001Hey, good evening. The regular meeting of the Richmond Board of Education will come to order. Please stand for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Sandy, would you please uh read our mission and vision statement and take roll? Our mission statement is that at Richmond Community Schools, we provide a quality education that allows students to be successful in a global community. Our vision statement is to foster a culture of academic excellence, creativity, character, and ensuring that all students are prepared for success in an ever-changing world. And now let's do roll call. Board member Cunningham? Here. Board member Gillis? Here. Board member Mashawn? Here. Board member Sutton? Here.
002Board member Teltoe? Here. I'm Board member Fortuna and here. Board member Styers absent with notice. We do have a quorum. We also do have one of our student representatives here with us tonight, Alyssa Shafer. However, Kelsey McNamara is absent with notice as well. Thank you. Um I'm going to make a motion to amend the agenda. I'm going to make a motion to amend the agenda. I'd like to move item number 13 to be number eight and then item number 14 to be number nine. Support. >> And then everything else would just shift down. Well, first off, she has a proper motion to I told her to start. You have to ask for it first. Okay, I'm looking for a motion to approve the agenda. Now Sarah will make her comments. I'm going to make a
003motion to amend the agenda and move number 13 to be the new number eight, number 14 to be the new number nine, and then everything else would shift down. Support. Any discussion? What's the rationale? I think we have a lot of people here tonight and I think there are some people that want to speak and I think they have the right not to be here all night and I think it doesn't hurt us by moving it up. I just would ask that the student or representative report be before that just in case it does run too late. Um I asked if she wanted that, she said Well, she said she was okay >> she was good. Okay. Okay, but I also um was going to make a motion to amend the agenda, but I don't
004know if we have to hold on this one first and then or what, but I but I would like to We need to add I was hoping we could add uh letter J uh for the discussion regarding the legislative letter and meeting. The letter to legislation and meeting. Cuz that's supposed to be on the agenda. Isn't that what I is? Is that what I is? >> That's what I is. It just said a budget, so I wasn't sure. Okay, all right, sorry. It says I might as well leave, right? Yeah, it goes down from there. Yep, yep. Okay. Any other discussion? All those in favor? I. Opposed? Motion carries. I'm looking for a motion for the approval of the consent agenda. So moved. Do I have a second? Support. Any discussion? All those in favor?
005I. I. Opposed? Motion carries. Okay, first item on our presentations is a proposed overnight extended trip. I'm going to turn it over to Mr. Sherwood Smith. Good evening. Sorry about the informal attire. I got quite the sweat on at the volleyball tournament. Um so, this will be our sixth or seventh year going to Hillsdale College for a team camp. Um it is I graduate it's my alma mater, that's where I went to school. I've known the coach there since I coached at Hillsdale um high school years ago and it's a phenomenal program. They not only cater to this our team environment, but when we get there the girls get the opportunity to bond in the dorms. Um we get to tour the college. They expose them to college life. The girls who are running the
006camp, not only do they have current athletes, but they have athletes that have graduated and believe in the program so much that they come back every year. Um we get to uh during the day it's not volleyball. Everything during the day are the things that lead up to being good athletes. Um it might be sand volleyball working on communication and the goal is not to beat the other team, but how many times can you keep the ball in the air and we actually broke the record record 130 times. And and then they would say, "Okay, one girl has to leave and go get a drink break cuz we're going for so long." That's like so if come out of the court, it was just um the girls were so excited. It was it was a
007lot of fun. Um they also do um some difficult things. We'll go on the lake volleyball beach and they'll do a training where they got to run out and then you got to be aware of and some girls swim and they not swim very good. Okay, maybe you shouldn't go out this deep. Um and they cheer each other on. So, it's um great for resilience. Uh they do um we get to choose our activities that we do in the morning. Yoga is something they choose every time. Uh injury prevention which didn't work out so good for our team last year, but overall um it you know the things that we do every day we incorporate the bands in our practice trying to strengthen the muscles. So, it's been very positive. Um previous years I've been
008able to take two teams. So, I like to have a smaller number and then I can move the girls from team to team and actually have taken seventh graders before that have fit in. Unfortunately, this year they are taking a team trip to Brazil. So, we only get one team camp and they said I just barely like there's not enough room. They They take 16 teams and so we are just fortunate to be one of them. So, um this year is a little different in terms of I won't be able to take everybody. So, I decided to offer it up to all my returning varsity players and any girls uh I had three sophomores last year that I invited to come up and finish the season with us. One chose to do so. So, I
009invited her. And then the other positions I believe I have nine committed right now. So, probably the other three spots I'm just going to look at what I need on my varsity and who I might need to fill. So, if I need an outside hitter or maybe like a couple middle hitters or maybe a setter. So, um that's what I plan on doing this year. And they assured me that if there's an opening, I will be first on the list um cuz I'm on a long line from there. Uh we try to keep the cost low. Um it does involve two overnight stays. Um so, we get there at 1:00. Actually, it starts at 1:00. The girls need to be there between 10:00 and 11:00 on Thursday. This year is the first time it's a
010Thursday, Friday, Saturday. Um and the sessions will start at 1:30. So, at 1:30 they'll be on the court. We'll go back, get dinner. We'll have another um 6:30 to 8:30. We'll go back. We always plan something fun. The seniors will do a couple fun activities, scavenger hunt, or um we bring stuff to They have outdoor pits we can do um s'mores, you know, just try to make it fun for the girls. Um and then the last day we're there till 8:30 in the evening. In terms of food, um food is not included. And so, I have a couple but there is a big kitchen in the dorm. And we might actually get a suite this year. So, in the past I had two teams, so we're in the old dorms that were there like when
011I went there, but they have these awesome suites. And so, this year we might get it because they're bringing fewer girls. And I have um Jess Palumbo Sturgeon. Um and actually Sarah Pastushyn has come and cooked for us, too. And will also be there as well as Amber who is my second grade Um so, anyway, we have we will have enough people there to help um cook and make food for the girls. And it gets warm. It's good time. So, and it's very educational. I know I'm going to look at the right book. I'm in middle school. It's in the summer, so there shouldn't be a problem. And their parents drive them. I do not take anybody. I do say if you want to talk to each other and carpool if one wants to drop
012off or pick up, but their parents actually drive them there. Okay? Okay. Anyone have any questions for me? Thank you. You're welcome. Thank you. Thank you for coming. Thank you, Mr. Lamanna. Okay, next item on our agenda is a proposed overnight trips for wrestling, Mr. Burke. Good evening, Richmond Board. Um I am here uh respectfully requesting board approval for three overnight uh summer trips this year. Uh the trips are scheduled for June 13th through the 16th in Chattanooga, Tennessee. Um Sorry. It is June uh the third the second one is June 21st through the 25th um in Urbana, Ohio. And then the third trip is July 30th and 31st in Hudson, Michigan. Uh think that will provide valuable instruction, development, and team building for our student athletes. Um I will be driving down there. I
013will be there for all three of the events. I will be driving um my vehicle with kids, and I also have um other coaches that are available to drive down there. Um so we always kind of take care of that. Um sometimes we do have parent volunteers, but we generally like to drive them down ourselves. Um Generally, I would assume we're going to get roughly anywhere between 15 to 20 athletes to each of them, uh hopefully. That's the idea. Um We will and I'll go one by one. For Chattanooga, we will be staying the 13th uh June 13th, 14th, and 15th overnight. They provide us with housing. They feed us. Um it is all covered, and I really wanted to go down to Chattanooga this year cuz um one of our alumni, Devin Skatzka, is
014a assistant coach there. So he invited us down there, and I figured that would be a great opportunity for them to meet him {slash} um to see that environment. So that was a really cool one. I was hope I was really glad for that one. Um Urbana, Ohio, that is our Jeff Jordan camp we've been going to for 25-plus straight years. It's a great opportunity to be around really good wrestling people. Um some of the best. And Jeff Jordan's one of the best high school coaches of all time, so I like to bring my kids around that. And again, we actually stay there on the mats, which provided. And then the last one in Hudson, Michigan, um that is a one-night stay. We um we will stay typically at the coach's house cuz we have
015a close relationship with Coach Murray, um who is one of the greatest high school coaches of all time, and I I to bring my kids around those people. Other than that, I don't think I have anything else, so you guys have any questions for me? Yeah, so is it volunteer, like whoever wants to go, goes? Yep. Right. Yep. And then the cost So >> in there. I know you were talking about staying different places, but is there a cost? Yep, yep, there is a cost. Um Chattanooga is $400 for each of the each um athlete. Uh um Savannah, so Jeff Jordan is the same thing. And then Hudson Camp is $100. And uh the RWA does do some fundraising to help any of the students that have financial issues. So we help we try to
016help them out cuz the last thing I really need is finances to be the reason my kids can't better themselves and and get the best for you know, from what we provide for them. Thank you. Any other questions for the Okay, thank you very much, sir. Okay, next item on our agenda is our 2026 Outstanding Teacher of the Board uh for the year. Um I'm going to ask the board to organize staff up here um to shake their hands and then when we're done, we're going to take a picture over there. Let's go here. Can you announce them? Um the administrators and um Michelle Who's first? Sorry. Miss Humphrey. Miss Humphrey. Miss Humphrey. Thank you. Come see me later. Yes, come up there. Each year, teachers in every building are nominated for Teacher of the
017Year by their administrators in recognition of their dedication, impact, and commitment to student success. This year, we have a special opportunity to surprise each of these outstanding educators in their classrooms. An incredibly meaningful moment for both the teacher and their students. We are proud to recognize these three individuals tonight, and they will also be honored later this month at a celebratory banquet at the Palazzo. These educators truly represent the heart of Richmond Community Schools, going above and beyond each day to inspire, support, and make a difference in the lives of their students. At this time, I'd like to invite Mrs. Magoonie to come forward and share more about Leal Elementary's Teacher of the Year. Thank you. I'm Mrs. Magoonie, the principal of Leal Elementary, and I'm here to honor Mrs. Hunter. She's our second grade
018teacher. Um it's my honor not just because this is about excellence in instruction, but it's really about her heart, her impact, and specifically her quiet, powerful way that she shapes the future. Um Mrs. Hunter embodies what it truly means to inspire a love of learning. Kids go into her classroom, maybe not always loving learning, but they come out loving loving to read. So, I hear that from teachers um and staff and parents that that's what she really puts into her students. Um her classroom is a place of curiosity. She encourages a lot of question-asking, exploring ideas, and she has an environment where children feel capable and confident and excited to grow. But, what makes her especially remarkable is her calm demeanor. In a profession that often demands quick thinking and resilience, she's a steady presence.
