001test. like to call to order the regular board of education meeting on May 12th at 6:31. All can whoever can stand please stand for the pledge of allegiance. This is the opportunity for the first public comment. A member of the public may address the board briefly for up to three minutes or request to be scheduled on an agenda for a future meeting. Please note that students will be given priority to speak on any topic. The first public participation portion of the meeting will normally be limited to 30 minutes and will be limited to agenda items. Second public participation portion will be offered at the end of the me agenda to allow for other comments. Individuals addressing the board should observe the rules of common courtesy. The public participation portion of the meeting cannot be used
002to make personal attacks against the board members, district employees or students. And I do not see any. So um we'll move on. Uh response to previous public comment. I have none. and then uh revisions and approvals of the agenda. >> Uh board president Austin, I need to remove item 8D under action items this evening. >> Okay, so we're going to remove item 8 D. So can I have a motion to approve the agenda as revised? >> Uh so move Steen >> support. Okay. All in favor signify by saying I >> opposed. Hearing none. Motion carries 70. Great. Uh, student showcase the Costa Rica cultural immersion experience. Presenters are Addison Elise Cruz Owen James and advisor Astred. Hello, good evening. My name is Assa Lacy and one of the Spanish teacher at Salin High School. I
003came here to say thank you so much for allowing us to have this wonderful experience that go far beyond the classroom can do. I have a little list here with me because there's so many thank you this time. I need to say thank you to these wonderful students and each one of them that came to this trip and show compassion, teamwork and every single um activity we did. Everybody praise their behavior as always they do. I need to say thank you to the chaperons this time was Seenora Centivani and Lucas Cooker. Thank you for supporting all the time during all our time abroad. Thank you for the core team for helping us and bringing us safe, helping us with the f with the flights. Thank you so much to Principal Washington to come and help
004us during the last few days there. Thank you to Lori Donsson for responding my phone in the middle of the night and put us in contact with people to tell what is what was going on. Thank you to Betty for always helping us with all the notary papers. Thank you for the parents. Thank you for trusting us for trusting the world language department to take their kids abroad and give them the this experience. and to all my co-workers, the world language department. It says my name, but each one of them helped me to organize this and motivate the kids to leave the comfort zone and come with me to this opportunity. I also need to say thank you for the transportation department. I don't know all of them, but I really appreciate everything you did.
005Thank you uh Miss Caris Demer and Lee Saboro to driving us safe from Chicago to here. And thank you so much to our administrator Dr. Stagger. Thank you for provide the peace every time I talk to you and give me the right advice to keep moving forward. Thank you for my assistant principal Mera Denin and Mr. U James Rafco for you for be the people that came to us as soon as we came back next day to school and show us like check it on us. Thank you so much and I hope I don't forget anyone. Thank you to everybody that help us with this trip. Now I'm going to allow the kids because they do better than I do uh to talk about everything we did in this experience. Thank you. My name is
006Cruz Hansen. I'm a junior. >> My name is Kel and I'm a sophomore. >> Oh, that's me. Uh, my name is James. I'm a senior here. >> And my name is Owen and I'm a junior. >> And my name is Ellis and I'm a senior. Um, and as you all know, in February, the Spanish department, a couple classes from the high school, and these wonderful teachers, we took a trip to Costa Rica, and we flew into the San Jose province, and then we stayed in the Alawea province with our host families. And throughout the trip, we visited many locations throughout the country, including the ones that you can see there on the screen. And then throughout our presentation, you'll notice that at the top of the slides, we've identified some of the compass connections that
007align with the experiences that we had during the trip and the activities that we did. So, thank you for listening. Okay, wait. English, right? All right. Talking about the environment, um, geographically, Costa Rica is located near the equator. That means that they have a very warm and tropical climate. With that being said, there's very there's a lot of exotic and very cool plants and different types of animals that can only exist in those areas that you just can't find in the US. You're not going to see on your everyday life. Um, one of my personal favorites was getting to see a toucan and a jaguar. Another cool experience we had is we actually got to walk over a bridge that was sitting right on top of one of the most crocodile infested rivers in all
008of Central and South America, which I thought that was very cool. Um, we also got to experience all the different types of like plants. Um, for example, a lot of some of the two common cultural typical crops were coffee plants and pineapple plants. Um, Costa Rica that those are huge for them. That is something that we got to learn on the trip and um for them like that's basically our economy which I thought was really cool and what makes it like the production down there so great is a thing called volcanic soil which also only exists in places like that around the world and so I thought that was a really cool experience that we got to learn about and that can only happen when we get to go to places like this. So once
009again, we're very grateful that we got to experience this and see all the exotic animals and plants. >> All right, my personal favorite slide on this whole slideshow is the food. All right, so Costa Rica has the best food I've ever tasted in my entire life. And that's for many reasons, but truthfully, the biggest reason for that is they're kind of known as healthy eaters. At least they like to call themselves that. Um, it's because of all of their food is very nutrient-dense. Um, they don't have a lot of processed food or because they don't really have a lot of access to processed food out there, which I thought was amazing. Um, like I said, the best food I've ever had. Some of the common cultural foods you can find is soapan. Um, it's highlighted
010in the red, gaopinto highlighted in the yellow. Sorry, it's a little hard to see, but and tamales highlighted in the green. Um, my personal favorite was the soapenegra top left. It looks a little strange, but it's really good. Um, what's kind of cool about this is that like for the majority, every Spanish country is going to have somewhat the same food, but every country also has its little version of each food. So, it's kind of different every single one, which I thought was really cool. like in America, you're just going to get like the Americanized version of this where you go to Costa Rica. I'm like, wow, that is like crazy good. Um, and the final piece of that is like, oh, also real quick, at the bottom right of your screen, me and some
011of my friends, we went to a local McDonald's and we found a chicken wing. Thought that was crazy. Um anyway, so overall our group and all the students, we got to learn how these foods are prepared and what goes into it and ultimately we can take that home with us. And for example, I had to tell my mom like the our guest family, uh she wrote down all the stuff and what you need to do it. And my mom made some of these and they were amazing. They didn't taste quite as good, but [laughter] they were they were almost there. But yeah, and going on this trip allowed us to experience all these different types of foods and it was just an overall great opportunity. >> Okay, so uh for this slide, um I'm Gel.
012Uh for this slide, each person is going to talk about their experience with the host family. Uh this was definitely for me and I can say for many of the students a highlight to this whole trip because through here we got to experience what many many families here uh in the US don't have which uh mainly in Costa Rica a lot of the families is just a big family and they live all together or there's always someone coming in and out of the house and you get to meet new people and learn about them and they and one of my favorite things uh about going to Costa Rica and having a host family was just talking also about ourselves and we got to um interact with that. Uh me and Owen uh we shared the
013same host family. Uh it was a small house, but it was really nice. It was just us and two grandparents, but every night, you can see in the bottom right there is I think right there there's three grandkids. Uh and they would always come at night and we would play board games and we would interact and just learn about each other. Um, and I can also say that being with a host family has definitely improved my Spanish and if gave me this courage to talk in Spanish. I can say Owen, he was very shy on the first night, but in the last few nights he was always talking. He was talking more than I was and that was great to see. >> Um, yeah. So, I I room with um Cruz and that was a
014good experience, but at first it was kind of hard accommodating to like just hearing Spanish all the time when you're just so used to English. And they had this little daughter. Oh my goodness, she was so adorable. Four years old. Her name was Dina. And then they had this like smallest puppy in the world. It was like hand size named Loki. It was so cool. Um but it was definitely like a a good learning experience to just hear all that Spanish. It's like I'm learning something in psychology. It's called the mere exposure effect. When like you when you hear something or around something a lot, you tend to attract that thing. So just hearing a lot of Spanish made me want to talk Spanish. It made me just have more of a passion to understand
015Spanish. So I just really uh appreciated the fact that we're able to go on that trip. And I'm glad that I met Dina. She was so adorable. I can't. So, um, as formerly stated, um, my experience was very similar to Gel's, but there is one factor that I really want to point out, and it's just getting to converse with like the family members amongst all different ages and kind of get different perspectives of um, people of all variety of ages living in that country and experiencing that culture. Like an example would be um, Adam, the little boy over there in the corner. He took a trip to Burger King and he came home with a Peppa Pig toy and it was like he was so joyful and enthusiastic about this Peppa Pig toy. He wouldn't
016let anybody touch it. It was like his baby, his pride and joy. And I got to say, um, in Spanish, verb conjugations are a major factor of speaking and getting to speak about myself and towards others allowed for me to, um, enhance that ability so much more. So, I'm a lot more comfortable speaking in Spanish now. And, um, yeah. [laughter] >> Um, just like everybody else, I had such an amazing experience. I remember one of the standout memories is there was a little grandson in my house. His name was Thiago and my first night there was my birthday and he brought me a little rose and the family sang me a birthday song and that was just so amazing to look back to look back on and remember. And then the last thing that I
017want to point out is that I can speak for myself and a lot of other people from talking about before the trip and even right before we met our host families. It's nerve-wracking to be in that new environment and to um have to rely on speaking in a language that you're not so comfortable with. But um I can say and I know a a lot of other people probably everybody felt the same way is that right off the bat the host families were so accommodating. They were so kind, so patient, so giving. They really made us feel safe and accommodated right away. And within the first 15 minutes of meeting them and stepping inside their house, all my anxiety went away and I just had the best time. >> So when I first got to
018Costa Rica, like I said, it was very nerve-wracking, but Ellis pointed it out. They were very welcoming and so I just felt a lot very comfortable in um speaking my Spanish. Like I may not have been the best. I may have messed up a lot but they were very understanding and very compassionate in that regard. And even when I came back home I I met a lot of people, a lot of Spanish speaking people and I just felt so much more comfortable talking with them because of that experience that I had. Um, for example, um I was out one time in in Ipsy and there's like a um taco truck and I tried to speak Spanish at first and I don't think he understood me. So I was like he's like see. So I I
019proceeded to have that conversation with him in Spanish and I feel like I would not have done that if I didn't go on that trip. I wouldn't have had that courage, have that braveness to just speak with them. And so I just I'm really appreciative just to have that opportunity and have that experience that I was able to to use that to my advantage right there. >> Uh throughout our week in Costa Rica, we got to meet a lot of uh very nice people. Uh but the three main ones, and for me it's one of the highlights of the trip was Freddy, Kenneth, and Michael. Um I'll start with Michael. He's in the bottom right with Singer Santeani and he was our tour guide for uh the pineapple plantation we went to. And because of
020him, uh Cruz talked about it a bit earlier just about the economy of Costa Rica and how many people have these pineapple plantations and that's how they profit. And um he got us to teach what's the how to find the best pineapple if you go to a grocery store. Um he talked about the soil and just how people make it. Uh Kenneth, he was our bus driver. He was there in the early really early mornings until the really n late nights and he was always there to bring us. And with all three of these, I got to point this out is that we always felt safe. Um I feel like many people are worried about going to a country that they don't know and they're just worried about their safety. But I can promise you
021with these especially these three guys, we felt we felt so safe. Freddy, um, he's a really nice guy. He was great. Um, he was with with us the whole time. He taught us about everything that we had to know about Costa Rica. He taught us about the wild, the wildlife, um the food, the history, and because of him, uh while my Spanish did improve in Costa Rica, my knowledge of uh Costa Rican history and everything about it was because of Freddy. >> All right. So while in Costa Rica, we did acts of community service and we actually um went to the La Glacia, which is a church, and we help fa feed immigrants there. And we actually um went through each step of the process of um providing this service. And we bought the food
022and prepared it. And it was a very like immersive experience. And getting to see like the reactions of the kids and the families and watching them all spend time together in a very loving environment was very touching. And getting to be able to kind of provide that happiness and that comfort to them really was like a heart touching moment for me. And it was definitely one of the more emotional experiences in Costa Rica cuz none of us wanted to leave. We all had such a great time with the kids and everybody was super interactive. I had like an hour-long conversation with um a mom there and she was a native speaker and I learned so much just from that conversation and just from this experience in general and it really put into perspective for me
023how impactful those acts of kindness are whether it be there or here. Um so here I'm talking about cultural connections but also just the connection between students. Uh I think yeah most of this group I have never had an interaction with them before the trip but I can say that after this trip a lot of people like Owen Cruz James I've grown really strong friendships with them because of this trip. Um, I was put into the host house without knowing really who Owen was. And I got to leave Costa Rica feeling like he was part of my family. Uh, we have a really strong friendship. And Cruz and James, they're in my AP Spanish class, but I never really talked to them. But because of this trip, I talk to them every day now. They
