Hazel Park School District - Board of Education Workshop - December 1st, 2025

001the board of education workshop to order at 5:30 p.m. on this. Wow. December 1st, 2025. Roll call, please. >> Here. >> Becker >> here. Fortress >> present. >> Fox. >> No, he's absent with notice. Um, sorry. Leon boys >> Here. Need a Well, I need an approval of the agenda. I need a motion to remove C date data presentation. >> I make a motion to approve the agenda with the removal of item C data presentation. >> Support. Okay. Motion by Heidi, support by um April. Is there any discussion? >> Can I just let you know that Dr. Gage couldn't be here with us this evening? So, we're moving it to next week. Um she worked very hard in that presentation. I'd like her to be able to give it to you. >> That's right. >>

002Okay. Thank you. Um, roll up. >> Fortress, >> yes. >> Becker, >> yes. [clears throat] >> Yes. Uh, public comment. So, one, public comment. Um, Ian Lloyd. State your name and address, please. Lloyd 92 East Park, Michigan 48030. Greetings. I um just coming off Thanksgiving. I'm very grateful for the city, for the elected officials. Very thankful to be here. Just wanted to kind of follow up. I've been kind of in a ongoing communication related to creating transparency for our our public. So part of the time I'm up here, I'm trying to tell a narrative, the story of how you guys got into debt, how you guys are still in debt. And part of that narrative is is why why did we sign an agreement with Oakland schools uh to have oversight back closer to 2015?

003It was all buttoned up. Everything was all sealed up. Then one year into the new administration, we decided to exit from Oakland schools. Unclear why. I mean, we if you compare that to Pontiac, we have $18 million that they expuned had we continued oversight, it's pretty clear they were, you know, willing to expune a substantial amount of debt. So that one error cost us so much money that we can't recover right now. And who gave you the orders? Who gave you the green light? Not Oakland schools. [laughter] It it was our newly adopted, newly hired superintendent that came from Niles, Illinois with a history that was can only be considered a, you know, repeat offender at this point. offending etiquette, offending schoolboard members, not spending money in the right direction, and you just want to

004pass. You don't want the public to come up and communicate. So I started to wonder why was it so hard and what was what about my message the content was was so difficult for the board and the to hear and why was it interrupted is I want you guys to know that it was a civil rights infraction against my civil liberties that occurred at the meeting when I was here with speaking and I'm Not clear if that was lawful. Was it lawful to interfere with my civil liberties? I don't think it was. So, let me tell you what constitutes a civil rights violation. Well, we have first amendment retaliation. It's pretty clear. Three elements of first amen amendment retaliation. I had to be as a speaker engaged in a constitutionally protected speech which I am.

005The second element of a first amendment retaliation to me speaking by the administration towards this individual was adverse act was the adverse action likely to chill a person of normal f firmness from continuing to engage in protected speech? Why was the content of my speech so challenging? And do you guys have any follow-ups that you may need to do? Like if I ask you guys about fraud, we got fraud, waste, and abuse. Do you have any investigations to do? It's unclear. And there's a substantial and motiv. Third element of a of retal being retaliated for my free speech is the substantial and motivating factor in the decision to take this adverse action which may include um one of the board members yelling at me, chilling me from coming up here and and did you guys

006receive the content of of my ethics uh questions related to having the fratinerizations enact on it. Did you investigate? Is there a formal write up against the the individuals that are fratonizing? Unclear. We cannot continue to lose money on the, you know, the taxpayers money doing unlawful things. So, if you've made a demand that's unlawful, I think Dr. Krooppy should pay for it. Reimburse the district. Any questions? Please follow up with me. I think you guys have an obligation to investigate the fraud wasting time. Thanks. Thanks again. >> All right. Next, we have financial presentation. Mr. Shi, >> actually Monica's going to start first for us. I apologize. [clears throat] Monica is starting with an introduction and Mr. So is going to take over. >> The Y grant. This is beautiful. So, um before Mr.

007Soie gets into um what he's been working on, um we thought we'd give you an update of what Crystal and I have been working on and um some budget components. Um maybe there uh so um to give you an idea of what we've been working on since June, uh not listed would be that little thing called an audit, but outside of that, um we've been working on incredibly um time and labor intensive work of recoding accounts um recoding accounts and creating cost centers taking which will probably take about the rest of the year to finish. With this work next year, we'll be able to report to you by cost center um instead of just by function which is how we currently report. We will be able to determine building and department costs per pupil which

008will allow us to do a lot of um analytical work and um tell us if our dollars are being spent in the right place or in the right way. uh evaluate spending levels at buildings if by the building level to ensure equitable funding and uh really an important piece is determine the return on investment by building your program uh and using that to look at what we can do differently and where or how our money should be spent. [clears throat] Now I mentioned cost center reporting. Currently we we report by function. So you see instructional basic needs um like that. Beginning in 2627 we will have the ability to report by cost centers. This will better display the budget needs and variances by building level or department or by funding sources. So currently the cost

009centers we've identified are early childhood and prek, elementary, junior high, high school, alternative programs which includes invest MCA and advantage athletics, teaching and learning, student services, grants, transportation, technology, buildings and grounds, communication, ation, community schools, um, business and human resources will be reported together and as will superintendent and board of education. Um, so that's a lot of the budget work that we've been working on um, since June. A couple other things that I think, you know, we've had some misinformation presented at the podium, so that kind of helped decide a few things that we wanted to explain a little further. Um, so vendor schools, we have uh MCA and Invest. There are schools that are outside of our traditional K12 programs where we have oversight on the programs. The students are all Hazel Park graduates,

010but they're ran by an outside organization with their day-to-day operations. Um while we not only have the privilege of supporting more kids, this is also a great benefit to the district. Um so with our vendor schools, the state aid money comes to us. We keep a percentage and then we turn the rest of the money over to the school to run the programs. Invest we keep 22% of their state aid. Um, so their unodudited fall pupil count is 322. That times the pupil allowance means we would be getting almost $712,000 back to the district for running that program. MCA, we retain 20% of their funding. They also had 322 uh for their unodudited pupil count. So that would uh be 647,000 back to the district for that program. And then we have MVCA, which is

011a charter school. So they're not Hazel Park graduates. Uh but for us uh authorizing and allowing the the charter school to uh function, we keep 3% of their state aid, which would be about 854,000. So [clears throat] the total from these three programs for the 2526 school year is estimated to be around $2.2 million. >> Ask a quick question before you go to the next. Will you explain to me why you mean by unodudited? Who like there's official state count? >> Yes. So the numbers have been submitted but they have not been audited by the state yet. >> Okay. Thank you. Um, and I don't know the exact breakout, but I will say that I know at some point Invest was almost entirely school of choice students. I think at one point we had two

012Hazel Park students there. So, this really is um this really is a boost to our bottom line by having uh open enrollment. Um, and another piece we thought would be helpful to see summarized or or really the the value um that we receive in general fund would be our center programs. Similar to the vendor schools, center programs are vital programs that provide great assistance to the general fund. They generate funds through the assessment of indirect costs, rent, and transfer of excess fund balance. The center programs have to have a 7% fund balance. So if we make more than that within a year, we can transfer that to the general fund. Um so you see year-over-year what we have received in general fund from center programs for indirect or the rent and then their excess fund

013balance transfer. In fiscal year 26, we are projecting $1.98 million will come to the general fund from the center programs. Um, and just a little bit about our approach or kind of um, our outlook as we're going through and working on the budgets. Um, and really I think somebody said this last week and and this really resonated with me that this is about the kids. Finances don't matter without learning. So we're really looking back how can we bring it all back to learning. So collaboration is one an important tactic to us to involve all of the stakeholders um to get a better understanding of the program needs um and how they function. I'm not in the schools, so I'm not the expert on those programs. So, um, we're really reaching out to to the schools

014and and seeing what they have to say about it. The other area where collaboration is really necessary, um, is to maintain the mutually respected relationship we have with our vendor schools. Um, staffing is a priority. because we know that is the backbing backbone of our learning environment and without staffing learning doesn't happen and return on investment. We're looking to evaluate programs looking to see what can be done differently to yield greater more impa impactful results basically where and how our dollars are best spent. That's just my brief update. Did anybody have any questions? I just want to add real quick um this is the shared spreadsheet that between teaching learning special education the business office and my office we utilize to keep our grants organized. Um I believe we've shared this with you before um

015this is what we have for the 2026 school year all the way. Um actually suggested maybe would be easier to give it to you on one page versus us going all the way through it today. And so that's why this is here in front of you. You email these two things or upload them in board books. >> Sure, we can uh do whichever you prefer. Do you want them uploaded in board books or email to you or both? >> It doesn't matter to me. You just know I'm going to lose this. So, >> just do both. We'll do both. [clears throat] >> Very nice report. Thank you. >> Thank you, >> Mr. Sylvie. Good evening everyone. Uh we had a great day in Hazel Park today. Lots of good discussion on budget and moving forward.

016Um one thing we we started with dis discussing you know what is what is the process that is is underway and you know based on research they're saying you need to do planning. So really today in the last few weeks was the planning part of getting ready to train the district on zerobased budgeting. It's that planning that many districts fall short and you're off to a good start today. The planning will continue until January 15th when the documents are released from the the business office to begin the next step of getting input from buildings. The the next piece is the preparation of the budget which takes two to three months and we'll take you into May when there'll be a joint meeting with the board and the administrators. Uh so there's good understanding on a

017budget proposal at that point. That will be after a lot of discussion um working with the budget to get it into into balance when it's initially out of balance. Once you adopt a budget by June 30th, the monitoring process starts right away. Monitoring that budget is critical month by month, having the board understand and administrators understand what the budgets are and where they're coming in. And we know that life is not perfect in the the state of Michigan in in budgeting land in finding u the state budget adopted so late. It's getting very difficult to work with the federal government on their commitments to school districts as well. So the budget amendment is going to be critical going forward once those additional facts come in when you adopt your budget by the end of June.

