Oxford Schools Board of Education 1/27/26

001meeting. If you could all rise for the pledge to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. James, would you mind taking attendance? >> Yep, absolutely. to speak. Okay. Uh, President Madonna >> here. >> Uh, Vice President Whitney is absent. Uh, Secretary Summers here. Treasurer Gibson here. Uh, Trustee Aldridge >> here. >> Trustee Aes >> here. >> Trustee Capajourney absent. >> Thank you. Any changes to the board agenda? I have none. Scheduled public comment. We don't have any this evening. Item number four, our consent agenda. Could I get a motion for that? Thanks, Shane. >> Move to approve the consent agenda as presented. >> Support. James. Thank you. Any discussion? All those in

002favor? >> I. Any opposed? Motion carries. Item number five, our superintendence report, starting with Dr. Milligan. >> All right. Good evening everyone and welcome to all of our guests and our students here. excited that you're here. Um, hi. For those of you who don't know me, I'm Dr. Milligan. I am the superintendent here in Oxford Community Schools. >> No, I'm not closing the schools. So, um, first thing I always do when I open the board meeting, um, or open the highlights is the, um, grounding us in our strategic plan. Um so our vision empowering learners, building community and inspiring futures. Our mission providing supportive, safe and opportunity rich educational experiences that foster belonging, build self-empowerment and prepares learners to contribute to a connected community. And our core values empowerment, belonging, and innovation. Tonight, our highlights

003include um we have a very special celebration. It is board appreciation month. So, we have some students here to help celebrate our board of education and thank them for their efforts. Um we have bullying data followup and policy review and accountability. We had some conversation at our last board meeting that left us with some questions and some need for clarity. So, um, information grounded in publicly available documents will be shared, including the district policy, our employee handbook, state data, climate and culture data, as well as a student code of conduct um, to provide some additional information. Um, we'll have, of course, our school and department highlights. And finally, we'll have two presentations. We have our Oxford Elementary School team here to present. very excited about that. And then we'll have our staffing update and our

004strategic goal number three update. So, first and foremost, we are celebrating our board of education. Um, we'd like to thank them for their service in guiding our district with dedication and a student centered focus. We appreciate your commitment to student success, ensuring every decision keeps learning, safety, and opportunity at the forefront. Thank you for your volunteer hours and governance that helps shape the future of our schools and community. We are grateful for your collaboration, helping move our district forward through both challenges and celebration. Your service makes a lasting impact and we appreciate the time, care, and responsibility you bring to this role. So, I would like to thank Principal Murphy, uh, her, uh, students in leadership, uh, made cards for our board members, and we have Logan Huff, Jake Burns, Lucy Collins, and Madison Wean

005to come up and give those cards out here at the table. Thank you so much. Thank you. >> Did anyone not get one? >> Sarah Beth. Yeah. >> Oh, right. Right here. >> And Mike, we can split them up. >> Thank you so much. Really appreciate that. >> All right. Well done. All right. Um the next part is regarding um the followup of the data as well as um some of the the questions that came out of that and some clarifications. So I'm going to start with just some general overview. I am going to stop after each section and just see if there's any additional clarification or conversation that needs to happen. Um, I also want to reiterate when it comes to bullying, I encourage all adults, all family members, staff, if there are ever

006any concerns, please make sure you're having conversation with your building principal. Um, I am in communication with them on a regular basis. They keep me updated. Um, but they are the boots on the ground that can solve the the um the situation, the challenge the quickest. um as opposed to going outside of the school and then it takes us longer to get it back to the initial challenge. So um I am always available also for those conversations. So once we're done tonight, if there's still uh clarification needed, please just let me know. I have lots of opportunities that I can sit down and provide additional um information. So the um I want to make sure we're clear that safe schools start with proactive strategies, right? So when we're looking at identifying bullying or aggressive behavior,

007um those are reactive. So the behavior has taken place, we are reacting to the behavior. But our schools um we have a comprehensive framework of proactive and reactive strategies. So the first thing and the foundation that is most important in every single school is building that culture of respect. That is the foundation for which we build bullyfree school environments. So that includes clear expectations. I don't know if you've ever been in the elementary school at the beginning of the school year and you have groups of kids being taken all around the school whether it's the bathroom or the um cafeteria or the hallway and they are literally taught the expectations of all of those spaces right because if they know what they need to do the vast majority of our kids do those things right

008so clear expectation rewarding kindness our PBIS program which is positive behavioral interventions and support our goal goal is to catch them doing good things, behaving kindly and rewarding that because that way it becomes a social norm. We are also um very focused on providing adult supervision and adult presence especially in areas where you have you know a lot of student interaction whether it's the hallways, whether it's the restrooms, whether it's the cafeteria or recess. making sure there are adults that are actively watching students and ensuring that they are behaving appropriately. So that's the foundation that we build upon. We also work very closely with our students like these wonderful young people over here and they have social emotional learning in their classes that's embedded in the curriculum and it teaches things like empathy, impulse control

009and how to manage and they we call them big emotions, right? anger, jealousy, like even we as adults sometimes strug struggle managing those things. So teaching students what to do with those emotions so that they don't turn to physical aggression. Um we also work closely for conflict resolutions um to help them understand is it peer conflict, is it bullying and how do you solve disagreements without aggression and how do you report bullying incidents. So that's the second proactive strategy. The third proactive strategy is we have a modern and swi a modern reporting and swift response. So um beyond just talking to a trusted adult, all of our students have been able to identify a trusted adult in the building that they can go to. Um we also have anonymous reporting such as online forms. Um

010did I already pass that? Nope. Sorry. There we go. uh online forms to reduce the fear of reporting. So they can do that anonymously. But I also want to emphasize when a report is made, administrations, they don't just wait and see. Like we're doing an investigation. We're not going to wait and see and just hope that, you know, everything's okay. We're going to make sure that there's a safety plan in place for the student. It's an immediate safety plan. An example might be changing seating. It might be um staggering passing times. And this is intended to protect the vi the victim while the investigation is going on. Um so that's immediate and our administrators are well-versed in making sure that that happens. And finally, accountability and family partnership. So the goal is that students understand

011there are predictable consequences to these behaviors and often those are progressive. Right? We are we're working with children and their brains are growing and they're learning how to interact. Anyone who has, you know, siblings at home that you're working with, you see that they have conflict all the time and we're teaching them how to navigate that. Um so, um we provide an opportunity for them to understand those consequences and make them predictable for those students. And finally, involving parents, our school communication. We work regularly with parents to help them recognize the signs of bullying and cyber bullying and ensure that what they're hearing at home, they're hearing at school. And we always encourage communication. So if parents are have any concerns whatsoever, reaching out to the school and sharing those concerns. That is your number

012one line of defense. All right. So at this point are there any questions about the proactive strategy? Any clarification or questions? Okay. So in addition to the proactive strategies, the next step obviously is who we fill our schools with. That is a critical aspect of keeping kids safe. Um the number one thing is that our staff is dedicated to student wellness. That is not just their job, it is their focus, it is their passion and they come to school every day and commit to making sure that they are taking care of our students. This includes our educators, counselors, FSLs, which is uh family school liaison, social workers, and support staff. um they really when you ever have a chance to talk to our staff, they are so passionate about their work and their love for

013our students because how could you not love our students, right? They're they are honestly some of the most passionate people I know. So that's a huge um asset for keeping a school safe. Um, I also want to clearly point out we have in Oxford, I refer to it as enhanced staffing to support students. And what I mean by that, throughout our district, we have 14 counselors, 11 FSLs, 12 so social workers, and seven school psychologists. And the reason why that is such a big deal, I was a principal of a high school um of 1,200 kids. I had half a social worker. I had half. So to have schools that have two, three, four social workers, two, three, four counselors is such a huge advantage because they are interacting in a lowlevel way with students.

014They're making sure they're checking in. Are you okay? Is anything going on? Having those staff members there to support students is huge. It makes a huge difference. Whenever I had an opportunity to enhance, if I received federal funding, I always focused on those positions and enhancing those positions. Um, the second piece is commitment to comprehensive data. We are very data driven. We collect data all the time. time. We look at discipline data. We look at location data. We have survey data. Um and we come together as a staff, review data and determine is additional support needed somewhere. Is there diff additional resources that are needed? And we're able to make those decisions grounded in that data. Our safety protocol, see something, say something. This is such a critical aspect. In some cases, it's the law.

015Um, we are mandated reporters, but al also if there's any type of aggressive behavior or concern, our adults in the building absolutely address that immediately. And finally, psychologically safe and supportive culture. Our professionals work tirelessly to create a psychologically safe and supportive culture that enhances student achievement and safety. So to emphasize, our staff is committed to not only establishing a culture of safety, but also a culture of care and belonging where every student feels safe and valued. And I hope that sounds familiar because it directly aligns with our district vision, mission, and core values. What questions might you have about our staff's work? Anything? No. Okay. All right. The next slide. And actually um Mike, you inspired this slide because one of the questions at the last meeting um you asked like how do we

016compare? How do we look? And that actually got me thinking. I'm like I should know how we compare you know are we an anomaly? Um our low numbers is it something that you know we need to reflect on in terms of data integrity. And so we were able to pull the state data. So all schools have to report to the state the number of bullying cases. This is from last year and as you can see our local area we are very close to those numbers. Um I like to think I know there's one way to look at it in terms of you know questioning the data. Is it accurate? That's one way to look at it. I like to look at it to say, "Hey, we're re really leading the area in keeping kids safe,

017right? Of all of the safety structures and the uh enhanced staffing, um all the reporting, my hope is that the data reflects an outcome of all those efforts. Um so, we did look at the data. We got a couple um kind of anomalies there at the bottom. So, I did reach out just to see, you know, what's going on there. They actually use a different student information system and that makes a difference because how you collect data is often deter it determines the output, right? Depending on the on how it reads the data, how it collates the data. Um and they they were um very open and sharing that their systems may not be the the most um accurate in terms of collecting that data because what we need to report to the state is

018verified. So not just reported also investigated and after investigated the outcome we verify that it does indeed fit in that category. So that is what we report to the state. Um, so again, in my tenure as a high school principal, I might have one a year that turned out to be bullying. Often it was peer-to-peer com um conflict or it might fall in other categories like harassment or intimidation. So there's lots of different categories it can fall in. Um, I wanted to add the climate and culture survey because some of the conversation talked about potentially, you know, concerns of of students feeling unsafe in school. Um, and so I reflected on our climate and culture survey. This is for the entire district. So, the survey results demonstrate a multi-year upward trend on how our students,

019parents, and staff perceives the safety of our learning environment. So, I know it looks kind of small up there. The first one is students agreeing or strongly agreeing with I am safe. And you're seeing a significant increase over the past 3 years from 65% in 2223 to 82% in 2425. That's an increase of 17%. That's significant. The second statement they agreed or strongly agreed with was safety of the school. Um the school is safe. student confidence in the safety of the school as a whole increased 16 percentage points over the last three school years. Our parents in terms of agreeing or strongly agree agreeing with the school is safe um was a steady increase by 7% reaching 84% in the 2425 school year. And finally, our staff agreement regarding school safety also steadily increased by

0206% to 96% suggesting that our staff feels equipped and empowered to maintain a secure and nurturing environment for our students. So I just want to again emphasize that we use we use comprehensive data to identify emerging patterns and trends ensuring that our decision making is evidence-based and prioritized to improve student outcomes. What questions might you have about this data? I found this data fascinating. I spent a lot of time here. >> Any thoughts? Mike, did you have any thoughts? I mean, I don't have a question and I definitely very much appreciate the detail and just understanding and the fact that we're as low as we are. Awesome. >> Yeah. >> My questions weren't anything about questioning of that. Just it seemed as opposed to the other ones that seemed low and is there a correlation?

