Hazel Park School District - Board of Education Committee of The Whole - October 13th, 2025

001meeting October 13, 202 approval of the agenda. Can I motion to approve the agenda, please? >> I make motion to approve the agenda with adding an action item before close session to approve school and municipal advisory service invoice. support. >> Any discussion? >> You want to put it at other number? >> Yeah, but it's an action item, please. >> Why are we approving an invoice? These are services that we've already approved. 852. >> Can you repeat the number? >> $2,852, I believe. >> Thanks, honey. I'm sorry. agenda with the roll and second. >> Thank you. >> Becker, >> yes. Yes. Okay. Next is public comment. Anybody wishing to speak? This is a meeting of the board of education to conduct business. It is not considered a community public meeting. Board provided two times for public

002to address the board and rules are on the wall over there. Anybody who has any questions. Um and that's it. You need State your name and address at the podium. And I have Donald McInness. I'm here again to bring up some kind of the same issues. Uh first I want to know I asked a few guys the board of questions and all that. I wanted to know who took the banners down. uh through the because both at the time uh ads did not do it and superintendent said in the meeting that she did not do it. I never got those answers for all those questions on that one. I also want to bring up that the trophies are all missing out of the trophy case now. Uh mainly all the ones with picture of me

003on it. Uh and then my picture is even hidden personally. Um if this wasn't This whole object wasn't a vendetta against me. You guys are sure making it look like it is. And uh you can go to the trophy case. I got pictures of it. Uh it is a uh this is getting insane taking down accomplishments from kids and uh from all eras. Uh you know how proud people come back and look at those things and to take them out especially for the heritage of wrestling. Uh to only have four trophies in the trophy case for wrestling is kind of crazy. Um you you guys are a wrestling school. You guys have over 25 district championships and we already lost so much of that history as it is because of the flood and all that.

004And you guys are willing to keep killing the sport, keep killing this. And it may not just be my sport. I might just be overlooking it on mine in this one. But if you don't put these accomplishments back up and keep doing what you guys are supposed to be doing, who's going to want to come here to to become all state or win a district title, no one cares. You you guys are showing that the village or the school administration doesn't care. So, at a certain point, when do you guys start caring about sports? When are you guys going to start acknowledging it? There's still plaques in the trophy case without names on it. There's still kids supposed to be on the wall that I've been asking for for months and months and months, a

005year now. This is getting ridiculous. You guys still don't have a coach. You guys still don't have nothing. You guys sent out a letter saying that it was fair. It was definitely not fair. I yet of me being applied still haven't got a call yet. And the only thing that you guys say that I could ever even done is what? Is speak up. So if freedom of speech and coming to you guys, showing you guys my issues is a problem. That's a problem with you guys. That's a problem in your school staff that's not doing what they're supposed to be doing. And you guys are hurting these kids. saying that you have a schedule ready. I looked at the schedule on MHSA web page. You guys have three DS which says the same address and

006one tournament. We did over 20 something meets last year. And you guys are telling me that you guys have we got something on schedule. That's that's that's good enough. When are when are you guys going to hold someone accountable? Are are you guys going to finally do your job or make them do their job or are you guys just going to let it all crumble and get rid of all their accomplishments because that's what you guys are doing? If you don't believe me, go to the trophy cases. Look, I'll show you pictures last year in them. Let's go look at the banners. Why were they took down? Why were they moved? No one can answer it. If it wasn't directed by superintendent through AD, no PO orders, no nothing. You guys are getting your guys'

007school ran by who? Who's following the policies and procedures? Who's following the orders? Whose orders are they? This is getting ridiculous. I come here week after week to get criticized everywhere I go and cold shoulders to come here to tell you guys to show you guys these concerns and you guys are just throwing it away. You guys don't care. You guys need to direct. You need to stop listening to saying I don't do the hiring but well apparently you guys need to do some kind of hiring. HR doesn't know what they're doing. Superintendent doesn't do it. ADS don't know what they're doing. When are you guys going to hold someone accountable? >> Thank you. >> Kaitlin McInness. Kayn McInness 1337 East Granite. How are you going to have the AD send out a mass letter

008calling us liars saying you guys have a full schedule in place for the wrestlers? There are only the required league meets in one tournament for girls. What is that? Five meets out of 20 plus tournaments you could be scheduling for the season instead of waiting for a coach to take the position and then schedule. Five meets is not having a full schedule whatsoever. So clarify that by putting the full schedule online if that's what you guys do indeed have. You can't wait around for a coach to schedule. Tournaments fill up fast and your athletic department will be responsible to do that. We even spoke to another school about that and they do in fact fill the whole schedule for the coaches. You're paying coaches to do their job. Give them a full schedule to do

009their job and do it to the fullest extent. so these kids can succeed. Or don't give the coaches who only want to commit to part-time practices and tournaments full-time pay. It's that simple. You're rewarding laziness, and that's where your HR department should be stepping in. Wrestling requires 5 days a week practices with a meet during the week and one to two tournaments on the weekend. You are accepting bare minimum and it's concerning. Your schools will never be successful with the current administration you have in place. The board needs to fire the I mean the superintendent and work their way down. Now kindly cease any further commentary and govern yourself accordingly. Thank you for your time. >> Thank you. I have Joe Joe Hill, 22135 Dock Street, Warren, Michigan. Um, I'm here because my son's been

010at, you know, wrestling since he's been four. You know, he's 15 now. He hasn't missed any uh any years. He's gone far in seasons, as high as second in the state. It's concerning because with wrestling because you have to be in shape. I mean, you have to, you know, there's there's a lot of things to go over. Um, you got to get in wrestling shape. You can't just show up and participate because it's just not fair. And a lot of these other schools, what what what's happening is they start in early the summer and they have camps, they have open, you know, wrestling mats. Um, they come in and a lot of people come in, they show them, you know, moves and they're very versatile then, very well-rounded. You have to be on your game

011for wrestling. It's not something that you play. you have to show up and you have to compete and it's a lot of heart you know also um you know these kids they give up a lot of Saturdays you know after school Sundays you got new kids coming in it's uninspiring to see where the situation is currently and it's kind of lackluster on administration's part because I feel like you should kick the door in for these kids these are co kids I didn't have to go through that coming up you know they've already had so many knocks against them and you keep shutting the door. It's uninspiring. You have to you have to really, you know, get on these kids level and show them that you'll fight for them because, you know, they are our future.

012I don't mean to sound corny, but it, you know, they don't give in. You know, they want to fight and they want to compete. Um, you know, it's uplifting for them. It's a very rewarding sport, but it's also demanding sport. You a lot of time and effort has to go into this. And with the kids not being able to um be touched by, you know, coaches and so on and so forth, you know, we sign up, we do a background check, you know, personally, if I seen anybody touch a kid, I'd probably rip their head off. You know what I mean? It's ridiculous. This is why wrestling is such a strong community. We we reach back and we want to give back and we want to help and we want to see these kids succeed.

013First year kids, you have an opportunity right now with girls wrestling. It's going to it's taken over like United States. It's North America's, you know, it's it's a number one growing sport and you're shutting the door on that. You have an opportunity right now to, you know, take a leadership role and make decisions to change these kids' lives because there's opportunities for scholarships and you know, just just to overcome. If you get in that wrestling room and you grind it out and you work hard and you succeed, there's nothing that you can't do. It'll they'll excel in school. It's it's really uplifting. It it's it's such an awesome rewarding sport. And you have an opportunity right now to do the right thing. All hands all Everybody should be on deck doing this for the kids

014because like I said, I don't think anybody in this room had to go through CO, right? With the mask and the shields and the separation and all these other things, all these knocks against these kids. And you guys, you have an opportunity right now to do the right thing. And I think you should. and my son is depending on it. These new kids, they got kids coming up from the middle school. Everybody wants to wrestle, but who the heck's going to, you know, who's who's going to guide them? Where's their leader? You had an opportunity. You had a person who wanted to give back. You had another person and Gary Harson wanted to give back. You got people that generally want to give their time. They don't need the money. It's not about the money.

015That's ridiculous. They come out of pocket. As teachers know, nobody makes money when you when you participate. You want to help. It's out of your heart. That's it. 100% or nothing. It's all in or nothing. You have an opportunity to kick the door in. I suggest you do so so these kids are going to remember everyone here because they're watching. They're always watching, >> right? >> And they have questions of their own. My son is not inspired right now. And it's disturbing me a lot because he he's he's got a very good pedigree. You know, all my boys have wrestled since they've been four. And even there's kids that are undiscovered right now. to have an opportunity to do something really great. You really it'll it'll this will transist to all through school, too. You

016you'll notice kids that normally wouldn't, you know, come out and and and work hard. They get an opportunity. You'd be surprised. I've seen it time and time again. There's so many athletes. There's so many student athletes. It's inspiring. Wake up. Do the right thing. Thank you very much. >> Thank you, Mr. Hill. Okay, moving on to our uh board presentation. We have John. I'm gonna say I probably slaughtered it. >> Um uh he's here from Acro. He's going to teach us some things about our our new data presentation um data analysis. And so welcome to you Johnny >> over here. >> I think they're so can be recorded. April's gonna take his microphone. >> Here you can use >> if you want to sit over here. >> Yep. >> Thank you. Uh, thanks for having

017me. It's always great to be back in the great state of Michigan. I I don't live in Michigan, but I did for nine years. So, I always love coming back. So, thank you. Uh John Ree, if you're wondering, it's not at all like it's uh spelled. So, just hard across the room. Um so, uh great to be here. Um looking forward to giving you some a big overview of your data, but also uh today what we're going to do is we're going to focus on some of the different ways that we do uh data at ECRA. Group just for those of you who who aren't kind of all that familiar with what we do is we're a we're an analytics company. So we work primarily with K12 schools across the country. Um I myself was

018a former district administrator for over 20 years before going to work with Decker Group. And uh the way what we do is we take in all of your um student level data from both your state assessment scores and also your benchmark assessments like your I reading anything like that and we build that. that we build a local growth model. We'll talk a little bit about that. So today we're going to go over some of the foundational concepts of growth. We're going to talk about the district's data as it pertains to growth and proficiency. And then um we're also going to give a little brief summary kind of like as we've analyzed all the all the data um some some suggestions for the future. And of course if you have questions I want to those as

019well. So um as we get started the two major things that we look at in our platform is we look at obviously proficiency. That's did the children meet the um the standard on the test. So for you all it's either the the MSTEP or the PSAT SAT and so we're looking primarily at that and did they meet the state benchmark. Okay. And then of course we look at growth and and with us with growth we're looking at every student where what is typical for Hazel Park Michigan uh your district and then we build a local growth model and we'll just give you kind of a little bit of a a visual of what that looks like with us. So we take all of the district's data, we build that into a local growth model, and

020then every child gets a unique propensity score, which is a fancy statistical term for a projection based on an equated score. And so that every child gets a projection from where they've been, what's typical for Hazel Park at every possible iteration of growth. And then that's projected in the future. And then the way we look at growth is uh little different than, you know, typically like where did a child start, where did they finish doing a simple subtraction. that's growing, right? So, if you think about like when you're you have your own children, you know, they started the year at 5 foot, they they get to 53, they grew three inches, right? Well, the question for us is not just did they grow three inches, but where were they projected to grow? And so, that's

021why we take the local your history of Hazel Park and we utilize that history to project in the future. So that a child's growth on your standardized assessment, I Ready and MSTEP, PSAT, SAT, it's not just a matter of did they grow from the previous year, but where did they grow relative to where they should have been? And that's how we measure growth. So I'll just pause there and say any questions on that because that's a little bit different than probably what you're used to seeing. >> Questions? No. >> Okay. So the way we we the way we color code growth through the system is uh blue is higher than expected growth, green is expected growth, yellow and red are are low growth. Okay? And so you'll see in your district um quite a bit

022of green. So meaning you're you're kind of on pace. Um some some yellow growth um some areas of opportunity and then some blue growth as well. So we're going to look at all of those. And the the great thing again, it's not just where did the student start, where did they finish, but also where they projected to. So that as you stack years of higher green growth and blue growth, then you start to look at how do we then achieve higher proficiency. But for most kids, for most schools, we we always recommend ECRA, but just nationwide the focus and I do appreciate appreciate your district administration, your building principles always being kind of like acutely focused on child growth. That's that's where if you focus on growth, the proficiency stuff comes down the road. Okay,

023we say that everybody just so um just some of that I wanted to give you kind of a a smattering of some of the different uses for for the for the data that we provide. Um many of many of our schools including yours are utilizing it for personalized learning. Meaning what what where's the how is the child growing? What are their needs and how do we better program for them? um MTSS systems or RTI meaning like the bigger system supports, you know, are we targeting the right students for the right programs? Do we have the right programs and can we integrate some more student some more programs in that might better address the needs of our students? Again, that is I can tell you um without equivocation that your district is looking at those really

024well and they're looking at the data and they're trying to find out um they're also utilizing it to set goals. So meaning what is a goal? So, for instance, when you're setting goals in the district, you might set a district uh proficiency goal or something like that, a lot of times what those conversations boil down to is, you know, like aspirational goals from the adults, which are not bad, but are they based on the students? The nice thing about us is we because of our projections in the future, you can set goals based on how your students have done and where they're projected to be. And you can still set stretch goals, which I would argue your district is doing. Um, but based on the needs based on where your students are at, so that

025as you start to grow students at increasing rates or accelerated rates, um, you see those goals going up year-over-year. And that's that's sort of the way to do it. Um, I will also say your district is looking acutely at program evaluation. How, you know, what are the supports in place? What's working? What's not working? What's working more effectively? How do we get more students into those? Um, what's the profile of students that are in there? And then also equity and impact. Are are you seeing the same growth across the board for all level for all groups of students? Um I'll say you'll see you'll I'll I'll give you a preview of coming attractions, but towards the end of the presentation you'll see that um your district while we don't have the data pulled together, we're