018There's going to be a lot that isn't known, but there's still a lot that is known at that point. So then in talking with u the staff, we had good turnout. We had three sessions before this one. This is a session where we're going to gather your input and record it up here if you have anything to add to what has been developed under the goals and decision-making considerations. But if you have to explain why why do this, here are the big points. It's a conversation about your needs. We're talking about the needs of every employee and the community. It helps fund your strategic plan. I know you're going to be starting a new strategic plan this year and that that's great, but your strategic plan from the past is still still in place. Your

019influence counts. So, everybody that attended one of the meetings today had a had a chance to to say something and and a lot of it ended up in the document you're going going to look at. Every budget line has a job. could be critical that administrators understand the budget lines, not just big totals, but the budget lines and what is in there. We've learned that you need to look at that every single year. It's going to help minimize budget to actual the variances that we've talked about. When you get to the end of a year and your audit comes in, you want that actual figure to be close to what the budget was that that you adopted. So, you've had some swings in the past. I expect this is going to be reduced because of

020this process. It's going to help shore up district sustainability. Every one of these that we have worked with over the years, uh, because they're looking at line by line and all of the reasons for why we should be expending money, it shores up those expenditures that have been carried over year after year after year. So, no longer will the the rollover budget be something that you will expect to see. It would be a line by line justification through the zerobased process. It's going to help shore up that sustainability of the district so that you're not worrying about where you are in con in conjunction with a fund balance policy. That is going to help you. It's going to help develop leaders. This is what the superintendents that I've worked with have said more than anything

021for our people, our principles that are going to be central office folks, maybe superintendent. It helps develop them because they're going to understand that budget very well after this process. It provides transparency. Uh you'll be able to see more about your budget and the details that is behind the budget than you ever have. And you'll hear about those updates as it develops. It's going to provide the input for the final budget recommendation that goes to the board from the superintendent. It's the superintendent's job to recommend. However, the business office and all the administrators are her support to help bring a budget that is going to be the best recommendation for the district. It includes GFOA research. I've talked with with you about that before. And when you combine that with zerobased budgeting, it's the strongest

022budget process that's out there and that's available. So, that's the backup. That's that's the discussion we had with uh why do it with the administrators and the employees today. Their input was was excellent as good as I have seen anywhere. We're going to go through this is a draft version of what what was prepared. It's going to go through some modifications. But we we start by talking about the vision, your mission, your beliefs that are already in place. This becomes a part of the the document that your new budget should be based upon. When you have your new strategic plan completed, that will be a new chapter and it'll have a whole new look for the succeeding year. It includes a part defining the difference between rollover budgeting and zerobased budgeting. And off on the

023right, it's mainly talking about starting with a clean slate. We're going to examine cost and benefits. new approaches. Just because you've done something one way year after year after year doesn't mean that's the way you should continue. And look for different levels of service. So what are those levels of service? And I've talked to you about that that before. What is absolutely critical? Um what is going to be necessary to continue on with what you're doing? And what are those wishes that might be out there in a year or two? The cost centers we had had good input from uh Monica and business office. They prepared these. I think these are great. Uh it makes sense and we can see that business and human resources are together in the same line. We want those two

024departments to talk together very well and they do already. The superintendent board of education are on the same line. Those two stakeholders have to be critical in in working together. It's very very important. And then the other cost centers, the the the last one we just heard the report on. Um as a person coming in, we really didn't understand that as of today with Monica's help and everybody else's those alternative programs. It has been said they have really helped the finances in the district and you saw the dollars today. So that was the first time we've seen it. But that all needs to be a part of the discussion and everything here part of the discussion going forward. Next, we ask, what do you believe the budget development goals ought to be? I'm not going

025to read all of these going forward, but I'm I'm going to hit some of these these bigger picture ones. The cost centers with a strong focus on monthly review and understanding of all district budgets. So, it's important that the cost center leaders, the principles, the other individuals involved, and their secretaries understand the cost centers. They're actually going to propose what's in their their budget in their cost center, and they're going to understand it. And the desire is that they'll be able to monitor it. You don't have a system up yet that is going to allow them to monitor, but we'll need to have that in place. develop a budget through a zerobased process. One of the main points that came out early on was the daily activity accounts and I heard this for ever since

026I started here they're just a difficult area to get a handle on. So, we're suggesting your people are suggesting through this process, let's have a real look at that accounting so it doesn't consume us and you know what those dollars are as it goes through the year. Understand each school's budget including the details and that's what I I mentioned a little while ago. We need all the cost center leaders working and looking at monitoring these these these budgets that they will develop some ownership for. >> Don, are you saying that this was our principles today? >> I didn't hear your question. >> Are you saying that it was this was from our principles today saying all this? >> I'm sorry. >> Are you saying that all of this stuff up here is from what you

027met with our principles today? >> Yeah, today it is. Everything in this document is what we heard from principles. So, we talked about everything here and again this is a draft. This is a draft and it's really good input from your people though on moving forward. We heard also there's good three to fouryear planning for capital outlay and other areas. There was a request that title one and title 4 have some additional review and discussion as a part of the process. So those are the top goals plus what I just mentioned a minute ago. Then the next piece is decision making considerations. you know, how do you look at each piece and make decisions on the areas such as personnel, supplies, capital outlay, etc. But before we go to that, let's go back to the

028budget development goals and see if you have some input that you would like to have considered as a part of this process. So, our principles are saying that they want to deal with the budget and everything themselves. I just see how hard they work. I just like I feel like our finance department does that for them because our principal should not be doing that. >> This whole process is based on principal involvement and cost center involvement and proposing their budgets and monitoring their budgets. So, if that's not something that the board is endorsing, then then this process isn't for you. >> I believe they should know. I just don't believe that they should be having to do all this extra work on top of everything they already do when we have a finance department that's

029supposed to be doing this. Well, once once they're involved in this process, what I've learned from Bay City and many others, they would never want to go back because they feel like they can control their their own destiny and make recommendations that will be heard and included in budget. So, is there any other feedback on anything else that you'd like to add? >> I I have a quick question to follow up on hers. They're not doing the whole budget. They're just doing their portion of the budget, correct? >> They're just doing their own cost center. So, it's it's like a bank. If if you had u branches at a bank, each branch would would want to submit a budget proposal. Um this is this is what my branch would like to accomplish. So if if

030you view it in that fashion and the budget is so hard to understand, you're many many lines that total up to 50 or or $60 million. It's hard for one person to really understand that. That's why breaking it up into cost centers, we have 15 or 16 cost centers, starts to make it manageable and understandable for everybody involved. >> When you're referring to somebody as a cost center leader, who is that? >> That would be a principal. It would be um if it's HR, it' be the HR director and your your business official. And in some of the other ones, whoever is the supervisor in charge of whatever those areas were that we listed, whoever is the leader, those are the leaders. >> So, are you asking them say, say it's an elementary, say it's

031something that maintenance needs. You're saying that they need to know that and not our buildings and grounds. >> No, buildings and grounds is going to be a a department of its own. It's a cost center of its own. So they only have to worry about so like I'm I'm just trying to say they need new lawnmower. Our principles aren't going to have to deal with telling you they need new law. >> No, there there's pretty clear delineation on you know who who does what. So you're you're building a grounds leader will propose and monitor his own budgets, but they'll still be need to be good conversation with the principles. Otherwise, how would he know what is is needed within a building? >> So, I've been involved for years, and this is how it used to

032be that that the principles had a budget and they knew exactly what they were operating. So, if they had student of the month, they would have a line item that said student of the month and so they could buy me breakfast. they weren't constantly having their nose in the budget because you kind of learn it like I have 200 lefto student uh student of the month or I have 500 leftoc it was a system became a habit and then they knew this way to me it's not organized it's like well I need this in my school but I don't know if there's money in that category so to me it isn't anything new. I think it's just more organized. >> It's just how business is done. Uh so that the leaders, you know, have their

033fingers fingertips on what the budget is and and they can monitor it. And and if we go back to that daily activities, that activities account, the problem is nobody knows what that is or where it stands unless they make a telephone call. So being able to monitor that uh were you know was suggested these are not my suggestions but it was suggested that you know let's get that understood so people can move on and not have to deal with that level of u detail. So, I think where some of our hesitancy comes in is, and we weren't part of the meeting today, so we certainly aren't privy to any of the, you know, conversations that took place or what the level of buyin was, but over the past probably four to six weeks, the overwhelming

034feedback from our building administrators has been this is they're not asking for this. They don't want this. Um, they don't want to take on the work of a daily budget. They don't, you know, a student of the month is one thing. monitoring their their staff and um you know like the the meat and potatoes of what is happening in their building is something that they have just like they're tearing their hair out and saying we don't have time for this. This is why we have a business office. We depend on them to handle this for us. So there's you know I I think having these as budget development goals is one thing but you know we're getting we're getting some really significant push back from people that are saying this is a lot. Um, and

035and I think that at least acknowledging that this is very difficult for them and that they are taking on a huge huge task that they have not typically had to deal with on top of everything else that they have going on in their buildings. It, you know, we're hearing today this was their feedback, but out in the community when we're seeing them or when we're in their schools or when we're in in conversations with them, they are saying this is not our feedback. We don't we did not say this. So, you know, if this is what we're doing, this is what we're doing. I mean, we've it's we've been told it's happening. They've been told it's happening. But where for for their sake, where is the the support or the conversations about their buyin or

