001Good evening. It's 6:15 and I'll call the October 13th Cedar Springs Public School Board meeting to order. And if you will rise with me for the pledge of allegiance. >> I pledge algiance 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. And Secretary Slater, if we can have a roll call, please. And we do have Mr. more absent or it be in the event when given. >> Trustee Bowser >> here. Trustee Patton >> here. >> Trustee Lond. >> Treasure Gilmore excused. Secretary Slagger here. Vice President Schoffner >> here. >> President Reed >> here. Thank you. And we've established a forum for tonight's meeting. That brings us to the adoption of the agenda. And
002I would entertain a motion for as presented. >> So moved. >> Support. >> Any discussion? Vice President Schoffner? >> Yes. >> Secretary Sleer? >> Yes. >> Trusty London? >> Yes. >> Trusty Kenton? >> Yes. >> Trusty Bowser? >> Yes. >> President Reed? >> Yes. Motion carries. That brings us to gratitudes. And I want to open up the tables. And I just want to start by saying it's very nice to be hosting soccer. and their own very own soccer boys are playing in districts. >> Uh I heard the red flag went well. Unfortunately, I was not able to attend because cross country had their um invitational in portage on the same day. So that was a a long trip, but it was a beautiful day. So grateful for all the good reports. I'm I'm grateful to
003see all the activity on campus with red flannel and then homecoming last week and then uh now we've got parents on campus this week for parent teacher conferences. It's just a busy busy busy time year but a lot of engagement and a lot of activities. So it's a positive thing. All righty, moving on to high school representatives. I don't see them. They're busy, too. So, we might see them next meeting. Brings us to our consent items and I would entertain a motion or as presented. >> So, >> support. >> Vice President Shner. >> Yes. >> Secretary Slagger. >> Yes. >> Trusty L. >> Yes. >> Trusty Ken. >> Yes. >> Trusty Bowser. >> Yes. Does it read? Yes. Motion carries. Brings us to our first discussion item for this evening. And we are beginning with
004district spotlights. And first up is Cedar Trails Elementary School, Mr. Scott Carpenter. >> Good evening everybody. How are you doing tonight? >> Good. Thank you. Um, as Mr. Smith said, we are excited. It is a busy week for sure with all the parents um on campus and and we have parent teacher conferences this week. Um our year has has started out um fairly smoothly. I'd be remiss if I didn't of course mention um with the passing of our beloved kindergarten teacher Sarah Kay. Um super proud of our staff and um our mental health team um with the help of Devon as well uh coming together and really supporting um each other. Um I was very very proud of how they rallied around um that tragedy. Um but then welcomed students back within a day or
005two with smiles on their faces. It was just really really um heartwarming to see that. Um and the students came back to campus with a new look. Not quite as um fancy as beach, but Trails has the new flooring and uh in each classroom. So that was a new look for our students and it was they were excited about it as well when they walked into the classrooms. Our teachers were super excited to come back um to it as well this summer when they putting the rooms back together. So thank you to Vic and his team as well for um all of that hard work putting that together. Um, I was a little apprehensive when I left for the summer with the work that had been completed that everybody worked super hard to get that
006work completed on time. Um, so thank you for that. So, thank you to the board and thank you to the community as well. Um, so moving on from there, we had our sweeper team come through. So, they work with um our students to assess them where they're at with um a cadience and number screeners. and we are underway in those groups. So teachers has took that data. They had some very very good dialogue um with that data grouping students um for intervention for tier 2 interventions and we currently have about 221 students that are being serviced in tier 2 interventions with our um academic interventionists. Um, some of those are just math, some of those are just reading, and some of them are both. So, our intervention blocks are set up so we can service
007both math and reading students. Um, and that's on about a six six to 8 week cycle with progress monitoring. So, those groups will be fluid as well. So once we get some more updated data then teachers will make different grouping decisions based on that updated data. So we're currently serving around 221 uh students in tier 2. Um another thing that we are excited about at trails is the evey the evidence-based literacy instruction that is underway. Our first grade um teachers have been using that for a handful of weeks now. um being in classrooms, it's it's a faster pace than what we have had in the past with our uh core knowledge, our CKLA. Um the teachers are giving positive feedback around those lessons, the Ely lessons. Um they're very hands-on. Like I said, they're very
008fastpaced, so we're excited to see the impact of that. and our kindergarten team will be starting those EBY lessons very very soon with their scope and sequence. Um, another thing that we have is the playground update. Uh, Diane texted me this week that we have a shipping date, so we're looking forward to getting that new playground installed. Um, the students are going to be super excited about that. We're all using one playground at the moment. Um, so they're going to be working on this half and then we'll kind of shift as we go. So, um, maybe Vick, do you have any update on that? I'll have to get with Diane for some more concrete dates on when that will be shipped unless Mr. Smith has some details. >> I don't know either. Okay. >> Um,
009so again, thank you to the community for that, too. It's the kids are going to be super excited. Um, one addition that we had this year is uh Kim, we knew her as Kim Davis, but now she is Kim Buchek. Um, so we added that counseling role uh to trails which has been very very beneficial. Um, she's been able to meet with students. Um, we know that there are students with with some trauma backgrounds and she's been able to meet with them. She's again she's worked closely with Devon. She's worked closely with Dan Brandt. Um she's also coordinating our some of our 504 plans um for our parents. So she's been working with um Mr. Brandt on those. Um that has been a very very positive um addition to trails. So we thank um everyone
010for that. And then coming back we have conferences tomorrow and Thursday. Um it sounded like we had some scheduling snafoos at the middle school. Uh that's a great problem to have. We are um always looking for 100% participation and the the staff knows that if a parent misses they are to reach out and definitely make that connection. So Tuesday, Thursday are trails conferences. Um beaches are tonight as you driving in. You can see the again the parking lot is packed which is just a wonderful sign like Mr. Smith said it's very exciting to have all the parents back on campuses so we can update um our parents as the progress that those those students are making. >> But that is our update. If you have any questions, I'll be glad to take them. >> Thank
011you. >> Yeah, thank you. Thank you for inviting us in tonight. Appreciate it. >> Thank you, Scott. >> Thank you. Okay, moving forward we have Cedar Springs Middle School Courtney McDonald. Hello. Hello. All right. So, I put this together at the beginning of the year um for our staff. It's how I kicked off our building this year. And so I'm a visual person. I like visuals. So I wanted to sneak this in. I apologize for not getting it in sooner and share some of the exciting things we're doing at our middle school. Um so our vision this year, we are really focusing on being student centered. Um not just our kids socially and emotionally, but also getting to know how our kids learn best. Um so there's a book that um we purchased, most of
012our staff members have. This presentation goes through it. It's called Yard Sticks. It's from Restorative Practices. Um, if you've never seen it before, it's a pretty cool book because you can just jump to the age that you're looking for. Um, and under that age group, it will go into how do they best learn mathematically, how do they learn to um, think critically, how do they learn best to read, to write, and it really breaks down how their brain works. So, it's more of like a scientific approach because who can argue with science, right? Um, so we've been going through that and we've been focusing on ages 11, 12, and 13. Um, and we've just been taking some time to really figure out our kids that we have. This book's been around for 20 years, it's
013been revised four times. So, even for the students that some of my teachers have had 20 years ago, this is applicable to to all kids in their brain development. So, we're also using some resources from the Kent ISD. They have a really cool initiative called Michigan Student Voice. They bring together panels of kids and they share with educators what it's like to be a middle schooler or high schooler, which is always fascinating to hear their perspective. Um, we have been doing our online PBIS points that kids love. So they think that they're shopping on Amazon. They get points. They have a little account. They go on the school store. They purchase their items. Oftentimes it's like a sticker. You would think we gave them $100. They clap for each other as they get up from
