Evolve, so these are the number of alerts we've had. So any objects that could be questionable that require further human search, it has yielded zero dangerous items that that could have been brought into the building. So based on that number, we haven't had anything that has come in, >> which I think in general that's that's a great answer, right? We want nothing, >> right? It's
180just one of those things where I I feel like it's that one time or that two times we've stopped this that messaging is that if there is one we don't want it but should there be a dangerous item we've collectively pulled the data to say we've stopped this many and low is great we want low numbers I was just curious on since we're talking about alerts did we have a next layer of data that shows we stopped or denied entry or caught or something along those lines means that just shows validity. >> Sure. >> And again, I understand the question could be very interesting dialogue, but I'm curious. It would be a great message on the benefit of evolve. >> And there are instances where people are legally allowed to carry and they forget because
181they're so used to carrying that they'll go through and they're like crap. But they have the documentation to prove that they're legally allowed to carry. And then they're promptly stopped it stopped and we have a procedure for what that looks like. And if you are allowed to carry, there's a procedure that goes with that. And if you can't produce the proper credentials that allow you, and it doesn't matter if you forgot it in your car, if you don't have it on you, that's in accordance with our board policy. So, there are people that they're just so used to carrying it because they're a police officer or a private investigator, all the things that are in our board policy that's legally allowed to um well, there there's that procedure. And so like our Fortis will go
182through to join my phone because it's a Zfold. It goes off all the time. Like I've had to not walk through with my phone because it's bulky and it opens. And so some of it, some of those alerts are just my phone and how many times I go on to camp go between those two campuses, my phone's going to go off every time and so sticking in my backpack. But should something like that be found, that's why we have our armed people there to be able to if it's someone coming in with threatening behavior, an emergency at the moment, we have our forest personnel to be able to do what needs to be done in the event the worst case scenario happens. Um, but if it is someone who's legally allowed but didn't mention it
183ahead of time, because what a lot of our law enforcement community members that are legally allowed to carry will do is they will say, "This is this is who I am. here's my credentials before they go through and alert. So, I don't know if that helps a little bit too, but we haven't had any instances where weapons by someone who wasn't legally allowed to carry were alerted by the machine. >> Um, obviously weapons are what we're trying to prevent mostly uh with this system. However, is there Has there been any like vapes, drugs, alcohol, anything else that has come through that has been found or stopped from coming through into the, you know, the building? >> It's not necessarily going to pick up drugs. Um, like if somebody had a bag of something, it wouldn't
184pick that up because that's not what the machine is made for. Um, but depending on the composition of a vape, I I don't have those exact numbers for you and it would be very difficult to get because there was a system update in April. And so some of our earlier they were able to get some of the data, but then they weren't able to get all of our data. But there were things vape wise that we have been able to capture. I don't have an exact number for you on that. And I doubt alcohol would be picked up because again, that's not what the machine is designed for. Any other questions or comments? Okay. Uh, well, I wanted to say thank you. I know you ended it with that the staff should be so proud,
185and they should, but so should you, and I appreciate all of the work that you have done over the past few years. The board has not been easy. the circumstances of your position have not been easy and you have climbed a monumental hill and um the students and staff are safer because of it. And so thank you Allison. We are going to miss you and I just deeply deeply appreciate all of the work you have done, the partnership on policies with us, your relationships with the law enforcement and first responders of our community, just all of the fabric that you've woven to make the district as a whole safer. Um, we just really appreciate it. So, best of luck to you and thank you. Thank you. All right. Moving into item six, our board of
186education matters. Looks like we had all three committees meet. Um, so why don't we start with government? Uh, governance, I'll do mine last since we're moving into the policy approval. So if governance would like to give us an update. >> Yes. All right. We met most recently and um you would have gotten a link to the reviewed operating procedures. Of course, I just pulled it up and then I closed it out. Um, the board member school visit section that we are proposing to add to the operating procedures. You would have seen that that next version hopefully final version if anybody has any feedback or want to discuss that. We're we're definitely welcoming that. Um originally the operating procedures what two years ago now they were modeled after Fenton and other districts and have been modified
187for our needs and we continue to just revisit and update. So this is just another example of of something to tailor to our district's needs. So any questions on that? Hopefully you were able to review that. I believe that was two Monday memos ago. Uh we also discussed the board self assessment. It is that time of year again. So hopefully you were able to look at your schedules. We're looking for an August workshop. Does anyone have any any proposed dates or dates that they would like to make note of that we absolutely need to stay away from in August? We're looking at, you know, whether we can get an MASB facilitator since it's their tool. We would want to give them one more shot at trying to facilitate the feedback. Just one more chance. It's
188very polite way of putting. >> Yeah. Um were you are we looking specifically for Saturdays? I think based on our previous workshops that seems to be the best, but I just want to make sure that we're still at that place with everybody on the board. >> If that's still preferred, that that would be fine. Unless anyone has a different idea if you want a week night or a different Yeah, I think with work schedules it's been >> Saturday working out best to either do evening or Saturday mornings which >> Sure. >> unless anyone has >> just Saturday the eth wouldn't work for me. >> Thank you for that. >> But other than that um >> Okay. Like the first week is my How about August 15? August >> I will be out of town. >>
189Out of town. >> 15. Okay. >> August 22nd. >> Out of town, unfortunately. >> Out of town. >> Okay. >> The 29th. It's not It's the So, it's the weekend before Labor Day weekend. So, it's not the holiday weekend. August 29. Going once. >> Going. Does that work? >> August 9th 29th seems to work >> most likely. Yeah. >> The morning we want to target that. 9 to noon. >> Okay. Okay. We'll uh we'll plan on that August 29. 9 to noon. And we'll try to get a narrow down the facilitator options from MASB. And um we'll try to screen that a little closer. this time. Um, but yeah, that will be the the only focus for that workshop. I believe we kind of ran out of time to really dive into that last time.
