001All right, welcome everybody. I know we have a full house tonight. Many um to be featured in our spotlight. So, we'll get started for April 27th. If I can have call to order. Do we have the sheet? Okay. Motion by Mr. Boyer. Support. Support by Mrs. Bowman. Yeah. No motion on that. We're just in the groove. Yeah. All right. All right, we're good. Mr. Antoine. Here. Mrs. Bonik. Here. Mrs. Bowman. >> Here. >> Mr. Boyer. Here. Miss Chucky. >> Here. Mrs. Eichorst. >> Here. Okay. All right, let's stand for the pledge. I pledge allegiance to the flag of the United States of America. And to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, now moving on to the part where we need approval for
002tonight's agenda. So moved. Move by second. Um Mrs. Eichorst, can we move our closed session our normal cuz we don't have any action afterwards? >> so we're going a motion to approve tonight's agenda moving letter M to after the last public comment. Yes. Support. So, motion by Bonik, support by Antoine. Any questions? All in favor? I. Opposed? All right. We'll begin our spotlight then. All right, lot to celebrate tonight. We're excited to have some guests with us. Um we're actually doing a makeup from January um spotlight because if the board recalls we had a snow day but we still had our meeting but we didn't we didn't make our friends come out in the treacherous weather. So, um but they got they got great stuff to share so I'm glad we could bring them back.
003We're going to start with recognizing our all-state uh athletes from the winter season. Um so we we have a lot to celebrate. Some of our her all-state athletes are spring athletes and so um not able to attend um but want to start with the highest celebration from this past winner and that is our girls wrestling team who were the 2026 uh team state champions. So, congratulations to the girls wrestling team. Uh we have head coach Steve Manuel here. Um you'll recognize a few of the last names and some of our athletes and so um uh Mr. Smith is here to help me with names cuz he does that kind of announcing all the time. Uh we got some certificates for our all-state athletes. Uh and so once you get called if you'll come down and
004get the handshakes from all the board members and then wait at the end we'll get a picture of the group together. So, um so I want to just take this opportunity to um congratulate Coach Manuel because this has been a work in process us for for a for a few years now actually and and it's good to just see, you know, um the fruits of their labor and all the hard work for these young ladies uh to be recognized as team state champs. I believe this is the second year that they've awarded it for girls wrestling. So, um Cody you want to take it away? Sure, absolutely. Um first like Dr. Robinson said, kudos to Coach Manuel. Um when his eldest daughter, Emma, was a wrestler here, she actually had to wrestle on the boys
005team because we didn't have a full-fledged girls program and um, you know, with the help of coach Kelly and the coach Staley and the whole wrestling program, they've kind of grown it into what it is today where we have 13 girls wrestlers on the on the program, yeah. So, it's really uh kind of one of the uh shining moments of our uh wrestling program right now, so um, kudos to coach Manuel for growing that. Um, so I would like to introduce some of our All-State honors. First, we'll start with the girls wrestling program, so um, Belicia Manuel, a state champion once again in the individual and team state title. Sister Kylie, state champion in individual and team state. Jolene Thompson was seventh place All-State wrestler. And also, Ava Angelo competed for the team state championship.
006So, those are our girls wrestling state champions. Do you want to get in there for a picture? You want to get the other girls in? Yeah. So, continuing with the state championship run, Julia Stoltz was a powerlifting state champion individual. She's not here tonight, but um if you know Julia, she worked tremendously hard and there's a video circulating circulating online of her accomplishment and it's pretty impressive how much um she lifted, so kudos to Julia. Um for girls basketball, recently named Layla Babbitt first team all-state B cams best. Mhm. Competitive cheer, Claudia Berry first team all-state. So, our cheer team made it to the Central Michigan as a team state finalist. Um where they were very impressive, so great job, ladies. And with that comes Tenley Daubal, second team all-state. And Silvana Larrea, honorable mention
007all-state. All right. Couple of our other all-state athletes in wrestling, Tommy James, third place all-state. I don't think Tommy's here tonight. Valentino Adamo, third place all-state. Val is a three-time all-state placer. And Nico Adamo, seventh place all-state, but Nico is not here tonight as well. In hockey, Brody Meyer was honorable mention all-state. He's actually right next door at the baseball field playing. And another powerlifter was Ari Rossbol, all-state powerlifter. So, great job, everyone. Cody, why don't you jump in next? Speaking of that one? >> It's funny. We get closer every time. So, um I wanted to bring our mock trial team from the high school forward because they had an amazing um Macomb County tournament and we have a first-year coach, Amber Chindris. So, we thought we'd invite the team and be recognized and Mrs.
008Chindris will give you a little bit about what mock trial really is. Thank you. Okay, so first I really want to emphasize that this team was student-led. They went into the season without a coach and they graciously asked me to step in. I do not know much about the legal pathway at all. When I went to the courthouse, I was like, "I don't think I've ever even been in court before." So, I learned a lot from these students. Um they are amazing. So, if you don't know what mock trial is, it's where they are given a court case that really styles um what it would be like in the courtroom and they decide who's going to be attorney, who's going to be witness. They take on these roles, they compete against other teams, and they
009are judged by real-life judges. So, it is a little intimidating, but it's just incredible what they're able to do. So, we have two students with us tonight. We have Sophia Gall and Isabel Andary. Girls, do either you want want about the role you played or or what you did? >> You can talk about being an attorney, absolutely. >> Come on, you're attorneys. You like to talk. Uh I've been a part of the team for 3 years now. So, for this year and last year, I was an attorney, and the first year I was on the team, I was a witness. So, these past 2 years, um I was on both the prosecution and the defense side, so I had to argue both sides of a case against different teams. Um so, I had time to
010prepare an opening statement to lead the trial with, and a closing statement to close everything out. I had to prepare questions for multiple witnesses, not knowing how they were going to answer, and just knowing what information I had to get out of them. And this year, I was also captain, so I arranged all of the meetings, and gave everyone else the roles, and it was just really cool getting to work with this team. Uh very grateful for the time I've had, and for everyone I've gotten to work with. Hi, I'm Sophia. I had a witness role this year, and I was for the defense side, or wait, no, prosecution, sorry. I was on the prosecution, and when you're a witness, you basically just get this long affidavit. And if you've never seen an affidavit, it's
011like five pages long, and you have to memorize it, and you just ask questions on cross and direct, and try to answer them the best of your ability, um basically in like your your character that you're given. Um so, it was a really cool experience. I loved going to the courthouse. It was amazing, the people I got to meet, and the opportunities that mock trial gave me this year. It was my second year on the team, and next year, I'm going to be a senior, and hoping for an attorney role, so. What was your character? I was a structural engineer, so I had to memorize a lot of like big terms that I've never even heard before, and have to try and explain that to a room of like 30 or more people, which was
012really great, really scary, but I did it, and it was fun, so. What essentially was the case this year, ladies? You can I know more about it than I do. Um it was a civil case. It was like a structural engineering negligence case, as well as breach of contract. So, we had to basically debate whether or not the engineering team and the construction leaders made the building safely or not. All right. Well, come and get recognized by the board and we'll get a picture. Should we come this way? Yeah. Do you want to come in front maybe? Sure. You can get your whole team. So, I'm their team names. Come in yes. Oh, you're good right there. They'll get in between. Yeah. Thank you. And now for the big show. All right. Mrs. Van Steveren's
013here from Hamilton Parsons Elementary with Mrs. Beetle and I think some other students. So, come on up. Empire Bulldogs. So, so happy to be here. It's so cool to see the seeds that we plant you know, and to see these students just grow and do awesome things. I mean, the girls wrestling think team that's my brothers were both wrestlers. That's come such a long way. So, congratulations to parents, too. So, we work really hard in the elementary schools. And I mean, our curriculum we want to do it to fidelity and our teachers work so hard and we really have the philosophy of let's work hard and play hard. So, the there's kind of a story background. Thank you. It's okay. Uh the the background is my first year there, so 3 years ago, I was
