RPS School Board Meeting - April 14, 2026

001Mhm. >> Mhm. >> Good evening everyone. We would like to uh call the uh business uh school board meeting for April 14th, 2026 into order. Madam Clerk. Mr. Percival. Here. Ms. Rickard. Here. Mr. Farooq. Here. Mr. Hedgpeth. Here. Ms. Rizzi. Here. Ms. Holton. Here. Ms. Burke. Present. Mr. Jafari. Present. Ms. Fernandez. Here. Madam Chair, we have a quorum. Thank you. And now we will do our Pledge of Allegiance and a moment of silence led by Mr. Farooq. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And now we'll have our translation services announcement. Good evening everyone. On behalf of the language justice team, we welcome you. If you need interpretation from English to

002Spanish, please come see me. I will be at the table in the back with the interpreters. We have interpretation headsets for anyone who needs one. Interpretation in Spanish is also available for those watching this meeting through Zoom. I will now make the same announcement in Spanish. Thank you. Gracias. Thank you. Now for 1.04, approve the minutes of the March 2nd and March 3rd, 2026 school board meetings. I'll have a motion. Ms. Ricard? Madam Chair, I move to approve the minutes of the March 2nd, 2026 and March 3rd, 2026 school board meetings. It's been moved by Ms. Ricard and seconded by Mr. Jafari. Madam Clerk? Mr. Percival? Yes. Ms. Ricard? Yes. Mr. Farooq? Yes. Mr. Hedgepeth? Yes. Ms. Rizzi? Yes. Ms. Holton? Yes. Ms. Burke? Yes. Mr. Jafari? Yes. Ms. Fernandez? Yes. Motion passes. Thank you.

003And now for the adoption of the agenda. Mr. Percival? Madam Chair, I move we adopt the agenda for the school board meeting Tuesday, April 14th as published. It's moved by Mr. Percival and seconded by Ms. Burke. Madam Clerk? Mr. Percival? I'm sorry, before we vote, there's a question. Ms. Rizzi? Yes, I I'm wondering um if I am interested in pulling an item out of um the consent agenda, is this the time to note that or would I do it later? Typically, once we get to the consent agenda, we would pull it out. Okay. Thank you. Oh, yes. Yeah, he is pulling that. Thank you. Ms. Rizzi. Madam Clerk. Mr. Percival. Yes. Ms. Rickard. Yes. Mr. Farouk. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Yes. Ms. Holton. Yes. Ms. Burke. Yes. Mr. Jafari. Yes. Ms. Fernandez. Yes.

004Motion passes. And now for one of my favorite parts of the evening, our student representative, uh Mr. Cameras. Thank you, Madam Chair. Good evening, everyone. I am delighted to introduce Carlos Melendez Linares from Franklin Military Academy. Carlos is a senior at FMA who embodies a rare combination of disciplined leadership, technical skill, and artistic expression. As Cadet Colonel Brigade Commander, Carlos holds a role that reflects his unwavering dedication and his ability to command with both authority and purpose. A standout scholar in the Early College Academy, Carlos was recognized as the 2024 CTE Student of the Year, a testament to his excellence in career and technical education. His leadership extends beyond the military structure. He is the former president of the Richmond Technical Center's Teacher Student Association and an active participant in his community's social fabric. Whether

005he is performing in a guitar ensemble for RPS, running in local marathons, or using his voice to advocate for politics, Carlos is a vocal advocate for the benefits of exercise and social justice. A member of my advisory council, Carlos balances the intensity of his leadership duties with the wide array of physical and creative pursuits. He is a practitioner of Gracie Jiu-Jitsu, Muay Thai, and boxing, finding focus through martial arts. On the creative side, he enjoys playing the guitar and the hands-on craft of concrete molding. An avid hiker and explorer who often spends his free time walking through different parks and cities, staying grounded through movement and nature. Following his graduation, Carlos plans to attend Virginia Tech to study civil engineering and architecture. His long-term vision is to merge his technical expertise with his entrepreneurial spirit

006by founding his own construction firm. Carlos is a focused, visionary leader who is prepared to build a better future through both his structural designs and his commitment to community service, and we will probably all be working for him in the future. On a personal note, I want to say that I was able to go to the military ball this past Saturday. Uh former board member Mrs. Wade and former uh army veteran was there as well. Uh all of the JROTC students from Richmond and and other school divisions, and Carlos as cadet commander uh was uh sort of the MC of the evening. He looked very sharp in his uniform and did a fabulous job. Please join me in welcoming Carlos Melendez Linares. It's been a long journey. You just reminded me of like the whole

0074 years I've been to high school. Appreciate that. First of all, good evening board members and superintendent cameras. It's an amazing opportunity to be here today. And I wish I'd known about it sooner. Within the past 4 years. I wanted to thank you for giving me the opportunity to speak here today and raise some issues my colleagues and I have are interested in. It's truly an honor to be here and to represent student voices. Um I believe that education, graduating, and passing school should be built on more than just passing tests and grades. Um of course, reading and math is extremely important. It's our foundation of learning. Um The way we interpret it the way that we interpret the modern world around us uh is based off those two things, reading and learning. However, I

008think we should encourage our students to critically I think critically and ask questions. Not to be told what to think, but how to think. Not to be a follower, but a leader in their own thinking and career. At the same time, I also believe one of the most powerful things we can give them is is exposure. Uh when I first started high school, um I I realize I'd been enrolled into a program at the Richmond Technical Center. It was something we did in our eighth grade year where we could apply to CTE and me being around 14 years old, I didn't really know what I was doing at the time. But, I'm so glad I was able to apply for that program. Um on my very first day at freshman year, I was put on

009the bus and taken there. And that experience changed my life. I was introduced to engineering, architecture, and computer design in a way I had never seen before. It showed me that these opportunities aren't just for the future, but they're available to us right now as high school students, which is mind-blowing because this this type of stuff is something that people in my country only dream of. Um the kind of hands-on learning opened my mind in a way that a classroom alone could not. And I believe that every student in RPS and beyond deserves that same opportunity that I went through. I also had the chance to serve as president of my school's TSA chapter, as previously mentioned, for um 2 years. Uh our school had not competed in larger competitions for over 7 years. And

010my chapter was the first bring back uh the TSA team, and that was very special for me. We competed in the competitions, and we placed eighth place, I'm pretty sure. And even though we didn't win first place, it was what we accomplished that really meant something. Um we proved that with the right mindset and determination and support, student can students can achieve more than they think. Experiences like these build confidence, leadership, and purpose. But, the problem is that many students don't know about these incredible opportunities. Sometimes they don't even get the chance to participate because of the scheduling issues. I'm sure students who are president or watching can relate. Um that's why I believe we need to invest more in extra-curricular extra-curricular programs. More career exposure and more opportunities for students to explore different paths.

011There should be ample funding for our technical center so there's no limit placed on what our students can do and learn. >> [laughter] >> Um, we should bring in we should be bringing in professionals, entrepreneurs, and leaders to show students what's possible. Not just how to get a job after graduation and work for someone else, but how to build a future and be their own boss. We also cannot forget the importance of parents and the community. Um, something that the student advisory council has been working on is PTSA engagement. Uh, thank you to Mr. Dr. Greenville Mr. Dr. Greenville and Mr. Williams. Um, we also cannot Oh, sorry. Um, education uh, uh, starts at home, of course. It's where you first learn learn how to walk, eat, talk. And after that, a couple years you're

012already starting to preschool. And for the first quarter of students of students of your child's life, uh, school becomes kind of their second parent in a way. Um, and I think it's really important that uh, when families are informed and involved, it opens more doors for students to be motivated and pushed further to do greater things. So, I think that if we invest in these opportunities, real understanding, and hands-on learning, and exposure to real-world possibilities, I truly believe that Richmond Public Schools will grow immensely. Our students are the future of Richmond, Virginia. And if we give them the tools, exposure, and the support they need, there is no limit to what they become what they can become. Thank you for your time and consideration. Thank you so much and very well said. In just a

013few moments, we'll ask you to to stand with us and we'll take some pictures to celebrate. Uh so, just hold tight and we'll um call you up in just a moment. Moving right along to recognition 2.02, receive proclamation for Administrative Professionals Week. Thank you so much. Where would we be without our administrative team? All of the behind-the-scenes work that they do is so important. I'm moving right along to 2.03, receive proclamation for assistant principals appreciation week. All right, moving right along to 2.04, receive proclamation for school library month. >> Wonderful recognition. Moving right along with 2.05 receive proclamation for REB award winners. Before we go into the video, I'm sorry to interrupt. There are some viewers that are viewing online that have stated they are not able to hear the video video when it plays.

014Can you take a look at that before we proceed? And since I um was going to read the proclamation for 2.07, I will do that while we work through those technical difficulties. So, I will skip 2.06 and move to 2.07, receipt proclamation for Dia de los Niños. Um whereas Dio Dia de los Niños, Day of the Child, celebrates the importance of literacy, language, and culture in the lives of all children, recognizing that learning and growth are enriched when we honor diverse backgrounds and experiences. And whereas Richmond Public Schools is committed to fostering an inclusive, supportive, and nurturing environment where every child feels valued, respected, and empowered to achieve their fullest potential. And whereas the observance of Dia de los Niños provides an opportunity to uplift the voices, dreams, and aspirations of all youth, young people,

015affirming their right to education, health, and a bright future. And whereas families, educators, and community partners play a vital role in ensuring that children have access to the resources, opportunities, and encouragement they need to thrive. Now, therefore, be it proclaimed that Richmond Public Schools hereby recognizes April 30th, 2026 as Dia de los Niños and encourages everyone to join in this celebration. All right. And now, I believe that we are prepared for 2.06, receive proclamation for district-wide spelling bee spelling bee winner. Sorry. I think I made a a mistake. We are actually on my apologies. We're moving back up to 2.05 to receive proclamation for REB award winners. My apologies. My name is Shaton Henry a eighth grader and I attend MLK Middle School. REB Awards for Distinguished Educational Leadership, April 2026. Whereas the REB Foundation

016and the Community Foundation have partnered for over 30 years to promote excellence in public education. And whereas the REB Awards for Distinguished [music] Educational Leadership recognize principals who go beyond the daily responsibilities of their position to create an amazing school environment. And whereas the REB Awards are a testament to the importance of leaders who inspire [music] and empower their community. And whereas it is with great pride that we recognize Principal Green of Broad Rock Elementary School as the recipient of REB Award for Distinguished Educational Leadership for 2026. And Principal Hudson of Patrick Henry School of Science and Arts as the runner-up, both from Richmond Public Schools, for their exceptional leadership and commitment to educational excellence. Now, therefore, be it proclaimed that Richmond Public Schools hereby recognize Principal Green and Principal Hudson as leaders who exemplify

017our motto teach, lead, and serve with love. And we encourage everyone to join the celebration. All right. And now, 2.06 receive proclamation for district-wide Spelling Bee winner. My name is Jonander. I'm a eighth grader and I attend to M. Martin Luther King Jr. Middle School. Spelling Bee, April 2026. Whereas, Spelling Bees provide students with an opportunity to develop their language skills and demonstrate perseverance. And whereas, the annual RPS Spelling Bee is a beloved tradition that celebrates the dedication and hard work of students, teachers, and families in supporting literacy and language development. And whereas, we proudly celebrate the accomplishments of our students as they strive for success in academics. >> [music] >> And whereas, the winner of the of the 2026 Richmond Public Schools Spelling Bee has demonstrated exceptional Spelling Bee ability, concentration, and a commitment

018to academic excellence. Now, therefore, be it proclaimed that Curtis Ready of Mary Munford Elementary School is the 2026 Richmond Public Schools Spelling Bee winner. And we encourage everyone to join this celebration. Absolutely wonderful. And now let's take some pictures. We'll start with our student representative. And if anyone from Franklin Military Academy is here, please come on up. >> Administrative professionals, please come on down if you're here to take a photo. Administrative professionals, anybody in the back, come on down. Assistant principals, please come forward, take a picture. All assistant principals. Librarians and librarian staff. >> Are our our EB winners here? Principal Green? And Tawny Hudson from Patrick Henry, if you're here also. >> Um, can our spelling bee winner, Curtis and family, come on down for a photo? >> All right, so many wonderful things

019to celebrate this time around. We're going to move forward with the meeting and ask everyone to settle down at this time. We'll be moving to 3.01, announcements. Colleagues. Mr. Jeffari, Mr. Hedgepath. Thanks, Madam Chair, and good evening. Uh I wanted to announce that uh City of Richmond and for those uh particularly those who have to traverse the intersection there at Ferguson uh Ferguson Road over there and what is it? Broad Rock. Going to and from whether it's uh food uh Family Dollar or to Broad Rock Elementary, all of those areas over in there. We all know that there's been an increasing problem with the traffic flow down uh through uh Broad Rock. From the train tracks really and recent fatality there really owned up to Wawa, so to speak. So, the city's trying to work

020to implement some factors or put something in place, some measures to slow traffic down. Now, while crosswalks are a good start absent some flashing lights or something, really vehicular travelers, those who driving, really don't know what's going on until they actually get up on the crosswalks. So, this is going to be the start of something, but it is a nice start because there's a lot of traffic that flies up and down Broad Rock through that area. So, I do want to cheer the city and I look forward to them uh going a step further with flashing lights and something to get drivers' attention before they get to that point. I want to thank Dr. Timothy Vaughn and the staff at uh Thomas C. Boushall for their aid in feeding the schools forum last week. Uh

021we had it on Easter Monday and the attendance kind of reflected that. I think some people were were still uh uh celebrating or waiting, but you know, we had a small group, but it was a very intense group. They were very attentive and initiated a lot of inquiries and they had a couple of asks. Amongst the asks from some of the parents were inquiries about what had occurred with regards to the applications of some of the middle school students who had applied to some of the high school or the secondary schools there. And so I wanted to let them know that we're going to do an inquiry and try to come up with something to to let them know what's going on with that. I want to also thank Mr. Michael Perez who was a

022member or a manager with the Hispanic Chamber of Commerce for coming out and connecting with the audience. And we've agreed to work in the future towards forging a relationship given the diverse nature of all the communities and families that the population is really booming in the 8th District. But we were all very happy about the way they've all come out, not just during school hours, but after school hours, irrespective of some of the pressures that we may feel from some federal agencies or whatever. What I have seen demonstrated in the 8th District really stands for the fact that the families and the scholars are committed to working together. And again, I take my hat off to the families, but I also take my hat off to the principals and the staff at those schools who

023go out of their way to make sure that everybody feels welcome when they come back out. And we're planning another school forum for those in the 8th District. It's it's basically a schools forum, but it's going to be held either at Blackwell or Broadrock, depending on who can we can get the the finality finality with, excuse me. And so we're going to leave that open and I'll let the community know about that when we finalize that. Uh lastly, I wanted to just uh give a shout-out to Summer Hill for some of their uh year-ending events. And they have a number of them listed and some of them I'm I'm obviously going to post. But one in particular I do want to highlight and that's the pre-K prom, which is scheduled for May the 14th at

024the school from 6:00 to 8:00. So again, uh I'm I'm really looking forward to seeing all of them show up in their tuxedos and everything. And uh they they really delight you when you see them. It's such a, you know, those are RPS's youngest scholars. And so we're bringing them up not just to read and write, but to also enjoy the elite events of life. Thanks, Madam Chair. Thank you, Mr. Hedgepath. Thank you, Madam Chair. Just a couple announcements. First of all, the I uh I trust everyone had a restful spring break and was able to were able to enjoy the various holidays uh that were uh occurring earlier this month. Um I had the pleasure on Friday of seeing the uh STEM competition, the robotics competition at uh J.B. Fisher Elementary, uh which included