190I think we coupled that with another presentation. So, we want to try and tailor it to just our uh self assessment and we're going to do the assessment ahead of time. So, we were just focusing on the feedback and delving into into the responses at the workshop. Um, also there's a live link at the bottom of Dr. Milligan's Monday memo from yesterday for millillage campaign opportunities. So, board signup opportunities, there's there's lots coming up. Please visit that live link, sign up. That would be great. looking for more campaign participation and if there's any questions about those signup events, just let me know. Um, and continuing the community engagement. So, coffee chat, as Dr. Milligan mentioned, this Thursday, 9:00 a.m. the Township Parks and Rec Senior Center. Definitely welcoming our community's participation. We would love to
191see you there. And we're going to revisit more dates in August. And that's all I have. Any questions for governance? All right. I just want to say thank you governance team for all of your work and keeping us on track for the self assessment and also responding to the feedback surrounding the addition to the operating procedures. I deeply appreciate the change and you know you're able to pivot and take that into account and I think this version is excellent. So thank you for that finance. So the finance committee on May 29th we started talking about the custodial transition update. So um the contracts we're working through uh those should be completed by the end of June. the there's there was an open house for the current employees uh the transition what the transition looks like
192between ABM and the DMBER uh for summer cleaning and so they kind of divided up the the work for that. Um we dove in quite a bit into the facility standards form. So we have a a completed facility standards form uh actually uh will will be presented that at the end of this month. Um, and so we received a handout. We kind of saw uh there's a summary uh video in the in the handout and uh it'll be available that that that document will be available um after the meeting. So, uh, once it's fully like fully published, uh, and so what that standard document is, and I I know Tim will go into it, but that that really puts together, uh, I mean the standards to the district. So, everything from door locks to roofs
193to everything in there, parking lots. Um, so it kind of gives us a reference, which really hadn't been there prior. And so what that does is plays right into our facilities master plan um uh to be able to um to plan to really understand exactly what what the standard is and then when we we can compare our facilities master plan to that that standard and so uh we kind of went over over that um and that facilities master plan the FMX uh database is being worked on uh that's going to I mean that's going to be developed over still a couple years probably over you know as as we're putting all the input in but then between that and the standards document we're going to have a pretty comprehensive tool to be able to both
194look forward as far as planning is concerned but also be proactive as far as maintenance is concerned and all of that so uh it's really encouraging there um any questions about that first >> I think I'm following I just want to make sure so what I'm envisioning is something like a like an ISO process process, you know, where you have a picture of a standard that your door should be like this. It should be so many inches, right? That's what I'm envisioning. Is that am I on track to what you're talking about with the standards or is that something that like each principal at every building will will have a copy of to make sure that their facilities are up to the standards? >> Um, I don't I mean, >> you take a look at
195that. >> Um, >> but uh so in a way, sure. I don't know if it's going to be monitored by principles of the buildings. How I that I don't know um how how it's going to be. Yeah, sure. Of course. >> So, the intention of that document um if you remember the graphic that was in the Monday memo, it was a square with a with a arrow going up and it said, "Okay, here are the standards." That's what those are. These are the standards. We're saying over x number of years, our goal is to get all of our buildings up to those standards. The next part of this process is to analyze where all of our buildings are compared to those standards. Some of them are closer, some of them are further away. Essentially, that's
196going to be our roadmap for our facilities improvement. So, as we're working to possibly do a bond in the future or, you know, a syncing fund or whatever the case may be where we're improving, we already have the plan laid out and they're based on standards that have been well vetted within our district. We had a large group of people work on these standards almost all year long, giving input on what is important for students to learn, what do our facilities need to look like for modern learning. Um, and that's where those came from. So, that's that's the pie in the sky. This is where we want all of our buildings to be. That's what our kids deserve. Where are we at? And what do we need to get all of our buildings? So, this
197is not a document for principles to go through and check mark their buildings. We will have a process that categorizes our buildings in comparison to those standards and an action plan forward on what we need to do. >> Yeah, this is very helpful. Yep. This absolutely I was close but I wasn't quite envisioning what this is. No, this is great. Thank you. Thank you both for >> Gary will be doing Gary and John will be doing a presentation on that at the next meeting. >> Yeah, I think I think Tim's actually gonna do the presentation. >> What is that true? >> Wow. >> He mostly Gary and >> Courtney >> the whole the whole team. But a lot of work has been clearly put into that and not just the the the leaders but um
198throughout the district they've been uh and so yeah it's it's going to be very beneficial. So I was very encouraging to see that. >> Uh the summer projects I mean Tanya touched on some of those earlier but uh the clear lake flooring the the OAS track um uh some of those other items uh were were touched on the MS envirro project. And so, um, kind of just general updates on those. Uh, we did talk about part of the the finance committee has been facilities too, just because those are so closely linked. Um, we did talk about the summer pool program and, uh, there was some miscommunication on the the the the status of that program going over the summer. And so that was um that will be allowed up front on uh to meet still.