014looking at the recess materials and I was like, gosh, there we got like two um deflated balls and and and I even Mr. um Brielle said, you know, I'm going to get you some balls and then they would go missing and be over the fence and we didn't really have like a great plan. So, uh I did some research and and then with some just incentive from kids too, they gave me ideas, we changed how we do recess. So, um uh I'm going to get to that, but at first I want to say on the first slide, thank you. We love our playground so much. So, not only do we have really cool equipment uh that the kids play with, but we also have just new play structures. And the teachers? The teachers love it,
015too. She was She was on it today. Uh what was it The zipline. The zipline. I was like, really, Deanna? She Yeah, she was on the zipline. So, we love it so much. Uh so, thank you so much. The kids are so appreciative. So, the way we organize it is every grade has a color. Uh and every month they get new equipment. So, for example, fifth grade, uh you know, they start with red, fourth grade purple, and we have these wagons. So, the wagons are refilled every month with new items. Uh the items change depending on like feedback from students. So, uh I was in an assembly and we were I was telling the kids, I said, "Listen, I really want you to take good care of your of the items, but I want you
016also to get new things. So, can we work together?" So, the gist of it is is if they were to return and take care of the items and each other, then the next month, so, um October 1st, they would get new items. And that first um month in Octo- the September was going to be balls, and then October was going to be pogo sticks. And this is the first time that that kind of came up. I got the idea, actually, I four kids at home and they love pogo sticks and I did research and I was like, so there's pogo sticks for older kids, 3-5, and then pogo sticks for younger kids, and then it just started evolving from there, like what else we should get. So, like I said, the social contract is work
017hard, play hard, return the equipment, and then at the beginning of each month the students would get new items. Uh, hands to yourself, kind words. Okay, so October rolled around and it was the first time that we introduced pogo sticks and I went to each class and I said, if you can't stand on your foot for 10 seconds, uh, then you may not have the balance to do it. So, we like talked about it and the kids picked it up right away and parents were buying their kids pogo sticks for Christmas. Um, we did bring a pogo stick, uh, for, uh, Grace if you want to see her on one before. And and somebody at the last talent show did the Macarena. There's three girls on pogo sticks. Yeah. They they just took it to
018the next level. So, it really, um, took traction and when you think about kids playing, sometimes there's parallel play too inside the classroom and we all want to offer that outside. So, having the pogo sticks was so great for getting their energy out, but also having that independent parallel play. Uh, then, um, Miss Beadle actually had the idea of like, let's get some brooms. The kids would love to sweep the sweep up the wood chips. So, we added brooms. Um, these we had I had four, uh, fourth grade students come up to me and say, I would love to have cornhole. So, we invested in getting cornhole. So, cornhole came out in November. Uh, that was new and the biggest, I would say, like getting feedback from the students and the staff, the biggest thing
019we we did is starting, uh, sledding in Hampar. And, um, we just have so we have so much fun and it's just been kind of this nostalgic activity that we brought back and not all our kids go sledding anymore. So, just to have that excitement, we have these flags that we change for depending on what we're doing for outside, um, or inside recess. So, green flag is outside, red is inside, and then white flag means you can go sledding. So, when the white flag comes out, everyone's like, "The white flag's out! The white flag's out!" And the buzz in the school is is it's exciting, and to get kids to want to come to school cuz school's hard, expectations are hard. But, to have them have something to look forward to for those moments of
020time is a game changer. Uh, so super super super super fun. All right. Then we have, um, in January, we started these, um, brick makers. This was a teacher's idea. Um, Mrs. McCaffrey said, "You know, my kids were using these brick makers, what if we tried them?" This year it was like elevated. Our kids made like full-blown igloos. And then they kept adding on. They were they were incredible. So, like, using their imagination and the creativity, working together, it ended up elevating recess to all these great social skills, thinking skills, uh, that they were able to that was just nurtured because of the things that were provided. Um, then students were saying, "I think I would like shovels. Can we shovel?" And then they were using the shovels to make the igloos bigger. It just
021ended up becoming this And then they were using the shovels to elevate the, um, sledding hill, so they had like little got some airtime. Um, everyone it Kids were safe, uh, but it was just another, and again, all the ideas were coming from our, um, Hamper community. We also were looking into how we do indoor recess. So, indoor recess really was not really what it could be. So, if the kids were inside and they didn't really have a lot of games, depending on what the teacher had. So, uh, during, uh, a parent-teacher meeting, a parent said, "What Have you ever seen these jumbo games?" So, we took that and kind of ran with it. So, we got jumbo games. Oh. Oh, wait. That I'm I'm I I got excited. So, well, sorry. So, March, these
022went inside of inside recess. That's what gave me the idea to talk about inside recess. So, March, these came out. These went into inside recess. I'll get to jumbo games in a minute. Then, April, these are new this year. They're called rainbow tape um tail balls. So, they can throw them. They're really soft. The kids just they love playing with them. Uh this was new this year. And like I said, just gentle. And you want things that are gentle and that won't that will be harder to get on the roof of our building. Um May, chalk. This is huge to uh just really bringing out that creativity. Uh we have a great um art teacher who has really taught our kids some really incredible things in the art world. So, like she took this picture
023cuz she'll go out during the chalk season and she'll take pictures of the kids' artwork cuz she cannot believe what they do. So, she took that picture. And then, June is bubbles. And the bubbles, they don't last very long. They're just a couple of days. But when they're out, even our fifth graders are using them. Uh they love uh the bubbles in June. Okay. So, the ring toss, when I was talking about indoor recess, we brought out LEGO tables in each pod. So, our building's a big circle. And each area has LEGO tables and an art cart. And then, a wagon full of jumbo games, cards, Uno cards, um what's that one called? Pizza goat something. Cat eat taco pizza. Yeah. Whatever they tell me to get I know that they love and that they'll
024want to play together. So, uh we really elevated playing in the pod as well, not just the classroom, because some of the kids don't get to play with each other in other classes, but this way they do get to. And then, we've also got like big rolled out papers that we'll use for our kids as well. And then, always changing them. So, what I've noticed, it's a direct correlation with discipline. If the items change and it's new, it causes just less behavioral problems because they're excited about the new item that's out. So, we've also noticed that discipline like during the month of sledding, no one's coming to the office because they're just so excited to play. So, there is a direct correlation with that as well. Here's an example of the jumbo game. This is
025Guess Guess Who, but they also have Candy Land and Trouble and they really can make every game um in a jumbo form, which is super uh just cool and exciting for the kids. Okay, so uh you got to hear me and I like I said, I thank you for your time, but I'm going to give you some time to hear from some students and Mrs. Beadle, who also had was a teacher to some of the people in this room, which is really cool. Okay. Good good. Yeah. Okay. All right. Hi. Uh so, as a teacher, recess is always, you know, teachers want those kids to go outside and let off all the energy so that in the classroom our academics are, as you know, I mean, our we've got a lot of academics that we
026need to get through. So, when it's recess time, we really want the kids to play. And sometimes in the past, cuz I've been around a little while, um some kids just walk around, they don't know what to do. And they spend their whole recess looking for something to do. They'd spend 20 minutes just walking around. And you know, we want them to figure out what to do on their own. Well, when, you know, we have all these recess incentives, there is no kids that are just walking around with nothing to do. They are so excited to see the new equipment. Um the color system works great. It's, you know, where they take more responsibility. When the recess bell rings, they're all picking up things that are orange. My my kindergarteners are orange. They can see
027on the playground. They get all those things. They put them in the wagon. They take responsibility. They bring the wagon back in. So, teachers want that recess for the kids to get out their energy and a break from learning for the kids because we are doing so many good things in the classroom. The students though, they look at it as just fun now, which is so great to see hear them laughing, see them laughing, making up games that I you know, they're so creative and they just make up games. They were making up games earlier in the year with the wagon. Like the thing that held the toys, they were using it as a toy. Um, I just see a lot of joy and a lot of smiles, a lot of laughter. We love the
