Richfield School Board Meeting: June 1, 2026

001Mhm. >> Mhm. >> of business this evening is to approve the agenda before us. As approval of the agenda is routine business item, I'll briefly pause to see if there are any comments or questions related to the agenda. Hearing and seeing none, is there a motion to approve the agenda? >> I move to approve the agenda. Second it. >> We have a motion by Director Cole and a second by Director Dennis. All in favor, please say aye. >> Aye. >> All opposed, please say nay. The chair votes aye, and we have an approved agenda. We now move into the information and proposals non-action item section of the agenda. Before we move into our topics this evening, just a reminder that our next opportunity for public speaking will be at the board meeting on June 22nd

002at 7:00 p.m. Now, over to Superintendent Yanoski for the superintendent update. >> All right, we have two items tonight before we get to our Vision Card end of report end of year report part one. We are going to get an update and summary of all the exciting things happening in facilities and safety by facility supervisor Bob Olsen and safety spectacular person Faith Breton. Don't know the title, so I just made it up. Take it away. >> Yeah, so today give you guys a little bit of update. So, I'll first talk about the >> What? >> Oh, this one over there. >> Teamwork. >> I know. Do you have a quiet voice? >> And then pop it to green. >> Thank you. >> While we're waiting for that brief interlude, can we address why it's so

003hot in here? I'm just >> know. I I was sweating before this. Not Not nerves. Just Just it's hot, you know. But, okay. Can you guys hear me okay? Okay. So, yeah, I'll sort of start with the health and safety update. So, the agenda for today is we're going to be going over some of those recurring health and safety projects. So, the annual requirements that we do every year. Um some of the responsibilities transition, so Is good? Can you still hear me? >> We can. We can also hear the echo. >> Oh. >> Yeah, George there's a light echo out here. See, sorry. I just >> No, it's okay. I saw the like >> What do you need to hear again, Justin? >> You're in a stadium. Start singing. Hit it. >> No. You don't

004want to hear me sing. Should I Should I just keep Okay. Okay. Um so, yeah, just the transition between um moving um facilities um the main contact, so I'm moving from Dan Kretzinger over to Bob Olsen. Um also talking about the AWARE program in implementations. That was a new requirement that was started this school year. And then another new requirement for schools is the cardiac emergency response plan. So, I'll talk about how um Richfield has been working to implement that, so that will start the next school year. And then we'll just go over some fun pictures from our mock OSHA inspection, and then we'll talk about fiscal year 2027 health and safety projects. So, some of the recurring health and safety projects are the sports field testing. So, we essentially we just test the hardness

005of the field. Um, that helps to ensure that, you know, we're properly maintaining the turf fields to prevent any injuries, especially for our students. So, we do that uh every other year. And this past year, they're it was pretty good. So, the grounds is doing a really good job taking care of that field. And it also really helps extend the life of the field cuz those, as we know, they're they can be very expensive to install. So, making sure that we can try and get as much as we can out of it. So, we also did the chemical hygiene and compressed gas inspection. So, that includes um testing our fume hoods to make sure that they are running effectively and actually getting, you know, the gases or the fumes out of um the breathing zone

006of the user. Uh science safety inspection, so the fire marshal puts together uh they have kind of a checklist that they set up that, you know, schools are required to follow. So, just double-checking those, and also the compressed gas inspections with which is an OSHA requirement. So, nothing alarming from those expe- um inspections, just, you know, the normal little things of like, "Hey, let's not store something on top of the compressed gas cylinder." Just, you know, small reminders. So, that was pretty good. Um, we also do our indoor air quality walk-throughs, so that's an MDE requirement. Um, every year we essentially we have a technician go through, and they enter each occupied space to determine the carbon dioxide, carbon monoxide, temperature, and humidity in each room. So, this helps prevent any potential um like microbial

007growth or, you know, just deterioration of the building. So, that helps prevent and identify those early before it becomes a big problem. Uh we also had our forklift and power pallet jack recertification training. So, this is every 3 years employees who use the power pallet jack or like the Bobcat forklifts, anything like that, they have to go through another training. So, we end up doing this about every year just because there's that off cycle with staff um for their 3-year certification. We did the respirator fit testing and their audiogram. So, the fit testing is required for anyone who's a certified pool operator in the district just because we are using the chlorine gas. And then audiograms are uh for a variety of job groups that are exposed to loud noise. So, biggest ones that we

008usually include for most school districts is going to be like grounds team. Band is a big one. Uh sometimes industrial tech. So, those groups and then also members of the facilities team as well. We had our hazardous waste and Tier 2 reporting. So, that's an annual requirement as well. Um hazardous waste we have to report to Hennepin County the amount of waste that we generated. So, that's going to be things like um used oil, paints, um any other solvents, things like that. And then Tier 2 is just reporting our underground storage tanks for the most part and our chlorine gas. And that's um CERCLA Title 3 requirement. So, it's a um EPA level rule uh that we have to report large amounts of hazardous chemicals on up any of our facilities property. And the most

009recent one that we did was our lockout tagout periodic inspections. So, that's just making sure that our staff still know how to properly properly do lockout tagout and that our procedures are still up to date. So, here are some of the health and safety project cycles that are either on, you know, typically 5-year um intervals. So, in the next school year you guys don't have anything coming up. Um the bleacher inspections and the turf field testing will be I I think it'll be more in the 2028 fiscal year, but that summer after the '26 '27 school year, but the radon and lead and water are always the bigger beast to tackle, so you guys don't have that coming up for a little bit. So, you guys get a little bit of a break. Um, but

010yeah, the last round of radon, you guys didn't have any areas come back high for radon, so that's great. And lead and water, you know, though any fixtures that did come back a little bit high, um, were remediated pretty quickly. So, looking good. Um, so yeah, I want to talk a little bit about the responsibilities transition, so switching from Dan to Bob. Um, Bob was super excited to have to deal with me every week and um, so not only, you know, is that a whole new role for Bob, but there was a lot of things that we had to do on the back end, um, to be compliant with OSHA, MDE, MDH, all the ends. So, you know, um, so we had to update all of the district's management plans. So, school districts, you guys

011have a lot of management plans that you have to have in place. You know, some are OSHA required, but a lot of those are MDE requirements. So, we had 33 management plans that we updated. So, you know, it we went through, we read them. Most of the stuff didn't change too much. It's more of just changing Bob's contact information, but also getting him on the same page of, "Hey, this is your responsibility now." So, um, that was kind of a fun activity for him. Um, and then changing the tier two emergency contact. So, if there ever were were to be a chemical spill from, you know, when I say chemical, it's mostly fuel oil at the buildings, um, at any of the underground storage tanks, um, Bob would be the one that we would call.

012Also, updating the hazardous waste license contact, so then the, uh, the county can know who's the appropriate person for the hazardous waste license. And then also making Bob the asbestos designated person. So, this is a um a Hera requirement, so specifically applicable to schools, where you have to have a designated person. So, Bob will get to handle all the asbestos projects. If there's any removals or repairs or anything like that. So, um we have training planned for fall of 2026, so then he can know all the ins and outs, but I mean, he's been here for however long. He kind of knows the ropes of asbestos in schools, so it'll be easy for him. So, for the Aware program, um this was a new requirement for K-12 school district school districts. Um every 3 years,

013I believe, they look at the NAICS codes, so those are the different codes to identify the different um employer types. And essentially, there was quite a spike in injuries um within the K-12 school districts. So, that kind of put them on OSHA's radar of, "Okay, maybe we should put in an Aware program or requirement for you guys." So, this program requires to employers to make a written plan, um establish responsibilities, so determining, you know, is HR doing this? Is, you know, trying to determine who's going to be responsible for what. Um identifying the different hazards, which you guys have already been doing really well. And then, the biggest one was conducting the accident investigations. So, that was a bit of a difficult one to put in place and it making sure that everybody you know,

014all different departments are all on the same page and how we conduct those accident investigations and communicating that those are required to do. So. So, your guys's approach to Aware, um there was a lot of involvement from human resources, facilities, district administration, and supervisors. So, human resources kind of took the brunt of the work with this program. Um it changed a lot of their response to any injuries that are reported to the district. Um kind of changing their procedures and what is communicated to supervisors and employees. Um we also created the accident investigation form. So this is essentially it's just a Google form that employ or supervisors complete when one of their employees were to be injured just to help us identify um you know, what happened, what can we do in the future to

015prevent another injury like this from happening. Um it also added another training. I'm sure you guys are all super happy about that. Um but yeah, so I added another vector training and then during our safety committee meetings we also do a corrective action review. So if there's any you know, any injuries where there was a corrective action we kind of take a look and see okay, is this actually effective and helping uh employees in the long run. Um and so far I've only heard positive responses. Um and I think that Richfield I work with a lot of school districts and Richfield you guys really did a great job implementing this. Like definitely one of the easier ones to put together and um I would say that you guys are definitely like a kind of a

