Oxford Schools Board of Education: 5/5/26

001If you could all please rise for the pledgece 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. Before we begin, as noted, um, Secretary Summers is absent as well as VP Whitney. So, I would like to move to appoint Shane Gibson as the acting secretary for this evening. Can I get support? >> All support and thank you. Any discussion? All those in favor? >> I. >> Thank you very much. Shane, if you could please take attendance. Sure. Um, President Mcdana >> here. >> Trustee Aldrid is absent. Vice President Whitney is absent. Trusty Aches >> here. >> Secretary Summers is absent. Trustee Capiao >> here. >> Sorry, I I think I butchered that. I apologize. >> You got

002to use your hand. >> And uh, Treasure Gibson's here. >> Thank you very much. Any changes to the board agenda? I have none. This is excellent. Scheduled public comment. We do not have any this evening. Item four, our consent agenda. If anybody would like to make that motion. True, Shane. Thank you. >> Move to approve the consent agenda as presented. >> Support. >> All support. >> And thank you. >> All those in favor? >> I. >> Any opposed? Motion carries. All right. Item five, our superintendence report with Dr. Milligan. All right, good evening everyone. Lots of fun things to share tonight. Um, once again, I always like to begin by grounding us in our strategic plan with our vision being empowering learners, building community, and inspiring futures. Our mission providing a supportive, safe, and opportunity-rich

003educational experience that fosters belonging, builds self-empowerment, and prepares learners to contribute to a connected community. and our core values, empowerment, belonging, innovation, and integrity. Tonight, I'll share some updates. I'll share our school and department highlights. We have a presentation uh from Oxford Early Learning Center and then our safety presentation. So, to start our updates, I do want to share some information about um today's evacuation at the high school. Um with our investigation after the evacuation, it was determined that the event was caused by student misconduct, not a facility issue. Uh we're currently addressing this matter through the appropriate district disciplinary policies. Now, while we're incredibly grateful to the fire department and our staff for their swift response, these incidents place a significant strain on our re resources. As we approach the end of the year,

004we ask our families to partner with us in reinforcing responsible student behavior so we can finish the term focused on learning. So, I just wanted to see if anyone had any questions before because I do have Principal Bigalow here just in case there were additional questions. >> So, there was no leak. >> Okay. So, there was no danger to any of the students. Okay. >> Just making sure. >> Yeah. >> Thank you. >> Any additional questions? Thank you. >> All right. Many of you know that it is staff appreciation week. Um we are recognizing and celebrating our staff during this special time of appreciation. Every day our team shows up with dedication, care, and deep commitment to our students and community. The impact of their work extends far beyond the classroom and it does not

005go unnoticed. Across the district this week, we've seen meaningful and creative efforts to celebrate our staff. We've been highlighting team members throughout daily Facebook posts, sharing stories that capture the heart of what makes this district so special. Our PTOs have also gone above and beyond. At Daniel Axford, the PTO hosted a make your own bag event where staff had the opportunity to personalize bags with patches, an activity that brought both creativity and connection. At Oxford Elementary, the PTO treated staff to a mini pancake breakfast bar, offering a moment to enjoy a sweet treat and some well-deserved appreciation. These gestures, both big and small, reflect the strong sense of community that defines our district. To our staff, thank you for the energy, compassion, and excellence you bring every day. You're making a lasting difference in the

006lives of our students, and we are truly grateful. Our Keystone Learning Center, um, an update for that. The project continues to move forward on schedule. Demolition and most site clearing are complete. The water man has been installed and is being tested with connection expected next week. Excavation for the building's crawl space is also complete. Today we held our groundbreaking ceremony officially launching construction of the new center. We look forward to seeing the foundation take shape as this important project progresses. An update on the high school weight room renovation. I'm excited to report that the weight room project is complete with all equipment now fully installed and functional. Our student athletes have begun utilizing the state-of-the-art facility to support their training and physical development. The final finishing touches, the installation of wall and window decals is

007currently underway. These graphics will proudly highlight all of our athletic teams, ensuring the space not only serves as a premier training center, but also as a true reflection of our shared Wildcat pride. There we go. All right. On May 27th from 5 to 6:00 p.m. at the Oxford Library, we will host our coffee and connect uh with several board members as well as myself. Um, this will give us a chance to connect in a relaxed, informal setting. Uh, we look forward to receiving feedback to better understand what matters to our community and help us stay aligned with what's important for our district and our students. So, we welcome all community members to join us on May 27th. Recently, we had our Oxford Addison Youth Assistant Awards. Um we this is where they honored outstanding students

008from Oxford, Addison, and Leonard who exemplify service, leadership, and personal achievement. Many of our Oxford students were recognized for meaningful contributions through volunteerism, supporting their schools and peers, and demonstrating a strong commitment to making a positive difference. Board Vice President Whitney was able to attend the event and congratulate students in person from the stage. We are grateful to the organizers and community partners who make this recognition possible. Now for some school highlights at Clear Lake. The top dog readers from March is reading month celebrated their reading accomplishments for having the most reading minutes with a potty pa wy with the principal. Students enjoyed hot dogs grilled by Miss Nimi and played potty games like put the bow tie on the party dog. It was a howling good time. My principles are very creative in their

009descriptions. Also at Clear Lake, fifth graders showcased their knowledge, skills, and career interests at the first Clear Lake Capstone event. Capstone challenged students to apply their research skills to explore a career that aligns with their talents and interests. Students demonstrated the ability to think critically, be creative, and effective communicators. Students did an outstanding job, and I second that. I was able to see a marine biologist and a veterinarian. She actually did surgery on stuffed animals. It was very impressive. The second picture there, it is uh bittersweet that Clear Lake announces the retirements of Janine Dere, special education teacher, and Melissa Peruski, fourth grade teacher. Janine, Janine and Melissa are pillars of the Clear Lake learning community and will be greatly missed by student, staff, and families. We thank them for their numerous years of dedication

010and service to Oxford. at Lakeville. Um they recently held their kindergarten choir concert and it was a resounding success uh under the expert direction of Mrs. B and the board remembers her from her drumming the uh container drums which was amazing. Uh the event was well attended featuring a creative curriculum that established a vital music foundation for our students musical futures. A standout moment is the picture on the right. I don't know if you can see it. Um, it was a it was really a surprise. Children used their faces to mimic jacko-lanterns, which is what the song was all about, and it sparked lots of laughter throughout the packed room. I was also able to attend that, and that was very, very fun. Absolutely adorable. At OES, uh, congratulations to students of the month. They

011are honored for their exceptional commit exceptional commitment to loyalty and accountability. These students serve as steady anchors for our community, standing firmly by their peers during challenges while remaining fiercely true to their own personal values. By taking full responsibility for their actions and consistently following through on every promise, they have proven themselves to be reliable leaders of high integrity. We celebrate these honores for being people of their word and from demonstrating the courage to do what's right even when it's difficult. Last 30 Thursday Thursday OES third and fourth grade performances were a spectacular success. The evening opened with kid flicks where third graders brought cinematic favorites like Moana and Spider-Man to life with vibrant personality. The energy continued as fourth graders performed Camp Runnuk featuring impressive vocals, sidplitting jokes, and even a surprise dancing bear.

012We're incredibly proud of these hardworking students for sharing such high energy, memorable performances with our community. Congratulations to our stars of the stage and screen. At our middle school, the web leaders, where everyone belongs, visited sixth grade classes this week to lead an engaging lesson focused on teamwork and problem solving. Through collaborative activities, students practice communication, active listening, and creative thinking, key skills that help everyone succeed together. Future leaders in the making. During Take Your Child to Work Day at MS, our kids got a hands-on look at teaching, counseling, and everything that it takes to run a school, plus plenty of fun along the way. Proud to share what we do with the ones who matter most. All right, at OVA, lots of great things going on at OVA. Huge congratulations to OVA counselor Amy

013Greenspan. On April 30th, the Oakland Counseling Association honored Amy as a finalist for school counselor of the year. Whether supporting a student, family, or colleague, Amy's dedication and empathy are unmatched. We are incredibly pr proud to have her in our community and thank her for her exceptional service to our district. Congratulations to Dave Crane, who is retiring this June. Since 2018, Dave has served as a secondary science teacher and NHS leader at Oxford Virtual Academy. As a champion for student success and a truly kind soul, Dave has made a profound impact on the OVA community. While he will be deeply missed, his legacy of dedication will be felt for years to come. We wish him the very best in his retirement. PKSA karate is a standout community vendor elective at OVA. This program goes beyond

014traditional martial arts by integrating physical training with a robust character building curriculum by focusing on discipline, accountability, and leadership. Students cultivate to the mental fortitude needed to excel in their formal schooling. Whether in person or online, this hybrid elective empowers our students with the resilience and focus necessary for lifelong success. The new OVA journey pathway had a major success this month. We had our second student in the program complete all of their requirements to graduate. Candy Sherman is pictured here with her OVA support team who are so incredibly proud of her. Journeys is the new high school retention and credit recovery program run through OVA. Students were previously referred to graduation alliance. By managing the program ourselves, we can maintain the relationships built over the years while providing the highest level of individual support and

015customization for this special group of students. At the high school, it was a tearjerker. senior's last day. Um we celebrated the final day for the class of 2026. Um this is a meaningful milestone marked by both reflection and preparation for what lies ahead. The day started with senior breakfast. Yum. Where students reconnected with their former fifth grade teachers and read letters they had written to their future selves. How cool is that? Offering a powerful reminder of how much they've grown. In addition to honoring the past, we also focused on preparing students for adulthood by providing voter registration information, important civic information. Let's get those kids out to vote. The day concluded with a final class meeting to review graduation details, a viewing of the senior video, and a heartfelt clapout led by students and staff.