028sledding. We um, tied that in with our IXL this year and she made a um, IXL competition leaderboard competition and the classes that came in first, second, and third, we got an extra recess time. So, you know, the teachers are like, "Come on, let's do some." So, I happen to be one of the people that got to go and it was just so much fun sledding with the class and the kids loved seeing their teacher sledding and it was just pure joy. It was just so much fun. And even, you know, when those sleds first came out, we I we love our new playground, but there was like no one on any of it. And they were just on that hill and they were just getting so much energy out of me. If you haven't
029gone sledding in a while, it takes a lot of energy to, you know, you go down, it's fun, but then you got to you know, get back up the hill. So, when they get back in the classroom, they're just ready to learn because they've spent all that energy. So, it's just fun. It's fun. My name is Grant and I'm in fifth grade. What I love most about recess is the options. There are so many new things for us to learn and play with with your friends. But what I love most about indoor recess is that the people who love to draw can use the art cart. The best equipment of them all though is the bubbles, the sledding, and the jumbo games. Thank you for your patience and time. Uh Hello, my name is Gracia.
030I'm in second grade. What I love most about recess is recess is I love the sleds. My cousins wish they got new items, too. I love the indoor ring toss and the wooden decorations and the rainbow cards. And the playground is so fun and colorful and there's so much activities. My name is Theo. I'm in second grade. I love the new playground, the basketballs, the pogo sticks, the rainbow flyers. It's so cool. The way It's so cool the way we do things. I'm so thankful for all of the equipment and the new playground. I love the art cart because me and my friends can use our imaginations to and draw. Thank you for your time and patience. Have Have a good rest of your day. Hi, my name is Grace. I'm in fifth grade. Hi.
031I love that we are always getting new things to play with. I love the sleds in winter and I like the art cart and for indoor. I like that the wagons are organized. It's really helpful cuz all the grades have their different colors and we have so much fun all the time with so much to do. I also enjoy how we have such a cool play structure to play on. There's so much to do and it's really so fun. And for indoor, even though like you can't run around and do stuff that you can normally do outside, there's still a ton of fun things to do. Um and our amazing principal, Ms. Vandiver, did all of this to make HP so amazing. She does so much for her school with so many options to do
032any recess, any season, indoor or outside, it's always fun. Thank you. Hi Grant. Thanks for being here. Great job, man. Are you going to like jump on the pogo? Good job. Good job, Theo. Good job. Like down the line? You're on camera. You want to come in? Oh. Grace is going to do a demo. Let's go. Lots of coordination. All right, get in here for a picture. Come on, Mrs. Bedell. All right, come down. That's crazy. >> That's awesome. I want to see that. It was crazy. That's going to be a good job. Yeah. Thank you, Hampire. Yeah. Thank you. So, board, I have to share one other fun fact that Mrs. Van Staunton shared with me a few months back. Prior to the reinvented recess at Hampire, especially at lunchtime, the line to go
033in and use the restroom was endless. And now that there's new play equipment and all this interactive stuff, it just seems that there's not as many kids that want to come back in the building during recess time. So, we appreciate that. Um spotlight folks, um board meetings are super engaging and really fun, but we're going to give you a couple seconds to head on with the rest of your evening, but if you want to stay, you're welcome. So, we'll take a 30-second pause for you to head on to your evening. We appreciate you all being here. Thank you. Thank you. Yeah, yeah. Where is it at? See you girls. Thanks for coming. It's really funny cuz my See you, Grant. Thanks for coming. Oh, I can pogo. Oh, I can pogo. All right, we are
034going to continue with the rest of the meeting. We do not have any presentations. So, we're going to move on to consent action. That is the approval of general funds, financial reports, our wire transfer report, purchasing card expenditures, and then the minutes from um both our regular meeting in March and our workshop that we had uh last week. Do I have a motion? Motion. Motion by Chuhachi. Support. Support by Bowman. All in favor. Aye. Aye. All right, moving on to informational updates. Uh communications, I know we've had a few um emails about class sizes. Um I have hopefully responded to all that. Let me know if there was one that you noticed that I missed. So, uh just in your packet there was a thank you um from Mrs. Butler. Uh and then last week
035the board received, I think directly, a letter um from Flip Flippen from the Flippen Group, otherwise known as Capturing Kids Hearts. Um so we're excited about national showcase status for the middle school in Hamilton Parsons. We also recently got notified that Amanda Moore in their first year received the Rising Star. Um so we're going to bring them back in May, talk a little bit more about that in our May spotlight. Um there's also a couple of communications out in regards to upcoming uh events that we need to RSVP for. So the County School Boards Association legislative meeting is this Thursday, not too late. You've been there before, you know it's a big room, so uh and then also recently uh RSVP for IAM um commencement. So if you can attend to those and let Antoinette
036know, she'll take care of that. >> That one was Thursday, May 21st, I believe. All right. Subcommittee reports. All right. So we have three subcommittee reports tonight, curriculum, finance, and facilities. So I will go ahead and begin with curriculum. So we had quite a robust agenda um a couple weeks ago with many resolutions that will be on tonight's agenda. So um the first thing that was discussed, Mr. Osbold came and talked about the need for secondary staffing with the increase of students um last year, but because of lack of classroom space and and other things, the hiring did not keep up with that. So that has to do with resolution 34 tonight to hire three additional teachers at the 9th through 12th grade level. Um also discussed uh oh, and the middle school hires will
037be for the elective classes. Um discussed the two ELA contracts for both uh secondary, the Amplify ELA at the middle school, and Into Literature at the high school. Um discussed renewing those for a 3-year extension. And then we also talked about the uh sex education advisory board, how they met and developed bylaws, and the bylaws um were sent out in your packet, and that will be uh resolution 36 tonight. Then we uh looked again at group two priorities. Those were presented to us at our March workshop in quite in-depth, and we had a lot of time to um go over those and grapple with those at that time, but these were discussed again. So, the group two things that will be brought to us tonight in resolution 41 uh A, B, and C are the
038BCBA board certified behavior analyst, the behavior support paraprofessionals, and then the testing center paraprofessional for the middle school. Then we also received some updates on PowerSchool behavior support and Parent Square, which I know we've been discussing, you know, all year, and those will begin to roll out. And then some elementary staffing updates um to to deal with retirements and one resignation and the uh additional staffing need for some sections moving up at Amanda Moore. So, any questions? All right. Moving on to facilities. Are you Sure. Okay. Uh facilities, we had a shorter meeting uh cuz we went from there to the next meeting. Um but we did um Mark Nelson joined us and gave an update on some of the technology items, the RMS auditorium and media media center projection projection screen, and they are
039working on that with the auditorium renovation and then he also went over the classroom and office phone installation project that is started now and will be completed over the summer. Uh we talked about rooftop replacements. Um these um were delayed last summer due to structural concerns and they are ready to go once school is out. And big news, drum roll, high school courtyard is completed. So, that was kind of one of those projects that took us a little longer than than we anticipated. Um we went over change order change orders and there aren't any tonight that uh required the board approval. Uh bathroom renovations, again, a lot of stuff is just in the super gear-up stage for a while school is out. Um but the bath bathroom projects, um work at Crosswell began over spring
040break and um additional, they're looking at some additional work in that area as well. RMS phase two renovations we went over and the auxiliary gym and we I think you all received um uh renderings of that, too. That was a question a board member had. Um approval for tonight is the pole barn roof and water main replacement. We talked briefly about um the design efforts at Havol Washington and RHS um and looking at floor plan diagrams, um potential renderings and things for a future meeting. Um sinking fund, we talked about the elevator project. Um Hamilton Parsons water line, the the issue where we had to cancel school, an insurance claim has been filed and we're not sure if we'll get any financial support for that. Um, and work on the administration building parking lot. We