016model school district on how to implement the aware program. And I don't just say that just cuz you know, I'm at the board meeting, but um you know, yeah, you guys definitely were a good example. Like when people ask me how would you do this? I kind of think about how did Richfield do this? And that's kind of how I put that together for other clients. So yeah. Props to you guys. Um so another new requirement for you guys is the cardiac emergency response plan. So starting in next school year you guys are required to develop a cardiac emergency response plan, which is a written plan. Um it has to identify the availability, registration, and the maintenance procedures for AEDs. Um you also have to establish a trained cardiac emergency response team. So you guys

017had um just used your already existing emergency response team. Um it also requires an annual cardiac emergency drill, um annual review by the school board, so that'll be something for you guys next year. Um and then developing response procedures during school events. So, how you guys have been developing it so far? So, for the written plan, we drafted the plan with facilities, health services, and district administration. Um the availability, registration, and maintenance of AEDs. You guys have already been doing a lot of those components. You guys do the monthly inspections of the AEDs, and um have have them readily available in all your buildings. So, that you guys are already ahead of the game with that one. Um and then we established a trained uh cardiac emergency response team. So, we use the existing emergency

018response team, and then we're providing training through online of HeartSafe Communities. Uh they have a training program that they do hands-only um CPR training that will have the team go through. And then the annual cardiac emergency response drill will be with health services. It'll mostly be Michelle Whiteside taking that one on. Um annual review by the school board, so that will be next year when we have the plan completely finalized, and we've kind of you know, gotten out some of those first few kinks. Um and then developing response procedures through during uh school events will be during or are included in the draft of the written plan. So. So, mock OSHA inspections. So, I'll go through these pretty quick. So, we did Central and STEM this year. So, at Central and at STEM, we did

019find some air handling units that weren't labeled as confined spaces. So, um that is a OSHA item. So, we did another assessment of any new equipment just to make sure that we have those properly labeled so we can communicate to our employees and contractors any hazards that are associated with entering those air handling units. Um we did also find some corrosive chemicals and anytime a corrosive chemical is used in an area you're required to have an eyewash station within like a I think it's a 15-second walk. Um so we're looking at the different chemicals that we can replace this with from um I forget which uh contractor you guys use for your chemicals, but looking to get those replaced. Uh filing down some of those bolts that are sticking out that must be some from

020some old equipment or something. So getting those filed down so they're not trip hazard. And then also um improper labeling. We see this all the time everywhere. It never ends. So um yeah, they just have to have a a compliant label. So it has to have, you know, the name of the product, the manufacturer. I won't list off all the things, but it's a it's a whole thing. So um having written soap on there is not quite OSHA compliant, but you know, we try. So another common one that we see is uh non-compliant lighting. So as much as I love Christmas lights and decorative lights, they're technically um fire marshal can write you up for that. So that is a like a fire marshal violation. So we see that all the time in schools. Um

021but yeah, just the constant reminders to staff with like we can't use these as pretty as they look, but um we also found a lot of flammable chemicals. I wasn't able to open up this box, but I suspect it might be hand sanitizer from COVID. Um we see that a lot around this time, you know, with schools just boxes of hand sanitizer. Um there was a loose guardrail that we're going to have to tighten just to make sure like when I grabbed it it just kind of wiggled a little bit. And then um the last one is pretty minor in the grand scheme of things, but um just making sure that we're not putting anything over our emergency map so we you fully see, you know, the legend and all of the components of the

022map. So, next year, um we'll have Bob go through the asbestos system needed a person training. We'll also have the bleacher inspections due in July 2027. Um this summer we're also doing a machine guarding project in the middle school wood shop. So, we're going to be putting on new machine guards just to make sure that, you know, we're not exposed to any of those um sharp edges or points of operation. And then we're also going to verify the confined space reclassification procedures. So, this is an item that's come up with quite a few school districts, um but just making sure that staff know in order to enter a certain confined space, you have to perform lockout tagout in order to enter. So, that's my high-level overview of all the health and safety things. So, I'll

023pass it over to Bob to do facilities. >> Maybe we should do questions. >> Yeah, do you want to do questions now? >> That's a lot of stuff. >> Yeah, I did say a lot of words. >> You did. Open up floor. I was going >> I have a couple of questions. Radon, okay, it's once every 5 years. Can we do intermittent radon testing of our own? >> Like the >> Or and do we? Just us as a school, you know, have someone go around and test. >> Oh, yeah, I mean, there's no And is it worth it? Um there's no rule saying that you can't do it more often than 5 years, but that's the MDH recommendations to do it every 5 years and that's also same for your homes as well. Um you

024know, I don't want to say that it's not, you know, it's always a good idea to do things more often than what's recommended, but in reality, a lot of the times, you know, radon doesn't change all that much, especially if you're not doing major construction or major changes to the building cuz a lot of the times in schools and commercial buildings, it's the HVAC that will make a big difference in the radon levels. So, you know, you could, but I would recommend just sticking with the 5 years. >> Okay, I was just curious. Yeah. >> Yeah. Yeah, for sure. >> I know we got tested in my house. We got tested for it. >> Okay. >> And when you were talking about chemical hygiene and Are you talking Were you talking about cooking hoods? The

025hoods? >> Oh, no. So, the science fume hoods. Um so, you know, when you're like mixing >> The science classes. >> Yeah, in the science classrooms. Yeah. >> Okay. So, you do check those hoods and look at all the chemicals in there. >> Yeah. Yeah. Yeah, exactly. Making sure that we get all that stuff out. So, go on. >> That's all I have. Okay. >> Sweet. Thank you. >> More questions? >> Uh I just had one question on the schedule of tests. Um we talked about the radon one. Are these mandated gaps? Are they recommended gaps? Are they just planned? >> So, radon is a recommended gap of the 5 years. Lead water is a Minnesota state statute. Okay, you have to do that one every 5 years. Bleachers is also a Minnesota state statute.

026The last one is the sports field testing. That one's also recommended. >> And what are you testing on the sports field? Just making sure that the material is >> Yeah, just making sure that we have enough infill on the turf field to prevent injuries. Yeah. Yeah. >> More questions? >> Apparently, I was the one with the cute up questions. So, here we go. Um I was curious, you made a comment like in the transition that the management plans were reviewed. How often are they normally updated? >> So, we review them on an annual basis. You know, like Dan and I would go through the plans, but most of the time when you don't have a change in leadership, they don't really change all that much. I think in the last year with Dan, um we

027updated the hearing conservation plan just cuz we did some noise monitoring, but other than that, they don't change that that all that often. Um a lot of the times they get changed quite frequently in other school districts just because of higher turnover rates, right? But um yeah, we review them every year. So. >> Okay. Um this this got my attention. I'm like, how often are we finding asbestos? >> Um not so much anymore. Yeah, it's not as >> Yeah. No, it's a very good question cuz um it sounds a lot scarier than it is, right? So um there's a lot of st- rules, I guess, regarding asbestos. And specifically in schools, you guys have a much stricter level of rules. So, AHERA is a school specific it's um Asbestos Hazard Emergency Response Act. It is

028a school specific set of laws that is federally mandated. So, every 6 months we have a technician go out and they look at every asbestos containing material that is still in any of the buildings. And they just make sure it's still intact. So, um just to emphasize, asbestos is totally safe when you're not putting it into the air, right? So, when it's in a building material and it's you know, there, it's fine. But it's when we start to see deterioration of those materials, but um yeah, you guys did a lot of work with during a lot of the remodels where removing a lot of the asbestos, so there isn't that much anymore. Um but you know, it's it's a school. Always, you know, we might pull back some carpet and find some black mastic or

029something. It happens, but yeah. Does that answer your question? >> Yeah. I was more just curious when Yeah, we talked about it. I was like Um what is what does AWARE stand for again? >> Um a workplace accident or injury reduction plan. That's what it is, yeah. I was like, ooh, acronym, but yeah. And it is really effective in reducing injuries, too. Minnesota has seen when different facilities implement an AWARE program, they do see injuries decline after that. So, it's pretty cool. >> Well, and then that you talked about them about the accident investigations. Like and I know having been on the committee like we go through all the different injuries. How different are those accident investigations than the injury reviews? >> Uh so, the accident investigations is a bit more of the supervisor and

030employee having a conversation determining what happened. So, for example, Bob had one of his employees they he got like cut or something on one of the dumpsters and because they had that conversation of how what happened, why like how do you cut yourself on a dumpster, we learned that the lid to the dumpster was damaged, so it wasn't staying propped up the same way that it should. So, I mean getting that fixed and preventing that same injury in the future. So, yeah, it's just a lot more of a personal conversation and identification of what went wrong rather than just saying that this and this happened. So. >> So, then the next question is and this is not necessarily in the scope, but it have we thought about applying that same logic to the injury reviews?