199Um so I mean that that was that was touched on uh the Keystone Learning modular uh furniture uh that had passed. We um did talk about some of the the individual pieces were out of stock and so how that was being how we would come back to the board like how that was going to be organized because uh it's still John can you help me out with that one actually >> yeah the original the original plan budget came forward >> some of A couple pieces were presented around stock pieces fluctuation that is above the current figure out what we have to address. >> Yeah. >> Um also reimbured through the >> of course we talked about the status of the the uh previous central office building um and actually that we see today that there's
200a a motion for the um sale agreement of that building here. So we did talk about that one. Um, >> and then >> Mike, do you mind if I just add in Sure. something to the sale. I just want to remind everyone that um, as John has shared in the past, the proceeds from that sale must be used in a very specific way. We've been, you know, some individuals have been reaching out to say, "Hey, could you use it for this? What about that?" it is very strict on what we can and cannot use those proceeds for. So, I just wanted to let our community know that um that we'll be navigating the use of those funds through those parameters >> and that was due to the purchase or the the bu the at least
201the remodeling of that building. >> Yeah. Prior bond >> the under a bond under the bond work. That's Yeah, correct. Um, yeah, our next one's the end of this month. It's kind of Yeah, that's Yeah, that's pretty much it. Anything else? >> Questions for finance >> or questions? >> Thanks, Mike. >> Uh, Sarah Beth might have a question. >> Oh, sorry. In regards to the sale, you're saying that we can only use the money for specific things. Can we be a little more specific about those specifications or >> is that? >> Yep. >> Yeah. No, because there was at one point voted bond money used on that. It can only be used for example for doing facility work. >> We'll use the funds in some form of facility work. >> Okay. >> As opposed to
202starting a new program. >> Okay. Okay. Thank you. >> Yep. Okay. >> Okay. Thanks. >> Thank you. >> Uh so first with policy, I'll start with that um 3303.01 if there were any questions lingering at all from last time. I don't see any. So I'll just keep moving. Um we you will have seen it wasn't until yesterday. So, it it wasn't um you know the the runway that we had hoped for, but we worked very hard to get it in yesterday. Uh see Tanya's face. That was an understatement. Um this is our rough rough draft. As we discussed initially, this is essentially a three reading type of deal. We would like everyone to read through the AG and the policy and identify if there are any questions, if we weren't clear enough, uh if if
203you think something needs to be adjusted and we are going to take the next couple of weeks to use that feedback to see if we want to make any additional changes. I will note that the uh the graphic, you know, with the bubbles that is definitely going to need to be revised a bit. So, it's not at a complete stage at this point. It's just very close. And um the rest of the policy, we're at a a better stage. And I did send it out last night after we had completed it to also the stakeholders that have been contributing to our policy committee meetings and informing this policy and working with us in collaboration. So we did already receive one um email back and feedback. So that is encouraging. I'm excited to hear from additional.
