001I call this meeting of the Southford Board of Education together at >> 6:32. May we stand for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Next item on the agenda is, could you call the role, Mr. Secretary? >> Yes, ma'am. Anthony Johnson. >> Correct. Amanda Flesher >> present. >> Lorie Hicks is absent. Misha Early >> present. >> Sheryl Flesher >> present. >> Daniel Winston present. >> Shirley Toby >> present. Next item on the agenda is the approval of agenda. Are there any? There are none. The agenda will be as written. Next item on the agenda is superintendent communication. Mr. B. >> Thank you, Madam President. I have several
002recognitions this evening. Uh special thanks are in order to the entire Jefferson staff uh that uh successfully organized a math carnival along with its ribbon cutting ceremony. and to see Jefferson families engaged in having uh a fun time with mathematics over at Jefferson Elementary School and to see how well it was in uh attended was extremely engaging and very impressive. So hats off to the entire Jefferson staff. Also, many thanks are in order to Vandenberg Elementary School teacher Joy Burks as well as Sean Salmanin as well as Amy Davidson for successfully hosting a community engagement uh evening with families here throughout the South Redford School District community right here in the Soore Space a couple of weeks ago. It was extremely inviting as well as engaging and we had very deep conversations on a variety
003of different topics and just the thought that went into the planning and preparation that evening uh was certainly very commendable. So many thanks are in order there. Also a special thanks uh are in order to state representative Miss Stephanie Young who was kind enough to attend the boys varsity basketball game on Friday evening and present to the Thirstston High School athletics program another defibrillator uh machine uh in honor of heart health awareness month. Uh in fact board president Toiver had her red on the other day and so many thanks are in order to representative uh Stephanie Young. Um we're fortunate to have her partnership. And then also hats off to the Thirstston High School Bamb Booster Program as well as to uh band director Mr. Austin Chznik who successfully hosted yet another outstanding annual spaghetti
004dinner fundraiser for our band program. Uh board president Talver and myself had the opportunity to attend on Friday evening. The band sounds simply phenomenal. And then both board president as well as vice president also were in attendance at the family engagement evening. And so I know we'll have other opportunities um for the board to continue to engage in opportunities here throughout the district. And so um with that, Madam President, back to you. >> Thank you. >> Next item on the agenda is board communication. Do I have any board communication >> to the chair? >> Yes. >> I have two things. The first thing I want the board to know is the policy committee had a premeating on Friday. We met with the attorney and Chris and Jason, Shirley, Lori and I. And we've got two
005more meetings scheduled over the next month and the board will be receiving information to read and we're going to try to bring you in and keep you up informed as we go through this process. Um, so that's where that stands. And also I was asked, um, everybody knows the Eagles helping hands and how much they do for the community, but what the board I think the board does not know is that they just recently donated two pallets of copy paper to the high school and they're also working with Home Depot um for materials to help get our baseball dugouts built. So, I wanted to make sure the board was aware of what Eagles Helping Hands is doing behind the scenes. That's all I have to report. Are there any other board communications? Next item on
006the agenda is comments from the audience. Topics related to the agenda. Are there any? None. Next item on the agenda is the consent agenda. Um, Mr. Kinsey, are you going to >> um not tonight when next week >> or next time? >> Okay. Do I have a board member willing to adopt the the consent agenda >> to the chair? >> Yes. >> I'd like to move the adoption and of the following agend agenda item, please. >> Do I have a support? >> Support. >> It's been adopted by Mrs. Flesher, supported by Mrs. Early. All in favor? >> I. Next item on the agenda is presentation of Thirstston High School annual presentation. >> Madam President, >> yes, >> if if I may, uh we have several special guests this evening. >> Oh, okay. >> Of which
007before we turn it over to Thirsten High School, we have uh two special guests also representing the student body of Thirstston High School. And so if we may before we turn it over to the high school team allow our two student representatives to introduce themselves to the board and talk a little bit about uh their upcoming interactions with the board of education and where they're at in their journey as seniors over at Thirstston High School. So u I know both of their names. However, I'll turn it over to the two of them to introduce themselves to the board as well as to the audience tonight. Um as both are not only outstanding students but also incredible performers. And so with that, I will turn it over to our two student representatives from Thursday this evening.
008>> So first of all, I am Nicholas Hopson. >> I'm Vince Cay. >> And I am the senior class president of my class. >> Oh, I'm the public relations officer. So I do anything social media wise and get all the meals out. >> And so first I want to talk about um what we did great this first semester. Um we had a really great homecoming. It was a wonderful turnout. A lot of people said positive feedbacks about it. We also had a winter festival or winter activity night at Thirstston as well. It was around 70 I mean uh 50 to 60 people that participated and once again it was a wonderful turnout. Um it was very structured as to student council doing it very well in my opinion and it was it was a wonderful
009night. Um again we had well we had really good pep rallies lately. Um, our recent one which was Friday where we >> we saw Mr. Rooney. That was a great fundraiser. The student body really loved that. We raised a lot of money for that actually. >> Yeah. In one day, Mr. Rudy raised like $80. >> So, I think small activities like that while engaging with the student body really encourage students to like better their attendance as well. if something is happening on Friday and it's like a gloomy Monday, I feel like it helps students look forward to that Friday while coming to school every day. Also, incorporating spirit weeks as well also encourages students to partake in those days while also coming to school. So, it was a great outlook on improving attendance while also
010having fun at in your senior year as well. >> Yeah. And also for Halloween to encourage students to come for attendance, we gave out candy bags and told students to be early and I think the attendance was pretty great that day. something. >> Yeah. Okay. Future events. We're trying to plan a talent show right now. It's in the works and hopefully this will become an annual thing because we know students have really been talking about wanting some type of talent show or some type of event as well as plays because not everybody can, you know, get the part in a play that they want. So, talent shows to showcase special talents that students might have or stuff they want to show off. And I feel like it would be a great way as a fundraiser
011and it could be um a thing we continue over the years. And also for the seniors, we were thinking about doing like a senior field day since it's like their last senior event as we did in like fifth grade or um middle school just so they can have a little last piece of their childhood. >> Yeah. And that concludes our future events. We will be back um in the March meeting to present ideas that we want to change for the future as well. Thank you so much. >> Um could you repeat your your name? >> Thank you. >> To the chair. >> Yes. I just want to say to you young senior people, feel free to reach out as I was once a senior from Thirstston and I have very fond memories especially of Mr.