024always uh call me over to their table to help them out with the Spanish, and we always interact there. Uh but during the trip there were a lot of activities we did together that uh strengthened our bonds as friends and as classmates. Um you can see at the top left um it's me, Cruz and uh Payton. We made a pico deayo and we all and the whole class together at the bottom right we made patakones which is like a plant plantain chip and we just did that together and we got to eat after. So that was great. Uh there were other places that we went museums we learned about the history together. uh at the bottom left. I think that was the second night we got to do a dancing class and we got to
025listen but also dance to a lot of uh Latin music and different types of musics and uh each type of dance have their own like steps that you got to do. So that was really fun. Um and then the last two, uh pineapple and coffee plantation, we just got to learn about the economy of Costa Rica and how they do this and how they're able to make this for a living. And that was great to learn, too. >> This has kind of already been um said, but just to kind of reiterate and um talk about this again, um a really great opportunity during this trip was to learn about the history, as we've said, the past and present of the Costa Rican economy. And we learned about that through activities such as going to a
026coffee plantation and also through Freddy, like Guy said. He really taught us so much um on those long bus rides. And we also had a really cool opportunity to visit a museum that um kind of focused on the history of Costa Rica as a nation and kind of some of those main events that helped shape the country to be what it is today. And so that was another highlight of the trip. And then to sum up, I think I can speak on behalf of myself and for everybody here that the most influential takeaway highlight of the trip is just those new perspectives and new understandings that you gain as a young person traveling to a new country. Um we were just so um lucky and to be able to engage in the environment and the
027culture and stay with those host families in a new country. and we got all of the amazing opportunities that we would have had as tourists such as like engaging in those customs and that way of life um and um talking with people from the local area. Um but we also got that added bonus and that added amazing experience of being actively engaged in that culture with staying with those host families. Um and that's just a truly unforgettable and um what's the word? Priceless experience. And yeah, it's really something that you cannot get inside of a classroom and that's one of the most unique and special things about this trip. And so to wrap up, you go to the next. Thank you so much for listening to our presentation. We really appreciate, we're so grateful that
028we were able to be a part of this amazing experience and yes, we're Thank you so much. [applause] >> [applause] >> Does anybody have any questions or comments for them? >> I'm so impressed like and I see what you did there in your deck and relating it back to the compass. Good work there. Um, you're so joyful and I love the connections that you all have made with each other and also made within the culture. Cruz, your Spanish is really good. and I don't speak Spanish, but I'm sure that your dad was very impressed by that. Um, I, you know, I I guess I want this for others. You're a small group and I know we have some people in the audience who went on the trip as well. So, obviously, if you want to
029say anything, you can and you should get up and do that. Um, but h how do you how do you and how do we um socialize this to others so we can expand opportunities for global cultural awareness and these types of immersions and these friendships that come from spending time with each other. >> Um um the way I learned uh because of this trip was because of my sister. Uh two years ago, my sister went to Puerto Rico with the Spanish class and she loved that experience that she had to do it another time the next year. And through that, that's how I learned that I really wanted to go on this trip. And I've been talking to my friends and they all been asking me, "How's Costa Rica? How's Costa Rica?" And I have
030uh friends in like Spanish 3 and four and they're like, "What do you think it's going to be next year?" Um, and I'm just so glad this experience was possible because and just I've been telling my friends also about the culture and just how different it was there and how fun it was to learn. Um, and I just loved doing that. Just to just to add on to that, um, I also have a younger sister who's coming in, so me speaking that to her, she was all she was all over it. She was like, "Oh man, I gotta go on that." Um, I also have multiple friends that like I've shared the word to, but not necessarily directly, which they have clearly heard the word about this trip from other people. They've came up to
031me and like and these these friends specifically are Spanish like native speakers and they could easily just test into AP because I think you have to be in Spanish 4 to go on this trip at least, which they can easily get into those classes. And they like, for example, one of my friends, Fernando, today specifically said he was like, "Man, I'm going in that class next year strictly because I want to go on that trip." So, it's like I just think it's such a great opportunity and once again, we're just so thankful that we even got to go on it. >> Um, I think this is super relevant to kind of just today's experience and especially our gener generation, but I think actually social media is a really good tool. I remember looking back last
032year and seeing all the amazing like Instagram posts of my friends and thinking, "Wow, I really want to do that and be a part of that." So, I think that that could be a good way to kind of spread the word and really like highlight the super good parts of the trip. >> Additionally, I would also like to say um I think that the trip should be addressed in the earlier stages of Spanish like you obviously go through Spanish 1, Spanish 2, Spanish 3, and then you finally reach that Spanish 4 where you can go on the trip. Well, it's a very large topic of discussion as you get closer to being able to do that. But kind of setting that expectation that um for the students entering Spanish and just starting to learn Spanish,
033setting that expectation that if you continue on this journey in becoming a bilingual citizen, you can go on this trip. And by bringing that awareness, I feel like it will also encourage students to try harder to learn. And like for me, I was very advanced in Spanish too. Therefore, um, Senora Lacy allowed me to skip a Spanish and move to four, which helped me so much. I I developed that passion on my own, but giving somebody a reason to develop that passion to go want to go on that trip will definitely help um them want to engage in that learning experience. >> Yeah. Piggybacking off what Owen said, um, Senora Lacy and Senora Cineani are always in the halls saying hi to every single person who passes by without like like every single person every
034time. So, and without a doubt, they're out there. And actually, I wasn't going to go on to AP Spanish. It was it was thanks to Senora Lacy, Senora Civani, and Senora Gagon who pushed me and said, "You can do this." I was in Spanish 3 and what you're supposed to do is go to Spanish four then AP. But they said they they believed in me and that gave me a little bit of a con confidence booster. So I went into AP Spanish. So it was just thanks to my teachers that I am where I am right now and went on that trip with them. >> I was curious where the immigrant families that you served were immigrating from. >> [snorts] >> Nicaragua. >> Did you learn anything different about Nicaragua from talking with them? You
035said you were speaking with the families a little bit. >> Yeah. So, um, we just kind of talked about like standard like family norms, like what she likes to do with her family, um, what it looked like. She actually had her son there with her. We didn't really talk too much about um why she moved from her country, but she did deem it a very beautiful country as well. Um which I thought was very beautiful. But yeah, we just kind of touched base on like family structure, like what they like to do and kind of what her initial thoughts of her home country were. [snorts] >> That's great. Are any of you planning on like going further in your Spanish in college or like doing other outreach here, you know, with Spanish speaking? >> Yeah.
036So, that's actually a concern of mine because I'm going into AP Spanish and I'm going to hopefully do good on the AP Spanish exam and gain that credit, but it's like, do I really want that credit? because I want to go into college and still immerse myself in the language and hopefully learn more because I find a lot of passion in it. And I feel like being I feel like language is such a strong form of expression. It's your strongest form of expression in my opinion. And being able to express myself in more than one language is very important to me. Uh, yes. After Costa Rica, I like was dedicated on like trying to go back to some other South American country or Central American country or just Spanish speaking country in general. So, I
037talked with my college coaches and they said that they do have study abroad where I'm going. So, I was very proud to hear that cuz I really want to go back and eat that food because it was good. Um, [laughter] and yeah, >> um, I was actually down to kind of the very last days on making a college decision. like I made that decision on May 1st and I chose actually to go to Kentucky where I'm going because of the strength in their language program and I really wanted to double major in Spanish and it is true that this trip really kind of like propelled that and AP Spanish of course with Senor because it's amazing but it really kind of propelled that interest in me and um I don't really know what I will
038do with the language. I think just having it as a skill is just super important. It looks good on a resume. It's just a really you just feel like a well-rounded person. Um, but yeah, I think I'll really enjoy studying that in college and I think it's just a great thing to do. >> Uh, for me, Spanish has always been part of my life and I've always had some sort of idea of wanting to either go visit a Spanish country or even live there possibly for a time. But going to co Costa Rica only solidified that idea and I like I will be doing that at some point in my life. Great. Any other questions? Um, I do want to kind of reiterate all the Oh, Jillian, go ahead. >> I really want to know
039how you find the best pineapple. I I need to know this information. Somebody Somebody spill spill the information. Unless it's classified, then don't. But I want to know. >> I forgot though. Um, >> it was Okay. Okay. Oh my goodness. So, it was like the eye the eye of the um the pineapple. If it's bigger, I believe that No, no, no, no, no, no, no, no. It was like It was like, oh my goodness. Something being bigger meant that it was good. Go ahead. >> It's starting to click for me. He He was right about that. The the eyes and the little triangle parts, the bigger they are, like usually the sweeter it's going to be. But also if it has like if it if both ends are green and then it's like yellow in
040the middle like but I know all pineapples have that but like there's just like a difference and it's like very obvious. I promise you. I promise you >> Senora you're just going to have to send them back again with notes and pictures and come back >> and I will gladly go. >> I was told because I guessed when they asked this in the trivia and I got it wrong. Um it's when the eyes are symmetrical, like if they have like a nice pattern where it's like a waffle cone, then it's typically like a very nice and ripe pineapple. But if like um there's any like damage and it looks like a wobbly pattern, then it's typically what they consider a lower quality pineapple. Um and you also want like large eyes um that are like
041more like rounder. So, I just want to reiterate the thanks. Um, I know at the end of the trip, all the things that kind of happened at the end and um it was just amazing to to get all the feedback from the from Rachel and Miranda and Laura getting on an airplane so quickly and going down. um they worked a lot of hours and um I really appreciate that and it's it really shows a strong bond for our community and our school district. >> I'd like to echo that and thank Astrad for your work bringing all of our students home safely and for all of your work with our students in the classroom as well. Thank you. >> And if we can go over to the side there and we'll get a picture real quick,
042that'd be great. Thanks. >> And everybody that's sitting down who also went, they should be in the picture. How are you going? Good. >> Beautiful. Yeah, you did. [laughter] That's okay. They're good at it and then I walk into the >> So they're good at it. I'm bad at it. I guess there was a phone found in the bathroom and it's set out out there. Not sure whose it might be. >> I don't know. >> Might be Michael's. You want me to call you? [laughter] >> Where is it? >> [laughter] >> Okay, we're going to move on to the administration and board committee updates and we'll start out with the superintendent update. >> Thank you all this evening for having me up here uh for a change. So, uh, when I interviewed for this role
043just short about a year ago, seems like yesterday, um, I talked about strengthening systems of support, leadership pipelines, and planning proactively for our future in Seleneria schools. Since then, I've continued to update the board, our community, and our staff with the intention to follow up and follow through on that work. So, tonight's update is part of that continued commitment. Um, it's not simply about introducing new folks or new roles, but about showing how we're building capacity, continuity, leadership within our system. So, as we continue um to be the wonderful organization we are, it is because of the people um the people closest to students and that's important here. At the same time time, the need of our students, staff, and families are becoming more complex. We're hearing about more connected supports around academics, mental health,
044belonging, um alter alternative pathways and staff development, um but also leadership development. So, as you know and the have shared with the community and the board many times through this ongoing feedback, iterative feedback from teachers, teacher leaders, students, families, SASA, um, and our other partners, we had some priorities to make clear and to continue building on. We also needed to consider planning ahead for continued leadership building and transitions so we're more proactive, intentional, and sustainable. Leadership pipelines grow talent, strengthen systems, strengthen our schools, strengthen partnerships with families, and help us create better supports for students and staff. So, this approach will help us moving from reactive um and more intentional needs to more int anticipation for them and being ready. More importantly, it helps ensure our students, staff, and families experience this district as the
045wonderful and connected and continuing to be connected and prepared and committed for all of our long-term success. So, with that, I have some um folks tonight who are going to join me, and I've asked them to share a little bit about their background um and a little bit about um themselves with you and the community. And I'm going to start with Cara Davis has served the Selen area schools um community for nearly three decades. She began her career as a middle school teacher before moving into district leadership through roles including instructional designer, teacher and learning lead and currently executive director of teacher and learning. Throughout her career, Cara has played a central role in advancing curriculum, instructional systems, professional learning and continuous improvement efforts for our district. She has serves um is our MEP coordinator.