204So, anyone watching at home, all of our community members, spread the word. If there is anybody interested in taking a look at this and providing us with your feedback, it is greatly appreciated. And again, everyone who has helped us along the way, that has been greatly appreciated because we um it was a heavy lift and I am glad that we did end up making our deadline. That said, we'll be continuing to work closely together, the three of us, over the next couple of weeks based on what we receive back. And we would hope to have an actual first reading for you, which um I imagine will be will be pretty close to this in a couple of weeks. But I didn't know I know like I said it was yesterday so I don't know how
205how much you've had a chance to read it but if there were any questions or comments on this specific policy and ag I appreciate everyone's eyes on it and just giving us any sort of direction if you think one one of these areas aren't complete enough or I I feel that we working from the ground up on this policy have been as thorough as we can and once we have all of that we will take it back to Trun and make sure that we are in compliance with all of the laws which I imagine is going to be pretty easy because their proposed um memorial policy only cites one law. It's the revised school code and it's it's we're covered on that. So, I don't imagine or anticipate that we'll have any push back from
206from Trune. But again, appreciate everyone's input. So, staff, community, students, anybody, we'd love to hear from you. So, all right. Any other questions for policy? Okay. If anybody would like to make that motion on the second reading policy, >> I can. >> I thank you. Mike >> move to approve policy 3303.01 as presented. >> Support. >> Yep. >> Mike Alred. Thank you. Any discussion? All those in favor? >> I. Any opposed? Excellent. Thank you. In your packet, you have uh quite a few documents. These are all first readings. Uh so I won't go through and and talk about each unless anybody has questions on the MASB renewal or LCA nomination or anything like that. No, pretty straightforward field trips. All right, great. Uh item G, we have two OCSBA uh motions. one. The first one
207is the new resolution that they have presented for the spring and the second one is their proposed amendments to the bylaws. Would anybody like to start with a motion before discussion? Um I will then go ahead and I move to not approve the new resolution as presented. Is there support? >> James. Thank you. And discussion. I am choosing not to support this resolution because this is the resolution tied to waving attorney client privilege in the event of a mass casualty incident. That's where it has stemmed from. And the resolution is to lobby our legislators to um not make anything tied to waving attorney client privilege. And while I do respect that privilege, uh I wholeheartedly agree with tying the safety and mental health funding to that provision. So I cannot in good conscience support this
208resolution. That was my reasoning. Just wanted to make it known. Any other discussion? Okay. Motion on the table is to not approve. All those in favor? I >> I. >> Any opposed? >> Motion carries. Second one is for the bylaws. I'll just keep moving. I move to approve the proposed amendments to the bylaws as presented. Can I have support? Shane. Thank you. Discussion on this one. All those in favor? I. Any opposed? Motion carries. Item H, we had Anita talk about the middle school science curriculum at our last meeting. And unless there were any additional questions, if anybody would like to make that motion, Shane, thank you. >> Um, move to approve adopting middle school science curriculum as presented. >> Support and thank you. Any discussion? All those in favor? I. >> Any opposed? Motion
209carries. Item I, we have a foyer appeal on the agenda. Justin had provided, which we appreciate. Thank you for the synopsis, as he typically does, giving an overview, and um I'm assuming everybody is wellversed on that. This was a $70 foyer fee for Okay, sounds like everyone knows what this one is. So if you would like to make a motion on it, Shane. Thank you. >> Move to wave the fee estimate for FOYA number 26-39. >> Is there support? Sarah Beth. Any discussion? All right. All those in favor? I >> I >> oppose. That's going to be I didn't quite get that. Can I have a hand raised for oppose? Okay, never mind. >> I thought I heard it. Sorry, it's late. All right, motion carries. Item number seven, John, we have our final budget
210amendment and the L4029 approval. Are you speaking to it or >> Excellent. Oh, Courtney. >> Here I am there. Oh, I didn't mean to sound so excited. Sorry, John. But yay. >> So, I am presentation six of six. if we are continue to count and Pam just gave me a five minute timer so we're going to see how fast we can get through this. Um so I'm here tonight to present the final budget amendment for fiscal 26. This presentation will cover the final adjustments to our general fund as well as updates across all the other district funds. Um in your board packet you have the final amendment summary which highlights adjustments made from our original budget as well as the um amended budget. The schedule that you see on this screen um shows the line
211item changes across the ca each category. There's a schedule like this and um for each of the funds I just put an example up for general fund just so you can see. Um, if you look on the far right column, there's letters against the line items. Those are used to indicate major adjustments that we want to make sure to call out. When you're looking at the summary, you'll see on the front page, you'll see this. And then on the very next page, it's going to be that corresponding explanation to kind of call out what those um adjustments are. Um, I want to highlight some of the key drivers behind this final amendment. First, we've have seen typical year-end fluctuations in our grant funding and program allocations. Uh, this includes both state and federal allocations as
212well as shifting budget lines to meet the spending requirements of each individual grant or funding source. Uh the second you'll see the formal recognition of the Oxford High School weight room project. Um this follows our Gazsby accounting guidelines for the donation of capital funds. I know John kind of touched on that during the truth and taxation hearing. Um we did the same thing with the uh wildcat turf. So we have to um recognize the revenue and expenditures when we get a major donation. Um, and then lastly, we have decreased our operating transfer to the capital project funds in order to keep us aligned with our targeted fund balance of the $15 million that you approved during the amendment one process. Um, our final amendment brings our total general fund revenue budget to just under $109