014the lunch table to get it. Um they cheer. It's adorable. I did have one kid last week ask if he could return something. And I was like, "Oh, you have to take that up with the PBIS store manager." He's like, "Who's that?" I'm like, "I don't know. What's happening? Um, I have a meeting back. So, our Mai students actually run the delivery of the store. It is such a cool thing to see during lunchtime. Um, that's the three of them smiling right down there and you can see the orders are on the table. Um, the kids will often tell me like, "When are we getting more of the magnetic chest that I'm saving up for that?" So, it's just such a cool program. We as a team look every month at who's getting points and
015who's not. And we're very intentional. If we have kids that aren't getting points, how do we give them points? How do we um crank up that positivity to get them engaged in what we're doing? Um because all of that really leads to learning. If they're feeling comfortable, safe, happy, then they're going to work hard for us and they're going to be invested in what they're doing. Um we're also doing a Hawk time, which is comparable to the high school sore time. Um and then our elementaryaries win time. So that's where we're doing some intensive intervention. We're doing some academic coaching with kids. Um college and career planning, workforce planning, and then also social emotional learning. On Fridays, we have worked in some assemblies where we're doing some team building games. I know these are red
016solo cups, but I can assure you that the game was very appropriate. We had one side of the the group, there was about five kids, they were supposed to flip them up, the other side, they were supposed to flip them down and then whoever had the most on their side won. Um, the teachers were not thrilled that I gave out bopets as prizes for them to use in their classroom. So, I did wait till announced that till the end of the assembly as I handed those off. Um and then during hawk time when we get more into um later in the school year, so starting in quarter two towards mid November, students are going to be able to earn a Hawk pass on the days where we're doing intervention and academic coaching. There will be
017eligibility for that just like there is with athletics. And so if they have a hawk pass, then they have an opportunity for extension. Um, one of the extension groups that I started is a student ambassadors club. So, every Wednesday during hawk time, I invite a group of kids that signed up to be student ambassadors. Um, and they just tell me what's going on in the building, how adults can support them better, what their experience and perspective is like. Um, I always learn a lot when I sit down with them and they just have some really cool ideas and it's a chance for them to be heard and involved. So, we're excited to do more things like that once they are able to earn that Hawk pass. One of the things that we're also going to
018do is we are going to have a um club where kids can go to our my side classroom and tutor the my size students. So, we have some kids that are really excited to do that as well. Um but yeah, there there's a link in there to this if you want to go through and see the different ages. It's pretty interesting. I did use pictures of our students from last year because these developmental things are about our kids. So, this is just some of the work that we're doing and I I feel like it's very important and I'm excited to get into the the academic goal setting which is our next step now that we've built that foundation of relationships and safety. So, yeah. Any questions for me about what's going on at the middle
019school? How is your wind time or your hop time in your schedule? What does that look like? >> Um, so it is the end of first hour. It's 30 minutes at the end of first hour. So our classes are about 54 minutes long and that hawk time is about 29 minutes long and it's very structured. So they have um I don't know if you're familiar with Padlet, but they have a calendar. The students have it sent to them and I put announcements on there. Like today I put, "Hey, guess what? that lunch and breakfast are still free. So, please eat and don't be cranky in the afternoon. So, they saw that cuz sometimes they wonder, they don't know if it's free or not. They don't want to ask. So, that was an announcement I was
020able to put on there. But, yeah, all of those things are they go to their day, the teacher guides them through it. Um, yeah, they're really enjoying it so far. >> I just had a comment about the the PBIS store. I mean, I heard about that for probably 10 minutes straight today, and there's a couple kiddos planning a cookie party. >> Okay, >> so this is a heads up. So, >> okay, good. >> There's a few of them using a lot of their points. >> There's two cookies in a pack, but then they're sharing and cookie party >> or >> Okay, that's a lot of pressure. What if the cookies sell out? They have a back. I feel like we need to stock more cookies or we're going to crush someone's dreams. Yeah, they are
021very into the store. Um it's it's really cool to to see. And even in classrooms, I'll go sit down at tables and just hang out with the kids and I'll give points to kids that are working hard and they feel very important when that happens. So, some teachers have it as an app on their phone and even in the hallway if the kids like holding open the door, they'll go, "Oh my gosh, that's wonderful. What's your name?" and they'll award them a point right then and there. So, our students are loving it. It's hard to find things to motivate that age group. So, this is a good one. >> Great ideas of them. It's so cool. >> We're having fun. >> Thank you. Welcome guys. >> Right. We're welcoming the state student services team and
022for special education we have Mr. Dian Grant presenting. >> Hello. Hello. Um Deon's going to go first. So I'm just set up >> student wellbeing and support systems. Deon R. Um yes, first I just want to say thank you for having me. Um just to give a few uh updates on what I've been working on so far and what my role will entail. Um as you can see there's a few different areas that um I'll be focusing on um comparatively to your you know two kind of roles versus one um in student services director um social emotional behavior mental health um health and safety and then support systems. Um, I was really excited that I'm following up Courtney and Scott because they really talked and talked and spoke to a lot of what I wanted
023you to hear about in regards to um, what a multi-tered systems of support or MTSS um, comprehensive framework framework might have within it within a district and building level. Um, and so, you know, MTSS is that comprehensive framework that includes academic, social, emotional, and behavioral supports and strategies throughout it. Um, and throughout a tiered delivery system. So, I heard Scott, I think, say tier 2 academics. That's a portion of that. And then I heard PBIS or positive intervention supports and the reward system. That's also a portion of our tier one supports for students. So, um it was kind of exciting to have them go over some of those things within our comprehensive framework. Um MTSS has five clear components. Um and that's team based leadership all the way from district to building level and then
024even within teacher teams and um departments uh that three tier delivery system comprehensive screening and assessment um system which that's where we get those benchmark assessments to know what students might need that extra level of support when Scott spoke to the academic need um selection and implementation of instruction interventions and support. So those would be those evidence-based practices, evidence-based um programs and curriculums that we use within um our tier one or all students have access to and then continuous data based decision- making. So when we know better, we do better. So making sure that we're connecting with data to make decisions um all the way from a district level, building level to individual students. Just to give you an idea, I know I already spoke to this a little bit, but those three tiers um
025of support. Um tier one being embracing all students, so specialized Bible course, all students that are within our building systems, they get core quality instruction, um classroom management, uh social emotional learning curriculum and in connection with our PBIS um schoolwide systems. That tier two would be that targeted group that we um assess for those benchmark assessments and needs. So when you heard Scott talk about tier two academics, um she was speaking to a small group of students that need just a little bit more than what maybe every other student might need to get u math or reading um support and behavior as well. So that's where our counselors come in and our support staff um come in to help support with behavior and social emotional. And then tier three is would be more intensified need.