025teams from Southampton, Bellevue, Carver, and J.L. Francis in addition to Fisher. It was really a marvel to be seen. Um really exciting to see our young scholars get excited about uh about robotics and um and and and enjoying and displaying sportsmanship uh and camaraderie um and a growth uh from their practice that they had earlier in the spring. Uh so that was really exciting. The second thing is that our um uh fourth district parent-teacher and advisory council iteration is going to happen on uh April 28th at Southampton Elementary. As always, that's from 5:30 to 6:30 and includes light snacks. This time we'll be featuring a presentation from Ms. Renisha Parks, our chief wellness officer. If you would like to join, please come. Uh all are welcome and if you need more information, just email me

026and I'm happy to share that with you. Thank you. Thank you. Ms. Rizzi. Thank you, Madam Chair. There have been so many events and it's been hard to keep up with them, but I did make it to a few and I just want to shout them out. Uh There was a library renovation celebration at Lois Harrison Jones. Um it is beautiful. Um Rich Clark was there who is actually an alumnus of uh John well, John B. Cary then, but Lois Harrison Jones. Um he represents the College Football Playoff Foundation. And they donated $50,000 towards this effort. And the library is absolutely beautiful. So, thank you to them. Um I along with many of my colleagues, I'm sure, participated in kindergarten signing day. It was a super exciting day for the little ones and it was

027great to like see them get all of that attention and like really feel special about coming to school. Um there well, we did fruit and veggie week and I did that at Lois Harrison Jones and got to watch kids get super excited about vegetables. You don't see that every day. So, that was really fun. Um and then I attended the Swansboro annual Dr. Lee Anderson, I think, has left. It's always this a production. The church is always jam-packed. Um it's blacks and whites and um this year they did the legacy and history of hip hop. So, I mean, we had like Run DMC was there and um >> [laughter] >> like all the, you know, like it started from the beginning of hip hop and it went all the way to the current day and

028it was super fun and the kids were so talented. Um and yeah, Mike, DJ Mike Street actually um was the MC for that event, so I want to shout him out and thank him for being there. Uh and finally, um I want to announce that on April 22nd, and this has been publicized, I think, every way that RPS can publicize it, um there's a documentary screening uh called Multiple Choice. It'll be at Huguenot High School at 6:00 p.m. That's on April 22nd. And um it's a documentary that looks at um career and technical education and the model that's being used for Winchester Public Schools. It's very powerful, moving, and engaging. And I really encourage you as we start to think about um what's going to happen at the new tech center, um that you come

029out and participate in this and view the screening. And let us know what you think. Thank you so much. Thank you, Ms. Burke. Thank you, Madam Chair. Um tomorrow at Armstrong High School, the induction honors college will take place at Armstrong, 9:30 a.m. in the auditorium. It is an absolutely extraordinary event. I attended last year. Uh there the Beta Club, George Peterson chapter. George Peterson was a former principal of Armstrong High School, and it is the chapter of the W.E.B. Du Bois. We all know who W.E.B. The Boys was, honor society, and I think it's the only one in Richmond Public Schools. Of course, the National Honor Society, the National Athletic Honor Society, Patricia James Chapter of National English Honor Society. She was instrumental in writing the IB curriculum for Richmond Public Schools. The National

030Technical Honor Society. I cannot pronounce well, but it's a National Hispanic Society, and Dr. the Harry Savage Chapter of Tri-M Honor Society. Harry Dr. Harry Savage was a music teacher at Armstrong High. So, we welcome all to come out tomorrow. It is a Wednesday, so unfortunately, I will miss it. But next year, I hope it'll be back on Tuesday. I also would like to thank everyone on behalf of my family. I'm good. I extend my sincere appreciation and heartfelt thanks to the board, the community, for the outpouring love and support that you have given me, given my family during the loss of our beloved husband, Armstrong High School graduate, and continued volunteer for over 50 years and then some. Your prayers, your kind words, your meals, your flowers, your being at the service, um it's

031it's what strengthened us, and I am very, very proud that he got a chance to meet all of you all, even his math buddy, okay? At least there's a Luke Jones there. But uh Blackjack, okay? So. We will always cherish your support. So, if I if you haven't heard from me in writing, I'm working on that. But, from my heart and then some on behalf of Emmett and Edmund, my son, our son, um our grandchildren, Emmett, Eliana, and Alida, my sister Denise, my daughter-in-law, Anna, and all of Armstrong High School and the East End and Jackson Ward and then some. Thank you, Ms. Burke. You are certainly loved, cherished, and appreciated, and so was your husband. So, we would not have had it any other way. So, I appreciate that you felt the love and

032the prayers cuz they were there in full display. Ms. Holton. Thank you. Well, I've had wonderful introductory visits at all of the schools in my district, and I thank everybody there. But, one I'll particularly shout out is I had the chance to do kindergarten signing day at Overby-Sheppard, and it was also science fair day, and the fifth graders had just put together amazing projects, and it was just a really a blast to see how energetic and enthusiastic they were about sharing how how good they were at explaining what they had done and what they had learned. So, I shout out Overby-Sheppard. Two announcements of upcoming events. Ms. Rizzi and I both had a chance to be and maybe others I know Mr. Camera has were at the opening of the Shockoe Institute in the Main

033Street Station, which is just an incredible new resource in town commemorating and telling the story of Richmond's brutal engagement with the the slave trade, and and really emphasizing understanding, reflection, and action is their motto. And the exhibit, Expanding Freedom, you can see it as part of the premiere week uh festivities tomorrow. Uh and I think those are the last scheduled days, so get in tomorrow, go on the Shaco Institute website and sign up for a visit time. There will be others, but that's the the last immediate opportunity, so I encourage you to jump in. Two other um um opportunities I wanted to highlight is the state secretary of education and state superintendent of public instruction are on a listening tour at the uh behest of Governor Hogan to help her and them figure out you

034know what what what can the state best do to strengthen public education in partnership with uh all of us. And so the the last two stops of the listening tour are tomorrow night. There is a virtual uh session for parents from 6:00 to 7:15 p.m. And next Monday Is the 20th Monday? Yes. Monday the 20th April 20th 5:00 to 6:15 p.m. a virtual session for teachers. Uh they're looking for advice on anything about what's working, what's not, but particularly they've emphasized uh looking for feedback about are we how are we preparing our students for college and career? Uh what's working and what's not about the accountability system? How can we attract and retain uh retain great teachers? So lots of opportunity and I encourage everybody to jump in. Thank you. Thank you. Ms. Ricard. Thank

035you, Madam Chair. Um I know my colleagues have mentioned many of the wonderful things that have already happened. Last Friday, not only did I get to see Carver and their robotics team. Um earlier that week, Carver had done a STEM pep rally with a middle school speaker who came in and just to see students scream for science was really lovely. Um and then Fox Elementary put on an incredibly amazing production of Matilda. So much so that at one point um it seemed like it wasn't elementary school students up there and I think it really drives home both of these two things about just the benefit of extracurriculars when our students can do things like robotics, like theater, and elementary school baseball also has been happening and I know that's been really joyful to communities. Um

036so just wanted to call out those things. Also, I know it's been a while since we've met. In March there was a science showcase and the fine arts festival and I know many of us attended and they were just really incredible events where our students' work was spotlighted. So thanks to everyone who helped support that. I know teachers put in a lot of time for that event. And my one announcement is um Dogwood on April 30th is having their spring concert at 5:30 and prior to that they are having a wing fest fundraiser at 4:30 um as one of their house fundraisers. Um Sorry, one final thing. RTC had several students win at their FCCLA competition at Virginia Beach including one student who got second place and he had 25 minutes to cut up a

037whole chicken, label its parts, and practice all the sanitation and knife skills. And I think that's really cool. And so I just want to call out that's one of the many amazing things that's happening at the Tech Center. As someone who lives vicariously through through cooking channels, I appreciate that so very much. It's awesome. Um Mr. Farooq. Thank you, Madam Chair. Uh there are so many we spend so much of our time trying to solve problems and pouring over data about what we don't have and what more we need. It was a real breath of fresh air when I attended the Arts Festival um where the John Marshall High School band performed and injected a lot of joy and fun. And of course also the science showcase, again got a chance to chat with a

038lot of our staff and again while there are many important problems that we have to solve, it is just so inspiring to always be around our staff and our students and see the really fun and quirky there's one science fair project that compared chicken nuggets. I think that was my favorite one. Uh but there was also a third district student, a young lady who um was s- exploring the opportunity for creating a brand new antibiotic based on an herb that in the Caribbean that they use and that's known for having healing properties and it was really fascinating to see young people explore the scientific process that way. Um Ms. Holton mentioned the listening sessions, myself and Katie Ricard actually attended one of the Virginia Department of Education listening sessions at Colonial Heights High School, I

039think, and really really appreciated the opportunity to of course meet our new superintendent, Jenna Conway, and our new Secretary of Education, Dr. Jeffrey Smith. And really appreciated that the agency, the Department of Education, uh gave time for all of us education leaders around the state to sit down at a table and talk through all the problems that we have in common. We spent a fair amount of time talking about the struggle to recruit and retain quality staff. That this is a hard job. It's always been hard and it's gotten harder. And we're doing our best to raise salaries and try to improve working conditions, but the cost of everything has gone up as well. And so that was a common challenge for all of us how we do that. You because we cannot do this

040without our staff. It's not possible. Also talked about how another common thread again at our table we had urban school districts, suburban school districts and rural school districts. Was the fact that the decades and decades of underinvestment in social programs all of the consequences of that pop up in our schools as absenteeism, as mental health issues, as other problems, behavior problems, things like that. And And while we're grateful and always we love our kids and we're trying and we don't complain about trying to meet those needs, those needs are real. And so really appreciate that the agency was listening to us and and taking careful notes. Uh that same day I visited with the student leaders at John Marshall High School and always again love hearing from students who are always so blunt and so

041honest on their feedback. And I heard a lot about the 4x4 schedule. Um how compressed it felt especially for our AP students. But even for non-AP classes they just felt it was a really compressed timeline that added a lot of anxiety to their day. And a lot of bad feedback about the clear backpack policy which I'll mention later. Uh but again it's always so important and just really reinvigorating to spend time with our students. Thank you Madam Chair. Thank you. Mr. Percival. Thank you Madam Chair. Um As a matter of fact, yes, I had a wonderful lunch today. Thank you for asking. In addition to dining with my colleague Mr. Ricard and the superintendent, I dined with what maybe a hundred elementary school students. Let me get the name right. We were at at Clark

042Springs for the elementary student food show, also also known as you want to say it? The small fry social. So this is a follow on from last year's event where we had middle school and high school students evaluate lunch menu items, breakfast and lunch menu items and this year it was for the elementary school students and it was absolutely fabulous. Really enjoyed my lunch. And it was very clever because they were at each station they were green chips and red chips and you dropped it in a box. Thumbs up, thumbs down, pretty straightforward. But the real kicker is is that each student was handed a golden chip, one golden chip for your favorite choice. It's very interesting to walk around to see the green red scenarios and also how many golden chips they got. To

043my surprise, I would have guessed the cookie station would have received the bulk of the golden coins, but no, alas a lot of the entrees were receiving it very enthusiastic, very proud of our elementary students. They were very engaged, gave very very constructive feedback and they were trying foods that I found amazing, but I probably would have lost a bet on. We had jalapeno tacos, we had sandwiches, we had chicken sandwiches with pimento cheese. That was a real crowd favorite. Um kids are going to kids, so there were some surgically removed jalapenos that I did notice, but but they tried it. They tried it. It was absolutely amazing. So really loved the morning. I think my colleagues did as well. Uh one other announcement, I am loving the robotics going on here tonight. I as

044well in March attended a robotics competition in Chesapeake, Virginia. This is at the high school level and I want to call out that the way these work you don't have enough time for me to explain it all, but it's always team oriented. They're always three on a team. And you go through qualifying matches and then you go into the finals. Well, in the finals you select your teams. Maggie Walker and Thomas Jefferson teamed up to win the entire competition with one other one other school. So, I want to call that out. That was pretty amazing. Um yes, I was there because Appomattox was also in attendance and my kids are on the team and we were like sixth. But anyway, so Maggie Walker and Thomas Jefferson really pulled that one off. But loving to hear

045all the robotics and and I think Mr. Hedgepeth uh used the word camaraderie and uh and and that's really where you start to see that. It is a it is a team event. So, very proud of everyone. Thank you, Madam Chair. Thank you. Per my usual, I have a lot of announcements, but I'm excited about all of them, so please bear with me. Um one that I think was extremely special um was um last month, it feels like just yesterday. I can't believe it's already the 14th, but we had the opportunity to join members of RPS and the Norwell um room dedication in honor of Solomon Jefferson. It was a spectacular event. Um had the opportunity to share a few words, but also speak with the family who was uh there as well. And so,

046just want to give a huge shout-out to the administration for all their hard work. Little did we know that they took their own time to ensure that the room was properly um dedicated. They took time away on lunch to paint the the walls and organize the room. And um there was so many intricate details. Uh it was extremely thoughtful. And so, I really wanted to say thank you to all that worked on that to just honor um Chief Solomon Jefferson for for efforts at RPS. This is a room um that really represents who he is and so was extremely proud to be a part of that a dedication. While I was there, I ran into Wendy Just who just spoke on and on about this amazing robotics team and we exchanged information and uh a

047couple of weeks later, I was able to uh peek in on a um they were at J.L. Francis, they were practicing for an upcoming competition that just took place where they took second place um for the elementary school uh robotics uh competition. But, I want to just call her out as well as um Principal Ryan and um Melissa who is the teacher there at J.L. Francis and they are part of so many others. I think it's five school elementary schools that have um what put on this project. The joy on the children's faces was it just gave me so much life. Um I spoke to some of the children and they shared how when they first started, they were a little bit nervous and didn't know what to expect, but they absolutely loved it and

048you just know that this is something that they will take away for the rest of their lives. It it's it's I'm sure it has changed and impacted so many families. So, I just want to say thank you. Um all I kept hearing was Wendy, Wendy, Wendy, Wendy this and she did that and she pulled this and she got this grant funding and so I really do want to give flowers to her for all of her efforts. Um and I announced a couple of months ago that I was a part of a committee called Next Gen Wealth Builder who partnered with uh gentleman called Ray McGuire. He is um has a huge portfolio in the East Coast of of um the United States and has a $750 million portfolio. And he wanted us to create a

049program where we could promote financial literacy where folks could win um up to $1,500. And so we had five winners. Four of those were from Richmond High School of the Arts. And so I just want to call them out. I have it written down somewhere. Bear with me 1 minute here. Here we go. Um congratulations to Michael Keys who was the overall winner. He received $1,000 in cash along with a $500 investment portfolio where he will be taught from a mentor how to invest money and something that could just change his life forever. Um and then I also want to shout out Elizabeth um Ramirez, Tiffany Williamson, and Mohammad um Bagakura who uh also won $1,000 each. All of the um There were 10 finalists. All of the remaining finalists um received a $100 gift

050certificate that was gifted from Next Gen Wealth Builders. Um and it was interesting enough, I one of the gentlemen was not able to pick up his his uh check and so I dropped it off to Richmond High School of the Arts and found out that that same day Senator Mike Jones was coming uh with uh Mike Jones the rapper. And so they said, "Well, could you come back?" And I said, "I don't know. I had a busy schedule." But I swung back around like maybe 30 minutes later, got a chance to meet him. They were um I thought it was just amazing how I think I want to give um Senator Mike Jones a shout-out because the purpose of this wasn't just for them to see a rapper, right? It was for them to see

051themselves in somebody who was successful in the area where they may strive to be a part of. And so I thought that was very intentional and thoughtful and just want to um thank him for his support. Um now uh tonight there is a uh a spring concert at G.H. Reid. It's it it may still be happening now. Um for those who can be a part of that. Also want to shout-out uh River City Middle School who recently had a line dancing competition or uh dance. Um Oh, to be a fly on the wall for that one. I know it was amazing. Just recently I was able to be a part of the kindergarten sign-up day and it was absolutely phenomenal. I was in awe of this young lady who had a six-letter name and we

