2026-06-03 | Committee of the Whole Meeting

001I'd like to excuse me. I'd like to call the regularly scheduled committee of the whole meeting for June 3rd, 2026 to order at 6:00 p.m. Uh, Fields >> here. Morris is here. Murderski >> here. >> Uh, Morris here. >> Shoefeld is um on her way. Uh, Westfall >> here. Uh, Block here. Please rise for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. We're going to start this evening with the 100mile club with Adam Brown, Scott Fisk, and Jennifer. Am I going to say this right? Biziaak. >> It's Buzzyak. >> Oh, Buzzy. >> Yeah, >> got it. >> All right. Good evening everyone. My name

002is Jenny Budziaak and I am the PE teacher at Moody Elementary. This is the second year for the 100mile club at Moody. 60 students in kindergarten through fifth grade participated in the 100 mile club. Three mornings a week from October to the middle of May, students arrived at 8 a.m. and ran, jogged, or walked until 8:20. Members logged a combined total of roughly 2,000 miles. The 100m club allowed students to start their morning being active. It also allowed them to walk or run off some before school energy. Students had fun with their friends and earned rewards for the miles they completed. Most importantly though, members of the 100mile club got a head start on the long-term benefits of an active lifestyle. I would also like to thank several individuals. Without the help of parent volunteers

003like Evelyn Rob, Amanda Green, Jason Corby, Ashley Alderman, and Mrs. Reid, the 100mile club would not be possible. Every morning, these adults encouraged and ensured the safety of our Moody Elementary students. I would also like to thank Mrs. Hernandez for her positive and continuous support throughout the year. Finally, but most importantly, I would like to recognize several Moody Elementary students who ran 75 miles or more. These students should be incredibly proud of their perseverance, determination, and hard work. I would like to start off by recognizing third graders Miles Green and Isizo Sincandi. Miles ran 93 miles and Isizo ran 100 miles. [applause] >> Stand up. Come on up so we can see your faces. Smile man. Come around front and you can shake everybody's hand around front. How about we do that? Yeah. You stop

004with Dr. Hill. Stop with Dr. Hill there on the end. Good job. >> Congratulations. Well done. >> Yes. Good job. Good job. >> Good job. >> You're welcome. >> Congratulations. >> Miles [applause] over there. Next, we have three fourth graders that ran 75 or more miles. Jaden Miller ran 100 miles, Carter Williamson ran 101 miles, and Omar Waller ran 80 miles. >> [applause] [applause] >> WELL DONE. >> CONGRATULATIONS. Good job. >> Good job. >> [applause] [applause] >> Finally, tonight we would like to honor three fifth graders who ran 75 or more miles. Kayen Bell ran 100 miles, Ryder Green ran 80 miles, and Mia Stra ran 76 miles. [applause] CONGRATULATIONS. [applause] >> CONGRATULATIONS. CONGRATULATIONS. >> Good job. >> Congratulations. Once again, congratulations to all the Moody students who ran 75 miles or more. You should

005be proud of yourselves. Thank you. [applause] >> [applause] >> All right. Great job, Claire Moody. WAY TO REPRESENT. >> [applause and cheering] >> OKAY, BEFORE WE DO THE Randall honores, just a little background about the 100mile club. It was started by a special education teacher in California. She had a u special education classroom, self-contained, and she was trying to find a way to get the kids to feel involved, something to work toward. So nearly four years ago, she started the 100 mile club and the kids came into school. They done laps and kept track of their total. And here we are four years later and now the 100 mile club has grown to service over 1 million kids in 5,000 school districts and schools around the country. So that's a pretty impressive program. Randall is

006in his eighth year now of the 100mile club. We had 26 members who ran a total of 1783 miles and we have 15 members that reached 75 miles or more. Okay? And we'll honor those tonight. Before I start, as I always do, I want to thank um some people in particular that helped this program be so successful. Starting with my good friend and teaching partner, Mr. Adam Brown. >> [applause] >> IN ADDITION, I have two parent helpers, and I've ask you to please stand. Miss Julia MCLOFFLIN [applause] and Miss Kelly Chapman. [applause] And lastly, I want to thank my principal who's been a never ending support of our program, Miss Cynthia Mazaro. [applause] Incidentally, it's very appropriate that we're honoring the 100 mile club since today is actually National Go for Run Day. And what

007do you say that a 100 mile club coach did? He went for a run before tonight. All right, without further ado, in reverse order. Okay, our first honore is Noah Willingham. Noah is actually appropriately doing a run up in Wayne State University. So, he's not here tonight, but you happen to see him in the community. Please give him a heads up for running 76 75 miles. OKAY, [applause] next is Aubrey Grand 76 miles. [applause] Okay, I would ask our members to please stay up here and then we'll do one handshake at the end. >> Okay, next Parker Compiano, 78 miles. >> [applause] >> PARKER IS A second member of the Capiano family to member in the 100 mile club. So we are always thrilled when we can get extra family members. Next, Audrey Chapman, 82

008miles. [applause] >> Congratulations Next, Olivia Carney, 83 miles. [applause] Another second member of the Carne family to participate. Jack Chis, 86 miles. [applause] [applause] Uh, next is Nicholas Gerard, 88 miles. Nicholas is at a better baseball game tonight. [applause] Next is Adam Willingham, the other member of the Adam Willingham family who is also at the run at Wayne State University. He did 89 miles. Ever Kelly 89 miles. [applause] Okay. Luke Sakowski 90 miles. [applause] Head over to Mr. Mr. Brown. Okay. Isaac Gerard was also at a baseball game tonight. He did 95 miles. [applause] >> Darren Smith 98 miles. [applause] >> Landon Dodie 98 miles. [applause] I'm guessing Landon's probably also at a baseball game knowing that family. All right, without further ado, we had two members reach 100 miles. First, Jackson Taylor 100 miles.

009[applause] And our final member who is the third member of the Lada family to be involved in 100 mile club. Harrison Lada 107 miles. [applause] >> Congratulations to you all. I should also mention that we had 11 other members who participated all year as well. So congratulations >> [applause] >> Photo. Anyone want to follow up? And my bones hurt. >> Congratulations. Well done. And I love your clothes. >> Congratulations. >> Good job. >> Congratulations. Congratulations. Congratulations. >> Yes. Congratulations. And congratulations. >> Good job. >> That was fast. How many miles did you run this year? >> Good job. >> Yeah. Well, >> okay. >> Oh, okay. So, I'm going to ask Adam the same question if he comes this way. >> Yes, >> I know his answers. One more round of applause for all of

010our wonderful runners this year. [applause] All right. The seal of bi literacy. Susie Evans, Taylor High School language teacher. Hello, my name is Susie Evans and I'm from Taylor High School. I'm the um multilingual language teacher there and I am proud to um be here for you um to present to you our seal of biiteracy um candidates. uh they received their certificate from the state of Michigan because they can speak um English fluently as well as one other language and they showed proficiency in doing so. So I'd like to recognize them today for you. And our first person is um Elias Hosted. if you can come up PLEASE [applause] and just stand up here and look this way with your certificate. Our next uh recipient is Emily Paya GARCIA [applause] and we have a few

011more. I'm don't see them here, but um we have Queen Nadanga. I'm not sure if she's here. She said she was here, but I don't see her. And then Ume Hanya Sea, John 30 Lores, and Martin Antonio Arce Jr., they all received the seal of biiteracy um from the state of Michigan. So, I'm very proud of them, and I just wanted to share that with you. >> Fantastic. Thank you. [applause] All right. Now, we're going to hear about first grade mathematics um uh with Kim Burke. I'm sorry. I just saw that there's something missing on our agenda. Good that was there on Friday. Mr. Pratt. Oh, next. This is 17. Okay, I'm sorry. I thought I thought I saw it Friday. My fault. Sorry, everyone. Go ahead, Kim. Good evening. My name is Kim Berky.

012I am one of the school improvement coordinators for the district. I primarily work with elementary and I'm here tonight to um add on to the great news that we've already started. Um so we're going to be highlighting um some of the progress that the students at Moody Elementary have been making specifically in math. So this is um part of the good news that I want to share. I do have the people who um have been orchestrating this amazing success here with me tonight. I just want to do a quick shout out to them. Um Holly Holly Miley is a first grade teacher at Moody. Jen Wooly. [applause] Jen Wooly is the instructional coach at Moody. Sarah Jonison. [applause] Sarah Jonison is another first grade teacher from Moody. [applause] The three of those ladies have been

013collaborating um very creatively to see the results that I'm going to show you tonight. So, I'm super glad to see that team here. and they are led by their building administrator Michelle Hernandez who is al also here. [applause] Okay, so just to give you a tiny bit of background, our math program is in its second full year of implementation. It's called I Ready Classroom Mathematics. It's a comprehensive core program. It um really allows students to take ownership of their learning. It makes math accessible to all students in some way. It increases student engagement which you're going to see tonight here just in a little snippet and it builds mathematical confidence in students. The learning in our program is all anchored through a strong instructional routine called the try discuss connect routine. So the try discuss

014connect routine is actually six steps in three different buckets. So there's a try it part where the kids are making sense of the problem and they're trying some solutions on their own first and then there's a discuss it part where they move into discussing their mathematical theories and strategies with a partner and then also um the teacher calls the class together to compare some strategies. So students are actually learning new strategies from each other and then the connected part is where students actually get to apply their knowledge in some real life world problem solving. So we're just for tonight we're going to take a look at the try it part. Okay. So in the try discuss connect routine um for this task that we highlighted at Moody a couple of weeks ago. This was the

015actual student page. the students were working on. It was a two-digit addition problem. And you'll notice because of the numbers, there would be some regrouping here. And remember, this is first grade. So, we're talking like six and seven year olds. We're doing regrouping at this point. So, the problem was that there are 46 snails. 28 snails join them. How many snails are there now? And you'll see where that red arrow is pointing. That's actually the workspace for the students. So when I said they actually try the problems on their own, this is where they try any solution that they want. So they can use any strategy. The expectation though is that all students try it. And that takes some time to build. And remember, I mean, we're talking about six and seven year olds. So

016you're going to see a little bit of that tonight as well. So here's our first graders in action. And these are actually photos and we're going to see a video of a Moody um student. But what I want to point out is you can see their work um text that they have. This is where they are really embracing productive struggle. And for all students in math, that's difficult. What like if you don't know where the entry point is and you're not sure how to even get started, it's very scary. And what this team has done is they have created a safe environment for our six and seven year olds to take risks with their math learning. And that's what this program does. It really encourages kids to have the confidence to give it a go,

017right? It's okay if you don't know how to solve the the problem to its entirety because remember bucket two of our try discuss connect routine allows us to talk about our strategies with a partner and then we get to share with the whole class. So we're going to hear other kinds of thinking and we're going to see strategies that actually have been completed even if ours aren't quite there yet. So you can see these students have a multiple of different tools out in their workplace. They are not talking about how they're going to solve at this point. This is independent work time for the students. So this is part two of the six steps of the routine. One student chose the Unifix cubes, other students chose the base 10 um blocks. It's up to them

018to choose which tools are going to make most sense to the strategy that they're trying. You'll also see that there's a 120 um chart out there. These students chose their tools on their own based on their need and their understanding of how they were going to solve the strategies. Now, this is Carter, and we're going to watch Carter here in a moment, but I just want to set this up because although this part of the routine is independent, luckily for me, that day, Carter um was thinking aloud. So, he's totally doing this work on his own, but he's thinking out loud. So, we were able to get a little picture of his processing as he's working through this nail problem. Okay. So, what I want you to notice is he's going to try a bunch

019of different things. He's going to make some mistakes that he self-identifies. He's going to erase. He's going to talk himself through it. This is all the process that we really encourage students to do through productive struggle. And this doesn't happen overnight. And this is months and months of work by this team right right here to get these students to this point where they feel safe in order to take these kinds of risks with their learning. So, not only is Carter going to solve this problem one way, he's going to notice real quick, he has time to solve it a second way and a third way. Okay. So, I'm going to go ahead and see if I can get this video to go and we'll hope we have sound. Right, Matt? >> Nope. Okay. Can you

020play it for me? 64 65 607 68 69 70 71 72 73 74 Good >> job. >> So see if we can use different tens and to >> try and see if you can see. >> So now he's moved on to his second strategy >> and 40 48 now. I'm 46. >> 46. Yep. >> My answer is >> this is now we can write something on the side. >> So if you have 8 + 6 you you get 14. So then you want up 14 plus um oh not 26 8 + 6 is equals oh >> I can't do this yet cuz I need to add that okay that equals that. So yeah, that does equal >> 20. And then on the bottom, we can do this >> 49 plus >> take a long time.