019Her classroom is a place of reassurance and consistency. Students know that they're safe, they're supported, and they're understood. She models patience and grace in every interaction, and as you know with second graders, a lot of that goes around. Her professionalism is constant and unwavering. She approaches every situation with integrity and respect. She understands that not every challenge requires a reaction, which I think specifically is powerful as we model for our youngsters. This thoughtful approach allows her to remain focused on what matters the most and that's the success of her students. Beyond the classroom, she's a role model for her colleagues. She uplifts others. She's constantly positive to her school community and leads by example in big and small ways. Simply put, she makes a difference every day. Please join me in congratulating our elementary teacher
020of the year. At this time, I would like to invite Ms. Morella. And Ms. Morella. Good evening. Yeah, I'm Jennifer Morella. I'm the principal at the middle school. It is truly an honor to stand before you tonight as we celebrate an exceptional educator, Ms. Amanda Turpin, Richmond Middle School's Teacher of the Year. Amanda represents the very best of our profession. At the core of her work is a deep and unwavering commitment to the literacy to literacy, not simply as a subject but as a foundation for opportunity, confidence, and lifelong success. She understands that when students develop strong literacy skills, they gain the ability to find their voice, think critically, and engage meaningfully with the world around them. Every day, she brings that belief to life in her classroom. What distinguishes Ms. Turpin is her ability
021to connect with students. She sees each child not just as a learner but as an individual with unique strengths, challenges, and stories. She builds relationships grounded in trust, respect, and genuine care, ensuring her students feel valued, supported, and that they belong. Ms. Turpin runs the crochet club and the writers club, which has published writers every year. Where others see barriers, she sees possibility, meaning meeting students where they are and never losing faith losing faith in their potential. Her persistence, patience, and unwavering belief create an impact that extends far beyond the classroom. When you step into Ms. Turpin's classroom, you feel it immediately. It is warm, welcoming, and purposeful. A space where students feel safe to take risks, ask questions, and be themselves. In her classroom, learning is not an obligation, it is an experience that
022students are eager to be a part of. And I've seen even some of the most reluctant learners learn to love to read in Ms. Turpin's class. Ms. Turpin exemplifies the heart, expertise, and dedication that define outstanding teacher outstanding teaching. She inspires her students, supports her colleagues, and strengthens our our entire school community. Ms. Turpin, thank you for the difference you make each and every day, and we are incredibly proud to recognize you as Richmond Middle School's Outstanding Teacher of the Year. UH, MS. CHRISTENSEN CANNOT BE HERE TONIGHT, but I would like to invite Ms. Sable to share a few words about our high school teacher of the year. To know her is to love her. Ms. C, as she is affectionately known, is a CTE teacher in our building. As a 20-plus year instructor at
023Macomb Community College, Ms. C brings a wealth of knowledge to the classroom teaching accounting, marketing, and business management. She additionally brought the Richmond DECA chapter back and has successfully had students qualify for the state competition since taking the lead. Ms. C additionally is a member of the school improvement team, is junior class advisor, and plans building-wide events. Karin embodies characteristics of a successful teacher. This is primarily done through her outgoing personality, full speed ahead approach, and ability to make sure no one ever says no. She gives everything a try at least once, including eating haggis on our recent school trip to Scotland. She has high expectations for her students, and they regularly meet them. It is clear from the moment that they step into her classroom that she has these expectations, but that she cares
024about them and will create a safe and positive environment for them to achieve them. She is a leader among her peers, working with new CTE teachers as they transition from industry into the classroom and teaching profession. She makes people laugh, speaks her mind, and lovingly expects nothing but 100% from both students and her colleagues. She will try anything once, whether it's a competition for her students to participate in, a conference to attend, a new educational resource to try, a software to implement, you name it. If she thinks it will be good for students, she will jump in head first and make it work. Overall, overall, any building would be lucky to have a Ms. C, as she not only is an outstanding teacher to her students, but she brings to her staff what loving life
025to the fullest 100% of the time is and it's an important reminder that educators often need. Thank you, Ms. C. And then if you look at the picture, this is the day we surprised each of the teachers in their classrooms. So, thank you and congratulations again. Okay, don't go far. Our next item on our presentation is the Macomb County Literacy Ambassador. We are excited to continue our county-wide Macomb Reads Literacy Ambassadors initiative which recognizes outstanding educators who promote literacy across our schools and community. This program provides meaningful opportunities for ambassadors to support events like the Macomb Reads Carnival and author engagement series while being honored with special recognition and resources. We are honored to share that Richmond Community Schools 2026-2027 Literacy Ambassador is Mr. Steve Pedri. MR. PEDRI UH, MR. PEDRI'S DEDICATION TO fostering a
026love of reading and supporting student growth makes him a truly deserving recipient of this recognition. Thank you, Mr. Pedri, FOR ALL YOU DO. OKAY, NEXT ITEM ON OUR AGENDA IS OUR Hatching Results presentation. Ms. Saylor, are you leading that? And then we're going to We'll turn that over to our secondary uh principals and counselors to tell us about this great program. Good evening. Um we're here to talk to you about a really exciting adventure that um Miss and myself and our counselors have been on for the past 3 years. Um we've been able to um participate in a and learn a lot in a program called Hatching Results that has been provided um to us through the MISD. Hatching Results, as you can see on the slide, is a um was established in 2003 by
027Dr. Trisha Hatch and it teaches um secondary schools uh and empowers school counselors and administrators in better servicing our students academically and um socially and emotionally. Um this 3-year initiative has been a way to improve everything that we do and all of the services that we can provide for our students and it's been really exciting to be a part of. So, how it all started was um a few years ago um Mr. Wonsley approached us and asked if we would be uh representatives at Upper Richmond at the MISD to um undertake this really amazing opportunity that allows for us to create this document that you're going to learn about very very quickly and a program actually that you're going to learn about very soon. Um we started in 2023. Um we created our action plans
028and we are very we learned how to use all of our data that was provided to us that we were able to gather from our schools to really um decide how we were going to attack this new approach to servicing our students. Um, the following year, which was year two, um, we enhanced that tier one plan. We created some data driven, um, activities and, um, ways to service our kids. And in year three, which is what we are finishing up right now, we are talking about how to implement this entire program with fidelity and developing our systems of sustainability so that this is something that is not just a three-year initiative, but a many year-long initiative to best support all of our students. Um, we have our next steps, which is going to be our
029program evaluation, our reflection, and how we make any adjustments that are necessary, um, as we get different students each year. So, a little bit about the model before we go into, um, some in-depth examples. If you're not familiar with the multi-tiered, multi-domain, um, system of supports for students, there are three different areas that we support students in the building, um, academic, college and career, and then the social emotional learning piece. Um, at that tier one, those are lessons and activities that all students receive. So, you'll hear some examples tonight, um, where it's definitely a counselor or someone going into the classroom and then teaching a full grade or a full group lesson regarding one of those topics, whether it's in the academic, the college and career, or the social emotional. Then, the tier two, which
030you'll also hear an example about, is more targeted supports. So, as Ms. Morella stated, as we're collecting that data, if we see students that have gaps or that might need some more targeted support, um, whether that's small group, it might be some referrals for services or resources. It might be just consultation or collaboration over a six or eight week period. That would be a tier two example. And then tier three is really intensified supports where we provide either individual counseling to students if it's in house and something that we're able to do or it's something that we refer out to services. And so what we did as Miss Merola said is through this three year plan really looked at what does our tier one instruction look like? What lessons and what standards are we touching
031base with the kids? And then when we see that students might need more supports, what does that take tier two look like? And then obviously the development of tier three. So as we go through you'll see how that kind of builds and I'll first turn it over to Miss May who's going to explain one of the tier one lessons that she did this year. Thank you. All right. So tier one as she shared is something that we share with everyone. So all of our students. So this the photo up here is just a couple of samples of what we've done with our students. The sixth and seventh graders I meet with and we basically focus on career exploration. They're not ready to make decisions. They're ready to like start exploring based on their interests. And
032so in sixth grade they explore interests based on subjects in school that they like. And then in seventh grade they take a match maker quiz in Zello that basically has them answer questions of their likes and their dislikes and it provides a list of things that would could potentially match their interests. It provides a whole long list of careers for them to explore. Zello was a very helpful program. It has all sorts of in depth descriptions of all all types of careers including you know, education requirements, descriptions, photos, videos, for interviews of people that they could watch, all all sorts of things. So, it's a great tool for them to be able to explore with. Um, the students then save at least three careers that they're interested in. Um, most end up saving five to
03310. They love this and it's really exciting to them. Um, those hours that I go in, the rest of the hours like the rest of the teachers are like, "Oh, yeah, we know you guys are exploring cuz they're all talking about it." We do this so that the students can start to think about their future. Um, they can build self-awareness and it also helps them start connecting academics with their future. Starts to really build, um, their knowledge of like, "Okay, why am I doing this?" A lot of kids in middle school, especially, are asking like, "Well, why do I have to do this?" So, this starts to help them connect those that reasoning, that rationale. These are the students some of the student standards that we assess ASCA model or the American School Counseling Association
034has, um, standards that are built in and are for assigned for different grade levels and so, um, we built our lessons to address some some of those standards. And then the eighth graders we take through high school transition planning. Um, we this is just a snapshot of some of the resources. Um, we talk about graduation requirements and then in Zello there is a four-year planner that we take them through so that they can start thinking about which classes do I need to take in order to graduate, but then which classes do I want to take, which classes am I interested in? So, we help them to build in what is required and then explore all of the other options that the high school offers as eighth graders so that then when it's time to request
035classes they have an idea of what they're interested in and then kind of building out their their future to have an idea of what they might want to take as they get older. Um Mrs. Crampton comes over and and shares with our eighth graders too and talks about high school. We bring them over here to the high school, they get a tour um from some of the the high school students. They do a fantastic job of talking with them. Mrs. Zabel meets with them. Um the high school sets up a a whole thing in the in the gym with different clubs and activities and some of the CTE programming so the students can see some of those examples and really just help them get an idea of what high school is all about. Um so
036it we meet with them over multiple days to be able to help prep them. Um the high school also then has a meeting in the evening for the parents during conferences so provide that same information to the parents as well. Um that's part of our whole transition team. Um these students it really just helps them plan for their future. We want them to to build for their future success. We want them to know that they're ready, start to feel like they know what they're doing and and reduces anxiety moving over to the high school. Um helps them to just really feel more confident as they're moving over there. These are the standards that we have assessed with those eighth graders. And then Mrs. Crampton's going to talk about what we do for tier two. So
037as Mrs. Zabel said, tier two we focus in more on students who might need some additional support. So at the beginning of the year or after first quarter um Mrs. Zabel and I sat down and determined how many students had two or more F's in ninth and tenth grade classes and those were my tier two students for quarter two, setting the goal of reducing the number of absences by 25% in each quarter. So, as um Miss May said, rationale for this stuff are for not this stuff, sorry. For For these groups, um early on I mentioned the help reduce the risk of failing classes, so we're not doing credit recovery over the summer, working on organization, time management, self-advocacy skills that they need in order to support themselves within the classroom, and offering that um
038more personalized support to help them succeed. So, I worked with ninth and 10th graders. I had a total of 12 12 ninth graders and eight 10th graders. We met for 6 weeks, um and then I have some um pictures of posters up there where we talked about what self-efficacy would look like in talking to a teacher when they need additional help or don't understand, and study skills that they could um try to implement. And then, week one was just an initial check-in. Week Like I said, organizational skills, self-advocacy, study skills, and test prep, step um stress management and coping skills, and then at the end of the 6 weeks, just a celebration. We made it through the 6 weeks, now let's put these skills to to the test. Um and I also invited parents of
039the students who participated to fill out a survey as to what skills they would like to see their students work with. Um before So, this was survey results before and after I worked with the students. Before I worked with the students, you can see that none of the students said that things were going well. A majority of the students said that the first quarter had been really rough for them. After that first quarter or after the second quarter of me working with them, the number shifted. There were still some that were struggling, but I was able to move quite a few up into it's going well, or it's going better than it started. And then working towards my smarty goal, you can see first quarter we started with 38 F's in ninth grade and 26
040F's in tenth grade. At the end of the second quarter, the ninth or tenth graders made huge improvement. They've kind of slipped. We're working on it. Ninth graders at semester was the first time they had taken a semester exam. So that was the adjustment there, but now it's worth now by the end of the third quarter, they've definitely made some great improvement. So we know what we need to work on and focus on for fourth quarter as they come up to their final exams. So this allowed me having this data allows me to be the focus more in on specific students and the skills that they're going to need. And as a wrap up, as you can see kind of from what Ms. May stated and how she gave a tier one example, Ms. Crampton's
041tier two, if we do still have students that are struggling in one of those areas, it can be because of attendance, trauma, grief, negative behaviors, things tied to college where kids at this point don't have a post-secondary plan. They don't know what they're doing after they walk across the stage on May 20th. If your student's not on track to graduate, if there's students that are wanting to drop out and having those conversations about they don't see a point. All of those things become more individualized for the student and that's where that tier three comes in. And so as Ms. Crampton said, some of those students that still perhaps are not showing progress in her small group, that would then warrant the further conversation of more individualized approach and instruction. So that kind of is the
042whole loop. One of the things that I can say is that the time that the four of us have been able to spend together at the MISD six days of over the past six days each year over the past three years, Um, I think we all can agree that all of these things were being done. We just never actually had the time to sit down, put it into, you know, pen and paper and then collect that data. So, I think if nothing else, we really had the opportunity to do that. And then also, um, at the high school we're working, um, on attending hatching actually starting on Wednesday with our student support group where we're also bringing in the social worker, the counselor, myself, the Dean of Students and then the Director of, um, Student
043Services to kind of create another layer of what do our tiers look like and how does, um, how do we collect data. So, um, I guess I'll wrap it up for all four of us if no one else has anything to say, but thank you, um, for giving us this opportunity to go over the past 3 years. I know it's hard with having us out of the building. I will say we're the only school in Macomb County that had administrators present and so I think that was a really impactful piece, um, because we were able to work hand-in-hand with our counselors and so just thank you for that opportunity as well. Thank you very much. Anybody have any questions? I actually do, Mr. Um, in regards to the funds of the grants that covered that.