046Works closely every day, lots of hours with our district and building leaders, teachers to continue strengthening supports for teachers and our PK through 12 instruction. She has led many important initiatives throughout her time with Selenia schools, both as teacher and leader. Her deep knowledge of our district, long-standing relationships, and commitment to students and staff, and continuous improvement position her well to step into the role of assistant superintendent of teaching and learning. So, at this time, I'd like to welcome the um leader of the teaching and learning team, Cara Davis. Thank you, Dr. Qualsski board of education and of course my Selen area schools colleagues and my many mentors across the years for the support confidence and trust reflected in this appointment. It truly has been an incredible privilege to serve Seline Area Schools as Dr.
047Kowolski said for nearly three decades and I'm deeply grateful for this opportunity to continue this work as assistant superintendent of teaching and learning throughout my career in Seline. Sorry, I didn't realize I was going to get a little emotional here. Um, I have had the opportunity to work alongside the most extraordinarily and talented educators and leaders as well as phenomenal students and families who all care deeply about children learning in the Seline community. These relationships and shared commitments have shaped both my professional journey and my deep appreciation for Selen schools. I am truly excited about the work that is ahead of us alongside of my team and I remain committed to partnering with Selen staff, students, and families to advance highquality learning experiences, coherent systems, and equitable accents access while continuing the growth and success
048for all of our students across Lean Area schools. Thank you very much. I look forward to what's next. [applause] Thank you, Cara. Jen Nelson has been an educator in Selen Area schools for 23 years. She began her career teaching sixth and seventh grade at SL Middle School and later taught third grade at Harvest Elementary before before moving into her current role as district literacy coach and instructional designer. Jen earned both her undergraduate and master's degrees from Eastern Michigan University. Be nice if I put her up here so we can have pictures taken. Okay. um and will begin ed an educational specialist degree in the uh at Central Michigan University in the fall where she will also complete her administrative cert uh certification as part of that. Jen is a lifelong learner whose professional development includes
049cognitive coaching adaptive schools critical friends letters Orton Gillingham both letters in Orton Gillingham I may add justice leaders and the national writing project experiences that have deeply shaped her work as she has shared. Jen is passionate about ensuring all students have access to high-quality instruction and meaningful learning experiences. In addition to her work in um Seleneria schools, Jen developed teacher courses at Washington Community College where she also prepares pres-ervice teachers to effectively teach reading. Jen, we're excited for you to step into your role here as director of curriculum instruction and professional learning. And so I'd invite you to say a few words as well. [applause] >> Thank you. I'm really excited and grateful to step in as the director of curriculum instruction and professional learning. After 23 years in the district, Selene has truly shaped
050my path as an educator and a leader. I've been lucky to work alongside so many incredible teachers, administrators, and staff members. I especially want to shout out my longtime mentor, Cara Davis, who you just saw, whose study, support, and guidance I've deeply valued. Carara was my assigned mentor in 2003 when I was fresh out of undergrad teaching seventh grade English language arts in this building. Along with my family, I've also had an incredible circle of Seline educators who have become very close friends, relationships that have really grounded and supported me along my journey. Looking forward to continuing this work together for all of our students and community. >> [applause] >> There are two individuals um who are not with us tonight for very good reasons. Um you were able to meet Miss Kevnik last week
051when she provided that great uh presentation with Cara Davis on our future pathways and she um you'll I'll read a little bit about her and tell you a little bit about her. actually I would consider her to be someone that I have mentored and so I'm proud to read a little bit about her and she said she'll be back at the next board meeting. So Sonia Kevnik brings lifelong passion to supporting youth families and school communities with experience in education, student support and outside youth development. She has created environments that I have personally seen um twice now and committed to creating environments where every students feel seen, they feel supported and empowered. She is currently pursuing her PhD at Western Michigan University and K12 educational leadership which is from my understand part of why she
052could not be here this evening and continues to grow her leadership practice with a strong focus on student advocacy and school culture. Prior to her role with Selener schools, Sonia did serve as principal at Leonidis Elementary and Thrive Academy and also was the direct director of student support in Colon Community Schools. I will tell you in each role she has focus focus on strengthening relationships with staff with families with students supporting the whole child and ensuring they have access to resources and opportunities that would have blown their mind before knowing about them. Before moving into school leadership though, Sonia worked with youth and families through the Kazoo area in family program management and was a program development coach and worked with students um as part of her commitment to trauma-informed and social emotional learning experiences
053and practices. She also worked with youth and residential and prevention programs. Sonia believes in strong schools. I know that I'm I'm fortunate to have uh know that you've met her before and I am looking forward to her collaboration and the continued connections she will build with students on different pathways who need different things as well as the staff, families and community in Selen area schools. [applause] The second individual who could not join us tonight who is um currently transitioning to Michigan from another state is Andrew Corbin. Andrew Corbin is an experienced student- centered educational leader with a strong background in instructional leadership, MTSS implementation and school improvement as well as title programming and positive school culture across elementary, middle, and high school settings. He currently serves as the dean of students at Crown Point Elementary
054and Charlotte Meck Meckllinberg. I knew I would mess that up. Schools in North Carolina where he supports instructional coaching, compliance, assessment coordination, family engagement, and schoolwide improvement through MTSS and other practices. During his tenure, the school improved from a low performing D-rating to a C, exceeding overall growth targets, increased literacy proficiency, and reduced discipline referrals. Andrew has served in a variety of instructional roles and leadership roles including department chair, attendance lead, instructional coach, high school teacher in both IB and magnet settings, whole child development and creating systems of student support across systems. He brings as I behold told from his uh rigorous interview process um a wide range of experiences leadership styles or experience with leadership styles and seeing those deep experience in academic growth and actual outcomes for students. He also brings a passion
055for building strong school communities of which emerged from the interview process. So I'd like to welcome him and I will make sure that he is here when he arrives with his family in the state of Michigan to meet you all. >> [applause] >> Before I introduce our academic deans, our newly appointed academic deans, I want to connect these roles back to a larger strategy of which I've talked about. These positions are not about adding another later. They're about adding meaningful certified qualified individuals to building level capacity to building level capacities where our youngest learners are principles and teachers and families need it most right now. Academic deans will work closely with their principles, teachers, students, and families to strengthen a instruction across our system, support student behavior, school climate, social emotional learning, 504 supports, and
056daily problem solving. You will, I promise. Just as importantly, these roles create a leadership pipeline for talented educators from Selener schools and beyond who will remain closely connected to classrooms while developing the skills they need to lead to lead now and lead into the future. This is a proactive investment in consistency, support, and future leadership. At this time, I'd like to welcome Jill Parish in just a moment up here. Jill Parish is an experienced elementary educator and instructional leader with 12 years of experience serving students in Michigan, Utah, and Minnesota. She currently serves as a third grade teacher and building improvement chair at Woodland Meadows. Uh and where she is she's helped to lead schoolwide improvement efforts focused on student achievement, MTSS, PBIS, and social emotional learning. Throughout her career, Jill has demonstrated a passion
057for collaborative leadership for building strong relationships with students, families, and colleagues. She holds a master's degree in education from the University of Minnesota and Western Governor's University along with a bachelor's degree from the University of Georgia. As both a Selenary School's parent and educator, Jill is deeply committed, as she shared with the interview committees and through the rigorous process to supporting students, demonstrating that every day, empowering staff around her, and strengthening the school community of which she serves. So, Jill, we're pleased to recognize this important step in your future here in Selen Area schools. And I'd like to invite you forward as well. [applause] Thank you very much for that warm introduction. I am Jill Parish. I have been lucky enough to be with Selen Area Schools for the last six years and I am
058so grateful to my family, colleagues, principles, Laura Washington for guidance, encouragement um for that have made this next chapter possible in this new academic dean role. I look forward to continuing commitment to student success and building a strong educational community. Thank you so much for the opportunity [applause] and also for one of our newly appointed academic deans from our um again process that they were just so impressed with um Chelsea Cisro as well. Chelsea has served Selena schools and has been an educator for 13 years including the past seven in the district. She is ex she has experience teaching elementary and middle school students and uh six years as an elementary education educator as well. Throughout her career, Chelsea has served as a teacher leader for us for the past two years and as I
059know very well has stepped into the substitute principal and assistant principal roles several times um in the past year for sure and beyond um at various levels and we appreciated her doing so. Chelsea earned her bachelor's degree in elementary education from St. Marius College, a master's degree in administration from Concordia University, and a master's degree in educational technology and instructional design from uh Western Governor's University. She's participated in a number of professional learning opportunities. She is passionate about building positive relationships with students and staff, creating engaging learning environments, and supporting academic growth and student well-being. And I've heard we're excited for your leadership energy and the student- centered approach you brought to the process. And so Chelsea, um, if you'd like to come and introduce yourself and say a few words. [applause] >> Hello. Thank
060you for your warm welcome. Um, I'm Chelsea Cicero. I've been at Selenior Schools for the last seven years. Um, I have many people to thank, so I made a list. Um, as Rachel said, over the last, I'd say two years, I was able to kind of sub into all the buildings, the elementary buildings and the middle school. Um, I first have to thank Kim Jasper, who very much took me under her wing and helped me step right into the role and kind of threw me into things to see if I would really love it. Um, also Lindsay Gner, my assistant principal at the middle school, and then Emily Sickler, Kinyatta Hughes, and Laura Washington because I filled in for all of them in their elementary buildings. Um, so I really got to like try out
061this new position. Um, and then obviously my family, friends, and co-workers have gotten me here. So, thank you all so much. [applause] So that concludes the um newly appointed administrators for the SASA um uh contract and the work we did to reorganize pieces of the district to ensure we were being fiscally responsible but at the same time building future pipelines for leadership. I'd also like to introduce two individuals who will provide leadership at the building level. Um, and so the first individual I'd like to present, and I know his principal really wanted to stay, but I know there's a concert happening over there, um, Barry Bernett, who currently serves the Heritage School community as a teacher and teacher consultant. He has worked for Heritage for the past seven years, including two years as a re
062resource room teacher and five years as a teacher consultant. Prior to joining Heritage, Barry worked as a PAR educator at Woodland in the young adult program and that brings 11 experiences of education of which he will continue to use in his new leadership role at Seline High School. Barry has served as the special education department chair at Heritage for four years. In that role, he helped develop and expand inclusion inclusive opportunities for students, including some of the things you've heard about just recently and all about throughout this time. um peer-to-peer program, unified sports, um in basketball, track, and soccer, and has also written two successful foundation grants. Uh as well, Barry holds a bachelor's degree in business with a focus on supply chain management along with two master's degrees, one in special education with an
063emphasis on cognitive impairment and another in curriculum design. So, a unique set of skills of which he will bring to this role. He has two children in the district, is a graduate of Selener schools, and his interest in special education began with the connecting program at Selen High School. He is passionate about inclusion, committed to helping all students feel connected, seen, and experience a sense of belonging. So Barry, I know we're thrilled to welcome you to this position at Selen High School. and if you wanted to say a little about yourself as well. [applause] >> Feel like I was just here not too long ago. Um just want to first off by thanking all of you including our admin team for allowing me to take on this new role. Um it's definitely an area that
064uh we see as a need. Um Rachel, I appreciate your vision and expanding the opportunities we have for the students. Um really would like to thank all the principles along the way. Um, Laura Washington was able to stay. Um, I started with her. Uh, Megan Degrand did not need to come tonight. [clears throat] She only came here because I told her I was going to present and she took time out of her night to come here. I think that says all you need to know and she had to run to her children's concert. Um, I want to thank all the special ed directors. There's been quite a few. Um, Julie, you continue to push me to learn more and improve my skills. Um, this district, there's nowhere else I'd rather be. Uh, it's really sad
065for me to walk away from the special ed department, but seeing those kids tonight reaffirmed this decision of mine, and I'm looking forward to helping the high school kids access the the areas that they need and making sure that they're taken care of. So, thank you all. [applause] Last and certainly not least, although I don't see your friend here with you today. >> I know. >> I'm very disappointed about that. >> I apologize for the way I'm dressed. I came for my second job over here. Teddy didn't get to >> Teddy didn't get to come. I was going to maybe put his picture up here and welcome Teddy as well. But that's that's that's great. But Nicole definitely uh not not last at least um serves Selenary Middle School currently as the social emotional learning
066coach and will continue to serve um Selen Middle School in a different role as a student support specialist. She has uh brought 24 years of experience to from public education. In her current role, she also serves um student assistant program coordinator role. Sorry, she's also served as a student assistance program coordinator in a previous district where she helped support students through prevention, intervention, and wellness focused programming. Nicole has had several leadership roles throughout her career, in including coordinating crisis intervention teams and developing schoolwide prevention programs. She has worked and facilitate professional development for teachers in mental health, trauma-informed practices, and intervention strategies. She holds a master's degree in educational counseling from Wayne State University. She, I know, is passionate about building meaningful relationships with students, collaborating with staff and with families, and connecting them to
