RPS School Board Work Session - May 5, 2025

001Good evening everyone. Would like to call the Richmond School Board work session meeting for Monday, May 5th, 2025 into order. Madam clerk, Mr. Perl here, Miss Ricard here, Mr. Farooq here, Mr. Hedgepath here, Miss Rizzy, Dr. Harris Muhammad, Miss Burke, Mr. Jafari here, Miss Fernandez here. We have a quorum. Thank you. Moving right along, we'll go to item 1.02, pledge of allegiance and moment of silence. We ask Mr. Jafar if you could lead us in the pledge of allegiance, please. Republic for which it stands. One nation under God, indivisible, with liberty and justice for all. and now we'll have translation um services announcement. Good evening everyone. On behalf of the language justice team, we welcome you. If you need interpretation from English to Spanish, please come see me. I will be at the table in

002the back with the interpreters. We have interpretation headsets for anyone that needs one. Interpretation in Spanish is also available for those watching this meeting through Zoom. I want to remind everyone to please speak at a normal pace and keep your face no more than a couple of inches from the microphones so that our interpreters can hear you clearly. I will now make the same announcement in Spanish. Thank you. Now we have um item 1.04 adoption of the agenda. Do I have a motion? Madam chair. So moved. Second. It's been moved by uh Mr. Hedgepath and seconded by Miss Ricard to adopt the agenda as stated. Madam clerk. Mr. Persal. Yes. Miss Ricard. Yes. Mr. Farooq. Yes. Mr. Hedgep, yes. Miss Rizzy, yes. Dr. Harris Muhammed, Miss Burke, Mr. Jafari, yes. Miss Fernandez, yes. Motion passes.

003Thank you. And now we'll receive um the R RPS dreams for RPS strategic plan update. Thank you, Madam Chair. And I'm going to call Mr. Husteter up to present on passion for learning. Thank you, Superintendent Cameras, Madam Chair, members of the school board. I'm excited to share an update on Dreams for RPS, specifically action 1.2, passion for learning. First, I want to share this really distilled thought of what is passion for learning. If we think about drilling it down to what are our hopes and dreams for our students and really one of the core elements of our work as a school division, it's this. 100% of our RPS students will graduate ready for a choicefilled life, whether by enrolling in higher education, securing employment in a living wage career, or enlisting in public service. So,

004passion for learning is going to set us up to support our students to have that choiceful life. This is the slide that we've all seen in the adopted strategic plan that details both that vision statement and then shares a bit more about the thematic approaches at each of our passion for learning comprehensive high schools. Those themes are aligned to a variety of data sources both qualitative and quantitative. We looked at labor market forecasts that were conducted by Trailblazers, which is a partnership between the Virginia Department of Education and Welen Cooper Center at the University of Virginia that looked at both occupational forecasts for Virginia and for the capital region specifically aligned our CTE career clusters to see what is the current status of industry in the region and what might it look like in 2030

005and how can we target uh programming that supports students on high growth, high demand careers. We also aligned the themes to conversations with students, families, staff, and community stakeholders in the Dreams for RPS engagement process. Looked at comparable programming both in the surrounding counties and more broadly thought about our regional school offerings and also made sure that we are setting up students for success in accordance with the business, nonprofit, and academic landscape both in the city and the state. This is a little bit more of a deep dive in terms of what those pathways look like and how we might align them to the associated career clusters within our CTE framework. Note that this is still very much something that can evolve as we continue engagement, which I'll speak about a little bit later. I'm

006excited to share this update tonight almost as a preview for the uh updates we share regarding Dreams for RPS in the future. So um as we previewed I think a couple months ago now our department is looking at a comprehensive progress monitoring approach for our strategic plan and as part of that each action of which passion for learning is one of our 25 there will be three measures of success. So those measures of success will tell us you all the public how are we doing in achieving the vision of that action and then um connect it to our top 10 goals um for the division. So, passion for learning, our measures of success are uh the three E's readiness framework, which I'll get to in a second in a little more depth. Basically, that all

007of our students graduate into post-secary enrollment or training, secure employment, or enlist in public service. We'll also be looking at how students and families indicate their satisfaction uh particularly around the programming that we offer in our RPS schools and how that programming supports students in their development for whatever's coming next. So, we're excited to share that we've added new questions as a baseline this year to our uh student and family satisfaction surveys uh so that we can start to track that and they are differentiated by a student and a family member student grade level. So, the questions are differentiated so that they're accessible based on the grade band that the student is and follow it up into our ultimate goal for passion for learning. And then our final measure of success is thinking about how

008does this effort connect to goal seven which is increasing enrollment uh and the economic diversity in our high schools. Here's a little bit on the 3 readiness framework. I think the main point here is that this is a a significant percentage of our high school's overall accountability score in the new system. So, um, we think it makes great sense for passion for learning, not only because of what 3E is measuring, but for passion for learning to be connected to that core, uh, accountability metric for our high schools. When we think about the timeline, um, want to share this with you all that, um, right now we're focused on Richmond High School for the Arts as we are under construction for that building. And so we certainly want to make sure that when that new building

009is open, we're ready to transition um to that building with passion for learning programming um accessible for students. Uh I'll talk a little bit more about Mari Street. And you'll see that we have a staircased approach here. That's in part to leverage the capacity that we have right now. And it's also in part to learn from early implementation and then evolve our implementation strategies so that by the time we um are in the 2930 school year um we were able to move faster um and have a complete passion for learning approach uh divisionwide. I'll share a little bit about uh Mari Street and Richmond High School for the Arts. The former Altria property at 23 uh 25 Mari Street is going to be a technical education campus. So this is going to allow RPS students

010to access passion for learning experiences from across the city regardless of where they are enrolled in high school. So a similar analog would be to think about the Richmond Technical Center. So this is going to allow us to um scale Passion for Learning, create labs that wouldn't necessarily fit at the comprehensive high schools that are either landlocked and can't be built onto or already um are full in terms of the the space usage and the built environment. Um, we'll also have CTE courses available in terms of what we're planning for right now for students who maybe aren't on an intensive passion for learning pathway but would be able to go to the Mari Street campus. We're also um very excited about the square footage of that facility and are um beginning to think about how

011might we leverage that space not just as a CTE space but as an RPS space and a community space as well. We are in the very early stages of thinking about that design and then the related funding for it. Um we are in the process of um a feasibility study with one of RPS's A&E firms. And so um that is kind of the phase zero or phase one if you will um of the process for understanding what might we be able to put into this um environment that will be repurposed, renovated from its previous use. Um and then how might we able how might we be able to build that over time in a phased approach both for um funding practicality reasons and then also because we don't know what industry will look like in

012five years and beyond. Um and so we want to make sure that we can build a shell that we can grow into that we can evolve to as industry and the world changes around us. We're starting to think about lab spaces. This is just a draft to see like what kind of things might be um in the Mari Street campus space and I'll talk a little bit about what we're doing for Passion for Learning at Richmond High School for the Arts in terms of planning before I turn it over for questions. So, we've been collaborating with and when I say we, I really speak collectively to um speak about all of the RPS um teams both uh in central office and schools and folks out in the community already that have been working on and

013talking about this project. So the academics office, the operations office, um our partners at the Richmond ed fund, the talent office and so on um have been thinking about this. Um I want to do shout out our um colleagues in the fine arts department in the academics office for all of their support so far in thinking through how my uh passion for learning look at this school. So they've been thinking about providing depth and breadth of study based on student interest. So perhaps a student wants to attend Richmond High School for the arts as their neighborhood school. They have family ties. they want to play football there, etc. That's wonderful. So, they could access Passion for Learning in an exploratory phase where they might have access to arts courses that wouldn't be accessible elsewhere. Um

014but there would be um no deeper, you know, multi-year kind of sequential or um intensive studies that would go all the way to um students who want to do a four-year focused pathway, say in visual arts or uh dance or something like that, where they would have um a much more involved prescribed process, access to different experiences, a summer capstone, etc. This is draft thinking right now. Um, and we're really excited to start taking this um, in richer ways out into the community to hear from folks and get reactions as we refine and start testing in the coming year. As I said, there'll be a variety of pathways at Richmond High School for the Arts. Our arts team is thinking about um, what are the things that make uh, the most sense both in terms

015of student interest and um, in terms of the three E and setting students up for success uh, beyond high school. And these are some of the courses that might be available to them. And passion for learning wouldn't just live in the classroom. So when a student steps out of their arts classroom, uh they would feel the arts at that school. And this is kind of a setup model for how we think about passion for learning at all of our other schools. Maybe there are artists and residents, many galleries or exhibitions, maybe partners have presence in terms of different volunteer opportunities or internships throughout the year. This would look different at different schools. And I think um what we're excited about now is to start engaging with students, staff, and the community and then piloting and

016prototyping these experiences, both the broader uh non-course specific ones and then courses themselves. Which brings us to our engagement plan. We're thinking about engagement as uh what are we doing that's ongoing? What's maybe more um on a quarterly or annual basis and what's happening monthly. So, as you can see here, there's a variety of ways we are and will be engaging uh the community around passion for learning. Want to note that as I said, the two things we're most excited about to start this coming fall are pilots or prototypes. So, triing new classes or maybe even mini curricular um pieces and understanding how might this be something we can fit into Passion for Learning and hear from teachers and students on the successes uh or things we need to tweak on those. And then pop-up

017experience is the other thing we're excited about getting out into the community, creating many experiences that will expose students to different things in Passion for Learning that maybe they weren't aware of um and peak those interests. This builds on something we've been thinking about with our engagement strategy of how do we scaffold this all the way down uh to our youngest learners. And so um when you start at RPS, those students and their families begin hearing those experiences around what might you be able to explore as you move into elementary school, middle school, and then high school. so that we have kind of a a coherent through line throughout their experience. And then to close before um I turn it over for questions, just a few things that um we wanted to share. We've been

018up to um we have formed an advisory group of Richmond and Capital Region business leaders. We'll meet quarterly and provide some insights um on industry tens uh growth in u different forecasts uh to build on the trailblazers forecast that we've already used and provide partnership support and we will be creating more of these sort of advisory groups. So, we're excited about starting an arts specific advisory group as well. And we've done a variety of other visits, started student conversations and early stages of staff conversations and are excited to um kick off engagement and a and a new level of intensity uh this summer and then certainly next fall. Thank you so much. And with that, I will turn it over to questions. All right, we have Miss Burke, Mr. Jafari, Miss Rizzy, in that order.

019Thank you, Madam Chair. All right. Is that better? Thank you. Thank you so much for that report. When I read through it in preparation for this meeting, I was very excited to see particularly the uh how each school will have an area of specialty. I'm glad that the engagement piece was shared tonight because it's we've had something similar years ago and um I don't know whether it was called theme schools or modular schools but each school had a theme and um I'm glad we're going to meet with businesses but I really hope that we just as we did for the strategic plan that we put a lot of energy and I've shared with persons that have asked me about it especially in my district and beyond on that there were several meetings but unfortunately everybody

020doesn't know even some persons or they just don't make the meetings. So my question is number one I hope that the my suggestion is that the engagement piece is rigorous at every level. I'm glad to hear also you stated that there will be some connectors before even start that program. My third question is um does that mean if it's in the report I didn't see it so it may be there does that mean for instance Armstrong um which is health and education great because of the hospital and whatever else everything else is in that area but suppose I much rather have one of the other areas that's listed does that mean students will go to schools according to their preference or it means if you're in the seventh district you're automatically slated you don't have

021a choice. So my question is what are the choices? Thank you for those questions, Miss Burke. I'll answer the third and then the So um it's a fantastic point. Um the intent for Passion for Learning is that students are able to access schools based on the choices and preferences that they've developed. Uh while we certainly respect and want to make sure we preserve space for students to go to neighborhood schools, we also need to think about how we leverage our open enrollment system so that we can open up even more opportunity for students to attend uh nonzone schools, if you will, based on their passion for learning. There's a lot that we need to sort out related to that and that's going to be something we are really eager to hear from folks in the

022community around uh with regards to your engagement um point. So to that um on the engagement front, I couldn't agree more. Um I think um I'll say that we've been partnering really closely with our communications department. Uh we want to uh add a passion for learning specific section of the Dreams for RPS website. We also want to have a regular newsletter where folks can see what's going on and read whether it's information on engagement sess sessions they weren't able to attend or preview new ones. And then also of course we'll leverage Remind and other things to make sure folks get the word out. Um the point about the previousmies I'm so glad you raised that um in a series of conversations we had with all of our high school principles and counselors um earlier this

023year that certainly came up many times and so we're excited to leverage that wisdom and experience in terms of building this out. Yes ma'am. Thank you so much. And my last question is, and I'm thinking in terms of being a parent and let's say my child stops out at Fairfield Core Elementary and then goes on to ML King and then goes on to Armstrong, but Armstrong is not what I'd like to have. I much rather go to TJ for the IB program. Will transportation have we considered that with open enrollment because right now that's not in place. Correct. So, as we talk about students having choices, my question is um hopefully the the buses will continue to flow free GRTC as they are now. However, being realistic, um the transportation piece would have a lot

024to do with that if if we really talk about student choice. Thank you, Mr. Jar. Thanks, Madam Chair. I'm sorry. Would was you looking for a response? I'd be happy to I have a Okay. Sure. Yes. Thank you for that. I apologize. Um Yes. So, if uh we're providing opportunity to students to explore their passions, we need to provide a way for them to get there. and we're excited to model and figure out what that's going to look like and partner with um folks in the city and elsewhere to see how we can leverage existing infrastructure um to find creative ways to get students to the schools they want to go to. But there's lots to come on that and lots to understand before we make decisions. Thank you, Mr. Jafari. I am elated. I'm

025really happy about playing for for what we're going to do with that Mar Street property. It's not just going to bring life into that area, but it's also going to offer another cadre of of offerings, if you will, to our students, uh, career related. And so as I look out and I I look look forward to the firefighter program that's going to be offered, I commend uh schools for the vision that they've taken and reaching out and engaging partners like that. Um and I know you probably already addressed it. I know probably already asked that, but are we duplicating what's currently going on at the tech center? for the most part they'll both prepare the same programs and offerings in career in terms of careers. Thank you for raising that um important point of clarification.