016It was a fitting sendoff for an outstanding group of seniors as they transition from our hallways to their future endeavors. Also on the senior's last day, a carnival of course um we had an opportunity to bring our students together for a fun and engaging uh OS carnival where seniors and students across the building enjoyed a welldeserved celebration. The event offered a wide range of activities including games, esports, and some unique attraction like a mechanical bull and a Velcro wall experience. It was a great way for students to connect, unwind, and create lasting memories together. Events like this help foster a strong sense of community and school spirit as we close out the year. Uh, congratulations to Junior Liam Samorski. Um, he's in the middle there on the left picture, gray and white. Uh, he has

017verbally committed to Central Michigan University for the 2027 football season. Also, at this year's Senior Athletic Awards, we proudly celebrated the accomplishment and leadership of our graduating student athletes. Captain Kevin Snell from the Oxford Fire Department delivered an inspiring and motivational message. The evening was a meaningful tribute to the hard work, perseverance, and character demonstrated by this outstanding group of seniors. I now invite director Ann Rob up to present Oxford Early Learning Center. Thank you, Dr. Milligan. Um, welcome. I am Ann Rob. I'm the director of early childhood for Oxford schools, and that means that I oversee all of the child care and preschool programs for the entire district. Um tonight I just want to provide you with an overview of OELC. Um compare some of our climate survey data from over the past two

018years and then highlight our excellent program that we have and share some points of pride. So OELC is um we have 18 classrooms spread across five different buildings, 42 staff members. We have 84 students in our tuition programs, uh, infants, two toddler classrooms, and two three-year-old classrooms, a half day and a full day. 146 students enrolled in our GSRP preK for all program. And that's the grant-f funded program um for four-year-olds, and that's free. And then 273 students enrolled in our before and afterare tuition programs. And this is current data. Um we've been registering for um next year since December when we were able to register our current three-year-olds for the four-year-old program already. And um we're about um you know 75% full in our four-year-old classrooms already for to start in the fall. And

019then our tuition programs we have very limited spots left. So it's always a great thing to see as we move forward. Um looking at uh the climate survey um comparing 23 and 24 to 24 and 25 I chose picked out three of the top areas. Um the school is safe, this school has high learning standards for all students and then I would recommend my school to a family member. Um it's important to understand that our survey is only given to staff. Um our families are so unique because we have infants through school aers and our before and after school care. So, um it's given to staff and um about um almost half of the staff took it. Wish it was a little bit more. That will be the goal for next year. Um so, basically

020um these areas all went up. As far as the school is safe, we follow all district safety protocols. We um do participate in all of the drills with our students. Um our programs that are housed here, you know, we partner with OES for all of the drills. um and help each other. Marie and I communicate as far as OELC is all clear. Um so we practice at the same time as they do. Um the high learning standards are students um in beginning at the infant level. Um we have they follow curriculum. They're assessed in um using core or the ASQ which are assessment tools. um it's all developmental and um talk about the you know teachers really focus on scaffolding up to the next um level and um as far as recommending to a family

021member I want that to be 100% some things that we've look we've worked on consistent expectations programwide and also um creating um improving the culture to just create a really welcoming environment. Um I say to my staff all the time it's we are ser we are a service program within the district and it's important um that when parents and families walk in they feel welcome and their children are excited to be there and my favorite moments are when I see kids crying because they don't want to leave and I always tell the parents that's a great thing. Um so two of our lowest ranking indicators um both of these are very challenging to achieve. Um, our programs are super unique. We are in place from 6:00 a.m. to 6 pm. So, um, all sorts of

022varying staff schedules. Um, our administrative team, um, there's four of us in the office. We vary our schedules, so we are present during those hours also. Um, so it's it's tricky, but so there's two areas. The top one pretty much stayed the same. Um, opportunities to collaborate with colleagues. So to go along with this um challenging schedules, it's also we're spread across five buildings. Um I have preschool at Leonard Lakeville and Clear Lake, preschool here at OLC. So it's it's tricky to find time to um get the staff together to collaborate. Um but what we've committed to u monthly meetings with like groups like infants and toddlers and three-year-olds get together to meet. Um Pat in our office helps to mentor them. she'll go in and um observe and then talk meet with them monthly

023to talk about um some goals and where things that they can improve upon. Um our four-year-old preschool uh Sherry in our office helps to oversee those teachers and same thing she'll go in and observe and then we have um monthly like collaboration meetings and then the same with our extended day teachers who are before and after for the school age. So, we do those. Um, we've really committed to that. And also our administrative team, we've committed to um weekly or bi-weekly meetings just to catch up. We are busy from the minute we walk into the minute we leave. And um there's days where it's like, okay, we got to do this, but um so we've committed to that. And then the district or the group as a whole, um we have to we have our

024meetings in the evenings and um about three or four um throughout the year. Dinner's always involved because you have to feed people, right? They they're happier when they come to dinner. And then I really focus on collaboration in team building activities. And you'll see some pictures of that later on. So um and then the other um survey item, school administrators are available when I have a concern. A main thing that I've really tried to do and um is every Friday I send out a staff update for the next week. My schedule is in there. Sherry Pat and Sue, like all of our office team, our our schedule is in there and my staff knows they can text me at any time. Um I don't always respond when it's a 4 a.m. text, but uh you

025know, I'm always available to them. So um that's really helped the staff to know where I am and when. So when I was deciding um what to focus on, I really um the program as a whole is amazing. If you haven't seen it, you please come over and visit, walk through. Um, it doesn't matter which program you're at, whether it's here at OLC or off-site. The teachers are amazing. Our classroom environments, it's just wonderful. So, I just wanted to really focus on that, lift the excellence of our program. Um, as I was doing some research, um, high quality early childhood education is linked to higher graduation rates, better health outcomes, and improved social behaviors. We, um, support all of those areas. Um, you know, the the higher graduation rates, our goal from infancy through four

026years of age is to get these kids to love school and help them become confident, whether it's learning literacy activities or math skills. Um and then the social aspect goes right along with that. We provide uh we do lessons in the second step which is the SEAL units um that this elementary school used to use. Also um I was in a classroom this morning at Leonard and they were singing that the song that goes right along with second step just reminding them how we act at the carpet and things like that. Um and we're also be in the beginning stages of early childhood PBIS partnering with Oakland schools. So we're in year one. Um we've established our leadership team. The teachers have gone through some training. So I'll be um interested to see what the

027next step is with that. Um and then better health outcomes. The kids know that they're going to be able to eat at school. We have dentists come and visit. Um we provide the hearing and vision. So, we just really focus on the all-around students and how to help the families. Um, effective early childhood programs also feature specialized teacher training, responsive caregiving, appropriate learning environments, and curricula that focuses on social and academic growth while fostering early language and literacy all through intentional teacher child interactions. I feel like that sums up what we do all day every day. And as part of the school district, um whether I'm giving a tour or talking to a new staff member, I stress the importance like we are an excellent program and this is what we strive to be. We're

028education first and then um child care second just because it's so important. Um, and I will tell you that we have very few slots for infants, but typically our infants who start with us stay with us. And there is a core group right now in our four-year-old program. And you'll see a couple of them in a few minutes. Um, you know, I was thinking back about it. I'm like, they all started as infants and now they're all in the four-year-old class and then they'll move on to elementary together. So that I feel like that's telling. Um, so I wanted to lift up two different areas. The first one I'm going to focus on is learning environments. So, these pictures show three of our classrooms. The first one is our infant classroom here at OLC. Obviously,

029this is before kids walked in. Um, nice and clean and organized. Uh, the second one is our toddler 2. So, that's our older toddler classroom for kids who are they have to be two um upon entry and then they'll they turn three. And then the end classroom is actually one of our um GSRP four-year-old classrooms. And this classroom is actually here at OES. We've taken over two classrooms at OES and they are beautiful preschool classrooms. Um so I just wanted to point this out because if I was a parent walking in and I remember when I got hired in and I walked into OELC and went, "Wow, this place it is amazing." And it was amazing seven years ago. And I've really worked hard to um invest intentionally invest a lot of grant money to

030make sure that the um all of the classrooms across the district are equitable um furniture age appropriate manipulatives materials. Um it's not hodge podgeed together. It's a great environment and when parents walk in they're they're I feel like they're very impressed. So I just wanted to lift that. And also, you know, when you come into a learning environment like this, it boosts staff morale for one thing. Um because I earlier I said to somebody, I'm like, could you imagine if your classroom looked like this and the one next door didn't? You know, same level. So, I just feel like that's very important as part of our program. The next area that I wanted to focus on is the intentional teaching that happens. Um the first two pictures show um the intentionality in our literacy activities.

