[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:25] And welcome to the Rochester Community Schools Board of Education Regular Meeting. We are called to order at 705 and we will save the pledge of allegiance again for the beginning of this meeting.
[1:00] This Board of Education Regular Meeting is a meeting of the Board of Education in public for the purpose of conducting the school district's business and is not a public community meeting. However, there is a time for public participation during the meeting. General public comment will be heard under agenda item 8.1 or
[1:18] or you may speak regarding a consent agenda item
[1:21] or any action item one called upon.
[1:24] If you know that you wish to speak tonight
[1:27] and have not already filled out a yellow card,
[1:29] they're located at the table in the back of the auditorium.
[1:32] Once you've completed the card, please hand it
[1:34] to a safe ed officer in the yellow shirt.
[1:37] And when it's time for the public comment,
[1:39] we will call your name and ask that you move
[1:41] to the microphone and address the board.
[1:44] When addressing the board, you'll have three minutes to speak
[1:47] and we'll let you know when you have 30 seconds remaining.
[1:49] Please be mindful of this time limit.
[1:52] When addressing the board, state your name and your relationship to the district.
[1:55] Please address your comments to the entire board and not to individual board members, school district employees, or to members of the audience.
[2:02] We reserve the right to exclude from our meeting an individual who engages in conduct that constitutes a breach of the piece.
[2:09] Once again, on behalf of my board colleagues, we're grateful to serve this community and appreciate your support.
[2:16] Before we get started with our meeting, I wanted to acknowledge that today is Juneteenth
[2:21] and several board members are wearing pins to commemorate the holiday.
[2:25] Governor Gretchen Whitmer and Lieutenant Governor Garland Gilcrust proclaimed Juneteenth
[2:30] as Juneteenth Celebration Day in Michigan to honor African American history and culture
[2:36] and commemorate one of the most momentous events in American history.
[2:39] The emancipation of the last enslaved African Americans held in bondage in the Confederate
[2:44] States. Juneteenth became a federal holiday in 2021 in the United States, although it has been
[2:50] observed by African Americans since the late 1800s. On this day of recognition, we encourage
[2:57] all individuals to reflect on our nation's history so we can continue to join together as a community
[3:03] and a country to protect and support the rights of all citizens. At this point, I'm going to turn it
[3:09] over to Mrs. Fraga-Mennie as well for a moment of silence.
[3:14] Good evening, thank you, Madam President, Board of Education members.
[3:18] It is with great sadness and a very heavy heart that we inform our entire community
[3:24] that the sudden passing of Jacob, Frank, a Rochester Adams high school graduate,
[3:30] the class of 2018, and a later grad of Michigan State University.
[3:37] Jacob is described as being very kindhearted, inquisitive, intelligent,
[3:44] he adored dogs and was always willing to lend a helping hand to anyone in need.
[3:49] A memorial reception will be held for Jacob at the Rochester Community House on June 21st from 3 to 9 p.m.
[3:58] I spoke to his mom just a few hours ago and she please invites anyone who would like to stop by.
[4:05] It would mean a great deal and she thinks that community for all their support.
[4:08] Our thoughts and prayers remain with Jacob's family and his friends during this very difficult time.
[4:15] Please join me in observing a moment of silence.
[4:18] Thank
[4:33] you, and for anyone interested in more information, the Pixie website is all of the information for their family.
[4:42] Thank you.
[4:44] Thank you.
[4:46] Next we have a roll call and all board members are present.
[4:50] Is there a motion to approve the agenda as presented, moved by Secretary Gupta, support by Mrs.
[4:59] Ball? Is there any discussion?
[5:02] Madam President.
[5:03] Mrs. LaCouille.
[5:04] I would like to add a motion to the agenda.
[5:08] The motion is I move that we direct acting superintendent Debbie Fraga-Money to ensure that professional
[5:14] development, which will be scheduled to take place at this point.
[5:18] Thanks.
[5:18] We wouldn't be talking about the motion, you'd be talking about the subject, so if you give us the subject for the agenda item.
[5:23] The subject for the agenda item is for acting superintendent W. Fragumani to make sure that professional development that will be taking place next year for K-5 teachers will include updated instruction about best practices and literacy and that problematic lessons and old queuing strategies that linger in our current units of study reading and writing curriculum will be addressed and eliminated.
[5:48] Okay, so motion to amend the agenda to include professional development for K-5 teachers for best practices and in literacy and to address the problematic queuing strategies that exist in the current curriculum.
[6:12] You don't have that in writing for me, do you, and address problematic queuing strategies?
[6:17] I have them, I could pass the motion to you if that exists.
[6:21] Okay, moved by Mrs. LaCouille, is there support?
[6:26] Mr. Weaver.
[6:28] All right, is there any discussion on that?
[6:32] Sure.
[6:33] Mrs. LaCouille.
[6:35] Former Secretary General of the United Nations, Kofi Annan said, literacy is a bridge from misery to hope.
[6:41] It is a tool for daily life in modern societies.
[6:44] It's a bulwark against poverty and a building block of development.
[6:48] Literacy is a platform for democratization and a vehicle for the promotion of cultural and national identity.
[6:55] For everyone, everywhere, literacy is, along with education in general, a basic human right.
[7:02] Literacy is, finally, the road to human progress.
[7:05] And the means through which every man, woman, and child can realize his or her full potential.
[7:11] Two meetings ago we had a presentation on literacy.
[7:14] We heard from parents about literacy instruction in Rochester community schools.
[7:19] I am asking that we follow up tonight on what we learned from educators and
[7:24] parents with tangible action by our Board of Education.
[7:27] I am proposing a public board discussion on this followed by direction to our acting superintendent.
[7:33] So the important positive changes can be put in place before the next school year.
[7:37] And what better day to do it than June 8th?
[7:43] Does anyone else have any comment on this?
[7:46] Mr. Weaver?
[7:46] I support this motion for the standpoint of it actually identifies an education topic that we've not addressed very often at the support table, so absolutely, I believe we added to the agenda.
[7:58] Anyone else?
[8:01] Okay, so the motion is to amend our current agenda to add item 7.13, professional development.
[8:08] that we direct the assistant, the WD Super Intendent, to provide professional development for K5 teachers for best practices on literacy and address problematic questions, queuing strategies that exist.
[8:28] This is adding it right now, we're voting on whether to add it to the agenda or not, Mrs.
[8:35] is the annus for you looking to.
[8:37] So, I have a clarifying question for the administration
[8:42] before I vote in favor of adding this to the agenda.
[8:45] May I ask that question?
[8:47] Yes.
[8:48] Okay.
[8:49] I guess I would direct this at Mrs. Fraga-Mennie.
[8:52] When do typically the K-35 teachers receive
[8:54] professional development?
[8:56] And would that not also include strategies for reading?
[9:00] Madam President, would this not be discussion during the motion?
[9:02] That would be a reason to maybe not vote for.
[9:05] The actual motion, but not to put it on the agenda.
[9:07] It will, it will.
[9:08] I will say, Mr. Weaver is correct, the discussion should be revolving around whether we add this to the agenda or not.
[9:16] I can't vote whether or not to put it on the agenda unless I know that we're superseding and I need that information
[9:22] before I want to put it on the agenda, discuss it.
[9:24] If we put it on the agenda, you can ask that question and then you could vote based on that information.
[9:29] So at this point, it's the motion to add an agenda item regarding professional development for K-5 teachers.
[9:38] We have a motion by Mrs. LaCouille and support by Mr. Weaver.
[9:44] So all of those in favor, please say aye.
[9:48] Aye.
[9:50] How many ayes were there?
[9:51] One, two, three, four.
[9:53] Okay, we have five ayes and the nays, two nays.
[9:58] Okay. The amendment passes that will become item 7.13.
[10:05] All right, so now we are back to actually.
[10:09] I think a request. That was quite a bad lot of words in it. Is there any way before we have a discussed we could have somebody just
[10:20] Xerox that and handed to all of us? Yeah, I think we can take care of that.
[10:25] I appreciate that.
[10:27] I apologize.
[10:28] I had slips made up and they dropped out of my bind.
[10:30] So at this point, we have the agenda before us.
[10:35] We have to vote on approving the agenda which would include 7.13.
[10:39] So all of those in favor-
[10:40] Madam President, I actually move to remove item 6.1.
[10:50] Okay.
[10:50] We have a second amendment to remove item 6.1.
[10:58] Is there support for that?
[11:02] Okay, so by Mr. Weaver and support by Mrs. LaCouille.
[11:08] Mr. Weaver, did you wish to speak to why you wish to amend the motion to remove that?
[11:13] Yes, I'm seeking to remove this one.
[11:16] We don't have a policy for how these groups get on to our agenda.
[11:19] This was discussed in December of 22 leading up to this year.
[11:24] The explanation was given that the groups that speak in this spot are up the 12 that are
[11:29] approved at our January 14th meeting, this entity, this nonprofit, is not part of that group.
[11:36] So at this point we wouldn't be following any against that standard for who we allow onto our agenda for organizations.
[11:42] And so I think, again, at this time, it would be good to remove that, establish a process for
[11:47] what organizations and how organizations get on our agenda before, again, we get ourselves in position of discriminating against which ones we allow in which we don't.
[11:55] This is a non-profit that has not been vetted by anyone, and it was not voted on because it's not part of the 12 that was voted on during the January 14th meeting.
[12:05] This is, I'm going to speak next, this is a report item and this is a group that we already have an agreement with.
[12:13] So we are hearing a report from them and we are voting on an amendment to that agreement.
[12:18] So we do have something, they have already been heard and we have an agreement with them.
[12:22] When would that relationship have approved?
[12:25] Back in 2019, you have the agreement, it was sent to you.
[12:30] So we have other organizations, other than this 12, that are allowed into this spot on our agenda.
[12:36] Because this spot on our agenda was specifically what was questioned, how groups get on there, and what policy process we follow.
[12:43] So now, can we get a full list then of all the organizations that can be in this spot?
[12:46] We don't have a full list of the organizations in which we work with and we provide access to our agenda.
[12:53] We don't have a list.
[12:54] All right, so at this point is anyone wish to speak whether this should be on the agenda or not at this point?
[12:59] Well, in just to clarify, I think communications item four is typically where we have the other groups speak.
[13:06] So that's when we have the student speak, that's when we have our other community representative speak.
[13:11] This is a different section of our agenda reports.
[13:14] This is a completely different item.
[13:18] All of those in favor of removing 6.1 from, all of those in favor of the amendment to remove 6.1.
[13:30] Please say aye.
[13:33] Those opposed, please say no.
[13:36] No.
[13:37] That's a two, five vote.
[13:39] The amendment does not pass.
[13:41] Yes. All right, we are back to approving a motion to approve the agenda as presented with the addition of 7.13, which would be the professional development for K5 teachers.
[13:53] All of those in favor, please say aye, aye, opposed?
[13:59] That's a 7-0 vote and the amended the motion passes with the amendment.
[14:05] We're now on to communications, which is 4.0 on our agenda.
[14:12] This is where we share various communications that have been received.
[14:15] 4.1 is communications received by the board.
[14:20] Secretary Gupta, would you please provide us with a report?
[14:26] At this time, 10 communications have been received in the packet for reference.
[14:34] Madam President.
[14:38] Mrs. LaCouille, could you have a point of order?
[14:42] Yes, I have a point of order to make about this item on the agenda.
[14:47] Two communications that we received say they have attachments, but they were not included in the board packet.
[14:53] So even though attachments have been included for the past couple months, I've come to find out that the board president made the decision that they will know.
[15:04] I don't think the board president has the authority to make that decision on her own. I think the board should have voted on that decision, or at the very least, should have been notified about it when it happened. But I want to make sure that the community is aware of what happened. Attachments should be considered public documents. And, President Butel, I would like to request that you please forward me the emails where you made that request to administration.
[15:28] And so what I will just reply back on that, that it was not months, there were two meetings
[15:35] where they were included.
[15:37] That was never my understanding when we voted on that.
[15:41] You are correct.
[15:42] I should have sent a note out to everyone in regard to that.
[15:45] And as I had told you, we can speak to that at our July meeting to discuss what people would
[15:51] like to do.
[15:52] Madam President, I think making the decision on your own is really what the problem
[15:56] And was the board to know I did change what was happening, not the other way around.
[16:02] And I will say that I should have reviewed that initially and removed them.
[16:06] However, as I had told you, I have already read those.
[16:11] So often I do not review all of the comments in the packet a second time going through those.
[16:17] So that was my error in that to notify them at the beginning.
[16:21] But as I said, we can discuss that on July 31st at our meeting.
[16:26] We're moving on to agenda item 4.2.
[16:30] We currently had, we had two people who originally requested to be, to speak tonight.
[16:37] But at this point, one of those is not available.
[16:40] So we will have Ms. Pamela Olson if you will come to the microphone and just a reminder if you could talk about your relationship to the district and you have three minutes to speak.
[16:52] Thank you.
[16:53] And just one more thing, if anyone else is interested in requesting placement in the future,
[16:57] there is a form under the Board of Education on our website.
[17:00] And those requests are due by noon, three business days prior to our meeting,
[17:04] which would be a Wednesday for a Monday night meeting.
[17:07] Thank you.
[17:08] Mrs. Olson.
[17:09] Thank you.
[17:09] My name is Pamela Olson.
[17:11] I'm a Rochester Hills resident since 2006.
[17:14] I'm a retired advance placement science teacher.
[17:18] year. I wish you could see her smiling face. My lovely niece, a six-year-old girl, beaming
[17:28] after winning five blue ribbons for the track and field events at her 2023 school year field
[17:35] day. She is swift as the wind. Her face says, hope. Her mother and father are so happy
[17:44] for her. And so proud. Fast forward seven to eight years from now. Same young girl preparing for
[17:52] her middle school track and field day. She's worked so hard. A transgender boy walks into her locker
[18:00] room to use the toilet and change his clothes. Her face turns red. She feels ashamed. She loses her
[18:09] self-confidence, no blue ribbons that day. How is this even possible? We all know the answer.
[18:18] It's this board. The RCS Respect Code prohibits harassment and bullying the May 8th LGBTQ
[18:27] plus resolution promotes sex-based harassment of biological female students and athletes.
[18:35] The respect code promotes human dignity.
[18:40] This resolution reduces the dignity of biological female students.
[18:47] The respect code values everyone except the May 8 resolution values transgender students more.
[18:56] The respect code ensures safety for everyone but this resolution cannot provide safety
[19:04] for biological female students.
[19:07] Title IX does not support the board's actions
[19:11] that promote sex-based harassment, sexual assault,
[19:15] and sexual violence.
[19:17] The board's resolution to allow biological
[19:19] and sexually mature males into female locker rooms
[19:24] and bathrooms is a dangerous president
[19:26] that has already led to court.
[19:29] The very recent award of $125,000 from
[19:34] a Vermont school, to a local family who spoke out against a transgender student who was using his daughter's locker room.
[19:42] 125,000 dollars, can we afford even one case like this?
[19:49] To conclude, we no longer can shake our heads in disbelief.
[19:53] The strongest action we can take now is to implement a sensible policy that doesn't sacrifice the amazing athletic rights.
[20:04] of biological female students, our girls.
[20:09] Thank you.
[20:13] Thank you very much.
[20:17] Now, agenda item 4.3 is the section where members of the Board of Education share
[20:21] communications that were shared directly with them and were not sent to the full board.
[20:25] Did any board member receive communication from the public?
[20:29] Mrs. Allspock.
[20:30] Dr. Allspock.
[20:32] I received a paper letter from Richard Bosler regarding him advocating for
[20:38] for a more faith-based education in our public schools.
[20:42] Mr. Wayne Leah, and I think this was actually a blind copy to the rest of the board, but it didn't come through contact the board.
[20:49] But I just wanted to bring that up.
[20:51] Email the board regarding LGBTQ and Ms. Dev Lotion emailed me regarding Thursday nice meetings.
[21:02] Thank you.
[21:04] Mr. Weaver, did you have anything?
[21:06] Ms. Scoopda?
[21:07] Yes, I received a message from Molly Crumbos expressing gratitude for the board and administrators Dave Murphy and Matt McDaniel.
[21:17] I received a message from Lori Baggett inquiring about my potential support for sex and gender ideology and a message from Karen Revenow expressing gratitude and request for swift action against trustee Weaver.
[21:34] And when we're done with individual reports, if you wouldn't mind Madam President, I do have a few to report that went to the whole board outside of the contact the board.
[21:43] Why don't you just go ahead and do it now.
[21:46] Okay, so the full board also received communication from Wayne Leila and Richard Basler regarding the LGBTQ resolution, Skytheten regarding gun storage safety education and Julie Stalker regarding literacy.
[22:02] I have a quick question before we continue.
[22:04] How is that any different than the ones that are sent to contact the board, they go to all of us?
[22:08] Because those, she didn't mention them during her report.
[22:12] They're the ones that are emailed, and so they're not included in the packet.
[22:16] So that's why she referenced who received them.
[22:18] Thank you.
[22:19] Mrs. LaCouille.
[22:22] Don Blanchett contacted me on June 6th to express support and thank me for representing kids and taxpayers on the board.
[22:29] And an RCS parent who prefers to remain nameless contacted me on June 15th to thank me and express support to share thoughts about parents' rights,
[22:38] to express surprise that the motion to add literacy on the agenda last meeting did not pass, and to express concern about dress codes,
[22:45] and express concern care for our schools and the children who go to them.
[22:52] This is bull.
[22:53] None that haven't already been mentioned.
[22:57] I also received a similar email sent from Lori Baggett as to my colleague Jessica Gupta.
[23:05] Also, an email of support from Karen Ravanaugh, and then also an email regarding the complaint
[23:15] hearing coming up against Trustee Weaver this Thursday, or yeah, from deathloten.
[23:24] I received three emails from Don Blanchett.
[23:27] One, requesting I evaluate my role as president, two, an email asking if the community is being represented.
[23:33] And three, her desire to have female students who fear transgender girls in bathrooms be represented, be represented.
[23:40] I received an email and a letter from Pam Olson regarding the LGBTQ plus resolution.
[23:45] I received an email of appreciation from Molly Crumbos for the board, as well as for Mr. McDaniel and Mr. Murphy.
[23:53] And an email from Lori Baggett regarding the meaning of sexuality and gender ideology.
[23:58] I also received an email from Karen Revena regarding her support and from Deviloten regarding complaint hearing logistics.
[24:11] Now moving on to agenda item 5.0, this is the consent agenda, all matters listed under
[24:18] the consent agenda are considered routine in nature by the Board of Education and will
[24:22] be acted upon by one motion.
[24:24] There will be no separate discussion of these items.
[24:26] If any member of the Board or any citizen requests discussion of item, that item will be removed
[24:31] from the consent agenda and will become the first item of business under the new business portion
[24:35] of the agenda.
[24:36] At this point, we have items 5.1, Board of Education Meeting Schedule for 22, I'm sorry, 2023, 2024, and item 5.2, Board of Education Regular Meeting Minutes from June 5th, 2023.
[24:51] Is there a motion to approve the consent agenda as presented?
[24:56] Move by the amendment?
[24:57] I'd actually like to remove one of the items.
[25:01] Okay, so you are in what would you like to remove?
[25:03] I'd like to remove item 5.1, please.
[25:06] Okay.
[25:08] So at this point is their emotion to approve item 5.2 as presented.
[25:16] Move by Mrs. Bowle, support by Mrs. Anis.
[25:22] Does anyone, Mrs. LaCouille?
[25:25] I'd like to remove item 5.2.
[25:28] Okay.
[25:28] Okay, well then at this point, 5.1 and 5.2 will become 7.1 and 7.2.
[25:37] So we have no consent agenda items at this point.
[25:41] All right, we have come to agenda item 6.0 report and first we have a report about honor
[25:49] community health and Mrs. Fragmenty, is this you?
[25:53] Yes, good evening.
[25:54] Thank you and I'd like to thank Mr. Jeff Cook.
[25:58] If you could please come to the microphone, he is the chairman of Honors Health and we invited him here this evening.
[26:06] Thank you for joining us.
[26:07] I'm going to give an overview of the partnership and
[26:10] the agreement that we would like to pursue and continue as President butel mentioned this began in 2019.
[26:19] And Honors Health has been instrumental throughout the pandemic to ensure that we are attending to the needs of our students.
[26:26] So thank you, Mr. Cook, for being available this evening.
[26:30] You're welcome.
[26:31] I wanted to speak just a little bit so the board has a little bit more information.
[26:36] And I know that President Butel gave you that this is an ongoing partnership that we have.
[26:43] The agreement adjustment is to move this program from heart middle school to west middle school in the 2023-2024 school year.
[26:54] This is designated specifically for mental health therapy, it's a one-to-one service with licensed master therapist for students ages 11 to 14.
[27:08] Parent consent is required for any youth under 14, and no medications are prescribed during these type of services, these are only for mental health services.
[27:21] Referrals are available to families along with insurances accepted and Medicaid is another availability to these services.
[27:31] So the request this evening is to have Mr. Cook be able to just give a brief hello and
[27:40] welcome all the services and for the Board of Education if you have questions on this ongoing partnership for the upcoming school year.
[27:48] Thank you Mr. Cook.
[27:49] You're welcome. Thank you Deb. So thank you school board members for allowing me to speak on behalf of honor community health. Again, my name is Jeff Cook Chief of Community Services. I'm in charge of all of our school based health centers among other departments. So we have an opportunity to provide a full time master level therapist who would be available to provide counseling mental health clinical counseling service.
[28:19] to students. This would be a year-round program, so this person would be available during
[28:26] the school year and during the summer. Monday through Friday, we have an opportunity
[28:33] for this person to provide therapy. Also, we can provide education to teachers and school
[28:43] staff surrounding anything about mental health and some general mental health information
[28:51] as well as prevention.
[28:52] We also have an opportunity to provide health education and prevention education to students
[28:59] if needed on top of the therapy services.
[29:03] Like Deb said, this service, if the family has health insurance, we will get consent to
[29:11] to build their insurance, if the parent doesn't want to give us consent, we will still provide
[29:17] that service. If they don't have insurance, we even have community health workers with
[29:21] an honor to be able to assist this family in applying for Medicaid. If they don't qualify
[29:28] for Medicaid, then we still provide that service. We also have an opportunity to provide support
[29:36] to teachers. So if any of the teachers have any questions surrounding mental health,
[29:45] general information, this therapist would be available to provide any information regarding mental health.
[29:53] We also, we can provide the therapy to students with
[30:00] Within the school, if we have an opportunity for students within that age range to come see the therapist, we can do that. It's been in my experience that the case load probably will be pretty heavy, so that opportunity might not present itself, but if it does, that opportunity will come. It is certainly up to the administration to allow
[30:29] how just students who attend the school to receive therapy, but there's an opportunity for other students to.
[30:39] So, if you have any questions, I'd be available to answer your questions.
[30:45] Are there questions from the board?
[30:48] Mrs. LeCoude?
[30:50] So you mentioned this was for ages 11 to 14 and kids under 14 require parental consent to participate.
[30:57] So just, so that means every student that participates in your program is required that they get parental consent before participating?
[31:03] Yes, so the, so any, the age group would be anybody under 14, yeah, yeah.
[31:11] If there's, if there's a situation in terms of an emergency, then let's say, for example, a student has suicidal thoughts or would be actively suicidal,
[31:24] is within the best interest of that student in terms of safety than that therapist would be available to do whatever it takes to counsel that student to prevent any harm to that student.
[31:39] So in any emergency situation that may present in the school, that consent rule kind of goes out the window just for the safety of that student.
[31:48] So
[31:51] Mr. Weir, and all information is transparent to the parents as well, correct, all information, all the information?
[31:59] Well, we follow HIPAA, so we follow the HIPAA law, which is a federal health information law.
[32:08] The students, they do have the opportunity and the ability to consent on their own behalf, what is released to the parent.
[32:18] So, in the case of, let's say, for example, if there's any cases of possible abuse, if
[32:28] that student feels, and if that therapist feels like that student would be in danger,
[32:35] in terms of releasing that information to the parent, then it's our policy to make the
[32:42] The best decision, what is the best decision on the behalf of that student's safety?
[32:48] What is released?
[32:50] So just clarify, though, in that situation we have report laws.
[32:54] If a student is reporting that they're being abused, there's laws that require officials to report that to the government, obviously to protect the child.
[33:01] So I guess maybe I want to make sure to our parents, especially for these select schools where this service exists.
[33:06] If they are consenting to allow their student to have the service because their consent is required,
[33:11] they're also, they borderline consenting information can be withheld from them.
[33:15] They just, so I want to make sure our parents know what they are consenting to by allowing students to use your services.
[33:20] So, they're consenting for the therapist to provide counseling services to their child.
[33:27] Like I said before, in the event if there are some issues such as abuse, obviously we follow the abuse.