067resources to help support their well-being and overall success. We've seen teamwork, passion, and strong communication from her, and she I know she will strive to continue to make a huge impact on her community at Sel Middle School and beyond. So, thank you for the continued care and steadiness you'll bring to us. And Nicole, if you want to say a few words about yourself beyond just talk about your [applause] lower the bar. So, again, I apologize for the way I showed up tonight. I work a second job as a therapist and I work with littles um who I spend a lot of time on the floor with. So um me and Teddy are very grateful for um continuing to be in Selen schools. I did leave a safe environment where uh of another school district that
068I thought I would retire from and I'm ending my second year here in Selen and I feel like it's home. I feel like I love the small community feeling, but the big hearts and the connections I've made with the students, um the staff in my school and all the encouragement and um the love honestly over the last couple months I've had of transitioning to a new position and I love change. I love the new visions and I'm really excited to be on board to move forward and uh work with everybody here in the uh the district and at the middle school. So, thank you from the bottom of my heart and Teddy's uh we are very thankful for being here and uh look forward to uh moving forward with everybody. [applause] And so with that,
069I am grateful to our staff, our leadership team for continuing to ask thoughtful questions about this continued work um and to help us in a build in a positive way that's proactive, again, fiscally responsible, and grounded in the needs of our students, staff, and families. So, thank you and welcome to all of you. I look forward to working with you. Sounds good. Okay, so um now we'll move on to our student representative, Jillian Hayes. >> I'm back. Yay. I'm excited. um my time away, I was busy running the two-mile and just the two-mile in track. Um so I am very very thankful for all my board members for being so so kind to me as I've been away for another couple months. Whoopsies. Um in my time away, I just want to put a little
070pl out there. Um I managed to get under 13 in the two-mile. I'm officially the title holder of a 1259.99 time. So woo woo woo. Um, but anyway, onto our scheduled programming. Um, okay, it's a little bit of a long one because I've been away, so I asked for some extra information. Um, so in Heritage, uh, the fifth graders are taking their overnight zip and zoo trip, um, to a zipline at Treerunner and they spend a night at the Toledo Zoo. Spring testing is on their final leg with NWA this week. And the fourth graders participated in a Rube Goldberg Expo and are visiting the one room schoolhouse. Third grade teachers are bringing their students to tour Heritage in preparation for their transition in the fall. And Heritage Track athletes showcase their speed this evening
071um as of yesterday uh during a team meet at Crabtree Field and their Project Unified Track team will run next Monday at Crabtree as well. And their heritage science fair is taking place. This was sent to me yesterday, so it should be tonight. Um, in the cafeteria from 6:00 to 7:30, and there is a lot of excitement for the summer on the horizons. In Woodland Meadows, and I want to apologize if I butcher your name. Um, in kindergarten, Mrs. Waltz and Mrs. Lovejoy students performed the Little Red Hen. In first grade, Mr. Hanlon and Mrs. Shoes students performed The Nanny Goats Gruff. And Mrs. Huber and Mrs. Morris class performed getting buggy. Um the third grade all the classes brought and sold goods in their many societies. Um and this is a wonderful event that
072brings families and friends together in the studies of economics. This is going to sound a little scary, but the classes of 2039 and 2040 were welcomed into Woodland Meadows for a young fives and kindergarten walkthrough, which is really terrifying as a class of 2026. So, best of luck to all of you. Um, and a special thank you to Sarah Han Nelson and Mandy Rucky in the registration office for putting together such a special evening for their families. Girls on the Run was this past Saturday and congratulations to all the girls competing in their first 5K. As a runner, I hope you stick with it. And shameless plug, I hope you join the cross country and possibly the track teams. You'll have a lot of fun. Don't worry about it. Um, our third graders will also
073be taking a tour of Heritage on Tuesday, May 12th. Their field day is Thursday, May 14th, and the third graders will be painting their hands on the walls later this week. And finally, um, the staff felt incredibly spoiled thanks to their fabulous PTA in harvest. Um this coming Friday, Selen High School is welcoming them for a day where the students will learn about animals and equipment need to support the agricultural science from the SWWC members. Um I participated in that. I was in Botney last year and it's a ton of fun. So if you have the chance, go stop over. Sometimes they give you free samples and they're pretty good. Um the staff was also celebrated with staff appreciation from their amazing PTO last week. It was a 90s theme and they had a ton
074of fun. On Thursday, one of their kindergarten classes will be showcasing their talents with a musical rendition of Peter Rabbit. They have been working really, really hard. And next Friday is their harvest field day. In Selen Middle School, the eighth graders had a fantastic DC trip where they represented Seline Middle School very proudly and very well. The sixth graders are prepping for the upcoming Macheno trip this weekend. Hornet bucks, which are a tool that is used to celebrate students when they when they demonstrate behavior that is respectful, responsible, safe, or kinder than necessary. Um, so far there has been 5,145 hornet bucks that have been passed out, which means that that has been 5,145 positive conversations. Additionally, they recognize students four times a year with the 6A awards. And the next round of awards will
075be given out in a couple of weeks. And these so these awards recognize students in the areas of arts, athletics, acts of kindness, academics, attendance, and attitude. And they recognize around three to seven students per category per round in Pleasant Ridge. This is a long one. Um they have been intentionally recognizing mental health awareness month throughout the May with schoolwide Friday activities focus on wellness, connection, and healthy coping strategies. Students and staff participated in activities such as screenfree day or cope rope challenge where classrooms contributed coping strategies to a schoolwide chain, green out Fridays to promote mental health awareness and drop everything and breathe where the entire school paused together for mind to full breathing activities. These experience have helped reinforce the importance of emotional wellness, community, and self-care for their students. They are also
076looking forward to their annual field day on May 15th where students, staff, and teachers are incredibly excited about it. It's a opportunity to build community, celebrate teamwork, and enjoy some fun as the school year winds down. In addition, many spring field trips are underway across grade levels. Students have been enjoying the rich learning experiences through visits such as the University of Michigan's Museum of Natural History and their botanical gardens and helping bringing the classroom learning to life through hands-on exploration and discovery. And finally, for the high school, um the art show was last week. I stopped in to help put up some of the art and it was fantastic to see. I saw Dr. McVey there. That was pretty cool. Um as well, the seniors are finishing up. Um there's eight days left like anybody's
077counting. Um graduation is also May 31st and if there's a rain out it will be moved to June 1st. It's on the Hornet Stadium and make sure your parents and family members get there early for seating because there's going to be a lot of people. Um as well AP test finish up this week. So best of luck to everybody that is testing. I know AP psych had their exam today. So I hope it went well for all of you. Um, and as well for juniors and sophomores, a lot of leadership positions are opening up with all the seniors leaving in your clubs. So, if you have any desire to be a club leadership, make sure that you reach out and you fill out those Google forms that are being sent out as well. Yearbook distribution
078is coming out next week. So, make sure that you have your tickets that will be passed out on Friday or Monday by your third hour teacher. You are required to have those to get your yearbook. If you somehow manage to lose your neon blue and neon red pieces of paper, I'm going to be shocked. But do not worry, Mr. Volwrath will have a table set up that if you did buy a yearbook, you are still able to get one. And as of 7:30 this morning, there is 44 yearbooks left to purchase. So, if you haven't bought one, your time is running out. Um, and as well, best of luck to all of the sports that are finishing up quite soon. >> Thank you. Um now the board members and committee updates want to start work
079our way around. Uh okay couple things. Uh teacher appreciation week. Thank you to all the teachers uh uh unsung heroes of our school holding everything together. Really appreciate that. Uh last week uh was school nurses day uh that I think we sometimes forget about. Um, and finally on the policy committee, we had a great meeting on the 4th, moved through a lot of material. Uh, still quite a bit to go through, but we're making very good progress. Um, our, uh, board colleagues are giving us a lot of good feedback on the items that we need, and we are hoping to be able to get that buttoned up this summer. I just wanted to mention that I had the opportunity to um visit Mrs. Stuki's class for um uh the kids were presenting the ninth graders
080were presenting on biotechnology this week which was a really great experience and saw some it was pretty fun to watch uh Jillian's class and the PLTW students be the adults uh also so we were giving feedback and uh the kids were impressive and uh continue my work on policy Um, Lauren and Jason already mentioned policy, so I won't get into that. Um, this weekend I just got back from Business Professionals of America Nationals in Nashville. Um, again, so proud of our students. Uh, it is junior achievement season, so I've had I love it. They're so cute. Um, so I really have been enjoying um teaching the second graders again. Um, I've had two sessions and I see you back there a little bit, Laura. Thank you for having such a wonderful culture in your building
081and being so u welcoming to me each year when I come by to teach. Appreciate that. Um, I really uh really enjoyed going to the senior center ribbon cutting ceremony. The board was able to tour that in the cosmetology space a few weeks ago, but to actually see the seniors in the space and talk with them and hear the comments about how they plan to use the space, I think was really impactful. So, thank you voters. Um, also wanted to just layer on my appreciation for staff appreciation week. It's not lost on me that it is Mayber um as we call it. All of the things are happening. you heard a lot of them from Jillian. Um between the testing and the field trips, um all of the forms, all of the things, um it's
082been a lot. So staff, I know you are dealing with some very excited kids at the end of the year. So, thank you for that. Students, I know you have a lot going on and at times it can feel like it's overwhelming. So, stick with it. Um, we only have a few more weeks to go and families, thank you for being a wonderful support because um, you are their safe place to land when they get home from some crazy days in this um, very very busy month. So, thank you. >> So, quickly, the um, Selen Area Chamber is going to be having on May 19th from 5 to 8:00 p.m. at the Steam Center the Selen Steam Celebration Night. So, that's uh, May 19th from 5:00 to 8. um you can join them there. Um
083and then also the evaluation compensation committee quickly met today uh just to kind of discuss um superintendent Kowalsski's contract and some possible changes that might be happening later but very high level so This is the one you told me didn't work. [laughter] >> No, you didn't. It's all right. Um, I had the opportunity to attend my first DEAC meeting the other week and they are here to present to you tonight. So, I thank them for their hard work. We do have a strategic planning meeting coming up on the 26th. Uh, and if you do get a chance, the the steam celebration night on the 19th is going to be a lot of fun. Um, a lot of activities planned. Um, and we're hoping and encouraging families who are not already a part of any of
084these steam teams to come anyway and to learn more about what they do in our district. Uh and of course a you know very uh grateful thank you to all of our teachers, our support staff including parapose and transportation and custodians and um you we call it teacher appreciation but I think we actually call it staff appreciation and um everybody who is involved has an important role and we thank you for the hard work that you do. >> Thanks for the reminder about May 19th. I I can make it. Uh, so along with Secretary Berwick and Vice President Stein, many members of the community, uh, I also attended the grand opening of the renovated Selen Area Senior Center. Thanks for pointing it out. Uh, I want to thank Rex Clary for his enormous work and
085and your whole team, sir. Uh, also I'd like to thank the representatives from King Scott and Barton Mallo. They were Malow Malow. They were there uh, also in attendance. And I've pass along if you could, Rex. I've been so impressed with their outreach to the communities that they serve during the planning process. I attended a lot of meetings here. We all did some of the early meetings and some of the meetings over at the senior center. I was there for one or two of those and they were all very very attentive. Um along with many of you, I was at the district art show. It was pretty awesome and uh I was always impressed with the scope of the art there. And it's it's really neat when you actually walk up and one of the
086little little ones is looking at a piece that she or he had did that and you get to ask them about it and talk about it and uh it's it they're just so proud and and justifiably so. Earlier this week, thanks for mentioning it, Lauren. Uh Lauren and I served as real audiences. I don't know who else was involved with that. Uh but I was also there this morning for our very own Brad Gerby's science class. Everything from a bioprinting Oh, and you were there too, Superintendent Kwsky. everything from bioprinting to biological warfare. Uh not that we're planning on doing that, but uh we had some great conversations about ethics and and other things in Sarah Stuki's class and Brad's class. Um I just want to add also I wasn't didn't think I was going
087to talk much about this, but uh this evening just before I came over here, I was at Brookside uh with uh Coach Williams Hogue and the the the boys golf team, which was pretty Whoops. pretty neat. Um uh they were playing Adrien this evening. Uh and we won by the way. Uh but the most important thing about it is there Adrien and were black, we wore pink uh shirts with be nice on them. And at the end of the video, at the end of the um the game, Coach Williams Hogue explained what the Be Nice program was. This is National Mental Health Awareness Month, of course, and uh it For those who aren't aware, the church were in honor of this program. It is a proactive I'm just writing down so I don't mess anything
088up. Proactive mental health and suicide prevention program based on a fourstep program. Uh notice, invite, challenge, and empower. And I encourage you all to look and find out more about what those mean. But coach uh spoke with the boys, explained what it was all about. It was an excellent, excellent thing. And uh it was all recorded on video. And I think there's going to be more of that. They're going to be showing that later. Uh, also I wanted to add that through my work with the Michigan Association of School Boards with the Governmental Relations Committee met on Friday, so much legislation, uh, so many bills going through legislature that relate to schools, I won't even begin to get on with them, but I do have a short list at home I can share with you,
089uh, via email. Uh also, uh just a reminder to our board on Monday morning bright and early in the WISD. A lot of those same legislators uh for the state are going to be there uh be at at the breakfast and we get to ask them some pointed questions and and they get we get to hear from them. And speaking of them, as part of my national work with edtech uh organizations across the country, uh I was in Washington DC last week. I just missed the eighth graders by five minutes. I know. I was ready. I ran across ran across from um which one of the one of the buildings? Which one? Not Lincoln. Oh, no. I one the Rayburn building. I ran across from the Rayburn building where we were having our meeting and
090I apparently I just missed him. Um I met with House aids and Senate staff and I I wanted to mention thank you to Debbie Dingle, our representative in Congress. uh uh we were talking about the the need for high quality professional learning for teachers and legal enhancements to keep student data safe. So uh there's a lot it's not just here in this district, it seems to be everywhere there's uh activities going on and I wanted to say thank you for the opportunity to uh represent Selena at some of them. >> Sir, the athletic committee has not met since our last meeting. We'll meet in two weeks. So, I have no updates with one exception. I met a young man named Luke Cliff Flur. He's a senior on the baseball team and just a wonderful kid.