031So we recently had our art art show third annual, right? Third annual. Yeah. And um it was just last week at the public library. Great partnership this year. Um the teachers on the committee decided to take it a next step up, make it very intentional. Each classroom chose a children's book, a favorite of the classroom, and their art project was based off of that book. Um, a favorite story is my toddler, one teacher shared that, and these kids are one, turning two. Um, she read the book every day for a week like we typically do to get them familiar. And then when it came time to do the project, one of the children said, "Oh, just like in the book, you know, so even at that young age, they're able to make that connection." And

032our art art show was amazingly successful. We had over 520 people attend um families, extended families, all the things. So, it was great. And another intentional um area in each of our classrooms um is a sensory table. Sensory is very, very important to young children. um it helps them grow in so many ways. So, just two quick examples. One is a real life in um this in the first one with the red um the teacher set up a real a gardening station. That's what's happening in real life, right? So, they've got some rubber mulch in there and pots and spades and gloves and the flowers so they can pretend to plant the flowers. And then the next one is an ice spy table. So they, you don't see it in the picture, but they had

033a list of things that they had to search for and check off the list and just helps to teach the kids so many skills. So the next thing I want to show you is a video. Um, part of every classroom's day is grading time. And the message board tells the kids what's going on for the day, any changes that might occur, um, and things like that. So, the intentionality that's put into each of these message boards when the teachers are planning is just unbelievable. I don't even think they realize how many concepts are in um that take place within each of these. So, when you watch this one, it's um two different four-year-old classrooms. Um there is number writing, letter writing, um number recognition, there's 10 frames in there, there's onetoone correspondence that goes on.

034You can see the consistent routine that the kids follow. Um just so so many amazing things and concepts that these kids are learning right now that will help them when they move up to kindergarten. Okay. Did I hear everybody? >> Can you write the number five while >> How many friends? Who are you going to start? >> Here we go. Count it down. >> Two 11 12 13 14. Count yourself. >> 15. Can you write the number 15 on your board? >> So, I just want to pause for just a second. So, you can see like even at this moment, um, he's just a little unsure of how to write that 15, but there's tools all over that classroom that they can use. the teacher pointed to the five. And so just the strategies that

035the kids are learning and the ones on the carpet have the whiteboard. Um just so so many skills set up. 15. Did you get 15? >> Can you write the number eight on your board while Arthur does the 10th grade? >> Learn to follow directions. Take a look at the picture. What is that? >> There is a letter missing right now. It says >> the word about the letter. >> Can you write the >> No, we didn't. How are you? >> So, this is a different classroom. Similar concepts. >> He likes to use a pointer. >> Why? Let's see what >> those are the names of the kids in the classroom. So, he's reading the names. What our name? >> Last one. X. Let's look back. We did 14 15 16 17. Do you see

036a one and a seven makes 17? Sorry. Okay, perfect. So, um I just I don't think anybody understands the learning that happens in our classrooms and um so as I've been going around to the classrooms, it just really it just really came to me. I'm like, we need to share this because this is amazing. And I've seen several of their message boards already and I think we need to record each one of them and share them with the staff even because what um what Kelly did in her classroom which was the first classroom and that was our all-star Drew Anita's little guy and both of those little guys have been with us since infancy. So that was fun. You know what she she shares concepts in her classroom that Ariana didn't have in her classroom.

037So it's so powerful for them to get into each other's classrooms. Um, but it's impossible during the day unless you guys want to come in and help cover, but um, so I think recording would be an amazing way, but just the intentionality. So, a lot of that and especially what we're doing right now is helping to prepare these four-year-olds for kindergarten. So, transitional activities um are set up with intent and they're designed to provide predictability and reduce anxiety. um our kids do transition to all day every day, but um right now we're focusing on specific kindergarten transition activities since it's early May. Um throughout the year um I attend the elementary team meetings, the administrative team meetings that helps with that collaboration and those transitions. I have a great built up a great relationship with

038all the elementary principles. We um are part of MTSS, so we have move up meetings. um our our psych psychiatrist, sorry, the um psychologist that supports us. Um Katie Cutting, she sets up transition meetings with between our students and the elementary um principles or the elementary staff. Um our teachers have been doing letter sound assessments. Um mainly focusing on letter recognition. Those scores are in edgy climber so that the teachers, the principles, the classroom teachers next year will have access to that. so they'll kind of know where the kids are going in. And our staff is also filling out a like a Google doc on the students so that the principles can use that as they um split up the classrooms for next year and see if there's any additional supports that are needed to

039help the um preschoolers moving into their buildings. Um for the students, it's going to be an exciting few weeks. They get to um go over and visit DKK classrooms, our off sites, Lakeville, Leonard, and Clear Lake. They work within that own building and the kids get to um go visit a DK or K classroom and then they get to eat in the cafeteria which is huge for them because they currently eat in their classrooms. All of our programs at OLC we just walk over to DA. So that's current all been set up. It's always a fun time for the kids. Um and then we go through um bus safety. Usually they bring a school bus over and the driver will talk to the kids about bus safety and then they'll go for a ride around

040the community. Um and then to support parents at the end of January we always we've had a um parent enrollment meeting partnering with student services Kathy Rastq and Barb Massie show the parents walk them right through powers school this is what we have to do for enrollment and then they start enrolling basically the next day um I don't have numbers for current enrollment but I believe we're in a they're in a better place than last year we had to remind a lot of families to um enroll. Uh we also uh promote early literacy workshops that are around the um that the elementary schools are doing. Uh we put together summer learning packet for the families. And at the final home visit, the teachers really provide a lot of literature and talk with the families a

041lot about that next move up whether they feel like DK would be appropriate or kindergarten for their stu for their children. All right. So now some points of pride. So, um, the two pictures on this side, our prek teacher of the year, Melanie Gans. Um, I can't tell you how many years Melanie's been with us, so I'd have to look back, but, um, so that's Melanie. And, um, and then our support staff person of the year is, Kim Keenan. She's an extended day teacher out at Clear Lake, and Kim is retiring this year. So, um, we wish her well. Um, and the other activities have to do with or the other pictures are some of our collaboration activities. Like I said, when the whole staff is together, I really try to focus on team building,

042collaboration events, um the back to school PD, um that's the one day well along with MLK day usually that we have the whole staff together during the day, usually for a half a day. And here we are, we're working on the um strategic plan scavenger hunt, um to get the staff familiar with that. Um and then these are pictures from two of our collaboration activities. In the fall, we did a um scarecrow building activity and there's a lot of pre-planning in that. We used the wheel randomizer to um split everybody into groups and then um each group got an email, somebody had to say, "I'll be in charge." We had to plan it all and then at the meeting we put it together and then in the in the spring uh end of March we

043did a um we partnered with a program called uh Challenge Island. They did a summer field trip for us. They came here and did a summer program for the kids. It's all on um like a STEM challenge. So, we split the group up again. And I love this picture because there's like a toddler teacher, a four-year-old teacher, an extended day teacher. Just great to see how the teams were split up because everybody doesn't see everyone all the time. So, that's um been a lot of fun this year. Um we've also had several family activities. I mentioned our art show. Our trunk or treat is always fun. That's my little Maggie, my little golden retriever. So, she was our mascot. She came to trunk or treat this year. Um so, trunk or treat is put on

044by the school. Um and then we've also have um a small but mighty PTO. We're hoping it continues on, but they've done some amazing events for our families. They had a brunch with Santa this year. Had a groove in with your grown-up. And um that was a big th both of those were kind of fundraisers for us. Um they are currently putting on an amazing um staff appreciation. We had a coffee truck today. Um just so so fun. They take um really good care of us. Um and then um before I show this I just um the students I've am a believer of being outside and I always say to the teachers you going outside going outside. you know, if the temperature is right, the weather's conducive. So, now that the weather is nice, I

045was walking actually from here, oes, over to the library the other day and the toddler playground was filled with kids just being so joyful and having so much fun. So, I decided to just highlight playing outside. >> What do you love about school? Heat. Heat. Awesome. And that is it. So, thank you very much for your time and um the invitation. You're always welcome to come visit if you'd like. So, thank you. >> Any questions or comments? >> I I just have one question. Sure. You mentioned offsites. Are you talking about other like daycare at schools? >> So, other school buildings. So we have um our main building is here at OELC which is connected to OES. That's why I keep pointing that way. Um so we have 10 classrooms down there. >> Okay. >>

046We have before and after school care here for OES. Um and then we have programs at Leonard a preschool classroom and before school care for elementary. Lakeville we have before and after for school age and a preschool classroom. DA we just have before and after school care for elementary this year. Okay. And then Clear Lake, we have preschool and before and after school care. So when I reference off sites, they're not they're out. They're at the other schools. >> I just want to clarify. >> No, great question. And I'm sorry. >> You do an awesome job. >> Thank you. >> Anyone else? Thank you. >> I I just want to acknowledge what an amazing job that that you, your staff, all of your teachers. It's it's phenomenal. Um the way that you provide such excellent

047care, the what the communication. Um my own child has benefited so much, so prepared for kindergarten, so excited for school, so passionate. Um so she definitely absorbed that from her experience at OLC. So I can't thank you enough. It's been excellent from top to bottom. Um but what can we do to help support the growth of this program? because you're bursting at the seams with the space provided. >> Well, I think obviously we need space. So, >> more space. >> We need a new building. No. Um I don't know. We've uh pretty much maxed out everywhere that we can. Um our even our preschool program at Leonard uh or I'm sorry, at Lakeville. Um we can't there's no other space for us. So, we have to keep it at 16 students, but we're providing an

048additional day next year for families. So Lakeville's program will go be five full days for preschool, which is a great um thing to have in that um over in that area because there's been a huge need for it. Um I guess really what we need is we need space because we we're we're stuck where we're at until we have additional classrooms. Um we are super creative um with the space that we have. And that's why when I showed you the learning environments, they're all unique in their own way and uh my staff has really um turned them into amazing places. So >> you you have 18 classrooms at this point across the five buildings. So knowing in your experience with how lengthy your weight list must get for some of these ages, how many more