[33:35] we would report that to CPS, but if there's information in that record that is disclosed
[33:41] in a therapy session, that would possibly put that child at harm.
[33:47] If that information were to be disclosed to the parent, let's say the parent requested
[33:53] a medical record, then what we would do, we would not release that information due to the fact
[34:00] that could that information could put that child in harm?
[34:05] I follow a question then.
[34:07] What standard does your organization use to decide what could put a student in harm?
[34:11] I mean, I want to make sure, again, our parents know what they're consenting towards.
[34:14] What could be shared what?
[34:15] What is the standard when you or staff would say, nope, that could put a student in harm.
[34:20] Therefore, now we're not sharing it with the parent.
[34:22] Yeah, so it's information that would, you know, for example, any abuse information,
[34:28] any information that, let's say they may be accused the parent of doing something.
[34:38] It's anything that, you know, anything that the decision comes from our Medical Records Department,
[34:45] which is overseen by our Medical Director of Honor.
[34:50] So, between the two, they would decide, along with our chief operating officer,
[34:55] who is a licensed psychologist, they would make that decision on whether or not they should
[35:02] release that information. So it's truly professional on behalf of our medical directors.
[35:10] And I'm just curious, when will you be moving to West?
[35:15] Yeah, so we are in the process of obtaining approval. Once we get an official approval, then
[35:21] And then we would, we already received a verbal approval through the state of Michigan, our Michigan Department of Health and Human Services.
[35:30] Once we get the official approval from the board and your superintendent, then we would submit that amended interagency agreement.
[35:41] The state would like us to provide some data in terms of to show need, which I already have through your MIFI and
[35:51] through other results to show need for mental health, I would put together that packet.
[35:57] We would send that approval packet to the state.
[36:01] Again they already gave me the verbal approval as long as I send that information.
[36:06] They will approve the move from heart.
[36:10] And then the process, we are in the, also the process is submitting our request and approval
[36:16] through HRSA, and that's our federal partners at the federal level.
[36:21] So we're looking at probably over the next couple months to receive official approval.
[36:28] And then it takes probably about a month to find a licensed therapist that would be a
[36:34] great fit.
[36:36] Again, the administration would have an opportunity at West to participate in interviews and
[36:43] and to locate and find a qualified professional.
[36:47] And I guess I have another follow-up question on that.
[36:51] Any students that were utilizing your services at heart,
[36:55] what happens to them
[36:56] and are they able to continue getting services?
[36:59] Yeah, yes.
[36:59] So they do have an opportunity to go to West
[37:03] and receive those services if needed,
[37:06] if they would like, it's truly optional.
[37:09] So that is open to them, yeah.
[37:13] Okay, thank you.
[37:14] Are there any other questions?
[37:16] I have another question.
[37:17] Mister, you know what?
[37:19] Did you have one as well?
[37:20] Mrs. Scoopda?
[37:21] Yeah, just one question.
[37:22] What is the reason for the move?
[37:25] Like what it's underlying rationale?
[37:27] Yeah.
[37:28] Well, I'm new to honor.
[37:29] So I joined the honors team in mid-February.
[37:33] I came from Beaumont Health.
[37:35] I ran 16 school based cell centers through Beaumont.
[37:39] I did not get a direct answer from the administration at heart, attempted to set up some meetings
[37:46] to learn how we could remain at heart and that decision was made to not continue at heart.
[37:56] Again, I never got a direct answer, some of the answers second hand was that the therapist
[38:04] this was pulled away too many days from heart for meetings called in sick a lot I heard.
[38:16] So again, that was never a direct answer.
[38:19] So moving forward with me taking over in February, I am very passionate about making sure this
[38:27] therapist is available every day, Monday through Friday, there may be an occasional meeting
[38:33] that might have to go to, but the priority will be that this person will be available to the students to provide services.
[38:40] That's like 99% of their job.
[38:42] So,
[38:46] Mr. Weaver, did you have another question?
[38:48] I did.
[38:49] So I just want to make sure, again, I fully understand the service that you're providing and ultimately are community understands.
[38:54] So the service you're providing is individual, or counseling, and then also you said something about some teaching for our educators, is that correct?
[39:04] Yes, so it will be clinical therapy evidence base therapy, it's truly a clinical program.
[39:13] So the students and the therapists will develop goals and objectives based on a comprehensive assessment, a psychosocial assessment that will be conducted by the third visit.
[39:26] But based on those meetings, the students and therapists will develop a plan of action.
[39:33] And then therapy services, it just depends on the need.
[39:38] There could be one session, it could be five sessions, it could be 20 sessions.
[39:43] So most of the service will be one to one.
[39:46] We do have an opportunity if there's need for the therapist to run support groups with
[39:52] the students if there's need there.
[39:54] And then also the therapist is available to the teachers to help educate your teachers, support staff, administration about mental health in general.
[40:06] It's very typical that this therapist will educate the teachers and the staff what's the difference between maybe a typical adolescent and maybe a troubled adolescent.
[40:18] So, it's a good opportunity to provide some education to the teachers and staff if you guys wish and more schools that were in, they do take advantage of that opportunity.
[40:31] Sometimes we'll be able to do a professional development so the therapist can do an educational session and count that as maybe a PD session.
[40:42] And also one on one, too.
[40:44] So if a teacher comes up to the therapist and asks him or her,
[40:48] maybe some mental health information general,
[40:52] then that therapist will be available to provide that to him.
[40:56] One thing that we want to make sure everybody understands
[40:59] is that we operate under HIPAA.
[41:02] So the only way that information can be released
[41:08] is if it's an emergency situation.
[41:10] So if a student is in crisis and his or her life is in danger, obviously that information will be passed on to the administration if an ambulance has to be called, if the parent has to be called in to a mental health emergency.
[41:26] But anything other than that, the only way that information can be released is if that parent or guardian signs a release for us to release that information.
[41:38] That information would then be released.
[41:41] So other than that, everything is kept confidential.
[41:45] Does your staff take part in organizing what some people would probably call subjective?
[41:50] Like anti-bullying movements, encouraging kids to wear same color shirts, movements taking pledges.
[41:55] Things of that nature in the schools?
[41:57] No, I mean, we would be available during parent teacher conference to maybe have a booth to be available to the parents to talk to them about
[42:06] general mental health, but we're not really allowed to organize or participate in any
[42:14] kind of campaign related stuff.
[42:17] We would certainly work with the administration and very closely to develop a really working
[42:25] relationship to do what's best for the students.
[42:32] If I may add as well, as we were looking at this partnership with Honors Health, as you
[42:38] We were called, we've recently added the additional behavioral therapists.
[42:43] And the counselors, we have an additional social worker team coming forward.
[42:48] We felt that we could work closely with the therapists to do a train, the trainer model, to expand that teaching and exploring that learning.
[42:57] And based on feedback from our staff members, they are definitely very
[43:03] We are essentially interested in moving forward to understand, to seek to understand.
[43:09] We spend time on our compliance to ensure that we understand what to look for when we need to call CPS,
[43:18] when the carehouse is required.
[43:21] But this is an opportunity to be very proactive to build in that partnership,
[43:27] along with the biggest benefit would be for those students who would benefit from a clinician.
[43:33] Thank you, Jeff.
[43:34] Yeah, you're welcome.
[43:37] All right, well, at this point, what you have in your packet was that we are looking to amend the original agreement,
[43:45] which I think I had said 2019, but it was effective January 1st, 2021, and there are two items that would be amended on that.
[43:55] The first one is the location moving from Hart Middle School to West Middle School, and then the second one is additional language that says in the event this agreement is discontinued by either party or expires the honor community health Rochester West Middle School E3 therapist caseload patients will be transferred to one of the existing honor community health child and adolescent health centers.
[44:23] For example, Avondale, Waterford, Durant, Pontiac, Middle School, or Pontiac High School.
[44:32] The students and or parent guardians will be given a choice and options.
[44:37] So those are the only two things that we're voting on at this time.
[44:41] So is there a motion to approve the amendment as presented?
[44:46] Moved by Mrs. Anis, support by Mrs. Bull, is there any discussion on this item?
[44:55] Mr. Weaver.
[44:56] I do have some concerns, just looking up.
[45:00] This organization, one of their highlights is highlighting heart middle school celebrated unity day and hopes to stamp out bullying. It's an anti-bullying campaign. It looks like there had some kind of active role in that, so that concerns me with what we just heard. So I just think that's something that's relative to our community needs to know. I will not be supporting that, because again, when directly asked if they are involved in things like this, the answer was no. But clearly it's something they're highlighting right on their website.
[45:29] Is there a role that they've played in an anti-bullying campaign?
[45:33] And basically what we've seen over the last two and a half, three years.
[45:38] Our board and districts understanding what the word bullying is is definitely in question.
[45:43] So again, I just think that's relevant information for everyone to know.
[45:49] Yeah, so that was the prior administration.
[45:54] So with me taken over, it is imperative that
[45:59] that any participation that the therapist partakes in, that he or she needs to get approval
[46:06] from the administration at West.
[46:10] So I value very highly that collaborative relationship that we have currently and that
[46:17] we will have.
[46:19] So that will be clear that any initiative that the therapist would like to do, that or any
[46:28] any program, any support program, that has to be approved by the West Administration.
[46:35] So.
[46:36] Thank you.
[46:37] Any other comments on the board?
[46:39] Are there any comments from the public?
[46:42] I see a hand.
[46:56] Good evening.
[46:56] Michelle Manhire.
[46:58] Three kids in the district.
[47:02] I know I only have three minutes and I want to fill it with three minutes of please.
[47:10] stop this push for getting between families and their kids. School is for
[47:21] schooling educating our children. I have three children who have all had need
[47:30] for a therapist in one way or another to be evaluated, to be treated,
[47:37] to be
[47:40] with anybody in the district for a reason, school is school, and my family's head, mental health, heart, spirit, etc.
[47:55] are our family's responsibility. This action was taken with very little knowledge of the district.
[48:04] I happened to really follow what's going on in the district, and all of a sudden we've got, well,
[48:11] there's a health clinic at Rochester High School, which by the way, nobody's been addressing that.
[48:16] The contract says Rochester High School, too.
[48:19] Does this not apply to Rochester High School?
[48:21] This amendment that you're talking about is in fact just to change the middle schools that are happening.
[48:26] But on the paperwork that was in the packet, it said that the contract also states it's Rochester High School.
[48:33] So I guess I need clarification as to whether it's both of them or not because that's well over 14 years old
[48:38] And then you are a parents never going to know a darn thing
[48:44] Anybody coming in they don't already evidently have somebody and he's hoping to find somebody
[48:50] We can't find social workers
[48:53] People can't find
[48:55] Clinical therapists
[48:58] Psychiatrists
[48:58] psychologists because of the amount of people that are requiring these kinds of services.
[49:04] They're likely going to get somebody who's either retired or somebody who's brand new.
[49:10] My family personally attended a or participated in a practice that had new and seasoned therapists,
[49:20] a not seasoned therapist, assumed something about something one of my children said and
[49:26] and set a SHIT storm of quite a sour family's way because of her inexperience and not having
[49:35] a relationship with my family.
[49:38] Any kind of counseling is about relationship, period.
[49:44] If you're hoping to provide this wonderful supportive service to our kids, it sure as heck
[49:50] is not somebody who happens to be in the school this year.
[49:53] And then if the people, when I change it to another location, they're going to, you know, maybe get services.
[49:59] It's about relationship, thank you.
[50:08] All right, so we have a motion to approve the amendment and present it.
[50:14] I'm sorry.
[50:16] Go ahead.
[50:17] I'll be real quick.
[50:18] My name is Jenny Walch.
[50:20] I have children, one child's still in the district.
[50:23] She goes here to Rochester High School, she uses a community mental health.
[50:26] She loves it. It has been a lifesaver for her, for her mental health. She feels better.
[50:33] It has really helped her with the racial slurs that she experienced multiple times during the school year and some other problems.
[50:44] When she, I can always tell when she has had a chat with a counselor, I don't need to know what they're chatting about.
[50:51] They're chatting. And it's great.
[50:53] more people chatting with my daughter, giving her positive feedback,
[50:57] helping her through live her best life, the better.
[51:00] Thank you.
[51:04] Thank you.
[51:06] All right, we have a motion.
[51:09] Madam President, I do have a follow-up question.
[51:10] What school is this resource at?
[51:14] As you saw in what you received, the original was for Rochester High School and
[51:19] heart, and this is a change from heart to west.
[51:23] So it's at Rochester High School and west.
[51:25] Yes.
[51:25] Okay, so.
[51:26] Thank you.
[51:27] All right.
[51:28] So we have a motion to-
[51:30] So students over 14 years old who are at Rochester High School, there's no parental consent
[51:36] required for those students to use the services, right?
[51:39] Mr. Cook, could you answer that?
[51:41] So, per state, mental health code, anybody, any minor between ages of 14 and 17, they do
[51:50] You have the ability to consent for care on their own.
[51:54] It is based on the judgment of the therapist and the provider.
[52:01] The provider doesn't have to honor that if they feel that the child isn't able to make that decision on their own.
[52:12] But it is the public health code that any student 14 to 17 can consent up to 12 therapy sessions or four months of therapy.
[52:24] If they require additional therapy on the 13th session or the four month and one day, then they are required to obtain parental consent from their or guardian consent.
[52:36] that. That is true at any public or private mental health organization, they could go
[52:47] anywhere and they would have to follow that same public health code.
[52:53] Thank you. All right, so at this point we have a motion to approve the amendment to the
[53:03] agreement, it was moved and supported, so all of those in favor, please say aye.
[53:10] Aye.
[53:11] Opposed?
[53:13] That's a 6-1,
[53:16] that's a 5-1-1 vote, the motion passes.
[53:25] Now we have, we're moving on to agenda item 6.2, thank you, Mr. Cook.
[53:31] That is a technology security report and I think is Ms. Lindner coming up for that.
[53:36] Well,
[53:53] hello and good evening ladies and gentlemen, President butel and esteemed members of the Board of Education.
[54:00] Thank you for giving me the opportunity to speak with you today before I begin to speak with you today.
[54:05] Before I begin discussing the important topic of technology security for our students, I'd like to share a heartwarming personal story.
[54:13] This past Saturday my son graduated from Kettering University after five years of hard work and dedication.
[54:19] It was a proud moment for our family, and it made me reflect on the significance of
[54:23] education in shaping our lives.
[54:27] The commencement address was delivered by Paul Baskelberg, a successful alumni of
[54:32] Kettering University, and the president of Rooters, a renowned global news organization.
[54:37] He shared his career journey emphasizing the importance of both successes and failures
[54:42] in shaping our paths.
[54:43] This reflection combined with my own son's graduation led me to contemplate two thoughts
[54:49] that I believe are relevant to our discussion.
[54:52] The first thought is that success is the echo of service we have given to others.
[54:59] These words highlight the spirit of service that drives many of us in the field of education
[55:04] and on the board of education.
[55:06] In the spirit of service, not ego or agenda or money, but the spirit of service that we serve
[55:12] for our students by protecting education, guiding them, providing an educational experience
[55:18] filled with learning, growth, acceptance, exploration, and opportunity, and creating
[55:23] an environment supported by love, hope, and inspiration.
[55:27] Technological advancements have revolutionized education, providing students with unprecedented
[55:33] access to information, collaborative opportunities, and interactive learning experiences.
[55:38] The Internet has opened up vast repositories of knowledge, virtual discussions, and educational
[55:45] resources for from around the world.
[55:49] However, along with these opportunities, technology also exposes our children to online
[55:54] dangers such as cyberbullying, inappropriate content, and online predators.
[55:59] As Spider-Man wisely said, with great power comes great responsibility.
[56:03] June is Online Safety Month and a great reminder of the shared responsibility we all have to actively address online safety and equip our students with the necessary tools to navigate the digital landscape responsibly and safely.
[56:20] Online Safety is not solely the responsibility of educational institutions. It extends to personal accountability and good digital citizenship in all aspects of our life.
[56:30] As individuals with the spirit of service and mind, we must continuously educate ourselves,
[56:36] adapt to new technologies, and promote healthy digital interactions for our children.
[56:42] The second meaningful thought from Mr. Baskuber was to feed your mind with information that hasn't been processed.
[56:51] This idea reminds us of the importance of seeking diverse perspectives and being critical consumers of information.
[56:57] By fostering good digital citizenship, responsible online behavior, critical thinking, and privacy
[57:04] protection, we ensure that our students understand the significance of their digital footprint
[57:09] and how it can impact their lives and the lives of others.
[57:14] Rochester Community Schools recognizes the developmental stages of students throughout
[57:18] grades K through 12 and provides content from common sense digital citizenship in a development-elemently
[57:24] appropriate manner.
[57:25] Resources for families compiled by our instructional technology specialist Rachel Manero can be found on the RCS website under technology services, family technology support, and specifically the digital citizenship section.
[57:40] The Common Sense website also provides helpful resources for families seeking guidance in this area.
[57:46] I want to take a moment to address a recent incident that occurred during the last board meeting, board of education meeting.
[57:52] The information presented regarding technology access for students was processed and then
[57:58] provided in a manner that distorted the facts, spread misinformation and questioned the
[58:04] credibility of our technology team.
[58:06] While constructive feedback and valuable insights are always welcome, it is important to differentiate
[58:11] them from basis claims that only serve to so discord and mistrust.
[58:15] The information being shared tonight serves to provide an accurate representation of online safety measures currently in place for our students.
[58:26] Rochester Community School's commitment to technology security is unwavering.
[58:30] In addition to digital citizenship, we have multiple layers of security measures that have been in place for years to safeguard our network, systems, data, and the online safety of our students and staff.
[58:42] The first layer of access, the first layer of security is access control.
[58:48] It is easy to block everything or allow everything.
[58:52] However, that doesn't protect our children or support learning.
[58:56] Therefore, we have a decision tree of factors that is evaluated to determine the level of
[59:01] access to grant to students.
[59:03] Considering factors such as the type of account, the students' school and grade level, the
[59:10] device being used the date and time, whether they are on the RCS network and more.
[59:15] This granular access approach helps us to balance security while supporting the delivery
[59:21] and use of online instructional content.
[59:25] The next layer is the content filter which supports Internet safety.
[59:28] Mrs. Linder.
[59:29] Yes.
[59:30] I think you have a PowerPoint but it's not showing.
[59:34] No, I don't.
[59:35] Oh you don't.
[59:35] Okay.
[59:36] No PowerPoint.
[59:38] Yeah.
[59:38] The next layer is the content filter which supports Internet safety by limiting or blocking access based on explicit content,
[59:46] website URLs, and categories in YouTube categories and keywords.
[59:50] Additionally, with the move to one-to-one devices for students, another security layer was added to extend the protections outlined above to student Chromebooks when they're
[1:00:00] We are not on the RCS network. The final layer available only on the RCS network is a firewall
[1:00:05] that provides content filtering and many other security features. Our security controls,
[1:00:12] equipment, software processes are always changing to protect against new cybersecurity threats.
[1:00:18] We also that new student technology requests using an instructional technology approval process.
[1:00:23] Cricklem uses this process to bring forward requests for access to software, extensions URL and
[1:00:29] online resources. Anything brought forward goes through a compliance and an environmental
[1:00:34] readiness evaluation. Part of this evaluation includes looking at the software and hardware
[1:00:39] requirements, reviewing terms of service and privacy policies, compliance requirements
[1:00:45] with SIPPA-CAPA and FERPA, and review for malicious software and inappropriate content.
[1:00:49] The firewall and content filters have been configured based on civic
[1:00:53] guidelines and curriculum needs. Additionally, we work closely with various
[1:00:57] organizations that actively monitor and communicate cyber security threats and
[1:01:01] alerts, such as MC3, CISA, FBI SciWatch, and K126. These organizations provide
[1:01:09] security best practices and procedures to mitigate threats.
[1:01:13] Even with the extensive measures taken to protect the online safety of our students,
[1:01:18] It is important to acknowledge that access to online, the online world is not without
[1:01:24] risks, and that complete protection from inappropriate content and network security
[1:01:29] breaches cannot be guaranteed.
[1:01:32] Bad actors and cyber criminals were daily to exploit vulnerabilities and target innocent
[1:01:38] individuals including children.
[1:01:40] The methods employed by malicious actors and cyber criminals include using advanced techniques
[1:01:45] like fishing, ransomware attacks, and social engineering.
[1:01:49] Even companies like Facebook and Google
[1:01:51] change their content in security settings without notice
[1:01:53] and new content is allowed for student access.
[1:01:57] We bring awareness to parents and students
[1:01:59] of these risks through the student access
[1:02:01] to online inappropriate material, assumptions of risk
[1:02:05] by parent, section of the technology use agreement.
[1:02:08] We also rely on the collaborative efforts
[1:02:10] and partnership of parents, students, staff, board members,
[1:02:14] and the community to help maintain a safe online environment.
[1:02:18] We encourage you to reach out and say something
[1:02:20] if you see inappropriate content being accessed by your student
[1:02:23] on their district issued Chromebook.
[1:02:26] Please consider being fully transparent with the details
[1:02:28] so that we can take quick action to secure online access for students,
[1:02:33] mitigate risk and fill gaps in security.
[1:02:36] In conclusion, as we commemorate Jack's graduation
[1:02:39] and observe online safety month,
[1:02:41] let us reaffirm our commitment
[1:02:42] and to protecting the online safety of our K-12 students.
[1:02:46] Together, we can empower our children
[1:02:48] to make the most of the internet
[1:02:49] while being responsible digital citizens.
[1:02:52] Let us remain vigilant, informed, and work collaboratively
[1:02:55] to secure online the online environment for all.
[1:02:59] Thank you for your attention and please stay safe online.
[1:03:05] Thank you.
[1:03:06] Were there any questions at this time from Mrs. Linder?
[1:03:10] Mrs. Linder, in the name of transparency,
[1:03:13] do you want to acknowledge that when you ask the questions
[1:03:15] for the details that I did specifically provide information to you.
[1:03:19] I asked why you were looking for some of the information, because it did seem very much you were looking for the who,
[1:03:24] not the why the student was able, why the laptop was able to access porn via YouTube.
[1:03:31] I explained specifically why I was asking the questions, because we do have a track record of retaliation.
[1:03:36] And it very much seemed like the questions were looking to identify who.
[1:03:40] And there was no response from you.
[1:03:41] Can you explain why and walk us through the problem solving process and how you use that information that is more identified to the who versus why porn was allowed to be accessed on a third grade Chromebook?
[1:03:58] I would be delighted to explain that.
[1:04:01] So as I mentioned, there is a decision tree of factors that we consider in order to grant access to a student which was provided in multiple communications.
[1:04:09] It was trustee Weaver continued to ask the same questions over and over and disregarding
[1:04:15] the information that had been provided.
[1:04:17] If a student has access versus a staff member, those are different levels of access and
[1:04:22] you get to access different resources on our network.
[1:04:25] If the student is at home, there is less security because the firewall is not in place at their
[1:04:30] home.
[1:04:31] We have different content that's available to a high school student versus an elementary student.
[1:04:35] We have different access controls for appropriate age levels in YouTube.
[1:04:40] We have different access controls for keywords, categories, word searches, by grade level,
[1:04:45] by school.
[1:04:46] So if we don't know any of that information, all we know is that inappropriate content was
[1:04:52] accessed.
[1:04:53] We don't even know when it was accessed.
[1:04:55] It could have been accessed a year ago, and we're going on a wild goose chase.
[1:04:59] So we asked to partner and help our investigation by providing details and
[1:05:05] transparencies. I don't care who it is. We want to secure the online safety of
[1:05:10] our students. That was our priority. And in order to do that we needed details
[1:05:15] that were not provided. After giving you detail after detail about our network
[1:05:22] and our security practices. So you're saying I did not turn over that it was a
[1:05:25] third grader. So, no, let me take a second back. Tell me why access at one elementary school
[1:05:30] would be different than another elementary school. That doesn't make sense to me. Please explain that.
[1:05:34] Madam President, I don't really think that we should allow for this line of questioning against
[1:05:38] one of our vice presidents. Madam President, you and our acting superintendent chose to put this
[1:05:43] on the agenda which was directly to refute what was going on. If they are going to do that,
[1:05:48] we're going to have that conversation and I will be glad to release all the emails that were sent
[1:05:53] to be completely transparent with our community about this statement.
[1:05:57] There was very specific questions being asked around why students were asked to,
[1:06:02] why students were being able to access porn on their laptop.
[1:06:05] I did answer the questions and I did explain the retaliation from.
[1:06:09] So for the PR stunt, today is ridiculous in a waste of time and I would please ask you to start setting the agenda to address the issues and stop with this PR stunt.
[1:06:22] This is not a PR stunt, this is the ability to provide valuable and accurate information to our community after you proceeded to provide information at the last meeting that you deemed as fact.
