Oxford Schools Board of Education: 11/4/25

001Good evening everybody. Welcome to the November 4th board of education meeting. If you could all rise for the pledgece 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? >> Certainly. Uh, President Ventine >> here. >> Vice President Aldrid >> here. Secretary Summers here. Treasurer Whitney >> here. >> Trustee Gibson >> here. >> Trusty Aches >> here. >> Trustee Capajourney. >> She will be late. Thank you. Any changes to the agenda? I have none. Scheduled public comment. I don't believe we have any. Thank you. All right. Okay, next our consent agenda. Somebody would like to make that motion. James. Thank you. >> Yeah. Move to approve the consent

002agenda as presented. >> Support. Mike Aldrid. Thank you. All those in favor? >> I. Any opposed? Motion carries. All right. Item five, our superintendence report with Dr. Milligan. >> All right. Good evening everybody. We've had a fantastic day of professional learning uh for our PD day. So first and foremost I want to thank the entire team um who provided and structured the professional development today. I was able to attend several sessions uh one during lunch which was destressing through cookie decorating and let me tell you it was good stuff. um as well as you know um a language uh how the use of affirm uh positive language impacts students just a lot of really great stuff so thank you to all of you who um not only set it up and structured it but also

003participated in it um one of the things that I've shared with my ad team is that as leaders of an in uh instructional or educational institution it is critical that we model lifelong learning learning and so being learning leaders um leading through learning um and modeling that for our students and our staff. So it was really important to do that today. So thank you to all of you. It was a great day. All right, again grounding us in our strategic plan. We had some great work with our strategic plan at our ad team meeting. Um lots of activities to help our ad team as well as our staff get to know our strategic plan inside and out. So our vision empowering learners, building community and inspiring futures. Our mission providing a supportive, safe and opportunity-rich

004educational experience that fosters belonging, builds self-empowerment, and prepares learners to contribute to a connected community. And finally, our core values, empowerment, belonging, innovation, and integrity. We also had a chance in ad team today to um start brainstorming our portrait of a graduate, our POG. Uh so lots of great mind work, thought work, teamwork around the Pog with the hope to finalize that by the end of this school year. So we're actually expediting that um compared to what we had initially intended. So tonight's highlights include National School Psychologist Week. I'll provide a millillage update, which is today, which is voting day. Very exciting. Um, we had our parent university last Saturday. We had school visits for Halloween. That was really fun. And additional school highlights from the school. Some additional updates. Um, Gary will share with

005us a strategic plan update. Goal four. This is our first update for our brand new strategic plan. So, that's going to be really exciting. Um, and Dr. Russell will share with us a safety update. All right. First and foremost, we are celebrating our school psychologists this week. Um, the National Association of School Psychologists, NASP, and schools across the United States will celebrate the 2025 National School Psychology Week. This week celebrates the contributions of school psychologists and the important role they play in schools and communities. This year's theme, finding your path, reflects the ways that school psychologists help students, families, and school communities set and achieve their goals. So, thank you to Adam Rainey, Melissa Cree, Faren, Scarlet, Allison Gareth, Michelle Showers, Amy Wright, and Scott Nolan. Thank you for all of your hard work. And

006Miss Beal, thank you for leading the team. Appreciate you. We had several opportunities to share additional information uh for the millages. So, thank you to Mr. Given who invited me to bandorama. Our kids are amazingly talented. So, I got a chance to hear them uh play and get a chance to talk to the parents um at the performance. So, thank you for that opportunity. We had a chance to go to the Oxford Chamber of Commerce trunk or treat that was at Boulder Point and a great opportunity to network with our businesses and really get a sense of where they they stood on the uh ballot proposals. And then finally, I got to spend my Friday trickor treat. Um my house is really dangerous. It's right off of Rochester Road. So, thank you to Ann and

007Mike for allowing me to borrow your houses to interact with the kiddos. And as usual, they were absolutely adorable. So fun. So, thank you for that opportunity. All right. Last Saturday, we had parent university. Um, Anita Kanja Collins and her team did an outstanding job putting that together for our parents. Um, we had a wonderful presenter that spoke to the anxious generation. Um, it was a great, as you can see in the picture there, great crowd showed up. Uh, they were able to get resources, including the book Anxious Generation. Um, we had 80 attending attendees, not including our own employees supporting the event. We want to give a huge shout out to OLC for providing child care and for OA for paying the OELC employees. We provided child care for 40 children. All attendees received

008a book, The Anxious Generation. And congratulations to Daniel Axford for winning the $200 Amazon gift card for having the most attendees from their school. Great, great, great event. Here are some pictures of our presenters. Um, I believe Justin gave you guys a handout from the parent university. So, it lists all of the sessions that were provided. Um, we've gotten a lot of positive feedback from our parents and my only thought was, golly, I wish I had this information 20 years ago when my kiddos were little. But I'm really happy for our families that they were able to experience um and receive. You know, my philosophy when you know better, you can do better. So, that's great. Okay. Brace yourselves. How awesome are we? So, the cabinet team, we all dressed up as the decades. So,

009we see 1950s all the way to the 2000s. I bet nobody can guess what I am. Very subtle, but uh we had a great time. We started off at the high school um and then we headed over to the middle school. Um those are our PE teachers at the middle school. Uh they had a competition best um costume for the teachers. The gym teachers won. They were as you can see trophies and apparently they started their day posing for the kids for about 40 minutes. Didn't move for like is that right Christie? 40 minutes. So they were truly dedicated to the cause. So needless to say they won. Um, I absolutely loved the theme of Lakeville, which was circus. You can see, um, Kristen, our principal, in the middle. She's the ring leader. And, you

010know, Aaron is the strong man. We have the bearded lady, we have the clown, we have the popcorn um, giver outer. So, just a really fun theme. Each school had such a fun time uh, celebratory opportunity for the kids and the teachers. So, it's a really it was really a a great uplifting day. Oh, wait. Christy, look. Yeah, their theme was at the middle school was uh a Costco and so they all had Costco costume. She got to be a Costco hot dog. Um we were able to go into classrooms and see our teachers. They were just having the best time. And on the right hand side, DA had a little dance for the kids. And so we went in there, they were playing the song Thriller. Those two little girls were just having the

011best time just dancing. It was h was the best. It was so fun. Some school highlights that were sent to me. So this is from Lakeville. Um Halloween spirit is strong at Lakeville. Staff always goes always goes above and beyond to make sure that the day is filled with fun and excitement for all. Some highlights from our middle school. Each year, our eighth grade students have the opportunity to participate in an essay contest for the chance to represent our school at the Tomb of the Unknown Soldier wreath laying ceremony during our Washington DC trip. This year, Stella Curry, Lily Mahalik, and Emma Novak, and Alexa Keat earned this distinguished honor. The wreath laying ceremony will take place on November 13th at Arlington National Cemetery. So that's our first picture on the left. On the right,

012our MS cardiac team partnered with the Oxford Fire Department to practice our cardiac emergency response protocols. The team performed exceptionally well and earned the Michigan Hearts Safe Schools Award. So congratulations to our students and staff at MS. At the high school, we had our football senior walk. Um, they advanced to the playoffs last uh Friday. From what I understand, it was an amazing game. So, congratulations to our coaches and our student athletes for all your hard work. It was an incredible season. Our boys cross country placed third in their region and qualified for states. and Sienna Chapen qualified for girls cross country state finals. I also want to give a shout out to our marching band who won the Brandon competition with many accolades. At Daniel Axford DK students on the left were investigating pumpkins

013in science. In the middle students are using math talk to connect models to equations. This supports their understanding of the relationship between addition and subtraction. Second grade students and kindergarteners shared their personal narrative stories that's on the right hand side with each other during a mini celebration. And then finally down at the bottom, second grade students designed comfortable spaces for beanie bags as a part of their new science unit, Comfy Spaces. Students learned about materials and prosperities during the unit and used the engineering design process to build their own comfy space as a culminating activity. All right, so those are our school highlights. We have two additional updates. We'll start with Dr. Van Stavern and then we'll finish with Christine Russell. So Dr. Ben Stron. stand right here. Guess this is good. All right. So,

014uh excited to be here tonight. Uh this is our first time that we are sharing an update and so there will be four updates this year and this is our first update on our strategic plan. We were talking about this earlier about how a year ago where you know where were we a year ago at this time. A year ago we didn't have a strategic plan. We were just starting the process. So now we have a strategic plan. We have a five-year roadmap. Now we have a data dashboard which you're going to see at the very end of this presentation. So think about where we were and where we are now. And this is very very exciting. So as I said we're reporting four times this year. Tonight is the first reporting and it's on

015goal four. You might be wondering why goal four, why in January? Why goal three? And the reason why is because this month, this time of the year, we're focusing on facilities. We're focusing on safety. We're focusing on our budget uh with our our our two proposals. Like this felt like goal four felt like the most important to start with. Goal three in January is going to be that report. And the reason is because one of the metrics that we're going to be sharing is on the poll survey. And that poll survey is given uh this month, October, November. And so having those results ready for the next um presentation in January. March is going to be goal one. Why goal one in March? Because we're going to do our school quality survey in February, March.