026So the idea is that Ory Street will become our technical center. Um and on the um slide about the design and construction and funding of Mory Street, um we believe that there is an opportunity for us as we are phasing to Mory Street uh to leverage the um lovingly used and um certainly you know historic Richmond Technical Center. Um but that is needing an update for 21st century innovative space and that we could leverage that space for additional revenue for the district. There's much to be decided on that front. And as a followup, uh, do the current space allocations at the Morris Street location, will they allow for transfer of the existing programs from the tech center? So, it's about a 290,000 square foot space, which is larger than the square footage that we have

027used for instructional space at the technical center, but um we're undertaking the feasibility study. And then we'll be um completing an RFP for design and construction, and we'll be certainly sharing um numerous updates with y'all in terms of the details and specs on what spaces might be um going into Mory Street and what square footage it'll take, as well as sharing that with the broader public. Great. And I just had couple like suggestion sitting here, you know, uh when when I'm sitting in the car with my wife or my family and the train comes across the tra the cross and I'm sitting there basically inspecting the cars, you know, I'm old freight car inspector and I used to run trains and do that kind of thing at Brown Street down by by the yards. So

028I'm just kind of wondering as I'm suggesting you know as we forge these new kinds of alliances with corporations reach out to chessets those are careers and I have friends who retired as engineers and conductors and break one minute and and they all are very good paying occupations. The other portion is uh from the legal profession, parillegals, that kind of thing. Reach out to Sans Anderson and and those people and uh just as a suggestive manner to increase the amount of people that are really waiting to jump on board and help our Thank you for both of those. But again, thanks. Appreciate the Thank you, Miss Rizzy. Thank you, Madam Chair. Um and thank you so much for this report. All right. Um I guess my question when we t talk about 21st century models

029of education, I'm wondering what models of success you'll look at. I'm aware of what you're looking at for the technical center. I'm not sure about RHSA. I feel like this should not be trial and error. We need to do this right. And we also l need to investigate um models of both pedagogy and practice that work and that are researchbased. And so I would love to see some evidence of um what you looked at specifically for Richmond High School for the arts in terms of what has worked, what's cutting edge. How do we ensure that we get our students the best technology that's available and really prepare our students for 21st century work? Um the the job markets are changing drastically even as we speak. demand for certain um fields are changing as we speak

030and we need to be ahead of that curve. So I just wanted to you know ask about that. Thank you for that. Um I the risk of speaking incorrectly for the arts team I'd like to follow up on that and um gather you know report in terms of the sources cited and the evidence-based um practices that they've used to get to us to where we are now. But I think there's a lot to go. So point well taken in terms of as we develop this to always be calling back to this is sourced from things that we've seen that have worked and have worked in places that seem like it would apply well here in our case. Thank you. Yeah. So to follow up I just you know maybe consult subject matter experts in various

031fields. Um and you know I just would like to see us leverage also our um community college partners and um consult with them about best practices. Thank you, Miss Ricard, Mr. Hedgepath, Mr. Perl. Thank you, Madam Chair. Um I just wanted to say I'm really excited about this. Um, my mom was a CTE teacher and my um, as a te teacher and an administrator, my students were always most excited about their CTE courses. And I just think um, this is what it's passion for learning, but I also think it creates a passion for graduation that it keeps them working towards that finish line knowing that they're going to graduate with a credential or go to college or enlist. And I just think that's awesome. Um, I also just wanted to also say that I appreciate

032that you're looking how to talk about it in the elementary and middle schools as well. You know, the other day someone asked my fourth grader what his plans were and his RPS progression and he rattled off what he wanted and I was actually taken aback because we never talk about it and it just showed me that they're listening even when I don't think they are. Um, and so I think that he, you know, if it was in the future, he would rattle off which passion for learning he wanted to go to because he would know. And I just so I I think that's just so smart and it really just keeps even our elementary and middle school students excited for what comes next. Thank you, Mr. Hitchb. Thank you, Madam Chair. Thank you, Mr. Hotsteadler,

033for the uh for the presentation. I I concur with my colleagues and I think that whatever we can do to u uplift the this passion for learning as a classroom teacher myself I witness the uh the erosion of per of passion for learning u especially in the standardized testing time when uh it's more about you know uh the you know performing on the test rather than like Miss Regard said about about the passion for something that that comes later. So I appreciate that very much. Uh I I taught in a a specialty school in one of our um surrounding counties and uh and you know there was this perception that there was a bifurcation of the population uh between the specialty center and the the general population and I worry about that. I do I

034did hear that you you alluded to the fact that there would be you know they would live the arts right like that that it would be elsewhere um and not just in this one uh one floor or section of the school. Um, and so maybe maybe uh it's too early to ask about that, but I'm really curious about your thoughts as well as how uh we'll prepare our teachers uh for uh as a social studies teacher, right? How how will they be better uh you know suited to integrate art into their classroom too? Thank you for those points and questions. I think on the um the risk of creating a system that is bifurcated or separated in different ways. It's something that um has been front of mind really since Superintendent Camas um asked our

035department to project manage this as um a risk we wanted to avoid falling into. Um so if we think about the early designs of what the school um kind of pathways might be, there's an intentional um blend and there isn't a school within a school. Um Mr. Jersey, to your point about consulting with our um higher education landscape, we've we have already started speaking with some folks um at the VCU School of Ed around um past examples of these kinds of models that didn't go well and are trying to use that, for example, as a way um to steer us in a different direction. Um I'll also note that um we've been talking to other school districts. Uh, for example, we had um a call scheduled today that we're rescheduling with some folks in Winston

036Salem who have a CTE center that actually they use to leverage uh AP courses across the city. And so students come to that uh CTE center to get their CTE classes, but they can also take uh maybe AP French because it's not uh scalable at individual schools, but collectively they can bring it together. Um so we've been thinking about how do we design this space uh so that organically students can be mixing um around with one another. based on their interests and across backgrounds and whatnot. Um, and I think um, one other point just to while I have the space for it is we're really trying to make sure that um, we're thinking about CTE as something that is propelling students forward to the career and moving past um, what may be um, certainly outmoded

037and may still exist in some spaces as CTE is for a select type of student. It's for all students if that's what they're interested in and so we want to make sure that's at the forefront of this work as well. Thank you. It's too early, Mr. P. Thank you, Madam Chair. Uh, no question, but more just a very quick footnote and context. Uh, Mr. Hoseter brought up very quickly about the size of the CTE program and my colleague, Mr. Jafari asked the question and maybe this actually addresses some of Mr. Hedgefest's question as well. Uh, as Mr. Husteder pointed out arguably about 300,000 square feet when we were out in Denver touring two no argument very successful CTE programs in St. Brain and Cherry Creek. They were so successful that they were working on their

038phase two and raising money and building out physical infrastructure for phase two. Both of those were somewhere in the order of magnitude of a 100,000 and change square feet. So it was very comforting to know out there as we were going through all that that we have the room to grow in that space. So that is very comforting a little bit of context. But then also just the programs that are out there that they were doing as I was talking to my wife and explaining about what I was seeing. I said if I if they didn't tell me where I was, I think I was in Silicon Valley at a startup. Like these are very serious programs. And I can tell you from some of the certifications that I've had to take in my career,

039they're no joke. So, um, yeah, just a little bit of a comforting context for my colleagues, just report back from Denver. Thank you. I have a couple questions slashc comments. Um, so, um, I think this is a a excellent framework, um, that you've placed together in terms of, you know, passion for learning and understanding, um, you know, identifying pathways quickly. Um, one of the things that I've tried to drive home, um, as something that we should keep as top of mind, um, is, you know, creating pathways sooner, elementary school age. I think it's just very being intentional about that piece because I feel like sometimes if we wait for high school, then we've almost missed opportunities for them to explore the different ideas. And so I would just encourage us to continue to try to

040map that out as we move forward. Another thing is um I have concerns that not every child understands what their passion is. So how how are we creating an atmosphere for them to learn that organically? like if I am headed to high school and I am um a part of a arts program because my mom told me I was good at it but it's not necessarily something that I want to do. How are we creating space for them to explore those opportunities? I think um I'll stop there. have an early draft thought on that in terms of what we've been talking about with academics and with communications and really thinking about um this like scaffold if you will or downward spiral down to preschool of like exposure and those experiences build up. Maybe it's an

041activity that introduces me to different careers. Maybe by the time I'm getting to fifth grade, I'm sitting and talking to an artist. What does your day look like? What are you interested in? Maybe by the time I'm in middle school, I'm taking specific classes that give me maybe a breadth of overview in different fields or maybe more specific. But I think um that you raise a really good point, Madam Chair, that about um both developing this passions, but also what happens when students change. Um I still wake up many days and wonder what do I want to do? Um and so kudos, Miss Ricard, to your fourth grader for having that clarity of mind. Um, and so I think we need to think about that too of like what does it look like once I

042get to middle school I apply. Wait a minute, I actually don't want to be an artist. I'm really into engineering. And how do we create that space? And I think that's going to be something we need to leverage best practices places that have already done this before. Um, and hear from our our best experts, our teachers on how they cultivate that passion and then nurture students to um, guide them as they're experiencing changes of mind. Thank you for that. Um, a couple other things. So, as I think about the um on page three where it kind of breaks down which high school would do what um I I do have a concern based upon location and the capacity constraints that we already find ourselves in that if 50% of a population in one district wants

043to do arts for example, how are we going to overcome come that obstacle of transporting them back and forth. I mean, and maybe it is to have a CT program and a stationary space and those who, you know, maybe they do have the regular curriculum and then they can transport them, what have you. But just thinking about those types of obstacles that we may run into, I think they're good problems to have, but also things that we really have to be cognizant of. the population is increasing as you know I know I'm I say it till I'm blue in the face but the reality is five years from now what is what are the districts going to look like and how does that play a part and then um as I think about um us

044not just doing passions for learning but just being trendsetters in that like how can we you know capitalize on the shift in AI how can we capitalize on some of the things that are not on this list. I just don't want us to box our scholars into these segments and then there's this big old world that they can explore that may not fit this and so how are we adapting to that? I think the last point is a great one that we need to hear from folks about and I think underneath it is what are the durable skills that we're able to embed within passion for learning because we don't know exactly as you said what the future will look like not in 10 years but you know in one year um as far as

045the transportation piece um and enrollment shifts and whatnot that's something that we'll certainly have to explore when we model transportation um and enrollment forecasts and how this plus students applying um we'll all work together to um serve what folks want. So, thank you and and July noted. And just my last point, oh boy, last point super quickly is um I can't remember what it was, but I'll I'll email you when I It was a good one, too. No doubt in my mind. Thank you. This was a great presentation. All right, moving right along to our favorite topic of the season. Um 3.01 received for first read revised fiscal year 2026 budget. Thank you, Madam Chair, and good evening everyone. We have before you this evening the first iteration of a revised budget proposal that is

046based on what I would consider to be final revenue numbers for RPS for next year. I'll preface this by saying uh it is going to be a leaner year for us. I think we are all aware of that. Uh but it is still a year in which we are expected to increase in revenue um and be able to do some important things. And so I do want to uh temper the um concerns about it being lean with the knowledge that at the same time we are able to do some new things and are grateful for that additional revenue. So with that let's let's dive in. On slide two, you can see our graphic which we have been following since uh the start of the year and we are now almost at the end which is

047budget adoption. That will take place at your June business meeting uh once everything is final final. But let's dive in. I'm going to go to slide four. Here is the essentially final revenue picture. So, from the city, based on recent city council discussions, it appears that our increase will be 9,600,000. Again, uh shy of what we were hoping for, but I do want to note it is an increase of nearly $10 million. And so, I do want to express my gratitude to the mayor and the city for that. Uh on the state front, the governor took some action last week which helped finalize things. The short story on that is he did not do anything to make things worse, which is good. And so we expect just shy of $12 million in increased revenue from

048the state. And then there is this additional category that we've layered in. Usually the other category is so dimminimous that it does not warrant discussion at this table. It's things like rentals of our buildings uh to nonprofits. We're talking a few hundred dollars here and there. Um, but we did go back and turn over every rock and we have come to the conclusion that we will be able to book the historic tax credit funds for the Fox project in FY26. And that will come in at close to $3 million. Um it's one-time funds, so we won't have it again in subsequent years, but um that is the benefit of the hard work uh that the board and the team have done over the last few years with the Fox rebuild to make sure that we

049did go through the historic tax credit process. Uh so you see a little bit of a bump in revenue there. And then the fund balance number, as a reminder, this is the money that's left over at the end of the year and then is reallocated to us. We're going from a very high fund balance uh to a lower fund balance. Uh we had a much higher fund balance coming out of the pandemic because of all the vacancies that we have. We now have a much lower one. We are experiencing the change from the 11.5 million fund balance to a 1.5 million fund balance as a net loss. That's why it's showing there as a minus 10 million. You add all that up and if I did my math right, it takes us to about plus

05014.6 million. And so that's what we have to work for for next year. So we took that and as uh is the expectation balance it out with our expenditure increases. And so you can see on slide five broken out by our five priority areas. By far the largest is priority two. And I want to make sure I say this loudly and clearly. It fully funds all of our collective bargaining agreements for next year. You'll see that. Yes, we can all show appreciation for that. Um that is the lion share of that 16.8 million in priority 2, but there are some investments in academics, wellness, engagement, and operations that we're making. Um, however, to be able to do all of that, we also had to come up with about $14 million in reductions, which we have