049classrooms do you feel you could absolutely utilize, if not more? Well, um I you know there's a huge need for infant and toddler care right now. We that's always our most extensive weight list. Um so I conf can confidently say we could probably have at least one more classroom at that level. So that would be three. If we had additional four-year-old classrooms, I'm sure we'd find the people. So five, >> seven classrooms. Um, I feel like a great dream too would if the um early childhood special education preschool classroom was if we were all under one roof, we could do some amazing things um programwide and um to really create a strong system for the early childhood. So, >> thank you. Thank you so much for all of that you presented. This is really great

050to have that, you know, little little piece of insight into the really awesome things happening in the classroom. Thank you. You're welcome. >> Thank you. I will just echo that. I think that the initiatives from your staff in the welcoming and supportive environment and especially embracing the the parents and children has really made such a huge difference in the retention rate and it clearly shows when we have them start from the toddler which is my favorite when you said if you need some extra support you know I miss that age so just sign me up. Uh but but really your your staff is excellent and I cannot thank them enough for all of the work that they do with this program and then of course you and all of the meaningful contributions that you've made

051to this program. You have truly been an asset and we appreciate it. >> Thank you. Now, before Ann sits down, um she is retiring this year and I want to thank you so much for being a part of this incredible program. It's been an honor to get to know you. Um and I'm excited for your next adventure. So, thanks Ann. >> Thank you. And I um you know, with that being said, I just appreciate the opportunity to be here. It's an amazing way to end my career. Um I've thought a it's been a unique seven years. I will tell you that. But um I feel it really that um what I've achieved um it can definitely we're well established. We've got systems in place um and my hope is that the next person continues right

052along um with those to help OELC grow. So thank you. It's been a pleasure. >> Thanks Sam. >> Thank you. >> All right. And before we have Dr. Will come up. Um, we have a very important guest with us tonight, so I'll have Ryan come up and introduce her. >> Good evening again, board. I had the opportunity before the business meeting began um this evening to introduce you to Mrs. Katie Hunt, who will be joining us as the torch is passed from Mrs. Janet Shell over to Mrs. Katie Hunt leading OVA starting on um well she's coming on board June 1st to get get everything um going do some learning and I just want to take the opportunity because she is here this evening with her beautiful family to introduce her to you all officially.

053Thank you for approving her hire and welcome Katie. We're so glad you're here. >> Oh sure. >> No problem. Hi. We are so thrilled. Uh we moved to Oakland County in August of 24. We live in Oxford. Um we were blessed with other opportunities and this summer this opportunity uh opened and I just recognized the value of community and family and so this position really spoke to me and I am inheriting a beautiful gift from Janet and I am just so thrilled to be able to be a part of the OVA team and the Oxford family. So, thank you so much and I'm looking forward to many, many fun years of being a Wildcat. >> All right, now for our safety update with Dr. Willman. >> All right, good evening. I'll give them a chance

054to leave because I'm sure they don't want to hear about building assessments yet as much as they like board meetings. All right. So, this evening's safety update is going to be about our building assessments that we did um districtwide. Um, so we're going to share some information about the past seventh edition guidelines and checklist as well as share some highlevel information. As a reminder, this is our anchor chart that we have under the school safety and security website. We have updated, as you can see in the bottom right corner, we've updated the past school safety and security guidelines. That is publicly available information. So, if you're interested, want to learn more, see what we were able to do with our partner agencies, you're more than welcome to click on that active link and it'll take

055you right to the PASS website. All right. Why building assessments are important? Because we have evolving safety threats. The from when I started in education 23 years ago, which is a long time ago, um it's changed a lot. Um and we want to be able to approach safety from a layered system. Um, Guy Blizzner who's over Idaho School Safety Department, he always says we want to create castles, not prisons. And so we do that by having multi-layers. Um, and then being able to coordinate both within our district as well as with our partner agencies. Um, this is a living breathing document much like our emergency operation plan. This is something that we want to revisit. It's not a oneanddone. And as we go through the history of what we've done with assessments so far, you'll

056be able to see we're constantly looking to streamline, have the most up-to-date information, and this really helps with long-term planning. When you think about our facilities team that has been gathering and meeting throughout this year, this is one more data point for them to look at. Um, so building assessments in Oxford, we did have one from Secure Education Consultants. I believe they're now Secure Environmental Consult, something like that. Now, that was prior to my arrival. Um we did use that between myself and the school safety administrator when we were both onboarded. Um but we wanted to look at it a little more in depth. And so you may be familiar we added um my first school year which was halfway through 2022 2023 um we had eight different tools uh that we added because we

057really wanted to work with our principles to be able to look at that building as a facility. There are things I was over science as a campus administrator and that's when I learned the square footage requirements that OSHA sets forth in a science lab and not something you think about as an English teacher and so really being able to concentrate on that building overall. So we took eight different tools from Homeland Security, FEMA, OSHA, the Texas School Safety Center, pass sixth edition, CISA which is the cyber security and infrastructure security agency prepare which we've talked about before. where we use prepare workshop one and prepare workshop 2 here in Oxford um crime prevention through environmental design and the national institute of justice and we created this very dense dense document Brad has gone through it

058I know Mr. Banks has gone through it as well as about 900 lines in total. But it really got our administrators to look at their building as a facility. Um, and so what we looked for and then knowing that PASS was working on their seventh edition and some of the the streamlining that they were trying to add to it, we really thought this was the perfect opportunity when in July of this year, PASS was able to come out with their seventh edition. We've already gone through a couple iterations of going through um the very dense checklist. our administrators had a great handle on it. So now how do we get better? And that's always what we're trying to do is how do we get better? And so we focused on streamlining by using the past

059seventh edition. Um and this isn't something we do alone. It wasn't something somebody read somewhere and said, "Oh, great. Let's adopt this." We also went through these building assessments with Oakland County Emergency Management, Michigan State Police, and the Department of Homeland Security, Cyber Security Infrastructure Security Agency. So these are people within their local, state and federal level who are responsible for some of the assessments in all 16 sectors of buildings that would get searched at any time. So with that we spent about 31 hours in total and that's just the actual assessments. So that's trying to coordinate with multiple people's schedules and the principles did a great job of communicating with their staff so that they knew because I I can tell you as a campus admin if I see a bunch of adults walking

060around or even as a teacher I'm like what what's going on? So just making sure everyone felt comfortable. Um it was about 920,000 square feet that we had to review. And we're looking at buildings from 1926 to 1998. And we also included the whatever building teams were part of that as well as maintenance and facilities. Um John Fitzgerald's been part of some of the conversations with that. And so just really making sure that it's not it's not just me, it's not just Tim, it's everyone coming together to discuss this. and very grateful that we were able to use both this tool and our partner agencies at the great cost of free. And so that always makes it really easy. It also really helps us strengthen our relationships through that time. Um I I know some

061people in the Michigan State Police, but like really being able to spend that amount of time with that, we we really were able to to gain a better understanding statewide of different supports that we can have. um along with the cyber security and infrastructure security agency being able to look at that digital infrastructure layer which I'll get to. I know it's a lot of big words. Um so we're going to talk first about what is the partner alliance for safer schools which is what PASS stands for. So we have a short little video for you. Whether you are a parent, a student, a teacher, a school administrator, an e responder or an active member of your community. We can all agree school safety is important. How to make and keep schools safe, though involves so

062many choices and decisions. Wouldn't it be nice to know what other schools have done, what worked for them, what didn't work for them, what experts in school security and life safety recommend, what mistakes to avoid, how to get your arms around the complexity, how to prioritize your efforts. To help K through2 schools around the country, we formed the Partner Alliance for Safer Schools or PASS, a 501c3 nonprofit organization. We are a community of stakeholders. Like many of you, we are parents. We are teachers. We are school administrators. We are emergency responders. We are architects. We are leaders in our communities who are advocates for securing and enhancing the safety of our school environments. We at PASS developed a road map to help you navigate to the right solution for your school's unique needs and budgets.