044Is that something that we apply for or get? So, as far as the training itself, um, they've been the ISD has done grants to partially cover the costs that the ISD is able to cover and then the the rest have been able to cover with our Title II, our professional development grant that has been used the last 3 years to cover, um, our remaining portion of this. Uh, as far as beyond the training, there really isn't additional cost. It's them putting the pieces, putting the resources together, so there's really not a cost outside of the training. Okay. For implementing, say, Tier III um, services, um, things like that. Is that for each of these students We really build in with the resources that we have, so it's really kind of kind of I think it
045was Erica that just said it's we have we've sort of been doing these things, but but maybe piecemeal and and on that way, but there isn't that that system and that plan where we see how it builds and how to recognize the students that need it, when do you put them in and when do you pull them out. So, it's really a matter of organizing what's been happening to be more effective and efficient, but we really don't we haven't found a need to go outside again. Even when we talk about outside resources, we already are working with agencies like CARE and those type of groups that might be tapped into this, but it's not we're not looking for something additional at this time. And um parental involvement uh if they reach the tier three level,
046parents are Oh, yeah. Everything I mean throughout all the you know throughout all the processes like same thing like um Ms. Crampton said is that you know even before the group it was notifying them. Another example of tier two we have is an AOP group and I I apologize, but I don't know the acronym because I just heard it, but that's through Macomb uh Family Services and it's for students um just you know working on social interacting skills of you know how to interact with their peers. Um that's another small group we do, but they come in um Cody runs that class. It's once a week and that's also free of charge, but same thing Ms. Spencer reaches out to the parents, explains the purpose, explains maybe why that student was chosen or suggested to
047perhaps participate and so that would be another example, but those are all things that are free of charge and are done throughout the school day, so. Anyone else have any questions? I No, I don't have a question, but I just wanted to I know I've said it before, but I'm going to say it again, but Ms. Crampton, I believe that the work that you're doing at the high school in that job has been very impactful. Parents have said it. I've said it before at board meetings, but you are really doing a great job with our students and getting them on track and keeping them on track, so thank Thank you all for being here tonight. Okay, the next item on our agenda is our academic summer school. So, board members, you did have this uh
048presentation in your packet. However, we are going to deviate from that plan. Uh just this morning, uh Ms. Latimer got a call from the MISD that um the way that we had set up summer school last year, which was very similar to what we were going to propose to you this evening, um they were not able to authorize a 2-week program was what we were looking at again, like last year. Um the minimum that they can approve for us to use their materials, again like we have done the last few years, is a 4-week program. So, because that's a big adjustment, um we don't think that it's totally a no-go, but at this point we do need to kind of go back a little bit to the drawing board and re- look at, you know,
049how can we make the funds that we have available, keeping in mind we are totally relying on just the carryover that was remaining from being a little bit under budget last year, um with those remaining extended day extended school year grants uh that we were working with. Um so, with that kind of very tight limited funding, and knowing that to utilize the ISD's programming, which is what we were intending to do, um again, we just need to a little bit more time to rework that plan. So, we intend to be able to bring that back to you at the next board meeting, if you wouldn't mind a presentation on the 27th. Well, you're going to need to make a motion to subject it to uh Remove it? And table it until the next meeting. We
050can do that. Someone could please make a motion to table this item. So moved. Do I have support? I support. Thank you. Any discussion? Are we going to have any discussion on um you know, these are the academic, but non-academic camp? Are we doing that this year at all? Athletic stuff, the other stuff. the athletics was not also ready for the CD. Mr. Trent said that they were still working on that. So, I didn't have exact date for when he was going to have the athletic piece ready. As far as the enrichment pieces that we had offered last year, we were not adding that to our proposal at this time. Last year, it was offered at a cost to the families. The number of families that we had that registered for it last year did
051not meet our need as far as, you know, what they paid did not meet the need that we had for running it. Because, again, we came in under the 100 budget with the academic piece, we were able to sustain it for last year. But, again, being such a less money available this year, and again, not meeting that the outcome of community signing up for it last year, we did not intend on offering the enrichment piece this year. So, we didn't even We didn't even think to maybe see if there was interest and then look whether we had the funding for it or we just not plan to do it at all. Is that the idea? That was the plan. We based it on last year's interest. Last year, the afternoon classes had four five students
052maybe in a class. We were looking to have 15, which was where our break even point would be. I mean, so we just We didn't come close in in any of the classes. Even last year, we collapsed several of them to make it doable for the year, you know, to try to even keep those ones running where you remove some of the Yeah, yeah, I think Yeah, I was here. I know. I I just wish we we had maybe looked into seeing what the interest was for this year because last year was one thing. It's a whole different ballgame. That's just my thought. Anyone else have any other comments? All those in favor of tabling this item for the next board meeting? I. I. Opposed? Motion carries. Next item on our agendas our standards-based grading
053presentation. And I will turn that over to Principal Orella and Mrs. Jarre who's helping us with this proposal. So back in the fall, we had um a really good discussion on standards-based grading at the middle school. Um we were um challenged or charged with trying to come up with some type of a different transition perhaps for our eighth grade and we think we may have an idea. Actually, I know we have an idea. Um so just a little bit of a recap, um for as long as I've been at the middle school, we've been using standards-based grading. Mrs. Jarre can probably tell us exactly how long we've been using it. Um but it does provide feedback on standards taught um instead of using letter grades. Uh students have the opportunity to demonstrate mastery throughout the
054year. Rubrics are created to take away all of the subjectivity and it really provides um concise examples of grades. So we're we're that's where we are right now. But since we've last presented, we've been um kind of on a journey at the middle school and we started back in January where we were able to I was able to provide our staff time during our professional development to do some norming. And norming is when you meet with people in your either grade level or or content area, you each bring a work sample of, you know, what a proficient, a partially proficient, um what all of those different grades are, you bring those, you bring samples of those, you bring examples of those, and then you each grade them based on the rubric that's provided to see
055how close you are with one another. Um because again, we want to make sure that that subjectivity is gone when we're doing grading. It It really should be based solely on the standard that we're teaching and the rubric that is provided. And so they were able to the teachers were able to grade each other like student grade student assignments from each other's classes and were able to compare and discuss rationale and make any necessary adjustments so that they could come up with what a gold star for each one of those levels would look like. So each one of our grades would look like. Um so we just went through a seven-step process um focused on a standard um selected the assignment. This is just some information um for the board so that you have exactly
056what we did. And um it was actually really powerful to watch. It was great to listen to the conversations that the staff was having. Everything was very much um academic focused. We really wanted to make sure that we were doing um everything that we could do to ensure that our students were able to show us what they know at the level that they can show us. So we were pretty excited about that and as the administrator I was excited to see how close the majority of our teachers were with one another in regard to grading. So then um at that time they were also able to have a lot of time to collaborate with one another to um just continue this process. So that was that was one day. Anchor and apply making sure that
057we are establishing what that those gold star um samples would look like. So here's an example of a normal rubric. Um this is just from our science and this was just based on some um the collaboration that the teachers had just on on day. This is really just one example of of what this would look like. Um this is a journey. This is not a one and done by any means. We continue to have these conversations. Um a main focus of our PLCs even moving into next year is going to be on standards-based grading and norming, okay? Not Yep, go ahead. Just to add a comment, the norming was really useful and helpful as teachers to see if we're seeing the same thing, but it also helped to make sure our rubric was actually measuring
058what we thought it was. Cuz there were times where I found, "Oh, you know what? This piece of the rubric isn't clear, and if we can clarify it, then it doesn't matter who's using it. It's going to be accurate." So, as you know and as we've told you before, too, that rubrics aren't just used in standards-based grading. Rubrics are best practice for any type of grading grading that we that we do. So, what we're planning to do, and we're still in some of the logistical phase, is there will be a pilot. We will pilot a transition for traditional grades in eighth grade beginning next school year. Um our team, Mrs. Jar and even Mrs. May and um Mrs. Schlaefer, we're we're all working together. We also um invited our school improvement team to help um
059give us some information and give us some ideas as well. Um we are working through the logistics of what this looks like because we want to make sure that we are going to be doing what is best for our students, and um we are going to model it after the 80/20, which is what the high school does, 80% um summative assessments and 20% of their grade being their formative assess assessments and assignments um at our level. And then I'm going to let Mrs. Jar kind of talk about what step three is up there. So, step three it is I'm playing in Carver School to try out different scenarios of how we can still maintain the standards because parents and educators, we need to know what the standards are that we're assessing and I don't want
060to give that up. Um but at the same time give our eighth grade students transitioning to high school the experience of a calculated numeric grade because they've never experienced that and when they come into high school that is just one more change on top of everything else. Um so currently working with Tracy Thornburg and setting these up in Carver School where I can try things out and then we can meet and look at how it works because one of the things we agree in the committee we don't want this to be punitive. We don't want to suddenly these kids are failing because they've never experienced these kinds of grades. So, we want to set up the system so that they can see the effects that the numeric grades have. For example, that if you don't
061do your homework, it is going to have an impact. But we don't want them failing so fast and so hard that they can't recover. So, that's kind of where I'm coming to play with the numbers and try things out. Um so, we're really excited to see where this leads us um and if you have any questions, do you have So, All right, go on. Bring it. Okay, so I was obviously one of the ones that wanted to look at this transition and you know, Mr. Jar, everything you just said is exactly what I was experiencing, I feel like when my daughter made the transition to ninth grade. Um when you say that you don't want it to feel punitive, in my opinion, it's either going to feel that way in eighth grade or ninth grade.