051done, and I'll walk you through. I do want to be clear, these are actual reductions. They are not the removal of ads. By that, I mean there's a whole bunch of stuff we were going to add and then we've whittleled that back. These reductions are actually reductions from our current expenditure and that's the only way that we're able to make the books balance and um of course that is our obligation. Uh I don't think it's necessary to go through too much of what we are adding next year. All of this should look relatively familiar to you. We've just whittleled it back as necessary. Um again the big piece in the academic uh section is those uh multilingual learner teachers as a reminder uh to get the uh money from the state we have to commit

052to the hiring of of these folks. Um but several other commitments that we've made uh most notably for graduation. Also we have tuition increases things that we're just required to do. Then on talent, you'll see on slide seven, those are all of our collective bargaining commitments. The big one is just shy of $9 million for our teachers and other licensed personnel. Very well-deserved 3% raise. Continues on to slide eight. You'll see that first bullet are those early commitment new hire bonuses that you all graciously approved several months ago. And there it is locked into the budget. Priority three, uh the big investment here is to increase the starting salary for our care and safety associates to $44,000 so that we can compete with the counties and uh not lose our fine folks and maintain our

053um SSAs, our safety and security associates who are a slightly lower paid uh role, but that gives us more reach particularly into elementary schools. Um, priority four on engagement, we just had some increases in costs in various software applications. Priority five, uh, again is largely just absorbing increases and costs. Uh, the big one is, uh, utilities at 815,000. Uh, and then a few other items, uh, including, uh, the school board professional development is a little bit lower. the chair I I spoke to and um graciously agreed to lower that given all the other reductions that we had. And that takes us then to slide 13 and and these are the reductions. So let me walk through this. Happy to take any questions and gather any other information that folks would like. So the biggest here

054is an elimination of quote unquote long open vacancies. or vacancies that some cases have been open for more than six months. Um there are split between central office and some in schools. Um but we were very careful as we went through and looked at these vacancies to ensure that they would have a very small impact schools uh on class size. We're talking something on the order of perhaps two kids uh on average per class, nothing more than that. Um but we also have some uh positions across the central office that are important but for one reason or another either the pay level or just the labor market have have not been able to fill. And of course before we even consider uh removing filled positions we wanted to look at the vacancies. And so that

055takes us a little bit over $3 million off the it's about 30 positions. Um then as we make our way down the next is a reduction in the operations office. It's a variety of things. Contracts, software, fuel, maintenance, postage, supplies. I asked each chief to scrub their budgets literally down to the last penny uh to identify things that while important may not be absolutely 100% essential for our core functions next year. You'll see that um the items are listed in in amount descending order, but you'll see there's a similar reduction for the academic office a few bullets down the wellness office, the talent office, and the engagement office as well. Um, the third bullet is uh this existed in our prior iteration. It's the removal of the central office decompression as a separate cost because

056that's now built into salary. So, it would be a double expenditure. So, we're taking it out of its own line item. Uh, there's a comprehensive services act payment, which is related to special education, which we've actually been able to tap a special revenue fund for. So, that saves us there. Uh, there's a million that we have set aside to cover CBA costs for grant funded positions because we are going to have fewer grant-f funded positions next year. We can reduce that amount. I want to be 100% clear. there will be zero reduction in any benefits. It's just we're going to have a smaller number of people who will be drawing on those benefits. Uh the next one you see is the reduction in the academic office. Next is we were transferring operating dollars to our

057school nutrition services program but through the leadership of chief parks and others it is now offering operating off of reimbursement only. So we don't need to make that transfer. Next, we had a legacy performance energy contract. So, 20 30 years ago, uh we entered into a contract where a company did work like replacing windows and other things to improve energy efficiency of our buildings, but then you pay it off over 30 years. Um well, this is our last year, so um we get to re remove that expenditure from our budget. Uh next you'll see the wellness office reductions. Uh then we have a reduction in the early retirement incentive program. This again is from 20 years ago was a program that if you retire early um you would be able to come back and do

058a certain number of hours a week. Uh we're we're still paying into that but our actuals are a little bit lower than we had been budgeting for. So we made the adjustment. We also were transferring operating dollars for schools that had newly become title one schools because uh you get the same amount of money for title one based on the number of kids in the division even if it means you have more schools that qualify. And so we were kind of adding funds in to help smooth out that transition. That's now been built into school budgets so we can remove that off of the central budget. Then there's a reduction in talent office contracts, advertising, travel supplies. Uh we had 150,000 for the refresh of the boardroom, all the technology, everything that has been done.

059So we don't need to keep it in the budget. Um we are proposing uh to eliminate for now the junior position in the audit office has been vacant for quite some time. Then you have the engagement office reductions and then I have uh reduced um my reserve or contingencies. So al together it's about 13.8 million uh in reductions and that gets us into balance. Real quick I'll just run to the CIP budget which uh looks like it's going to be the 2.5 million that was proposed. Uh so this document has gotten shorter as you can see if you go to the last slide. We prioritize of course first and foremost fire safety to replace all those panels and then some plumbing issues. And I know this may not immediately jump out to you as the

060most critical thing but quite frankly having functioning sinks in our bathrooms is critical for the health and dignity of our students. And so we prioritize those. And then um a long awaited roof replacement at Richmond rounds it out and takes us to the 2.5. And with that I'm happy to take Mr. Farooq. Thank you Madam Chair. My first I'll just say both my questions and Mr. Cameras can respond. My first one is what is the how long roughly were each of these long-term vacancies vacant? Like what's the rough estimate? And two, were there any budget changes that impact decompression? Mr. F, could you just explain your second question? Yes. I'm just curious. I I I saw some of the changes in the budget, but I honestly don't really completely understand decompression. Every time someone explains

061it to me, I feel like they're explaining it completely differently from the previous time it was explained to me. Fair enough. Um, [Music] so I let me try to tackle that one first. uh when the decompression happened uh some folks uh you know you might have been on step 10 and now given your years of service you're on step 15. Um but uh on the new scale, step 15 doesn't take you uh much higher. And so there was a decompression adjustment, an amount that was given to make you whole. Uh that amount of money before we did decompression, we had a big pot that we set aside to uh pay those things out. Now that we know how much the employees are actually getting, that money has been moved into the actual compensation line uh

062and it is we no longer need to hold it separate. Uh on the first one, we can get you the specific data on all the vacancies. Many, as I said, it's been more than six months, some even a year. Um, and so rather than continue to hold them on the books, given where we are, we thought it sense to take Mr. Hedgep. Thank you, Madam Chair. Um, Mr. Cameras, a followup to Mr. Furug's question. U, it sounded like when you were talking about the movement of the decompression line that you it was now going to show up somewhere else in the budget. So I'm I'm confused as to how that is a savings. Uh again may not have described it as well as I could have. This is a a set of funds that was

063set aside uh for potential cost of decompression. All those adjustments we've now moved into individual salaries where they need to be. This is the excess we don't need. So we can take it off the budget. That makes sense. Hopefully. Yes. Absolutely. Thank you. And then Madam Chair, just one one other for the reduction in academic office. It says textbooks. Is this is this uh putting off textbook adoptions? Is this putting off uh putting the the latest and greatest um information and text to our for our students? Like what what like what are what are what's being lost here? I understand it. They're necessary things. I just think it's something that we need to call out. Yeah. Uh we will continue to have the essentials that we need. We also are trying to assess if we

064can use some of our title funds to offset some of this. Um but there are in every office are going to be things that we would want to do that we're going to not be able to do going into next year. can't name all those specifics just yet because we'll encounter them as we go across the year. But but as they do come up, I will certainly be very transparent with you all about look, this is something that we really did want to do. But remember, we cut that line and so we're we're near. Thank you, Mr. Perl. Thank you, Madam Chair. Thank you, Superintendent. Um, can you help me sleep better at night um with my concern? Arguably half of the state increase is tied to 55 positions for multilanguage multilingual teachers. That seems

065a very big ask. So the first question is are we going to be able to fill 55 seats with multilingual teachers? And the second part of that is the clock starts July 1. if we can fill those positions, can we fill those in the next two months? Because once the clock starts, we don't recapture that money. We hire them midway through the year, we're still reducing that 5.5 million. So, I am not going to guarantee that we can hire 55 ESL teachers. That said, I have a lot of faith and confidence in Dr. Blackwell. I will say we will draw down the funds uh on July 1 and we will have over the course of the year to uh meet that need. Um if by the end of the year we have not met the

066need um I would have to confer with the great Lin Braa on do those funds automatically return or do we have some sort of grace period? Um, but you know, this is one of those things where even if if we said, "Look, we don't think we're going to be able to," well then we won't get all the funds anyway. So, we might as well shoot for it. And uh if we do, great. And if we don't, um then either some of those funds will revert or we would appeal for some Ricard. Thank you, Madam Chair. Um, Superintendent Camas, I h uh, one question I had was on the wellness priority three. There were a lot of things listed there in your proposed budget. Um, some of them, for instance, communities and schools and things like

067that and so I don't see them here. Um, and I know there were other wellness priorities as well that I'm I'm forgetting. Yes. Uh, so the Thank you for raising that. the the mental health partners. Uh we have been able to identify other funding to take care of the one-time funding for next year. Um we're going to be back in this situation next year. Um but yes, those are taken care of because that funding isn't operating budget funding. It's not showing up in here. But yes, uh CIS, RBHA, and um child savers, those will be kept whole. But again, next year we're going to be in a even tighter situation. Can I ask a followup? Would it be possible to kind of get a sense of those one-time funds that are going to become an

068issue for next year just so we can start thinking about them? And yeah, absolutely. I think when we, you know, when we start the conversations much earlier in the fall now that this board is seated. Um that's one of the things that we'll lay out on the good front. The change in fund balance will not be significant because it's going to be low to low. So we won't experience a significant loss if you want to consider that a good thing. Low to low. Um and so really we're going to be talking about the the Fox tax credit money. That's one time money. a couple other sources that we have that we will expand over the course of the year. Um, and yeah, but we'll we'll lay it all out so we'll know exactly. Yeah, he

069already asked a set of questions. Yeah, just give an opportunity for everybody around to go first. All right. Thank you so very much, Madam Chair. Um, I have a lot of questions. I'm glad we're not voting tonight, and I appreciate the opportunity to really study this because some areas are really of great concern. Um, I just want to make sure we're not in a position to lose. Vince is the first one. And I apologize, I don't have my glasses, so this red writing is running all together. Um, anybody have any extra glasses? Um elimination of long of of long open vacancy. Yes, sir. All right. He's not fancy enough. Oh, it makes a difference. Thank you. Thank you so much. A real Thank you, M. All right. Elimination of long open vacancies. Again, that is

070going to be is I'm concerned about teachers in classrooms. You already stated this. Please refresh. I'd like to know what long open vacancies are. Just just can you give us you're going to give this information? I will. Yes, we'll list them out where they are and how long they've been and the reason and the impact. Okay. The reason I'm asking that is because there are some schools that may not be fully have full fully staffed certified teachers in positions or I'm thinking about the alternative school. I don't know whether those positions have been filled. So, I just want to make sure we don't take anything away that we have promised that we're going to have in place for our students. And my other question is, would you please um restate the school nutrition services? Yes.

071In the past, we were subsidizing our meal program with operating funds. Okay. It is now being entirely run through reimbursement because we are getting a higher meal uptake rate. So we're getting more reimbursement uh from the federal government for our so that entirely funds the budget. Okay. All right. And followup question, Madam Chair, please. Um, and it's probably on here now that I can see things a little bit better, but you mentioned something about grants, grant positions and um, the junior auditor and special education and the early retirement incentive program. I'm surprised the early retirement incentive program because we haven't done that in years. So, money was still put in place for that. It is for the individuals who chose it many years ago. We have a financial obligation to them as long as they

072remain connected with the system. So there are still persons listed that's in that program. Yes, ma'am. I had no idea. That's interesting. I thought it was done away with that must have been from 20. I'd really like to know because I wasn't given that option when I retired. So that's why I want to know as well. I thought it was off the books. It predates me. Say what? Yeah, it does predate you, right? But it's just interesting because I thought it was done away with, but if we're still carrying that line item that's I really would like to know how many persons are still affected by that. And my last question is I know I have time running out. You stated something about grants. Do you recall what you stated? Yes, ma'am. So there we

073had set aside funds to cover collective bargaining costs related to positions that were grant funded because oftentimes grants won't support the payment of those costs. So we set aside operating dollars to cover that because we're going to have many fewer grant positions next year. we can reduce the amount that we need to set aside for those benefits. I want to be clear, no actual employees benefits are changing. It's just we don't need to reserve as much money to cover. That's interesting because we already know we won't have the amount of grants based on well many of them have expired. Okay. Rescue Plan money is gone. Well, I know the big one and my last one was regarding the junior auditor. Is that from the school board position? This is okay. All right. And then the

074special education piece. Something you said about um comprehensive services act payments. We were able to identify a special revenue fund, one of the other federal funds to cover that as distinct from just general operating. So there will not be any cuts in special education. Okay. All right. Thank you so very much. Thank you for answering. Thank you Mr. Jafari. Thanks Madam Chair. I remember uh one of my initial meeting the conversation switched to I think it was called how to staff schools or something of that nature. So we're swinging back around to colleague M. was talking about assuring that those schools that have been either marginalized or have gone without for such a long period. I want to make sure when we do get the figures that you're going to produce for us that we