026Sometimes that's more on an individual basis. You might hear about functional behavior assessments or positive behavior support plans um for an individual student. And then on the academic end, sometimes that's just intensifying the instruction that they're receiving even throughout that um math and reading continuum need throughout MTSS or multi-tered systems. Um we do have other special populations of students that need to be supported because they may have some barriers. Um and the federal every student succeeds succeed acts act um has three identified um student populations that we focus on and that is the English um language learners students in foster care and m the students that are qualified under our homeless services for Mckin Vento act um and those again the reason why it's important to talk about MTSS is because most of the service
027and supports we provide, we want to embrace within the systems that we already have so that our students get access to that and reduce their barriers. Uh just wanted to speak a little bit to each individual. Um one of the things that the state does say is we have to have a coordinator for each individual special population. So for the district that I'm the coordinator for foster care, McKinto and English um language learners. Uh right now currently in our um students with in foster care, we have 13 students. Um and the primary need for or guidance and compliance around our students in foster care is that they have the right to stay within their school of origin. So if they were a Cedar Springs public school student, we would work with the child welfare agency
028to determine whether they can stay. Clearly sometimes if they move far away, you know, long transplantation, we would talk about what's best for them. But the whole goal is to make sure that their barriers for um continuing their education are reduced. With McKini Vento or students um are homeless program um student we currently we have 12 that is an evergoing growing typical population. Um there's not one time or one point of access. That's something that um our department works on um on a daily basis many times. So uh the McKay Vento program in particular uses the federal um definition of homeless which it defines a a student that has a is lacking a fixed regular or adequate nighttime residence which that clearly can be very individualized. And um so a lot of the times I'm
029using my other resources and making sure that I'm even consulting with KSD in regards to whether a a student situation or family situation would be eligible um under Mckin Vento. Once found eligible though they also have um educational rights and that includes you know having transportation uh making sure that they stayed enrolled in the district that they um were attending when the homeless situation occurred. Um, and then also making sure that we're connecting with any other supports or services. So, if there's any other community agencies that we refer to, um, ensuring that they have educational supplies, school supplies. It's really about reducing barriers for our students. And then that last special population is our English um, language learners program. Right now, we have 33 students. And I took a peek today for for a majority
030of our students, we they are Spanish speaking, but we do have three or four other languages mixed in there. So it's I think a lot of times we think, oh, it's our our Spanish speaking population, but we actually have some other languages that we're supporting within um the building levels. So um English language learners are identified through typically an initial enrollment where we have a WEDA screener um and then annually they have a state um test called the WEDA access and that allows us to understand their proficiency level and then determine what intervention and strategy um dosage and what level they need. Any any questions about special populations or MTSS? >> I have a quick question just to clarify the do any of these overlap as far as foster care, homeless, ELS as far as
031the numbers, you know, streets. Yeah. >> Um they absolutely could overlap. um an English language learner and actually I think there is one potential. I don't think they're enrolled yet that is in foster care that also maybe um English is their second language. Um so absolutely they can overlap. It's the guidance and the compliance pieces are all separate. But that's the that's the value of having a comprehensive, you know, support system because we can just embrace them within those three tiers. Um, regardless of whether it overlaps, there is a single identifier. >> Yeah. >> So, now we're up to me. Um, so I feel like I'm old news now. You guys have seen me and heard me a few times. So, um, you have this this presentation available to you in your email right now.
032I own the fact that Scott did not receive this early enough to get to your board packet, but that you at least have it somewhere. Um, so you asked a a really good question about overlap. I all of this overlaps in some way, shape, and form, right? When you think about tier one, tier two, and tier three, tier one is really all students, all instruction. that includes all of these special populations including special education or students with disabilities. So when you think about the idea of Mckin Vinto as an example, a student can can all of a sudden become homeless and that student may also receive ELLL services or also receive special education services and also need other supports. So they really overlap all the time, sometimes in ways that we don't realize until we're
033faced with that dilemma and we go, "Oh no, we didn't think about that." Right? And that's why it's important for all of us to be in communication with one another. And I think that first slide for us after like the title slide where it has Devon's number and my number. I I will say this often and say it um because I mean it. There is no wrong door at student services. So if you call our student services number, we will ensure that you get to whoever it is you need whether it's in our office or outside of our office. So we'll do that with a smiley face. Go ahead. So, how if I'm a tier 2 student, how do I get identified and how does that go? Like, everyone's not going to call Dan, right?