012Bob and powderpuff football. >> Yeah, go ahead and reach out to me if you need some ideas or help. >> Thank you so much. I'm so proud of you. And with that, Madam President, if we may pivot and turn it over to the Thirstston High School administrative team to talk with us about additional wonderful things that are occurring at Thirstston High School, which we do all for uh so good evening. Thank you for letting us uh visit you tonight. Talk a little bit about uh good things we do at Thursday. All right, that's kind of the the thing that Mr. Price and I were reminiscing a little bit over there earlier when our meeting was in April. It was a different meeting, right? We had different things going on in the building like robotics and
013the play. We can do an excerpt, but I think sometimes those meetings got a little bit long. So, we're not going to be long with a play excerpt or uh robotic exercises tonight. Uh but we are going to talk a little bit about uh the things that we do. So, uh that being said, you guys know the vision that we uh we share this with our staff every time we get together and meet and mission as well as Jason's uh big rocks. I guess they're not Jason's baby. They were introduced when Mr. Bob that's how we refer to them. Um but we always tie those things together uh along with our balance assessment systems which we were talking about with our building leadership team this afternoon. Uh along with the framework through which we try
014to view our work at Thirsten at the building level. Um I've talked to you about this before but again as a reminder it's from uh Jimmy Kauus' work called Culturize. um where we try to put everything we do through one of these though do domains whether it's being a champion for students expecting excellence of them speaking about how do we carry the banner for others or ask them to carry ours after our interactions and how do we continue to be merchants of hope um so that's just the framework that we put and situate all of our work through when we're working with staff students and parents um so today we just want to talk a little bit about some of the good things that are happening uh at Thursday um Mr. Price, if you would
015talk a little bit about uh the first item. >> All right. So, good evening everyone. I am Mr. Price, Moses Price. I'm the assistant principal of Brad Thirstston. Um, I wanted to share with you guys a little bit about our student support uh coordinator that started this this year. But before I kind of describe some of the things that that person's been doing, I al also want to say thank you. I want to say thank you because the recognized need that you guys all have uh you guys saw and uh made it possible for us to be able to hire this person, you know, throughout the once the year started. Um but it's it's helped in a number of ways in in the sense of the things that I do on a daily basis and
016how I operate. um allowed me to to focus a lot more on the instructional leader part of my job um which was really taking a hit over the last couple years. So it allowed me to be in the classroom a lot more allowed me to have a lot more intentional conversations with teachers um just having this extra support in the building. It also allowed for Miss Harris to I don't know in a sense not feel guilty as if she's abandoning the team because she's focusing on innovation center stuff but she's out. She has a lot of stuff going on over on this side of the world and it's it's really good. Um, but having the student support coordinator around allows for the two of us to really be able to do the things that we
017um have on our daily plates, I think, um, while still focusing on culture and climate, which is, I mean, I wake up every morning kind of saying that mantra, culture, climate, culture, climate, culture, climate. Um, so I I focus a lot on that and the student support coordinators really jumped in and been able to help me with that that part of uh what we want for the community over at Thirstston. Um, and then same goes for Mr. Rudy. It's allowed him to be able to, you know, be into classrooms a lot more, be out in the halls. He's walked around with one of these things mobiley throughout the building every day. Um, but it it's just that extra support that's been uh given, it allows us to be able to do a lot more. So,
018thank you for that part. Um, just some of the things that the student support coordinators come in and he started focusing on really really has been MTSS focused, right? This multi-ter system of support and he he's jumping in and he's looking at everything through a lens with uh through a a data driven lens, but he's focusing on the three areas, three big call them three big areas over there, but you call them three big rocks. um academics, attendance, and behavior. And all those three uh three things, they overlap. You look at it in the sense of like a ven diagram. They all overlap with each other at some point or another. And then in the middle, he's he's really been a big integral critical piece to the things that we've been doing the last couple
019months. And I mean, jumping in and just taking all of it by the horns. Um so that that's what he's he's kind of jumped in. he's been doing. I think moving forward um is going to continue just growing into this position or his stance in the multi-ter system of support uh on their team. Um helping out a lot with seminar and things we're doing for students academically and that piece um while as I I mentioned you know continuing to be that integral piece and making sure that we are just really focusing on culture and climate in the building. Um, as I've said before and I'll continue to say, teaching and learning is what should be going on at Thirstston. And there's no time nor at any point should anyone, kid or adult, feel worried about
020coming into that building or worried that they aren't going to be able to just focus on those two things. And so, um, it's the one thing that gets me up every day and it's the one thing that helps me sleep at night knowing that I'm focusing on the culture and the climate of the building, which I think overall is going to impact not just our building, but Pierce and the elementary buildings as well. Um, just throughout the district. So, that student support coordinator has been a big help. Appreciate you guys for that. Um, and I look forward to as we move into, you know, the years with this person, how it's going to develop and and transform into this, I don't know, this this this I don't want to say this this big monster, but
021it's going to be uh a good thing that we're going to be able to all be able to work together with and and keep this place just kind of functioning like it should be. >> Um, so I will second that notion that um having Mr. hours there has been an amazing support and has allowed me to really focus on um what you all know is my passion which is doing great things for kids and trying to provide as many opportunities um for them as we possibly can and so um because you all know that I can be very long-winded because I love to talk about all the great things that are going on and I don't know how much um Mr. Babaritzky has shared with you since we last met last year. Um, so I
022just jotted some things down that are kind of cool that are going on um with uh CTE and Innovation Center. Um, and these are in no particular order and I'm going to try to go fast um because I I don't want to take up all of your time. Um, most recently we were just awarded a $77,000 grant from Atlantic Impact through my um this grant is intended to keep kids involved with CTE um courses. is also allowing us to um provide SAT prep for our students, which Mr. Rerty is in the process of trying to figure out what we want that to look like and how that's going to happen. Um so that just came through, which was really cool. I just found out that um our South Redford Foundation um had we had an
023anonymous donor last year that um donated $5,000 and I was just told the day before yesterday that that person just donated another $5,000. I couldn't even spend the first $5,000 yet. So, um we have $10,000 from an anonymous donor, which um has been amazing. Um and then since we spoke last, a lot of you already know um we closed out our um last our most recent Margaret Dunning grant in the amount of $55,000. So, the auto shop looks beautiful now. And we've got the floors epoxied and we've got the new doors and we've got wall-mounted openers um so that those lifts um can safely raise all the way. Um and we've got Mr. Kerry in there who is doing a phenomenal job working with our students and getting them the education that they need so