[1:06:37] So we, the district, is attempting to set that straight by informing the community of what is being done as well as the potential risks anytime someone uses an electronic device.
[1:06:50] community. I will make it all transparent to you how the communication happened and how the answers were not given. This is a complete joke.
[1:06:58] And community, I will reference the information that was provided.
[1:07:02] Filters are based on grade level.
[1:07:04] Filters allow applications like Google features that are requested by curriculum for instructional needs by grade level.
[1:07:10] On the RCS network, there are layers of security outside the RCS network.
[1:07:14] Security can be limited and we have no control over residential or locational firewall options.
[1:07:20] even with filtering, if the content is not categorized correctly,
[1:07:24] then access may be allowed.
[1:07:26] Students can get around filters by using personal cell phone and data plans
[1:07:30] to access any content.
[1:07:32] We are not able to filter their cellular data plan and their searches.
[1:07:37] Students also find hacks to bypass filters which are patched as we are alerted and they are reported.
[1:07:44] Email and content filters are not able to scan pictures to block inappropriate content.
[1:07:48] On the RCS network, non-RCS accounts are not restricted via our filtering but are restricted
[1:07:54] via our firewall and additional in-district security layer.
[1:07:58] Staff, teacher, substitute, and student teachers accounts have a different level of access
[1:08:03] on the network to systems, servers, resources, the internet, YouTube, etc.
[1:08:09] As outlined in these general details related to network security and accessing content, yes,
[1:08:15] Access levels do change based on time of day, grade level, building, location, and account.
[1:08:22] Therefore, as in this case, there are many variables to consider in order for us to ensure safety online.
[1:08:29] Transparency provides important details that will help us effectively dive into the data,
[1:08:35] determine how the content was categorized in access, and identify and resolve any gaps in our security.
[1:08:41] In summary, there are many layers of security based on different factors as outlined above and a school level review was not completed to provide details.
[1:08:51] Therefore, please provide additional information so that technology services can examine the symptoms further, determine if there are gaps in our security and take appropriate corrective actions.
[1:09:03] Mrs.
[1:09:06] Bull, I'm sorry, Mrs. Anis.
[1:09:09] I just want to comment that additionally, I want to thank Cindy and her team for
[1:09:15] providing in our weekly board newsletter, extensive information about network and security
[1:09:23] access for students.
[1:09:24] And I would ask that perhaps the weekly community correspondence that goes out, that this
[1:09:36] information be provided to our parent community, because I think it's a really good overview
[1:09:43] and pretty comprehensive on, you know, breaking down exactly what you just said Cindy, and I
[1:09:49] I appreciate your effort to not only help inform the board, but also coming to the board table this evening and sharing more.
[1:09:57] Thank you.
[1:09:58] Absolutely.
[1:09:58] And trustee Weaver's response to that email was, Miss Fragmanian, Miss Lindner, can speak for themselves.
[1:10:05] So there is no need for you to imply what you know when it's documented in the email.
[1:10:09] They are welcome to explain why the information they asked for is needed.
[1:10:13] As I have clearly explained why it does not seem relevant.
[1:10:16] If they can explain why the additional information is needed, I will turn more over.
[1:10:21] But again, the problem is why students can access porn on their RCS prom books.
[1:10:25] I just explained that.
[1:10:28] So I love the tone of voice change, that's good inflection, yeah, there it is.
[1:10:33] So again, as community, notice my response, right?
[1:10:38] The response was not from Ms. Lindor or Fragumany.
[1:10:42] Everything gets passed third hand through people and filtered.
[1:10:45] So that's, again, why I simply was stating it would be really beneficial if they spoke for themselves.
[1:10:50] We couldn't just have honest conversation back before, there couldn't be a response, there was a delay.
[1:10:54] So again, instead of reading snippets, I will release the whole chain of emails, you can decide what you want from it.
[1:11:00] But clearly even as she was reading it, I was seeking to understand why the information was being asked because yes, we do have an issue with retaliation from this board table, from our administration.
[1:11:10] So that is a respectful way for me to make sure I was protecting the people that raised the issue.
[1:11:16] And also, there was some that felt like they were directed toward looking for the teacher.
[1:11:19] So I simply was seeking that information before I turned over more information.
[1:11:23] A simple response is say, hey, this is why it's relevant, this is how we use it, what it's a fight.
[1:11:27] But again, so I will release everything you can make your decision however you want, it is what it is at this point.
[1:11:34] When we decided to give access to every student allowed top, we had to take on the responsibility to ensure it, and again, we can just continue to not want to continue to look at it and find out where we have problems, but just bringing something up like that, and you'll see the time that passed, it wasn't about addressing the problem, it's turned into this spectacle.
[1:11:53] So again, simply, we got to make sure that we are responsible for the devices that we hand over to our students, that's simply it, thank you.
[1:12:01] And as they follow up, we do ensure that our technology is safe and secure.
[1:12:07] It will never be 100%.
[1:12:09] Nobody can guarantee 100% that students will not be able to access inappropriate content or that a network won't be breached.
[1:12:16] It's simply not possible.
[1:12:18] However, we have taken every measure since we deployed devices to our staff, our students, and in this district that we have had extensive security measures in place.
[1:12:27] And we added even more to extend those security practices to students when they are not on the RCS network.
[1:12:35] As a technology professional, these are the measures that we have taken to ensure student safety online.
[1:12:45] Thank you very much.
[1:12:47] All right, we are moving on to new business.
[1:12:50] We have item 7.1 is now the, there's no public comment at this time, this is not an action item.
[1:12:58] Public comment will be at the end.
[1:13:01] First item of business is Board of Education Meeting Schedule for 22, I'm sorry, 2023, 2024.
[1:13:08] Is there a motion to approve the Board of Education Meeting Schedule for 23, 24?
[1:13:18] Moved by Mrs. Gupta, support by Mrs. Alspac.
[1:13:25] Okay, discussion, I think Mrs. Bull, you had asked this to be pulled.
[1:13:30] Yeah. Madam President, thank you. So two things. Number one, I just wanted to
[1:13:35] thank the administration. I see that our meeting locations are all over the
[1:13:39] district next year and in different locations. I know that I've been a little
[1:13:43] bit vocal while I love Rochester High School and I love this auditorium. It does
[1:13:46] feel a little bit too formal here and so I appreciate the fact that we'll be
[1:13:54] able to try out different locations. Secondly, I'd like to suggest that we make
[1:13:59] a slight change. I'm sorry, I'm speaking. I'd like to suggest that we make a,
[1:14:09] I'd like
[1:14:10] to make a suggestion. Excuse me. If we could please have some respect at this time, there
[1:14:15] is a time for public comment. Mrs. Bull. I'd like to make a suggestion that we move our
[1:14:22] meeting start time to 6 p.m. I think that this would benefit the community, it would benefit
[1:14:29] But to the staff, sometimes they're up with our students very early the next morning.
[1:14:35] And it would, I think, just make for more wide awake board trustees as well.
[1:14:44] I know that there could be some concerns about getting people getting here potentially after work.
[1:14:52] I know I'm probably one of them, I may be Dr. Alsoc, you and I can commute together on those days.
[1:14:57] I'm not sure but I'll make it a point to try to get here, bye.
[1:15:01] I see our meetings going a little bit later and later as we have more engaging conversations and that is my suggestion. I brought it up to President Butel and I asked her to please consult with the administration just to make sure there weren't any unintended consequences that I wouldn't be aware of and I think that they were on board with that change. So my suggestion would be that we move our start time to 6 p.m. for our meetings next school year.
[1:15:28] Okay, so I'm hearing that you would like to amend the board meeting schedule so that our regular and work session meetings are at six.
[1:15:39] And then the Truth and Budget Hearing Meeting that is listed would be at 545.
[1:15:45] All right, so moved by Mrs. Bull, is there support for that by Mrs. Anis?
[1:15:53] Is there any discussion about amending the motion to change the start times?
[1:16:01] Okay.
[1:16:02] So we have a motion to approve the board meetings schedule with the revised start times as identified at six o'clock with the exception of truth in budget hearing at 5.45 and we'll keep the retreat meeting at 5 p.m.
[1:16:17] as listed. Is there any comment from the public on this?
[1:16:21] I do see someone moving forward.
[1:16:28] My name is Michelle Greenwald, I'm a parent of our CS graduate and the current student and I'm also a taxpayer.
[1:16:35] I would like to know when the board of education meetings are going to be held at the new administrative building.
[1:16:42] After over $10 million has been spent on this remodel, the taxpayers who paid for this extravagant building should have the right to see what we have funded.
[1:16:52] In addition, I would imagine that there is adequate space to accommodate board meetings.
[1:16:58] I anticipate that this includes a sound system, which clearly has been lacking at several of the guest schools along with the podium.
[1:17:08] So that audience members can easily be identified by the board when the opportunity arises for public comment.
[1:17:14] I, along with many others in the community, are excited to see our new administrative building.
[1:17:22] So I'd like to know when will we have board meetings at our new administrative building on Rochester, or on Daquinter.
[1:17:32] Thank you.
[1:17:34] All right, so at this point, we have-
[1:17:36] Madam President, Mrs. Liquid.
[1:17:39] Why don't we have the admin building listed as one of the locations here, or as a consistent location perhaps,
[1:17:45] Perhaps because we're hearing from the public that there are many reasons that we might want to consider having it at the admin building and perhaps I mean I've brought this up before where I've wondered if the consistency might actually be helpful so people know where they're going for board meetings and then you don't have to remove recording equipment all around either you could set up a space and not have to worry about that.
[1:18:09] I mean, someone else can answer to, but at this point, there is no space specifically identified.
[1:18:14] Nothing was built as a board room in that building.
[1:18:21] So, at this point, we have a motion on the table to accept the locations and
[1:18:29] the timing as amended.
[1:18:32] Is there any other discussion at this point?
[1:18:34] All right, so all of those in favor of accepting the meeting schedule as presented with the revised times, please say aye.
[1:18:42] Aye.
[1:18:44] Opposed?
[1:18:45] That's a 7-0 vote and the meeting schedule is approved.
[1:18:49] Next, we have new item 7.2, which is the Board of Education Regular Meeting Minutes from June 5th, 2023, is there a motion to approve the minutes as
[1:19:01] identified or as as presented.
[1:19:05] Mrs. Gupta was support by Mrs. Bull and then I believe Mrs. LaCouille you had asked for this one to be pulled.
[1:19:16] Yeah, so this is page 30 in the packet that we received item 8.4, non-union administrator compensation recommendation for 2023-2024.
[1:19:29] It misrepresents a comment that I made.
[1:19:32] It says, let Kuyi inquired whether the board should renew the contract of an administrator
[1:19:36] who called a parent.
[1:19:38] That's that totally misrepresents what I was saying.
[1:19:42] It should say instead, let Kuyi inquired whether the board should renew the contract
[1:19:46] of an administrator who called a parent's employer to complain about them which cost the
[1:19:51] district hundreds of thousands of dollars in a federal lawsuit.
[1:19:54] Right
[1:20:01] so do you have that in writing you pass that down yes I well I can't pass
[1:20:08] it down but I can email it to yeah can't we also look at the video and just
[1:20:13] transcribe it verbatim based on what she said well the issue is that minutes are
[1:20:17] not supposed to be a give and take in fact there's discussions about this as
[1:20:22] well that you know we can't go through this all the time of identifying exactly
[1:20:29] what someone said or meant, but I would agree that this was not accurately portrayed here.
[1:20:36] I didn't expect to renewing the contract of an administrator who called a parent, that's silly.
[1:20:41] So I guess I would say, give
[1:20:47] me one second here.
[1:20:54] So can we just put it in there to say Likui inquired whether the board should renew the contract of an administrator who called a parent's employer and just leave it there?
[1:21:03] I mean, I would advocate that I think it should be the entire sentence.
[1:21:09] That's exactly what I was opposing.
[1:21:11] Then I guess what I would say is I would move that we not go on this at this time,
[1:21:17] and we go back, and we, you know, redo the minutes and bring it at the next meeting.
[1:21:22] President Mutel, I have a question.
[1:21:25] You just made a statement that there was a discussion about this.
[1:21:27] Who are you having discussions with?
[1:21:29] I commented when I reviewed the minutes that I thought we needed to make some changes
[1:21:34] just to go back to how we were doing it before.
[1:21:37] So you had a discussion, but it was just a discussion with yourself?
[1:21:42] No, I asked Jessica and Mrs. Whitmore to get together to review these and set some standards because we've changed how the minutes are presented now versus how they were before.
[1:21:54] So you haven't contacted any law firm in regards to this or MSAB?
[1:21:58] No. Okay.
[1:22:03] So at this point there is a motion on the table to approve this. I will say that at this point I'm going to vote no and bring this back at another point.
[1:22:19] So the motion on the floor is to actually we have a motion to approve the minutes.
[1:22:28] And then Carol Beth was making a motion to alter the minutes, she wanted to amend the minutes.
[1:22:43] I am looking to,
[1:22:49] I would like to, the
[1:22:55] motion is to remove this until later time to,
[1:23:01] yeah, it could be.
[1:23:04] We postpone the motion.
[1:23:07] So I'd like to make a motion that we postpone, this current motion, is there any support for that?
[1:23:16] By Mrs. Annis.
[1:23:19] So let's vote on the motion to postpone at this point.
[1:23:22] All of those in favor, please say aye.
[1:23:25] Aye.
[1:23:26] Opposed?
[1:23:27] No, I know what I said.
[1:23:28] That's a five to vote.
[1:23:30] So, we'll review those, we will postpone that and we'll bring that back at our July meeting.
[1:23:38] We now have item 7.3, which is recommendations to interview prospective strategic planning consultants.
[1:23:48] Mrs. Fregumani, is this you?
[1:23:53] Thank you, Madam President, and I've asked Cindy Linder and Matt McDaniel to help with this
[1:23:58] conversation to share the work that it has been done with this proposal.
[1:24:04] The State of Michigan and Rochester Community Schools Board of Education set policies and regulations for all purchasing activity within our district.
[1:24:14] Revised school code 380.1267 and 380.1274 determined thresholds for competitive bidding.
[1:24:25] and set specific restrictions for construction, renovation, remodeling, and repair of district property,
[1:24:34] as well as rules for procurement of supplies, materials, and equipment.
[1:24:39] Current or previously awarded district bids are located on BIDNet direct through the MITN purchasing group.
[1:24:48] In order to advance the district's five year strategic planning process,
[1:24:52] the Board of Education and Rochester Community Schools identified a need to hire a qualified consultant who would assist with facilitating the design and the development and the implementation of this plan.
[1:25:07] The Board President worked closely with the District Leadership Team to create a request for proposal that would invite all eligible candidates to apply and promote a fair and equitable process.
[1:25:19] The document includes a timeline, an overview of district, scope of requested services, the requirements, and evaluation criteria, and supporting documents.
[1:25:33] Once approved, the RFP was posted publicly on BidNet Direct by the district's purchasing office on May 15th, 2023, with a submission deadline by June 1st.
[1:25:47] 10 submissions were received from the following organizations.
[1:25:52] BFK, delivered ed, four point, GND, Insight Education Group,
[1:26:01] Maynard Cossetarian, Maya Consulting, True,
[1:26:08] Urge, Imprint, and Zylo International.
[1:26:12] The designated board committee and members of the District leadership team
[1:26:16] Thirdly reviewed and independently rated the submissions using a decision matrix.
[1:26:22] Each person on the team shared key points that they highlighted from the proposals.
[1:26:28] Participated in an open, round table discussion and reviewed those ratings.
[1:26:34] As outlined in the RFP, proposals were evaluated using the following criteria.
[1:26:40] approach and methodology, experience and expertise, references and past performance and price.
[1:26:49] When calculating committee scores, four companies received the highest ratings.
[1:26:54] This evening we are presenting a recommendation for the board to interview the following
[1:26:59] prospective strategic plan consultants.
[1:27:02] Since, they are 4-point G&D Insight Education Group and true.
[1:27:11] Thank you.
[1:27:12] Thank you.
[1:27:14] Is there a motion to approve the recommendation to interview 4-point G&D Insight Education
[1:27:20] Group and through?
[1:27:22] Move by Mrs. Anna, support by Mrs. Vol, board discussion.
[1:27:30] Mrs. Lucui?
[1:27:31] Do we just have a question, has there been any update on references and people who have responded to references since we last got an update?
[1:27:40] Unfortunately, no, since today is a holiday, those school districts were closed, so I do have some calls scheduled on Tuesday, Wednesday, and Thursday this week and will update before the interview has been unfortunately couldn't get any before that.
[1:27:58] Any other discussion at this point?
[1:28:02] Was there any comment from the public regarding the strategic planning proposals?
[1:28:07] All right.
[1:28:09] So all of those in favor of approving the recommendation for the consulting firms for
[1:28:14] us to interview, please say aye.
[1:28:17] Aye.
[1:28:18] Opposed?
[1:28:19] That's a 70 vote and we will move forward with that and I think we'll have that meeting
[1:28:26] Everything will be at 5 o'clock this Thursday.
[1:28:31] Okay, so now we are on to 7, what is now 7.4, which is approval of bid awards, Mr. McDaniel.
[1:28:42] Yes, thank you, Madam President.
[1:28:44] Tonight we have three recommendations for your approval.
[1:28:46] The first award is for anatomy tables to support the district's health science programs of anatomy, biology, and health, as well as students competing in health occupations, students of America, or host events.
[1:28:57] Educators will receive professional training before implementation.
[1:28:59] This purchases for two tables, or one each for Rochester High School and Stony Creek High School.
[1:29:05] Rochester Adams High School received one table as part of a pilot program.
[1:29:08] On April 6, 2023, the district advertised a request for proposals for this project in the local publication of Rochester Post.
[1:29:14] Posted RFP documents on the purchasing pages of the district's website SIGMA and BINET Direct.
[1:29:19] The district received one response.
[1:29:21] The proposal was evaluated by the District's Executive Director of Secondary Education and Director of Career Readiness, CTE and CFE, K-12.
[1:29:29] The District's purchasing supervisor analyzes responses for bid content inclusion and requires the middles.
[1:29:35] The source of funding is split equally between the Rochester Community Schools Foundation and the General Fund.
[1:29:40] Based on this information, we recommend that the District Award American 3B scientific for the purchase of two anatomy tables.
[1:29:46] and $22,597 each for total project costs of $45,194.
[1:29:53] Our second award tonight is for the purchase of a district-owned portable sound system,
[1:29:57] which will eliminate the need to rent equipment to serve-
[1:30:00] Large scale events hosted by the district, such as homecoming dances, outdoor assemblies, board meeting presentations, prom or pep rallies. May 25, 2023, the district advertised a request for proposals for this project in those same publications and sources. District received one response on June 8, 2023. These proposals were evaluated by the Executive Director of Secondary Education and the Auditorium Facilitator. Bids were analyzed for bid content and inclusion required submitters by the purchasing supervisor.
[1:30:28] source of funding for this project is a general fund.
[1:30:32] Based on this information, we recommended the Board of Education Board Advanced Lighting
[1:30:35] and Sound for the purchase of one portable sound system at $46,818 as well as the alternate
[1:30:41] equipment at $1,304 for total project costs of $48,122.
[1:30:48] Our final award tonight is for the Brooklyn's and Hampton Elementary School flooring project.
[1:30:52] Brooklyn's and Hampton were scheduled to receive new flooring as part of the bond scope.
[1:30:55] However, the floor replacement was removed to address upgrades to the each VAC systems.
[1:31:01] Scope of this project includes classrooms and corridors and when it correct in a memo
[1:31:05] it says gymnasiums and cafeterias but unfortunately time will not allow for that project for those areas to be completed.
[1:31:12] We're actually going to complete this project in two phases.
[1:31:15] The classrooms are occurring over the summer of 2023 and the corridors I believe in the winter of 2024 during non-instructional periods.
[1:31:23] It's the district has the opportunity to participate in cooperative purchasing programs which conduct competitive bidding processes on behalf of public school entities.
[1:31:31] The national cooperative program source well has awarded flooring contracts that can be utilized by the district.
[1:31:38] These contracts were evaluated by the director of capital projects and facilities and were analyzed for compliance by the purchasing supervisor.
[1:31:44] Source of funding for this project is a bond fund.
[1:31:47] Based on this information, we recommend that the Board of Education were the Brooklands and Hampton Elementary School's flooring projects to capital flooring incorporated the amount of $456,000, $115,000 each for a total project not to exceed the amount of $912,230.
[1:32:02] And if there's any questions on the specific projects, we have representatives for each one of them here tonight. Thank you.
[1:32:10] All right, are there any questions from board members?
[1:32:15] Mrs. Anis.
[1:32:17] Yeah, I just had a couple.
[1:32:20] Regarding the anatomy tables, did I miss or maybe I missed it, but when will these
[1:32:28] be anticipated to be delivered and installed in the two high schools, do we have any idea?
[1:32:32] Yeah, I think if we want to talk anatomy tables first, I believe our director of career readiness
[1:32:37] is here.
[1:32:38] Thank you, Karen Malzbury.
[1:32:57] Hi, good evening, Karen Malzbury, Director of Career Readiness and CTE.
[1:33:01] And this is my colleague, Erin Slomker, from Rochester High School.
[1:33:05] She's going to be here to help answer questions tonight on curriculum.
[1:33:09] And also, come, come down.
[1:33:12] We have a representative from three B-scientific Eric Wilcoe, so we'll be here to answer
[1:33:20] any questions that you have.
[1:33:21] have. So the anatomy table, we did get one already at Adams High School. It did come
[1:33:28] from Korea, so unpacking it was a real delight. It was very packaged beautifully. And so
[1:33:36] they do take about two to three months to come in. So as soon as an approval has gone through,
[1:33:43] we're looking at two to three months, so it would be lovely if we could have this in by
[1:33:47] By the end of September.
[1:33:49] Thank you. That was really my, I guess, the crux of my question was, will it be here by the time school begins?
[1:33:55] So it sounds like it's pretty close.
[1:33:57] Yeah, cool.
[1:34:01] Are there any other questions, Mr. Weaver?
[1:34:03] So I think I have more of a question just again from overall.
[1:34:07] What is the objective?
[1:34:09] This feels a lot like the FANTIC robot where we get into these ideas of having these things and they're great ideas and they're great tools or great resources.
[1:34:17] is, but now at this point, what is the plan?
[1:34:22] We're not seeing that being presented.
[1:34:24] I don't know if we're not asking for it the right way.
[1:34:26] So I'm Mr. McKinnon, maybe we have to back and forth.
[1:34:29] I'm not seeing where these pieces that we keep voting for,
[1:34:32] how it fits into the puzzle of what the plan is.
[1:34:35] Again, to say we vote against this people,
[1:34:37] you vote against an enemy table.
[1:34:39] I'm just trying to understand.
[1:34:40] And then same thing, like I said, the fanatic robots are great.
[1:34:42] I think it's a great opportunity, but where and again
[1:34:44] is the board, what's the vision, what's the end goal?
[1:34:47] I guess maybe I'm asking more of a question about process of how these pieces and
[1:34:54] these things go together and how do we get that information and maybe help me understand
[1:34:57] how do we ask for that question the right way.
[1:34:59] How do we see where these votes fit into the larger plan of why we're doing this stuff?
[1:35:04] Because again, it's not to say, hey, we don't want the kids to have an enemy table,
[1:35:07] but what is the end goal or where we're trying to make a process better, or we're trying
[1:35:10] to make the curriculum overall better?
[1:35:12] Again, I use the Fannock robot as an example, that's a great resource.
[1:35:15] It was explained well at that meeting again kind of what direction we were going and so I'm just trying to have a better
[1:35:20] understanding of the direction of these anatomy tables and what the end goal is by adding them in as we go forward about the
[1:35:26] probably a question. I ask a lot about these purchases so I'm not sure I understand exactly what you're looking for. I mean are you looking for a
[1:35:33] lesson plan or are you looking for? I'm looking for the vision of why we're trying to like in what is the piece of the puzzle? What does this
[1:35:40] advance, what is the end goal of we spend, as is spend the money?
[1:35:44] Again, there are those concerns when we've come up at times, is this just a hey, we have money to spend, so we're spending it?
[1:35:49] Or is there a hey, the end goal for this project, or this curriculum, is that we have to get to x point, this is step two, three, four in that process?
[1:35:57] I'm just trying to understand what the plan or vision is as we spend money going forward.
[1:36:02] All right, well, I'm going to turn it over to Mrs. Malsbury, if that's okay.
[1:36:06] I know that in the information we had been provided in what they even just read, it talked
[1:36:12] about including it in the science curriculum and science courses that some of our like
[1:36:19] HOSA and any of our groups that utilize are in that medical field to be able to utilize
[1:36:25] it.