021>> Elijah 46 plus >> 28. I need one of your one of these because I'm so addict. >> So you'll notice that one of the strategies that we really work with with productive struggle is stick with itness. He did not give up. He made lots of corrections, but he was totally okay with that. And that's part of um what we teach kids for productive struggle. So you might wonder, okay, is this working? What's our data say? So what you'll notice is there's two different classrooms. On the top section there, there's classroom one and classroom two. Classroom one started this year in the fall with 6% of those first graders on grade level. 82% of them were one grade level below and 12% were two grade levels below. In classroom one, they finished this year 53%

022on grade level, 41% one grade level below, and just half of the original number, 6% two grade levels below. So, this classroom number one went from 6% proficient on grade level to 53% proficient on grade level this year. That may not seem like amazing data. However, we've been struggling with our math data as you know. These kind of results are amazing for us. So, I just want to give that a shout out. Classroom number two, um they started the fall with no students in the green. So, no students were on grade level um in the fall of classroom number two. 30% were two grade levels below. 70% were one grade level below. Look at where they ended in the spring. 80% of those first graders in classroom number two ended on grade level in math.

023That's unheard of. That kind of growth in this particular district. So when I say this team is knocking it out of the park, that's what I'm talking about. [applause] NOW, JUST WHEN YOU THINK THAT THAT this can't get any better, it does. Let me take you one step further. Same two classrooms on the bottom, classroom one, classroom two. We took the data and um took it one step deeper and we pulled out students who of those students that were on grade level in the green, how many of those students were above grade level in classroom number one? 29% of those students are ending first grade above grade level in math. And in classroom number two, 65% are ending first grade above grade level in math. [snorts] [applause] So can we say it's working based on

024this data? Absolutely. These kinds of results don't happen by accident. They are direct reflection of the intentional lesson planning, the careful decision making based on student need and data and the strong implementation of our new math program rooted in that try discuss connect routine. To say I'm beyond proud of these ladies would be a major understatement. So here's our team again. It's Holly Miley Sarah Jonison um led by their coach Jen Wooly. They are deep in the trenches of this work every single day. This is what about a year and a half of this type of work now with this team. Um I've already told the second grade teachers at Moody like listen you guys there these kids are coming to you ready to go. We don't need to waste any time at the beginning

025of second grade cuz these kids know the routine and they know what to do and they know how to do it. So thank you to movie [applause] FOR SURE. AND THEN I personally would just like to um thank you. This will be my last board presentation. Um after 35 years in education, I am retiring two weeks from today. The last 10 years of my um journey have been here in Taylor and I am so incredibly proud of the work that's happening these days in this district. It is going in the right direction. Um, with this leadership, it's going to continue. And with people who are willing to take the risks that we're asking them to take, with the incredible curriculum that we're providing for them, it there's no end to the success because you're seeing

026it's the kids who are benefiting. So, I just want to take the opportunity to thank you guys for all of your support as well. >> Okay. I want TO SAY CONGRATULATIONS. >> [applause] >> I WANT TO SAY congratulations Kim on your retirement. It's been a wonderful working with you and I would just like to do a shout out to the three three ladies that are in the picture here. Um that they are all three rockstar teachers and have done that for many years. Um so thank you ladies for being here and sticking with us. And is there a plan to kind of move this wonderful training to every other building or are they kind of Oh, Moon's not here. >> Yeah. So, all of the teachers in the district have had um the try discuss

027connect routine training through our program and now what the coaches are doing is they're getting into the classrooms and really helping to strengthen implementation. So, it's it's we're at the point where we're going to make implementation stronger now. >> Perfect. >> Yep. >> Thank you. >> Yeah. Thank you so much. Fantastic. Fantastic. >> So exciting. [applause] [applause] >> All right. Now, [snorts] we're going to go on to I'll leave this to Stephanie. Oh, no. Schedule reports. This is still me. Kathy Fields finance reports. >> Um May 29th, uh the finance committee met and Dr. Hill presented uh the budget amendments which she will be doing tonight. So, I'm not going to even try to do that. >> Um Dr. Hill and her team are currently starting to prepare for this year's audit which is uh

028starts in July through October. It's a process and as far as we know as of now, no decisions have been made on uh the use of the grant money yet. So, >> thank you. Any questions? Nope. [snorts] >> All right, then we'll move on to the collaborative and Bart and Melo. >> Yep. >> Oh boy. >> All right. Evening everybody. Let's see. We got a presentation coming up here. We'll give it a test click. And it works. Look at that. That's first step of one. Well, many I should say. But first off, thank you all for sticking around, letting us do the presentation for you. So, we're excited to present to you really updates on the renovations of the existing high school. And with that, you'll see we've got a little bit of a agenda

029up top. We're going to talk about schedule. We're going to talk about the user meetings, programming, give you a taste of what the floor plan's looking like currently and then talk about next steps. And so, to start off real quick though, I'll reintroduce myself. I know you've all seen me a number of times. Rich Bry. I'm an architect and associate principal with the collaborative. We got Sister here as well from Martin Malow who's our CM partner. process back in October of 2025. And we've started off doing programming review looking existing conditions of the existing high school and I've worked into what we call schematic design which is the first of three phases before we get into construction. So we're through the schematic design phase. We've done an initial estimate on the building and now we're

030working into the design development phase at which point we'll do another estimate and then we'll get into the construction documentation phase at which point we'll look at permitting and bidding out the project so you can get into construction. All that is leading up to construction. Well, I should say the design phase being ended at the end of January 2027 to then work into that permitting, bidding, and construction phase. So, we have a ways to go, but we made it a long way at this point. As you can see, really the dummy architect way of showing you is the red line on the screen of showing you where we're at today. So, getting us to this point, we want to we want to just highlight, you know, a lot of the initiatives that have taken place.

031You're going to see today where the building has started and where it's going. But all that is really coming from, you know, your staff, your teachers, your administrators, everyone we've talked to, all the user groups you see on screen, we've met with every single one of these. I'm not putting names to all these different departments, but every single person in these departments within the high school has taken time out of their busy lives to come and talk to us about what they need for the school. So that way we can start to quantify the needs of the building. And through that, we've done it through various rounds of programming reviews. We've had four rounds and you can see each round is comprised of two-day periods. So, at the very beginning, it was a lot of

032information gathering which led into now reviewing what are programmatic needs of the staff to then help to understand how many spaces are needed, how large are these spaces, what critical adjacencies need to be maintained because we're taking all this, you know, these blocks, this kit of parts and trying to put it back into a building to make it a renovation. And you'll see a big transformation as we go through, but it's really, you know, kudos to your team for everything they've all the information they provided us along the way here. There we go. So, what you see on the screen now is not the new building. This is your existing building. And it's really good to kind of start and, you know, paint the picture of how we where we started and where we're going

033with this. So, what you'll see on top is your existing building. And we try to use colors to denote different classrooms, different administration, common areas, but also highlight the various challenges which a lot of you are aware of various points into the building. So a lot of access points into this building itself. Um really difficult sight lines. The wayfinding is very difficult in this building. The sight lines are very difficult. It's brings a lot of challenges for your staff and your students as well as natural light. There's not much natural light into this building. And then also the decentralized student dining. I hear this about that's the first thing I hear all the time is are we going to have one cafeteria or multiple? And so you'll see you know hopefully you get a good

034answer by the end of this presentation today. But as you understand there are many challenges as we look at all of this. And there's also getting the challenges of envelope. So trying to upgrade your envelope for current code standards which includes your windows, your roofs, your doors and then your MEP systems, mechanical, electrical, plumbing and technology. Trying to bring all that up to snuff. This whole building is taking the idea of, you know, we're really reuse what we can, but get you new systems that are, you know, current systems for the day. It's not taking what you have today and trying to reorient it. It's giving you new systems. So, at the end of this, it's your existing building renovated to be like new and serve the need of your students and staff. So going

035on this, I won't go into each individual goal, but you can start to see on screen. There's various goals that have outlined based on the challenges presented and also, you know, different um oh gosh, I'm losing my words, but basically different recommendations by your staff and your administrators along the way. So let's get into programming. This all this information was quantified into a very long spreadsheet. We presented them multiple times. It's very long and boring. So I have a nice little pie chart up here. And that pie chart really starts to break down the different use of all your spaces. So you can see things like academic arts, specialized learning, physical education, media center, all those various colors that start to show you a percent base of the building. So this is saying that you

036need 37% of the total building to meet your academic core. So that's your math classes, your social studies, your ELA, all those systems. And this is really of how do you make up that space? Now, doing this and looking at student quantities versus spaces needed based on teacher count, what we're hearing from the staff, we looked at about 144,500 square feet needed for this building in just rooms. Now, efficiency factor is thinking about your corridors, your restrooms, your mechanical spaces, all the boring sections of the building that aren't the classrooms. We still got to account for those. So, we have a 70% efficiency factor, which is pretty conservative and tells us that we need to plan for about 200,000 square feet within this building. Now, all that is leading up into the spatial count. So,

037you can start to see this is how all the different rooms total up within our programming document. We can provide all that information to anyone who likes it, but these are all the different areas that you'll see within the current plan. So, when you think about your existing building, you're just shy 240,000 square feet. If we're talking about needing about 200,000 square feet, that'd be like lpping off the top section of the building and the remaining area would be 200,000 square feet. This is what we're proposing, but wanted to show you kind of what that looks like spatially on that little figure ground plan. So, let's start to talk about the floor plan. [laughter] When we get into that, this is back to kind of that axonometric view that you saw before that showed you