016If you remember, last year it was a little bit later. So, we're going to move that up. And so, as a result of moving that up, we're going to have some results to share with you in goal one in March. And then goal two is our teaching and learning outcomes. And that's going to be in June. So, we'll finish the year with that. So, as we get started, uh again, today is on goal four. And I won't read the vision mission. I know Dr. and Milligan just did that. But we are our vision is empowering learners, building community and inspiring futures. And today again is on innovative sustainable systems and structures. So when we talk about goal four, there's uh several metrics. We're only reporting on five metrics tonight. So those five metrics are 4.1.

017Get my little laser pointer here. Okay. 4.1 looking at the physical conditions of all of our facilities. 4.2 focusing on security infrastructure cycle of review and improvement. 4.3 is looking at our average age of devices, our Chromebooks, our desktops, our laptops. One of our metrics is to decrease the age of those devices. 4.4 actually has two metrics. one is the centralized resource management and then our general fund budget stability. So that is what we're reporting on tonight. And why just those five metrics? The reason why is because if you recall we've also shared uh in the past we shared a timeline. In that timeline you can see 4.1 there, 4.2, 4.3 and 4.4. So when we look at 4.1, that white bar right there, that's year number one. That's that first metric. 4.2 and 4.3

018and 4.4 has two metrics as you can see here in year one. That's why we're reporting on those five. So let's get started. I think it's important as we go through this, as we get started, it's important to remember that when you think about this five-year plan, that's 60 months. We're 3 months into it. That's 5%. We're 5% of the way. So, when I show you some some baseline and some current data, you might see some low percentages. And I would just want you to know that again, we're only 5% of the way into this. So we need to remember that 4.1 physical conditions. So what we did here, our metric is to look at the percentage of schools meeting district defined criteria on the physical conditions of all of our facilities. Right now our

019baseline and current are the same because again we're just getting started and our target for this year at the end of the year so that we're looking at you know going into end of June would be 65%. And what does that mean? How did we get to that? So when we look at this number here, this baseline and current, we did an interior and exterior facilities assessment. Plant Maran conducted an assessment. We had uh Royal Roofing conduct roofing assessments. Our own director of facilities conducted on-site review. And we also overlaid it with our 10-year scing fund. Um that's also on the website. and looking at that as well. So, looking at all of those, these categories again are on that 10-year plan that's on the website. These categories, extended useful life, what is that talking

020about? That's our roofs, our boilers, our air handlers, lighting. We looked at safety and security, security cameras, PA alarm systems. We looked at building and site renovation, those categories, technology, infrastructure and operational efficiency, like do we have emergency generators? So we looked at these categories and subcategories and our percent of subcategories fell into that 53% meaning that they were a level A or a B category A or B meaning that our um we want our facilities to meet a level A or a level B meaning that we have 7 to 10 years or more of useful life. So that's our standard. That's the bar we've set is that we want all of our facilities at these categories and subcategories to meet an A or a B. And currently when we look at all of that,

021we're at 53%. And by the end of this year, we'd like to that to be at 65%. And then obviously that's going to go up the year after and the year after. So any questions on 4.1? I guess more so the met how the metrics are measured because I'm looking at the breakdown and so we see like obviously plumbing interior doors are two pretty high ones it looks like across the board for the most part >> um and general site improvement like what kind of do you have what those metric what were graded against. Obviously different for the for the category, but I'm just curious. >> Yep. So again, um our own director uh conducted on-site review, but then Royal Roofing graded our roofs, and that's just our roofs, but then Plantaran also did a

022study. Plantaran did a facility study of all of our buildings, and that broke it down by all those categories as well, giving them useful life expectancy. Um, and so that is where a lot of the data came from as well. >> Does that help? >> Okay. I guess I'm just trying to understand like what useful life it expects from like an interior door. If it's a C, what I mean is it really not going to last more than four years. That's what I'm trying to understand. >> Yeah. So, they have life expectancy. So, um, John could probably explain it better, but for example, a door might be 40 years. Um, you know, roof. >> Sure. >> Here's here's John. >> So, so this this first piece up here in the uh in the ABC boxes

023with the 32, long-term, near-term, that's really a snapshot picture of a long-term asset. So in that category, so so think of the extended useful life category, roofing, boilers, long-term assets, facilities. That yellow that yellow block above would apply to that category by time frame measurement. So there's this there's a a a similar type setup breakout for each asset class. So you think of like a a security camera under safety and security. Those do not last 15 years. They have a different useful life time frame. So there's a version of an ABCD ABCDF for that category. So that's behind the scenes. And the important thing to keep in mind here too, this this actual website is basically a living document. And as we work through the metrics and where the data we can pull and what

024makes more clarifying sense like to to answer your questions in that regard that will be blended in as we make changes, you'll be you'll pick them up in the updates. So does that make any sense more in terms of how the data is being this is an example of the long-term piece that got a little snapshot up there >> that I understand obviously like a >> obviously like a HVAC unit a boiler I I kind of see that more than just I guess general plumbing or interior door I just try and understand what the metric is but you're saying so there's something like that for each of those categories. >> Yeah. So that's that's the process that's that's in place that's it's being built on as well for those asset categories. So the interior door

025is kind of a cleaner, but something that's clear cut and dry like a uh the roof falls under the useful useful life long-term category. Um something like what's a good example? U tech devices are going to be in a much shorter category. So a there is going to be a future piece if it's got depending upon the piece of technology 5 years on it useful life of seven for example. So there's a the concept the same for each subcategory but it's not specific to those time frames for each category because there's different life to different categories. So at this point >> all right I see the yeah I see the different life. >> You see what I'm saying? Yeah, I guess >> so this was probably correct if I'm wrong challenging one put in a

026a >> a quantifying metric >> to measure what the specific groupings are short of identifying you know 75 different categories we're working towards an an expand a summarized grouping of categories along the concept of long-term near or medium-term shortterm maybe a couple in the middle I measuring point of view. So to develop a measure for useful life. >> Yes. Similar like the devices for instance you mentioned the devices it says four years which I understand four four to five years. >> Um are we saying the majority of the devices across all buildings are >> that coming out? >> Okay better what's coming. >> Okay. I'm jumping ahead. Okay. Thank you. >> Thank you. Thank you John. >> Yeah. Any other questions on 4.1 Shane? >> Yeah. Um, sorry if I missed this, but I'm just

027trying to figure out what is 65% that target. What does that look like? >> Uh, so right now again 53% was um derived from all of the buildings >> and all of the categories and subcategories. So there's probably over 100. >> Um, getting that number, that average number of all the buildings and all the categories, getting that average to 65%. So that might be a new roof, that might be a new boiler somewhere. That's going to raise that particular subcategory for that building to an A, which will then I did a whole count if, you know, formula. So that's going to raise that percent. We want to get that average of our facilities across the district to 65% by the end of the year. >> Is it then, again, pardon my ignorance, but is it

028then the bigger the ticket item, the more weight it carries? >> Nope. >> No. That's a good question. Um, so each one is going to, you know, be graded. So, A, B, C, D, and so on. >> Okay. >> I'm doing the color commentating on the piece. So, when you see the the the CM colored box the A2 ref ranking because this is speaks to long-term categories future has a 10 place year of life less left on that category >> or on that spec specific asset group. So this same concept whether it's critical whether it needs to be replaced now or it's got a future life of extended time out before it needs to be addressed applies to each subcategory but the years associated are going to change. So from a subgrouping to speak to

029what Gary's talking about they're going to have the same waiting metric or ideal world we want to be in the AB class for everything >> whether it's three years we want three years on our average outstanding device I'm not guessing putting a bad number on that map or you know which equate to I think a B if I remember with the slide coming up >> or or whether it's a roof so that means it has a different value from the time frame Mhm. >> Okay. >> Back to the challenge of how to actually quantify presentably the different the wide array of different >> Right. Yeah. I mean I totally get it's hard to quantify quantifiable data. I get that. But I >> and this is a it's a a work in progress in terms of

030as we find out determine better ways to measure quantify put out the back the the back guts of this measurement will get updated. >> Okay. So, you have essentially all of the needs prioritized into what would be best for safety first. You know, I we're looking at the list of the the criteria and obviously the PAC stage floor is on here and that is important, but is a leaking roof prioritized above that is to get us to the 65. Do you have it outlined in that manner? in the actual 10-year plan that's on the website that that's that's where most of those pieces are first way being addressed. Um assuming certain things occur, there'll be some time shifts of otherwise. But um from a measurement piece of the health and safety piece, if it's um

031the high school roof and it's a leak in a manageable area that can be handled on a patchwork basis versus the stage floor where kids can literally catch catch the foot wrong and damage themselves, break break an ankle, whatever it may be. We'll be dealing probably with the stage first, assuming it's a zero sum game of the money involved. >> Okay. >> Ideally, we're going to get both in. >> Sure. And for the the categories on here that don't have a rating, is that just because the the facilities overview has not been completed? >> Um, so so some didn't have a rating. Um, that's because maybe plant Moran uh didn't have that because that was an overlay of our 10-year plan. So that spreadsheet I think that you're looking at is taking into account our