[1:36:26] But if you have some additional information to share, that would be awesome.
[1:36:31] Absolutely.
[1:36:33] I just want to maybe take a step back. I've been in this role for a year and when I took on this role I really did a deep dive into what is expected from us from Oakland schools, our ISD when it came to career readiness.
[1:36:51] So the ISD, basically, is given us a bunch of goals that we need to complete to maintain
[1:36:57] the grant that was used for the Adam's anatomy table and one of our fanatic robots.
[1:37:03] And when I looked at these goals, they basically are asking us to give our students career readiness
[1:37:10] in five different areas that really are an economic indicator of what the state needs.
[1:37:16] And those five industries are advanced manufacturing, which Mr. Weaver had explained we already
[1:37:25] took care of in the way of the phantic robot.
[1:37:29] Another one is construction.
[1:37:31] We do have a woodworking program here at Wartus Community Schools, and we have engineering
[1:37:36] programs here at Wartchester.
[1:37:38] And then if anybody saw in the news recently, our students were involved in making an actual
[1:37:44] house in Pontiac with the OTEC school that our students go to, so we check the
[1:37:54] box with construction and then health sciences. We currently don't have a CTE
[1:38:00] program for health sciences, current technical education program for
[1:38:04] health sciences, but we have a plethora of classes that our students take in
[1:38:09] sciences, AP anatomy and physiology, AP bio, we have pathology. I mean, I can basically
[1:38:18] put the mic over to Erin and she can explain all about those classes. But what I see through
[1:38:24] the lens that I see within career readiness and CTE is giving our students access to the
[1:38:31] equipment that they are going to use if they walked across the road to ascension, giving
[1:38:36] given them access to the equipment that they're going to have at OCC or Macon CUNY College
[1:38:41] or giving them equipment that they would see in U of M or state campuses.
[1:38:48] And so having that equipment available to them in their schools within the normal classroom
[1:38:55] that they're in five days a week for an hour, I thought, personally thought was a great
[1:39:01] idea, because having that access to innovative technology is our future for our students.
[1:39:09] And then just to round it out, we also have information technology as one of our goals,
[1:39:15] which with our innovative labs that we're creating at each of the buildings, our innovation
[1:39:20] labs, you will see more in the 3D printing area, the CNC machines and all that good stuff too.
[1:39:28] And then the last one is transport mobility, logistics and energy.
[1:39:32] So I think quite get to that one this year, but that's definitely a goal to expose
[1:39:39] our students to renewable energy and getting them out in our community, looking at some of
[1:39:45] the innovation technology when it comes to automation as well as mobile cars and things that's
[1:39:55] going on.
[1:39:56] Anyway, I'm rambling and I don't mean to, but I think my goal and I think the goal of career readiness is giving us students access to what they need and what they're going to see when they leave what's just community schools.
[1:40:12] First I want to say thank you that actually what you said helped me understand on a lot better, and specifically what you said about the goal is obviously maintain, there's certain things we have to do to maintain the grants and then ultimately your goal, the goals to that, can we get that sent to us?
[1:40:25] I think that would just help me to better understand it but when you explain it was amazing. Thank you.
[1:40:31] All right. Are there any other questions?
[1:40:34] I was just curious on the sound system and additionally in addition to handling large events.
[1:40:42] Will it also help with our board meetings in smaller circumstances as well?
[1:40:48] Sure. Let me call on Dr. DeLuca and Mr. Jaffee.
[1:40:52] You can speak to that.
[1:40:57] I could even, Madam President, board.
[1:41:00] If you recite the question again.
[1:41:02] Yeah, just on the sound system, I know it sounded like it would handle large events, but
[1:41:08] I'm wondering, you know, if we're in a media center or something like that, can it tie
[1:41:12] in to these microphones for CMTV as well and have better sound in some of those meetings?
[1:41:18] Great question.
[1:41:19] So when you put the bit out there for a scalable sound system to do small events, one of
[1:41:23] Was the board meetings to accommodate when we move around the district to have ample sound for our community
[1:41:29] But then scale it up to a large event as well
[1:41:34] Mrs. Bull I
[1:41:39] did that the second time. Mrs. Anis. That's okay
[1:41:42] Can you just in a very simple terms? What is an amplified audio system? I mean, sure
[1:41:49] I think it like a karaoke machine. No, no, this is nothing like a karaoke machine
[1:41:53] So think about in this room right now. We have a we have an audio component that's fixed. You can't move it around
[1:41:58] So the district in our students in schools do are usually renting equipment.
[1:42:04] And so we've been renting equipment throughout the years, as a former high school principal seeing rent equipment for
[1:42:10] homecoming dances and prams, and we're just renting this stuff that we have three different buildings.
[1:42:17] Now we'll be able to have a cost effective solution to utilize throughout the district.
[1:42:21] And it'll be K-12 solution and would just be a high school, but it'll be a K-12 that can go up in size for
[1:42:27] for a large event, for outdoor could be a field day.
[1:42:30] I'm all way down to a smaller event that could be.
[1:42:32] So is the idea that each school is assigned this,
[1:42:38] or they would be shared amongst my K through,
[1:42:41] great to five, or in the high school, okay.
[1:42:45] Thank you.
[1:42:48] Are there any other questions?
[1:42:50] All right, are there any questions from the public,
[1:42:54] okay?
[1:42:55] Then you know, I apologize.
[1:42:58] Is there a motion to approve the bid awards
[1:43:00] towards us presented, I did not get that.
[1:43:03] Mrs. Boll, support by Mrs. Allspot, Dr. Allspot, all those in favor, please say aye.
[1:43:12] Aye.
[1:43:13] That's a 7-0 vote, that motion passes, and all three items, thank you.
[1:43:19] Moving on to what is now agenda item 7.5, is the human resource report.
[1:43:25] Thank you, good evening, President Butel, members of the board and community.
[1:43:33] I recommend the following actions this evening for approval.
[1:43:37] Acceptance of the following R.E.A. Resignations, Muraf Friedman-Linquist, Megan Hutton, Sarah Wolf, and Carly Zacharias.
[1:43:47] Acceptance of the following R.E.A. Retirement, Joanne Titler.
[1:43:54] acceptance of the following administrator resignation, Brian Hasler, and also this evening
[1:44:03] recommending two administrator appointments, recommending the higher this evening of Joseph
[1:44:08] Duda to the position of director of human resources.
[1:44:12] And I would like to also welcome Mr. Duda who's still with us, along with his wife, Jody.
[1:44:17] Thank you for coming this evening.
[1:44:18] This position was previously held by myself and has been vacant since I was promoted to assistant superintendent of human resources.
[1:44:27] Mr. Duda holds a bachelor of science degree in education from CMU, master of arts degree in education from Wayne State,
[1:44:36] an ed specialist degree in educational administration from Oakland University.
[1:44:41] For the past 11 years, Mr. Duda has been the principal at Larson Middle School and Troy School District.
[1:44:48] And Joe has also been a assistant principal and teacher in Troy.
[1:44:52] And also this evening, recommending the for approval, Mr. Todd Calcamugio, assistant principal.
[1:45:00] Principal at Rochester Adams High School as the next principal at University Hills Elementary. Todd has been a partner in education in RCS for more than 14 years. During that time he served students as an athletic director, teacher and assistant principal, participating in a variety of instructional consortiums and community outreach events. Todd earned his master's degree in educational leadership from Oakland U and his bachelor's degree in education sport and leisure studies.
[1:45:29] from the Ohio State University.
[1:45:33] He would be angry at me if I didn't say the V there.
[1:45:37] And Todd's not with us this evening
[1:45:38] because he is traveling with our students.
[1:45:40] I believe they're currently in Germany
[1:45:42] and they think they recently left France.
[1:45:45] Thank you.
[1:45:46] Thank you.
[1:45:48] Is there a motion to approve
[1:45:49] the Human Resource Recommendation as presented?
[1:45:53] Moved by Mrs. Bulls, support by Mrs. Gupta,
[1:45:57] Any board discussion? Mrs. Bull?
[1:46:01] Yeah, I just wanted to say congratulations to Mr. Cal.
[1:46:05] I'm so happy for this to hear about this appointment.
[1:46:08] I think he's going to be great in that role.
[1:46:11] And I also want to say how excited I was to hear about Mr. Duda.
[1:46:16] His qualifications seem amazing and just hearing from the great fine that he was really beloved in his previous district.
[1:46:24] And most of all, I just wanted to mention the enthusiasm of Mr. Murphy about this one.
[1:46:31] That really says it all to me.
[1:46:32] That's all I need to know.
[1:46:33] So I'm really excited about this.
[1:46:34] Thank you.
[1:46:38] Mr. Weaver?
[1:46:39] So I first want to say I would like to see you start voting on these things separately,
[1:46:45] because ultimately to vote against it makes it probably that you're voting against all of it.
[1:46:50] So I just want to make sure I explain to you why I have the voting against this.
[1:46:53] It is specifically around the HR appointment.
[1:46:55] I'm deeply concerned with the amount of money that we spend and to pay Miller Johnson for what it looks to be basic HR functions.
[1:47:04] I don't blame anybody that's in our current role.
[1:47:07] I've shared, I've had all great conversations with Mr. Murphy, but the RHR department, that is a specialty people at a school for HR.
[1:47:16] And to add another educator to the mix, I think is deeply concerning.
[1:47:20] So my vote against this is specifically, I believe our HR department needs to have HR professionals in it, so I'll be voting against this is not a knock to anybody else and it's also not a knock to the gentleman that was appointed to it because again, I've heard a lot of the same things about many people say that you can be a great, a great person just not the right person right place and it's a board that's ultimately our role to make sure we're putting people in the right place to be successful and I do believe our HR department is an area that needs really to have
[1:47:50] We have some HR professionals to help us reduce cost of what we're paying out to Miller Johnson.
[1:47:57] Is there any public comment?
[1:48:00] All right, at this time, there's a motion to approve the human resource recommendations as presented.
[1:48:06] All of those in favor, please say aye.
[1:48:08] Aye.
[1:48:10] Opposed?
[1:48:11] That's a 5-1-1 vote.
[1:48:17] The motion passes.
[1:48:19] Congratulations to Todd Calcimusio for his appointment at University Hills.
[1:48:23] as the next principal, and welcome to Joe Duda.
[1:48:27] Congratulations, and we look forward to meeting you.
[1:48:32] Next, we have agenda item 7.6, the 2023 tax rate certification action item, Mr. McDaniel.
[1:48:44] Thank you, Madam.
[1:48:46] No, I apologize.
[1:48:47] Can we take a quick recess?
[1:48:50] All right, we're going to take a quick recess here at 8.53, and hopefully we'll be back in about five minutes.
[1:48:56] All right,
[1:49:43] we are going to return here at 901 and we are on agenda item now 7.6, the 2023 tax rate certification, Mr. McDaniel.
[1:49:54] Thank you, Madam President.
[1:49:56] Just to review, from the Truth and Taxation Hearing, the request includes an 18-male levy on non-home set property for the general operations of the district.
[1:50:05] 1.76 mills on all classes of property for debt service obligations, and 1.463 on all classes of property for the singing fund.
[1:50:12] That was approved by the community in November 2019, that was originally a 1.5 mill levy for the singing fund.
[1:50:19] However, due to the heavily rollback, the mills were reduced to 1.463.
[1:50:24] There are no changes to these tax rates from last year, and based on this information, we recommend approval of tax rates as presented for the 2324 fiscal year.
[1:50:34] All right, is there a motion to approve the 2023 tax rate certification as presented?
[1:50:41] Moved by Mrs. Gupta, support by Mrs. Dr. Olsbach, any board discussion on this.
[1:50:51] And Mr. McDaniel, I'll just ask, this is just we have to approve it every year, is that correct?
[1:50:56] Correct, the rates could change from year to year based on the debt or heavy rollback, but
[1:51:02] Yes, we need to approve these, so that the local municipalities can issue their tax bills.
[1:51:08] Thank you.
[1:51:09] Anyone else?
[1:51:10] Any public comment on this?
[1:51:13] All right, then all those in favor of approving the 2023 tax rate certification as presented, please say aye.
[1:51:21] Aye.
[1:51:22] Opposed?
[1:51:23] That's a 7-0 vote and the motion passes.
[1:51:26] Moving on to now 7.7.
[1:51:30] Again, approval of the 2324 fiscal year budget, Mr. McDaniel.
[1:51:36] Thank you.
[1:51:37] So for the sake of time, I had written out many of the changes, but we've gone through this at the June 5th meeting, as well as a briefly just prior to this meeting.
[1:51:47] So attached to the packet, you'll see the 2324 budget resolutions, you'll find the detailed schedules for each of the funds.
[1:51:54] and there are no material changes to these budgets from the June 5th presentation.
[1:52:02] If there's any questions, I'm happy to answer them, but we would recommend that you approve the 23-24 budgets as presented.
[1:52:09] Is there a motion to approve the 23-24 fiscal year budget as presented?
[1:52:14] Moved by Mrs. Bowles, support by Mrs. Anis, any board discussion.
[1:52:22] Mrs. LaCouille, just a comment that I would make is that it seems
[1:52:26] Things like our revenue and enrollment projections look very aggressive, especially considering the trend of the last few years.
[1:52:33] I know we won't know our enrollment for the next school year until the first couple of weeks of school, but it seems like we're probably going to be lucky to hit 14,300.
[1:52:42] I'm also concerned about the fact that we continue to transfer $90,000 from our general fund into carrying steps with no end in sight.
[1:52:50] And I don't understand why we would expect our tuition to jump by $493,000.
[1:53:00] Mr. McNeil, do you have, because you tend to be fairly conservative on enrollment and revenue.
[1:53:08] Do you have any comments on that?
[1:53:11] Yeah, I can make a couple of comments on that, so current projections show us about 14,455 students enrolled for
[1:53:22] next year as of right now that would include any drops that we're aware of as of the end
[1:53:27] of the school year. Typically there are enrollments. This is kind of, I think, a little bit of
[1:53:34] a lull because we've reached the end of the school year. People aren't necessarily thinking
[1:53:37] about next school year and then July, August picks up those enrollments. So, as Trustee
[1:53:45] We won't know exactly what enrollment is, but right now it's 14,455 TK through 12, which is a little bit below the conservative projections.
[1:54:01] Are there any other questions?
[1:54:05] All right, are there any comments from the public?
[1:54:10] All right, at this point there's a motion to approve the 23, 24 fiscal year budget as presented, all those in favor say aye.
[1:54:19] Aye.
[1:54:19] Aye.
[1:54:20] Opposed?
[1:54:21] Aye.
[1:54:22] I abstain from voting.
[1:54:23] I'm going to abstain, too.
[1:54:26] That's a 5-0-2 vote.
[1:54:29] The motion passes.
[1:54:30] The budget passes.
[1:54:31] Now moving to what is now 7.8, approval of the 22-23 fiscal year budget amendment.
[1:54:39] Mr. McDaniel, this is you as well.
[1:54:40] Yeah.
[1:54:41] Thank you.
[1:54:42] So just like we said, for the 23-24 budget amendment, these are the final budgets for
[1:54:47] 22-23. Attached to the board packet, you'll find the resolutions as well as the schedule
[1:54:53] of proposed changes for the general fund, debt service fund, capital projects bond, capital
[1:54:58] projects sinking, food service, early learning or caring substance fund, student and school
[1:55:03] activity in the bookstore funds. These amended budgets were reviewed in detail at the June
[1:55:07] 5th, 2023 Board of Education meeting. Happy to take any questions on them, but would
[1:55:12] I would recommend the board approve these budgets as presented.
[1:55:17] Thank you.
[1:55:18] All right, is there a motion to approve the 2223 fiscal year budget amendment as presented?
[1:55:24] Moved by Mrs. Gupta, support by Mrs. Bowell.
[1:55:31] All right, is there any discussion, Mr. Weaver?
[1:55:37] I apologize to the community, I should have done this the first time I actually explained my reason I chose not to vote.
[1:55:42] I'm concerned with the ongoing investigation and unauthorized spending related to our invoices and knowing that our board knows of at least a second one.
[1:55:51] So that's again why I'm abstaining from voting for these, I can't in good faith vote for these budgets when I do not know what the spending was on.
[1:55:58] So again, I will be abstaining from this vote as well.
[1:56:01] Is
[1:56:05] there any discussion on the amendment?
[1:56:09] Mr. McDaniel, you said this is the final amendment, but obviously not potentially the final
[1:56:14] numbers, right?
[1:56:15] Because it doesn't close until June 30th.
[1:56:19] Correct.
[1:56:19] I mean, we will not present another budget to the board, but this is our best guess for what
[1:56:24] you're and the actuals will look like.
[1:56:25] It takes us roughly two months to close the books on the 22-23 fiscal year.
[1:56:34] All right.
[1:56:35] All right, is there any public comment on this?
[1:56:38] All right, seeing none, all those in favor of approving the 22-23 fiscal year budget amendment as presented, please say aye.
[1:56:45] Aye.
[1:56:46] Opposed?
[1:56:47] Abstain?
[1:56:49] That's another 502 vote and the motion passes.
[1:56:55] Now moving on to item 7.9, renewal of district membership to the Michigan High School Athletic Association
[1:57:02] and the Michigan Association of School Boards and the Michigan Association of School Boards Legal Trust Fund, Mr. McDaniel.
[1:57:10] Yes, we are recommending that the Board of Education renew our district membership to the Michigan High School Athletic Association at no cost.
[1:57:18] The Michigan Association of School Boards in the amount of $10,426.94 as well as the MASV Legal Trust Fund in the amount of $437.
[1:57:27] All
[1:57:30] right, is there a motion to approve the renewal of the district membership to the Michigan High School Athletic Association for $0,000?
[1:57:38] The Michigan Association of School Boards for $10,426.94 and the Michigan Association of School Boards legal trust fund for $437.
[1:57:48] Move by Mrs. Anis, support by Mrs. Gupta.
[1:57:55] All right, is there any board discussion?
[1:57:59] Mr. Leader, I would repeat my recommendation, I would ask that we start breaking these up because again a vote for the MHS AA and the vote for the MASV are two completely separate things, obviously when there's money involved with one and not the other, I would like to know what the tangible benefit is to the $10,000 that we pay to the MASM ASB based on the June, January 14th training, they didn't provide anything
[1:58:25] that was actually a better term lack of common sense in the most business world.
[1:58:31] Policy procedure, be transparent, so I'm really trying to understand what the tangible benefit is to the $10,000 that we're paying to them.
[1:58:40] Especially when, again, it seems in a lot of cases we're not even following the best practices that they set for us.
[1:58:47] Mrs. Anis.
[1:58:49] I just wanted to comment that I was thrilled to see that SIS craters will now be included in the cross country track and
[1:58:57] wrestling, and I know I spoke with you prior to this map, but basketball isn't included
[1:59:03] because it's a cut sport, correct?
[1:59:05] Okay, I just want to clarify that.
[1:59:07] And then regarding our involvement in the renewal of the MESV Association fees, I personally
[1:59:18] find it an invaluable resource as a board member, especially when we choose to tap into the
[1:59:24] a myriad of professional development classes that they offer.
[1:59:28] I know myself and many colleagues sitting at this board have taken advantage of that.
[1:59:34] And I would have to push back on the assumption or the generalization that our training in June, our January wasn't worthy.
[1:59:43] Because they spoke at Nazim about the chain of command and norms which it evidently didn't get picked up by some of our board trustees sitting at this table.
[1:59:54] seeking to understand and to network with other school board members throughout Oakland County.
[2:00:00] And the state of Michigan is also a really invaluable resource that the MASB provides as well. So for this reason, I will be voting in renewal of this.
[2:00:11] Mrs. LaCouille.
[2:00:15] I support renewal to the NHSAA Association, it's $0.00, and I know this is unpopular amongst the majority of this board, but I will echo Trustee Weaver's sentiments there. I don't support renewing our membership to MASB. We don't need that organization to tell us how to do our jobs as board members.
[2:00:34] We are governed by Michigan Law, the Revise School Code, the Open Meetings Act.
[2:00:39] We don't need to pay quasi-authorities to tell us what to do.
[2:00:42] Most of the time, we can read the law to determine what we should do.
[2:00:46] But if we truly need help with interpretation, we have our district lawyers, as we've seen.
[2:00:50] We don't need to pay $10,000 for the ability to take classes to tell us what we already know,
[2:00:56] or should be able to figure out with conversations with other districts and boards.
[2:00:59] Or we don't need to pay for another lawyer option.
[2:01:03] We're supposed to be a local governing body that is capable of providing checks and balances without relying on a state entity telling us what to do.
[2:01:12] I have not seen that anything we've gotten has really helped us very much with what we've been doing.
[2:01:16] We've been told a lot of the same sort of information that we should already know.
[2:01:24] Are there any other comments?
[2:01:27] Mrs. Gupta.
[2:01:28] I would just wonder, and this is kind of just a rhetorical question here to think about
[2:01:36] for those who oppose renewing the MASB membership, how many of their programs have you participated in.
[2:01:44] Just, you know, something to think about that, you know, if you don't give it a try,
[2:01:48] or if you're not open to it, might not be that beneficial.
[2:01:51] But I would support renewing that membership as a board, I think we should be committed to continuous improvement.
[2:02:00] It's not depending on or relinquishing control or delegating control.
[2:02:05] We all still have our own autonomy to vote how we want, according to the information in front of us.
[2:02:11] It's a matter of hearing different perspectives about norms, practices that have been found to be most effective in other places.
[2:02:18] and being able to learn from colleagues across the county about that.
[2:02:24] And people who've done it for longer than us.
[2:02:26] It's about kind of professional humility if you would.
[2:02:30] So for me, I'll be supporting that.
[2:02:34] All right, and I would say, I will be supporting that.
[2:02:38] I have found MASB, I don't think that they mandate how anyone does anything.
[2:02:44] I think they take information that is out there and
[2:02:49] and put together best practices.
[2:02:51] It's an organization that supports school boards,
[2:02:54] that provides a whole host of different courses
[2:02:57] that can be taken.
[2:03:00] They also advocate on behalf of school boards
[2:03:04] and they have individuals that you can reach out to there,
[2:03:10] whether they are attorneys or individuals
[2:03:15] who can just answer general questions as well.
[2:03:18] So, at this point, my question, can anyone provide one tangible benefit that we have this
[2:03:26] year that came directly from the MSAV, MSAV?
[2:03:30] I mean, MSAV?
[2:03:31] Yeah, MSAV.
[2:03:33] I guess I don't know what you mean specifically by tangible.
[2:03:36] I mean, I know that I took the President's workshop, I found that very valuable in giving suggestions
[2:03:43] and hearing from other board members who are there on things that they do.
[2:03:46] So it's a, you know, a lot of it is an individual self-improvement to be able to become informed and learn more.
[2:03:54] I know that I've been able to reach out to the attorney there to get information without having to pay additional funds for that.
[2:04:05] So I'm not sure exactly what you mean by tangible.
[2:04:09] Did that lead to our meetings being ran better?
[2:04:12] did it lead to a policy chain?
[2:04:13] I mean, I'm asking what it's $10,000 that could be in our classrooms.
[2:04:17] And again, honestly, everything in the January 14th class was very much-
[2:04:22] Thank you.
[2:04:22] I was still speaking.
[2:04:23] I didn't finish speaking-
[2:04:24] I was-
[2:04:25] I had the floor-
[2:04:26] I thought you were-
[2:04:26] I had the floor.
[2:04:27] I had the floor.
[2:04:28] So again, I'm just trying to understand again that is exactly where we're at, is we're spending $10,000.
[2:04:34] The training on January 14th was very much a very standard corporate training of policy
[2:04:40] procedure, open transparency, it was nothing special.
[2:04:47] The actual trainers there, open meetings act, all of that was again straight forward.
[2:04:54] We then paid Miller Johnson to come and February and tell us a lot of the same stuff.
[2:04:58] So again, it just seemed redundant at this point and to be firmly honest, to Trustee LaCouille's
[2:05:03] point, the approach that we should be taking is, these funds, we don't need an entity
[2:05:10] entity that is an association that is making money off of, and we can network with different districts ourselves.
[2:05:19] We don't have to be money for that, just again, really questioning the idea of spending money for
[2:05:24] stuff that we really can do ourselves that really shouldn't cost any money.
[2:05:27] Again, go out meet other trustees and network, ask best practices, build relationships.
[2:05:33] We should be able to do that for free.
[2:05:36] Mrs. Anis,
[2:05:45] right, so at this, Mrs. Liquid.
[2:05:48] I was at the training, I've talked with the lawyer from the MSB, I've browsed the magazine, I've seen a lot of talking points that we've seen paraded here.
[2:05:57] I'm mostly judging the courses to not be very effective because sometimes even when board members attend those courses,
[2:06:04] they don't take actions that they are supposed to take as board members and they aren't fulfilling their job role correctly.