026working on pulling together data for students who are higher mobility, meaning your newer students versus students who've been here a little bit longer. And that's not to say that one group or the other is is is has more importance, but it's that all students are important. and making sure that all of your students are getting the right uh needs when they come in, whether it's for a year or two or they've just been here for a year or whether they've been here for five years. What are their needs? How do you program for them? How do you know? And that's that's one of the neat things that your district is doing. Um so wait, with that I'll pause again. Any questions? >> I do have a question. >> Yes. Um, when you talk about students

027that have a greater level or a higher mobility, I think you said, >> y, >> is this is this data that could potentially follow them from like LEA to LEA? I if you know, say they're coming from a neighboring district into Hazel Park and then maybe moving and and following through so that you sort of have that same level of projection or you're able to like pull relevant data from the past or are they sort of like starting fresh when they come here to Hazel Park? >> That's a great question. Um we can work it both ways. Typically what districts want to do is they want to start with what a fresh start, okay, when the student comes there. We have had districts um who have given us that data in advance. It's it's oftentimes

028hard to ascertain from the previous district. Usually when that happens, usually we we tell them like don't focus on the previous district's benchmark assessments. Like you're using I Ready. >> Okay. >> The other district might use MAP or might use FastBridge or some other assessment. Um which we can use, but it doesn't mean the same for you because you're using you're kind of getting to know a different system. So, we usually recommend that if we're going to take that data in, keep it at the state assessment level, you know, because we we trust those scores. >> Okay, >> that's a great question. Any other questions? >> Do you just pull your mic up closer for us? >> I'm always wary about pulling the mic up. I've been told when I was from years when I

029was a teacher, >> I would blow people away with my [Music] try now. >> Do you want to give him mine? >> That one worked when he brought it closer. >> Mine was good. >> Matt, >> do you want to bring that one back and have him bring it closer? >> Yeah, that's fine. >> Sorry. I'm getting some um site input from somebody that's at home watching saying that the it's pretty low. So, >> no problem. That better >> I don't know. He'll tell me in a minute. >> I'm always lerary of the microphones because I have been told I have a booming voice when I when I get into the classroom. So, I don't want to blow you away or have your ears ringing. >> Was his microphone. >> Um, any other questions? Okay.

030You ready to get into your data a little bit? Okay. So, this we're going to look primarily at your benchmark assessment data. We're going to look pretty high level, kind of give you an overview of what's been going on, what's been going on in the district, and then um we'll give you some some of the recommendations. This is not new to your district administrators, just so you know, they're they're sort of acutely aware of these, so these aren't surprises. Okay? Uh so when you look at your data um overall for ELA and math across all grades you see that um your percentage meeting benchmark that's the state benchmark um has been relatively relatively constant in all subjects. Your growth is relatively it's green remember green growth is as as expected meaning meaning across the board

031your students are doing kind of as projected with the exception of social studies you see exceptionally high growth there. So, that's a real bright spot. All right. Uh, and when I say exceptionally high growth, I I usually don't use the word exceptionally in there, but you'll notice that the effect size for growth is.3, and it's doubled that. So, that's about like two grade levels worth of growth or a standard deviation, two standard deviations. So, that's a really high note. But otherwise, um, across all subjects in math and ELA, uh, you're you're right on target. Um, don't don't pay too much attention to the negative numbers in front of it. Remember, there's a range for projection. So, as good as we are at projecting human behavior, we are still projecting human behavior, predicting that. So, um

032we're we're we're within the really good acceptable range there. >> Okay. Can I just ask? >> Yeah. A quick question on that. >> Yep. >> So, I'm not I am paying attention to negative because I'm a math I was a math teacher. Um so, are you saying that our projected growth is to go down? >> No, you're that's a good question. Your projected growth is your So think of this with ECRA's growth model one year of growth which typically equals one is zero. So a child is projected to grow and if they hit zero that means they hit their anticipated projection. If they're slightly below that which is just like the negative number is slightly below zero but still within the range of that one year of projected growth. If they're slightly above then they'd

033be then it'd be positive. All right. So typically that's why that green range if you look down right up below the 029 to negative.29 to positive.29 that's the acceptable growth range. >> Okay. So that's like 0 equals 1. That's probably if there's a number that you need to remember here is that zero equals one. That's one of the hardest things you do training across across the country and that's sort of like the most the hardest thing for people to unlearn is like but what's one year of growth? It's zero. Okay. Are these Hazel Park numbers? >> These are. Yes. >> I'm confused on the sample size then. Why is it only the highest one is 1672? Why is that so low comp compared to where our people come? >> So those would only be the

034subjects that took the standardized benchmark tests. >> Wouldn't it that be all students? >> No. >> Because like your K2 don't take it. >> Yeah. >> Does that answer it? Yes. >> Yep. >> Yeah. >> They take I >> which you'll see in just a second >> take the pieces that we bring together to give you this analytics. >> Yeah. So this is the percent. Remember the benchmark is on the state assessment. You can't see my pointer but it's on the state assessment. Um so this is only the students who took both the state assessment and had and then had a growth score going into it. >> So the state assessment is N MSTEP PSAT SAT. >> Correct. So any student that didn't take one of those three tests is not recognized in this data

035set. >> Right. So like K through two and then obviously 12th grade. >> And you said only the ones that had a growth or is everybody in there and that's the average growth. >> So that is the a that is everybody. So that's across all subjects all all subjects for grades e for ELA and math only because this is like your your federal accountability ESSA. Um, that's the overall growth for all subjects. >> Okay. >> So, if they took the the MSTEP or PSAT or the SAT, they're not included in this number. >> If they are included, those are the ones. Yes. >> Yep. >> But, for example, if they took just the I Ready because they're in K12, they would not be in this number. >> Yep. So everything I just said just changes

036about a slide, right? So that's your overall. That's like So this is like your 60,000 foot. This is what's going on from a proficiency and growth across the district. All right, overall. Now, we're going to dig into proficiency and growth relative to math, reading, science, and social studies. Okay? And so this is the grade bygrade growth. You'll notice on the left side that's percent met benchmark. Okay. So, not to be confused. So, that is the state benchmark on MSTEP, PAT or I or or U SAT. But you will notice I call me a liar for just a second and it's okay. I can take it that there is percent meeting benchmark all going all the way down to kindergarten. That's because we're able to take what the state benchmarks are and map them backwards to

037first, second, kindergarten, first and second grade so that you get sort of a preview of coming attractions. So that's the level of that's the level of analytics we provide is we can take that benchmark data and map that backwards to K12 to kind of give you a better indicator of where your kids are at and what's coming up. Okay, so that's why the percent met benchmark goes all the way down to K, but it's not in the official ones from the previous slide because that's this is actual benchmarks. Okay, these are benchmarks on I Ready. And then you'll notice that you've got your growth, you've got I Ready growth and then you've got MSTEP growth. And you'll notice that the MSTEP growth or PSAT growth only goes from grades 3 through eight down below because

038those are the only grades that took them. Okay, I ready goes all the way back. So, you'll notice across the board you see pretty pretty steady growth across the board with some with some potential opportunities. Again, this is just math that we're looking at. Um, obviously there's some opportunities there um on the MSTEP particularly. So, as as your district is looking at I Ready growth in math, um there's some opportunities in third and fourth grade and seventh grade to kind of what are the needs of the students and they're already doing this and what are the subtest areas to see what what are the needs of those students and how can we get them better ready a little bit better ready for the MSTEPs when they take them in what five months or so. Um

039should note uh high growth really high growth in eighth grade. So, that's a really nice one as those students launch into high school. Um really good really good launching point last year for your eighth graders. Okay. Then doing the same thing for your oops sorry looking at your ELA and reading you'll notice that uh very similar story. Um you'll notice that for ELA and reading. I do want to highlight a couple things on your percent met benchmark. um that that those two columns in the middle. Um you'll notice that a little h slightly higher than in than in than in uh math and I think that was to be anticipated but also shows that the newer reading program that's what's that about two years old now >> three years old is really starting to take

040root and you're starting to see some gains there. So that's a really nice positive from a proficiency standpoint uh especially on the percent meeting benchmark on I Ready. Um, additionally, you'll you're also seeing that in grades five through eight, very consistent growth. I do want to point out again that eighth grade class last year, um, really high growth. That 0.25, while it's not blue, which is what we consider high growth, it we we as a company always say anything above 0.20 is green turning blue. So, a really real positive there. Um, again, some opportunities in in the fourth and fifth grade for ELA and reading, which I think you're already looking at. Um, we know what those are. We're looking at the subtest to see what those students need and how we can how we

041can intervene. Okay. And then finally to kind of wrap this one up, not as much granularity here because not as many testing, not as many tests, but when you look at your um your social studies and science, we just kind of lumped them all together because there's not as much data, not not as many grades. Um you'll notice kind of what's to be expected in science and social studies. pretty pretty high numbers in both of those areas. Uh particularly social studies, which which is not a surprise given this exceedingly high growth overall as a district in social studies. Um but you'll also notice grade 8 in particular and and again this seems to be a theme for that grade last year. Um they had a really good year for ELA math and then also um

042science and social studies. I also want to point out social studies for grade five. Really high social studies across the board has just been really really good. Um, science again also kind of kind of in line with with what you're seeing in ELA in particular. Um, so that that's some real good numbers there. But I do want to point out again that social studies and science proficiency relative to the to the math and English a little bit higher. Um, but really good. And I'll pause there. This is sort of the overview of the K8 assessments. What questions might you have? >> I I'm curious. it. I think it was two slides back. You don't have to go back. Um it may have been the the science where we sort of broke down the growth between

043the I Ready and the MSTEP, PS, the SAT. >> Um and >> and some of them were I'm sorry, not science, math, >> math. >> Um >> I mean there there were some pretty big deviations between the overall growth on one test versus the other. And I don't I mean maybe that's a better question for our internal team. Do we think that that's like the test style, the time of year, the just the material that's involved in it? Like it's just interesting that there's that there's such a a big difference between the overall growth on one test versus the other. A mixture of all of those things probably. >> Yeah. So when you really look at MSTEP and I Ready their two, while they both benchmark and they help us understand where students are, they're

044very different assessments. And so your I Ready assessment is a norm referenced assessment that really is digging down into some very specific grade level standards. Whereas MSTEP is really again measuring some really big highlevel principles and really also helps us understand how we're doing in terms of the curriculum we're delivering. And so I want to just kind of jump in on the socialized piece. You notice that really high significant growth. We can attribute that directly to the fact that uh during uh the 2023 24 school year we had a whole team of people rewriting the curriculum highle very rigorous curriculum and then all last year our social studies coordinator spent the year coaching and I happened to have the privilege of being in some classrooms for social studies last year and I saw some really

045dynamic conversations and work going on and we see a direct correlation into that work with high quality curriculum with a lot of coaching for teachers and opportunities for students to dig in and we're seeing that that big bang for the buck. So, um that's what you're going to see on an MSTEP like test versus I Ready. >> Got it. Okay. >> Any other questions? >> I'm just clarifying. So, on the left hand side of all these slides, it is the percentage of our students that met the state benchmark. >> Correct. I guess it' be your right. >> Pardon? >> It'd be your right side. My left side. >> Yeah, I flipped it. I I'm in the mirror here. >> All right. Uh moving on a little bit. This slide is a little bit of a

046deviation from what we just saw, the the heavy charts. Um, this is what we've done here is we've taken your I Ready assessment scores for math and ELA, um, or math and reading, I apologize, and we looked at them and where do your score sit relative to the national percentile year-over-year. So, um, it this is kind of a really helpful slide to give you an indication of where where has your district been, where are they headed relative to the national. Now, um, while of course it's probably you're you're it's not where you want to be sitting nationally necessarily in the in the bottom third average, but I do want to say like when you focus on growth, you see those percentiles there going up and that's the most important thing. You see in both math

047and ELA or math and reading, you see those those increases in growth particularly over the last couple years um, in math where you're seeing us a big spike. So that focus on growth can can go up and that's what you're looking at when compared to their peers across the country. >> Is math blue? I don't know if anybody that's really small for us. >> Yes, math is blue. Okay, >> math is blue. >> Reading is like >> orange, >> burnt orange. >> Maybe everybody else could see that well, but I certainly could not. Sorry. >> So this is this just kind of gives a nice context and and a nice slide to kind of keep you grounded as to where you're at relative. So, so sometimes you f you we focus so much particularly as

048a company but with your district as well on local growth, local growth, local growth and that's really important but as you grow locally sometimes it is nice to zoom out and see how are we doing relative to our peers across the country and you can see that that's the steady increase in local growth shows steady increase against your peers across the country which is what you're seeing here. Um the next one is we're going to look at some growth by cohort. So this is this is your MSTEP by cohort I'm sorry not growth by cohort this is proficiency by cohort. So what this does is it shows you going back you know two three four five years um how have your grades done on the MSTEP for math um relative to when they started. So,

049um, typically what we see in in it's sort of a a little bit of a mixed bag in some of these instances where, um, but we're seeing pretty high gains in third grade, um, that that sixth grade and seventh grade cohort seem pretty pretty, uh, pretty consistent in math. Um, again, and what I would say is this is pretty consistent with what you saw with the growth and proficiency across the board in math, which was pretty consistent, staying at the same level. um some opportunities there as we've talked about, but you're also seeing some as you know that that as you as you focus on those younger grades, especially K12, which we saw in the previous slides, you're seeing some growth there. So, hopefully that's a preview of coming attractions as well. >> So, this

050is proficiency, net growth. >> This is proficiency. Yes. >> On the MSTEP. So, just so I'm clear at what I'm seeing, the blue grade three on the far left and then the next blue is when they're in grade four. >> The So each blue is the grade three for that cohort. So last year's seventh grade cohort goes all the way back, what is that? Five years to grade three. So blue is always grade three. Red is always grade four. >> Okay. So then the blue in grade three would be the red in grade four, which would be the yellow in grade five. So again, you have to look at the different colors to see how that >> group of students did. >> Mhm. >> Okay. >> Yep. Uh not quite. No. So the blue, see