03210-year plan and Royal Roofing and Plant Moran. And so there may be things that maybe plan Moran didn't see that we saw and that's part of our 10-year plan. So that's why you're going to see some of those categories might be missing a description. >> Gotcha. Okay. Thank you. Anyone else? >> Just a little bit about the planes. They did a they were part of a statewide analysis on all the school buildings in the state. So that's where that data comes from. That was published I want to say last January. Um, real quick, you said that was statewide. Is that state funded or did we have to pay for that? >> State funded. >> Okay. Just making sure. >> Yeah. All right. >> Any other questions? >> Okay. >> All right. Um, 4.2. Moving to

033our next one. 4.2. I want to preface this um because again, you're going to see some numbers that might be low. I want to preface this with you've seen this before. These are all the things that we are doing from a physical safety standpoint, from a virtual social emotional standpoint, from a safety management standpoint. These are all the things we're doing. 4.2 that metric is about a cycle of review, a cycle of improvement and enhancement. So I just want to preface this with with that. So when we look here, this metric is looking at key performance indicators, KPIs, and we have the definition of what a KPI is. It's really looking at these these check boxes. Okay, we're going to get this done, this done, this done, this done, etc. And so these KPIs uh

034met per the security infrastructure cycle of review and enhancement. So our baseline and current are 15% and our target at the end of the year is 30%. And I know that might seem very low, but we have to remember again that we just got started. And how do we get to that number? How do we get to 15%. So this is based on these KPIs. And there are 22 of those KPIs each of the next three years. So this year, the next year, and then the third year. 22 KPIs each year. 66 total. We've accomplished so far 10 of those in our first three months. That's where you get the 15%. And so at the end of the first year, at the end of this school year, we want to have 30% of those KPIs.

035At the end of the next year, 60% at the end of the third year, 90% of those KPIs. When I say KPIs, what am I talking about? These are those KPIs. We're looking at reviewing, revising, safety, and security. our philosophy, our expectations, an annual review of that. We're looking at safety and security documentation, our trainings, train the trainer, how can we increase that model, our vendor contracts, vulnerability assessments, our continuous improvement, looking at monthly check-ins with our building administrators, with fordis. So, those are all different things that we're those are those KPIs that we're looking at. And again, we've accomplished we've evaluated 10 of those thus far in this year. So, any questions on 4.2? Okay. And 4.3. So, John already alluded to this a little bit. This is about our devices. A average age

036of devices. And our metric for this one is we want to decrease the average age of devices for staff and students across the district. So we're looking at student Chromebooks, teacher desktops, staff desktops, and then staff laptops or tablets. And so our baseline, we broke it up into each one. So our baseline or our current is the same again. And our Chromebook, our average age of Chromebooks right now is 4.1 years. and we've got thousands of those Chromebooks. Our average desktop is 8.7 years and um I think up until recently some of them were as old as 13 years. And so that is something that we are vigorously working on improving. And then our laptops, our average age of those in our fleet is 3.1 years. And so our target for the end of the

037year is Chromebooks three and a half years, desktops six years, and laptops four years. So we really want to work on our staff desktops. So again, how did we get to those numbers? Here are our averages, OCS average for each of those categories. And here also is the industry life expectancy. So that's important to know. Underneath that, you're going to see this this saw to uh graphic here. And I share the saw to graphic because it's important uh to understand that um the average age decreasing the average age of devices is not linear. It's not just going to go down each year, down each year. Um we may the age is going to increase and then we're going to buy some and then the age is going to increase for some that we haven't purchased.

038Then we're going to buy a few more. So that's why you see this um this is not exactly what we're doing in Oxford. This is just an example to give you a visual of that purchase that uh cycle of review and purchasing. So our target again for the end of the year here um we really want to focus on getting our desktops um down to about six years for our fleet as the average of those devices. And it is important to note that you have already approved this I think it was over the summer for this fall purchased 1350 Chromebooks and 126 desktops. So there is you know one of those dips in that saw to okay as we go over time. Any questions on 4.3? >> Okay Gary I do. >> Yes. Um, so

039you mentioned and I was I was curious about that. So, so this saw to graph is not is just an example. >> Just an example. >> And do we have and the the numbers that we have up there right now for OCS don't include the purchase? >> It does include the purchase. >> So, I guess I'd be curious of um what that look what that looked like just from this purchase. So maybe before >> before before and after the purchase and just kind of getting a feel for what >> that does for the district as far as the average is concerned. >> That's a good question and I will give that information to you. >> Any other questions? >> Yeah, I guess maybe just to piggyback off of that because I thought he was about

040to ask my question for me um but he just held up short. I was going to ask what prevented us from having a graph that depicted actual numbers from Oxford on there. >> Um I'm not sure that anything prevented us. Um I think um I I can work on generating that um as we go forward. I can work with Mr. Santel on that. But in all honesty, nothing nothing prevented us from doing that. >> I just and Gary, let me interject. So, I just want to remind everybody that the strategic plan did not go into effect until the school year started. So, the baseline represents the beginning of the school year. We purchased those devices in the summer. So, that would contribute to the baseline. So, I just want to continue to reiterate. I know

041we're very um high achievers. Um we're 3 months in. We're we're babies on this journey. And so anything that happened previously is not necessarily incorporated into the data we're seeing here, but that is something we have access to and can provide that. >> Yes, >> thank you for that. Yeah, I think that would be helpful to just get a feel financially too of what that would cost yearly to meet our goal, our target for each year. So if you don't mind, thank you. >> I'll definitely work with Mr. % on that. Yes. >> Excellent. Appreciate it. So, Gary, just for a second, I apologize. Um, the 10-year plan though, the the that's on our website speaks to the amount of money that's earmarked for technology. So, that would give an indication of the money set

042aside. Now, part of that has to do with the outcome of the millage proposals, but that that would give some indication of that. Mhm. >> Okay. And our last two are in 4.4. 4.4 has two different metrics that we're looking at. One metric is to increase the percentage of schools and departments, basically our district, utilizing centralized resource management systems. And the second metric is to decrease dependence on our general fund for our physical plant work. And so when we look at these two again, you're going to see some low numbers here because we just got started. And so I will explain what this one is and this one as well. But what I want to point out right now is that as you can see here for the first metric, the top one, our target

043is higher than what our current is because we want to increase that. But you're going to see the inverse on the second one. We want to decrease our dependence on our general fund. So, how did we get to these two numbers? For the top one, our centralized resource management. What that means is we're looking at our printing supplies. We're looking at custodial supplies. We're looking at a variety of things. And are there redundancies? Are we paying for let's say for example um electronic signing um platforms um software? So let's say Adobe Sign, Hello Sign, Docu Sign. We're paying for all three of those. Why are we paying for three? So is there a reason for that? So, we're analyzing, we're auditing, and we're looking at a variety of these to see where we can have

044some cost savings, make things more efficient, centralize our resources. And so, right now, we look at all of these. There's there's more than that, but we're looking at about 17% and our target by the end of this year is 20%, target by the next year would be 40% and growing that. Okay. Our second one is looking at our general fund and looking at increasing new resources to decrease dependence on the general fund for our physical plant work. So right now when we pay for a roof, we pay for a boiler, it's coming right out of general fund. So what are some other things that we can do? For example, tonight's vote, today's vote, all right, synd. Any questions on either of these >> for the centralized resource management printing solutions is on there. Do these

045metrics include the recent purchase? I, as I understand it, that saved a lot of money and has been very beneficial in optimizing efficiency. So, does that already is that included in the 17 or >> I amum not I don't think that's included in this one. >> Okay. >> Yes. >> Okay. >> That is a good question. I don't think it's included. >> Thank you. Yeah, because we're looking at like that's looking at RICO. It's looking at Mon um can what's Kanuka Benulta um RICO applied imaging? So, it's looking at those. Do we, you know, do we go with one vendor? Do we not? That's what that's looking at. >> Okay. Thank you. Anybody else? >> Thanks. >> All right. So, all of that. And now let's get into the data dashboard and remember to vote

046if you have not. So our data dashboard just so everybody knows is public now. it is on our website. And so if you go to Oxford Community Schools and go to about our district in the lower left corner and scroll down to strategic plan so everybody can access this now. And let's scroll down to the bottom. There's all of our information on our strategic plan, our goals, progress monitoring, and over here on the lower right corner is data dashboard. So again, um you're going to see on our data dashboard, uh we have our four goals. Goal one, two, three, and four. Underneath that, it's looking at these metrics. And again, we're 5% of the way into our strategic plan. So you can see that we have not met any metrics yet because we just got