062I would rather it feel that way in eighth grade when they and they get that wake-up call before it really hurts them. Yes, because it's going to help shape their mind around it versus something, you know, like the grades they've never had that before. So, in my opinion, I would much rather them get that culture shock in eighth grade before it really hits them in ninth grade. So, I think this sounds like everything that is going to be helpful for the eighth graders just kind of experiencing it myself watching, you know, kids in ninth grade go through it first hand is hard, you know. So, I think this is going to be a great year to to test it out for kids and let them see what happens with it. So, I'm excited to see
063what this is going to bring for the eighth graders next year. I did have one question though. In at high school with the 80/20, I know for some of it they can do retakes. Are we going to allow that? >> Always. Okay. All right. So, they would just initiate like they would we in We we would we may have a little bit of a different way of calculating that, but yes, we don't ever want to set kids up to fail. So, yes, they can they will absolutely be able to still turn in assignments, you know, later if they needed to or do any kind of makeup. Okay. Just cuz I think if we replicate the more we replicate what there is coming, the better they'll be set up for it. They can do retakes now.
064Yeah. Okay, perfect. Oh, always. Yeah, perfect. Okay. So, I that was all the all questions I had. But thank you guys so much. I know this was a lot of work and I think to answer your question about when, I know I was on the board the first time when we voted for it. So, it must have been 2016, 2017, somewhere in there. Cuz it was fairly new when I was on board the last time. So, We spent a lot of time at the school prior to actually implementation. All of the standards that you had us doing again this year. We did that. It has had a long run and I'm I'm glad that we are still open-minded enough to grow with it. We've had a long test period to see the strengths and then
065maybe some of the weaknesses and I think this is just catching up maybe one weakness that we identified over the years and I think it's great. So, thank you very much. I I feel the same way. Having two gone through it now, I agree. Thank you. I think that the ninth-grade teachers are going to be happy about this, too. Um yes. Uh one thing is it true that some of the colleges are looking at GPAs that are starting in eighth grade? Is that something that >> been made aware of that. I did Okay. And then the 80/20 rule and I know that this isn't on the topic tonight, but um your experience with that as well, Billy, too. Are we one of the normal for 80/20 versus 60/40 and 70/30? Or 70/30 versus 60/40? >>
066question Billy will probably be better for that question because I don't have secondary experience outside of the high school. Going back to that, you have to look at exactly where things are, you know, currently. It's one of those things that does shift and that will one of them. Yeah. Okay, going back to her credit or grade point average in eighth grade, do you have courses in the eighth grade that are high school credits? >> Yes, we do, but they go toward our high school GPA. Yeah. So, is that what you're talking about? Yeah, we do have that available right now for our students, um but it doesn't That's they're still considered high school classes, not eighth-grade classes. Okay. >> If that makes sense. Yeah. It's going to float there until they become a freshman. Yeah.
067Yeah. Okay. Um so, we are really hoping um we will keep you posted and we will let you know when we're ready to present our final plans moving forward and we'll go from there. Thank you very much for working on this. Just a quick question. Oh, I'm sorry. Sorry, go on. Sorry. Oh, I'm so sorry. It's okay. Um We're We're doing it in eighth grade and I get that, but what happens to those students and teachers who are seventh graders in there and they have a class that's mixed seventh and eighth grade? That's why we would need Why doesn't we do it in seventh grade as well? That's an excellent question and I'm going to let Ms. Geraghty handle that. Um two things. First, we feel that piloting we pilot at one grade for just
068the efficiency. Seventh grade has a couple of challenges. One is the fact that our seventh We don't have seventh grade core teachers. Our seventh grade core teachers are either sixth grade or eighth grade core teachers. So, that becomes a conflict and finally with regards to classes that we have that are seventh and eighth grade combined are mostly our specials or electives. Those people have spent so much time these last two years on their standards and their rubrics and they are more performance based. So, for example, in PE or strength and conditioning Coach Baba is basing their proficiency on their performance in that class versus oh, you didn't get dressed today, you lost 10 points. You know We kind of felt as a committee that those classes were really tailored to staying with the With the
069standards. For right now. What about So, what about STEAM classes? That I Right. So, we're Let me finish. I'm not following that at all. So, are you saying that the the standards-based grading is just going to be eighth grade and it's only core classes? So, when they move to high school, are you telling me that the non-core elective classes, it doesn't matter what grades they get going up there? I'm not following. No, we're still working on that though. We're still trying to work out the logistics of that because we do have those unique classes where we do have teachers that have seventh and eighth graders. So, you know, Cheryl just used the example with PE, which isn't a grade, you know what I mean? But for but for our STEAM classes and our other more
070academic-based, performance-based classes, we we still have to work that out. And those are one of the things that we're doing with the sandbox that we're calling it. Yeah, so we we will have a way, we'll have a system in place for those teachers and those students. And they involved talking to those teachers also and finding out >> what their preference would be. So, Thank you. Yeah, you're welcome. Andrea? Miss Stabile, I have a question for you. The 80/20. Is that pretty standard? Do you know if it's standard throughout or is it 60/40, 70/30? How's it What are you hearing? I don't know. I mean, in my previous district it was 80/20 as well. So, that's really the only experience I have. That's something that I could put out to the math principals. There's you know,
07121, 22 of us in the group. People put out like soliciting feedback all the time. So, if that's something that you were interested in me gathering, I can go ahead and do that. >> Please. We appreciate it. And you can just send it to Billy. Okay. You don't need to present. We're just looking for some numbers. No problem. Thank you very much. Okay, next item on our agenda is our 2026-2027 budget discussion. >> Okay. Okay, so the first thing I want to say that go back is a little review. At the last meeting we had some time to talk about which enrollment model we wanted to go with to base our budget numbers on and so the decision was to stick with this model where we're really essentially rolling up you know the current first
072graders we put that number for second grade. The current second graders we put that number for third grade. Keeping in mind last this current years number of seniors is quite a bit higher than our junior class coming up so we know there was a reduction there. This years current kindergarten class is relatively small but we are seeing a very high rate of students applying for the through the kindergarten round up and registering for next year. So we this is probably conservative on the kindergarten side probably again it's the numbers we see right now for the other grade levels. So that keeping in mind the bottom line was that reduction of about 28 students was what we went with. So that number was pulled over to the again the other spreadsheet that we looked at last
073time that I made a little bit visible. So with this Again we still don't have anything from the house or the senate so we pulled the number over for enrollment but other than that we don't know what they're for proposing at this point. So they really we don't have much that we can look at in those last two columns. At this point we would just be basing it off of the governor's budget proposal as that's the only one that we have. So the revenue based on that student FTE from the previous spreadsheet using that one is shown there on line six so that 15,640 and then a reduction base due to that reduced enrollment of 20 students that we talked about. Increase of a $250 is in the governor's proposed budget. Again, we talked about
074that last time so we do see that kind of offsetting a little bit of the loss that we would potentially see and so then our overall projected revenue and expenses are right in the middle. So last time again we started to talk about some of the potential items that we might want to look at cutting, look at having some discussion on as we know that the bottom line is in the red if we didn't change anything else. And again keeping in mind that a big part of that will be based on the the contracts that we've negotiated that do have increases within them. And I'm going to slide down a little bit. Did you want to talk about I can do that. It really hasn't changed and it's still what we presented the last board
075meeting for the projected increases in both salaries, wages, FICA and retirement are included in those numbers. And then we went down to the non-union groups and it's the same thing. When you look at the building security monitors we did not receive 31A funding and if that continues into next year that would be an area where we would consider we still have them but maybe not as many. And that's at this point one of the many ideas of waiting to see where we go with our state aid from the state of Michigan. I've also added in there we had some work at the bottom was mentioned to us about the one-time expenditures. All the grant changes were mentioned last time with 27 out grant. We have the expenditures added. uh We're replacing some retirement teachers because
076teachers are at one salary step and new teachers coming in with a lower salary step, so we factor in that savings. That's the the red number, that's the saving reduction of expenditures. We were taxable on site training expenditures, reducing that. One time expenditures, you know, we have a superintendent search going on right now. We reduced for that. We had some action the bond information that we, you know, put together. We have a reduction for that included here. One time expenses for uh insurance deductible for where something was uh one of our I don't know the house. home loan tax Um so then we replaced them, but we got the deductible, so we take the deductible out. Um ideas that possibly maybe some student supplies, maybe some library books. We have alternate funding for library books
077that we consider. Um they have book fairs at the elementary middle school. They use proceeds and credits they get from the book fairs to purchase books for the libraries in those two buildings. The high school uses has been using their money. They use It's a different demand for reading at the high school than it is at elementary middle school. They can't pick up a a book that and read for 20 minutes and be done with the book. High school, you know, much much thicker books. So, it's not a quick read and they just don't check out as many. Um they do a lot of stuff online and they can classes and they are not using the computers to have to look at online research. Um grant expenditures we talked about replacing the educator on The
078educator on home replacing instructional coaches, we still provide two instructional coaches, but we would have the grant funding to assist in offsetting the cost of them. And then we talked about we're done. Again, reducing social worker, we have using 30 day funding. Again, that's one idea that we have put out here just to give you an idea that if that's something you want to consider, here's an amount that we feel we would be able to save. So, as the picture comes together right now, we have so many assumptions, it's difficult to say um what will really happen and what we need to do. Um the House and Senate are going out on break. We're out on break. They told us the other day that maybe at the end of April or early May we'd hear