021There's not. This is phenomenal. And I think from a district perspective, looking at the top of the top of the the current uh page, I feel like we need to engage with the other districts that are higher and expand on our success >> and share that, right? Because if if we have this type of success, you have to believe that the ones with the very high numbers want to understand. >> Yeah. >> That's a great position for us to be in for sure what we how we do what we do. >> Yeah. Thanks, Any other thoughts? All right. Um, we have a very robust anti-bullying policy. It's policy 5207.01. Um, it's readily available on our website um to access and there was some conversation about what was qualifying as bullying and what wasn't. So the

022our policy specifically says that it must meet all three of the following criteria listed here. So the act written, verbal, physical, including cyber bullying. The intent, the aggressor, the aggressor intended to harm the student or and this is important, a reasonable person would know the act would likely cause harm. And that's really important, and I'll emphasize that in a second. Um and then finally, the impact must result in at least one of these four outcomes. Substantial interference with educational um opportunities, fear or distress that affects school participation, actual health impact, mental or physical, and operation disruption to the school environment. Now, I was in a meeting um the other day. Oh my gosh, is it only Tuesday? Yes, it was yesterday. Wow. Um and we were talking about having these conversations with students. What would

023what does this mean to a student? How might they understand what this means? And what we talked about um and shared. So for the first one, substantial interference, we can talk about okay, it could be bu bullying if it's making your learning hard. It makes it really tough for you to focus on your work and enjoy class, right? So that's something a kid could understand. The second one, fear or distress. Um, do you feel scared to come to school? Does it make you feel so worried or upset that they don't want to be in school or join in on the fun? The third one, actual health impact. Does it hurt you inside or out? Does it make you feel sick or make your your heart feel sad or hurt? And the last one, operational disruption.

024Most of our elementary kids are not going to know what that means, an operational disruption. But if you say, is it a big distraction? Does it create a problem so large that it stops everyone from learning and the teacher or principal has to step in to help make things right and peaceful again? Our kids would definitely understand those criteria. And the reason I bring that up is we were reviewing the bullying survey and some of the questions were, you know, have you experienced, you know, teasing or, you know, someone being mean? Well, sure. You know, if anyone who has kids at home, siblings, you know what that looks like, right? So, how do we help them differentiate between kids being mean and we need peer conflict resolution or it's a serious situation? So, we're trying

025to figure out what that might look like. Um so the reasonable person um that uh second uh piece up there the intent I just want to emphasize the it it's a benefit that we have that um we talked about power differential last time. So that's not necessarily what would cause us to qualify it as bullying or not bullying. the reasonable person standard. Um, instead of disregarding aggressive behavior because they didn't mean it, we focus on the actual harm to the victim and the school environment and we ensure better accountability, right? Cuz sometimes kids will say, you know, I know my daughter and my son, that was a mess and like, I shoved her head into a door. I didn't mean to do that. Well, guess what? her head is still bruised and you still cause

026harm. So that's that's how we're going to look at this, right? And so that's actually a broader way to look at this than the legal definition, and we'll get into that a little bit more more on this next slide, which is the power imbalance threat threshold. So power imbalance is really a clinical term used in training staff to help identify traditional bullying pattern patterns. Um, our bullying policy actually use much broader language and it focuses on aggressive behavior rather than requiring strict power imbalance. And aggressive behavior can include any conduct that is repeated or serious enough to negatively impact students. And you saw the the four criteria that we that we broke down on the previous slide. um and they don't even need to meet the legal definition of bullying to be addressed and documented.

027So this approach ensures that concerns are captured, addressed, and monitored even when they might fall outside of the bullying criteria. And then one more slide and we'll stop for questions. Um I'm not going to go through each of these. So looking at the data um after our last uh board meeting, I was very curious because just talking with our principles and understanding how we were classifying various incidents, it was helpful to understand um I just had a conversation the other day with a principal and I said, "Okay, I understand you didn't categorize this as bullying. You categorized it as harassment. Help me understand the difference between the two." um and she was able to break it down in terms of what had happened, what the impact was. Um and so that's how it got classified.

028But we also have intimidation and menacing. We also have personal degradation. Um so just looking through our data, the district processed up till now 24 documents um within the behavioral categories that you see here alongside 25 additional documented bullying concerns, right? Those didn't necessarily all turn into investigations. Um five of those turned into investigation and one was a verified bullying case, right? So, it could be across the board various um categorizations, not just bullying. But I just want to make sure that I'm very very clear. Aggressive behavior is not permitted. And we address it quickly, efficiently, effectively. The goal is always to help students learn. We're an educational institution. We have growing brains and we work with them very closely. I'm always impressed on how well our teams work with our students to help them

029better understand what behaviors are appropriate, what are not, what are some better behaviors you can engage in to reduce conflict. Um, so that was helpful to me to just look at the broader categories. So what questions might you have about the policy, its implementation or other prohibited conduct? It's not a question, more of a comment. I just want to say I agree that was that was very helpful when you put it into those terms and explained that there were the 24 plus the 25 that data and you meeting with the principles to to discern the outcomes here. That was very helpful. So, I just want to just interject and say thank you for that. >> No, of course. Yep. All right, just a couple more. I promise kiddos, way to hang in there. I'm very

030impressed. Doing a great job. All right. Um I my um bachelor's degree is actually a science degree and so data to me and data in integrity is everything like as a scientist you you don't mess with your data because you have to stand up in front of people and share your data and scientists are notorious for really breaking it all the way down. So when we were talking about that at the last board meeting, you know, from a scientist perspective, if I'm like, oh no, like like I I need to make sure that our data is accurate. Um so here are some things that we are doing to make sure that the data that we are presenting um does is accurate. So we're cross-referencing our powers school and raptor records to ensure data alignment. So

031if there are notes in P school that say, "Hey, we suspect bullying. We're opening an investigation." We're cross-referencing that with data or with Raptor to make sure an investigation is documented, right? And and vice versa, right? It's kind of challenging. Um I had a conversation with one of our community members last week and I said, you know, one of the things I'm very confident about is how we are working with our students and making sure they're okay. I cannot I go to every single school and I see how well our staff, our administration are working closely with our students and taking care of our students data when you have various systems talking to one another and and you know that can be very tricky and oftentimes that's a systems issue. So that's what we're looking

032at to make sure that the data is accurate. Um, we are revisiting and reviewing the bullying report checklist with our administrator just to make sure there um consistent processes. That's a training piece. Um, we're examining bullying data during school safety meetings. Um, and investigating any data discrepancies to identify the root causes of misalignment. I love data like I could sit and play with data forever. So, I am very open to data discussions. if anybody wants to sit down with me and review the data with me. Um I also love you know going to the state data and you know there's data galore out there. Um so if there's ever concerns about data that you see please please please bring it to my attention. And finally we're almost there. Um I did it was brought up

033at the last meeting some concerns about policy um and our expectation for staff with policy. It is very and these again these are public documents. You can pull these up and check them out. Um it is very clear in our employee handbook our all of our staff um must sign a formal document acknowledging that they've received read and will follow all board policies. Um, we have mandatory trainings um, every year at the beginning. There's a whole lot of them and the one on bullying is especially robust. I think it's at least an hour long. Um, and it goes through scenarios. You have a quiz associated with it. Um, how to identify and report bullying and aggressive behavior. Um, as I mentioned, staff, school staff are mandated reporters. um legally and profess professionally obligated to report

034any incident they believe is aggressive behavior towards a student. Um and finally, now you know obviously we're not perfect. All people make mistakes. Um and we want to make sure that we are supporting our staff in growing and understanding. So when policies are not followed, we open an investigation and we look into what happened. Did they not understand it? Was the policy misunderstood? Was it a training issue? Maybe we didn't highlight it well enough or did they really really just not follow the policy for whatever reason, right? So we look into that. We do a a very thorough investigation. Um and our um employee handbook clearly states that failing to follow the board policy can lead to disciplinary action up to and including termination of employment. So I just want to make sure that we're

035clear in terms of how we handle these situations. Um we always follow our policies when we uh are made aware that um something fell through the cracks or something didn't go the way it should have gone. Um we will follow our policy. we will investigate and we will follow our employee handbook. So if you ever have any questions on how something was handled and you want more information, those are the places to go. What questions might you have? Anything? All right, just let me know. I'm more than happy to go through it. Or any community member, parents, I'm I'm always available to have these conversations. I do want to make sure I'm clear in what we do and how we do it. Like I said, we're human. We're not perfect. We're going to make mistakes

036and it's important um to own those and make sure that we are correcting what we did wrong and how we can do it better. Right? So, I'm happy to have those conversations. All right. Now, to the fun part. Well, that was kind of fun, but this is more fun. All right. And again, I appreciate our administrators sending these pictures and they give me descriptions what I share. So, um it's always really fun for me to see all the cool things our kids get to do. Um so, here at Clear Lake, uh the first the pictures here, um there are first graders. They visited Troy Historic Village on January 22nd to experience a day in the life of an 1800's student. That does not look like fun. I would not want to be carrying those buckets.