063The PASS guidelines and checklists tool available to you at no cost. The tool is a collection of best practices from across the country. It includes a self- assessment process to help you understand your current state, then provides recommendations to help you identify the steps to take to improve your school security. Many organizations reference or endorse these past guidelines, including schools safety.gov, an organization formed by the US departments of homeland security, education, justice, and health and human services for the purpose of sharing actionable recommendations to keep schools safe. Studies have proven our children learn better when they feel safe. Ultimately, we at PASS want to help you provide an environment where teachers can focus on teaching, students on learning, and parents on parenting. So, what's your next step towards school safety? No matter who you are,

064visit the PASS website at www.passk12.org. Download the pass checklist and guidelines and reach out to us at PASS if you need help. No. And so with that, we did reach out to pass because this is something between emergency management. It's a new tool. It did come out in July of 2025, but that is a new tool and it's not something that our agency partners had been familiar with. So the vice chair of PASS, who actually chaired the committee to oversee the seventh edition, did meet with our first respond our our agency partners to be able to help them become familiar with this new tool. Um, which I thought was great because when you think of national organizations, they say reach out. But it here we had the guy that like oversaw the whole process gladly

065and he was very excited to meet with everyone. So that's always nice too. So why did we switch to the seventh edition? Because they approached it with more of a layered approach. They added that digital infrastructure section which is key. We know we've just seen with all the things with AI changing and everything else, we want to make sure we have the most up-to-date evaluation on that. Um, and there's no way that any of us in this room know everything about it. So, we want to be able to look and consider what what is happening. Being able to lean into our partner agencies as well because they have access to different material too. Um, being able to look at this is where that that unification comes in like that hardening. We're not trying to again

066it's not a a prison idea, but how do we um plan strategically? How can we adapt landscaping? how can we take what's already existing to be able to make our perimeter still be safe? Um, really looking at visitor entry and it was they have guides in there if you if you download the guidelines if you're really interested in them like me and you get a little nerdy about it. They have visuals that go into the descriptions of what visitor entry can look like. So, as we look at the master facility plan and all of that, those are things for us to consider whether it's short-term um because we do have secure entries, but again, we're always trying to get better. So, what do we what's the next step after that? Um and then again, visitor

067entry, making sure that we have detailed procedures for it. Um looking at the physical hardening so that it's the castle, not the prison. Uh, and then looking at panic alarm systems because we know right now in the state of Michigan the mass notification style system is required, but we also know Alyssa's law is in process. We know that at the state and the federal level. Um, so in preparation of that, what is that going to look like? And that's where things like our Raptor alert comes in where we would already be in compliance with that law. But we want to make sure with the industry partners that did the past seventh edition that we are using the most effective thing for the most amount of people to be able to get that. And then really

068looking at door locks and door devices. Um some of the things that are covered in that tool are new door construction which that's that's going to be a little different. But when we're looking at locks and we'll there'll be a presentation I believe John is doing that later on the locks or Courtney one of them. Um so we're already looking at that. So, while we're in the process of it, let's make sure we have our three different agencies that are also weighing in on this so that it's not just we know this, let's go with this. We're having input from them as well. And so, it's the perfect timing for us to be able to switch to the past seventh edition. And so, these are the five layers that pass really relies on. And this

069is what we used our checklist for is we start with that district-wide layer. And I love this graphic because it it you start broad districtwide. What is everything we're doing? What is that digital infrastructure layer? The campus exterior perimeter, the building perimeter, and then the classroom and interior. So, the way that they break theirs down is a tiered system. And because most of the time when you think about building assessments, you're going to think what's the score, what's the grade, what's the rating. PASS does this a little different because they're looking at tiers. And so, they do it based on a fourlevel tiered system. And it really allows the schools to assess what their risk is to really prioritize what they need. Um there's a saying like you've seen one school, you've se you've seen

070one school. Everyone has some unique things. When we think about back when I said we're looking at buildings from 1926 to 1998, just think of what has happened in the world just between those dates. A lot of things have changed. And so really being able to look at what are the little things that we can improve, but what are the things that we have to look at long term for improving. Um what are things that we're going to have to budget for differently? Um it really is designed to be flexible for the school and for the district. It's not meant to be everyone has to be at a tier four. What's the right fit for everyone? And we'll have some examples as we go through this. And so this really looking into that tier beyond

071what a grading system would be is because it really lets us acknowledge that each building is a building and each of them have their own unique things with it and looking at what are the specific needs, what are the specific um any sort of risks or threats that would be out there for that building. um really being able to prioritize what improvements can be made, what are the things that are low cost, high high reward, and what are those long-term planning ideas that we have to do. And it really helps us in alignment with our strategic plan and everything else that we're working on create that long-term plan for this and making sure as always that we're fiscally responsible with taxpayer money. And so this is AI created. Very excited about this. I got very

072mad at AI while making this, but it turned out pretty nice. Um, you can see some of this doesn't exactly even build, but these are examples of things that you would see within the five layers, and it's colorcoded with the five layers like on the the graphic I showed you. But some of those like tier one baseline items you can see for like districtwide, we want to conduct lockdown drills. Those would be things like our Alice drill when we that aligns with our standard response protocol as well. That's a requirement by the state. That's kind of that baseline. But as we we go up, things like security patrols, we are fortunate to be able to have at least one armed security professional at every single campus. Not every district is able to have that or

073have they prioritized that for various reasons, but we are able to have that. And no, we don't have a at nine o'clock every day our fortish personnel goes and patrols because that then then that becomes routine. Um but we do have that ability at that next level for something like that. Um when we look at tier three which says enhance if you look at the campus exterior perimeter there's something there that says RFID parking tags. Those would be um th if you think about if we had an entirely gated property here and then there was a gate to get in, you could scan to get in. We do not have that. So, it's not whether or not we have it or we pass or fail. It's what does this school need? Now, if there came

074a time where it was required that all schools were fully fenced in with gates, then that might be something that we consider. Um, and then looking at tier four, you can see as far as like districtwide the electronic access control for IDF and MDF rooms with a key override. We do have that, but that's at that tier four. Not everyone needs to have that. We we have enacted that and we did that a couple of years ago. But also looking the PTZ camera coverage, which is where you can kind of zoom in and be able to move live time. There are spots with that, but we also don't want to have every camera everywhere like that. Because if you think about cameras, even in this lunchroom, if we're trying to zoom in or move it

075around and then no one moves it back to what the best spot is, that camera is not as effective anymore. So, really looking at then what is going to be the best for our schools, where would we want to strategically place cameras like that, and then what are the the kind of checks and balances to make sure that it's put back to where it needs to be. Um, and so I'm not going to go through all of these because it's a lot and I have more slides. Um, but kind of wanted to give everyone that idea of the different tiers. So tier one would be considered that baseline. It it is kind of that essential for schools. Um, but it's not all essential for all schools. This is a good foundational piece because it is

076a mix of things that would be lowcost with some planned investments. But again, going back to what is right for that building, not what is right because it happens to be on a checklist. Um, and when you look at ours, you'll be able to see like some of the things that we put on the baseline as we go through it. There are things that we have identified that would be a need that we could do because it is that lowcost solution or something we're thinking about moving forward. Where tier 2 is kind of building on that tier one. Um and it had it adds enhanced safety measures and I don't know why something got um how there's that block but part of it really looking at if it's how it's implemented over time and as

077the funding allows it takes that what is the priority instead of we must do this because tier 2 says we must do that. And then tier three then as we think about our triangle, it's really targeting what what is specific to that school, what is in this area, we've talked about that with various things throughout this school year. Um what's unique about Oxford versus other districts. Um what's available for us using something like the past guidelines with our partnership with Oakland County Emergency Management and Michigan State Police and Homeland Security. Like that's a enhanced way to look at what our available resources are instead of paying a company, which I'm not saying it's bad to pay a company, but we have those available resources and partnerships. Let's use that. And so then we can take

078some of those tier three things from the checklist and then bring that back to the master facility planning to sit down with Tim, with John, and talk through what is realistic, what is best. um and then using that as the team, whether it's the district safety committee, whether it's cabinet level, the building teams, um to make an informed decision. And then tier four, this is your long-term. And again, not all schools are even going to need tier 4 materials. And some of it may come from years of planning and a significant investment. And that's when we're talking more like bond level type things. Um, and there are some things that we came across that yes, this would be great, but it's going to cost a lot of money to do it. And we just talked

079about that with OEIC and how great it would be to expand. Um, other things, if you see the dark blue where it says classroom interior, it says classroom cameras with audio recording. That's not on our radar in any way, shape, or form. Not that we're going to fail there. That's just not appropriate for our schools. There are instances where it may be um but that's that would require a lot of planning and thoughtful just decision making with our with our teaching staff. So past guidelines also share um some baseline practices. So wanting to go through that again not going to go into a lot of detail just because this is a long enough presentation but looking at um school district emergency roles and responsibilities defined um we have clearly we have our incident command system

080charts though that align with prepare workshop one which prepare workshop one covers all five phases of emergency management and so each campus has their own as well as we have a district level IC chart those are reviewed by myself, by Dr. Milligan. Um, Anita supports that as well during her principal meetings. Um, all staff can initiate emergency procedures. We know because we've talked about the little cards that we have. It says at the top in an emergency, call 911. Everyone can has access to Raptor Alert through their district issued device and or their phone for those that have downloaded it. um empowering community to share concerns through anonymous reporting. We have talked at length about okay to say. We have our anonymous reporting tools. You can talk to your trusted adult. Um staff and volunteer

081training on mandated reporting requirements and procedures. That's our vector training and different in-person trainings that we've offered. Sharing maps and other facility information with our local first responders. We have done that. Um security plans specific to buildings. We have those as well. We have our all-encompassing emergency operation plans and then within each building, they have their own specific to their needs. And then student identification badges in secondary schools. Um, we do climate and culture surveys of our stakeholders. We have first responder training for school personnel based on local need, whether that's diabetic training or AEDCPR training. There's a wide variety of training that we offer based on who is going to address what all hazard scenario-based drills with community partners on a recurring basis. We are doing that video use and data and retention policy.