031>> Oh, in safety committee? >> Yeah. >> Um we could. I mean, I don't see why not. Um I think a lot of the times it ends up being you know, student staff injuries and those can be a lot harder to you know, have a further conversation about just cuz you know, you can only do so if that's a common thing that comes up with a lot of schools is how do you prevent those staff to student injuries. So. >> I thought I'd ask cuz if it's something we've thought about. I mean, one of the things that I was hearing for those kind of who are not on the committee, but you see the signs for the penguin shuffle, right? Every time kind of you hit slushy weather. Um I don't know if there's anything

032that could come out of the injury review. So, thought I'd throw it out there. >> Yeah, that's a good idea. >> Um so, this is probably more question for you Stiu or Cassandra, one of you two. Um so, with the need for the Do we have a need for a corresponding policy for the cardiac emergency response plan? Since there's an annual review of it, does it Is it something needs to be done? >> Um it's designed by statute to be a practice that we have to implement. Um and so, we actually get one presentation from each of our report areas, so you would see this in our report on a yearly basis. >> Okay. And then it's approved or that's how >> Um we approve the practice, we approve um the guidelines to do it,

033and then we implement it, and then just report back to you. So, we certainly could create a policy, but it's not necessarily needed to to implement it. >> I'm just curious when she said it, so. Um and then the last one that I think I know the answer. You talked about the mock OSHA inspections. Uh how often are we doing them because like you're finding good stuff before we kind of actually get a random audit. Like are we hitting all the different locations? >> Yeah, so we do a couple buildings every year. Usually in the springtime once people are a little bit more settled into their building, so yeah. Um last year we did Richfield Middle School and Sheridan, I believe. So, we have like a rotation of the buildings that we go to. But

034I I always, you know, I'll I'll voice when I see something and I'm at a building, so you know. >> Perfect. So, like every 4 years is roughly is when we get them. >> Roughly, yeah. >> Okay. That's it for my questions. Thank you. >> All right. Uh so, uh this slide is showing the size of our district's facilities, which shows the significant responsibility carried by our buildings and grounds staff, whose works work keeps us our schools safe, operational, and ready for a learning year round. Uh every building and campus requires daily attention to ensure safe, clean, and functional learning environments. The size and complexity of our facilities make the buildings and grounds team essential to supporting students, staff, and community every day. So, overall staffing levels are strong, but filling the district engineer and

035when I meet when I made this slide, we we didn't have a an assistant facilities manager, but we have filled that role now. So, so we we're one short right now, but we're we're getting close. So, um the majority of our workforce supports custodial operations with 27 building cleaners along with head custodians, night leads, maintenance, warehouse, and administrative staff. Uh the volume of work required to operate our schools and grounds is substantial while our team continues to meet daily operational needs being fulfilled being fully staffed is essential to complete all preventive maintenance, ground work, and facility support services at our level of uh schools and community uh and community expect. Um Everyday the operation team works behind the scenes to keep our school safe, clean, and ready for learning. This includes cleaning and maintaining more

036than 70 745,000 square feet of instructional space, managing thousands of air filter changes, maintaining athletic fields and grounds, coordinating deliveries and inventory, supporting food service operations, and preparing facilities for daily activities, events, rentals, and community use. Uh building operations supports supports much more than facility maintenance. It plays an active role in community engagement, student development, and ongoing staff training that benefits the entire district. In addition to daily operations, the The and grounds team has supported a variety of initiatives that strengthen our schools and community. Staff helped coordinate and support community outreach efforts including the Spartan Food Shelf, uh the 1976 time capsule unveiling, uh while also contributing to student-focused opportunities, uh which I was a part of this one for the first time I think ever was uh the student job fair. So, trying to

037get uh some kids coming out of high school to get um you know, that don't want to go to maybe a four-year school that want to do more hands-on uh stuff. So, trying to get them interested in HVAC and plumbing and and that and those type of things. So, and then uh um and planning for the 2026 time capsule project also. We helped with that one. Um We've uh completed several significant facility improvement projects across the district including playground enhancements, roofing work, asphalt replacement, fencing upgrades, and water main infrastructure improvements. Uh addressing critical building maintenance needs through water intrusion repairs at the high school, and continued investments in building systems and facility preservation. Enhanced learning and activity spaces with auditorium upgrades and new wrestling mats supporting both academic and extracurricular programs. Uh next year's project

038focus on maintaining and improving district facilities through key infrastructure investments including roof repairs, asphalt replacement, exterior wall replacement, and athletic facility upgrades. Several projects will support evolving district needs and operations including ARCEP move to central, the district office office construction project, and the addition of a new RHS multi-purpose shed. Uh next year's uh projects focus on maintaining and improving district facilities through key infrastructure investments. I already read all of that. So these are just some pictures uh looking to do some signings around the high school. Um it's it's pretty hard when you get in the building to navigate your way around. Uh there's uh just basic signs as where the restrooms are. When you come out of the auditorium, we still have the tiny little black sign above the auditorium doors that's probably the original

039one from or whenever the building was built. So um so yeah, those are just some the baskets will get fixed from the the basketball game that broke the backboard. So um so yeah, so those are our some of our projects for this upcoming year. And uh budget, my favorite. Uh so the facilities budget is um so they used to talk about the facilities and the transportation. Well, I I'm not in charge of the transportation budget anymore. So we're approximately 9.1 million supported by a wide range of operational needs including staffing, building and grounds maintenance, utilities, health and safety requirements, capital improvements, and large facility projects. Uh these funds are essential to maintaining our buildings, grounds, and infrastructure while supporting the daily operations of our schools. As I'm new to this role, I'm still learning the

040details of how these funds are allocated and utilized across the department. It's important to not to note that this is not a budget that I developed, rather it's one that I've inherited and I'm working to better understand. Over the coming months, I'll be working closely with finance team to evaluate current spending, identify operational priorities, and develop the FY27-28 facilities long-term facility uh maintenance budget. Uh this pro- process will help ensure the future budget decisions align with district needs, facilities priorities, and long-term planning goals. >> Thank you for that. Questions. >> I thought it was really clear and awesome. >> wow, speechless. >> I've got one, but go ahead. >> I will just say, I mean, I don't know if y'all My jaw is on the floor. Just looking at all the different things that that

041y'all manage. So, shout out to you and your team, and just I don't know how many Excel sheets y'all need to track all of that, but I can only imagine it's a lot. Um so, thank you. And um I don't really have a question. I think one thing that I just thought of, you know, cuz I I heard you say uh thinking about how to get you excited about HVAC, welding, right? Like those types of things. It's got me wondering if we can do some more intentional partnerships, like even thinking about beacons or whatever, about with the community colleges, working with y'all, working with beacons, working with school, like trying to figure out how to make some connections there, cuz there's a real need in the field for people to join these careers. So, it's

042just exciting and great work. >> Thanks. If you look at uh just quick response, if you look at our strategic plan commentary and some of the things we're going to need to focus on, that college and career pathway, the college or the career pathway specifically, um and then we are looking at a new high school partnership with Achieve Twin Cities, uh which has uh significant strength in that area. Um and looking at what we can do to develop the that leg of our our work. We have a very strong college in the schools U of M partnership. Uh we need to uh really deepen and expand and based on the feedback uh some of that career work. So. >> Yeah, good stuff. Um I've got two questions for you. I'm wondering if you can just

043walk us through um what exactly needs to be done, not exactly, high level high level what's going to be done at ARCEP to prepare um or at Central rather to prepare for ARCEP moving over in the fall. And then the second question um I'm curious you know, some of the commentary that we hear frequently is the craziness of drop-off and pick-up for kids and I'm wondering if there's with the redo of asphalt at STEM and our DLS, is there also a redo of reconfiguring how cars are going to move? >> Uh so so the first question um so the ARCEP one, so the the main there's not a lot we need to do over there as far as the classrooms. Um the big thing is moving them from ARCEP over to Central um we have

044we have our our own camera system over there, so we're in the works of getting those cameras taken out and then we're going to need them to be moved over to ARCEP and we're going to have to change uh some of the door um access to the to the one hall they're going to be using um by getting buzzed in. Um there there's currently a badge reader right there, but they they're going to come in the main office and then get let into the building through the office and then get buzzed into their hallway. Uh right now there's currently a badge reader, so if someone had to get up and from the office and go read the badge reader. So, those are some of the main like getting the cameras in the hallways that aren't

045there, so they can see who's coming and going through those doors. They're kind of the big projects that we have to complete that right now, but other than that there's not much that we have to do other than move them over and supply them with maybe some more furniture, you know, that types of things, so. >> Okay, thanks. >> And then, um, what was the second question? >> The O D L S and STEM re-asphalt. >> Uh, right now the there it were there our engineering firm is coming up with the plan for the um, parking lot. There's not much we can do with the asphalt and we're just kind of changing or fixing what's broken right now. Um, as far as the drop-off and pick-up I I don't there's it's a mess. And we

046that we've I don't know. >> Well, and to be clear, okay, so there are two projects we can look at. One is a $300,000 project which we're moving forward, which is that the asphalt is really aged and needs to be replaced and so that is a $300,000 project to install curbs literally here, there, and everywhere um, would be about a million and a half. Um, and so we have to make the decision. Uh, the 300,000 is easy. The million and a half is much more challenging. Um, the reality of O D L S STEM is um, we need to really continue to look at and we're going to um, our routing and our students on buses. See if we can get more students on the buses rather than parents dropping off. Um, the other challenge

047and this is not one we can control um, unless um, we decide to take a different um, response to our community which is we have a lot of people that don't like to stop at stop signs. We have a lot of people that don't like to drive the correct speed um, and that creates some of our safety challenges and so one of the challenges for us to also review is do we want to actually look at a different method of enforcement for our parents. Um, which I would not necessarily advise the board. I think that would be a very unpopular decision. Um, but it's also something that it's extremely challenging for us to work with. Um, we have set it up to those two entrances um, and had a lot of partnership with the city.