047started. And it's important to also know that there are more metrics than what is up there. What we're showing right now is year 1. So what are we doing in our timeline? What are we sharing over the course of 2526? And that's what's going to be up here publicly displayed. Tonight's presentation is taking a look at goal four. And so when we look at our data dashboard, couple things to note is that in the top right corner over here, you can click on key resources. And so again, I think I described this before, those resources are there so that you don't have to go back to the website and then go find a strategic plan or go back to the website and find the timeline. It's right there as a resource in the dashboard. And

048then again our goals are across the top underneath that is our aligned action. So 4.1 aligned action 4.2 and as we scroll down I apologize this cursor is not like my computer so it's a little bit cumbersome. As we scroll down you're going to see 4.3 and 4.4. And this is everything that I presented on tonight. If we just hone in on 4.1, when you click on it, it will populate. And then you're going to see our current, our baseline, and our target, which is 65% by the end of the year. If you hover your cursor over this I, the letter I, it's going to populate the exact verbiage of that metric. So, it's not just the abbreviated version. And then as you put your cursor down here over the line graph and the bar

049graph, you will see our data. So current data quarter 1. And then you'll also see when you go to 27, 28, 29, you're going to see how we want to grow that. And for time sake, I I won't go into each of them, but that is our data dashboard, and that is again, it's public. It's on our our website. So, uh, any questions on data dashboard? >> This may be a rudimentary question, but how often is that updated? >> I'm actually updating it pretty frequently right now. So, um, I plan to continue to update that throughout the course of the year. >> I guess I'm just wondering like how often is frequent? Uh I I would say I mean right now it's been almost daily if not weekly. Um I would see that probably slowing

050down a little bit but maybe monthly. >> Okay. Thank you, >> Mike. >> And to conclude, >> Gary, Gary, real quick, um so when we when we went public with the dashboard, we did we change the website slightly, the website name, the URL? Um, >> do you know >> did we change the URL for the dashboard? >> Yeah, >> I think it did change the company. >> Okay. So, okay. So, I'm just the old one. >> Can we just make sure that gets blown away cuz I had I had uh bookmarked >> bookmarked it. >> Yeah. And I know that we had >> it's before it was public, right? But I had I had bookmarked it. So, I just And still active. It's just not updated. Right. >> Correct. >> So, I'm just making sure.

051Can we just make sure it gets away so it doesn't come back some other time with somebody else? >> I would just use the one that's on the website now. >> Yeah. >> And in the top right corner, you can go to sign in as well if you wanted to on the one that's on the website. >> Okay. >> All right. That was a lot of information. Thank you very very much. Uh are there any other questions? And again, this is very exciting. We have a data dashboard. We have a five-year plan. Uh, and I will see you again presenting on goal three in January. >> Thank you. You actually just took what I was going to say. Going from 3 months to to now with a fully functioning data dashboard is truly impressive. So,

052I know it wasn't just you. So, thank you to the whole team. And this is fantastic. I really appreciate it and I know that our community will as well. So, excellent work. I know you've been busy. >> Thank you. >> Thanks, Gary. All right, Dr. Russell. >> Good evening everybody. Thanks for having me this evening. I'm here to talk about um a piece a few pieces on our um safety measures uh one pager that we have up on the website. Allison's been doing most of the updates, but I'm here as the director of MTSS for the district and MTSS stands for multi-tered systems of support. So, the work we do to support kids, what we do for all kids, what we do for some kids who need a bit more, and what we do for

053kids who need even more intensive supports. When we think about our safety measures, it's not just about the physical piece of our buildings, but it's also about what we're doing to support students, that preventative work to help make sure our kids feel safe within the building and also to make sure that their own social emotional health is at a at a good level for our building. So, I'm in the middle part of the graphic that you see up on the screen. Allison's already talked through the left side through quite a bit that's in the middle. I'm starting partway down and I'm here to talk today about our sabers assessment, our early warning system, our trusted adults, and our social emotional curriculum curriculum and bully prevention work. I'm honored to get to talk about it. It's

054like everybody else that's sitting in this room and our teachers and our FSLs and our social workers that do this work every day. So, I'm going to start with what our sabers assessment is and all of these things I'm going to talk about, but give you just kind of highlevel overview so that everyone here in our community understands a little bit more about what's within this graphic. You can click on these pieces, get more information. I'm always available to answer additional questions as they come up as well. So, savers stands for social, academic, emotional, and behavioral rating scale. So what this assessment is is it's used to evaluate behavioral, social, and emotional readiness for school. It's done three times a year with our kindergarten to fifth grade students and it's done two times a year

055at I'm sorry DK to eighth grade students and it's done two times a year at the high school. We're piloting this at Crossroads as well. Uh, Bridges uses also a social emotional measure, but a different one called fundamentals that they find that works a little bit better for their students and digs a little bit deeper. So, we're doing this type of work in all of our settings. And with all of our kids, what we're doing is we screen kids to see how are they doing? How many of our kids are just saying that we're doing great? Everything seems fine. Are there any kids that are saying like, I'm struggling a little bit with how I'm doing socially with peers, I'm struggling a little bit with my emotional functioning or I'm struggling a little bit with

056my school behaviors? And then as a school, we analyze those results. We take action and we continue to monitor our kids. So at the elementary level, once those assessments are completed, we have a team of people that sit down with every teacher to talk about how things are going, think about what needs to happen within that classroom or what needs might need to happen for individual kids. The team that sits down includes our FSL, our family school liaison, our social worker, and then that teacher. In some of our buildings, our behavioral parah has been joining as well because they do a lot of check-ins with kids, a lot of help to make sure our kids are doing well throughout the day. So, they uh attend as well. At our middle and high school level, it's

057our student relation teams that are looking at this data, which include counselors, administrators, and our family school leaison there as well. At all levels, teachers are involved in looking at this data, thinking about what they can do to support students. We're also often celebrating the strong results that we have historically in our district. We've seen stronger and stronger results of more and more kids saying they're feeling really ready for the academic pieces that are happening at school. And when I shared the data with you in the past, one piece that we've seen as a very strong highlight for Oxford is that in the social category, our kids across the board at all of our buildings year after year are saying that they're socially connected with peers and with adults in our building. So, we use

058this data to then do some interventions if needed. We can put kids um into some additional supports that may help them with a social need like a small group. If there's some emotional needs, we might do some one-on-one check-ins with them with a FSL or with a counselor. And we also can use this data just to look at what do we need to do across our entire building. Is there some additional teaching that needs to happen about how do we pay attention better in class or how do we organize ourselves? The data can help us with all of those different pieces. Do you have any questions about savers that I can answer at this time before I move on to the early warning system? What's the typical timeline between the students taking the test and

059intervention if needed? >> Yeah, that's a great question. It varies based on the building. Um, our students, what's great is we can see their historical data as well. So, when we have a student that maybe towards the end of third grade was needing some intervention, we're keeping that going right away at the beginning of fourth grade, too. So even when you think about the data that we collect one year, it's still impacting how we're supporting a student the next year. When we take those assessments, we're typically looking at them around 2 to 3 weeks after we have our window. Some of that is because we have a buffer time period to like do any makeups, kids that have been absent, just to check in and make sure we have all of the information before we

060get going. Also, before we start some of those um conversation conversations with teachers, often our principal and our FSL are working together just to kind of get a game plan before they start moving forward. It's about 2 to 3 weeks quicker if someone feels like there needs to be something quicker. >> Okay. And that's through DK through 12 consistently. And so we're not in a situation where it's the end of the year and then it's not looked at until >> Oh, no. For any social emotional assessment that we're doing, before we even start to collect that data, we want to have our timeline already set and what actions we're going to take immediately. And that is definitely what's happening within this district in every single setting, elementary, middle, and high school. There's written documentation of

061like what are some of the actions that we take next and what is the time frame for that. Now, it might be for an individual student. We go off course and we're like, okay, we have this data. Here's what we typically do. We want to do something more for that student. that can happen. But we have our kind of like typical next steps that we do that we're ready for for kids. >> Excellent. Thank you. >> Next thing I want to talk about is the early warning system. This is something where we are pulling data together all the way down from our developmental kindergarten all the way up to 12th grade. We're using data that we already have to pull together to have a whole child look at for our students. So every type of

062data that we pull together, we do interact with on its own. But at this time point when we pull our early warning systems together, we look at it as a combined look at how much risk do we have for a student to really struggle in school in the future. So some of the things that are involved in the early warning system are things like grades attendance. We do pull our sabers assessment into the early warning system as well. We look at things like our star assessment. So how are our kids doing on their screeners for math and reading? We put all that together in one space and we get an idea of how many risk factors does a student have. So if they have low grades and courses, that's a risk factor for struggling across

063time in school. If they have a low um screener assessment on math star, that's a risk factor for struggling in school. For our kids that have one or two risk factors, we definitely want to intervene. We want to support those kids. For our kids that have five or six risk factors, we need to do even more. for our kids that have a lot of risk factors, we need to swoop in right away and make sure that the supports they need are already in place. That's one thing that we find most often is as we look at our early warning system data immediately, our counselors, our FSLs, our principles, they're looking at the kids that have the toughest needs and we are quickly documenting like what's already in place, what's already in place. If there's anybody