082We have thatus with emergency responders and other agencies. That's part of the school information multi- agency compact. They are active members on our district safety committee as well. We haveus also with our reunification locations um and then cultural and climate surveys of stakeholders and then first responder training based on need. So overall what the three agencies gave us as strengths was they said overall we have strong safety and security systems which aligns with the districtwide layer. Um, you could really say that the systems you could tie to all of them if we're having those consistent ones, but throughout the checklist, it really showed through in our district layer as well as our digital infrastructure layer. Consistent expectations across the district. They noted that as they went to each campus, there were similar things that happened

083when you came in the door. We had you had to check in at Raptor. It didn't matter that you had your badge or you were wearing your Oakland County emergency management stuff. You still had to check in, which again ties in with the districtwide um they appreciated the independent audits, especially looking at three different layers of local, state, and federal partners to be able to go through this building assessment. So, they thought the fact that we have been auditing ourselves that and our exterior door audit that we do with our visitor audit that we do, they just appreciated that next level. um the fact that we have ongoing evaluations whether that is through assessments like this we do regular surveys at AD team today we had a survey about um professional learning um I will

084survey for May as I go through my monthly campus meetings and it's anonymous but I do an end of the year survey of all of those meetings which I typically share that data with you as well um they believe we have strong communication emergency communication systems between our mass notification system and the adoption of Raptor alert so they really appreciated both and the flexibility that the campuses have that they're not just tied to only using Raptor Alert because we don't want our staff to feel like, oh, I must go hit the mass notification button even if I'm in this room right now. No, I'm comfortable to use either that or the mass notification and both can alert. And we had a strong visitor management process, which those last two really kind of tie in with

085all five layers, whether it's districtwide digital infrastructure, the exterior, the perimeter, and the interior. And a lot of that was the signage and people feel felt welcomed when they were here. And it wasn't who are you? Even though they knew they were coming, it was still that consistent routine. And that was surprising to them. and not because of us, but because they they've gone to other districts, they've gone to other places and it's you people say that happens, but for them to go to all of our campuses and have the exact same response. Um, so when we look at this, because we're not going to be able to share every single thing that we talked about, but we wanted to pick out a few things from each of the five layers that we could talk

086about that were achieved, in progress, and a future need. So when we look at district-wide layer examples, I kind of touched on this already. We do conduct our lockdown drills in progress would be unification. And there's a lot of unification, but it's unification of any of our safety systems. So when we think about our mass notification system, being able to talk to our badge scanners, our S2 to get in the buildings, we're really working on partnering with the or the companies that we are already with to make sure that those can come together. So, an example of that would be the Edward's mass notification system and Raptor Alert being able to talk to each other. There are some mass notification companies that Raptor already talks to. Edwards is not one of them, but they're open

087to it and there's some back of house tech thing that they can do and they're already working on that for us. So, that's why it just says unification because there's a lot of unification that we can do, but we have to make sure that the devices can talk to each other properly. Um, and then a a future need, I know this is a lot of words, but the graphical user in interface for operators, that's more um digital maps that you can manipulate. That's the best way to to explain it. We have digital maps, but being able to point and change things and there that is something to look at. Not to say we're going to go with that. It may be cost prohibited. It may not be a technology that we need but that is

088something as the future and technology gets better and better that we want to look at the digital infrastructure layer examples. Um we have developed an incident response plan that is part of our emergency operations plan. We've we've talked about that before. That is something that is very few of the district EOPS have that just because of the information in it but we have achieved that. um conducting threat hunting that is conducting different tests like we have our Arctic wolf test and we we get emails sometimes that look suspicious but this is that one step more um where our tech team would get tested and they get some tests but this is that next lay level which is well out of my wheelhouse um but it's something that I know Matt and his team are working

089on and then a future need is to look at a Wi-Fi hotspot policy um and that's just as it goes between our network and possibly the Wi-Fi. We have some hot spots throughout the district and it's really just that future need. And again, that's one of those like lowcost. Let's think through what that's going to look like. Let's put something on paper. And then campus exterior layer examples. We talked about this with the security patrols. We've achieved that. Um in progress is and and this is one of those that I put here, but it's always in progress is the landscaping. Um, we know just with the winds that are around here, um, trees fall down, branches will fall down, or if it rains a lot and we're not able to mow as much as we

090should. My yard looks horrible right now because it just can't have dry enough time for me to get out there, I enjoy mowing my lawn, so it is it is a me thing. Um, so that's something we're going to constantly look at and be aware of. And so that's one of those that's always going to be in progress for us because it is it's not the weather could turn and we have to change some things. And then a future need is parking tags. And I'll talk about that a little bit more, but that's one of those lowcost like not RFID parking tags that I talked about, but just those normal little plastic things that go in your mirror. That's a lowcost easy thing that we can put into place. And then building perimeter examples, our

091visitor visitor management process training. We've been able to adapt with the raptor visitor management. Um, between myself and my specialist and my safety tech, we've been able to kind of go through and make sure everyone's comfortable in the front office, no matter what your position is. Um, in progress, we have great signage and they said it's it's great, but we can always get better. And so that's kind of like the landscaping. We want to make sure if someone comes here and they're brand new, they know exactly where to go, whether it's a parent, staff member, anything. Um, and that a future need could be partition intrusion detection. So, we have our building, um, different contact alarms and zero eyes and things like that, but looking at areas that we could improve to partition the separate

092buildings a little better. But again, that's one of those that's going to be a little more costly. It's not a quick summer project that we can do. and the high school being a great example of that of being able to partition off the academic wing with the the doors. Um looking at other buildings, but that's more of that master's facility plan where we got to think about that and be strategic. Is that something that the building is used in that way where we would need to separate different things? And then looking at the classroom exterior interior layer examples achieved, we have fixed camera coverage of primary openings which means like right outside this door there's a good camera. So if somebody's coming up for various purposes um as they buzz to get in there's a

093camera there as well. So that is achieved. Um in progress is our locks with visual indicator as we'll hear from John in a little bit. And then future need again going to that compartmentalized building. Is that something where are we going to put that? And so some high area that we will be updating this summer is starting with the new locks being installed this summer and then going into the 2627 school year is requiring that all classroom doors are closed and locked in elementary and secondary. That was a recommendation with the past guidelines going back to the Sandy Hook Commission report as well as from Oakland County Emergency Management, Michigan State Police and Homeland Security. Um we want to evaluate for additional ballistic film. Um, we have the maps of where the film is, but

094again, always wanting to go back, make sure everything's where it's supposed to be, that it it's working, make sure that the windows that it's on are properly placed. Um, and then again, ranking and looking at what's there, taking that back to the master's facility plan. Um, so that's why we're looking at evaluating it first because we want to make sure we're not just putting film on something to put film on it, that it really is in the best spot. um looking at a great great and this is why I love the agencies. A great suggestion that we had was adding reflective door sticker numbers at the bottom of the exterior doors. So if you think about this door over here, door 31, we have the number inside and outside on top. But in the event

095of a fire and you have a firefighter, you have children that are trying to get out and they don't know what door they're on, it's not safe for them to stand up, they're able to see at the bottom that same type of sticker is there as well. Um, and then finally, staff parking tags. It's an easy we can order them, number them, we sign them out. When you're done with your employment here, you turn them back in. You have an assigned number. Um, so those were some high areas that we will be updating. There are other things that will be brought to the district safety committee. Um, there will be additional meetings with John and Courtney and Tim to really dig into those long-term planning and how that fits then with the M's facility planning.

096And so that is our building assessment presentation. Any questions, >> questions, comments? Thank you. Uh I do want to say that I appreciate your flexibility in pivoting with this presentation. Uh Allison met with Shane and I this morning and we went through and really worked out some things that were very beneficial. And so I I just wanted to thank you for adding those to your presentation because at least personally it helped me a lot to be able to see the examples of achieved in progress. And just a note to fellow board members, if you would like to see that full report, we we as board members can see that um along with the district safety committee, but for obvious safety reasons that that's not a publicly available document. And so being able to go through

097that and really understand the past framework. And I I want to again thank you for the time that that you took to explain it more thoroughly because my knee-jerk reaction was give me numbers, you know, and give me a score. But that really undermines the integrity and the intent of the framework. And when you think about it, a district in Chicago is very different from our district. And so everything that they're looking at through all of the tiers is is meant to go across from Chicago to the UP to Oxford, right? And so a lot of it's not applicable for us and that was that was super helpful. So I just wanted to thank you for that and just mention the meeting that we had last month. I don't want to use the word exciting

098because it meant that a student was having a not so great day, but it was exciting to watch that happen in real time. Staff use the Raptor system and it was flawless. It was like a welloiled machine the way that the hold was placed and the commun uh communication happened. So, um I just wanted to say I appreciated that as well. So, thank you. All right, moving into our board of education matters. We had one committee meet. It was finance and I believe you're filling in for Mike. >> Yes. Hi. Um we did meet. We had um uh discussion about um the property that is south of the stadium um possibly um doing something with that property. So there is going to be an upcoming finance full board workshop coming up. You hopefully got the

099invite for that in June. Um then we had a quick discussion about the policy 3303 gifts and donations to clarify that language and then that's going to go to policy committee. Um but just that all made sense about clarifying that language from the bridging that gap between the thousand baseline or less than the state bid level. So there was there currently is nothing to cover that amount in between those amounts. So um that all made sense. So it'll be heading your way policy committee. Uh also um the custodial RFP update that there's um expected to have oh you did the bid openings were expected to have recently happened. Maybe John will clarify. Um, and so we should be hearing about that in our upcoming upcoming meeting. If not the next one, then then shortly after.