091And one of the most exciting plays in baseball is when you get to walk off the other team. A walk-off is basically on the very last bat of the game, you can get a hit or a home run, drive in a winning run, and the game ends. So, Luke Laflur had a walk-off hit the other night. Extremely exciting. and it was against Dexter. Congratulations, Luke. >> I'm so sorry. I forgot one thing. Um, promise this Saturday. I'm sure all of the students of Selen Area Schools are watching the live stream of the board meeting, but please, please have a lot of fun and please be safe. And thank you to the the hands that have created that experience for them, including our faculty chair, Brian Stuki. this year. Um we will be thinking of all
092of you on Saturday. >> Okay, moving on to action items. Um recommend a motion to support or disapprove the adoption of the WISD budget resolution as submitted. >> McVey support as it is. >> Okay. And Michael is going to give us a little rundown of it. with my microphone on. Let's just do another quick test. Hey, it works. Uh, so I did this last year, I did this two years before, I did this three years before, and a lot of it is similar, except this year Brian Marcell at the WISD uh snazzed up his presentation just a little bit uh at my insistence. Uh but I I want to just talk for those of you who are unaware of what goes on. Oh, there it is. It's up there. Um this is a mandated budget
093review uh based on the revised school code. And I'm going to zip through some of these. We look at this and by June 1st we need to uh respond and tell uh the the ISD are notes on their budget. And it's not both budgets. There are basically two budgets. uh one is the special education budget and the other is the general fund budget. Bye, Zach. >> So, um we can offer them specific specific budget objections if needed and uh in the past few years we haven't had very many and they will listen and take them under consideration. All right. uh this is happening simultaneously at all districts across uh so an ISD is basically an educational service agency that was created by legislature in 1962 and it's designed to help us basically spend money from
094the feds and the state wisely and leverage uh volume for to to to lower the prices which is a great thing. Uh so they are prime stewards of our finances in this county. Um going to skip this part. Uh there we go. Uh so in the general ed services they basically have five separate areas. I just want to talk about these five just so you see some of the things that they are up to. Uh I'll start with data and technology services. Uh if you look at network connectivity and state connections you'll also notice that application hosting they host P school up there. uh it would have been prohibitively expensive if we alone ran power school or ran the licenses for power school also they maintain the physical fiber in in the district all the
095districts and um they offer technology services for Lincoln and Ipsellante we have our own top-notch uh services here in house uh in achievement initiatives they have uh you can just read through these yourself everything from learning series such as book book uh series um sorry book studies, uh, custom learning, uh, tailored to certain districts and also under the learning networks, there are a whole number of things and you'll notice STEM network and principal learning networks and some of our new leaders probably came through some of those as well. Uh they're also these are some of the highlights of their achievement initiatives, technical support, uh continuous improvement for example, special projects such as grow your own and the my STEM regional network uh and as well as equity inclusion and social justice. There are a number
096of things they've been up to there. Community and school partnerships. You've heard of my future fund. They maintain that family mental health and wellness series. And a thing I didn't know much about uh but I've learned a bit more about it is a trusted parent advisors to reduce barriers for families in early childhood programs. Extraordinarily important. Uh of course career technical education came to the forefront this year with the passage of the millillage. Uh it's the WISD that is maintaining that millillage. They do a lot of work focusing on how that money is spent and so forth. And I've got a slide or two on their proposal coming up. Uh just so you Well, here it is right here. They're anticipating $25 million when the funds start to hit in July. They haven't hit yet.
097So, this is all uh fund revenues that they're anticipating. A little from the state. And when I say a little from the feds, uh half half a million, a half a million here, half a million there. Eventually, it adds up to real money. Um this is how they intend to uh break down the millage funding. uh 70% is goes to of course salary and benefits and capital costs and if you want this we have the slide in our board pack please feel free to uh drill into that and of course they're use the W the ISD uses all of these opportunities to leverage as many opportunities as possible in the communities that they serve all over Washington. So, I have the you received in your packet a number of slides for special education budget. Uh,
098which we I'm going to ask you just to forget that you saw those and we're going to focus instead on the financial budget slides because they're the ones we need to focus on. Uh, as you see the monies that go into special ed and then get sent out from special education are about 170 million give or take. Uh, the general ed fund the numbers are about 43 million 43.9 versus 44.1 that goes out. uh expenditures very close and their fund balance is set at 8.35. The uh Association of Washington superintendent chose that as the goal uh to to re save in um in the bucket. The general revenue sources, the largest by far is a state restricted grants of 23.6 million and local monies and so forth uh are much smaller state operations money and
099uh incoming transfer monies. So here are the big things that changed the revenue this year. There was a net increase of about 4% from property taxes again watched notwide. Uh it re assumes a reduction in the budgeted investment earnings from the last year. Section 80 81 of the uh of the the act basically says you know this is determines how the ISD spends its money and operations are funding are are flat this year and there's no revenue carryover from grants. Expenditures have changed slightly. Um overall expenditures are a bit lower due to no grant revenue carryover and uh there's an added instructional services assistant superintendent position, added staffing for succession planning, and they've added a key staffing person for uh desktop security. Uh another change is it assumes all vacancies are filled, assumes all steps
100are in increased, assumes 2.5% wage increases for non-bargaining staff and a 3.5% increase in health care. Uh you'll see this is their fund balance. We do ours in percentages. They do theirs in in dollars. And uh the projected numbers will change slightly and be probably closer to the 8.97 million from 2025. The next two years will be up that high as well to reach their goals of what they want for their fund balance. And the cute kids saying thank you. If there are any questions, I'll try my very best to answer them. uh but I may end up directing you to uh other other sources for that information. I I will say that if you're looking board if you're looking through the uh packet and you saw the uh the the the fund balances change
101greatly under the special ed section. Uh part of that is because of those darn superintendents. they got together and decided on a $5 million fund balance and that's so it's projected now the transfers will increase out so that so there's no big spend on anything the the the aiming to keep to their their goal of a $5 million fund balance for the next two years and going forward and uh that's what they thought was safe and wisest and most uh fiscally uh sound. So if there no questions I look okay there are questions. Yes, ma'am. >> And I sincerely apologize for not having thought about this sooner, but as an employee of the WISD, am I conflicted out on this? >> Sorry, I really should have thought of that sooner. >> If you I don't
102think you are, but if you'd like to recuse yourself just, you know, to overabundance of caution. >> Yeah. I'm gonna abstain. Okay. >> Thank you for mentioning that, Darcy. I appreciate that. Yeah. Um what um Michael what what percentage was the fund balance of the overall >> oh it's I don't know >> they go by dollars as I was pointing out their their fund balances by millions of dollars. Uh so I I think it works out to three to actually I'm not even going to guess. I don't know the precise >> Okay. So they don't treat fund balance like school districts. No, you could probably work it out. Nine $9 million out of their budget of uh people who were paying attention earlier. >> 213 million, I think it was. >> Okay. Okay. All right.
103Thanks. >> Did you Did you throw out a percentage, Jason? >> I just doing it in my head, it's a little bit over 4%. >> Yeah. Yeah. Anything under 5% is is is dangerous territory and requires the uh the state's intervention, but I think it comes to around that. Five million is higher. I think it's higher than 5%. That could be >> the the the 8.35 or the five million. >> It depends on whether you're calculating the fund balance against the the entire budget versus just our general. >> I'm sorry. I Yeah, I was doing it for the entire budget. My bad. >> But if we if you look over the years, we we've done fairly well. Uh they've done fairly well and done well by us. Um they're being very good fiscal stewards. And
104uh I If you ever have questions, Brian Marcell at WISD is very prompt to answer. In fact, he was very prompt when I asked him a question a few hours ago. He he jumped right on the phone and got back with me. >> I did have one question and I don't know, maybe um you might not have the answer to this, but um the 2425 budget dollars were about 43 million. Then 2526 amended budget was about jumped up to 61. and now they're projected 26 27s back down to the 43. Was that like some kind of flowth through that they got from the state? It's just a a decision that was made to redistribute the monies to the districts differently um because you know situations changed and they they're becoming more fiscally stable and sound
105and though that was the goal and um I I forget the exact percentages but that's the reason why there was no there I can't I don't I can't give you the precise reason for that weird little anomaly but uh it seems to have right sized itself Now, >> yeah, it just seemed like a big jump in the general fund budget. >> I actually came across a note about that and I I'll I'll share it later and we can share it through the superintendent notes at the end of the every every weekend if I get a good answer for you. >> Thanks. >> Thank you. Any other questions? And I do think that that um the fund balance the 8 some odd million on 43 million comes out to around 19 to probably 20 some% fund
106balance. So, it's a it's a it's yeah, it's a nice fund balance. >> It's it's a it's a nice found B fund balance. You're quite right. It's robust. Yeah. Thank you for doing the arithmetic on that. >> Um Okay. So, no other questions. All in favor sign by saying I I >> I hearing none. Motion carried. 70. [clears throat] >> And if I could just ask >> Oh. Oh. 6. Yeah. If I could also ask if there are any concerns, please funnel them through uh board president Austin who will f send them to me and we'll send them up to Yeah, you may not have it fully framed in your mind what your concerns are now, but you know the floor is always open. We can do it up until June 1st. >> Thank you.
107>> Thanks. Um, can I have a recommend a motion to approve the trun resolution to ratify the 2026 refunding bond 2016 as prior authorized by the board of education approved on February 24th, 2026. >> So moved. Berwick >> support Hansen. So as a action item had said, we came to originally on that 24th meeting and get you guys authorized us to continue um this process of refunding or the markets were set to to to be favorable financially for us. And so we went to the market on and priced those bonds on Monday, May 4th. And it was actually, you know, poised and ready to to delay depending on the volatility of the market and how that that goes. And our partners, we come together in multiple calls that day as we go to the market.