038the colors in 3D. This is a floor plan view of that. Separates out by color the spaces. But then more importantly, we also want to take your building and start to think about it vertically. So as you think about some of your art spaces, your theater spaces, your music spaces, you want a high volume. So what this graphic is starting to show are the various volumes within your plan. So as we think about how can we reduce your square footage really in an effort to save cost at the end of the day to then also come up with where can we have this usable space. We want to preserve these high base spaces. They're very very needed within the building. The other hard part about your existing building is it's got a crazy crazy structural

039grid. There's there's a radial grid that it comes into your typical axial grid and it's very difficult to work with. And so you've seen columns throughout the building. The good thing is it's all steel construction and everything else in there is nonloadbearing. So working around all that we've started to take another shot of here's just a it's we call it a figure ground. So, it's your existing building floor plan shaded in black. As you can think about, we want to try to think about reducing square footage. Every, you know, we always look at dollar per square foot. We think about your budget versus your estimates and trying to make sure that everything we're showing is aligning with budget, which me and Sam go back and forth on all the time to make sure we're giving

040you something correct here. And so, when we start to think about reducing your square footage, we need to take about 40,000 square feet out of the building. Today it's taking about 37,000 square foot out of the building from the current program. But what you'll see is all the sections that just disappeared are white are now considering taking down those cylindrical cafeterias on the ends. You have a couple of wings that have been added on over time, but then also looking at the challenge of how do you get natural light into an existing closed off space. So can we start to incorporate some courtyard elements into this plan to then start to consider getting natural light within the space. All that then relates to a new floor plan for the building. So what you're seeing on

041screen is our current at the end of schematic design floor plan. Now this is what we've been using for doing our estimate reviews. We had another final round of stakeholder meetings and that's with your teachers and your staff. So none of the information we've gathered there is incorporated into this plan just yet. But you know we're taking this plan we're continuing to evolve it along the way and we're going to continue to do so all the way through the end of January because we need to make sure that at the end you know exactly what you're going to get. So today we're showing you the plan. And as you look at that, you'll start to see the white sections are where courtyards are getting added into this space for that natural light. And then everything

042else is all those rooms individually placed in. So if my little graphic wants to work here, um, one of the big initiatives before we explain the different areas is going to be considering your main entry and then some of the initiatives in the circulation. So your new main entry is looking at on the southern side of the building that's nearest the large parking lot and there would be a centralized you know kind of boulevard going through the center of the building created. Now the nice thing about that is we can then start to consider making the building instead of all the hallways everywhere you do more of an axial pattern. So, if you think about trying to secure this space in these different main corridors and secondary corridors, now you could look at having one

043person on each corner and being able to see all four main corridors of the entirety of the building for security, for monitoring, for your students, your staff, everyone's safety. It's a big consideration and it's been noted as one of the main priorities as we look at replanting this building. So, into the spaces now. We talked about having that main entry coming in from the south area. So that's your main court that we're labeling coming in from the south larger area which is then flanked oh you have your courtyards that come up it's then flanked by the library and the administration area. So we want to make sure that where people are entering in is your main admin space. So all your administrators are there and any visitors to the building anyone coming in has to

044go through that section for security purposes. As we go counterclockw I'm sorry clockwise I don't know my you know digital you know I don't know my analog. As we go clockwise around the building, you'll see the POHI is sitting in the existing TVLA area. They've also have a existing area in that um zone as well. And then we're trying to keep the dining and kitchen function as located today. So, as another cost savings measure, instead of trying to relocate the entire kitchen, if we can take that kitchen, that servery, the cafeteria, and centralize it to the building, that keeps it where it's located today. And then what you'll see right next to where kind of dining is over top of the two, the yellow section is the new cafeteria. So that new cafeteria sits central

045into the building and it has a central courtyard to bring in natural light but then offer an outside experience that's within the confines of the overall building structure for safety of the students. Continuing around counterclockwise, that blue arrow is getting into a theater entry. So now there's an art space. And if you relate this and we're to overlay on that plan that showed the different vertical voids within the building, that's one of the taller sections of the building. So where it says arts, we can have a blackbox theater in that zone that has a high base space that has risers and create a theater element that's not a full auditorium, but it's a blackbox theater element that gives you, you know, auditorium light, I should say, experience. Continuing around, we've grouped math and science. These

046are coming coming off of some of the critical adjacencies that have been identified. We'd be looking at a ninth grade academy. So that's pairing all your ninth graders into one zone of the building separate from the other grades. Then they'll disperse out. So that first year in high school, they're more consolidated. And that came into more feedback from the staff group as well. And then working our way through the center of the building is your ELA, your English, and your social studies classes. You'll see now where a building that initially had oh I want to say maybe less than 20% had natural light access. Now we're getting close to you know 90% of spaces have access to natural light for the students in their daily tasks. Um and then finally in the southeast corner of

047the plan we have the athletics area. So the athletics area isn't getting as much love as you know the academic area. It's going to be more finished improvements to that space, but still want to acknowledge that having some improvements to that area as well. So overall, as we work through this, you know, we talk about next steps, what's coming next. That's a taste of where the plan is. And from that point, we're working with our CM partners looking at an estimate because we want to make sure at the end of the day, all this aligns with your budget. And then we're going to continue on into the process, meeting with stakeholders, continuing to develop this plan. We've got months of doing this. I'm going to be presenting to you multiple times along the way. We'll

048get to more, you know, this is a floor plan in the future. We'll have renderings, we'll have walkthroughs, we'll have all that stuff that you're going to see exactly what you're going to get before we go into construction because then once we get there, we don't want issues along the way. That's what, you know, we our jobs are really to minimize along the way. So, really appreciate the time tonight. We thank you for this opportunity and I guess are there any questions from anybody here? >> Um, where is the TVLA in that? >> So, I don't know if you want me to answer if you want to. Yeah, the goal is to uh relocate them to the career center. Um that's going to take some work that we're going to have to look at as

049well, but um a lot of the I when we looked into the data on this, the >> the students who are hybrid students at TVLA, most of the hybrid students are taking career center courses uh compared to what's actually physically in Taylor High. So, it made more sense that they should be paired with uh the career center for that piece. So, we're working on that piece. And they're they're aware of that. >> Yes, absolutely. Yeah, they've been involved. They've been one of the groups that have been >> Yeah, we've met with them a couple of times. Sorry. >> And uh just to uh make sure it's clear um at the bottom right of the athletics, is that a pool that I see still outlined? >> That is a pool that used >> and a diving

050pool as well. >> Yes, sir. Yeah, we haven't we haven't changed the floor plan of that area. So, we're going to look at trying to better the space like finish improvements. Your steel's a little deficient. We know you need dehumidification within the space. We've had a pool consultant come out to analyze the existing condition as well. And so we don't know, it's all dependent on dollars how far we can go in revitalization of that area, but we're not losing track of it either. >> Absolutely. Well, thank you very much for clarifying that. >> And what is the student capacity of this building going to be? >> Full student capacity, we are right right around 1,600 total occupants. students though would be right around 1,500 occupants of that. So you're talking about your staff on there

051as well, but we've been planning for just over 1,600 total as we think about egress. >> Okay. You mentioned obviously the budget. What does this have to stay under? What is our budget for this program? >> Let me turn it over to Sam. He gets the hard questions. >> Good question. And we are uh working with you know current project underway with the athletic fields too but making sure that uh that stays within budget and uh we're in the mid60 million range for the project uh bid day. >> So the just a high school renovation is60 million. >> Yeah in the mid60s. Yeah. >> Okay. Thank you. >> Any other questions from the board? >> Thank you. Thank you. >> Thank you all. >> Thank you. >> Okay. And I'll let Mrs. Shoefelt take over.

052>> Okay. Moving on to the agenda. Um, are there any revisions of the agenda policy number 0166? >> I have a revision. >> All right. I would like to add discussion item number 10, Canon image press, and add dis action item number seven, Canon image press. >> Is that up for discussion now or when we >> You may you may discuss it now. >> Yes, I I made a motion. Somebody would really need to >> second it before we discuss. I >> So, there's a motion to add the Canon printer. I thought I had that. I lost it. >> Image press. Yeah, image press. >> Image press. And that is going to be you said number seven. >> 10 and seven. >> 10 is the discussion. Seven for action. 10 for discussion, number seven for

053action. Okay, that motion was by [clears throat] Miss Moore and seconded by Mr. Madurski. >> Okay, discussion. >> My concern is that this board was told at one point that we need to do our homework before making decisions. That's correct. This document was handed to well wasn't handed to me. It was on the top of my packet when I walked in. So that's not allowing me to do my homework. I I'm not for putting this on the agenda. >> You're you're absolutely re um correct. I did um uh when we we had the agenda meeting, I made it clear that it needed to be there by Friday afternoon. Um and then otherwise, unless it was an emergency, it could wait until the June 17th meeting. However, um if this is not signed by June 12th,

054I believe is the date, then um uh then they have to start renegotiating um all over again. Um so I'm just giving you the information. I'm not pro or against or whatever. Um >> how long has the has this been like in the works, >> Mr. Ross? We have questions. >> This is a renewal, so they had to have known it was coming up. Okay. >> Okay. >> So, I agree with my colleagues this I mean I second it just for discussion of course. Yeah, there is no need to bring this now. It's not an emergency item. So, either we can keep it on the agenda and postpone it or just not add it on the agenda. But >> what is the cost difference if it doesn't get approved tonight? >> I have to start

055it over. >> Any cost difference, but hardware and the print shop could be down for multiple weeks if that's the case. >> And it would not be the board's fault. >> No, it would not. No, I'm not going to be bullied into voting on something because someone waited till the last minute. That's on them. We call the vote. >> Yep. Just call the vote and if we don't pass the revision then >> then then we it goes on the next agenda or whatever happens happens. >> Discussion. >> I'm sorry, Corey. Want to put it on discussion? >> Discussion. Yeah. And then we'll take it off of the action. >> Or you can just postpone the action. It doesn't matter. >> Would we take action on it or would we just table it? Well, we have

056to do the vote that we just motioned for either way whether to amend the agenda or not. >> Yeah. I mean, if we make the if this motion does not pass, then technically the discussion and the action should come off because we did not approve for the agenda. >> So, it didn't get approved. So, >> that might be fast. If you if you don't want this to go on the agenda, then it's just a no no vote. I think what you're basically the motion and what you're voting on is whether you've added this to the agenda because if not, you then have to take another vote to make sure you approve the agenda as was >> So, we're going to vote now for the approval of adding this to the agenda. >> Yep. >> Yes.