[2:06:10] So that's how I'm basically making my assessment that the MASB is not providing us what they're supposed to be providing us and it's $10,000 I would rather give that to our teachers and students.
[2:06:26] All right, is there any public comment at this point?
[2:06:30] All right, all those in favor of the motion to approve the renewal of the district membership to the MHSA,
[2:06:40] A.A., the M.A.S.B., and the M.A.S.B. Legal Trust Fund, please say aye.
[2:06:45] Aye.
[2:06:45] Aye.
[2:06:46] Opposed?
[2:06:48] That's a five to vote the motion passes.
[2:06:55] All right.
[2:06:55] We are on to 7.10, 2023, 2024 organizational items.
[2:07:03] Mr. McDaniel.
[2:07:05] Thank you, Madam President.
[2:07:07] Each year the Board of Education is asked to approve the annual organizational items.
[2:07:11] This year, we updated titles to reflect current designations.
[2:07:14] We also updated the designation of property and liability insurance carriers to citizens insurance from the Hanover insurance group, as for property fleet, general and other liability insurance coverage.
[2:07:25] Also, comprehensive risk services incorporated and bridge access solutions to provide workers compensation coverage.
[2:07:32] And then, Schoon was updated to reflect general school legal matters.
[2:07:37] Thank you.
[2:07:38] Thank you. Is there a motion to approve the 2324 organizational items as presented?
[2:07:45] Moved by Mrs. Bowles, support by Mrs. Gupta, board discussion.
[2:07:52] Mrs. LaCouille.
[2:07:55] I have a concern about item number six, which is the designation of District Legal Council
[2:07:59] representation. I would suggest I move to amend to remove Collins and Blaha.
[2:08:05] We have many complaints of interest with that firm and we already have a firm for general school legal matters
[2:08:11] I also wonder why we need three different firms for business matters
[2:08:17] Maybe are we paying all of these firms on retainer or who's on retainer who's not and how much does that cost?
[2:08:26] Mr. McDaniel, do you know the answer to that? Yeah, so for the business firms. I believe that's NAG's break
[2:08:32] make. Sorry, let me just open the packet.
[2:08:39] We do pay a retainer to Trune.
[2:08:47] Mr. Murphy, I believe
[2:08:47] there's a retainer to Miller Johnson as well. Yeah, I think I don't want to quote the amount.
[2:08:54] A couple thousand dollars, I think, for policy consulting annually. I can get the exact amount.
[2:09:03] There
[2:09:07] are almost there.
[2:09:19] All right, Trustee Leque, that was item 6, I believe you said.
[2:09:22] Yep,
[2:09:25] here we go. So, Hain and Keith Raymond Dawes, I'm not aware of any retainer, same
[2:09:31] for NAG's break, for business manners, and Clark Kill, we may pay a retainer, too.
[2:09:42] Thank you. Is that Mrs. Miss Lewis? Thank you. And then I'm not aware of a retainer
[2:09:48] to Collins and Baja.
[2:09:53] Mr. McDaniel, can you also, I know that NAGS break
[2:09:56] and the Henneke, we use them for specific items, right?
[2:10:01] Yep, so Henneke, Freeman Dawes, their expertise
[2:10:05] is with real estate, and then NAGS breaks expertise
[2:10:09] is environmental issues.
[2:10:16] Okay, are there any other questions, Mr. Weaver?
[2:10:19] At the last meeting it was asked,
[2:10:21] when was Miller Johnson authorized?
[2:10:23] When did the board vote to make them
[2:10:25] and start developing policy, again, policy isn't a purview of the board, and it seems
[2:10:29] again that we're paying Miller Johnson to do that without, again, any oversight at this
[2:10:34] point. So I'm looking to see when was that authorized?
[2:10:39] I would correct that we have a committee meeting and we've met recently, so there is oversight
[2:10:44] to them.
[2:10:46] They have written policy prior to that, and obviously I'm asking when they were authorized,
[2:10:49] so just because we started having a meeting now, so I'm glad we decided to have some oversight,
[2:10:53] I'm asking when they were authorized since we've been paying them for quite some time.
[2:10:58] And it was stated during the handbook meeting that they are drafting the policies basically to allow
[2:11:05] what has been done in the powers that have invested in the president.
[2:11:09] That they are working to make sure that those are quantified because that's been questioned a lot.
[2:11:14] I don't have the answer to specifically when they were approved.
[2:11:18] I know originally it was with Lusk Albertson, and then they became Miller Johnson, and every year we vote at the same time where they're listed, so every year it's a renewal of that, but when it originally started, I mean, I don't know, I don't know if you, that was before your time Mr. McDaniel as well.
[2:11:41] Yeah, I mean, we can look at it. The Board approves legal firms every year. So, I'm trying
[2:11:48] to go back and look to see.
[2:11:54] I guess the question I'm specifically asking, when was the vote
[2:11:56] to authorize them to be basically be the policy developer and develop policy for the board?
[2:12:02] Yeah, each year this designation is legal counsel Miller Johnson for student human resource and
[2:12:06] policy matters. So as a board, is there any description of what that means? Are they just right policy
[2:12:13] before us, what does that mean?
[2:12:16] I can answer it a little bit.
[2:12:17] The retainer portion is for annual updates that typically come in June or July, usually
[2:12:22] based on changes in legal ease or updates based on new laws.
[2:12:29] Essentially, that's what we're paying for as a retainer to keep our language up to date,
[2:12:37] meeting legal mandates, and then as best practices may be established or they may recommend a
[2:12:43] certain policy that maybe is more of a more current issue to share those as well.
[2:12:50] Those are recently came out last week for this year.
[2:12:54] So those will be contained in the recommendations of the project that they're doing to update our numbering and our language to bring it up to speed that we've been discussing over the past few months and that we've been meeting in the subcommittee meeting to discuss and to keep updated on as well.
[2:13:13] My concern, though, is we had to pay them additional money to develop, which is
[2:13:18] end up doing a really bad one, a policy to handle complaints.
[2:13:21] We had to pay separately for that.
[2:13:24] Companies like Naila, and I'm probably pronouncing that wrong, I apologize.
[2:13:28] They offer, once you pay their one-time fee, you get access to their book.
[2:13:33] They work with you, yes, there's maintenance fees.
[2:13:35] So again, I'm concerned on what this relationship is with Miller Johnson,
[2:13:38] and that it seems like when we had to request a policy,
[2:13:41] It costs us additional money, so is that not covered under our retainer and their policy?
[2:13:48] Because again, we also have to understand when they are working on policy, that is no longer legal advice or legal opinion.
[2:13:55] They've generated a second revenue stream into their business model, which is policy.
[2:14:01] And so when they're giving us that advice, that is no longer covered by attorney client privilege and
[2:14:05] should be all done in transparency with our board.
[2:14:08] I'm sorry, transparency with our community.
[2:14:10] To answer a bit of that question, you're correct, and that additional projects are just additional questions are going to be billed additionally from that retainer that retainer's a base amount for those annual updates.
[2:14:24] So, it doesn't cover policy development at all.
[2:14:30] I wouldn't say that, because I think an annual update is policy development.
[2:14:35] But if you give, if you're paying your retainer for to keep your language up to speed and up to date and get that annual update per say.
[2:14:44] And then you give the same attorneys an additional project because you want a specific policy in an area
[2:14:50] Maybe that they've never worked before that they're going to bill you additionally for that correct
[2:14:55] So again, this is where I'm going to grant the board I one I think we should
[2:15:00] We need to revisit that. We need to understand what it looks like to develop this, what the business model is. Neola has presented a proposal. I've shared that with the board. It is a clear cost. We can see what it is. We have access to the policy period. They are one of the best practices, or one of the gold standards in the industry. Again, the data showed 50% I think in Oakland County use it. Because what we have right now currently is not very good. There doesn't seem to be a plan to get our policies where they need
[2:15:29] I need to be, I'm glad Miller Johnson did put their logo on our policy book, that's nice, cost us.
[2:15:35] But I would like to see us revisit truly what it means to get our policies in order and
[2:15:41] be able to look in a business case side by side because right now we can't even look at one for Miller Johnson.
[2:15:45] And again, and that's in no one's fault in the district.
[2:15:49] That is the board's responsibility as policy and we've dropped the ball.
[2:15:52] So I think we need to add that to agenda to actually address how we're going to develop policy and
[2:15:57] what the end goal of policy looks like for our district.
[2:16:02] Dr. Alsba.
[2:16:03] So we are meeting in the policy committee
[2:16:05] and we do have a process.
[2:16:07] If you look at our policy document right now,
[2:16:11] the consensus we understand it's more of an organic document.
[2:16:15] It's really not formatted consistently and things like that.
[2:16:19] So we've been meeting at least twice
[2:16:22] and Miller Johnson is in the process of doing a crosswalk.
[2:16:26] And they have shared with us
[2:16:27] that they'll be coming up that soon and we have three members of the Board and it's a
[2:16:32] superintendent's committee. So we do have a process and when that comes now they're not
[2:16:37] inventing policy, they're using their best practices and it will come before the board
[2:16:43] and in the end we'll have the final say. But there is a process and there is work we're
[2:16:47] doing in that area.
[2:16:50] Yeah, which is, I was going to echo that a little bit and just to clarify so everyone's
[2:16:55] So where are the, anything recommended is the full purview of the board to approve or not.
[2:17:00] You still have a say and a vote in that and it's your full purview as well to use Miller Johnson or not for this purpose.
[2:17:07] I would say that Mr. Sutton who does the majority of work on this is a pretty renowned expert in this area across the state, very well respected.
[2:17:17] Again, it's your choice in the end whether we continue to utilize the services for this.
[2:17:22] but I've found it to be very responsive along the way, and again, I think they're coming
[2:17:28] very soon with what those recommendations are for next year based on their annual updates
[2:17:35] that they give to all their clients, but in addition to that, looking at the redundancies
[2:17:39] that may be in our document, repetitive where it's found in multiple locations, recommendations
[2:17:45] along those lines too.
[2:17:47] So I do think that's going to be a valuable step in the process, no matter what we end
[2:17:51] up doing with policy in the future.
[2:17:58] Mrs. LaCouille, I move to amend this document to remove Collins and Blaha as our Council
[2:18:06] for General School Legal Matters.
[2:18:08] There are too many conflicts of interest with this firm.
[2:18:14] All right.
[2:18:14] We have a motion by Mrs. LaCouille to amend the organizational items to remove Collins and
[2:18:20] Blaha.
[2:18:21] Is there a support for that?
[2:18:24] Mr. Weaver.
[2:18:26] All right.
[2:18:26] And Mrs. LaCouille, you already spoke or did you wish to say something else?
[2:18:35] Well, I've written many emails to the full board documenting all of the conflicts of interest that we have with Collins and Blaha, some of those we can talk about and some of those we can't talk about, but we know that there's been huge problems with that firm, and I don't want any part of that.
[2:18:54] All right, is there any other comment from the board, Dr. Alsbach?
[2:18:57] So, I understand Trustee LaCouille and I share her concern.
[2:19:04] My only concern would be, what would that do to matters that we have ongoing with them.
[2:19:10] Possibly maybe that we only use them on projects they've already started and we don't initiate
[2:19:15] any new work with them.
[2:19:17] But again, I don't know everything they're working on right now but if there's a project
[2:19:22] they're in the middle of, would somehow we're moving them from this damage initiatives,
[2:19:30] things are working out. I don't know. That'd be my question, but I do share your concern.
[2:19:37] Mrs. Gupta.
[2:19:40] I also share concerns about this firm.
[2:19:44] And I agree with Dr. Olsbach that I'd
[2:19:48] be concerned about projects underway, but I would be amenable to an amendment to the
[2:19:55] motion that says we won't start any new projects with this firm.
[2:20:04] So Mrs. LaCouillou, you heard that, are you interested in amending your
[2:20:10] motion or you want to carry it through with what you have right now?
[2:20:16] I wouldn't trust this firm to carry out whatever projects they're working on.
[2:20:20] They've demonstrated that they're very untrustworthy.
[2:20:23] We should use another firm that we have for general school legal matters,
[2:20:27] which we do have on this list.
[2:20:28] I'm not aware of what projects they're working on right now.
[2:20:31] So that also brings up a concern in my mind.
[2:20:36] Okay, so at this point, we have a motion to amend the organizational items to remove Collins and Blaha.
[2:20:42] Is there any other discussion?
[2:20:44] I have more more comments.
[2:20:44] So I think the points are raised are all valid.
[2:20:48] I also think it is well-pervuted to make sure that all Collins and Blaha's projects get assigned and
[2:20:53] they turn overall information related to our district to one of our other law firms.
[2:20:56] And so I think we can alleviate that through, again, very clear standards that are district as the client has every right to do.
[2:21:07] And so again, I support Trustee Lucuis amendment.
[2:21:14] And again, I think we can alleviate the valid concerns that Trustee Goupte and
[2:21:19] Trustee Osprey has raised.
[2:21:21] There is no reason for us to continue to do business with count and blah.
[2:21:27] But again, what impact will this have, I am, this is a legal, you know, this is a legal partnership, I haven't heard one impact it would have.
[2:21:38] Mrs. Bull, I think that we've heard the concerns about Collins and Blaha, I am in favor of keeping them on this list, because I don't know what is in the works and what it would do to projects that are outstanding right now.
[2:21:54] law is complicated and I do trust President Butel to make decisions and she has heard all
[2:22:04] of our concerns and I trust her to make decisions for our legal counsel based on our feelings.
[2:22:15] Mr. McDaniel.
[2:22:16] Madam President, thank you.
[2:22:18] I just want to, I guess, make a comment that it's interesting that Carol Bethelakui is making
[2:22:25] a motion against columns and Blaha, who I believe she is aware is consulting the district
[2:22:31] on our response to her lawsuit against us.
[2:22:35] So, I just wanted to make mention of that.
[2:22:37] Thank you.
[2:22:40] All right, so we have a motion to amend to remove.
[2:22:44] Madam President, Mrs. LaCouille, columns and Blaha is not the law firm that's assigned to
[2:22:49] work on my case.
[2:22:50] It is a little suspect that they are also weighing in on it, but if you'd like, you could redirect
[2:22:55] In fact, there work to another law firm who could help you.
[2:22:58] It still doesn't, we have a motion to amend to remove cowons in Blaha from the organizational items.
[2:23:07] So all of those in favor of amending the original motion to remove cowons in Blaha, please say aye.
[2:23:14] Aye.
[2:23:15] Aye.
[2:23:17] Those opposed, please say no.
[2:23:20] No.
[2:23:20] No.
[2:23:24] That's a two, four, one vote, the motion, the amendment does not pass.
[2:23:30] We are back to a motion to approve the 23, 24 organizational items as presented.
[2:23:37] Is there any public comment at this time?
[2:23:42] Mr. Raymond.
[2:23:42] Good
[2:23:47] evening board back in 2016 to 2017 maybe we had a law firm help us rewrite pretty much all of our board policies stripping almost all the board power and giving it to the superintendent I do not recall which law firm that was however
[2:24:15] However, it seems that that has been a very bad idea, and I would recommend whatever law firm that was not be employed by RCS at all, thank you.
[2:24:32] Mrs. Vandale.
[2:24:38] You are the customer, the lawyers are supposed to follow your orders as the board.
[2:24:46] If you tell them you want to cut ties with them they are obligated, ethically
[2:24:53] obligated to hand over all of the materials that they were working upon to the
[2:25:00] new lawyers that you want them to order with. That is this is ridiculous that you
[2:25:07] wouldn't kick out Collins and Blaha when you sit all of you are sitting up
[2:25:13] they're saying you have conflicts of interest with them. The board has conflicts of interest.
[2:25:19] And then you, Mr. McDaniel, so funny that Carol Bath is getting, you know, getting
[2:25:26] in. Please, please stop. Oh, shut up. Shut up. I am talking. I have my time to talk.
[2:25:34] you will listen and you need to be by me, you know, I don't care. It is you are the
[2:25:43] customer it is the ethics of the lawyers to hand everything every single scrap of
[2:25:49] paper over and if they don't, if they don't transfer their work, then they are up
[2:25:56] Not to get sued by you, thank you.
[2:26:02] All right, the motion is to approve the 23-24 organizational items as presented.
[2:26:09] All those in favor, please say aye.
[2:26:11] Aye.
[2:26:12] Opposed?
[2:26:14] No.
[2:26:15] That's a five to vote the motion passes.
[2:26:18] Moving on to what is now 7.11, change order, Mr. McDaniel.
[2:26:24] Thank you, Madam President.
[2:26:25] So, on July 26, 2021, Board of Education approved the purchase of 25 school buses from Midwest Transit Equipment through the MSBO Cooperative Bus Purchase Program.
[2:26:36] This included 747 passenger special education buses.
[2:26:41] These buses included air conditioning units, however due to the delayed delivery and closing of the business originally contracted to install the air conditioning units.
[2:26:50] We are requesting a change order.
[2:26:51] The district negotiated with Midwest Transit Equipment to split the additional costs incurred
[2:26:56] half and half due to the closure of the aforementioned business.
[2:27:01] The source of funding is the general fund based on this information and recommend that
[2:27:05] the Board of Education award Midwest Transit Equipment for the purchase of school bus air
[2:27:10] conditioner installation for 7 buses at $950 each total cost was 1,900 for total project
[2:27:18] that cost for the seven buses of $6,650.
[2:27:22] Thank you.
[2:27:24] Thank you.
[2:27:26] Is there a motion to approve the change order as presented?
[2:27:29] Moved by Dr. Allspie with support by Mrs. Anis.
[2:27:34] Any discussion?
[2:27:38] Is there any public comment on this?
[2:27:43] All right, all of those in favor of approving
[2:27:45] the change order as presented, please say aye.
[2:27:48] Aye.
[2:27:49] Opposed?
[2:27:50] that's a 7-0 vote in the motion passes.
[2:27:55] Moving on to 7.12, the Delta Kelly sewer easement agreement extension.
[2:28:01] Mr. McDaniel.
[2:28:03] Yes, thank you, Madam President.
[2:28:05] In 2019, the district executed an easement agreement option with ABB properties.
[2:28:11] The terms of the agreement allowed ABB properties to install and maintain a sewer line across the
[2:28:15] property of Delta Kelly Elementary.
[2:28:16] The option agreement was for three years, but could not be exercised unless all governmental
[2:28:21] approvals have been attained.
[2:28:23] The agreement required a $2,000 non-refundable payment, as well as a $9,000 payment to execute
[2:28:28] the option.
[2:28:30] Any property utilized for the easement is to be restored to its previous condition.
[2:28:35] This agreement was signed on August 21, 2019.
[2:28:39] Due to the COVID-19 pandemic, the timeline of the approval process was slowed and approval
[2:28:44] was not granted by August 21st, 2022, allowing ABB properties to execute the agreement.
[2:28:51] Since that time, the government approvals have been obtained.
[2:28:56] The agreement has since been transferred to Movesary.
[2:28:59] Based on this information, we recommend that the Board of Education approve a one-year extension
[2:29:03] to the original agreement and authorize the administration to execute the extension documents,
[2:29:08] which were included in the packet for the board.
[2:29:10] Thank you.
[2:29:12] Is there a motion to approve the Delta-Kell-A sewer easement agreement extension as presented?
[2:29:18] Moved by Mrs. Gupta, support by Dr. Alsberg.
[2:29:23] Board discussion?
[2:29:29] I will just ask, so with this extension, is there any financial ramifications pro or con for
[2:29:38] the district?
[2:29:39] The district hasn't provided a $9,000 payment to execute the option and the hope is, I believe
[2:29:46] with the more serious, dominant more serious here, but I hope that once the board approves
[2:29:51] that they will start work over the summer as the goal so that they don't impact any school
[2:29:56] district operations.
[2:30:00] All right, and is, is that a hope or is that part of the agreement that it would be. Yeah, they believe that this would have been completed. However, you know, we were waiting on board approval. So it looks like Dominic can speak to that a little bit greater detail than I can.
[2:30:21] Hello, everybody. Dominic more Sherry. Thank you for your time. I've been speaking to our contractors this afternoon before today's meeting. We are in schedule for July 10. Start.
[2:30:32] it's about a 10 to 12 day working period so it will be done before the school
[2:30:37] season commences in the fall.
[2:30:42] Thank you very much. Yeah. Is there any other
[2:30:44] board discussion? Is there any public comment on this? All right. All those in
[2:30:50] favor of approving the Delta Kelly sewer easement agreement extension please say
[2:30:55] aye. Aye. Opposed. All right. That's a 7-0 vote and that motion passes.
[2:31:09] All right
[2:31:09] All right, moving on to what is now 7.13.
[2:31:15] I am recommending that the Board of Education approve a $5,000 monthly stipend for Mrs.
[2:31:21] Fraga-Meni for the months of April, May, and June for the additional duties and responsibilities that have been assigned.
[2:31:27] Is there support?
[2:31:29] Mrs. Anis.
[2:31:32] And then board discussion, I will start on this.
[2:31:36] This three months ago Mrs.
[2:31:39] Fraga-Meney was asked to take on the role of acting superintendent.
[2:31:43] She has been diligently performing two roles for Rochester Community School's sense.
[2:31:47] Acting superintendent and WD superintendent of teaching and learning.
[2:31:51] In that dual capacity, Mrs. Fraga-Meney has not only successfully managed her own key operational responsibilities for the district, but has stepped up to fulfill the additional duties of superintendent during the last three months.
[2:32:02] Those duties have included representing RCS at district events, representing RCS at educational and community events,
[2:32:10] managing in collaboration with the Assistant Superintendent of Business and Operations,
[2:32:14] the presentation of a balanced 2324 budget to the Board of Education,
[2:32:18] managing in collaboration with the Assistant Superintendent of Human Resources,
[2:32:22] the Negotiation of a Contract with the Rochester Administrators Association,
[2:32:26] and the search for new administrators across the district.
[2:32:28] She's been leading cabinet in all facets of our district's operations.
[2:32:33] She's ensuring the completion of all cabinet members and
[2:32:37] secretarial performance evaluations for the 22-23 school year.
[2:32:42] Scheduling, she's been scheduling leading attending and
[2:32:44] participating in the superintendent's steering committee, the superintendent's business and operations committee,
[2:32:49] and superintendent's policy and curriculum committee in collaboration with assistant superintendent of business and operations, and the assistant superintendent of human resources.
[2:32:58] She has been working with the Board President to prepare Board of Education meeting agendas
[2:33:02] and working with district personnel to provide necessary information for those meetings.
[2:33:07] She has been attending the Board's handbook review committee meetings.
[2:33:10] She has been orchestrating a request for proposals for a strategic plan facilitator to help launch
[2:33:15] the district's next strategic plan.
[2:33:17] The role of superintendent is 24-7.
[2:33:21] If we attempted to hire an outside interim superintendent to fill the role, the cost would
[2:33:25] would be substantially greater than this stipend.
[2:33:28] Stiphons are only used, I'm sorry, are often used throughout our district and
[2:33:32] other districts to compensate individuals for taking on additional duties and responsibilities.
[2:33:37] We are discussing a stipend to an individual who is leading our district that includes a general fund budget of over $210 million.
[2:33:45] I think 26 buildings around 1,850 RCS employees, 1,580 contracted employees, and
[2:33:53] approximately 15,000 students, it is only right to provide a stipend for the
[2:33:58] digital responsibilities that Mrs. Fraggameni has taken on.
[2:34:02] Is there other additional comments,
[2:34:07] Mr. Weaver?
[2:34:09] So, Mr. President, you've cited all these other instances where this has been done
[2:34:13] and in general practice yet you didn't turn any of that information over to the full board.
[2:34:17] That data would be nice to validate, trust but verify.
[2:34:21] In the professional industry, covering for people that are off of work is a very common practice.
[2:34:26] Often times it's a way to develop your resume and prove you're ready for the next position.
[2:34:31] That is the work that's earned.
[2:34:32] To provide a stipend in this situation, I see no business case for it whatsoever.
[2:34:38] We've just increased our central office base salary by over 100 grand at our last meeting.
[2:34:45] At this time, we have no end in sight for when this assignment might snap.
[2:34:49] So are we asking, are you laying the precedent that it's going to be $5,000 a month until a resolution of our current situation with our superintendent?
[2:34:57] This is, again, there has not been an adequate business case made for why we be doing this.
[2:35:02] I would ask you to actually do that if you want to provide some historical data to support your statement that this is acceptable in this practice in this industry, which again, I think that would call it a question in the industry.
[2:35:16] because, again, at this point, our central office is not underpaid in any any
[2:35:21] facet and in the professional world covering for someone that is off of work is an
[2:35:26] acceptable assignment and so I really have no way of justifying this is a
[2:35:32] business case that we should be spending 15 more, $15,000 more on a central
[2:35:37] office base salary with no end in sight.