024that they can go on. Um which leads me to um our workbased learning situation. We currently, first of all, we currently went from 24 students in Chef Tony's hospitality and tourism management class to 168 students in the five programs to currently we have 504 students that are participating in some sort of CTE class um throughout thirsten and that doesn't include um the uh intro to computer literacy professional communications course um that is being taught by Miss Escro right now. So we see those numbers growing as we've um expanded our programming. Um there have been two applications submitted to the state. We are not making any promises um with the one but to an application for cosmetology has been submitted to the state as well as um business administration. Um so those would be Aaron Ferris's
025courses um and and kind of creating a pathway for that. In addition to that programming we've also um started we have our HOSA chapter which is in its second year. um our host of students. It's health occupation student association and this is a leadership group um that is for students who are interested in going into the health occupation field. They recently competed at regionals. Um we had 12 students compete. Eight of those students qualified to go on to our state round. Um four of them placed in their um in their events. So it's the top five that go on to state. um the top three earned medals and we had four students who earned medals and they were going up against and I'm telling you I think Plymouth Canton had 350 kids there and I'm
026not joking. Um but they went up against schools like Plymouth Canton, Rochester High School, Norville High School. Um and it was a little thirsty. WE WERE LIKE THEY WERE DOING SO GREAT. So um and they to to to um be only the second year in their organization and be able to come away with those medals was like oh it's awesome. So they are going up to Traverse City in April and they will be competing with other HOSA members um from around the state. So we'll see how they do with that. Um we also started a chapter which is just in its infancy of the national technical honor society um for those students who are part participating in CTE as well as an FCCLA chapter. I always get the letters wrong but it's like family consumer
027career leadership association. So those are for students who are in our um HTM programs as well as our um business administration programs. Um so that will be hopefully up and running in the fall. Um but we do have our charter memberships for both of those. Um we have uh 16 students who are working outside of thirsten and off-campus. We have 11 at Roush. Six are working with their um welding and verification team and five of them are working with their automotive technology team over at Roush. Um we have two students who are working uh doing workbased learning at Madx Chevrolet. one of those students um has been kind of identified as somebody who is strong in that area and Maddx Chevrolet um being the ever gracious partner that they are um is going to sponsor
028that student so that he can go on and become a master technician and they will pay for his I will pay for his tuition at Mcome Community College for him to be able to do that. >> Um so these these um opportunities that they're having are just incredible. Um, we've had a lot of really good um, feedback about our apprenticeship wall and I know students both we put a little mini one over here for the students at Soore and there's one over at Innovation Center and the giant one is over at Thirstston. We've had a lot of feedback about that. Um, I walked in to Soore the other day and one of the students was applying for the electrical um, apprenticeship and that's just those things are changing lives. I could go on and on
029and on. Not going to. Um, we had uh our students competed in the Iron Workers High School Invitational in November and WDIV came out for those of you that didn't see it. WDIV came out and they did a spotlight on um our welding program in particular, but they did show some different clips of the innovation center. Um, I was just asked last week if they could come out again. So, they'll be here again on Thursday. Um, and I'm gonna find a student who wants to talk about their experience and they are going to highlight all of the career teched programs um that we have here at Thirsten. So, that's kind of exciting. Um, we are extending the hours at the NEST. Um, we were able to kind of do some tweaking with schedules, so we
030will be extending those hours. I will get that email and another menu out. Um, but we will be able to stay open till 1:00. um which is kind of cool because then we can get all of the lunches um for the teachers. And April 23rd we have our next advisory committee meeting and we're talking about ways to involve more students in that so that they can we can invite our partners in from the community and they may be able to meet some of the students who are going to be graduating so that they can say hey we're looking for jobs and uh kind of connect those two people together. um more on that but save the date for April 23rd if you want to come and join us um for sort of career fair as
031well. Um all of these things are leading us to um our post-secary planning focus at thirsten. So we're really really focused um this year and will continue to be focused on what are we how are we supporting students once they graduate and how are we supporting students while they're in school so that they can get onto a pathway. um that is going to be meaningful to them. So whether that is our Eagle Scholars Honors Pathway because they know that they want to go to a a quality 4-year um university or it's a um it's a 4-year non-Equagal scholars pathway because they know that whatever they have they want to do um requires that. Um it may also be one of our CTE pathways which like I said are expanding. And we're also looking at ways
032of like kind of putting classes that we already have together um for example like digital multimedia um and trying to turn that into a CTE pathway as well so that we can incorporate the amazing opportunities that we already have um at Thirstston. But our goal is that by the end of their sophomore year um every single student will declare what pathway they're on. So we are hoping that what they will what this will do is provide them with a focus and a reason to be at school. Um it gets really tiresome to continue to explain like why do I have to take this class? What is it good for? Why am I doing this? And so we feel like we have now we have enough offerings for all students that we can help guide them
033down those pathways so they can find out what they want to do. Um and maybe what they don't want to do so that they're not wasting that time and that money once they graduate. Um we're also looking for ways to support them once they do graduate. So it's not like literally fly little birdie. Um my mom loves to use that phrase but like fly little birdie and we and that's it. So, we're looking at ways that we can um stay connected to them and offer them support because we know that that's a very pivotal time um in their lives and a lot of people just go, "Oh, well, you're grown now, so you're good." And we know that that is not true and it's and it's really hard. So, um we're really focused on that.
034We've incorporated Navian um curriculum in 9th, 10th, 11th, and 12th. and our um counselors are monitoring all of that. Um and they are having really um targeted conversations with students so that um it's not like well what classes do you want to take? It's more what pathway do you want to be? Great. Here's the classes that you need to take because these are the ones that are going to get you to those certifications and those credentials that you're going to need once you graduate. And I know that was a lot I said, but like that's as great as I can get. Um Uh, I will just say that what Beth and Moses just pointed out, uh, are things that they said in about 10 minutes that require night and day work, focus, attention, and energy.