064that doesn't have something in place, then that's those are the kids we're starting with right away. And then the next step is to analyze are those supports that are in place for these kids that are struggling working for those students. So we're looking at our early warning system. We're putting that together in that preventative viewpoint of what can we do now to make sure that we stop the struggles that these students are having. Um we're using that to come up with next steps and interventions for students that may need it. And we're using this to track kids across time. Because for any individual student that's struggling, the supports we're putting in place, we should see their risk factors decrease across time. Any questions about the early warning system? Okay. Another piece that we use that

065is really in that social emotional realm, but also helps with our feeling of safety within the building is our trusted adult surveys. This is something that started at the high school and it has grown. middle school does this as well and even some of our elementaryaries have done some trusted adult work with their students. What the schools are doing is at certain points of time and normally it's collected around the same time as our savers assessment is students are asked they're talked to in an advisory class about what is a trusted adult? What does that mean to have someone that you can go to and and ask questions to or share things that are going on that are tough for you? And then after that kind of discussion around what is a trusted adult, they

066go on to a survey and identify trusted adults. On those trusted adults list, for example, at the high school, it's not just teachers that are listed, it's counselors, but it's also food staff, it's transportation department, it's the janitors from within the building, it's coaches. And our goal as we do that is that everyone in the building can name at least two people that are a trusted adult. After we gather all that data, there are interventions put in place for kids that aren't able to identify two people that they trust to go to, but also we give all of our staff the information about who saw them as a trusted adult so that they know who's really connecting with them, who they're making a difference with so they can continue to cultivate those relationships like who's

067relying on me is good for me to know as a staff member also. And then our staff is made aware as much as possible any kids that maybe don't have a trusted adult so that they can support that. but also our counselors and our off like front office team takes that on as well to make sure that those kids are getting what they need. Um it's additional data that I see collected here at Oxford that's not something that I see regularly in other districts. It's really one of those things that makes Oxford really special. What I was reflecting on when I was at the um parent fair this weekend is I was in a session that was about ACEs which which is about like tough trauma that kids might go through. But the session was

068focused on protective factors for children. U protective childhood experiences and one of the major protective childhood experiences having two adults that you can go to that aren't your parents. And so already in this district we're checking in regularly every single year. Do all of our kids have that and experience that? There are times where we have kids that don't identify kids at school, but when we meet with them, they're able to identify per people within their church or other parts of their community, and that's wonderful. And so, we are able to put on a list that like it might not have been someone that's listed on our list, but they do have people to go to. Then, as we meet with kids, we may find students that are not identifying anyone and we're going to

069work through that with them. That's our trusted adult survey. The last piece here that I'm going to kind of push together is our SEAL. Oh, sorry. Go ahead. real quick. >> Sorry, I kind of have a two-part question. What would be an example of a direct intervention for someone who cannot name two adults? >> Yeah. So, first of all, just that check-in with your counselor or your family school leaison might be something that gets put in place. Not even only that first check-in, but regular check-ins. The other thing that we've done at the middle school in the past is staff have kind of like under the radar adopted a student who wasn't identifying students. not coming up to them and saying, "Hey, you didn't identify someone. I'm gonna be your friend." But rather under the

070radar, taking a further interest in a student. So, every staff member taking a couple kids that didn't have a trusted adult, saying, "I'm going to work real hard to build a relationship with student. I'm going to crack this code and they're going to put my name the next time we have a trusted adult survey." >> Excellent. Um, I guess the second part to that is I do know that we have turnover, we have movement. Do we circle back when somebody gets moved from one building to another or somebody moves on to a different district and that person was somebody's trusted adult? >> So like if our staff member is no longer there. Yep. >> Yeah. I mean what's nice is we're taking these assessments a couple times a year. So it does help us kind

071of do that check-in a few times a year if maybe someone isn't there anymore and now a student is saying like I don't really have anybody in this building that would get identified. >> Okay. Thank you. In our buildings, we also have social emotional curriculum at all levels, DK up to 12th grade. At our elementary levels, we're using second step and at our middle and high school, we're using trails. These uh social emotional assess or social emotional curriculum have been developed based on castle competencies which are things like risk um self-management um decision- making things like that that help our students to be the best that they can be within our building and within their relationships. These curriculum are um organized and put out for kids through at the middle and high school their advisory

072teachers and at the elementary level our FSL and the teacher in the classroom pair together and lead those for our students within these curriculum. Not only are they dealing with some of the major competencies, but they also are dealing with um lessons around bully prevention as well. So these are things that at the middle and high school they're getting regular lessons within their advisory time. At the elementary level, it's once every other week um with their FSL and teacher together. On the off weeks, the teachers are still doing some follow-up lessons through a circle or through other work. They still have that block of time set aside for social emotional and they're doing what they feel like their classroom might need in those off weeks when the FSL isn't there doing the the curriculum lesson.

073So all of these pieces here are more on that social emotional end, more of that like heart of our kids, part of the whole child, but it's an important part of helping to keep our schools safe and helping to keep our kids feeling safe here as well. >> What type of metrics do you look at to determine the the success of these programs? Obviously, we can all I think in our in our minds see the intrinsic value and you know, but I'm just curious what you look at to decide whether to tweak a program or add support here or you know, obviously I would assume less bullying reports, better attendance, behavior, those kind of things. But could you just give a a few more that you look at when determining the success? >> Sure. You're

074naming off quite a few that are important. like if kids feel safe, they're more likely to attend school. The other things we can look at is how our Savers assessments are doing since it's measuring how kids and staff see students social, emotional, and behavioral functioning. That helps to know if that's going up and our curriculum is doing what it needs. We're also, of course, um oh, the many of our buildings have our school climate surveys as well. It's another way to look at like, am I feeling safe? Do I feel like I know how to interact with peers? School climate surveys help with that as well. The last thing I would say is we're constantly checking in with our family school liaison with our teachers that are delivering this work to get their feedback too.

075That really is important. Yes, I want metrics to know are we moving the dial for our kids and having healthier students? But I also want to hear from the teachers that are delivering that content or the FSLs that are delivering it. What's working? What's not? What are we missing? So, for example, the FSLs at the elementary identified that one thing we were missing was a lesson around disability awareness, especially um invisible disabilities. And so, every year during um May, I believe April or May, one of the weeks, they're not doing Second Step, but they're doing that lesson because they felt like it was really important for our kids to understand how to socially interact with someone who might think differently than you do and how to support students within our building that might have a

076disability. So those are some things we're constantly doing to make improvements to the work that's happening and that comes from the people that are doing the work more than even just the data. >> All right. Thank you. >> Yeah. Thank you. >> Any other questions, comments? >> Shane, >> I just wondered um if you had the data handy of how many bullying cases have been opened in the district thus far this year. >> I do not have that data handy. My goal today was to just talk about like what the purpose of these pieces are and how they relate to safety, but I'm happy to come back and talk about even some of the savers results, the early warning system results, and definitely some of the fully um prevention reporting results, too. Absolutely. >> All

077right, Dr. Russell, thank you very much. >> Thank you, team. That concludes the superintendent update. All right, moving into item six, our board of education matters. We had one committee meet, the finance committee. Mike, would you mind giving us an update on that? So, we got briefed over the uh state budget, of course, that was one of the big big topics of the day. And um there's still some items that are still not clear coming out of the state how how they're how it's being categorized. Uh the uh 31A and 31A are are are big ones. um safety standpoint uh with 31A and how that's going to really fall out um the the requirements I guess how how that's listed and um let me see fund balance was was mentioned uh having the 17 million

078fund balance and we talked about um in for instance in a in a two uh two payroll month that's approximately 12 million alone. So, it's kind of that understanding that 17 million and that it's a rolling 17 million and it's not necessarily just it's certainly not excess, right? And I know we just got done coming out of uh uncertainty of a state budget still some uncertainty but coming out of it and um and I kind of I think if relatively speaking when you look at just a two just from a payroll/benefits standpoint we're talking about pretty much that and so it would in my opinion but as we discussed I mean just being fiscally responsible that's really kind of where we're where we're at with at number um let me see oh debt structure. So

079um we had certain we had done the the refunding of the bond debt and uh this p that this past meeting that saves uh over $200,000 over the life of that that bond. So we we talked about that and then um targeting to pay off the uh debt revolving fund within the next few years. Um which which is big trying to consolidate some of that and and pay it off. Uh that was mentioned uh insurance. So we have the uh insurance discussion. Um currently there's the the four really the four state pools. Um the three pools which are my set, Mazelle, and Middle Cities. Um they're all looking at it. Um the private insurance right now is currently hasn't come back. We're looking for that in writing. I don't think we've we haven't got anything