100Um, we have the indicator locks that we discussed. So, we have that up today to vote on. That's 300 units to be installed this summer. And then um also the ASD sensory room equipment. Um this was really interesting. So if anybody has any questions about this, I thought this was fantastic how it's $300,000 dedicated from the Oakland Schools startup budget. So it doesn't come out of the funds that they've already approved for us. This is Oakland School's additional money. So it's so it's extra. It's in addition to our proposal already. So, I thought that was really great to take advantage of. Um, and just this the schedule to be expected, the indicator locks vote, uh, roof work RFP coming up. Um, and that that was about all I had. The that Yeah, that was it.

101Did I miss anything? No, John. No. Good. Okay. I think that was it. Yeah. Our Keystone reimbursements have been consistently made within 7 to 14 days. So, that's all been been nice and steady. So, excellent. Thank you. All right. Item B, we have first readings on field trips. Those will be voted on our next meeting as well as the Oakland schools budget adoption and the board election which I just wanted to briefly say this was a last minute addition um for the agenda and I had approved that because it's a fairly straightforward resolution and we're not voting on it tonight. we are voting on at the next meeting, but it is for the Oakland schools um ISD board of education and there is currently only one candidate applying for one open seat. So, I I

102didn't think anyone would be uh too irritated by adding that one on last minute. So, just giving you an update on that. And then we can move into item seven, our course catalog update with Miss Kench Collins. Okay, thank you. Um, good evening. Um, before I start, I just really want to thank um, Ann for everything she's done and for featuring my little guy. I'm very proud and I know that was like a little nut to me, so I appreciate it. He has had the most amazing um, early childhood experience. He's been in at OELC since he's been 12 weeks old and so it's going to be sad to leave there, but he's going off to kindergarten very prepared as Ann said um already beginning to read and it has a lot to do with

103everything that they're doing there. So, thank you. All right, so I am here uh just to bring another course to you. As I've shared before, I've been trying really hard to bring new course additions to you in a timely manner so that we are maintaining a very upto-date um course catalog as our students especially now are enrolling in courses and looking ahead to next year. So, um, tonight I am going to present a new course for Bridges High School that will be added to their course selection. Um, and then in hopes of adding it and approving it with a final course catalog at the May 26 board meeting. So, just like I've been doing with the previous courses, I'll do a quick overview and um, if you have any questions, I I welcome them. Um

104once the course is approved, we will add course numbers, names, and descriptions into the course catalog. So um tonight on behalf of Bridges I'm presenting uh the creative writing course which is a very unique offering and honestly this has been probably one of the best processes to watch at the creation of this course and it's something that I hope that our other buildings might consider moving towards um in the creativity uh the creative writing course will work to create to award two credits to students. This is especially important when we have students with credit deficiencies. And so this is a creative way to have them earn an ELA, so an English language arts credit, and a VPA, so a visual performing arts credit. And before I get into the overview, I really want to highlight

105the collaboration that took place um in the development of this course. So, this was developed with the ELA teacher at Bridges SEATA, in partnership with an instructional coach, um, an OEIC instructional coach, Caitlyn, and Mrs. Wilson, who you saw, she's the MS art teacher, and she was the teacher of the year. She came over and collaborated with them and helped them develop the art aspects of the course and the art assessments. And so just a beautiful collaboration along among um some really talented staff members. So quick course overview. Um this is an integrated curriculum. It has seven units um blending creative writing with visual arts. Um diverse medium. So you can see narrative, fiction, um scripts, poetry, podcast. Some of the um assessments are creating podcasts. um and journalism. Um you can see in the

106second bullet there under course overview and it's also in um the bullet below, but this course offers dual content instruction and assessment. And so for each unit there are English language arts standards that are being taught and will be assessed as well as direct instruction in art that will also be um assessed. And so there are an there's an ELA assessment and an art assessment for each unit. So why are we adding this course? So again, this course will issue dual credit. It's provides a unique pathway and gives a lot of options for students from just the traditional um ELA course. It's interdisciplinary and I mentioned it delivers um instruction in both um contents. it gives an expanded elective um offering especially at bridges where some of their offerings are a little more um limited

107and this will offer them more direct instruction from an art and ELA teacher. So the benefits to the students um they'll leave the course with seven published pieces of writing um creative growth encouraging exploration in their voice and in their style and career readiness so diverse communication skills which is really aligned to our new portrait of a graduate that I'll be um here sharing with my colleagues at the end of June and through multi- um modalities right various um modes of instruction and products at the end. So, you can see the major themes there. Um, discovering your writer's voice. In that unit, the students will create a self-portrait. So, that's what you see in the parenthesis. That's the art aspect that will be created and assessed. In the short fiction um unit, there's an illustrative

108word. I have to be honestly I'm not a 100% sure what that like art would look like, but I'm confident it'd be great. Um, character development unit, graffiti name and symbolism. I appreciate this art project because it really speaks to what the kids are interested in. Um, the poetry unit, blockout poetry. In podcasting, there's mask creation. So, the students will create a a mask to go with that unit. um recycled art for the journalism unit and then um I'm sorry we missed a parenthesis there. Tryptic career connection or I'm not sure what that is either. I'm sorry, but I will find out and I'm sorry we missed that parenthesis there. But this is the course that we're looking to add for our bridges students. Um and honestly, I've already had a conversation. This would be

109a course that I would love to kind of see maybe how we can bring it over to um the high school as well. Questions? I think this sounds really exciting. I just want to thank you for your time and and all of the effort that went into this from the from everyone that has gone into this developmental phase that you mentioned. That's really really awesome. And it it doesn't surprise me that I'm I'm sure it applies to or it is attractive to a lot of the kids cuz there's things I don't recognize in here and they have their own language these days. So So I think that's really really really awesome. This is exciting. Thank you. >> You're welcome. It it honestly the process has been beautiful to watch. Um they've been very thorough and

110intentional. Um and so it's very exciting from the nerd perspective of curriculum development too. Yeah. >> Uh, you answered one question already. I was going to ask the possibility of it coming over to the high school. Um, but is there a chance or thought of it moving over to OVA? >> It it's very possible. They already offer a very similar creative writing course. um it would just be adding the art aspect and the coach that supports OVA was one of the main facilitators of this course. So I I think it could be very possible. Yeah, we did use an OVA course as a springboard to start the creation of this course. >> Okay, great. >> Thank you very much. We will be voting on that at our next meeting. And our next first reading will

111be the door indicator locks. John, I believe you'll be speaking. >> Yep. >> Good evening. Um the door indicator locks as mentioned about six times so far tonight. Um this is um a first reading as mentioned. So, in terms of the the the project itself, we're requesting an award um targeting the installation of door indicator locks. And in your your board packet, there's some pictures of actually what they specifically are designed to look like. We uh referred to this as phase one. So, we're really focused on all of the standard classroom structures within all the the buildings um as a phase one. So, that'll be addressed over the summer. We're looking to acquire 300 units to address all those uh doors and get those in place and get them running. When I say standard, the

112an example of a non-standard would be the gym space. So, that's going to be picked up as we go in terms of there's some crossover in terms of what doors can can require certain kind of um door handle locks like these the bigger doors require push bar automatic. So, so that'll be more of a phase two and we'll um update and look at that piece. So from a uh uh cost perspective, the the selected uh and recommended vendor does use a cooperative contract pricing model. So that's what uh we are bringing forward. The process itself does comply with our purchasing policy 3301 and state state laws in terms of the procurement piece. Um it's funded uh through general fund general ed funding, the general ed fund. Um, so we're formally recommending of the board of

113education authorized administration to execute the contracts as presented in the amount of 200 $200,535 and further allocate contingency of about $5,000 for a total recommendation of $25,535. But again, this is just first reading for this time around. Any questions on that one? And to confirm, I believe I already know the answer, but this would cover all classroom doors in all buildings in the district. >> Correct. All what we refer to as the standard classroom. So you're you know, you walk through this building, the vast majority are >> are the standard classroom style. >> Excellent. Thank you. And I I just wanted to thank you for the the time and research put into this. I was noticing through things that I didn't even think of, you know, that it they are um accessible for people with

114color blindness or and they have this patented uh what is it 180 degree so that no matter where the teacher is in the classroom, you can visually be able to see that it's locked. So, I just wanted to to thank you for for choosing this product. >> Yeah, I give I give credit mostly to Tim in terms of his underlying analysis and the coordination with that. I am curious to actually once those are in place to you know, try to give it the side look to see if it really Yeah. >> Um, okay. And again, that's uh the first reading. So, we'll be back uh on the 26th with the followup on that. >> Next up, we have the Keystone Learning Center Century Bid Awards. This is kind of a from a scope and packaging

115point of view. There's, as you can see, tons of line items in there. The idea being we're wrapping it all together as a scope of the project specific to the um um center program and specific to the you know Oakland schools funding backing on it. So that's why it's a little little different because there's many items that in in a normal situation may or may or may not actually go through the formal bid process because of the dollar values and things like that. But um it is uh again up for first reading and approval tonight. In terms of uh being a center program project, the pricing is based on um a source well contract. The vendor is a organization called E special needs. They actually have multiple they participate in multiple cooperative contracts. The pricing

116in this case I believe is specifically pulled from their pricing in the source. Well, there's there's a whole list of different cooperative contracts that they could um be providing us in terms of communication piece. So, they're well covered when it comes to meeting state laws in terms of how the the the process of the bid pricing came about. Um it's being funded with an award through the Oakland schools startup. So they it was touched on a little earlier too that um in Ann's report out Oakland schools has a separate line item budgets associated with center programs that it directly funds um certain kinds of qualifying supplies and equipment and all of this whole program. Now what's before you is less than the total amount we're going to be getting out of those funds but this

117is the grouping that's requiring bidding. Um so that is coming from that source of funds. So, um, it is recommended the board of education authorize the administration to finalize and execute the contracts in the amount of $174,295.15 as presented. >> Any questions? >> Questions? Nope. Okay. Why don't we get the motion out before discussion? Anybody like to make that? Shane, thank you. Move to approve the Keystone Learning Center sensory bid as presented. >> Support. All support. Thank you. And discussion. I would like to note that with our missing board members this evening, we need all four to pass. Uh it does not pass if we all do not vote yes. And so with that being said, I just want to reiterate the fact that the board has approved this project. We attended the groundbreaking today.