035Um, and I'm very thankful to both of them for the leadership that they provide to us students in our community, in our building. So, thank you both. Uh, speaking of leadership, um, it's wonderful that they're here tonight. So, I'm I'm very happy by that. Enough said. They already demonstrated it, but I will say that this group of seniors that are leading student council have been a part of what we've been working on for about four years to really um I know Mrs. Rice and Miss Ashbrook talked to you about this a lot to revitalize what student council means away from a I'm just going to say it a popularity contest to being something that's more of an active agent of student voice and government in the building. Um so they they lead the pep rallies,
036right? They lead the fundraisers. They they lead things. They don't show up to be recipients of things. And uh for a long long time, that's what student council uh was. I mean, they'll they'll tell you. Um but that's long hard work too, right? It's culture shifting. It shifts the responsibility uh of who does the heavy lifting of what the climate culture of the building feels like. Um not away from us, but with students, if that makes sense. Right. It's something that we do together, not against each other. And uh so we do things now like principal's advis we do that tomorrow. Yeah, it's on our counter. So like principal's advisory council, right? We just sit and we talk about what's going on, what's important to them, what do they want to see. Doesn't mean that
037I can do everything that they want to do or say yes to everything. Um but having the dialogue matters, you know, uh and that's what's important and that's been growing. Um so I'm very thankful to the student leadership in the building. Um, and the way that they are shifting that away from, like I said, the popularity contest and really leaving a legacy behind that the two of you are doing that will last far beyond your years here. So, thank you for that. Uh, all right. So, shifting away from some of the, uh, I guess the fun stuff. Any questions about any of those things before? Yes, please question. Beth, >> all that you said about the um about the career, the monies and all of that because you know we love to talk about how
038great our district is doing. So can you send us that? >> Sure. >> Thank you so much. >> She needs elevator pitch for >> Yeah, I got it. I try to get as much as I can to Lilia and um Stephanie the coas too. So they try some stuff to deal with. Um so I'll just kind of >> that'll be great. >> Pass that along to you as well. >> Yes. Thank you so much. >> Yeah, no problem. >> Okay. >> So the fun things and the support and the expansion of programs and offering for kids um are are certainly what we're all about on a daily basis, but we also have to talk about the data and what the numbers say. Um so here you're looking at a three-year comparison of um our SAT
039and PSAT data. As a reminder, 9th and 10th graders take the PSAT, 11th graders take the SAT. Um, very pleased with the considerable growth. Uh, we were, uh, one of the highest growing uh, districts in Wayne County with our ELA benchmark scores this past year. So, that's really trending in the right direction. Although I wish those percentages were just higher numbers overall, uh, they are headed in the right direction. Um, so we see some growth there. Uh we are also um moving forward on the 17th of February looking at new curriculum in ELA as well to continue to support uh this growth that we've been seeing coming out of um remote learning. Uh not as fancy and fun which is this the biggest work we've got going is uh math. It's still pretty flat. Um
040has been for a while. Um and but I am pleased to note that we are already actively engaged in writing this ship with regard to uh implementing a brand new curriculum that's been rolled out across our math department. Um I recently met with the math teachers specifically around the idea of the 11th graders that are um in algebra 2 and then in 2A. Uh if you're not familiar, algebra 2A is uh the course where it breaks down algebra 2 to be taught across two years. um >> uh two seme Yeah, thank you. Algebra 2 A in two semesters and then 2B in two semesters. So, algebra 2 in two years. Yeah. Um the encouraging thing is that students are engaging at a higher level with this new math curriculum than I believe well than I'll
041say than I've ever seen. um in so uh so so much so that the most recent PLC meeting that we had with the algebra 2 teachers they're having conversations about the pacing that's going on in terms of the students who are in algebra 2 a who traditionally are the more struggling math students but they are on the same pace currently with the algebra 2 students so we're having conversations about how are we awarding credit moving forward to acknowledge that I was meeting with Nicole Thomas after our departmental uh department head building leadership team meeting this afternoon about how do we build the schedule moving forward into next year if this trend continues. Um because to put it in the words of uh some of our teacher consultants who co-e in those classes with those struggling
042students um the students are surprising themselves at how they're able to um I think engage with this curriculum and and achieve things that I don't think that perhaps they thought they could under our old way of math instruction. To put it simply, it's much more grounded in practical reality, right? Rather than just um I look to James because he's a math teacher, uh just numbers on a board taking notes. Uh which turns the crank for some people, but not a lot. Um so we want to keep our students focused and ready and engaged in the Michigan Merit curriculum so that they have access to all the opportunities uh that Beth just described through our CTE program. So, we're looking forward to this number uh being uh not that low next year. Okay. Um uh science
043and social studies also, you know, science didn't jump. It it's kind of um uh kind of flat. Social studies uh saw improvement. So, we're proud of those MSTEP scores. We were having conversations this afternoon, as I said, with our leadership team about making sure that our assessment systems are tight. uh we were reviewing formative and summitative ratios today with our staff feedback to students that those loops are happening ongoing uh and continuous. Um so again I know that these are just numbers on a grid but it is a part of the work that we're doing day in and day out with teachers and students as we yesterday. Um so that's kind of the data piece uh that we have going at Thirstston High School right now. So um I'm not going to commit the cardinal
044sin of reading a whole slide to you. Um, but we've kind of talked with some of the here's whats and so whats, but now whats. Mr. Price talked about the MTSS systems and our student support coordinator. Uh, which given the support that we have amongst our team is, as they have both said, really kind of increasing our bandwidth to look at, uh, what I would call more instructional leadership that is um, preventative as opposed to responsive. Um, so actually able to do a lot of that work. Um, again, we just talked moments ago about aligning our common assessments. Uh we are beginning the curriculum adoption in English as I as I pointed out. Uh we are uh rolling out SAT uh uh sessions for juniors. Y'all are done. Don't do that. Um but uh we're
045going to be having SAT labs open every Tuesday, Wednesday, and Thursday from now until April what's the day? 13th I think. Um second week of April. So um in the past we've done it kind of wholesale. I don't know how effective it was. because we talked to a lot of staff about that. They could tell their faces they didn't like that part. So, we're pivoting in a way that's being responsive to what uh feedback students have given us as well as staff, but those are still going to be opportunities open to students three days a week for a solid hour in seminar that they can opt into. Um, and our IT team is kind of taking a step forward uh with really trying to dial in on some of the students who are who are
046here all the time but still struggling. So, we're breaking them down into really smaller groups where um individual members of our intervention team are going to be taking on a couple of kids on a case load and a real really closely monitoring their data and progress in a six week short-term cycle. So, I'll just I'll just say a thing to say the truth. Um multi-tered systems of support uh is a fancy word that we throw around, right? Um but the tier one is what's happening for all kids. Uh tier two are things like seminar and what we're doing with IT team to to work with kids who might be struggling. Uh and tier three goes on special ed or perhaps even into soar. But uh to quote Alisa Nagel uh we can't tear to our
047way out of a tier one problem. So, all the things we're talking about with regard to curriculum adoption, um, monitoring our systems, using our IT team and our student support coordinator as well as these two, and having more of an intentional focus on instruction, um, given the bandwidth and support that you provided to us, we're really encouraged and hopeful that we're going to see some really positive gains in the coming uh, well, in the coming year. Um, so I look forward to our next report being a little happier in terms of data. Um, but not accidentally. Um, it's happening through great design and attention effort. So, that being said, >> questions. >> I have two more fun things really quick. I'm really sorry, but um, Miss Fletcher brought up the the dugout situation. So, I
048was going to report to you that that grant has been submitted also um to Home Depot, but the the ground has already been prepared. So, our partners with Redford Cement came out and worked with our construction trades kids to um they taught them how to pour four foundations. So, there's two dugouts for baseball and two dugouts for softball and there are four beautiful brand new cement pads um out there courtesy of Redford Cement. So, we paid nothing for all of that work. >> And um hopefully that grant goes through and we pay nothing for the materials and um it's been even more importantly than that, it's been an amazing experience for our students because they are learning about a variety of trades and what they may or may not want to do. And um everywhere
049we go, people are always telling us how amazing Thirstston High School students are. and Redford Smith was no exception. I'm sure Mr. Bob told you about the crazy reception we got at their holiday party. We got invited to their holiday party and you would have thought that we were like the guests of honor because he went on for I don't even know how long about how amazing the kids were and they were so engaged and they weren't on their phones and they were asking questions and some of them even stayed through the beginning of football practice because they wanted to learn how to do it and they did everything. They dug it. They they flattened it. They did every They did everything. They obviously did not pour the cement that came out of the truck,
050but they smoothed everything. They learned how to make the um whatever the forms to do the forms and how to remove the forms. They did all of that. So, that's already done. Our target date to start should this grant go through, which I'm hoping that it will, um is March 12th. So, we're hoping that we'll be able to um get that done. And the other thing that I wanted to just say is thank you for your support and thank you guys for your support. Um because I was just in Grand Rapids and I'm going to get we so just whatever forgive me. But I was in Grand Rapids two weeks ago at the state CTE conference and we are doing things that nobody else is doing. And I'm not saying that nobody else has CTE.