036them understanding who they can turn to when this becomes overwhelming and they don't have the ability on any given day to go through this? who like what what are we putting in place for them that is going to make this manageable because we're demanding it and they're telling us please don't do this. >> Well, first and foremost, the board and superintendent need to support this process if it's >> I'm not asking about supporting the process. I'm asking where in here is there something put in place to support them. >> Well, I'm going to tell you that I >> I'd like to respond. This is something that I am hearing now. I've not heard this from uh principles at all. Um this first I'm hearing this and I think you met with them today and you

037gathered their input. >> This was their input >> and if they didn't like it, they should have told you there there was um all of our principles were not here today. I I believe it's a workshop and I believe that it's okay for me to respond and your hand should not go up to ask me to stop. Excuse me, but this is the board meeting. >> If you remember MASB8, it's a committee of eight >> and it is a board of seven that was elected by people. It's a leadership of eight, but it's an elective board. >> We have people that were in the meeting today that are able to give us feedback about it. I think we owe it to them to give it to us. >> Can I would like to hear his

038answer though? That >> I haven't been able to answer. >> I know that's saying I'd like to hear your answer. So in working through this with every district at at first there's always some wondering what what is this all going to be about it's the business office that is going to be the liaison with all of the personnel when there are questions on this. I'm also going to be available by telephone or email to anyone once the process starts rolling on how do you how do you deal with this. It's actually kind of a fun process because you get to sit down and decide, you know, what do we really want to do? How do we want to be successful in in our building or in our cost center so that we can move forward?

039Um there are those supports that will be in in place once it rolls out on January 15th. Um available by Zoom. For those that weren't able to make it today, the high school principal was gone and a few others. I plan to schedule a Zoom meeting next week that'll go over what we have collected here from your employees and ask if they have any additional points. So, this is not a done document. It's it's in process yet for a couple weeks until the process starts. By January 15th, I would expect the document to be completed and move forward. There's going to be some tweaking, some language improvements that were put together today that needed a little more additional thought. >> What is your pricing for phone calls or Zooms still the same? >> I didn't

040hear that. >> Your pricing for phone calls and Zooms if we need support. >> It's all covered in the agreement. You know what the agreement is. Now, we can have a productive uh conversation here or we can stop. And I think you wanted to improve your budget process and your financial outlook. This is what is going to help make that happen. Every district we have done this in has been successful, have moved forward, and they state we would never go back to an another process that we've done before. So, I'm going to move forward. If you have input, you can send it to me on those goals. But let's let's hit the decision- making considerations. So on programming, can you all see that? Are you able to read that so I don't have to read

041it? Okay. So this was a point about analytics an analyzing student academics. You have this in place. It's continuing that. A good recommendation, inventory curricular materials before ordering additional items and be intentional. So, this is pretty true in every school district. Um, sometimes we have materials and inventory and we keep continuing it and continuing and it maybe needs to have a look. And to that point, academic return on investment is a part of this that can be employed by certain members of of your organization to help look at what is effective and what is not. And that that isn't effective ought to be sunset. So, a specific example on on this one, if you you're going to be buying a brand new text offering and you can do some research that says one is 10%

042more effective than the other one and the cost is fairly close. You know which one to buy. So, it's that academic return on investment that we're going to be able to get back or not get back. Programming. Here's the sunset options. Strategic abandonment is my my term. We can provide them with the tools if that's an area that um needs to be explored. Transparency reporting and munetrics. Then the personnel section um is is critical. It's 80% of what you do, but it's really important. We want to handle it right. We want you to handle it right. These were the considerations that were brought forward today. This would all be part of the discussion as the meetings unfold after budget presentation by the cost centers to become part of your general fund budget. >> These are

043all >> you mentioned those online analyzing online tools. Is that something that you help put in place or is that something that exists that we'll just >> No, that's something that exists that you would continue. So, it's good work. A lot of this is good work. It's continuing re-emphasizing. >> Thank you. >> Here's what we heard about today. Very good update. Didn't have any numbers, but now now we can understand that that is a significant piece of how you're going to balance your budget going forward, whether you continue it or not. Understand employee compensation and benefits. Everybody here ought to understand it as you're entering into negotiations. It it's everything in your budget balancing process. We surely want to make sure that your conversation is treating employees fairly, but understanding what the cost is. Now

044with the retirement cost in there and the health insurance it's it's significant now has to be managed professional development discuss the MSBO participation it it's a highly quality respected program and it's needed by your business people and more than more than only business office, building and grounds, IT, payroll, etc. on and on. Lots of certifications that can really help your district in the long run. good information on supplies, purchase services, and how to how to allocate bidding. There's that take inventory before you budget. There might be something on the shelf where you don't have to spend the money. Capital Outlay was a really good good discussion kind of getting a handle on what is out there. You know, what do you already know? What don't you know? What needs to be gathered? And you've got

045a lot of good three-year plans that are in place that have had good progress, but it needs to be a part of this discussion because what will happen is your general fund can take very little capital outlay. you have to look at other sources. So you have another source which is your syncing fund but you also need to be looking at what are other options out there such as a bond issue that is going to meet all of these unmet needs. So understanding all of that, looking at some past work you did, you had unmet needs of $180 million facility assessments. Look at the set SEG insurance company reviews. Consider the roofs. There's a state assessment that's been done that looks at just the infrastructure. So we have some new data on that. Furniture always

046tends to be a lower priority item, but it it needs to be scheduled so that furniture replacement is current and safe. And then some other categories that were mentioned. This this isn't all of them by any means, but you know, having those good lists of turnover over years, how you going to phase in purchases, grants. I explained that the revenue discussion is important as the expenditure. I have always spent as much time on revenue and looking at how can we increase revenue as I have on monitoring expenditures. There are lots of things you can do but it has to be intentional. Your people came up with some good ones. Are you going to send us this >> once we get it cleaned up with new language after next week? Yeah, you'll get this and and

047u it's probably something the board should adopt in January once a final document is put together. Last one is is a good good question. and you know do some analysis on why students are coming to the district and why they're leaving. Financial integrity is always my my strong one. I always want to see a a strong district that is going to be sustainable. So these are some some points that are included in there. This is what we're doing. transparent, userfriendly budget process, long-term planning. Uh after this is completed in a year from now, we would be scheduled to do a long range financial projection for the district. There are very few districts that have this. it would be a minority, but with where your trajectory is right now, it's it's highly recommended for you help

048people understand school finance. A lot of people don't understand it. And one of the points that came out today is people don't know that there are different sources of funding such as syncing fund, bond issues. Many people that don't look into this would think everything comes out of one pot, but it doesn't. And there are things in the general fund that you can't do and that you're not ever going to be able to pay for $180 million um improvement of buildings. So, you know, this financial revenue side is very important. Getting people to understand, getting the public to understand school finance is all part of uh working with the community. I I like the last one here. Monitor and watch pennies. There's the sinking fund. understand, explain the benefits of being sustainable to the community.

049One thing that's gone all the way through this is every dollar has a job. So if you have a a budget that has 2500 or 5,000 lines in it, every single line needs to have a reason to be there. If it's just rolled over from year to year to year, that thinking may have been determined 20, 30 years ago and it may not even make sense to have a line that is rolled over, rolled over, rolled over. So looking at every line through this process, uh you get to a point in in April and it's not balancing, that's the time to look at every single line in your budget timelines. Uh here we are today, December 1st. Had some great conversations and Monica kicked off some of the items that need to be brought to

050the board. We've got a few more that are listed here. We now have the state aid that has has started and we can look at that and understand the costs that are there and the the mipers. I'm not going to go through this line by line, but then going through uh the next couple months, you can see January 15th is starting of the the actual process. Then the cost centers in January, February start working together and developing their thinking. We'll have some periodic zoom meetings and anybody that is a cost center leader can can certainly u join that would be encouraged to join it to see if they have any questions. by by the February meeting, they pretty feel pretty comfortable because they they know exactly what what to expect. And these dates are not

051set yet, but these would be the presentations um to the financial leadership team of the cost centers. This has not been resolved, but that's a sketch of what it might look like. And then going through March, April and May, our meetings to help resolve any budget variance, any budget imbalance rather. And then the meeting that I talked about, the board of education and administrators work together in a joint budget workshop right here. Um, preliminary budget presentation and and amendment of the current year and then adoption. So, that's what your folks did. You don't need any action tonight. Um, but I do can take more input on anything that you think ought to be considered, ought to be added to this at this time. And I'll I'll write down if anybody has any more input. Otherwise,

052we'll take this and continue to refine it. We'll get some more input next week from people that were not able to attend and then we'll start to finalize that document by the end of December. Anything that isn't in here that that you'd like to see? >> Anyone? >> Well, I just have a question. You know, there's all these cost centers and I I understand that, you know, this has not been done. as my this has not done been done in eight years. It has in the past with zerobased budgeting and being responsible for your building's um expenses and I understand that the process can be scary but the principal should know what they're spending. They should know what's going on in their building. It is their responsibility to do so. Can they get assistance from

053the business office? Absolutely they can. They'll probably get help from the HR department giving them the insurance rates, giving them the wages of the teachers and all of those. Having a budget is not a bad thing. And I think some people on this board think that it is. Um, and I think that we're moving in the right direction just like superintendent and the board were under one budget. So, that budget's going to consist of the superintendent's wages, the compensation of $40 a month that we get. We can discuss as a board how much we want to [clears throat] allocate per board member on training and all of that. This is a good thing. This is not something we've done in the past. We've just said, "Okay, we're just spending this money with no accountability of