052said, "You know, if you can't write your name, you could just do a smiley face." And she said, "Oh, no, I know how to write my name." And she proceeded to write her entire name and I just thought that was so phenomenal. Just gave us so so much encouragement about the future of the next generation and her confidence. I also was able to be a part of fruit and vegetable week. Shout-out to Fit for Kids for all of the work that they do. I had carrot day and we roasted some some carrots and had some raw carrots and I only got one thumbs down. So, that's pretty promising. That was pretty good. Um I do want to give an acknowledgement to Mayor Stoney. We were uh recently um joined by several other um constituents apart

053uh across the city of Richmond for the state of the city uh where he gave a very intentional walk through of where we are up-to-date for Richmond and also where we will be and just the intentionality behind what he shared and I was it was in the mighty ninth District where Councilwoman Nicole Jones shared a very powerful historical account of the history of Richmond and how the ninth District is very much a part of that story and so I want to give her a shout-out for that. Also want to give a shout-out to Dr. Ramsey. Baseball season is in full swing and we have received rave reviews. My goddaughter goes to Broad Rock and so I'm partial to that but I still will I will be cheering for the ninth District as well but not

054the Broad Rock will be the exception. Um and I think let me just make sure I didn't miss anything. I'm sorry guys. One second. I think I've covered everything. So thank you all so much as you can hear I've been very very very busy in the ninth District and as a chair and we look forward to seeing more great things in the next couple of weeks. Feel free to just flood us with invitations. We would love to be a part of what you have going on. So at this time we will Okay, Ms. Rizzi. Thank you Madam Chair. There is one I forgot. I would be extremely remiss if I didn't recognize Mrs. Tisha Irby who's out there in the crowd. She has been holding it down. Um the RS RHSA PTA Um she's kind

055of been carrying a lot of the weight on her own and I want to recognize her for that. Um, and thank you so much for reaching out and keeping me informed about events at the school. I really appreciate it. Thank you. Yes, it seems like everywhere I am, she is as well. >> [laughter] >> So, you you've called it out uh just right, Ms. Rizzy. Uh Ms. Erby Erby is very um intricate and she represents um Richmond High School of the Arts well, but also RPS who keeps um us on social media well informed as well. So, thank you for that. Now, we'll transition to um public information. At this time, we would ask um uh the clerk if she could share the guidelines, please. Conduct of speakers. Speakers shall state their full legal name

056prior to addressing the school board. Speakers will address the school board as a whole rather than individual school board members, the division superintendent, school board attorney, clerk, or any other staff member. The school board will listen to comments, but will not respond during the public information period. Persons appearing before the school board will not be allowed to campaign for public office, promote private business ventures, or use profanity or vulgar language. If a community member's comments during the public information session relate to the school school-based issues, the chair may refer that individual to Richmond Public Schools Administration for a one-on-one consultation and follow-up. It's important that all community members who wish to participate in the public information period abide by the guidelines set forth in this policy. Refusal to to abide by the policy will will

057result in the forfeiture of the remaining time that has been allotted to the speaker. Community members may express their views in writing in lieu of any oral presentation. Comments received in writing in lieu of an oral presentation will not be read during the meeting, but shall be posted to the school board platform BoardDocs. Thank you. At this time, we will call our pre-registered speakers first uh in the order at which they have registered. The first will be Mariah White. Um next up will be James R. Smith. After which it will be Lisa Delayo. And then uh we will have Dr. Jacqueline Johnson Wilson. Once you come up, if you could sign uh your name uh onto the clipboard and pass it back behind you. Good evening, Madam President and school board. I was a little

058shocked that my name was called, but I am Mariah White. Um and I'm just going to go and just say what I said last night to the city council um dealing with our budget upcoming budget. I did ask for them to fully fund the RPS budget with no shortfalls. Um but next year to at least have something dealing with the incoming of the city revenue to make up that difference and something that is a fixed percentage for this school board. Um as you know, I am the chair the education chair of the Richmond Crusade for voters. And I'm also very active in the community. And I would like to say that our parents and our community um they are really getting tired of this budget every year not being balanced. Um we all know about

059the CPI, the composite of index. I know I have advocated it for that for the last 12 years. And that's going to take some time. But the biggest thing here that I see is in our budget is um our teachers uh seem to be dissatisfied. Also, we're losing students. Um if you did your research, you'll probably see in 2020-2023-2024 we had 21,181. And I got the years listed all the way from 2026 to 2027, which is now 20,318 students. Someone showing this board should be asking, "Where are students?" If we don't have any dropouts, where are students? Although I know that some of them probably are going to Crystal Ray, lot going to Anna Julia Cooper, some going to Saint Christopher. But why are kids leaving here in Richmond Public Schools? We need to be

060really looking at that. And I have also asked the city to have an independent overseer to ensure the money is spent properly for our students' needs. I'm going to say that again, student needs. We also know that there is a collective bargaining agreement. And every year we know that's going to be $15 million by itself in your budget. And also what we're need also is a compliance audit to make sure that this the parents, the students know where the money is being spent. We all can say what we want to cut. We uh riffed. We also um we did some furlough. But my understanding is I've seen it because I've been on this board. We riff every year before the budget is even finalized. So I think what we need to do here is really

061look at what our student needs are. Look and see if our curriculums are really working. Cuz we're purchasing things and parents are kind of upset right now because they feel that their students are not getting this. And they feel that the administration um is I guess um really challenging our principals. Our principals are challenging our teachers. And it's just trickling down. And people are getting very frustrated. We also have principals who are leaving. I guess Miss Ricard, you probably know in your second district. It's hard to find teachers and principals for at least Carver Elementary School. So something has to be done with that. >> Teachers are going to have to go through behavior issues. We have a lot of behavior issues in Richmond Public Schools. Something has to be done about that. And parents

062want to take their children out of school. That's why last night the Virtual Academy was down there. They were vetting for their school. You saw parents vetting for their schools. They were talking about bullying. Something has to be done in the Richmond Public Schools on behavior. And the only thing I can say about the budget is that it needs to be focused on student needs. [clears throat] And I know the whole budget goes out, but we still need to focus on student needs. And money is very very scarce. Thank you. Good evening. James R. Smith, uh Local 592, represent the principals, APs, directors, managers, and coordinators. Um last time I spoke to y'all, I was here to defend the superintendent. Um we had talked about the resolution. The school board had him meet with the

063unions. And um I came here, got a lot of flak about it from RPS staff because I defended him, but he did right thing. I'm here tonight because we just got through negotiating with the managers, coordinators. We got very meager increases, 2% the first year, 1% each year after that. We were happy with that because we were told RPS has no money. Then, right after we agreed to that, we find out uh the chiefs, the highest paid staff in RPS, are going to receive a proposed 5% increase. The highest paid staff is going to get the highest increase. And what planet does this make sense? It was very deflating for my units. I'm sure it's deflating to all the staff. And um if cuts need to be made, if raises need to be meager, they

064should be across the board. You don't take your highest-paid group and give them the biggest increase. And that's why I'm here. Thank you. Good evening. You all know me, Dr. Jacqueline Johnson-Wilson. Can you hear me? Good evening again. Dr. Jacqueline Johnson-Wilson. Uh you all know I usually have a nice little speech. I'm tired of giving my speech. So, I'm just going to shoot some things off. Let's start with some numbers. 750 application for admit admittance to the Richmond Virtual Academy in the last few years. 100% graduation rate. I didn't hear Richmond Virtual Academy mentioned at the mayor's state of the city address. That was very disappointing. Half the cost per pupil. It cost half the cost per pupil at RBA versus in-person instruction. Full accreditation. Low absenteeism. Parent involvement. The desire for virtual learning has

065grown year after year. This is from the VDOE. I need glasses. 31% of Richmond Virtual Academy students have special needs versus 13% in RPS overall. As you all know by now, my son is in the intensive services classroom. And I want to note uh there is a misconception. He is making exceptional, meaningful, and measurable progress towards his IEP goals in the virtual setting. We talked about mental health this evening. Have you considered what it would do to the mental health of students who have been in virtual learning for approximately 6 years at this point to return them in person? Do you really care about student mental health? So, from my estimation, with these numbers that I rattled off, you have success in Richmond Virtual Academy. Richmond Virtual Academy is meeting the goals of the dreams

066for RPS in many areas. I don't understand why you would consider shutting down something that is successful and working and achieving the goals that you all have set. Make it make sense. Uh we have I, I'll speak for myself, have been writing at every meeting I can get to because with this proposal to close Richmond Virtual Academy, and I understand and I thank those members who voted the added to the budget I had. That is not lost to me, but I know we are still in a battle for that final decision. When I go back to my son who has special needs, um and I think about what we do for him at home. And I will extend the invitation. Anyone who wants to visit my home classroom is quite welcome. I am in Sherwood

067Park. I haven't gotten back to you, but y'all can do a field trip and come see what that looks like. Um you have the opportunity to set a precedent for least restrictive environment in the virtual setting. Why would you not take advantage to be leaders in that area? 1 minute. I am I'm just befuddled. I'm getting to the point where I'm almost speechless at what I call a lack of leadership or understanding. This can't be about dollars. Cuz federal law says when you're thinking of IDEA, it's not about your budget. It's about the kids. And you've established the least restrictive environment that is working absolutely wonderfully. 31% of those students are special needs. And as we move through this process, I ask you to consider rationally what you really have in your hands and and

068own the success and build on it. Thank you. Good evening. Good evening. Um my name is Lisa Delao. I'm a teacher at Huguenot High School, an RTA member, and an 8th District resident. I'm here today to support one of my students as she will be sharing her thoughts about the clear backpack policy um a bit later and to urge you to reevaluate the 4x4 schedule at the high school level, as well as to ensure that the Richmond Virtual Academy stays open. Um I noticed that there was discussion around the clear backpacks at a recent school board meeting after I raised concerns that my students shared with me. Um it's clear that uh the there are more issues with these backpacks than there are benefits. Just today I saw several students with torn backpacks. One of

069my students uh showed me his backpack and I'll be sending you all the pictures of the multiple tears in the backpack. Um once uh students tear their backpacks, many cannot replace them as they are costly. Uh my understanding is that these backpacks uh didn't cost the district any money, they were donated. Um but however, that's not the case for our students. Every time a backpack breaks and they have to replace them, they have to use their families' money in order to replace them, um which then becomes an issue and so we have many students who are not replacing their backpacks. They're just showing up without a backpack, showing up without stuff. Um a lot of our students are getting their backpacks confiscated if they're not clear, and so they have to spend the whole day

070with all their stuff that they want to carry around the whole day in their hands. Um so my students um have been closely following this issue as it pertains to their everyday life at school. Um and um they're working hard to make sure that you hear their concerns. Um so I hope that you'll please reconsider the clear backpack policy by making it optional. Um additionally, I would like you all to reconsider the uh 4x4 schedule at the high school level. 1 minute. Through the 4x4 um survey uh that we've conducted at my school, teachers and students um though the 4x4 uh sorry. Teachers and students do not have enough time with the content to fully develop their critical thinking on subjects, especially core classes. Teachers want to be doing more than just preparing students for

071an SOL test. The student speaker said it well, that our school shouldn't be a place where we tell our students what to think, it should be where we tell them how to think or show them how to think. Um as an English teacher, it is difficult to fit reading skills, writing, grammar, and critical thinking in a few months that are riddled with altered schedules to accommodate for the four sessions of SOL testing we do throughout the year. Uh so I please urge you to reconsider the 4 by 4 schedule, um perhaps by hosting a town hall on the schedule, um could be a great step to listen to the feedback from teachers, uh the ones who are in the classroom every day with our students. Thank you. Thank you. At this time, we'll call um

072to the podium D. Winston, Tomorrow Pickens-Lofton, and Zoe Crump. Good evening. My name is D. Winston, and I would like to thank each of you that have supported keeping Richmond Virtual Academy open. As a parent, I'm grateful for that. But as a parent, I'm distressed that my child's school is constantly on the chopping block. When Friedrich Froebel designed kindergarten, it was supposed to be a garden of play, not bullying. That's what my student experienced, bullying. She has excelled at Richmond Virtual Academy. I'm going to share a little about her. Her name is Ma'Khia, but we call her Kia. Since she's been at Richmond Virtual Academy, she was Richmond Virtual Academy's Black History Whoops, wrong picture. Black History Spotlight for 2024. This is her. She's been in Girl Scouts since she was in pre-K. I'm just

073going to read a brief summary about her that um came from the Girl Scouts of the Commonwealth of Virginia that shared Richmond Public Schools post. Richmond Public Schools is Richmond Virtual Academy, and Richmond Virtual Academy is Richmond Public Schools. Ma'Khia Richmond Public Schools recently featured one of our very own Girl Scouts, Ma'Khia, from Girl Scout Troop 650. Ma'Khia is creating Black History by serving and remaining active in her community. She has been in RVA for the last 3 years and represents the ideas and principles of what it means to be a scholar, represent her school. Ma'Khia is always filled with joy and encouragement for everyone she meets. And I'll just cut it down. I have put together a book titled About Richmond Virtual Academy in a stop shop. Our students and families in the community.

074One minute. This shares everything in a snippet about students and families. I have provided each of you with a electronic PDF copy. Please fully fund Richmond Public Schools, Richmond Virtual Academy. Richmond Virtual Academy is Richmond Public Schools, Richmond Public Schools is Richmond Virtual Academy. Thank you so much. Thank you. Good evening. My name is Tamara Lofton Pickens, not Pickens Lofton. Um, Ms. Burke, I I send my sincerest um condolences to you and your family, and I'm praying for you. You are in my thoughts and prayers. Um like Dr. Wilson said, I don't have much to say. It feels like we're beating a dead horse here um speaking about Richmond Virtual Academy. We love the community. The kids love being there. Um all parents should have a choice to what school their kids can go to,

075especially in a district that is leading the way as the Divine Nine, the video we has recognized. So, I just urge you all to reconsider when you're thinking about schools and budgets. Stop cutting teachers. Stop cutting budgets. Let's start from the top and go down to the bottom. Um and I also was in church on Sunday, and the pastor talked about an injury to one part of your body is an injury to the entire body. So, I just want us to unite and stop all the bickering and arguing and whatnot that happens here. Again, I said this last time when I spoke, I don't know what's going on in Richmond, why the budget is always short, but I pray that we can all come together and work together. It's for the better betterment of the

076entire RPS community. Um and I'll leave you with this. Uh Just thank you all for listening, Mr. Joffrey, Ms. Burke, Ms. Holton, Superintendent Kamras, uh Ms. Fernandez, Mr. Percival, Rizzy, Ms. Rizzy, Haspath, Farouk, and Ricard. It It's really appreciated when you just heard, you know, everybody has a voice and should be able to listen, but got That's That's God gave you two ears and one mouth. You need to listen so that you can get some understanding. So, I just appreciate you all and God bless y'all. Y'all know what I want to say? Thank you. Good evening. Good evening, school board. Um can y'all hear me, right? My name is Zoe Crump, a student at Huguenot High School. Today, I'm here to talk about the clear backpacks because, to be truthful, it is a waste of

077money, time, and it isn't even effective. First, let's get into the money part. Since I'm a kid, my parents are responsible for buying my school supplies. If my parents is paying $20 for a plastic bag that won't even last me a month, it's not worth it. What about the families that can't afford the bags, too? The school who provides bags spends so much money on the bags when really all their resources could have gone to the educators or to the education itself. Also, the clear backpacks, like I said before, don't last at all. As someone who had like three or four clear backpacks just just in this school year, they break so easily. You can't even carry your school books in them because they'll just rip. Not only are the parents who Not only are

078the schools that provide book bags wasting money, but also the parents who have to keep on buying new ones every time the old ones break. Um Therefore, that's really just a waste of our school's funding and our parents' money. Now, let's talk about how it's a waste of time, too. I come to school with a clear book bag on, and instead of just being able to walk through the door and go to class after walking through the metal detectors, I have to still get my bag checked at the door, which holds up a line outside the school. So, imagine you having to wait in a line after the bus ride, which I personally get there around 8:45. School starts at 9:00, and mind you, there's got to be like 100 kids in the line and

079only like five tables with one or two workers who check the bags. Now that's an additional 10 to 15 minute wait outside just to get in the building which is packed. So you would get that get get in around 8:55. Now you're still waiting 3 minutes to get up to a table. Now the time is 8:58. And after all that soon as I left with 2 minutes 2 minutes to get breakfast and go to class. Realistically that doesn't give us enough us students enough time to eat or walk to class without getting caught in the hall sweep. Another good point is if we students have to get searched anyways, why can't we just wear normal backpacks? If we're still getting checked clear backpacks don't stop anything from happening. Kids can still sneak stuff in and

080at the end of the day all of this is just a small piece of what I think and a lot of other people think about clear backpacks. Please change the clear backpack rule to a option. Thank you all. Thank you. Madam Clerk, is there any additional time remaining? Yes, five minutes. We have five additional minutes. So if there's anyone this evening that would like to come to the podium, we have five minutes. Once you come forward if you could sign your name to the clipboard before you speak if you could state your your name. Thank you. Good evening school board. I'm Kia, a sixth grader at Richmond Virtual Academy. I love RVA because I don't have to worry about distractions in the classroom. I can focus on my work and feel comfortable learning at home.