118This is much needed equipment and it is not costing the district anything. It is coming out of the Oakland County Startup Fund. So, this will not use district dollars whatsoever. And in my personal opinion, and I'm sure many agree, uh, this particular equipment is especially important for the population that the center is serving, and without it would be a severe detriment to these students that we have obligated the space for. So, I just wanted to reiterate those facts. Any other discussion? All those in favor? >> I >> opposed. May. >> Okay, that does not pass. >> We'll be bringing that back on the 26th. >> Thank you. >> Uh, next up is uh devices for the OVA program. If you recall back on March 10th, we did a first reading, there were two sets of

119devices, one tied to the sharetime side, one tied to the over side. the equipment on the oversight after subsequently after the first reading the vendors communicated to us. There was a lot of turbulence at the time. There was a product that was stopped being made. Um so the they could not fulfill that order. So this now before you on the board is we're treating it as the second reading and approval of it. So it's essentially the same amounts numbers of equipment or devices. It's the same equipment. The difference in this is um the piece that caused the problem last time was Intel stopped making the processors that were used in those version of this Chromebook. Now they're using a a a um a competitor's version that's as it's described as not quite as good as

120Intel's but for the purposes of what we use in the class level should not have any impact. and it happens to be it ends up being a little bit cheaper than the pricing we brought for forward earlier because it's got a an a cheaper lesser processor if you will. Um so with all that said we are um requesting an award for the purchase of 325 Chromebooks um previously brought as I had mentioned we did work with the vendor again identifying these as the same same all the same specifications with the exception of being the processor piece. So the pricing for the excuse me the 325 thou uh devices is $128,50 and then there's also an attachment there that's uh for 400 device protection cases and installation for $11,200. The reason why that's 400 we had

121previously bought 75 units that was a a pricing at a price point and and I want to say a month or so before we started the March look at this piece. So, we're going to get them all put in the same unit or the same protective packaging and that's part of this actual bid request. So, all that said, this is also through a cooperative contract through the um the REMC cooperative contract and the funding for the procurement will be out of the district's capital funds and the process does comply with our our purchasing policies. So that said, it's recommended the board of education authorize the administration to execute the contract as presented with Trafera LLC in the amount of the total amount of 139,250. That's the the two pieces for the equipment and the cased

122installation piece. Any questions on that one? >> John, can you clarify with the cooperative contract pricing? Does that something that that holds this price for us so if we don't act on it today that we lose this? Is that one of >> in this case with the REMCY pricing it should be held. >> Okay. Thank you. >> REMC's it's a cooperative contract but it's associated with a state level the media center organization. So it's a it's a little different but it's still a cooperative contract that qualifies at state and will hold the pricing. >> To add on to that are will they hold the devices? I know that the >> well I just say from the pricing point of view they may hold the pricing but because everybody's in the same boat we were that's

123the way we are asking for an approval tonight is because >> so they may run out >> right we want to lock ours in >> right because we lost the first chance right >> yep >> okay all right anybody like to make that motion thank you >> move to approve the OA devices bid as presented presented. Thank you. Support and discussion. All those in favor? I. Any opposed? Motion carries. >> If it pleases the board, do you mind if I jump to the there's a a quarter three presentation on the agenda. Then right after that, the the truck. Can I'll do the truck and then Courtney will come up and speak to the financial report. >> That's completely fine. Thank you. So, the the truck, we have an opportunity to acquire a used vehicle that's

124in great shape and then we put the stats and stuff in. And first of all, I want to thank you for allowing us the short time and get in and turn around on it um to get it before the board. Um so the vehicle itself from a district point of view we're looking at expanding our district direct applications and controls when for example um in the winter cycle the winter winter months this vehicle and the equipment that comes with it is very much used in terms of um site maintenance in terms of snow management and salting and that stuff along with the other seasonal work it'll be doing through the other months in the year. It allows us to start pulling some in-house and a balance with how we we contract out the balance of

125it. So along from a from a goal of uh a strategic plan goal 4.4 perspective, it feeds into our goals for to be more efficiency. So with it, the fact that it's a it's a a really good opportunity to get appears to be a relatively great shape used vehicle. It's got 12,000 miles on it. And because it's in such a place that is such a way this we that's why we did end up running with such shortterm notice and getting it to the board. And again I appreciate that. So all that to say that it um our approach did as close as we can because it's a used vehicle. We're matched and follow board policy. So we got other quotes of similar vehicles not exacts but very similar. So there's a um compliance with our

126existing board policy when it comes to getting multiple quotes for our own um a competitive approach to identifying it. So, with all that said, uh it's recommended the board of education to authorize administration to ex execute a purchase agreement with Allison Outdoors LLC for $45,000. And this is this is just first reading. There's no Allison Outdoors is actual company that does outdoor, you know, they do a lot of outdoor uh maintenance work and plowing, all that stuff themselves. And so, as opposed to they don't sell these vehicle, this is one of their vehicles that they're they're downsizing from. And so, Any questions on that one? >> And they've been gracious enough to agree to wait until our next meeting when we are able to vote. >> Yeah, we we did directly contact them. They're comfortable

127from a you know, being a school district, they they understand that there's the compliance pieces and they're pretty confident that we've got the money. So, and one of the unique things about this truck purchase is that uh during the course of this past year and Courtney was pretty pretty a hard driver in terms of this piece too in terms of we did some auctioning of some quote unquote surplus assets and maintenance had some different some older um if I remember correctly there were different things like grass cutting units. There was a uh a different K Cabota type unit that's but wasn't used to its efficiency there. So we ended up auctioning those items off and the money we raised from that is basically paying for this. So it's in my head we're kind of trading

128assets as opposed to the So the point being we're not using any new general fund money. We're just re recycling if you will existing funding that comes from the surplus piece. >> Okay. Thank you. Any further questions or comments? Shane? >> Uh just wondering this vehicle being purchased from another company. Is there any chance that this vehicle comes with any sort of warranty? >> Um, I don't think so because it's a three-year-old vehicle. Um, I can double check with Tim though. It could have some of the the 50,000 powertrain piece. I'll follow up on that piece. >> Okay. Thanks. >> Anyone else? Okay. Thank you very much. >> Thank you. >> We could have Courtney. Thanks. Thank you for having me tonight. Um so I'm just here to present to you the quarter 3 finance

129update. Um this is similar in the same format as the quarter 1, quarter 2. Um just a couple things I wanted to note is um the budget that is reflected in quarter 3 is going to be the budget that you approved in February, our amendment one where quarter 1 and quarter 2 were the original budget. So you'll see that those amounts were updated. Um there was nothing that stood out glaring that I feel like we need to bring to your attention. We look like we are on track as far as the revenues that we would expect to see at this time and the expenses that we've posted. Um we are working through our amendment, our final amendment which we will bring to you in June. So um there are a couple lines where we know

130that we need to make some adjustments. Um I think that does anybody have any questions about it? I had one and I I'm probably just reading this wrong. So even after if you want to show me, but um on the general fund financial analysis where it talks about the beginning and ending fund balance, the year-to- date actual, it does show 9.9, but that is not going to be >> correct. I almost thought that I knew that that was going to be your question. So that shows right now based off of the revenue that we've received and the expenses that we've posted. Now remember, we're delayed in receiving two months of our state aid. We don't receive until July and August. So so far we've only received >> April 9 months of our 11, >> eight

131months of our 11 that we should be receiving. So, um, we're behind on the revenues and then we also have a lot of expenses that we haven't posted because we have like summer payables where we pay our teachers through July and August even though we're booking them, you know, back to this year. So, that is like a snapshot in time of right now. If we weren't going to receive any more money and we weren't going to spend any more money out, that's where we would be. But, we know that we have expenses and revenue that will continue to come in. >> Okay. Thank you. I figured that was the case, but wanted to to clarify because that number scared me a little. >> Yep. And then just a reminder that this will be the last

132um quarterly update that you'll see. Quarter 4, it's going to be reported to you in the audit. So, we'll bring the amended budget, the final amended budget next month and then um in October is usually when we bring the the audit to the board. So, you'll see the full year. Um picture them. Excellent. Thank you. Any other questions or comments on that? >> All right. Thanks, Courtney. Appreciate all the work on that. >> Bless you. >> All right. Item nine. Do we have any unscheduled tonight? No. >> Item 10, are scheduled activities. Our busy month of May with lots of fun graduations coming up and our last day of school on June 5th. Any administrative clarification? Dr. Milligan. No. Any final board comments this evening? I just want to say thank you Pam and team

133for inviting us to the groundbreaking this morning and it was such an honor and you and all of the departments that are involved on this have done phenomenal work and we're just so proud to to see the groundbreaking actually happening. So, thank you for your work on that. All right, without any further, it is 8:34. This meeting is adjourned.