Saline Area Schools: Board of Education Meeting (03.10.2026)

001Test test. We'll call to order the regular board of education meeting at 6:30. And if we'll all stand for the pledge of allegiance, Ryder is going to lead us off with that. First order of business, uh, public comment. A member of the public may address the board briefly for up to three minutes or request to be scheduled on the 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. The second public participation portion of the will be offered at the end of the agenda. will allow for any other comments. Individuals addressing the board should observe the rules of common courtesy. Public participation portion of the

002meeting cannot be used to make personal attacks against board members, district employees, and students. And we don't have any, I don't believe. And response to public comment. I have no responses to that. Uh revisions and approval of the agenda. Can I recommend a motion to approve the agenda as printed? So move Berwick >> support McVey. >> All in favor? >> I >> opposed hearing none. Motion carries 70. And so our student showcase is the harvest kindness squad. The presenters are Gwendalyn Finch, Katherine Kresco, Margot Lutz, and Jane Zack. Okay, thanks. Hi, I am Emily Sickler. I am the very proud principal of Harvest Elementary School and so excited to share a little bit with you about the Harvest Kindness Squad, but actually we have a lot of people that want to talk about the Harvest

003Kindness Squad. So, we do have a couple student presenters um and we actually have a lot of um other pres uh people here out of the Harvest Kindness Squad that are just showing their support. I think that just speaks on behalf of what the Harvest Kindness Squad does. It just shows the kindness and just shows a little bit about what Harvest does. So, we want to talk to you a little bit about that. Hello, my name is Britney Benadetto. I'm the PE teacher at Harvest and one of the adviserss. And we just wanted to bring our squad to you today to kind of tell you a little bit about what we do and who we are. So, the kindness squad is a group of students, young fives through third grade, um who work together in

004different ways to show kindness around Harvest School and around our community. um they work together to do random acts of kindness um but also some scheduled activities too. So recently we held um a Super Bowl at our school for Selen Area Social Services and um some of our students will share a few more of their highlights of some of the things that we've done. We're going to talk a little bit more about this um later, but something that we just recently done that we're really excited about is called the Little Victorthon. We raised $3,762. But I think while you're all here is to hear from our students. talked about being >> I'm interested in being kind to the whole entire school. I liked dancing >> and I knew one of the songs, the airplane song.

005That was really fun. Harvest is a really good school to be with your friends. These these are my friends in the kindness squad in Mrs. Mayor's class. [applause] I've been in the kindness squad the whole time I've been at Harvest. I want to be in the kindness squad because I want to help others. I thought it was really exciting when the kids dumped all the coins during the little Victorthon. The kindness squad helps our community and the and harvest. I like being on the kindness squad because I like being helpful. [applause] >> Thank you. >> This is my first year in the in Harvest Kindness Squad. that I saw when I was in second grade that the kind of squad did a lot of cool stuff this year. I enjoyed setting up the co the

006hot cocoa bar where the staff in the lounge and the little victor thon was really fun. The harvest kindness squad helps kids and adults remember that there can always be a little more kindness. [applause] I have been in the Harvest Kindness Squad kindergarten, second grade, and now in third grade. I enjoy setting up the hot cocoa bar for the staff, and it was fun to see the staff lounge. In second grade, I liked collecting the cans during the Super Bowl. 793 pounds. This year there were bins in each hallway and we got to collect them and count the cans in the media center. The c the kindness squad spreads kindness around our whole school. [applause] >> Hi there. I'm obviously not a Harvest student. I am Kristen Curts and I am a Harvest parent. My

007son Joey has been in the kindness squad for three years, but I am also the director of digital fundraising and student philanthropy for CSM Children's Hospital. So, I am here in kind of a dual capacity. Um, but I just wanted to share uh how wonderful this program is at Harvest and the amazing opportunities um for learning that it's providing kids. Um, early giving and service help with, you know, confidence and empathy and a sense of social responsibility. Um we try to do age appropriate activities that really engage kids in a way that feels tangible. So with the little Victorthon um kids were collecting coins over the course of two weeks and then at the assembly they we had a minute Vermont where they had 60 seconds to come and dump everything that they've raised into

008these two big buckets. And so the idea of wow the more we can you know get into the bucket the more money we're raising. Um but philanthropy benefits obviously both the community and you know a child's development. Um but wanted to share a little bit more about the impact of what these students have done over the course of two years because this year was our second little Victorthon. Um the they spent like as I said spent two weeks learning a dance. We do this program in partnership with dance marathon at the University of Michigan. It is a student uh run nonprofit that raises money for pediatric therapy programs at Mott. Um they hold a 24-hour marathon uh where they stand for all 24 hours. Um and so they provide a customs designed line dance for

009these students to learn. Um usually it's about five or six songs and they learn it over two weeks in their PE class. Um and then they're given a um sticker badge that's a M superhero um sticker that they're able to decorate in art class. And then on the day of the actual assembly, um they dawn their sticker and we provide superhero capes and they um dance marathon students come with my team and they perform the dance um as a group and then we do the Minute Vermont. Um in two years um we've had a fundraising total of over $7,000 um which was matched by Delta Airlines. Um they match every dollar of our little Victorthon program. Um it has supported 15 different programs at Mott. everything from adaptive tree climbing to music therapy to art

010therapy, therapeutic gaming, the list kind of goes on and on. These are programs that are available to any patient that comes to Mott. So, if you're going in for into the ER with a broken arm, you might see a child life specialist who comes and brings um you know, art therapy or music therapy, something to help you kind of through that experience. None of these programs are funded um through insurance, so they're entirely dependent upon philanthropy. Um, last March, the kindness squad came to Victorthon Dance Marathon's event. They have a two-hour free community carnival that's open to anyone um in the community uh to come out and learn more about what they're raising money for, why they're standing. Um the students, I think we had close to 40 kids that came out and did a

011check presentation during that community carnival of the money that they had raised in their little Victorthon. They will be invited back to do another one. Um, Victorthon will be on uh, Saturday, April 18th this year. Um, so we will make sure that everybody's aware of the time so you can show up and and show your support. Um, but what I loved most about this program is that it has inspired kids to do more. Um, and in this case, Little Victor Thawn in my personal experience, um, it's initiated activities like my son decided for his birthday party not to ask for presents. Instead, he's turning eight. bring an eight dollar donation to Mott Children's Hospital. We have another little second grader who um held a lemonade stand last summer and when he was done decided he

012wanted to buy video games for the kids at Mott, so he donated his money. Um and then you know something as simple as Mrs. Tagert's Christmas party, they decorated bookmarks for our um lending library that they do at M. So every kid who gets a book gets a bookmark that's um designed by a child in a second grade class. So it's just the the idea that it continues to grow and grow. So what you know, Principal Sichler, Mrs. Reeves, Mrs. Benadetto have, you know, built is not just something to be commended. It's something to be celebrated. They are literally raising our children in a way to be good humans and to give back and be the best possible versions of themselves. So thank you for letting me speak. But um I'm proud as a beneficiary

013um of their efforts, but mostly I'm just absolutely thrilled as a parent. >> [applause] >> And um I just want to take a minute. We do have some other kindness squad members. If we could just have them stand up and we can celebrate all the kindest squad members that we have here in the audience. [applause] I think we just said it best. It's so important just to be able to spread a little bit of kindness. So, we hope that this presentation reminds you that you can spread a little bit of kindness in your school, in your community, and that how important that is. Thank you so much. >> Thank you. Can we um all gather over here for a picture? >> Oh, we would love that. Yes. >> If you're a kindness squad member, if

014you want to come over and so we can take a picture. Let me check to make sure you're not. >> Yeah. >> Um, moving on. Administrative and board committee updates. Superintendent update. >> Thank you very much. Good evening everyone. Uh, I did want to kind of m mix this up a little bit and I do have a short presentation for you all um as a followup to my transition plan and then of course that final transition plan update um from November. It kind of looked like that up in the top lefthand corner. And as you may remember um for the community and for um the team and um board members up here, I called for three next steps from that transition plan. And so I just like to talk a little bit about those tonight

015um and where and where we are with them and where we are um putting a lot of work. So, as you may recall, um those three areas that I identified from that transition plan and uh phase four, if you will, of data collection and the next steps was some reorganization of the district. Um working on early childhood expansion as like I named that the top priority and um strategic planning with you all and our community. And so, I wanted to start with a brief update. Okay. Um just have one slide here for you on where we're at with um some district reorganization efforts. Um as you may recall, we were doing a lot of work in the fall with benchmarking high performing districts and looking at evidence-based models um to perhaps add some layers to