081I am doing better in school than ever before. Please keep Richmond Virtual Academy open. Thank you. Thank you. Could you state your first and last name? I don't think we we got that. It's Kia Robinson. >> Robinson. Thank you so much. Good evening, chair, superintendent, and members of this board. I am Dr. Cindy Robinson, principal of the Richmond Virtual Academy. I stand before you today to thank you for your six two votes to to restore RVA. By taking that courageous stand, you send a clear message that innovation and and equity have a permanent home in Richmond Public Schools. I want to specifically thank board member Hedgepeth and members of this board for their leadership in setting the clear expectation that district leadership work collaboratively with our school team. I want to acknowledge that this board

082has set that expectation of preservation, regardless of the final outcome of the City Council's budget decision. We understand that while the city determines the funding, this board determines the vision. In the spirit of that direction, our work has already begun. We have mobilized a stakeholder group of parents, community members, and staff who are ready to engage. RVA stands ready to support this district's enrollment goals by reclaiming families lost to the private school market, homeschooling, or no shows. We want to bring those thousands of families back to an RPS table that has room for everyone. And that table is Richmond Virtual Academy. Because of your vote, we have moved from a conversation of elimination to one of potential. Our team and our stakeholders are ready. We await the work ahead with expectation, excitement, anticipation, and hope.

083Your votes at the mission. Now, let's finish this mission. Our children and families are counting on us. We must not let them down. Thank you. Thank you. Good evening. My name is Chloe Trumper. I'm an eighth grade science teacher at Boushall Middle School. I and many other Boushall staff and families have concerns about the specialty school process this year. For the application process itself, we came across many issues. First of all, the system used for teacher recommendations doesn't populate teacher emails like it used to. This led to some students requests never making it to teachers this year. This issue could easily be resolved, yet it hasn't been. Some teacher recommendations were never completed because they were never received, which disqualified students from the process. One typo should not disqualify a student from a potentially life-changing

084opportunity. When it came to interviews, in previous years, RPS had offered transportation for those who needed it, but no similar opportunity was afforded this year, leaving many families unable to get to the schools for their students interviews or put the burden on school staff to help. Have you all used SchoolMint? Genuine question. It is confusing and challenging to use on both the student and staff sides. On the school side of things, our counselor has to look up every student individually to figure out which students got accepted into which specialty schools. Bear in mind, she has over 200 students that she's individually responsible for, and more than half of them complete the specialty school applications. It shouldn't be challenging to get an exhaustive list of our of our students and where they got accepted. Additionally, this

085year our eighth grade counselor had to facilitate the essay for about 100 students for the open high school application with very little notice. Thankfully, she got an extension, but no one ever came to pick those essays up, and our librarian had to deliver them. If our staff wasn't on top of it, would our students have been disqualified? Another huge concern is our top three students who are supposed to have guaranteed seats. Is that guarantee for three spots at each of the specialty schools or three spots at any of the specialty schools? Is that the highest performing in our building or the highest scoring based on applications? The policy is unclear and no one has been able to offer us clarity on this. Either way, it doesn't seem to be following or seem to be being

086followed, which leaves some of our best and brightest with no option but their zone school, which for Boushall is Richmond High School for the Arts and Armstrong. Our students face enough hurdles as it is and deserve an equal opportunity to attend the specialty schools. Last year Boushall had 26 initial acceptances. This year we had 10. Yes, there are naturally going to be fluctuations every year, but on top of the low initial acceptances, many of our students are deep on the waitlist this year when historically they'd been in the teens to 30s. Now we're seeing numbers in the 80s or no number at all. This has led to some parents and staff question the fairness of this process and the students questioning themselves. When a parent reached out to Lynn Plevich, Lucas Hostetter, the superintendent, school

087board members Farry, Sherena Cheng, and Allen Gonzalez, she only heard back from Lynn. She's awaiting follow up a month later after Lynn said she would reach out to someone for that parent. This lack of transparency and communication causes a ton of stress for staff, students, and families. While I'd love to live in a world where all of RPS's high schools are equally respected and given the support and resources they need, that is not the reality we are in right now and that reality will never be possible if RPS continues to be opaque with their process and budget. When there's no transparency, there is no trust. Our students deserve better. We need a forensic audit of the budget and we need RPS administrators to be held accountable. Thank you. Thank you. At this time, we have

088closed our public information section and we're moving right into external reports. We have for 5.01 received the quarterly financials from Patrick Henry High School of the Arts. >> I'm sorry, you Patrick Henry School of Science and Arts? Yeah, okay. Uh we are an elementary school. Um just for the record. I'm Michael Kusera. Uh I'm the interim treasurer and board member at the school. And I'm a little more organized than last time with uh the format which you wanted the information. Our cash in the bank stands at $61,487.35. Our fixed assets net of accumulated depreciation are standing at $2,170,617.25. Total assets stand at $2,232,000 uh $104.60. Uh we have uh temporarily Excuse me, I'm sorry. restricted and assets at $228,859.18. Um unrestricted assets at $1,911,328.18. Our net income stands at a negative currently at $9,224.19. Um

089and our uh bless you. >> [laughter] >> Allergic to numbers? Yeah, me too. Uh total liabilities and equity stand at $2,232,104.60. Any questions from the board? Thank you all for your time and your support. Thank you so much. Do Do you need Principal Hudson? Do you care to say anything to the board? Our awesome runner-up. So many updates. Good evening. Uh first, thank you for the opportunity to be considered for the REB award uh for distinguished educational leadership. It is still a surprise, and it's a testament to the wonderful teams of people that I've had the honor of working with in the city of Richmond. And I've been from one end to the other, and I just love where I work. We are proud to announce that we've been partnering with VCU to help students

090from the dance, theater, and other areas of the arts complete internships, films, and other important projects that impact the future educators and city of Richmond residents. We have had the fortunate opportunity to host a resident from VCU's RTR program this year, and she has happily accepted a position in the fall at Henry Marsh. We are unable to have her at our school, but we are happy to train and to let you know that her um resident teacher is nationally board certified twice, and she actually runs the national board certification with another school counselor here in the city and trains us cuz some of us are going through the process on Saturdays. Our students have produced their own production this year through the drama clubhouse and another showcase with the arts ignite instructors during intersession. We

091were very proud of our mighty orchestra for their performance at the fine arts festival this year. Um we have kids on the drums, the guitar, the xylophones, the keyboard, and they are living it up, and they are all under Mr. Godsey, our music teacher. We were able to fulfill another goal, as I mentioned in January, for funding of all field trips in 2026 to 2027. So, at this time, no children have to pay for a field trip next year. Um they have visited so many this year, anywhere from Tredegar Iron Works, which is local, as you know, to the Baltimore Zoo. We have been recently named top charter school for 2026 by Education Insider Magazine and received top workplaces industry award in education for 2026 from the Richmond Times-Dispatch. I'm proud to announce our ribbon

092cutting ceremony is May 1st at 9:30 a.m. We'll be celebrating the recently recognized Amaze Day and the opening of that top floor that we have been looking forward to since August 2010. Over 20 years it's been 2007 since students used the entire building. We will be taking a journey to the top starting with the cottages and moving to the top floor that day and you will receive your formal invitation tomorrow. We want to thank you for your continued support. And just to back up if you need any clear backpacks, we have some at the school we could give to other schools if needed. Thank you so much. Does anyone have any questions? Thank you so much and congratulations on all of those kudos, well deserved. Thank you. Does anybody have any questions on the board?

093Thank you so much. >> Okay, thank you so much. Okay, moving on. We 5.02 received an update from Next Up. Good evening. My name is Tremeisha LaLane and I'm the CEO of Next Up. Thank you for the opportunity to come before you and provide an update on the out-of-school time experiences of Richmond youth and families. We also have some packets for you that provide more detailed information on where we are. Um so, the first slide actually has some pictures we just wanted to share of the numerous opportunities in which we engage not only youth um but also youth program providers throughout our community that actively work to serve of youth. So, the first slide. Youth spend up to 80% of their time outside of school when they're awake. Their awake hours up to 80% is

094spent outside of school. And for every young person that's in an out-of-school time program in the state of Virginia and in our Richmond region, there are four waiting to get in. So, that's kind of where our work starts here with Next Up and the work that we do with the out-of-school time space. Our goal is to continue to be partners with Richmond Public Schools and the youth and families within our community to continue to grow and increase access to quality after-school and summer programs. So, this is just a map that we have right now of the of the Richmond area where we talk about like 35,000 young people that we've documented throughout the community and where they are largely populated within our throughout our community. You see the darker areas are in the Southside. When

095you go on to the next slide, you see that a lot of gaps to access. Although we've closed those gaps within the middle school space and I'll speak a little bit about how we've been able to do that. There are still a lot of gaps and a number of slots and a number of programs that are available for our elementary age youth, roughly 7,000, and our high school age youth, roughly 11,000, do not have slots within after-school and summer programs. So, Next Up's role as an out-of-school time intermediary is really to unite, excuse me, unite and bring together all of the different programs, the work closely with the schools, public agencies, the business sectors, and of course funders to make sure that we have access to quality after-school and summer programs. As an intermediary, we

096hope we hope to continue to grow and fuel the expanded learning system as partners with RPS, the city, and our number of OST programs that we work with. OST stands for out of school time and it'll be referenced throughout this presentation. As an out-of-school time intermediary, our work is kind of around four areas. One, we want to make sure we increase access to OST. We also want to drive and help support improved student outcomes. One of the things that we know from local and national data is that youth that engage in out-of-school time also have better attendance in schools. Um and so that also helps combat some of the challenges facing chronic absenteeism. We want to improve efficiency. We know we have work with a number of program providers, but overall, we want to grow

097and improve efficiency and make sure there's a continuous improvement cycle and process in place as we continue to serve more and more young people. The next slide shows three core areas and initiatives that we currently have. Number one is the Middle School Alliance. Currently, we offer free afterschool programs in all of Richmond Public Schools' seven traditional middle schools. And that is through a partnership that we work closely with YMCA, Boys & Girls Club, Higher Achievement, and of course RPS. We also offer the Positive Development Initiative, which is um sponsored by the city. And that provides free programming for youth aged 11 through 19 and throughout our community. And there's also a neighborhood initiative Southside, which I'll expand and talk a little bit more as we go along. Our work is in three core areas. One,

098we believe in quality data tracking. You all want to know how the program is doing, how young people are doing. And so we monitor and track the data. We have a RFP process. We vet all of the programs that apply to be a part of the of Next Up. Um and we also gather information on student and parent feedback as well as program provider feedback as we go along. We We offer capacity building support for all of the programs within the network, which includes things like trauma-informed care, um child abuse training, um as well as things like social-emotional learning, which is a key fundamental component of a lot of the programs that we offer. All of that training is provided free to all of the programs within our network. In addition to that, we also

099have advocacy and out-of-school time support that we offer. Um we're really um grateful and excited that this year we have a youth program locator tool. Youth and families from a click of the computer or through their cell phone can now go online and look at all of the programs that are available after school and the summer throughout the community. Um we also gave out palm cards over the course of the summer last summer that were translated in both English and in Spanish for our Spanish-speaking community, especially looking at increasing um access in the South Side. And we have a citywide calendar of free community events for youth and families throughout the year that they can have access to from our website. Our goal ultimately is to make sure that out-of-school time becomes a local, state,

100and national um um experience for all our young people and it and really is elevates that level of importance. So, the next slide really speaks to how the journey of our work has grown. We started um around 20 We started in 2013. At the end of 2014, we were in Henderson Middle School. We had roughly 16 program providers and served about 130 30 young people. Last year, we served about 1,871 young people and we had 140 um youth programs within our network. So, let's fast forward to see where we are right now. The next slide looks at our reach. The purple circles really speak to um the youth that we serve that are in Quality Sites Track areas throughout our community. Um there's a even number of roughly of males and females served, which is

101also unprecedented within the out-of-school time experience. So, there are opportunities for both our male and female students. Roughly 70% of the youth served are age 12 to 15. Um there are 63% from middle schools and roughly 32% from high schools. The average income of the families that are served uh is less than $50,000 annually, which speaks to the need, once again, of free after-school and summer programs. Next slide. So, this gives a breakdown of the out-of-school time experiences. There are currently 158 youth organizations that work with us in our network. They offer free programs, 162 free programs. Of those free programs, 92 of them are offered in schools. 70 of them are offered throughout the community settings. 33 are part of the PYD program, which is funded by the city, and 23 are part of

102the summer PYD experience. If you look at the opportunities, they vary. So, we have a significant number of arts and humanities programs, leadership and career readiness programs, sports and health programs, and of course STEM programs. One of the things that we heard from youth, which echoes what I've been hearing in the conversation of you all today, is more more STEM. Youth desire more career readiness opportunities. They're also asking us for more STEM opportunities, which is another opportunity for us to kind of think through how we can work together with RPS to increase the STEM experiences for youth, not only within school, but also throughout the out-of-school time experience. This year, we have set a strong goal to move beyond that 1,800 youth served last year. We want to serve 935 youth in the middle school

103space, and roughly 1,000 youth throughout our community settings to give us a grand total of 1,935 youth. And we're getting close to that, and we're really excited. We still have the summer to get through um and the last session of our um academic year programs. The next slide gives just a uh the I talked to you earlier about the program locator tool. So, this is the palm card that was given out. We partnered with RP RPD um and also um the Richmond Public Schools um limo limo and this was distributed throughout the community last year to raise awareness to youth and families about the out-of-school time experience that they can get because we know that free access to free child care is huge. And we also know that unfortunately the school day ends um and

104parents and families are still working. So, we want to make sure that our youth not only have space space space spaces to be in, but also have opportunities to grow and thrive in the career paths um or um sports programs that they really care about. You can slide down a little bit a little bit more. So, the Middle School Alliance um just kind of breaks it down a little bit more. Um it is a partnership in which Next Up serves as a backbone. We work closely with RPS um throughout our seven Richmond Public School sites. We coordinate um with program providers and plug them into those sites. We make sure that everything is in place including background checks, etc. And we um listen to the voices of our young people and make sure that they

105have a role in selecting the programs that go into their schools. Also, there's a community um vetting process so that community leaders can kind of read all of the applications that come in and help us to vet them. Um important thing to note this year alone between PYD and um MSA, we received roughly 200 applications for $3 million. So, there is no shortness of all of of people that are in our community that want to give more quality programming to the young people. Our goal is to think through how we can grow and expand that and get more programming and more places throughout the community. If we look deeper into the Middle School Alliance space, just to kind of give you an update on where we are right now. Um, we have um currently 997