034But does that look like >> some might call Dan Brown. Dan Brand's going to refer them back to their building, right? Um, so the way that that the systems work, um, and I I'll tape this one if you don't mind. Um, the way that the systems are intended to work is that we collect ongoing progress monitoring data, right? And each building kind of sets their own process and sets their own data collection cycle as it relates to what is tier one delivering to you? How are we collecting data on assessment information? And then when we review that assessment data, we start to identify who are the students within their their classroom that might need something different. And then who are those students that meet our dis our building level um system descriptors, right, as it
035relates to moving into tier 2 interventions. So it's really based on classroom and building data and then how we're looking at progress monitoring data along with the kids that did. So we ask questions in our PLC's, right? Four main questions. What do we want kids to learn? What do we do if they learn it? What if we what do we do if they don't? That question about what do we do if they don't learn it? Really should lean into our identification model for tier one, tier two, tier three intervention. >> Go ahead. So what's the difference between um finding a child for special education that needs an IEP in tier two? >> So if so we can actually have students with disabilities throughout all of the tiers, right? And so how we might identify one
036student over another who might require special ed and I'm going to get to what are the requirements for special ed in a minute but I think to that question generally speaking we would have a student participate in tier one interventions inside the classroom. tier two interventions based on a progress monitor and our building level model and then look at how are they responding to that intervention. Generally intervention should be provided to a student for 6 to 8 weeks. We call that an intervention cycle because once that intervention cycle happens we collect progress monitoring. If the student responds effectively to that intervention cycle then there might not be a need for them to be referred to special ed. Any other Okay, any other question? Just pause me. You know my passion, so I will try to
037answer them as quickly as and effectively as possible. So, um, under special ed's umbrella, there's lots of laws and regulations that we as a district are required to follow. Um, my job is to support our buildings, our administrators, our teachers, all of them, whether they're special ed, general education, and all of the other players around there, including parents, as it relates to these major laws. How kids are find found eligible for special education are specifically down in that Michigan administrative rules for special ed, those 13 areas of eligibility, and each one of those 13 areas of eligibility comes with a set of assurance statements. um their assurance. That means that if we're wobbling, we don't know, then that's not an assurance, right? So, it might mean we have to collect additional data. It might we
038mean we have to look at something different for that student. But if we can't check a box on the the uh criteria for those 13 eligibility areas, then the student can't be found eligible based on Michigan law. All these laws go into play with one another. Some of them interact um and some of them are confused. Um, and some people ask like with the Individuals with Disabilities Education Act, um, what means that a student might be eligible under IDA versus section 504 of the Rehabilitation Act, right? And what's the difference? So, I'll get into a little bit of that. One thing that's I think important for um us to understand is as it relates to the Michigan state performance plan and annual performance report there is there are things that we have to be compliant
039with and then things that the state expects us to have results in and that specifically happens through that performance report. Part of my job is to assist the district in identifying what are those factors, what are those contributing factors if we um are found to be within the the meets the requirement and andor found that we don't meet the requirement in any one of those 22 um indicators. And so I support with that. And then just legislative updates. As much as special ed, we'd love for things to stay the same. they don't stay the same and laws and regulations and um in our case six circuit the sixth circuit court um helps us understand better. We get letters to colleagues from the office of civil rights regularly that helps us better understand what our requirements
040are and how those requirements have to be um interpreted. So, it's an ongoing battle of making sure that we're up to the most recent guidance. Um, and so I support all of our um, all of our district staff as it relates to those things. Next, let's talk about IEPs versus 504s. So, this is a just a really quick um, it's not a a real comprehensive slide, but it should give you the concepts of what is the difference. Um really the easiest way for me to explain the difference is those two speakers or speak speak bubbles up there is really IEPs are meant for students who require specially designed instruction from a service provider that can either be a therapist of some way, speech and language pathologist, physical therapist, um special education teacher. If the student
041is found eligible to have a disability, but they don't require specialized instruction, they simply require accommodations to the environment to access the environment. That's a 504 plan. That's a 50 section 504 of the Rehabilitation Act. So, there's some more words in there that you are welcome to read in your leisure, but I can break it down in two simple things. Does the student require specialized instruction for a special education certified service provider or do they just need accommodations for equal access to the environment? Let's talk about services and programs. All right. Anything you see highlighted in yellow means that we collaborate with Kenton School District. Um, anything that you see in green means we collaborate with either Kenton School District or we participate in regional programs with some of our other regional partners. um specifically
042for the programs in green. If you read the program type, you will also read the districts that house those programs with us or for us. Okay. So, as an example, um we do not um employ any physical therapists directly for um within our district. Those are hired through the ISD and then provided to us through um a process of FTE allocation. Um so any services that do not have a highlighted um item behind it uh those are district provided services and we employ the staff that that do those. Um it's important to understand the why behind our collaborative services and our collaborative model with Kent ISD and our regional partners. Um special education is expensive if I can say that. um because as you get into this the the world of special education, our populations
043become smaller, right? But our services don't go away, right? So when we start to think about some of those really super small populations, we call those low incident populations, um such as visually students with visual impairments, students who are deaf and heart of hearing and require a a program for learning American Sign Language as an example, um those are really low incident. We might have one or two students in the district that require those programs. So if we had to provide alone all of those programs for those small populations, we would exhaust our finances, right? So those partnerships become really important when let's just say regions we belong to region one. So that's comtock city um and uh Rockford, Kenow Hills. So we pair up and say if we have small populations or a smaller
044incident population we can come together and provide the best possible programming by sharing the cost of those programs. So in that sense we uh Cedar Springs public schools specialize in my side programming and specialized in programs specific for ASD right others are able to specialize in emotional impairment or moderate cognitive impairment and then we partner with Kent ISD for students who are highly impacted by severe cognitive impairment or severe autism. Um, but that's how the partnerships work. And so if you have questions about that specifically, I'm I can answer those questions either tonight quickly or at more lane if you call my office. Okay, here's just some special education data profile specifically for our district and then comparative specific to the state of Michigan um and Kent ISD. That top bar just tells you what
045percentage of our students are eligible in those categorical areas. So, remember I talked about the 13 areas of eligibility. That's how our students in Cedar Springs public schools are broken down by their areas of disability. And then the um other counts down below is just a comparative and an overview of special education of how many students in our district are identified and what percentage that is of our overall population and then how that compares to the state and how that compares to Kentist overall. As you can see, we have a slight um higher special education rate in Cedar Springs public schools. Um not by a lot, but it's to me one or two percentage points says that we could do probably some more work investigating what the cause of that is. Um but for the
046most part, that's just a sliver of data. And that's my last slide. So questions about special education or overview or anything that Devon or I talked about. Yes, sir. I have a question. What happens? What would you say to a parent if they want their kid evaluated for special education to get an IEP? >> So, it depends. Um, so each stu each kind of scenario is a little bit different. Generally speaking, I would um want the student to go through our SST process or student um teacher assistant team. Um because what that what that would tell us is maybe the parent in some way shape or form hasn't isn't aware or doesn't know what the other supports that are in tier 1 and tier 2 are. So what I would hope is that we exhaust
047those tier one, tier two before we go down the path of special education because if we don't have to um identify a student as a student with a disability, then then that benefits that student, right? Um all students are gened first and so we hope to exhaust that process. Parents can always request. Um, when we receive that request, my office, quite frankly, with the building administrator and the building team determines what to do about that that request. I don't recommend us jumping over our identified processes because that's a waste of resources, right? If we are overwhelmed collecting information and data about students that might be able to have tier one, tier two interventions versus special ed, then our special ed team can really focus on the kids that actually are identifiable. Because if we go
048through an evaluation multiple times and we continue to find a student not eligible, that's wasting resources here that could be saved by them going through a process over here. >> So, how would a parent have to request that from? Um generally they would request it from from the building. They would um contact their teacher, contact the the building the office or my office. >> Or does it be written? >> Um it can be one of either one. There's no rule that says it has to be written. >> Okay. >> Again, like I said, I would hope that the the parent would be able to understand that we have other processes to support. So, if we're not utilizing because we only like when I think about our staff and the number of staff that we have
049that are specialized to do that work. I think about three school psychologists, right? If they're already doing 45 evaluations at any given time throughout the year, five more evaluations that might not be necessary if we go through the already identified process will only burden them further. And we all know that staff are working really hard already. So, if we can lean into those systems, it says, "Hey, let's follow this system, see where it goes." Um, and then if that doesn't work, part of the end of a tier 2 intervention system or tier three intervention system is if the students not responding, there's a referral made for evaluation or special ed anyway. >> So, it's triggered if they don't if they don't make progress through progress monitoring. >> Thank you. >> Yeah. And any other questions?