108And we snuck in on Monday and had a great pricing and it was actually higher than um or more favorable for us. And so we we did have those and those reported back to us on May 5th on Tuesday. And so these are coming back to you to finalize the authorization to kind of close on those that refunding. >> Thank you. Any questions? All in favor? >> I opposed. Hearing none. Motion carries. 70. >> Can I have a recommend motion to approve the purchase of a 2027 Ford E450 cutaway van wheels 176 inch wheelbase? um on the amount for the amount of $46,299 as submitted by Rex Clary, executive director of operations. Note the vehicle will be purchased using the state of Michigan vehicle contract number MA240000000000001208 and Mcome County contract number 221-18 bid. >>
109So moved gold. >> I'll second that. Um, so we uh as some of you are aware we uh Dave Wrench um is currently our mail food service delivery uh driver. He also helps with the traffic at Wood Meadows and Heritage in the mornings. Um since I've been here, we've had three drivers. Uh Dave Ste, who retired, Ivan Clemens who retired, and um and then we have Dave uh officer well retired officer wrench I guess. um that we use this truck to do in our office mail, uh delivery of equipment, cleaning equipment, and we also move food. Uh we use this to deliver food for our alternative high school as well as our ECSC program here at Liberty. Um the this truck will replace a model 2000 truck. Um that used to be our backup. Um
110the 2013 vehicle, we've had some repairs and it's been in the shop. um we've had to rent vehicle to fill this need when that truck goes down. So in a large events like graduation um big community ed education rentals uh we do need two trucks during those times. So any questions? No questions. All in favor signify by saying I >> I opposed hearing none. Motion carries 70. >> Thank you. Uh we'll move on to our scheduled report. The DEA update and proposed recommendations for strategic plan. Presenters are Ryan Kerr, Charlie Hurst, and Dr. Kowalsski. >> What? Meow. >> I got it. >> I came to party here. I'm having a good time. Well, good evening. Hello. My name is Dr. Ryan Kerr. I am here alongside Charlie Hurst. We are the co-chairs of the divi
111uh diversity, equity, and inclusion advisory committee. We are also joined by Dr. Rachel Kowalsski, who I'm actually going to let speak first and talk a little bit about her relationship uh with our committee this year. >> Thank you. I'll be brief for this. Um I just wanted to uh say thank you to the DIC for welcoming me um as part of the group this year. Um, one of the things that we worked really hard on was, um, catching me up to speed with all of the great work that's been done over the years and then still the gaps that, um, I can help support to, um, support the group and of course our students and community with. And so, um, I joined meetings in the late by the late fall, stopped drinking from a fire
112hose after the first couple months. So, um, that was really nice to be able to do. Um, and I really worked with the group, especially with Charlie and Ryan, to think about how some of the goals that we all have fit into a greater strategic plan. And so, um, that is what I was involved in. And I'm happy to support this discussion and presentation tonight through that lens. Um, and then I'm sure they're going to share some of the things that still are lingering and that they'll want you to be cons considered as well. >> Super. Thanks. Uh and also I should also mention that uh there are some members of the DEIC who have joined us here this evening. Thank you very much for being here and I don't mind saying a former member
113of the DEIC is here in the crowd also. Um all right. Uh so we thought since this is a little bit this year was a little bit different for us as a committee. We operated a little bit differently. Um that maybe Charlie could bring us up to speed on what our committee has been in the past just to kind of situate what we've done this year. So >> yeah. Hello. Um so we have had a very collaborative relationship with Dr. Kowalsski. Um she's intend attended many of our meetings to ensure that you know our objectives are aligned with SAS goals. Uh this year we did have um a challenge with some shifting membership. Um joining the committee is a big commitment and you don't really know what you're getting into until you get into the
114room. Um so we do appreciate you know everyone no matter how long they have been on the committee um we we are thankful and community members we do encourage you to please apply. Um we did have an amazing applicant pool at the start of the year. um we have never had so many like diverse, talented, qualified individuals apply and because we had so many people when someone you know recognized that they they couldn't you know commit to the committee uh we had other people just we had a bench of people waiting to step up and join. So um we were very excited about about that. We hope it continues. Um we're hoping that you know more people applying to the committee could indicate that people are more comfortable in the community um just entering into
115that type of space. Um and we see that there is a lot of momentum um around this work. Um so you know the uh like I said we are thankful for for people's time and um some of the things we have been working on um this year is um increased visibility across the district showing up being engaged and um we're really thankful that our committee charter um helps us to stay aligned um with the uh SAS vision and provide ides, you know, continuity. And we spent a lot of time um this past school year identifying how we can support the strategic plan and make recommendations that are impactful. [snorts] Um so this is how the DEIAC um has worked in the past. People apply throughout the year. So we accept applications on a rolling basis.
116you can go online to the SAS website to um where where they have uh the the diversity information and there is an application to join. So please we would love I I'm leaving this is my last um last month on the committee. So we do have a number of people who are are rolling off and I really had a great experience over the past four years and I I really thank you all for the opportunity to participate on this this committee. So um committee members se uh selection has become more democratic and collaborative. Um so we discuss it at the first meeting of the year in September. We discuss the applications. The information is available to all of the committee members. We have a discussion and then Ryan and I u come together and ultimately
117we're the ones that decide you know who is going to to to join the committee. Um, so new members, their first meeting would actually be in October. And you know, the school year goes by really fast. So we only have nine minutes a year and they're 90 minutes long. And if you're new, you only get eight minutes and you've got you I mean, eight months and it can take a little while to, you know, adjust to the routine of the committee. Um the bulk of our work is done in subcommittees and um this does require some work being done in between meetings you know outside of our um monthly uh scheduled meeting and um subcommittees. Uh most of the work we do is done in subcommittees uh where we review policies and draft recommendations that
118are distributed to the appropriate district leaders. You're so good at this. Um and our subcommittees are based on these objectives which are rooted in the three-year plan. So um structure systems policies, safety, healing, empowerment, um learning, curriculum, assessment, community partnership partnerships, um recruitment. >> Yes. Yes. [laughter] It's all coming back. Um so you know historically this is how the DEIA has presented our recommendations to the school board. So um we keep the DEIA policy at the top so we can keep in mind like what we're actually tasked to do so that we can stay in our lane and then we provide you know the question that we're trying to answer. You know what whatever the issue is. We provide our recommendations and then research and resources to support you know why we're um uh you
119know asking for these particular uh recommendations. and um we make sure that they get distributed to the right person. So I'm on the communications committee, so Jackie Martin is someone I bug very frequently and she's always, you know, responsive. Um so we're we're we're thankful for kind of the collaborative relationship with, you know, admin across the district. >> Thank you. So just to once again uh orient where we've been, this is the three-year plan in question. Um so each of these five main headings are the subcommittees that we work in and then there are targets within each of those objectives that we basically spend the year monitoring. So we have a tool this is just one example. Uh each of those targets basically has a line item like this that allows us to as a
120committee identify you know if this were being fully implemented as a target what would it look like? What would an example of you know successful implementation look like? And then we kind of gauge our evidence of progress. we make a a judgment on the status of that and then we try to identify who within the district might be a primary operator that can help us uh working towards those goals. So that's kind of where we've been and before I get into the recommendations that we have that we would hope to see lifted into the strategic plan um we thought we could highlight some of the good work that's being done throughout the district um really quickly that happen to align with the objectives for our three-year plan. So I'm not going to read through all
121of these. You can see them, you can look at them uh just to identify some of the great work that's being done here. um identify that there is guidance on a lot of our policies uh and activities that happen throughout our district that has come through an equity lens. Uh our trauma response protocols have been in place since 2020. Um there has been a big push to uh promote the use of okay to say our speakup protocol that's used in all of our K through8 schools. uh and in the high school we're starting to you know nibble around the idea of the CLA protocol which is an anti-bullying um bullying intervention strategy uh that is widely used. Um our my goals are focused on culturally responsive instruction. So just a few things uh in that
122objective that we would identify. Charlie, you want to talk about what we're doing here? >> Yeah. So um we're very proud that uh staff exist in every building who are trained in restorative practices. um building admin approach their work with a restorative mindset particularly in discipline. Um we're also proud that um equity teams uh are are active throughout the district and um equity teams provide staff with choice boards of activities that support universal um design for learning and a newsletter is you know distributed um featuring you know the selection of activities that um celebrate equity. So that if it's, you know, like um uh uh a certain kind of awareness month, you know, that they're providing um activities that align with, you know, whatever is being highlighted um that that month. And this um allows
123teachers to choose which activities will resonate best with their students because they are the ones who, you know, um are are on the ground and know what will work with those those students. And um we also have some really great um you know affinity groups across the districts and um celebrations that have been taking past. So um taking taking place. So >> I feel really passionate about going over objective three. So again we're kind of about to transition into some of the new work that we've done. But um I just wanted to speak a little bit to objective three which really focused on the hiring development retention and recruitment of staff. That was because when I dove into this work, I happened to be kind of at the subcommittee for height for for this area
124and as we continued to process through it, we had accomplished as a district and under the leadership of assistant super superintendent Diglio um many of those goals in some of them to to complete ends. So that was really exciting and I wanted to talk a little bit about that. So, um, our goal, some of the goals from the DIC, again, this is the three-year plan, um, the the updated one, I don't know if it was the original, um, we've used, we're using new tools like Spark Hire to strengthen pre-interial pools, and that's been a very very important part of supporting some of this work. So, they those are structured and consistent ways to identify candidate strengths early in the process so that we can ensure some equity in those processes. Um we've we have cleared
125we have clear processes and meth methodologies to guide hiring at every stage. And so you'll see lots of um kind of bullet points here that we were addressing. And just overall the candidate experience was a big topic of conversation in this sub um subcommittee and we were able to speak to so many changes that have been made even just in the last year and a half um to support that work. So I just wanted to highlight some of that and >> is that you me? Let's go. I can talk about this. I'm tired. >> Um, in terms of DEI learning, curriculum and assessment, we there's district-wide PD and PD in every building that is focused on universal design for learning, culturally responsive instruction, restorative practices. Um, the curriculum reviews that have taken place this year
126have set aside space to have discussions about culturally responsive instruction and universal design for learning. Um, I want to note especially uh while Jen is still in the room that the successful implementation of the 35J grant uh has resulted in diverse classroom libraries in our K- through5 schools. Is that correct? Uh including some professional development about how to leverage the texts that came in. How much money goes that was each teacher granted in that grant? $1,000 per teacher to diversify their classroom libraries. It's pretty pretty awesome. Uh the teaching and learning team focuses on analysis of subgroup academic performance and class enrollment uh educational and professional opportunities. So a lot of uh good um and uh deep work that's being done uh in this particular area, community partnerships and communication. That is my subcommittee and
127um it has been uh wonderful working with um other other committee members in this subcommittee and um what we have uh done throughout this year is tabled at a variety of events and I have to say um tableabling at the events especially like the kindergarten walkthroughs is one of my favorite things. Um people get so excited to see us, you know, they they ask lots of questions and people are really excited just to see um SAS's commitment to doing this DEI work. Um and uh we we have continued to deepen our relationships with the um city of Seline and we hope to connect with other community partners like the library and the senior center. Um, and we're also working to ensure that district communications are accessible to everyone regardless of language barriers or abilities. And
128we're really hoping that um, you know, we can set uh a a pretty lofty goal that is achievable for for next year. So, >> okay. So, that brings us to this year's recommendations. We're really excited to have the opportunity this year to take the work that we do in our committee um and consider how it might be lifted up into the district strategic plan that is forthcoming. So, want to quickly talk about what this process has been like. We effectively have been able to reflect over our three-year plan our targets and our goals. Uh again, there's been a lot of great work that's been done. A lot of those goals have been accomplished. We're also mindful of the fact that there's still work to be done that is continual. Um, so as I said earlier,
129a lot of the work that we do in this committee consists of evaluating the progress that we're making on these targets. Um, that was sort of the first part of this year, sort of getting all membership sort of familiar with what the three-year plan is, familiar with the strides that we've been making as a district. Uh, but then the idea arose to consider which of these targets still existing we might want to lift into a strategic plan. what are the those goals that were measurable that we really could have great impact in our community looking forward for the uh next uh early future. Uh so we participated in a what's called a choice rank uh choice pair ranking protocol. So basically, if you were to look at that three-year plan and look at each of
130those targets that follows under each objective, uh this was a protocol that took each one from each subcommittee or each objective and paired them against each other uh and sort of asked people who took a survey to identify uh between this target and this target which is one that you would want to lift, right? which one sort of wins out or has the best impact uh in promoting diversity or promoting equal access to our education within our uh district. Um and each target gets paired against another essentially and it results in basically a number score that pushes some up to the top. So that this was sort of the first process was getting familiar with the three-year plan, getting acquainted and then going through this process of ranked uh p uh ranked pairing. We got