106youth registered for the middle school Alliance, 849 enrolled, and 759 active participants. This data this data is of um the current Excuse me, the last session was the winter session. So, we are in the middle of spring session right now. That's why the data is where it is. It's not our not our final numbers for the year, but we will make sure at the end of the academic year you all have an update on the actual final final numbers. Another thing to note is the average daily attendance for the youth participants is 76%. Our goal is to make it 80%, but this is definitely a huge step in the right direction. A little bit about positive development initiative and the programs that are available during the academic year and over the summer. With that, I

107just wanted to highlight for you that one of the things that Chief Edwards mentioned from the Richmond Police Department last year was that was a 65% um reduction in youth gun violence and crime. And he also attributed to the number of out-of-school time opportunities that have grown um across the community. And so, that's a really important thing to note and take into consideration that out-of-school time is also a prevention strategy working closely with our community and our youth and families. Um looking at the neighborhood initiative Southside, that was specific work that was tailored to the Southside given the gaps in programming and the number of youth that are actually residing in the Southside. So, we developed the neighborhood initiative Southside in partnership um with um the city of Richmond and several um youth cross-sector organizations

108that we work with. Um we've done a lot of outreach to the community um making sure that information was available in multiple languages. We also hosted Lights On After School, which is an annual event in the Southside this year to raise awareness about the out-of-school time experiences. And we created what we call a trifecta last year. So, we were able to work closely with Lucille Brown, bus kids from Lucille Brown to um Boys & Girls Club and make sure there was also translation from Lucille Brown into Liberation Resource Center over the summer so they can also have continued access to out-of-school time experience throughout the year. Um the next slide just gives you um some of the programs that we're funding through the school year '25 and '26 and summer '26. These are not all

109of the programs, but just just speaks to the diversity and the number of out-of-school time experiences that we offer. One thing to note is a lot of the program providers are small businesses, grassroots organizations. They speak to the young people about some of the things you all talked about earlier, like financial literacy, um and they're talking about owning their own business, etc. So, all of that is included in the sessions, including important enrichment opportunities like social-emotional learning experiences for the young people. So, on to lessons learned, I mentioned just now we have a mix of mid-size grassroots organizations. We're really excited about that. We're excited that we've been able to track um the in continued um improvement of the out-of-school time experience for our young people and learn from where they where they are saying

110that they want more of. And we hope moving forward in our new strategic plan, which we'll roll out in July, that we can aim to kind of think through how we increase more life and career readiness as well as STEM opportunities to once again continue that partnership um with RPS to do so. Um we also are looking to think through additional changes and challenges. We're we're finding a lot of the challenges that the program providers also mentioned this is a tough time for everyone, not only the schools, but everyone in general. So, as the cost of programs are going up, unfortunately everything tends to be flatline right now. So, we want to make sure that we're supporting programs. I actually unfortunately was notified this week of a program that has been long distance in the

111city of Richmond that will no longer be in existence that serves young people. Um and so, we want to make sure that we continue to think through how we support the out-of-school time programs. Thank you for the opportunity to come before you and speak to you today. I am open for any questions or comments you all have. Thank you for the continued support of RPS and the RPS team in helping to get us to this point within our work. Thank you. Thank you so much for your presentation. As a long-standing partner of RPS, we appreciate your continued dedication and work and what you do is um it's very, very complicated, but needed. And so, we thank you for your continued support. Ms. Ficara. Thank you, Madam Chair. Thank you for this presentation. Yes. I was

112just wondering if it was possible to get a breakdown of enrollment at all the schools, just so we can see yeah, the numbers. Um you know, I know Dogwood is in District 2, but also just how many students are enrolled in all the other ones. So, Yes, we can share individual information with you all on enrollment. Thank you. Mr. Farouk and then Mr. Jafari and then Mr. Hedgepeth. Following up on Ms. Ficara's question, I'm just doing some rough numbers. 162 programs, given how many students you say were served in this presentation, it seems to me like on average our programs are small, serving between 9 to 11 kids. Is that true? >> There are some programs that are a little larger. There are some sessions that are a little smaller. Well, I should say you

113might have um some programs serving between 12 and 25 young people and there are some larger programs too. It really varies in size based on the experience that the young people are engaged in and whether it's actually in a middle school or in the community over the summer or during the academic year. Another thing to note with the middle school alliance experience there's different sessions and that's because our youth also engage in sports or whatever or leadership opportunities within their school. So they may be in spring session with next up and they may be in a fall session playing. I'm sorry, what's the fall sport? Basket no football or something like that. I used to be a cheerleader I should know that but I know. And the other question I had is definitely hear what

114you're saying about the challenge rich funding with funding. I'm curious if you just roughly for OST programs roughly speaking how much of their funding is dependent on government versus private sources? For OST I cannot speak for each individual organization because there's so many. >> speaking. That's hard for me to say because like you we have larger youth development agencies that are part of our network and of course they are attached to national dollars and you have the smaller grassroots programs and organizations. Our funding we do have a large amount of our funding that comes from government spending spending government sources excuse me and that's a combination of dollars dollars for us goes directly out the door mostly right? And so when we think about the funds we get for positive development all of those dollars

115the 850,000 we get for that goes directly to programs. Next up doesn't take any of that. So a lot of the money that we take on is almost like a pass through going to the programs. The programs are awarded small amounts. So it's not like we're cutting huge checks to a lot of organizations. You might see something as large as a 50k experience for something that's more in depth and dense and over a longer period of time and you might see something as small as like a couple of thousand dollars um for that experience. And so, it varies. And I'm sorry I couldn't have more clarity than that. >> Mhm. The last thing I'll say is it's troubling to me that the funding has been flat because while currently the economy might be fragile, over

116the last five, six years, we've actually had robust economic growth. And so, if during a time of robust economic growth, the funding was flat, it's not going to suddenly increase as the economy gets weaker. Uh I mean, to me, that means that our funders just haven't been stepping up, uh which includes both I think that means we have to look at how we collect taxes and how we get more funding from the private sector. So, thank you for your time. >> Yeah. Well, one of the things I will say that we we're rolling out a new strategic plan in July. And one of our goals, I actually put finance in it. And so, it is to make sure that we're looking at diverse um funding opportunities and experiences for um for the program providers. We

117also offer part of our PD is sessions on how to write a successful grant. And so, in addition to the funding that they receive from us, we also encourage them to be able to go and write for themselves. Right now, though, unfortunately, locally, you see a lot of folks um there's crumbs. A lot of people are going after crumbs. And this is not a new thing. This is historically a thing that we have. And when you think about the number of We've got done a lot of growth within the last 10 years. Culture and Art in one school, you know, um and then that small numbers, it was 16 program providers to over 10 years later having 158 program providers, although funding has increased dramatically over the years, we still are underserving young people overall.

118If for every one youth in a program that desires to be in out-of-school time program, there's still four waiting to get in. And that is not a Next Up data point. That is from Afterschool Alliance, which is a national organization that we work with to do the regional data for our community. Thank you. Mr. Chambers. Thank you, Madam Chair. First, I just want to apologize to you. I needed to attend to something that was urgent. So, no disrespect intended by by leaving the desk. I just wanted to thank Next Up for the incredible work that you have done over the years. When I first came to Richmond, it was one of the things the community was most proud of to share with me, and so I'm I'm incredibly grateful. I'm I lament the moment that

119we are in and the funding landscape that that we are all facing. I know you have worked incredibly hard to do everything that you can. And I certainly wish we could do more, but again, I want to uh just recognize the incredible work that Next Up has done. My own children participated in Next Up as well when they were middle schoolers at Henderson, so I know firsthand how valuable it has been. So, Thank you, Mr. Griffin. Thank you, Madam Chair. First and foremost, thank you for coming and sharing this detailed information. I just commend Next Up for the work that they've done in trying to reach out, particularly with the OST program. Out of school time is critical. What's happening to our young people and for them to have some place to go that's positive,

120and also to be able to identify providers that you can feed into who themselves can they they can empower themselves basically to serve the community. I I did have one question. I was looking at slide 11. Mhm. And out of curiosity, do you have any sites south of the river? While I am interested really in the eighth district, I'm really interested as well in the south side as a whole. Are there any locations? I don't see any highlighted on this map. Mhm. Are you looking at the program locator right now? >> Yeah, the program the youth program locator. >> Is that the spring um spring break opportunities or the afterschool opportunities? Because the Afterschool or no near? So the the map the program locator tool map when you look at it right now, it just

121shows the programs that are currently in session right now. So it doesn't show all 158. It just shows the programs that are currently open in a session right now. Um but yes, there are programs that are available in the south side. And if you um there is um a tab at the top where you can kind of identify and see the ones that are there, but there's also a listing on our um website that has all of the 158 organizations listed on our website. Okay, so this QR code it stand that's where it take you to that? The QR code will take you to the map which has the current programs that are enrolling right now. Yeah. Shortcut. Any kind of shortcut to actually get to so that the people in south side areas and

122constituents can know how to directly get there and and see which locations are nearest them or what they can access. >> Mhm. That's on the website then. The the summer for the summer experiences, that will be updated shortly. So if they're looking if they're looking for the academic year experiences because the academic year's about to end, you only see what you see right now. But for the summer experiences, they're going to be updated shortly in the system and so all of them will be populated and you can see exactly who's offering programming this summer in the south side and as well as throughout the community. Great. And you just make sure that we have a way of finding that out in the system. Yes. I'll make sure you all have it. >> Okay, thank you.

123Thank you. Mr. Hedgepeth and then Ms. Burke and then Ms. Holton. Thank you, Madam Chair. Thank you so much for this work that you're doing and for the presentation. Um, I have to say I agree with with others that it's a pivotal moment when we have to beg for crumbs for taking the best care of our kiddos. Um, so thank you for for doing what you can with what you have and wish that there was, you know, much more uh to go around. I I have a question about or two questions about um the data on page on page 14. Mhm. Um, would you be able to um explain to us the difference between what it means to be registered, enrolled, and then an act like what is what is it qualify as an active

124participant? Um On the database. Um >> [laughter] >> Good evening. Um, so the registration that you see here, that's when we start the school year. From the beginning of the school year, the beginning of the fall session, that's when the teams are in the schools recruiting students and we're just like, get registered. So when um Dr. Lamy talked about like the different programs that are going on outside of Next Up program, students can register in the beginning and they don't have to worry about registration each session. So when fall comes in, then they go enroll enroll spring, they can enroll and then that number increases. So it's like we're starting with getting kids registered so they don't have to worry about it. When spring comes around, they're like, "Did I register?" Yes, you did register.

125You registered in the fall. And then you can just enroll in the spring. So that's why there's a discrepancy in those numbers. And active participants, we like to count unduplicated participants by um more than you just attended once and never return. We want to make sure that students are actively participating in programs because we know that that the research shows that the more that they are engaged, so I think 30 days or more is what the research says and um that's when we're going to see the impact um after the 30 days. So, we track active participants, not just the students who came through the door once and out, but that they're actively engaged in program. Is that clear? Thank you. Yes, and and then so for the uh it sounds like registration is let's

126get us on the list. Yes. So, that way we are in the system, we have the the notifications, and then when there's a program that suits us, we enroll in that program. And then uh if we go and attend the program for multiple days, then we're considered active. Correct. Okay. Thank you. And then my one other question, Madam Chair, uh is uh you uh mentioned the uh average daily attendance is at 76%ish and that your goal is for 80%. You had mentioned that 76 that that was a relief. Uh I wonder if is that What What does it look What's the data look like previous years? Is Is this a Is this a higher number? >> higher. Yeah, last year I think we were around 74% um and so this is a um increase from

127last year. Yeah. Thanks so much. Appreciate it. You want to see roughly 80% of high or higher on ADA. Um and so we try to model that same thing with any out of school time experience, especially with an MSA because we know if they're in MSA, they came to school that day. Um and so as much as possible we can align on that, that was great. Thank you, Ms. Burke. Thank you, Madam Chair. Thank you for this report. I've always been um a supporter of of Next Up from the very beginning. Just the last couple of What is it? Night Out Night Night Out? Lights Out or Lights On thing. Yes, yes, enjoyed so so Um I appreciate on the flyer inside of the the booklet that was given to us regarding what from your

128survey that was given that more parents would like to see high school programs as well and I'm sure and also um I want to go back to what I think Mr. Jafari asked but someone asked maybe Mr. Todd the breakdown of I'd like to see in the East End how many students are engaged. Now what I'm concerned about your programs have always been of great quality. Students enjoy, parents enjoy and having conversations and I really got connected with that years ago during COVID. Mhm. Because you all's program continued. I think that was before you came on board but parents whose children were not involved for whatever reasons would call from all over the city, I want my child in that creative whatever a program. So I commend you on the um quality of programs that

129has been offered especially as I seen the booklet on page 10. This is a lot. But every program that's listed I would be very pleased if my child, grandchild, family member, whomever would be involved. What I'm trying to figure out is I'm looking at your donors and even seeing the Virginia Department of Education something has to give in order to increase this number and I commend you for supporting our middle school students because behaviors that lead on to high schools really start at middle school. They're on the edge of elementary but middle they just began to be robust. Middle school is one of the hardest age groups ever. Um and then >> Okay. But moving forward what my ask is what can we do in the community to be a better support so that more

130children can be in the students can be in this program because we're lacking thousands. Is there anything you want to support with some flags or What's what's your what's your plan of action to get more funding? More funding. >> More support. What do you need? Okay, so um since I have been um thank you for your unwavering support ever next up, but since I've been in my role for the last 2 and 1/2 years, we have celebrated um Lights On Afterschool as a citywide event. That event will take place in October this year. You all will be receiving save the dates shortly and we would love for you all to come out. That is a national afterschool advocacy day. That's hey, we need more out of school time. We're really excited cuz we're going to

131be working really closely with a lot of the youth leaders across our community and they're going to be helping to play more critical influential roles with throughout that program and there's going to be a host of program providers that are there so youth and families can walk across the to different tables, learn about those programs, um learn about how to enroll and get engaged and that's whether it's um a program offered afterschool or a program offered over the summer. The event is completely free. It's free to programs that want to table. It's free to youth. It's free to families. There's food provided. There's activities for the whole family. So when we share that out with you all, if you can also help to share it out throughout your district, that would be great um in

132helping to raise awareness. Um and I am constantly talking on every level I can locally, on a state level, and on a national level to seek sup- support and funding. We are We have diversified our funding streams, but as the number of programs increases, our growth has to financially. It has not increased at that same level and so that's all we're saying, a little bit of the flatline. So um if you've seen it as a success or you've seen and heard from your community that it's um been great opportunities, hearing those stories is going to be really important and critical. Um this next wave of our work next year is really moving as we move forward is really going to be about storytelling. I want to hear the good, bad, and ugly though. Like let

133me know what's working, let me know where we need to do more work. We sit we consider the school board and RPS partners and all of this work. So if you don't like something or you feel that the number should be higher in your particular school like it's okay to call us up and let us know what you think. If you want to walk through, it's okay. Let us know. Like we really want to make sure that we have a really strong relationship because it is going to take a Herculean village effort. Um and I believe we can all do this together. We're better together. Thank you, Ms. Holton. Thank you, Dr. Lemieux. Great presentation. It's so exciting to see the work you're doing and I just want to applaud the that upward slope in

134light of all the challenges and I know that in recent years well in the in the last year and then again this spring we've seen real threats to some of the federal funding that supports out of school time work. I believe the the current um at the federal administration has proposed zeroing out out of school time budgets again and I'm sure that money trickles down to you all in your programming and that if that were to be um upheld that would be a huge impact. So the advocacy piece that you're doing is incredibly important and anything we can do to help support that I hope you'll let us know. Um I had two things I wanted to clarify and one is I just want to make sure I'm looking at that use that QR code

135it took me to your website and the program locator it just looks great. You've got all kinds of offerings all over the city. But the summer programs aren't up yet. So I got that right, right? So we should be promoting in our communities very soon the signing up and that same QR code is the way to find options for the summer. Yes. >> So, as soon as that's up, if you'll let the superintendent know and he can let all of us know, then we can make sure our communities know and help help you get the word out. I'm sure you put it on social media every which way. But, anything we can do to help amplify that message. Um but, am I right in understanding summer school summer options not up yet, but up soon?