054it." The te staff and teachers don't know what they're allowed to spend on class supplies. Most of our teachers are buying their own class supplies. That's just absurd. we should give them a budget. Say, "Okay, you have x amount of dollars you spend for your classroom. You you go over that. That's all your personal expenses." But we don't do that. So, there's no accountability. So, I really appreciate everything you've done, Don. Thank you. I'm going to clarify something, too. I'm glad you brought that up. the if you're a principal, you're not going to have to look at the actual dollars that are spent for benefits and and and salaries. Not at this point. That's a business office function. So, it's not as complex as you might think. The way we're dealing with compensation is it's

055FTEES. So, we're looking at the full-time equivalent. Let's say in an elementary building, let's say it's it's 20 FTEES. Then we're saying what is the recommended FTE for the succeeding year for the new year. So it it's not like you have to get mired in in all of those doctor dollars that that is a business office function that will be handled later. So, this process is going to talk about FTEES, but it's going to talk about some of the things that that you mentioned, specific items that need need to be budgeted, band supplies, uh, athletic equipment, anything that runs to the G general fund that's of a significant amount, we'd want a a proposal saying this is what what we need for the succeeding year. And the proposals will will be will be required. It's

056it's just part of the process. >> Is there anything else that anyone would add to what what we have seen here as far as the parameters or the big picture goal? >> I agree with most all of that up there that they actually had questions that I have that that they brought forward. And I I think it's unfortunate. I I understand the scary part that it's brand new. However, it should make this better for children that they're they know how much money they have, how to spend it to be more organized instead of guessing in the dark or trying to get an answer back that might take a couple days that they need to purchase. I just think it's better all the way around. Um, and the kids benefit. It's sad to hear that they

057would be so against it. Um, and maybe as we move along, you know, there's more buy in. But I was wondering also how many people came today? >> I don't I don't need to know the >> the last the last session was very well attended. We're probably 25. The prior session was secondary and that was a really good discussion. That was >> 10 or 12. >> And then the elementary was quite large too. So, we we have a really good sample of your >> of your your individuals and those administrators that weren't able to attend. >> You know, we'll have a Zoom talk with them sometime next week. >> Um, and still keep the door open. The door the door is open on this. This is just a planning step moving into the actual budgeting.

058This is not the budgeting, but it's planning. >> Did you give out a survey? >> No, this was the discussion and this was the discussion. This is okay. >> We generally start with a discussion and develop a document. You know, >> there are hardly any districts that you will see developing that planning document. So, this is what has really made this process strong because you get the input. What do you think you want to see in your budget and uh what are the parameters in making decisions? Um there's there's a book that I I sent to to Amy that discusses better budgeting. It's all about involving people in your organization. It would probably be a good book for the entire board to look at and um I can I can send you the contact information

059for that if you're interested. But it really was written by a superintendent. It was very positive in involving the people and it helped develop them as leaders going down the road. >> What was the name of it again? >> Better budgeting. better budgeting. >> I can send you the exact exact name and and title and where to find it. It's available on on Amazon. >> I know you said you were going to send us this when you clean it up, but is there any way you can send this one, too? Because you kind of went through it super fast and I try to write down as much as I could, but I would still like to go through this and if I have questions, be able to email them to you. I mean, it was

060fast, so if I have suggestions, I would like to or the board probably would like to as well. >> Intended to be a workshop. >> I understand. But we are paying you to do this and I would like that information as well to go through it. >> Yeah, I'll I'll send it to the district and you can do what what you want. >> Thank you. >> And put the word draft on it because it's still in process. >> Any other last minute comments on this process as it moves ahead? >> Thank you very much. >> Listen, I don't need anything. >> Thank you. Thank you. Okay. >> All right. Next, we have the MTSS presentation. I think is uh Dr. Papazian. >> It is. >> I'm actually going to start and it's actually system of

061support. And uh what's pretty exciting about this is that this has been a vision that we've been working on for 10 years really going back about talking about student care and that um we have to wrap all these services around. So, what you're going to hear today is how we really started to present how we bring not only the academics but the mental health, the safety um threat assessments and all of that together in one piece uh to gather data about what's happening in the schools. And so, I'm really excited. I'll probably jump in a few times here um but I'm really proud of the work that um is happening out of our community schools office and our special ed office and teacher learning to bring all of this together. So, Dr. All right. So

062I think in the last presentation there was a lot mentioned about involvement and collaboration and this is really you know a project that comes from the heart and the culture of this whole community because so many people have put their hands into this and and given input and put you know their blood, sweat and tears into these projects that we're going to talk about tonight. um that have become part of our culture and have become what's our reality here for students. So, I'm really excited. This is a very um bird's eye view, high overview of our student system of support. It can be very very detailed when you get into the weeds of it. But the most important part here that we're going to look at today is that that overview of what we are

063offering students and how we are supporting them um in in several facets of their education. So today we're going to take a look at um really what is the student system of support and what our community demographics are at this time. our work in Portrait of a Learner and community schools, the work we've done in school safety, uh, health and wellness, our ac our academic support, and then finally a a roundup if you have any questions. So, this is really small. I'm going to give you a a printed copy of this because for your reading pleasure at home. Um but our student system of support is really a conglomeration of many many things and each one of these topics has large groups large teams of people collaborating and working on putting this together. So, uh,

064we have community schools and Miss Gracley does our community schools work along with many others. Uh, school safety, mental health, work on out of school time for our students, teaching and learning, special education, preschool services, and alternative ed. And as you've heard tonight, it really integrates into that budget component where it all intertwines and is very braided together on how we can best serve students. And not one single area or pillar takes precedence. It's it's the conglomeration. It's the group of these things working together handinand to really make what we do unique and special. So, for our community demographics, Carla, do you have it up? >> I have it on my computer. Yes. >> Would you mind kind of going through the screen because I can't see that far. >> That's okay. Um, our uh

065city count census was 14 almost 15,000 14,983 people. Household income was 59,576. Employment rate was at 63.7%. Um percent without insurance was 9%. Uh medium age was 37.2. Um the English or the language um it's 90%.7 90.7% English 3.3 Spanish 2.3 Indo European. Asian is 1.3 and other is 2.4. Uh education level we have 36.1% at high school. 29.3% with some college uh 17.8% with a bachelor degree and advanced degrees are 4.7%. Population under 18 is 16.7%. Family makeup is married household families 30%. Male household families are 29.9 and female household families are 29.6. Ethnicity is Native American uh 76. It's not percentage. I was a little thrown off by that. 76. I was like 76%. Um Asian 245. Black African-American 1,851, Hispanic 654, white 11,335, other multiple races 1,315, and violent crimes uh was

066248 and that was for 2023. So, in our community, demographics are important. As we watch this, we're able to really take a step back and think about what our students need and what what the basic outlay of this community really is. Interestingly enough, we have to take into perspective many of our um school choice students um are do not fit in this box of what is easil park right now and it does change from year to year. I can share with you just from our own um information that we are pulling in. A lot of our students that we're seeing now, we have a much higher level of special education students than we've had in many years. That isn't just Hazel Park, that's Oakland County, that's the state of Michigan, that's nationwide. And we're seeing

067a different group of eligibilities also. So uh our students with autism spectrum disorder is increased. Um our students with cognitive impairments has increased and we are seeing a bit of a decline in the major eligibility of speech and language probably because more students are coming in with autism and so that's their secondary eligibility. So we do watch these things very closely and we monitor them so that we are ensuring that we have the appropriate supports available for our families. >> Can we stop here for just a second? >> Where is this data coming from? Is this um data that is done by a survey? Is it >> this is census data? >> Census data. Perfect. >> So we're going to start today a little bit and and Dr. Wilcox, you might want to step in

068on this one cuz I know this is your your passion project, the portrait of a learner and our portrait of our learner here in Hazel Park has there's been a lot of work on it. out thus far. Um, and really it's those six pillars or six components that we look at attendance, academics, mental health, safety, out of school time in the community and what can we do to build our learners and create a portrait of what we want our students to walk away from Hazel Park schools with. This is our our new graphic and Dr. I will let you >> and as you know you approved this graphic and really the next step is to say how do we carry this out in our plans about who we are and what we do and so

069what do we need to do in order to help our students be adaptable have good conflict resolution empathy critical thinking and communication and our hope would be that the work that the community did on this would then carry over into our strategic planning process with MASB that to start in January. Um it really is the census of when we think about we have a graduate, what do we want them to look at in order to be successful? So, a lot of hard work was on this. I'm really proud of uh what we've done and I really look forward to that strategic plan that'll bring it through. But in order to get there, we know that the student system support has to happen. I can't tell you how many students we see, meet with, hear about

070on a daily basis that have so much uh needs greater than just academics. We can't get to the academics until we can help facilitate these needs. And it's not just those kids, it's their families as well. And so this uh system of support um will continue to evolve and even be more powerful. So I'm excited as we carry this forward. Okay. I >> community schools. >> Yes. >> So the community school model is a nation of national model um with the four pillars and basically uh this is where we um are looking at not only the child but the family to make sure that there are no barriers to a child coming to school. Um maybe mental health um make getting resources for children for mental health or um helping with um food insecurity or