213million. Changes to our local revenue reflects the generous donation of the Oxford Wildcat or I'm sorry, the Oxford High School weight room project. Um, as a reminder, like I mentioned, um, this was approved in spring. Are you pointing at something? No. Okay. Um, as I mentioned, this was um, approved in the spring and um, you're seeing the reflection in the changes of the revenue and the expenditures just based on those guidelines that we are required to follow. Um, the state revenue adjustments are driven by our final enrollment counts, categorical trueups, and prior year adjustments from the state. And then finally, regarding the federal revenue, um I do want to make a quick note that on the slide it says that our finalized grant awards Oh, never mind. I fixed it. It was a typo on
214the last one. Um so our federal rewards actually increased from um what our initial allocations were. So that's reflected in this final amendment. Uh okay. Um on the expenditure side, our final budget came in um just under $110 million. Across all categories, we saw net changes in wages, retirement, and FICA along with um increases to our health care cost. We also reallocated expenditures to align with our final grant awards and the compliance needs. Um, under athletics, you will see the spending side of the high school weight room to offset that revenue increase. Um, our transfers out are um adjusted, like I said, for us to stay in the line with that targeted $15 million fund balance. Um, the transfer amount has been strategically updated and decreased to make sure that we stay with that original
215approved amount. And as we work through closing out the year and finalizing these expenses, just know that that capital projects transfer will probably fluctuate as we get into the audit process to make sure that we are um not dipping below the fund balance, but also getting us as close as we can to it. Um moving to our other district funds, we've established a new budget for the Keystone Learning Center. Um, this budget is only reflective of the capital expenditures because at this point we don't have any operating costs. When John brings the fiscal 27 budget um, next meeting, you'll see that that budget will have some operating cost and salaries and benefits and supplies just like our other funds have. um the community service funds, the adjustments that you see in there are um standard
216to year-end fluctuations and our grant funding and program allocations. Uh this just simply aligns you can't have more grant revenue than you have expenditures. So as we see those expenses land out during the year we have to fluctuate in that those categories. Um our food service funds has been tred up based on the updated expectations of staff cost and our meal reimbursements. The student activity funds has received minor updates to match our expected spending. Um these funds are really just our um like our club and our athletic accounts. So the more they fund raise, the more revenue we have, the more um student activity uh expenditures we have, that is where you'll see the fluctuation there. Um, so there's no actual like state or local revenue or state or federal revenue in that fund. It's
217only local sources because it's the teams and the clubs that are generating that revenue. Um, there are a lot of positive updates to share regarding the debt services fund. We completed an early redemption of the Q sub200 bond, further reduced our school bond loan fund debt, and success successfully refunded our 2016 bonded debt. Um, being this proactive with our debt restructure means we're securing uh long-term savings for our district taxpayers. And then finally, our fund 41, which is our capital projects fund, reflects the decreased transfer coming over from the general fund. Um, I want to emphasize again that this is a one-time transfer. Uh, we are using it to address some of our immediate capital needs in the district right now, but this is not a long-term solution. Um, it's we do it once and
218we make the best of what we have and try and capture as many projects as we can with that. But we will need to look in the future to some more funding sources because it won't last forever. Um, capital project funds remains focused on maintaining and improving our district infrastructure. As we mentioned, Tim is going to be here next meeting um to provide an update and he will give more detailed um information on some of these projects, but I did want to highlight so that you can see progress of some of that um that money that you authorized to move over. So, we've done things including district-wide HVAC improvements, required updates to pool equipment, bus replacements, flooring upgrades, environmental projects at Oxford Middle School, necessary roof repairs, as well as being able to purchase our
219technology for ongoing district needs. So, I know it's been a long night, so I'm going to go through this one real quick, but I thought it was important for us to point this out. Um, something a suggestion that came out of our finance committee meeting was, um, we make information available, but I think people are not aware of where to find the information or it's just not as easy as it could be. So, um, we brainstormed some ideas. One of the things that we decided on was um we have on the district web page, we have a business operations page. So, we're going to commit to putting information on there such as these board presentations, um our amended budgets, the quarterly finance updates, any you useful resources that we see that the public could use.
220Um, it'll be a great resource for you guys to be able to have when somebody has questions, you can direct them right to that website. Instead of them having to go through each board agenda and find all the information that way, this will be an easier way for them to do it. Um, so I just want to show you in here. So it'll be in this budget information and updates. I created a fiscal 26 folder. I did try and go backwards and and capture all of the stuff that we've done this year. We've done a lot of presentations. There's a lot of board meetings, a lot of agenda items. So, if there's something that you guys know that I've presented or John's presented and you think it'd be a good resource out there and I
221didn't put it there, just let me know and I can go back and dig through. But going forward, anything that we bring to the board that we think would be useful information, we'll make sure to put on here. Um and then also um it was also brought to my attention that uh many people are not aware of our state transparency requirements or where to find the information. We're required to provide um public access to many of our financial documents. Um we use a website called Munetrics. So, when you're at on our home website, um no matter what page you're on, you can click anywhere and you'll see these little popups over here. If you click on the state transparency reporting, this is it'll take you to MUNTtrics and it has takes a second to load.