057>> Miss Moore. >> Uh, yes. >> Mr. Madarski, >> no. >> Mr. Morris? >> Yes. >> Miss Shufeld is a yes. Mr. Westfall? >> Yes. Miss Block? >> Yes. >> Miss Fields? >> No. >> That passes 52. >> So we will take action on it. >> Yes. Okay. >> It'll be added to discussion item number 10. And then action item number seven. I will forget that before the time comes. Someone will have to remind me. Okay. Not you still. I believe the recess to the budget hearing. Okay. Next is the recess budget hearing meeting pursuant to the Michigan Open Meetings Act being public act 267 of 1976. And as amended, I move the board into recess for the budget hearing meeting. Is there a motion? >> Motion by Miss Fields. Is there a second? >>

058Second by Mr. Madski. >> Mr. Madarski? >> Yes. >> Mr. Morris? >> Yes. >> Miss Shuels? Yes. Mr. Westfall? >> Yes. >> Miss Block? >> Yes. >> Miss Fields? >> Yes. >> Miss Moore? >> Yes. >> That passes 70. We are recess at 6:54. >> Dr. Hill, I believe I'm not getting the budget here. Sorry, it just took me a minute. >> Dr. Hill, >> now it's you. >> Thank you. Okay. So, let please allow me to share my screen. One moment, please. Okay. Thank you for the opportunity to present the budget this evening. I'd like to start. The law says uh regarding the budget, school districts are required annually, uh to have the board adopt a budget in which we're going to use to operate uh by July 1st of each year. And school

059districts may amend the budget to stay within the appropriated budget approved by the board. And that's the law. The district budget budgets funds for consideration this evening is the general fund which is the district's largest fund funded programs or grant funding food service debt fund center programs fund which is a special ed fund Capital projects fund, student activity funds. In terms of the final budget amendment for the current year, uh revenue is at 90.7 million with expenditures uh at 100 million721,960. A projected fund balance of $27.6 million. In terms of expenditure assumptions, slight adjustments have been made to the current budget to cover projected end of the year expenses for summer, excuse me, for summer school staff free classes, utilities and special projects. major projects being the roofs and the buses, roofs to the tune

060of $7 million and buses to the tune of $1.3 million. And when we have expenditures like this, of course, it's going to impact your fund balance because um in terms of state aid, the state aid that we receive, look at it as um when the state gives districts money, we break even. They don't give us money for new roofs and buses. Those funds have to come from somewhere else. Your fund balance. In terms of the other funds, grant funds ending at about $30.7 million. Food service expendit revenue was about 4.1 million while expenditures are 4.4 4 million and we know food prices has gone up for everyone. In terms of center programs, which is a special ed fund, projected revenue, final revenue is at about 7.1 million where expenditures of 6.4 4 million776 77600,000 is

061in direct cost coming back to the district from this particular fund. In terms of debt funds revenue was $1.7 million. That's what was levied. We had expenditures expenditures of 2.6 6 million in terms of transfers in that 1.1 million is for that uh 2010 bond that was never levied with a projected ending fund balance of $86,000. In terms of the capital projects fund revenue which is interest off the money is at 515,000 while uh projected expenditures closing out the year is projected to be 9.9 million and then a projected fund balance of 5.9 million to finish the athletic fields that are currently being worked on. So, we estimate we'll uh carry forward for forward 5.9 million to finish out that project. And in terms of student activity accounts, um 387,000 was collected. We set aside

062383,000 for schools to operate and we project, you know, after funds raised and everything that they'll still have a fund balance of about 347,000. In terms of the L4029 for next year, we are projected to levy 17.56%. School districts um it's the law that we can levy at least 18 mills. We're only loving 17.56 mills. And that's the reason why it is uh advantageous for the district to go out for a buffer to bring us back to that 18 mills because we're losing money and you don't want to lose money when we can have it to operate. And in terms of debt funding, we will levy. 85% and then we're getting into the projected 2627 budget. Was there any questions on the first budget? Okay. So for the 2627 school year, the proposed original budget

063in terms of revenue is $94.5 million with expenditures being $93.5 million. And you're probably thinking, okay, you know, why is that a little less? because those roofs that we set aside $7.1 million for that we may pay the bill in this year. If we don't, if the roofs are not finished by June 30, then that expenditure will roll forward and then you'll see that number go up. But I budgeted the $7.1 million in the event that you know something finishes this year. But in the event that it doesn't, you will see the expenditures go up by that $7.1 million. So that's what that is. And then the projected fund balance for the 2627 school year is the $27.6 million. In terms of our revenue assumptions, local revenue is at 20.9 million. Local revenue being uh

064taxes levied makes up 22% of the revenue that the district receives. In terms of state revenue or state aid, that makes up 69% of the revenue that the district receives. Federal sources is less than 1%. Other revenue from the ISD is at $7.4 million or 7% of the budget. Then you have other financing sources that 722 that's the indirect cost coming from the special ed center programs. So total revenue being $94.5 million and that's the breakout of the different sources of revenue and where it's coming from. So before I look at this slide current enrollment is at fif 5,247 students. Projected enrollment is projected to be 5,100 students. That's 149 students less. And for this budget purpose, I projected that we would lose 150 students. We've been lo losing students, you know, over the last

065three years. So this budget is built projected that we will lose about 50 students and these numbers comes from our pupor accounting department. Of course, I'm also um per the policy required to show you the union breakout of our um employee categories with our largest category being teachers, 428. We have a total of 970 employees and these are the various C categories that they fall in with the largest being teachers at 428. Excuse me. The second largest being maintenance and transportation at 101 employees. Okay. So grant funds are projected to be at 29 million. This is a balancing fund. food service. We project we're going to spend about 4.2 million or bring in 4.2 million in revenue and spend 3.5. But of course with the price of food going up, maybe a little bit more

066center programs, the special ed program that came down a little bit and we are going to receive less funding from the state in terms of reimbursement for special ed programs. In terms of capital projects, that $11 million that we set aside for the athletic fields, we expect that to be completely depleted sometime next year. Debt funds, we have to pay out about $2.5 million and I expect us to have a fund balance of 965. Student activity accounts, we expect the students to raise funds to the tune of 280 388 with a ending balance of about around 347. It's been consistent and thank you for your time and attention. Does anyone have any questions? >> Yes. >> Okay. Thank you. >> So, if I'm understanding this correct, >> we reduced our fund balance by 11 million.

067>> Yes. And then this current budget that you're asking us to approve, we don't replenish it at all. We just barely break, we be break even. >> Yes. >> Why aren't we able to replenish it at all? Why aren't we? >> Because the revenue that we received from the state, we don't get um we are able to break even with it. >> But in the past, we were able to build it up. I'm curious why this year is different. >> It's because of the ESER funding. Three years ago that ESER funding ended and you know we put a lot of staff on effort ESSER funding and it was be that COVID money and districts were able to store a lot of revenue up. Now we don't have that extra grant funding anymore. We're just literally

068operating based on what the state has given us. >> Now I know we did recently pass two contracts. How much did that add to our total budget? Because I remember I asked for those numbers before we voted. I never got those. Um, what did the contracts end up costing us total? >> Uh, which contracts? We've passed a lot of them. >> Well, just two of the two big ones are the principles and the teachers, I think. >> Okay. Um, [snorts] so first of all, uh, those contracts, you know, uh, they were at about four or 6% a four or 6% increase over what they currently cost. So, I don't know what that is off the top of my head, but I can get that number for you. Um, it was basically we were basically at

069about 4 to6 million. >> That's what I figured. Somewhere around 5 million for all of that. Okay. >> Yes. And you know um I'm what I want to say about that is in this climate you know in this climate and able and in order for us to keep staff we had to give a four 6% increase and we're in line with other school districts and we have one of the larger fund balances but I want to say that we you are not supposed to use your fund balance for fixed costs, but only one time special cost. And our one-time special costs were the roofs. >> Mhm. >> You know, we had we've we've um replaced about 10 roofs. Okay. We haven't replaced it, but we have 10 roofs that we had to pay for. That's

070hitting the fund balance. Um West, you know, was a summer roof. We had to pay that 1.7 million this year plus the new roofs that you were all approved and we had to do it. >> When we got the estrus money, >> did the federal government not tell districts don't use it for hiring people? >> They did. They suggested that you do. My point is what what you said, excuse [clears throat] me, with the roofs now having to come out of general fund, >> all of those employees that we hired with estrus that we shouldn't have. >> Mhm. >> Are now coming out of the general fund. Is that not correct? >> Yeah, we moved a lot of them to the general fund. >> Those are the same thing. Thanks for asking. >> Well, I

071was going to say a lot of districts, they did you do with their asser money, they did do upgrades to facilities and things like that. They did. They did. They did not use it for personnel. >> Correct. >> Right. So for the >> So this is the after effect of that. We built a very high fund balance by doing so. But now >> but now it's now it's hitting the general fund because >> correct >> we're still maintaining. So >> y correct. >> And for everyone at home, can you just state what that's called again and spell it out? The acronym for that the fund. >> I'm not listening. >> It's actually called ESSER funds. E Ser. You know, if you Google ESSER, you know, they have all the reports of what, you know, districts

072received and things of that nature. We were able to build up that fund balance. >> And that was during CO. Correct. >> I always called it. >> Yes. >> I called it CO money, too. But people have asked me what the esser stood for. I was just curious. That's all. >> You know that from my perspective, they've always just called it esser or co money. >> Yeah. >> And you know, that's where it is. fund. Yeah, we built up that $39 million fund balance, but then we have needs that we have to address. $11 million worth of roofs, $1.3 million worth of buses. That's the major aspect of um you know what um our expenditures. And then we had a little bit more staff from um 31A that shouldn't have been there that we had

073to move into the general fund. Also, >> doesn't that have to be voted on by the board when you're moving positions that were funded grant and now are being funded general? Doesn't that have to be voted on by this board? >> I thought so. >> It doesn't. >> Pardon me. Just off the top of my head, I think that, you know, we hired people to work during COVID and and really I would look at what's the need. >> Well, and that's what I would say. Some of this is we had um like EL teachers uh incorrectly where they were getting sourced for their money. And what we had to do is it's not like we can do away with EL programs like we have we are federally mandated to offer. >> I get that. But

074doesn't that's some of those costs >> when when you're when you're taking money >> that has been or when you're taking positions that have are being paid for currently by grants and now you're hitting the general fund. Shouldn't we be made aware of that and should that not be voted on? like >> these were these were conversations u it was based on the previous administration and these conversations were had with the previous board when it [clears throat] came to light with the new administration as when it was found >> and conversations were had about it we'll have more >> I agree with Miss Fields that a conversation is not the same as a recorded vote >> and I didn't know that it was a required vote at that >> I'm it depends on how much

075money we're talking about Because you know, if I may, it depends at what level of detail we approve the budget. So if you moved money that was above a certain amount, yeah, it would require the vote. No, I think Miss Fields is bringing a very good point. And we can't dismiss her her question by saying, well, we need to vote. We need to know what the total dollar amount was that was moved and was it above or below the threshold. That's really it. the now I the one thing I do want to say is I think that we see it through budget amendments. I think I think Dr. Hill's doing exactly what she's supposed to be doing. >> My thing is is it's not brought to our attention with all of these numbers that hey,