051Lots of people have CTE programs. But for us, for you to support CTE programming of this kind with that space to thirst in high school students >> is really unheard of. Like they don't do it. They're like, "What do you mean?" So like, "Which programs do you have and what high schools are you sharing with?" Nobody. We're sharing with nobody. So if students want to come here, they come in through the edge program because that way we can ensure that they're South Redford kids and that they are treated the way that we treat all South Redford kids and they get the quality um education that they get from every single one of our South Redford teachers. And the earlier we get them, the better. And so the Edge program has been amazing. But it's so
052great to be able to walk people around Thirstston, show them all the regular classrooms and all the new furniture and um be able to talk to them about how amazing our staff is, our whole staff, and how amazing all of the programming kind of fits together so that everybody sees where they're um where they're needed and appreciated. And that's all for our students. And so um so thank you for that. >> Last story. Um Today we had a perspect we we had a this happened today. Today we had a prospective family uh that was coming from Pierce who scheduled a tour. Um you know we we had the eighth grade parent. We we have like mass come in but we also have the option right if you want to come in and do your own
053thing you can do that too. Um so they were dead set they were going somewhere else until they came and walked the building and uh saw the halls and saw the classrooms this quiet >> and they said is always this quiet. Um and uh I guess kind of I mean you're in class. Yeah. I mean people doing what we're supposed to be doing. Um and uh they sw by and talked to man the SRC and I mean they left in a very different space than when they came in. So um to Mrs. Harris's point about doing great things. Um we're doing great things every day and uh but the the the good news is in terms of job security that work is never finished. So, um, you know, it it keeps on keeping on and
054thank you for allowing us the opportunity to do it. And as we bring in more students through Edge, it just shameless plug. Um, although we do have a lot of programs, we're going to need more seats. So, we're going to need more folks to teach them. So, just saying that. And with that, I say good >> and not just teach them like teach them math and science. >> Correct. All the things. >> They have to have all of the things, not just the, you know, not just the special. >> That's fantastic. Thank you. And >> thanks guys. Now I think we'll take about a 10 minute break and if you guys don't want you guys can leave if you don't want to stay >> at >> um 7:14 >> 7:14 >> I call this meeting
055back to order >> 74 >> South River Board of Education at 7:24. Uh, next item on the agenda is presentation of preschool playgrounds. Mr. Bob. >> Thank you, Madam President. At this time, I'm going to turn it over to curriculum instruction and assessment director, Miss Amy Davidson, to uh talk a little bit with the board and introduce our uh one of our other special guests this evening. >> Good evening, everyone. If it's okay, I'll just stay right here if that works. I don't have a present. You have some documents in front of you that I'll go over. So, um we'll go from there. But, uh thank you so much for uh letting us talk to you tonight. Tonight, I also have with me u Matt Campanella from Sinclair Recreation, um who is pretty well known
056in the surrounding area as well as his organization for many uh playgrounds they have done. Um but I just wanted to kind of lay some backdrop as to what we're bringing to you today and then uh Matt is available here for questions as well. So, it was almost three years ago now, I can't even believe it. I was looking through it today that we came to you regarding um we being myself and some other members of the curriculum department, the director of special education at the time, um where we talked about what GSRP kind of was about and what curriculum we needed to adopt and that it needed to be one of the I believe we were at Jefferson School. I can remember it. Um, and the reason I bring all that up is there's
057a particular set of skills and needs that students have in preschool. Um, and they are certainly well directed by great start readiness and what it strives to achieve. Um, you've even met some of you have met some consultants. One of the things that happens during the day um, repeatedly is that students do go outside and the outside is part of their schedule and day outside andor gross motor time. Um, it's for large physical development. Certainly, we have smaller physical development. All the social exchanges that are important in GSRP between instructors and students and students and students that we often call serve and return, right? The idea that a student isn't just playing next to me. I can invite them to go play. We do things together. We can imagine together. Um, and so on. So,
058that's a very important part of our four-year-old's lives. Um, and what's expected in their programming. In addition to that, also about three years ago, um we took some of the bond work that was assigned from the 21 bond and we spent time doing a little homework on playgrounds for the rest of our students in the K5 population specifically at all of our schools. Um, and in some of that homework, uh, what we did learn a lot of from our playground experts is that students love to climb, no matter whether they're three or 11. Um, climb, climb, climb, climb, climb, spin, spin, spin, spin. And that we also have students, you know, a lot of times when students are four, we may not identify that they have needs in special education or we may know that
059they do, but we also wanted to make the playgrounds as inclusive as possible. Um so that was another piece. So that drove the other work we did as we installed and uh you know proposed um the rest of the playgrounds that we now know at our elementary schools which have been um just incredibly engaging. Um so we find ourselves in kind of a unique opportunity um given now that we have six classrooms and 120 students that are four that we serve in the district which is just cool in and of itself. um we want to make sure that the students have the appropriate play knowing the guidance that we learned um for our older slightly older students as well as what's expected of great great start readiness. And the next win we have on that
060is thanks to GSRP, we have funding. Um we have funding for each of our students that certainly pays for the curriculum and all of those other things um the needs training for the teachers um and things throughout the day as well as outdoor equipment or site improvement. And so as we looked at things this year and the opportunity that we had uh with the classrooms, it gave us pause to be able to look at three of the sites um Fiser, Jefferson, and Vandenberg who all have designated preschool playground fenced spaces um that just needed some improvement. Um they have a a core structure. Each of them has a core structure that's solid. that's already kind of been checked out um by playground folks as well as um some of our own. And we wanted to
061be able to add some pieces to enhance the climbing and the spinning and the things that we know young kids love to do and need to do as they go outside or gross motor twice a day. Um so what you have in front of you, we put a bid out. Um, we did receive a bid from Sinclair and um, as Matt has told me, he appreciates the small projects, which is great because this is kind of one of them to them. Sorry, Matt, you're like right behind the building, so I'm doing one of these. That's my fault cuz I didn't move. Um, you are welcome to move over. >> Thank you. I appreciate that. Just in case. Um and uh so each of those sites will have an opportunity with the just $200,000 that you
062see in front of you to have some of the pieces and they they have all the all the um >> parts that you had put together. Um I've actually seen this climber at another site. So you have like a climber that I mean Matt could speak way more to it that also has sensory things on the outside of it. um play play or imaginative play space, a two-seated item that spins as opposed to those little I forget what those are called. Seesaw like springers that teeter totter type things but smaller like the little seesaws like it's like one horse that looks like maybe like or object that a kid could sit on with the springs at the bottom. Those are kind of dated. And then certainly something that taps into other senses and interests including
063music. Um so that's what you see in each of the areas. And then um within uh the bid itself, you can see uh the cost is approximately just over $60,000 for each of the uh the schools for that improvement as well as making sure it meets all the codes and needs when it comes to depth and everything else that we're going to be sure to take care of. Um so that is what you have in front of you. The reason there is no project on for Adam's Elementary School, it's because Adams like like two of the other schools did receive a lower elementary playground. um that serves the younger ages. It's also has to do with the site itself. We know we've had the Rouge project there as well as the upper elementary playground, the