080in writing yet, have we, John? For uh private insurance? >> Not yet. >> Okay. I mean, that's that's fine. But uh so that's really kind of where we're standing with that. Um we have asked for it though and uh we expect to get feedback from the other or those that will be coming with with with a uh proposals I guess um still this year. So we we did talk about that as well as far as um making that decision with the current um meeting schedule coming into the holidays and whatnot. We'll have to see when we'll know more when they when they come in. They should Do we have any update? Sorry, John. On as far as the time timeline any update on the timeline as far as the quotes coming in >> for the

081insurance. >> Yeah. >> Um, as we were talking, we're looking at setting up 11:17 the finance I think we're talking about doing a finance subcommittee of the whole if I remember right. >> Um, the people we're working with is coming in. We'll be talking with them going over the state of where they ask and the backgrounds of who's applied, who's not, what the likely um guidance would be in terms of our next moves relative to workers count insurance and property casualty insurance. >> Yep. And so that's still the timeline. We we we don't see any issues with meeting that currently. >> No, they just committed yesterday in terms of making a timeline and they confirmed this morning they can get out what they've got. We're waiting on feedback from one organization that's is one of

082the privates. >> Okay. >> I'll speak to the whole realm of who they've contacted and worked with, who's responded, and then move into uh discussions of recommendation points and things like that. >> Um >> while we're on that, sorry, on the insurance piece, have you looked at or are you not this far? Obviously, we're talking about the centerbased program and we don't know the trajectory of that yet, but have you included that in some of these insurance quotes to see what kind of an effect that would have on our coverage? >> They're aware that we're involved with that. We already have an in-house center program. So, from the concept being involved, it's already involved. Their big focus really is on the number of total students in the district because one element not and that program

083is going to have a much smaller from a student headcount point of view than anything else we got already operating in the district. >> Okay, thank you for that. >> Briefly touched on singing fund millillage um certainly the votes today uh they had a positive chamber meeting uh coming out of that the center application. So, um there's going to be a presentation coming up November 10th um Pam and uh Jessica uh to the ISD. So, that's that's the I guess the next step on that discussion. So, then we'll see what the ISD has, what they bring to the table. We can have those discussions afterwards. Um, and then we'll talk touch on it later, but it was mentioned the boiler work at Clear Lake. Um, so I think we'll talk talk about that later. >>

084That was it. Did I >> Thanks. >> Thank you for that. >> All right. Item B, we had the MASB annual leadership conference and I believe you're speaking to that. Both of you. >> Thank you. >> All right, Dr. Milligan and I had the pleasure to attend the NASB um the annual leadership conference back a couple week two weeks ago already. Wow, time flies. Um it was a fantastic opportunity, lots of great networking moments. Um I do just want to point out right off the bat that every room I sat down in, someone asked me, "How's Oxford doing?" which is just awesome to just feel that camaraderie across the state. Districts that were, you know, I'd never heard of. They're they're so tiny and small, yet they were asking how we're doing. So, it was

085really great to to have that and and feel the feel the camaraderie throughout the whole weekend. That was really great. And you're going to make me go through every slide. I hope everyone had the opportunity to to glance through this before tonight. I don't want to read the slides to you, but um just the the why we attended. So, right off the bat, what I've already mentioned, strengthening the the district leadership alignment with our strategic plan, um learning best practices from other districts as well as from those that have had decades and decades of experience serving on boards themselves that then um move on to facilitate the instruction there for MASB. So not only from fellow superintendent and board member teams that presented their information but also from professionals at the MASB level. So it

086was a really wonderful opportunity there fostering partnerships with peer districts. Like I mentioned they love handing out their business cards. So, I just wanted to encourage the um idea of perhaps business business cards for being able to connect with other districts when it was really nice to be able to stay in contact, have that opportunity to see, oh, oh, this is they also print some of their district information on there. Super helpful little tool there. And continue modeling lifelong learning for our teams and students. We took a fantastic anatomy of an audit class which was wonderful that we had all of that audit information that we had just reviewed at the board meeting. Um, so as they were going through the example audit, we were able to pull up our actual audit results and follow

087through and also celebrate that we are right on track with what the professionals there were recommending to see for districts. This is what you want to see ideally. And we were like, way to go, way to go team. This is right on track and exactly what they were recommending. I can't say that's what how everyone felt in the classroom, but we certainly felt that. So kudos to to the team for that. But just having that deeper understanding to go through that complicated material, have the opportunity to sit, ask questions, hear the questions in the room from other concerns that hadn't occurred to us, but also um what some of these other terms would mean if we were to see them on any audit report. some examples from some of those insights through that the audit

088study instruction and pupil support. So basically looking at um the different different specific reports like the district expenditures by function versus by object um which is you know super interesting if you love numbers and very confusing if you don't. So, it was great to have the opportunity to have that broken down and then >> jump in Tanya. I'm happy to. Yeah, you're just rolling along. I love it. >> Yeah, this was a presentation we had. It was actually a speaker. So incredible, very motivating. um and just talked about innovators uh mindset and given our new strategic plan and um how we're driving towards innovation that we want to be reflective on what that mindset looks like. So this could be really helpful as we're developing our portrait of a graduate and we're thinking about what

089our students what what we're hoping for them at the end of their uh DK through 12 journey. But some of the quotes I think that really jumped out at me um were the two at the bottom there. As a learning institution, learning is our job. I'm like, yes. And to lead by example, you first have to learn by example. And that's something our leaders did throughout the day today. So I think those are two very powerful statements and takeaways. Um but in order to um encourage a growth mindset, we have to value it and we have to use the language of a growth mindset which was one of our sessions today um that our leaders and our staff attended. So pretty good stuff. I did want to point out that this particular speaker was so

090energetic. There was I feel like there was something for everyone with with all of the sessions we attended and they did a great job of having lots of different styles and you know some that you just sit and listen, some that are more interactive and this particular presentation to the entire group. This wasn't a separate session. this was for the whole um you know hundreds of hundreds of people that he's presenting to and his energy was just through the roof at what time like 8:30 in the morning which is so impressive >> but really great >> all right we attended the culturally competent leadership and I think in terms of connecting with other uh teams of eight this was a really powerful one we were able ble to network with other school districts and talk

091about what does it mean to be a culturally competent leader. Um we actually ended the session and they all wanted to get a group picture because we had connected so well in that session. But essentially it just talks about what are some leadership traits that we can lean into so that all students, all staff feel a sense of belonging. um and what are some characteristics that we want to emphasize um and make sure everybody feels comfortable having their voice heard. So I thought it was a really powerful session. Um you want to add to that? AB: >> Absolutely. the it was a I don't know how else to describe it but very impactful to feel the the trust that developed just within that that session in the room where people were emotionally sharing some things

092that they weren't sure they wanted to to raise up but it was it's quite a privilege to to be part of something that other board members from around the state felt like they wanted to to raise up and share. So that was really really nice to be a part of and and very >> very humbling. >> Talk about this. >> Yes. Uh strong governance practices. So, we um this actually I would say this applied to a couple of the sessions that or the clinic sessions that were presented by one was a superintendent and board president team that presented and then you attended a separate one that was like the whole board >> was superintendent >> and their superintendent presented. Um, so we kind of divided and conquered because there were a couple sessions we we

093wanted to cover that were offered at the same time. And just fantastic to to get to see what has worked for other districts, um, what their suggestions were, why their reasoning behind it, what what brought them to that conclusion, and and where they came from in the first place, what what was their struggle and what was driving them to make any changes. So just having that that dialogue again with with other board members and they you know the classroom atmosphere I felt like as the weekend went on people love to offer if they're you know experiencing similar you know whether it's issues or they have suggestions that no one else had thought of in the room that they're presenting on. It was really nice to have that collaboration and sharing of ideas. you want to

094share the um school district up in the UP, >> the impact on student achievement. >> So the the session I attended was from the Wolverine School District. I hadn't heard of them before because they're pretty tiny. Tiny but mighty, very impressive. their transformation from their their struggles with not only their staff retention, they had a lot of turnover from staff to superintendent um about four superintendents in six years. Um it was just so impressive how not only did they recognize their issues from um their board governance issues turnover there, but it also how it was impacting superintendent consistency, anyone wanting to stay, anyone being able to do their job and manage the district because of what was happening with the board. And from where they they made some changes and the superintendent that they were

095able to get and started there then was empowered by the new board president and just the trajectory that they have then taken since he started in 2020 to then where their achievement score what did I say their achievement in terms of I took my bookmark out. um what they were looking at for their student here it is there's their test scores rebuilding a district that's what it's called uh d 34% teacher retention rate um that was when that was in 2020 and from there their board started taking MASB courses and they've also used um another another smaller group called MLI. I don't know if you guys have looked at MLI. They're out of JE ISD um for their courses because they also have some some schoolboard training courses. But the they were saying the president's

096support of the superintendent was integral to all the actions that they were able to take to amplify their positive moments and also improve their culture across the district. So that so much so that by this past July of 2025 they earned the top performing school in the state. like to go from five years of having and then they've also improved to 95% teacher retention to go from 34% to 95 in five years >> is just so so impressive like beyond over the top. >> So just them sharing their perspective and how from what from what they were struggling with to where they went and how empowering that was to just hear that success story. It was awesome. It's really really powerful and just other mechanisms that they use to enhance culture to enhance collaboration. Um