050I think that's the the fastest and least I've said in a 15 minute period. >> All right. If you guys have any any questions, you know our numbers. Contact us if you want. >> I will say it's very informative. Thank you. >> Anytime. Anytime. >> It's my passion. I eat it. >> We didn't get it in the email. I just pulled it up. It's Yeah. And it's in the >> And the links are live. So, if you hit any one of those links, particularly like um the Michigan Administrative Rules for Special Ed or the 13 areas of eligibility, those links will take you to another area that will give you more information about that. And if you um I don't if I can plug this, I know I'm talking more. Um I look at Scott
051like someone has to be my my um >> if you get to something that what I try to let people know is my job is to eat and sleep this stuff every day. Um, it's hard to garner all of the nuances by kind like looking at a website, right? I I would encourage if you read something and have questions, please call my office and I can answer those questions. Um, the internet, the worldwide web is a tunnel of nothing but darkness. That's the most positive outlook I can give you because often I find myself lost in the pit of information. So, let me help you. All right. >> Thank you. And I I will upload Dan's presentation and um and Devon's presentation into board book so that way it's in one spot for >> Awesome.
052Thank you. >> Thank you everybody for the building and the district spotlights. >> Okay, moving on to bond construction updates. So, um, as, uh, Scott shared, uh, we are still finalizing getting rolling on the work at the playground at trails. That project missed the summer marks, uh, because, if you recall, we approved the um, playground design for beach and for view uh, last January and February. Um, we didn't approve the playground design at trails in January and February because we re we we took advantage of an opportunity to rethink how that space is being utilized by students. And so because of that, it added about a three-month window to our proposal timeline, which then added a three-month extension to our ordering timeline, which pushed the company into summer, which is their busy moment. So, we
053just missed that early uh early order window, so we couldn't get it installed during the during the summer. But that that work is underway. Uh and we're making progress as best we can while still having a vi vibrant experience for students to experience when they're recess at trails. Uh if you drove by beach today, you may have noticed uh that um less of the building is red than what it was before uh you drove by today. Uh they're in the process of uh adding the the stain to the red brick. Uh so the old red brick now will match the new uh gray brick. Um and so we're excited about that. The weather forecast looks very favorable uh for that work. And so, um, you know, it won't be a perfect match because brick is
054a unique, very porous, uh, substance with different finishes, but, you know, when you're driving by, you're not going to be able to differentiate necessarily between the new and the old, uh, which is really the look that we're hoping for. Um the other project that we're still waiting on approval from uh the um construction group the um board of um building um officials uh at the state um for their for their final approval is the cold storage building. Um so we've been bouncing back and forth with the building inspector on that project for quite some time. um the the issue that came to the forefront uh you know after he had approved all of the electrical the structural everything was good to go. Um what we've been delayed on is um his interpretation of accessibility to
055the building. And so, um, you know, our goal is to be in compliance with building codes, um, as efficiently as we can be with money. Um, his interpretation of the building code regarding accessibility, uh, was that we would have to, um, build a concrete walkway, a concrete path up to the building. Um the way the grade is from existing uh pathways up to that building is such that we couldn't just do a a straight incline. We were going to have to do some switchbacks. Total cost of that sidewalk u proposal as the building inspector was uh requesting or requiring was in the ballpark of of upwards of $35,000. would have likely been a little bit more depending on how many switchbacks we actually had to build into that sidewalk. Uh, Triangle first proposed a solution
056that they were successful in getting another building inspector to improve uh, in some work that they did in state parks along the lake shore where they used a crush asphalt um, packed material and um, for that inspector, they passed the triangle projects um, in other uh, in other areas um, without question. And so when Triangle proposed that solution um the inspector um simply said that's not my interpretation of the law or the of the building code. You have to follow uh you have to build a concrete path. So um the the latest uh proposal that we are uh that we have uh put forth in front of the building inspector is to um utilize the concrete pad that is adjacent to or in the same vicinity. Um, we poured a second concrete pad when we
057poured the original concrete pad for um the the coal storage building to be used for uh either a future uh location for a greenhouse or uh possibly they um FFA had asked for uh space to do composting. And so there's an extra uh concrete pad 6 inches thick that's that's currently doesn't have anything on it. So, Triangle's latest proposal was to um utilize the concrete pad uh turn that into um accessible parking uh with striping and signage and then create a very simple uh sidewalk from the concrete pad over to the building at a cost of, you know, three to $5,000. So, that's where we are right now. uh we're simply waiting on the inspector to reply back to that proposal and it takes a long time. It's incredibly frustrating. Um but >> you know,
058but to it's I to me I'm not being a good steward of district resources if I you know approve a purchase of $35,000 when we could do it for significantly less. So that's where we are. Uh it takes an incredibly long time. uh to get things through. We're not the only project in the state and this is a very small piece of a very uh a very large project. You know, had we done we gone forward to build uh a pool barn outside of a normal construction process. um we would have had the city inspector come and inspect it and it would have been done and it would have been you know 65 to $75,000 and and it would be functional. Um because we're utilizing uh we're we're within a bond window and we have
059all of this other all these other projects going on. Um the state inspectors are involved and it just is what it is. So, the overall cost of the project, you know, has gone from a $75,000 building to, you know, $425,000. Um, but part of that is scope creep. There's this thing in construction called scope creep. So, um, throughout the project, you know, we've heard things from, um, the FFA group and that that, hey, it would be really cool if we had this. And so while we're, you know, while we're doing the work on campus, Yep. we we were going to run power up the building anyway, but we ran a 200 amp service uh instead of 120 amp service because they saw utilization in that down the road. Well, that added cost to the project.