071all those things that might prevent a child from learning or coming to school. We try to step in in community schools to take on those kinds of things. Um the four pillars uh we do extended day learning and uh or it's extended learning because it's not just the day. So afterchool tutoring, we're involved with clubs and um also summer programming and in some schools and I think it'll increase is opening up our schools on the weekend, especially during the winter when kids are shut up and uh in their houses and need to kind of get out and run. We have beautiful gyms. We have beautiful places for them to to use. So, uh, extended learning not only happens after school but during the summer and on the weekends. Um, community engagement is, uh, another pillar

072that we, uh, do in community schools and that is where the resource fair comes. We took on the, um, hometown huddle, build up the park, all those parent university nights that we do, we've increased those this year. Um we got the information from parents. We said what what do you all want to know? You know what can we bring to you? And so once we got that information, we built our uh parent nights um which gives them a night out. They get dinner. They get their children fed. They get child care and then they also get to spend adult time learning something. um uh doing home visits and um like math and reading nights and science nights and all of those things all kind of fall under uh the community engagement. Um we also in

073one school and uh United Oaks has been doing a family um a family field trip. That's when we've gone to Hazel Camp Hazelwoods. Um, also we've gone to the Cranbrook Science Center and taken families there and they ride the bus and we, you know, pay for tickets to get in and it's it's kind of fun for the families to do that. Um, again, something we'd like to extend to the entire district. Our wraparound services um are about housing and food and transportation and clothes and hygiene products and um you know United Way is a big part of that. Also the Balmer grant that we have is a big part of that. Um we are now part of transition to success. So, we're actually going to have some Oakland County community health workers starting on the

0743rd of December. And um they've already helped us. I've called in for some families in need where you know fire has been um a big issue this year and um we were able to between them and us be able to provide food, a place to stay, clothing. um we we put out information and said, "Hey, uh you know, we need we need cribs or we need this and the community has come together." So, we're kind of the hub um for all of that and I organize that, but it's the the people out there, the resources that really help us with these families. Um a another thing that is a pillar is collaborative leadership. So we have a group of people that get together and talk about um you know building up the park and um

075the HP coalition, youth assistance, promise zone um also PTAs and our community engagement team when we get together we talk about you know what what kinds of things should would should we do and how can we support our families. Um I do want to say I'm going to put in a plug. We're doing the ribbon cutting on Longfellow Community Center uh tomorrow evening at 6. So that's my plug for that and I'm very excited. Does anyone have any questions? I just want to mention I think it's important for everyone to know that this is all done with grants with grant dollars. Bulmer has given us $1.2 2 million to carry this on as well as United Way did through Balmer before that. And our summer learning program is supported by Balmer. And so the um

076things that are above and beyond instruction in the classroom are are provided by outside philanthropic opportunities that believe in these processes and programs uh to be put in place. Oakland County are bringing these health workers in with grants from Balmer as well into Oakland County. And uh this is being mirrored also in Southfield. We are the two uh districts that have been picked to pilot this in Oakland County. >> I know I came in late, but I do want to say thank you to Carla and your team because I have watched especially the past week my house fill with diapers and cribs and so much support and formula and food and like it was unreal what you guys came up with in like a day. So you're here at Brook. So thank you. Thank you.

077Thank you to your other navigators. It is amazing what you're doing. Thank you. >> Anyone else? >> Okay, thank you. >> Okay, it's a great report. >> So, oh, there's more. [laughter] >> There's more. >> So, we have a portrait of a learner and we have school community schools and kind of a another pillar of this is school safety that we work very diligently on, take very seriously in Hazel Park schools. And we have a a nice size a sizable team um that represents not only our schools but our nurses and our um some other folks from grounds and maintenance and technology that really have a part in this school safety component. Uh so there's basically four areas that we focus on. SEC security component um the safety nursing services and our training and prevention.

078Um I like to link this back even to Mr. So's presentation where he talked a lot about professional development and we have worked really hard to attend those state conferences with the state police and um those agencies so that we're aware of all of the upand cominging things. And as a parent, now my children have moved out, but as a parent, I hear some of these things that they're teaching us in professional development. And it's just it invokes fear in me as as a teacher, as a parent, that there's a big digital world out there that we have to really be sure we protect our students, support our students, and provide safety for them. So in for security uh we have our school resource officers you know that we have two um we have our

079security team we have the centiggics system which I know Dr. Wilcox will go through a little bit in the next presentation. Um, we have and I put a asterk the temperatures. We still have those and they are functioning. When you walk into the building, if someone has a temperature, I when I worked with Kevin last year, he ran very warm. So, every time he walked into that building, the alarms were going off. Um we also have uh visitor management and um our metal detectors. >> Our metal detectors. I should probably bring my glasses next time. I apologize. [laughter] Um but I have seen those things in action. Uh the metal detectors I will tell you at the high school it is pretty seamless. Those students are amazing. They know the system. The security guards are

080there and it is a seamless system of them moving through nice and quick. Um for safety we have the district safety team. >> You want to just >> um avert >> I'll read them for you. You can >> um avert >> the EOPS, >> the go bags and the kip teams. >> Okay. So just to touch on that a little bit because I know Dr. Wilcox will go into detail on some of those things, but I can speak specifically to the KIP teams and that's key identified personnel. So, if there's a student that's disregulated or in crisis, we actually have teams in the building that are able to go in. They have a mental health professional, a building leader, and always we're trying to get someone who is familiar with the student so that we

081can really work proactively to get that student regulated and back to learning. I am honored this year to be working closely with the nurses and I have to tell you I I really really enjoy working with them. Um it's it's a nice another braided integrated kind of thing to work specialed and nurses 504 plans and safety but in our nursing services uh we have our healthcare plans and I will say that powers school has been amazing just with the tracking of that and the accessibility at the school level so that teachers and administrators can easily access a student's health care plan um to ensure their safety. We are hearts safe schools and we're working on that as we speak. There's going to be a team in each building. Um we use the teams initiative and

082that is working with local pediatricians working with the health department to identify any illnesses that are local and on the rise. Um there's also a component of anxiety and depression and that campaign that not only helps our our teachers and our students but that also informs our public which you'll start seeing things coming out for that uh first aid and CPR training and the AED training which our staff get um and our nurses work very diligently to ensure that they're all there and ready to go. We are still using Navigate 360 for our threat assessments and suicide assessments. I will tell you we are 100% trained on our mental health professionals side. They are all trained and ready to roll this year. Um, we have implemented the CARES room again and I I'm always amazed

083at your support of the CARES room where that's the center for academic and restorative education where we're not suspending students for long periods of time and instead we're taking them into that room and utilizing restorative practices and academics. We have a fantastic facilitator this year that's built some really strong relationships with kids. Um, and you know what happens when that happens? They all want to keep going to the care room because they love it there. Uh, but they have to get moved out into their classes. CPI training, that's our crisis prevention and UK room, which you approved, I believe, two years ago. Um, and that is for our very intense students in our center programs mostly or our self-contained groups. um where it's trauma training as well as some preventative training that they use different

084blocking methods and blocking pads. I will tell you since we've implemented that the staff has become so good at the trauma component of it that they don't use those pads as much as we thought they would initially. um and restorative practices where our administrators are all trained and our teachers are initiating those circles in their classrooms and really taking on that component um of education. Our mental health continuum. This is my my little baby here. Um, and listen, I could talk all day about mental health in schools and how to keep kids safe, but the big picture is we start with sabers and sabers tells us who's at risk and what students we really need to target in that red and yellow zone. And for our over our overview of the schools, in every school,

085there's a PBIS team that's positive behavior um systems that are implemented in the school. Really rewarding the good stuff that's happening. And I will tell you, there are many schools that are so creative. They come up with rewards. And one of my favorite ones is when they run around in the hallway, they get to do like a lap and a jog in the hallway. That happened at web when I was a principal at Jardon and the kids the students loved it. It was one the laughing and the smiling and that reward to them costs nothing but it meant so much to them. So we have PBIS. Our social emotional learning is trails which is out of the University of Michigan. We're still implementing that. Um all of our social workers are trained in trails. So

086they're able to do the cognitive behavioral therapy and this suicide assessments which are kind of the tier 2 and three but trails itself is 25 lessons for mental health and wellness um that all of our students get in all of our schools. So it is really gauged to whatever age or grade that they're in and teachers are trained to utilize that and teach that in their classrooms. We have um I have to say because Miss Hunter is here in the audience today, she's done a great job as a social worker at the junior high and starting groups and having like a a nice room that's welcoming for students to come and and have these group conversations, the social work groups. Um so our social workers are key component key component in this mental health continuum.