222It has all of these um bullet points up here. This is where you can find pretty much any required information that we need to have made public publicly accessible. So, it'll include any board approved um budget, our audit documents. Um we load our check registers on there. We put our credit card statements up there. Um I mean there's there's a wealth of information on here. Um, so I just wanted to make sure to point that out. If there's something that you're looking for, I would start there. I would look on the website and then if you can't find it there, then you can always reach out and we will point you in the right direction. I feel like I was under five minutes. Was I under five minutes? Okay. Does anybody have any questions >>
223on slide four up there? The revenue budget. So on our board book, it still does say less than expected at the bottom. And so can we just make sure it's updated? >> Yep. >> I was going to say when I was right when I printed it, it was there and I must have uploaded it because I did share it with Greg. >> Okay. >> Real time rather than what was in board book. >> Thank you. >> Yep. No problem. >> Anybody else? I know you said that um you know the audit information is on munetrics but just a suggestion it might be helpful to have that specific category on your page that you just showed. I couldn't see everything because my eyes are not as good as they used to be. Um but the documents
224that you chose to be up there looks mainly like you know board presentations and and budgets and whatnot. But that just tends to be what I see a lot in the community as far as questions or um you know people making assumptions maybe. And so to have that audit information I think would would probably >> yeah help >> absolutely a lot. >> I could probably put the audit information and then also maybe a link to Munetrics because I think a lot of people see that popup on the website and have no idea what it means. So that's why I thought it would be good to kind of point that out. There's there's so much information out there. And um I don't know at the bottom. So these are documents that we load and there's a
225checklist of required documents that we have to have to remain compliant. Um but there's also when we report our information to the FID, which is where we report our financial information, they take that, they tie it out, make sure it ties to our budget that the auditors submit. Um we also submit staffing information to rep and then um student enrollment information to SEPY. All of that information is loaded in here and there is just so many charts and graphs and >> it's all vetted information that's been you know it it ties out to all of our our reported information to the state level. Yeah, I've looked at it frequently and I love the amount of information, >> but I will say it is not the most userfriendly site and so once you start getting into
226those drop downs, you know, one of the recent things was our our credit cards being put onto that site, right? But once you look at one and try to go back anyway, besides the point, the site's not very user friendly, but the audit information might be pretty important to our voters. it is commonly you know 20ome pages of a lot of information and very thorough audit um practices. So just a suggestion. >> Yeah, absolutely. Like I said the the website came out of dialogue during our finance committee meeting. We were speaking about how people reach out, community members reach out and it's hard to find out where to point them to. So, if we have one central location, I frequently get questions asked and I'm like, I just presented on that. But I realize not
227everybody watches the board meeting. And navigating board book is also sometimes challenging if you're not knowing exactly when it was presented or what you're looking for. So, um, if there's any other suggestions that we can make to make it easier for you to answer questions or if you think that the community members would, you know, benefit from it, then we are open to making those changes. Thank you. Any other questions or comments for Courtney? Appreciate it. No problem. Thank you. >> All right, John set the precedent for you. maybe. >> Oh, I was like trying to get my attention like >> So, next item up is the actual tax levy document. It's the L42 doc 4029 document that are in the board book documents for approval tonight. There's I believe there's 10 pages involved there.
228Um, we do have a reduction in the millillage. The millage reduction fraction came in this year at 0.996H which which means the non-homestead millage will be reducing from 17.3155 to 17.2600 which raises the um amount of not fully funded foundation allowance for our kids to just just over 280,000 this year and then'll be breaching 300 and some next year. So, as in terms of the board packet, it's the process of um filing the paperwork. Once the board approves tonight, I'll follow file it with the our local taxing authorities and we'll move forward with that levy. Any questions? Nope, I don't think so. All right. Would anybody like to make that motion? Mike. Thank you. Move to approve the L4029 documentation as presented. >> My altered support. Thank you. Discussion. All those in favor? >> I.
