[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6226391,"mediaKeyId","3511331-da0f879c0ba699e2af0157ac492da845","parentId",3511331,"title","District proposes moving pre‑K programming to Caring Steps; plans two GSRP classrooms and tuition pre‑K options","audioSeconds",426,"startMs",13007000,"endMs",13433000,"viewUrl","/Search/View?dp=1&key=3511331-da0f879c0ba699e2af0157ac492da845&start=13007&end=13433","thumbnailUrl","https://assets.pipeline.soar.com/3511331-da0f879c0ba699e2af0157ac492da845/thumbnail_13007000.jpg","articleUrl","/articles/6226391/Michigan/District-proposes-moving-preK-programming-to-Caring-Steps-plans-two-GSRP-classrooms-and-tuition-preK-options","mediaUrl","https://secure.pipeline.soar.com/6226391-ed1280a242f31a57b48abd0ffa672cac/orig.mp4?Expires=1770714309&Signature=MBOqC4KakHYxJH0mo-mwOf0hTOrHeKu2Ptx407TJKL7-PEeXkwryQ4ERrF79GaM~B1afQMD6Pxpmm-uCHEQdZLWLeuh1gYs~6MrXC2IfyWgpdNjFOt5kxsI9AhlpRfIdZkUi3U1UtxJnI2H1Bb2ys-5OXfHjQbBpLry9FdhQfN-5KdxG4Ko-yi8nbixkphwQTYN7EGuTK87vN1YAcA8br9P1keVpWWBolyXd8TNmLVNibsR9EcZE7SNnwFaAg5ead2kSgYRJA82zk3lWA-W3e4pVQActmXr13xSpts5ICB4Xmt8MdM~yyQ10NhieqQmksNnQxIh2Tp4XPwLWNKE-uw__&Key-Pair-Id=KUT5TJCACFTXG","author","Rochester Community Schools","date","2025-05-19T00:00:00Z","article","Rochester Community Schools administrators proposed a plan May 19 to repurpose the district’s Caring Steps facility for pre‑K services in fall 2025, with two full‑time Great Start Readiness Program (GSRP) classrooms as the immediate centerpiece and optional tuition‑based pre‑K 3 and pre‑K 4 offerings depending on family demand.

Assistant Superintendent Kimberly Hampton and Assistant Superintendent for Business Operations Matt McDaniel presented projected classroom configurations, licensing and a preliminary budget. The district asked Oakland Schools for two full‑time GSRP classrooms at Caring Steps (36 GSRP seats total). Oakland Schools would administer GSRP registration and county placement; district staff said there were 53 Rochester residents currently on the GSRP waitlist countywide.

McDaniel showed district fiscal modeling for two full‑time GSRP classrooms: state GSRP per‑slot payments (half‑day and extended‑day rates) would generate about $440,000 in revenue for the two classrooms; Oakland Schools would retain approximately $40,000 for program management. After staffing, program and district administrative costs, the modeled net left roughly $27,000 that could be applied to facility costs at Caring Steps. Start‑up grants that previously provided one‑time funding to open classrooms were not available this year; Oakland Schools told districts earlier in April that start‑up funds were reduced and then on May 9 said none remained.

The district also outlined tuition models: pre‑K 4 tuition at $4,980 per year (18‑student class) could net modest positive revenue if at full capacity; a 12‑student class would show a shortfall. Pre‑K 3 tuition at $2,050 per year would not cover costs even at full enrollment under the modeled hours and staffing. McDaniel summarized wage scales and credential requirements for lead and associate teachers; lead teachers must hold a bachelor’s degree and appropriate endorsement or equivalent state approval for GSRP.

Administrators said the proposal also seeks to make early childhood staff Rochester Community Schools employees (including an early‑childhood director) to improve retention and program coherence. They proposed a short August transition window for currently enrolled children at Caring Steps so families would not experience a long break in care; classroom postings for leadership and teaching roles were released in late April and May.

Trustees and members of the public questioned whether families would travel to Caring Steps and whether the two GSRP classrooms alone would justify keeping the building long term. The board asked for more financial detail on facility operating costs; the administration said the district’s operations and maintenance budget for the Caring Steps building was about $194,000 but that figure could fall if the program converted to regular school‑day hours and reduced custodial needs. Trustees also suggested considering school‑based pre‑K expansion and further community input.