[2:35:40] Mr. Murphy, are you able to provide any insight into the use of stipends within our district as well as within the greater public school community?
[2:35:52] Yeah, I mean generally a lot of union contracts have stipends or additional pay for additional duties built into them.
[2:36:00] I'm thinking off the top of my head of last spring when we were short school psychologists.
[2:36:08] We had school psychologists covering other buildings essentially.
[2:36:12] And there's a built-in mechanism to do that for the additional time and effort they put
[2:36:18] in above their expected job.
[2:36:21] Other instances I can think of are principal, like an assistant principal filling in for a
[2:36:28] traveling principle, typically Mr. Weaver's right for a short period of time, it's sort of expected in a lot of cases for an extended period of time, often stipends again are built into those contracts and other one I can think of as construction when our administrators have written into their contract where when their building goes under construction that there can be a stipend built into that as well, depending on the time frame and the approval.
[2:36:55] So, again, that adds an additional layer of coordination, duties above and beyond what
[2:37:00] they typically would do as a building principal.
[2:37:03] If it's determined typically by either Mrs. Fraggamani as the deputy superintendent of teaching
[2:37:09] and learning, or sometimes from a recommendation in human resources, sometimes those can go
[2:37:15] out to those that aren't dictated by a union contract.
[2:37:17] So it's not uncommon and again typically it is for an extended period where you're not only doing your role
[2:37:26] but you're doing additional duties that weren't described in your additional or in your original child description.
[2:37:36] Any other questions?
[2:37:37] I don't know.
[2:37:37] Quick follow-up on that one.
[2:37:39] So this is the exact same situation that came up though with $100,000 that we added to it.
[2:37:43] It's that idea of represented versus nonrepresented in contract required, noncontract required.
[2:37:50] Again, the nonrepresented side, there's different expectations for you.
[2:37:54] You don't have a contract, and it does seem to be that we continue to try and
[2:37:59] apply contract philosophies to noncontract employees.
[2:38:03] Does it get a general business practice, and again, one of the concerns I have with where we need to establish the business side of our house and our education side of our house and that clear separation.
[2:38:12] The nonrepresented side does not have that stipend built into their contract.
[2:38:17] 100% agree with what you said.
[2:38:19] If it says, hey, in my contract, I get a stipend, then I get a stipend.
[2:38:22] For doing X, Y, or Z job assignment.
[2:38:24] But if again, as a nonrepresented employee, if my boss goes out and
[2:38:30] I have to do her job for an experience of time, that's expected as part of my salary.
[2:38:35] So again, that's why I will not be supporting this.
[2:38:38] I cannot see a business case that justifies this.
[2:38:40] Ms. Anis?
[2:38:43] Well, I think it's interesting that my board kindly brings up a business model when I think in some circumstances in private business, if an individual was asked to take on an additional role, they may not get a stipend per se, but they may get a bonus.
[2:39:02] So to make that comparison and say it's not ever done, I don't agree with that opinion.
[2:39:10] Again, this stipend is to cover this additional role.
[2:39:15] It's not out of ordinary in private industry if someone is taking on additional responsibilities.
[2:39:21] They could receive a bonus at the end of the year, or they cannot actually advocate for
[2:39:27] themselves to receive more of a salary to take on that role.
[2:39:30] That's part of business.
[2:39:33] And I'm especially because she is filling in such a critical leadership role.
[2:39:40] All right now is an interim superintendent.
[2:39:42] I am in support of this stipend as outlined very clearly by you, President Butel, and I appreciate that.
[2:39:49] Thank you.
[2:39:52] Dr. Osbach.
[2:39:56] I have 10 years experience in the IT world, and it's true that when I was a salary employee, if someone went out of maternity leave or something like that, the co-workers would pull up those job responsibilities.
[2:40:09] We also could negotiate bonuses if we were doing that.
[2:40:12] That this is not that world and you know the role of a superintendent is a critical position
[2:40:18] and there's not like we have two of them and we're just asking one superintendent to cover it.
[2:40:23] She's covering a full role of leadership plus the additional role that she was already doing.
[2:40:29] Although there is a concern about comparing them to represented versus non-represented people
[2:40:35] If you look at the CBA for our REA group, and I mean this with all due respect, I'm not questioning the stipends for these people, but we give the band director $8,000.
[2:40:46] That's his stipend or their stipend.
[2:40:49] So I think it's she's been doing this work for a period of time now.
[2:40:55] I think that this doesn't in my mind set a precedent because the work during the end of the school is different than the work during summer.
[2:41:03] A comment was made that she was at these meetings anyways.
[2:41:08] Well, this example of being at graduation and a speaker is an entirely different role than my role at graduation where I was just standing there in shaking hands.
[2:41:18] That was an entirely different level of responsibility.
[2:41:21] And that's what we've asked her to do is take on a different level of responsibility.
[2:41:26] So based on the work that she's done in the last few months, I would support this stipend because this is a critical position
[2:41:34] that we really need to address with the leadership in our district and I know we're moving forward in doing this, but I mean we're asking her to do two jobs and it's a lot, so I appreciate it and based on just looking at the last few months, I'll be supporting this.
[2:41:51] Mrs. McCuey?
[2:41:56] These aren't two roles. There's not president for this. Part of the job of the Deputy
[2:42:01] Superintendent is to act in the place of the Superintendent when needed. bonuses and stipends are
[2:42:07] paid for going above and beyond performance goals, not just fulfilling what's already in the job
[2:42:11] description. And that's true in the case of this Deputy Superintendent. Most of the items that were
[2:42:16] on your list are also listed under the regular duties of the Deputy Superintendent anyway. And she
[2:42:22] She already makes as much money as many superintendents in Michigan.
[2:42:26] Not to mention, she's classed the district hundreds of thousands of dollars in a federal lawsuit and
[2:42:30] damage her reputation after calling a period of employer to plan about them, which is a fireball offense in many companies.
[2:42:35] I will not approve reallocating any more money to top administrators that ought to be going.
[2:42:41] We're able to directly approve education.
[2:42:44] Excuse me, Mr. Curry, you do need to be careful not to publicly evaluate a district employee at a public meeting.
[2:42:50] I'm speaking port documents, nothing I'm saying is new to anybody.
[2:42:56] I will not approve reallocating any more money to top administrators that ought to be going
[2:43:01] where it can directly improve education for our kids.
[2:43:05] Dr. Elsbach.
[2:43:07] So the allegation has been put out there that we are top heavy and these people are overpaid.
[2:43:15] And out of curiosity, I decided to do some digging, so I went down a data rabbit hole.
[2:43:21] And if you look at the My School data, there are 11 school districts in the state of Michigan
[2:43:29] that have 10,000 to 20,000 students, which is where we're right in the middle of.
[2:43:34] So then if you go out to their websites, there's a budgeting transparency button on every single
[2:43:39] website. This is state law on all publicly available data. That talks about everyone that
[2:43:45] makes over $100,000 in that district. We have to put every district across the state
[2:43:50] according to state law has to put that information on their website. So if we look at the average
[2:43:56] superintendents, assistant superintendents salary across those now to be clear there are 11
[2:44:02] districts and one of the districts their data was in a format that I really couldn't manipulate.
[2:44:06] I really couldn't look at as easily.
[2:44:09] The average wage versus but intended, she's right within that average range.
[2:44:14] Also if we look at the number of employees that are, I would consider central office.
[2:44:20] We are within the average range of central employees, central office versus school-based people.
[2:44:27] Again, publicly available data and this is only the data set of school districts that are like our size.
[2:44:32] and also people making over 100,000, which even principals make 100,000 in many districts.
[2:44:38] If you look at the state, even teachers make 100,000.
[2:44:41] So this is an example of, you know, this kind of as addresses, because I was curious.
[2:44:45] You know, I like to look at the data, and again, all publicly available data.
[2:44:49] I looked at our percentages of central office versus school, office, we're not overly,
[2:44:57] we're not over off the average on that one.
[2:45:00] We are not top-heavy in the number of central office employees, and the salary is within the average range. She's not the highest paid in wages. She's not the lowest paid in wages. And this is a additional duty that she's performed.
[2:45:16] This is Mrs. Bull. Madam President, I would call the question on this.
[2:45:23] Is there support for calling the previous motion to call the previous question?
[2:45:29] I'm so much support by Mrs. Annis.
[2:45:32] All right, is there any public comment at this point?
[2:45:36] Oh, I'm sorry, first we have to vote to call the question.
[2:45:39] All those in favor of calling the previous question,
[2:45:42] please say aye.
[2:45:43] Aye.
[2:45:44] Opposed?
[2:45:45] That's a six-one vote.
[2:45:48] All right, public comment.
[2:45:50] Mrs. Manhair?
[2:45:55] I'm rather astounded that Ms. Vuittal would even bring
[2:45:58] such a ridiculous suggestion to this board
[2:46:00] for their consideration. This stipend for Ms. Fragmani is not only un warranted, it is insulting
[2:46:07] to even propose. Our district spent hundreds of thousands of dollars to cover her actions
[2:46:14] in the DIN Bruno case. Has she been fired? No. Has she been sanctioned? No. Nothing.
[2:46:24] Suggesting someone so clearly unqualified through her poor critical thinking skills for this job
[2:46:30] Not to not only be our act in superintendent, but certainly not given a bonus along the way.
[2:46:40] Thank you for considering this very important fact, public record fact in your discussions tonight.
[2:46:49] This not deserve this insult to the injury already incurred through her previous actions.
[2:46:56] Perhaps these extra duties can be considered penance for how she already cost us.
[2:47:02] I'd like to remind all speakers to express themselves in civil manner with due respect for the dignity and privacy of others who may be affected by your comments.
[2:47:12] While does not our intent to stifle public comment, speakers should be aware that if your statements violate the rates of others under the law of defamation or invasion of privacy, you may be held legally responsible.
[2:47:23] If you're unsure of the legal ramifications of what you're about to say, we urge you to consult first with your legal advisor.
[2:47:30] Mrs. Vandeil.
[2:47:32] Point of order, Madam President.
[2:47:34] That comment was unwarranted, that is stifling, trying to stifle speech.
[2:47:39] Nothing that was said by Mrs. Mannhier was out of order.
[2:47:42] Mrs. Mannhier finished her speaking, she had finished before I spoke.
[2:47:47] but I'm just reminding everyone to be sure that they are respecting the
[2:47:53] dignity of everyone and not making any statements that might violate someone's
[2:47:57] rights. I'm not directed at a citizen fund that wasn't directed at her. That
[2:48:02] was just a general comment. It was directed to public comment. I'm not sure where
[2:48:08] did you get that statement.
[2:48:14] You know quite honestly I'm not sure. I just
[2:48:16] Google it. You just gave a legal statement. Where did it come from? I honestly don't know. I had pulled this. I've had it for weeks.
[2:48:26] Mrs. Vandale.
[2:48:31] I find it ironic that you said that before I got up here to speak, but I digress.
[2:48:42] Mrs. Fragamenti, you were the first principal.
[2:48:46] You need to address the full board. I'm sorry if I...
[2:48:48] Mrs. Fragmenti was the first principal
[2:48:51] that my children had when they came to this district.
[2:48:58] And I wasn't pressed until December of 2011
[2:49:08] when my husband had to confront her
[2:49:12] about having my children outside in weather,
[2:49:16] other that was completely inappropriate and it had windshield with it.
[2:49:24] So you talk about safety of kids and at that point in time, safety really wasn't considered.
[2:49:35] So I kept an eye on things and I've slowly come to the realization that there's a lot
[2:49:42] of talk about safety of kids, but it's just talk.
[2:49:47] So, um, $15,000 for three months of work that was already going to happen anyways, because
[2:50:02] all these meetings that were going to be attended and everything.
[2:50:05] And I think to myself, hmm, where could, where would I put $15,000?
[2:50:16] If I had, if I was working, and you know where I would put it, I would give it across
[2:50:23] the board raise to all those parents.
[2:50:27] They deserve it.
[2:50:29] They deserve it a lot more.
[2:50:32] They're in the weeds.
[2:50:33] They're with the kids.
[2:50:36] Every single day, the parents deserve and across the board raise with that $15,000.
[2:50:47] So, don't tell me that my kid's money is going to go on her Gucci purse.
[2:51:01] Thank you.
[2:51:10] Michelle Greenwald, parent, I'm appalled and
[2:51:15] disgusted that this board would propose let alone consider authorizing a stipend for
[2:51:21] a woman who is the epitome of a bully within our district.
[2:51:25] Let's remember that W. Fragmenti,
[2:51:28] contacted parents' employer in 2021 in order to bully Marty Blake
[2:51:32] into terminating one of his employees, Elena Diverno.
[2:51:38] Fragmenti, obviously threatened the livelihood of Blake's own daughter,
[2:51:42] who also, who is also a teacher within the district.
[2:51:47] Fragmenti caused how much money to be
[2:51:49] be diverted from our own children's education to be used towards lawyers fees, depositions,
[2:51:55] and eventually a settlement.
[2:51:58] A settlement, the community only knows that the settlement amount, which is near $200,000.
[2:52:06] Yet we don't know how much additional funds were used to pay for attorneys, deposition,
[2:52:14] questions, everything else that involves in a lawsuit.
[2:52:19] Has she been required to provide RCS with compensation for all the monies used because
[2:52:27] of her blatantly malicious actions?
[2:52:30] Has Fragmenti been held accountable for any of her actions that led to the deferral lawsuit?
[2:52:36] Until the time comes when Fragmenti has reimbursed the district for her clear abuse of power and
[2:52:42] In all of the legal fees associated with defending or bullying tactics,
[2:52:46] let's hold off on authorizing any stipend for her or anyone else intimately involved with the Deburnal lawsuit.
[2:52:55] Thank you.
[2:52:59] All right, there is a motion on the table that the board approved $5,000 monthly stipend for Mrs.
[2:53:06] Fragman for the months of April, May and June for the additional duties and responsibilities that have been assigned.
[2:53:12] All of those in favor, please say aye.
[2:53:14] Aye. Aye.
[2:53:15] Aye.
[2:53:16] Opposed?
[2:53:17] No.
[2:53:18] That's a five to vote.
[2:53:21] All right.
[2:53:21] We are now moving on to 7.14, which was the added item, giving a second to, can you pass
[2:53:33] those down?
[2:53:37] So the current language is, I move that we, the board, direct, acting superintendent, Debbie
[2:53:46] be fragmented to ensure that professional development which will be scheduled to take place at the
[2:53:51] start of the next school year for all K-5 teachers will include updated instruction about
[2:53:56] best practices in literacy informed by recent research and laws,
[2:54:06] all problematic lessons
[2:54:07] and old queueing strategies that linger in our current Lucy Cockins units of reading and
[2:54:18] in writing curriculum, which we learned about
[2:54:21] at the literacy work session on May 22nd
[2:54:24] will be addressed and eliminated.
[2:54:28] Okay, so Mrs. LaCouille is making that motion
[2:54:33] is their support.
[2:54:36] Mr. Weaver,
[2:54:39] discussion, Mrs. LaCouille.
[2:54:43] First of all, thank you to the board
[2:54:45] for agreeing to add this item to our agenda today.
[2:54:49] It's really good.
[2:54:50] we've got to talk about more educational items and literacy is too important to ignore.
[2:54:55] We have an urgent need to correct some of the harm caused by our current literacy curriculum
[2:55:00] which we learned about in the literacy work session on May 22nd. Why should we approve this motion
[2:55:06] today? Because it's a small ask and right now we have time to prepare for what kind of professional
[2:55:12] development we want to see at the start of a new school year. I'm not asking that we purchase all
[2:55:19] new curriculum. I'm not asking that a burden be placed upon our teachers. I'm asking that our WD
[2:55:25] superintendent for teaching and learning would oversee this effort, which would likely be carried out
[2:55:30] by the curriculum experts that we have hired. We will be scheduling teacher professional development
[2:55:36] for the start of the new school year anyway, so I'm requesting given the importance and urgency
[2:55:41] of this matter as it relates to educating kids that literacy be a part of this professional development
[2:55:47] and that we correct some of the errors in our curriculum to make sure everyone is on
[2:55:52] the same page.
[2:55:53] We now understand that guessing strategies contradict explicit systematic phonics instruction
[2:56:00] and confuse the students, undermining progress and going against what we now understand
[2:56:04] from research.
[2:56:06] We should ensure that our literacy curriculum aligns with what our teachers are learning
[2:56:09] in letters training and we need to make sure that we're doing no harm and are giving every
[2:56:14] student their best chance to learn how to read correctly, as this will affect learning in
[2:56:19] all subject areas. So as a first step, we need to make sure that the bad strategies are
[2:56:26] removed from this curriculum so that we can focus on the good ones.
[2:56:34] All right, anyone else was to Mrs. Annas.
[2:56:38] So I'm glad I get to ask the questions I wanted to ask and I'm not sure Mrs. Fraga many
[2:56:43] if you're the galvanist should be asking, or if it should be Cory Heish, when do K-5 educators have professional development?
[2:56:53] I have asked Mr. Heish to join me in this conversation working with elementary as well and planning for a professional development.
[2:57:02] But I would like, and Cory, we can have further conversations, I don't want to put them on the spot, but I'd like for you to speak to the conversation since the work session.
[2:57:13] and our summer work and how we're anticipating and planning to reduce the harm that is the concern for our students and literacy.
[2:57:23] I also, before you begin, no query out, so I had one follow up and does this professional development also include literacy?
[2:57:30] Those are my two questions.
[2:57:31] So first I'll start with the simple one, yes, teachers that first week back would be scheduled as a district professional development day.
[2:57:40] K2 is focused on literacy all day, and it's to attend to foundational literacy skills.
[2:57:48] So to understand how foundational literacy is being more embedded within the day-to-day curriculum of.
[2:57:57] So that's scheduled, and there will be follow-up in October to that.
[2:58:02] So the general professional development, and we were fortunate through negotiations that are calendar, better supports, where we're at.
[2:58:09] So, this was the first year that we had five days throughout the course of the school year to work with staff, get feedback on what their needs are and have staff help create conference sessions at the elementary level.
[2:58:23] So, obviously, bigger bridges being a new resource and math was a heavy, heavy lift in the beginning part of the year and there was always components of that, but what we've heard from staff is they enjoy the conference style.
[2:58:33] They enjoy being able to see what is happening in their classrooms, seeing how their students are performing, seeing what gaps they may have based on the kids in front of them and then working directly side-by-side with the curriculum department and building administrators to create sessions for them to attend, so literacy is a big component of that.
[2:58:52] But one of the pieces that has been kind of an ongoing project that will be implemented
[2:59:00] this year is making sure our assessment alignment in the K1 band especially affords us the
[2:59:08] opportunity to make sure that we're screening for a vast majority of characteristics of dyslexia.
[2:59:13] So not only will we have some new assessments available to our staff that have been piloted
[2:59:18] over the last year and a half available
[2:59:21] for in all of our classrooms next year,
[2:59:23] but we'll also have professional development
[2:59:25] that follows up on that okay.
[2:59:27] So I have this information now what?
[2:59:28] How do I attend to their needs
[2:59:30] within a classroom setting?
[2:59:33] Excuse me, a follow-up question.
[2:59:35] So how would this motion impact
[2:59:38] what happens in the fall for our teachers?
[2:59:40] Can you speak to that?
[2:59:44] So I don't want to speak for you, Trustee Lucuille.
[2:59:47] I'm trying to go back to our conversation
[2:59:49] at the work session and the example that was brought up.
[2:59:51] The example that kept getting brought up of a Facebook picture,
[2:59:55] I believe it was, that had...
[3:00:00] Like, it's more of a cutesy term, like, see me the frog or a strategy with that that's been mentioned before, and then also the book bag that went home with the example of, you know, here's what to do, and it was the sounded out thing. You know, that's not necessarily go ahead. I was talking about at the work session, the queuing strategies where students were taught, oh, you can look at the picture to guess what the word is, look at the first letter to guess what the word is, or look at the context of the sentence to guess what words are.
[3:00:29] And what we've been learning is that guessing the words in that manner actually undermines some of the.
[3:00:37] Yeah, I think what you're speaking to is some examples that were shared, if I'm wrong, I apologize.
[3:00:42] But they've been shared throughout the conversation that's been ongoing in a much larger scale than just the May 22nd work session.
[3:00:50] Some of those examples are not curricular resources that come from the district.
[3:00:54] They can be found on a teacher pay teacher site.
[3:00:56] So conversations we're having as well with our building administrators is to make sure that we're putting the right things in front of our kids.
[3:01:05] Part of the problem though was in Lucy Kocken's units of study reading curriculum, those strategies are enforced.
[3:01:12] Even though she now has a phonics component, that's not what I'm talking about.
[3:01:16] I'm not talking about her phonics component, I'm talking about the units of reading curriculum.
[3:01:20] And with the updates to that, that'll be pulled back from.
[3:01:23] So as you know, and as we've shared, we've been piloting the revised units that'll be in all of our classrooms in K2, and so those strategies will be more enhanced and more robust as opposed to just sound it out.
[3:01:37] Okay, because when did you by tell at the work session was talking about how those lessons are indeed in the books, and it's been difficult to, you know, to get to all of them to remove them or whatever.
[3:01:49] Yeah, because as we continue to say there's not a one size fits all approach.
[3:01:52] So, we have kids that come to us already decoding, already word-calling, already going.
[3:01:59] So, they don't necessarily need the same thing as a student who does not have foundational skills that needs good, hard, explicit teaching with decoding.
[3:02:07] Okay, but I don't think that's actually addressing the question I'm talking about because what I'm talking about are these queuing, guessing strategies and how those strategies are not actually useful to use when you're encountering new words.
[3:02:22] because it undermines your effort to learn what the new word is, to decode the word all the way through.
[3:02:28] So I guess maybe I'm not understanding what your motion is asking.
[3:02:33] Perhaps that, okay, go ahead.
[3:02:35] Let me try it, because I think this is where we're going to caught up a little bit.
[3:02:39] So what I'm hearing from Trustee LaCouille is the part about the professional development is to make sure that all the teachers have a clear understanding of what the expectation is for the strategy that we're doing.
[3:02:50] the strategy that we are using because it did seem at the work session that we were hearing from the
[3:02:55] learning consultants. It's a matter of just getting to all of them that, yeah, some of that stuff might still be in the classroom,
[3:03:00] but almost we don't really want it there, but it might still be there. So when I hear the professional development part of that's what I'm hearing is,
[3:03:06] hey, let's just make sure that we're giving all the information to all of you just so you know clearly what the expectation is.
[3:03:13] And then the second part is that going through and making sure that we've removed it all because one of the things that came out of
[3:03:19] that told the story podcast, my wife is a language art teacher, so this is something
[3:03:22] that hit home. We talked about it a lot. She went out and bought different books for
[3:03:25] our seven-year-old to teach him to read. Was the idea that the teachers don't know
[3:03:31] sometimes that it's wrong, and so that they're doing what they think is right, and a lot
[3:03:35] of the teachers who have testimonies on that podcast of once they learned, they were kind
[3:03:40] of mortified, that they thought they were doing something well. So, as I hear this motion,
[3:03:45] It's just simply saying that, yes, we as aboard are directing the acting superintendent to make sure that we give a clear message to all teachers that this is the philosophy we're using, we're not using the queueing system, and that basically it needs to come out of your classrooms, then we need to have some mechanism, and this is where the implementation of this comes from our acting superintendent is how do we verify that that's been done?
[3:04:09] I mean, again, the world light come from, we call it a layered audit, trust but verify.
[3:04:14] So, hey, we've sat everyone down, and no one's in trouble.
[3:04:16] We just want to make sure everyone's got the same message that this is the strategy we're using.
[3:04:20] We're not using the queueing system, get it out of your classrooms,
[3:04:23] and then we have a way to verify that it is out of the classrooms.
[3:04:26] And what I would say to that, and I don't think you're far off from what I'm trying to communicate,
[3:04:32] is we still need to guard ourselves, and I've been very consistent in this message in making sure
[3:04:38] that we're not trying to find a one-size-fits-all approach.
[3:04:41] So when a master's mind of a question that says completely get rid of it, what if that works for that child?
[3:04:49] Right, and now to your point, the one-size-fits-all approach can't just stick with that queuing system.
[3:04:55] There needs to be other resources, professional learning, and professional understanding of what do I do for a student in my classroom,
[3:05:03] particularly when we're talking about decoding and decodable tax,
[3:05:07] how do I teach that?
[3:05:09] Do I have the right resources and how do I assess how my students are doing that?
[3:05:13] And that is all a part of our professional learning plan for next year.
[3:05:16] So I'm sorry, I do think we're very close, but I think the part where you lose me is when you just divert it back to the one-size-fits-all.