229Any opposed? Motion carries. Thank you. Moving into the flooring bid. >> Next up's the flooring bid for second reading and approval tonight. Any questions on that one? >> All right. Anyone like to make that motion? I'll do it. >> Mike, thank you. >> Move to approve the flooring bid as presented. >> Support and thank you. Any discussion? All those in favor? >> I. Any opposed? Thank you. Any additional questions on the building sale as well? No. Can I get a motion? Shane, thank you. Move to approve the resolution regarding the building sale agreement as presented. >> Support Mike Whitney. Thank you. Discussion. All those in favor? >> I. Any opposed? Motion carries. Thank you. >> All right. We have a device bid first reading. Are you speaking to that? >> Last but not least, quick
230quick review. It's uh we're looking for 110 13inch MacBook Neos for our OSC kids incoming kids for next year. The purchase volume the purchase value is 71,880. It's a rem based pricing. Um the funding is coming out of the capital projects fund of some of the money that's been set aside that Courtney had referenced earlier. It's recommendation to the board of education to authorize administration to execute contract as presented with Apple Incorporated in the amount of $71,880 and it is first reading. >> Any questions? >> James, >> what are we going to do with the other devices that they currently have? Is there a buyback program for those? >> It's my understanding is the interning the incoming equipment if they're usable, we use them and reset them. Most most are not. So, the the graduating
231seniors that have those devices, they're they're about a four to five year old uh surface device. I've used some of them. I have some of them. They don't operate very well. Uh it's time for them to get recycled. We work with a company called Motor City Computer. They take those devices when uh when there is value there, they will give a district back a check for some of that value. Uh part of the reason why we're choosing Apple uh versus other distributors is the this MacBook Neo right now is probably at the best price point for a computer with the current um the current challenges we have in in computing right now uh because of a AI. We have uh chips that are being purchased for uh very very high prices. Intel is no longer
232building chips for computers right now. So, the gives us some really good leverage with uh being able to take these devices that Apple has um that they brought out just this year for a $500 price point and being able to distribute to those to kids. They have a high quality to them. I'm I'm a Mac user myself, but that's not the reason why I went with it. It it has a good price point. And then we also have a buyback of about 25% on that device after four years. So we can roll that money back into the next ye the next part of our fleet and continue on that strategic plan goal of having our our devices refreshed over time. >> Is that buyback part back the 25% towards next >> Apple devices? >> It
233would be purchasing. They have a guaranteed buyback of a certain amount from if Apple guarantees that and we would have to buy Apple devices. We have sold some devices to other places as well. Okay. >> Uh and we will be looking at selling some of uh we found some older Macs from 2009. Uh we found uh Tech Defenders is another reputable uh reseller. We're going to be working with them to uh probably sell some of those parts. So depending on where we're at in four years, we could be looking at other options depend >> I'd be curious how the Apple devices match up to other OSAC programs. Just knowing the business world, right? You got marketing and graphic design which typically Mac stuff and then you got the enduser or uh executives or whatever that
234are more Windowsbased. So how is this setting our kids up for success in the future depending on the OSC program that they're going into? >> Okay. Uh most of our stuff is moving over to the cloud and these devices actually operate pretty well in the cloud. I have I've tried I've tried them myself. I've uh gotten some feedback from other other people. There's a lift serve within uh with within the state of Michigan of tech people who are talking about the quality of the devices of people who have already received them. I don't have any anecdotal uh feedback from our students of how they work. U but that's definitely something we can look into. Yeah, I just want to make sure that we're setting them up for success and not switching a device and not
235something that's foreign to them. And because obviously, you know, by going between Windows and Mac, it's well, yes, it's similar, but there's definitely some differences there. So, okay. >> Thanks. >> Any more questions >> that I can answer? >> Otherwise, he's coming back up. Actually, uh, I did send some questions which I'll forward over to the board because I I can't believe I got to respond so quickly, but um, Matt did respond to quite a few questions I had. This is not my area of expertise and I was just curious about the compatibility and he provided a very extensive list and then we'll also be back at our next board meeting when we go to approve. So, I'll forward that on to all of you as if you see anything there as a springboard to
236think of additional questions on that particular package. So, thanks again, Matt. >> I think we're good. I don't see anybody else. Excellent. Okay. Uh unscheduled public comment. Do we have any this evening? Do you have one? >> All right, Emily Lesnau. >> It makes me nervous. Um, >> people at home probably won't be able to hear you, so I'm just letting you know that. I know. I'm sorry. I'm sorry. >> Now I feel like I'm famous. Um, when Pam was talking, I always get excited and I have a lot of things going through my head. And if you're on a board with me, like Shane, you know that. Um, and I'm not afraid to say when I don't know something and ask questions. But I did want to say something about procedural safeguards. And if
237you're not in special education or have a kid with a 504, you tend to not know what that is. And even if you are in those fields, um, you get this packet and it's really big and it's a lot of legal jargon. And even when you know it, you don't really know it because I do this for a living and I help families navigate this. And every time I flip open that document, there's something new that I find. And so if you are up to date with things today, OSER, so our federal level special education programming has been divided into the DOJ and to Health and Human Services. Uh at Michigan, we do have our own special education law, MARS, that we didn't talk about today. Um I like to say the idea, our federal