Ending: The board received the report as a non‑action item; administration said it would continue enrollment outreach with Oakland Schools, finalize staffing and present additional financial details and options in coming weeks. No vote was taken May 19.","mediaType","Video","parentTitle","Board of Education Regular Meeting - May 19, 2025","oneSentenceSummary","District administrators proposed repurposing the Caring Steps facility for pre‑K programming next year, including two full‑time GSRP classrooms and additional tuition‑based options if demand materializes.","taxTitle","Rochester Community School District, School Boards, Michigan","taxId",38230,"location","Michigan","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6226396,"Board hears strategic plan progress; DEI ‘‘common language’’ deliverable paused amid leadership changes",4256,6497000,10753000,"/Search/View?dp=1&key=3511331-da0f879c0ba699e2af0157ac492da845&start=6497&end=10753","https://assets.pipeline.soar.com/3511331-da0f879c0ba699e2af0157ac492da845/thumbnail_6497000.jpg","/articles/6226396/Michigan/Board-hears-strategic-plan-progress-DEI-common-language-deliverable-paused-amid-leadership-changes","https://secure.pipeline.soar.com/6226396-690131991d341c8b3c3e0a2380d6d6f2/orig.mp4?Expires=1770714309&Signature=VG8qmae-7RDKBWLaKRr3YRU9EXoKKHPFmKeUiDQTuNQoc~FDqsCi3~LGfLZaHvP0TU3bL9ACOgOpziKGcBDpGHKtHPVVbYwHvUDFmKvogKUFSYbOchzo1y1e19275PUP6nQ-iFTepci39aubIWEhXd1zNKvmjCOba7TgEppb8bdvUtV0~Kw60J9l6zmizMOWWPEm0UvUGU-GAIB3MJwI09dR3UaryC51ld1afbhAAhR7sdkHe2e1b~8uOZWzMkmiycF80PrM~wmKqA-VVWcGHjKhD7Zq6ylthr1lJ0nrkjGFxgtKzbnbifgZpkpYzLfVvCUuZczoIWUOSJhF3LyByQ__&Key-Pair-Id=KUT5TJCACFTXG","Consultants and district leaders briefed the Rochester Community School Board of Education on May 19 about progress under the district’s newly adopted strategic plan, and discussed next steps for year‑two implementation work, including how to present evidence of progress to the community.

Scott Fuller, the consultant who helped lead the plan process, said the first year was focused on engagement, data review and building a set of deliverables linked to the board‑approved vision. He told the board that year‑one implementation typically surfaces lessons that require refining metrics and timelines. “A good strategic plan is one that is a working document and it's agile in how it goes,” Fuller said.

Trustees raised questions about one specific deliverable (Plan 4) that sought to develop a “common language as to what DEI is and is not” and to create a structured approach to communicating the purpose and impact of district DEI work. Several trustees and administrators said work had started but was paused after leadership changes and recent state guidance and that an existing district equity statement and other artifacts complicated how the deliverable should be presented.

“Some of the work that's been inside of this has not been done the way originally understood,” said Kimberly Hampton, who presented the plan update. Trustees asked for simpler, web‑friendly artifacts that make implementation visible: evidence of inclusive instructional practices, coaching notes, curriculum changes and other concrete examples the public can review.

Trustee Shashar Gupta recalled the deliverable’s origin in community survey results and focus groups that showed confusion about DEI language. Trustee Lacui and others argued that the board should receive clearer, actionable measures and a revised deadline rather than a standalone definition. “We want to see something like that that's digestible to our parents so that they can understand that those people are still included and are still getting an equitable education,” Trustee Alsbaugh said.

Fuller said the team would refine success measures and produce a plan record and recommended 12‑month implementation steps for the board to review in June; he said year two is usually smoother after lessons learned in year one. Superintendent Matthew Russo and cabinet members said they would bring artifacts that show how the district is embedding equity and inclusion into instruction and operations, and propose a revised timeline for the public materials.