041talked a little bit about the custodial services contract. Our the new hire of the operations supervisor and then a new service truck. Um, he's Mr. Stormer's recommending to the committee that we purchase a work truck. And that's off of consortium pricing as well. And then we talked quickly about the Croswell playground project. And so tonight you have the pole barn roof and water main, the parking lot administration building and the replacement of the service truck. Any questions? Mr. Storm, just the roofing project that's on the build the building that's off of 28 mile, correct? Is that Okay, just for a reference cuz we couldn't we knew it was somewhere over there. Anything else? Nope. All right, moving on to finance. Mr. Boyer. All right, we met on April 20th. Can you fix your mic, Mr.
042Whoops, sorry about that. Okay, start over. We met on April 20th. Uh I was present, Mr. Antoine was Mike Antoine was present and Mr. Sikora, so we had uh all the committee there. Um, first discussion was Gallagher retirement service proposal, narrowed it down to Uh, we would like to grandfather in the options so there's no disruptions. Basically all the current uh retirement um options would remain. Um, we'll narrow down the vendors uh and we can coordinate with uh to come in and speak with the employees to educate them on retirement savings options. Uh big news here, uh 297 Prospect update is the closing was finalized on 4/16 of 2026. Uh final selling price was uh 857,000. Uh funds will be set aside in a capital proj- project projects fund, um which I discussed at length
043at the last meeting. Uh 2792 current have currently have a LOI out for out to the MEA for the review. Will be set out uh to other groups after the lump sum distribution by the FTE. Expected payment uh 5/22 of this year. Uh new food services position, which is uh resolution 37 tonight. Uh uh looking for recommendation, new position to be paid uh for with the food services. Will work as a sub when there is openings in the buildings. Uh this will support the administrative staff so they can spend more time on their job duties. Uh next item, budget assumptions. The governor is proposing a $250 increase uh per pupil. Um this increase in FTE of 27. This is based on the plant Moran information we were given uh in our last meeting, I believe.
044Uh there's a decision uh there is a decrease in retirement rates and increase in third-party contracts and staffing contract increase for those already negotiated. Uh and we also went through the priority costing document. Um we discussed uh whoop, we discussed sorry here. Uh fundraising groups uh the we uh went over the fundraising approval process, discussed the limit uh limiting the number and cost of fundraisers in the interest of not overburdening parents. Um we discussed multiple groups and the extent of the funds uh raised in their uh raising activities. And then Ms. Perrina uh walked us through uh the process of how the money is received and distributed. Um then we discussed uh 31AA, Um but there is more information that should be coming out soon. I'll take it. Questions. I know that we had a
045lot of questions going back and forth with um Ms. Perrina today, so thank you for answering those. I think the only other question was on the resolution, will that like do you have an hourly uh wage? I know the resolution kind of it seems a little bit open-ended and discusses benefits, but then it was not a salaried position, I thought. So are there is that position does it come with health care or that Okay. I had a few questions about that position. Um how many subs do we currently have already? Sorry, Beth. Hello. Hi. Um there are currently two subs that we have, but they only sub for the cashier position. They don't currently work in the kitchen. Um so we are looking for this position to be a cook. Okay. Is there option to
046give them a raise or get them certified for food service or food prep if they were interested or Um so it's all a part of the union, so it would all be negotiated within that. >> Okay. Um also being a high turnover rate in this department, um I guess the concern is that's a large sum of money, so has there been a deeper dive into seeing what the the cause of that turnover rate is? Um well, I don't know. So, parallel that I've drawn, I think I shared it in an email or maybe it was just with a couple of you. When I think about our our buildings in a building sub position, you know, we as as Ms. Pereira said, like we have subs that work as cashiers. This this sub this floater position
047would be trained to do cooking. Um and what ends up happening now when we have uh staff member off or a vacancy, our supervisor and our director end up working in the kitchen, you know, all day. So, this is going to give us a floater position, be part of the union. Current subs would have every right, if approved, to apply for the job. I think we'd probably see a bit of a flow that someone might start in the floater position, and a position opens at one of the buildings. Might be a building that they've worked at and they would prefer to step into that role, and they of course would have the ability to do that. So, it's a little bit, I guess I would say, of a feeder program, a succession program. Um and
048maybe the most important thing is is the resolution has the maximum dollar amount that it could be based on the benefits they select and the experience that they might be granted. Um and this is all out of the food service fund, which we know we have a high fund balance right now, um that we have an obligation to spend down. Uh and um if we don't spend it down, you know, that creates different issues. So, um they've come with this, you know, proposal to add this position, um you know, maybe because of the fund balance that that we have. Um so, Yeah, and the hourly rate would be between $16.76 an hour and $19.63 an hour, depending on their experience. Other questions? Thank you. All right. Any other questions for finance? Okay. Moving on to
049superintendent report. Um so, we'll start. Some of these items got kind of covered in the subcommittee reports, but I always like to give the opportunity, you know, for the board to get any clarification. So, um Mrs. McFarland is going to talk about our four uh enrollment-driven staffing increases. Thank you, Dr. Robinson. Um so, currently at Amanda Moore, we have three sections of fourth grade, and we only have two sections of fifth grade. So, with the fourth grade matriculating up to fifth grade, we'll need three sections. So, that's where the additional fifth grade teacher at Amanda Moore comes from. Um RMS, um I met with uh Mr. Martz this morning at 7:30. Um he did some work over the weekend, and um our elective area courses at the middle school have um many overages. Um so,
050he he did some work with the student requests and the staff that he had, um and um it's an elective teacher that we need due to I think he pays $60,000 um in overages. Um it's a lot. Um so, uh this would alleviate the um overages in the elective areas. This is not trying to do the true teaming and have, you know, two more subject area teachers for sixth grade. This is elective teacher. Probably seventh and eighth grade by the looks of it. And then at the high school, Mrs. Icor shared last year when we met with Mr. Osbold and his team, we we really needed some more staff, but this building was under construction and there was no space. There was no room. And you know the issue at the high school, hence we're
051building an addition with with classroom space. So, they they held back. They had some shared staff between the ninth grade and the high school, the 10-12 building. With that, particularly the math position, that person doesn't have time with PLC. So, teaches I think geometry here and then goes to the high school and teaches a mix of classes, stats, and something else. Functions and trig, I think. So, he doesn't have a home to work with content area around it. So, if we think about the academy model and really being strong in our content area as well as the SLC, small learning communities around students, adding one math and one English will help facilitate that. We'll have truer teams. We'll have opportunities for teachers to have both SLC and PLC and not travel as much. And this
052building now has space. Because the new science labs, there's room now for an additional math teacher here. Remember we teach algebra every day. That's one of our best interventions, as I say. And so, Um, need more math teachers at the ninth grade because of the math every day. Any questions about any of those um, positions? I had a quick quick question, but also, you know, to reiterate like out of our subcommittee, you know, and even at this table we've had a lot of support for smaller class sizes as much as we can as long as it's sustainable. So, I know there was a lot of support out of that meeting for these these things. Um, my quick question is for Amanda Moore, the three sections of fourth grade that are going into fifth. What is
053What is like the magic number? Um. So, I think I think we got to look at this at a different way. For the last 6 years there is a smaller cohort of students that have moved from kindergarten to fifth grade. Right. So, the building is our always been for the last 6 years one less section than the other schools because in that unique grade that is now in fifth grade, there was only the need for two sections. So, as they move on to the middle school and another kindergarten section comes in, we're back to needing to three sections in each grade. So, it's really more about the fifth grade class that's matriculating out with 50 some students. The fourth graders are moving up and they have they need three teachers. It's not even close. It's