075we we're not double penalizing them. They already gone without for a long period of time. I just want to make sure that those positions aren't lumped into the ones that we're talking about in terms of eliminating the long open vacancies. Absolutely. Uh the other little piece uh swinging back around I was unclear when you talked about the professional development uh reduction. Could you uh clarify that for me? Yes. In our original draft of the budget, we had $25,000 for the board's professional development. I uh spoke briefly with the chair uh and she graciously agreed. Of course, this is for the whole board to ultimately decide, but for the proposal, we brought that down to 10,000 as a reduction that we can make to help balance. Okay. Again, Madam Chair, if I can't to clarify and

076follow up, but we're talking basically at 10,000 to split amongst all 15, correct? I mean, excuse me, not 15. Oh, n. So, this is different than the discretionary funding that we received for our districts. This was specific to professional development that we will come together with. Um, remember this was not a line item that was ever listed in the budget. It was something that we agreed upon when we first came on because we all want professional development as a team. Okay. Um, and so our original ask was to put a line item of 25,000, but considering all of the other budgetary responsibilities, um, you know, we're going to try to reduce it. Obviously, we can discuss the amount and if it's appropriate for that amount, but for the sake of this presentation, that's what he

077has listed there. Okay. Thank you, Mr. Hedgeb. Thank you, Madam Chair. Um, perhaps this is a more holistic question uh for the superintendent. Um, you know, we have a new accreditation uh system coming above online. We have ELA and math standards that are new and we have the social studies standards that are starting soon. Um, how are we going to do all of that, these cuts? Uh, I mean, I know I know we our staff is is mighty, uh, and our scholars are mighty. Um, but it it it's upsetting to see, you know, here we're we're going to eliminate so many position positions. And I know that we're in a tough place and it's not what we would want to do. Uh but um maybe there's no question maybe there's no answer here or no

078question but I just wanted to state that it seems very uh bleak. Well I am an eternal optimist um but I am also a realist and it is an empirical fact that the Commonwealth of Virginia underfunds public education. That's not me saying it. It's not this board saying it. It is the bipartisan independent research arm of the general assembly by billions of dollars. And I do lament that when the Commonwealth was running rather significant surpluses that was not attended to. And because of factors at the national level, the unemployment rate, particularly in Northern Virginia, is increasing, which is going to reduce tax revenue for the state, which means the pie is going to be smaller for things like schools. And so I do think we are facing headwinds. But it is also why us continuing

079to stand strong together and not just here in Richmond but across central Virginia and quite frankly across the commonwealth. Our interests are aligned with Southwest Virginia. We are both being underfunded and we need to make that case to the gubanatorial candidates to the general assembly candidates because the only losers in this picture are the children. I have a few questions and yeah, thank you for sharing that and you know, show us where to show up. We're there. I know that we all have the same passion and it's unfortunate, but underfunding is is is our reality. And um what I do appreciate is that we've asked, you know, the administration to take this and assess and and make the necessary decisions and you've done that. And so really want to just thank you and the administration

080for the work that you've done um for this budget. I do have a major concern um as it relates to not filling vacancies and I someone said it I'm not sure who but I want to be I want to make sure that I understand um not filling vacancies. How does this affect hard to staff schools? Somebody, they made the comment, but I don't think that you responded to that. So, I want to understand how is this going to affect hard to staff schools. So, what I'd like to do is uh when we come back to discuss this, let me bring the list of vacancies, how long they've been vacant, what they are, and then we can talk through the in more specific terms the implementation. I really appreciate that. Um, second thing is, um, we

081have understood for a while now that we needed to fill 55 seats for multilingual teachers. I'm wondering what the marketing strategy is going to be with regard to that. I I don't want us to feel like we're coming from behind here, but I just I want to understand how we're going to reach that goal because we do not want to leave any money on the table. Yep. Happy to talk to Dr. Blackwell in the talent office and include that information as well. And then um my last question is around you you stated essentials um that you know some some essentials will be reduced but essentials to everyone to people means different things to different people. How are we assessing the impact that it'll have on, for example, the art teacher that needs pain? I know

082that's a dramatic example, but do you understand what I'm saying? Like, how are we assessing what the essentials look like for each sector and ensuring that it's not going to stifle their ability to be successful in the area that they teach? Let me try to again I won't do it off the cuff but give you some examples from each of the offices about what are some of the things that we won't be able to do and the impact that that and then um a lot of times when we make these decisions we we make them from the top not really understanding the impact that it has to those who are I'm sorry what' you say one minute okay thank you um who are driving um the initiatives and I just want to be sure that

083we are including the teachers and principles that this is going to impact a part of this conversation. Obviously, these are hard choices that we have to make. I just want to make sure that they have at least a seat at the table to be heard. I don't know if it's through survey or what have you. Um it may not change it, but I just always think it's important for us to include them in the conversation. Absolutely. Yeah, I think that's one of the benefits of us having this period of a month to kind of pressure test this with everybody. Um, we've also shared the information with the REA so they can begin to absorb it and um trying very hard to to do this in in collaboration as best as we possibly can. So um

084uh absolutely I think that feedback will be will be critical and then this is directed more so to the board than to u Mr. Cameras, in terms of the professional development piece, what are you all's thoughts as it relates to the reduction um from the 25,000 that was proposed to the 10,000? Just want to get a pulse check on if we are um how we feel about that time, Miss Burke. Thank you, Madam Chair. Well, I was excited. Always the opportunity to go to professional development. That's the driving force. And as an educator, you can't you have to be educated in order to move forward and make good decisions on behalf of our children. So I I also thought it was going to be for individuals as well as the group. And the reason thinking

085that is because of um the cost of even traveling for a day session is so two workshops I'd like to go to um school board and law and something else, but I don't have the money. My money's gone. So that amount didn't go up any. So I was really looking forward to the 25. However, it's more important at this point that our teachers and our principles and the um all of the the faculty and staff members get the professional development they need to have as well. So we'll just have to live with it. But um I was really hoping I was really excited really excited and also thinking about the opportunities that we would have as a group to get the same information at the same time. So if it's 10,000 if you have to

086cut it again later to five we have to live with it and think of other means by which to have professional development sessions. Maybe some people will do it for us at no cost pro bono but um I can live with it and we have explored such options. the Richmond Ed Fund has um graciously offered to assist us. So we will be having professional development and and at a later time once we have mandatory training um discussed we'll be able to explore those different opportunities. So professional development h is happening one way or another we will get what we need as a team. Misregard. Madam chair, I had one additional follow-up question. Have um department leaders, principles been aware of the vacant positions that are going to be reduced or is this still coming to

087them? Uh I would not say that everyone is 100% aware of every position part because we were working down to the last minute to get this all pulled together. But again, that will be the work over the next few weeks to pressure test it with individuals um and make sure we didn't miss anything absolutely critical, which I'm sure we did. But again, uh that's part of the process. All right. There's no other questions or feedback. We can move right along to board business received for first read titles one, two, three, and four budgets. Miss Gunter is going to come up um and now will forever know her as Coach Max's teacher. Good evening, Superintendent Cam Cameron, school board chair um Fernandez and school board. I'm Sydney Gunter, director of academic programs and supports and colleagues

088here with me, Mr. Rodney Robinson and Miss Cassandra Bell um to review the four um title applications, title one, title two, title three, and title four for the upcoming school year. Um so the four entitlement grants um are part of the elementary and secondary education act and they provide federal funding to support various educational initiatives. Um title one focuses on improving the academic achievement of disadvantaged students. Title two supports effective instruction and teacher leader quality. Title three addresses language instruction for multilingual learners and immigrant students. And title four promotes a well-rounded education, improves school conditions, and utilizes technology to enhance learning. Um each of these grants is administered by a different department in RPS. Um and uh my colleagues are up here to talk about the grant that they administer. Um but title one um

089is the one that I I mainly administer and I also work with Dr. Blackwell who couldn't make it today. Um but she administers title three. Uh we allocate our funds based on level funding for the upcoming application. Generally we get our final allocation later in the summer um from the department of education. So when we're planning we use our level funding amount from the previous year in our application. Um and the needs of these grants are driven by the assessment from the division right. And so the title one application really is based on the school support plans. Each school does a comprehensive school support plan and indicates their needs. And we give them their preliminary title one allocation for the upcoming school year. And they have to outline in their plan how they would like

090to spend their funds including their personnel, materials and supplies, uh professional development, um and other resources in their plan. Uh so for a summary of title one allocations for next school year um level funding would be um about 17.4 almost 17.5 million which is what we received for for this school year. Um personnel and benefits excluding what is listed in the set aides below um equal about 11.6 million. This includes a lot of um interventionist um for reading and math, coaches for reading and math, graduation coaches, family liaison, and other supplemental support personnel. Instructional instructional materials and services, professional development supplies for the division and the school level um is at about 3.7 million. That includes the needs outlined in school support plans and also materials and supplies and resources purchased at the division level

091that support title one schools. Early childhood set aside includes personnel to support early childhood $263,563. Targeted support for homeless and neglected delinquent children. This supports our CFIT students. Family engagement and supports our uh engagement office and our family engagement teams. Equitable services which is support for private schools. This is something that is new this year um in our title one application. Previously, the US Department of Education actually manage managed those funds. They bypass school divisions in states with funds that support students in private schools who are entitled to title one support. Um they used a vendor to help manage those funds to support those students. Um last year we got wind of the fact that that money was coming back to the divisions to manage those funds to support students um who receive title one

092funding but attend private schools in the city of Richmond. Um and so the grants team has been preparing for that for a year. There's a grants team specialist um who has coordinated processes and reached out to um title one um private schools who opt to use those funds to help administer those. They operate in accordance with RPS procurement policies. Um and we work together. It's a it's a a reciprocal relationship because they have to know which vendors we use to support our students and so forth. Um and so that's just a year-long conversation and process she has with the the private schools in the city of Richmond. um indirect cost at 210 2.2% of course the cost to administer the grant equals the uh level funding amount from last school year. Um so that is

093what will go into our application. However, we know that the state um may give us a different number later on in the summer. So we will have to go back and amend um if we receive other news um in the summer. If I may just jump in very briefly, Madam Chair, I do want to know this is an additional matter at the national level that we need to keep our eyes on very closely. Uh the new federal budget that is being proposed not for the current fiscal year, but for the next year, um the details are not out yet, but phrases such as streamlining title one have been used. And so that is something that we need to watch very very closely um over the next few months. All of the education professional organizations are

094doing so. So we are not alone on this. But I did want to just note that for everyone's uh good evening. Um I'm here to speak on the title 2 um allocations as director of teacher and leader pathways. Um as you can see personnel and benefits is 1.4 4 million which covers 10 class size reduction teachers, two teacher development coaches, an office assistant, and uh half of the manager salary for the new teacher support, which leaves $27,000 for current initiatives that we have going. And then other indirect, similar to what Sydney said, we have to allocate money to private schools. So they get $220,000. Now that number fluctuates based on their enrollment. For example, we got some money back this year because some of the enrollment dropped in some of the private schools. And so

095due to to the increased personnel changes mainly due to the collective bargaining um we see a significant decrease in the num the amount of money for professional development. However, we do have enough left over from this year's allocation so that we continue to fund our current programs such as RTR, national board, our seed program. And so all those programs can be funded by the money that's left over from 2425. So there won't be many changes. However, like Mr. Cameron said, you know, 25 20 26 27 we're at the mercy of the government. So, we're really, you know, have to be on the lookout for those changes. Um, title three is the funding source that supports our multilingual learners um and immigrant students. Um, personnel and benefits um included in the grant $232,000. um academic supports.

096Um we have increased the amount in academic supports to in title three to include elevation strategies which was previously on title four. Elevation strategies is an instructional component of the platform we use um that helps provide support to our multilingual learners. Um there is professional development included for $40,000. Um and of course other again set aides for private school students who live in the city of Richmond who are multilingual learners. Um RPS also belongs to a migrant educational program. This is a regional consortium and is managed by the Albamar regional migrant education office. Um this is for students who belong to families who are migrant workers um who may be um transitional throughout the different seasons. And so the album office actually keeps um a record of those students, shares information with RPS um and

097if there are any supports for students in RPS um they provide information about those supports. Good evening. My name is Cassandra Bell. It's director of curriculum instruction. Um and I'm here to just talk a little bit about title four. And so you'll see for personnel and benefits about $485,000 instructional materials and supplies, another 47,000 contracted services for student supports and SEAL services. Um 578,000 um and then we also have set aides for private school funding. Um just looking at our key changes, uh we have an expansion of Panorama um to include our high schools moving into uh 2526. Um and additional funding was allocated um to enhance our uh school safety and security through Raptor services. Um and then additional funding to support our AP for all initiatives. Um we utilize uh NIMSY primarily to

098support AP programming. Um, but we've also extended that to support our STEM programs at our middle schools as well. And we're happy to take any questions that you may have. If I may, I um just got an update that we had a bilingual job fair on April 26 at River City Middle School and more to come. very happy to hear that Dr. Harris Muhammad and then this testing. Okay, thank you. Good evening. So for the funding um how much funding out of title one particularly is provided for McKenna Vento in in title one budget in title one budget we have about is that under family engagement and support the target support. Okay, I got it. Thank you. Okay, so do we know when Richmond City Public Schools will be awarded another funding source from Project

099Hope? Do we have an idea when that is going to occur? I am not familiar. This is probably um an engagement initiative. So, we will get the answer to that and um come back to you. will talk to um the director of engagement. Okay. The reason why I'm asking is because Project Hope is going through the process of identifying school divisions based on their 24 25 23 24 um un um excuse me homeless need. I like to say unhoused, not homeless, but our families in transition needs. And so I was just wondering if we I know we're on the radar because we have a large amount of families with the size of our school division. I I just would like um possibly the board to be informed of um I know we're missing students but