Ending: Trustees asked administration to return with clearer, evidence‑based artifacts and a revised, near‑term timeline for public materials and community engagement tied to the strategic plan deliverables.","Consultants and district leaders updated the board on year‑one implementation of the strategic plan and said a deliverable to produce a common DEI language document has been put on hold as leadership and political context changed. Trustees asked for clearer artifacts and a revised timeline for community‑facing materials.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6226399,"Muslim students urge Rochester schools to recognize Eid as official holiday",244,3258000,3502000,"/Search/View?dp=1&key=3511331-da0f879c0ba699e2af0157ac492da845&start=3258&end=3502","https://assets.pipeline.soar.com/3511331-da0f879c0ba699e2af0157ac492da845/thumbnail_3258000.jpg","/articles/6226399/Michigan/Muslim-students-urge-Rochester-schools-to-recognize-Eid-as-official-holiday","https://secure.pipeline.soar.com/6226399-e9c7a8e9fb437c9ed76c9b5609575c1d/orig.mp4?Expires=1770714309&Signature=NM91U5IFND0y~yIeSnuiUATREoiooHZKArD1Fx4V367cIK5evFLIgjXbL~TutGJxy5znVDBOPJsU7l0m6xUesCOMDqzk9JImD1U2tEf1gGZmWk4Cm3hr6-AoWS4UaKj8sdx0t94W7XVztZa16oQAMCZATlD7elNfw-z6NkNUi9q1ICkUUpoNkmllVTgZspTKwpNCjRKhb6HD71EAVx5ck5T9rLvR1WbIDfHGdOBTkt4049plMRQ3sr15U~ZliDL661HVRQWK8c8IevizVl7KEuDkfKy1lQKVrpbFiaEYsASiw3ZTnHr8vb5XFeR4Jij-qk0HhnKoxNldee4r1iDt0w__&Key-Pair-Id=KUT5TJCACFTXG","Several student leaders asked the Rochester Community School Board of Education on May 19 to recognize the Islamic holiday of Eid as an official school day off, saying current calendars force Muslim students to choose between religious observance and schoolwork.

“Eid is one of the most sacred and joyful days of the year,” said Oyedadiki (identified locally as Loya Sadiki), introduced as president of the Muslim Student Association. “When it lands on a school day, we're forced into a choice: do we celebrate our faith or keep up with school work?”

Ayesha Hook, a junior and the MSA treasurer at Rochester High School, told the board that districts across the U.S., including some Michigan districts, have recently added Eid to their academic calendars. “This isn't just about a day off,” she said. “It's about standing by the values that make this district exceptional.”

Yasir Hamdan, co‑president of the Adams High School MSA, described successful local accommodations — such as flexible testing dates — that schools and administrators had made but said those stopgap measures still place a burden on students. Several younger students and families from across the district also spoke about field‑day scheduling conflicts and the social cost of missing religious observances.

Students and their supporters urged the board to consider calendar adjustments that would either create a districtwide Eid holiday or otherwise avoid scheduling major assessments on the day. The speakers said the change would reduce absenteeism and better reflect the district’s stated commitment to inclusion; speakers cited Troy and Bloomfield school districts as examples that have adopted Eid as a holiday.

Board members acknowledged the request and discussed the complexity of calendar changes — which affect transportation, food service and other operations — but did not take formal action at the meeting. Superintendent Matthew Russo said district staff would continue to listen to student voices and work with the calendar committee on options for future schedules.

Ending: The board did not vote on a calendar change May 19. Student leaders asked the district to evaluate adjustments that would lessen conflicts between Eid observance and school obligations and to report back through the calendar process.","Student leaders from multiple Rochester high schools asked the school board to designate Eid as a school holiday, saying Muslim students face a recurring choice between worship and schoolwork when Eid falls on a school day.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6226404,"Rochester district to eliminate elementary behavior interventionist roles after grant cut; parents and staff urge reversal",8646,4150000,12796000,"/Search/View?dp=1&key=3511331-da0f879c0ba699e2af0157ac492da845&start=4150&end=12796","https://assets.pipeline.soar.com/3511331-da0f879c0ba699e2af0157ac492da845/thumbnail_4150000.jpg","/articles/6226404/Michigan/Rochester-district-to-eliminate-elementary-behavior-interventionist-roles-after-grant-cut-parents-and-staff-urge-reversal","https://secure.pipeline.soar.com/6226404-be34cdd72f709720184283651944f076/orig.mp4?Expires=1770714309&Signature=M9-iCMbx1VEV21kx8SKAVHhasMv4I8235HZqSzDuvG72yEyRV3Ic7i8-~dHqWJo0fqBFOtCwZcOTvj7MJr1SEUWrKSaqs8yk7VP1kvIoxYOKsOThAI5~4Agb42A4TLF3iIKvlj8PKOIaJJloHTZGZWbxEf8da-buFcXErg54grNb3uCyTcT4shkeITEGD-vknqltd5d6E-WJfCJ8chi9auE9k-mzo~UiIo-AqjYALKqs4QVQd4YQjYNJE66vjAtBg1TDKwgrQMCiJSPoxgt-pj~7eyZx5D~Ohpqx9SpAvxhVIhl8xrOr-ZRnaXuDS6wuuWhLtQstFoRuXPqs0y5kBQ__&Key-Pair-Id=KUT5TJCACFTXG","Rochester Community Schools officials said they will eliminate the district’s elementary behavior interventionist positions after a roughly 50% reduction in 31AA grant funding, a decision that district administrators and board members said was required by falling one‑time funds.