238law is the cupcake part, the cake of our special education laws, and Mars is our frosting. So every state gets to do it up how they want, and we do it very special here in Michigan. Um so we're still going to have to do things the way we do them, but a lot is changing. So when we talk about procedural safeguards, and I just wanted to specifically talk about this with James, but I thought it was important everyone knows. parents don't know they exist. And when they do know they exist, they jump to the end of it. And I feel like everyone flips out and goes um crazy at the end because they don't know what to do before they get to that point of conflict. And so one of the things we do at
239PAC, which you don't again know unless you're in it, is um we meet with Oakland schools. I also do things with the state. I do things at the federal level. And it's about at the end of the day mitigating that miscommunication and that discontent and everything. And so when I've talked with Pam this school year and we have plans to meet over the summer, PAC's plan is to make a flyer to hand out at IEP meetings. And on that flyer, we want to give links and QR codes to important pages for the website, including our procedural safeguards. But in order to mitigate that need for those, I also wanted to include a sheet that says here's who you contact when. Because I think a lot of conflict can be mitigated when you know who to
240talk to at step one. Because if something's going wrong and I'm getting upset and I it works oftenimes with kids with 504s who are older because they're not going to use an accommodation unless they want to use it. So we can scream at them to use it all day long, but they're 14. They're not going to do it if it's alienating them or othering them. So, in order to mitigate that conflict, if the parent can communicate with the first person instead of jumping up to Pam or um even the school board, I feel like that can be a really efficient way to ease tensions and make sure that students needs are being met. So, as PAC continues to meet over the school year with the county, with the state, with Pam, with Jessica, with whomever
241at the local level, if you have ideas or concerns that you're hearing, you can bring it to us as parents. um we're not serving in a board capacity like you and we can't make decisions, but we do facilitate that communication and that's my number one goal is to facilitate communication between parents and their school teams because that shows that students will have the best outcomes when everyone is involved in equal partners. So, as far as procedural safeguards go, I have ideas throughout the school year to help parents learn their rights and understand their rights under section 504 of the rehabilitation act under IDEIDA and Mars. But at the end of the day, they don't care unless they're in a moment of crisis. And at then, they're not going to listen. So again, things like putting
242out that sheet to fill out with here's who we talk to. Here's who this person at this IEP meeting is and what they mean to you. Um, I think that will be really helpful. And I know that this seems common sense, but when you sit down at that IEP meeting, all you're thinking about is how your kid is not the same as the kids in their class. You're thinking about how things are hard for them. you're thinking about where you're struggling as a parent, as a family, and so you're not thinking logically, and it's really, really difficult to know what to do and where to go. And so, again, if you have ideas for us as your pack team, let us know. We're here to support families. We're here to support you guys. We're here
243to ease tensions and make everyone more successful at the end of the day. So, that was like my big thought that I had when we were going. I also wanted you to know that this school year, every time I've brought something to the attention of Chad Boyd, to Jessica, to Pam, I've gotten a response within 48 hours. Um, the response has been phenomenal. Whether it was for my student, whether it's for a friend that's reached out to me. Um, the change between a few years ago and now has been astronomical. Um, when I started on our safety board with Shane and Allison, I was always like, "Hey, but what about the special ed kids? But what about the special ed kids?" And now when we go and sit down, Allison's like, "Hey, Emily, look it.
244Look at what you already wanted to know. She's thinking about it. It's already at the front of her mind." And seeing that shift alone has been phenomenal. So, um, I know there are ways to improve. I want to help us improve, but I want you to know that I do see small steps of improvement every single time I walk into the doors and sit down with our administrators. So, good night. I'm tired, too. Have a good day. Thank you for that, Emily. All right, item nine, our scheduled activities. We have an upcoming board meeting. Then we have a bit of a gap through July and we'll be back at it on the 28th. Get that uh workshop added in there as well. Any administrative clarification, Dr. Milligan? Yeah, I just wanted to thank my team,
245all the presenters this evening. I want to honor the work that you do. I know you work tirelessly to serve our students and improve student outcomes. And your presentations tonight were excellent. So, thank you so much for all the hard work you put in to doing what you do. And it truly is a privilege to work with such a talented and committed group of people. So, thank you. Thank you for that. And final board comments any this evening. All right. Seeing none, would anybody like to make the motion for close session this evening? Shane, thank you. Move to meet in close session pursuant to the Open Meetings Act section 81A to consider a periodic personnel evaluation of an employee. >> Support and thank you. Any discussion? James, if you could do roll call vote, please.
246>> Yep. Roll call vote. I need yes or no when I see your name. Summers, yes. Ason, >> yes. >> Aldridge, >> yes. >> Cam Jordy, >> yes. >> Whitney, >> yes. Gibson. >> Yes. >> McDonald. >> Yes. >> All right. It is 10:08 and we are moving into close session. >> We are going to do it again as the audio cut out just for the record. So, >> yes. Are you good? >> Move to approve the superintendent's evaluation as completed in close session. >> Support Shane. Any discussion? All those in favor? >> I I >> opposed. It is 12:29 and we are adjourned.