136And the information will definitely be coming to you all. Excellent. And And I'm sorry. And may I add to something you said that I did not mention that is really critical. Um Richmond has several 21st Century programs, which offer out-of-school time. That funding for those programs is threatened this year. If there's not a clear path forward, we're going to have a reduction in the overall out-of-school time experiences for our young people. I believe within our school district, a lot of those opportunities are within the high school space, a space that is already fragile and critical. So, next up is seeking dollars and raising um I'm going to be raising dollars to have more high school programming anyway. But, with that cut coming or potentially coming, it's going to be hard and challenging for us to

137make up those seats, just FYI. So, let's partner together to stop those cuts if we can, right? >> Yes. Um um the um the final thing I wanted to ask you about is as you know, we had to make painful decisions in the budget that we as a school board adopted for RPS. And if I understand correctly, one of those cuts was to transportation and security that we provided in kind to after-school programming. That includes your Next Up programs, am I right? >> Yes, that includes Next Up programming at all of the seven traditional middle schools. Um the data that we have, roughly 74 75% of youth across all of the schools say that they need bus transportation in order to get to and from the out of school time experience with some schools 90%

138saying that bus transportation is needed in order to for them to continue to have access to out of school time. So, um that >> So, can you I'm sorry, go ahead. No, so that that's critical. Yeah. So, can you tell me what are are you aware of any options that are being explored to replace that lost funding so that those students can get to those programs? >> One minute. >> And in particular, is is any are there amendments being proposed at the city budget level that might help address that? Or are there other efforts going on that we can support? Anybody want to take that one? Okay. Yes, I do know that Dr. Newville introduced an amendment to restore the $700,000 that would fund the transportation and security. Um and I believe there were one

139or two co-patrons on that. So, um has a decent chance of success. So, just by way of follow-up, if there's anything you're aware of that we can do to help and and obviously that I'm hoping and trusting you're doing everything you can to get the word out. It helps support those efforts. Um I've I've today it I know and I see that we have a overwhelming support of the out of school time experience, which is amazing. If you can make sure that that is communicated, however you see fit, um to city council and to members of the city, that would be great. Um and if we can continue to think through accessibility and general overall um working in collaboration, I think that that's going to be huge, too. Mr. Hedgepeth. Thank you, Madam Chair. This

140is maybe for the superintendent as a follow-up on Ms. Holton's question, Superintendent Chambers did a a Council member uh Gibson also propose um a uh 4-plus million dollar uh amendment to fulfill our full fully fulfill our request for funding for this year, also. I believe she did. There were several amendments put forth by Council um I believe one from Ms. Gibson, Dr. Newbill, I believe Council member Trammel, and Council member Abu Bakr. Um I think I have all of them, but I will double-check. Thank you, Mr. Chambers. So, I think that may be our marching orders then are to most definitely advocate for the amendments uh that uh Dr. Newbill and Ms. Gibson uh put forth for RPS funding, so that way not only can we uh fund transportation for Next Up, but also for

141RVA and the other things that we're also worried about not funding. So. Thank you for that conversation, too, and that question, Ms. Holton. Um as you already know, I am um a huge supporter of Next Up. I believe in the program and what it provides to RPS, and more importantly, our families um who as you've shared, they are still working when school gets out. So, having these opportunities are extremely important. This is a line item that was in our proposed budget as a reduction. Um my hope and desire is that our um City Council members really explore the amendment that um President Newbill has put before them, um and allow for it to move forward because we understand that transportation would be a huge barrier if we it is not restored. Um but also to

142share with my fellow colleagues is if um they are unable to at the city level we we could very well look at um areas where we could perhaps add it back that is within our authority. And so I just want to um have that in the back of your mind. We are hopeful that it does not come to that, but I do believe that this is important enough for us to consider it. And I do know that um there are several city council members who understand and believe the same thing. And I know that we are all partnering in this work together. And so we're hoping that that is something along with RBA that moves forward. Um thanks again for all of your continued support. I think that I I I remember when I first

143came aboard um it was myself and um former board member Don Page. We had a a call with you so that you could break down and give us a better understanding of the 8th and 9th districts respectfully. And perhaps that's something I would suggest that you would do now that we have a a newer board to reach out to individual board members so that they can digest the information. Um but I I thought it would be very valuable for you to come today because a lot of times people don't quite understand the role that NextUp plays. Um and so you getting an opportunity to have the space to have a conversation with us tonight I think helps to make it clear. But that next level of conversation I think would be even um more valuable

144in reaching out to board members separately so that they can understand the support that's being provided to their districts um individually. But thank you for all of your efforts and your time tonight. Thank you, Madam Chair. Thank you, everyone. Thank you. All right. We are moving full steam ahead. 5.03 receive Head Start training. Good evening. Good evening. Glad to be back again. >> Good to see you again. Hope your travel was well. It was. My preschool self is asleep right now, but I'm going to wake up and we're going to do this and we're going to do it fast um, so we can stay on track. Um, so this is your Head Start governance training. Um, and I'll just say next or whatever we need to to keep this moving so we can get through

145this. I am Tanya Dennis. I am an early education consultant um, contracted with you all to provide this training for you all so that you can be in compliance with the Office of Head Start. Um, you are required to have this training annually. Um, and we hope to see in the future additional trainings being offered to you all not only about um, Head Start, but how you can partner in these interesting times um, cuz one of the things I kept hearing in the back is funding. That's a big conversation on the table. Um, as we go through this training, I'm going to challenge you to think about some of the new initiatives that are on the table with Head Start and where we are. Um, one of my personal plugs that I'm pushing this year

146with all my grantees that I'm working with is we, the people, W E E, the people, young people. And that gives us to thinking about how do we grow the next individuals um, that will be leaders in our communities. Head Start is a federally funded local design initiative that has been around since um in our programs. And um with that, again, we are federally funded and local designed early education and care program. We are not free. We are a no cost program. Free is not free in this country anymore. It costs us a lot of money to do what we do. Next slide. Um Office of Head Start, again, uh funds um about 1,600 agencies um across the US and we currently get a little over $13 billion annually to serve um our young children

147throughout our communities. Your grantee um gets a really nice little chunk of money. Um if you don't know, but um I will share with you. You get $8.4 million to fund your RPS program that serves 513 children in that program. Um with that, currently as of today, you are fully funded um with your children at program and you've met your 10% of enrollment with that. You also get an additional $1.4 million to fund your Petersburg program um that is funded for 136 children um in that program. So, um with that being said, next slide, under this administration, um hopefully as you're working with your program specialist, um the your um content team, um as we move into our next funding years, you will see Head Start probably going to flat fund us all, but they're

148going to probably give us a little bit of cola money. They are announcing to the um through the program specialist and to um the your fiscal departments of if there's going to be a cost um a cola to your programs. There's also on the table right now opportunity to request a one-time funding if you need some upgrades around facilities, playgrounds, transportation, um programming, and staff. So, um with that I know you're like, "Ooh, I'm making you happy tonight, right?" Um with that. So, as we're you're thinking about where we are in this, um we you know, um in Project 2025, Head Start was not written into that budget. Um but there was more conversations bigger than us that allows us to still be here. We are still not out of the clear um with things,

149but what we know right now, they're still talking flat budget, a little bit of cola money, and those one-time funding initiatives on the table. We will be turning 61 this year, which makes me excited. So, we have been around as a Head Start alumna, I get excited when I talk about Head Start and what we can do in our community. We are bigger than offering child care to our community. Head Start is about community development. And that is going to be one of the things we're going to challenge you as the governing board as well as working with your policy council to rethink what will the next 60 years will Head Start look like. You got to start thinking about that because again, in this economy, we are seeing the impact of what kids can

150come out to be if we have great Head Start experiences. Next slide. Um with that. So, um with this, there's fun facts. You will get this whole long lengthy PowerPoint as well in that. We know Head Start works when we work. I'm not going to go through the big um presentation cuz many of you have heard that spiel in the past. Um with that, but we know that we work when we all work and we show up and give it our our all for our kids. We serve expecting families all the way to 5 years of age in our program. Our goal is not to get children ready for kindergarten, and when I say that to people, I upset a lot of people cuz that's not what we're called to do. We only have one

151performance standard that talks about kindergarten, and that's the kindergarten transition standard. Our goal is to provide high-quality early education and care experiences for young children, focusing on social and cognitive skills. We know that by the time that child is 3 years of age, 80% of his or her foundational of brain is laid. By the time they are 5 years of age getting ready to enter into your public school systems, 90% of their adult brain is foundational and framed of whom they might become. That is huge. So, when we look at adults, many of us are walking around and we're 8 years old in our adult bodies. We're making life decisions as adults. With Head Start programs, we can change that outcome for our children through things like brushing your teeth, family-style dining, having story time,

152taking a nap, eating nutritious foods, singing songs, having a conversation with adults that are nurturing and interacting and engaging. These are federal laws that require that you do these things. This is why we're called for a great charge. When we're charged to serve this many children, Head Start is expecting at least 700 children every year in your community to have a robust experience that is going to grow them to be amazing leaders in your community. So, it's not an accident that they take each one of those performance standards that they require that you know and understand that each one of those performance standards are backed by a minimum of 10 pages of research evidence-based information. That's powerful. So, being nurturing and having relationships with young children, saying good morning, I'm so glad you made it

153to school to us today, providing nutritious meals, having a research evidence-based curriculum, doing screening and assessments, engaging parents in programs can change not only the life of that child, but your community. So, we're committed to that school readiness. We're committing to moving any barriers or burdens that may impact that child from growing up to being a productive citizen in our programs. We're committed to health and wellness of our children. So, we're committed to mental health, physical health, nutritional health, cognitive health, financial health, spiritual health of our children in our program. Head Start believes in feeding you. So, we're going to see in this country as food supplies get a little bit more challenging to get from children and families' tables at home, it's going to get a little tricky how you're going to be able

154to feed these children in the cafeterias. So, that means this board as well as the policy council and your parent committees need to be having conversations about the food. I'm from North Carolina. We have a $68 worth of agriculture that grows in North Carolina each year. We're your neighbors. You're going to have to start thinking about how you can get local food to feed our families cuz it's going to get harder cuz gas prices are going to go up. We're going to have to start talking about how we're going to take some of these yucky playgrounds that y'all have here and put some gardens on there and they become community gardens. There's money on the table right now to get there. Yeah, right? So, we need to be thinking about how we can partner with

155community agencies that make beautiful playgrounds that are available throughout the year and they have gardens there, but they can also can be space safe places for children to go play and run that keeps them fit and well. But, we can also bring parent and staff education to those playgrounds on the weekends and the evenings for our children. So, that means your work is getting ready to get even more challenging as you're looking at your grant application. One of the things Head Start is challenging us to do, not do what we've done before. They want innovation. They want creativity. They want to see our families more involved in these decision-making processes. They're asking these questions and I'm going to show you in just a second what that means. They're also challenging us to rethink that family

156model of how we're doing things. Promoting more independence and inter-dependence with our children as well as our families, as our staff and our volunteers and consultants. So, we need to see their voices more. So, that means you should be getting data from surveys at this point of the year of how that year went. You should be literally going around and some of the things I've heard you tonight as you're talking about going to events, we should see you in our Head Start programs a little bit more. We should see y'all taking bus rides with preschoolers to see how that goes. It's not fun. Trust me, I do it a lot, right? It's really cool cuz they can't hold those clear book bags that y'all are talking about. The law says that they can't have anything

157in their lap. But, when I'm a 3-year-old or a 4-year-old and I'm fussy and I'm on that big orange bus, that's a tuna can that's really cool cool going down the road, that child needs to not only be physically safe, but they need to be emotionally safe. They need to know when they come to school, they're not just getting processed food. They're getting really good wholesome food that allows them to sit to be able to be engaged. Cuz see, they eat that stuff from the Dollar Tree and the food and the Dollar General. They eat the poor quality, high-carb, junky stuff. And then when we push that through them in the cafeteria and then we talk about why we have so many behaviors in the classroom. Well, if my belly is hungry, my heart is

158hungry. When I don't have consistent caregivers and teachers because I can't find high-quality individuals in your community. That becomes an issue. So, if we want to have productive citizens in our community, Head Start gives you the playground and the play space to grow healthy and quality. How you choose to spend your time around this table, being educated, enriched, and empowered about what Head Start is called to do, a bit charging your community, can produce good outcomes cuz Head Start grows greatness. Head Start works when you work. Next slide. So, here's a few faces of some Head Start alumni behind you. We grow greatness. And I get excited. We had to cover up one because he was in some scandal for a bit, but Head Start has grown and produced over 33 million alumni. And if

159you're in this room and you had the experience of Head Start, you should be in our registry right now, cuz that matters in in this playbook of economy right now. We need to know where all of our Head Start kids are. Because they sit around this table. They're owning businesses in your community. Those are the landlords. They're the people that sell me my Kia every couple years, cuz I like my Kia car, right? They're the people that's in the grocery store and the farmers market. They're the people that do our hair. They're in our medical community. So, we need to know where our investment goes in there. Not just in sports figures and Holly people Hollywood people. But we need to know the everyday citizens who have had the experience of coming through our PS

160Head Start program. Cuz if you invest now, they invest later in your program. Next slide. So, your call is to be conscious as a board member. So, you are fiscally and legally responsible for everything that goes on in Head Start. Even down to the crayons you choose to buy. Who you put on staff and payroll. The policies and procedures. The forms that the families fill out. How they get enrolled. The meals that they have. Even the cots that the kids get to sleep on. The curriculum. How we choose to engage families. You're even legally and fiscally responsible when you see a Head Start family to say thank you to them. It's in the act. So, you have to be a conscious board member and understand that through this training, hopefully you're going to be able

161to carry out your job in a legal and a fiduciary, that's a big word for me, um as a leader in here and how we promote success in our program. So, as you are getting information, hopefully in your board meetings about Head Start, you should always be asking, "Does Head Start work? And how can I help continue the great works that we do?" Because when you're looking at third grade data, you can't look at just third grade. You got to think about that 3-year-old. Cuz what we do to that three grow three-year-old greatly impacts how they're going to show up in third grade. When we're looking at our data of ninth graders and these awesome kids who were student ambassadors today, um testing the waters to be future leadership, it starts before they're five. The

162research shows who you will be and whom you might be is formulated by the time you're eight. So, everything we do to that child, with that child, in that child greatly starts with you as the board member. No worries, my friend. Um as we go through this. Next slide. So, you set the program's pro um goal. So, the last couple days I've been here training your governing board. With that, I had to share with them, they're the neck of the organization. They drive the direction in which you make for decisions fiscally and legally how they do what we do. Our parents, each of our parents have that right to have their voice at the table to be seen and heard in what we do in here. So, your goal is to help guide that policy

163council to make well-informed decisions, making sure our leadership team puts up great data for you to be able to know where kids are in their attendance, where they are in their physicals and their immunizations. Do your children have health homes and dental homes? The curriculum that we use, is it right children that reflects the children in your program? So, at the end of the day, what we do with those dollars and how you make decisions greatly impact who and what we are in the program. Next slide cuz my time's getting cut up a little bit here. All right, so in here again, you're physically and legally responsible for who you your role is the governing board. The policy council gives the direction. The management team is responsible for the day-to-days. You don't get into the

164day-to-days, but you need to know about the day-to-days in our program. So, that means that you need to get out there and see them some more. Next slide. So, the government government board will that you will receive you'll receive a packet after this as well as a PowerPoint of the full PowerPoint of the governing of the governing board's training. Again, looking at that data to drive the decisions and the direction and how you use your programming. You also be making decisions about your grant. One of the things I would suggest next slide as we're moving through this is to think about what this administration is challenging to you to for you to do. Your grants are written on a 5-year grant cycle. That data is so important. If nothing else, as we're thinking about these