The announcement prompted extended public comment at the Board of Education’s May 19 meeting, where teachers, school psychologists, parents and behavior interventionists described the positions as critical to preventing and responding to student behavioral and mental‑health needs.

The district’s assistant superintendent of human resources, Matt Murphy, told the board that the grant that helped fund the positions was cut by about $1.7 million — roughly half the prior allocation — and that the elementary roles funded out of that grant were being sun‑set. “These positions are funded by 31AA funding, which has been cut for this year by 50%, totaling around $1,700,000 going forward,” Murphy said. He added that 9 REA employees (about 7.5 full‑time equivalent positions) are now considered displaced and that the district will place those certified staff in other jobs consistent with seniority and certification requirements.

Teachers and staff who addressed the board said the interventionists provided tier‑2 social‑emotional learning support, crisis intervention, classroom lessons and restorative practices that reduced office discipline referrals and supported teachers. “Eliminating this role not only undermines this progress, but also leaves a critical gap in the support systems that help students build the emotional regulation and conflict‑resolution skills they need to succeed,” Jenny Hamilton, a behavior interventionist, said during public comment.

Other speakers supplied district activity counts they said were produced by the interventionist team: 2,502 individual student sessions, 2,244 group sessions, 678 classroom lessons, 238 peer mediation sessions, and 665 crisis responses in the past year — figures cited by a parent and by interventionist staff during comments. “They’re not just putting out fires, they’re preventing them,” parent Christie Kalaszewski said.

Board members approved the human resources recommendations containing the staffing changes as part of item 7.2. Trustee Shashar Gupta moved approval; Trustee Allspa seconded. The vote to approve the board packet human‑resources recommendations carried 7‑0. Trustee Gupta announced he would abstain on a separate bills vote because of a robotics invoice connection.

District leaders said they are developing an alternative, smaller model for elementary social‑emotional supports intended to be sustainable without grant funds, and that they will attempt to use leftover grant dollars to partially support any transition. “We are planning a more sustainable model that could still utilize a lesser amount of remaining grant funds with the expectation that that model could continue with or without ongoing additional grant funding,” Murphy said.

Superintendent Matthew Russo and staff acknowledged community concern and said they would present details and timelines to principals and families. Several parents asked the board to reconsider the decision or identify other budget lines to preserve the positions. “Please consider the implications of removing this role,” Hamilton told the board. “Kids feel safer at school because of us.”

The administration said employees being displaced are entitled to other district positions consistent with contract and certification rules; placement work was under way. Murphy also noted that as pandemic‑era and other temporary grants sunset across districts, similar difficult staffing decisions have been necessary elsewhere.

District leaders said they would return to the board with a written plan for the redesigned support model and timelines for principal and family communications. In the meantime, parents and staff who spoke asked the board to either reverse the elimination or find other local funding, and many warned of increased strain on teachers and possible safety and liability risks if early intervention services are reduced.

Ending: The elimination of the elementary behavior interventionist positions is effective for the coming school year as reflected in the human resources action the board approved May 19. The administration said it would continue to refine a replacement model and work to reassign displaced certified staff; the board did not vote to restore the positions at the meeting.","Rochester Community Schools administrators said they will end elementary behavior interventionist positions after a roughly 50% cut to one-time grant funding, displacing 9 employees (7.5 FTE). Dozens of staff, parents and teachers urged the board to restore the roles, citing reduced disciplinary incidents and thousands of student contacts.","actionData","errors"]

Article not found

District proposes moving pre‑K programming to Caring Steps; plans two GSRP classrooms and tuition pre‑K options

Board hears strategic plan progress; DEI ‘‘common language’’ deliverable paused amid leadership changes

Muslim students urge Rochester schools to recognize Eid as official holiday

Rochester district to eliminate elementary behavior interventionist roles after grant cut; parents and staff urge reversal