048We've done safe routes to schools and for the most part um, our biggest concerns are about car to car small slow speed accidents um, which we have been advised based on the city are not the highest priority that we should worry about. We have set things up for the most part where our kids are not at risk and not in place where that car-to-car component is a little bit more. But you name a challenge that is maybe a long-term thing. >> don't get me wrong. It's not unique to our Dells and Stone. Every community page across the country is has the same kind of comments going on and I think just about every school and I think the work that's been done there to keep kids on one side of the vehicles at least it's

049safe. It might be annoying. It might be a distraction. It might be poor behavior by some parents and community members in the area, but um I think what we've done is is big strides. >> I have a question. >> Mhm. >> Does the the side of the LS there's parking lots in the front. >> Mhm. >> And I noticed one of the big things I've noticed is that some parents like to park and walk their kids to school while other parents are using the drop-off lanes. And so that creates the pedestrian race. So do we have enough parking spots in the back so that we just don't use that as a parking lot? >> Um >> Or at least tell the staff if you park there you're you're out of luck like >> So our

050staff do generally park in the back. There are enough parking spots in the back. We have advised and told people not to park during that window. But that is again one of the challenges we have is people actually following the rules. And so >> Can we block it? >> Uh we have put in you've seen the barriers we have in the middle to keep the two parking lots separate. Um it is a pretty significant challenge. You can drop your child on the sidewalk on 70th Street and not cross anything. And what we see is a consistent pattern of people will um, either pull all the way to the door or they will walk their kids across traffic um, rather than stay in that line. Um, there are places you could drop on the side street

051and go on the sidewalk. There are places you could drop in the um, behind the other parking lot near the stem on the other side of the playground and never cross a a car path. Um, we send out multiple communications to students and families about this. Um, the challenge is um, people make alternate decisions. So, >> He's wild. >> You know, I think the challenge though of parking in the back parking lot is you really want to separate the parent pick up people from the buses. And if you if you don't if you let them park in the back all the way >> in the in the parking lot. It's the it's the >> Well, the parking lot's right behind where the buses go. >> So, there's that two parking lots, right? We have separated

052the buses to keep the bus drop safe. >> park to drop off their kids. That's what the drop off lane is, right? No? >> 100%. Yep. >> People just do what they want. >> Yeah. >> It is a challenge. >> And that to your point, that makes my question like irrelevant because that's what they're going to do. You just reminded me that they're just going to mess up with the kids with the I get upset. Kids are like crossing the street. Never have I ever gotten in that line. I park and I don't like to walk, let me tell you, especially in the winter. But my daughter's got to make that bus or else cuz I I tell her legit like I don't want to go deal with the crazy parents. >> I was going

053to say can't we charge tickets? Or no, that's not allowed. >> Uh, the board would need to decide if we want to do things that would make people I would say I would not recommend it. >> Yeah. >> Um, >> Oh, I'm leaving. >> And if we I mean, we can do things like have police patrol and ticket people absolutely and I think that probably would not I would not recommend that. And if the board decided that we were willing to take some very significant PR hits, we could absolutely ask the the police to support that. And again, I would not advise that. That would not be a logical thing from my perspective. Um and >> We should shame them on YouTube. >> You are spicy in your last meeting, counselor. Spicy here. >> What

054is it like? >> Be honest. >> know. Like somebody, you know, like oh my gosh, look at this. >> We understand what shaming on YouTube is. It's not a >> I take it back. I just have like >> She's going to the East Coast on Friday with her husband. >> the back of Ardmore Elementary. >> Knowing that she's coming out with her sharing of her future move, which is later in the agenda, she wants to get it all out tonight. >> Right. >> I wonder if the city would be it wouldn't necessarily fix the parking cuz my son went to Ardmore Elementary, too, and there's people crossing 70th, people in the parking lot, people everywhere, right? It's just is what it is. But I think part of the issue is people who are sick of

055the line just start ripping down 70th, and that's the So, I wonder if the city would be interested or willing to consider some speed bumps in that little area. >> We did the You remember the cones that were out and the traffic safety experience? We can certainly check in with Tim Brackett and see about our safe routes to schools actually done. It was like a safety project that was done there as a pilot. Um and I'm not sure if actually the the recommendation >> They've narrowed it. I don't know if you've been there this this >> There are some narrowing of the street. >> Drive by on the way home. There's there's speed bumps, and there's narrowing, and there's the kind of paint on the road, so it's better. >> Yeah. It's just chaos. That's,

056you know, >> Santa Ana has got kind of the same thing they've done. >> It's interesting to think of it's chaos and think what it was 15 years ago. >> So, it's That's my beef. It's dangerous. >> Yeah. >> And also, like, how much time are you saving? And everybody gets a bus ride to the to the magnet schools. It's not like Cherry Dale or Centennial where you have to live within the, you know, in the zone. This is like >> No, people could get a ride, more people than do. And there are spaces on the buses and people have spots that they don't take. >> Mhm. >> So, it's I mean But again, that is not the solution that that everybody buys into. >> Everybody who rides the bus gets a hot chocolate when

057they get to school. >> Did you know? >> Just throwing it out. No bad ideas. >> Wow. >> Like a punch card, you get 20 punches and you get a >> get Yeah, we used to do those. >> I mean, I'm going to try to be nice. Some people do get Some kids do get picked up before 7:00. That would be brutal. So, if you're a parent, fine, I get it. But just stay in the lane. >> Stay in your lane. >> I like it. How about you? >> The good thing is is that Bob and Faith really only have to worry about the physical space and the pavement and such and can't quite control that part. >> Right, right. We definitely have >> So, that's why they're smiling at our conversation. >> Right. >>

058Why are you smiling? >> Right. >> I like the YouTube idea. >> Don't encourage her. Can we get OSHA involved in preschool and after school? >> learn about joke cuz we work with schools so often that we always joke that OSHA doesn't care about kids cuz technically they only care about the employees. So kind of out of luck unless, you know, an employee gets >> Different Different agency. >> Yeah, indeed. >> And another big thing is with snow removal, too. Um there's kind of limit limits us on what we can do in the in the lots, where we can put the snow and that stuff, too. So, the snow removal really um dictates a lot of that, too, so. >> You could get creative with that. >> More creative. >> like to say that um

059in spite of all the challenges that we're hearing and are aware of, um I just want to say thank you guys for all you do um to keep not just the physical structures safe and healthy, but also our students and teachers. Um great job. I know having ADs in schools and um having a team to react and all of that is awesome for the um safety and health of both students and and teachers. So, thank you for all you do. And I mean, just monitoring the um radon levels and um maintaining OSHA standards and stuff like that. I appreciate all you do. And I mean, I think all school districts have their problems, and I don't think that we're unique. Um we just have to keep working at it and cooperate with each other. So,

060thank you guys. I appreciate >> On a lighter note, um Bob, you're in charge of construction and all this kind of I am tickled that Bob the Builder is in charge of our facilities. Yes, we can. >> Yeah, there you go. So. >> Love that. >> More questions. What? >> Uh just a quick idea to your snow. If you ever want to put it somewhere, put it like near the playground. I used to love playing on the snow after. >> Oh, yes, you can. >> The kids are not allowed to be on the snow. >> Yeah, I don't I don't know if the health and safety part of that would be >> I'm putting the rules today. >> Keep us honest, Bob. Thank you. >> Remind us all. >> I only have like, I think,