100um what that rate is because they look at the number of students that you have submitted in your management system. It is my understanding and so if we have found families that have increased since that um SR if file update then I wouldn't want us to miss the opportunity to gain additional funding based on families that we have identified in need. Absolutely. Thank you for that. Um thank you. Um currently um Jefferson is um in charge of family and community engagement and which falls under Cit too and we will make sure that we check in Miss B. Thank you Madam Chair and thank you all for this excellent report. Um it's always great to see where the funds are going and um I do want to give a big shout out to uh Mr. Robertson

101because of uh what you shared regarding SED and I'm just so proud when I see you all in action in your professional development sessions. How many of our young people are actively engaged in getting to be certified and it warms my heart because a lot of them are from the east end as we saw the other night as well. So, thank you so very much and they're very proud and I'm very proud of what you all are doing. My questions are um first one is regarding early childhood. Is that BPI Head Start or just prek through three? What who's who benefits from that program from that line item? Yeah, it's it's VPI. Um the Head Start funding we use for our Head Start students, right? Um, so but we try to put additional money in

102here um for VPI, but there are sometimes that it flows together like when you're talking summer school and different pieces like that that it might be a little bit of both because I know we can't mix the two funds together. So you can't for Head Start, you have to make sure that it is used for Head Start students, right? But when it comes to this funding, it really is just title one directed students. So, so it doesn't mean that we can't use title one funding to support Head Start students. For example, like in summer school, um we don't really say that this is a head start class. We put the So, it's really the preschool children. It's really pre kindergarten students, not prek through three. Okay. Okay. My other question is regarding this um we

103all are taxpayers. I'm just concerned about I know we always have given not given offered services for children in private schools for years but I never saw before unless I'm wrong with this that the money's being it's in our budget. So that that concerns me because I know we always if a child needed speech and attended I know a couple of them attended private school we provide the services for them but now you're saying it wouldn't be our speech teachers or whatever it'll be outside vendor and they get the person themselves but it comes out of our budget. So so the money has always been there for the students for supplemental support using title one. Um it was just sort of bypassed off the top. We didn't see that allocation. the US Department of Education

104took it off the top automatically and they used an outside vendor to sort of manage the the money and interact with the private schools to make sure they got the services they needed. Now the US DOE is no longer using that vendor to do that. They said we are just returning the money back to you all and we're in essence doing the same thing. Um they just are giving us the money back to do it because they're downsizing and giving us more work to do. Got it. Okay. Simple as that. I got it. And my last question is um this is something that came up earlier and I just don't want us forget to to forget this especially with the title one funds and thank you for your report was excellent. Um we talked about

105second language students with and all the other needs for immigrant children and needs for um those persons who are migrant workers and that's been around for a while. So thank you for that. But I don't want us to forget what we talked about earlier in a meeting regarding programs such as early college academy where I at some point I'd like to see what supports will be in place for those students who don't have tutorial services. I know we're hiring tutors uh and it makes a difference. The data shows that it makes a tremendous difference. And I know that's basically at elementary level, but there are interventionists otherwise. But my point is that I'm not going to let that rest because I want to make sure children in every school, our scholars, whether they're on the

106east end or southside or the west end or wherever else, whatever I forgot, I want them to have the equal amount of support. So what I'm asking is at some point under title one fund since it lists here what title fund money is utilized for we know the southside and the east end are impoverished area we know we have pockets otherwise but what I'm asking is at the secondary level that we also have that in place support just as we have for those students that are new to our country. So at some point it needs to be equally distributed. Am I clear with that? Do I need to elaborate upon that? Because I'm I'm I'm it hasn't left my spirit to have six students and only two they're on probation and the others would step

107back. So hash every child. Thank you, Miss Burke. I will share that um that is on an upcoming agenda um that that request that you spoke of um in a previous board meeting and in our agenda setting meeting we did discuss it as well. So that's going to be something they will report to us. Absolutely. Yep. Miss Rizzie, thank you Madam Chair. Um, you know, I want to like kind of back us up and get us to recognize that the threat and you know, some some of my colleagues actually attended a session with um um representative, it's state representative Jennifer Mlen. Well, I'm sorry. Yes, federal representative Jennifer Mlullen. I'm trying to get that right. um who really emphasized the fact that um the threat of doing away with the Department of Education is a

108real threat. Um that it is not something that's just being kicked around, that it's an absolute real threat. And so um what what she explained is that a lot of the services that the department of education now provide will be given to other departments and then some of them will be farmed out to the states. And um you know I just want to remind people that we need to really advocate against this. um the harms to our children will be immeasurable and it is really something that we need to take seriously and it is something we need to organize against and make sure we advocate to all of our representatives that we don't support this effort. Um and Mr. Robinson. I remember very recently that there was some talk I know at VCU specifically that

109there was some um anxiety around the RTR funding. Would you explain what happened with that and whether that it seems that it's been resolved? Well, there's a lot of, you know, misinformation concerning the funding, but the reality is the RTR is a state of Virginia funded program. So, none none of the cuts of the federal government will affect our ability to participate in the program. What they did lose was a federal grant which helped VCU give some ancillary support to the RTR program. But as far as the teachers we get and the support we can give them, that is federal, that is staterun. And so that does not change. Mr. Jafari, thanks Madam Chair. A moment ago, u you in your iteration about uh Head Start, uh you indicated that somehow over the summer that

110program was morphed into the BPI program. Can you can you kind of go back and revisit that and kind of clarify how that has impacted over the summer? And so currently Head Start does not have a summer program except for our early Head Start, which which our early Head Start kids, which are our six week to two year old students, we have to have a continuous program over the summer. So, for example, like our children who are at John Marshall, we will still be having programming over the summer for them even on Friday. But in our three and four year old programs, we do not have a summer program, but we do have a summer program through the school division that we use for some of these funds, some of VPI funds. So, the kids

111come together, the Head Start and BPI kids, because we don't have a three and four year old program for Head Start over the summer specifically. So we use additional funding for our students who need to attend. Madam Chair, if I could follow up now. Um again with the head start or the the early head start in this instance is this something that is done at one precise site over summer or are there multiple sites? There are multiple sites. So we have two classes at John Marshall. We also have classes. We have one class at Woodbills Day Nursery I believe. speaking off the top of my head. And then we also have um on Southside at our Oak Grove. Um we also have um our early Head Start kits there as well. When you say Oak

112Groves, it's Oak Grove Bell me. It is not Oakrove Bel Meet. It is one of It's I believe Oak Grove Fairfax or Yeah. Because there's a It's Fairfax. Okay. Yes. And so that is where we have our early Head Start classes. Currently, we have 56 bases, you know, slots for our children. And so, that's where they are. Um, two of them, two of the classes at John Marshall and then in those other locations, their programming must go through the summer. Our three and four year old program does not. Thank you for the presentation. I just want to reiterate I I do have concerns that no one was aware of the deadline for Project Hope. So, I'm really appreciative that Dr. Harris Muhammed um raised that question. Um again, we don't want to leave any money

113on the table. And so, you know, um if we could just get a better understanding of what that looks like, the deadline, and um report back on what actions we've taken to ensure that we have not left any money on the table. We would greatly appreciate that as soon as possible. There's also um a program called bringing families home again home program um that lapsed this time last year for the same reasons when I did some research on McKenna Bento and so um again just want to make sure that stays top of mind. Dr. here. Muhammad, I think one of the challenges is particularly with our families in transition is that we have so many different departments connected to that one program. And when you have so many different departments connected to that one program,

114it has to be clear which out of those department is going to remain connected seven days a week with the state office of project hope when we don't have a person identified that is consistently eyeing the movement of that money and um um releasing of those funds. We lose those funds. We have students that have not been identified as unhoused. I have them in the six. They are on North Avenue. They are on Post Street. They are on Barton. They are in what we used to call Dodge City of the North Side. I know who they are. And so when we have not identified them and they have to make all these different connections, they're not going to make the connection, right? And so we have to be clear as a division who is addressing

115that financial need, who is submitting the reapplication, who is eyeing the money, and who is submitting for reimbursement. That's not the bo the board's follow but I because I am famili I'm I'm close to this every day time and so that's why I'm asking because I know we missed it missed some fun. Thank you Dr. Miss Rizzy. Thank you Madam Chair. Um we are we're sitting we're discussing project hope. It looks like you know I just did some cursory research on it. [Music] Um, you know, it's a 501c3. Looks like it's something that donates money to schools. Do we even have any idea how much? One minute. If I may, this is not Dr. Wigan's area of expertise. So, what I would love is to have It's not Mr. Jefferson's either. So, um, everybody's double

116doing double triple duty. So, why don't we um connect with the appropriate staff who will have the information? I'm happy to bring that back to Sure. Thank you. Thank you. Next item is 4.02 receive for first read 25 to 26 for document. Well, good afternoon, good evening. Thank you. I am Dr. Robin Dal and I'm hearing officer and I'm here to present to you the student code of responsible ethics also known as the score visions for the 22526 document. I would personally like to thank the score committee members for their time and dedication to this year's process. The score promotes safe, positive, and learning environments by outlining expected behaviors for students while also providing many restorative opinion options and interventions prior to the consideration of student suspension. The score has clear expectations ensuring a standardized

117approach to handling disciplinary challenges in Richmond public schools. This ensures that the consequences are fair and consistent. Scores are reviewed annually and revisions are reviewed and discussed by the RPS score committee. The committee is composed of the following representatives. We have the hearing officer which is myself. We have coordinators of student conduct, principles, assistant principles, director of safety and security, coordinator of exceptional education, a family liaison, behavior specialist, parent, and a schoolboard member. The committee shares the recommendations with the with the school board to review and discuss and to approve changes for the 202526 school year. We appreciate all committee members who served on this year's revisions. The committee welcomes feedback throughout the year for future versions of score. And on this slide, these are the actual document uh revisions for next year's score. So

118looking at the elementary level responses for student behaviors for RB9 that's um student behavior and administrative response code RB9 which is using slurs based upon identity the proposals to add level three for BSC 15 and citing a substantial disturbance at level four BSC 18 behavior at level four and BSC 22 stealing money or property without physical force, adding a level one and removing level four. On the secondary level for level responses to student behaviors, as for code BSC22, stealing money and property without physical force, adding a level four. Other changes to the document will be found with the dress code policy and that is to remove um verbiage from clothing that covers the genitalia, buttocks and nipples. We're going to remove that word and add torso with opaque materials. Also updated in this year's score

119is a new cell phone policy language added with consequences. Also, you will find that we've added new exceptional education verbiage as it pertains to removals of students with disabilities. And finally, we've added updated verbiage as it pertains to the RPS trauma responsive responsive practices. So our score next steps once the score manual is approved the document will be translated and move forward for publication. The hearing office will conduct several trainings on score to school leaders, teachers and score presentations will be shared with students with a focus of creating safe respectful learning environments. So with the presentations with the students approaches will vary dependent on the grade and may include the following. On the elementary level we may do some role playinging storytelling and interactive exercises to teach fundamental ideas like honesty, kindness and respect. Every

120idea will be in line with the secondstep curriculum that elementary school counselors are implementing. On the secondary level, we were encouraged students to create positive messaging and use presentation, posters, videos, and public service announcements as well as social media while facilitating group debates, case studies, or real life scenarios and the possible repercussions of breaking the score. And that concludes the revisions for the 2526 score document. Thank you, Miss Rizzy. Thank you, Madam Chair. So, is this the time to ask questions about revisions or are we submitting those via email? I know this is our first read. Um I don't know that you're the one to answer that, but yeah. So, um it would depend. We can submit either way. I can take some notes as well and then also if they are provided to us

121by email, we can address those with the next screen. June. Yeah, the the this is first read, the next read will be next month. Okay. And at that time, will we just vote or will we have room for questions then? I just kind of wanted to bless you. Make sure we understand the process. Sure. I I can answer it or you want to answer. Okay. Okay. So, um, from my understanding, they do have a deadline because they have to provide the updated scorebook. It has to be put to print. So, they will be leaning on us to vote um for after the second read. So, if you have any questions, we're encouraging you all to ask them if not tonight, then before we come together again next month in June. Thank you. So, you know,

122I will just ask my question and then, you know, Dr. I don't think he wanted to come back or um I just would like some explanation um for why um stealing money or property without physical force um looks like it went down to level one in middle school and then I'm not sure where it was before in high school but it's at level four in high school and so I would just like to hear some rationale for why that is. Yeah. So with that the discussion with the committee is not is not middle school it's for elementary. Yes. So adding the level one for elementary students. Um so of course very first line of defense of when we put in things as far as interventions with students and not looking to put those students out

123of school because you know as you progress with the levels that's when the consequences get a little more serious and we're looking at out of school suspensions. So giving our smaller children the opportunity to have interventions put in place. So that's why we're adding the level one. And then on the secondary level when you're looking at older students um and then also the magnitude of maybe what they may be taking and the amount it becomes a little more serious. So that's why the committee um voted to add in a level four. Okay. So it doesn't have to go to a level. No it doesn't thank you for raising that question. Um I I have no concerns with what you presented. Um, my only feedback is consistency. I think that's something that we we kind of

124are challenged with across the board. I mean, I can use the example of the new cell phone policy obviously and just um just want to ensure that we are um having the conversations and language to ensure that we have consistency across the districts with that regard because it would not be uh fair for a a student at one school to be penalized at a certain level and then other districts or schools are doing the same thing with the consequences. I know that that's bigger than you, but just want to make sure I say it openly to the administration. Thank you, Mr. Jafari. Good evening, Dr. D. sat there and we've really gone back and forth even at each other to try to come to some kind of conclusions about you know not just tampering with