165dollars getting tight, you might need to start conversation about converting slots for your children in our program, going younger with your children. Because we know that after the heels of COVID, we're in our second year COVID, 4-year-olds are going to get hard to find for the next 2 to 3 years. Because we stood 6 ft apart. That's all I'm going to say about that, okay? So, with that being said, you're going to have a hard time filling those 4-year-old slots. And as I told your policy council and some of your leadership, you might need to start thinking about bringing 3-year-olds in here so that they will sustain you for 2 years. But we know to provide services for younger clients in our program, but the rough numbers is for one infant, toddler, or 3-year-old in

166your early Head Start program, it equates to three preschool slots. Next slide and I'll show you that in a bit. So when you're making decisions is driven it drives the dollar and it strive the it controls the the conversations that you're having in here. This slide here shows you the priorities of the office of Head Start. When I talked about that 12 135 billion dollars that they give you, again that that inflatable money that they gave the 85 million dollars they're being very specific of what you do with that money. It needs to go towards staffing but also inflationary things. That means gas. Does that make sense? Food costs that may impact if you're going to be able to give your staff that cola that they're challenging us to get. They're also coming back and

167they're talking about class assessments. So their TA and training supports are coming out to look at quality in classrooms. We know since COVID quality in education has dropped. Because we don't have consistent qualified educated staff in the early childhood workforce as well. So with that interactions and engagement, how teachers are doing instruction and support, how we're showing up in classrooms, our children our Head Start programs are starting to look like children in regular child care. We know through Frank Porter Graham UNC Chapel Hill the average infant toddler um two-year-old has 10 different caregivers every day. That impacts Wells Fargo deposits and over clients, how people show up for work, overdrafts that we have that show it shows up in divorce and marriage and statistic home ownership. So what we do to those children very early

168in life greatly shape what kind of adults that they get. So that means in your community, your governing board, your policy council needs to be working with leadership to recruit and retain the most qualified early educators in your community. That means you work with your community colleges and your universities to invest in them the um going to school. Talking more about the CDA that they need to have. Also, again, thinking about converting slots for the children that you serve. Next slide. We know that early education costs. This is a slide that proves that point. To have an infant, toddler, 2-year-old in our country in an infant toddler program, the minimum you're paying there is $25,000. Preschool is averaging about 21.5 if you do the math right to be in our Head Start program. That's a

169lot of money. So, when our families who when I'm trying to qualify them through eligibility, recruitment, selection, enrollment, um and attendance, which is the ERSEA process to get in our program, some of our families are showing up and they make $18,500 a year. $15,000. So, their going to work costs more than their child care. We have single and married and dual families out here that are working that not only go to work, but they're DoorDashing with their preschooler in the back of the car to get to our Head Start programs. They DoorDash when they get off at 2:30. And the babies are sitting in the back of the car. Because they need every dollar. And as gas gets more expensive, families are going to choose if they come through your door or stay home. Personal

170hygiene products and food versus showing up at school. So, that model of how we do Head Start may need to have more conversation with the governing board and the policy council and your parent committees. So, that means you might have to do some focus groups so that you know what the needs are for your youngest um citizens um in your community. Next slide. This means you're going to have to engage your families more. One of the things that the Office of Head Start is asking now is where the fathers? Because we got a lot of grandparents in Head Start. We got a lot of absent parents in Head Start. We're required to serve the most needy, the most vulnerable children and families in our communities. We're seeing an uptick of homelessness, which is going to

171qualify more kids in your program. We're seeing an uptick of disabilities, which is going to qualify more children in your program. We're going to have more families coming through that are in foster care. A single child is a family who's in foster care. You're going to have more immigrant families coming to our door of Head Start. So, with this, how we engage and maintain family involvement is going to be really critical to ensure that families are hitting those outcomes that we want them to hit. Next slide. We also going to be and you can just kind of roll through these slides here cuz I've kind of put some stuff there for you. But, we need to be showing up at parent committee meetings, policy council meetings um in in your communities to be able to

172support families. Keep going. I'm with this. You need to know the curriculum that they're using. Noticing the activities and the experiences that they're giving to children um in the classroom. Challenging leadership to send you all pictures so that you can see the cool things and the cute kids that make up RPS Head Start programs. Last slide here, if nothing else I've said, no Head Start is not just child care. You're about community development. So, the chat tag you're it for this board is to rethink what RPS Early Head Start will look like and Head Start will look like in the next 60 years. I challenge you to think about community development, asset strength-based services and supports, and leveraging currencies to ensure that all children in your communities are served. Thank you. Thank you so much

173for your presentation. As you speak, every year your passion is just on full display, so we appreciate that. Uh colleagues, the time is is very nigh. We're we're close to 9:00. So, I would respectfully ask if we can keep all questions brief, if any. With that, I'll open it up for questions, thoughts, or feedback. Ms. Burke. Thank you. Yes, ma'am. Thank you. I was looking forward to my booklet where >> It's back here. Okay. We got As long as we get the booklet. >> want We didn't want to take time, so we're going to pass them out and you're going to get a full PowerPoint as well. Okay. Ms. Burke. >> Yes, ma'am. Thank you. Yes, thank you. As always, you are great. Um, and I really appreciate your emphasis on the need to innovate

174and to anticipate the challenges that we're going to face in the future. I appreciate that. Thank you so much. >> closer than we think, y'all. Yeah, agreed. I did have one question about um, you mentioned us perhaps considering 3-year-olds. Yes. Um, how would that look? Would they still need to be potty trained or >> Um, I'm working with grantees right now. Um, the law 3-year-olds are tricky humans. That's all you can say. Um, your your federally funded local design, your policy council and governing board can put a policy in place about potty learning, not potty training, potty learning, um, because a lot of kids are showing up at kindergarten still in pull-ups and Pampers. The average age for potty learning is 18 months. Yes, ma'am. Yes. If a child has a developmental delay or have

175an active IEP, there can be individual conversations about, um, potty learning in that process. So, again, you cannot, um, take away any of the performance standards in which you do early education, but you can create even more stringent policies, um, in which you operate. For example, I'm working with grantees that have put policies in place around bonnets, um, and how you can dress disruptive behavior, toilet learning in children. So, Texas is one of my grantees that I work with. They have some very strong policies and they are zero tolerant when it comes to that. They also put in place when they expect children to be toilet learned when they come. There's parent education there. There's resources. They work with agencies like your Wick and your Health and Human Services. They work with local media transitions

176through their Head Start to ensure families are well informed about this. So, we talk about toilet learning as a developmental milestone. Thank you so much. Mr. Hedgepeth. Thank you, Madam Chair. Uh Thank you so much for this presentation. Uh my question is around uh you mentioned that uh immigrants are um a potential place for us to seek growth. Um I understand from federal federal proposals that that grantees may have a requirement to acquire immigrant status. >> Yes. Uh to qualify for funding. How is that What does that look like? >> So, right now we're seeing where most of the conversations are happening are in our migrant programs. Um grantees and we're seeing a lot of movement in the eastern part of state. So, many of our families are still hiding out in that. So, some

177of our grantees are doing um partnership grants in which they're working and doing home visiting programs with um other agencies. So, they're partnering doing partnership um Head Start programs. So, you can write in and request a um an initiative that is going to be unique to your program and say we're going to work with um a program that's already existing in your community offer that service to zero to five with them. They are having to also show their documentation as well. We're also in that process of if a family comes to our door, we share the information with them, try to get them paired to the right resources to help make sure that they get their citizenship as they're going. But sometimes they're on an educational visa or work visa that may be temporary as

178they're working into that program. The cool part about Head Start, we don't have to process that much. So we don't have to dig deep. It's going to be tricky for you guys cuz you're public school and Head Start. So you're going to have to look at your policies and say which one is the most stringent, work with your attorneys, be able to to to filter through that language. Head Start is federally funded, locally designed, which means they're going to have oversight. They're going to monitor, but they're going to look at how you choose to use that data in your community to drive how you deliver the service, if that makes sense. Thank you. Thank you so much. It's always a pleasure to have you with us. Have a wonderful evening. Thank you. >> Next up,

179we have 5.04. If you could give them to our clerk and she will make sure that we receive them. Thank you. Uh receive an update for the Richmond Aid Fund. Uh Madam Chair, members of the board, Mr. Cameras, I am Ty Keem Cooper. I'm still Ty Keem Cooper. And this is my semi-annual update from the Richmond Aid Fund. Um I think we have some good things to share. So, um Ms. Rizzi, Ms. Byrd, uh Mr. Cameras, we've come a long ways from when I was here 3 years ago and I'm really excited about it. Uh so, in this region, I know we hear always hear a lot about RPS. So, I thought it's really important for us to talk about what's happening nationally in education right now. Less than 30% Less than 50% of third

180graders are reading proficiently. Nearly 30% of students around the country are chronically absent. And uh way too many graduates are leaving without secure pathway or paid work experience, which are things that we think are really important. And so, as most of you have heard me say over and over and over again, in K-12, we always focus on graduation rates. The thing that I think about very often is whether we graduating kids into. Thank you. >> [laughter] >> Uh so, as you all know, about 2 and 1/2 years ago, we had a transition. So, the Richmond Ed Fund is 25 years old uh next month. We're going to celebrate together on May 29th, which we'll talk about in a second. But, we really began to think about ourselves a little bit different than most education foundations.

181And so, and honestly, a lot of nonprofits. Um a lot of nonprofits around the country, this city is no different. But, um I think sometimes they are really passive. And so, what I mean by that, they they come to you all, they go to other public entities and say, "Hey, we need money." And then, they sometimes make what I consider blind investments. Um and so, we are what I call active investors. And so, yes, we receive money. 90 Over 90% of that money we receive, we uh we pass out mostly to Richmond Public Schools. But, we're really active and really engaged. And the model that we were using uh we're calling I'm squared. So, it's really about identifying needs. And so, usually we identify those needs with uh the administration. Um but a lot of

182research, then we make strategic investments. We manage those investments, and that's what I mean by we're active investors. Uh and then we try to scale those those initiatives with the goal of eventually public dollars supporting this. And then, of course, part of our goal is to exit. Um and hopefully those things are sustainable with public dollars. Um I've said this to y'all before. This is exactly the same logic that the Ford Foundation used to launch Head Start, which I had no idea I'd be following as Dennis this evening. Uh so, we see our work really in three pillars now. So, reading, um we I know we've talked a lot about reading here. Uh readiness, and then launch. And so, to give you all an example of like a big investment that we are we are

183currently making in RPS with reading, um we've purchased a license for a new software called Bookelicious. Every elementary kid will make a bookmoji, um which they self-identify with things that are interesting to them. Mine would be a little black boy with uh a somewhat fast car and probably golf clubs in the back. And then, it uses emergent technology to select books that are age-appropriate um that align with my interests. And so, the other part of that is we're going to purchase a book for every elementary student um that aligns with their interests this year. They will also have a list that they can take to their school libraries or to the Richmond Public Library um to select books that they are they're interested in. The readiness pillar, the thing that I hear every single day

184is that um folks aren't ready for the real world. And And you know, I think we always talk about #these kids and honestly, I think it's a lot of these adults as well. Um but how do we ensure, much like the student talked about tonight, that we're really preparing them all the time. And then launch um is is our effort to really ensure, my goal is for um and I know this is you all's goal because you all approved this strategic plan, that 100% of RPS graduates will have a plan at graduation and 100% of RPS graduates will have a paid work experience at graduation. And uh I'll share a little bit more about that in a bit. So, if you think of those pillars as our drivers of economic mobility and then the next

185layer down is what we talk about the levers. Um and so, the thing that I really highlight here is we've all of us have heard it's not what you know, it's who you know. And so, again, this is in your strategic plan about mentorships and such, but how do we help our students build social capital? And so, one of the small ways that we're doing this right now is through our alumni stories. And so, um our students uh our high school students are meeting alums and they are writing their stories and we're featuring it in our newsletter once a month. Um and those kids are getting a chance to to meet folks who are doing really phenomenal things and RPS graduates from around the country. Financial fluency is another big thing that we are really

186leaning into and so um when we talk about these paid work experiences, I want to ensure that all of our students have a bank account as well um where they are receiving the money that they're being paid. We've talked about this before, but uh Richmond is the is the perfect city to to try new things. Um and part of my job is always to accelerate the progress that you all are making um and help tell that story both locally and nationally and we've had some success with that. Um this is the thing right here that you all have began to see this pivot over the past 3 years. Um 3 years ago, every single request I said I think we can figure that out. Uh unfortunately and fortunately, we've been able to do a lot

187of those things, but unfortunately, um that's not sustainable. And so we have to be really really focused on what what's our lane and then empowering other organizations and people on things that might work for them. And so that means that um I don't get to say yes to everything anymore, which is is one of the more difficult parts of my job, but honestly, this is leading to something much greater and um I'll share about that in a second as well. Um as I shared, uh invitations are imminent, but RPS shines will be on the last day of school. I apologize, it will be a longer day because of graduation. Um, but I'm excited about our annual award announcements, and we have some some good plans for you this year. Also, give 804, which was our

188campaign last year, first time we did it. Encouraging folks to invest in literacy in RPS. Um, this time last year this was just a dream. This time this year people are already reaching out asking if they can be involved, and so we're really excited about that. Um, and I think that there will be some other partners who are who will make some announcements to support Richmond Public Schools on August 4th this year. My my ask for you, and then uh one quick announcement. We've This start This conversation started about a year ago. Um, I'd really love some some direction from you all about how we can potentially offer naming opportunities. Um, from investors uh with with school facilities. Um, you all have mentioned before there was some interest, but we'd really love some direction so

189I can be as helpful as possible. And the other thing that I will share um is that I know you all made a really difficult decision. You all made several difficult decisions, but uh one of those was eliminating the the future centers. And um obviously this that work is really critical for specifically our launch pillar. So, we are going to to fund a future center-like program. Um, that will be outside of it they won't be RPS employees, but we are really trying to reimagine that program in partnership with the district um to ensure that this work continues. Happy to answer any questions you all may have. Ms. Rizzi. Ms. Burke. Thank you, Madam Chair. Thank you so much, Mr. Cooper, for this wonderful presentation. Um I guess the only question I have is when will

190we receive your annual report? Or don't we normally get an annual report with numbers and or no? No, we actually we have an impact report that will be uh I'm hoping that it's finished by April 30th. Happy to share that with you, but we haven't had one in several years. Now, we do have an audit um and that came back uh clean, but we haven't had an annual report. Yeah, I'm just asking because, you know, we've received I know I have some questions about funding. You know, I mean, some in your window has been going around and I you know, I'd like to be as transparent with the community as possible. Um and certainly I know what we're doing. Um but there are community members who have questions and I don't know how we quell

191that, but I think it's something to think about. Uh thank you for that. Ms. Rizzi, um all of our financials are on our website um and it's easy to find our 990, which uh for anyone that doesn't know, that's that's like our annual financial report. Um all those things are public. We are a nonprofit organization. We are completely independent from RPS. You know, we are one of the few entities that we don't come to you asking for money. We come to you bringing money. Thank you. Ms. Burke and then Ms. Jafari. Thank you, Madam Chair. Thank you so very much for your report this evening. Thoroughly enjoy your newsletters and the alumni stories are outstanding. Absolutely outstanding. And it's going beyond just what's happening because the last one I read was in an organization because

192the ladies of Powhatan organization wanted to know more about the ad fund. So, thank you for sharing that. My question to you is number one regarding the every student having a finance Excuse me, a bank account. Are there any partnerships you have in mind regarding that? I'm actively working on that. Would you consider Virginia Credit Union? We'll consider anyone who will consider us. >> Because they they've had a program for a while with the local schools and they always say that they never hear from us. I tried to do it in the community a couple of years ago, but they would give the students uh money to start it with. That sounds even better. >> $10 or $20. That's $10 or $20 we didn't have. Yeah, the main thing is my concern is from programs