051the 20, all of these are the 2024 25 cohorts. So these are last year's fifth graders going back to their 22 23 year when they're in blue and third grade. >> Right? So they're blue in third grade, they're red in fourth grade, it's the same group of kids that are blue and then red and then yellow. >> Yes. >> So just so we're clear, when you look at the seventh grade cohort, >> the purple is where they are in seventh grade and those same group of kids is blue where they were in third grade. Correct? Making a comparison of the growth that they've made throughout the years. So that's why these are our third graders from last year. And when it says 25 26, those third graders will move to the fourth grade cohort because

052there'll be a a red. So really what you're looking at is how are they growing over over and you need to remember right as they get older you show less growth. When they're younger they're growing because they're learning so much. You don't see the same growth. So what you're seeing is our third grades as we've gone along have really done well and then the growth has gone up in fourth grade as well. and last year in the fifth grade cohort, not as well as they had done the year before, but better than the seventh grade. So, they're different kids, but those are all those kids together. >> Y >> So, if I'm looking at this and I'm looking at the seventh >> seventh grade cohort, yeah, >> the yellow, which is them and in the

053fifth grade, they had the highest percentage of growth >> that when they were in fifth grade, >> they dipped in the sixth grade. >> Yep. >> And then they went back up a little bit in the seventh. >> That's correct. >> Okay. >> Yes. And remember, it's important to note this is proficiency. So this is the percent of that class proficient at each one of their >> Grade levels. That's correct. So that's why the focus on growth is really important because proficiency and I will say too and and and Michigan is very similar to most other states that mo Michigan's benchmarks get more difficult year-over-year. Meaning in third grade, it's usually the easiest to hit the benchmark and it gets increasingly more difficult as they go through school. Meaning the third grade usually hovers right

054around the 47th percentile nationally. By the time they get into the 6th, 7th, 8th grade, it's up around the 60th percentile, 70th percentile. So in order, in other words, in order to be if you stay at the 45th percentile nationally, you'll be you'll be proficient in third grade. If you stay there your entire career, you won't be there by the time you're in fifth grade. Does that make sense? >> Can I also ask a question in the analytics? So when we look at all the individuals in the seventh grade cohort, let's just take that one because that's the largest. Those are or are not necessarily the same students. So while they did come, we have a tremendous amount of transition and moving in the state of Michigan. So are those every single child in that

055cohort or just the ones that are have been here the whole time? those are every single child in that cohort. >> So I think that's important for us too to remember that when our students that that fifth to sixth grade is there's a lot of transitions of people moving in and out. So we had a lot of new kids coming in in sixth grade and we have fifth graders that go out and move to a different time. >> And yeah >> yeah and that's and that's something has has looked at as well too. So we've looked at like the differences between the overall cohort and those who have been with us two three or more four or more. So, that's a that's a really good one. And those numbers look different. The longer they're with

056you, the better those numbers get. >> Do we have that data, too? >> Not in here, but we do have it. >> And then just to give you give you the same thing, same look now, now that we know what we're looking at, this is the same look, but now looking at your ELA reading. And so, as you can see here, similar story, high a little higher, which we we anticipated with that reading program and what we've seen across the board. But you're seeing um very good numbers across the board. Um little more steady increases uh especially in that fifth grade, sixth grade cohort. A little bit of dip in that seventh grade cohort, but but but similar. And again, it is a good point that uh that Amy makes that that when you filter

057in the students who have been here a little longer, these numbers look a little better. >> And again, this is proficiency, not growth. >> That is correct. growth it's amazing but proficiency it's kind of like a wow >> and that's why a hyperfocus on growth is really the most important thing and and we would say this even if the numbers just so you know because I present at all different districts if these numbers were in the 80s we would still say the focus needs to be on growth because growth is the most important metric for students especially year-over-year um for instance a child achieving at the 95th percentile in the nation well you don't want that child to grow at the same same rate year-over-year otherwise they start losing ground, meaning if they grow at

058the same rate as the 50th percentile, they'll lose ground. You want to keep that child. So, what are you doing to grow each individual child at the rate that's appropriate for them? So, we would say that no matter where you are at >> and I and I just want to share, if you remember, I also shared with you that link for kids count in the state of Michigan. And in the state of Michigan, you aren't looking at Rochester, Birmingham. You need to look at districts and the average growth is 17% of districts of poverty. And unfortunately that's that's Hazel Park in many of the school districts. And so our actually our growth when you look at that is a little above districts of our type. And then you need to look at the size which

059makes it as well. >> Yes. Absolutely. >> So just so I understand and just clarity reasons. So if I'm again looking at cohort seven and I'm looking at the sixth and seventh grade at sixth grade those students were under 20% proficient at their grade level. Is that what I'm understanding? >> Yes. >> Remember, it's important to note that proficiency is a is a policybased benchmark. It's not necessarily a scientifically or evidence-based benchmark. So, meaning that's >> you want your students proficient. >> You do. Absolutely. >> And if you're telling me that only 20% of our students at grade level are proficient for that grade level. That's kind of >> concerning. >> Yeah, it's it definitely makes the focus on growth. Yes, absolutely. But what I would say this is I'll put >> the focus be

060both on proficiency and growth. >> It should. Yes. >> I mean growth is important too. I understand that. >> But shouldn't it be both? >> It should. Yeah. And that's why that's why we present both of them. Um but some kids are a little further away from the proficiency benchmark. So that's why you focus on growth. In this instance, what I would say is um proficiency is here's here's another way to think about proficiency. And again, we we've done these studies across the country. A student who's not proficient in reading at third grade. That does for the according to the state does not mean that that's that child can't read. >> Does that make sense? >> Yeah. But they're not just they're not able to read at the level >> established by the state. Correct.

061Right. >> Yes. What I would say is the state benchmarks are usually set somewhere around the 50th to 60th percentile across the state for proficiency. So that's the minimum benchmark for proficiency is usually around the 50 50th to 60th percentile relative to the grade. If across the country where you would start to program for a child is around the 30th percentile, 25th to 30th, just for for context, not to say that grow that proficiency isn't important, it is. And ultimately, that's part of your accountability system. So that's why you you have to focus on it. Well, and I think that's also why the state of Michigan when they they give you your rankings and your numbers, they look at multiple factors. They look at proficiency, they look at growth, they look at inside the different

062categories as well. And that's why you've seen an increase in a numbers every year. A >> and why you've seen an increase in the waiting of growth on all state accountability systems, whether it's Michigan, Illinois, Indiana, Wisconsin, across the country, you're seeing growth as a bigger indicator. proficiency is still part of it, but not not as big as growth, believe it or not. >> And I would add just um I want to read a little snippet from the MDE's memo on state assessments because I think this is really important. So um this was the state sending out a memo trying to help people um put in perspective the um the state assessment. The MSTEP assessments are rigorous, not meant to measure reading ability or math ability by themselves. They're meant to measure understanding of a

063broad set of rigorous subject matter standards. Because these assessments are high bar tests, students who score partially proficient are not necessarily performing below their grade level. And many who are below the proficient benchmark are successful throughout school, in high school, in college, and in their chosen professions. So, I think that's really important with how to really think about the MSTEP assessments. Certainly that doesn't mean we don't want our kiddos to do better than we have right now. But I think it's important to contextualize what that assessment is really measuring. And just that very first statement that I'll reread it again. The MSTEP assessments are rigorous and not meant to measure reading ability or math ability. And that is from the state of Michigan about the MSTEP assessments. So, just to bring a little bit more

064context to the purpose for those those assessments and how I know as John said it's it's a a state um set of criteria that they set up here. That doesn't mean that we won't want to get to there, but we do have to contextualize what they mean. And it doesn't mean again that the students who are not scoring at some of those levels are not reading or cannot do math. Good questions. Any other ones? I'll move on. We're gonna we're going to get into some high school stuff here in just a second. All right. Um just another this is even a a bigger macro look. These are your student growth rates for math and ELA across all grade levels um on your on your MSTEP, PSAT, everything K12. So this is the entire ball of

065wax. So this is remember we had broken it out just for MSTEP, just for I Ready. This is putting everything together. What's the overall growth rate in MA particularly math and ELA and then the combined you'll notice across the board it's green. It's expected. All right. It's you're you're where you're you're you're projected to be. Um, now that doesn't mean that that's where you want to stay, but it's where you're at right now. And now as you look at achieving those and staying consistent, now you want to start incrementally moving students up or accelerating their growth. And so looking at that, we'll look at your high school um PSAT, SAT, all grades, little bit of area opportunity um overall for ELA and math. Um PSAT and SAT uh showed a little bit of little bit

066lower growth. um your SAT uh was was your higher one. They were kind of right as projected. I'm going to say for for the sake of the students, if there's one that you want to do better on, it's the SAT. It's the one that really matters. So, while there was a little bit of a um lower growth in ELA and math for 9th and 10th grade, um your 11th grade showed consistent or a rebound between sophomore and junior year. So, that's a that's a that's a good thing. That's the good part. the the the interesting thing and and I think you you're going to start seeing it is as these students start to transition from the eighth grade into ninth and tth grade. Um that's where your area of opportunity is. It looks like you've

067got some stronger seventh and eighth grade students coming up in the next couple years. Um hopefully you see those ninth and tth grade PSAT scores continue to go up. Um, that's a really f real opport area of opportunity as well, which which your your high school is looking at, which is what are the subtest areas for PSAT and SAT and how do you align your curriculum to those? That's a always an area of opportunity when looking at those tests to got to get a little deeper into that. Oh, that's it. That's it for that one. And then we'll got to give you your state report card analysis, which is just kind of a bigger state of the district. So, any questions on this one? Whoops. I'm sorry. This one I went back. I didn't move

068you back. Hearing none, I'll move on. Okay. So, what we also do at ECRA is we kind of take the state data and we um we're able to make it into like the growth percentiles and we look at where does your growth and where does your proficiency sit relative to the rest of the state of Michigan. And so when you look at your ELA math, science, and social studies from a both a proficiency and a growth standpoint, um you'll notice that in 2324, all right, we're we're about to get the 25 data. So, you'll get an updated report with this. Um what is that a couple months about right? >> Yeah >> I think we have we were just >> well it's the embargoed data. Yeah >> we just >> yeah um what once we

069once we get that and we do it for the entire state meaning what we do is we take the entire state's data we analyze it then we figure out um the numbers that you get on the state report card are the numbers the district values you the state value there that you see is the is the 50th percentile so it's the medium. All right. Um, your district's percentile tells you where does your state value, where does your district's value sit relative to the rest of the state of Michigan. Okay. And so in this instance, um, you'll notice that your ELA growth percentile is the highest one of all of them. So meaning, uh, you're you're in about the the 25th percentile over both years. Not really a surprise given the emphasis on reading and ELA

070in the district that that's your highest one. your proficiency, believe it or not, from 23 to 24 did go up in on on on your state assessments. Math proficiency similar uh ma I'm sorry, math growth percentile not quite as high, but that that's that that the growth data showed that that was an area of opportunity for you and and you're looking into those standards. Um again, uh science and social studies, they don't have a growth metric there, but they do have the proficiency metrics. So, you see where you sit relative to the rest of the state. You'll notice that both in both of those over the last couple years relative to the rest of the state, you've both go you've gone up in both raw values but also relative to the rest of the state

071as well. Okay. And then this last slide here is your student achievement. So that's your your college readiness in all subjects. So this is your what we just saw was your K8. Now you've got your your high school. So where are you at uh relative to the rest of the state? not quite as high as your K8, but hopefully with the K8 moving up, hopefully you see those those numbers translate. It takes time um for a district and a larger district like yourself, and also takes time when you're having students moving in and out. So, that's that's a those are real things. Um but you will notice that um your your your district values um remain relatively constant across the board. Um, and your percentiles unfortunately are probably not what you're looking for, but looking

072to go up. By the way, if you're trying to do the math year every year, remember those last columns do the math for you. So, we don't like you to have to do any of the math for yourself. And then finally, I've just got a couple summary slides based on everything you heard or a summary slide, you know, based on everything you saw today. um growth growth in all subjects remains relatively constant consistent with previous years. Um recom we're recommending and and your district is well aware of this and and already doing much of this work. Continue to focus on the subtest analyses. Those are those areas within mathematics, reading, science or social studies. What what are the particular areas that your students need or groups of students need? Um continue to focus on those

073and then target the interventions for those. Um and then continue to target resources to the needs of students particularly in math and reading. um meaning put the right you know put put the students who need the vocabulary support in the vocabulary resource that makes sense you know so that's that's sort of target the right resources to the needs of the students um students in K8 continue to show improvement relative to national benchmarks that is a really important one and so like as we zoomed out in that one slide it's important to note that that sometimes you can get bogged down in the minutia of looking at the the little pieces of data and sometimes it helps to zoom out and say are we are we moving the needle relative to what we see across across

074the state or across the country. You are seeing that. So that's the nice thing. All right. And it takes time to do that. Um and then again continue focus on growth particularly with higher mobility students which we're doing. Um this will yield increases in proficiency over time. >> Okay. So our our goal in any given year is to be in the blue section because we want to increase more than expected to eventually make it so that more of our students are meeting the benchmark. Is that an adequate assessment? >> I would say targeting blue is aspirational for sure. What I would say is your your first if you're setting growth goals, what we what we recommend is setting trying to hit those positive numbers. hit those numbers in the green but with the plus next

075to them. Um, and then try to get that plus as high as you can until you hit blue. So, in other words, we would usually re recommend like if you're going to set an aspirational goal and growth, be realistic. And we would say this to anyone. So, this is not unique to Hazel Park. If you're going to set an aspirational goal and go growth based on where you've been, I would say a good growth goal would be like positive. 1.20 somewhere in that area. It's still in the green growth, but it's showing an an additive effect based on what was done previously. If you hit blue, that's great. It's important when setting growth growth goals or proficiency goals to set them within reason. And remember, the the projections that we're utilizing are your actual students.