064lower elementary playground, and there is no other designated area. If that's something we need to look at in the future, we can look at GSRP funding and possibly um consider if there are more needs, but right now the lower elementary playground is serving their needs, especially right where the preschool classroom is located as well. So, that is what we have before you. What questions might we have for myself or maybe for Matt? >> Mr. Chair, um kind of like two or three questions. >> Um I know these are digitally put into these pictures. >> Yes. >> On this, uh what is that ground made of? Is that that rubber? >> No, that's engineered wood fiber as it exists now. It will stay the same, but we'll be topping it off to make sure that it's
065maintained at its adequate depth and clean, fresh start. Okay. And some of these things are kind of dangerously close to the building. That's what I would say. They're digitally put on there, which >> Yeah, they're digitally put on there. And I believe you included probably a 2D top view. >> So different things that was >> and just so you know, I I wouldn't not dangerously close in any way because what we're required to do because we have to you know, basically adhere to guidelines and standards. So, everything that we will be providing you will meet all of those standards. You'll notice that that playhouse probably sits a little bit closer only for the fact that it what it does because it's groundbased play where a child always plays with their feet on the ground. It's
066not required to have the usual 6T you use zone bubble around it. So, as an opportunity to sit there a little bit closer and the reason it's probably positioned there is to um is to make to make use of the space the available space because if you go over here like this you can kind of see how these will have that use zone bubble around it. So, what we do is we have to position it so these don't overlap that they respect each of their own which is why this sits there. Now, this can actually be moved a little bit further this way so it is a little bit further away from the building as long as we don't encroach in any of this red space. I'm just kind of going by what she said
067that >> kids like to climb and they'll find a way to climb on something. Oh, >> always a four-year-old. >> That's why the teachers are up there with them. >> Supervised play is the best play in this case. >> Yeah. >> Plus with great start readiness program. But that's what but that's why. So everything is definitely when we leave there with the turnkey project, we make sure that everything can pass all the lower licensing so then that they have all the documents that they need to make sure that they get their licensing approved. >> Yeah, I get all that. I just think that should be a little bit away from that brick building >> cuz they're going to chase each other. It's pretty tight, right? >> Near the building. Yes. >> You had another question.
068>> I'm sorry. Was that okay? So to AJ's point though, I think that like for Jefferson, the building isn't there. I mean, it's the walkway. So I guess the building rendering isn't exactly to correct because where the playground is at Jefferson, there's a walkway, but they show the building directly right next to the play area. So I think to your point, I don't think the building will be there. >> However, when you when you go to Fiser, just because of the property and the way it is, the the preschool playground is closer to to actual building >> than the other. Everything that's been put in there, whether it was before or not, had to meet if it's climbing, standing, has to meet a certain foot clearance. So, yeah. >> And then Vandenberg is back, you
069know, in the back end of the property southwest basically near the residential area. Yeah. >> Anybody else? >> I do have a question. I'm sorry. I have a question about Vandenberg. >> So, um, Vandenberg's to your point is back there by that fence in area. >> Correct. In the past, there's been some issues with that fence related to the house that's right there behind it. Has that been addressed so that that space will be a little bit safer for the kids? Cuz I know at some point there was a dog that was back there behind Benberg that was kind of right there. I don't know if the dog is still there. I haven't been there recently, but I know the fence was kind of messed up cuz the dog was trying to go up under
070there and was kind of >> Yeah. So, I don't know. Has that been addressed? >> I know. Any concerns that there may have been with that playground have been addressed? Okay. To my understanding, I haven't heard about like an actual dog. >> I'm going to talk to Principal Hughes about that. Right. Come on. >> Okay. >> But um I know it was a couple years ago there was a dog that was consistently digging up under there and you know the kids were sometimes reaching towards the dog and it was a little >> I can take a >> Okay. Thank you. >> Oh, awesome. Great. >> Yes. >> I got a couple questions for you. Can you explain more about this h this house here that says bingo's house and what it is for like for
071play with the kids. What do they do with this? >> Essentially if what it allows an opportunity is for imaginative play because a lot of kids kind of want to do that you know at that age there's a lot of that. It also provides a good place to kind of like a uh kind of like a sensory relief there. Sometimes children like to have a little bit of a quieter cozy spot that allows them the opportunity to kind of recess from maybe what might be going on in the playground just to take a moment a quiet moment for themselves. So a lot of times it suits that need. So it really allows a little bit more also of the collaborative play because you know something as far as you know house and oh gez you
072know I'll go inside you know snacks whatever they just they they create their own opportunity like that. you know, in the past, we've never really had anything that addressed that need from that standpoint. So, it's something that really recently, you know, we've kind of, you know, decided to create in market because it was something that was constantly asked for was something that still provided that type of play that you might see. Um, kind of like a lot of times you'll see at, you know, most residential applications, those older like little tight playground type houses and so forth that are movable. They don't really meet the needs of a, you know, licensed playground. So, this is a lot. What we did is create something that has firm footings and foundations that won't be able to move
073that meets all those needs. >> Is it made out of plastic? >> Yeah, it's like a heavy HDP plastic. Yep. And steel frame. What? >> It's in a steel frame. Oh, yeah. It's >> in the ground. Oh, you're not moving. We're not going anywhere. >> Oh, yeah. So, nobody can just like take it and be like, "No, this is my house." >> Oh, yeah. Taking this to my backyard, right? Um my follow-up question was um how did you guys decide on these four additions to what was already there like what was the process? >> So in our request we had asked for climbing spinning all the things I said to you that we kind of uncovered right as we did the playground homework with the other and so those were the >> and individual and
074pair activity. So what we did is we had such a nice large structure already that was in great shape and equal at every one. So what we did is then that's where we look to enhance it by saying okay we're going to provide something that spins has a smaller footprint but also allows you know team spinning. So two can sit there definitely and others can spin them as well. You know it's good for vestibular uh stimulation the inner ear. Some students find it calming so it allows them the opportunity to get that energy out and then return to the classroom and better learn. And then you have the opportunity with a sensory wave climber. What's nice about that is is if you were ever to have even a child in a mobility device that's a
075great opportunity. It sits at a transfer height, so they're able to transfer from their their device to the sensory wave climber. It also has built-in hand and footooth holes, which allows them to scoot up as ability allows as each individual is different. It also then has some sensors which can be played on the outside inside which allows them the opportunity then to either approach it in a wheelchair and engage with it from the side because it's a very large piece and it sits at that height. But then they also have the different pieces as far as the bells, the make it raining, the pachinko, the three in a row, which is like kind of like four in a row. Um, and then also there's a a rotogen emotions panel which allows the opportunity. No batteries.