087They're doing skills groups. They're all trauma specialists. They've been trained. So, you might see their little certification on the bottom of their emails. Um, they're all trained in cognitive behavioral therapy and they're they are working onetoone with students. One thing we're excited about that is grant funded is in the elementary level. We have an additional social worker who travels through the elementaryaries. Uh, Mr. Reynolds is his name and the kids really adore him. But he focuses on just doing those groups at the elementary level. So he'll host a friendship class. He'll host a a working through your anger class. And that's at the elementary. We're trying to really be proactive and teach them those skills early uh so that they're ready to move into their older years and transition nicely. We are still working with

088Easter Seals too and that's that school community um collaboration where Easter Seals comes in and offers therapy for our students. They have come in and done small group work. Um and as I said I could go on and on and on. >> Can I interrupt you for one second? I just have to say if you have not seen Mrs. Hunter's room though, you need to go see it. She worked extremely hard to get tons of furniture donated. It's >> it's like a zen space. It's gorgeous. And I just thanks that it's really nice there for those kids. >> It's amazing. >> Okay, Carla, you want to go over the teaching and learning one? >> Um, >> this is uh Dr. Dalmage's slide. >> I will take it for you. Um, and I know that she's

089going to talk more next week when um she gets back about the graphs and learning and where that's happening and uh she worked very hard, but clearly right our focus of teaching and learning. There's a beautiful three-year plan. Um, we're really talking about having high quality core academics. We know that a majority of our kids are sitting in tier 2 and three, which means then we're still not getting tier one where we need it to be. So, the continued work on tier 1. We've seen we've seen in cohorts, I think you'll be able to see that how the reading is really and writing starting to take a hold and the social studies took hold. This year, we're working on math. So hopefully we'll start seeing some higher cohort movement on that as well. Um we're

090also looking at those high quality electives um world languages, STEM, PE, um visual performing and applied arts. Um you know we've been uh really well those are were in the CTE but the instruction also we have instructional frameworks. Uh we utilize equity and inclusion frameworks to look at the materials that we're buying when we come to resources. And we really have been working on universal design for learning. And so we've had a teams of teachers trained on that. Uh we've had some workshops on that as well. And we hope to bring this through the whole school district. Our assessments we um when we came 10 years ago, we did not have universal screeners. So those have taken place now in benchmarking so that teachers are able to see inside their classrooms or MTSS teachers, which

091is what we fund with our title one, um are able to uh utilize universal screeners and service kits. And then of course we do have the state and college board assessments AP as well. Um our college and career readiness, you're going to see that th this week on Wednesday night. We hope that you guys will come. Um we have a we think we have about a hundred people that are going to be there where we're really going to talk about our advanced placement courses and encouraging more people to take those courses not just because you think that you know you want that but to experience everybody should experience one AP course in their career. our dual enrollment and you'll also see us roll out our early middle college next year which I hear kids are

092super excited for. Um CT and school to work programs, our welding, our woodtech, our business dynamics and technology and our Chrysler school to work. These are really great and there's a task force that's happening in Oakland County around CTE and school to work programs and bringing those into the early middle college realm over the next several years. So, I'm going to be excited to be a part of that committee as well. our teaching and learning is really formulated well and um you'll get to see some of the analytics and datas that have been pulled together next week to show the growth that's happening in our schools. >> Are we still doing the fire academy? >> We sure are. The fire academy is there. Um I don't know does anyone attending this year? >> I don't

093think so. >> I don't think they are but we still have one student that's still in it but we brought it in last year I believe to present it to them and just no one signed up this time. Oh, >> it'll go in cycles. We have one student that's actually in academy out has finished ours and moving on still and I thought he would be really great >> to bring in for a presentation about what's happening for him. So I'll be excited for that. >> Okay. And this is our last slide. MTSS. This is all MTSS, right? This tiered system of support and its mental health and its safety and it's the expectations set by Portrait of a Learner where our communities really have their voice. Um, it's community schools where we're reaching out and

094wrapping our arms around those folks who who need assistance and support. And it's our academics. The MTSS specifically of academics is the component where we're almost to a place where our students might need some higher level supports, but it takes your general ed student. I'm not sure whose that is. I'm sorry. It takes our gened student and it offers them tiered support along the way to really backfill any holes that they might have. >> Someone has missed a call. >> It was the baby's medication. >> So, all of our schools have MTSS support in them. Um, special ed really integrates into MTSS is we're watching those kids, those students to ensure that they're reaching their goals. We're setting attainable goals and we're really filling in holes where we should and can uh with with different

095kinds of support. Um, that's where we're using those screenings and those assessments and progress moni monitoring our students from elementary from preschool all the way through high school. We're giving them a tier delivery system. So, if they need more assistance, if they need more support, there's lots of rungs on the ladder before we get to special ed, and we want to make sure that they get those supports and those strategies. Um, we are using research and evidence-based intervention. our Wharton and Gillingham um training just came out today where we're having a lot of our elementary teachers step in and take that Wharton Gillingham which is a a really really um foundational historically foundational practice and intervention used for students. We're also using that data, meeting as building teams, coming together, determining what needs to be

096done, looking at each unique student and making a path that's very unique for them. Um, and the digital systems to support the coordination. That's that powers school that oh and I have to tell you we now have a new little side part we can click on to identify at risk students daily and that's based on attendance and grades and um I look at those top 10 every day just to make sure um that we're offering everything that we can do and so when we look at all of these things together and it's portrait of a learner and community schools safety mental health, academics, MTSS, there's so many parts and it takes so many people to be on the team and involved in making all of these great things happen um that I'm this is something

097we are really proud of and I think it's just going to grow as we become better at it and have more experience, have more people trained. um it's just going to grow and grow and our system of support for students is really going to be unique to Hazel Park in its ability to offer really something outstanding that's far beyond just sitting in a desk. Um, it's it's integrating academics with mental health and being safe and supporting your family. And it's it's really a very very special project >> uh way of life culture that we've been working on. I'm happy I got to share this with you tonight. >> I would also say it helps us not duplicate services >> because that's a good point. Yes. because we're all we the you know child in the

098middle and then we figure out where we're going to go with that. So we're no longer duplicating services um and uh because we're all kind of working in the same in the same space when we pull up power school analytics and I have a student in my office and I don't know if you know I've been going back and meeting with them 30 days later in their building with those pieces. You can even dig down to see what interventions they've been given. you can see their back scores. I can see how long if they've been absent. Uh you can see if they're on that at risk piece. And oftentimes one of my partners are getting an email from me if something else is happening. And so it's the picture that we're able to get. I

099hope that we're going to be able to start catching these students before they get to my office. That's the whole point. The whole point is that when we address um what's causing them not to learn, those behaviors and items go away around them. when we can get them to school. Um there's some kids that are on that list right now that I was like, "Wow, I personally want to reach out to these students that I know because they're seniors and I'm concerned at what I see happening in that at risk scale that how do we just help them get over over the hump?" So, it's it's a beautiful system and um it's continually been evolving uh since we got here and um it's a lot to be proud of. And I'd like to flip into

100the safety report if we could, which is super important. >> Thank you. >> It's a great report. >> I uh we we I should thank Carla, Megan, and Stephanie who all have a piece of this. We meet on a weekly basis to talk about our MTSS and how to continue to improve it. Um this this presentation, I hope Darren's watching us. maybe he'll text and say yes, he is because he wanted to kind of know about some of the safety items that we have in place. And so I I'm going to dig in a little bit more into those safety items um uh for you. Many of you already know these, but I want to make sure that you're well aware. So um you're really going to let me do this? [laughter] So first of

101all, our safety school safety EOPS. Uh Megan, myself and Jimmy were able to go to the advanced school safety training by the state police and uh the state police has been office of school safety that I encourage you to take a look at. But each school district must have a safety EOP. We review our EOPS yearly even though it has to be every other year. We invite the Ferndale Police, the Ferndale Fire uh to come in for our safety team to sit down as well so that we can look at the the EOPS. Uh there's nothing secret about our EOPS and so I will send this off to you but it'll also be up there. There's building plans and classroom plans and those are right on the school safety website under the state police that

102you can actually see the format [clears throat] that's being recommended by the state police. Now, the governor does have a school safety task force and they will be officially designating and announcing what it is, but the state police have already come out with this website as well as um have sent it out as their uh suggested format of way to do things. So, our EOP plans are right there, but they're not filled out. So, um you can just see that basic right out there on the school safety website. So, those are for you to pull up, take a look at. Every classroom has a plan. and the principles do those and every building has a specific plan that talks about who in their building uh is CPR trained. Maybe somebody speaks a language, somebody's good

103at uh running uh so that they can go get somebody's designated to make sure they know where all the valves can get turned off in the building. I mean, it is that specific down uh in the EOP plan. If I do this right, you let me. >> Yeah. Yeah. Yeah. >> You trust me? >> I trust you. Oh, [laughter] I thought I trusted her. So, office. Uh, we adopted the standard response response protocol several years ago through I love you guys. The Michigan State Police in the state of Michigan have adopted the I love you guys. Um, they actually uh so you see all those posters that are around there. Really, all this is is standard operations. Their hope is that police uh stations, communities, everybody adopts this so that you know exactly what it

104is. Um, there's information online for our parents. I sent it out at the beginning of the school year to let them know, but it is scripted comments and statements about what we do and how we go about it. Um, there is is even training to say, "Okay, we're going to do a secure lockdown. What does that mean? Get inside, lock all your doors, but I also want you out of sight and with the wind the lights off." So, all of this is prescripted. We send it out to our teachers with videos. There's there to do it in the classrooms with the students. um they don't like to hear this every year, but it's muscle memory. Muscle memory reminds us about safety in schools. This isn't only for some crisis. This is also for hold in

105your rooms because we have several students that have uh continued medical emergencies that they deserve the dignity to be in the halls by themselves if an ambulance has to take them or somebody's having to work on them instead of having kids walk through the halls. And that's just a simply we're going to hold in our classroom which means we're going to be in there. You're going to continue everything is normal. You're going to teach but you're not going to come out um during that time period. And so these are all wonderful statements to go through here. Um the state police did a beautiful book that I gave to Dr. Pupazian because as we move through the next couple years I'm transitioning all safety up and underneath her to lead and to grow that safety team.