076you were spending 16 million on grant. Wonderful. Great. We got these programs. Well, now that money's gone. Now we're just going to slide it over to general fund. I don't like that at all. >> Yes. But you know, >> sorry. Go ahead. >> One thing that we always do, we have a list and we have an amount. Um, like it was stated before, you know, these things were uncovered in the last administration, you know, and MDE gave us grace, right? you know, they didn't make us move everybody at once because that would have been really um it would have really caused financial stress to the district. So, you know, we were we had the ability to move a little bit, you know, at a time and we do have a list and we can provide

077that list with to you. >> I thought we did have like we're talking like >> we did wants to talk. >> Yeah. >> I can I can answer a couple of these questions. >> Yeah. So, uh, ESSER stands for elementary and secondary school emergency relief fund. So, that's what it's an acronym. Uh, and with respect to whether or not this board has to approve positions that are in your general fund, the answer is yes, you do. And you do do you're correct, Miss Fields, that you do that through the approval of your budgets. And so like when we're looking at your proposed budget tonight on your expenditure side, there's a function line for instruction and then there are two codes below that. There is basic programs and added needs. That's where a lot of your

078instructional staff are in those two line items. And so for fiscal year that you're ending 26, you've got basic programs at just under 37 million and added needs at just over 14 million. Next year they'll there'll be uh basic programs will be just over 37 million and added needs will be uh 16 and a.5 million. And so this year you are not moving based on this budget people from grant funds and any large amount to your general fund. That did happen about 3 years ago, right? >> Um and it would have been brought up at a at a budget presentation. What detail? I don't know that off the top of my head. Um I do know when there were individuals that were you when ESRE fund was used for certain people that budget presentation did

079have a number that X amount and it was 20 some or 30 some individuals are being paid through ESSER funds that was before um you were sitting on this board Miss Fields. Um but when you use general funds to then pay for those 20 or 30 people yes as a board you do have to approve that. You do that through your your budget process and you as a board can demand as much detail as you want on this. >> Well, that's what I was going to ask. Can I can I say I want a breakdown of how many and who and what positions are are you're suggesting to move from point A to general fund. >> Sure. >> Because that's important what you're taking out of that general fund and what programs because we need

080to look at some of our programs. >> Sure. these it's not current like these teachers were it was already done 3 years ago >> it's just taking like the effect >> but they've carried over is what she's saying and we're not the only school district that's done this I don't want people to think Taylor was unique >> well a lot >> a lot of cities townships counties did this hired people with various types of co money and then they were burdened he's burdened but the cost is is is occurring now and people are looking back and saying where'd they come from you in in office a we used to have five people now we have eight why is that well it was a carryover from the co money that's all >> and those numbers >>

081I think at this point we can ask Mike to um you know in the f future when we're doing these I'm asking you obviously we relate to to Dr. Hill that um anybody that any any people that are being were grant funded and are moved over to general fund please let us know that's going to be >> absolutely we have a list >> finance committee meeting and you'll have that conversation at your next >> perfect yeah I think that's important you're right Kathy that is important to know where the money's coming from >> and just to be on the like and it is correct this was discovered you know at the end of the previous administration and then going into when I took over >> we knew out of the gate that it was being

082done. >> Well, yeah. So, the thing was we could have absorbed all that cost at that point and the state gave us grace to spread it out. That's that's kind of why we're it's still hitting us as we keep approving budget. Yes. >> So, this is the last time that this will be >> paying for the sins of the father. >> And and we have a list that we'll provide to the board. >> Okay. >> You know, um >> of those individuals and those >> Yes, absolutely. And what the Yeah, we have a list. >> Yeah, that's what I mean. Like the the detail to is what I meant. >> Right. Because normally when you hire a grant funded position, you always want to have a fallback that says if the grant ends, what do

083you do next? Yeah. >> And it sounds like they didn't in the past. That that's what it sounds like to me. >> Right. But the district does that now, >> right? >> Yeah. whenever they hire on, you know, using grant funds, that statement is on the job description. The district does it now. >> Yep. Done that for years. Yes. Thank you. >> Any other questions? Okay, we can return. >> Okay, we will return to our regular is this board meeting? >> I just wanted to say Sam, did you think you had all that money there for a minute? Uh, all those esser funds? Uh, >> I knew the acronym last name. [laughter] >> Um, we will return from recess at 7:20 p.m. >> Okay, we'll start with um curriculum proposal TCI 6 through 12 social

084studies. Marlene, Scott, >> hello. Good evening. Um, I am here this evening to present an exciting development for our secondary social studies classrooms. It's been quite a while [clears throat] since they have had um any new curriculum in 6 through 12 social studies. >> I may have still been teaching in social studies the last time we did an adoption and it's been a while. So, >> yes, probably. >> I think it's been between 10 and 15 years is what I understand. So, it's been quite a while. Um, very much due. So, this is a tier one core curriculum for all secondary social studies. Um, our teachers, we had 15 social studies teachers in middle school and high school participate in this pilot. Um, overwhelmingly they selected TCI as their choice. Um, we reviewed a number

085of resources, piloted two resources. Um, the teachers voted. They had a lot of input. Um Sarah Staten worked very closely with a social studies consultant from Wayne Resa. Um and they just, you know, they really dove into it. Um and so we also bid for this um as well. Um TCI came in at about 280,000 for six years, which was the lowest bid out of all of the resources as well. um that includes digital access as well as physical textbooks. Um and what else do I have on here? Um so the recommendation is to adopt TCI for all of our core social studies classes for all sixth grade through 12th grade >> and this will be for six years. Correct. >> That is correct. So I was reach uh some parents reached out to me.

086Apparently there was some controversy over this curriculum. Are you aware of that? In some other states. >> Yeah. That the way it covered certain things in the Middle East and other political events that they felt it had a certain bias to it. And I would like to be able to study this material more directly. I mean, we got a couple, you know, pages [snorts] in the emails, but I'd like to be able to review the curriculum directly. And I'm also concerned about locking us into a six-year curriculum because let's say year one or two next year parents start coming to the meetings and saying we don't like this and now I have to say oh we we bought in six years. I mean we elect the president for four years. I don't imagine locking in

087a curriculum that to me I haven't even reviewed for six years. Yeah, I do recall actually now that you mentioned that getting a request for um some units. Um if there are additional units that you're interested in, you know, I'm happy to provide them. But the social studies teachers, our Rhysa social studies consultant, Sarah Satin, our secondary school improvement coordinator, they've been working on this for months. Um and this was the decision of their committee. So if you know, >> right, but we can't look at it before we vote. Is that just a yes or no question? We can't review this and the parents can't review it before we vote. Yes or no? >> I do not have it today to provide. >> So we can't review it before we vote. That is correct. >>

088That is correct. >> Okay. I'm voting no for sure then. Thank you. >> Um can you ask me do you have um inservice training or dates lined up and everything? >> Yes, and we have had some already. They've been great to work with. >> Okay, great. Yeah, >> thank you. Any other questions? Well, I guess just going back to what some of the parents said, can you explain how the Middle East conflict is covered in this because that kept coming up and saying that was very controversial. >> Yeah, I am not aware of the controversy, so I can't address it explicitly. >> Yeah. So, that that's another reason we don't have to rush to pass this today. I think you're kind of proving my point. Thank you. >> Any other questions? Have Thank you very

089much. Appreciate it. >> All right. Now, I got to find my Okay, next we're going to move move on to Microsoft 365 renewal. Mr. Ross, good afternoon. Uh, this is a three-year renewal cycle that we go through uh with our Microsoft products. This year, we've decreased the amount of licenses. Uh, that was due to student decreases in the district. Uh we also decreased our footprint in the server room as well because of our migration to the cloud. Uh that's been highly successful. But the cloud licensing that we're receiving in full over the next uh well for the full three-year grant period also covers our Microsoft licenses. So we were able to save some additional money there. So every three years we enter into a three-year agreement with both Microsoft and Google for our licenses. And

090with Microsoft, it's our cloud device management system. Uh it's security software and things that everybody knows and loves like Microsoft Word, Excel, and other products like that. So these are what we're renewing this year at [snorts] the tune of $33,762 annually for the next three years. And the reason why we do that for three years is it's just a standard that Microsoft allows us to do in order to lock in prices. Um, this kind of helps because next year they're going to raise the costs, the year after that they will. So, um, we kind of caught the back end of a Google contract last year, I believe we talked about before, where Google raised their costs last school year, uh, tremendously. Um, but we had the old contract in place. So, we were able to

091take advantage of that for one more year. So, that's why we do things like this. Um, and that's all I have for the Microsoft renewals that it's a three-year at 33,600 33,762 annually for the next three school years. >> I just have one question real quickly. Um, with Microsoft 365, uh, they've been implementing a lot of their co-pilot updates and things like that. Have we noticed any fall off in the functionality of the software as it updates and tries to implement AI? >> No. Uh if if people are using co-pilot then they're not doing so through our licensing because we don't pay any additional co-pilot licensing. >> Okay, cool. I appreciate it. Thank you. >> Yep. >> Any other questions? Let's move on to the Bloom. >> All right, so Bloom is our annual uh

092Google licensing. Uh we have Google Workspace Education Plus. This includes all of our uh other office products that Google uh allows us to have as well as some other things like our uh Google classroom uh classroom tools which is a newly developed thing by Google uh among their entire suite security services and we can't forget the email platform that we rely on so much every day. Again, Google does the same thing where it's a three-year agreement. This year, we've uh decreased our licensing again. However, because of Google's new licensing scheme um or scam, uh it's gone up in price considerably. It used to be that we would purchase X amount of licenses and we would get so many staff licenses to use as essentially free. Now what they're doing is combining the two and there's

093only one license type for students and staff. So our even though we're decreasing our student licenses, we have to increase because we only have so many left over for staff. And so because of that, uh we do have to increase our licensing count. However, uh there are staff that don't need the full Google suite of products. And what Google did was they threw us some sort of benefit where there is an email only version of it and that comes at no cost to us. Uh so our users like in transportation they rely on email but they never use any other products. So they'll get this email only product which doesn't cost the district anything. So it does in some way help us keep our licensing low. So, like I said with the Microsoft renewal, Google

094also does a three-year and it allows us to lock in for that period of time at a rate of $32,942 and that's for three years. Uh Google will also allow same with Microsoft at any time if we need to increase if that were to happen, we could also do that. Uh they don't let you decrease though. Any questions in regards to our Google licensing? Any questions? >> Thank you. >> Cool. Thank you. >> Okay. Student reinstatement number 01-0518206. That would be Mr. Wagger. >> Yep. I am filling in for Miss Marshall tonight on this one. Um, so in your packets, you have the information regarding a reinstatement hearing that took place for student one. it was uh what it says on the top of the sheet. I'll give you a few moments if you want

095to take uh a quick look at what was in the packets. I know you had already received this as well uh prior to tonight. And then uh in a few moments I'll go through what the panel recommendation was. >> [clears throat] >> Any questions? Or well, I guess you're going to talk about >> making sure everybody's good first. >> Doing those teaching skills, looking around, checking in on everybody. [laughter] So, uh, the panel, the reinstatement panel had voted, uh, 50 to conditionally reinstate student one. Um, as the conditions of the reinstatement, um, it would be to return to high school fall of 2026, but with a behavior contract in place for further issues, recommended counseling, and a handoff to Car Solace, having a re-entry meeting with administrators in the fall of 2026, and then meeting