016our organizational model to ensure great support for administrators and direct and clear lines um for that support and accountability. And so we have nearly completed that um and we'll be uh sharing a new structure. We have directors that will be um reporting to either principles will be supported by and um have direct lines with our principles and or assistant superintendent. Um the other piece here I just want to thank our uh SASa and SCA for working with us on redeveloping some pipelines to ensure we have secession planning and leadership pipelines in place. So some very beginnings of that. Um so we've nearly completed adjusting some of the building uh level rules to ensure we have that in place and again this is an iterative process with lots of feedback. So we'll continue for next steps

017refining that um from feedback and from input and then again we'll have a visual representation of kind of what this looks like um for available by June. The bigger piece um of updates I wanted to share and uh we've we've we've bought into the ecosystem term I think at this point um is some efforts to look at our early childhood offerings um for potential expansion and a development of an ecosystem of uh early childhood programs that won't just happen overnight but that we have um embarked on to develop with stakeholders. So just as a reminder, we've started this process. Um we have reviewed all district buildings in current configurations to explore potential expansion. We are in Liberty right now is our current setting and literally right now. And so we know that our space um

018we only have certain space available here. But I want to talk about the why first. I've got a a couple of slides for you here. And you know first the first experiences that we have with school matter. They matter a lot. um the people who were we're with when we start school and how we develop relationships with families and our community is in incredibly important. And so those early connections um hopefully three three four and five but then possibly before are incredibly important. Early childhood supports and added added programming can also support kindergarten readiness. Um we know that high quality preschool taught by high quality instructor uh educators are key to that to help children develop foundational skills. And when these programs align with our lower elementary schools, these things also matter. So we ensure

019that we have practices in place where we're helping transition patterns um from early childhood onto our lower elementarymentaries. Right now um Seline is entering the picture much later. we have surrounding uh areas, counties, and also within a county that are ahead of um the curve, if you will, and have these offerings. And so that's one thing we're considering um as we as we look at expansion here. Um and then also we have demand um so we have an incredible demand for this. I think you know the shortage of spots for um children to be learning with us are very real in evidence. And so the goal here, the why, the bigger why is um just that stronger starts for student and families are really going to be a differencemaker for our students. Um so I

020want to talk a little bit about what we've done then um in order that's the why. So what have we done just since August? Um you know that this has been a discussion for much longer before August and so we did launch that um additional GSRP classroom and then we've been monitoring and um supporting that classroom and to ensure that um is an effective programming and we've also because of that seen increasing demand and so we have again additional space needs even for next year and so we'll be expanding in this building by one additional classroom in the fall. Um, since then we've spent a lot of time with partners. Um, we have data partners with Plantaran. We've spent some time with them. We still have a a draft version of some data that we

021intend to share um throughout the next couple of months as we look to expanding. And we have engaged uh key stakeholders. There's been many meetings with private early childhood providers from around Seline. Um, and we have engaged with SCA on uh GSRP staffing and appropriate placement within the contract. And so we're doing a lot of work with our partners. Um we also have been seeking professional learning beyond just the you know county offerings. So we had a couple of teachers and core team members and an early childhood program specialists that just last week attended a conference to look at best practices within not only early childhood but in community engage community and parental engagement. And so what does all this mean? Um it means that we are getting ready to continue to share data and

022to develop um with with our staff, with our administrators um and with you all what we need to do. Um one of the recommendations is a centralized early childhood center. Um we have data to suggest that young families are moving to Selene at a rapid rate. Housing permits have almost doubled within the last three years. New housing that is data as of a couple months ago. So we know that like that it can also change. um starter homes are selling rapidly. Families also have the income and demand for early childhood and so um that is important to kind of keep in mind that we have a diverse community and not only do we have the demand for it for potentially paid childhood early childhood programs but we also of course have the amazing opportunities um

023with the great star great start readiness program. Um, right now preschool in Selen is the only grade where our private enroll enrollment exceeds public enrollment. And so, um, we'd like to balance that a little bit more. Not necessarily have 100% public enrollment, but we'd like to see that balanced a bit more like other uh, communities. And we just really want an opportunity to connect our lower elementaryaries with our families um, zero to five. So, those are some things that we're thinking about and it is an incomplete project and uh, open to feedback and from stakeholders. We recently had a survey as well that went out. I actually forgot to put the picture on here. Um so we encourage you to go to our website and social media page um if you're a family in Seline

024and fill that out. And last I'll end with strategic planning. While we have worked really hard in the last two identified priorities um this one is still moving along. Uh it doesn't seem like it is as fast but that's okay because we continue to get feedback and um in iterative design of what our strategic plan could look like. But as you know from August until now um we've had a lot of listening uh listening and learning phases of that. So we've had several staff and community sessions. We have um worked with partners and some of our uh committees throughout Selen Area schools uh for the winter. I would say a lot of this was direction setting and beginning to draft some very very very initial goals um from data and uh administrative retreats etc. We

025also had the formation of the board committee in January which we'll meet for the first time in a couple of weeks here. Um and so again uh we'll continue working with the board committee and our staff our uh partners to begin to develop the framework and refinement of goals and we are hoping to still bring you a draft strategic plan um this summer. And so those next steps are outlined here as well. And I put res revised timeline because we thought we might be headed towards a May or June adoption of a strategic plan. But I think it's really important to make sure that we have all the voices heard and provide the right time and we move at the right speed that makes sense for us. Um so we are still hoping to move

026along a timeline the next few months and look forward to our first board committee meeting soon to to talk deeper about this. And that um is my superintendent update for tonight. just want to update you on work since November >> student representative. >> Um, so it's going to be a little bit of a longer one tonight. Um, I reached out to all of the schools principles and was like, "Hey, give me some updates. Give me some cool things that are happening." Um, almost all of the schools got back to me, which is super duper exciting. Um, from Selen High School because I am there. Um, the yearbook squad finally finished their book book. So, the physical book is now sent to our producers and is being produced. We are now starting to work on next

027year's yearbook. We're starting to plan out that theme. And the spring supplement once spring sports triyouts are done. We're going to be back into that. Um, on the topic of spring sports, they have officially started. Uh, track started on uh Monday, so uh my legs are quite sore because I wasn't ready, but that's okay. Um, just an update with more people having their driver's licenses now. Um, just a reminder to drive safely. I now live in terror of the parking lot. Um, I sit in the building now for 20 minutes until the parking lot clears out because it's a little bit scary. Um, for all the new drivers, just stay vigilant and, um, make sure you look both ways, please and thank you. Um, especially those who are also crossing the parking lot to get

028to their cars. Uh, just be careful and watch for people trying to get out as fast as possible. Um, and on a more positive note, um, I went to the opening night of Little Dolly and it was stellar. It was fantastic. Um, I absolutely adored it and if I could go back, I would. Um, and on the topic of theater, the spring show this year is now student directed and student led, which is super duper exciting, and I encourage you all to go out and watch it. Um, it's going to be a straight play, but on the it's still really, really cool, and there's going to be a ton of talent out there. Um, moving on to Pleasant Ridge. Um, March is reading month and their reading theme is reading will take you places and

029at the end of the month they're having a reading festival with a author coming to visit. Um, there's also an upcoming spring concert and the performers are getting very excited to perform for their families. Um, Woodland Meadows last week they celebrated the Red Glasses movement. The students were told to live boldly, love big, and to pass it along. Um, for them as well, March's reading month is going strong with world travels. And they also had a good books and bingo night. Um, at the Selen Middle School, there will be a community meeting held on the 18th, and they will be awarding the next six A's awards, which is attendance, academics, athletics, acts of kindness, attitude, and arts. and arts is both um physically art and the performing arts. Um and additionally students are invited to

030participate in an genius hour which is a passion-driven research project as well. They had a lot happening. Um students were also offered an opportunity to work for a food locker and a toy drive for Montz Children Hospital. Um, Heritage, their literacy night and spring book fair is this Thursday, um, from 6:00 to 7 PM. No jokes there intended. Um, they are reading Otter by Christian Applegate and their unified basketball team is going to the Little Caesars Arena to compete this Friday. Um, and next week's um, March's reading month activities are also um, coupled with inclusion week. And that is all the updates that I have. Thank you. Thank you, Jillian. Um, board updates, committee updates. Anybody have anything? Go ahead. Um, I'll [clears throat] go ahead and start. Uh, the policy committee is continuing work