037Good. Okay. Um, attending class in a one room schoolhouse and learning period chores and games. The trip wrapped up their unit by helping students compare family and school life in the past to today. Now, not pictured here, but I love this description, Stephanie. This is so fun. Third graders do wpped and rocked and rolled during their grade level concert on January 21st. Their performance included hits from the 50s, 60s, and included appearances by the king. Bummed out. I really Elvis showed up. Two of them. Okay. Two. That's amazing. All right. Oes. Look at that. I love that picture in the middle. Fourth graders visited the Sloan Museum, where they explored anatomy by dissecting a sheep's eye and learning the parts of the visual system. They also tackled an engineering challenge, building structures with limited materials

038and testing them for earthquake resistance. That's super cool. Um, at OES, we kicked off our first week of how to draw club. And this is really fun because this club um although supervised by adults um was designed and driven by students. So we are incredibly proud of our student leadership. All right, Lakeville. Lots going on at Lakeville. Um Lakeville third graders performed an inbuilding concert led by music teacher M Miss Burgess helping strengthen community and belonging. Students showcased their music skills on instruments like xylophones, bongos, moracas, creating an energetic, fun-filled event where families sang and danced along. Our Lakeville Spanish teacher, Senora Zorn, created an interactive word word puzzle to challenge students. In this picture, the one in the middle, the students are working together to solve Spanish word puzzle first thing in the morning

039as they arrive to school. In the third picture there in art class, second grade students are learning about the solar system and the fundamentals of art. Lakeville's art teacher, Miss Teal, taught them how to create planets by mixing primary colors to make secondary colors. All right, more excitement at Lakeville. Miss Grove's third grade students created their own multiplication games to help strengthen their fact fluency. The games are still being loved as students frequently choose to play them during indoor recess. Miss Richardson's first graders earned a pajama day by making positive hallway choices and receiving staff compliments. Students enjoyed reading with their stuffies and explored storytelling through lights and shadow puppets. And finally, Miss Hagedon's kindergarten class enjoys playing games with playing math games. These games are strategically designed to help build number sense. So, lots

040of great things going on at Lakeville. So, we also have Miss Solotis. Third grade students love science. Recently, they tested objects to see if they were magnetic. They are also learning how magnetic poles can attract or repel. Each Friday, Miss Woods students engage in a variety of learning activities centered around a theme. This week's theme was very appropriate. Snow. All right. Our middle school, Oxford Middle School students run the PBIS Wildcat Shack each week where classmates redeem Wildcat cash earned for positive behavior. after a recent restock planned and purchased by student leaders. Thanks to Miss Mr. Mueller and Mrs. Boss for creating this meaningful experience. Um our high school hosted a day of discovery for our MS eighth graders to explore high school electives. Student enjoyed food, navigated the building, and tried out different career

041pathways. A huge thanks to Lisa Buts and her team for making this great experience for our students. And I had the chance to talk to some of our eighth graders. And I said, "What is your favorite thing about the high school?" And they said, "The food is better at the high school." I said, "Well, I'm pretty sure you guys get the same food, but okay." Patty duly noted. All right. And at high school, we had a couple really They also wanted to highlight the eighth graders coming in. um a hands-on test drive for their future classes. Instead of just listening to a presentation, they got to try out activities to help them pick their freshman schedule with confidence. So, they had hands-on CTE labs where students used real equipment in engineering, radio, TV, and health

042science labs. They had elective stations where teachers and older students led interactive demos in art, music, and world languages. They had career pathways where counselors helped students match their interests to specific high school course tracks and student mentors. They had high school leaders guide the tours and answer questions about what high school is really like. I would have loved to have heard that conversation. Um, and the goal for this is to replace transition anxiety from 8th grade to high school with excitement. Students leave with a clear plan for next year based on what they actually enjoyed doing during the visit. And finally, we have um the girls wrestling team won the how tournament and Cheyenne Frank, she's our reigning MHSAA individual finals champion with more than a 100 career career wins, is heading to Turkey

043to try out for the country's under23 world championship team using her dual citizenship. After returning, she plans to pursue another state title at 120 pounds before beginning her college career at Northern Michigan. So, we are absolutely proud of Cheyenne and the girls wrestling team. All right. Okay, you guys ready? Let's rock and roll. Okay. Um, I invite Principal Marie Murphy up with our students for the OES school presentation. Good evening. Thank you so much for um having me here tonight to present. I um my name is Marie Murphy and for those of you who don't know, I have been in the district for six and a half years. Um I'm proudly serving as the new principal at Oxford Elementary this year. Prior to that, I was at the middle school serving as a special education

044resource room teacher and special education teacher consultant. And then I served at OVA last year as the assistant principal for the middle school and high school. So, um, as I stand here before you, I, um, I've had 14 years in education. Returning back to my elementary roots has been, uh, quite exciting. And just this picture, I apologize, it's a little blurry now. It wasn't blurry on my presentation, but just the staff up here. Um, they're just such beautiful people and it's been great. They've been so welcoming. They have been so caring and what I'm sharing with you tonight is the work of the people you see here on the screen. They're just incredible. They work so hard and that passion that you mentioned about education is definitely at the forefront at OES. I'm very proud

045to serve as their new leader. So tonight I'm going to do a review and preview of some of the OES goals that we've covered. I'm going to cover our 202425 climate survey data, our student achievement data, and of course our points of pride where our students will present some of the things that they're doing as well. Oxford Elementary proudly serves 334 students, 60 staff members. Um, we are a third through fifth grade school. We have one self-contained ASD classroom. Actually, Mr. Huller is here tonight. He represents our links crew, which I'll introduce later. Um, amazing teacher. And we have three special education resource rooms. So, just a little review um of what we've done. When we started the school year off, um, with having new leadership and even some new staff members joining, we really

046took time to dig into what our personal values were as a school. And with those personal values, we developed common themes to develop our schoolwide OES values. And so while we still stay very rooted in our district core values, these were some of the values that our teachers and staff everywhere from paraprofessionals to our new nades to front office staff, everybody had a contribution into building our values of respect, empathy, perseverance, safe and inclusive environment and integrity. So everything we do is really rooted around that and it also has built our buildingwide goal. um we've driven our professional learning around these values and our buildingwide goal and also I will talk about some collaboration and safety um updates that we're doing here at OES as well. So with the new beginnings in building culture, our

047buildingwide goal is to strengthen a culture of safety, respect, and integrity at Oxford Elementary to increase student outcomes and increase a sense of belonging. We just finished a series with Oakland schools called the language we use, the culture we create. And it's a lot about it's talking a lot about teacher efficacy, staff efficacy, and that efficacy is the root to really making a difference and improving those student outcomes and that student achievement. There are four domains to this um teacher efficacy. We really focused on the bottom two, which is supportive language and mindset and culture. And a lot of it was really talking about that assetbased language. So talking about um what a like that that positive language about our students, that positive language about our systems, that positive language about our staff, every like

048within everything. Um we still look at what needs to be addressed. We still look at things that deficit-based to solve those problems, but we can't live in that deficit. We can't live in that negative mindset um and be able to move forward. So, it's been really powerful training. And so, it's all on, like I said, mindset and culture and that supportive assetbased language. So, our climate survey results, this slide, as you guys have seen in other presentations, the higher percentage is better. So, looking at um our families are encouraged to attend school sponsored events. That is an incredible uh 100%age. So definitely we are working this year to continue that 100% mark. We have our OES press newsletters that go out every month. Um thrillshare reminders we try we stay on top of those. Um

049teachers have classroom communication. Many of them use the remind app. Um and then collaboration with PTO in the Facebook page. Um for the there is a teacher counselor or other staff member to whom a student can go to for help with a school problem. We do see a slight dip in that. We um we do have our PBIS survey that goes out to our um students to really identify a trusted adult, identify um peer relationships, and we work with the FSL to develop groups based on that. Um we let our staff members know if they've been identified as a trusted adult so they can make those intentional relationships, build those intentional relationships with those students. And I really have to highlight the pause and reflect room is huge with this as well. Um, our pause

050and reflect room is ran by our behavioral parah and she does a great job just really connecting with those students, building um, relationships with those students even if they're sent down for maybe disrupting class or whatever it may be. Um, the school has high expectations for all students. So, our PBIS behavior system is very robust at OES. Um, before I even worked at Oxford Elementary, I heard about Oxford Elementary's PBIS system. Um it's just strong and the systems in place are great. Um classroom connection and community building. A lot of teachers do morning check-ins and those circles within the classroom. And then the teacher and parent communication. So we do see a slight increase in that. And then the school is safe. We see an increase in that as well. Um our annual safety drills.

051I um implemented a practice I actually started when I was at OVA. When I send out drill communication, for instance, if it's a fire drill, I'm very detailed on which individuals are sweeping the school, which hallways they're sweeping, when you go out to your evacuation areas, who do you look for for the all clear sign or the need help sign. So, it's really just breaking down everyone's role with our drills, and then also our PBIS expectations, teaching those, schoolwide expectations, which I'll talk about more later. um reteing those and reinforcing those definitely helps with that school safety and again highlighting the pause and reflect space. So these climate survey results the lower percentage is better. So we do see that discipline enforced fairly has made quite an improvement. Um we're still working on it though.