[3:05:22] Because I don't think anything I said is one-size-fits-all, but then you'll lose to that someone could basically default to go in and
[3:05:28] We would almost want them to have the queuing system in their back pocket when what I'm hearing is
[3:05:34] it's pretty clear the queuing system does not teach kids to read their science behind that and
[3:05:39] that we are moving, we are not teaching the kids that strategy.
[3:05:42] So if that is, and again, within how do you still teach the phonics lessons,
[3:05:47] it sounds like there's still some flexibility for teachers, to empower them to work with their students.
[3:05:53] It's not a one-size-fits-all, but I think where we're getting gray is this idea is our
[3:05:58] Are we as a district saying the Q&A system can still be used in the classroom, or are we saying it can't be used in the classroom?
[3:06:04] And maybe that's, again, just a simple question that we're trying to address.
[3:06:07] And what I would say, again, in this moment in time, without collaborating with folks throughout the district and not having the data in front of us,
[3:06:15] we can't put ourselves in a position when we're limiting ourselves to what a student may need and what may work for a student.
[3:06:23] But I will also say with that, there have been pieces missing which we've acknowledged.
[3:06:28] and so what we're attending to are the known missing pieces in terms of
[3:06:33] the decodable work, the explicit teaching with phonics and foundational skills in K-1,
[3:06:38] and a guess to your point, Mr. Weaver, of not solely relying on one way to go about it.
[3:06:46] All right, we're going to go with Dr. Allspock and then Mrs. Gupta and then Mrs. Annas.
[3:06:58] If I was given, can you guys hear me?
[3:07:00] Okay. As an administrator, I know that if I was given a resolution from the board, after
[3:07:07] school was already, that said at the start of the next school year, I literally have,
[3:07:13] and it might be different in RCS. I have one day, I have about a half a day with PD with
[3:07:18] my staff before they come back. And I have lots of operational issues. So this would really,
[3:07:25] this would really put me in a bind. So, one of my concerns, so overall, I
[3:07:30] I think this is a good and I'm glad we got it on the agenda this time because, you know,
[3:07:34] you and I didn't have time to talk about your resolution last time.
[3:07:38] So if we could, so, and the other piece I have is, you know, we are making a judgment.
[3:07:45] I am not a curriculum expert.
[3:07:47] I don't, I have issues with the word problematic.
[3:07:50] And I think when we get to the word eliminate, then we are then now becoming curriculum police
[3:07:57] and tying our hands for all saying that this is an option that our teachers can't even use.
[3:08:05] So I would move that, we amend this resolution.
[3:08:10] I would like to take out the words at the start of and then just put in scheduled to take
[3:08:18] place in the next school year.
[3:08:21] So I understand what you're saying, but if you've ever actually planned a PD and actually
[3:08:26] open to school. This is a burden. And then I would just like to remove the end the words
[3:08:33] of the end to say and eliminate it because I don't want to become a board that dictates
[3:08:39] to teachers that they can't use some options. I think it's still strongly states our concerns
[3:08:44] which I share with you but I think this gives the administrators and the teachers some trust.
[3:08:51] So that would be my men, men would be two things to remove the words at the start of the next school year and instead say in the next school year, and then we would just remove the words and eliminated.
[3:09:10] I'm sorry. Can you point out I'm seeing I'm missing where eliminated is the last two words.
[3:09:16] Oh, oh, okay.
[3:09:17] And I do think this is important work.
[3:09:20] I do think what this will do is will we pass this.
[3:09:23] It will make a statement as a board, but it will not be becoming a policing agency of
[3:09:29] what's going on within a classroom.
[3:09:31] It will still give our professional educators some ability, but it does say where we think
[3:09:36] our thinking should be.
[3:09:37] And it does support them in moving more toward the science of reading.
[3:09:44] All right.
[3:09:44] So did you want to make a motion to amend this, that we take out at the start of the next
[3:09:58] school year, and instead that line would say schedule to take place in the next school
[3:10:03] year?
[3:10:05] Madam President.
[3:10:06] Well first hold on and eliminate and eliminate my motion to eliminate and eliminate all right to amend her motion yeah, okay, but first
[3:10:19] We have an amendment made by Dr. Allspock, but then we would need support for it before we would be amending it. So is there support for?
[3:10:31] Dr. Allspock's amendment
[3:10:35] Okay, so then Mrs. Gupta supported that and are you okay then if Mrs. Anis makes a comment
[3:10:45] about the motion?
[3:10:47] Yes.
[3:10:48] Okay.
[3:10:49] I was also going to offer my own amendment and I appreciate you changing the language in the
[3:10:56] part regarding when the scheduled PD can happen, but I would go even further and it would
[3:11:07] read, I move that we direct acting superintendent Debbie Fragumeni to ensure that professional
[3:11:12] development, which will be scheduled to take place in the next school year for all K-5 teachers
[3:11:18] will include updated instruction and best practices and literacy informed by recent research and
[3:11:24] laws for continuous improvement and strike the rest.
[3:11:28] That is my amendment to your amendment.
[3:11:34] Is there support for the amendment made by Mrs. Anis?
[3:11:44] Support by Mrs. Bull.
[3:11:48] Okay, any discussion on this at this point?
[3:11:54] Mrs. Bull?
[3:11:56] Yeah, I agree with a lot of what's been said here actually, but I do agree with Dr.
[3:12:02] Osbach.
[3:12:03] We can't.
[3:12:04] I mean, who's to say, the word problematic is problematic to me as well.
[3:12:09] Who's to say?
[3:12:10] I mean, we did hear about continuous improvement in best practices, and we did hear about
[3:12:14] these strategies, but I would rather have our curriculum experts be making this decision.
[3:12:21] I think that this motion as it is with the first sentence as modified shows that we heard
[3:12:31] what was presented at the work session on literacy and we are dedicated to continuing
[3:12:38] to adjust based on best practices and current research.
[3:12:47] Okay.
[3:12:48] Mrs. LeCouille.
[3:12:51] The first thing, my question still pertains, I guess, to this amendment, which is are there some kids that need the queuing system?
[3:13:00] They need to be able to look at a picture to guess a word, or guess a word based on the first sound of the word, or guess a word based on the context of the word in order to learn how to read better.
[3:13:12] Without having a child and their work in front of me and having not read with them,
[3:13:17] what I would say is there are students that come to us with foundational skills in tact.
[3:13:23] They're ready, they're ready to go, that does not mean that they don't need explicit teaching.
[3:13:27] That does not mean that they don't need continued work at Phoenix and
[3:13:31] Phenemic Awareness, and what I will tell you is that using context clues is okay,
[3:13:38] but it can't be the be all and all.
[3:13:41] We can't get into your point.
[3:13:44] We can't solely rely on putting a book in front of the kid
[3:13:47] without any instructor there sending them home and saying,
[3:13:51] if your child's struggling reading, do this,
[3:13:53] do this and do this, there does have to be more
[3:13:55] and that's what we're working on.
[3:13:57] But to conversation that's happened at the board table,
[3:14:01] I do have difficulties when we start saying eliminating,
[3:14:04] when we start saying only this,
[3:14:06] this because we have a very high achieving district.
[3:14:10] We do, would I like it to be higher?
[3:14:12] Absolutely, everybody would.
[3:14:14] But we have measures that show us that our kids are doing pretty darn well.
[3:14:17] So how do we enhance and how do we make sure that kids that are maybe slipping through the cracks,
[3:14:23] we have other strategies to go to and that's what this conversation is about.
[3:14:27] All right, so then to complete my statement, I'm not talking about kids who already have those skills intact.
[3:14:32] I am talking about the kids who are slipping through the cracks.
[3:14:34] And for those students, the ones who are slipping through the cracks, the ones who are struggling with reading is there ever a time, according to any kind of research that says that guessing the word based on the picture or by the first letter of the word or by the context of the sentence is a good strategy to use.
[3:14:54] What I would say is your I can't state that as fact because I don't have
[3:15:00] The child in front of what I can say is that having language now as opposed to look at the first letter, that's more phonemic based or more phonics based of what do the letters tell you, as opposed to the pictures tell you, is probably a more appropriate pathway to take for a student who needs work with simple decoding in those foundational skills. And that is the piece that we know as a gap that we've set as a gap that we need to improve on and that we'll have professional learning available to support.
[3:15:29] And also more importantly, that's not a part of this conversation, is having the right
[3:15:33] assessments in place for staff to identify if they have characteristics of dyslexia
[3:15:39] that would warrant different strategies, different interventions.
[3:15:43] And that will be new for this year as well.
[3:15:45] Absolutely.
[3:15:46] I think it sounds like you're doing a lot of positive things, and I would want to support
[3:15:50] that.
[3:15:51] I was actually wondering, as we were talking, there might be some kind of disconnect here.
[3:15:55] Because when I say eliminate, I'm just talking about eliminating
[3:15:58] the strategies that are not working, that our curriculum consultants admitted to us at
[3:16:03] that work session, yeah, I know, these are old strategies we've learned better, now
[3:16:08] we can do better.
[3:16:09] Get rid of the stuff that they agree is not working.
[3:16:13] We are, we actually, my original motion is trusting them to make those decisions and to just
[3:16:18] get rid of the things that they acknowledged we're lacking in our current curriculum.
[3:16:22] And, you know, I don't bring this up a whole lot, but I do have a reading and language
[3:16:27] arts degree.
[3:16:27] And I got my specialization in reading and to become a reading specialist.
[3:16:32] And I understand a lot of this stuff, a lot of the lingo.
[3:16:35] And so it can be a little frustrating that we're having some of this disconnect.
[3:16:41] But I'm wondering if this motion might just be coinciding with what you're already doing,
[3:16:45] which is great.
[3:16:46] If you're already having professional development focused on literacy in the beginning of the year.
[3:16:51] Does this really change what your plans were already?
[3:16:55] I mean, or does this just kind of support what you're doing?
[3:16:59] Yeah, Mrs. Fregumeni.
[3:17:01] Yes, if I can interject, especially as you're looking at resolutions or amendments to literacy.
[3:17:08] And Mr. Haish, you're very humble.
[3:17:11] I thought you were going to share a piece that was going to help the board make the decision.
[3:17:17] He's very humble.
[3:17:18] He's working diligently with our literacy teams throughout the summer,
[3:17:24] Even though they are off for the summer, we are spending time in our early literacy programs where we have children getting interventions this summer.
[3:17:33] We're working with our MTSS teams and our anticipation is to look for where the gaps are, where we're seeing children that need different skill sets and
[3:17:45] provide that in one of the conversations that we had was possibly bringing to the board.
[3:17:51] Before school starts to share with the community, what is in place, what are we doing to reduce harm to students but ensure that we're not limiting what we can do for children?
[3:18:05] So I think this is very important conversation as a parent with a child coming to school and being so desperate to make sure their children can read and they're not behind.
[3:18:17] I propose that whatever amendment you put into place, please consider that Mr.
[3:18:24] Haitian, his curriculum team, along with our commitment.
[3:18:28] And I can assure every person who's watching on television would be a learning
[3:18:33] consultant and an MTSS and a reading specialist because your voices and
[3:18:38] your concerns are coming forward and we're relying on our experts to be studying,
[3:18:44] to be training this summer, our special education teachers are going through Orton Gillingham training.
[3:18:50] We're looking at the letters training.
[3:18:53] One of the pieces, Corey, that I think was really exciting for our teachers to hear,
[3:18:58] is that as we offer literacy, professional development, this fall, that we have different opportunities.
[3:19:06] So the classroom teacher who's concerned about how they're reaching their children and
[3:19:13] what are some new strategies?
[3:19:14] They're going to be able to polish their profession moving forward.
[3:19:19] But certainly this conversation from that work session by no means does not delineate
[3:19:27] that we want to be in that continuous improvement of best practice in reading instruction.
[3:19:34] And we're reading a lot of information as professionals across this district.
[3:19:38] We're sending articles forward for people to read.
[3:19:41] And we are invested, as we are invested, from the day I've entered this district,
[3:19:47] and the partnership you with the community with authors in April, literacy is a moral imperative.
[3:20:02] At this point, I want to read what our amendment currently is, is that?
[3:20:08] I believe it is, I move that we direct acting superintendent, Debbie Fragumani,
[3:20:14] to ensure that professional development, which will be scheduled to take place in
[3:20:18] In the next school year, for all K-5 teachers will include updated instruction about best
[3:20:25] practices in literacy informed by recent research and laws for continuous improvement.
[3:20:31] Is that correct?
[3:20:33] Okay.
[3:20:34] Is there any additional discussion on that from my board colleagues?
[3:20:41] I would say, yeah, I have one more comment, I guess.
[3:20:43] Okay.
[3:20:44] I'm going to just ask my question first.
[3:20:46] So Mr. Hitch, I guess my question is, if that was approved as is, does that really change anything that's already planned?
[3:20:57] Or are you already planning to have K-5 teachers and K-5 have the opportunity to receive information on bus practices in literacy?
[3:21:13] My hesitation would be, and it's not a massive one.
[3:21:16] My hesitation would be with the K-5 piece, when we start getting into the upper grades, some of that language may not correlate to them.
[3:21:25] So, if it's a motion, if it's a resolution, and the ask is back in November or December to give an update of, there may not be a true apple for
[3:21:35] apple connection for what was available for literacy for upper all.
[3:21:39] And then the other hesitation I would have is, you know, with what the staff is showing
[3:21:45] with us and what type of style of professional learning that they benefit the most from, you
[3:21:52] know, there is a component of teacher choice within that.
[3:21:55] So if there was an offering of, and, you know, 100% of our teachers didn't go to it, what
[3:22:03] does that look like in terms of, you know, coming back and presenting to the board or the community.
[3:22:09] So that, again, those are the hesitations that I would have with the original piece and
[3:22:14] of course I, especially in late June, when I don't know what our kids are going to look
[3:22:19] like in front of us next fall, sometimes I struggle with the word eliminate, because a
[3:22:25] teacher might need to go to that strategy.
[3:22:29] And it is going to take time for some of our staff to adjust to what's being implemented
[3:22:35] and what's being put in front as a professional learning
[3:22:41] opportunity and a resource and a strategy available
[3:22:43] to attend to a student who may be a struggling reader
[3:22:46] because it may be new for them.
[3:22:48] And we use the word new, sometimes new with veteran staff
[3:22:53] that is only maybe known one way is a longer learning curve.
[3:22:57] So those would just be some hesitations I have.
[3:23:01] But whether there's a resolution or not,
[3:23:03] But, you know, it is our plan and it has been our plan throughout next year to make sure
[3:23:09] that we're updating professional learning to include better understanding of how to
[3:23:13] tend to needs of students that have characteristics of dyslexia, how to better assess that, and
[3:23:18] then how to better utilize instructional practices to meet those needs.
[3:23:25] I have a question.
[3:23:25] Maybe, and this is just for me to learn, is there a better word for us to use other than
[3:23:28] professional development?
[3:23:29] Because what I'm hearing is obviously the option for teachers to pick a professional development and all for that and again, I think having talked to many teachers, having it more based on their subject matter, it would be good.
[3:23:43] But there's also that piece of sometimes there's just certain trainings you have to go to or to make sure that if we're rolling out a policy that we all must follow, that's not, I guess maybe it's a professional development.
[3:23:54] So maybe we're using the wrong word here.
[3:23:55] I'll make sure that in something like this, because really I go back to when I'm reading
[3:23:59] this, this is saying, hey, we just want to make sure everyone knows what the expectation
[3:24:02] is of what is required, what's what we're doing, so maybe that's not professional.
[3:24:07] So maybe this is right, to learn as we write these, what is the right word there?
[3:24:11] Because it sounds like maybe this isn't a professional development that we're talking
[3:24:13] about.
[3:24:14] It is, however, it's not planned for K-5.
[3:24:17] So the plan that we have in place, well, we're pulling everybody together for the early
[3:24:21] literacy stuff is K-2.
[3:24:23] Well, I guess what I'm asking in maybe just in general and take it away from the like if we wanted to say hey
[3:24:28] We want to roll out a policy to make sure everyone's aware that we're doing X
[3:24:32] What is the right word and maybe today will make it sounds like that's not professional development at some point
[3:24:37] We have to be a little people can't just opt out of certain policy certain things we're going to do are just policy
[3:24:42] They you know, they can't just say I'm not going to go to that professional development so therefore I don't follow the policy
[3:24:47] So that's where I'm looking to get educated and as we write these to me
[3:24:51] That's where we feel like this is going towards it's some some of these things might not be professional development because we don't want to have that be the hurdle of
[3:24:58] Oh, because we call the professional development people can opt in and out of it
[3:25:02] So again, and maybe that question goes over here. What is the right word when we're saying hey?
[3:25:07] We're rolling something out that everyone needs to know what the expectation is to make sure that we're all following it
[3:25:13] Is that is there a different word to use or
[3:25:15] Yeah,
[3:25:20] I'm not sure. I think we're getting off of the subject here at hand, but I would say professional development is any teaching that we do instruction information for our staff that is held in a group setting, or I guess it could even be virtual.
[3:25:37] If you're talking about just rolling a potentially a policy out that doesn't need additional support, I mean something like that can be emailed to someone.
[3:25:47] and it just depends on what we're talking about.
[3:25:53] So I guess then are some professional development
[3:25:55] than mandatory?
[3:25:57] Which ones are mandatory?
[3:25:58] Because I mean, that's the part.
[3:26:00] Yeah, it can be related to teaching,
[3:26:02] but then there's got to be something that can't always just be
[3:26:04] I can just opt out of it.
[3:26:05] So, again, I'm just really familiar
[3:26:07] how we make this work.
[3:26:08] And really, because there's going to be more of these going forward,
[3:26:10] so if we can get the right verbiage,
[3:26:11] so that we can cut some of this debate out,
[3:26:13] it would be helpful.
[3:26:15] Because again, there can't just always be this default
[3:26:18] We call it professional development and then we get into well, I can opt out of it.
[3:26:21] There's certain times in no communicating broad expectations.
[3:26:25] Doing it via email is one of the worst forms of communication.
[3:26:28] So if that's our district's policy to do it that way, they definitely need to revisit that because they should definitely be face-to-face.
[3:26:35] This is Gupta.
[3:26:38] I just want to clarify Mr. Hyesh.
[3:26:41] What I encourage you to say is that there's already a plan to roll out comprehensive PD on this topic
[3:26:49] for K, kindergarten through second grade, but not beyond that up to fifth grade at this time.
[3:26:56] So your concern in with this language is that it would then put the burden on you all to figure out how to kind of push that through
[3:27:07] after having already maybe communicated to your staff that they would have choice in their pd at that time and
[3:27:15] and trying to reconcile that within the timeframe mandated by this language.
[3:27:19] Did I hear that, Ryan?
[3:27:23] Yes, but there will still be literacy opportunities for
[3:27:27] professional learning for our upper grades as well.
[3:27:31] It's just a matter of when that will fall in the calendar.
[3:27:35] So again, I know it's kind of great and nuanced, and I apologize for that.
[3:27:40] But that's the reality of the situation that we find ourselves in for what we've planned at the start of next school year.
[3:27:45] And then throughout the course of the year, we have mechanisms in place to gather feedback from staff
[3:27:51] What they are seeing as a need to make sure that we're offering useful and purposeful professional learning opportunities for them.
[3:27:59] I guess I would just say at this point, based on what I'm hearing that you have things in place already for next year that you are looking at
[3:28:10] Taking literacy and I'm assuming that you have heard the concerns from the board about some of what was presented
[3:28:17] that there are some issues that are from prior curriculum or from curriculum that's not inside this district that had to do with queuing and some other things that may not be the best practices that you would take that back and work on getting that information to the teachers that need to know it.
[3:28:39] So at this point, I would not be supporting this so I'm just communicating that to the board. Mrs. LaCouille.
[3:28:45] All right, so my final statement, first of all, I hear you, Mr. Haish, I would be open
[3:28:52] to amending this to say K through 2 if that, you know, corresponds better to what your
[3:28:57] planning was.
[3:28:58] I am.
[3:28:59] But just here answering your questions, I don't have any opinion on what your resolution
[3:29:03] should read.
[3:29:04] Okay.
[3:29:05] In any case, I would be open to amending this to say K through 2.
[3:29:09] The purpose of this motion was to make it clear the board has a vision for the district and
[3:29:17] ask our administrators to carry out something actionable that relates to that vision.
[3:29:23] I don't think asking for professional development to occur sometime in the beginning of the year is that unreasonable.
[3:29:29] Considering that's what the district is planning on doing anyway and this is a very urgent issue.
[3:29:34] I'm concerned about some of the amendments to my motion because I'm afraid that it's
[3:29:39] neutered it so much that it doesn't really mean anything anymore.
[3:29:43] It's just kind of a vague statement that doesn't have anything actionable and people don't
[3:29:48] know what to expect from it.
[3:29:50] Okay.
[3:29:51] Well, at this point we have an amendment to the amendment.
[3:29:56] So first, at this point, we would vote on the amendment.
[3:30:00] Which is, I move that the, we direct acting superintendent, Debbie Fragamani, to ensure that professional development, which will be scheduled to take place in the next school year for all K-5 teachers will include updated instruction about best practices and literacy informed by recent research and laws for continuous improvement. So that's currently what's on the table. It has been moved and supported. So all of those in favor of that, please say aye.
[3:30:29] Hi.
[3:30:30] Hi.
[3:30:31] Hi.
[3:30:31] Can I see hands because I only two?
[3:30:35] Those opposed?
[3:30:36] Say nay?
[3:30:37] Nay.
[3:30:38] Nay.
[3:30:38] Nay.
[3:30:38] That's a two five vote.
[3:30:41] All right.
[3:30:41] So that does not pass.
[3:30:43] So then we are back to the first amendment, which was,
[3:30:51] I move that we direct acting superintendent
[3:30:53] Debbie Fraggamani to ensure that professional development which will be scheduled to take
[3:30:57] place in the next school year for all K-5 teachers will include updated instruction
[3:31:03] about best practices in literacy informed by recent research and laws, all problematic
[3:31:09] lessons and old queuing strategies that linger in our current Lucy Cockins, units of reading
[3:31:15] and writing curriculum, which we learned about at the literacy work session on May 22nd
[3:31:21] will be addressed.
[3:31:24] And that has been moved and supported.
[3:31:26] So all of those in favor of that motion, please say aye.
[3:31:35] Okay, I have one opposed, please say no.
[3:31:38] No.
[3:31:39] That's a one-six vote.
[3:31:41] So we are back to the original motion that is at the start of the next school year and
[3:31:49] includes the end eliminated.
[3:31:51] at this point is there to amend the motion to say K through 2 instead of K through 5.
[3:31:59] Okay, so there is an amendment to change K5 to K2 and that was moved by Mrs. LaCouille
[3:32:10] and support by Mr. Weaver. Do we need a discussion on that or can we vote?
[3:32:18] All those in favor of accepting the amendment, please say aye.
[3:32:25] I think how many hands did I see there, please?
[3:32:27] Okay, three, those opposed, please say no.
[3:32:30] No.
[3:32:31] No.
[3:32:32] I think that was four.
[3:32:33] I'm saying.
[3:32:34] Three, three, and one.
[3:32:37] Okay, so we are back to the original motion, which is all K5 teachers.
[3:32:44] So is there any additional, Mrs. Osbach?
[3:32:48] I have a question for Trustee La Cuey, so correct me if I'm wrong President
[3:32:53] Dutel right now, we are at the version of this that says and eliminated.
[3:32:58] Yep.
[3:32:59] Okay, so how do you envision the operational, what's the tangible outcome when we
[3:33:04] get to and eliminate it? Like, if a teacher sends that home, is she sanctioned, is
[3:33:11] she, I mean, I just, I kind of feel like, but it says and eliminated. So if I am an
[3:33:16] employee, I need to follow policy. So what is that? What jeopardy are we putting in people
[3:33:22] that have that in their curriculum? Well, this is referring to our current
[3:33:29] Lucy Carkins units of reading and writing curriculum. So I'm assuming that all of those
[3:33:34] lessons the ones that are teaching those strategies are consultants will tell teachers don't use
[3:33:39] these pages. These are the wrong strategies. They don't. So we changed our math curriculum
[3:33:44] And now we're changing our professional development at the beginning of the school, which I can walk you through a schedule.
[3:33:54] It's really pretty traumatic to do that at the beginning.
[3:33:58] Literally, there's only a few days, you have to do a whole district, you have to do operational stuff.
[3:34:03] So I support the idea of looking at the queueing, I support the idea of the signs of reading.
[3:34:10] I mean, I think the orthographic mapping that, you know,
[3:34:15] our phonics is explicit instruction is a good idea,
[3:34:18] just on the operation, on the, how we're operational,
[3:34:23] how we're putting this into practice
[3:34:25] is problematic for me.