125the policy but only in places where it was needed and trying to basically meet what our staff are seeing on the front line and trying to not just deal with the problems as they arise but to to the degree possible ward off future occurrences. Um uh take for instance like the language that turned that changed the verbiage to torso. Uh we battle we went back and forth with what what what would be good here and in the end um just using basic language as to you know when you have to intervene the time for intervention is then. And so you you have to make sure that we've taken steps to protect our staff and to make sure that if they do have to touch somebody and the hands go somewhere else that they are not

126just put on the front and and uh be the bane of accusations or anything like that. So, I do commend um uh th those efforts and again and last that the the back and forth that we've had to do around the table and and listening and listening to some of what my colleagues have said in terms of trying to get some and develop some consistency uh so as to remove any uncertainty or or lack of clarity. You know, what we're talking about, you know, we're not talking about superlatives from top to bottom. What we're talking about is developing amongst schools some consistency so that uh everything is the same or it starts from the top. How we going to do this must come from those who are in charge of this and they must make

127sure that those people that they supervise actually understand and that we're going to do the policy. We're going to apply a policy and we'll let the rest of it go. There'll be room in it to adjust if if something's overly uh tight or somebody may be victimized, but we really do have to especially given the uh the considerations of our school scenarios change basically moment to moment. Again, not just commend the uh committee but for biting the bullet, if you will. And if you could pass that on to Mr. Oliver and the rest of the staff, I'd appreciate that. Miss Ricard. Thank you, Madam Chair. Um, in in regards to the dress code, I know it is a change and much like you all um communicated and recommunicated about the cell phone policy change. Um,

128I hope that's done with the dress code. Um, because I know it is different for students and that the whole whole torso is now covered. Um, I guess my question was, and I appreciate that there were administrators on the board, um, when you discussed this, but consistency with dress code is really hard. Um, people don't love to enforce it. It's very personal for students. Students get very upset when they're dresscoded. It has to be done in a very, I think, trauma-informed way when you talk to a student about their dress. So, that is just my only concern. or are we putting in something in our score that all our administrators feel prepared and okay with enforcing because I don't want us to just put it and then two months later I walk into a high

129school and midrifts are showing because no one wants to enforce it. Um I'm not against it. I just I want to make sure it's done or we shouldn't do it. Thank you. I was just sharing maybe we could do something like modules or Yeah. So, every year we do trainings as I shared and we would definitely uh hone in on that. But not only do we do like our school leaders, but we also include um like uh safety and security because they also address this in this in our school. So, all levels will be trained and and then as far as consistency, the score document is what we we That's what we encourage throughout the district. Thank you. Thank you. Next up, um, and colleagues, it is 8:00 PM. So, we're going to move this

130right along, um, to item 4.03, receive an update on Richmond High School of the Arts. Thank you, Madam Chair. I will be quick. Take a look at the pictures. It is beautiful. You can see the gym, the auditorium, the classroom rings, the bus loop. It is all coming together. Uh the reason we put this into board business is because we are asking for approval of uh a contract. As you may recall, this was built off a prototype. As with any prototype, you have to make changes along the way for the specifics of the site. those changes have exceeded our 100k threshold. So, I'm bringing it to you tonight for approval. Um, the funds are covered within the 200 million for the new school construction fund. So, no new cost to the school system that we

131have not anticipated. Um, and that's it. Miss Rizzie, there's no discussion. I'd like to make a motion. All right. I'm Go ahead. Dr. Harris Muhammed. Thank you. Mr. Cameron, are we expected to remain within budget for this project or if we know that now? Generally speaking, yes. I don't know all the specifics, but based on the numbers that Miss Fox quoted earlier in the season, I believe we are still on track. Miss Rizzie. Thank you, Madam Chair. I move to approve the increase of $142,728 in design services for the new Richmond High School for the Arts. Second. It's been moved by Miss Rizzy and seconded by Mr. Hedgepath. Madame Clerk. Mr. Persal. Yes. Mr. Ricard. Yes. Mr. Farooq. Yes. Mr. Hedgepath. Yes. Miss Rizzy. Yes. Dr. Harris Muhammad. Yes. Miss Berg. Yes. Mr. Jafar, yes.

132Miss Fernandez, yes. Motion passes. Thank you. Next item is 4.04 received for first read Richmond career education and employment academy charter recommendations. Good evening, Madame Chair, vice chair, school board members, and superintendent cameras. We're excited to come before you tonight to um recommen recommend the Charter Renewal for Richmond Career Education and Employment Academy, also known as RC EA. And we're also excited about our U collaboration, continued collaboration with our principal burden management committee and they are here tonight. And so if you guys could stand up so we can just recognize you, Miss Muse. We also have a parent and her scholar. Thank you. So now Dr. Vi is going to come and give you an overview of the program because it may be new to some folks right and then also we want to go

133through the goals um that we have set um and also go through our recommendation wall will present that. Good evening school board and superintendent cameras. As Chief Jefferson said I am Rossy Volley. I'm the director with the office of exceptional education here with my colleague Miss Wer. So before we delve into any of the proposals and recommendation, we did want to provide a brief overview of um the academy. So RCEA, which stands for Richmond Career Education and Employment Academy, um is a school that's centered around and focuses on career education and competitive job placements for students with disabilities, ages 14 through 22, I'm sorry. Um the primary focus is to make sure that any student that is enrolled and graduating from the academy that they secure um competitive employment or they are enrolled with a

134post into a post-secary program um to continue their education. The students that are within the academy are students with disabilities that have varying disabil disabilities such as autism, intellectual disabilities, multiple disabilities, and other health impairments. Any student that graduates from the academy will graduate with an applied studies diploma. In reference to the curriculum, so the um the curriculum for the academy was created previously um in partnership with VOE as well as RPS and VCU. That was the initial um development of the curriculum. Since then, it has enhanced and it has broadened to include the components listed here on the presentation. I won't read all of them, but it does include the focus on our academic areas, of course, our history and our math, our reading and our science, but also our um six life domains

135as listed here. I will read those because those are very significant to the program. Health and safety, independent living, money management, recreation and community engagement, as well as self-determination and location. Next slide, please. Okay. As far as the recommendation, the administrator re the administration recommends an initial three-year charter renewal which would automatically extend to a 5-year term if the school meets or exceeds all of the specified educational outcomes and the continuous improvement goals. And Miss Wallace want to share those specific areas. Good evening. Next slide, please. So, there are nine educational goals and they're all listed here. first goal is on learning experiences just ensuring that um RCA has a curriculum that focuses on the functional academics career exploration social skills etc. Um all of those things um very central to its actual mission and

136vision. Um there are two goals centered around literacy and mathematics all of those centered around individualization per students. So data points that could be used would be BAB assessments, um IEP goals, things of that nature. Some of those connected to actual reading um and math programs are utilized by the teachers. Also, you have goal four, which are based on state assessment. So any of the scholars that are currently enrolled that would qualify for VAP um that would be an actual data point as well. Next slide. So we have post-secary outcomes. It's probably one of the more exciting parts is when our scholars um reach their um the actual goal of being competitively employed or either engaged in some kind of training program or engaged in some kind of productive activity that contributes to society. um

137goal six which um you know goals six 7 8 9 and 10 are what RCA RCA is best known for and that's making sure that our scholars are well supported. So RCA will um connect with outside agencies those are listed there um making sure that the actual staff that are um educating our young people are wellqualified um special education teachers. Also for goal eight making sure that sorry Mrs. Fernandez a little bit but the hair is fabulous. Okay you know what I'm gonna move um that there are vocational opportunities for our scholars. Um and one of the things again that RCA does very well is ensure that the actual opportunities are specific to those scholars. Next slide, please. Um, goal nine. Again, um, I know some of the actual board members have been to some

138of the various family engagement um, events that our, um, CA does. They're actually pretty fantastic and our, um, families and scholars and as well as the staff really appreciate just the camaraderie and the collaboration that exists there. Next slide, please. um three things like any school right that exists there's always some room for um improvement and growth. So these are the three identified areas um that Richmond public schools has identified with RCA for improvement. Um the data tracking system because the curriculum is different because the needs of our scholars are very specific. There's going to be a new data tracking system that will allow um RCA to really show how they're growing our scholars. We're also going to ensure with um RCA that their management committee is meeting regularly and giving um minutes and feedback.

139And then there's going to be a curriculum review, right? That happens. You have to have um you have to have that with um really any program, but they'll do that over the course of this year and that'll conclude June 30th, 2026. Happy to take any questions along with my colleagues. All right. I think I saw the order of Miss Rizzy, Dr. Harris Muhammed, and Miss Burke. Thank you, Madam Chair. Um, I have had the pleasure of representing RCA for the last four years. It now looks like it's been moved to Mr. Farooq, and maybe we could share um because I definitely enjoy visiting and interacting with faculty and students there. Um, so are these proposed changes to the actual charter of the school? Um, or are these new um are the goals new um as

140compared to what they were before? I just want to get a handle on what is being proposed here and what the process is for um continuing this discussion. There's some minimum changes, but all of these are in the new charter renewal for the school. Okay. So, this will be a new update to the charter. Yes. Okay. Okay. Um, yeah. I just am wondering about the process. Were um faculty and the principal and everyone engaged and listened to as this process? So, the charter isn't written by Richmond public school personnel. It is literally written by the management committee and they um that management committee which I sit on as well as Dr. Voli um comprises of the people that you see here you know a parent um the staff members the principal and again it is

141a um community effort. Okay. So I'm just asking about engagement and you know sounds like it happened. Um and so then go ahead. I was going to say and you're more than welcome you Farooq any board member to come to a management committee meeting so you can actually see the process um in action how well they're taking care of um the scholars and the management of that school. Okay. So then we will from this point get a revision of the charter to vote on. It's it's uploaded now. Okay. All right. Thank you. It'll be uploaded next month. This is first read and so second read is typically the next month. So we'll be voting on it next month. Thank you. Thank you Dr. Harris Muhammed. Thank you. First I just want to thank the parent

142for being here um being involved. I've known her for a very long time and her son. So thank you so very much um for being here. Love to see you always. One question. It's probably a lengthy question, but I don't mind repeating it at all. RPS administration has asked that the team to improve the process around three areas, data management, curriculum review, and management committee efficiency. So with those recommendations um if we have requested additional metrics do we have the supports financial or not but do we have the support? We talked earlier about um not being able to fill some positions. I don't know if this academic program is going to be impacted. I didn't read that. Um, but do we have the continued supports to make sure that after this three-year renewal they meet?

143Because as I read the document, when they meet the metrics, when they adhere to what the request was, they will be automatically they will be automatically eligible for a 5-year renewal. I just don't want us to come back and say we've decided not to do that. Um, and I'll repeat my question. When they have met these goals, but if we're asking them to move the goalposts, which we are, what are we doing to make sure that they meet the goalpost? So, that's a fair question and I don't need you to repeat it. Okay. Um, a couple of things. One, these continuous growth initiatives, I'll start with that first. Those are not new conversations. as the principal director um for that school. I've had continuous conversations with um principal Burton on ways that we can improve

144the school just in the way I would do any of the schools that I have under my charge. Um the data tracking system, he and I have already um discussed that. I've given him feedback on a proposed u proposed form that he's already shared with me. he's already had a meeting with John Grove um our data analytics team um lead to ensure that um he's getting support on that end to actually get things automated so it's not a lot of manual inputs um that would have to happen there. So, as far as like the management committee, that's their um task to make sure that they're meeting regularly and uploading the minutes um and the curriculum view. Again, we've already been in conversations with um members of the academic office about how we're going to support

145that team. So, no, they are not going to be on their own. Um again, it is often my delight to go to their events, to go into their classrooms. um as someone that truly believes we need to ensure that we're giving the most um that we can to our most vulnerable population. Um they they're going to get continuous growth and support. You're welcome, Miss Burke. Thank you, Madam Chair, and thank you all for this committee. Um excuse me, this report. And this is a program that I learned about when I first came on the board um many years ago and it touched my heart dearly. Reason being number one, we always talk about teaching and leading and learning with love. That program truly truly exemplifies. I um went to a graduation this past I think

146it was first semester. They had a big feast. So I had a chance to eat well and also to spend time with the students individually. Very impressive. Very impressive. But what I really was so pleased to see was the extended care and concern of each adult that worked with the children. Very personable, very loving, very patient to the extent whereas sometimes we know children have challenges and sometimes we don't. So I love the way I loved what I saw. My concern is and I think was you just answered it is with these changes which it is necessary. We need to be held accountable for what we're doing if there will be prop ample amount of support in place to make sure that data is submitted on time that it's reviewed on time that we make

147because it is time to step up. Sure. Again because these the all of this was done in collaboration with um principal Burton and you know with the knowledge and collaboration of the management team I don't have any doubt that we'll be able to meet and exceed those goals. If you look at the um the track record for this pro for this school RCA they've been um accredited since its inception. They've received state accolades. Um so they have the right ingredients to be successful. Um, Mr. Farut. Thank you, Madam Chair. Aside from our transportation program, this school is the second highest reason I get emails. And so, uh, in a previous career, I worked at the Virginia Department for Aging and Rehabilitative Services and got to work with people with disabilities, you know, trying to get

148employment, trying to live a full life. And so, really appreciate the hard work of our staff and our families and our students. And like Miss Burke said, it really is extraordinary when you surround people with people who respect them and love them and believe in them and connect them to opportunities to see how our people can soar. So really appreciate the work. My one question is uh I guess about the management committee which I have not attended but would love to attend. So would appreciate just let me know when that's happening and I would love to attend. What has been the experience of the management committee over the last few years? What are the challenges? What works well? So there it's one of the reasons why the management com there's a continuous growth initiative listed