076You can kind of have it crank it, spin it to provide the energy, and then they can pick things such as I'm feeling happy, sad, angry, excited, and you know, just allows for that opportunity and expression, you know, without actually being possibly even, you know, vocal about it. they're just able to play that game without, you know, teachers and so forth. And then, um, we added the jazz combo because a lot of times music, I think, is kind of integral at that age because you start to develop that and it's actually tonally correct. So, it's not something else where you might think, oh, they're just going to be beating on it. It does allow the opportunity, you know, if you do have that gifted child that maybe will grasp music at such an early age,
077but it is a nice piece to be able to add foreground-based play and then collaborative play. That's why we did it. And also too, I think I heard some rumblings too if you're going to ask me about the colors. Um, I'm responsible for picking Gumdrop when we put it together just because it's one of my standard favorite primary palettes. If you choose really to want to go down the road of exploring other colors to better match maybe possibly the colors of each location, we can share our full color palette thing and you can definitely still pick it because nothing's been ordered at this time. Yeah, >> I thought the colors were fine there for blue. >> Yeah, >> for most of it. >> They actually kind of coordinate with a lot of >> Yeah. >>
078And it coordinates with the main structure. That's kind of really we pulled that those colors kind of out because that would then kind of be cohesive with what you already have going on. >> Yeah. >> And um so since the fences aren't in here, we're not getting new fences, right? You're just using what's already there. Okay. >> Okay. And then my last question was um warranty for the equipment. Is there one? What if something breaks? What if you use lose the little mallet for the xylophone? >> Yes, we're here for all we're we're here for all of that. You know, being your local representative, that is something that would, you know, definitely just be going through me if you have any problems, questions, concerns. But as far as the lifetime, you know, is basically a
079lifetime warranty. I'm typically structure type things, but when you look at your plastics, you're going to be in that 15-year, you know, as far as that type of warranty. anything, you know, obviously vandalism related is not going to be covered, but a lot of times we can work with you to get certain things filled out, you know, as far as a discrepancy for that to be able to get everything replaced. Um, in most cases, anything happening in the early stages, the first one or two years, we typically cover any installation related charges. But as we get further down the road, if there was a warranty replacement, we can also provide the services to make those, you know, changes and reinstall it, etc. >> Okay, I do have one more question. Sorry. Uh, do you happen
080to know how hot the plastic gets when it's out in the sun? >> It's going to get as hot as anything else would in the sun to be honest with you. Um, I I I get, you know, we get the question a lot when it comes down to it. And in most cases, if you're going to have, you know, something's going to be sitting probably with full sun exposure and it's going to be, you know, 90 degree day, essentially anything else is going to absorb that type of heat and be hot. In most cases, I I would say I wouldn't look at it upon anywhere in which it would be physically impossible to play on it in those type of temperatures. But you know, your darker colors typically obviously will absorb, but there's not many
081colors that we really have when it comes to plastics that are going to be light colored because then light colors also create its own set of problems as far as with, you know, shoes leaving marks and, you know, dirt and environmental exposure from, you know, the wood chips and dirt and so forth. But I would I I really don't think that, you know, with all the playgrounds that we have and all the districts all across this great state in most cases, it's never been a feedback or a limiting factor to say we're having a problem with the with the heat. >> Okay. So, you've never had to worry about like, oh, we need to plant some trees or get some of those um like the pole with the screen that like cast a shadow over
082the playground type. Shade is always shade typically can be a very good thing but in most cases that um a lot of times it's not provided because usually our worst months are the months in which they're not in school. >> So a lot of times they choose not to make that type of investment and and unfortunately the investment typically comes also with enhanced maintenance because in most cases especially with a winter like we've had you get the heavier snow the snow loads is one of those things you take it down on and off and on and off. So in most cases that's something and the beauty about shade is can always be added later if you really you know believe there is a problem in certain locations where there might be more direct exposure you
083know single post can lead shade can be added at a fairly minimal cost to alleviate those concerns or to provide a respit >> we do have a good fortune at Fisher on the northeast corner somewhat shady at Vanderberg you all know the beauty of the shade at Vanderber so it's really probably more Jefferson than get the most sun exposure I have a couple questions as well. >> Um, >> the Bingo's Playhouse. >> Yes. >> Do how is that in the ground? Are you just sitting it deep in the ground? >> No, it it's essentially it has like a frame. So, what it does is it we'll have metal posts that'll go in. We'll dig a hole, pour a concrete footing to adhere and grab that. And then through our standard, you know, tamper resistant fasteners,
084we attach all the different panels and play events on it. So then it's it's basically one cohesive piece that can't be lifted and or moved. >> And then because of that in this jazz combo, they don't have a um a six foot >> correct >> perimeter. Right. >> Correct. >> And this duo spitter, does it teeter as well or no? >> No, it's just spins. >> It just spins. >> Yep. >> Okay. two to five. We can't really have all that competing motion. It's got to basically be like one or the other. >> Okay. And I think this is a you guys question. So there's a fence here right at this jazz combo like a opening to the fence at Fisher >> right behind it. So if I'm to look at this um so the
085fence covers the area >> right where that jazz thing is. There's an opening a door you know a fence >> right we have it right there. >> No. Yeah, >> cuz the gate is right there. >> Yes, we just talking about the gate is right there. >> Yeah. >> Okay. Okay. Thank you. Approximate place. >> Yeah. >> Anyone else? >> It'll I So, it'll just be these the four >> At each school, right? be three three schools three improvements. >> Okay, that's right. >> Three improvements at the existing preschool. >> Okay, so the two seater will be just one, right? >> Y >> each one each one will get a Century Wave Climber with the with the gizmos on it. Each one will get a Duo spinner. Each one will get the Jazz combo. Each