076So, we're not kind of like magically pulling them out of thin air. So, that's the important thing. So when you set a growth goal in some respects it becomes well it's it unfortunately when we project and we're accurate it becomes harder you know so meaning you it takes time to implement new new new programs new procedures as as I'm sure your district administrators can attest to here and so the idea that you're going to move aggregate metrics really quickly becomes difficult. So that's why setting realistic goals is important, but getting those into the positive is what I would recommend. >> Anyone else? No questions. >> Do you think um John, do you think you can send this to Dr. Wilcox so she can distribute its support? >> Yep, she got it. >> Perfect. Thank you

077so much. >> Yeah. >> Anyone else? No. Well, thank you very much. All right. Thank you. Great to be up here. >> Thank you for back. >> Appreciate your time. >> Anytime. >> All right. Moving on to new business. The first item tonight is uh personnel with Miss Kales. >> Uh so the memo in front of you talks about Oops. Sorry about that. Uh the memo in front of you talks about what our FTE movements have been so far this year. Um I've separated out by building and given you a description of which positions we um didn't need. Uh they were approved in the spring. Um but as counts came through, these are positions that were um not necessarily needed. Um so as we do every year, we don't hire unless it's there, unless the

078kids are there. Um, you'll notice there's a plus there for the grant funded position for MTSS. That's completely grant funded from the fund that the grant that we just received. Um, and our overall savings right now is about 1.15 million. I want to just tweak that a little bit about positions not needed across the board. We increased class size for everyone and that is how some of those positions were able to be changed. And so that's important to know. with that comes some stress along the way and also remember that some of the positions we already decreased and gave that information to you in the spring. So this is on top of those positions from the spring. So um since you said you we increase class sizes, do you think maybe we can get a

079schedule of what the class sizes were last year compared to what they are this year by grade? >> We probably can do that. Um we will work on getting that to you. Yeah, it would be interesting to see. Thank you. >> So, this one is 12. This report is 12. >> And I asked a question and I'm not sure. I want to know like is 12 it so far for 2526 school year. That's all that we've done. I mean, not I mean, that's a lot. >> No, that's not all we've done. If you remember in the spring we gave you a presentation and in the budget presentation it listed positions there that when I returned that we eliminated more and so it's that on top of this for the 2526. So when >> how many

080have we brought in so so like the >> we haven't added positions >> we >> these are removal of positions. So, this is on top of what you gave us in the spring when I returned inside um Monica's presentation. If you remember, these are all the positions that we said we were like Stephanie lost a position. We combined um we combined Chuck's role. We also did um there was a reduction in like a science teacher. There was a reduction in other high school teachers as Tammy worked on the schedule right before she left. So there were several changes that took place. A social studies teacher was reduced. >> Didn't we create a couple couple position? Not create is not the right word. Um >> approve a few positions for like pair pros that are one-on-one.

081>> These are just certified positions. >> Oh, these are just certified. >> This is certified teaching position. >> Okay. That was trying to >> I gave you the pair of professionals and I believe we were down seven. I don't know where we are now. >> Uh I think we're down six. So, from what you guys approved in the spring, we've been moving some around as well. Um, and so not really needing additional approvals because like we had them at this school and we well, we didn't need them there, so we moved to a different school. >> And the proof will be in the pudding when there's a draft budget that's attached to the actual staff that are in place. And I um you know that when you do this, it doesn't come without consequence. When

082you roll, you know, two jobs into one, Dr. domage finds additional time in the 24 hours that are there or we we have a less supervisor and so Dr. Razian is we're not in the buildings as much as we normally would be. So there's changes that there's ramifications that happen uh with the staffing that we have but um it is not cutting people's salaries or doing anything along those lines. I mean every dollar we are looking to count and to be adequate. We are still following all the um agreements with teachers and such just we've been really low in the last few years which is really beneficial. We know low low class size makes a difference. When we say down six parapros that is six fewer approved paraprofessional positions not that there are I mean

083there are there are open jobs for parapros in the schools currently. Correct. Yes. >> Is there I mean I don't think we would go into any building where they would say >> everybody, >> hey guys, we're great on parapros. Everything is >> That's true. Actually, not true. There's a couple of buildings that are completely hired up. >> Um but yeah, so that is where at as for instance in Webster, we we pulled two preschool classes. So we didn't need all the paracros for the preschool classes. Um where else did we move? >> Can we afford to be down six pair of pros? I mean is that we did that strictly for budget not based on need. >> Well where classrooms had less special education classes then we could reduce uh pair of professionals but to

084remember just putting a body somewhere doesn't make a difference. >> It it takes time for training and having the right person in place. So it it takes the whole village to make it happen. >> Okay. Good. And we uh move on to policy. >> And I would just say uh President Hint that this will not be on the agenda. This was strictlyformational for the board as requested. So this would not find its way to the next meeting. >> Oh, okay. Okay. U policy. Any comments? Uh I think another meeting's coming up. >> Next week sometime or two weeks from now. >> Yes, it's 28th I think it is. >> Yeah, I think so. Um, my only comment for policy is I still sent an email that I've never got a response on about why HR

085is not involved in these. Well, HR, it's not in their job description to be involved. And these are board policies, not administrator policies. These are policies. The board has three jobs. A hire superintendent, do budget, and write policy. So, and it's not in the job description. And you did bring that up before that you did ask and you wrote to the superintendent, not the board president, and the superintendent did answer you. So, I did not >> I would just like to note that, you know, even the attorney that we're working with that we hired advocates for having administrators that are that deal with the policies that you're working on that it's it's it's better to work that way. So, I would advocate for us at least having the administrators that that the policies apply to

086to have us there because we we need to work together. I think that was discussed and that was going to happen. It >> was. I just wanted to make sure that that was that we were still on board with that. >> Yeah. So, >> you're saying if it's if it's an HR policy, HR would come. If it's a >> absolutely >> teaching and learning policy, the Okay. >> Yeah, that was sort of the vibe that he gave. >> If it's finance then >> then Yeah. Scott finance curriculum. >> That explains it. Thank So I'm I'm looking for direction uh then because policy uh the HR director is responsible for implementing the policy. It it is in her tasks in the spreadsheet. Uh um and I have invited everybody I believe by group to attend those.

087I believe the next ones are finance and buildings and grounds. >> Yes. And uh both uh Crystal and Monica have been invited to attend those. >> See you there. Okay. Next is new business uh buildings and grounds um invest. >> Yes. So this is not anything for um approval. This is really kind of bringing to you in the old fashioned buildings and ground situation. Um last year um I became knowledgeable about some work that had been developed by uh partners and architect. Uh it was in December when they brought this to my attention and I met with them and so uh since I've been back we've rem on this again and invest has come forward because there were some promises that were made to them along the way and they were three promises. One was

088develop of a practice soccer field. The drawings that were done were not only a soccer field but a tennis court and some other and a playcape area. And since then, I've had conversations with um Invest and we've looked at the parking lot uh next to that. Uh some of the park district parking lot is actually on our property, but if we elongated that out, it would be a very wonderful practice field for soccer out there, which their their boys and girls don't have an area to to play. As well as it would be something for the community. For everything, it was 180,000. Obviously without having a tennis court and such it would be less but I just want to bring this to your attention because this is their first wish of what was promised to

089them um by the business department uh early on. The second one is a science lab renovation. Their children do not have a lab to work in with gas and to do the experience experiments and such. And so this renovation is $140,000. Um this is obviously we'd have to bid for it so it may be less uh maybe more. Um but this is their second request and the third one is a greenhouse installation. They purchased a a greenhouse 3 to four years ago and uh they've been waiting for it to be put up. Um I did uh work with uh Greg to have partners in architect go out. It's not simply just building a greenhouse. There's all kinds of emergency exits and things that would have to be put in because it's for a school. Um

090as well as lighting and a pad and such. But that's their third wish and my hope would be to continue to talk with you more. But I felt it's important that you're aware of these three things and that as we're developing our long range syncing plan, syncing fund plan that we know that uh invest is one of our schools and one of our facilities and thus we need to think about uh maybe in the 3 to 5 year plan having at least two of these in there for completion out of the scing fund. >> So explain to me it seems like there's no price for the greenhouse. that would be the easiest one to complete at a low cost. It seems like I I to me it um I'm sorry >> they already had it

091and it's been purchased for four years ago. >> So I went back and went to them. The problem is is it's not easy. It's not like just I think it would have been the one that they had but it's not easy because you have to put a gas line into there. The gas line has to be run. It wants to be in the uh interior of the building which makes safety fire um exit things. It's in the interior of the building. Yes, it's it's in a courtyard is where they would like it to be put. So, it's their third choice. Their first choice would to be able to have a field where their kids could practice um when they're outside and enjoy. I would view this as a spring thought. Um and we would rebid

092that and it would be significantly less than what it was to put a tennis court in and to do other grounds. This would be simple. It would be clearing and then putting, you know, leveling that out. I didn't go out and redo prices because I didn't want to spend extra dollars, but I did send our partners and architect over to look at the greenhouse installation um because I wanted to see if that was the easiest and it's actually not. It's probably the most difficult really. >> Yes. Because of all the safety features you have to have with it being in a school. >> So, they have this greenhouse they purchased four years ago. It's probably going to be outdated or not purposeful when by the time we get to it. >> Well, I asked them

093to prioritize their wishes and this is how they prioritized it knowing that they had the greenhouse and it it um I can't answer that uh because I'm not a greenhouse expert. I don't know how much they change. >> But um I put it back to them and and said they have a buildings and grounds operator now. and that person took it back to the class shows and their wish first is to have a place where their kids can play soccer. >> And my I guess my final thing is you said that the parking lot is on our property for the city from the >> Yeah, there's a there's a part of the parking lot that actually when you look at uh at whatever time that that happened. So it's not a huge piece, but it's

094a it's a piece enough that it'll cause some disruption there as well to make this field a little bit longer. >> Is the city aware of this? >> Not at all yet. We haven't had a conversation about any of this because I we just found out in the last two months uh this year when Greg um has worked with partners in architect to reook at this again. >> What is the parking lot for? >> I'm trying to picture what it even there's a piece of it. It's not like a huge part, but there's a piece of it that would cause disruption if we >> Okay. So that part of the park and the freeway. Okay. >> So this isn't going to be coming for any vote. >> Absolutely not. It's not coming for the vote

095at this time. It is um simply to make you aware because you haven't been aware of this as I wasn't aware until December of last year and I wanted to make sure that I brought this to you because we should begin integrating this into our long range plan. This is really >> for the person to go out and and discuss it and talk about money and get a a plan and that's just unethical. But I put I have I I looked, okay, we have a three-year repair plan and we don't have a scing fund balance and you know um so anyway the three-year plan is until March and until 2026 and it says they need a roof and they need windows and the Roosevelt bond was they need HVAC, they needed a new boiler, they

096needed new furniture, they need a new sign and I'm like they want to for the citizens this is the citizens tax money sinking dollars and they're going to be like, "Why is that school getting all this?" So, I'm glad it's not up for a vote. I'm glad it's informationational so you all can uh learn about it because some of those things we have to maintain our buildings and we also want to have like the soccer so kids can get involved so you have that it's a balance and so when I read that I'm like wait a minute. Well, the beautiful thing about the field is it's something that can be collaborated with the park district on the off hours, which they're also looking for items. And the size of the field would not be a

097varsity field. It would be enough so that we could have a couple, you know, young groups playing on that soccer field, everybody. So, it's a win-win for everybody. Um, I I can't say that it's unethical. I could say that there was movement of forward to have an architect do some drawings that not everybody was aware of. um and I needed to bring it to your attention. Um we we don't have a scing fund balance because we have to have the audit as was explained today in those questions and as soon as the audit comes in and that at the November board meeting we will have some suggested three-year plans which will include the sinking fund. Uh I agree and as I discussed with all of you as well in my emails in my memo that

098um as the rotation goes for this it would be strategic plan out of the strategic plan it would be time uh next spring again to do a building evaluation every 5 years. The last one was in 2021. And then from there, looking at the strategic plan and look at the at the building and grounds and the needs of the buildings to potentially go for a bond in 2027 when the tax rate would drop again. Uh because then it would perhaps it would be a bond that we've spent several years working on. And so um just wanted to make sure that I shared that with you again and I wanted you to be aware of these items um as simplyformational so that you know that they're there. So my only comment is to me syncing fund

099is a saving uh savings account for a rainy day. And while these are fabulous things and I I wish we had the money to just do them all right now. I don't know that that's should come out I'm I'm hoping it can come out of the bond instead is my thought process because it's a wish list as opposed to >> well syncing fund is not a savings. Syncing fund is to update things across your district every year. you get about a million two, right? >> So, um if we had a big project that we were recommending to all of you, then you might save it for three years, but every year you want to take some items out of that. That's why that's separate from the bond. This is a this is sinking fund. This

100is for district improvement along the way and upkeep. And so, we'll have a proposal to you guys and give you an opportunity to be able to have some conversations back and forth. We have not even had a moment to do that yet. Um, but we will have it in place for you in the November meeting. >> I guess see to me I I meant like so we we spend $130,000 on a on a soccer field. Fabulous. Soccer's my favorite game and then the HVAC system goes out that we need to replace. I just want to make sure we're not cutting ourselves short for agree. That's why just for example, we did sets of bathrooms every year at the high school and we made a long range plan. we're going to do this, we're going to