031on the new policy framework. Thank you to Dr. Kolski and all her working groups. Uh next week we will be finalizing the first two sections and reviewing a number of sections that uh Dr. Qualssky's teams are putting together for us. Um we are still on schedule for everything with everything that's gone on in the district. So thank you to everybody that has contributed. And that is it. I give an update on the athletic committee. We held our first meeting this morning and one thing that I was really struck by it was a a very engaging, very open dialogue with all the stakeholders involved. It was um athletic director Ashley Mantha, assistant athletic director Jeff Pike, super Dr. Kowalsski, myself and Trusty Stebon and Miranda were there and it was a very engaging session. What we

032basically covered, we opened it up with just kind of discussing the overview of the athletic committee. Then we discussed uh athletic director Mantha and assistant athletic pike discussed the changes in the SEC and the KLLA. Was a lot of people may not be aware of all the happenings with that, but I was pretty impressed with the amount of work that went on behind the scenes that probably nobody has recognized with the results of all that hard work. Uh then we discussed the overview of the current athletics and community education structure and progress towards potential recommendations. And to borrow some words from Dr. Kowalsski. First, experiences matter. And I think it's one theme that comes come about is that we want to bridge this gap between the middle school and the high school. And if we

033can resolve some of those structural issues, there's a lot of upside with those opportunities. And then we finished with uh brainstorming with the handbook revisions and discussed some of the opportunities there. Uh thought it was a really productive meeting. Look forward to working with the stakeholders in our next meeting in March. happy to uh the finance committee after discussion with superintendent Kowalsski and assistant superintendent owley we decided to postpone the meeting until the second Tuesday in April and I do have one quick note about um the association of school boards on Thursday this week we are having our learning session focuses uh it start from 6:30 to 8:30 6:30 to 7:00 is a meet and greet and a little dinner uh the learning session will cover artificial intelligence and specifically address the role of school

034boards. And we're having uh Ken Durkens, he's the senior Durkin, he's a senior director at Michigan Virtual Learning Research Institute. And Justin Bruno, director of AI strategy and innovation in Oakland schools. And the topics included will cover key uses of AI in school districts, AI policies, and when we need a policy around student use of AI, uh risk to school district around AI, and key issues to consider. And I would urge you all to uh consider going. I've resent the invitation in case you missed it uh to register for that evening. Again, it's Thursday evening this week and we're looking forward to uh seeing some of us here. I'll I'll certainly be there. >> Um I'll go just real quick. Um so the chamber the 16th of this uh month is the last day to

035nominate anybody for um the circle of excellence. So, organization or somebody that might want to uh that you might want to nominate for that, you can go to their website and nominate them. Uh, also the late lunch Tuesday will be at on March 31st at 1:00 to 2:30 at the station 300. Um, and then I did also enjoy some time. I was a shark on the 3rd, I believe it was that you guys were at. Yeah, that was that was the first time I've ever done that and that was a lot of fun. And then also the connecting group. We uh went to that too and that was a lot of fun as well. So it was nice to engage with some of the students and see what I mean they they come up with

036some good ideas. So it's pretty neat. All right. I have a few things since the last meeting. So I got to attend my first DEIAC meeting. Um, and all these years I've never been on that committee and so I really enjoyed going and meeting um the members and supporting that work. Um, I get to go again this month I think before Darcy takes that over permanently. So I appreciate being given the opportunity to um to support them. Uh, we talked a little bit about partnering with other committees. So I was able to support that conversation and give them some ideas and talk a little bit about a couple of other board committees. Um Rachel did a presentation so I was able to um support some of the statements that she made and we went through

037an exercise about um let's see about uh priorit prioritizing equity standards. So I listened into group number one which was structure systems policies and practices since I sit on the policy committee so I was able to listen to their discussions um and I look forward to seeing them again soon. Um, today was also our foundation for Selen Area Schools meeting. Uh, Nate came. So, Nate is the other um supporting member for the foundation. So, he got to introduce himself and meet that fine group of folks. Um, we brought in $88,000 topline [clears throat] revenue from the Dueling Pianos fundraiser. So, that was great. Everyone talked about Sarah Stuki's uh talk that was supposed to be three to five minutes and she said, "Yeah, I'm not going to do that." and I think she talked for

038about 15 to 20, got like I think a standing ovation and raised a lot of money. So, we appreciate her. [laughter] Come back next year, Sarah. Um, uh, they again said the dates of the open houses. So, just for the team, because I know I'm going to try to at least stop by a couple. Um, May 6th is Woodland Meadows, May 13th is Pleasant Ridge, May 20th is Harvest. Uh, as of this morning, there was $30,000 left in grant money for this year for buildings and staff to apply, but um they said they voted yes on about 3,000. So, it's about maybe about 27,000. And then looking forward, our fall lunchon and fundraiser, the next big activity for fundraising will be on October 29th, um potentially here or the high school and everyone will be

039invited, community board. Um so, hope to see you there. Um, Nate talked a little bit about the athletics committee, so I won't I won't say anything that he he already said except I do want to just plus one to it being a collaborative environment. So, I'm very glad to support um athletics as both a parent and a board member on that committee. Um, I think Jason has the um handout from the committee meeting today if you want to pass it down here so everybody can see the new structure for the SEC. I thought you guys might be interested. So, there's that. Um, and I've been busy, Tim mentioned the Shark Tank. We did the senior capstone together, which was excellent. Um, continued on with a couple other Shark Tanks and got to be a judge

040at DECA over the weekend, which was great. I did international business plan and, um, leadership and teamwork. And I just talked to Cara, so she checked in on my experience. and I will be going back as a judge next year, so maybe some others can participate. And community members, too. They really need people to to judge these presentations. It's in Detroit. I have the dates. I can send them to you. Um, and I'm headed to Grand Rapids with our Business Professionals of America this Thursday night. We'll be there through Sunday and it states for that organization. So, I'm very excited to be a chaperon uh for that and proud parent of one of the participants. So, thank you very much. >> I don't have any committee work to add. So, >> okay. Thanks. Um, so

041move on to action items. Can I have a recommended motion to adopt the proposed 2526 general fund budget amendment as submitted by assistant superintendent Miranda? So moved. MC >> support stem. >> Good evening. Just wanted to kind of frame this amendment. The last time we approved the original budget, I want to roll us all the way back to June and we had were kind of sitting on this time frame. [clears throat] The state had not settled their budget even though they commit to that that June date. We rolled way into October before we had those kinds of things settled. So, in we also went through all of the staffing regular parts of the summer and getting into the school year. So, in addition to that, the ongoing um negotiations was with our three um groups

042that has happened since then, we um [clears throat] kind of going through all of our line items. So, this is kind of a fullic looking at all the things in our experience data throughout our different funds. So the um the changes that were got pulled out and just kind of go through some of those and some of the important details we know that in the local sources versus the state sources are when our taxes increase the state kind of decreases and at that point in time too we update pupil count and the state level the per pupil funding. [cough] Another [clears throat] thing to note is our you guys approved in July our bank account structure in which we were able to um utilize our our fund balance and invest that and you see our

043very large increase to our um interest revenue. So that is a um change about four to five years ago when we were seeing an expense of having to borrow money for our cash flow. Now we hold our our own cash flow we do not need to borrow and as well as we are making interest on those funds. So that is a significant move. And then I'll [clears throat] also note we had a quite a few insurance claims. So a lot of times that's not very always evident in our expenses down below, but in um revenues that those are offsetting kind of things as we collect those insurance claims um for some of those things we have throughout the year. As we roll down um one of the other things in the intermediate um our act

04418 special ed dollars, we notice that that's decreasing. It's kind of a very we have a interesting model where we get some funding in the year some from the prior year and then it also plays in effect when we get special ed money. If you see the on the state side we have a increase in special ed funding there. So that also um plays into the model of how that gets funded. So one goes up and the other does go down. And so there's some of those things that are playing into effect there. Um as well as we see that a lot of the state revenue that we saw that increase kind of goes to restricted grants. Um you'll see that the UAL the RS47C is on both sides of the revenue and the the