060It didn't influence the time. You know, they still they still had to uh burrow the the cable up. They buried the cable up and and they had to they horizontal drilled that. Um, but then they also thought, oh, it'd be really cool if we had fiber up here. And so that added a significant amount to the cost of the project, but we understood that there would be benefit to that as well because if we have fiber up there, then we could do cameras and we could do other features. So there have been several instances of scope creep that have added to the overall cost of the project, but also extended the deadline of that project. And so, um, you know, once we get the green light from the state building inspector, um, our hope is
061to, uh, you know, construct that flat cement walkway from the pad and the accessible parking places over to the building and, uh, be good to go. The rest of the building is ready. You know, we've got full approval, but we don't have occupancy because it doesn't have an accessible parking space to it. um has been very frustrating to be honest. Um of all the projects that we've done, all the projects that we've done, the work at the high school, um the work at Redhawk, the work at Beach, uh this the smallest scope of the project has been uh really created the most angst uh overall just because it doesn't make any sense. Like I don't understand why this isn't enough. This is it's too easy of a project. Why isn't that >> the other thing
062too? I mean, they had their opportunity to review this >> at the front, right? That didn't come. >> Yeah. >> So, yeah, I can understand those frustrations. >> It's not like we're sitting around ignoring it, you know. Um, so that's the the cold storage building. The other uh piece of the work that we're currently doing is really sharpening the pencils and um ma trying to maximize the um potential of the work uh next summer uh around um the re uh rec construction of of the roadways um and uh also some walking paths. and I'll have some further updated information that I'll be able to share um with you. We've got another meeting, got a walk through tomorrow with GMBB which where we'll actually be walking campus. Uh we did that a couple weeks ago with
063Triangle. Uh and then we've got another meeting on Thursday where we'll uh really try to get some uh clarity around our planning uh because you know we want to maximize the bid windows and in order to do that we've got to have projects uh completed uh drawings completed everything ready to roll uh so we can get these projects out for bid late December uh into January so we can be awarding bids in February that that maximiz imizes our um I guess maximizes our leverage. It puts us in the most optimal position to get the most work done possible for the least amount of dollars possible. So that's where we stay. Any questions? >> I have a couple questions. So you talked about the pad that was poured for the greenhouse that you use for parking.
064>> Would we have to turn around and pour another slab for the greenhouse if they add one? Um that depends on the interpretation of the >> And then the second thing is beach elementary the black mat that's on top of the roof on the the part that we didn't tear down. Is that still in the process of >> Yeah. We've got some trim that's coming that'll that'll go over that. Yeah. >> And then the other thing is is I seen the wait room and the cheer room are still When do you plan on having those up and running? materials are scheduled to be in uh this week or excuse me on by the 24th uh with installation uh coming as soon as they're as soon as the materials are here. So, but that's going to
065be dependent. You know, they've got a solution right now that's uh repairing the current gaps. But if that solution doesn't work, then they've got to tear the floor out. Um that won't be a cost to to us. that's, you know, really on the shoulders of the of the installers. Uh so they'll they'll have to eat that. But unfortunately, we're we pay the price because our, you know, our wrestlers are inconvenienced, our uh our biz classes at the high school are inconvenienced. You know, there won't necessarily be a monetary cost to us, but there's definitely a we're paying the price. So, yeah. All right. Thank you. >> Yeah. You're very welcoming. >> Okay. Thank you. >> Yeah, you're very very welcome. >> Okay, moving forward, we have the 256 overnight field trip requests. >> So, there
066are four requests in board book. Um there one request that we added um just this this week is the first read. So, we won't take I won't be asking for action on that, but we've um had an opportunity to review the MASCH state leadership conference that the high school team has gone to for several years now. Uh that's a overnight uh trip in Grand Rapids uh for our student council group, but also our honor society uh student leaders. And that's been a really positive experience for those uh students. It's on your table uh because while it's a local trip, um the uh programming extends later in the evening and then fires right up first thing in the morning. So, and part of the experience for our students is having that opportunity to uh represent their
067school in a in an overnight conference. And so, uh that's why it's before you tonight for requests um or for approval. The athletic overnight field trip uh form is a collection of field trips. We don't know for sure if those will be utilized. Uh those would only be uh utilized in the event that our team would qualify for the specific tournaments, but those are uh MHSAA uh trip related. And then uh also included in the board book is the eighth grade East Coast trip brochure. So the details for that trip, it's the same basic trip as what they've run in the past, you know, and there's adjustments to the cost of the trip just because of uh inflationary measures in the economy, but for you know, they'll be going to the same places, seeing the
068same things. Um, and then the last uh trip request that we're asking for uh action on this evening is uh the trip for a group of three of our current FFA students to go down to Indianapolis. Uh it's a one-day trip. They're not staying overnight, but because it's out of state, that's why it's on uh on board action. Um but they plan on going to the convention uh the expo for a bit in the morning. Uh and then they plan on uh making a stop at Fairview Farms on the way back. I had the opportunity to go down um with the FFA group a couple years ago and I visited the Fair View Farms. It was amazing to see that operation in action. So it was a really really cool uh really cool thing for
069our students to be able to see. So other than that, no new no new information as far as field trips go. So, three of the trip requests will be up for actions tonight. The um conference in GR the leadership conference in Grand Rapids, the athletic trips, and then the FFA uh trip. On the 27th, we'll be asking for uh action on the East Coast trip as well. >> Thank you. Moving forward to we have a high school course for places that need change with Mr. Baron presenting. >> We have an opportunity to uh have a triple win here tonight if uh the board were to pass this uh recommendation here um with little to no cost or potentially even a savings depending upon the year. um AP Calculus came out with AP precalp in 2023.
070It was the first time that they actually introduced it into um schools across the world. And uh we have students who two sections of 55 students who take pre-calc just this year have been taking pre-calc over the years. And uh with this passage of us being able to switch over to being AP pre-calc will allow us um the opportunity for those students to able to take the AP tests um and with a passing score and um many majors um amongst all the colleges and universities their students attend um be able to wave the introductory mathematics requirement uh versus what we might see in like a AP calculus or AP chemistry which is more defined to a smaller group of folks um for those classes. This is really very general and broad in fact um that
071can be shared there too. Uh a little bit of study that Mr. Chris Payer and the mathematics department did on um the top seven schools that our um graduates are attending to our community colleges. So, they're not listed there, but it lists out the the courses and some of the data for that uh information I just shared as far as how that will benefit our students. Uh so, that's one of the wins. The other win would be to parents in that and the fact that having to pay for that course or help assist their child um paying for that course uh at college. And then the third one would be for us as a district in the fact that we have some students who dual enroll in these mathematics level courses um in their junior
072or senior year um at the cost of $600 to $800 per course per student. Um so even though with the subsidy that we um put forth from our enrichment bond and um um general monies it would be a savings there if we have students then re are given guidance that you can take the AP pre-calculus class um and not have to dual enroll in that course. Okay. Uh secondly, there is no additional um training necessarily required for this if we stick with our current certified staff member, but um we always want to make sure that we um have flexibility in our staffing. So there is the potential possibility of having some AP training done or at least for our current staff person um as they get into this and and reflect on some of their
073students first grades receiving might need a mini course refresher kind of problem solving. Um but no new textbooks needed, no change in the curriculum. Um any resources that are needed by the instructor can be found through AP classroom. um uh resources. And so um really like I started it at the beginning, this is really a triple win um with little to no cost and potentially savings for us. >> Do you think it will be to any students from coming as a >> uh no don't think so because I mean you don't have to take the AP test when you're done. So with the curriculum being the same uh whether it was called pre-kelp or advanced placement pre-cal um there's there's no change in the the level of the rigor and all that but it's there.