061one question, two questions, couple questions. That's all. Um so, the replacement backboards, so we're doing all of them? >> No, so uh when it happened, we took the two side ones and moved them to the middle. Uh so, we'll return those back to the side ones and replace the ones in the middle, and also some of the padding around it. All the For the most part, all the backboards are fairly new. >> Okay. Um signage. I mean, you opened the door by asking or putting it down here, so I'd go ahead and and go after it. Uh And maybe this isn't even a correct topic from a budget perspective, but as you talked about signage in the school, cuz you know where I'd go. We have this cool signage here. This is that line between

062marketing uh facilities operations, right? Or potential donor opportunities. Right? I mean, it's like I don't feel like we have a plan for it. I think we talked about it before. I think we had Cassandra put it on the list, maybe. If not, I'm going to keep asking about it. talk >> talking about. So, we had a conversation around banners. >> Yep. >> Right? >> And this is on our list. >> working on We've studied to see there are districts that buy banners. There are booster clubs that buy banners. There are places that have them by sports or activity. And there are those that give one for each that have certain rules. So, we are looking to work with the competitive activities advisory to see what is the best long-term banner plan for us. So, that

063we can partner with um people like Spartan Foundation or depending on what we're looking at ourselves to to figure out what that would look like long-term to do that. And then as far as marketing or branding and putting things around the district, um we each year add certain components within our communications and marketing budget. We do not allocate a large amount of funds for that. Um as Bob pointed out back in the slides, the facility maintenance is around 1.6 to 1.8 million each year, and the needs are well over that. Um and so anything that we are using on branding, marketing materials from capital facility dollars takes away from our ability to keep up on that. Um and at the same time, our communications and marketing does invest in some of those components. And so

064when Laura Horrad comes back, uh we'll make sure that we talk about uh marketing and branding across the district and and what that might look like. >> Well, then what I'm hearing is is if we're strapped in general on the kind of standing upkeep, then maybe it's a one-time I mean, we went through the big kind of rebranding. And it's like I still feel that some of our spaces not that we need to cover every wall, but that some of our spaces could be better branded to uh make us look more polished, right? I mean, it's there's a lot of cool things about our school, a lot of cool things. I mean, I some I'm some people are going to hate me saying this, but I think like the logo, I think we did a

065really good job of it to identify ourselves. Now, how do we make sure that the rest of school looks like it? And I just think about it when we talk about the signage cuz you know, the number of people say, "Where are the restrooms?" when they come for a sporting event. Probably shouldn't have to ask like guides to to get there. So. >> Makes sense. Thank you. >> Yep. >> And dumb question, but signs will be in Spanish and English at a minimum, right? All of the signs? New signs, bathroom, whatever? >> Uh for sure. So I'm working with Stacy Collins and um Chris Peterson as far as like working on the directional signs. They will definitely be all in um everything with with uh that's required for signage as far as the bigger signs

066that for just like the auditorium, that that one's just going to be in English. >> Okay. >> But on those directional signs, that the auditorium will be in multiple languages. >> Okay, got it. Thanks. >> Anything else? Great job. Thank you for coming in. Thanks. Stay cool. >> Yeah, well done. >> Thank you. >> All right, we're going to transition to vision cards, which is end of year update one, which is activities, business, and operations, and communication, and marketing, and serving two different components. This is the final run of these particular vision cards for the final run of Reimagine Richfield because we will next year be developing new vision cards to go with our new strategic plan. And so, these are sort of summative. So, as you are looking at and walking through the vision

067cards, thinking about some of the things that we have heard, you know, keeping things over 5-year measures, making sure our data is disaggregated in multiple ways, and then as board members are thinking about measures long term, what is the best way for us to reflect those measures to report over the 5 years to meet what we're looking for. Vision cards are overall that way of reporting on our strategic plan. We do it publicly. It helps us stay focused on top priorities. Well, we are renaming these areas or each strategy in our next card. There are five areas: academics, activities, business and ops, climate and culture, and communication and marketing. Next meeting will have academics and climate and culture. At this meeting, we're going to talk about activities, business and ops, and communication and marketing. Within

068our board packet, the entirety, not just the presentation that I will give, the entirety of the information is there. You will see the overview with each measure. You will also see a list of the key actions. So, if you're looking at all of the details of what did we do and what things occurred in Richfield Public Schools to get to the outcomes that we're sharing, those are all within the board packet. And then the rubric for assessing progress. And so, how do we decide what is good progress, what is not good progress, and how are we measuring that? All of that is within the board packet. Um what we report is like that cute little thermometer with the R at the baseline in the center going to the right if progress was made, going to

069the left if things went backward. And then just as a reminder of our text, if the text is red, that means that we have new data. Um and since this is the final report, we have a large amount of new data to share. So, for example, within activities and there are three specific areas, providing more activity programs and measuring the number of new activities started by students, there is growth. Um in each of the areas in regard to student participation and then also attendance, we do have uh new measures and new data to share, which is on the next slide. Um and so, new activities, we had three new activities created by students in this past year. Um overall participation continued to grow, 1,113 elementary students specifically. Uh we did have a decrease. Uh we

070believe this is due to Metro Surge. Uh we did have a decrease in middle school participation. We also had a decrease um in high school student participation. Uh demographics, we did uh shrink the gap um between white students and BIPOC students participating. Uh did continue to increase the students with disabilities participation. Um and also had more tickets and increased participation occurring um at our performances. In business and ops, um we continue to focus on retention. And so, we often ask in our HR presentation about retention, decreasing the number of staff members voluntarily leaving. Uh that is measured with a new measure, hires that was reported in our first uh decreasing unmet facility needs. Um we remain flat in district energy performance and then increasing the percentage of students participating in school meals. Um improving our

071audit findings, we already had that presentation. Um increasing financial investment in technology in the hands of students and teachers, and increasing the percentage of RPS students using transportation. So, um continuing that um strong improvement in retention over 2020-2021, uh there were 76 staff members voluntarily leaving RPS. That's across all areas. Um we have approximately 800 or 900 staff total, uh because this is licensed, non-licensed, every position in that area. Uh continuous improvement of facilities, uh in sharing LTFM or the long-term facility maintenance is $1.7 million. Uh investment in technology continues to increase, um and transportation access um increased from 2021. Um again, reminding us that as we think about some of the guidance the board has had, we do have long-term data in the rubric. Um but we do have uh the typical vision card

072data presentation um for everyone. And then communication and marketing, increasing um our survey data about family members and staff members, talking about effective communication and talking about connection. Um we did end up flat in the positive news stories and social media or community engagement. Um we do not have new data in regard to percentage of business to enrollment, um for market share. Um and you have on that slide, number 41 in the packet, uh 99% or a really overwhelmingly number of teachers, um our families are reporting connection to teachers. 95% of staff members talking about positive communication, and 97% of families reporting that our communication is effective. Uh positive news stories, which you don't control but are continuing to push. Um we are only at 17, so one down um from our 2020-2021. Um and

073then social media posts, which is hard to measure, but had 84 engagements per post, um an increase of 54 back in 2021. So again, just as a reminder, starting on page 43, you have the entirety. So on 43, you will also see activities and key actions and the things that we did on page four um to try to reach all of those goals within activities. On page 47, all of the actions taken within business and ops. And then on page 50, the actions taken within communications and marketing. So with that, I will stop talking and open things up for questions or comments. >> I have a question. Um what's the reason that we have kind of that everything goes back to whatever year, 2020-2021, 2019-2020, like the comparison year? How do we get that? >>

074of our strategic plan and where we began, and so it tracks that five-year data. Um and one of the things board members have asked for longer-term is to begin having the entirety of all of the data every single year presented or shared, so we can we can track that clearly in all of our work. >> Okay, that helps. Thanks. >> I was actually noticing the air turned on. More questions? >> While people are thinking, I'll follow up a little more. So reminding board members, as we think about developing our vision cards for next year, um which will be one of our activities, we'll probably have a study session around it as we move forward, um really thinking about how do we want that data presented and what do we want to be able to monitor

075very clearly and very transparently and very publicly. >> Yeah, can you explain a little bit more about like the Oh. I thought I turned it on. Can you explain a little bit more about the um yeah, the process from strategic plan to vision cards? Like how do we How does that work? >> Yeah, so if you look at where we are right now in gathering input, you saw a set of So, there were some suggestions, we sent out a draft. There are goals and then there are a set of possible measures. We're going to work together to figure out which exact measures for each area and then how we want to report it. And once we have the measures in the reporting strategy, that becomes our vision cards. And so, and the vision cards are

076just then our data reports of the outcomes for our strategic plan and each of those goals. My guess is Bob and Faith decided it was a little too warm and they decided to spare us once they left here. I know. The jet engines kicked in. Any more questions or we on to our next topic? Looks like commendations. All right, so we have three commendations tonight. Um and at the end I am going to suggest that we celebrate. Um we do have a cookie cake um to share and so I'll suggest we don't have to, that we take a very brief 5-minute recess after commendations. First, I'd like to start. Uh we want to commend Tenea Breckenridge and Vanessa Rosas Miguel for their service as student board representatives for the past 2 years. Uh through their

077thoughtful advocacy and leadership, they have amplified student voice and had a wonderfully positive impact on our district. As they graduate and walk across the stage tomorrow, uh we celebrate their invaluable contributions and wish them the best in their next chapters. Thank you to Nia, and thank you, Vanessa. Congratulations, and we appreciate you. Which is not in the combination, but we will then be working to find new board members, uh student board members for next year. So, that will be occurring. >> Can I recommend a student? >> Uh you absolutely can. >> Oh, wait. Do I say it out loud? >> Um it's up to you. Um otherwise, you can share the name with Cassandra, and she can work with um the high school admin. So, what happens is there's an application, you remember? >> Yep.