05470 something, I believe. >> Yeah. High 70s. So, that we and we get these unique nuances, you know, in each building over time, but you either that we get enough students to expand that while they're going through kindergarten through fifth grade or eventually they're going to matriculate out and the need for another sections is there. >> That never happened with that small group the whole time they were there. So, hopefully that additional section will be able to be maintained. You think with >> Oh, yeah, because we have three sections in every lower grade. Okay. So, it would remain there. It's not a one and done. Yep, they'll be there. Okay. All right. Okay, thank you. Thank you, Mrs. McFly. What resolutions are these, then? 34? 34. No, 35 and A and B are the curriculum,
055and then the next one is sex ed advisory board. Did you find it? Okay. All right. All right, thank you. Thank you. So, just continuing with our priorities work this month. I always like to take the opportunity to remind the community, you know, of our strategic framework. And when we talk about bringing, whether it's new courses, new priorities, new positions, they must align with one of the four strands. And tonight, we move into group two, which is three unique cultures, structures, and systems priorities. And I have a couple folks here. The We had a great presentation at the curriculum subcommittee, and the subcommittee asked that we maybe shed some light on that at tonight's meeting. So, Mrs. Selden and Mr. Murray, if you want to come up. I would just remind the board of this
056slide from back in March at our study session. The group two has the three priorities that Mrs. Eichhorst mentioned. They're going to focus some time and attention really on the first two because they're directly connected. And quite honestly, they're connected to a lot of conversations we've had at the board level across subcommittees and the full board. So, we'll start with the board certified behavior analyst. Mrs. Selden, will you kind of talk a little bit about the three main categories that were shared at the curriculum sub committee on point. This This is 21A, right? Resolution 41A? Yes. >> Okay. Good evening, everybody. Um the board certified behavior analyst, or often what we call the BCBA, is a position that we need uh tremendously within this district, especially at the elementary level, but through all levels, middle
057and high school included. As you know, one of the biggest challenges we face right now is trying to help support emotionally dysregulated students. And so, by having this position, we have somebody that's trained specifically in dealing with challenging behaviors, and they can provide support without loss of instruction to our students from either general ed staff or special education staff. As you can see, they have thousands of hours of training specifically in this coursework, and they're also needed to oversee our behavior peer professionals, or RBTs, in their work to students, as well. Uh they can be a part of IEP teams or 504 teams, and they can train our staff on how to work with challenging students within the classroom. This is something that districts all over the country are uh taking a proactive approach in
058hiring a position like this, and it is greatly needed for students to access academics. Good evening. As I and was as was kind of mentioned by Dr. Robinson and Ms. Sheldon, we are also looking to add at the elementary level registered behavior technicians at each of our school buildings. Um currently, we have a pilot going on right now at Washington with an RBT, and it's going really well. Um we're very pleased with um what is going on at the building in terms of the ability to better manage behavior supports um for students while limiting you know the involvement that staff who have a day job if you will right have other roles within the building or having to um jump into action when a student is struggling a little bit. So like the RBT position
059is different than a traditional para position right as you can see up here somebody who has had formalized training through Macomb Community College has to take a competency assessment and show that they have internalized the learning that's taken place you know at that point. In terms of role and function of the RBT as I said it's it's an RBT's sole function is to assist in student behavior. So when we have students who are disregulated or becoming disregulated the RBT is going to be the first individual who is going in to provide support. As I discussed a little bit earlier currently those are folks who are performing in other roles and they can't always drop what they are doing when a bull bull dog assist is called right to make their way to the situation to
060support a student. That increased time gap can cause further escalation and for the individual who's called right now the work that they were doing at that moment in time has to be set aside and revisited later which you know can be difficult. Proactively our RBTs will know our students who are struggling with regulating their behavior and it's more than likely I don't want to say 100% cuz it's never 100% certain nothing is right. That they will be able to provide the right support when the time and circumstance call for it. Um in addition to working with students our RBTs will be able to analyze student behavior data right which is foundational in terms of putting together behavior plans and systems for students and work directly with students self-regulating behavior and also work with teachers to
061sharpen their skill set in working with kids who who are struggling to regulate their behavior. The whole idea here is to have somebody whose sole focus is behavior and often times keep what might be a a simmer from from boiling over. As Mrs. Sheldon mentioned, the RBT and the BCBA are um kind of go in tandem together. Our RBTs need to be supervised by a BCBA in order for the program to be official in terms of a registered behavior technician program within the district. And the RBTs cannot continue on with their sort of certification process if they're not overseen by a BCBA which will more than likely make our positions less desirable because these folks will have gone through the training process and then I don't know Mary when the certification It ends in 2
062years. If we don't have a BCBA overseeing them, they wouldn't be able to renew their certification if you will. So, questions. This resolution um 41B to deal with the um support pair How how many positions is that amount funding? Is it one per building elementary? >> Yes. So, currently we have a pilot program in place at Washington. We're essentially asking to add four more, one per building. I have a question. So, there's currently a pilot at Washington? That's correct. So, one thing we hear a lot about is bullying. What's the approach there with the this person? The RBT's focus is working with students who tend to have more disregulated behavior, whether or not that's a student who is um displaying bully behavior or not I guess would have to be determined. Certainly they're working on
063skills with this individual student which potentially could lessen that type of behavior, but I don't have stats in front of me to know if our kids who have disregulated behavior are indeed kids who may be displaying bully type behavior. That was my next question. Do we have anything showing what's gone down in that school? Uh I don't have anything in front of me, but um Mrs. Hepner certainly has some information that we can share, I believe. I I think when we talk about the pilot, we, you know, Mrs. Godwin, who's been a parapro at Washington, was willing to to step into this. Um and her training started in January. Um so I know the curriculum subcommittee got to hear from her firsthand and um we were just grateful as it played out that it was
064viable. So she's worked in an elementary school, she's worked at Washington. You know what I'm saying? I really we really put a lot on her to say like tell us if this is worth it or not. Uh and her feedback to me directly really talked about um anyone who works in a school could benefit from some elements of the training that she went through. So you know, we've we've formed this partnership with the community college. This this program has run a minimum of two times a year uh and they will run it three um but they're also intrigued at a cohort specifically here in Romeo if in fact we desire to do that. Um Dr. Furr, the professor who teaches um the courses at Macomb Community College also teaches at a couple of the universities,
065Oakland University and Wayne State. Um she may also be available in, you know, in coordination with the BCBA and our RBTs to just bring some professional development, not necessarily the full certification. So I'm excited at the possibility of forming this partnership so that a with approval, we can get these these dedicated positions, but also the ability for it to impact other paraprofessionals in the building and that. Um this role is specific and this role will be a lot of triage. Um the best part about this role is their schedule and their daily activities are going to be defined by the plans that they've helped design. So when we know that that Johnny um Smith has a tendency to kind of get worked up around the beginning of a of gym class or we know that
066that Todd Robinson struggles settling back in after recess. This person is going to know the unique needs in the places to be in the building. Just sometimes by a mere presence and a few you know, code words to keep kids on track or get them back on track. I have one example that naturally happened today. So I was at Washington and our behavior pilot para responded to a student that was attempting to elope, displaying other behaviors, was very frustrated. Typically before we had this additional layer of support, we'd have to either postpone the meeting, reschedule, or have a partial meeting without the whole team at the table. Because she was able to respond, she helped to regulate the student, helped him take a break, co-regulated with him and got him back to class. So then