045expenditure. So it's kind of a net zero change but I like to show that pull those out because it's still $991,000 of a shift. And so it kind of shows that that shift is going in both um sides of of that. Um and then also just different grants that are hitting our general fund to there's expenditures on the other side that match those grants and so those are net zero changes as well. Um and then also with the federal revenue we are pulling in some um one-time kind of funds for our filter first grants and electric buses. We approved buses quite a few years ago. It took that long for the buses to get here. we expect them to be here shortly and to those expenses a hit in this year. So it's a little

046bit of a delayed time from when you approved the actual action item that we went out to do that. Um these funds are rolling through. It's um the bus itself was a part of a federal grant and a state grant to put that together for that. Normally buses we see is a lot of times a bond purchase in the bond funds. This one has to go in general funds so that we can utilize those grant funding that we have for them. Um, as we roll down into expenses, there's a lot of different pieces that we kind of look to as amendment time. It took um quite a quite a long time for the state stuff to roll in during the due to the l lack there of getting it on time. Kind of plays out

047that delay in how we see how our funding is going to to flow to us. And then as well as like I said, we we're going through three contract negotiations. And so seeing those um flow into our payroll and then seeing the experience data that we're seeing on all of those as well as open enrollment changes all of our healthcare um insurance costs as well. >> [clears throat] >> You'll also note in the um benefit side of things, this is an opportunity where I took the time to go through and um at the very beginning of the year, we use a lot of rates that are for our ORS is very varied throughout our whole general ledger for our salary accounts. I did update those to um experience numbers. So actual what our general fund

048is seeing in an experience. So that's why that decreases there. the beginning of the year we're using round I'm using round numbers to kind of put that throughout our budget and here we are actually taking the data of the lifetime people's rates that they're were actually experiencing those line items. So that's kind of something that sometimes I'm not able to do at this time of year and I do at year end. So that is one of those things that we see even though the net uh change to our the bottom line is decreasing there's some offsets there that I was able to take in those experience rates currently to to do that. Um as as many see in your personal lives we saw an increase electricity natural gas. Those are things that across all of

049our buildings that we saw those increases and that kind of rolls into the breakdown here. But if you look at the overall and how it's broken down into those um categories, that all rolls into maintenance and operations um as well as a lot of times the insurance claims also end up in those categories. So if we think about we had to improve some buildings because of some things we had this fall, those would a lot of times be in there in the purchase services for the organizations that came in and helped us um do some of that work. The other piece is that capital outlay. Those are in general. Um, the bus made a big shift in our general fund. Like I said, we don't normally use our general fund to buy buses, but again,

050that is offsetting revenue on the top as well. So, it's kind of not net zero for there. Um, and I think that was most of my points. If you guys had any questions, happy to answer those. >> Thank you, um, for proactively mentioning a few things because that's good to know. I was going to ask about that. Can you just remind me what added needs is like what would be included in that particular line item under basic program? >> Yeah. So um our added needs think of our resource rooms our parah um organiz or support um as well as it's kind of splits out our high school and our CTE programs. So part of it is general ed and then the CTE part of those teachers day falls into those added needs as well as

051well as any a lot of interventions. So, in general, I think our MTSS programming, um, EL work, a lot of different things in, um, our title grants and things like that as well. Yep. And pupil supports below that kind of gets into a lot more of the counselors, OT, PTS, nurses, psyches, social work, um, teacher consultants. A lot of those things are in that very next line. So, a lot of things special related and inter interventionish as well. And this this question might involve Rex clearly as well. Um are we you mentioned the increase in utility costs. Are we seeing benefits from the solar panels? >> Um we're we're working on on that data. You know we have had some kind of some recall things. So we're actually working on getting those replaced and things

052like that. So there has been some temporary um hiatus of of of that. And so it's kind of that we need to seek some longer term data to actually be able to evaluate that really well. So, um, don't really have a quite an good answer. I feel like this time next year we should hope to have a better answer for you. >> Thank you, Miranda. Um, all in favor I >> I opposed hearing none. Motion carries 70. Thanks, Miranda. Can I have a recommended motion to approve the close session minutes of February 24th, 2026 related to the purchase or lease of property acquisition in accordance with the open meetings act 8D? >> Jason, go ahead and I'll support. Okay. Motion to >> support seven. Okay. All in favor signify by saying I >> I >>

053opposed. Hearing none. Motion carries 70. Can I recommend a motion to approve the purchase to approve the request to purchase the 8 1,800 iPads for staff and students, 350 Chromebooks, and 350 Omen laptops for the C204 computer lab at Selen High School, and two Cisco 3110 NGFW firewalls to replace the existing units in the district in the amount of $917,6358. 8 cents as submitted by Jay Gman, director of technology. Cost breakdown is as follows. The 1,800 iPads and cases as $668,115. 350 Chromebooks laptops um $94,367. 35 Omen laptops, $57,50. two Cisco 3110 NGFW firewalls 98,71.58 totaling the 917,6358 >> support McVey. >> Hey, so thank you all. Um, today I'm here to request the purchase of everything that was just listed. um and getting ready for our summer change that we go through every year.

054Um this particular summer we're um faced with the fact that a number of our devices were purchased over five years ago, some of them 15 years ago in the case of one of our firewalls. And so um as a part of this and as a part of our um replacement approach, we are I'm here today to ask about making the purchases to to replace those because they are at their end of life and they're up for their replacement cycle. So we have um prepared two short slides just to go over sort of the thought behind our process and our thinking as far as the research that we've been working on over these past years regarding technology in the classroom. So, um, I have Jen Nelson here to help me as well, um, on behalf of

055Cara because they've been a big part of the research um, from the instructional design team as far as the why we're doing this. And so, I'm going to talk a little bit about the what we're doing and then she can help um, clarify some of the wise and then if you guys have any questions, obviously we're here. I did write really long blurbs in my actual request. I don't want to spend the time going over that because I know you guys have already seen as far as like everything we've done as far as bidding going out um for those purchases um have gone through the normal processes. But um really what it comes down to is in our district we have a planned replacement cycle. Um every five years or so device the recommended time

056frame of devices is actually shortened to about three to four years. We extend ours to about five years. So about every 5 years or so I need to come up here and ask to see about replacing our devices. Um technology as you know has a finite life cycle. At certain point the manufacturers stop supporting them. They will stop doing updates. They stop doing security patches. When they stop doing security patches for things especially like our firewalls that invites vulnerabilities into our district that you know bring on things that we don't ever want to have to deal with. So, we want to make sure that we're staying up to date with our software and our hardware so that it can continue to get these patches, these software updates, make sure that we're staying protected from malicious

057actors. Um, we need to support our operating systems and and a lot of that is because the manufacturers again just stop doing updates for these and so they start falling behind. they stop running certain programs and they're designed that even if they still power on and you can run some old stuff, you're not able to run the latest, you're not able to run the secure versions of it. And so we need to we need to keep that in mind and and address this in a way that we can, you know, equitably replace all these devices. Again, it just happens to be this year that there's a lot of devices that we've purchased in the past that have now hit that fiveyear point. So, we're looking to start replacing them. Additionally, as I was up here

058just last year around this time, um we are now in the second year of my phasing out of the BYOD program where each year we're going to be purchasing Chromebooks for the third grade with the intent that those devices are going to roll up with those students every uh every year for five years and then when those devices are 5 years old, we're going to replace them when they get to 8th grade with the understanding that they would have that device 8th through 12th. So this year we'll be replaced um the Chromebook ask is to replace the incoming third graders with new Chromebooks so that the students who are going to fourth grade will be promoted and and take those devices with them. Um these do allow the district to to maintain security, ensure equitable

059access, make sure our devices are aligning with the instructional needs across the grade levels. We we have done a lot of research and feedback from the teachers who are using these devices. Um some of the changes we are making this year are um the elimination or reduction of iPads in the lower classes. So the young five students no longer uh speaking with their teachers, they don't use the iPads. There's not a need for them. So we're not replacing those devices. Kindergarten use them far less and they use them in smaller need uh scenarios. So we are reducing the number of devices for kindergarten. We're cutting that in half. And then we're still staying one to one for um iPads in first and second grade. which is where a lot of the current devices are coming