086one will get up in this playhouse. >> Okay. >> To already match the existing composite structure with sliding and climbing. >> Okay. All right. Okay. I think we I think we answered all the questions we asked all the >> Thank you. All right. All righty. Next item on the agenda is this. >> Have we discussed we already did discuss that, right? >> That's entirely up to you. >> Discussion. It's on your agenda also. >> Next item on a question. Question. Um, you you said the funding for this is coming from the GSRP program. So, nothing's coming out of the bond for that. >> That is correct. >> Okay. That was my question. >> Okay. >> Or general fund. It's from the GS. >> Item on the agenda is discuss and consider support of the storm
087water management plan. >> Thank you, Madam President. Tonight, the board will discuss and consider uh the possible support of the district's storm water management program plan, which is required underneath the state of Michigan's municipal separate storm sewer system, MS4 permanent. As a public entity that owns and operates facilities discharging storm water into the municipal system, the district must maintain documented policies and procedures to prevent elicit discharges, manage runoff, and reduce pollutants from entering surface waters. The district's storm water management plan is available on the district's website through its transparency page. Formal board support of the storm water management program ensures that the district remains in compliance with state and federal environmental regulations and provides administrative authority for implementation, enforcement, and ongoing oversight of required storm water management practices across our district facilities. A special thanks
088to Mr. Chris Jones for his continued efforts on the storm water management uh plan and he is also uh here this evening should the board have any questions um prior to its discuss and possible consideration as there is a resolution attached for board consideration this evening madam president >> are there any questions to the chair >> yes >> just one um I know you said in your email to us that the previous uh policy and procedure was like in cohorts with the township for this new plan. Was there any like other outside groups consulted like the Rouge River people? >> So we don't have any direct connections with wersheds. Um what we do is we pretty much empty out into the receiving body which is Redford Township. So what they're doing is they're basically breaking
089apart smaller elements. The township's got it struggles. The county level has its struggles. Basically, we we take ownership of our own storm water uh and making sure that we maintain there. Um any type of plans that go outside with u with some of the other organizations at least for this portion would actually create more problems than it would assist the district. We're trying to stay on the safer compliant costing side. Um so then uh my last question would be um do any of these changes have an impact on like the watershed basin with the bond work at Fiser because I know they had talked about a retention pond at one point will this affects that at all? >> So we're still in process with it. The application isn't 100% um through uh through Eagle yet.
090Um however we have to go through a part 91 process through the county. So, I did speak uh with people that we work with uh as they're doing out these projects and they are making sure that we are compliant on the county side uh with the pieces that we need to. So, all all construction we've been doing up to now and the plan projects are all compliant um >> Thank you. >> Anyone else? Madam President, there is a resolution attached for consideration should it so choose. I have a board member willing to adopt the resolution to the chair. >> Yes. >> I'd like to move the adoption of the following resolution, please. support. >> It's been moved by Mrs. Cheryl Flesher and supported by Miss Amanda Flesher. All in favor? Any nays? Six eyes, zero
091nays. Resolution adopted. Next item on the agenda is discuss and consider thirst high school moving project. >> Thank you, Madam President. Tonight, the board will discuss and possibly consider awards for the Thirstston High School moving project as it pertains to bond improvements. Bids were solicited and received for the work. The company that is recommended to conduct this work is Premier Moving for $96,560. A 10% contingency total expenses not to exceed $16,216 is requested to cover any unforeseen costs associated with the project. This bid would be paid for out of the 2021 bond proceeds. And Madame President, members of the board of education, a resolution is also attached for board consideration should it so choose. >> Does anybody have any questions? >> So the chair? >> Yes. >> Um, the top bidder is not one that
092of the companies that we had issues with in the past, is it? >> That is correct. It's not. >> It's not. Okay. >> That's correct. >> That's my only question. >> Anyone else? >> That's a wonderful question. >> Yes, it is. Okay. Do I have a board member willing to adopt the resolution? Mr. Chair, >> yes. >> It's been moved by Mrs. Early. Do I have a support? >> Support >> and supported by Mr. Winston. All in favor? >> Any nays? Six eyes, zero nays. Resolution adopted. Next item on the agenda is comments from the audience. Topics not related to the agenda. >> None. >> There are none. Thank you. >> Um I do have one. I didn't say that. Um, we have a general meeting of Wayne County Associate Wayne County Associates, Wayne County
093Board of Education on February the 26 at 6:00 and that will be held at Ways. Next item on the agenda is A close session for the purpose of strategy and negotiation sessions connected with the negotiation of a collective bargaining agreement and to consider written legal advice from district legal council regarding a request for legal. Is there a member willing to make the motion to enter into close session >> to the chair? Motion to enter into close session. >> Support. >> It's been motion to make the close session. Motion to make close session by Amanda Flesher, supported by Daniel Woodston. All in favor? >> I. >> Any oppose? Six. I zero. Naz. We are entering close session at >> 7:56 p.m. Everyone except the board and those invited to stay will need to exit the room
094until we return to open session. Next item on the agenda, consider approval of a request for a leave of absence. >> Madame President, >> you want me to read this? Oh, okay. Did you want me to read this? I'll read it. The district received a request for a leave of absence for employee number 102253. The board will make a motion to accept or deny the request. Do I have a person willing to accept or deny? >> Madame President, I move that the board deny the request for a leave of absence for employee number 102253. Yes. It's been moved by Mrs. Fresher and second by Mrs. early to deny the request for a leave of absence of employee number 102253. >> All in favor? >> I. >> Any nays, six eyes, zero nazs. Motion to deny.
095>> Denied. Yes. Thank you. >> Next item on the agenda plus delta. >> What processes supported the board's work this evening? >> To the chair. >> Yes. I appreciated the student council representatives being here. Thought it was great to see the young kids excited about having more of a voice and governance in what's going on in the school. >> Very good. Any other >> What opportunities might the board have for this evening to support its future work? Are there any? Well, I guess it's uh zero. >> Back to you, Madam President. >> Okay. Since since there's nothing further that comes before this board, I adjourn >> 9:15 9:15 >> 9:15