193years ago at the elementary level that the students put the money in on Monday then come back 2 weeks later and pull the money out. So, I don't know how you're going to go about starting that or what grade level or how that's going to work, but please consider Virginia Credit Union. Um future centers, excellent. Is that going to be in every school or just every high school or I'd like to hear more about that. That's awesome. Thank you. So needed. Yes, ma'am. They will be in every high school. They're going to look a little different. Um currently RPS has had uh one Future Center Navigator in every school. Um I'd love our schools that have larger populations um to have more than one Future Center Navigator there. That's something we're working through now. So,

194when do you anticipate this coming school year? Yes, ma'am. Excellent. And my last question is regarding the investors with school facilities. Would you elaborate upon that? I don't um You want us tell me, please, what you're going to do. Build more schools? Ultimately, yes. Okay. But um for example, there was some interest several months ago for someone wanted to build a podcast studio at the new Richmond High School for the Arts. And so um that was an individual and it's like, "Hey, can we buy all of the equipment and put our parent's name um on the studio?" And obviously, I can never uh I can never agree to that, but I just want to know the best mechanism to um to bring these names to you all to to vet and to consider. We look

195forward to receiving that. Excellent. Thank you for all that you're doing and will continue to do. Well done. Thank you, Mr. Farouk. Mr. Jaafar Ali. Thanks, Madam Chair. Thanks, Mr. Cooper, for the presentation. And I too enjoy the history that's provided out there. I remember reading one little story about a little black boy. I think he was from Bon Air, I want to say. >> [laughter] >> Yes, I too get a kick out of reading those and the historical some of the untold snippets about RPS's history. I love seeing those things out there. Many of those educators have gone on. So, it's great to also see them get their dues, well. But, I did have a couple questions. So, with with regards to the naming opportunities, what what are we talking about like field or

196or the gymnasium? Um how do you envision that working? I love any to explore any and all. Um yes, if could be a field, um I would have loved if I could have shopped the artificial turf uh that you all considered. Um yes, I'm I'm definitely open to to facilitate any and all of those conversations. Okay, um and my other ask was I'm going to go and and of course getting beyond the words, nice presentation and everything, but getting beyond the words, you mentioned not being able to say yes as much as you once did or could. Can you give us a little context to that? Why? Is it all budgetary and money or what are the factors? No, sir. Um part of it is we had to have a more focused approach. And um

197there are people that I respect and adore. Um they come with great ideas and it might be something like, "Hey, will you pay for my class to uh to take an overnight trip to see I double A?" Or it might be "Hey, I'd love to purchase pizza for every teacher in my school." Um a lot of those smaller projects that are undoubtedly important, but when I weigh them against if this is really going to move the needle, um, sometimes I have to say no to those and and I also tell people if if we do this for your class, if we pay for your class to go to see I W A, there will be hundreds of other teachers who reach out with the same exact thing. Thanks. I appreciate that and that's a perfect

198segue to my final question. Um, and it's a question of prioritizing. How do you prioritize? And who get who makes the decision? Do you take it back? Is it recommendations? Where do they come from? Give me some context background to how you arrive at who gets what. Yes, sir. Um, we have a strategic plan as well. Um, the Richmond Ed Fund, which was done simultaneously at the same time that RPS was doing Dreams 4 RPS 2.0. And we have our own board. We have a staff that's growing. We're a team of two and a half now. We're adding two more folks. Um, and so we have a we have a process. And even when sometimes there are staff members who say, "Well, this is a really good idea. We should try this." And like, unfortunately,

199this isn't the right time to do that. So, we have an internal process. And then I work really closely with the administration. Um, and so that was part of reason why our strategic plan was done at the exact same time. We actually didn't have a strategic plan for 10 years um, until we completed it in 2024. Thank you, Ms. Rizzi. Thank you. I wanted to kind of go back to the naming rights topic. Um have you gotten offers? Have people expressed interest? I'm just curious. Yes, there has been some interest. Um and of course I wasn't in a place to do anything more than say thank you and I'll be in touch um if the school board has has an appetite to consider this further. So I think that this probably should be on our

200agenda sometime soon. Thank you. We'll be sure to add it, Ms. Rizzi. Thank you for calling that Ms. Holton. Thank you. Great presentation, great work. We're really grateful. Two things. One, I understand that your uh your explanation about your focus um am I correct that REF will still continue to serve the pass-through function? If somebody comes to you with we want to fund uh we want to fund pizza for a school and we have the dollars to give you we're not asking you to pay for it or raise the money for it. We just need you as a pass-through entity the pizza at the party at such and such school. You're still going to play that function. Yes, ma'am. And um I think that leads sometimes to some confusion because um I'll just use my

201mom for example. Patty Cooper-Jones may say, "Hey, I want to support Armstrong High School." And so Patty Cooper-Jones donates $1,000 to the Richmond Ed Fund and earmarks it for Armstrong High School. I can't take that investment um and give it to Richmond High School for the Arts. Even if I think that Richmond High School for the Arts may need it a little more. Um and so that's why sometimes some of the things that we do are are um targeted to specific schools. That isn't my preference because sometimes you know, I think that we should talk to the administration and really hear what's the best way to to deploy capital. But yes, we will definitely continue to do that. And so the distinction is funds that come to you versus what you're out actively soliciting and

202working to uh encourage investors to come forward on and manage them. Yeah. Yes, ma'am. Uh okay. And then the other was on the naming committee. I I do think I mean on the naming issue I do think it's something I would certainly encourage us to pursue but to pursue carefully. It's a it's not a completely for long before I got here has wrestled with a lot of name issues. And so we know it's not something to be done lightly. Um may I suggest that perhaps committee and I think it would be most likely the policy committee but I don't know which committee but anyway that we think about an appropriate committee to work with you on developing a proposal. Here Fernandez, thoughts on which pilot which committee it should go to. But you would I

203take it be willing to work with us in helping develop develop a proposal. Absolutely. >> a some guidance. Thank you. All right, buddies. Now 9:25. We appreciate your presentation. I have questions that I will email to you because of for the sake of time. Want us to move forward to our board action items. Um First up, we have 6.01 receive for action the re-election listed for S Y 2026-2027. Mr. Cameron. Thank you, Madam Chair. This evening we bring forward to you the re-election list for next school year, which is the group of employees that we are extending contracts to for next year. Pending your approval, those contracts will go out tomorrow. Do we have a motion? Madam Chair. Yes. I'm sorry. I make a motion to approve the FY27 re-election list as presented by the

204superintendent. Second. It's been moved by Mr. Hedgepeth and seconded by Mr. Percival. Madam Ms. Rizzi, Madam Clerk. Sorry, it's a lot of If you guys could it's very distracting. Thank you. Um Madam Clerk. Mr. Percival. Yes. Mr. Card. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Yes. Ms. Holton. Yes. Ms. Burke. Yes. Mr. Jafari. Yes. Ms. Fernandez. Yes. Motion passes. Moving next to Is there a question that we can address now? Some of us are having trouble finding the document. >> Okay, yeah. Well, we can certainly help with that. So, it'll be under the board action item. So, it might be a situation where you have to log off and log back on. Yes. That's correct. Yes. Yeah, this one. Yeah, I had the same issue yesterday. So, it you it may be a

205a situation where you're not seeing it because you're not logged in. Myself and um Ms. Holton have had some computer issues. So, that might be it or it looks like yours is resolved. It should be running at 6.01. Okay. Moving right along to 6.02, receive for action the SY2627 salary schedule. Thank you, Madam Chair. I bring forward this evening the salary schedule for next school year so that we can issue contracts tomorrow. Mr. Hedgepeth. Madam Chair, I move that we approve the FY27 salary schedule as presented by the superintendent. Second. It's been moved by Mr. Hedgepeth and seconded by Ms. Ricard. Madam Clerk. Mr. Percival. Yes. Ms. Ricard. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Ms. Holton. Yes. Ms. Burke. Yes. Ms. Jafari. Ms. Fernandez. Yes. Motion passes. Thank you. And now we

206will receive the approval decision to join Virginia school division lawsuit against school um social media companies. Before we move forward, I'll allow Mr. Kamras to share context. Thank you. Thank you, Madam Chair. This evening we're bringing forward a recommendation that Richmond Public Schools joins a lawsuit of several Virginia school divisions against several social media companies uh for the adverse impact uh that their products have had on young people in the Commonwealth of Virginia. And I uh hereby ask for your approval. Ms. Rizzi. Oh, um Mr. Percival has it pulled up. Yeah, I emailed it to us. Mr. Percival. Uh Thank you, Madam Chair. I move that the school board of the city of Richmond approve the filing of a lawsuit against social media companies and to authorize the chair and superintendent and designee to execute

207any necessary documents. Ms. Rizzi. Go ahead. Okay. It's been moved by uh Mr. Percival and seconded by Ms. Rizzi. Madam Clerk. Mr. Percival. Yes. Ms. Rackard. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Yes. Ms. Holton. Ms. Burke. Yes. Mr. Jafari. Yes. Ms. Fernandez. Yes. Motion passes. Thank you. Um next up we have 6.04 receive for action Head Start reports. >> [snorts] >> Mr. Kamras. Thank you, Madam Chair. This evening I have the Head Start for you the Head Start report for you. Uh request your approval of the program reports, minutes, and financial statements as presented. I do want to note as of April 14th today, we are at 97.22% enrolled which is above the 97% threshold. Wonderful. That's very exciting news. Do you have a motion? Madam Chair, I move to approve the

208Head Start program reports, minutes, and financial statements as presented by by administration. Second. It's been moved by Mr. Percival and seconded by Ms. Ricard. Madam Clerk. Mr. Percival. Yes. >> Ms. Ricard. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Ms. Holton. Yes. Ms. Burke. Yes. Ms. Jafari. Yes. Ms. Fernandez. Yes. Motion passes. And now we have 6.05 receipt for action the personnel actions Mr. Cameras. Thank you, Madam Chair. This evening we bring forth the nomination of 22 employees, the change of contract of 16, the resignation of 40, the retirement of 14, the termination of three, the death of two, and the furlough of two. Do we have a motion? Mr. Percival. Uh Madam Chair, I move that the board accept the personnel action items as presented by the administration. It's been moved by Mr.

209Percival and seconded by Ms. Rizzi. Is there a question? Yes, Lord. We're having Sure. Our passwords were changing here. I had the same issue all yes. Yeah. That's so yeah, if you want to review those I I'm This is well, we do have consent agenda where that's a whole group of items. Do you want us to come back to it? I'm sure we can make that accommodation. It'll be quick though because consent agenda is everything together. So. I could call out though while we are Well, I can't do that because the motion is on the floor. So, we can either move forward, you can either abstain or Madam Clerk. Mr. Percival. Yes. Ms. Rickard. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Ms. Holton. Yes. Ms. Burke. Abstain because I cannot see it. Mr.

210Jafari. Abstain for the same reason. Ms. Fernandez. Yes. Motion passes. Thank you. We will see if we can get to the bottom of what's going on. It's I think it's more widespread than we think because I was having the same issues yesterday and for the last couple of weeks. Um now moving right along to consent agenda. I want to call out that um that one document that we discussed on yesterday has been removed out of 7.06 receive for action contracts over 100,000. So that you are aware. Teach start from yesterday has been removed and university instructors have been was removed today. So we are not voting on that. That's going to be um discussed further at a later date. So I just wanted to make sure we were all clear on that. Mr. Jafari. Thank

211you. I was looking at 7.05 and while I have no problem with it, I did have comments on it. So if you could pull it, I would get the opportunity to comment on it. Absolutely. So we will be pulling 7.05 out of the consent agenda for further discussion. Okay? Yes. So All right, let's go ahead and discuss 7.05. Mr. Farooq Mr. Jafari. I went over this earlier and I saw the content of it. And I guess my concern is um I'm I'm hopeful that we are we won't embark on the path of of putting in place these policies. Um generally there's some kind of conduct or there's something that we observe that brings about a change in policy. Uh absent it being a revision or something that you're required to do every periodically or every

212other year or something. And so I I just want to make sure that looking at the policy manual I want to be certain that we were implementing and we're hearing and and we're applying the policies that we have. And I just wanted to know if we can perhaps um do do a check and just make sure we're enforcing the policies that we have instead of uh going out and just layering policies new policies on top of the older policies. I would like for us to make sure that we we short and simple we're not just creating policies but that we have a problem that we're trying to address which generally we can address by talking to his colleagues. So uh again that's my point that I wanted to make. I really don't have a problem

213with the additional items but I just I just wanted to make it clear that we don't want to embark on the path of of just putting in policies unless there's something identifiable because if we put a policy in and we don't talk about the underlying issue I think that we kind of cloud things. Thank you for your feedback uh Mr. Jafari before I'm sure um Mr. Hedgepeth is going to speak toward that. I want to be clear on the motion that is at hand. Do you have any concerns with what we are voting on in the consent agenda in terms of 8-2.7 and 1-6.8. Or you just making a general statement as regards to policies? It was a general statement. >> we can so we don't need to pull it out of the consent agenda.

214We can um have it as further discussion later on, correct? That's correct. I don't ask to pull it out so that I could address it. I I appreciate that. Um Mr. Hedgepeth. Thank you, Madam Chair. Um I appreciate the comment of Mr. Jafari. I just wanted to clarify that neither of the policies that we are proposing today are new and that both of them are changes uh to be more consistent with the code of Virginia. And I do appreciate you um asking that, you know, we we adhere to the policies that we uh have in place and that I assure you is, you know, it was one of our our jobs and we'll make sure we keep doing that. So, Mr. Jafari. We good? All right. Do I have a motion for the full consent

215agenda? Ms. Rizzi. I um I I move that we approve the consent agenda with the noted changes. I'm sorry. What's the noted change? Um the noted change is for 7.06. Um that there were two documents removed. I'm out. Since the documents were removed, I think you can just approve the consent agenda cuz they're not there anymore. All right. All right, so let's redo the motion. >> that and um I move that we approve the consent agenda as presented. Second. It's been moved by Ms. Rizzi and seconded by Ms. Burke. Madam Clerk. Mr. Percival. Yes. Ms. Ricard. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Yes. Ms. Holton. Yes. Ms. Burke. Yes. Mr. Jafari. Yes. Ms. Fernandez. Yes. Motion passes. Thank you. Carleigh, for the sake of time, if there's nothing extremely pressing for new

216business, could we just email those uh to um the board so that we can get them added at a later date? Is that Are there any concerns with that? Sure. Mr. Farooq. Thank you. I just want to take this moment and mention that our own Victoria Ifetunji got an award for being an excellent journalist. Congratulations. Why didn't you say to put that at at the beginning when we had announcements? That would've been phenomenal. Thank you for sharing that. All right. With that, who has uh the closed meeting? >> Madam Chair, I move that the school board of the city of Richmond convene in closed session. One, to discuss and consider the performance evaluation of central office employees as authorized by Virginia Code 2.2-3711A1. Two, to discuss and consider cybersecurity threats and vulnerabilities related to the

217school division security systems and the school division's current security and future plans and measure to measures to address any such threat and vulnerability and as authorized by Virginia Code 2.2-3711A19. And to discuss and consider the performance and personnel non-renewal of licensed employees as authorized by Virginia Code 2.2-3711A1 and four, to discuss and consider for hire a prospective candidate for a central office position as well as the salaries of central office positions as authorized by Virginia Code 2.2-3711A1. Second. It's been moved by Mrs. Mr. Hedgepeth and seconded by Ms. Ricard, I believe. Madam Clerk. Mr. Percival. Yes. Ms. Ricard. Yes. Mr. Farooq. Yes. Mr. Hedgepeth. Yes. Ms. Rizzi. Yes. Ms. Holton. Yes. Ms. Burke. Yes. Ms. Jafari. Yes. Ms. Fernandez. Yes. Motion passes. We are now in closed. Colleagues, if we can move very quickly to

218the back.