052It's definitely something we're constantly reflecting on. um being new this year, just really seeing the trends of behaviors that come in and how to respond to them. Um and living into our continuum of consequences, we have think sheets and pause and reflect sheets that students will fill out if they're having a hard time. And that gives us like a driver for a conversation to have with those students. And that parent communication is huge. I know you mentioned that earlier. Sometimes even calling for the smaller things really help the bigger things from never happening. So, I really try to keep that communication strong with parents if a student had a rough day or had um something go on within the classroom that maybe maybe doesn't have a disciplinary consequence, but just so they can have that

053communication at home with their child. Um, we also had an assembly where we had high school athletes come in and this was in response to some recess behaviors we had with like sportsmanship. Um, you know, playing a game of football at recess where everyone's on a different level. Like some are on a travel league, some are wreck, some only play football when they come to school and play at recess. So, building that sportsmanship is huge. and our high school football players came in and did an assembly with our um fourth and fifth graders which was really impactful and you'll see pictures of that later. So our state assessment data this is looking at our MSTEP scores you will notice that OES is in gold for the 22 23 and uh 22 23 23 24 and

0542425 school year. So here you will notice that all grades have consistently stayed above the state average for the last three years. In fourth grade, our students are consistently on track or above the county average. Um I want to highlight our school improvement team on this slide as well. We have been working with our school improvement team. Um this is a team that I developed this year where we have different individuals from different grade levels, special education, um our instructional coach, and they we're really digging into the state data. We're looking at our um star data and looking at those trends of where our students have been, how they've been performing historically. Um, some of the things we've noticed with MSTEP is we really want to talk about our testing environment, making sure that our

055students have a strong testing environment within the school. The school's, you know, the hallways are quiet, it's not loud out at recess, things like that. And then also the typing literacy. So students when they have to write an essay on MSTEP, they have to type it. Well, if they do a lot of handwriting in class and they don't transfer it over to the typing, that can be hard to perform on MSTEP. So, we've been really working on that as well. Oops, sorry about that. So, our math data, um, our same thing with the OES is in the gold. Um, third and fifth grade have maintained being on track or above the state and district average for the last three years. Fourth grade has maintained being above the state and county average for the last two

056years. Um, we have seen a significant growth in fifth grade. That 10% growth is um, very impressive. And then again with our um, school improvement team really looking at those trends as well. and looking at the curriculum alignment to when we teach um take MSTEP to our curriculum and when we teach it. So just making sure that alignment is strong as well for star reading. So this is our local data um which I know you've been well versed in this in previous presentations. So what you'll see up here is the data from the 2425 school year. Um we are currently in our winter testing window for the 2526 school year. It ends this Friday. So once we get that all the students tested and with the snow days, it's been a slower roll with that.

057We'll be able to see how students performed from fall to winter for the 2526. So that's like an upcoming school improvement team, grade level collaboration team um discussion to look at those that those data points. But you will see in the star data here um we are sorry we see that third and fourth grade made growth from the fall to the spring testing windows um in fifth grade made growth from the fall to the winter window um fall to the winter testing windows last year um with this data and I'll talk about it's with star reading and star math we have our school improvement team and our grade level collaboration teams will actually look at a skills report with this data and it's really cool. You can pull up like three data um data points

058to show a trend and how students are doing within each skill. So, for example, if you're looking at compare and contrast, we can pull up the fall, winter, and spring data and then even the fall 2526 data and see how is the class performing as a whole, how is the grade level performing as a whole, and then just looking at individual students, which helps differentiate our instruction, helps teachers create those small groups, and really hit those um targeted skills that students may be struggling with. So, Star Math, um, each grade level made growth from the fall of the 24-25 school year to the spring of the 24-25 school year. Same thing. We use that skill report to really identify those skills that students are struggling with um, and the skills that they're doing well with,

059which definitely helps with that differentiated instruction. So, I've talked a lot about school improvement through our data analysis. Um, our grade level collaboration meetings, we do a lot of that data digging. So, that's teacher byte-teer really digging into their classes where school improvements looking at their grade level in the whole school. Um, we also have our instructional leadership team. So, we have our district-wide instructional leadership team and our math leadership team where we have OES teachers who represent those teams to make district-wide um decisions and create those visions. And then we also have our coaching support. So, our instructional coaches have come to these collaboration meetings and they've taught us how to use other data points to really identify where students may be struggling in let's say their reading unit or math unit and how

060to use that to drive the instruction. And of course, our new curriculum and pilots. We've definitely needed time as a a grade level to collaborate and dig into our new Amplify Science curriculum and core 95 phonics curriculum. You guys love the phonics, right? Yes, you do. Yes, you do. They're doing great. They're doing great. So to extend on the um data piece, I just want to highlight the attendance interventions. Very much like the robust PBIS system, the attendance interventions are incredible at OES and there's so many people who contribute to the hard work. Um so this slide really gives you a visual of um what the check-ins are. So we have our morning check-in. So we have certain students that are identified for a morning check-in and a check-in checkout. We have our attendance club

061and then the parent meeting we have um a sequenced um like plan that we follow. So if a student misses 5 days of school, the teacher makes contact home. If the student misses 10 days of school, there's an attendance letter sent home. If they miss 15 days of school, there's another attendance letter sent home and me and our FSL are setting up a parent meeting. because once you start getting closer to that 20, it's involving truency and things like that. So, we try to reduce that getting to that point as much as possible and getting family supports if they need it. So, this is these are the results and they are quite impressive. Um, attendance club. So, students meet once a month for an attendance club lesson. They talk about the importance of attendance. They

062graph their attendance. We talk about what's within their control. Maybe anxiety. Some students aren't coming to school because they have an increased anxiety and problem solving through that. So last year there were 27 students involved in attendance club and 15 out of 27 of those students had strong improvement in attendance. This school year we have 23 students involved. 17 out of the 23 are currently showing 90% or higher in attendance rate so far this school year which is exactly where we want them to be. The morning check-in which is new and um one of our pair professionals really does a great job checking in with some of the students that are in this intervention. Um it's really just to have that morning check-in, that good pulse to the day. someone's looking for you, somebody wants

063to see you here at school. Um, and building that relationship and then celebrating when they come every day. So, we have 12 students involved this year. 10 out of 12 students have stronger attendance this year than last year. And you can see obviously no student names, but you'll see the 24 25 attendance to the 25 26. And all of those greens like that's just beautiful to see those students um at that 90% above. And then current results for the 2526 school year. So as a whole, we are currently at 84% of our students at OES showing an attendance rate of 90% or higher, which is incredible. This is an increase from 78% last year. During the 2223 school year, we had 103 students who were below expected attendance. During the 2324 school year, that dropped

064to 74 students. Last year, that dropped to 55 who were below expected attendance. So, this attendance intervention is robust, but it works. And we're very, very proud of everyone who steps up and makes this happen. And then Anita's going to come up and share a little bit more on the importance of attendance. >> Thank you, Marie. Um when Marie was sharing her presentation with cabinet, I thought, "Oh, this is a great opportunity to just present some um additional information around attendance and its importance." So when our scores went public and all of our scores always go public, they get posted in the newspapers for, you know, all the districts around the state. we did receive some stakeholder input that our scores seemed relatively lower to um compared to districts around us. And so questions about

065why is that when we're comparable districts and um to be honest with you as the person who really oversees teaching and learning, this is like hard for me to talk about because we pour our heart and soul into um teaching and learning for our most important stakeholders, the kids. And so um very similar curriculums if not almost exactly the same. So for example LA all of last school year when comparing to Lake Orian we had exactly the same curriculum as they did at the elementary level. And so we want to keep digging. We know that socioeconomic status also um affects performance but really um in recent years attendance is playing a bigger role. And so the slide that you have in front of you shows we just kind of zeroed in on third grade since

066we're at OES and they're a 35 school, but it shows the third grade Oxford data, the um proficiency levels for math and reading. So those are in the blue and the red bars. And then right next to it, it shows the chronic absenteeism rate in orange for third graders and then in blue for the district. And you can see that attendance when compared to district A and as an example district C plays a significant role in their outcomes. And so why are we working so hard to improve attendance? When you're in school, you have access to more learning. I mean one day of missed attendance is six hours of no learning, right? No access to learning. You are at 10 days and now we're at 60 hours of missed learning. So, it's not just about

067truency, but how does absenteeism impact teaching and learning? Um, I did not put the district names on there just out of respect to our neighboring districts, but I will share um who they are. So, district A is Clarkston. So, when you look at Clarkston's performance in third grade compared to Oxford as an example, their chronic absenteeism is less than 15% across the grade. and the district. Um, district B is Brandon. So, you can see they're in a similar boat to us. So, their performance might be slightly lower, but also their chronic acentism is on the higher side. District C is Legorian. So, big difference in their performance and they have much better attendance than we have not only at the third grade level, but across the district. Um, and then it keeps going. We have

068Holly as district D. you can see the county and the state. So, this really highlights the importance of attendance. I think between, if we're being honest, between the pandemic and the tragedy at the high school, attendance um might seem a little more optional to some families or it's easier to keep kids home or to travel or if they're, you know, they might have a cold, they might keep them home. And of course, we don't want anybody sick coming to school, but um just the importance of attendance in our outcomes. If we don't improve our intendance, our outcomes will continue to be on the lower side. So again, with Marie doing such a great job highlighting the importance of the attendance work here at OES, we thought it's a great opportunity to kind of share some

069of the challenges that we're up against or available for us that might not be a variable for a neighboring district. Thank you. Okay, so there was a lot to highlight to be proud of. Um I just want to show a few more points of pride. I've talked a lot about our strong PBIS system, but just to put a picture to what I've been talking about. Um you can see on the left, bottom left, we have um our hallway lessons. So the very first six days of school, our students go through lessons in different areas of the school. So, the cafeteria, the hallway, recess, um, and then other important areas to have those expectations. We also have our kickoff assembly, our PBIS kickoff assembly. We continue that tradition, which really gets our kids pumped up for

070the beginning of the school year. Um, you'll see on the bottom right, they are making their PBIS duct tape wallets. There's a lot of very sticky activity, but it's fun. And so, the students keep their um, paw cash in there. So, um, throughout the school year, teachers pick pass out paw bucks and students can keep those the schoolwide money in those duct tape wallets and then use it at our PBIS school store every other Friday. Um, top right you'll see our very first PBIS celebration. So, students um tie-dyed a PBIS shirt that we wear every Wednesday. Um, and it has our expectations on the back and each grade level has their own color um to represent their team. And then you'll see in the top um we did our January retaching lessons. So our student

071council members, they were the ones who made you the cards this evening. Um they're not here with us, but they did um do the reteing lessons in a PBIS assembly here in January. So after those long breaks, it's important we're coming back and we're refreshing all the expectations. And I do have to highlight some of our staff members were able to act out what we don't do. And so the kids really liked that. And then the student council acted out what we do do to follow the expectations. Um I talked about our OS student leadership, but we also launched our 42 strong junior um program. So I'm really excited about that. Student mentorship is so powerful. Um just when I my time at MS, we did the web leaders and I saw the impact. So