149here for the management committee is it's been a little inconsistent. Um, so we want to make sure that we're strengthening that. But because of the charter renewal, obviously this process, um, they've been very strong and consistent and they meet every Tuesday. Miss Rizzy, thank you, Madam Chair. I think I have um verified that the new charter is in fact not on board docs and so could we get that uploaded ASAP? Thank you. So, we do have the final charter. Um, so we will upload it or we will share it with you. Um, and the last thing I want to say is, and I've said this to the team that we are committed, they're going to actually do we're going to find a space for them to do updates to the board so you can actually

150see the progress that they're making. Um, so when it comes time for charter renewal, there's no discussion, right? They've exceeded their goals. They've done an amazing job. We're going to do everything in our power as a RPS team to support them and also be transparent with them in terms of where they are as it relates to the goals and then how we can support them in meeting them. Thank you. Item 4.05 discuss policy 7-2.5 hiring employment of family members. Dr. Harris Muhammed Thank you. The policy committee did not receive any additional feedback um since our last meeting and we have spoken as a board. We've shared feedback regarding how we would like for the policy to read and to ensure that it was very clear. Um I think we've done that. I think we also

151done that as a board um at Nauseium to indicate what we would like to see in this. Some of the information I recall it was shared before it has to be in there because of whatever the statute says. Um so that of course has not been removed. Um I don't know if any of the policy committee members receive feedback, but I believe if they had they would have shared it out with all of us so we'll be aware. So, board members, I would like for us to move forward and approve this so we can move on and put this policy to rest if there are any questions. Miss Rizzy. Um, thank you, Madam Chair. I believe I requested to have this one pulled um just so that the public is aware that this policy is

152changing. Um it seems significant enough to at least you know pull it out and be specific about it. Um especially considering you know some of the issues we've had both with city hall and the registars's office where nepotism has been a concern. Um, you know, I'd like to see something built into this or maybe we'll have like some protocols that we could add or there's a section that says that um as long as board members have no impact on interviewing um relatives of board members and the superintendent can apply for jobs at RPS. And I don't necessarily have issues with that, but I would like to know um how that will be measured, how that will be, you know, gauged. For example, I have a very unique last name. If my son applied for a

153job, um it would be kind of hard not to intuit it that he's my son. And so I just want to make sure that we are putting guard rails in place to make sure that there h is no undue influence on people who apply to RPS and are related to us or to the superintendent. Dr. Harris Muhammed. Thank you. Thank you, Miss Randy. The guard rails that will be put in place is not within the board's purview. That's within the administration's purview. And so um when something arises to that nature, if a board member's direct, relative, however that is defined within the statute and the policy, um the same with the superintendent, then that board member must excuse themselves from voting on that particular personnel item. Um that's a part of the purview. And so,

154um, I I just want to make sure, am I hearing you say you want to pull this for another re? I get I I need some clarity. Um, and then the second thing is the procedures of applying the policy as with any policy is not our role. that's within the administration's role and then we make sure that the policy is being followed. If that has changed, I just want the board to let me know, let the policy committee know because then we get in the weeds and moving of the muddy waters with we're going to address this policy within our own guard rails, but other policies we're not. Just want to make sure we're clear that if we put our feet and how the procedures are adopted with this policy, then that leaves the door

155open for us to put our feet to develop guard rails for all other policies. I just want to make sure we're clear. The policy was developed because language needed to be strengthened. I think the policy committee along with the administration and the attorney has met that. I also believe um the administration has submitted this for attorney's review. If if I'm wrong with that, Mr. Stanley can speak to that. But I believe that's what they did. And so if I also believe that if there were another level of concerns, we would have I the the committee the policy committee would have known. And so um I just want to make sure that the policy committee has done their due diligence and adhering to what you've asked us to do. Mr. Farooq. Thank you, Madam Chair. I

156really appreciate our colleague Miss Rizzy bringing up a really important point which is that this is a small town and it's not unusual for these things to happen and indeed if you just briefly Google it's happened a lot in this city in government. So I think there's not going to be a perfect way to remove bias or to prevent this from happening. So, all we can do is create a process and do our best to transparently follow that process. And I I think that's what we've done, but I'm very open to hearing any questions or thoughts other members have. Thank you, Miss RZY. Thank you, Madam Chair. Certainly, I'm not questioning the legality of the policy at all. Um, and I certainly didn't imply that it had to be us who created these guard rails.

157Um I would just like to personally and you know I think a couple of con you know of my constituents have expressed it know that there will be some kind of um protocol in place. Mr. Cameas perhaps you can address it that will um do as much as possible to eliminate bias in such situations. Mr. cameras. Yes. So standard practices for example, we have a committee of individuals who will do interview so that there's no one single person whose bias would uh outweigh uh or or would be the overriding factor. Um and so we will continue to think about other ways to manage that. That being said, I do think it is real that in a small town with unique names, it's very hard to uh completely uh extract any bit of knowledge one might

158have about a potential applicant. And I just want to acknowledge that I would not be doing my job if I were to sit here and guarantee you that we would be able to do everything to prevent any bit of bias from entering the process because I just don't think that's possible. Dr. Harris Muhammad, thank you. Um, thank you everyone for your feedback. On the online application, they have to note which helps the hiring committee. They have to know if they're related to any board member, superintendent, or administrator in the school division. So that that's guardrail one. To Miss Ren's point, is there guardrails? That is a guardrail. you have that it they have to identify it that they have to it it depends on what your definition of a guard rail is, but they do

159have to identify on the online application if they're related to any board member or the superintendent that if it's checked. Now, if if it's not checked and we find out that they are, you all know that's that's immediate cause for dismissal. um as small as you think it it is, but it is it can be a cause for dismissal because when you're submitting an application, you have to be truthful on all parts of the application. If you're not, you know, it's room for a dismissal. So, um that's one piece to the point of many of you that that share. And then in in addition to Thank you. May I finish 10 seconds? In addition to that, the superintendent stated that there are multiple people on that interview process slash panel. So some, you know, someone

160um or individuals are um um when they submit that information for rating or what have you, whatever they do, I'm not a part of that process. Um it it would come out then if if someone has applied and they're related to But I get it. I have a unique name. I'm I'm telling you, I do. So, I get it. I hear your concerns. Um, I just I just thought we had gotten past a lot of I thought the policy committee and I still do believe we've done the best that we can with the um attorney to make sure that we hit all those points. Thank you. Okay. For the sake of time, if there are no other concerns and for the sake of not being redundant, are there can we move forward? Okay. All right.

161Next up, we have um 4.06 received for first read policy committee recommendations. Thank you so much. Just to do a recap, um policy committee met in April and we discussed the textbooks and instructional materials 5-5.5. Um Miss Cassandra Bell was there um brainstorming with the policy committee. We had a very robust conversation and I want to take the opportunity to always thank the policy committee. This is tough work but this is what guides the school division is policy um and also academics and operations but definitely policy. And so Miss Bell thank you so much for always being there present showing up and being engaged as well and providing your feedback. Couple of things that I just want to um share with you all. Um, the other policy that's not presented that is going to be

162coming for coming to us at some point of course is the AI policy, but I'm not going to talk about that tonight because our focus is the um textbooks and instructional materials policy. The policy committee did not receive any feedback on this. I don't think I didn't receive any feedback, but we'll open it. We'll open the floor to Miss Cassandra Bell as well if permitted. Mr. hammers and as well as to members of the policy committee. Mr. Fruit, thank you, Mr. Chair. I think this is a really important policy. I'm really excited that we're here to talk about it. Really appreciate the staff's hard work and as Mr. Camas has updated us many times, this is part of how we're improving outcomes and it's part of how we're going to do that in the future.

163I did send a bunch of my comments and some of them were addressed and I appreciate that. Um, one of the things I remain worried about is and I think it cuts both ways, right? We teaching has gotten harder and we have seen significant turnover and I am excited that this will be a asset to our new educators something to hopefully make their lives a little bit easier but I understand that there is some concern from probably some staff that it does take away some flexibility. Um perhaps there are educators who are used to using certain materials Uh, but this is a conscious choice we're making that we're going to raise the bar on the materials we're using for our scholars and I'm excited about that. Thank you, Mr. Chair. Mr. Edge, thank you. Thank

164you, uh, sir. And um I I still have a lot of reservations about this about this policy and u I'm appreciative of staff for making uh changes to uh so one of the changes that that I was I was very concerned about what Mr. Farooq was alluding to was teacher autonomy. Um and the burden of teaching that he also mentioned uh and the um uh the concern is that you know of course this is taking the art away. This is taking the flexibility and the creative nature away from teachers. Um and um I I worry that you know as a social studies teacher and and I know my colleagues in other other fields too, right? There's teachable moments. There's uh there's the the um the conversations that you have at professional developments or with colleagues.

165Um things that you learn that might not be on a list that uh we define as high quality yet it is high quality. Um and and so when we're seeing teachers leaving the uh the profession in droves and they're not leaving RPS because of the salaries, right? we're paying teachers better than a lot of our competitors are and I'm proud of that and I'm glad and I'm I'm glad to be a part of that. Um but to drive them away when we're um taking the fun out of teaching and making it a script uh or closer to it is a risk that I am not really happy to take. Um I um again there was there's a line 91 to92 where it says the purpose of this policy is not to restrict individual teachers in

166their selection of daily instructional materials. That was struck uh which speaks volumes to me. Um, and I I will say though that the administration has been um uh has has listened to what what I'd you know my concerns and I do appreciate that you added in the the one-year waiver uh for uh content um as far as if say a teacher NRPS is uh sponsored by the school division to go to a conference and they are uh they learn something really exciting but it's not on the list then they can use that uh for the first year. I do want it to say teacher explicitly though when it comes to the evaluation committee. Um it says that right now it says that a staff member will be a part of it. Uh but I would

167like it to say teacher um being included in in that piece too. Um and I might be an island here um on the day as today but um but I just want to say my piece as an educator that um it's it when it becomes more restrictive it becomes less fun and we want it to be fun. We want the kids to to feel the passion that the the educators have for their subject. So thank you. Um Mr. Cameron wanted to share. Then we have Dr. Harris Muhammad and then Miss Ryzen. Um I I just want to say I very much respect and appreciate Mr. Hedgeh your your comments and um I know uh you shared them earlier. I I do want to push a little bit on this notion that us committing to highquality

168instructional materials as defined by research can't also be fun. In fact, I actually think it frees up teachers and frankly principles and the whole school system to focus on how you use those materials for your kids in the most uh authentic way to bring your full self to it. The the reality is unfortunately not every teacher is is you or is is other fantastic teachers and they're doing their best to try to pull things together. And what the research is abundantly clear on is when that happens, the kids who typically end up getting the lowest quality instruction are are kids in low-inccome schools. That's not because teachers aren't trying hard or doing their best. It's because the work of identifying, creating, summarizing, uh, publishing high quality instructional materials is too great a burden for any

169one teacher. And so we do a lot of work to partnership with the state as as you all know where there are very clear guidelines about what is in bounds and what isn't uh to make sure that we are putting in our teachers hands really high quality material that of course I want those teachable moments to happen and I will say publicly that they should happen and um and so I don't want anyone to ever say that I didn't say that and so I I will continue to say it publicly. Um, I want teachers to bring their full selves. I want them to have fun. If they're not having fun, I will something's wrong. Um, and we have a duty first and foremost to our kids to make sure that what is being presented to

170them every day reaches a standard of excellence backed by research. And and I feel that is a special uh even more significant responsibility because we are teaching young people many of whom um are starting off so far behind that to catch them up and to accelerate them requires us to use the very best researchbased materials. So um again totally appreciate uh the perspective but again as a teacher in my heart and someone who spent a lot of my life teaching um I firmly believe in the in the power of high quality instructional materials and believe this is a this is a policy that really is about equity and making sure our kids get what they need. Um while also and I will again continue to be very public about this wanting teachers to bring their

171full personalities all their terrible math jokes to to to bear each and everything. Dr. Harris Muhammed, Miss Rizzy, and then I see Miss Burke and then Mr. Jafari and um colleagues, it is 8:37 p.m. Thank you colleagues. Thank you Mr. Cameron. Actually line 92 was made stronger with replacement replacement of line 90. We wanted it we the discussion was to ensure that it was a more collaborative approach to to review the material such as textbooks. Um and so I I hear Mr. Hespath when I when I say I totally hear you and Mr. Fruit I totally hear you. Um and then in addition to that and I know some of you were not a part of this process several years ago that started in 2021 made its completion in 2022 but this is this process

172is congruent to the process the previous board implemented when reviewing the reading materials that the former chief academic officer brought before the board and of cost. So very similar Mr. cameras a couple of years ago said something very similar then that he said now that the focus was not only equity but ensuring that we're not removing um autonomy from any of our classroom teachers. And lastly, I just want to share that um I would be against removing the verbiage staff because if we if we put teachers back in there in replacement of staff, we have so many individuals that are not classroom teachers that that support and design and work with high quality instructional material. for example, our coaches, our specialists, our IAS, our assistant principles. So, we weren't removing teachers to say we don't

173want them as a part of the committee. We replaced teachers to put staff so they won't just be teachers, if that makes sense. I don't know if that makes sense. It made sense in my head. Okay. So, that's why. So absolutely teachers have to be um that's that is a requirement by the state department of ed when they push out new materials but staff makes it stronger for us to not exclude anyone because we are even though we're not supposed to really say the word we are about inclusion we are about diversity we are about equity there I said it um and so yeah I just wanted to share that thank you Miss Rizzy Um thank you madam chair. So for clarity purposes what we have here largely is language from the state and you

174know I mean certainly we appear to be um being forced to enforce some level what of what I would call censorship. Um, and you know, I my three minutes probably won't allow me to tell this whole story, but I'm a former English teacher, and I had a little interaction with a superintendent I worked with in another district, one of our neighbor neighboring districts, who asked me to remove the Zipperelli version of Romeo and Juliet and use the Bos Lurman. And if any of you have taught Romeo and Juliet, you know the two versions. Well, the Ziferelli one is classic. It's beautiful, but there is some nudity in the Bos Lurman version. They're like literally using guns killing each other. But because of some of these policies now, the Bos I mean the Ziferelli version is

175not going to be accessible to our children. Yet they can watch videos of people shooting each other. And so I do have some issues with how this is applied, how it's defined, and what impact it may have on our student students educational experiences. And by the way, um that particular superintendent, I'm sorry, Madam Chair, that particular superintendent actually made a personal phone call to me and said, "You know what? You're a teacher. You're a professional. I trust your judgment." And I will always respect him for that. Thank you, Miss Burke. You are next. I'm I'm thinking back being in the classroom to teach the joy of teaching and when we always had standards of learning, SOS, but things changed. We used to do a checklist. Just check it off. your documentation was kept to yourself.