101do this. Those came truly out of the scing fund, right? So, we the plan that we would have would say this is what we're thinking about this year. And I think you have to look at the old three-year plans and say stop, you know, like we're going to put those off to the side and we're starting fresh, right? And here's the items that we have suggested. And you'll have an opportunity in the committee of the whole to look at those kind of things and give us some input of some ideas and thoughts and the documents we have behind that. I also want to say you have to remember that it said 180,000 when there was tennis courts as well. So it's definitely not going to be that big of amount. >> Yes. And I didn't

102want to go back and price that because those would cost us dollars. So um we just want to be kind of clear along that way. Probably significantly less to do that. >> All right. Thank you for that information ahead of time. Um metal detectors is Dr. W. Oh, no. AED purchase. >> AED purchase. >> So, this has been on our agenda since last June as well is to look at updating AEDs to make sure that one with the use of lawnfellow that we have an AED that's available when items are in uh Longfellow, especially with the gym being used. So, we want to make sure that we have an AED in that area as well for everyone's safety. And then the high school deck. Currently, the AED sits outside of the entrance. And in order

103to get there, you would either have to go out to the door and around or you would have to jump through the bleachers and down out and then come back in and jump since we don't have an accessible area into the bleachers. And so we're we're recommending that we put a standard AED on the deck of the high school for safety. Then we would take the one that's right outside the door and move it down towards the the athletic office closer to there. So that >> When you say on the deck, you mean on the pool deck? >> It will be on the pool deck. Yes, we'll be inside the pool on the deck. And we're using our pool quite a bit. So, >> and then we would have another portable AED that can be

104used in sports but also can go up anytime anyone's going to camp Hazelwood. So, it's a purchase of four AEDs. This would come for uh hopeful approval at the next board meeting. The cost that we have is 58.40. So, it was written as not to exceed 6,000. Small price to pay for someone's life. >> That's right. I agree with you. >> Um I just have a question. It's off topic. Um not on the agenda and not in finance either. Sorry. Um, but I saw it on Camp Hazlewood and um, you mentioned that there was a the caretaker position. Has that been fulfilled? >> It's been posted and um, our look would be to fill it in the spring. Okay. >> Um, but it is posted. >> Thank you for the update. >> Would the Camp

105Hazlewood AED stay up there? >> No, it would not be a good idea. Okay. >> It would it would be something that you take on those trips >> when you go they would take it up. Okay. So, we would have two portables, one for athletics. We already have one. And so, we would have the um Yes, we'd have another uh portable AED. And so, one, two. Yes. So, we'll have really three portable AEDs that we could have available uh in the main office at the high school. >> So, if anybody goes up to Camp Hazelwood, they would have to come. >> Yes. >> Okay. Thank you. >> Okay. Next is metal detectors. Dr. Wilcox again. >> Yes. Um thank you. Uh this is also one that we would brief for recommendation and this would be

106to add another metal detector to the high school. Um in order to do this, since we don't have all of our security guards in place, we would have to pay teachers right to man the doors, but it'll also make easier entrance for our students into three different areas into the back uh um the second entrance of the parking lot and then to the front. Um, and so we could navigate getting children in sooner, more quickly, but we would have to pay teachers at the curriculum rate of pay until we can get all of our security guards in place, something that we've not been able to be successful with at this point in time um to to do so. >> Anybody have questions? >> Do we have an anticipated cost of the teachers? >> We do

107not. uh cuz they do get uh $45 an hour curriculum rate of pay and so it would be the amount of time that they have to be up there >> and we need >> we would take at least two at each entryway and we have three guards. We do have a SRO that's there. We do have Prince three principles that are out there but sometimes they have to be in the office as well. >> So we're getting one more metal detector. >> One more metal detector. >> So that would be three that we have. Yes. >> For the high school and we So now in all right now all the kids enter through one door. Correct. And now we would move the to three separate locations so they could enter in three. So that would

108probably alleviate a lot of the parking lot hassle. Okay. >> The recommendation in the memo was for two metal detectors. Is it one or two? >> It's one. >> Okay. >> Oh, it said an additional and addition. Does it say? >> In board books. It says two. >> Oh, it does say two on the bottom. It's only one. I can trust you're only getting one for 23,000. >> I figured, but I just wanted to make sure. And I and I appreciate your uh grace uh because I was attempting to take memos and and doing them on my own um without my dear Jane. So um it's one and I will make that correction for the board meeting on Monday. >> Well, I think the price is probably more important. I just wanted to make sure.

109>> Thank you for that correction. >> Alliance Coalition underage, you're on here. I'm going to open that one up. So this really is I don't have this one up. My apologies. So this agreement here is uh the agreement for us to partner with the alliance. The alliance every year gives us a portion of the funds that we use for the HPCC community coalition. This is a partnership that we have had since uh the coalition's inception and they not only support our coalition with funds but they also support Miss Williams and work that she needs to do. So this is a yearly. We wanted to bring it forward to the board to get this in place. So again, we can leverage those funds and we can take advantage of all the positive uh support and uh

110substance use and abuse tools that they bring forth to our uh coalition as well as the community. The purpose for bringing this forth also is that the board had concerns about us supporting organizations like in the past we did promise zone um we did the junior Vikings and then also here and so we wanted to make sure that as requested that this was brought in front of the board. It should be a month ago that that it got sent in an awkward time. So this is really late but I let them know that this had to wait until after the October board meeting for approval. >> So this isn't costing us anything. No, it is directly flow through in and out and uh with the $125,000 a year that we get from the DFC grant

111um all everything's covered. It has never cost us anything. >> Okay. Well, it just says funding source general fund. So, I wasn't sure. I just >> Well, because it's flowing into our general fund and out again. >> Would you like me to write that differently? It's really your board packet. Okay, we're good. >> That answered my question. >> Uh, Millennium Copier, Dr. Wilox. >> Okay. Um, so you approved in June a copier uh contract and when they delivered the copers, they delivered us black and whites with scanning capabilities, which is not what we needed to make the transition. And so um, we needed to bring forth this agreement that increases the cost with color copers. The trade-off for this is that we don't have to pay anymore for any ink or that's all included into

112this cost. Um and that we will be removing all those printers. They've slowly been removed as people need ink um as we're not purchasing any ink and um the copiers are working fine. We still have to implement the codes that are going in and the scanning capabilities where when you come up you'll scan but that happens to be with some software that they um they didn't get the right level. So we're waiting on that. But um the copers, the color copiers are in and in place. >> Anybody questions? >> So it's just Oh, an additional 15 about $1,500 a month. Just >> Yes, >> we wanted to make sure that we had that approved. >> And that's across the board, right? Like every building, every copier. >> No, no, no. That's across the board. >>

113Okay. >> That's all the buildings. Copers are very important in building. >> Sure. Yes. >> So is paper. >> Okay. Uh 35mm literacy. Dr. Donich. >> So we shared uh maybe a couple of weeks ago in a boarding we were awarded the 35mm grant dollars in the amount of $288,842. This allows us to support our elementary buildings in doing some additional training in a uh intervention and a program called Gillingham. is an explicit direct instruction program that builds strong foundational skills. This is not a replacement certainly of our core that's our tier one core resource but this is something teachers can use in addition to that this includes as you see in their training increased resources and materials. It also includes consultation and coaching from which is the organization that provides the training. So this

114is a a nice sum of money that can really positively impact students from for teachers from preschool all the way up through fifth grade which ultimately will have a positive impact on our students. So we're bringing the budget forward in the hopes that we can approve this budget and move things forward and note in there the budget as I always say you know a little bit of flex with this. you know, we might have a few more teachers that we have to train and spend less on materials, but essentially this is what those materials are going to go for, and we're ready to move that forward um getting that approval next week from the board. The exciting part of this is this is continued work on raising those scores and best practices that are in

115place. Um so, kudos to our teaching and learning department that continues to win these grants, these competitive grants for Hazel Park schools. And this is 100% grant funded. >> Correct. >> It's a nice grant. >> So I had asked um I'm sure that we're have to repurchase materials or digital licenses. Will we be possible get a grant to cover those in coming years? Can we extend our grant to read behind perhaps? Uh I think there you know if you looked at the new budget, one of the things that the state has definitely prioritized is literacy. um that is is a strong uh vein through um purchase of materials as well as professional learning for teachers. So while I can't guarantee that there's going to be more grant funding, I certainly think the state's going to

116try to prioritize that. As as Dr. Wil Cox and I always say, if there's money out there, we're not leaving it on the table. So, while it is sometimes challenging and some work for myself as well as the business department, we have a a lot of a lot of meetings out of those. We know it's important for our students and we're going to go for anything that we can to help our work and help move things forward. >> I just knew that we recognized stuff that has to be renewed every year and that would be something that we'd have to renew every year. And what the only actually with this really the only thing that we would renew every year would be the digital piece. It's a very small cost actually. It's I think we

117currently use this anyways and I think we spend maybe $1,500 a year to renew the digital access. Certainly over time as with anything there might be books and materials that we would have to replace but that would not be a significant amount of money. >> So these aren't necessary workbooks. Correct. We actually did not. You can purchase workbooks. We chose not to do that because we feel that we have a strong foundation in our core reading program in which we do purchase workbooks. This is really just enhancing our teachers ability to provide strong instruction. >> Thank you. That was fabulous. Thank you. Thank you for the hard work of all the grants. I keep saying we need a grant writer because everything gets thrown at you guys and you can't pass up the money. So,

118thank you. Um, bid threshold, Mrs. Passian. >> Hello. Um, the me I have before you is what the state issues every year around this time. Uh, highlighting their minimum bid threshold. So, the minimum increased roughly 2.7%. It's now at 31,321. So this is justformational, nothing that needs to be approved. >> I just had a quick question on this. The top half is for ISDS only and the bottom two are for schools. So the top half doesn't really pertain to us. >> Correct. Okay. I thought that was true. I just wanted to make sure. Okay. Thank you. We have monthly financial report. You're up with Crystal. If anybody has questions, I don't have any. [Music] Spencer, Mr. Ch. If I had questions, I'll email them. >> Can we get um all of the bills as a

119board for like the Allen Law Group and everything else we have paid this year? >> Can you say that again? I missed part of it. >> Um so I noticed that we had two Allen Law Group um payments. I just wanted to see the bills >> for just Allen Law Group. note for all of them. So >> True, Clark Hill, >> please. >> Sutton as well. >> Yes. >> Is that it? Any >> Oh, >> I don't think there's any Miller Johnson. Sorry. Kevin, >> another one. >> Miller Johnson. Thank you. >> I thought about his name after I said it out loud. >> He hasn't sent a bill yet. >> I I couldn't tell you today. You asked me yesterday, I might have known, but not today. Okay. Okay. Next I have uh open

120schools myar extension the ISD internet fee with Mr. Wilkins but I don't think he's here. >> I don't think he's here so I'll I'll take it on. Um so we have myar life that uh we have to renew and um if you have questions about this specifically Megan or Stephanie can tell you about that. And then our yearly consortium fee is internet agreement. And so this is some of the questions that you've had along the way that I've been listening to over the last several months is how come we don't know about that. Well, these are fees that you just have as part of being part of the ISD and and part of the work you have to do. And so we're trying to make sure that we highlight and bring all of these ahead

121of you for your for your approval, but they are just year-to-year costs that that you don't really sign an agreement to. You just do them. So >> do we have Mystar Light just because it still holds data that's not in Power School? >> Correct. that. So there's there's a bow hand for this particular fee. This 4,000 that actually was to extend our access to all the data in myar for 6 months because we're still pulling data out to put it into um powers school. Okay. We have two or three years in there, but we have to pull all of our historical data and it takes time to grab that data. And then because it's a different system, we can't just take information out of myar and push it right into power school. There has to

122be a lot of analysis and cleaning up of the data and then we can report it. So this gives us that period of time. In addition, that's how we build Medicaid. So it eventually we won't have to reach back into my star or just like hold the historical data there because it will with this fee this particular was to have access but on a yearly basis we do obviously as Dr. said we bill Medicaid so and that's a huge >> how much was it last year? Oh, I think around 700,000. >> Yeah, I remember. So, um there will be some of that and the hopes are as more school districts have joined powers school a you know a larger majority in um that they will continue to build their power school and maybe they'll make

123allowances to think through both programs just not myar when they're looking at all these items. >> So, we're going to have to pay the consortium fee because we use it for medic in the future. We're just going to have to keep paying that 10,000 because we use it for something else. >> Well, the 10,000 is for internet. That's for >> Oh, okay. >> Got you. Sorry. [Music] >> Okay. Next is Donovie conversation. This is on here. Um well, because we know next week we vote on all of these items that we've received. So, um I have some things to say. I guess I'll say mine first. Um the school district has always had a structural uh deficit for years and years and we had uh five six years of deficit when we hit the 8

124million and um we went to Lancing and we wanted an extension so Oakland schools could help us and President N um really pretty much begged them, please, please let Oakland schools try to help us because back then they had emergency managers that came in and they took over your school. And uh now they have partnership agreements. Uh they don't come in and take you over anymore. But however, we were in deficit for 10 years and we had um Olden schools cost us a lot of money. uh we had quite a mess in the finance department and we had to pay we had to pay the bills. We had to have the experts in here and that's how I feel about um Mr. Soie and his um site assessment and his business. We had uh Dr.