060from. But additionally, I'm taking this opportunity this year to replace the entire district. So, we're talking um AAC devices for special needs students who need them for talkers, um other devices that teacher the devices that teachers have, other devices that have been out in the district for things like athletics, um everything that's out there, we want to replace it this year and just get everything on the same model. Some of these devices are approaching 10 years old and so we want to get them off our district. We're going to either resell them, recycle them, give them to other districts that might be in need and could use some of these devices that still have some life in them even if they don't work for us. Um, so as far as some of the decision- making,

061I'll let Jen talk to some of the research we've been doing with our technology guidelines. >> Hi everyone. So Jay highlighted the two changes that are um incorporated in this purchase, the continuation of the BYOD, but also reducing the iPad use, the iPad purchases in our young fives and kindergarten classrooms. And so representing the teaching and learning team tonight, we just wanted to reiterate that these decisions are made to support teaching and learning. They don't drive teaching and learning. And our teaching and learning team for several years has been really paying attention to the research coming out about technology usage at our earliest grades. And our team started doing lots of reading and discussing. We brought in teachers in K2 in the last last school year. And through that collaboration, we created a technology usage

062guideline in K2 of kind of what what does it look like? what is appropriate amount of time in that grade level? What are the kinds of things that we'd like to see kids doing on devices in those ages? And we slow rolled that a little bit this year by just making it available, showed it to teachers. In doing that, we've collected some more feedback with a goal of rolling that out more clearly um next school year. So, representing the teaching and learning team about the decisions there if there's any questions. Any questions? >> I can I would just like to thank the teaching and learning team. You may recall that I was somewhat astounded by uh that in the past and I probably look at some but not all of the same research. So, thank

063you for those efforts and being uh responsive. If I could add on to that, um, when you brought that up last year or whenever it was, there was a discussion from Jen in company about the edtech triangle and, uh, I've been really pushing that with my uh, students and, you know, in training and I'm hoping that you'll get a lot more in the future who show up at your doorstep who who know what the edtech triangle is and it's it's very it's a it's a really good tool. I have a question for Jay. Two questions. You ready, Jay? >> I'm ready. So, I may have missed this earlier, but the insurance on the Apple products, do we use Apple Care and or third party or do we have a different insurance >> because 1,800 is

064a lot of >> It is >> machines with a lot of fingers on them. >> So, we do not um pay for Apple Care. It's a it's um it's hard to get through the bond because it's an insurance program and so that money would have to come out a general fund. Um but also in preparation for this, some of these 1,800 are for more of a self- insurance program. Um, and then if we do a device buyback, which we've been considering, any money from that raised from that would also go into a pot for covering screen breakage, things like that. As we go through over the years, over the past five years, as we've gone through these last batch of iPads, I would say it's less than 5% of our iPads that have actually been

065broken other than like a uh a headphone jack where, you know, that that's broken in there. And the new generation of iPads don't have headphone jacks. So that problem solved itself. Um so for the most part um we we were getting very good protective cases and um we I feel that we should be able to self-insure. Appreciate that. Um the the student mobile device use guidelines set up in August 2025. Of course that predated House Bill 4141 which is I think it's been signed in by the governor about cell phones in the classrooms. Are is is this a document you are going to be updating? My first glance through it is that I don't think there's probably much that needs to be changed from what I can tell. >> Yeah. [clears throat] >> The the

066technology guidelines that I think you're referring to as our secondary ones uh for high school and those were created um they've been in play probably three years now. So, we will definitely need to to look at those with the changes coming from the state, but we think that what we have is like a solid start that we can build off of for sure. The technology guidelines that I was referring to to K2 are are the new ones and those are both linked in your presentation. >> Yep. >> I'm glad you're on it. Thank you so much. I just wanted to add to that will be reflective then of the policy committee chang the the policy changes and those that are brought to the board and then our team will take those and develop them. >>

067Uh I just wanted to express my appreciation much like Lauren with the reflection back on technology and use in the younger grades. Um and I I trust that you will continue to be reflective in that. So thank you. I also did want to comment that I appreciated the the lens of equity in this with um making sure that all students have devices. Um it you know when you provide that equipment for everyone, everyone has that opportunity to be successful. So thank you in that. Uh and then as far as um the purchase uh do is there funding for the AAC devices different or is it all under is there any special ed funding for the AAC? In the past, we have used uh special ed on a like as an add need as needed basis

068if um we've sort of kept them in separate pots, but because these devices are getting so old, I wanted to take the this opportunity now and it's all coming from Seline. So, taking the opportunity to just get everybody on the same playing field and set us all up at this point. >> That's great. Um you know, working with a special ed population, those kids have need that access to that technology and their growth is reflected in their access with it. So, thank you. >> I just wanted to say thank you for being very responsive to questions when they come up. >> Happy to help. >> Thank you. Thank you. Um, all in favor? >> I opposed. Hearing none. Motion carries 70. >> Thank you. Recommended motion to approve the recommended companies to provide and install

069furniture at Sling Middle School STEM Center in [clears throat] June of as submitted by Rex Clary, executive director of operations. The total purchase amount is $290,5108 and is broken down as follows. Due Eel Corporation $2,246. Great Lakes Furniture Supply 82,6505145 KI $112,1128 KI installation interior environments sources $7,925 interior environment sources $9,188 ISCG interior [clears throat] systems contract group 19,1 $181.88 [clears throat] NBS $43,514 and a 5% contingency of $13,83381 is your total $290,5108. >> Chair Bwick support. Thanks. Few vendors. Um, first off, uh, a lot of thanks to Cara Davis and working with Dana McCullen of King Scott. Dana Mullen is a SLE parent and she works for King Scott Architects. But, uh, this project was over budget. They were able to get down under budget. So, kudos to Cara working through that, working with

070different vendors, not just going with one vendor, picking the piece that's going to be best for our students, and that's cost effective as well. Um, with this purchase, this is the last furniture for the multimedia, the innovations in steam, robotics, and science olympiad workshops as we're starting to wrap up um glass installation, the senior center, and cosmetology will be pretty much finished by mid to late April. Um, and we hope to get a dedication or a a grand opening for the seniors sometime in late April, um, when they receive their furniture package as well. So, um, this will ensure a delivery of late June, early July, uh, ensuring that we'll be ready to start the school year in 20 in August, uh, with all of our pieces in place and, uh, ready to go. Any

071questions? Uh just as I was scrolling through the packet and looking at the different bids for um for the technology and the steam center, is it possible to break down the different amounts like you, you know, it says you're buying chairs, how many chairs, things like that? >> Yeah. Yep. Um there are proposals that can be attached. I can email you those proposals. Each one of these has a breakdown. >> Okay. of uh of >> the nine providers, right? Nine vendors. >> Y >> um that could have that could have been in your board packet. That just would have made the board packet a little bit longer, but yes, I can send those to you. >> Great. Thanks. Um, do you think before we go back to school, maybe over here? Do you think before

072we go back to school, maybe like before a board meeting, we could have a little field trip um and and see the beautiful new space before the kids come back and then maybe it's on a night that we're all here and we can go over there and then come here. >> Definitely. Definitely. >> When you're ready. >> Yep. >> Thanks. Uh we can go to the steam center in cos we can go to the senior center in cosmetology this next week or or we can go to this sometime this summer to look at the new um facilities. So >> yeah we can coordinate that for sure. >> Yep. Okay. Now any more questions? All in favor? I >> I opposed hearing none. Motion carries 70. Thank you. >> Thank you. Um, now we'll have our

073seab public hearing number two, the high school sexed curriculum update with Cameron Cochran and Kristen Hoff and Peeler. >> Yeah, it's Green Day. >> Yeah, remember that band from the 90s? All right, good evening everybody. Thank you again for the opportunity to present to you all. Um this is our second installment or second public hearing for our adolescent health update at the high school. Um for those of us familiar with our earlier work, we were here last year for fourth through 8th grade. Um we are in the end of our three-year uh term for our um sex advisory board uh with this current iteration for this committee. And I'd be remiss without giving a shout out to the committee members who have spent the last three years working really hard um and collaborating having some

074difficult conversations but really exemplifying that bridge to civility that has been developed in the district and having those difficult conversations um in a way that is respectful and and honoring all voices. I'm also wanted to be mindful of the work from Dr. Gold and former trustee who have provided their time and efforts and and supporting us too. So, thank you very much for that. Um, and we will be looking for a new committee starting towards the end of this spring and early summer. We'll be looking for community members to identify to support our our work going forward. Um, and you know, sadly or not, this will likely be the last time that I stand in front of you delivering anatomical diagrams for at least the foreseeable future. So, without further ado, I'm going to pass