072I'm so excited we get to bring a mentorship program to our elementary schools. And so our 42 strong junior men uh mentors did a kickoff assembly. So some of our high school students and some of our classes have already started meeting with their um fifth grade mentors. So fifth grade and third grade our meeting and then fourth grade and second grade from DA will be partners. And then up in the top right you'll see our high school students. Those are our high school football players. That was the assembly that they put on to retach sportsmanship. Some of them went to OES so it was cool. they could really give specific examples um which made it impactful. I really have to shout out to our parents. Thank you. I know you're all tired. Um and our

073PTO and parent support. We could not do all the fun things at OAS that we do without our parents and PTO. They are incredible. So, you'll see our PTO there in the bottom left. Um that was at the homecoming parade. This is the PBIS school store that we run every other Friday. So parents come in and the students get to come up and um use their paw bucks to buy different things. Sometimes they're buying things like um ice cream sundaes with the principal or indoor recess with popcorn and things like that. So um the top right is that was our trunk or tree and that's just one example of the incredible trunks we had that evening. We had like a K-pop demon hunter karaoke trunk, but the McDonald's drive-thru through was pretty impressive. We had

074a whole candy land in a Costco trunk where they were actually serving food from a crock-pot. It was pretty cool. Um, and then the bottom right is our fund run. That's our biggest fundraiser for the year. And so the kids have a lot of fun um raising funds for that and then going out on the track and and running around our student leadership. So I'll invite you guys up here in just a second, but you'll see up here on the screen our student leadership. We have our student council um in the bottom left. They're decorating our giving tree for our annual giving tree helping our families in need. Um we have our fish food drive that we did in November. Um so student council, they helped count the boxes and the cans and all the

075food that came in. And then we have our morning announcement crew. So every week we have students who rotate through and do the morning announcements every day on Zoom for our students. And then we talked about the how to how to draw club in the um highlights that Tanya went over. And so, yes, the student who started that club came to me in August, September, and was like, I really want to start this club. So, we had a lot of meetings during recess and finally got it up and running. We just celebrated our second week of that club today. So, our Lynx crew, um, I have Mr. Huller here tonight. He runs our links crew and he does a wonderful job um really mentoring and guiding our students through supporting our students with disabilities. Mr.

076Huller, did you want to say a few words? That's okay. I just No, it's okay. We didn't give the eye contact earlier to know if you um so lynx is a program where students um they mentor our other students who have significant disabilities um within our ASD room and it's very much like that friendship. They build meaningful friendships and I want to have them come up here tonight and share how Lynx has made a difference in their life and the difference of the lives of others. You guys ready? Come on up. So, who's going first? >> Mr. >> Hello, my name is Logan. I'm going you probably know Lynx has changed. How's Lynx changed me? Lynx has changed me because before I joined, I barely knew any of the ASD kids. When I saw them

077in the hallway, I barely greeted them and I walked right past them. I didn't know what they liked, what movie was their favorite, and what subject they like. Frankly, I barely understood them. But now I know all that. In fact, I know how to make their day. I know who likes high fives, who likes hooks, and who prefers a verbal greeting. Peelings has also impacted the ASD kids with other kids except Mrs. Mr. Hollow's and Mrs. when I'm Mrs. hearts class and encourage them to make try and make more friends and talk to other people. >> Hi, I'm Jake and I will be talking about pure link. I think Wynx has impacted others by uh by them having just one more peer to trust. It has impacted me by carrying on kindness to everyone. I

078I used to be nervous to interact with the students, but now that I know their likes, I can easily interact with them and and know the right questions to ask. They brighten my day every time I see them. Not only do I get to pour into their bucket, they overflow my bucket. Thank you for allowing um me to tell you how great Pier Links is. Have a good night. Hi, I'm Lucy Collins and I'm a Pier Link. Being a peer link has impacted me in many ways. I have grown in my communication skills, understanding differences that make each of us unique. And most importantly, I have made new friendships that I would not be able to have if I didn't join this program. I have seen how peer links has impacted many people. I have

079seen everyone being included out at recess. I have seen my classmates grow more patience and empathy. And lastly, I have seen my classmates comforting uh peer links when needed. I'm so grateful that we have this program. Hi, I'm Madison and being a link has impacted me so much because it makes me feel good to be there and support them as a friend. I love that it makes me feel good because they can count on me when they need help or support. And lastly, it has impacted others by choosing to be more accepting and helping others more. Also, in the last year, peers have been noticing to be to do the right thing and include them and play with them. I'm so happy we have this program. When we were rehearsing earlier today, I just wanted

080to emphasize that the work that you guys are doing through the links program is very impactful and it really does change lives. So, don't ever forget that. Um, that's it. Are there any questions? Thank you. >> Questions come. Well, I just No, sorry. It's not a question. Really just wanted to thank you. That was an excellent presentation. I appreciate so much about your leadership this year. Uh your school improvement teams, the continuous improvement measures, the partnership with 42 Strong Junior. I it was just very impressive and I thank you. And I especially want to thank the kiddos that came tonight. That was fantastic. Your hard work paid off and thank you for the work that you do. I know it's late. We'll take a break here and there's cookies especially for you outside. >> Thank

081you. Thank >> Let's just let's just take two minutes. Don't feel obligated to stay. Parents, I know it's late. So, thank you, Principal Murphy, Logan, Jake, Lucy, and Madison. You guys did awesome. Well done. Have a great evening. >> Thank you. beautiful. Do it now. That's right. I don't think you I That is Okay, that's so cute. I didn't know Mr. Mr. SL Oh, this is Okay, as we come back from our little break there, I just also wanted to make a note. Although um our kids are gone and having their well-deserved cookies, we've all been fawning over the student council cards that were given to us. And so we just want to make an extra special point to say thank you to the OES student council. We are absolutely loving these and thank you

082to the OES staff. What a what a tremendous job. So now we'll move into our next presentation. Okay. Thank you. Good evening board of education and community. I am Ryan Reid. I have the honor of serving in the position of assistant superintendent of human resources. This evening I'm co-presenting with my colleague Dr. Van Stavern regarding goal three and an HR staffing update. So I will give you a staffing update. We'll review Oxford Community Schools by the numbers as well as some trend data on exiting staff and our turnover rate. >> And again, Gary Van Staver, good to be here tonight with you again and presenting on a strategic plan, specifically goal three metrics. I know we've touched on the strategic plan multiple times this evening and we'd be remiss if we did not include it

083in our presentation as well. This graphic really anchors us in our core values, vision, and mission. So, it's here tonight on our presentation and you can see we are taking a deeper dive into goal three which is our empowered and engaged team. So, now on to the HR staffing update. First, I will give you a look at Oxford Community Schools by the numbers. And I'd like to dig into this chart a little bit deeper. As you can see, our OEA group, which represents our teachers and ancillary staff, school counselors, school psychologists, social workers, everyone. Highest percentage there. That equates to 400 staff members. Next in line, we have our OPA, administrative assistants, pair professionals, technology specialists coming in at 126 staff members. Then support staff are coming in at 82. This includes any non-represented employees

084such as our central office support, our oa support, anyone not represented by a union position. Um, another large component coming in next is the OVA shared time group. We have 71 partners um throughout the state that work with our sharetime group. In terms of ASME, we have bus drivers, cafeteria workers, and bus monitors coming in at 70. Over at OLC, our early learning center, we have 44 employees. Principles and admin make up 40. And then we have about 19 retired subs who we always welcome back with open arms um subbing within the buildings as district employees. So this year so far, we've welcomed 103 new employees. Many had the opportunity to join us either for a new teacher or a new staff orientation in August as well as the district welcome back event that was

085held the Wednesday before school started. Okay, this is a very exciting slide that I will dig into this evening and really this um last year I received some feedback from the board of education that was very helpful in putting together the presentation this year and the request was to break down turnover by employee group and there are many points of pride um within this graph. So first I want to start with teachers. You'll notice it is it is quite small, but I want to point out some data points from the um Michigan State University's Education Policy Innovation Collaborative or EPIC. They released their fifth annual report just this January 2026 and it's on teacher shortage in Michigan specifically. So, I'm giving you a turnover percentage, but I think this this data is important to compare.

086In Michigan for the 2425 school year, 13.3% of Michigan teachers left their district and 9.5% left the profession. So that is data from Michigan State University's EPIC. Here in Oxford, we had 6.75% of our teachers leave and two of that 2% of that being retirement. So I think that's a really big point of pride when we talk about Oxford being an employer of choice. folks are coming to Oxford. They're satisfied with their careers here. We have a small turnover percentage here. And retirements, of course, we're going to celebrate when our staff reach that milestone. Again, with our OSPA group, I'd like to celebrate this as a point of pride. Their turnover rate is at 4.76. And throughout the state, pair professionals are a critical shortage area. That's the majority of the OSPA group. So considering

087that fact, this is very impressive that our OSPA pair professionals are here and we're not seeing a large turnover in that group either. Next, I want to touch on ASME. You'll see ASME up at um 24.29%. And I just want to highlight that bus drivers are also a critical shortage position in Michigan. These are split shift positions. So you're coming in maybe 5:45 to 9:15 and then you're reporting back in the afternoon for your evening bus run. So these are tough to fill positions. Many times they're not full-time so they don't offer full benefits and particularly here in Oxford many of our bus drivers join us for a second career. So their trajectory here is not as long as someone joining for their first career. So we do see you know a little bit more

088turnover and retirement. Again, I attribute that to the split shift, the nature of the job, and people coming for their second career. So, naturally, they're not staying as long. Um, and then I just want to touch on OLC as well. This is, um, you know, in early childhood education, statewide, the governor, this is an area of growth, right? Statewide wages are typically lower in the early childhood space. And the governor had um come out with a free prek for all last year and there were funds designated to increase early childhood educator compensation and we did that. So you know knowing that our turnover is at 18.8 slightly elevated but you know nationally they're saying turnover rates between 25 and 39%. So again not bad. We're going to take another look at the data overall but