131input from members of the DEIAC. Each member took this survey. So did building administrators and building equity team members. So this is getting a kind of a lot of opportunity for input from stakeholders that um that are really valuable. So then we took those results and brought them back to the DEIA and made sure that we were having discussions. Did this ranking turn out as we might have hoped? If if we were to kind of move forward with the ranking as it came out of this protocol or this process, would that be what we would recommend? Are we missing something? Is there something that's not even in the three-year plan that we feel like needs to be lifted up? Having those kinds of conversations. So, trying to highlight that this was a very iterative process
132that involved a lot of voices. Um, that led to the draft of the recommendations that we're about to propose based on those rankings and the discussion. But, of course, after a draft, we have to have more discussions. So, we talked about that and whether or not we like the way that things were looking. And that leads to these proposed recommendations that we are going to share with you right now. So we have four main recommendations and each of these comes with a series of measurable indicators. So the four goals that we recommend uh for recommend uh for to be lifted into the strategic plan are that Selen area schools will offer accessibility and English language support for all families. Uh culturally responsive curriculum will be included in all levels of schooling across all subjects. Selen
133area schools will close performance and student potential gaps between demographic subgroups from baselines established at the beginning of the 2627 school year and that Selen area schools will create a positive school environment for staff to encourage diverse teacher retention. So um I do want to go through these indicators really quickly identifying that what we would hope to see is these you know incorporated into this district strategic plan as these are kind of the measurable items but these are all proposals right so we recognize that this is an opportunity to open a discussion about how this work can be incorporated into the strategic plan and how it can be operationalized and realized throughout the district. So within this first recommendation of providing accessibility and English language support for all families, uh we hope to see a
134satisfaction rel uh rating related to EL and English language services for students and families requiring English language support remaining at or exceeding 80%. We would like to see district professional learning including regular and consistent attention to evidence-based practices, available tools and resources, legal compliance and emotional support uh and measurable data uh for supporting multilingual students. We would like every district learning space to include district provided visual and multimmodal scaffolds for multilingual learners. We recommend 100% of classroom, school, and district provided communications be available in either the top two languages other than English most frequently spoken by families in the district or with easy to identify and follow instructions for quick translation and accessibility and to continue to provide regular education opportunities for EL families to expand digital literacies awareness of district programs and student and
135family rights. for our recommendation that uh culturally responsive curriculum be included in all levels of schooling across all subjects. Uh we include indicators that district provided professional development in all schools include specific targeted attention to culturally responsive teaching, universal design for learning, specific support strategies for diverse student populations uh and antibbias training. uh the curriculum reviews and subsequent departmental and individual coaching include specific explicit attention to culturally responsive teaching and universal design for learning that equity teams exist in every build building in the district. Uh and 75% of studentf facing building staff has gone through approved explicit training covering student identities, social justice and education or culturally responsive instruction. For our third recommendation that Selen Area schools close performance uh and student potential gaps between demographic subgroups, um we hope to see regular cadence of
136data review and program development and evaluation in place in all schools throughout the district. We recommend that student placement rates and leveled classes be con uh consistent across demographic categories. We can see some of this work already being done uh with the implementation of preap courses uh at the middle school. This is sort of widely recognized as a opportunity to create that leveled access. Uh that student access to highquality and academic supports is consistent across demographic categories and that measurements of outcome and post-graduate opportunities are broadened according to evidence and researchbased indicators which is to say that we do not simply rely on test scores as an example of student readiness or preparedness for the world. Uh our kids do a lot of amazing things. Uh and then finally, our recommendation that Selen Area schools
137create a positive school environment for staff to encourage retention of a more diverse workforce. We hope to see uh no more than 14% teacher attrition non-retirement from year to year. That is a percent below the national average. So trying to beat the trend. The teacher uh sense of belonging survey results in all demographic categories maintains or exceeds a level of 80%. We continue to foster a sense of community through activities that celebrate inclusion and promote teacher collaboration to reduce isolation. We increase teacher career and leadership pathways throughout the district. Um increase our opportunities uh through bolstering um sorry bolstering and alignment of teacher retention uh sorry mentoring and induction programs. My contacts are starting to fail on me here. Uh and then finally, continue to build belonging through the partnerships with community organizations, local government
138supporting vendors throughout the area, including annual meetings between uh Selen area schools, the Selen District Library, the city of Selen Parks and Recre, uh Selen Main Street, and Selen Social Services. So, our recommendations and our indicators. So, uh we'll wrap up before our Q&A by thanking those members who are cycling off. I will especially thank Charlie again for being my partner in crime as parent co-chair uh over the last couple of years. has been very helpful uh to me to have your partnership and your guidance. Um and want to reiterate that application is open and rolling. So again, I want to echo that we do have a really deep bench and we've been really thankful that we've been able to call uh on these people that have applied, these community members that send their kids
139to these schools um and want to be involved in this work and continue to champion this work. We are always looking for more uh applicants and more uh to increase our membership. You will find us at the K5 open houses. Um we were already at Woodland Meadows this last week. So thank yeah and PR is tomorrow and then next week we will be at Harvest and at Heritage. Uh so by all means if you're looking to touch base with us. We've had some great conversations with families. Uh it's really great opportunity to make that connection. Uh we look forward to continuing to monitor the district's progress towards meeting our updated uh equity goals and um we'll continue to pro propose recommendations right as uh as we have done in the past. We look forward to
140that as well. Uh and again as we've already been mentioned that we want to continue to enhance our community engagement throughout the entire community that oh yeah >> um we also want to thank the school board members who um worked with our committee this year. So, Michael McVey and Lauren um Lauren Gold, you have been um attended numerous meetings and Jennifer Steban and Darcy, thank you so much for attending our meetings as well. And we would really appreciate all of you, you know, coming to our meetings. Of course, not all at the same time because open meetings act still rules. Um but I think it's a great opportunity for you to to come in, hear what we're talking about, learn from the committee members, and you know, if you have any questions, we're more than
141happy. And we also learn a lot from you guys in the process. So when we have, you know, policy questions, um, we appreciate the insight that y'all provide. So, thanks. >> Cool. Awesome. All right, bring them on. >> Questions? >> First of all, yeah, what a great team. It has been a great pleasure to meet you all, and I've run into you in other places, too, randomly around town. So, it's been wonderful. Uh, two questions, uh, about your uh, future directions. Uh you mentioned tableabling at K5 events. How has the reaction been from folks walking by the table? >> Yeah, it's been awesome. People have been enthusiastic. Um they definitely have have questions. Um we have started an email like signup list. So we have collected a lot of emails um over the past like
142two years. So, we're excited that, you know, people are just interested in learning more about what we're doing um DEIwise in the community and really like I would love to show up at if whatever meeting or event is going on in the district, I would love for us to be there. So, sporting events, you know, recital um just to meet people where they are and get them uh engaged and help them understand like how we're doing DEI work in this district. >> Thank you. That's great. Uh, I've got a question about recommendation three. Uh, fourth down. I don't know if you've numbered them. >> First of all, blaming your contacts. I'm I've got good glasses on. I couldn't see that. >> I know. I know. >> Yeah. >> Okay. Uh, it's the second one. Student
143placement rates in leveled classes. I'm kind of Have have is this is this something we haven't been up to full potential on? I don't know who of you among you is the best to answer that question, but I'm wondering if you can give me a little background. >> I think that there are a couple things going on here. I think that there is an opportunity here for us to uh continue to level the enrollment of our classes, right? So, I think that there are um some gaps that we can work on, but I think again I want to identify that some of that work is already in place, right? some of those things are already happening. I think it's been identified as a situation that uh deserves attention, right? Uh and so those things are
144happening at the moment and I think it's something that we continue to, you know, be vigilant about. I think it's a thing that we want to make sure is always part of the discussions that we're having uh when it comes to the data that we're reviewing and what we're analyzing um in terms of increasing equity within the district. >> I'll have to follow that link. The AP potential data I'm very interested in. Thank you. I appreciate that. >> Yeah, absolutely. Let's go. >> Uh, thank you to all the members of the committee and special thank you to Charlie since you're rotating off u for your really hard work uh on these topics. Um, so I have a couple questions. I wondered how things more generally are going with a restorative justice and um you know
145helping when we have kind of high-profile incidents or lowprofile incidents. we've had over the years students come and speak about harms and um you know I just I'd like sort of an idea of how we're going to measure how that's working based on these new guidelines and and how we're going to sort of gather qualitative and quantitative data as to how things are going sort of on the ground for our uh diverse student body. >> Sure. Well, in terms of measurement, I don't know that I can speak. I you my you know, the way I think that this works in terms of a relationship between the DEIA and the district is that the recommendation is made and now it's time to start having those conversations. What are those mechanisms that we can use and bring
146on to measure those things. But it is, you know, very much at the front of mind that those are the things that we want to be looking for. But in terms of what practices have been going on so far, right, when we talk about restorative justice, I think it's really important to couple that with restorative practices, not not one and the same, closely related, right? But when we talk about restorative justice, the restorative piece of that means that you are putting back together a community that has been broken, that's been disrupted. So restorative practices is the work of building that community in the first place, right? to say that when there is harm done, when something has been in disrepair, right, that there's something to put back together. And so, a lot of the work
147that's been happening throughout the district has been in that capacity over the course of this year. So, you can point to anything from the morning meetings that are happening in our K8 spaces. Uh this year I had the opportunity in my professional position to lead uh grade level uh advisory lessons at the high school um that I hope have had a positive impact, right? Uh so things like that, encouraging the use of restorative practices throughout our district. And then I think it's safe to say that all of our district administrators and building administrators in particular are trained in restorative practices and restorative justice. So especially when they're taking that disciplinary approach, they're doing it through a restorative lens. Um, so I do think a lot of work has been being done throughout the district in
148terms of that building of community this year. I think the students that spoke earlier this evening are a great representation of that, right? And that's just one small uh, you know, microcosm of of where you see that work being done. Our teachers are building relationships and they are really, you know, creating a space where kids want to be. >> Okay. I have two more things just because I think this work is so interesting. Um I was curious and interested in the um committee's recommendation to work on retention of diverse um or retention of our teachers versus like conversations in the past regarding hiring practices and I would imagine they're one and the same as you look at at mentorship but I wanted to you sort of hear more I guess about that. >> Sure. So
149as Dr. Dr. Kowolski pointed out um Carol Diglio has done some phenomenal work. Her department has done some phenomenal work. I think in a lot of ways when you look at what our three-year plan identified as targets that we would hope to achieve in terms of casting a net, you know, having some consistent practices, the um what did I just see the other day that like in in hiring consistency is the equitable thing, right? If you are working off of a script, if you are working off of, you know, you're not deviating from that list of questions, you are creating uh consistency across your your practices, you are doing those equitable things. So, um there's not a time where I spend time in Carol's office where she doesn't teach me something incredible that they have
150done or that they've been working on. I learn an awful lot uh being in that space. Um, so I think a lot of important work has been been being done um to cast as wide a net as possible to encourage diverse candidate pools uh throughout the district. And right now what feels like the more impactful move is to say, can we build a community within this district, within this school that when people come to work here, they want to stay here, right? And they realize that they are supported here. They realize that they are part of this community when they are in these buildings. They realize that they are part of this communing community when they are downtown u having dinner, right? And so making sure that we are working in a reciprocal way with
151our community partners to ensure that this is a space that's supportive of everybody that lives here, everybody that works here, everybody that goes to school here. So I think that was largely the thinking around kind of where we are situated with those goals right now. >> That's really helpful. I was trying to kind of I assumed that it was something like that, but I think hearing you versus like just looking at the bullet points is helpful. Well, just on a personal note, thank you. And I walked into a um the last my last seb uh meeting and um I was over at Heritage and uh there was Jewish American History Month um you know, board up and I don't remember, it may be that that's been there in the past when my kids were in
152school, but I don't remember it. And it was just like a small personal moment of how when you see yourself reflected in some way in our schools, it can really mean a lot to parents and students alike and community members I'd imagine. So anyways, that was a personal moment of like, wow, this work is really impactful. >> Thanks for sharing. >> If I'm missing anything, >> uh uh thank you uh for all the work you do. Uh special thanks to Charlie. Uh Charlie has also been a a uh personal adviser to me, helped me understand, navigate a lot of these topics. So I really appreciate that, Charlie. Um quick question I had was on objective to the last uh the last point of uh 75% of studentf facing building staff going through approved explicit training.