079something more from them on what they're thinking of as far as the budget staying alive. Um so, we'll kind of have to sit tight and see what they offer and suggest and where we go from here. In the meantime, we're working with uh principals, staff, talking about ideas in the event that, you know, funding isn't where we need it to be. And with 31A, they've talked about um it's still in the appeals process. They're They're talking that because they took the money that we didn't take, all the districts that didn't participate in 31A, reallocated to the districts that are in, they don't believe that funding will be there for this year, but there is talk, as we're told, um by people who are in lines with the legislators that perhaps they will take out some
080of that language that made so many of us say, "Oh, no, we we can't live with those um requirements of the grant." And maybe we'll get some of that back next year, but it's hard to say And when they know that we brought up the last time too with 31A, earlier as an officer, it we did not live in it is not in this uh particular grant, but that is about $20,000 that could be in that line into when that has the grant 31A. Um it is not a good example, but that's an expenditure for that. So, that would make a difference there, too. And And when you look at the bottom line and when you have your panel, we're ready to transition to the next slide. We have to remember that we've been doing
081set-asides for several years now. Um in our budget, we've set aside this year, um, we set aside planning to contribute from the general fund to the to the non-bond projects to set aside funding. Um, right now we have at the beginning of this year, 25-26, I think when we close the books on June 30th, 2025, we had 1.7 million sitting here set aside, which was originally set aside for bus replacement, turf field replacement, replacing student and staff laptops, replacing student and staff desktop computers, copyers and classroom servers, and that's where you get the subtotal in the middle there, 1.5 million is sitting in funds for those replacement items. Um, we continue doing some set asides and we uh we redistributed them, added some more, so we added some building and grounds for doors for 150,000
082and some curriculum set aside for 92,000, which brings us as of the beginning of July of 2025, 1.7 million. In this year's general fund budget, we're planning to transfer a total of 494,840, and you can see we've um continued with those top items totaling 402,000, plus an additional 92,000 for curriculum. We reallocated some funds this year because our door replacement was done with other sources, so we took that 150,000 that was sitting for the door replacement and moved that into media center furniture, which we desperately needed at the middle sorry, the high school and the elementary school. And then we just moved the additional amount to that 2000 2,220 out of copyers. Um, so and then this year our planned expenditures and expenditures we've already made, we replaced a bus for 180,000, um, we replaced
083laptops with 256,000, um, and that took out of that top group 507,000. We've also put in spent money on furniture for 152,000. We spent money on the curriculum, um, so that leaves us as using funds this year 752,000. And when we take last year's starting point, handle the reallocation as we transfer we're planning for this year, and take out those expenditures, we're still looking at 1.5 million in set aside funds. One way to look at your budget is do we want to continue that set aside at that amount? Um, do we want to look at investment replacement as ongoing every year? Don't want to really change that one. Um, turf field, we want to get that up to enough to replace it. Laptops, we've done one replacement this year, looking at how long it would
084take to build up funds to replace them again, and what the life of those laptops are, as well as the computer, um, desktop computers. And copiers we replaced recently, how long do we plan to use those, and what how much money do we need set aside? So, there may be areas where we can reduce some of that set aside if we choose to, um, which could impact our general fund budget. So, basically, with 494,000 sitting there, we have some discussion we can have about adjusting that down, and how we adjust that. Jamie, I have a question. Does that that 1.5 or 1.7, either one, is that reflected in our fund balance, or is that, like, after this is taken out? This is in a separate fund. Okay. So, we have our general fund fund balance,
085which you see at the time we do the budget. >> not It's in our general Okay. It is in our set aside capital projects. Okay. So, those projects we listed, because it's a board determined dollar amounts, board can determine to shift that money if they choose. Then, how many more years do we have on the turf? I don't know. When's our next one? Isn't it two? Two or three years. I think that went in in 2020, and it's about a 15-year >> Oh, okay. depending on how well, you know, how just how well it stands up. And we do maintenance on it. Preston takes care of it very well. So, we do maintenance on it and we just kind of look at where how it's performing. You know, there's some things you can do like
086add pallets if you need to. Um we fluff them up to keep them, you know, there so it's it's functioning well. But, it varies. Sometimes it's and I don't know what it depends on, maybe the weather, the soil, I'm not sure. Um but, they tell us about 15 years. So, we have them until 2035. And we're putting in 52,000 per year. And that was the idea was to take that that how much life we had in it and how many years we have to rebuild to have money there would be in the right place. Anyone else have any discussion comments? Um yeah, I have a couple things. Um I thought we were getting something um since we talked last meeting about the liaison and the uh social workers. I thought we were getting some kind
087of conversation about that. And I guess I need Jamie said something about uh talking with administrators and that. I mean, so what's resulted from that? Are they looking at trimming their budget? It just seems like we're at the phrase is right, but cart before the horse. We're we're putting up again the second time talking about cutting positions without having the whole picture. And I just thought really all this is is the exact same thing you told us 2 weeks ago. Well, we've added this because >> No, it's it's it's the exact same thing. We we asked We we we put out there about the social workers and we specifically asked that we wanted information on those positions, liaison positions. And as far as I'm concerned, that comes from your administrator meetings. What's happening in their
088buildings? I What I the only one that thought we were getting that? No, I remember specifically asking for a before we vote, I remember specifically asking for a list of the liaison and the social worker to know what we would be losing. Um and if that's not ready for tonight, that's fine, but I wouldn't want to vote on this until I have that. Oh, and we're not So, I'm I'm fine with that not being done. I'm not saying my anything voted. What I'm saying is if it's basically the same thing from 2 weeks ago, no conversation about where we're at doing that and those administrative meetings talking figuring out there are ways that budgets can be trimmed within buildings and that stuff can happen before we get to the point of talking about bodies and
089all that kind of stuff. That's just what I thought we were going to get. That's what I would like to see happen before we continue to put up there about cutting a position where we're not even anywhere near ready to talk about that. And yet, now for the second time, it's thrown out there. Well, we didn't remove it. So, we added to this sheet. We didn't remove anything from last sheet. So, we were adding to the conversation. So, that was something that we brought forward in the conversation point last time. So, we are adding We've added those one-time costs. That was also discussed the last time as well. So, we added that and then we added the capital um bond transfers. So, those were the additions that we were able to bring to you last
090time. In our administrative meetings, that is where the talk about the library books came from as a starting point. Um again, we we are just as we're early in the conversations here, the building administrators and teams are early in their conversations as well. So, so so they're happening is what you're saying. Yes. Okay. So, they are intending on doing and setting aside time to do essential uh excuse me, a comprehensive needs assessment, which would involve their entire team, typically the school improvement team. So, you look at what curriculum needs they are using, what's working, what's not working. So, you were correct. That is not something that we would have been able to bring together this quickly knowing that we still don't even have a concept of what the other two budgets are. You know, we'll
091kind of continue to work in their timeline. So, by the time they tell us the budget, we should have some good plan A, plan B, plan C's in place, I would think. Yes. I I just I just think we should continue to put something like that up there when we're not even anywhere near And the conversation we've been trying I mean, we've been as transparent with staff. Certainly that question comes forward. Of course, that's a concern when, you know, I mean, the folks that are paid under 31A have known since December that 31A was cut and that's scary. I mean, they they know that. That's a reality and that's unfortunate that that funding was cut or we wouldn't have to talk about any of them. Right. We've also talked about that back when that money
092was cut. We talked about as a board the things that you're hearing that we felt were strong or what we were interested in in working to figure out things before the budget time came. That's all I'm saying. I think when you put something up there that you're reducing something when we have not even had any kind of really good presentation given to us. I just hate putting something like that up there. That's all I'm saying. So, I am looking for that is cuz I also was under the impression that we're going to have kind of more of a a list of like what is under 31A and so that way we can look at it all and have a discussion. >> And have a discussion, yeah, about, you know, like prioritize, I guess, things if
093if need be. And again, anything I'm bringing that I would definitely like to have the administrator of the team Yeah. I definitely like that. >> This is how it's used and like that. We have a list. Any other comments? Okay. Thank you very much both of you for presenting tonight. Okay, next item on our agenda is our school aid budget priorities with the MASD. Sandy, are you going to run with that? Um sure I can. Um so at last meeting I gave everybody a copy of the draft letter. Um and tomorrow is our last meeting for the the legislative group, I guess, uh for the school year, I guess. So um I they're kind of looking to see if we are willing to sign it and whatnot. So I've asked for everybody's input in regards
094to those things. I did get some input from Deb. Um just wanted to I was opening it up to anybody else who has any input like cuz they they've included um some things that they would like recommendations, I guess, um that to change or do away with that I was hoping that everybody would have a chance to look at and be able to comment if they were comfortable with what was listed on here. I believe can I ask the categorical program consolidation? Can you explain that paragraph? Which page is that on? That's the actual letter and it's on the back side of it. Second paragraph, sorry. It's on the actual letter. So combining categoricals is the concept of So again, you have like 31A, title two, title three, title four. Um so combining those, that's
095that's the a conversation that's discussed is taking those and putting them into one pot versus separate pots. That's the combining categoricals. So we want that legislative group, the ISD, they want us to do that because that benefits us. If it's all just lumped in one category, is that what you're saying? So, that is that is definitely the the message they will send. That's the thought process. You just have to be careful of does it Is that what it's truly accomplishing? Or is it taking all of those Is it One of the concerns is when they combine them, is there less revenue available? That would be a concern I would keep my eye out for. >> So, okay. Thank you for that. Yeah, so that I mean, I have a problem with that paragraph. Okay. >>