089I thought this slide was very helpful for you to see what's going on by group. Okay. And here's our five-year trend. You will be familiar with this graph. I presented this last year. So overall, we're at 10.1. That's the sweet spot. 10% turnover is right where you want to be in a public school in Michigan. Um, so that is a nice drop from the previous year. Pre- pandemic, we were at 7.8. That's not on the graph since it's a 5-year trend, but that was there last year. So I just want to mention that to you all. And really, you know, we through the strategic plan have prioritized building systems to sustain staffing levels. So, it's about, you know, having our benefits task force, really listening out there, seeing what our groups need and um, you

090know, working on professional development, career development for our staff and our wellness committee, which we'll touch a little more on. So, that's just the overall trend. Are there any questions so far? Okay. Right, I will turn it over to you. >> Okay, thank you Ryan. All right, goal three metrics. You're going to see the format is very similar to the format when I presented back in November. And as you can see, this graph just kind of again gives you an outline of we presented in November on goal four. Today is on goal three, focus on human resources because the pulse survey was in November. Now we have that data. goal one in March. And again, that's on purpose because the school quality survey will have that data. So, we'll be able to present on that

091in March. Today, we're presenting on four different metrics. And um those four metrics are in basically two different categories, 3.1 and 3.2. The first one's on staff reporting satisfaction with wellness, as Ryan mentioned. We're going to get into more details about that. the EAP program, the employee assistance program, staff positive responses, and administrator professional learning. So, both of those, those last two are about professional learning specifically. And why those four? There's more metrics than just four and goal three. So, why those four? And if you recall, um I shared this in November, but looking at the timeline, and this is on our school website. So if you do want to look at the timeline and look at the other goals, you can do that. And so right here you see 3.1 and 3.2 and you

092see the five years, our fiveyear strategic plan across the top. So these gold bars for this year are those four metrics and that's why we're speaking on those this year. And as you can see, these other metrics will be shared more in detail in coming years. So specifically 3.1 staff reporting satisfaction with wellness. Again that goal getting back to the goal when when uh Ryan started this presentation the goal for goal three is to cultivate an engaged and growthoriented team dedicated to our district mission. And this specific aligned action is to strengthen district-wide systems that support staff wellness to ensure competitive compensation positioning us as a district and employer of choice. Very, very important. And so this particular metric was really looking at our poll survey from our staff that was back in November. And

093you can see our baseline is from a year ago. It was 87% in the fall. This year it is higher 91% and our target was 88. So we've already surpassed that. So what does that mean? Now let's get into the details. It's based on six questions on the poll survey. What are those six questions that we asked our staff? So here are our total numbers that took the survey. And I want to draw your attention to strongly disagree and disagree. Normally we want to be really positive, but I want to draw your attention to the disagrees because if you look here, look at 2024 and look at 2025 and you're going to see look at this column and look at the drastic improvement over last year. So for example, if we look at working at

094Oxford Community Schools gives me a sense of purpose. Zero staff said strongly disagree. If we look at this one, there are people at my workplace who genuinely care about me and my well-being. Zero as opposed to the previous year. So, I just wanted to lift that um because I think that's something to be celebrated. And back to Ryan. >> Thank you. digging into that employer of choice piece, I just want to highlight a few things, wonderful things going on this year from our well-being district events and also what what do we do specifically to make Oxford an employer of choice? Well, it starts at the collective bargaining table and we went through that process last year as you all recall and it's having exceptional wages and great benefits, right? How else can we influence that?

095We we shout out every new employee in our Oxford Insider newsletter. That's a point of pride. We've been doing that for years. We make people feel welcome when they join our team. Whether you are, you know, an admin, uh, sub cafeteria worker, everyone gets a shout out because people deserve to be celebrated when they join our team. We also listen. We look at the market and what's going on. For example, with our enhanced dental benefit benefit this year, effective January 1st, we knew that the market was changing and that we needed to increase our offering. So per covered member now, our dental coverage went from 1,000 to,500. So again, putting our employees first, their needs first. They're here for their career. We want to take care of them. Um, and that's one way that we

096did that. Another way, listening to our employees, is that someone came forward and said, "Do you offer a legal plan that we can opt into?" We didn't have one, but we worked with our benefits consultant to offer RAG legal plan. It's $21 a month. It helps people with their estate planning, their wills. It's an opt-in. You don't have to, but people asked for it. We listened and we delivered. Again, um, another piece I'd like to highlight, our flu shots and our onsite health screening. We've been doing flu shots on site for years. It's just one way to make life easier for our staff that give so much to our students. They come to every building in the district. You can sign up if you'd like to. If not, no big deal. And then new this

097year, we also had the Beexa breast exam on site. Um, and then our well-being district events, as many of you know, we had our staff appreciation at the football game with staff coming onto the field with their families to be celebrated. We had our warm welcome back December 1st. We're working on a happiness advantage challenge to get through January to March. And then we are having a 5K Wildcats run with the pack in April. So very much looking forward to that event for our staff. Now I want to speak a little bit about the EAP. EAP standing for employee assistance program. It's through Etna. And the website is called resources for living resourcesforliving.com. And I really want to just focus on that because that's truly what it is. This website offers you resources from maybe

098you want to do chat therapy or in-person counseling. Maybe you just need some resources on financial planning, elder care, child care. It's also tailored specifically to educators. So, if you just want to read an article about burnout or about autism, this website, Resources for Living, is just filled with information for our staff. You've also heard me say this before, but I have to mention it again. This benefit is available to every one of those 850 employees who work here and anyone who lives in their household that they're eligible for that benefit and there's no cost for this. So just think that's really important. It's accessible and it offers so many resources for our staff. We love our anchor charts in education. So I wanted to highlight this as well. we put this together, Gary and

099I. Um, just to highlight many of the things I've already mentioned to you, the EAP here, the pool, that's our medical insurance. So, in addition to your typical things that are included with insurance, you can get a second opinion um through Second M. We have a partnership with Hinge Health. We have a partnership with OMAD. There it goes beyond just the typical here's your insurance and here's your co-pay. There are value added programs being part of that. Western Michigan pool. It's really throughout the state now, the original name, but there's just advantages to being in with our other colleagues within the education space. Um, so we highlighted that for our staff. And then I really want to touch on career growth and retirement. Wellness goes beyond just your physical and your mental well-being, right? You

100want to have financial wellness and career growth is critical for people feeling well. And oftentimes people reach out and ask, "How can I become a teacher?" And I love answering this question. I'll never get tired of it. And we've put together some resources that are here. You've heard me speak about talent together. That's a partnership throughout the state. Oxford had the biggest contingent of staff in 2023 when the program came online. That's a huge point of pride because people have access to furthering their education for free. And we've had staff who've added an endorsement or became teachers under this program. So there are other programs up there, but again, this is just another way that we're an employer of choice. We're not just getting you in the door and you're stagnant. There are opportunities for

101growth and pathways. And then when our folks reach that milestone of retirement, we are here to help them through that process. So some resources for retirement as well. And that um anchor chart is on the website as well. So the next one we're going to talk about is the EAP that Ryan just described. The metric specifically for this one is to increase the percent of usage. We really want our staff to get on the site and use it because as you see there's a lot of resources available. baseline is based on last year it was 8.3% currently 9% that was our target so we've met our target and how did we get to that number so we get to that number based on there's a little bit of math here and I won't get into

102details but if you really want to dive in the formulas up there so we look at the actual utilization rate which is our total member services divided by our total covered employees and then we take that and we annualize it. So over the 365 days divided by the number of days in the reporting period. So that is how we actually get to that 9%. And our next one is looking at again those positive responses. This specific one is about our staff and we don't have uh data for this one because this question is actually in our annual school quality survey which will be hopefully the end of February. And so that one is to look at the percent of positive responses in our annual school quality survey on professional learning. It specifically it gave me

103knowledge or skills that I can use in my job. And again, we're going to answer that at the end of February. But shifting gears to our administrators, it's important for all of our staff, our teachers, but also our administrators to continue their professional learning as well. And we want to make sure in this particular case that that learning is relevant relevant to their job. So this metric is to increase the relevance of professional learning opportunities for administrators and we're going to measure that twice a year. So we've measured it already once. We're going to survey our administrators again at the end of the year. This particular one because it we established baseline this year. We our current is 87% and that is our baseline. Our target by the end of the year is 88%. So

104we're hoping to see a little uptick in our results in the spring survey. And again, how did we get to that? So our administrators have a lot of different professional learning opportunities. So these are some examples. We have an ad team retreat in August. They have elementary or secondary principal meetings. They have safety and security meetings monthly. They have professional learning days that are uh districtwide. Oakland schools also offers a lot of professional learning that our administrators are part of the teaching and learning uh instructional leadership uh instructional learning network, continuous improvement principles network, but our principles, our leaders, our administrators also go to conferences outside of the district. Okay, any questions so far before I get into the dashboard? Okay. And hopefully bear with me. Hopefully this technology works. I did link it. Escape.