074So it's still uh is with any course uh AP course. to see that again. It's not on fraction screen, but we've got it. Moving on to the spring summer 3:25. We will pass some recommendations. So, it feels like we've been looking at this for four months. It's because we have been looking at this for four months. And actually, I've been looking at some of these proposed uh changes since last November. Um, we have a lot of uh items in this collection of proposals. Um some of them were related to a change coming out of Washington. Um, prior to uh last fall, the uh grants, the dollars that were flow through dollars from Washington to districts or to ISDs to states uh were operating under a collection of guidance statements um called the uniform grant guidance
075rules. So it was UGG. Um in the fall of 2024 before the uh presidential election, they uh transitioned. They moved out away from the UGG for our guidance and they uh created a new set of guidelines called the education department and general administrative regulations or edgarf edg. There's nothing like a good uh acronym to go with um with education. The challenge came after the November election. Then there was talk about the ed department being dissolved and there were questions about well who will be overseeing the Edgar rules if there's no department of ed. And so, um, we've been in kind of a holding pattern, um, until, uh, you know, towards the latter portion of the spring. Um, districts were encouraged to move forward with the recommendations. So, we were we would be in compliance with
076the current set of recommendations, the current language of the Edgar rules because even though the Department of Education uh may be may look different today than what it did a year ago, um there's been no legislative action to change the guidelines that are in place currently. So that's why we've got a collection of um uh there's one collection of policy language uh that we normally would have been taking action on last spring coupled with the policy language updates from last spring. So we're kind of looking at a group of uh two bundles. So that's why this group is an expert. Um so, uh one thing that I did, uh also acknowledge getting some feedback, um uh from the board table, this is a a pretty complicated body of work. Um, and the content that comes
077through from Niola um can be a little bit difficult to um break down or compare between current and um and proposed um in the NEOLA proposals when they come through you know and you've got a when you look at them on your screen um you'll see kind of a redline version. So things that are they're being recommended for deletion, they'll be a they'll be highlighted in red with a cross through. Uh any new language they're proposing are highlighted in green. That's new um different language than what's in the current practice. Uh but then there are also sections throughout the uh language that um is listed as optional. So, um, you know, optional language only comes into play, uh, if the box is indeed checked, uh, for that optional language. And so, I got some questions
078about things that the box wasn't checked, uh, and so it really doesn't apply to our our body of work um, as a board uh, in general. So um there is some in there are some confusing elements to uh how you know shares this content. Um, in reflecting with Heidi, uh, one of the wonders that we had was, you know, like I I could go back in, um, reddraft what you see so that, um, you know, even if it's a new proposal, but it's not a box that we've checked, I could go through and and cross that out. So, you only have to you only have to worry about the green language that is not that's not been crossed out yet. So, if that makes things a little easier for you, I am a I am
079a very visual tactical person. So, I I can't I don't have a a uh I don't have success going through and trying to look at current proposed changes on the screen. So, I do make copies. If that's something that would help you in the future, we can absolutely do that for you as well. Um, so all that being said, uh, there are, uh, uh, the bulk of the proposals that are in board tonight are the same as the proposals that you've been looking at for the past four months. Um, one thing that was changed at our last meeting in September, we did talk about um, another revision to the suspension um, expulsion language. And so that is um the it's uh policy 5610 for the emergency removal suspension and expulsion of that disabled students. Um
080and so I did modify that language um in that policy. That language is in green because it is some new language. And I did try to incorporate uh some language specifically from uh the revised school code around um suspension and expulsion and uh included um the initial um uh included a statement that would uh basically green light. A building principal may suspend a student for up to five days. Uh a building principal may suspend a student for a period of up to 10 days with the approval of the superintendent. So it just provides a little bit of oversight. Uh that feels like it's in line with some of the thinking that um that you put forward on the table so far as moving at this language. Uh then the next piece um is that um
081superintendent may suspend a student for a period of longer than 10 days but not greater than 45 days in consultation with var president and two other officers of the board. And so I think that was aligned with some of the thinking that was coming out of our last uh discussion in September. Uh and then the um the again the full board shall act on any appeal of that super of the superintendent's decision. Um and then lastly, the superintendent may recommend to the board a long-term suspension greater than 45 days but not more than 60 days or that the student be expelled. So, part of the language uh in the revised school code is that they uh really put suspensions in three three buckets. Um uh up to 10 days. Uh then that and that's just
082a short-term suspension. Uh then they have a um the window of time between 10 and 60 days and they call that a modified expulsion. And then uh the window beyond 60 is is just expulsion. Um so you know depending on the action of the board the board a board could vote to allow the superintendent to expel. Uh but that's not our that's not our practice. Our practice has been historically that anything greater than that uh 10day short-term suspension is a decision uh that comes out of a board hearing. Uh so hopefully that kind of captures the thinking um from that body of work and then also there was a recommendation from the board table uh in regard to policy uh 142.3 under the term of office. >> Yeah. Before Before I move on, just in
083that section that we were just talking about. >> Yeah. >> Um I know we >> we worked through the content, but just um the formatting um that last sentence and that's highlighted in green. At the beginning of that, it just says of the superintendent. >> Yeah, there's an extra period in there. >> Yeah. Yeah. Yeah, it should read um the full board shall act on an appeal to the decision. That period should not be there. The decision of the superintendent if I'm getting super technical. I think there's an extra space in before the full board shall act on any appeals. >> Oh yeah, correct. Okay. Any other questions on that one? Okay. And then the um another uh recommendation for revision came uh from board table um for policy 0142.3 under term. The recommendation for
084consideration was that members of the board shall be elected by the school electors for a term of four years, comma, or with only three consecutive terms. So that's that's new language that we've not seen before. Uh we will not be taking action or that's not an recommendation for action uh this evening. So I do have a question. Is there any precedent for that? Like do any other school districts have? >> Not that I'm aware of, but I could research it. >> Yeah, that was actually that was a question someone had had asked me. Um and I and I wasn't sure either. I mean, someone from the public a parent had asked me that. I must I was not sure about that either. >> Jason, >> I have a question about the 2340. >> Hold on
085just for a minute. Okay. Um if you have lined out the board and and asked for just the superintendent um what's the reason behind moving removing the board from that position? Uh on what page? >> Very first page >> very bottom present. >> So um 2340 is really a combined um it's a combination of two propo or two proposed changes from mola. So, um, is the last one in your bundle. Nola is recommending that that policy just gets rescended. We just eliminate that policy. >> No, this one's the field and other district sponsored trips. >> I'm sorry. >> For the field and other district sponsored. I'm just sharing that it's it's a combination of they're they're recommending that there there are a lot there's a lot of overlap between 8640 and 2340. So the recommendation