075it over to Kristen. >> Hi everyone. I'm Kristen Hoffman Peebler and um I'm back again for round two or six if you're counting over the long haul. Um I have to apologize in advance. I'm going to be drinking water and coughing hopefully off microphone. Um I got the crud that everybody's getting and I feel so lucky. Right. Um we are here again to talk through what we have currently at the high school for sex education in Seline. We're going to talk about why it's time for an update. We're going to talk about the needs of our 21st century students and the why is behind all of it. Here [clears throat] is an outline of our current high school curriculum. It's an amalgamation of information and activities largely taken from the Michigan model that in and

076around 2007. The current curriculum is taught over a two-eek period or 10 class days. And over the last few years, our high school health teachers have been sifting through this curriculum and deciding what works, what doesn't, and what is just wholly out ofd. The overarching theme of that work is that this curriculum is old, feels old, and doesn't address the needs of students who are living in and navigating interpersonal relationships in a digital age. Did you know that 8.4% 4% of teens ages 14 through 17 use porn as their primary source for how to have sex. That percentage jumps to 24.5% in the 18 to 24 age bracket. It is imperative that we help kids make safe choices by giving them useful and accurate information to guide them so they don't rely on porn and

077other internet sources for learning. Today's students need comprehensive, evidence-based, and inclusive curriculum in order to provide them with timely and accurate sexed information before they become sexually active. Myriad studies show that the sooner we start developmentally appropriate sexed education and teaching, both at home and at school, the safer kids are and remain for longer. In November 2025, Michigan updated the health education standards um which includes sex education and all other parts of health and wellness. Um uh Selen area schools did a survey in 2023, the most recent one um of stakeholders of students, staff, and caregivers to identify the community's thoughts around sexed teaching and learning. And we will review some of those highlights in a future slide. It's clear that our curriculum is old. Selenary Schools is committed to best practices in education and

078our sexed curriculum should align with that mission. So let's look at some data. Washington County participates in the MYFI Health Behavior Survey on odd school years. You'll notice that this data shows a marketked increase in sexual intercourse from 9th to 11th grade. This is a clear indicator that what we are currently teaching is not resonating with students or affecting change. Providing updated information and delivery systems should decrease these percentages. And it's important to note that of the 11 districts in county, only six participated in these years of the survey. The MIFI survey is the easiest way for our community and this committee in particular to track the trends in our community. And I would encourage our district to continue participation at the middle school and the high school level so that we can accurately assess

079our students needs when it comes to health and safety. Now let's look at a little bit of national data. The chart that you're looking at is from the National Health Center or sorry the National Center for Health Statistics and it breaks down by age the probability that a person has had vaginal intercourse. You can see that the probability increases at every age over the two time periods. Equally concerning is that the report tells us that reported condom use has decreased to less than 50% for females and to 68% of males. So more kids are having sex with less protection. And this is only vaginal sex. Oral sex rates are higher at 25 to 28% by the age of 16 and begins at a younger average age. So how do we help our kids? By acknowledging

080that sex will be a part of the human experience for most of us and giving our kids accurate information before the start of sexual activity. Selenary schools has long been committed to a comprehensive sexed curriculum. So what does that mean? It means that we are teaching students that sexual health is a whole person commitment. It involves your body, mind, heart, and head. It aims to provide all the information you need to make safe and healthy decisions starting in puberty through teenhood and into adulthood. Does it include abstinence? Yes, absolutely. And it actually stresses abstinence as the only 100% effective method of prevention for sexual health and well-being. Does a comprehensive curriculum encourage a child to have sex? Actually, it's the opposite. For decades, studies have shown that giving kids more information makes them less likely

081to choose to be sexually active. And someday when they do choose to have sex, they're more likely to protect themselves and their partners from STI in pregnancy. I want to highlight this first link here that we noticed last time had been broken and Dr. Kowalsski very graciously sent the updated link. Um it is an annotated overview from the American Academy of Pediatrics of the need for comprehensive sexed for school age kids. And the other two links are two landmark longitudinal studies that support the link between comprehensive sexed and decreased early sexual activity and safer choices when finally choosing to have sex. I'd like to review a portion of the K12 insight survey that we presented last year and the entire presentation is linked. I believe it's in the next slide. Yep. Um, so we surveyed

082current caregivers, students, and staff in our district about sexed scope and sequence. And across the board, all stakeholders want more information for students. They want all students included in the curriculum, including students from different cultures and LGBTQ plus students. And they want kids to learn about consent. It was concerning actually how many comments there were from students about sexual assault and dating violence. And the district data supports this anecdotal evidence. Here's a few quotes that we pulled from the student section. You can read them on your own and the summary of um sort of the umbrella of comments and we have parent summaries. There's tons of overlap in each group. Um, I always think it's nice as a parent of teenagers when your thoughts and feelings align with your teen thoughts and feelings. So, that

083was one thing as a parent of teens that I took out of this. Hey, I was like, look, the parents and the kids, they want the same thing. I think that's great. And then the staff summary of comments um was tighter. The parents had more to say. it looks like, you know, um, but they were all pretty well overlapped. And this is where Cameron will take over. Thank you. >> All right. Thank you, Kristen. >> So, with the new curriculum, our team reviewed actually four different curricula at the start of this process for our target age group of 9th through 12th grade. We narrowed it down to two programs and then did a deep dive into those. Um, and after significant discussion over multiple months and meetings, the CAB voted unanimously to move the three

084Rs or rights, respect, responsibility program forward to the public hearing process. [clears throat] So, what we appreciated about the rights, respect, responsibility, there are actually many things. Um, specifically though, we thought that it was well aligned with state and national sexual health education standards. The Michigan version of those standards were recently updated last year, and we'll talk about those a little bit more later on. Um, we also felt that it was aligned with our policies, mission, and goals within the district. [clears throat] The program is evidence informed and it is comprehensive. It aligns with best practices in sexual health education as supported by uh the programs that Kristen mentioned earlier uh with those links from the American Academy of Pediatrics [clears throat] regularly reviewed every two years. So this program you know stays fresh. Obviously

085any updates that we would propose as a committee would go through this process and then it grows with our students each year using consistent language and methods of instruction. So the benefits of three Rs again uh we appreciated the age appropriate learning materials uh the engaging instructional activities emphasis on student safety and inclusion as well as the alignment with the updated health education standards from the state of Michigan. We appreciated its emphasis on abstinence and its safe and healthy choices. Um encouraging communication with families with parents and guardians and then the inclusive language. Uh we felt that that was important across the board across the district. Um a focus on dignity, respect and preventing harassment and bullying, not identity exploration or formation. This slide is a reminder that uh families have the right to review

086curricular materials, observe instruction, and or opt their students out of adolescent health altogether. Um it's important to point out and we will remind folks of that at the end. [clears throat] All right. So in regards to the alignment, uh the Michigan Department uh of education recently passed updated health education standards last year. The updated standards are available for public review and we provided a link to the standards in the update that was sent to the board before our first public hearing. Within those updated standards, the MDE points to several key developments and shifts in the field of health education to support student success, including a stronger emphasis on practices and skills that promote healthy living. Updates to reflect current and everchanging technology, social media, and other influences on health and well-being for young people. Updates

087to acknowledge that students are increasingly using media uh and technology to access information and services related to health and health care. and emphasized the importance of including media literacy as a component of health and well-being. A more deliberate integration of skills for personal safety, maintaining personal boundaries, and child sexual abuse prevention through a trauma-informed lens. And that's an important one that we'll talk about later on as well. Uh as well as principles that promote a whole child approach to health education that includes not just the physical but the social and emotional well-being of students. So, another item that was included in that original packet that was sent to the board before our first public hearing was a crosswalk document. In the updated MDE guidelines, they note six practices for comprehensive health education. And these practices

088support the development of skills that students need throughout life and are reinforced and applied across disciplines and settings. This approach is evidence-based and aligns with best practices outlined in the characteristics of an effective health education curriculum for the centers from the centers for disease control and prevention and the essential components of health education from the society of health and physical educators. The practices closely align with the skills in the national health education standards as well. So the crosswalk document highlights which lessons have connections to each of the six practices. And as you can see, most lessons incorporate more than one of the six practices. Here are the first three of those six practices here. And you can see on the right hand side the lessons that um cover one of those practices or more. Here