[3:34:27] They could have a, I mean, they could do a presentation.
[3:34:30] Don't teach kids to look at them.
[3:34:32] And how would you do those lessons instead?
[3:34:34] So if we say, if we say queuing,
[3:34:37] and I do agree that queuing might not work for all people,
[3:34:39] for all learning readings, but if we say, okay, so, well, it's not reading.
[3:34:44] QAINN is now forbidden, that's been eliminated.
[3:34:47] So, then what do they do?
[3:34:49] I mean, are you asking our curriculum department to then identify less than 6.7, 7.2, and 8.1
[3:34:55] can't be taught, just sit there and look at the wall instead, or hear the other people
[3:35:00] of curriculum.
[3:35:01] I mean, we have the thought of as curriculum.
[3:35:03] Teach kids how to sound out the words, but now you're telling them that they need to adjust
[3:35:08] the curriculum. So, you know, you want to identify what lessons are now eliminated. I just
[3:35:15] I fully believe in our experts that they're able that they're fully capable of doing that.
[3:35:20] Basically, this is just, you know, it's not my ideal. Quite honestly, if it were up to me,
[3:35:25] I would be looking into other curriculums that don't get a grade of F in
[3:35:30] ed reports. And I'm just trying to say what can we do with our current situation right now?
[3:35:34] where this is an urgent situation.
[3:35:37] Parents are having to get tutoring for their kids if they can afford it.
[3:35:41] And these kids aren't learning how to read, and they're coming here, and they're,
[3:35:44] you know, very upset on those people.
[3:35:47] We need to make sure this is an urgent situation, it's directly related to education.
[3:35:51] We have to make sure that the teaching strategies that we are using are actually
[3:35:56] teaching how to do the concept that we want to be teaching.
[3:35:59] Okay. Well this just says not- this just says what not to teach. It doesn't say what to teach.
[3:36:06] So this is an explanation-
[3:36:06] To eliminate what doesn't work. Use what does work. Eliminate what doesn't work.
[3:36:11] It doesn't present what-
[3:36:12] Okay. I'm going to ask Mrs. Annis. I- I call the question.
[3:36:17] All right. Is there support for calling the previous question?
[3:36:22] Move by- move by Mrs. Annis with support by Mrs. Bull.
[3:36:28] So at this point, we have the original motion on the floor, is there any public comment?
[3:36:37] I'm sorry, let's first let's vote on calling the question and then we'll take the public comment.
[3:36:42] All those in favor of calling the question, please say aye, aye, those opposed?
[3:36:49] That's a six,
[3:36:52] sorry, that's a six-one vote, so we will call for the previous question, is there any public comment?
[3:37:01] Okay, so all of those in favor of approving the original motion, please say aye.
[3:37:10] Aye.
[3:37:13] Two, those opposed, please say no.
[3:37:16] No, no.
[3:37:17] Okay, so that's a two, a five, no, two, four, one.
[3:37:24] All right, so now, let me think I got to find where we are.
[3:37:29] Okay so now we are at citizens requesting placement on the agenda and I do have a couple
[3:37:36] people who have who have turned in yellow cards, I'm going to call your name and then
[3:37:44] I will read this, Randy Varing followed by Jenny Walsh followed by Gracie Walsh and just
[3:37:56] Mr. Reminder, if you do want to speak to please fill out the yellow card, you'll have three minutes to speak.
[3:38:02] Please address your comments to the entire board and not to individual board members or
[3:38:07] school district employees or members of the audience.
[3:38:10] Are you Randy Varing?
[3:38:13] I'm Randy Vavric, and I've been working in Rochester Hills since 1978.
[3:38:19] I had four of my grown children who went through Rochester schools and
[3:38:25] And they had an absolutely wonderful education.
[3:38:29] I am a person, I am a retired high school and middle school
[3:38:34] counselor.
[3:38:36] I've also worked in a crisis unit, and also
[3:38:39] as a psychiatric screener.
[3:38:44] Oh, and also I have a prophetic calling,
[3:38:46] and I feel that I am a servant of the Lord.
[3:38:51] I absolutely agree with you that every student should
[3:38:55] feel welcome and accepted.
[3:38:59] However,
[3:39:03] I disagree in regard to what we're doing with our curriculum in that we are encouraging
[3:39:12] students to define who they are sexually and introduce them to materials that they're
[3:39:23] they're too young, they're not mature enough to process them in order to make these kind
[3:39:31] of life decisions that, you know, is going to alter their life.
[3:39:38] So I just hope that the board will be open to really looking at the school district and
[3:39:45] what they're doing.
[3:39:47] I think that Rochester Community School District is heading in the wrong direction.
[3:39:53] And I think the board needs to recognize that parents have a right to know what their
[3:40:03] children are being taught.
[3:40:07] You know, it's just not right.
[3:40:09] I mean, the parents are important to their children and they know what their children,
[3:40:15] they know how their children are and they just should have some say people.
[3:40:21] We should not be it should not be hidden from parents what teachers are teaching
[3:40:29] And I think that the district is going to be losing students and already has lost students. I know my my three granddaughters
[3:40:37] My daughter finally said okay. I'm gonna I'm gonna have to send them to private school
[3:40:44] So I think maybe you're forecasting maybe you're right about your numbers
[3:40:48] but 30 seconds but I think you know you need to rethink about it. You just need
[3:40:54] to rethink what you're doing and after watching this and having you some of you
[3:40:58] were saying you disagreed about the attorney but then yet we just bamboozled
[3:41:03] and it went right through when people have concerns they need to be taken
[3:41:07] seriously and I thank you for considering what I've been said tonight.
[3:41:13] All right.
[3:41:14] Thank you.
[3:41:17] Thank you.
[3:41:18] Jenny Walsh.
[3:41:22] I'm Jenny Walsh.
[3:41:24] I grew up in the district, moved away, came back, have been here for five years, have
[3:41:30] two students who graduated from the district and one who, moving along through the system.
[3:41:37] I just want to say that on behalf of our entire family, we are so thankful for the resolution
[3:41:42] supporting the LGBTQI, it was messed up the ladders and my
[3:41:48] profiter behind me always corrects me. It's very important to
[3:41:52] our family. My son knew from early age that he was gay, he knew, and
[3:41:58] we knew, and we loved him, and we support him, and he was the
[3:42:03] real, but his high school, because he thinks, because you meet
[3:42:07] here, his, also sports them.
[3:42:11] So, thank you.
[3:42:15] All right, are you Gracie?
[3:42:16] Yeah.
[3:42:20] So, RCS, I'm a student and I go here
[3:42:25] and I know a lot of friends, I know myself.
[3:42:28] I know that, especially with exams,
[3:42:31] it puts a lot of stress on us.
[3:42:33] And I heard someone earlier talk about how
[3:42:38] honor health shouldn't be in school
[3:42:39] and mental health should just stay at home.
[3:42:42] And I really don't think that's right,
[3:42:43] because not everyone has access at home,
[3:42:46] like not everyone's the same.
[3:42:49] And if RCS is gonna say they have an inclusive environment,
[3:42:52] then they need to include those who are struggling too.
[3:42:56] Also about the LGBTQ community.
[3:43:00] Again, if you're gonna say it's an inclusive environment
[3:43:03] then you need to include everyone.
[3:43:05] And it really makes me upset that a lot of people
[3:43:08] People are not treated properly and you're really not too young like people know who they are.
[3:43:15] I know who I am.
[3:43:16] If there was, I wish I had more students for you than, and they could say that they know
[3:43:21] who they are and they grew up and they were allowed to know their sexuality and what should
[3:43:29] be discriminated against and also throughout elementary school and middle school and high
[3:43:37] school, I've been discriminating against for many things, especially my race.
[3:43:42] And it's just really sad that if RCS is going to say that they're really inclusive,
[3:43:48] and they support everyone, and they're all brought in excellence,
[3:43:51] then they need to help people to pursue that excellence.
[3:43:56] And there's a lot behind students pursuing that excellence.
[3:44:07] And as a black person and a girl, I have had my voice shut down, so I'm very happy for this opportunity to speak.
[3:44:15] Thank you.
[3:44:16] Thank you.
[3:44:22] Joshua Raymond.
[3:44:34] Good evening, board.
[3:44:35] That's a tough one to follow.
[3:44:40] Madam President, I would like to quote directly from Aeson versus Madison, local school district.
[3:44:49] Abusive and personally directed restrictions are facially unconstitutional.
[3:44:56] Accordingly, the policy's restrictions.
[3:45:00] It's on abusive, personally directed in a taginistic speech, facially, and as applied, violate the First Amendment.
[3:45:09] As all trustees are sworn to uphold the U.S. Constitution, I ask you to not require people to address the entire board.
[3:45:19] This is against the First Amendment. Thank you.
[3:45:21] I
[3:45:26] think that's the end of one more.
[3:45:32] Can you just read that name so I know who they can start speaking,
[3:45:38] or if they're coming up and they know who they are?
[3:45:40] Ms. Neff, thank you, I can't see.
[3:45:47] Hi, I'm a parent in the district.
[3:45:49] I have four kids, one graduate and three here.
[3:45:53] My son who's my third boy is moving on to high school.
[3:45:59] school, and he's doing very well in school. I'm not sure I would have said that in
[3:46:06] like second, third grade. He's a really smart kid, and his reading really didn't reflect
[3:46:15] that.
[3:46:18] He could read. I think the books that he was interested in intellectually were above
[3:46:27] his capacity to read and even in his third grade conference the teacher said, you know
[3:46:36] it's like he guesses, he looks at the front of the word and he guesses it and then you
[3:46:42] get too many guesses wrong and you lose the plot, like literally lose the plot. So his
[3:46:49] His comprehension skills really, his scores were just troubling and puzzling, and you know what, he figured it out, he reads just fine, he's a bit of a reluctant reader, maybe because of this, I have my fair share of mom guilt about this and as I said, I have four kids and their paths were all a little bit different.
[3:47:16] And he's one of the kids who I think would fall into the realm of he would figure it out
[3:47:26] eventually, and he had a lot of support at home.
[3:47:31] I came up here to thank you all for working on literacy, and I think this is, I don't envy
[3:47:44] any one of you seven board members your job. I mean I know this is a
[3:47:50] volunteer position. I've done my fair share of volunteering but not in this
[3:47:57] environment or in this public of a manner and I think today is I've seen true
[3:48:04] attempts at cooperation. I think we all agree that literacy is not only a moral
[3:48:10] imperative it is also the our current it's a civil rights issue it's our modern day civil rights
[3:48:20] issue and I think there's a lot of there's a lot of agreement on evolving when we know better we do
[3:48:27] better and so while this might feel like a few steps forward and a few steps back I'm very encouraged
[3:48:36] by the work that you all continue to do and to our administrators who are really just continuing to work and doing their jobs, so I appreciate all the efforts that you're putting in. Thank you.
[3:48:51] Thank you.
[3:48:53] All right, we've come to additional comments.
[3:48:56] agenda item 9.1 is additional comments by members of the Board of Education.
[3:49:00] Individual board members may use this time to share information about school visits, updates from committees or organizations that are assigned to or express their personal opinion.
[3:49:09] Do any members of the board have additional comments at this time? Dr. Osbach?
[3:49:18] I attended the graduation at race with many of our board members.
[3:49:23] I was very impressed with students that have a difficult path through graduation.
[3:49:30] We heard to speakers who both had come back and gotten diplomas and they had wanted it because their diploma was going to give them a better job.
[3:49:42] And one of them said, you know, I was inspired by my son to do better.
[3:49:45] And I did really like this Annas quote that says you can do hard things because you did do hard things.
[3:49:53] So I thought that was a very good part of her speech.
[3:49:56] And I appreciate President Butteau recognizing that it is Juneteenth.
[3:50:03] And I do want to just mention that, you know, this is a day of freedom and emancipation
[3:50:08] where in a world where our news travels in 30 seconds, and we have 100 comments, 34 seconds
[3:50:16] later on Facebook, it's hard to imagine a place where it took people two years to figure
[3:50:22] out that they had that gift of freedom.
[3:50:25] So, I just want to acknowledge that, and thank you.
[3:50:32] Thank you, Mr. Weaver.
[3:50:35] So, I actually want to make a comment for around the data.
[3:50:39] So, one, I'm a huge data person, so trustee, also, I appreciate you bringing some data.
[3:50:44] Unfortunately, that's not really the data that we have to be looking at.
[3:50:48] So, I did make the request at the last meeting, to, I will, I don't interrupt, I'll explain.
[3:50:55] Some of the coming from a data field, not all numbers are good data.
[3:51:02] You have the term is called garbage and garbage out.
[3:51:04] So what I was saying was, I made the request of Mr. McDaniels, I'll send it formally.
[3:51:10] What we need to look at is the five-year history of the growth of our central office.
[3:51:16] Only looking at jobs of over 100,000, that eliminates a lot of jobs that are below 100,000.
[3:51:21] Again, we want to look at FTE, what are the roles, what are the responsibilities.
[3:51:25] Also, we've had a history of having contract employees that do not show up on the transparency report.
[3:51:30] So again, I'm not saying that the data is completely irrelevant, but it's also to say,
[3:51:36] if we have a systemic problem in public education where we're seeing bureaucracy grow in the central office,
[3:51:41] which does actually model what we've saw at higher ed.
[3:51:45] And the growth of faculty of the growth of bureaucracy versus the professors.
[3:51:50] So, if we're seeing that same trend, the data we have to look at is the total head count,
[3:51:56] the total growth of salary.
[3:51:58] It's just about getting the proper data to make a true assessment.
[3:52:01] That would be more accurate in what we need to look at to see if are we growing from a
[3:52:05] bureaucracy standpoint, just comparing ourselves to other K-12 schools, and because we're growing
[3:52:11] at the same rate they are, that's again not a good set of data.
[3:52:15] That's all I was saying.
[3:52:15] And so again, it's not about it not fitting something.
[3:52:18] It's about looking at relative data and what you're trying to accomplish.
[3:52:21] Again, central office is the farthest away from our students.
[3:52:25] We want to get the funds as close to our students.
[3:52:28] And again, I know some people get really upset when I call it product, but again, that is what we produce.
[3:52:33] Our teachers, our students, that is where we want the most far funds.
[3:52:37] So no, the data that you presented is again a way to say we are as good or
[3:52:42] are not as bad as the rest of K-12.
[3:52:45] I would like to think the vision of our board
[3:52:46] is to be the best that we can be,
[3:52:48] and that means let's use the right data.
[3:52:50] So again, as we continue to move forward,
[3:52:52] I also want to thank everyone that's still here.
[3:52:54] It is past 11 o'clock on the June meeting.
[3:52:58] So again, I really appreciate everyone that showed up,
[3:53:00] all the comments.
[3:53:02] Again, we are making a lot of good progress in our district
[3:53:05] and opening up dialogue sometimes it's not easy.
[3:53:08] So again, thank you to the community that's paying attention.
[3:53:11] Mr. Scupta, do you believe me?
[3:53:14] Mrs. LaCouille.
[3:53:17] So a community member reminded us tonight that reading is a civil rights issue.
[3:53:22] There's a documentary called The Right to Read, and it was made available to stream for free today in honor of Juneteenth.
[3:53:31] I found out ad reports.
[3:53:33] Rates are current Lucy Cockins reading and writing curriculum at a grade F.
[3:53:38] What they say is, the instructional materials for kindergarten, grade one, and grade two do not mean
[3:53:45] the expectations of alignment. The tax included in the materials are not appropriately complex
[3:53:50] for the grade level and do not build in complexity over the course of the year. Materials do not include
[3:53:56] questions and tasks aligned to grade level standards but rather focus on strategy instruction.
[3:54:02] Additionally, materials rely on queuing and queuing including meanings, syntax, and visual cues
[3:54:09] as it means to teach reading skills.
[3:54:12] Foundational skills instruction lacks a cohesive
[3:54:14] and intentional scope and sequence for systematic
[3:54:17] and explicit instruction in phonological awareness
[3:54:20] and phonics.
[3:54:21] The program also lacks a research-based rationale
[3:54:25] for the order of phonological awareness
[3:54:27] and phonics instruction.
[3:54:29] The reading units mainly utilize a queuing system
[3:54:32] for solving unknown words that focus on the initial sound
[3:54:36] and meaning cues, rather than on decoding strategies.
[3:54:40] The components of the program are not cohesive and often contradict the skills being taught,
[3:54:47] especially pertaining to the order of foundational skills instruction.
[3:54:51] I read this just so that you can understand we have to acknowledge a problem in order to be able to find solutions.
[3:55:00] Some kids will learn how to read in spite of this curriculum.
[3:55:03] I'm fortunate my kids have learned how to read and they have not struggled but I've heard from too many parents whose kids are struggling and they're put in a really unfair position if it's the curriculum that's doing that damage.
[3:55:18] That's why I tried to propose a literacy motion to try to get something concrete.
[3:55:23] I am happy to hear that our district wants to address some of these issues.
[3:55:27] We're going to start screening for dyslexia and K through one that sounds promising.
[3:55:30] So, we'll have to follow up and see what happens because we really need actionable change to occur and we need to be honest about the problems in order to fix them.
[3:55:49] Thank you, I just have a couple things, so Cindy, congratulations on your graduate.
[3:55:55] I also have a very belated congrats to Matt McDaniel.
[3:55:58] did he leave such
[3:56:03] a bummer? So Matt recently received an advanced degree in his
[3:56:08] education specialist degree from University of Michigan, so shout out to Matt
[3:56:13] maybe he can watch this on the recording. So I just wanted to mention that I'm
[3:56:17] very much looking forward to summer break and I'm looking forward to letting our
[3:56:23] hardworking cabinet team hopefully have some summons of a break, whatever that
[3:56:27] looks like the summer. We have a lot to do next year as a board and as a district and
[3:56:33] a community. So some of the things that I am most looking forward to next year, naming
[3:56:40] of a DEI program administrator, an exploration of an innovative or innovative options or the
[3:56:48] future of our university drive building and property. I'm also excited about some of the
[3:56:53] new opportunities that we have for students.
[3:56:56] We have a really great dual enrollment opportunity
[3:56:59] for advanced language learners, the CTE opportunities,
[3:57:04] robotics, anatomy, some of the musical opportunities.
[3:57:08] As you know, we purchased the purchase
[3:57:10] of additional instruments.
[3:57:12] And I'm really looking forward to the strategic plan coming
[3:57:15] together, and I want to thank the committee that
[3:57:17] met to review the RFPs.
[3:57:20] I'm looking forward to hopefully seeing what the community's
[3:57:23] appetite is for some of the things that I personally think are important for us to explore
[3:57:28] and that I have a vision for, just a few of those would be a look at school start times
[3:57:33] and school scheduling.
[3:57:37] A look at some schedule innovations. I remember one of the last things
[3:57:40] we talked about in 2020 was some innovative ways that schools look at block scheduling,
[3:57:47] for example, and I would love to pick that back up and exploring an IB program.
[3:57:53] Those are some of the things that are important to me.
[3:57:58] I don't think we can get to that or really anything without a little mutual respect.
[3:58:03] It's really disheartening to me tonight that we're at a point where we are interrogating
[3:58:10] a member of cabinet.
[3:58:13] And I just would like us to do better.
[3:58:15] Thank you.
[3:58:16] Thank you, Mrs. Anis.
[3:58:20] Thank you, President Patel.
[3:58:23] I have the honor and privilege along with my board colleagues,
[3:58:27] Trustee Gupta, and also back to accept the graduating class of 2023 for race,
[3:58:34] which for those of you that don't know, race stands for Rochester adult center for education.
[3:58:40] And there were 13 total students in the program this year who graduated
[3:58:45] with a high school diploma or GED.
[3:58:48] It's especially impactful, I agree with Dr. Osbach, hearing the individual stories of race students because,
[3:58:57] regardless of life's adversities and their unique paths, they persevered.
[3:59:04] This success is also so clearly meaningful to all those in attendance who love them and support them.
[3:59:11] And it was great to see that as well.
[3:59:13] Well, I was honored to accept this graduating class on behalf of my board colleagues and
[3:59:19] give that short speech.
[3:59:21] And I congratulate these graduates.
[3:59:24] And I appreciate trustee or bowl bringing up some of the things she'd like to focus on.
[3:59:32] I agree that those are important to moving forward for our district.
[3:59:37] And their student focus and that's where we should be.
[3:59:40] and I appreciate her speaking to those items.
[3:59:43] I also want to state that I appreciate the student who came forward and spoke this evening and the parent who spoke about the importance of having a partnership in our district with honor health and how crucial that is to her family.
[4:00:00] And their wellness. And I believe it's true what they said. Not everyone's family is the same, not everyone has the same access. So, if our district can provide something extra in terms of mental health wellness, I proudly support that. And I hope everybody has a great summer.
[4:00:24] Thank you. I just want to thank all of our staff for their dedication and inspiration during this past year.
[4:00:30] I hope that those who have the summer off have a wonderful time.
[4:00:35] Those that work year round, I hope you have a productive summer and an opportunity to recharge.
[4:00:41] I also hope that our families have a safe and fun summer, and we look forward to having everyone back at the end of the summer.
[4:00:53] I'm going to turn it over now to members of the administration.
[4:00:56] Again, this allows members of the administration to share information that they believe is valuable to the board.
[4:01:02] and or the community, and these are commons and not discussion items.
[4:01:06] Mrs. Pregumini?
[4:01:07] Thank you, President butal.
[4:01:10] All those schools are beginning their summer recess.
[4:01:13] We do continue to celebrate student achievement.
[4:01:16] As the High School Athletic Association Spring Athletic Season comes to a close,
[4:01:22] we're so very pleased to announce that some new state champions have come forward at Rochester High School.
[4:01:29] Rochester Community Schools.
[4:01:30] I'm sorry, I'm living in Rochester High School tonight.
[4:01:34] Peter Raal, a golfer from Rochester, Adams High School,
[4:01:39] earned the individual title in the 2023 Lower Peninsula Division I Boy's Golf Final.
[4:01:46] Congratulations to Peter.
[4:01:49] This weekend, this Twitter is blowing up on this one.
[4:01:55] This week in the Stony Creek Schools Girl Sackertine,
[4:01:58] one the MHSAA Division I state championships.
[4:02:02] So congratulations to all of those athletes and
[4:02:05] our team members and their families and coaches.
[4:02:09] We're extremely proud of these students for
[4:02:11] continuing the legacy of excellence within our district.
[4:02:15] The athletes and their coaches, their families will be
[4:02:19] formally recognized in an upcoming board meeting.
[4:02:22] We also recognize the students and the staff and
[4:02:26] school chaperones, who are currently expanding their global awareness by participating in an educational trip abroad.
[4:02:34] One group with 40 students, including Todd Cal, is having a cultural experience in France.
[4:02:43] And the second group will be exploring Italy, France, Morocco, and Spain this summer.
[4:02:48] Finally, we honor the contributions of all the fathers and
[4:02:51] other figures in our community.
[4:02:54] We hope that the weekend was very, very special for you,
[4:02:58] for the community that's watching the RCS Summer Music
[4:03:02] Theater.
[4:03:03] They're already on the stage.
[4:03:06] This year, we're proud to announce the performance
[4:03:10] of Mary Poppins.
[4:03:12] The performances will be July 19th through July 23rd,
[4:03:16] and tickets go on sale June 30th.
[4:03:19] So we look forward to that wonderful presentation
[4:03:23] and just a final comment because the first thing you hear
[4:03:26] and the last thing you hear are always value added.
[4:03:31] And so I'd like to say to Gracie
[4:03:34] and to the students who have been blowing up my phone this night
[4:03:38] that student voices do matter.
[4:03:40] Being safe, respected, and valued does matter.
[4:03:45] It's part of our compelling why.
[4:03:46] And so I just would like to state that although I'm probably the furthest away from students, Mr. Weaver,
[4:03:55] I disagree that there is an impact and a significant impact on celebrating student voice.
[4:04:03] Thank you.
[4:04:07] Mr. Murphy, did you have anything?
[4:04:08] Okay.
[4:04:09] All right, I have a couple of announcements.
[4:04:12] June 22nd is our strategic planning RFP presentations.
[4:04:17] And those will begin at 5 p.m., and then at 8 p.m., we have the Board of Education complaint hearing.
[4:04:25] Both of those will be in Rochester High School's Media Center.
[4:04:28] On July 25th, we'll have our Board of Education retreat at 5 p.m.
[4:04:32] at Oakland schools.
[4:04:34] And on July 31st, we'll have a Board of Education regular meeting at, well, this is at 7 p.m.
[4:04:41] But it'll now be at 6 p.m., at Hart Middle School.
[4:04:45] Is there any objection to adjourning the meeting at this time?
[4:04:50] Seeing none, we are adjourned at 11.16 PM.
[4:04:56] Thank you for coming tonight and have a good evening.