067we were still able to have our meeting to discuss a student that possibly changing programs. And so it was an important meeting that we needed to maintain and we were able to have that extra layer of support to respond to the student. I have a couple questions. Where's the BC BA going to be located at the person? Or office? That's a great question. I I would like to see them responding to any building that's in need of their support. They're the master of data collection. They'll also have a toolbox ready to go with data collection tools, spreadsheets, ideas, visuals ready to go for that team. That's another time that we lose a lot of potential instruction time with students if we're having to make make and create these things on the spot. So in my
068mind they could have a a home base at admin, let's say, to have a desk and a phone, but they would really be in the buildings that need them most and spread out through the days of the week within those buildings helping teams actively with students. Are the students' behavior, are they identified in any program where maybe we could be proactive not reactive type of thing? Great question. So, they absolutely could be supporting special ed or 504 students that are identified with additional supports, but they can also be responding to gen ed students that are on the MTSS process that just need a behavior plan put in place to get them back on track. Also, students with trauma, if they had something unexpected happen to them, uh they could be responding with behavior suddenly that
069we weren't seeing before. Uh so, they could work with them as well to extinguish that behavior and ultimately replace it with a positive behavior choice. So, each day I'm seeing the the parapros and and the BCBA, will they be proactive or reactive when things are happening or will they know how to, you know? Yeah, it's a good question. What related to the RBTs, the whole intent is for them to be more proactive than reactive, right? And through data that's collected based on students who may struggle with behavior at school, as Dr. Robinson said, we want them to be at a spot just in time, right, to support a student who we know through data collection really struggles right before ELA or right before math or right before PE, right? And the best laid plans fail
070sometimes, right? There may we may try to be proactive, but we're you know, the the escalation happens prior to prior to our timing or for some reason we got hung up somewhere else and just couldn't make it. That's when we'd be in reactive mode, but trying to get in and support the student to be able to lessen the disruption that happens. We now have our behavior technicians in our buildings, if approved, that are the first people in, right? Their sole job is working through students who are struggling with dysregulated behavior. So, we're not calling in the principal, the social worker, the special ed teacher who have who again, as I said, have a day job. They have other things that they're doing and that work then has to get put to the side because of
071a priority, but we want the the priority of student behavior to be with the registered behavior technician. So, it's both a proactive and reactive model. Obviously, proactive is better for us, right? And that's just knowing behavior and knowing where we need to be, which all comes down to knowing students, right? Again, too, with the BCBA, they can have a planned schedule one day at each of the five elementary's per week, but then if a crisis happens, if there's an especially challenging behavior at one of the elementary's or middle or high school in a unique situation that's less often, they can respond to those incidents and then go back to their one day a week default schedule within the elementary's. Again, to support the students, support the staff, but also to help the paras uh remain
072with that certification for RBG training. I think I I view it more We all know that right, in the olden days when a sub came in, kids misbehaved, right? It's it's it's when they're accountable to the person that they know has set up their accountability standards. So, I look at this as just a a layer, if you will, at a building in which they know those ones that bubble to the top. They know what days of the week, they know if it's a matter of uh grandma and grandpa stayed with them because parents were deployed or whatever could be the thing. They they know them and and they're just less likely to get going down the the bad hole when someone who knows them is like, "We talked about this yesterday. These are the choices
073we were going to make." You know, re- re-establishing it and it's the same person. Um and then teaching the other one. So, the data piece to me is the proactive part. I think they're going to know that. And then the being in the building is and and having this dedicated time All of our other people do great jobs and do those things, too, but they don't have the dedicated time to focus on the the ones we know that bubble up, the ones we get emails about. Like though that's what's going to be that extra, I don't know, insurance, um whatever word you want to say. Of course, not nothing is foolproof, but the idea here is if we can lessen some of the intensity of some of the behaviors that lead to some of the
074things that we don't like as parents, as board members, as educators, right? That's a huge win, right? And that's what these RBTs That's their role, right? Is to >> a perfect world >> like this. in a year or so we'd be saying can this person then work often times with the home cuz what we do know is we can straighten out behaviors here and then you know, they can undo just by the nature of not knowing, right? And as a mom we we enable our own kids cuz we love them in a different way, but I I think it's um it's proactive as best as we can be based on data. >> It's a layer that's solely missing from our programming right now. I do want to add when we had the curriculum meeting and
075Ms. Godwin came, um she was explaining that they are specifically trained to remove the said behavior from the room instead of removing the entire class and that to me is a really big deal because I feel like we're losing a lot of the children having to be removed, losing the education. So, to me that's huge. Yes, so the idea is to get to the student before the student becomes so dysregulated that we have some of the challenges that we face at some of our schools, right? And so, if we can do that and again, time on task, an individual whose sole purpose is focusing on student behavior, we can get in before that simmer becomes a boil over and the student is more likely to come out with us, right? Versus or escalating in the
076classroom so severely that we then have to take everybody else out. That's correct. Another thing we discussed was some of these behaviors, you know, they graduate into middle and high school and shield employees essentially become if you will RBTs, but they're not often given information that they should have to help this regulate a situation. But we're the first ones called to these situations. So if we could incorporate some of this cohort training from Macomb Community College with shield employees, that would be a huge help to you know, getting to the problem before it explodes because I know shield employees often don't feel like they have all the tools in the toolbox for certain students, especially if they're not a common behavior that they deal with. So I think that's something we really need to focus
077on um at the at the upper grades just to help these students in the classroom and the teachers. That's an excellent point. So the BCBA in particular would have the experience to train staff and give critical information on how to avoid situations like that. Both the RBT behavior para and the BCBA also have specialized training to be proactive to look at classroom setups, look at pinch points in the school day, in the transition process at recess, and they can analyze the environment and give feedback to help reduce behavior causing scenarios that could come up. Um also again, part of that delay now where a student becomes so dysregulated and and there's occasions that that we have to remove the class versus the student. Often often often that's caused by staff working with other students as
078they should on academics or other areas. They need to then place those students somewhere else for their care before they can respond. And so to have the dedicated BCBA and RBTs in each elementary, you have that immediate response and priority to the behavior. That would help cuz that's when she old often got called for the, you know, the middle and high school. So, I think it would be a huge help for all involved. Um I Yeah, we are supportive of this. I am personally supportive of this. The The only concern I see with this that maybe you can address um you know, when we add another sort of administrator role in that comes in and tells teachers what they need to do, will it will it be less like that and more of a supportive
079role? And then, the second layer of that is um This is kind of maybe a given, but we don't want we don't want to pay for this and put this in so it it almost makes gives a feeling like, "Okay, we don't have to have as much accountability for principals helping out teachers take care of, you know, whether it's making parents more accountable and things like that." Like, this is not a substitute for that. So, can you speak to that a little bit? Absolutely. So, I'll I'll tackle the first piece. The BCBA would be an REA member, so that would be a colleague. It would just be someone with specialized training, just like the math teacher teaches math or I the science teacher science, right? And so, that part would be an equal a peer