125Wilcox had Terry Le come from Oakland schools. Um she said we have critical areas that need improvement and she mentioned over and over about uh reconciliation. Uh we have a 2 and a half page report from her um there's a lot of work to do in our finances according to her also according to Mr. Soie both people feel that our finance people are very good and very equipped to do this. um they have full confidence in in them doing leading us out, but we need help like when we had Oakland schools. Um the audit in 2023 and 2024 both site that our process was very bad. Um we did not reconcile our books. Um, the audit process included unavailable revenue in the general fund of approximately $230,000 that we didn't even have. But for two

126repeated audits, the 2024 also cites that we are not efficient in our our reconciliations. And Miss Les also says we're not that's like major. And she says it's hard for our department to catch up. And I just think that we need Mr. Soie services like we needed Oakland schools. And Oakland schools wrote our plan and they took us out of the deficit and we stuck to what they said. Now I I know we're going to hear if we have a deficit or not. uh in the next couple weeks, but we still, according to these two reports, have a tremendous amount of work to catch up on. I I think from what they're telling us, so I have every confidence in Monica and Crystal myself also. So, I think they do a fine job and they

127were given quite a bit of work down there. And we had Matt Miller here for 10 months. He was also helping us. Um and he he's he's excellent. He he was helping them. He was teaching them and uh we were fortunate to have Mr. Miller uh back here. So anyways, even after 10 months, we have two reports that say we have work and we have to do our money. We have the staff to pay. We have kids that need teachers. We have people here that need to get grants and do special ed and a number of great things that they do. So I just am in favor of um you know hiring him and he also would do the zerobased budgeting uh Miss Les told us last week that position-based budgeting they can work hand

128in hand. Physician-based budgeting is looking at staff, who's working here, how much they're getting paid, a breakdown of of that area, and then his 15% would be purchases of uh curriculum, purchases of supplies, etc. So, he would handle the other part that the positionbased budgeting is not handling. Do we have an estimate on what he's expecting to get paid from all of this? It's a lot more and we're already asking in a little bit for us to pay overages of that 25,000. >> It's a small price to pay. >> I'm It's not a small price. >> It is a small price. Let her finish. >> So, >> I think when he was here, he said it was going to be about 50,000. >> Oh, yes. That's what he told us. when >> give or take

129on the length of time that it would take to get it done. >> Um >> yeah, this was so heated. >> I'd like to go ahead. Sorry. Sorry. I thought you were >> I'd like to also reiterate that um we are 5 months into Dr. Wilcox coming back and this was part of the plan of assistance that was agreed upon by the board and voted on by the board unanimously. It was never agreed upon to just be done so and then we we did a cap of 25 to our community and now we're going to be asking for 50,000 more. >> Mhm. For an 18-month period of time. Sounds reasonable to me. >> I I don't think it's for 18-month period of time is 50 grand. I believe that's just for the next session. For

130the next session and then he does the next session. I I spoke with Bob and I'm going to go ahead and and jump in now. I I think we all agree and maybe Monica's can speak to this that Don Soie has a tremendous amount to bring, but the first step that was suggested by Terry and we also are recommending is giving us a chance to finish a cycle um to and I placed that all in front of you is to work on the steps that Terry had shared with us to get our position based budgeting in place. You also then out of that 15% which you asked a dollar amount for that we haven't been able to do. You have to subtract all of the buildings and grounds, the energy, the trash, all those things

131because you can't really change those and and talk about the supply that are less. We would like the opportunity to be able to step through this process. We have negotiations coming up. We have strategic planning coming up. What was suggested by Terry in order to finish um the reconciliations was another position. I was asked to remove that position, but that position is vital to stop us from having to, which is what was happening before, to stop just rolling step, which the rest of us are doing, step to step for the next report, the next grant that's due, give them an opportunity to build and to do the budget so that it is position- based and then readress this um in the June time frame or July time frame with Mr. Soie after the position pieces

132are put in place. I also suggested that I write milestones uh based upon this 18-month plan to be the goals that we're strategizing for moving forward. Um it is the decision of the board. I um I believe and I believe that our business department believes the same thing. This is the best way to go about it for us. I believe that we're going to um struggle if we're trying to put zerobased budgeting in while they're still trying to do the process and we're not resolving putting a position in place in order to make sure that we're reconciling our books so that they can focus on the other items that need to be done. It's that that is um I don't know if you Monica you have to >> uh yeah I just don't want to

133interrupt anyone. I I very much appreciate what Don or Mr. Soie has to bring to us and um I respect he has a great deal of experience in this. Um I respectfully would ask uh the that we could have additional time consideration before we think about bringing him in just to give us a chance to get on our feet. And you know, there were a lot of things that Terry detailed that we need to do and and we're well aware that we need to do these things. And truthfully, the account reconciliations are still an issue. Um Crystal and I are dealing with all of the daily processing and all of the reporting and that is just one piece that is still falling behind a little. Um so you know with what knowing what we have

134on our plate going forward uh negotiations for all of the groups um you know we're we are I've already talked to some people uh at Oakland schools that have implemented the position-based budgeting. So we're trying to move forward on that. Um, we're also trying and this was an audit uh recommendation uh to get our fixed assets um integrated into business plus instead of tracking that on a spreadsheet. Uh I've already initiated that process with Oakland schools and talked to South Lion who's just gone through this process. Um, you know, there are a lot of, and I think Terry touched on this a little bit, but there are a lot of processes that we're trying to tighten up so that we can have better procedures. Um, just payroll, accounts payable, um, grants, and even for the

135audit, which you know, account racks are part of that, but there are a lot of, um, work pieces that we're really focusing on so that we're in a better place. And then I think we would be better suited at that time, have more time to devote to um what Mr. Soie wants to walk us through. I I think just postponing it uh would make our time with him more effective and um give us an opportunity to prepare for that work. >> I do know Beth said just a little bit ago um that she wishes she had a grant writer. So if we brought this bookkeeper, I think it would give you guys time to do more of that. So if the bookkeeper came in and did the reconciliations, took some things off your plate, that

136grant writer that that wants, which would also be great, too. But it would give you guys that time to be able to do that as well, and things would be getting done on time, the reconciliations would be getting done on time. So, I do think maybe we should go back to looking at that bookkeeper to help you guys out to maybe if if we do push down so maybe it would bring it a little bit closer to us doing it sooner with getting everything done. I'm prioritizing looking at our processes so that we can have more meaningful data to work with. Um, you know, and that's the thing right now. I feel like we're operating we're drinking from the fire hose. And that's what Don's helping you with is setting those processes, giving you structure,

137getting the zerobased budgeting in place. I mean, why learn something and then we're going to switch it? The board is not getting the information they need to move forward and accurate information. And listen, I've been on the board for six years and I've heard, let's push it off. Let's push it off. Let's push it off. To me, six years in, I feel like we're camouflaging the issue. There's definitely an issue with our financials and I love that you guys are working so collaboratively together to get them strained out. I think Mr. Soie is just the piece to add to that to get us where we need to be and to get the board the information we require. >> I don't disagree with that. I just I think he's more focused on one component of what

138we need to deal with >> the case, >> but he wouldn't and I'm not arguing I'm not I don't sound argumentative. Um, but really we're trying to work with business plus and see what we can do, you know, more automated so that we're not doing some things more manually and and that's why I wanted to focus on using our system and I think that can help you get to that point. And I I um I would hope that we can let each person stop before we interrupt, but I think the most important thing we need to think about here is Terry Les absolutely recommended that we do not do zerobased budgeting until we have position based budgeting in place. I am also recommending that heavily. Um I believe Monica's in on that. I believe Cheryl

139um Crystal's there as well. In our experience in doing these things, these steps need to be put in place and they're what we have been asking before to happen. Um, but Matt and Jason, that wasn't their step. They were just strictly roll over. And so it was the recommendation that Terry had to all of us. Let's get this in place first and then go to that step. It is what I've been communicating to Bev as well. It certainly is a board expectation, but I can tell you that you are going to drive your business department um to put those both things in at one time. It's not possible. And we've heard from Oakland's county's uh assistant superintendent that shared that with you. You've got to do one, then step into the other. >> Didn't he

140did not share that with me? >> No, she did. Terry did. Terry >> to all of you last week. >> Didn't she say that position-based budgeting is a tool. It is not a budgeting. It's not a budget. It's a tool. Zerobased budgeting is how you budget. And and position based budgeting is a tool to help you with that. Isn't that what I heard last week? >> She Yeah, sort of. She she did say that position-based budgeting was not a method in and of itself, that it was a tool that existed within another budget structure. >> Correct. Um, she did however also say, I mean like flat out verbatim, that she strongly recommended that Hazel Park not adopt zerobased budgeting at this time because it was incredibly timeconuming that it would cut into processes and procedures

141that they were still working on and that it would effectively grind to a halt any of the other things that have been making progress and have been moving forward. And I do I I think Don So's presentation and Don Soie's site assessment report are they are like 100% focused strictly on zerobased budgeting. I mean his entire thing is um you know even back to his engagement letter that they cannot create um policies. They do not detect errors. they they do not do anything other than make these recommendations. Um, again, solely focused on zerobased budgeting. And I don't I'm really uncomfortable with the amount of money that it would cost to solely work on this one individual thing. Um, also looking back, I'm I you know, he came and he gave us this presentation. Um, he

142had a partner that was with him, Michelle. um they spoke really really highly about the work that he had done in Lance Cruz, the work that he had done in Charlotte, the work that he had done across the state. Um I went back and and looked at the business office structure in Lance Cruz and the things that have happened there over the past 3 to four years, which is sort of where we are right now. And it is it is a community and uproar about their business officials. Um, they have I watched a couple of their board meetings and they even have someone that comes to a public comment and says specifically that Michelle and their superintendent had to abandon ship um just as soon as they were coming through. Uh we also heard that

143Don Soie was um highly recommended by MDE um which is where both of those staff went to uh Lance Cruz where Michelle and Don both sat at that table and told us that they had made significant progress with zerobased budgeting that everything that they had done was solely focused on this. Um over the past 3 years since 2003 they have over spent their budget by $2.5 million, $5.1 million, and $5.3 million. Um I am, you know, he his engagement letter uh was one thing. It gave a dollar value of $245 an hour for him, $125 for $125 per hour for his assistant. Um he had he had no recommendations that were related to zerobased budgeting. Um in his engagement letter of his recommendations, most of them were for um headhunting or searching for business office

144staff, which is not something that he would be doing for us here. um his this report that we paid $20,000 for that we're about to pay an additional $2,500 for if we have to is entirely unoriginal. I there are almost no recommendations in some of the things that we really badly need to focus on which is business office process revenue generation. Um you know we say that he's going to help with grants. there's there's a whole portion in here about grants and he has the considerations for enhancement are completely blank. Um, and we know from two of our audits in a row that reconciling grant revenue is something that's really important. It's something that was put in the wrong spot. You know, it's it's one of those things that sort of like put us in

145a catalyst into this position that we're in. Um, this is a lot of money and my worry is that this is not the guy. Um, we have somebody that is that has dug into our finances that have said zerobased budgeting is is not what you need right now. It would she strongly recommended against it. I mean, she she was here. We can go back, we can watch the video, we can, you know, get exactly what she said. Um, if this is something that we're going to do, if we're going to have a consultant come in, if we're going to have them work on it, I still I' said this a couple months ago, I still would like to see it now. This needs to be an RFP. this needs to be somebody that comes out.

146U Don Soie was a recommendation from Tim Gardner at Truan and the rest of his recommendations have not necessarily led us in a very positive direction that has been cost-effective or successful. Um I don't if if this is something that we're going to do um if it is something that is part of a plan of assistance that we did unanimous we unanimously voted to have a plan of assistance. We have not created one. One has not been written. We have not approved that plan as a board. Uh if this is something that we are going to agree on, this needs to be an RFP. This needs to be something that we put out. uh we need to have people come in and and explain this to us in a much more engaging and a much

147more holistic format other than you know here's some books, here are some cut and pasted PowerPoint presentations and the future lives and dies with zerobased budgeting. I I just I think it's too much money for another gamble. >> Okay. Um, Miss Les, I'll have to go back and I'll have to watch the video because she said zerobased budgeting emphasis positionbased budgeting work hand in hand and can be done at the same time. There was a plan of assistance. Everybody was sent the plan of assistance. Everybody gave input to the plan of assistance. Mr. Becker came to my house to give input. I have your notes that you put in my mailbox on the plan of assistance. Everybody received the plan of assistance for a second time about two or three weeks ago. I sent it

148to all of you. So, you all have had the plan of assistance. The plan of assistance was voted on to in response as an assistance plan. It's not anyways. It's an assistance plan. You all did see it. You all did get a copy. You all did give input to it, >> but it's never been voted on. >> Miss Les cannot come here where Mr. Soie can come here. Rochelle can come here. He has a sterling reputation. He has tons and tons of places that he's worked. He's worked for the MS, what is it? MSBO for years doing presentations on zerobased budgeting. It's like his his expertise area. We have a whole book here of what he would like to do. This certainly doesn't say zerobased budgeting. There's all kinds of things in here he wants

149to do. And to to say he's just doing one thing is totally inappropriate or totally wrong. It's not just one thing. But >> I'd like to see the plan of assistance that's been approved at a board. >> I gave it to you in the office and you've rejected it three times of accepting the plan of assistance. This is the board that gives direction to the superintendent. You work for us. We don't work for you. And you keep refusing to take the assistance that this board voted 70 to give you. >> But we never approved. >> A plan of assistance must be done. >> Hold on. Hold on. bec I I just want to make sure that we're not equating that that we're not equating the hiring of Don Soie or his consulting firm specifically to

150like we're we're debating two separate things. We're we're debating whether or not a plan of assistance was voted on. We're debating whether or not to pay an additional $55,000 for the next phase of consulting from Don Soie's consulting firm. Um, we I don't think it's a good idea to mesh those necessarily in a conversation because one, we're we're talking about we we can't just speak about discipline in an open session. Um, second, a plan of assistance. We did give feedback. We did not vote on it as a whole. And I think we would really perhaps Mr. Patterson can chime in and stop us before we get ourselves into a bind again. I don't think we want to tie this to that plan because we are we are essentially admitting to making a decision in a

151close session that we were unable to make a decision in. If we're going to hire him, it needs to be independent of any type of plan or discipline. Otherwise, we're we're sledding very fast down a very icy slope. >> Should focus on Mr. Si hiring up the >> what's that? We should focus on whether or not you want to bring aboard Mr. Selby at this point. We're discussing his services. >> Okay. So, we we're going to end discussion and vote on it next. >> Yes. So, >> okay. >> All right. Um 39. Wait, did I miss something? 39. Budget. Where's this calendar? That calendar was the plan that the administration put together to move forward the finances in the school district. >> I just don't see it on this agenda. >> It's underneath Don Soie