105Okay, there we go. Thank you. Okay. And today again we are talking about goal three. And again, this is on our website. I also want to draw your attention uh as we click on go three and dive into it. Okay, as we dive into it, you're going to see your metrics here, but I want to draw your attention again to these key resources because this way when you're actually in the data dashboard, you don't have to toggle back to the website and back to the data dashboard. These resources are right there for you, key resources, so you can take a look at the strategic plan. And then right underneath that is that timeline if you want to look at the timeline. There's other resources underneath that as well, but specifically, let's go ahead and take

106a look at these metrics that we just talked about today, three of those metrics. So, this is looking at the EAP. And as you can see here, our baseline here is our data at 9%. And I also want to draw your attention to this little I, it's the letter I right next to that abbreviation. And if you wanted to see the full verbiage of that explanation, that's where you would find that. And let's go ahead and take a look at another one. Staff reporting satisfaction with wellness. Again, this is from our pulse survey. So, you can see here our baseline data. As you scroll over, you're going to see our um current data and then our also our target. And again, if you click on that I there, it's going to expand that. Okay. And

107then our third is the administrator professional learning at 87% again current baseline and then target data. And that I believe concludes our presentation. our let me see. Okay. And I think we're okay. I think we're out. So, our next uh uh goal presentation is going to be in uh the end of March on goal one. So, I want to thank Ryan uh for our again presenting to you tonight on goal three and the HR staffing update. Do you have any questions? Um, yeah, I have a question. If we could go back to slide 14. um besides, >> but while you do that, if I can just make a comment as well that um as not only a member of the board, but as a father of two children in this district, I want to thank

108you guys for your great job of retaining uh the best possible staff for these kids uh and for my kids included. So, um, kudos to you guys because I know just how competitive that world is and how hard it is to retain really good staff. So, from the bottom of my heart, thank you. Um, when it comes to uh the question that I had on that particular slide, I just it it may not make much sense, but it makes sense in my head. um for questions one and six which appear to be the district priators of my health uh and well-being and they're aware of the EAP program see a I guess somewhat of a disparity between the agree and strongly agree um for uh those questions uh from 24 to 25. Now, my question

109I guess is do you guys I know it's anonymous, but do you guys reach out for any sort of like a followup to figure out like why they answered the way that they did or what improvements we can you know make from a district standpoint to maybe help them get to that. Strongly agree. >> Yes. So, within the That's a great question. Thank you for lifting that up. Within the pulse survey, we've really developed it over the last number of years and we've added fields to gather what what is your tenure with the district first of all. So, are you in your first two years, two to four, so on and so forth. So, we can really see have you been here over 10 years? And I think that's important to answer your question on

110the EAP and and as you saw in the presentation, 103 new staff, 10% turnover. So, it's those numbers jive together. We do have new people. So I think when it comes to the EAP and it has three names like I mentioned, Etna, EAP, resources for living, it is an uphill battle to educate all of our new staff on what is this resource when we're throwing all of these resources on their plate and they have 30 students in their class, right? So um I say that for that specific point and then for the first question regarding health and well-being there is also a free form box in every pulse survey Shane and we solicit our feedback from the staff and we get a lot and then our well-being committee meets um a couple times a year

111and this is one of the activities we go through specifically. It's identified by building. So we have representatives, champions from every building and we can say, "Okay, here's some feedback." Like we look at those comments from each building to see what are areas we can improve upon within that building to increase specifically those scores or maybe in that building it's one of the other questions that we need to work on. But over the years as we've gone through, you know, we've bolstered the survey and we really dig in to determine what to do next, right? like not just get your pulse and then leave it until next time. We're really taking action on the feedback we're getting and how those questions are answered. >> Well done. Thank you. >> Thank you. >> Any other Thank

112you both. Uh Ryan, I I so appreciate that you took the feedback from the board and incorporated that this year. It to me at least provides such a different picture and it is easier to understand and I think that you are correct in in adding those stats from from Michigan because it really does give a more robust and comprehensive picture of of what the turnover rate looks like rather than lumped into to just one statistic. So, thank you again for for including that. And of course, uh, Gary, thank you for pointing out in the pulse survey, um, because that really is a huge difference. I mean, 87 to 91 doesn't sound like a huge difference when you're talking statistics, but when you look at these categories going from 8 and 14 down to zero and

113three, and those are huge, huge numbers and jumps. So, it really shows the the great work that was done this year. So, I appreciate both. >> Thank you all for your support. All right, thank you team. And that concludes the superintendent report. All right, moving back to board of education matters. We had one committee meet and that was the finance committee and I understand you will be giving that update since mic is out. Thank you. Okay, this this was a pretty full agenda on this committee meeting, so we'll try and get through it >> quickly. Yes. Yes. So, u any questions go to go to John, not me. But, um but many thanks to John and Courtney for this was a huge huge committee meeting and it was so well organized. We got through everything.

114Um, but yeah, any questions go to that guy. So, uh, we did go over the 27L funding, which is a one-time state aid funding that was specifically targeted to be additional compensation for district employees. We're going to get more information about this coming up at the February 10 board meeting. Um, but the main takeaway is that if it's not distributed to employees, it has to be returned to the state. So, we want to make sure we get these extra funds to the employees um, ASAP. So that will have more details coming out for the February 10 meeting. Um and the district leadership is finalizing negotiations with the union groups for distributing th those funds for the plan for that. Next item was the amendment one review. We'll be seeing that at the February 10 um

115meeting as well. That was the disc discussed the amended budget projections for the general fund including the um community services, food services and capital projects and budgeted the operating surplus of 113,000. The fund balance for that amendment one is 17.3 million and then highlighted some of those driving factors for the changes that we see from the original budget. And obviously, um, things that came into play were the very late budget cycle that we ended up with this year from the state as well as the federal budget not being finalized till very very late. Um, so and how that affected our budget for the district. Um, the third point, I'm going to try and just roll through this. So um this was board we'll be looking for board authorization to use portion of the fund balance.

116This is in response to our public feedback for the district needs. Um we have more information coming up on that. So we'll I won't dive into that too much unless there's any any questions. Yeah. I do want to highlight Steve's comparison schedule is brilliant. So you will all enjoy that regarding the fund balance of our neighboring districts. Um that was the whole county countywide. Very interesting and very data heavy. So buckle up. But next we have yes the Monday memo. Thank you for lifting that up. Um The quarter 2 finance report review. This was the um recognized revenue and expenditures that were on track where we would expect based on the budget changes reflected in the amended. And this report will also be presented February 10. Um after that we had the facilities master planning

117standards committee update. So the representative committee has been convened. Initial meeting was a large group that has been meeting as smaller subcommittees to drill down in focus areas around the district and the draft standards to be reviewed with the finance subcommittee and we expect that completion to be done June of this year. So that is um our goal for for the for that particular area for the master plan for the facilities. We also have the I don't have the assessment process on here the the differentiation. Okay. We also have the center program update. The archite architect and the construction manager have been locked in as IDS and Frank Rewald weekly planning meeting established and the tight project timeline has been established as well. Um and then facility or I'm sorry the update on the board

118office sale. Um they're working with a proposal. are looking to to um maximize that offer and potential financing. So looking at the opportunity there for the sale of that property, the Michigan campaign finance complaint review, was that included in the Monday memo or were we were going to you provide the summary of the we've all seen that Secretary of State that decision and then I thought we were going to put attach that and have the Oh, okay. Next Monday. Okay. Just reviewing in terms of the millage the election process that was that complaint regarding the mil the millillage process and how long that complaint review was a threemonl long process from what I understand. Um, and just lifting up the the decision from that is that it exonerated everything that was complained about in that

119complaint and and really just hit home the neutral district communication that we were able to offer throughout that process. And that engagement from not only the superintendent but board members is encouraged and our personal opinion is encouraged and allowed. But district resources obviously would be neutral to be sharing information regarding any millillage campaign efforts. Other than that, sorry this was a lot. Um John will be updating us on the how do you say that? The correct update um facilities condition assessment understanding. Uh yes, that's what I was looking for. Thank you. Um so we're not not looking to to pay a third party in order to do our assessment process. um looking at the the items that we already have and the state studies that we have for the school facilities as well as the

120energy audit study that have been the supplemental sources that we already have in our hands for the facility assessment. We also have historical insurance facility data um and the historical documents that have been discovered and reviewed especially throughout the election or the millillage proposal process. So all of that is being how do you say um yeah compiled for that facil facility assessment process and that also has the the um in-house data from our FMX program that our employees are already using to log and track and document their knowledge of our existing facility issues. So, anything obviously that we need specific experts on, bringing in and utilized as needed, especially roofing and the site work plans already um completed for those very specific areas. And that was it. Any questions? It was a very brief meeting.

121No, >> it was it was great. So much. >> I know. I I heard that was a hefty one that you had a lot on that agenda. So, thank you for the recap. Were there any questions for finance committee? I just want to confirm. I know that in in John's update this week, it sounds like we're still on a a tight timeline with the ASD center, but we're still on track. Correct. >> Yeah. Awesome. Okay. Well, thank you, Ann, for that. Happy to help. >> Okay. Uh we have our first reading for field trips. Those were in your board packets. If you have any questions on those, those are recurring. Uh item seven, we have our sex advisory board update with Anita. Thank you. Good evening again. Um I'm going to just put this down.

122So, I am here to provide a um update on the current sex education advisory board's work and progress um based on board policy 5420. I am also going to provide a brief overview of our current sex education program. Um acknowledging that some of our board members may not be aware or even our public may not be aware of when that um those lessons take place within our system and then also present the two-year report that is again required per our board policy. So just a quick overview about our current um sex education program. So from a legal standpoint, a district has an option to either provide um sex education or not. Um and when the district decides to provide it, um a sex education advisory board is required by law for that work. So currently

123sex education is currently taught at fifth grade, at 7th grade, and in 9th through 12th grade. Most of our kids take those um the class in 9th grade, but we do have kids who have different electives or different pathways that may take it um in other grades as their schedule allows. Uh parents and guardians have the right to view curriculum ahead of lessons. Um, in fact, when the letter goes out to families, it often has a link right to the materials, and those were linked in the two-year report for you. I do acknowledge that there was an error in one of the links, and I corrected it. Um, so they should be all accessible now. Um, and then parents and guardians have the right to opt their child out of some or all of the

124instruction. So when a parent might preview the lessons, they may opt out of specifically lesson two and three and they're okay with lessons one and four as an example or some parents will opt them out of the entirety of the instruction. And that is certainly uh a right because you will see not only is that supported in board policy and in law but also it is one of our guiding principles that we believe the parent is the first educator of this um area of of health. So, under our board policy 5420, the sex education advisory board's purpose is to establish the sex education um program goals and objectives and um for student knowledge and skills that are likely to reduce rates of sex, pregnancy, and sexually transmitted diseases. We the purpose of the board is

125to also review materials and methods of instruction, make recommendations to the board and evaluate and measure the attainment of the program goals every two years. So currently the sex education advisory board is made up of 22 members who apply to be part of the board, community members. Melissa Matthew is a sex education supervisor approved by the Michigan Department of Education. Um that approval comes with having the right credentials, teaching certificates, and um background in order to be able to serve in that role. I think she's actually next door coaching volleyball right now as we speak. Um, by law we have to have members um in the following category. So, parents, staff, students, health care professionals, and clergy and staff cannot make up more than 50% of the group. So, the majority have to be um

126members of the community who do not that are not associated as an employee with the district. So far, our uh group has had four meetings. We actually have had five scheduled that could have been held, but we had a snow day um for one of them and we ended up canceling that. The current sex education advisory board has reviewed the current goals, objectives, concepts, and skills taught. And the current uh advisory board has also created and sent out a survey to the community to gain um their feedback on health education and specifically uh sex education. The results were linked um in the slide for you as well. So, while we've only had four meetings, they've been mighty because the community survey is a pretty big lift in this area of of health. Okay. So, in