080that would help coach and model for them to relieve the teacher of the burden of dealing with those behaviors on their own. And so, it it would not be another administrator position if that makes sense. >> This This is at the social worker, counselor, psychologist degree level and a member of the REA. This is not an administrative position. I know sometimes, even those roles though, can feel like that to the gen ed teacher who's struggling and you get this person that comes in and says, "Well, just do this." And it's it's not necessarily feasible or realistic in a large class classroom, so. Yes, and and that to me is is our our biggest uh potential trap right now, because we have staff jumping in truly trying to help deliver support really quickly, train people up,
081and then jump out to their other duties that they're doing. This person has the gift of time to spend with that teacher, to show them that they're invested, to help them collect the data. Similarly, with the RBT paras, the behavior paras, they would be able to help lift some of that burden, not always, but sometimes in the classroom when a challenging behavior's there. And they can sit in the back and help the teacher record data at those critical moments when they need to maintain the lesson in the classroom. So, it would be extra support for our teachers that should hopefully be a relief and not somebody bouncing in and out trying to spin 10 plates in the air trying to help everybody. Okay. Any other questions? Thank you. Thank you. Um a couple items here.
082I think we had the opportunity for our three facilities resolutions, but we have uh Mr. Storm and Mr. Sifferman here if there's any questions about uh the warehouse roof and water main project. Um we have the administration building parking lot um uh redo replace um out of sinking fund this summer. Uh and then the work truck, which in your packet you had the you know, the schedule of equipment replacement. Mr. Storm's done a good job of forecasting that out so that we can budget for it. Any other questions on those three? All right, project updates. Um so, Mrs. Bonik stole a little bit of my thunder, but uh um super excited, you know, Mother Nature was not our friend, and we got going with the courtyard. We got started a little late last summer. Uh
083and then we just we just ran into a myriad of issues, and as frustrating as it was, I'm grateful that we took the time to sort through it and get the right drainage solution and change the elevation a little. So, um to the average person, they would look at this, Mr. Sifferman, and say, "What's different?" But we know it's significantly different because um we do not have overgrown, non-grown myrtle with weeds that took over in COVID, and and I don't know what kind of crushed color stone. Like this is a viable space now that really only bound by I would say winter. Uh and and maybe some significant rain um that will be able to be used. So, excited to finally land this. Um you can see a little bit more of a close-up, you
084know, we're now turf with a drainage system. Um did put some trees in there. Those tree beds do have irrigation. Um so, um excited just to have some different areas for classes to utilize it, for students to congregate. Uh and we're we're ready to roll and and begin to use this. Um and I know Mr. Ausbold is happy. Um then um Mr. Antoine at the facilities meeting had asked a question about some renderings for the auxiliary gym. Uh and I just wanted to make sure I think we showed these at a previous meeting, but I didn't want to leave anything for doubt. Um so, this is a view. Uh on the left there would be the main gym. Um you're standing at the edge of the bus loop. Um in between the concession stand and
085the high school, and you'll see the new auxiliary gym on the right, lower level office, and a new entranceway. Where this comes up to the building, I'll show you in a couple slides, is really the exterior wall of the locker rooms. And so, from the southeast, that lighter block, gray block, is the current training room. And, you know, so we extend the building out, and now you actually go in the building, you know, from east to west versus now you're actually walking south to north up a sidewalk. So, a little bit different egress, a lot of natural light, and so, this is kind of two of the renderings that French Associates put together for us. When we think about the floor plan, I just dropped a couple things, you know, the spectator bleachers, you can
086see the curve of the track fence there, the bus loop on the upper left, and then the current building is where the yellow is. And so, you see the footprint, and then some of the new concrete in that. So, basically, the current walkway around, you know, this this is built right into it. There's no more green belt, you know, in between the track and the auxiliary gym. To the right there, you'll see like the field event area. The pole vault, or the long jump, I'm sorry, and that. You can see one side of those, those actually extend out further. We look at the actual layout, it's a regulation court. There is a small three-row section of bleachers. You know, a main hoops hoops on the side. You certainly can use this for volleyball and other
087sporting activities and practices. One of the things that I've been trying to emphasize, all the way back to the original conversation about this and the 2021 bond, is this is first and foremost an instructional space. We teach three PE classes every hour all day long in one gym. And we have a phenomenal physical education staff. They leverage the weight room. They go out whenever they can, but this is an added instructional space. It's also going to give us a space that, you know, doesn't stop all PE classes. We could have a guest speaker that it makes sense to have that in this facility where we might not have another spot. There's classes going on in the auditorium and that. So, I see a variety of use. On the left there, you see the new entrance
088or hallway. So, those doors where you see current locker rooms are the doors that actually go outside onto the grass area right now. So, it's built right next to the building with a new hallway. You have a new athletic office, single restroom, athletic director Mr. Smith's office. So, their office butts up to the weight room and the weight room has music all day long and after school. So, this is just going to be a better location. This will also allow us in certain instances on the weekends to have people only access this portion of the building and not even go into the main building. And then there's a storage room on the bottom there. Right now, if you go outside and you look, that red line is the construction fence. So, that's the the biggest
089impediment right now is we want to we want to get the structural steel up, get a roof on it, and then we can contract the construction area as we think about fall athletic events and getting our visiting fans to the bleachers on the other side. So, good plan. Mother nature's got to cooperate a little. We got to reroute some utilities that actually have to go around instead of underneath the auxiliary gym. Um two more things. Um notified you in my weekly update, but congratulations uh to our music department for a fourth consecutive Best Communities in Music Education. Uh lot of effort to pursue this certification, but more importantly a lot of great work um from young fives to to our seniors that are involved in the music programming. Uh and then I'll do a promo
090for our Parenting in the Digital World event coming up a week from tonight on May 4th at the high school in the auditorium. Um two separate presentations with Kenny Spear from Positive You. 6:00 to 7:00 p.m. is more geared towards elementary and 7:00 to 8:00 p.m. is more geared towards secondary or middle middle high school parents. Um parents can come for both. Um I've had some questions about do they have to be Romeo parents to attend? Um we wouldn't discourage anyone from attending. There'll be plenty of space in the auditorium. Uh and uh we got another little uh video promo that we shot um Friday that'll come out this week. Um know it's a busy time of year. We've talked a lot about this bringing this presentation back and um we're excited to offer it
091to our parents, um grandparents. You know, as I've said in some of our email communications about it, if you are responsible for children of any age, this content is valuable to you. Uh and I know a few of our board members who attended uh back when we had it with the state of district event found it valuable. So, hopefully we'll get some folks out uh and um and then, you know, consider some frequency of possibly offering this in the future. That's all that I have for tonight. Dr. Rawlinson, on that slide that you just had, um, can there be a single communication invite out? I know there's just a lot coming out at the public right now. But that, so it's not just embedded in Friday newsletters, but to you know, to hopefully boost attendance
092for that. >> our little my little video interview with Kenny and I, it's going to come out separately. >> always seem to help, too. Yeah. All right, I do not have any public comment sheets. Um so we will move on to our action items. All right, thank you for everybody over there that answered a lot of questions bringing us up to these tonight cuz there is a lot of stuff that we're voting on with price tags that so I appreciate your time that you put in beforehand to help us with that. Uh, we're going to start with resolution, employee services resolution number 33. This was very light, just a couple uh, non-instructional changes. Do I have a motion? Motion. Motion by Bowman. Second. Second by Chahaki. Any questions? Okay, all in favor? Aye. Aye. Opposed?