152because it is the plan that the administration has put together with the recommendations of what next steps we believe need to be done. >> Okay. I love your agenda. It's I've been following it and I I because it has the words. I see 39 budget. Is that next after this? >> It is. Yes. >> Okay. 39 budget. And that has Dr. Dolman on the paperwork but not on here. So, do you want to speak to it? >> Absolutely. So, 35M and 35N go hand in hand. Um, as noted, the U state of Michigan has put a lot of dollars in their literacy. The second 135N was a competitive grant. That was the one that the district was awarded. We were 39 out of 115 applications that we were awarded. This grant really primarily focuses on

153the junior high. And in the $187,500, the best portion of it is going to go to adding a third MTSS teacher. As you know, the junior high transitioned to a teaming model this year, and one of the priorities was to make sure that there was an MTSS teacher that was dedicated to each team. So, there's a sixth grade dedicated MTSS teacher, there's a seventh grade, uh, and eighth grade. In addition to that, you'll see a small portion of dollars for training as well. So training uh picking first staff member and then the final piece is that we know that some of our students would benefit from more opportunities for before and after school intensive interventions and we do have some dollars allocated to paying our teachers to implement those. So that is the whole of

154the 35N budget targeted for the junior high. So it has MTSS teacher 120,000. Who who is the staff before and after school? Is that like a prepar person or >> No, those would be teachers. >> Those are teachers and they would be paid the hourly curriculum rate to do the before and after school tutoring. And the goal would be again um having some of our potentially some of our training intervention is doing that so we can positively impact our students. >> Thank you. >> And this also has some of that Orton Gillingham so that they would be able to scaffold on the K5 that we just vote on. Um I do just have one clarification about the memo >> um to be sure that it's not an emergency. Does this need to be expended by

155September 30th, 2026? >> Like this isn't one of those where we have to hurry up and spend it, right? Thank you for noticing that. I will make that. >> Well, I know before we had some that we had to like spend out really quick, so I wanted to make sure we weren't going to put you at a loss if we waited. >> Thank you. I appreciate that. >> Okay. Um, PE card approval. So, uh, we are coming to the board with a request to consider allowing our CTE teachers and our CTE teachers are doing woodworking, the welding courses. Uh, I think probably as we know when we think about those things in the business courses, they really need a lot of access to materials and resources and sometimes they don't necessarily know ahead what they're

156going to need. So, we are proposing that those individuals have a PC card with a limit of $2,500 per month. And when I say $2,500, it doesn't mean that they would spend $2,500, but they would have that ability. We know, for example, our welding teacher for years, he's actually had to go to another company to have this company make some pieces that he uses because he can't get them in a really quick, fluent manner. sometimes, you know, they're building and they're building things. Sometimes they just they're building something and they need a new tool. So, what we hope to do is get them the ability to be very responsive to what's happening in those courses. Now, of course, just like with anyone that would have a PE card, they would have to be training. There

157would be oversight to ensure that that was aligned with the budgeted dollars that we have for CTE. Not all of it necessarily would be covered with CTE funds. Um, but the vast majority would be and they would have to come up with some sort of a a proposed budget for each course because we have four courses that we would be using those funds for. We just really think this is really important. Uh, I know that in other districts and I'll just speak from my experience. My son works in Rochester. He has a STEM teacher and he too sometimes needs things in a very quick responsive manner that would take too long to go through the regular process. So it would be very helpful and we're just asking the board to consider that these individuals would

158have that ability to have a PE card know that there would be oversight around not only utilizing it but also what they were spending the funds on. And I just want to mention this was a request from them because they were having to spend their own dollars and then oftentimes lose tax because not all the places takes the tax exempt in that manner that he had to do it quickly versus and then wait for the receipts and rate for the reimbursement on their own dollars which should never have to happen. So this is a way to they have pieces and parts they have to get in order for the kids to move the projects forward. >> Uh okay a quick question. So, four classes, metals, wood, >> just metals and wood. >> So, it's not

159four. It's there two because it says specifically for the district's four career and technical education teachers. There's one high school and junior high. >> There's our >> three teachers. Yeah, there's admin. Yeah. >> Eton. And then I do believe the business course sometimes >> I don't think he needs one. I don't think he Yeah. >> Oh, so it's going to be three. >> Three. >> Okay. I guess my question is what is the vault? What is their budget on a yearly basis for spending for material? >> I do not have that exactly in terms of how much they usually spend. I certainly believe that >> um he told me 4 to 5,000 a year is what he spends in metals >> that I think if the budget's that much why are we giving him a

160$2,500 limit? So, oh that would be what he spends in a year, but when you buy metals, you have to buy a larger amount at that point in time. And so, andor he has to just go get some small pieces to to fit in something. It is um we we need to help move our classes forward. We have a full array of metals and wood shop and ordering things take time and being able to go and get it as quickly and this way it takes them from off of having to do this themselves. >> Do the junior high. So, is it $4,000 for wood, $4,000 for metal at the high school? Another $4,000 and $4,000 at the junior high? >> No. How does that >> I I can't answer that. We can attempt to have

161them bring back what the amount is. But when I asked um how much it cost, he said to me about 4 to 5,000 a year is what he spends on metal and things that he has to go out and run through his own credit cards. Um it costs money to run those. We certainly can try to do a pull again because we don't have those positions in place in the budgeting process. I don't know that you can easily pull them out in the way which is what we're working towards. >> He's being reimbursed when he spends this on his own credit card >> when he turns it in. >> Okay. >> But it takes time. >> Yeah. >> We don't like teachers to do that and we've tried to stop that as well so we

162can help. Well, I also even the thought that there's a teacher spending $4,000 out of their own pocket. Okay. All All set. So, um now on to the other business. Um regular meeting is October 20th at 6:00 and the audit is October 30th at 5:30. And somebody asked me if we we should talk about combining. Do you want to just do October 30th regular meeting with the audit or do you want to have two meetings? >> Um, my problem with the 30th is I have something at what that day we do our trick-or- treats. >> That is the only day that we can do the audit and the and so that's the only day they can come unless they come in November and then your audit would be late. Do you want to move the

16320th to the 30th and have one meeting? How's everybody else feel? >> No, I would rather leave our regular meeting the same then because >> at least you can come to one. >> Yep. >> My question is going to be how long if we put them together, how long I'd rather have two twoour meetings than one four-hour meeting personally, but >> it doesn't usually take that long, but it just depends on the audit presentation um that goes forward. Will we have the audit before that to review? >> I don't know when you'll have the audit uh at this point in time. You may get it at the table. We don't have it yet. >> Okay. All right. Then we'll leave it at two meetings. I think that's pretty agreed upon. Uh November 3rd, FI30's workshop,

164student system of support and data presentation. And then we have portrait of a graduate. This is beautiful. Yeah, I want to draw your attention to the second page. There were changes that were made and that are are not uploaded. Um, we met with uh some parents on Thursday night that are really excited to do strategic planning with us and uh join in and it wasn't as large of a group that we had. We uh over a year we've lost quite a few of our parents that were in there with us, but we they made some changes to to just make it a little more concise uh and to stop some duplication of this. Um from this uh we would then request the ability to go out for an RFP that would be approved at the

165October meeting and in November uh companies would come in and um do an RFP for you presentation overview the board would feel more comfortable with doing a strategic plan um and there the piece of that RFP which I've written in the next one for you is to make sure that we can incorporate all of these ideas into our strategic plan that would hopefully be done by May. You said by the what meeting >> that November they would come and present and the next memo is a RFP that if it's if it's approved on the 20th then we would send it out to get people at the committee of the whole for November to approve a company hopefully in November. >> What are our choices of companies for the strategic plan? >> Um in the memo

166I wrote uh some examples of companies I believe. Okay. >> Um in the first paragraph that stopped. >> What was that? >> It said my printer stopped. Okay, it says with the pending approval of the portrait of a learner, our next step will be to convene a diverse group of stakeholders to develop a strategic plan for Hazel Park schools. Okay, >> please find attached proposed requests for proposals that will be shared with several organizations including AESA, the Michigan Leadership Institute, the Metro Bureau, the Michigan Association of School Board, um, and our previous facilitators, the ones that did the original strategic plan. we would send out this request for RFP that I've written unless you have some suggestions to change it and they would determine if they want to come and present to us. Some may

167not. Um, as I spoke with uh MASB, they only allow their people to do two at one time and not everybody does strategic plans. So, depending on the organization, you may find that you can't start until later in the spring or something along those lines to get the facilitator that you want. They would work to match a facilitator that would meet the needs. And so these are the uh organizations that I'm aware of that do it. AASA has the portrait of a learner organization that's up and underneath them there. Um and so we would send this out to all of them and see what they bring back and we would determine I'd meet with them and determine if she wants to see all of them or just a few. >> Are you going to send

168these out like right away? >> We would need approval at the next board meeting. So, so this is for approval on the this is for discussion and any changes and then next Monday we would do it and it should be pretty easy to go right out after that because I believe I have it all written unless somebody sees some errors which could be >> perfect. Um I do want to say thank you real quick to the two parents that did show up for the portrait of a learner. Um Dr. Wilcox did say it was small but it was it was mighty. We were a good group that day. And I do just want to say thank you to Chartwells for the amazing dinner because those shelves were awesome. Yes, they were. >> There's not a

169specific amount of days that this needs to be out for RFP, is it? >> No. >> But we would uh set for them to come back at the committee of a whole to do those presentations. >> Well, that's I just wanted to make sure that we weren't going to kneecap ourselves and then have to wait. >> Like there's not a it doesn't need to be out for like a minimum of seven days or something. You're not going to get anybody to come until January or February at the earliest at this point in time. As I kind of explained along the way, you go for RFP, then they get a chance to respond. >> Um, if all of them can't respond in that time frame, we may say, "Hey, do you want to do the presentation

170in December?" Um, but you we would push to have that at the uh committee of the whole in November so that we could get it approved at the November board meeting and then um start getting dates and and the strategies put in place. They're all going to kind of look the same. They're going to get stakeholders together. They're going to hear what you guys say, what teachers say, and have groups and it'll happen over a period of time just like the portrait of a learner. >> Perfect. >> Okay. Um, my agenda is a little different. I don't Is it the invoice? I have like six things and you said after number four, >> we have retreat December day. >> Yeah. Retreat December and then is it after there? >> Yes. So, the the retreat um

171we cannot do a retreat in November. There's just not enough dates. And so, Jamie uh was not here to put out in December. And the question is, do you want to push your retreat to December uh time frame or do you want to push it to January? >> Are we doing a Saturday? >> It would be a Saturday. >> Well, I personally like to have it as soon as possible because we already push it from October. >> Well, unfortunately, you guys didn't have dates in October that worked. >> And then November's not working. November's not working because it's Thanksgiving and Mrs. Hinton's taking a welldeserved time break and um and so it pushes it off into December. >> So it' be sixth >> uh which is the dance competition. >> The 13th >> is the

172sixth the first dance competition. >> 16 sixth is dance December 6th. December 13th is holiday basket >> and December 20th has nothing. >> I don't know. >> That's too close to Christmas. December 20th is like by definition not a good day. >> This is why we talk about putting everything in. There's it's a lot. So if we move to January, then January 10th uh is open. January 17th uh it's a uh United uh Oaks has a open school day. So that would be okay. But the 19th is uh Martin Luther King Day. So you might take a long weekend that people might not want to do. Then there's the 24th. That's fine. as well as January 31st. So January seems a little bit more open and you could do a January and then extend into

173February or you could move that one to March. So you do the two of them. >> I'm open to any day through December or January. >> I mean if our two best choices are December 20th or January 10th, I >> got to go >> would just assume push the Saturday before >> Christmas is >> a super long holiday weekend. It's just it's not going to >> I can't imagine any of us are going to want to give up that whole >> January 10th. Is it that's what I >> January 10th is what I'm hearing. I've not cross check January 10th because I didn't until we're talking out loud think that would move to January. But um I will just make sure there's no school board conference that weekend. >> I don't think that there like

174the tenative date. >> Okay. So we'll do a tenative tip January 10th and if you can check your ca calendars and it looks like it could be January 10th or January 24th could be the second date if somebody has something big on the 10th. >> Is that fair? >> I think so. >> Great. >> That was a challenge. >> We've been working on that for two months. >> Seven gallon. >> Okay. Um, before we go into close session, I'd like to make a motion to um extend the school and municipal advisory services from 25,000 to uh $27,852, which is an additional $2,852. and for this invoice to be paid ASAP. Just a a comment. Uh >> support. >> Go ahead. >> Support. >> Um bills are paid on Thursdays. Um and I don't know if

175they're paid this week, Crystal. >> Yes. So it would go out Thursday. >> Perfect. >> That's as soon as possible. >> Is everybody in full? >> Yeah. I have a question because on the bottom it says amount due 6969. >> Yeah. But you're saying 2850. >> Yeah. His original invoice was $20,883. >> Oh, I see. I see. Okay. >> 20,883. >> So this So part of this is covered by what we already approved. >> Correct. >> Gotcha. Okay. >> Okay. Um, roll call. Is this it? Real quick like this is a question >> unless we approve him for next. Okay. >> Well, yes. [Music] >> Roll call. >> Oh, sorry. That's good. I'm late thinking. >> Um, Fortress. >> Yes. >> Framboy. >> Yes. >> Becker. >> Yes. >> Rati. >> Yes. being I I

176know that we have to I know that this is an invoice that is sitting in front of us, but I you know last week we just told students at the high school that they needed to fund raise for their own drama trip because we didn't want to spend money on something prior to our audit. >> It's a vote >> and it is >> I mean I it doesn't it doesn't sit well with me. I know, but I can I'm allowed to explain why I'm voting. Um, and I he knew how much money he had. No. >> Hinton. Yes. Okay. The motion carries. Need a motion to go recess into close session. A motion to recess into close session. Um 8H to consider material exempt from discussion or disclosure by state or federal statute attorney client

177privilege and 8 C is this I mean does it cover both of them or are we having two sessions? >> No, we'll do it all in one. >> Okay. Um and 8C for strategy and negotiation sessions connected with the negotiation of a collective bargaining agreement if either negotiating party requests a close hearing. >> Support. Right. Motion for close session by April. Support by Debbie. All in favor? All right. All right. Meeting back to order. Motion to return to open session. Support. Okay. Motion by a support by Monica. Call back to order. All in favor? >> I. I. >> All right. Motion carries. We're up to public comment. And I have put on record. I apologize. I came here last time and I didn't know what I was talking about. >> We can't hear you, Gary.