096I understand it. I'm going to say that. Okay. You know, I want an explanation and and I want accountability the same. Okay. I get it, but I just I don't I can't choose. I would I would I'm going to go the opposite there. One of the things that I want with all of them is to quit changing the requirements for what we how we get 31A A or how we get type. And every year it changes, so that means we're constantly reinventing the wheel, so to speak, the paperwork, the all the things that we need to do. Talk about a time waster. Well, yeah, but what about the fact that if you plunk it all into one, then there's only that one chance of doing it, if you will. At least, when it's different groups,
097you might have a chance to get the money on this one because how they regulate it. You know what I'm saying? Where if you plunk it all into one, whatever the requirements I mean, is that Do you think it's fair? I think that's fair. Fair assumption. And again, and I I worry I have not seen any draft models where the funding was the same being combined versus separate. So, that's a point. That's a point. Okay, so if we keep it separate, I would still want to I would want to have the peace about adding all these extra like what happened this year with 31A. I think that's a political problem. Isn't that part of that? Um Somewhere in here? I don't know. I mean, I don't have an argument, but I'm worried that they could
098start adding that. Yeah, because what's going to stop them from doing what they did this year? And I think that is listed in here. Um Somewhere it is, I thought. >> Yeah, it is. I read it earlier today. So, I mean, it is in here in regards to like keeping those Can we have some consistency? >> Consistency. And if we're going to keep them separate, can we have some consistency and not change this every year or not I mean, okay, so we got the money on 31A, then we had to give it back. I just I know it is, but but we're sending this to Lansing, so this is our opinion to say, "Hey, we need to work on this." And you know, I do love you as I got to tell you that lately
099that's a priority that we need to be working on it too. Yeah, getting it right and I think you're in the the group that is, you know, there for that for schools. We don't we shouldn't have these the red tape around getting that money right. >> Yes. It's a fight for us. Yes. And that Sadie just Yeah, you said last time tomorrow's your last meeting Mhm. with this group. So, was the idea that you had to come back with what? >> or were they asking you to sign it? So, they didn't How was that? They didn't They didn't really As I said last time, they didn't really specify that that they were asking, I guess, for the board to sign it. They made it I was under the impression that they were just asking people
100from that group to sign it. >> Like individually? >> Yeah, I just really wasn't comfortable with doing that without bringing it to the board first, obviously. Individually, you can sign whatever you want. >> I I understand. But is it representing our district? >> sign it as a board member. That's what That's what they're Yes. So I would like to be able to report I guess whether or not this board as it you know would agree Yeah if if we are okay with this letter or not or not what we're not okay with. As a board. So we're going to be not okay about putting all the money in one pot all the categoricals. So you don't like the categorical paragraph period. You know I specifically don't like it. I don't like the letter at all
101but that specifically I don't and the and the transportation one to you know you talk about that Billy what's the thing the world isn't there something world distance yet something we don't qualify for that at that clarification stuff. Yep. Not either. There's something about that in here too though. Right but it says it's an important step statewide funding estimated at approximately 650 million compared with the current 125. Okay. 650 million but what does that mean? Does it does it mean those those rural districts and we for whatever reason really don't qualify as a rural district? So I'm I'm going to I'm going to sign my name that make that more money but I think it's not fair how it's done. Well again what is I guess the question would be when you go to your
102meeting is how is that 650 going to be divvied up among the districts? Is it going to just go to those in quote rural areas or will all of us who have a bus system be able to draw from? But there isn't the trans transportation money is just for those rural districts get that correct? Well there's a question so are we is anybody else going to get any of that money if you have a bus system? That's what I'm asking. We're going to put 650 million in there from 125. Who's getting that? Who's getting that money? All right, yep. I wrote it down. Okay. I was going to share this later in the legislative update, but because it is mentioned here, I'll share now. The the literacy strategy, so we've heard probably a lot about
103letters the letters training, so that's really what this section is referring to. Uh so the state really is looking at that as a requirement. Um again, I don't think most any educators would argue against the importance of having literacy training for K-5 teachers. Science of reading is definitely um what is is found to be researched the most effective at this time. Uh we know, you know, different research changes and and we find different programs, but that has been what is is consistently used recently in the last few years. Uh our staff, so with the with the literacy grants that have been available the last couple of years, we were able to get our uh Savvas ELA curriculum uh 2 years ago for ELA utilizing some of those literacy funds. So we were a little ahead
104of the game at that time. Many districts were able to use this year's 35 add on money to get that to get their curriculum if they didn't already do it. Because we already had our curriculum, we were able to utilize uh a portion of that funding for professional development around early literacy. Letters was a choice uh at that time, but letters is a company or letters is Lexia company. Letters is Lexia's version of science of reading. As you've heard us talk a little bit at the board table, our early uh educators are utilizing the NWEA Houghton Mifflin science of reading. So it's the same the same concept of science of reading. It's just a different company's version. We opted for it because it was more cost effective and it was they could be a lot
105more flexible to our PD days and work around our schedules. Letters and without a doubt requires teachers to work in the summer on weekends on their own time. We have a number of staff because letters training is available for staff to sign up for for free. The state does pay for any teacher to take it essentially. So far we've had staff taking advantage of that which is great, but as a whole district to move everybody into one company's version of science of reading, again, we felt as a team and as a you know as a district team that the NWEA's version of science of reading worked better for us last year when we had the choice. Um so again, when we're looking at the statewide literacy, as a district in Richmond we're right on top
106of it. We're getting our entire elementary school staff trained in in science of reading right now. If this were to pass for them, they would be forcing us to To go to We'd have to throw that away and start over with letters training. Um so that also is something I wanted to mention today. So the district got that? Yeah. So in that list of like um possible reductions or eliminations, recommendations, um I don't know and hoping that maybe somebody can I guess help me. I'm not quite sure what what 27C is. About this. So that would be number eight on the list of the It was a Oh, I see. Under the categorical Yeah. So 27 I know it says something about student teacher stipends. So I don't know what that is. >> $15,000. Um
107so they pay student teachers now? Yes. There there was money set aside for student teachers to receive funding while student teaching. So that would be a a post secondary um budget item that honors that. Yeah. So that's Well, that's okay. Gotcha. And then they also are looking at, you know, suggesting eliminating um the vision, hearing, and dental Testing. Uh they're also looking at eliminating then um the school lunch. Yeah. Which we've been getting. So Are we in agreement with that or no or >> I'm So that's I I'm I don't like These are the ones I don't like. That's my problem. So I don't know like I said whatever but like I would just say like I'm okay with this letter but you know we're not comfortable with with all of these numbers or whatever.
108These you know just give me the number or whatever even and also we're a little uncomfortable with the this categorial categorial programs all being in one. What's What's wrong What's wrong with and we've done it before. If we wanted to put our own letter together because we've done that before. We had something that we stated. Why did Why did we have to you know we we're now talking about all these different things that we have in this letter? Well I think that it's a little more impactful when it's like all pretty much all of the boards in Montgomery County. Maybe. Um and I think that's Well that's what I think that they're >> Yeah trying to do. trying That's their goal. Yeah. That's all It doesn't mean somewhere down the road we can't write one.
109Yeah I can go back and say we're not you know like the board's really not comfortable overall. I can do that. That's fine. Um but I I don't want to do our own. I don't have a problem doing that but um I do I tend to agree that I think it may be a little more impactful if we can get like pretty much all of the county to agree on something. Anyone else have any more input for Sandy to take back to her meeting tomorrow? Well what is she taking back to her meeting? Yeah. Yeah first of all yeah. I'm not sure what I'm taking back. I thought we had it. Okay so we're not good with all the categoricals going to one pot. >> I got that. Okay. We're We want to know the
110transportation that 650 million. Who's it going to? I got that. >> Most districts, I believe they offer transportation to get a categorical transportation. Do we? Yes, we do receive some. But that extra money that goes to the rural areas. No, but it's in that 650 million. I'm not sure. It's based What we get is based on the transportation report and the actual cost that we have each year in our program. So, I guess that would be the question. Yeah. But it's a good question because Yeah. when you look at the like the numbers you were talking about, their elimination was number three talks about I can't say that word. And isolated districts of transportation costs. So, it's talking about eliminating Yes. >> Number three on that item my list was about eliminating that idea of
111funding for that. So, I don't know Yeah, so I take it like Yeah, so I take it like You're right that it would just be you know, not necessarily just the rural. So, what is that? What are they going to do with that? Okay, I have that I do have that one down. Um And what is considered rural? Because when I went two years ago Yes, they said that we weren't and I think they were trying to manipulate that also. Okay. Cuz I don't think I think we were like I was sitting next to somebody from Armada and we kind of both talked about the same thing. And they were going to try to push for that cuz I don't think they're considered rural either. Stan, did you want to under the categoricals, mhm, do
112you want to um of the ones that you I know expressed, number eight, number 12, number 13, are we are we in in or we Yeah, but I I'll go with the consensus of the board. So, are we okay with that? Anybody comments? Are we good? Say if it back with them? With the things we just discussed? >> Yeah. And that we're not She's not signing her name to it. Yeah. Okay. Anything else that I missed for Sandy? Also, I'm going to tell them that we would be in support if they changed those things. Correct. >> And if we had a little more clarification on these on the transportation and the handrails. Or Or is it cat rails? Right? Yeah. The consensus. Is that Yeah, is that the Yes. Okay. I think that's good. Okay.