176But then when things changed and the accountability piece was put at a different level, um that's when this we were told what to teach per se, but I never had a problem with it because at the end of the day, I had to do what was best for my students. If I had a child that learned her or learned his or learned their multiplication tables by singing Artha Franklin songs, Pink Cadillac, that's what I did when I taught fourth grade level at Clock Springs with children from Mosby Court. Okay. All right. And they all passed the literacy test and then some. So my point with that is I'm in agreement with what's listed. As already stated, we are held accountable to the state. And number two, when you close that door, the results will show

177in the end if you have changed or pushed up. But but but we must have the quality curriculum, books, tools, things in place to teach. And I'm thinking I'm I'm dating myself, but I'm thinking back to segregation integration where we received leftover um textbooks all written up or whatever else, but we passed whatever was given because of the creativity and devotion of our teachers that taught us. So at the end of the day, a smart teacher and I think they all are a smart teacher a teacher on task is going to teach what is required but you also have to put a little butter on top. So at the end of the day you have to rethink or reform or go at a diff different level to meet the needs of your children. But I'm

178also thinking back when quality materials were not in place and that's the equity piece. Thank you. Thank you Mr. Jafari. Thanks Madam Chair. Just briefly just circling back some of the comments particularly that of my colleague Mr. Hedge. Uh when we think about the autonomy of educators and that's basically been stripped uh autonomy being in a lot of ways synonymous with creativity which has been taken and also the ability to be spontaneous in how you do things. Um I would be remiss if I didn't recognize the tight rope that our educators have to have to walk u from the federal level to the state level. We now even have people or agencies, if you will, individuals who encourage people sitting in the classroom to call in a complaint on a teacher if they have an

179issue with what the teacher is teaching. And so when you look at that, there's no autonomy. And I can see how that despite notwithstanding how much we pay a person, that just takes all of the the joy out of being able to teach. And a big part of successful teaching is being able to make the call in the moment that gets the point across. And so I just again would be remiss if I didn't recognize that our teachers really walk a tight rope. Uh they're in a vice and you know out of fear of losing a job or losing something else or being written up or called on a copet. Uh it's amazing and I just thank them all for hanging in there and uh this too shall pass as they say. Thank you, Miss

180Rizzie. I just wanted to comment. Um, Mr. Jafari, you sound like you've been a teacher in the classroom. I'm very impressed. Great. Okay, moving right along. Receive for first free contracts over 100K. Thank you, Madam Chair. We have one for furniture and one for fences. You are voting in June. If you have any questions, please email Thank you. All right. Um, moving rather quickly now to administrative updates. Receive an update on care and safety. Good evening, schoolboard members and superintendent cameras. There is another presentation before that. Um, Matthew is from our school health advisory board. our leads for school health advisory board were unable to be here tonight, but I do want to give them a huge shout out because they have done some amazing work this year um participating in all types of activities

181uh and the addendum to our wellness policy. And so we really could not do this work without them. Matthew has has it on the background, but they they helped create the addendum to the wellness policy as well as the program that we have, Hydrate RPS, ensuring that our elementary school babies are drinking more water within their schools. Um, and then they also participated in our food fair and fruit and veggie week. And so they're just an awesome group of people. Um, unfortunately they weren't un they were unable to be here tonight, but they do have some innovative ideas for next year. And so I'm really super excited um to present those to you at some point over the summer when the representatives can be here to explain those things to you because it really is

182all of the things that the board would like to do and we just serves serve as advisors. We can go now to our care and safety update which is an update on our clear backpack policy. So the board approved uh June 3rd of 2024 for unanimously by the way for the division to go to clear backpacks. Of course there was some heartburn within some families. Um they talked about whether our bags were durable and all of those other things. I will say that each student at the beginning of the school year had an opportunity to get a bag that was provided by the division. So, with our partners from the Ultimate Backpack, North Side Coalition, and Chesapeake Bank, all of our students, including the ones who were newly enrolled, had an opportunity to receive a

183brand new clear backpack. And we did have a surplus. With that surplus, we were able to supply students who maybe needed their first replacement bag um with a full backpack. We ran out on the secondary level. Um, yes, there was some inconsistencies, but you have to weigh it against what we're facing. A lot of our secondary students are chronically absent. And so, we did not want that to be a barrier, but we knew that we had to come up with an alternative solution. And so, we made sure that our secondary principles reiterated the expectation of the clear backpack. But as a division, we also, we couldn't buy full the strong strength backpacks, but we also provided replacement bags. So, if a student came to school, they wouldn't have to carry their bags in their hands.

184They could bring in their colored backpack if they needed to. Um, but we would give them something to carry their Chromebook as well as their books for the day. Um, and many of them we allow them to keep. It was a much more affordable option for the division. We got a one pack at about $25 and 30 came inside. So, not ideal, but we did offer an alternative solution for those students who continue to struggle with being able to get a replacement bag. And with that, I'll take any questions. Miss Frizzy and Mr. Farooq. Thank you, Madam Chair. Uh, Chief Parks, do you know um how long it's been now that we've been requiring clear backpacks? Do you have any estimate? Yes. Uh the board actually approved it on June 3rd last year, 2024. So

185we're coming up on a year. Yeah. Will we get any update for example on their efficacy whether or not um we've seen a clear reduction in the number of um illegal or you know unallowed items that have made it into our schools. So, we do run a report every week on the types of infractions we're having in our schools. And certainly, I can say from the 22 23 school year, we're seeing a reduction in things such as vape pens. However, we're trying to catch up with technology because they were usually easily identifiable, but now they look like keys, they look like pens, they look like pencils. One of the reasons why we asked the board to consider the clear backpack policy was to make morning arrival and entry not only for safety but just to

186make it at ease and also to deter students from putting things that they shouldn't have prohibited items within their bags. Right. Is it possible though that we could get some data to see whether or not this has had any kind of significant impact? Sure. Thank you. Thank you, Madam Thank you, Madam Chair. Miss Rizzy asked the same question I had. Thank you. Mr. Jafari just had a brief uh inquiry here on these bags. And I I heard you mention putting the computer the PC in it. And so we we've done a little testing here to make sure we're going to keep our property protected as we walk with it. So the Chromebooks as well as about two to three notebooks can fit in there because it expands. Okay. Again, that's not meant to be a

187forever, but we don't want to discourage students from coming to school by not having anything. And we know that the division has a policy that students have to adhere to. So, that is our workaround for trying to assist families who aren't able to provide replacement bags. Yes, sir. Yes. Thank you. Um, I have a question if there's no Okay. So, um I would almost be under the impression that instead of there being a reduction of infractions that perhaps because of clear backpacks, there perhaps might be an increase in infractions. So, I I just want to make sure we're looking at the right data the right way. Can you kind of speak to that? Yeah. So, we'll look at all of our infractions, but again, remember the purpose of the clear backpack was to deter students

188from putting things inside of their bag. So, we actually haven't seen an increase. We've seen a a decrease um because if you just have a vape pen out there in your bag that the traditional looking one is, you know, it's unassuming. So, um, but now with a pen or a keychain, we have to look a little bit more closely. Yeah. Uh, and I I know for for my district, particularly River City, I I do um I do want to recognize that one of the other reasons that it was very important for us to have the clear backpacks was because of the time it took to go through search in the I hate to say search. what's what's a better word? Morning arrival. Morning arrival to um to address um everyone going through the um safety

189mechanism and so on and so forth. So there's you know there's a lot of ways to consider it but I just wanted to remind you know my colleagues that you know it all comes down to trying to deter but also to help with efficiencies um in the morning time as well. Yes, Miss Rosen. Thank you, Madam Chair. So, yes, I would love to have some data on whether or not um morning time arrivals have been reduced as a result of the backpacks in addition to whether or not we've had fewer incidents. Thank you. We'll add it as a part of the board memo so you can have that information this week. Miss Burke. Thank you, Madam Chair. Thank you for this data. Um and I maybe the new people I hopefully you know about this

190for the last eight this may be our ninth year the ultimate backpack drive that's sponsored technically through VCU of which I started it in the seventh district and we've continued on and this year our goal is 40,000 backpacks. So, we meet every other Tuesday for two hours at CoStar, which is our our leading sponsor, and they asked me for data regarding this because they're talking about considering improving the durability of the bags because of um a few bags were torn or whatever. And then just to make sure it's a over a million dollar product project, excuse me, where every child re in Richmond public schools receives a backpack with great appropriate materials inside. Then we also have Enriiko, Chesterfield, Handover. Um last year we did Virginia Beach only the title and Petersburg the title one

191schools. So this data and I thank Miss Rizzy for stating more data to come because that this really this is what they want to see. They want to see where their money is going. And Coastar is the leading um is Dominion Energy. It's Virginia Credit Union is Targets. Um I don't want to say too much about all of OSC's trucking delivers packages and delivers. It's a big It's on August the 7th I think this year. And I would love it that everybody would come out if no more than a few minutes just to see people hundreds of bus loads of people at the convention center. So having this data will help me when I meet with them next Tuesday as well and the more data that we have because they want to make sure that

192they're doing what is correct and they are loving and enjoying being a part of of providing materials for our children. So I thank you for that. Thank you. Thank you Miss B. Miss Rising, thank you. I'm I'm starting to feel like an over participator here, but um um so yes, I um and I've lost my thought except that um I would like to see this data not only presented in a board memo, but also and maybe in the superintendent's uh direct communication so that parents can see the data and hopefully our neighbors will consider requiring them at all schools. You mentioned title one schools only. That doesn't seem we can clarify later. Miss Bur, as you know, the majority of schools in the city of Richmond are title one. And the reason the backpacks when

193we start out with the cloth with Andy Florence, who is the CEO of oh, what is it? homes.com and um and um co-star um and he himself joined us when we were meeting at Hardwood. But my point with that is we did title one schools because we only did 40,000 backpack excuse me 40 what did I say 40,000 backpacks whereas Richmond public schools has 22,000 schools and we also do the children's hospital I forgot that because Richmond public schools is a part of that as well. So the reason we only did title one schools um is because we have it's a Richmond public schools project but we're at the convention center. So that means we are taking in all the areas as well. If a title one student doesn't get the bag it's okay but

194it's not required. They have a little bit more money than we have too. Okay. Thank you. Thank you Miss Parks. Last but certainly not least, receive an update on Blame Fox Elementary School. Thank you, Madam Chair. Uh John Balasa here, our director of school construction is here. As he's coming up, I'm going to try to go for it, sir. Do your lightning fast. Sorry, first time at the at the podium. Uh good evening uh board chair, vice chair, board members, and cameras. I will be as brief but excited to share that we are nearing the completion and soon to be opening of handover at 2300. Um so these are some of the completion items that are completed, ongoing, upcoming. Um this is not an extensive list. This is just the high deliverable items. Next slide.

195Uh this is kind of the schedule. Again, not all items here. There's I trust I Trust me, there are more to this list. Um, but some of the u larger components and ones that um tie the end user to the project um slides pictures the beautiful gym is nearing completion. Um it's beautiful space for upcoming events. Next slide. The library space is nearing completion as well. You can see beautiful hardwood floors that have gone in work as well as Miss Rizzie. Thank you, Madam Chair. It is very lovely and congratulations on that. This is a big deal. I have gotten a few questions from constituents and you know I'm not sure if there's any merit or basis to it but people are calling me asking me if the square footage of the school is larger

196than it was prior. Um are you able to answer that question? That's a great question and thank you for that. So, for clarification sakes, the um four corners of the building, if you would, had not changed the perimeter, but we were able to find space within the school that um was basically unused or was mechanical space that used in size. A lot of the mechanical equipment was put up the attic space up additional space. Um the net gain was you can see removal of the modular classroom trailers, the learning cottages, they will no longer be on site or they aren't on site anymore. Um so that direct square footage is now inside. Do you have a number for the net? I can provide. Thank you. You crashed it. Moving right along to um our close

197session. Who has Madame Chair? I move that the school board of the city of Richmond convene in close session one to discuss and consider the performance and discipline in employee matter 2025-04 as authorized by VA code 2.2-37. 2-3711A1 number two to discuss and consider the performance and discipline of classified employees and to discuss the same matters with legal counsel as advised authorized by VA code 2.2-3711A1 and A8. Number three, to consult with legal counsel regarding an employment matter as authorized by VA code 2.2-3711A88. 2-3711A88 and number four to receive briefing from legal counsel pertaining an uh pertaining an employment litigation matter as authorized by VA code 2.2-3711A7. Thank you. It's been moved by Mr. Hedgepath and seconded by Miss Burke. Madame clerk Mr. Pible. Yes. Miss Ricard, yes. Mr. Farooq, yes. Mr. Hedgepen, yes. Miss

198Rizzy, yes. Dr. Harris Muhammed, yes.