078>> And then the student would have to apply, and your recommendation would actually be a very positive addition to their application. >> Thank you. >> All right. RPS would also like to commend Dr. Mary Clarkson, who served as a cabinet leader since 2013 and is retiring at the end of July, even though she is retiring at the end of June. Uh Dr. Clarkson's contributions are immeasurable. As executive director of special programs, she oversaw special ed, ML, community ed, student support services, and this year took on facilities, transportation, and nutrition services as senior executive officer. Dr. Clarkson both exemplifies Richfield values and has the work ethic to create transformative changes. We will miss her greatly. Congratulations, and thank you, Dr. Clarkson. And then, uh coming up later in our meeting, RPS would also like to commend

079Paula Cole, who served on the board since 2016 in the roles of director, treasurer, vice chair, and chair. During her time on the board, Paula helped usher the district through shifts in leadership, unprecedented times, and significant improvements in outcomes. Paula has served as a board liaison to Bright Works Representative Assembly, Community Education Advisory Council, MSBA Delegate Assembly, Richfield Historical Society, and other committees. RPS has deep gratitude for her contribution of time and talents. Paula has shared that she will be moving to North Carolina later in the summer, though she will still participate in the next two board meetings remotely while she is on her travels. And this is her final in-person board meeting unless she decides to come back and be here in person, but we are planning for her online and so we want

080to take this opportunity to congratulate her, thank her, and wish her the best in the future. And we do this to commend board members for their service. So, thank you, Miss Paula. >> Thank you. >> All right, I'm just all excited about that. So, with that we'll do this quick. So, we'll make it an official motion. We'll just go ahead and >> All right, so we're just going to take a brief three to five minute recess. Okay. >> Unless someone wants to make a motion, we can go with that. Go either way. >> I think we're fine. >> Just get cookies. >> So, we're going to pause the stream and take a three to five minute break to take a cookie and celebrate Miss Paula Cook. >> Mhm. >> which is a collection of routine

081or fairly routine business items that we can send to pass in bulk. Yeah, I just lost my spot there. Um We can send it back in bulk without individual discussion. I'll pause for a moment to see if there are any questions or requests before we proceed. Hearing and seeing none, is there a motion to approve the consent agenda as presented? >> So moved. >> Second. >> We have it. She was on a mic, you win. >> Oh. >> We have a motion by Director Spencer, second by Director Cole. Any discussion? Bring it to vote. All in favor, please say "Aye." >> Aye. >> All opposed, please say nay. The chair votes aye and we have it approved the consent agenda. Bringing this to old business, there are policies for us this evening for continued review

082and possible action. The first one is animals in Sorry, 614, animals in schools and classrooms and administrative guidelines 614.1 and it's a third read. >> All right, so we have this for >> Attorney Mindy Green. >> All right, we have this policy and guideline for you for recommended passage on a third read. Um not significant changes since our last um presentations. So, you have seen almost all of this language before. Uh just clarifying out in what scenarios do animals uh have the ability to be present in the classrooms and what are the rules and regulations around that. So, we did gather those multiple forms of input and have it for you tonight for recommended passage. >> Thank you. Any questions or comments? >> Well, I'm glad to see that we did put in a blurb

083in there about school pets and and bringing animals in from other places. So, I uh move that we accept animals in public schools board policy number 614. >> Second. >> Thank you. Well, we have motion by Director Listen and second by Director Spencer. Any more discussion? Everybody's looking away. Bring it to vote. All in favor, please say aye. Aye. All opposed, please say nay. The chair votes aye and policy 614, animals in schools and classrooms and administrative guidelines 614.1 is approved. Brings us policy 616, school sponsored student publications. Second. >> Which yes, second read protects students' right to free speech and establishes those expectations for student publications. It has been updated in alignment with federal and state law and very closely with MSBA policy. So, you'll see a number of areas um changed from school

084publications to school-sponsored media to acknowledge that things are often online. Um being clear what the definitions are including what a substantial disruption of the school environment. Uh clarifying for when expression is acceptable and when it would not be acceptable. Um clarifying some of the definitions and reorganizing things in a way that becomes more coherent. Um and then there were also some duplications that got removed um that were just in there a couple of times. So, just organized uh restated and realigned with uh both MSBA and federal guideline updates. So, uh again second read um and just here for you tonight to read all of those updates um which are all in alignment with MSBA model policy and federal guidelines. >> Questions or comments? Hearing none, we'll move to policy 742 student transportation services and administrative

085administrative guidelines 742.1. Second read. >> Right. And so, we had um adjustments to clarify this policy um in regard to district branding and style guidelines. We are examining um this policy to determine um best and most effective ways for our transportation service. You'll notice that we have a first read and hoping for a guideline with one passage later in regard to paid to ride guidelines. Uh but being clear about students' rights in their ability to be on the bus, eligibility to transportation. Uh we do have the capacity to transport beyond um and this policy shares where clearly we are required um which is alignment with law um to transport students. It also talks about walk zones, um dangerous crossings, and also how we do this with students with a disability. And so, with that uh

086we're looking at a second read of the rules regulations around um bus transportation and how we go along with that for your review tonight. We can take questions tonight or again as we move forward. >> No one's looking around. That tells me we're probably no questions for tonight. >> I have one question. It might just be a clarification from what Director Cole mentioned earlier for already lost and found do have a radius where people walk, correct? >> Yes. >> Okay. It's just that that's central part of the city. >> within that that walk zone around the school. >> Yep, all of our schools have that. >> Um I asked that because I was talking to someone in another district and they have different rules in each of their elementary schools. And so, I'm glad that

087we don't. >> Distances or different >> Different walk zones. >> Huh. >> So. >> That's insane. >> Yeah, I can't imagine managing that. >> To be fair, um while we have one distance, if you look at the safe crossings, um different safe crossings create um truncated zones in regard to that. So, for example, at Sheridan Penn is two blocks away and that is a uh hazardous cross hazardous cross zone, so people get within that distance just by crossing that. And there are larger spaces from hazardous walk zones. >> Yep. Yep. >> Yeah. >> Um do we uh How How do we come to the conclusion of what the hazardous walk zones are? I would never uh I would never issue anything with Penn that crazy walk zone. >> Holgy who is smiling cuz I I

088he has the historical perspective or the hysterical, which given his smile, perspective on it. >> Yeah, I I think it really is it's a historical perspective as far as that's what has been identified. The board took action at the time and it's in the policy as far as where those hazardous crossings are. Um I think the only time we changed that was during COVID and then we reverted back to the same hazardous walk zones that there had been previously. Um but it is something that we believe is at the district's discretion to identify what that would be. >> Okay. The reason why I ask is cuz I know the city has done some pretty great um safety upgrades to many of our roads. And Nick, that same thing is happening in Nickleby this summer. Yet

089to be determined how effective that is, but um might be something for us to look at because if a if one of those zones is becomes safer to cross, I would rather look at an opportunity to shrink the zone and use those buses, you know, further out, right? Versus a kid who has to cross a very safe crosswalk, you know, on a certain location, right? Which is at risk of lots of comments online, but >> Yeah. >> What what Don't walk away so quick. I might have a question for you, too. Since Kirk said something, I want to add something. It um The right, still off. >> Maybe last last comment. Um I am curious and I I thought that we talked about the last time. Um have we considered putting a map in the

090policy? Is that crazy? >> Um Yeah. >> To show like I mean if I as a as a potential walker, right? It's like how I don't know people would be influenced um where they want to move because of a map. Um but it just it might it seems really convoluted as an outsider. It's like it would seem to just just put a map in with like boundaries on it. >> Yeah. We're We're believing it's on the website in the transportation area. >> Yeah, I was going to say if people aren't going to look at the policy itself as much as they're going to look at the website for the school that they want to go to. And that's where the map should be. If there's a map. >> The website does have for each building