113Okay. Next item on our agenda is going to be items of interest from the board. Um I got my popsicle sticks here, folks. Okay, Danielle, you're first. We're doing items of interest first? Remember we moved it up. No, we did. No, we did. Do we move it after public comments? I'm sorry. Yeah, no, that's right. Okay. Didn't we just move it up? We said to make items of interest number eight. >> Yes, correct. That's what I have done. So, yes, items of interest. So, Danielle, do you have anything? No, I'm good. Um Margaret? No, I'm good. Sarah? Yeah, sure, I'll say something. Okay. So, I'm here tonight, obviously. There's been a lot on social media in the last since our last board meeting, and I know I I pretty much said everything that I wanted
114to say at the last board meeting about how I felt about Sandy's comment. I think my feelings have not changed. I think it's sad that we have so many good things going on in the district right now. We have a bond that we're trying to get passed. We have a superintendent search that's going on, and those are some pretty exciting things. And I wish we had a group this big here to celebrate those things. It is sad to me that we have taken such heat on social media for a comment that one board member made and other board members supported. And I just hope that the community knows as we're doing these exciting things, that one comment and that support of that comment does not define this board. It does not define the feelings of
115this board as a whole. One of the tough things about being on the board is that we have seven people from completely different backgrounds with completely different opinions and we don't have to agree with all of the people on board. Um we just have to sit here and work with those people. So hopefully the community understands that it's not reflective of everybody on this board. Um I'm not going to say anything about Sandy's comment. She's entitled to her opinion and that's her right to make the comment. Um my feelings about it are irrelevant. I think I made my feelings very clear about it at the last meeting. Um And just while everybody's here, just a word to all of them, when you're leaving, walk out, look at the bathroom up front, take a step in
116because you'll see why we need the bond passed. Um it's not great. It's right out there. If you go right at the end of the hall. Um just take the time and walk in because we really do still need that bond passed and I really hope that the in my opinion short-sighted comment of one board member doesn't impact the communities ability to get the needs that for the students because that's really what this is about. And if Ray were here, I know he would support that. I don't know Ray very well, but I do think he would support that. Um It's about the students. It's about meeting their needs and that's where our focus should be. And I'm hoping that the superintendent that we have coming in, whoever it might be, is going to, you
117know, jump in and help us and support us with that. These are the things we should be celebrating in Richmond right now. So, hopefully after tonight, everybody can move forward um in the best interest of the students, and the district, and the community, and come together like I know Richmond can. I'm set. Thank you. Sandy, you're next. I'm all set. I'M SORRY. EXCUSE US ALL. OKAY. UH CANDACE? WELL, I can't top Sarah, although 99% of what she said I 110% agree with. Um so, all that plus I just I guess I just want to say that this really is all about the children. Um and let's not forget that they're watching us. And they're here, and they see things, and they're on social media, and um I just heard that this is all over Twitter
118now, too, and I just our children are watching, and and let's just try to stay focused on the educating the children. And um the other thing I do want to say, totally off topic, um I know that Billy and Sarah, you guys the administrative team is, you know, fairly new, not working with Brian anymore, and I just want to remind you guys to keep us kind of think of us always in putting us in the loops on things. I think there's a lot maybe not getting everything, all the information um sometimes that could be helpful, or just pretend like we don't know anything. Just share everything with us. Okay. Thank you. And I don't have any comments this evening. Okay. Next item on our agenda, we moved up, will be public comments. Since the last
119board meeting, the board has received one email thanking the board um members for meeting with them. We had one person requested a follow-up meeting from our last board meeting during public comments. Three members of the board met with this individual on April 9th. We were able to clarify and discuss some concerns regarding practices and things that have been going on. We were also able, I believe, to resolve one of the issues. Um at this time, any member of the public may Well, you have 3 minutes to address the board. Please sign in. There's a sheet on the podium. You need to state your name and where you live. If you wish to follow up from any board member, there's a spot on the sheet. Please mark it. Are there any public comments? We got We
120got ours right here. Big one. You want to put it here and we'll get it going for you. Thank you. Ladies and gentlemen, I'll just go I'm sorry. >> Excuse me. Your name and where you live. >> I'm Douglas Asham, uh 17390 31 Mile Road, uh Ray, Michigan, uh 48096. Thank you. Yeah, we just need um Okay. township or city or whatever, please. Okay. >> Yeah. Thank you. Ladies and gentlemen of the school board, honored parents, teachers, honored school board members, thank you all for your service to the community. It is greatly appreciated. Thank you for adjusting the agenda in consideration of the folks wanting to participate public comment. Tonight I speak for a good man who cannot be here. Ray Ray's not absent because he has abandoned our children's education. He is absent because
121he answered the call of his country and is currently deployed with the United States armed forces. Some members of the board expressed regret that he did not voluntarily step down before leaving. I understand that sentiment. His empty seat creates real challenges. Missed meetings, delayed decisions, and added workload for everyone involved. No one denies the inconvenience. But suggesting Ray should have resigned before deployment is no different than a small business that hires and trains a new employee only to be required by law to rehire the service member upon his return. That pain is real for the small business owner. Yet we accept it as the price of military service. Ray's Ray's absence is not unique to this board. It is the exact same struggle faced every day by military families who say tearful goodbyes, by spouses
122who check the news with a lump in their throat wondering if their loved one is safe. It is the same burden shouldered by that small business owner trying to keep their doors open. It's the same strain felt by teachers suddenly short-staffed, by fire departments running under-manned, and by police units answering calls with fewer officers. All because a National Guard or Reserve member deployed. Imagine the child who cries at bedtime because dad or mom isn't there to read a story. The empty chair at the dinner table. These quiet sacrifices at home mirror the empty seat at this board table. Ray Sider did not stop caring about our schools the day he put boots on the ground overseas. He simply added the weight of another form of service to his life long commitment. I'd also like to
123have us all refer to the non-discrimination statement at the bottom of the agenda and commit ourselves to a silent thought experiment. Uh think about Ray as the only man and the only military service member both of those categories are on the non-discrimination statement. I wonder if a different board of a different composition that was all similar and had one outlier was singled out recommending that they eliminate themselves from the board, how that would be taken by the rest. Our community needs to stand together through every sacrifice. The ones made at home and the dangerous ones made abroad. Ray is living through that right now. Let's try to live with it. Thank you. Okay. Okay, ladies. I'd like to say thank you for all the work you do. My name's Ken Polaski. Uh my nickname's Bulldog.
124Don't worry, I had my shots 50 years ago when I was deployed. Uh we have a term in the military I got you six. That means I got your back. That's That's why That's why we're here. You talked about educating our children. Respect is one of the educations. Ray didn't need to be disrespected. Neither did his family. And as the board president, the buck stops with you. I'm the commander of Amvets Post 72 in New Haven. And when there's a problem in my post, the buck stops with me. We have members from the VFW Richmond. We have members from the VFW in Baltimore. They're all here to support Ray. I I just get so upset when I hear about something like this happening. It shouldn't happen. We're at war with Iran. Did we forget that?
125We sleep at night time not worried about a missile defense system. I don't think Ray sleeps not worried about that. I think his family worries about that. Please, let's get this issue addressed. His family deserves an apology. Thank you. >> Good evening. Thank you for your time today. Uh thank you for all the veterans that are here today uh supporting this cause. Uh so I'm from the Romeo VFW. An award service member elected by this community is now being criticized for serving his country. Somehow we're saying that might be a disservice. That's very wrong. When someone puts on a uniform, they don't stop being a parent, a community member, or an elected official. They just take on greater responsibility. Just like we're asking all of you to take on greater responsibility. Here's one that gets
126overlooked. It's the family of that service member. While that service member is deployed, their family is holding everything together. They're raising children alone, managing the home, and as Dove stated, the emotional weight of uncertainty. It's not easy. It's sacrifice, too. And instead of support, this is what we're doing. It's unfair. It's unjust. And I understand what you do on this board is critical. Decisions are made. You're looking at kids' education. You want the best for them. So do we. There's a lot of pressure, and I know you all take your responsibility very seriously. Leadership is about perspective. It's about recognizing that this a situation that's bigger than one person being missing. Bigger than a vote, bigger than politics. When one person is serving overseas, the responsibility of the community should not be to push them
127out, it should be to lift them and their families up. Community should rally around deployed families. They should support them, protect them, and stand behind them. Because one person, one family is sacrificing, it's the least we can do. We don't turn our backs on them. Thank you for the burden that you're shouldering. Thank you for your response to the community. I ask that you stand with those that are deployed. Thank you. Good evening. My name is Easton Sarar and I live in Richmond. I'm here to stand up for my dad. I'm absolutely disappointed in certain board members. You know who you are. Calling him a disservice and saying it's unfortunate that he didn't resign while he's deployed serving this country is completely unacceptable. And a board member spouse publicly saying awful things about him, that's
128disgraceful. You can disagree, but this isn't a disagreement. It's just plain old disrespect. He's not even here to defend himself. Do you know what he is doing? He's serving our country. If it wasn't for him and people like him, you all you all wouldn't even be able to sit here and run your mouth the way you do. And you chose to attack him anyway. Do better. >> Good evening. My name is Lou Maiorano from Macomb Township. I'm here tonight to address the comments made by members of this board regarding your fellow board member and my friend, Master Sergeant Raymond Styer, who is currently deployed overseas serving his country. While in what could be described as a hostile environment, he still made the effort to attend meetings virtually when he could, despite an 8-hour time difference.
129Let that sink in. A man deployed overseas waking up in the middle of the night to fulfill his responsibility to this community. That's not an obligation, that is character. And yet, some of you had the audacity to suggest he should have resigned, and that by not doing so, he is a disservice to this board and this community. No. What the disservice is is what was said in this room. Because what you revealed wasn't concern for the district, it was a complete lack of respect for sacrifice. You're speaking about a man who has chosen a life of service, not when it's easy, not when it's convenient, but when it's hard and when it matters most. He misses time with his family. He puts his safety on the line. He shows up even when it costs him
130something. And while he's doing that, you're here questioning his commitment? That's not leadership, that's small. The freedoms you exercise in this room, your ability to speak freely, to sit on this board, to hold authority, exist because men and women like him were willing to stand in places most of you will never see, and face things most of you will never understand. They didn't do it for recognition. They didn't do it for applause. They did it so that even the people who would criticize them could do so freely. And that's exactly what's happening here. The very constitution that protects your right to speak is the same one he is actively defending. So when you question him, you don't just assault one man. You assault the uniform. You assault the sacrifice. And you assault every military family
131that carries that burden back home. You don't get to sit here in safety and benefit from that sacrifice and then turn around and diminish it because it's inconvenient for your board attendance expectations. That's hypocrisy, plain and simple. And here's what you really need to hear. If a man willing to serve his country at that level is, in your view, not fulfilling his duty to this board, then you have completely lost sight of what duty even means. Because duty isn't showing up when it's easy. Duty is showing up when it costs you something. He has proven his. You have not. At the end of the day, he is exactly where he should be, serving with honor. The real question is, why are you not? Good evening. My name is Allison Gorman and I live in Washington
132Township. I'm going to read a poem written by a soldier entitled Familiar Faces by Jerry Altieri. 365 dawns carved us hollow until we became strangers wearing familiar faces to the families we left behind. Dawn by dawn until the ground we held lived within us as much as we loved within it. A different kind of becoming. Survival above instinct into intelligence. We learned to hear threat in the absence of children's laughter, to taste menace in a sea of glances. We felt danger in the wrongness of an afternoon shadow. We were students of each other's breaking points. We had trust. When everything went sideways, we could remain steady. Our faithful judgment, the last thing standing when solutions failed. By the end, we carried the city with us. Every building a reminder of families caught between our mission
133and our enemy. Every intersection, a memory of a friend gone. Pardon me. I know these people. Every smell, a moment shared with death. The terrible alchemy of the experience making us unbreakable, but sending us home as strangers to ourselves. This poem was written by a soldier deployed to Iraq in my husband's unit in 2005. My husband was part of a 15-man special operations team, and only 12 came home. On September 19th, 2005, three soldiers were killed when a roadside bomb detonated near their vehicle during a patrol in Ramadi, Iraq. First Lieutenant Mark H. Fuller of the Vermont Army National Guard, Sergeant Michael Eian, and Specialist William B. Fernandez, both from the First Squadron, 104th Cavalry Regiment, 28th Infantry Division, Pennsylvania Army National Guard. Rest in peace, Mike, Mark, and Will. I will never forget that
134day. I've been a military and law enforcement spouse for 22 years. I'm here to show my support for Master Sergeant Raymond Steiner and his family. As a fellow school board trustee, I understand the decisions your collective board has to make. What I find shameful is why some of you chose to publicly disrespect Trustee Seiler at your March 23rd meeting. The Richmond Community Schools non-discrimination statement paraphrased states it is the policy of Richmond Community School District that no person shall be, on the basis of military status, be denied the benefits of or be subjected to discrimination during any program activity, service, or employment. I've gotten to know Trustee Seiler over the last year and a half at Macomb County ISD functions prior to and during his employment. He is a stand-up trustee, father, and soldier. I
135hope you never know the constant fear of having a deployed spouse in a war zone, praying that uniform soldiers never knock on your door to deliver the dreaded news. I hope you never know what it's like to get a call from your deployed spouse saying, "I am fine, others are not. Please take care of their wives and families once the news breaks." I hope you never know what it's like to watch your spouse go to war as one person only to return home as a completely different person, because I do. Certain board members owe Master Sergeant Seiler, his wife, his daughter, and your community an apology. When you disrespect one service member, you disrespect them all. And this is the result. I'm sorry, your time is up. I'm sorry. Could I finish with one last
136quote from Lieutenant Dooley? She can have my time. No, we cannot do that. You cannot Excuse me, people. You cannot transfer the time. Please finish your last statement. I will I want to quote from First Lieutenant Mark Dooley, read in a speech by President Bush at Arlington Cemetery on May 29th. Before Dooley deployed, he gave his parents a last letter just in case. "Remember that my leaving was in the service of something that we loved and made me proud. The best way to pay respect is to value why I sacrificed is me." >> My name is Beth as most of you already know. I'm here to make this week on Grace current deployment. It's come to my attention that on March 23rd at a regular scheduled board meeting for Sergeant Raymond Sayer was mentioned from
137board member Sandra Fortuna. The disrespect and disregard to the board member Fortuna and Mrs. Pelton regarding an active duty military member and an active board member was uncalled for and unnecessary. There was not one reason to even state your opinion of a legally elected board member who at this time cannot rebut. Board member Fortuna and Pelton specifically stated, and I quote, "I appreciate your service, but he's doing a complete disservice to this community and district by not resigning before he left." This conversation was allowed to continue while Deb sat there and said nothing. When a service member is deployed, they're under immense pressure, often managing life or death situations. They rely on stability at home. Board member Sayer was part of this board multiple meetings when he was first deployed until it was deemed unsafe.