089are practices four and five. I would encourage folks that are interested to to pause uh the recording and and view these at this time. And here's that sixth practice. So during the curriculum review, the CABB worked closely with the family and consumer science teacher team at the high school, particularly Mrs. Lauren Williams, who serves on the committee and offered insight throughout the process. So thank you to Mrs. Williams and her team. The teachers appreciated the updates for a variety of reasons, including how userfriendly the lesson plan format was. Each lesson includes the following. You can see those components on that first uh page and there will be an image on the next slide. But the alignment with Michigan health education standards as well as the NES alignment. Those are the national standards. An appropriate or

090approximate time and materials needed, learning objectives for each lesson, the lesson rationale when students ask why are we covering this today? uh the procedure for for teachers and then reminder of inclusive language. Here's just one example uh from one lesson, image overload. That's the first page of that lesson. And you can see how well formatted that is for a teacher to glance through that and prepare um to deliver that content to their students. So one of the few downsides only downsides that the committee identified with the curriculum was the proposed order of the lessons. Uh the committee and the FCS teachers worked to create a proposed scope and sequence so there was a logical flow to the curriculum. The proposed curriculum would be covered over the course of approximately 11 days and some of the

091lessons would be combined into one day due to the similarity of content. We will now provide an overview of each lesson. So for lesson 1 a sexual and reproductive anatomy the committee felt strongly that there was a need for an anatomical review at the start of the unit. Um most students will have not seen that uh since sixth grade. So providing common language and norms is essential in any classroom and a health room is no different. The lesson includes a modeling activity where students are asked to create reproductive uh repres representations of reproductive anatomy in small groups using art supplies. And while this activity and maybe others like it in the unit have the potential for some uncomfortable laughter from students with adolescent health, it's important to get comfortable with discomfort in order to engage

092meaningfully. In the second part of that day, lesson 1B, trust it or trash it, students learn how to evaluate the credibility of health information, especially online sources. The lesson strengthens critical thinking and digital literacy skills, skills that can be applied obviously in other courses and throughout life. This benefits students by helping them make informed decisions and avoid misinformation in an era of widespread online content. The second lesson, second day, is a lesson on sexual orientation, behavior, and identity. This lesson helps students understand the distinctions between sexual orientation, behavior, and identity in a factual and respectful manner. The goal is not to influence beliefs, but to foster understanding, reduce bullying, and promote a safe school environment for all students by emphasizing respect and inclusivity. The lesson supports students social emotional development and reinforces the district's commitment

093to ensuring that every student feels safe, valued, and able to learn. These next few slides show screenshots of various resources from the first few lessons. The anatomical images will be presented to students with handouts of the images and students would be expected to label the handouts using a word bank. And these are the same slides that were shared in the first hearing. Here's [cough] an example slide from the trusted or trash it lesson where you're looking at reliability of content, the content's currency, and its accuracy. Again, giving students the tools to evaluate resources. Here are some definitions from the sexual orientation lesson. Again, these definitions are quick and relatively simple and framed in terms of student safety and respect. >> [snorts] >> Here's a teachers guide from the lesson on sexual orientation that includes uh

094yellow flag and red flag langu yellow flag and red flag language um for teachers to help disrupt any sort of inappropriate, however intended or unintended that might be from students when comments might be made. Um, so that teachers can use those opportunities as teachable moments and rather than just brushing past that. Um, I think we felt that that was really helpful and appropriate. All right, so for the third lesson uh or third day, lesson 3A on understanding gender. This lesson introduces students to the concept of gender as it relates to identity, expression, and societal expectations using age appropriate language and discussion. Instruction is grounded in respect and empathy, helping students understand diverse experiences while reinforcing that everyone deserves dignity and safety by addressing gender thoughtfully and inclusively. The lesson supports bullying prevention, mental health, and

095a positive school climate. Key priorities for student well-being. Note that the video and accompanying homework assignment are not included in the materials. This is how gender is defined in lesson 3A. This is just the script from the teacher's uh lesson plan. If you were to look in the mirror and see your body, what you see in the mirror, what we just discussed is part of your biological sex. If you were to close your eyes, how you see yourself based on those body parts is your gender identity. In most cases, how people feel when they close their eyes matches what they see in the mirror. This is called being cisgender. You might commonly hear people refer to just being male or female, but the correct term is cisgender. Okay, so for lesson 3B, image overload. This

096lesson examines how media and digital images influence beliefs about body image, relationships, and self-worth. Students analyze media messages and practice critical thinking skills to challenge unrealistic or harmful portrayals. And if you've ever scrolled through any sort of social media feed, you'll understand how important a conversation like this is to have with young people. The lesson benefits students by fostering media literacy, resilience, and healthier self-perceptions in a highly digital world. In lesson four, decisions, decisions, students learn a structured decision-making process and apply it to real life scenarios involving personal values and consequences. The lesson emphasizes personal responsibility, reflection, and evaluating short and long-term outcomes. This supports students ability to make thoughtful, informed choices that align with their goals and values. Here are again some screenshots of various resources from lessons 3A, 3B, and four. This worksheet

097um allows students to kind of reflect on the influences that um take shape uh of who we are and influence who we are. Here's a resource that the FCS teachers felt like it was important to keep that's currently being used in class. We'll highlight those resources towards the end of the presentation as well. Okay, so lesson 5 A, how well do I communicate with others? Again, this is the fifth day. This lesson helps students build effective communication skills by exploring how verbal and non-verbal messages affect relationships. Students practice active listening, assertive communication, and respectful expression of needs and feelings. The lesson benefits students by strengthening interpersonal skills that support [clears throat] healthy relationships, conflict resolution, and positive school interactions. The second part of that day would be the lesson on my boundaries. Again, highly connected

098from uh the first part of that day. Students explore personal boundaries, consent, and respectful interactions. This lesson builds skills in recognizing, communicating, and respecting boundaries in various relationships using scenarios. This instruction supports safer school environments and reinforces mutual respect and personal autonomy. On the sixth day, we get into conversations around sexually transmitted infections. This lesson uh 6A STI basics introduces students to common STI, including transmission, symptoms, and treatment. Emphasis during these conversations is placed on accurate information and correcting myths. by increasing knowledge and reducing misinformation. The lesson supports student health, responsible choices, and informed conversations with healthcare providers. The second part of that day, getting savvy about STI testing. Students explore the purpose, process, and importance of STI testing, including how and where testing can occur. The lesson reduces stigma, increases health and literacy, and

099encourages proactive health care behaviors. This benefits students by normalizing preventative care and supporting lifelong health management. Here are some slides, including a worksheet and practice scenarios related to personal boundaries from these those previous lessons that were just discussed. Note that we're not screening any of the videos during this presentation. All of those are listed on a slide towards the end of the presentation and folks can find those on YouTube currently. Okay, home stretch. Uh 7A STI smarts. Students build on prior STI knowledge by applying information to realistic scenarios and problem solving activities. The lesson reinforces prevention strategies and personal responsibility. While a portion of this lesson incorporates an engaging Jeopardy style trivia game, the general approach strengthens students ability to use health knowledge in real world situations rather than memorizing facts. The second half of

100that day, planning and protect protection, avoiding and managing STI. This lesson begins with a transmission simulation activity and discussion to help students understand how STI might be spread. The lesson provides medically accurate information about sexually transmitted infections infections focusing on prevention and risk reduction strategies. Chief among those strategies being abstinence. Students also learn how planning, communication, and protective behaviors reduce health risks. The lesson supports public health goals by promoting informed decision-making and responsible behaviors. Lesson eight on know your options. This lesson helps students understand pregnancy options and the importance of informed, respectful decision-making. Michigan's safe surrender and adoption laws are discussed within this lesson. In accordance with Michigan law, abortion is not included in this lesson or anywhere else in the curriculum. Students learn about support systems and resources while emphasizing empathy. The lesson benefits