153Just a few questions about that. One, how are we defining a studentf facing staff? Paras, teachers, how are we defining that? >> Yeah, I mean I ideally at least um teachers and paraprofessionals, you know, those students that are or sorry, those professionals that are most directly working um with students, I think administrators as well. We have a running list of um employees in the district who have gone through um have gone through some of these trainings before. It also includes members of our cafeteria staff in some of our buildings. Uh it includes um you know so like and I think I'll take my third grader for an example who has a pretty great relationship with Miss Annie at Woodland Meadows. Do you know what I mean? I think that you know the work that gets
154done in these buildings is not just in our classrooms, right? It's happening throughout our entire schools uh throughout our entire district. You know as to the viability of you know what space is able to be made. That's that's not a decision that I'm able to make. You know, who can we send to these things? And if as far as I'm concerned, the sky's is the limit. But, you know, if you're working with kids, I think it's important for there to be some, you know, for that muscle to exist. >> Okay. Um, and do we do we have an idea of what that percentage is now? >> Um, I don't I wouldn't hazard a guess. It's not 75%. It also >> it also may be that the committee did a lot of important work around that
155some of that wording is like the many ways that we connect with that education and that learning and it doesn't have to necessarily be like one specific program and so I appreciate that and so I think the measure of that currently would maybe be different than a starting point here. >> Okay. And then the the last part of that is how do we get that done? And uh you know obviously there's some examples here but how can we focus on that to get that done? And since it uh related to my first question about how we're defining that student facing staff do we run into conflicts with the various contracts that we have with the SEA or the ESP? Do we run into any barriers there? >> Yeah. So I'm under the impression that our
156teachers are granted certain amount of professional development days that they are allowed to dedicate to. Right? So over the course of five years, we just ask that maybe one of those five years be um you know given towards some of this professional development of that choice or you know open to the possibility of somebody coming in right uh as a district partner something like that right so I think there's a lot of room for discussion uh in terms of this and obviously we want to work with our union which I'm a member right so those are things that we want to make sure that we're being thoughtful about but yes this is the it's a great question I think something that's really important for us to be keeping in mind as we move forward. I
157mean, there's also some ambiguity here about saying like an approved um uh like an approved uh vendor, right? Like is this is this does this count, right? Well, that's a discussion, right? Who's going to determine whether or not it's it's like that's a thumbs up or that's a thumb sideways, right? So, you know, there is there is, I think, some room for growth in this particular area, but what we really want to see at the end of the day is our staff here in the district bolstered up in this area kind of being able to speak the same language when we're talking about how we're supporting our kids. >> Um, thank you. Good to see the both of you again. Um, I really appreciated being included in a couple of the months of meetings while
158we were um figuring everything out with the um representative coverage. And I I totally agree with Charlie in that um we have had two uh board trustees in the past as permanent pieces of this committee. We now have one. Um and so just being there for two meetings, I would definitely encourage folks to kind of coordinate via TIM or what have you. um if they would like to see it because it is different when you are sitting there and you're having these conversations and you're listening um to folks and I I found that very very helpful and being able to sit up here as well. So thank you for that. Um for the policy committee peeps um just a reminder that this is one of our bespoke policies of course. So as we transition from
159potential um muola to trun um this is not one policy that we have seen yet in the trun collection. Um, so policy number 9141 is one we do need to put a pin in to make sure that anything that we worked on in 2021 when we created this committee is preserved because that's what was intended that it wouldn't go away when we would transition. So just a reminder on that. Um and then my overall question is with regards to recommendations one through four I think it was. um very high level without getting into the specific weeds, I'd like us to begin to understand how we might be held accountable for some of these asks because one thing that I've heard in the past when our DEIA has come to the board, they have presented um
160a plethora of recommendations and we appreciate that, but then it's like and then what and then what and so I would love to know I have some ideas and this is sitting pretty squarely in some of Cara's areas. I can't see you, but um but each of these asks or recommendations has four to four to six measures. It's time, it's staffing time, it's potential financial, right, with professional development that you just talked about. So I would love your and Charlie's opinions on how do we hold this team and I mean team here at the table but also district team accountable to some of these recommendations so we don't hear again that something might have not been considered or moved forward that could have been a really good idea. Well, um when thinking about the language
161accessibility for communications, you know, they do a survey, you know, of satisfaction. Um, one thing that we can try and do is get more people to fill out that survey because we know when you look at how many EL um, families are in the district and how many complete that survey um really we we need more people so that we can get a better idea of how we are doing um to achieve these goals. So, um, being open with the public and hearing from them and having those like survey opportunities, but also making sure that you're using really good surveys, impactful surveys that are going to give you meaningful data and if the um, you know, uh, set is too small, you're not really going to get, you know, quality information. So, that's one thing.
162Could you >> Yeah, I one one other thing that I will mention too is and I I apologize for having left out uh some other people that gave input into some of these uh measures are people who will be impacted by them potentially if they are taken up. Right. So, an opportunity to talk with Jackie, an opportunity to talk with Carol, an opportunity to talk with Jen and with Kelly Whitman, like people whose roles in the district are very much like in orbit around some of these recommendations should they be taken up, right? And I think um you know, we propose these with confidence knowing the great work that gets done in this district by very competent people. Um and so I I would lift that as a component of that as well. But um
163>> and I I will yeah I'm going to add on to that that I noted that um you mentioned you know some of the things squarely with Cara. This sits actually squarely with all of us and that was one of the calls um that I felt you all responded to and I appreciate that very much because we all need to be held accountable for important work um to create accessible opportunities for students. And so what will happen is these will come to us at the strategic planning committee and the work that's being done on that. And these will continue to be uh iterative. Many of them you might see proposed in the final plan as written and many you may see change from the various voices that will then continue to be you know to
164look at them. But this um we're all accountable for this work and through a strategic plan which is why I was so you know happy that you all were willing to engage in this um we can hold ourselves accountable to it through measures and so we don't end up asking ourselves like I asked quite frankly Ryan and I was like what how do we hold ourselves accountable to it we need to make it into a district plan and so I'm looking forward to the continued conversations and then coming back to you all for you know that again iterative conversation. >> I just wanted to clarify I was not saying that all of this is on Kira's shoulders [laughter] and I was definitely not saying that the board shouldn't also be held accountable. I'm saying that
165the few that I I dug into Thank you for sending this in advance. I appreciate that. Um and the few that specifically caught my eye were very much in teaching and learning. And so that was one example of some of the measures that I knew that that team would be involved in. So it would be nice to understand how you thought um that might translate for a first step. >> Sure. >> Okay. >> I don't know which one of you recognized the relationship with the Costa Rica trip. you'd mentioned that this natural uh accepting of different cultures and it was particularly what I noticed is it was between Cruz and James Rush and Owen. So you've got two hardcore athletic in one corner of culture, right? And then you've got Owen. And so we send
166them on this trip and they just naturally come back. And you could see the impact of it was tangible when Owen said that to James and Cruz. And I think it would just be a tremendous opportunity to explore that avenue where you're getting this natural acceptance. And now you've got every I think there was six or seven of those kids here. You've got natural advocates delivering your message indirectly. And it was just such an impactful statement that Owen made and it was leveraging off that would just be a fantastic opportunity. >> The presentation um by the the Costa Rica trip um was absolutely amazing and it made me really proud um to to hear all of the positive things that they were saying, but I also think it speaks volumes to what happens when people
167are actually together and having conversations and looking at each other. And I think just getting more people into like more spaces, especially when you you it's when it's not like necessarily an echo chamber, you know, where there is like a lot of um diversity in in thought, but also, you know, and at all all levels. So, if we can try to um do create more of those opportunities, I think it would be really amazing like the um justice leaders program that Wisdy does. It's a free program, you know, that that and I I encourage SAS to, you know, use that. But wouldn't it be great if there was like uh justice leer leaders for parents, you know, so that parents can understand like, well, this is what the teachers are learning, this is what staff
168is learning, this is how we can apply it and just provide that opportunity to bring people together to like share, you know, those ideas and have a better understanding of what other people are doing. So, um, I think that's important. >> I appreciate you letting me. >> Any other questions? >> Okay. Thank you. >> Thank you. Um, okay. This we'll move on to the consent agenda. The consent agenda is listed on in this agenda will and will not be read aloud. The motion noted will allow for the authorization of all listed items without discussion unless a member of the board requests that anyone or all be considered individually. Can I have a recommended motion to authorize the consent agenda as printed? >> So move to McVy >> support Hansen. >> All in favor? >> I
169opposed hearing none. Motion carries 70. >> Uh item scheduled for the next agenda. >> We have a Selen High School I believe additional showcase at the next one. And we have something else of which this is becoming like a running joke you guys. It's just becoming an abs. I don't remember. It's printed on the agenda from the agenda. Could you tell me? >> So it's the uh Selen area school retiree and student. >> How could I forget? Because we're celebrating them two days in a row. Yes. Thank you for reminding me. We are going to honor our retirees at the board meeting and then we're going to do a little something a little new the next night, the Steam Center. Um and we are going to it's like open mic afternoon with some of their
170colleagues and they're going to share memories and I um just all kinds of well wishes to our retirees. So a little something different but we will be honoring them at the board meeting here. Thank you for reminding me. >> Um this is our second opportunity for public comment. A member of the public may address the board briefly for up to three minutes or request to be scheduled on a future agenda. None. Okay. Okay. The next uh board of education meeting will be held on May 26, 2026 at 6:30 p.m. We are going to be entering close session. So, can I have a recommended motion to enter close session of the board of education at 8:52 or No, we're going to go 8. We're going to go 9ine. Yeah. 9:00 with the intent to reopen session
171at I'm going to say 10:00 uh related to the purchase or lease of property acquisition in accordance with the Open Meetings Act 8 D. Joining us in close session will be Superintendent Rachel Kowalsski, Assistant Superintendent of Finance Miranda Owley, Executive Director of Communication Jackie Martin, Director of Operations Rex Clary, and our attorney from Thruin Law Gordon Van Weisen. Um, can I have a motion? >> So move. MCY >> support stubbin. >> Stubben. This will be a roll call ver vote. So, Secretary Burick, >> hi. >> Uh, Trusty Gold, >> hi. >> Trusty Hansen, >> hi. >> Treasurer McVey, >> hi. >> Vice President Steman, >> hi. >> T, um, Trusty Tisides. >> I >> President Austin is an I. Thank you. Okay. Um, I made a I made a recommended motion to reenter close uh
172re-enter open session of the regular board of education meeting at 10:23 and Jennifer seconded that. Um, I would like to make a motion. Okay. I would like to make a motion that the board of education adopts the purchase resolution authorizing and directing Dr. Rachel Kowalsski um for 58 or 5683 Hines Drive in Pittsville Township, the superintendent of the schools um or her designate to execute a purchase agreement substantially no to make any revisions to the purchase agreement not inconsistent with the resol with this resolution and to take any other action necessary to purchase the property from the seller upon the terms and the conditions set forth. for in the purchase agreement subject to the review and approval by the board's legal council. Can I have a second for that? >> Support tiss. And then we'll
173do a roll call vote for this. >> Um, Secretary Berwick >> I, Trusty Gold, >> I. >> Trusty Hansen, >> I. >> Treasure McVey, >> I. Vice President Stein. >> Hi. >> Trusty TZ >> I. >> And President Austin is an I. Motion carries 70. Can I have a recommended motion to adjourn the regular board of education meeting on May 12th, 2026 at 10:29 p.m. >> Motion tiss. >> All in favor? I I >> opposed. Hearing none. Motion carry 70.