096with a resilience coach to assist in any transition from online uh, learning to in-person learning. So, uh, that is the reinstatement before you tonight. >> Okay. Are there any questions? Okay, then we'll move on to the final budget amendment. You've got the rest of these final budget amendment, Dr. Hill. >> Oh, I think we're actually >> Oh, we were done with that. We don't have to part of the hearing part, but it's here. You know, and you know me. >> Yep. I just want to make sure. [laughter] >> We're good. >> All right. Then we'll move on to number 10. This is the Cam Canon Images. Mr. Rise. >> Um, hold on. >> Dr. Hill, did you need to talk about the L4029 tonight or is that >> I've talked about >> I take I

097talked about that also. >> Making sure. Is that something we are voting tonight or is that just uh Nope, that's next meeting too. Clarify. Thank you. >> Well, I guess my only question on the L49 is that a tax increase or are we keeping it the same? Okay. So, we have decreased [clears throat] we have decreased the amount of tax we're going to levy for our operating taxes and for debt it stayed the same at 0.85. >> I think what you're asking is at some point are we increasing to that 18 mills? >> That's my question exactly. So I know we bought brought this before the board last year um for discussion and then it was opted to not act at that time. Correct. So we are going to bring it back in July to

098have a discussion again. We wouldn't vote at that July meeting. We would give the board time to think about it, but we are bringing that back for discussion again in July. Yes. >> Okay. Very good. >> Yep. >> I thought that's where you were where you're going. >> I'm sorry. Go ahead, Mr. Ross. Thank you again. Apologize for the delayed edition, but I will be quick. Uh, our current situation over in our print shop is that we have a couple devices. One is a monochrome black and white production machine, so large output uh with a couple bells and whistles. Uh but in order to achieve all of the other things that we need in the print shop, we also have a color machine for color prints and it also has a couple additional bells and

099whistles. So, uh over the past couple months, we've been working with Canon and talking with other print providers and we had Canon in house. They showed us some new devices that were out and what we can do now in order to save on some costs is to decrease the amount of machines we have. So, we're doing that without doing that. And what we negotiated was Canon is bringing in a new machine that has a combined we'll say all the bells and whistles of our two combined machines all in one unit now along with a couple additional things that Bill was looking for. uh increased paper sizes, uh the ability to do all the things that he can do, but also decreasing our footprint by having both machines in one. Uh so what we came out

100with on the other end was only having to purchase one machine. I said, "What are you doing with the other machine?" And we were able to keep the current color machine for for no cost. Not only that, but they're going to the the last payment of $1,810. They're going to drop that [snorts] off the end. So, our last payment is going to be scraped off as long as we sign this contract by uh June 12th. So, we're keeping a machine for free. We're keeping two machines for free because we do have a small footprint machine that we have over at the high school as well that they gave us free last year when we decided that we wanted to increase volume. And so, uh we do we do have a free printer out there. So,

101another thing that's going to benefit us is that the small footprint that's over at the high school and the color printer that we have now, which will essentially become a backup machine as needed, uh they're going to continue under the same cost per page as the prior contract. So, it just renews at the same rate, which is good. Uh that rate hasn't gone up in six years, which is unheard of. Typically, you see about 15% per year increase with the new machine. Uh we're also lowering our lease contract by 75%. Uh we were prior paying uh I think it was 18 it was $1,810 plus insurance fees. Um so let's say $1840. Uh our current payment now is going to be $475 for what we're going to have in the print shop. So effectively a

10274 75% decrease in monthly costs just for the lease of the machine. Um but on the flip side of that because we're entering a new maintenance contract the new machine is going to have higher print costs to the tune of anywhere between 30 to 50%. But remember that we typically see in this environment a 15% increase yearon-year. We're actually ahead of the game after a six-year lease of our prior equipment. Um, so in the end, we keep two machines for free on old maintenance contracts that aren't increasing while we purchase just or we lease one new machine at 25% of the current rate with that can do everything that Bill currently does in the print shop and come out ahead. So even when I incre or even when I calculate in what I believe our

103monthly costs are going to be the decrease in the lease price per month actually more than covers what our print costs are going to be on the new machine. Does anybody have any questions about that? >> Uh I just have one question. So, while we're, you know, transitioning to this new system, uh, is there going to be a fall-off in the the volume of printing we can do going to less machines or we're still going to be able to keep up with that? >> So, we talked with Bill about that because that was a concern. The current machine I think is about 90 pages per minute, whereas this one is um about 80 pages per minute. But when you really factor that in, the extra 10 pages per minute uh isn't enough when print volume

104has been decreasing. every print volume has been decreasing in the print shop. So, it it's it wasn't something that Bill cared about and that made if Bill was happy, I was happy. >> Oh, Bill's Bill's approved this as well. >> Oh, yeah. Yeah. I made sure that they came out to the building to talk with Bill and make sure that he had a smile on his face when they left. >> That's all I need to get. Thank you. [laughter] >> Thank you. Any other questions? >> None. Thank you. >> All right. Okay, now we'll move on to public comment regarding any of the agenda items that we've spoken about. Anyone wishing to address the board regarding items that we've talked about? >> This is only on things on the agenda. I think what you kind

105of spoke to me would be for the second part of public comment later in the meeting. So, >> yep, I agree. Okay. All right. Seeing none, I will hand it back over to Mrs. >> Shufelt. to the action items. Action item number one proposal social studies curriculum is recommended. The board of education approve the adoption of the TCI social studies curriculum from grades 6 through 12 to provide a cohesive standard aligned instructional framework that supports student achievement, instructional consistency, and differentiated learning opportunities. The six-year implementation cost, including digital licensing, textbooks, print materials, and professional development, is estimated at $280,19520. Is there a motion? >> Motion by Mr. Morris. Is there support? >> Support by Miss Fields. Mr. Morris? >> Yes. >> Miss Shufeld, is a yes. Mr. Westfall? >> Yes. >> Miss Block? >> Yes.

106>> Miss Fields? >> Yes. >> Miss Moore? >> Yes. >> Mr. Madarski. >> No, >> that passes 61. [clears throat] Number two is the 2026 2027 board of education meeting schedule with a 6 p.m. start time policy number 015. >> I just want to clarify this was from discussion last week. We put two motions on here uh for what was we heard as one of the proposed times for change and what the current time is. So, um, that's how >> this is for the current time of 6:00 p.m. >> Yes. >> Is there a motion? >> A motion. >> Motion by Mr. Morris. Is there support >> support by Miss Fields? >> So, the question is if we want the 6:30, we have to vote no on this. Correct. >> Yeah. >> Correct. >> Okay.

107>> But if this passes, we don't go to the other one. >> Yeah. >> Corre correct. >> I think technically because we have it on the agenda, you're still going to have to go through the motion of voting it down. would be what would have to happen. >> Correct. >> Thank you, John. >> Miss Shufelt is a yes. Mr. Westfall, >> yes. >> Miss Block, >> yes. >> Miss Fields, >> yes. >> Miss Moore, >> yes. >> Mr. Madarkski, >> no. >> Mr. Morris, >> yes. >> That passes 61. Number three is the 2026 2027 board of education meeting schedule with a 6:30 p.m. start time. Policy number 0154. It is recommended the board of education approve the board of education meeting schedule for the 2026 2027 school year with a 6:30 start time. Is

108there a motion? >> Motion by Mr. Madarsski. Is there a second? >> Support by Mr. Morris. Mr. Westfall? >> No. >> Miss Black? >> No. >> Miss Fields? >> No. >> Miss Moore? >> No. >> Mr. Madarski? >> Yes. >> Mr. Morris? >> No. Miss Shufeld is a no and that does not pass one to six. Number four is the Microsoft 300 365. It is recommended the board of education approve the purchase and renewal of the Microsoft 365 A3 subscription licenses through CDWG for the 2026 school year in the amount of $33,762. This agreement will provide district staff and students with continued access to Microsoft productivity collaboration and educational software services. Is there a motion? >> Motion. Motion by Mr. Madarsski. Is there a second? >> Support by Miss Moore. >> Mr. Westfall? >> Yes.

109>> Miss Block? [clears throat] >> Yes. >> Miss Fields? >> Yes. >> Miss Moore? >> Yes. >> Mr. Madarski? >> Yes. >> Mr. Morris? >> Yes. >> Missel is a yes. That passes 70. Number five is the Bloom Google Workplace renewal. It is recommended the board of education approve the renewal agreement with Bloom for Google Workspace for Education Plus services for the three-year term for a three-year term, sorry, beginning in 2026 at an annual cost of $32,940 for a total contract amount of $98,820. This renewal will provide districtwide access to enhanced educational technology tools, advancement security features, analytics and teaching and learning supports for all students and staff. Is there a motion? >> Motion by Miss Moore. Is there a second? >> Second by Mr. Madarsski. >> Mr. Westfall? >> Yes. >> Miss Black? >>

110Yes. >> Miss Fields? >> Yes. Miss Moore, >> yes. >> Mr. Madarkski, >> yes. >> Mr. Morris, >> yes. >> Miss Shufeld is a yes. That passes 70. >> Number six is student reinstatement number 0105182026, policy number 5610.03. The review committee is recommending the board of education approve the conditional reinstatement of student number 01 05182026. Is there a motion? >> Motion by Mr. Morris. Is there a second? >> Support by Miss Moore. Miss Black. >> Yes. >> Miss Fields? >> Yes. >> Miss Moore? >> Yes. >> Mr. Madarkski? >> Yes. >> Mr. Morris? >> Yes. >> Miss Shufelt? Yes. Mr. Westfall? >> Yes. >> That passes 70. >> Number seven is the Canon image press. It is recommended that the board of education approve the lease agreement with Canon USA Incorporated for the acquisition of

111one Canon image press V700 digital production printer including associated equipment installation operator training maintenance services and supplies through a 63month lease at a monthly cost of $475 pursuant to region 10 contract R10 1169B. The agreement also includes the tradein and upgrade of existing district printing equipment as outlined in the lease and return schedules. This recommendation will provide the district with updated high volume printing capabilities while maintaining service and support through Canon's maintenance program. Is there >> uh motion? >> Motion by Mr. Morris. Is there support? >> Support by Miss Moore. Miss Fields. >> No. >> Miss Moore? >> Yes. >> Mr. Madarkski? >> No. >> Mr. Morris? >> Yes. >> Miss Shufelt? Is a yes. Mr. Westfall? >> No. >> Miss Block? >> Yes. >> That passes 43. >> All right. Okay. That's still you

112>> when you're done. >> All right. Moving on to the consent agenda. Policy number 0166.1 policy 6470 and policy 8640 and policy 2304. Minutes from the regular board meeting 20th 2026. Consolidated items payment of current bills certified non-certified and administrative reports. Out of state overnight field trips, out of state overnight grandfunded conferences. Is there a motion? >> Motion by Miss Fields. Is there a second? >> Support by Miss Moore. Miss Fields? >> Yes. >> Miss Moore? >> Yes. >> Mr. Madarkski? >> Yes. >> Mr. Morris? >> Yes. >> Miss Shufel is a yes. Mr. West. [laughter] >> Yes. >> I've done that before, too. So, >> Miss Block, >> no worries. Miss Block. Yes. >> I'm sorry I didn't hear you. >> Yes. >> That passes 70. >> All right. On to the superintendent's report.