086from Niola is that they eliminate we eliminate 8640 and incorporate our current practice into one document rather than having two places and the new proposal is 2340. So if we go to the um so under the um overview and comments section that's also included um it talks about um kind of gives you the why behind the change. So policy 2340 um they're recommending this policy has been adopted to update language overall and to include transportation op op uh op options and provisions that are currently found in 8640. And then if you go to the uh back page and uh look up 8640, they're saying uh this policy is recommended for deletion as the provisions for transportation have been included in 2340 district and other sponsored trips. And so currently the board does not approve um
087just the day-to-day field trips. the board approves outofstate travel and overnight travel. If the board wants to approve all field trips, then we would uh check some of those other options um as appropriate. So that's one, you know, that's one of those things Neola is just making uh recommendations. Then boards can uh take other options as they are presented or uh boards can uh draft their own options. We would just want to make sure that we ran them through legal uh so that they were they were appropriate or aligned properly with the law. >> I would not be in favor of approving every single trip. So I'll leave that to you and your name designated person >> and that work actually is done uh Ron works with our secondary principles to make sure that the
088field trip is uh aligned to curriculum standards and an appropriate use of the school day. Uh Dan works with our elementary principles to make sure the same thing. And if we ever have questions, we, you know, come together and say, "Hey, what do you think about Chris?" >> Yeah. Another question on policy 6110 Edgar. >> Okay. >> It says, "The superintendent present following proposal to the board when required by law." Why do we put the language when required by law? Shouldn't it be all the time? Um, can you share where that is on the It's >> on the first page under grant proposal internal review item B So in the first 6114 you said >> no 6110 sorry >> okay sorry >> so again the the proposal is aligned with our current practice If the
089board wants to approve all grant proposals, that's something we can definitely incorporate. There are some elements of the work that are just delegated to the superintendent. >> You're not required to bring that thing to us by law. >> Um, some it really depends on the grant proposals themselves and the amount of the grant. That's all my questions. >> Okay. The board approves the expenditures on the other side but not necessarily all the proposals and some proposals come with like um you can submit the grant proposal but there's there other there are a lot of things that you have to do in order to get that money. um maybe with supplemental programming or something like that. And so it it could be the case that, you know, we're seeking a grant for $3 million for something,
090but in order to qualify for the $3 million grant, we have to have $ 1.5 million of other programming already in place. And so that would be an example of the board would need to know that if we say yes to this, that means we have to maintain this other measure. Well, and there's usually a contract. Yeah. You know, and so then that has to be signed. That will be signed by the board. >> Yeah. Grants are not free. >> Not like free lunch. >> One more final thing I have on terms. Um when you said that we need to ask other districts, um I think we need to become a leader in these districts and look at you know. >> Oh, being a follower isn't always, you know, best practice. Yes, >> the question
091came to the came to me. I said I don't know the answer. I can look at other I can look at >> I can look at what other districts are doing. >> Um so it wasn't asking anyone's >> no just >> yeah it should be later. >> But what is the rale behind three terms? The rational behind three terms is because usually when parents the reason I came up with three terms when I made the suggestion is most parents when their kid comes in in kindergarten they say oh I want to get involved with school they start in kindergarten they go to 12th grade that's the rationale um when you have certain board members that can be on there for a long period of time sometimes it clouds judgment new fresh ideas bring better judgment
092sometimes not always but within 12 years of experience they should be able to pass on that judgment to other >> and it's the bulk of the time Yes, >> a child would be in school. >> Correct. >> So if their influence can't be passed on within the 12 years, then you know that's why I picked 12 years. That was my rational. >> Thank you. >> So everything is on for action tonight uh with the exception of the term uh policy and the ver the term proposal and then the emergency removal suspension and expulsion proposal. Um it's always best because this is a large body of work. You know that's why we've spent four months reviewing it. We want to make sure because it's tough if you're uh busy even if we just did it in
093a month, you know, to have to process this much language in that short of a week out. That would be a difficult thing. I serve on a couple of boards myself and and it is tough. You get that board packet and it's depending on the season, it can be a really naive task. And so we really try to give you at least a couple of months to process the work or process any proposed changes. So, so for example, the the newer one on the term. So, we would still discuss that again next board meeting. >> Yeah. >> And then >> anytime the board was ready, take action on that >> and we've got some other fall ones coming too. So, be part of that code. So are we comfortable attention [Music] home? All right, I
094think that's the end of our questions on our presentation for policy. Thank you for that. And that brings us to the portion of the meeting where we would entertain public comment. If anyone desires to address the board for three months, the board would be willing to listen. We won't be taking action, but we have follow. So, Mrs. Best, do we have anybody that has filled out a request to present to the board? >> No. >> Okay. All right. We will then have public comment being closed and we'll move forward to action items before us tonight. And first up, here we go. It's going to be that from you. Um the 202526 overnight field trip requests, I'm going to call it as presented for one, two, and three for the Michigan Student Council, the 202526 Athletic
095Overnight, and the 2025 National Future Romance uh Convention Expo. >> So, support. >> Any discussion? Having none. Vice President Shner, >> yes. Secretary Slater, >> yes. >> Trusty Lond, >> yes. >> Trusty Patton, >> yes. Trusty Bowser, >> yes. >> President Reed, yes. Motion carries. That brings us to our spring summer 2025 policy recommendations. And we have for us. I'm going to ask the board. Is there a preference to call them all together or separate energy in either the other? >> All right. So for action items for our policy items number one through 21 for the policy I would entertain a motion for as presented. >> So support any discussion having none. Vice President Shocker. >> Yes. >> Secretary Server, >> yes. >> Trusty L, >> yes. >> Trusty Patton, >> yes. >> Trusty Bowser,
096>> yes. >> President Reed, yes. Motion carries. >> That concludes our action items. Thank you. And that brings us to board communication. And I don't have any outstanding communications I've seen that you did not. Um, Matt has something. Uh just a reminder that the delegate assembly is coming up next to you and if you have any thoughts or comments for their handbook and y looking forward to it. So thank you for >> your ears. [Music] >> All right. Um I did receive an email from the Kent ISB. They are uh once again sponsoring um applications for board members in the county to attend the NSBA advocacy institute conference. Uh it happens annually in Washington DC. Uh so that conference is in February if you're interested at all. Um the application is included in uh board
097book. the uh Kent ISD would uh pay the tuition for the conference. The district would pay uh your travel expenses and your accommodations for that experience. I know that uh April is gone. >> Miss Yeah. year. Yeah. >> Was that 2020 or 2021? >> 2021. But was it they had it virtual? Had you fly out there and then you were virtual. Yeah. And so it was like that's just >> it was very eye opening and actually like some areas were um being taken back a little but that's okay you know it's DC right >> um but very eye opening it's kind of makes me to think about what's like how much goes in the legislature just literally education alone so yeah like I would recommend That was good. >> Anything else? >> No. >> Okay.
098So, planning um our next meeting is October 27. We already have more pictures. What time do you think we might start pictures? Um they're gonna set up >> um probably about he told me 5:30. >> Okay. >> But >> he'll do it right up until he starts. >> He'll do it right and then just have to get it done. >> Okay. >> So having no more business before the board, we will stand a journ at 7:46 rising time. Thank you.