091the walk zones. >> Okay. >> Transportation website. >> Yeah, trans- yep. >> I'm looking at it myself. >> Okay. I had one other question, if I might. >> Mhm. >> Um there's a comment about the class three vehicles model year 2007 or newer. Is that because the cars are supposed to be 20 years old or new? Like I'm wondering why it's a specific year versus like no more than 20 years. Was there a safety thing that happened to cars? That's in um page 15. >> and we can look at it. Tell me, just out of interest, which page of the board packet is it on? >> Uh well, it's on page 15 of the administrative guidelines 742.1. Section D sub five. >> Got it. >> I It just stood out as like a >> Yeah,

092vehicles model 2007 or newer. >> they are. I assume that maybe there's a safety thing that changed in 2007 like airbags or required side airbags or something. >> I'm guessing yes. Something to do with Code of Federal Regulations part 571. It's referred to there. >> And then the the other comment that I just wanted to make cuz I I don't know if I've shared this before, but I meet with the city on a regular basis and I've I've brought up before the crossing of 35W on 76th Street that that southbound 35W turning to westbound 76th >> Mhm. >> signs everywhere. Huge signs that say no right turn on red and cars do it all the time. My son has been nearly hit there. A friend of mine's been hit there. Other kids have been hit

093there. There was a child on their way to the middle school 2 years ago. So, I I've been pushing this with the city. And the city has a um memorandum of understanding MOU with the DOT to do something about it with the next phase of 494 construction. So, over the course of the next 3 years, they're going to look at it. It's not a promise, it's an MOU, but there's something they're doing there. And I believe they I'm not sure if they got approval, but that crosswalk that's two blocks north is being redone. Um don't quote me on that, but they're seriously looking at it at least. And there's an opportunity there to make that a safer place to potentially cross. So, >> Cool. >> So, any more questions? If not, brings us to new

094business. >> Good Mr. Holmgren. >> I know. I'm like, why are you getting up? >> Long-term facilities maintenance, 287, our partners. >> Very good. Um this is an annual um budget agenda item that we are seeking your approval. It actually is coming from Intermediate 287. Um it's recommended the Board of Education approve the resolution approving Intermediate School District 287's long-term facilities maintenance program and authorizing the inclusion of $99,774.09, uh which is Richfield's proportionate share of Intermediate School District's long-term maintenance projects in the district's application for long-term facility maintenance revenue. Um so, for us that amounts to the um 99,774. Just for perspective, um last year this um action item was for $100,750. You can see that the school districts that are part of LTF or a part of Intermediate 287 have agreed to use between

095LTFM and the 287 lease levy to maintain a stable amount between those two levies of about $6.2 million that allows intermediate 287 to access more LTFM funds as their lease levy is reduced. So, kind of keeping it constant for the taxpayers in each one of the member districts. Uh you can see the projects there um are included. Um For fiscal year '28, there's $770,000 in estimated health and safety. Um $810,000 in deferred maintenance tied in with an SCC geothermal system and parking lot. And then $781,000 of debt um payments as well. Um the way this is divided out is a third of it is based on adjusted pupil units of each one of the member districts. And then 2/3 of it is based on the participation of each one of those member districts. Uh so,

096that's how they come up with what the district's proportionate share is. So, uh there's more information here that is sent from intermediate 287. Um otherwise, we would seek your approval for the 287 LTFM projects. >> Thank you for that. To be clear, this is my favorite thing, resolution. >> Um I have one question if I might put Director Liss on the spot. I'm curious if you were a part of a conversation at their board cuz you're on their board, is that right? As well. Was this a conversation there, anything that you want to share from? >> Um No, because everybody really it's kind of like one of those things that happens. >> Yeah. >> And um uh my question was, you know, why are the percentages different? If you look at page 171. And um

097a lot of it has to do with how much how big our districts are. Yeah, I want to say how rich our districts are, but um and how much And then Craig, we were you and I were just talking about how much we actually have our own facilities on board that intermediate district. So, you know, like we have a independent unit in SEC. So, yeah, nothing Nobody, you know, nobody questioned it. Well, I asked them what would happen if we said no. But >> Yeah, I think you did that last time, too. >> Yeah, huh? >> It's a good question. >> Yeah. That's it. >> So, then is there a >> a great question, accompanied by a motion. >> Right. >> Yeah, well, I move that we approve the LTFM uh uh budget for ISD

098287. >> I'll second. >> We have a motion by Director Listen, a second by Director Spencer. Any more discussion? Hearing none, we'll bring this to a roll call vote. Director Cole. >> Aye. >> Director Spencer. >> Aye. >> Director Listen. >> Aye. >> Director Hopkins. >> Whoops, sorry. >> Director Hopkins. >> Aye. >> Director Dennis. >> Aye. >> Try to keep everybody on their toes. Uh in the triple tie, and we have an approved resolution approving ISD 287 LTFM budget. Brings us to declaration of board vacancy. >> Yes, it is with deep sadness. I uh we received a letter from Ms. Paula Cole. Um she is moving to North Carolina. Uh she will be um in and out and around, but we anticipate her uh attending on June 22nd and July 13th, and so that

099would make a board vacancy beginning on July 31st. Uh because when you no longer live in the district, um it actually disqualifies you from being a board member. Uh so, uh according to statute, we will uh figure out um by we I mean you all uh shall figure out how to fill the opening. Um and then once the board makes a resolution appointing a new board member, it shall be effective 30 days later. Um because it is uh there is no actual election before then, um this will actually be until um January 1st um or the entire term remainder of the term of Ms. Paula Cole uh because we don't have an election that occurs in 2026. Uh so um whoever the board decides upon or the process um would then stay on the board

100um until the election of November 2nd, 2027 and the term would end on January 21st. Now, there are multiple ways. It's interesting. Uh there are no specific requirements by the methodology of which the district uses. Um and so you all are completely free to determine um the method by which you would be filling Ms. Cole's spot. Um other districts have used a number of methods. One includes an application interview process. Um that has been used. Um inviting former board members to return um to fill that has also been occurring. Um and appointing the person who received the most votes other than the current board members in the most current election. Um and so people have like for example, you have three receipts up, the person who came in fourth. So as we pull to figure

101out for the board, um people have used the runner-up in the election. Um they have invited former board members um and they have also used an application and interview process. And so since today we are just celebrating Ms. Paula, uh we are not asking the board for any action or anything um today. We'll have future conversation about that, but we want to want to board members to be thinking about what is the most effective process to follow um to fill the seat of Ms. Paula Cole. So, with that, we are asking um the board to declare a vacancy on the Richfield Public Schools Board to take effect as of or after July 31st of 2026. >> We just need to acknowledge, right? We don't actually need to vote. >> Um I think you have to

102make a motion to declare a vacancy. So, the motion would be to declare a vacancy um beginning um >> on the 31st. >> member >> 31st to the end of January 2026. >> departing Can the departing member move the >> She can make the motion. She can make that motion. >> But, that's sad. I don't want her >> I don't want to do that. That's sad. That's sad. >> I move that we declare a board vacancy starting in July. >> If I can move to >> Please second. >> I'll >> No, uh I was going to say uh clarify that cuz you said starting in July, the board vacancy would be starting in August 1st. >> Yes, it'll be August 1st. >> I I'll amend that to August. >> So, we've got a motion by

103Director Listen, seconded by Director Dennis. Any discussion? I understand there could be a way for us not to vote for this, but we we can't. >> Uh technically you could vote against it. >> Right. It wouldn't do us any good. >> And she's leaving either way and can't be a board member. We just need I would bring this back at the next meeting and you would have to see it again and we would go through this whole process without with Paula online. >> Yes. >> I mean, in principle, I don't know if I want to bring it to a vote. And if there's no more discussion, I will. All in favor of declaring a board vacancy, say I. >> I. >> All opposed, say nay. The chair votes I and we'll have a board vacancy

104effective August 1st of 2026. Brings us to the next item is resolution for membership in the Minnesota State High School League. >> All right, so each year we need to take a resolution to continue rolling with our membership in the Minnesota State High School League. Um resolution affirms that you delegate um the activities um and the regulation and supervision of the High School League that we follow the constitution, bylaws, rules, regulations um and that um the administration of it goes to the RPS activities director. We also have a designated board rep of Eric Carter. Um high school membership fees are $100 um then $1.60 per activity and $2.25 per student. Um and so with that um we are asking the board to continue on with our membership Richfield High School in the Minnesota State High

105School League. We have had the conversation previously. Um there really is no other option for our students to be able to have competitive activities. So >> Thank you for preempting that so that Ken can't ask a question of what happens if we say no. >> Wisconsin is a long drive. >> Wisconsin's a long way. >> We'd have to then join the WSHSL and I'm not sure if they would allow us in. Let's not find out. >> Yeah. >> Any more any more discussion any discussion? No. >> I move that we pass the 2026-2027 resolution for membership in the Minnesota State High School League. >> Second. >> We have a motion by Director Spencer and a second by Director Tompkins. Any discussion? Hearing none, this is also a resolution. We'll start with Director Dennis. >> Aye.

