Hicks Elementary highlights enrollment gains, expanded supports and student‑led mascot selection

Hicks Elementary Principal (identified in the record as Mr. Perka) told the Wayne‑Westland Community School District board that his school’s enrollment increased by 53 students for the current year and that the building now serves 453 students across 19 classrooms.

Perka said the school’s population includes 117 students with individualized education programs and described staffing and supports funded through Title I: two full‑time resource‑room teachers, a shared part‑time resource teacher, two Title I‑funded multi‑tiered system supports (MTSS) paraprofessionals and two behavior coordinators who provide daily greetings, emotional‑support groups and restorative practices. He said Hicks has two self‑contained cognitively impaired classes and that 63% of the staff have served at Hicks five or more years.

Perka highlighted student‑wellness efforts (on‑site food, hygiene and clothing pantries), a winter‑wear distribution and mental‑health supports that included two social workers who aided about 65 families during the recent holidays. He described classroom calm‑down areas funded via Title I, an occupational therapist’s sensory space, puppy yoga events and a biweekly therapy dog named Moose.

The principal detailed extracurricular and student‑lead activities: a thriving Boy Scout and Girl Scout presence (about 26% of Hicks students participate), a student‑produced newspaper, student video announcements and a student council of fourth‑ and fifth‑graders. Perka said the school has launched a mascot and color rebranding process in which students vote to narrow options, with a March selection event planned.

Perka also noted student achievement gains: more than 70% of third‑ and fifth‑graders had reached their year‑end projected goals in math at the time of the report. He described experience‑based opportunities funded via Title I, including field trips for kindergarten and a fifth‑grade experience center visit, evening family events with museum programs and assemblies, and community partnerships with local churches and nonprofit groups.

Board members thanked Perka for the presentation and described visits to the school. Several members praised the school’s social‑emotional supports, student voice initiatives and community partnerships.

The presentation did not contain a board vote; it was offered for recognition and information.