113>> I was sure was >> All right. Thank you very much tonight. Um thank you Dr. Hill for presenting the budget tonight. Uh, one of the things that is crazy about this budget making process is that we are reliant on uh, our state legislators and how the government works in Lancing for providing us the vast majority of what our funding is. Yet, we often are setting a budget in place before we know what our funds are coming from Lancing. Uh, because the statutory deadline for the uh, legislature and the governor to put out a budget is June 30th. they have to have that or they're supposed to because last year they didn't have it till October, but they're supposed to have that in place uh by the end of June. Yet here we spend the

114month of June making assumptions about what's coming and we do that uh as uh diligently as possible. And that's why I want to thank you, Dr. Hill, because it's not easy predicting what we're going to have coming from Lancing. It's not easy predicting how many students we're going to have, and those are the major inputs that you need to know on what's happening. So, I really appreciate the time and effort you and your team have put into uh making sure we have the best guests we can have at this point. And that's exactly why Dr. Hill explains that there is a budget amendment process that we follow throughout the year because those inputs are going to change as laws change, as our staffing changes, as our uh amount of students we have uh changes. So,

115it it is a lot of effort and it's just odd that we we do it. It's kind of putting the cart before the horse that we're we do a lot of this before we even know how much money we're going to have. But, uh, we do the best we can and that's all you can say and we're going to keep doing the best we can. Uh, on that note, I do want to clarify um, I still feel I know last year I spent a lot of time at every one of these superintendent reports uh, asking people to contact their legislators and get the budget going because of how long it took. I am still very optimistic and confident that they are ahead of schedule compared to where they were last year and I I'm really

116hopeful that we will see something in the next couple weeks of what that budget looks like and anything that would change. So, um I do know like many of us are still going to be still pushing, still making sure that they're they're staying on track, but it does feel like a lot different process than last year and I'm hoping it stays that way uh going forward. The only other piece that I want to say is uh this is that last meeting we have before we officially wrap up the year with students. So I know all our elementary students, this is a week that they're having lots of good things going on, lots of those events, and I hope they're enjoying and having a good time with those. Our secondary students, however, I know you still

117have final exams coming. So you are not quite done yet. Please make sure that you are studying for those and that you are ready for that and that you are still making those good choices right up to the last day. And then I hope everybody all our students uh enjoy that summer break that they are having coming up just uh like a week from now. So uh I want to put that out there for everybody. Thank you. >> Thank you. Anybody have anything for Mike? Questions? Okay. Items scheduled for next Wednesday. This is the one I was looking forward to tonight. at the Golden Arc Masonic Lodge. And now we will move on to public comment regarding any item. Um, okay. Let me read my statement here. Thank you for being here this evening. We

118value your participation and appreciate the opportunity to hear from our community. >> [clears throat] >> Um, if you wish to speak, you you must fill out the public comment form via barcode that's on the agenda. Public comment will begin with those attending in person followed by our online participants. In-person speakers should come to the microphone and state their name and address. Online speakers should you should use the raise hand feature to be recognized. Please be respectful, avoid personal attacks, and limit comments to three minutes so everyone has an opportunity to speak. We'll provide and assist with timekeeping so each guest will have be able to monitor their own time and so when and know when to conclude so that all that wish to speak will have an equal opportunity do to do so. If questions

119arise, Superintendent Wagger or his designate will work to provide answers in a timely manner. Please note that comments made by individual board members do not necessarily reflect the position of the board of vacation of education. Um this meeting is held in accordance with the Michigan open meetings act and is being video recorded and again this portion of public comment can be regarding anything. Thank you for being patient. >> Yeah, you're welcome. Um I actually have a question for Mr. Ross. So the Microsoft 365, >> what is your name? Sorry, Ashley Awanaki. 6053 McGuire Street. >> 6050 Magguire. >> 6053 Magguire Street. Thank you. Sorry. Um, does that include um Microsoft 365 for students, too? >> Students have license included. >> So, can they use Word and PowerPoint? Because my son's a junior and he's been

120using Google Docs and Google Slide for the last three years and he hates it. And most colleges use Word and PowerPoint. So the licensing depends on where you're at as well. The A1 licenses are included for a student use. It's the Microsoft. >> So he would log in on Microsoft online and he would have access to it >> with the student ID. >> Yeah. So it'll give them the ability to log in and those in the online >> right so it's not like you can't edit things then correct >> but isn't that free anyways Microsoft online like word and power play isn't that free like are they getting anything out of the package >> you know you could you could sign up absolutely correct you could sign up for account and you would have some

121of that functionality for no cost. This is a very similar but it's an education product and it does unlock more features. >> Okay. Okay. >> And then you could also file download xlsx file file if you wanted to. you can carry around there are some additional features but if you were to go over there >> okay >> it's the Google slides and all that okay all right thank you for answering that um uh my question for coming here tonight was I received an email that the uh high school principal is no longer going to be with us. And I was wondering if we have a new principal or when there's going to be one announced because I'm really interested to find out who that's going to be and who's going to be leading the school

122next year because um like >> I I do want to clarify >> change and all that. I just I'm nervous. >> Miss Copinsky is not leaving us. She is going to school. Yeah. So she's still going to be with the school district just leading at a different capacity. Um we uh are entering the hiring process. So I don't have an exact answer on that but we will be hiring for that position. >> Okay. Um and then I think there was the last question I has I had about the football field. There was uh about a month ago a discussion on um there might have to be cuts and there was going to be like transparency on if there was anything cut back because of the budget. >> Yeah. No, nothing. So, has anything been cut

123back uh for the football field and is it still like scheduled and to be >> Everything's still on schedule. Um we are concerned that as we get closer if things fell off schedule, we'd have an issue, but at that point, uh our construction manager for that project, Saxi Construction, has said that they will be pulling uh their crews from like the baseball and softball fields and putting all priority on the football. So, >> okay, that's what we do. In regarding the Microsoft um software you discussed, I taught at Wayne State and in college he had the same problem and it depended on where the computer was, what department they were in, so forth and so on. So what at least we could do at Wayne State. I know your son's a junior now, but maybe

124when he goes to college, we had a really good deal so they could actually buy it themselves and they didn't have to sign up for the support, but at least it was current for those couple years and it was very inexpensive and most of my students ended up doing that. they made them purchase it. >> We didn't make them, but if they wanted the everything that you were talking about, they want to say, "Well, if I log in at this lab, I had this." The dorms had the most, but if they were using their own PC, maybe on the Wayne State network versus at home, they were having issues, but it was really cheap. It was like much lower than retail. And most students just said, "I'm just going to buy it and own it."

125And then they owned it. It was so cheap. That's what people did. >> Yeah. I mean, I'm I'm a bad it was a neat idea. >> They gave it to us for free. So, I just I just assumed that like a lot of the colleges or it's my understanding a lot of the colleges give it to you for free and >> you did, but if you wanted to take it home when you graduated and own it. >> Yes, >> that was kind of the thing with that. >> I see what you're saying with once you graduated. Um, yeah, cuz not a lot of them use docs and slides. I I'm surprised that that something that they're so hung up on in the high school. Well, the XL was huge and you you got into the

126issue that you mentioned was made think of it. >> Not all the labs you could do the proper editing >> and that was the issue with the XL was not being able to view it but to edit it. >> So then they just bought it for like I said it was really cheap. I forgot how much it was and then they owned it for a long time >> and they were happy that way. >> Yeah. Okay. Thank you. >> Thank you. Anyone else wishing to address the board? Yep. Come on up. >> I form there for you all but I don't know if you all got it. >> It's perfect. We're ready. >> Hi, my name is Douglas Porter. I'm representing my daughter Waldron, Heather Waldron, and my my granddaughter Jada Porter. This is uh

127an issue from the high school. Uh my daughter was viciously attacked in a classroom, dragged out by her hair while the teacher was in this classroom. Uh drugg out to a hallway >> [snorts] >> uh where 15 students were standing already to watch this with, you know, around [snorts] the hallway. No staff comes out of the school. When I went to school, if something was going out in the hall, the staff would be there out there immediately. No one to protect her. Second girl jumps in, attacks her. this teacher finally comes out and we have a problem with that. So, I approached your staff over at the high school and I got a lot of runaround with them folks there. Uh they didn't like the fact that I was explaining to them that they had

128a lack there of security in their own establishment there. And I say that because of what I I said. I have the video that shows my daughter being brutally assassinated. And uh two women at that time were suspended for 3 days only. [snorts and clears throat] The very next day that that day that young lady came back, she tapped her again. I warned the assistant and principal over there that this wasn't going to be over. I tried to get that gentleman to perhaps maybe bring us all together, maybe talk this out. Uh parent, you know, I understand that the school doesn't like to get parents together because they might bicker and fight. I understand that. But I'm 62 years old. Your your your principal over there is just as old as I. I don't know

129who's running that show over there. To be honest with you, ma'am, and board. I've tried to follow the steps uh to get some peace and some uh resolve with this issue. I'm being forced out of the school because I made a comment uh that your principal over there grabbed my granddaughter by the hair and she decided she would deny it. But the girl that was in there at the time that it happened and her mother said, "You're a liar." I I asked this principal, "Do you have video?" I and she said, "Yeah." I said, "I guess you're lying that you didn't pull my granddaughter's hair." So, you physically shouldn't have touched my granddaughter for one. My problem is after that they c there's this gentleman who they call the dean of students. I'm not sure

130this gentleman's name. [snorts] He seems to be running this show over there. I I I say that because when I approached the assistant superintendent with this issue, I got kind of blocked out. Uh busy, too busy, can't get a meeting. Uh okay, I'll try. Uh I can't make it today. Uh so I reverted and went to this gentleman in front of me, Michael here. I apologize for your last name, sir. Um but [snorts] and I just recently spoke tried to get this gentleman for two weeks into a meeting to resolve this myself. [snorts] Kids are kids. I get it. They're going to battle. They're going to have problems in school. But if you can see this video I got, which I would gladly put it on that screen for you, it's a vicious beating by

131two females with no security. 15 students standing right there to watch it. Bill, so in my time, if I've got a crowd standing in a corridor, I want to know why them students are there. Let's disperse it. No security. No teachers came. one teacher that probably was tied up in the classroom at the time that I mean this happened finally made it out there. I give that gentleman props because he did come out and do his job. That gentleman only had help by one student standing right there, but there was ample people there. There was no teachers coming out. They were in this hallway for many times. Um my problem is this. We've been disrespected as far as my daughter, my granddaughter and I. How would you feel if your daughter was uh assassinated like