106So this is fantastic. We also have okay to say and we know that last year we had about 25 of them while I was gone. We've had about three this year. Um two of them came in uh when I was in meeting with um President Hitten and Darren um came in at the same time. But our students are knowing because they've been a part of this for the last about seven years of getting this training or conversation. They also have things on their badges. You cannot overuse okay to say for the appropriate reasons. This is for kids to report concerns. Kids to report concerns. >> When you say they have them on their badges, what do you mean by that? The students have it on their >> IDs. Yes. On their IDs. >> As well

107as a suicide hotline, which is required as well. And you can see as teachers, we have the protocol up and underneath so that if somebody announces that, I can look at my badge and go, "Oh, what did a lockdown mean? Oh, I know what I need to do now." So really keeping that safety protocol in place. Um I love that our kids know to do this. Sometimes our kids will reach out directly to myself or someone else. At the same time someone's putting in a school safety call and we had that recently happened when we had somebody making threats to the school. Kids were texting um me on uh uh on Facebook or whatever on up and underneath whatever that is. And at the same time that okay to say was calling my phone and

108giving information. That's a beautiful thing. So that's what we want it to work and we never want to discourage our kids from being a part of that. Um then I usually call a principal about uh who it is. Um sometimes at night I might call a parent, we call the police station or encourage people to go to the police station. This is a joint effort. It was great to be at that conference with a couple other SRO's um at the table and hear how other school districts are doing it and um I think we've done a fantastic job with this. So we encourage our kids to to continue with okay to say Centix and I want to play a video for you because I want parents to be able to see this as well. So

109we were one of the first adopters of Cintiix. You know Rochester has come along with this as well. Um I think some others have it well. So, this is much more productive than a radio because you don't have time to fiddle through a radio. This immediately brings people to you. And I want you to be able to hear it because I want people to know what we're hearing when this happens. This goes to our computers. It goes to our phones. Um the first badge, you can hit this badge to say help is needed. That happens all the time. It could be a child is running outside. It could be that um we have a medical issue that's occurring. Then we hit this um badge. When you hit it eight times, it's a lockdown. We have

110had some lockdowns occur because they were in somebody's pocket and they were carrying things upstairs um or other things. But this is such a huge safety. It it reaches out into our sports facilities as well. So if we were at a football game and we needed assistance, we can hit this as well and it would go to our SRO's phones as well as other administrators phones. So it it has really proven uh to be wonderful. I want to play this video because I want you to hear what happens. Even though some of you already have. I don't think we've presented this in the meantime. >> Okay. >> And I'm leaving it up to her to get that video or >> uh let's see. Let's see what I can do here. Oh, nope. >> Nope. Go

111back. Brad, can you hit the video? >> It's on you. >> Maybe. Maybe not. >> You can't do either. They're doing something. I don't feel so bad. [music] It's We can't see it though. We don't get to hear it. >> You want to see it? You used to scare me. >> All right. >> [music] [music] >> both [music] I'm at Franklin Middle School. Franklin Middle School, Tampa. Hurry. [music] >> [music] >> Heat. Heat. Attention. [music] This is lock down. Cover your door window. [music] Lock or secure classroom doors and turn off the lights. Maintain silence. Be prepared. [music] Overnight [music] in route Franklin Middle School. [music] >> [music] [music] >> I I I hope you were able to see a couple things there. One, that beeping is what you hear often times. it comes across

112on our phones and on our computers. We take a look I take a look down and I say oftentimes I know the normal offenders, right? We know that it's it's not the eight times locking down. We can see who it is. Then I can kind of say to Dr. Vazian, hey, did you notice this? Yes. And we will know kind of who that student is based on the school. The map comes up and we're able to see the map on our computers. The SRO's have all of this as well. Um, and so it's it's just a fantastic piece for us to know what's happening in our buildings and how often. You know, oftentimes when it happens at the junior high or high school, you can see based upon if they're moving, if it's a fight

113or if it's a medical emergency, you can see how it's moving. Um, it's easy for us to pull up our other cameras and kind of see actually what's happening at that time. So, it is pretty fantastic. But I did think you needed to hear that beep beep cuz if you've been in my office or you're in a meeting oftent times you hear that go off and that's somebody that's pressing it. >> So do we have those alarms in the schools? >> Yep. They're right up here. Um >> that's no there. >> Right here. >> Yes. Right here. >> Will they start blinking? >> Yes. It'll start blinking. Yes. >> And they turn different colors. >> Yes. >> And so the students know to look at those. Does it go over the PA system? we're really

114going to know that the teacher is going to know what to do at that point in time. Um, and we've practiced things in the buildings uh for lockdown and such or holds, but they they know based upon their teachers directions of what they're going to >> I'm just I'm like those students were in hall passing at that time. So, what happens if it's at a hall passing? Are they notified? Are the students notified? You're going to hear it through the school and teachers are going to come out and pull them into the rooms which is why it's important in each room we have bags. In those bags have uh counts of who student are where when and why and you go to a reunification site to make sure and during those reunification sites that you

115have all that information to make sure you're checking everybody through. That's also part of the I love you guys reunification piece that they have in place. Um, and so all of these things work together to make it safe in our schools. That's also why those locks were so very important, right? To lock on the inside because our teachers go on the outside. And if there's two of the most important things, and they said it again at this training, and Jimmy, I'm sure you can confer with me on that, is that's number one, locked doors on the outside of school and in classrooms, not putting little clips. I'll go often times people got those wood things underneath and I walk by and I take their wood thing away because they like to leave the doors open,

116keeping your doors closed, keeping them locked. The doors between rooms need to be closed and locked as well. And also having your badges on, having students have your badges on the junior high and high school. Any of us that come in should have our badges on at all times. Um, I feel horrible when I forget mine at home, so I have to go back and get it because I feel like if I'm wearing it, you know, then it also sets the examples for everyone else, but also using those check-ins at the schools and the kiosks and making sure that when you answer the door, you say, "Hello, welcome to Hazel Park Schools. Who are you here to see?" Um, and what kind of, you know, what's the topic? So that you're addressing that as well.

117So, um, go ahead and switch to the next thing. The other piece is is that the National Center for School Safety, we are a part of this um and just it's something that we joined through connections and they came out and did an assessment of our safety practices that we have. So we had a a safety evaluation by Alliance uh that was done through a grant and they came out for free. Um they were supposed to come out last winter uh but we got them out this fall and she gave us some helpful suggestions on things that we can do to continue to improve and uh we are continuing to focus in on those as well for safety. Go ahead. So just a lot of these things Megan talked about but the doors and the

118locks at the high school are enhancements you've done. Uh window blinds uh you are supposed to keep windows up or blinds up at all times. That's a fire uh safety issue. So, if people need to walk around, they can see. Um you take those blinds down uh when uh a lockdown occurs. Um our metal detectors. Um I'm sure you're going to hear from us uh thinking about how we can move that on to the junior high as well. um safety assessments which we've done our visitor management keeping doors closed our hearts safe certified schools safety backpacks stop the bleed kits in every single classroom our AEDs that you've expanded on our AVERT training which is really kind of how to you know run hide fight kind of piece um threat assessment suicide assessment school resource

119officers there's not anymore then the yonder pouches as well which we will be coming to you I believe with a request to move the yonder pouches to the junior high and high They are meeting on Thursday with the vendor um to to put those cell phones away as well which is a huge safety and actually reduces a lot of discipline as well. So we'll be bringing that forward to you uh in the month of December or January depending on how quickly we pull that together. >> How is that working out of advantage? >> Great. >> It's working well. >> It is working. Now we do have some that try to break it open and um utilize that. The consequence is pretty heavy plus $35. um we had a little heav he heavier hand at first

120um but now we move them to the inschool suspension room until they can pay the fee or depending on what difficulty they did uh with that case and um and that's that's worked much better I think um so we'll have to work collaboratively with the middle school and high school principles to talk about that one of the things that the kids say is I can concentrate and then teachers also aren't fighting on I see your phone there will be kids that'll sneak them in still. We've had kids that have had second phones or burner phones as well. So, they put one phone in and they've got a second phone. Um, but they do backpack checks and that comes out as part of their um, you know, coming through the metal detectors as well. So, it

121has been proven all over that making people put those cell phones away stops a lot of issues. I've been down there at the end of the day when they get their cell phones back and this is what they're doing. >> Yes. like they've died and finally gotten their cell phone back, right? Like it's so exciting. I have my cell phone. So, I just want to make sure that you know there's a lot of great safety things happening. We're continuing to expand that as Dr. Papazian talked about. Um I believe that I will be recommending that we go to the safety training on there's also they believe that when you're doing threat assessments that was one of the presenters that we also should be doing assessment on the internet cyber assessments and that is really um

122they gave us a lot of information about what to see and different uh hashtags that people are using which kind of they follow some pretty deep and dark groups as well as some mental health groups that can tell you that there's a way to, which I thought was pretty like, wow. There's a way for some of the online um social media, you can plug in the directions of where we are, and then push out um in the in the around us, the 2 miles, 3 miles, 5 miles, whatever you want to do. Type in words like gun, and it'll pull up anybody that's on that social media platform in this area talking about guns. It is it is pretty fantastic to kind of be able to see that. I think that is a huge and

123this SRO talked about and this gentleman talked about you go in every day you pull that up and see if some of those key terms that are happening in your school are happening in the vicinity around you. You could do that right now here in this room and pull that up. So we want to get into that deeper side and they've talked about this company. Um, you can train the trainers, which is what I always like to do instead of paying somebody to continue to do that, but train the trainers and bring in and train our social workers, our principles on this. Um, it's very helpful, I think, to understand that side of it as well because along with that mental health comes that piece that's happening on the internet, which we know has, um,