097many of them talked about work working sessions, study sessions, business meetings versus committee of the whole and that there's just a vast there there's a vast array of different ways to do it. There's not just one way. And so figuring out what's best for your community, which we've been kind of trying some new things out, so it's kind of cool. Yeah, this was a really fun idea and I think that I'm going to do this. Um, they talked about how important it is to showcase our students and have student performances uh and presentations and I thought that's amazing. So, for example, on Saturday for our parent um university, we had our jazz band play and that was an amazing way to showcase the talents of our students. So, I think that we can definitely leverage

098that um during our board meetings and have different groups of students come and perform or present. I think that would be really powerful. Talked about networking already. There was um the former mayor of Sagena is now on their school board. Joyce, how old did she say she was? 70 >> like 76 77. >> Yeah. >> Oo, she was a powerhouse. She was amazing. And it's just so it's just so motivational just talking to different people and understanding their why of why they're on the board, why they do what they do. was just really powerful. Let's see strategic alignment. How it supports our strategic plan. We could point to just about everything that we did in alignment with a strategic plan was incredible. And some overall key takeaways. So, next step, applying the lessons learned to

099advance district improvement and strategic alignment. Did you have anything else you wanted to add? >> No, it was fantastic learning opportunity and and hope to drag the rest of you with us, future opportunities, wherever they're at. Actually, the next one is in sunny Lancing. >> Well, it's actually nice that it's closer. It is. And you know, I was I was talking with Amanda about this. So, there's CBA options, but then there's also the just the two days of learning. >> I think those were probably the most powerful. >> Those clinic sessions that we went to and teams of eight presenting and ideas and brainstorming. So, it would be that Friday and Saturday only, which I think could be really powerful for us to go. I was just really impressed the teams of eight like Clarkston

100his superintendent and had their whole board there learning together. Um and actually Joyce was the one that said the most powerful thing for her team was learning together. That's what helped them the most. So but I also want to emphasize you know that that we do appreciate the privilege of attending. We know it is a it is a privilege. Um, and it was an extremely powerful learning opportunity that definitely shapes our thinking and our practices and I look forward to future opportunities with my team of eight questions. >> Who's the dates for answering? It's >> early May. >> It's early, like the first weekend in May. I'll send it out as soon as we have it. They didn't have everything solidified, >> but it's great. It was really good. >> Okay, that's it. >> Okay,

101well, thank you both for that and thank you for going and bringing back all of that wonderful information. Uh, with that said, we do have a motion if anybody would like to start that off for travel expenses. James, thank you. >> I move to approve the travel expenses for Trustee Aches in the amount of $79. >> Support Sarah Beth, thank you. Discussion. I did just want to note that you will probably have noticed that the receipt amounts are different than the reimbursement amount and that's because uh the district does not pay sales tax and there is a daily cap. So just in case anybody was wondering why the amounts were different, that's why. So any other discussion? All those in favor? I. >> Any opposed? Motion carries. Thank you again. Moving into our board discussion.

102Along those same lines, uh Tanya and I participated in a webinar hosted by HYA. Actually, the that was the firm that helped us find our superintendent during our search. Um it was called collaborative leadership and board superintendent effectiveness. I did send you all the slide deck from that and my main takeaways and and things uh from the the webinar. It was great. Um it was free, so that's always a bonus. >> And it's interesting to note that a lot of the same themes ended up popping up that you lifted up is that we also found in the webinar. Something I I found personally very interesting was the the effect that turnover has on stability within districts as far as superintendent and boards and how across the country right now it it's about a 50% turnover

103rate on board members and the attrition rate of superintendent has um reached close to 40%. which they do project that this is probably the leveling off period and that hopefully will be going down. Obviously CO and all of the things that have happened um across the country have have contributed to that. But it really they really echoed that having a good system in place for that overcomes a lot of the downfalls from that attrition rate and turnover. And that when boards that build processes for open communication, shared accountability, and reflective discussion after having challenges, that tends to sustain trust long-term, which is a a pretty big factor in successful and non-successful boards and leadership teams. So that was very interesting. Um they they really reminded us that respectful disagreement is very healthy. Um but dis

104uh disrespect in general erodess credibility and public trust. So every board, ours included, is going to face hard topics, um strong opinions, all of it, which is it's normal. Um but what defines a strong board is how we manage those moments by staying civil, listening fully, avoiding personal comments or or interruptions. And one thing that that she said that I resounded with me was focus on policy, not people. And so I think that was just a an interesting angle to look at and how and with our governance team and some of the structures that we've put into place to really withstand long past our time here and that really helps to create that trust not only within our community within our staff amongst each other. So, that was an interesting one. And if you had

105any questions on that, Tanya and I did I miss anything that you found? >> Um, I think the only other thing I'd like to lift up is that they talked about the significance of channels of communication and ensuring that there are robust channels of communication, that silence is a problem, that if you can't talk things out, it's really challenging to work as a team. And so whatever communication systems you have in place, you know, really enhance them, figure out what works, what doesn't work. Um, but the most important thing is to have dialogue around concerns or challenges and, you know, help the team move forward. I thought that was really powerful. >> Yeah, absolutely. And that is a perfect segue into our next topic of uh our next workshop. We had David come in and

106facilitate with us, which really was a great opportunity to gain the foundational understanding of the archetypes and how we could use that together as a board. And 3 hours didn't seem like enough. When we were talking about all of that, it was very interesting, but we did not have the chance for dialogue at that point. So, as I've discussed one-on-one with many of you, I think that it would be very helpful if we moved on to the second step of this and scheduled another workshop for January with David to really dive deeper into how we can use these archetypes to enhance our board and our communication and what we are struggling with. Um, and so with that said, I would like to see one your your thoughts or opinions on the second session, but then

107also your availability. Tanya had sent out, it was just yesterday, but the availability for January. And it looks like the 23rd and the 31st are our best two options that so far seem to to make everyone satisfied. So, if you could all take a moment to also look at your calendars and let us know if either of those dates are a hard no for anybody. >> It's from 9 to noon. >> Yep. 9 to noon. Both Fridays. Did we have to reschedule a committee meeting for that? >> For both of them, we would. Yeah. >> Yeah. We'd have to shift it. >> I know policy is early in the month. So, so thoughts on the workshop following through with the the second round? It would be the similar structure where he would call everybody and

108do a one-on-one phone meeting prior and then travel in and do our three-hour workshop. So, cost would be the same. It's relatively low. I know that's that's also something that has come up a few times. And um personally, I think it's it's really important that we do maintain fiscal responsibility but at the same time it is of the utmost importance that that we continue as a board with professional development and it's it's very rare that you find something free and in the grand scheme of things uh David is at or below a typical workshop with MASB to come in here so I think that covers those bases as well >> 23rd 31st I mean either one works for I mean, I already filled out the availability. >> Okay. >> Um the previous the the earlier

109dates won't work. Uh the two earlier ones. >> Um yeah, but as we talked about, I think we we barely scratched the surface on it. Um but it was there was a lot of information. I understand. Uh I I enjoyed it. I think I'm chomping at the bit to like get in deeper and have some good conversation across the board table as well. Um, and so yeah, I I agree that this would be the good next step, I guess. >> Either works. >> Okay. >> Are you good on either Mike? >> Something changes in January, but either one of those. >> Shane, one more time. >> 23rd and 31st, 9:00 a.m. to noon. Correct. >> 31st is a Saturday. >> Uh oh. Was that supposed to be the 30th then? >> 30th. >> Yeah. >>

11030th. Okay. >> They're both >> Friday. >> Okay. Uh where does our second board meeting? Our first one's on the 13th, right? I don't have it up right now. So, where does our second board meeting land because 27th? Thank you, >> Evan. >> So, how about the 23rd? >> 23rd. >> That's fine. >> Okay. All right. Tanya and I will reach out to David and get the 23rd 9:00 a.m. to noon scheduled. If anybody has a conflict in the meantime, please bring it to our attention immediately. I'd really, really like to have all of us there. Any additional thoughts, questions on the next workshop? I mean, I would agree with Mike that having the groundwork set, I am also intrigued on the application of it, right? and having all this all of us there to

111work through that should definitely be an outcome directive for the January meeting. >> Is it is there another like level of the assessment or is it just the one hour >> speed dating zoom with that's what I kind of felt it was with >> I love it that you referred it to speed dating that is that I thought that's so funny. Uh so essentially if you remember when we did it the first time he specifically asked all of us not to bring in and he didn't want any bias and so we weren't to talk about any specific issues. He was just getting to know us individually based on the archetypes. Now that he sees where we're at as a board, he sees everybody as individual. This will be more of an opportunity for us to