101students by promoting compassion, accurate information, [clears throat] and responsible planning. Note that the committee felt that the optional condom demonstration mentioned in this lesson would be a valuable experience for students and that the committee recommends it be a teacher-led demonstration only and that it should occur during lesson 7B on planning and protection. Lesson nine, healthy living prevention and treatment. This lesson focuses on HIV. Students learn about how a person living with HIV can remain healthy and maintain viral suppression. Students learn how responsible choices and early intervention support long-term well-being [snorts] [clears throat] through the use of medication like PREP and PEP. The lesson reinforces lifelong health skills that extend beyond adolescence while dispelling myths and stigma related to HIV. All right, our last three lessons. Lesson 10 A, rights, respect, and responsibility. So, this foundational

102lesson introduces the core values of the three Rs framework, helping students understand how rights, respect, and responsibility guide healthy relationships and decision-making. Students connect these principles to real life situations. The lesson benefits students by reinforcing the importance of consent by engaging in scenarios and discussing the laws related to consent and sexual behavior in Michigan. And then, unhealthy relationships plan for safety. Students learn to identify characteristics of unhealthy and potentially abusive relationships and explore strategies for personal safety. As Kristen mentioned earlier, those statistics can be alarming. It's important to equip students with the skills and knowledge to prepare themselves uh and to advocate for themselves. The lesson emphasizes [clears throat] recognizing warning signs, understanding available supports, and developing a safety plan. This instruction promotes student well-being, empowers students to seek help when needed, and reinforces the

103district's commitment to student safety. And then lesson 11 on sex trafficking awareness and prevention. This lesson focuses on student safety by helping high school students recognize the warning signs of grooming and sex trafficking and understand how traffickers exploit vulnerabilities. Instruction is framed around prevention, personal safety, and knowing how to seek help for others or oneself. The lesson does not sensationalize content. Instead, it equips students with awareness skills, trusted resources, and strategies for staying safe, aligning with the district's responsibility to protect students and to promote informed decision-making. This was a a concept that was uh scrapped from earlier grades just because we wanted to make sure that the students that were receiving this content were prepared and and would uh you know, take this content home. and we felt like it was important to maintain that

104here uh for our high school students. Here's a plan for safety template. While these resources are important, obviously what's important, too, is the the content that students are receiving and the discussions that they're having in class with their teachers and at home with their trusted adults. As we mentioned, for the sake of time, we're not showing any of the videos. Uh here are the list of videos that would be shown. All of those can be found on either Google or YouTube. And then here's the list of resources that are currently being used by the family and consumer science team. Those can be found on the district website. Um, and Mrs. Williams had the following to note. As high school teachers, it is best practice to update the use uh update and use current research, teaching

105methods, and inclusive language. The old materials were from 2007 or earlier. We need to update. We are looking forward to being able to give students a better understanding of reproductive health so they can make more informed decisions. We want to continue our partnership with families and focus on continuing the message they receive at home as a continuation into the classroom. The proposed curriculum also aligns more with the current and updated health standards that were passed last year from the state of Michigan. Once they were passed, we took extra time to consider how the proposed curriculum aligns. We did not rush this process and we are hopeful that moving forward we are giving our students the best education. I think it's important to end with teacher perspective and thank you. Here's the uh reminder also for

106the uh parents rights to review curriculum op students out and observe instruction. >> Thank you. Do we have any questions? [clears throat] First, thank you to both of you for the presentations you've done and to all of the committee members who've done this work over the last three years. It's it's been a lot and I really appreciate the work that you are doing. Um I just wanted to make uh point out a couple things. Earlier in the presentation and on the slide, you had said that um per Michigan law you can opt out and you had said altogether from sexed. I also just wanted to highlight they can opt out from certain modules as well. So it's not an all or nothing health curriculum. >> Yeah. So in um in our building that that is

107an option. I think that would be a conversation with the building administration team. I I >> Okay. >> I believe that would be possible. >> Okay. >> Uh and then as I said the last time, I just wanted to make sure that um if you come in to review this curriculum but your child is taking an online health class, this is not that curriculum. So people just need to know that they're not getting this curriculum. if they choose to do online sexed. >> Thank you. >> Thanks, Jim. Just a quick one. Uh I noticed on the list, the long list your curriculum, uh there was parent homework at the top. I didn't have access to that, but what kind of homework are you making these poor parents do? >> Yeah. >> Um so the homework

108is really meant to be kind of discussion based. Uh and so there's a several and this is uh in line with the homework that students are assigned during a similar unit in fourth and fifth grade at Heritage and at the middle school. Um again just meant to open up dialogue uh having parents have conversations about their experiences in childhood um who their friends were, the things that they did, um who influenced their decisions and things like that. >> That's great. those some of those discussion questions embedded in the PDFs of the lessons or is that something that's separately sent home? >> Yeah. No, those should be embedded in the PDFs that are found in that uh those drive folders. >> Thank you. Thank you so much. >> Um Cameron, you did a great job answering

109a question that I had beforehand with regards to handouts and homework and privacy. This question was prompted by um particularly two sections in the list of links that Cara had given to us. Um I went to pull one up and I think the Dropbox links are I maybe not accessible in this building. I'm not sure. I had no problem at home but I can't get to it now. But it was it was in the proposed order number two sexual orientation behavior and identity. How I feel what I do and who I am. There was a handout that prompted that question. And then there was another one later on that said my personal plan. I was wondering just for the record and for the rest of the board if you can talk a little bit about

110what you told me about privacy and students with handouts and homework. >> Yeah. So I we had kind of an email correspondence regarding that question and we talked about teachers uh you know obviously needing to use their professional judgment and determining what is and isn't collected and obviously respecting privacy laws related to FUPA and disclosing information and things like that. And so this would fall in line with other similar situations. Obviously, you know, some of the topics that are discussed during this unit are more sensitive than others. Um, but the privacy laws and privacy, you know, responsibilities that teachers would have would would be in line here. I don't know if I'm >> summarizing that correspondence fully. >> Whoopsie. There was just there was one um in that particular section too, I didn't want there

111to be a student who felt uncomfortable answering some of those questions, thinking that it might be read by others. and you know I see how they turn homework in in baskets in the class. Um so I I just wanted to reassure uh for families that that was really um taken taken into consideration some of the sensitivity of that information. >> Absolutely. Yeah. I think um that's something that our FCS teachers are mindful of currently and I think it's important to continue that just um both identifying how things are collected especially with sensitive or or not collected at all right it could be private reflection absolutely that's not turned in >> um that's just meant to spur some reflection you know internally >> yeah great um my second question if you can go back a slide

112um and I think I think we talked about this a little a little last time how how would that be operationalized to observe instruction? Because I'm just thinking about the rights of families, but I'm also thinking about the children in that classroom um if adults who they didn't know were coming to observe them and and like a chilling effect. Can you I'm trying to figure out how that works. Do you have any ideas? >> Um that is a really good question. Uh I think you know we have implemented a a couple of different curricular programs over the past few years with our body safety training um K3 and then obviously the adolescent health and fourth through 8th. Um I I believe Cara Davis would be able to answer that best. Um but we we >>

113yeah I mean we would work on that. I think that's all contextual. So I think like a what if but it would definitely be based on the the context of the request and what of classrooms we had available. And so I think contextual question that we would work through with the administrative team there. >> Yeah, I think it's important to balance you know parents rights and you know transparency with student privacy and the respect of the teachers and and their professionalism as well. >> Great. Thank you. It was just on that slide. I wanted to ask about it specifically. Thanks. >> Any other questions? Thank you for all your time. >> Thank you very much. >> Okay, moving on to consent agenda. The consent agenda is listed in [clears throat] this agenda and will not

114be read aloud. The motion notes noted will allow for the authorization of all listed items without discussion unless a member of the board requests that any or any one or all are considered individual. I recommend a motion to authorize the consent agenda as printed. >> Motion tissen. >> All in favor? >> I opposed hearing none. Motion carries 70. Um items scheduled for the next agenda. >> Yes, we do have one item finally we'll be bringing to the preap pilot courses. We've done a lot of work with teachers and getting uh that iterative process of um making sure we're set to go. So, we're excited to bring those to you on the next agenda and I'm sure some other items as well before spring break. Um public comment number two, we don't have any. Okay. So,

115the next uh board of education meeting will be held on March 24th at 6:30 p.m. And can I have a recommended motion to adjurnn the regular board of education meeting March 10th at 8:12 p.m. >> So moved. >> Support is it? >> All in favor? >> I opposed hearing none. Motion carries 70. Thank you everyone.