093That was an aye. Okay. It's just delayed. All right, motion passes. All right, academic services resolution 34. This is the enrollment driven staffing that was spoken about a couple times tonight, uh, for the one section of fifth grade added at Amanda Moore, um, addition one additional electives teacher at the middle school, and two additional teachers at the high school and nine GA for math and English. >> Motion by Rice. Support. Support by Bonnick. Any questions? Okay, all in favor? Aye. Aye. Opposed? All right. Academic services resolution 35 letter A. This is the curriculum content extensions for specifically for our Amplify, which services our ELA at the 6th, 7th, and 8th grade level. Motion. Motion by Chahaki. Support. Support by Bowman. Any questions? All in favor? Aye. Opposed? All right. Moving on at Academic Services Resolution
094letter B, the curriculum contract extension for Intro Literature, which services our ELA classes at the 9th through 12th grade level. So moved. Moved by Bonnick. Second. Seconded by Chahaki. Any questions? All in favor? Aye. Opposed? Okay. Moving on to Academic Services Resolution number 36. This is uh to approve the Sex Education Advisory Board bylaws that were developed by that committee last month. Motion. Motion by Chahaki. Support. Support by Bowman. Any questions? All in favor? Aye. Opposed? All right. Moving on to Business Services Resolution 37. This is the food service director position, which is a floating sub position that we discussed at quite length tonight. Motion. Support. Motion by Boyer, support by Antoine. Any questions? All in favor? Aye. Opposed? Okay. Moving on to the Facilities Resolutions number 38, the sinking fund project. This is the
095administration building parking lot. Motion. Support. Motion by Antoine, support by Bonnick. Any questions? All in favor? Aye. Opposed? Facilities Resolution 39, the 2021 bond project uh to do some repairs and updates on the warehouse, water main, and the roof. So moved. Support. Moved by Bonnick, support by Antoine. Any questions? Okay, all in favor? Aye. Opposed? Okay, motion passes. Facilities resolution number 40, this is the operations department equipment purchase for the work truck. Motion. Support. Motion by Antoine, support by Bonnick. Any questions? All in favor? Aye. Opposed? All right. Moving on to Superintendent's resolution 41 letter A. This is the 26-27 district leadership priorities that were in the second group. This one specifically is the board certified behavior analyst position. Motion. >> Motion. Motion by Rice, support by Chahaki. Any questions? All in favor? Aye. Opposed?
096All right, motion passes. Superintendent resolution 41 letter B. Uh this is also in group two, the behavior support paraprofessional positions, uh hiring an additional four for the elementary schools that currently do not have one. Motion. Support. Motion by Chahaki, support by Bowman. Any questions? All in favor? Aye. Opposed? All right, motion passes. Superintendent resolution 41 letter C. This is dealing with the middle school testing center paraprofessional, also from group two priorities. So, moved. Moved by Bonnick. Support. Support by Either or. Bowman. All in favor? Aye. Opposed? Motion passes. All right, moving on to board discussion for the good of the district. Um I'm just going to give a couple uh plugs. I really encourage the community to come out if you are able on May 4th, um to hear Kenny Spears. I know when we
097attended it, I think was it 2 years ago or 3 years already? Um very good information and very very relevant for parents of any age and grandparents like Dr. Robinson said. So, that's definitely if you can take an hour away of your time, that would be very beneficial on May 4th, a week from tonight. Um and then I just wanted to mention how good of a I thought a workshop we had last week when we met as a board with MLI who is helping us with our next superintendent search. Um it was a very It was a kind of a long evening, but a very I felt very productive really digging into the process and getting the timeline. And today was the main day of focus groups. Um hopefully those were well attended. I know
098a few more meeting tomorrow. Um but please uh fill out the survey community and staff if you haven't already. That will run through tomorrow. So, if you haven't done it, please go home and do it tonight before you forget. So. Lots of Lots of things coming up in the next couple months. Um one note two uh the robotics team, they did decent at state. They struggled a little bit with their alliance team. Uh so, they did really good themselves. Their alliance team struggled in the final match, but they are going to worlds this weekend. I'll be going out there with them to Houston to cheer them on. But yeah, Mike Savage and uh the gang are doing really good. It's impressive. They have a a new secret that they're coming into the event with. It's
099uh pretty amazing. So, we'll see how that fares out. New secret weapon. Hm? Are you going to tell us? I can't tell you. I There could be somebody watching. Yeah. They'll find out after this weekend. But it'll have to be off the record then. >> signs. Exactly. Yes. Anything else? All right. May I have a motion then to Yep, second public comment. I don't have any sheets. Last call for that. All right, then may I have a motion to go into close session for the purpose of collective bargaining. So moved. Support? Moved by Bowman, supported by Bonnick. Too many last names. There are. And a lot of A's. Buhler, Buhler. Do we Do we need to do a roll call for that? Yes. Mrs. Weiss? Mr. Antoine? Yes. Mrs. Bonnick? Yes. Mrs. Bowman? Yes. Mr.
100Boyer? Yes. >> Mr. Hockey? >> Yes. Mrs. Icorse? >> Yes. All right, thank you for coming. We will not be voting on anything after.