112to talk about those things with him. Perhaps he could help give you some tips before the next session of have you thought about approaching it from this angle knowing that this person is coming from the warrior archetype or so he would really get into those interpersonal dynamics a little bit more. >> Okay. And then the goal would be that we all sit down and and bring out any barriers, things that we think would help improve communication, trust, transparency, all all of the the issues that our board and every other one surrounding typically face. So >> good. >> Does that help answer? >> Yeah, I think so. >> Okay, great. Well, then it is a date on January 23rd, everybody. Moving in to item seven, Mr. Fitzgerald. Good evening. Just a quick update to um Treasure

113Whitney's um observations on the 31A funding. There has been communication um out relating to the Michigan legislature from its it's expected to amend it amend the section of south 31A the language with the intent to clarify certain definitions that are in it and address some of the aspects around the waiver of privilege including the attorney client privilege piece. So that's a uh wait and see what happens one. But regardless of the outcome there, we do intend to accept funding in the district and just to kind of piggy back on your earlier report. Um that said though in your packets you should see a document that looks like this. It's the correlation report. Um I'm going to walk through what's in it and the intent of of why why writing it. Um historically you've seen reports

114that are budget amendment reports. So this is kind of the flip side of the coin of a snapshot of where we're actually at from a existing operating perspective. So in the actual format itself and this is the inaugural document. So it's like just like the u the website uh data information piece. It's to a living document. So it'll be when we see ways to improve it clarify it'll be done and as we go forward. So, it's comprised of um the first page is is basically an executive summary. It's set up and there's the last page that breaks out when we're going to publish them for for the board reporting. Um first page related to an executive summary. Then there's some national, state, economic state aid related information embedded in it. Um some revenue expenditure details

115around the different operating funds. And when I say operating funds, I mean the program operation funds that contain our general fund, our childcare fund, our food service funds, and our school activity funds. Um there is some budget only information related to our debt service and our capital project funds. Um that is more of a dependent upon what happens in the course of the year. So there's kind of a more of a focus on the big operating funds as opposed to the uh the specific managing pieces like a debt service fund is. Um also in there you will find current budget development schedules. U page is the current budget development calendar for the year we're in and the result of that calendar produces the adopted budget you'll be looking at come June. And then there's also

116a schedule that just previously mentioned that shows when the next reports will come out. So we refer to these as quarterly reports. You'll see through three three during the course of the year. We don't do a fourth because the reality is we're working on the financial audit at that point. Um some additional information schedules that are also contained in there. Cash and investments addition which is a snapshot in time of where where our bank holdings and investment pieces are. Um relative in this case it's in September. some revenue expenditure schedules that are are related to the general fund, community service fund and food service fund that actually provide the underlying numbers for the earlier pages of writeup and then a cash dispersement detail and some economic reports. So typically when we were coming up and

117talking to the board whenever these reports get filed the board it's not a great present date is more about a um we'll raise whoever was myself and coordinate we'll raise the a set of highlights and what's in the reports for example uh revenues recognized as of at the end of September was 13,118,000 which is about 12% of the total budget expenditure budget or excuse me revenue budget and then expenditures recognized in the same time frame of 26,74,000 which is about just under 25% of the expenditure budget. That's a good example of at the front of every school year there's always a cash drag because of the way the state funds districts and kind of piggybacking a little bit on the fund balance conversation from the finance subcommittee. That's why districts um maintain a a focus

118on fund balance from a working capital perspective because every district has its own time of year that are the biggest draw downs in terms of available cash coming in versus what's going out. Um and then from u an additional piece on there too the cash business again I just mentioned in terms of what's by the at the end of September. So the the document itself um is really for anformational piece to give a snapshot to the board at that time frame. So kind of the offset or kind kind of goes along with as I said with any budget reports that come through. Um normally any questions anytime that for those reports be happy to field. I know it's new. If something comes up please feel free to email via Tanya. be more than happy to

119clarify. Um the way that school districts are funded and the time frames in which we spend is strange. I'm sure that'll raise some questions in terms of when you take a minute to look at it. Hopefully there's some other information that kind of helps build the environment of what we're operating in. That's why there's some more of the economics embedded in that report as well. Any questions? It's just that good, right? as always. So good. >> Uh would you like me to provide the bid information? >> Yes, please. >> So we do have um in the packet for first reading another bid for Clear Lake, a boiler bid for Clear Lake. August, we were speaking with the board and you approved a boiler there. They've they've gotten two boilers. One had failed. The one that

120was failed was replaced already. The plan was to limp the existing one into next year's time frame and replace it. Then through the replacement process of the first one, um we concluded that we don't want to take the chance of trying to limp it through and then in January be back in front of you when it's, you know, 20° outside. So what's in front of you is it's from the same provider. It's the same same boiler. The difference is that this this installment also includes a an additional pump that's required and a new set of controller piece for this so the two boilers will communicate better which was not included in the first one. Those were already used by the existing ones that are currently being used. So from a cost perspective it's $58,337.50 50

121cents for the inst for the boiler and the pump, the controller and the install and them into the building to coordinate also well with the other new existing um boiler pricing is based on same same format as the last meeting in August. It's based on cooperative pricing for the annoying boiler piece and let me see I'm missing we are compliant with state law and policy board policy 3301. So, we are asking, and again, this is first reading, we are asking of the board um for the November 18th board meeting to authorize administration to execute a contract with Johnson Wood LLC for $58,337.50 and to further authorize an additional $5,800 for contingency purposes if it's needed. Ideally, it's not going to be needed, but just like when we put in the first one, because it's older

122equipment, you just don't know till you're in there. >> Any questions? >> Question. >> Just real quick, sorry, John. I'm looking at the document you uploaded. I just I heard you say 58,000, but the sheet I'm looking at says 56868. I just don't know if I'm missing something or if I'm looking at the wrong document. >> So the first page, >> first Johnson and Wood >> Johnson here, the 58 337. So, there's a couple also accompanying quotes for other accompanying um bids that were just related to boilers that um that pricing is included here. You looking at that one? >> Okay. Sorry. >> At the bottom. >> Yeah, I went all the way to the bottom, but I guess the 56,000 that one wasn't including something. Is that why it's $2,000? >> You're just speaking

123to the boilers. The Johnson and Wood was the boiler plus the other two pieces all package installed. So from a from a a pricing point of view, the Johnson and Wood is better pricing plus there's going to be additional pieces they have to. >> Okay. >> L of just bringing the boiler piece and then because of the other piece would fall under the actual bid Rex, it's better to be to me more transparent to show the whole package that we're asking for for this. >> Right. Okay. Sorry, I was looking at the wrong thing. Thank you. >> Any more questions? >> Anyone else? >> This again is first reading. >> Yep. We'll make a decision at our next board meeting. If you have any questions in the meantime, feel free to send those in. >>

124I have one other question. Yeah, >> John. Sorry. One other question. Just what if we say no? What's the downside? >> Throw the throw uh throw the dice and see if we make it through to next year. So the brand new one that we just had installed in August. We're worried if we don't have a backup that it may go bad. >> The goal of these two are it's a it's a variant of what's known as lead leg. So ideally in in the the new structure and Tim check me if I'm wrong on this in terms of my it been a long day. Um boiler one runs for 10 hours. Boiler two runs for 10 hours. So they trade off. Historically, lots of districts set them up. So, boiler one would be the primary and

125then if it needed a boost to get to heat up, then boiler two would kick on. So, from the model point of view, we're trying to balance more to get the maximize useful life on the bulk piece. >> I got you. Okay. Thank you. >> Was that >> I think so. Um I know you touched on it in the beginning. I I did just want to say briefly about 31A funding. Um Tanya and I have been watching very closely. She's been keeping me updated with all of the new changes as far as right into trick-or-treating time. She was calling me. Uh it is changing. They're they're going back and forth a bit. It's back in the legislator's hands from what I understand to provide additional clarification. I just wanted to to put it out there

126and let you all know. Um, we don't have to have a resolution at this point. Of course, they can change. Uh, the board doesn't have to have a resolution for the district to accept the funding in, you know, trade-off for accepting their conditions. And the plan is absolutely that the district will be accepting. We'll see what that uh date ends up being. It was mid November. Now it looks like it could be end of November. and whether the board will actually need to make a formal resolution or not is also TBD. We will see how that pans out. But I know Shane had mentioned that he's heard some things in the community and I I just wanted to be very clear that not a single board member or Tanya have expressed a bit of opposition

127to this. So, just letting you all know and of course our our community that the intended track is is absolutely to agree with this and accept the funding with the conditions however they may flesh out. So, >> thank you for that. >> Yeah, of course. Thank you, John. Moving into unscheduled public comment. Do we have any this evening? Nope. Okay, item nine, our scheduled activities. Our next meeting will be out at Leonard and we do have the earlier start time because we are doing the community of the whole. Stay tuned for more information on that. Uh that'll be very exciting. And then of course our Thanksgiving recess, our Wildcat Remembrance Day on the 30th moving into our next board meeting. Any administrative clarification, Dr. Milligan? No. Okay. Final board comments? No. Seeing none. All right.

128It is 8:24. This meeting is adjourned. Thank you.