124even roadblocks, even they talked about how dangerous that is as well. So, >> I did want to say with the cell phone thing, and I know if I was here, he would agree with me. We've had students that come to our meetings and they say, "Oh my goodness, like we're not getting texts during the day that so- and so wants to beat me up or so and so said this." So, like they've come back to meet with us and they're like getting A's and B's and they're not getting in trouble anymore. And it's been like huge advantage. So, I'm curious to see how it'll be elsewhere, but if it works like that, I'm all for it. >> Yeah. Any questions about safety? >> Thank you. >> Those last two reports were fabulous. We see the

125a lot of time and organization and thought put into those. So, thank you for all that hard work. Um, and I need a motion for the close session. Uh uh I motion we go into re we motion to recess into close session for 8K for a school board to consider security planning to address existing threats or prevent potential threats to the safety of the students and staff. >> Support motion by April and support by Monica to go into close session. Um all right. >> Yes. Yes. [clears throat] >> Yes. Need a motion to uh come back to general meeting. >> Motion to reopen the meeting. >> Support. Have a motion by April and second by Monica to reopen the meeting. And roll call, please. Aiden. Yes. Yes. >> Yes. >> Fortress. >> Yes. >> Um,

126we're the public comment. Seeing no one. I don't know. Did you want to speak? >> No. >> I have never spoken at anything. So, I don't know how that works. Do I just >> You come up to the >> There's There's directions also. You have to fill out a sheet um over there. But he was going to practice Mrs. Hinton and show you some going on this morning. >> So she can fill out a thing. >> You can fill out a sheet while he's going to let the CGI go out for you. >> Yeah. Go ahead and go ahead. >> She means you, Brad. >> He's looking at me. No. >> Alarm us. Are you talking to Brad? >> Yeah, he's in there. >> Oh, it does light up. >> Oh, there we go. >>

127Mhm. Nice. >> Oops. Oh, nice. And it pin points right where he's at. >> Right. And we get >> Does it say what kind of alarm it is? Does it tell you? Well, right here it's red leaking. So, it's a lock down. >> Okay. >> See on the right hand side it tells you there. >> Are the police getting this too? I mean, >> no. He's going to hit it cuz it's a drill. >> Okay. >> Close your >> I don't want them to come for [laughter] you. Okay. >> Thank you, Brad. >> Yeah, that was good. >> Thank you. It's not a horrible um a fire drill noise. It's deafening. This one's not quite the point. [laughter] >> Why you run in the hallways like this? >> You ready? >> Yeah. >> They're waiting

128for you. >> I'm nervous. Well, don't be nervous. There's nobody here. >> And we're [laughter] all We're all friends. >> We're somebody's, so you bring your little paper up here. >> Thank you. And then you need to state your name. >> Okay. My name is Bianca Hunter and I am a social worker over at the junior high. Um, so I guess in looking or uh listening to all the things that we do have coming into play which are going to be super helpful, but just wondering I guess how we could go about having more supports in place currently in comparison to that being something that's going on next year because yes, mental is super significant and a lot of what we are trying to do over at the junior high um even academically can't be

129obtained because the needs of the kids are so significant. Um but it is overwhelming. Um everybody is working tirelessly. um everyone and so I guess I don't know am I allowed to ask a question how do I do it [laughter] but you can ask >> yeah I guess just how to go about getting more supports in place as far as supports with paras supports um with [clears throat] extra help with social work, even teachers and room availability for the significant needs of our students. If that makes sense. >> That makes sense. Yes. Cuz it is it's it is very overwhelming. And if anybody knows me, if I could make three of me, I would. And I would work endlessly. But it's not sustainable and we just need help. >> We just need help >> you

130tonight. >> Good. Good. I really do care. The kids are my heart. [snorts] They are. I just want to be able to be there to support as most of the people in the junior high do. And but it not being fires all day long. You can't really get a lot accomplished when you're just putting out fire. So that that is it. [laughter] >> You did good. >> Thank you. >> All right. You guys have a good time. >> You do. Thank you for staying. >> Now we have board member comments and administration comments. >> I know that Carla talked about Longfellow tomorrow, but we hope to see everyone there. Um, also I know it was mentioned about the college readiness night on Wednesday and I'm super excited. There's over 100 people that are wanting to

131come. Um, also I know it's only one school but it's new and so if any of you are around on Thursday around 1:30 we are doing a jingle jog at web. It's our first ever run. We have not done one before and these kids are super excited. They when they earn more money they earn more incentives. They're getting like t-shirts and medals and hats and gloves so they can run this little path. Um, and I just wanted to say sometimes being up here is rough and when I hear a mumble that I'm rude because I asked a question of something that we are paying for to get a presentation. We get people send us presentations all the time. I just don't find that um very appropriate from another board member. >> Okay. Next. Anybody else?

132>> Sure. I'll I'll go next. Um, I'm the one who made the comment and I've been called rude multiple times. >> Never by me >> at this table and sometimes it makes you stop and think about what you're saying and saying, "Oh yeah, maybe I am being a little bit out of line. We have these norms here." And your comment to Mr. Soie was a little bit rude. It was a little bit harsh when you say that's what we're paying you for. >> That's not what I said. >> You you made that you implied that comment. Yes. And you would not say that to an employee that works here. So that to me it was a little bit rude. >> So we have these norms, but you can call me rude out loud in front

133of everyone. >> I didn't say it out loud. >> Okay. Um we'll begin. Um anybody else? >> Yep. I wanted to um thank Don Soie for that quick turnaround. He got the input today and he presented it this evening. It was a lot of good information. I wanted to thank the um people who put together that MTSS presentation. It was a lot of information and it is mental health month. So, what a good time to have it. I heard that on the news this morning. Um and the safety presentation was also very good. Again, a lot of information, a lot of things, great things that we're doing to um to keep our kids safe. and thank the speakers, the pre-speaker and the post speaker. Takes a lot of courage to get up there. I've done

134it a few times and I shake every time. I'm sorry, I forgot one thing. There is also a home dance competition this Saturday. It is literally all day long to the high school. So, if you are free Saturday, please stop in. >> What time do you know what time it starts? >> I think it's literally 8. Yeah. I also want to mention that the senior concert is this uh Sunday as well at the junior high. Um I believe it's from 2 to 4, but you have to double check that time period. If you haven't seen that out there, please come and join. Um I believe that there's a musical group coming from Ferndale. Um that again is also done by our community engagement community schools that has taken that over. So I do hope that

135I get to see you. It was a long day. I want to say um I was appreciative of those that were able to leave their building. There's some that are not able to leave their building nor their secretaries when we pull our elementaryaries out. Um that's really difficult to do which is uh why it's very rare that that we do that now and we often are online uh given uh the mental health and the other items that are happening within our school. Um, I am fortunate to have some very talented administrators and I can tell when I'm in the group about the longevity of them that are in there because they really know what we've done and and how we've gotten there. Um, and I couldn't be more pleased with the central office staff that

136put together those items. But that's really been through strategic planning, the my kit pieces that we've done. Um, and it's just a fantastic team. So, kudos to that. And I couldn't be more proud. the union tonight brought um their uh their leadership group. Everyone from their leadership group came tonight and spoke and so they were it was very well done. They had great questions. Um and uh we were able to give them some some answers to those as well. I think some we still need to work on, but kudos for our union for being so involved in all their blue shirts. I'm thinking I need one. >> Hi, Ken. Um, I think just a a message to our staff, especially because I brought up something earlier today. Um, it I'm never good at writing stuff

137down, right? I think it's really difficult. Um, we recognize that our students are not our students from like 8 to three. Um, they have, you know, whole lives where it's really hard to be a kid. Um, they're in crisis more often than they're not. Even over the holiday weekend, we had uh community school staff that were putting together things for families. You know, there are principles that are checking daily on kids to make sure that they're getting to school. They they know to have their breakfast set aside because they're hungry. And you know, they they're just like so in tune with what these kids need. And um because of that, our staff are not 8 to3 staff either or whatever their contract hours are. Um and it it's hard for me. Um, I was able

138to reach out to some staff over like the past month or so just because this is a really small community and you know, you hear things, you see things, you worry about people. Um, you worry about people as people in in addition to just like worrying about them as their staff. And I just want to be really careful. Um, you know, I know that we have a board workshop coming up and I hope that it really like works through some of the things that we have going on. um that when you have these staff that are so dedicated to our kids and that they're working so hard, they're here late at night um you know, they're they're listening to people talk about them while they're sitting here with their face on TV. Um they're emailing

139kids, parents, and you know, wondering how they're going to be tomorrow up at 8 9 10 12 midnight. Um, I brought up some of the feedback that I got and I I think it's really important that when we're getting that we're advocating for staff and I hope that that's okay. Um, you know, that some of the feedback that they gave was was used, but then to hear and I don't want to get into a back and forth, so I want to be so careful about how I say it. hear things like staff are just really reckless in what they're doing, that they lack accountability, um that they don't have support from from other offices and something like that is just like that's hurtful. Um and I hate that that came out of something that I

140said. And I I hope that as a group we can work more to at least even if it can't be implemented that we are validating the feedback of our staff that we're thinking about their feelings that um you know we're at least taking the time to understand what they're going through on a day-by-day basis and even if something is going to change for them to understand that change is hard and push back is okay but implementation can still happen and not to view that as a negative. Um, so I I hope that there's still the trust there of the staff. I I hope that they understand that things are are moving in a direction um that we hope is to better them and that that it's not a fault mechanism. Um, and that that they

141don't have to feel badly for sharing their concerns. Uh, because those concerns are not a negative. They're they're just a question and sort of a cry for support. Nope. >> I'm done too. Anybody u make a motion? Uh motion to adjurnn. Support. All in favor?