178Or at least I can. >> I want to apologize to James Patterson. Um, last time I came here, I really didn't know what I was talking about. But I watched stuff and after doing my homework, I apologize and I hope you can forgive me for that. Um, I'm here because um I uh I applied for the wrestling coaching job. Um, I talked to Amy several times. I talked to AD. I uh talked to Christine Heron. And then I called uh HR girl. I apologized to her because she told me she'd have nothing to do with it. Um, so the high school job was open and Pat Wright was still the coach. It was he was the coach for a couple weeks after. Like I'm stepping down. I'm stepping down. I'm stepping down. Okay, I'm I

179have no problem with Pat Right. None at all. I'm not here to cause problems. No friction. Hazel Park is my home. I love Hazel Park. I'm here. So it kept on going. Pat's like, "You're it's your job. Your job." I call uh AD and AD's like, "Uh, we we'll be doing something next week." Christine Herren puts him on in the back. I have it on I tape recorded every conversation I had with Amy, everybody else. I didn't say nothing about it. If you guys want to have a meeting, you schoolboard, believe me, life will really show up because there Amy's like, "I don't even like wrestling." Did you know my dad was a state champion in West Virginia? Oh, it's going to be a down year. Uh we put Pat Wright at the junior high

180job because, you know, he didn't feel comfortable being at high school job and, you know, he was getting a lot of backlash. Listen, I talked to a former AD for 20 years. He said that is unacceptable. Unacceptable. One day he gets he steps down, the next day he gets hired at the junior high job. There's no high school coach. Am I wrong here? I I I just Listen, there's there's one person in the background dictating everything. And then I get told, "Oh, you can't touch the kids." I'm or girls. I'm not wrestling with no girls, but you got to show moves on the kids. No coach in the state of Michigan can coach a a successful program without showing on kids. I'm not here to break them down or No, if you know me, listen,

181wrestling is my life. I'm from Hazel Park. I'm a Hazel Park guy. My dad's from here. My dad's has cancer. He he was all willing to come to every wrestling meet. You know, it it's it's so upsetting to me. And then Amy says, "Gary, stop calling people." Because I called HR girl. I said, "How did this even happen? How did someone get hired in front of me? This is crazy. I want to coach a junior high program, folks. Just so you know, I can build the program. I'm coaching the youth program. I want to build the high school program. >> Gary, you time us up. >> You waited for three minutes. >> That's what happened. So, >> all right. Thank you. Um, Kayn Kayn McInness 13370 Scranite. Why is the superintendent speaking on finance issues?

182Shouldn't she be on discipline for finances? That is why she was placed on leave. Correct. Speaking on that, what is her discipline? Where is this information? Why is she even speaking on this matter? Why is she not signing the plan? Is there some issues that someone is afraid might come about? Ladies, make sure you're doing your job and doing it diligently. A few select board members need to stop trying to cover for your superintendent. Do your job. Isn't that the slogan for football? How fitting. Stop kissing somebody's backside. This is absolutely ridiculous. Board, you have to see the corruption. Fire the warden. Thank you. >> Don McInness. 1337. He's granted. You guys have to be getting tired of this, hearing it over and over from multiple people, from parents, from children, from former coaches, MHSA

183referees, not just for the sport. I mean, if this is what she's doing for the sport, I can't imagine as a leader for the school. This is why you guys are getting people moving their kids out of the district. Me is one of them who talks so highly of Hazel Park for so many years, who still lives here, who still helps out Hazel Park. You guys need to see the bigger picture. You guys are seeing not seeing the corruption. You guys are going all off and saying, "Well, they said they did it right." I mean, when is enough? You guys got You guys are hurting the program. You guys are hurting the school district. You guys are not willing. You guys are all up there as electric elected people to help the district. Well, help

184the district. You got people. You had, you guys just said it. You had two families, two two parents helping out at an event. Well, stop pushing families out. There's there's a a limit here, guys. You guys have to do better. These kids are hurting. You guys they're sending emails out with lies. You guys are doing investigations that you have no proof on with foils with no informations. You guys I mean what are you guys doing? What are you guys are allowing to do? And what they did not only to me this is another whole separate case to Gary over here. Gary has more qualifications than most wrestlers anywhere. And you guys are not only pushing him away and he sees it too now. He did a full 360 in a month. When is enough enough?

185When are you guys going to step up? It's time to grow a pair. It's time to do it. And that's why I will be running for school board next to all you guys to fix this corruption because you guys ain't doing it. Take care of your employee. Okay. Board member and administrator administration comments. >> Can we ask just I know Mr. point. This isn't here because there are sports going on, but can we ask clarifying questions just so it's clear? >> Clarifying questions, too. >> There the the varsity high school wrestling position is still open, correct? >> Yes, I can. >> So, there are no candidates that have applied have been turned down yet. >> I have no idea. Do you know? >> No. >> Mr. Penis is um was on a vacation day today.

186I at the last conversation um he was looking at uh what he was going to do on Friday. I can't answer at this point in time. He's on vacation today. >> Okay. So, we but we can reasonably assume that anyone that has applied is still in consideration for the position. >> I don't believe Have you received a letter, Christie? You did? Yeah, she's received a letter. >> Okay. >> I have not. I don't They don't come to me. >> Okay. Thank you. >> Okay. Um, I just want to thank everyone um for mainly all of last week. Homecoming um is a lot to put on. Uh, Miss Bradsky and the student council did an amazing job with decorations and the DJ was amazing and the kids looked beautiful. Um, also thank you to all the

187parents and students and friends for the cars. Um, I know the kids love that. I actually heard kids from the other schools saying, "Man, that's so cool." Um, the float and the parents and students that helped with that. and come and clutch officer Piper to um hook it up to his truck and do it around for us because they did not have that situated. So, thank you to Officer Piper for that. And I do want to say um I know that the yes vote was hard with um paying the extra over the 25,000 we did, but I also knew that we have to pay our bills. So, that was hard. Um but I would like to talk more on Dan Soie going further. Anybody else? >> Yes, I do. Um I have to say that

188um I'm seriously concerned with statements were that were made that said that I refused to sign paperwork. Um I the paperwork was given to me. I asked what we were doing with it and if it had been approved by the board and it was said that it was approved by the board. And then the next meeting, Be came in and I handed it I had it on my agenda again to talk as well. You are not required as an administrator to ever sign anything. Nor was it appropriate today for you guys to mention anything about discipline. That's a violation of me personally. I did not give you permission to do that in public session and it is a violation of my rights as your one employee. Um, I have not been given a discipline that's

189been approved by the board, nor have I had an opportunity to discuss anything in close session about that. Um, which is my right and that is what Bev and I spoke about that if that's what the board wanted to do, I'm more than happy, but we needed to have a conversation and my attorney needed to be involved in this. Um, I'm not sure how any of you would feel that if people shared things about your personnel or evaluation when you're not in an evaluation in a public session, how any of you would appreciate that. I had this conversation last night with the person that stopped by my home concerned about this whole situation as well. This is not how you move forward in a positive manner. Your administration has made a recommendation on how to

190move forward. I've also made a recommendation that I'd be happy to develop goals collaboratively with the board, sign off on them, and put them in my file. I'm not sure that that's been discussed with everyone as well. I work really hard here as well as does my team, and as you continue to berate us in a public session, that is not how to get us to move forward collaboratively, holding your hand. I think we all deserve much more respect than what I was given today in the comments that were made regarding me personally and my personnel evaluation. Anybody else? I just have a request um uh to check out the trophies for the wrestling. >> Can I answer that? >> I've been told they there's a bunch of trophies in the room where athletic boosters

191use this while we're backing now, but we were out and I heard there's a lot of trophies in there, so maybe they're in there. Um I would love to answer to that. So, it was a decision that I was not again involved in in the athletic department to split up the cases. I don't know if that started last year while I was gone. So, you will see that everybody has less less trophies. Um, but if you go in there and look, there is because I checked it this weekend when I was at the dance. There's baseball that's sharing one and softball. There's wrestling's that's sharing one. I don't know how else they're shared, but but each group, swimming has one now, dance has one now. And so, they have split them up. And so they

192took the oldest trophies down and they left the newest ones. And so um that was done with the athletic department and is a decision at the building level and the athletic departments um on how to move forward with that. >> So then I can talk to Chuck Francis about this. >> No, I will find out why the trophies are back there. Are is the is the boosters or is the board asking me to remove them out of that room? >> Is that what you're asking about? No, I'm just asking if they're stored in there. Where did they go to check? Are they in there? >> Oh, I thought you said they were in the booster's room. >> I don't know whose room it is. It was cleared out to be Chris Rati's room and he

193never went in there and we were sent to a a garage to store our stuff and then we went back in there while you were not here. And now the 2026 parents have things in there for all their decorating and wonderful things that they're doing. And I heard there was a bunch of trophies in there. So I just would like a phone call or something to Chuck. What are those trophies? Or are there even trophies in there? Maybe >> I we can check that out for you. Uh about what's in there. I'm not aware of what's being stored. Um, but again, the question was about the showcases. The showcases have been downsized for everybody to share. So, drama has one, band has one as well. As far as where the trophies are, uh, Mr. Richardson

194told me they were being stored in the storage units in the basement. Um, but I certainly are. >> Um, I I'm sorry. Um, are you asking if that's the boosters area now? Because I did believe you voted for an area and I don't know what was decided on with George. So, I'm I'm >> I thought she was just asking where the trophies are. That's >> Greg told me they were in the basement, but I have not physically seen them myself or talked to Chuck about that yet. >> So, I will just ask Mr. Plentis what is in that room or I'll go and see for myself what is in that room. And if the trophies are in there and if they are not in there, it's a simple question. Can you call and say, "Are

195there trophies in that room?" It doesn't matter if it's a booster room or a classroom or a storage closet. I just want to know if there's trophies in there. And I have to say, I worked at the high school for 15 years. I don't know who's doing showcases, but I think the Vik showcase is is awful that those girls all the history is gone. when people come back in there that that they were a vicet and half I mean threearters of that trophy case is empty. I think it's people I I just went to Rolex High School and they had trophies from 1992 in their in their big showcases. I think that what's happened in those showcases I think it's wrong. I used to be in charge of having to clean those showcases and take

196every single solitary trophy out of there. I just want to know if they're in that room. >> So, um Bev, I'm sorry you talked about boosters and so I thought you were asking about that room. We will number one find out what the building procedure that George and Chuck has done with the tro with the showcases and number two find out where the showcases are. That would be a building based plan. We wouldn't tell somebody else how to decorate their boards or what have you. understand people's concern, but it really is a building decision with George and with Chuck. And I believe some of that started with Tammy before I left. But I will get a written plan in my weekly update about what their plan is for those trophies. >> I agree that it's

197their decision. I think as a citizen, it's my right or my opinion to say that I think that it's wrong to remove those things. And I would tell Tammy and I would tell George to their face. I think that is wrong to remove those things. So, I understand it's up to them. I get it. I get it. >> I think it's fortunate for Royal to have bigger showcases as well. I mean, ours are not ginormous by any means. Um, but to say the dance one is awful. I think is a little harsh. I mean, I get where you're coming from. Um, people do want to see things like when our reunion came in. I understand that. But I do also think those same people like to see what's going on now. Our students are in

198there now. They like to see what's going on now. So, if things that were older are now gone, I understand some people's frustrations, but you also have to consider our students now and they want to see themselves showcased as well. >> Trophies in the 1980s. No. >> Anybody else? Um, I like to um just add that Hoover has their trunk or treat on this Thursday and I uh was confronted by a walker and they inquired about the stairs for the pool. They gave us a community community group a couple years ago gave us money and those stairs have not been purchased yet and they were just requiring inquiring when those were going to be. I think um we would have to look back with again if you recall >> um that uh it we found

199that we could not do what they were asking for in that pool area in order to keep it working out. But um I can certainly address that again. But they gave $1,000 to purchasing those stairs and it's not as easy just to push something in and pull it back out again. So >> was it a thousand or was it more? >> No, I think it was $1,000. I know I tried to go back in the minutes and find and it was a few years ago, >> but Jason answered that in a meeting for you guys before he left, but I can certainly get >> that either. >> Yeah, he did. And and it's um it's not as easy. They're very uh heavy and so you wouldn't be able to move those in and out when

200you have a swim program going on. >> Can we just get an update or something? >> I'd have to hire somebody to come in and determine if something else can be put in there because that would not be any of our expertise. You >> couldn't it possibly ask the coach if there was something? >> Um I don't know that he is um I certainly can ask him. I don't know that he is qualified to be what would be accessible and appropriate in the pool. >> Okay, cool. Just give us an update in in your week minutes. >> I will. Yeah, I'll look into it. >> Thank you. >> Maybe the following week. Maybe not this week. >> Yep. You're on. I understand. >> Okay. Motion to adjurnn. >> Motion to adjurnn. Second. >> All in

201favor. [Music]