106>> Director Tompkins. >> Aye. >> Director Wallace? >> Aye. >> Director Spencer? >> Aye. >> Director Cole? >> Aye. >> And the chair votes aye, and the resolution for membership in the Minnesota State High School League is approved. Brings us to My Well, I have it written wrong. Um the pay-to-ride services as the policy 743. Deleted my notes. >> Correct. And so, you don't have the policy, this is the guideline that goes with it. We want to point out a couple of updates. We're asking for this in one read. Um technically, guidelines do not need to be passed by the board, but our practice is to bring them to the board. Um we typically do three reads, but we want to do one with this um because this is very clearly aligned to the improvements

107that have been requested by the board, and I want to point some of those out. And we are wanting to very clearly um align this to practice. And so, start with determination of space available. We are changing to sufficient space shall be used on the average school day. Um and so, the previous policy was capacity, meaning that if 89 students could theoretically be driven by an 89-student bus, we could not add pay-to-ride students, even if 40 kids rode that every single day because uh we were saving spaces. We are improving our pay-to-ride, and we are adding students um based on what the average school day is. We will keep a couple of spots in case students who don't typically ride. Uh but we are also asking people to commit into their transportation um so that

108we are able to estimate this more effectively. We also used to and found it was an inequitable practice that we interrupted. Uh we had pay-to-ride on a first-come, first-served basis, and so essentially, families who thought about it earlier who were able to plan um were able to do that. Um and so, we are now processing them in three rounds um and also using distance lived from the schools connected to bus routes um based on a rolling set of deadlines. And so, rather than turning people away based solely on dates, students who live further away from school and closest to the 2-mile boundary or the 1-mile boundary are the students who will get selected first by each of those application deadlines. So, we are making sure we are expanding service and also prioritizing by distance away

109from school. Within each of the other components, there are not significant major changes, just clarifying them and making sure things are much easier to read. But, we wanted those for people to see and know that we are implementing a way to get more of our students on Pay to Ride doing it more effectively, more aligned to our district's equity practices, and doing it in a more systemic and effective way. We're going to be making some of those same types of changes to transportation practices once we get into the school year and can determine how can we route and put more students on the bus beyond that capacity average differences of very clear difference. Capacity means how many could be on the bus based on legal rights, average is how many actually ride the bus. And

110so, if you've all watched some of our buses, they're 72-kid buses with 20 kids on them at times, and so we could add a whole bunch of students by changing some of our policies and changing some of our routing practices, and we are in process. >> Um I apologize for not noticing this the average school day issue earlier, and maybe the number of students is not an issue. My concern is if we make a determination in September of average students on the bus, January's going to have a different number. Cuz kids are going to be >> Correct. We are doing intent to ride communication, and so we are sending out after this meeting actually tomorrow. We're going to be communicating out and then following up, and transportation is planning to communicate with every single family

111in Richfield Public Schools who would be transported um to try to get commitment to intend to ride or intend not to ride. >> You have stuff talking about winter only in here. >> Correct. Correct. All of that communication is paid to ride, but we're actually asking all of our families who can ride the bus, are you planning on doing it or are you not? Go ahead, Dr. Clark. >> Yeah, push the little button. There you go. There we go. Thank you. So, the paid ride communication will go out tomorrow after this meeting and then the intent to ride, that is going to have to go out a little bit later in July once we're able to roll over all of the students to the schools that they're going to within our system. So, it it

112will be going out and then there will be follow-up like Dr. Yunowski said to make sure that those that haven't responded are able to say whether or not their their children will be taking the bus. >> Yep. >> So, that's our plan. >> Okay. Yeah, my concern is that if we're using bus capacity as that number, is it are we better off saying 90% of capacity or is there should we get our AP stats kids in here and come up with like what's the what's the best number? Or maybe it's not an issue. Maybe the buses wouldn't be uh over capacity. >> I mean, we have not had the issue yet. We are working I mean, one of the challenges and we're going to be really getting nitty-gritty with our transportation is um they will

113not overfill based on their ability to gather intent to rides. There'll be a set of families who we believe don't ride, who we are holding seats for, who will tell us they are never riding the bus. Um and those are the seats we really think we'll be able to get rid of. >> Yeah. >> Um and then people would need to recommit in. If all of a sudden it's the winter and you're saying, "Oh, I need to get the bus now." We will then have to take the time to get them routed and do some extra work to make that happen. Um and our transportation department is committed to doing that. >> Currently, we have a significant number of riders that we um planned for that are currently not riding our buses. So, it's this

114upcoming year will be telling as to um you know, how they plan in the future. And um Mr. Keller, our supervisors, familiar with um the 90% is what most districts do, but a lot of them a lot of districts already request that students um families choose whether they're going to ride the bus or not. And that helps with the planning. >> So, advocacy for the the punch card again. Get these kids on the buses. Okay, thank you. Um the other thing that I was just going to mention cuz you you sent it to us in a note about this that this full fare comes nowhere near the actual cost of >> Correct. A bus and a driver is somewhere in the 70, 75,000 dollars a year. And if you think about 70 students paying almost

115300 dollars, that's 20,000 dollars. And so, pay to ride is our district investing about 50,000 dollars um or more um cuz 21,000 would be at capacity um for students who are not legally required to be provided a bus. And so, that is a pretty significant investment um and something >> I think it's an important thing just to say on the mic and I appreciate you doing it because you know, I've talked about looking at the the border of the the um radius as well and that this isn't something that the state pays for, the federal government pays for. This is something the school district has to say, "We're not going to pay for this in order to pay for this the buses." Or we're and if we're subsidizing three quarters of the cost of um

116of even the the full fee folks, Um it's a choice that we're making as a district to to help those families out. >> I have one question. Um remind me again if we are doing half-day ECSE and if so, are we going to bus the kids after the half-day and bus them back in again? >> Um ECSE or 3-year-old half >> 4-year-old programs are full day. And there's at Central, there is a couple of half-day programs, which means there also would be some early childhood half days along in line with that. So, it'll be fewer midday routes, which will help pay for some of that reduction. Transportation will pay for some of our full-day pre-K, uh but the only half-day pre-K, there'll be a couple at Central with the early >> But we will bus

117them. >> Yes. >> Okay. >> Any more questions or of course a motion? >> I have a question. I can't remember if Ken Ken just said all pre-K and >> So, he was asking about midday routes. So, there's the start of school and the end of school, but there's half-day pre-K for some of our 3-year-olds and some of our 4-year-olds at Central. And so, there's about an 11:30 route that occurs from Central to homes. So, he was just asking for clarification on that. >> Got it. >> Yeah, yeah. Yeah, so they'll drop the students off when they're done in the morning and then pick the ones up for the afternoon. So, >> So, all of these questions >> I I was I see any others. >> I will move that we pass the pay to

118ride service. >> I'll second that. >> We have a motion by Director Spencer and a second by Director List. Any more discussion or questions? >> No. >> Hearing and seeing none, we'll bring it to a vote. All in favor, please say "Aye." >> Aye. >> All opposed, please say "Nay." The chair votes aye, and the paid ride service is approved. Last, we have donations. >> All right. The RHS baseball team received an anonymous donation of $719.15 for nets at Lindale Fields. We thank that anonymous donor for meeting money for nets. Thank you. Thank you. >> I move that we accept that donation with the utmost gratitude. >> I'll second. >> We have a motion from Director Tompkins and a second by Director Cole to accept the donations with the utmost gratitude. All in favor, please

119say "Aye." >> Aye. >> All opposed, please say "Nay." The chair votes aye, and we have accepted these donations with the utmost gratitude for our anonymous donor. Brings us to the top of the order, and it's the legislative update. >> We have nothing at this time. >> We'll move right along to information and questions from the board. Suggested future agenda items. And last but not least, future meeting dates. As I said before, June 22nd is an opportunity for uh public comment at 7:00 p.m. And then, our July meeting, only one, July 13th. >> Correct. >> And that is also public comment opportunity. They would just come in and talk away if they'd like. The final item of business on the agenda is to adjourn tonight. We have closed session to discuss labor negotiations. As such,

120we would not consider a motion to move into closed session as allowed by Minnesota State Statute 13D.03 for labor negotiation strategy. I'll accept a motion. I didn't say that. It's all my good. It's passed. >> So moved. >> Thank you. >> Second. >> We have a motion by Director and a second by Director Spencer. All in favor, please say aye. >> Aye. >> All opposed, please say nay. Chair votes aye. And we will be moving to closed session. After a brief recess, the board will begin a closed session in a private room. We'll return to this meeting to officially adjourn upon completion of the closed session, but there will be no further business other than to adjourn the meeting. For those of you following the live stream live stream, this will be the end of

121our session. Thank you for watching.