132that? I call that a session issue because they ripped her right out of her classroom in front of everybody. So I'm upset at that and I go to approach that and then I find out that this assistant principal has pulled my granddaughter Sarah. I'm more upset. Do you understand? So I approach these folks um and I tried to find out why this took place. They they literally lied to her face there with the witness of the student that seen this principal pull her hair. They didn't like it because I said, "Well, you're lying." this gentleman, Mr. Dean of Students, decides, "Give me the police in here. I got people coming in from every way possible to take this 62-y old man out the door." So, I walked out of the establishment there peaceful and calmly,

133not dragged out, not in handcuffs, not arrested. I'm just a grandfather and a father concerned about my grandchildren's education. So, your assistant principal sends me this letter. if I anyone would like to read this. I made a comment going out of this school at this time. I said, "Your security system really sucks." I said, "Anybody could walk into this school with a weapon and you wouldn't even know it." I said, "It clearly shows in the video you don't have security in your hallways when there's 15 students standing there while my granddaughter is getting beaten and pulverized." So, he decides to send me this letter. If you care to read it, he indicates that I said that I carried a weapon into this school. So, I have two teen grandchildren in your high school. I have

134three more on their way up in your system. So, this gentleman here decides he's going to bar me from the school picking my grandchildren up or any events. My granddaughter and grandchildren are in basketball, volleyball, football. They are very uh academically active, you know. So that kind of hurts me when I can't go to their act activities because of this one man for taking a statement and taking it out of context. I mean I'm not stupid. I'm not going to come into your establishment with a weapon. I don't even own a gun. People do you understand that? My wife was been shot 38 years ago. So I don't carry a gun. I don't have a gun in my home. My problem is with your staff. How we were treated. We were treated like our concerns

135did not matter. So, I attempted to try to tell this person and didn't want to listen. I was going to sue the city or the school system over this. But they're kids. They're kids. This happens everywhere. But to block the parents out that are concerned about the the well-being of all children involved, they totally just decided to lock us out. They didn't even respond to my their own mother over there on trying to get this resolved. This was the end right here for us. I've tried to follow your steps of procedure with with with with respect to each level of uh counselor vice principal principal to the super assistant superintendent to this gentleman which I nothing against you because I've never really met this gentleman but he's a busy man I guess. Um so anyway

136I brought this to you. You the folks that actually basically run the show. At least that's what I believe. That's what I've been told. you have much more authority over everybody than the principles and things. Uh, your staff has a lot of issues over there. They cover up. They lie. They uh they have no respect for any of the parents. I mean, that we've been treated, but that's how I feel. Uh, I'm hard on my grandchildren. They're not crooks. They're not robbers. They don't have criminal records. Do you understand? But I get school. This needs to be resolved. I am my daughter's only uh ability to pick up children if something goes wrong with them. >> So, you pretty much stopped me. If my grandchildren is hurt at school, mom can't make it. I can't

137go. What's going to happen then? >> Well, I I think that um uh you spoke with Mr. Wager before prior to the gentle >> briefly before. I think you're right. We do need to sit down and get this resolved, but um it's probably going to be several weeks. Um >> ma'am, this has been since March 7th. I've been trying to get a meeting, ma'am. >> Okay. I Yeah, I you know, this is the first time I'm hearing about it and we know we need to get one. >> Yeah. And I'll say my calendar does I mean I I work all summer and my calendar does free up and so it's basically once we get through this the last stretch I will have plenty of time and I >> Yeah. No, no nothing taken from you.

138>> I agreed. >> I I gave you I've just been trying to get I was trying to follow the chain. >> You did a great job. Thank you. >> Yeah. I guess my question >> who signed your letter who >> uh may I show you? >> Yeah. Well, he does that. My question is for the attorney real quick. I know it's come up in other school districts. If if an individual gets banned from school district property, what's the appeal process? Can they come before the board to be reinstated? Because I'm thinking of another community where this happened. >> Well, it says that the school board in that letter can or the board would make that decision. >> Sir, >> you can have your letter back. Thank you. >> I I'd have to look at the

139board policy. I'm not aware. I I don't know the board policy off the top of my head. So, I'll have to take a look at it. >> But if there is an appeal, then he should I'm encouraging him to follow the appeal then whatever that process is. Is that what it says, sir? >> It It states that he's banned until otherwise notified. It doesn't say you the board it, but >> I mean, that'd be kind of crazy. Come on. I mean, I don't have a criminal record. >> Um, sir, if I may, would you be able to send that video to our emails? Each board member has >> I I if you give me an email to send it to, I'd got it sent to you. You can spread it amongst yourself. Put it up

140right now. You could see it. I'll I'll have Emily give you the email so that we can look at it individually. >> It's very brutal. So, >> Becky, I'm so sorry. Becky logged in. >> Get with Becky at the before you leave. >> She's the nice lady that helped us when we >> still our emails. You can send it. >> Yeah. >> And I'd like your contact info before you leave, too. Yeah. >> What, sir? >> Before you leave, I I'd like to get your contact info. >> Okay. Yeah. Uh >> I know you don't want to state your address publicly. I understand that, but I'd like to. >> No, I understand. It's fine. anything you wish to need. We tried to resolve this people. We really truly did. I I mean I it's it's

141school, man. It's um they're teenagers. But it was such a beating. You'll see that it drove us to the point of wanting to go to legal action. I had the attorney. He wanted the case. We tried the steps. Here we are. Everybody was that group over there is very interesting over there that from the counselor the the assistant principal up to the dean of students. >> Well, you've been very very patient and we appreciate that. But uh I'm going to ask for a little bit more patience to let the superintendent get these wheels. >> Yeah, I don't mind meeting with this gentleman. I mean, this is what I wanted to report. >> You've given us a lot of information to digest. >> Yeah, I appreciate your time. That's what I'm saying. Um because we got

142to move forward. Everybody moves forward. I don't have a vendetta. I don't have a grudge. I just didn't like at 62 being treated like I was some 16-year-old little kid. And it made me very upset when I'm defending my grandchildren. I have three more coming up besides the two that are in high school. So, I'll be here a while. Um I'm all up in their lives. Trust me, you know. Um but I appreciate you. Who and this will get taken care of perhaps when we have that meeting. Sir, >> that we've got the name. >> I appreciate you. And you wanted my name and address as you said. >> Oh, yeah. Well, I'm just saying we'll talk to you after. I'll talk to you after you. Just hang out for a minute. >> I appreciate

143your time. Are we good? >> Thank you. >> Yep, we're good. Thank you. >> Thank you, sir. >> Anyone else wishing to address the board? >> Hi. >> Hello. >> Uh Jason Snider, 7287 Mayfair Taylor. Uh just wanted to I guess it kind of falls under good news, but uh the and was it two weeks ago? May 21st I think it was. There was a Special Olympics event at the Taylor Sportslex. >> Uh the support shown from everyone in the school district for the elementary to the high school. It turned out to be a great event. Very fun for all the kids and seeing the ciset and superintendent there and supporting and uh all the things it took to get that thing together. It was very nice to see and and be involved in. So,

144thank you. It was a great job. >> Yep. Thank you. >> Thank you for sharing. >> Okay. Anyone else? >> I have a question. Um, does there a plan to hire a new um Kim Berky like a school improvement coordinator? Do you happen to know? So, um, we just put that posting out as well. Yeah. >> I said because I know I didn't know she was leading, so I just wanted to hear. >> Yeah, I just had to rack my brain for a second. I'm like, I think that went up this week. So, yes. >> Yeah, it was it went out. I read it today. >> And she's elementary curriculum. Is that what she >> That is her current role. And I I don't know if they were planning on moving anything yet on that,

145but I think it our intent is to keep it the same. Yes. >> Okay. All right. Thank you. >> Anyone else? Anyone online? All right, then we shall move on to board member comments. >> I did the fifth grade track and field meet last week. That was pretty neat. Uh Meyers Elementary won the overall championship with I don't remember. I thought Mr. Brown was going to talk about it, so I didn't write anything down, >> but I remember Myers was the overall champion. A lot of good little athletes coming up. >> Great. Anyone else? >> Yeah, I got to go. I think it was on Thursday to Clarence Randall. All the third graders did a nice showcase and they worked a lot on it. I guess they worked for weeks on it for Michigan made

146products and it's becoming a thing in other districts I hear too. So what do you think the number one Michigan made product at least when I walked around I tried to count them as best I could you know but what do you think most what do you think the number one thing the kids picked was for a Michigan made product? Anyone want to guess? >> Better made chips. >> That was number two. Better made chips was number two. The number one >> FGO. >> Stros ice cream. >> Stros was up there. What was that? >> FGO. >> Yep. FGO. >> I love FGO. Yeah. Yeah. There was so much FGO. I was like, okay, FGO. FGO. It is. [laughter] >> I went to that last year and it was great, but I missed it this

147year. So, thanks for sharing. >> You mean none you mean none of the kids came in with asparagus? Although that's one of our largest crops in the state. >> Yeah. No, I didn't see any asparagus. No. A lot of Little Caesars, but no asparagus this time. No. No. So, that's all >> I just wanted to say that the the graduation went really well and congrats to all of our seniors who graduated this year. Um, it might be time for us to start looking at potentially a larger venue if possible as we seem to have a bit of a um cramped issue uh once everyone finally filed in. So, just something to keep an eye out for. >> Yep. I attended uh commencement ceremonies and then I was at Kenyan's family fun night which was a

148lot of kids students there and a lot of fun. >> Anyone else? >> I just agree with Corey. Congratulations to all the seniors. Um I also want to um commend those. I heard a lot of um students going uh into the police academy. Um I was especially shocked by the amount of females that are going into the police academy. So, >> I think there was about five of them, was it? >> Yeah, that was pretty cool to hear. So, um, just best wishes to all of the seniors and all that they are getting ready to start in their next chapter. So, enjoy your summer. >> Yep. >> Anyone else? Okay. And this is up to you. >> All right. Ajournment to close session policy number 0137.2 pursuant to the Michigan Open Meetings Act as amended.

149I move the board of education convene in close session to consider materials exempt from public disclosure under section 8H of the open meetings act. Is there a motion? >> We also have security planning to address threats in in there that we'll be meet discussing in the background. >> Okay. >> Adding that it's section 81K. Yeah. >> Thank you. >> Which is covering both things. >> One. And so section 81H covers material exempt from disclosure um such [clears throat] uh such as things that are uh not subject to the Freedom of Information Act like attorney client privilege documents and section 81K addresses security planning to address uh existing or potential threats. >> Motion motion by Miss Fields. Is there a second? >> Support by Mr. Morris. Miss Moore. >> Yes. >> Mr. Madarski. >> Yes. >>

150Mr. Morris. >> Yes. >> Missel? Yes, Mr. Westfall. >> Yes, >> Miss Block. >> Yes, >> Miss Fields. >> Yes. >> That passes 70. We are going into close session at 8:14 p.m. >> Thank you. >> Go home. Returning to close session. No motion by sorry Yes, >> 73.