127your board packet, you should have a three-page report um that is labeled a 2-year report on achievement of goals and objectives. This is a template right from the state that we um modeled our two-year report after. The purpose of the two-year report is to communicate approved goals, objectives, curriculum, the philosophy of the program, and a program evaluation. So, I just want to dive a little bit deeper in um to I'm going to start with program philosophy. There are multiple bullet points in the two-year report around program philosophy, but I want to lift up a couple of key important ones. The first one is we believe the parent and family has the greatest influence on positive growth, development and sexual health education. And we partner, schools can partner with parents in providing curriculum resources, information and

128support. And the information is anchored in clinical facts and definitions. And so, um, everybody's upbringing is a little bit different. And, you know, my mom might be mortified by me saying this, but as an example, I think my parents really relied on me getting this education in my um, schooling because it may have been an uncomfortable conversation for them to have with me at home and vice versa. Some homes are very comfortable and want that to only come from the home and maybe slightly supported at school. And we recognize that those um those experiences are different for everybody and our job is to support families and kids where where they are. As far as under objectives, there are several objectives for the sex education program. Um so at the end of the K12 HIV STI

129and sex education program of instruction students will be able to and again there's about eight or nine bullets there but I want to highlight a few. One is to analyze characteristics of healthy and unhealthy relationships. Another includes evaluating positive and negative influences on sexual decisions. and another and this is required that if we offer this education as a state we have to advocate for abstinence as the only 100% effective way to avoid pregnancy HIV and STI. So again, just highlighting a few of the key objectives, but they're all listed there for you. From a curriculum standpoint, um you will see that the current board of um advisory board has reviewed our current curriculum and they continue to recommend it in anticipation of new standards being approved by the state in December. But I have linked

130Melissa and I actually have linked the materials for fifth grade, for seventh grade, for the ninth and tth grade, and then for the online course. So some of our kids do elect to take it online, and that was linked for you as well. And then um finally from a program evaluation standpoint um currently all of the assessments that students participate in when it comes to the sex education lessons are individually scored and individually assessed. So the teacher is keeping the records of how the students are doing. However, that's not really in line with what the the sex education board is asked to do. We are charged with actually evaluating the program. And so, that's an area of improvement for us. We need to establish a um an assessment or a check-in point likely at the

131high school level because this is an evaluation of the entire program um to see are we meeting the goals and objectives that we set. We know individually students are meeting them because they're being assessed along the way, but we need to be able to evaluate our whole program. So, um you're going to see in the next steps that's an area that we need to improve and be more in line with the policy and the report. So, next steps for the sex education advisory board um is sorry reviewing the new health standards. Those were approved in December of 2025. Um specifically, not all of the standards. We this group will focus just on the sex education um standards. There are there are comprehensive health standards that get into eating and social emotional well-being and um mental

132health, but the SEAB focuses only on the sex education standards. Um we want to do a sidebyside comparison between the 2007 and the 2025 standards to see what is really the difference between this set of standards and the second set of standards. At first glance, there's just a couple of areas that are different. Um, but we want to make sure that we are comprehensive in our approach. MDE or the Michigan Department of Education had has advised and so has Oakland County advised districts not to start a curriculum rewrite or revision until at least the summer or fall because they are working on documents to accompany the standards. So to better explain them and define them and so we will probably follow that lead and hold off so that we have more um guidance. We also

133want to look at our MiFi data and consider another community survey. So at our last meeting um with the new standards there are a couple of sections that are worded differently than how we surveyed parents um about them last spring. And so the SEAB board members have talked about maybe reissuing another survey with a couple of condensed explicit areas that we want to see where the community is. Um on that we want to consider potential revisions. Um, so based on the survey feedback, which really is accounting for community input, the new standards and the data we have from MYFI, we want to consider what revisions are needed. If the um board is recommending revisions, and we do make revisions, we have to bring the curriculum to the board and present it. And there has to

134be a public viewing period where the public can provide input on what we have put together. And if um there is feedback for us, we go back and adjust it and then we bring it back again. And the goal will be to just keep doing that until we get to a point where we can um take it to you to approve. And then finally uh next step is creating a measurement tool for the high school level. Um, again, for program evaluation, currently we are in line with having assessments, but not as it is intended in the two-year report. So, that's an area we want to improve and have in place by next spring so that we can begin measuring our outcomes and our objectives. Thank you. What questions might you have? I know I'm between

135you and like John who everybody loves. So yeah, >> any questions, comments on that? >> No. >> All right. >> Thank you for your work on that. >> Thank you very much. >> And we have Chan up next with that nice welcome. >> Okay, now I have to get my serious face back on. Um, good evening. Uh tonight u first thing to talk about is the consensus revenue estimating conference that occurred last week. It's kind of the unofficial official beginning of budget season. That's when the uh the powers of be lancing and some economic forecasting goes on and they all get together and take a look at where things are looking from a funding point of view. So just a quick overview, corporate income tax is down 15% and this is measured against last May

136to this January uh those last two meetings. Net income tax revenue is rising steadily, which is a good thing. That's about 40% of the general fund of the state and the school aid fund. The pupil count district or statewide is down 10,000. The state's been losing or the kid the the student count statewide has been declining for literally decades now. U the school aid fund itself is forecasted to be about a little over 200 million above where they forecasted it last May. That's the good news. The bad news is the general fund is forecasted um about 980 million less than they forecasted. So the conclusion after all the paperwork and the final conclusion is from a school a fund and school district point of view when the general fund gets the sniffles the school aid

137fund catches the cold. So there's going to be a lot of budget pressure built up to do something not undissimilar from last year that somehow they're going to utilize shifting things around. So, this school aid fund is going to carry a bigger burden off the general fund to try and meet meet their funding needs. Um, this is only January. Maybe things will pick up from an economic point of view and it won't be as starkly laid out such as it has this past January. Um, and the next steps will be the governor and the house and the and the senate will put force their proposals and that'll slide right into May and and start hopefully getting things moved to a conclusion sometime before October. This time around we're we're supposed to have it done by

138the end of June. Um any questions on that? You want me to just slide right in the next uh group area? So we did uh some good news. It's the first reading too of a of another um we once again have a very generous anonymous donor who wants to cover the cost of a wait room refresh over at the high school. And uh based on again based on advice of our legal counsel, the use of a short-term lease documentation agreement will be how the donor will convey the donation to the district. Very very same model as this past summer with the uh the turf in the field. Um the timelines, again, this is first reading to on this on this document. The timeline associated with the short-term lease is March 30 through April 24. There's

139um the expectation is to be done a week before that, but there's a week built in just in case there's an unexpected timeline that or unexpected event that stretches the timelines. We also did get a donation, a cash donation from Mid Michigan um generously donated $10,000 to athletics program to help cover the cost of the windscreen that's um gone up over at Wildcat Stadium. Um, it is recommend it is recommended the board of education to accept the monetary donation of $10,000 to subsidize the cost of the windscreen at the Wildcat Stadium as provided by Mid Michigan Materials and Coding Materials LLC. And that also is under first reading. So, next next meeting will be back for formal approval. And last but not least, the it's that time of year too for schools of choice. This

140is tonight's first reading. Um it's the schools of choice for 20 school year 2627 first semester. It's recommended the following enrollment opportunities for schools of choice applicants. So first semester trimester for 2026 developmental kindergarten through 9th grade and unlimited. And the time frames on that will be uh open between March 2nd of 2026 and close on August 7th of 2026. And then from 10th and 11th grades unlimited to IB, Health Science, Engineering Academy, Dance Conservatory, Early College with enrollment open from March 2 through August 27, excuse me, August 7th. And then for de uh developmental kindergarten through 12th grade unlimited for Oxford Virtual Academy, the time frame on that enrollment will be March 2, 2026 through August 13, 2026. Again, this is first reading. Um, any questions on any of the subjects that I rolled

141through pretty quick? >> Questions, comments? No. Thank you for the update. Uh, I really do hope that they get their things together before October this year. That created a horrible period of uncertainty for not only our staff, but community, everyone. That that was just awful. And I really hope that they can get it together this year. So, um, good news, bad news. And then of course, thank you to our anonymous and uh open donors. That is that is very generous and very much appreciated. So, excellent. Thank you, John. >> Thank you. >> All right. Unscheduled. Do we have any tonight? >> No. >> All right. Scheduled activities. We have our workshop this Friday. I hope to have full board attendance at that. We have student count day coming up. That's always a fun one. and

142of course mid winter break. Any administrative clarification? Dr. Milligan? >> Uh just a couple. First again I want to thank um Principal Murphy for a great presentation and especially the students and families who came. That was that was really special and these cards are just amazing. So thank you for coordinating that. That was amazing. Um the other thing is I forgot to remind everybody. So tomorrow is our talent show at the high school. as a high school former high school principal. That was probably one of my favorite events. Um it's amazing what our kids can do and they just come up to the stage and just do it. It's incredible. Um so if you have time to go tomorrow from 6:00 to 8 um in the pack it you will not be disappointed. But last

143year we got snowed out I think. So fingers crossed that this year it's a go. Thank you. Thank you for that. All right. Uh, final board comments. Jane, >> uh, I want to echo the appreciation for the students hanging out. Um, the effort to make these, um, cards for us. Absolutely awesome. It'll be going up in my office uh, at home. Um, I also wanted to thank the Oxford Addison Youth Assistance Board and staff for the card and the uh gift card uh that they provided to each of us. So, thank you for that. Um, finally, um I just want to make sure that I took a moment and uh humbly um spoke to some words that I had stated last meeting. Uh evidently my aim was off the mark when it came to some

144of the comments I made regarding uh the bullying data. Uh in no way, shape, or form would I ever um go out of my way to insinuate or state that I don't believe our staff is doing a great job. I said earlier I think we have the best staff um around. So, I again I apologize that my statement missed the mark and that it hurt people uh and that it uh obviously upset folks. So, um I can do better. I will do better. So, thank you. >> Thank you for that, Shane. Anyone else? All right. Well, it is 9:18 and this meeting is adjourned. Thank you everyone for coming.