138And you guys are all sitting here saying, "You're welcome." I'm calling to this board to formally apologize to Raymond Sayer and his family and his daughter. Review your information on how you're regarding effectively communicating to each other and ensure that all members of this board are treated with respect, especially our troops. We send our men and women out there to defend our freedom, the very freedom that you enjoy as you sit at this table. The least that you can do is not attack them while they are gone. Thank you. Good evening, board. My name is Mark Real, retired Army, 21 years, sergeant first class. I had to remind someone very close to me why I did why I raised my hand. Serve my country proud. Your sign over here is part of that. Kindness. Your
139life is a seed that we You want all these kids to grow. But yet, we have a board member that tarnishes that sign. I would dare that. And now we want to tarnish We tarnish it on a man that's stands for his community. He is the epitome of what we want these kids to be. He's over serving our country. He serves this community. But yet we want to tarnish him. Because he's over there serving his country. Think about it. He's over there so we can sit back here in our safe house, and we can do Think of all the things and maybe we have disagreements. I think one of y'all earlier one of you over here said, "Hey, we we can have disagreements." That's what's so great about this country. We can sit here and
140have disagreements. But we have to work together. So we have a president. We need to fix this problem. Like gentleman over here said. That's what builds team. That's what's going to fix these kids. Build these kids. Cuz these are the kids that are going to run this country after we're all dead and gone. You're planting the seed. You got the signs up there. Think about it before we open our mouths. I know I'm one that can just spark off. I've got PTSD. This young lady back here, the reason why she's back here, is something to control it. You know, she's got to do something with her hands. That's how I control it. I've seen a lot of action. Nothing like these gentlemen over here. There's a far more better men that have passed than me.
141I can only hope I'm half as man as them. Half the man that raised this family. That's why I'm here. To support them. You know, by the way, I'm from Arkansas. That's where I reside at. I'm here to support them. They're great family. See that board right there. So, please, next time when somebody wants to open their mouth and my wife keeps telling me over and over again, think before you open. Cuz you never know how it comes out. You don't know how it's going to be you. GOOD AFTERNOON. MY NAME IS RILEY. UH I'M SPEAKING today as a concerned alumni and community member to address the climate and culture of this board. The primary responsibility of this body is to govern with the best interests of our students and staff in mind. However, it
142has become increasingly difficult to focus on those goals when the public discourse between members is characterized by personal attacks, rude behavior, and dismissive tones. When board members speak to and about one another with lack of professional courtesy, it creates several critical issues. Distraction from mission, time spent navigating interpersonal conflict is time taken away from addressing academic progress and student needs. Culture filters down. The behavior model in this room sets the tone for our entire district. We cannot expect a culture of respect in our hallways and classrooms if it is not modeled here at the highest level of leadership. Erosion of public trust. Effective governance requires healthy debate. However, when debate turns into professional animosity, it determines the community's confidence in this board's ability to lead effectively. Collaboration does not require total agreement, but it does
143require mutual respect. I am asking this board to recommit to a standard of conduct that prioritizes professional decorum and honors the gravity of the positions you hold. Our students are watching. We ask them to resolve conflicts with words and empathy. We should expect no less from the leaders who represent them. Thank you for your time and for your service to the district. Imagine being on the front lines in the Middle Eastern desert. >> I'm sorry. We didn't know your name and where you're from. I'm sorry, Leanne. Where are you from? The cone. Thank you. I'll take that from my time. I reclaim it. Imagine being on the front lines in the Middle Eastern desert in 125° heat, clad in bulky protective gear, wearing a heavy Kevlar helmet and bulletproof vest, a rucksack weighing over 100
144lb on your back while bombs and gunfire explode all around you. Surviving on food most people wouldn't feed their dog. Sleeping in a tent with no air conditioning or amenities. And the constant threat of imminent death. You had to deploy just days after your daughter's birth knowing you'd miss all her first year milestones and every family moment for the next 13 months. The height of your day is that video call with your family even though it's late at night after grueling missions. That call might be the last one you ever make to them. Your family hears that gunfire and bombs in the background and live every day with the terror of that knock on the door from military officers. This is the reality of the military life my family endured and that of many other
145military families during my husband's last deployment. It's not convenient. It's a dangerous 24/7 job. The sacrifice is constant, unpredictable, and perilous. My husband served our country honorably for 35 years through multiple deployments and I am so proud of that. So, I was outraged when I heard about comments some of you made publicly and in secret disparaging your fellow board member because of his military deployment. Claiming he was doing a disservice to this community and suggesting he resign from the board. Some of you sat silently instead of showing support and gratitude for him risking his life to protect freedoms you take for granted. Some people even took to social media and attempted to destroy this man's reputation. That is absolutely shameful and incredibly selfish. When you treat military service as an inconvenience, what message are you
146sending? This board faces a simple choice. Honor the sacrifice of your board member or show that your own convenience matters more. A public apology is owed to this service member and his wife today. Remember, freedom isn't free. The least you can do is support the man risking everything for it and show some basic respect and decency to his family. I want to thank you, Styer family, for your service to our country and all of the other veterans in here. Thank you for your service. My name is John Luscombe. After listening to everybody talk, I wasn't going to speak, but I'm a speaker. I'm just real simple. I'm very disappointed in the leadership of this board. And I'm really proud of the veterans and the supporters in this room. And I had to come up here
147and just say that. Do I have enough time? Okay, good. >> Oh, you're good. YOU'RE GOOD. UH MY NAME IS MICHAEL HARRIS. I'M FROM UH Columbus Township. I stand before you today respectfully and firmly to oppose the comments made about Ray during the last Board of Education meeting. I ask you plainly, has anyone on this panel ever answered the call to serve the armed forces? Do you understand what it means to leave your family behind, your career, and everything you hold dear? Not by choice, but by duty. To serve something greater than yourself. To label a service member's absence, an absence caused by a deployment, a disservice, is not only misguided, it's abhorrent. What was said was troubling. What was not said was even worse. Not one member of this board spoke up to correct
148it. Not one. The silence, silence in the face of injustice, is not neutrality, it's agreement. And in that moment, your silence spoke louder than the words themselves. For nearly 30 years, raised with the uniform of of this nation, serving with honor, discipline, and unwavering commitment. He is entrusted leadership with the leadership welfare and readiness of those under his charge. Responsibilities that demand integrity, sound judgment, and accountability. These are not just military values. They are exactly what the qualities that we should expect from those who serve on this board. He has also made it clear that he seeks to be a voice for all parents, especially for those who feel unheard. I am one of those parents, and he represents me. To suggest that his service to this country somehow diminishes his service to this board
149is not just an insult to him, but to every man or woman who ever wore the uniform. We do not have the luxury of opting out. We go where we're called. We sacrifice our time, comfort, and everything else as necessary. We write a blank check a blank check to this nation up to and including our lives. And that is the cost of freedom that allows this board to sit here and speak freely today. The comments made have created division where there should be unity. And make no mistake, service members in this community have heard you. Whether intended or not, the message is clear. As a veteran, I will always stand up for those who cannot defend themselves, especially those currently deployed, serving overseas, and unable to respond to what has been said about them back
150at home. It is my duty to speak out, just as it is theirs to serve. I will show my children what I what I said here tonight. And I want them to see firsthand what leadership looks like, and unfortunately, what it should not look like. Leadership is not about position, it's about character, accountability, and the courage to do what's right. At a time when strong leadership through community representation are more important than ever, bring in bodies both. I urge this board to reflect on its words >> I'm sorry, sir. to correct the narrative and to show the respect owed to a man who has dedicated his life serving >> finish your thought, please? Allow him to complete his mission. Welcome him home with the dignity as he has earned and ensure that every member of
151this board board is not judged by circumstance, but by their character, commitment, and service. You have I know it's two days after, which we touched on. And you have what you talked about reconciliation tonight, but I'm going to try Excuse me, get together for the kids and stuff. But I'm going to bring up one thing I think that we did not discuss, and that's the motivation behind trying to attack Gray. And I I I kind of get the feeling from being in the area that he probably had a viewpoint different from a lot of the folks out here. More of you. And I just hoping that that wasn't part of the what was going on here. That it wasn't being motivated to try to Yeah, he might have a way to That's I got to
152say. My name is Shelby Paul. I live in Lenox. I've been here a few times to watch the school board meetings. As you said, we are we have to think about our children 100%. But this entire meeting now has been made about what was said about Ray. Ray is up standing there. Many men and women in a very brief young lady has spoke to me. You know what? Everyone over the age of 18 is here a voter for your bond. We want Richmond to be everything that Richmond can be. Okay? We have many of names here who have been here for generations and generations. Well, my father has come up. My brother has served. He is a Richmond alumni. And when he comes home, he is a voter for your bond for our children. We
153have one student that yes, is home-schooled that has been brought up in social media. And her father is trying to do the right thing to make it so that it's acceptable for her to come here again and work with you guys 100% even though that there are different views no matter what on this board because you are seven different people and I understand that because I have 22 different personalities in my job. Okay, it's a lot. I have my student on the stand here who is an athlete in Richmond and the one thing we teach in Richmond is teamwork, right? Taking digs at one another is not teamwork. This is a future in Richmond right here. And if we can't get it together as adults, what is she going to go to? So we all
154need to think about that when we are talking and having the opinions that raise the defending. And sometimes even as adults we don't think about what we say. And sometimes the other adults on the the board have to be like, "Whoa. Slow down. Let's pump the brakes. Think about that." Because one wrong thing, okay, no matter what anyone thinks now, one wrong thing goes viral on Facebook in an instant, no matter what it is. Now imagine if we took the positive things we wanted to do with Richmond and went as viral as this one negative thing that we are dealing with right now. Do you think our bond would pass? Do you think our bathroom on corner would be fixed? I bet you would. But there's one thing that Richmond in our small town that
155we do really well is we come together and we handle our business. And you see that when we walk in the 4th of July parade or the Memorial Day parade. But you can't do that if you're going to be disrespectful. So as adults we need to think about what we say before we say it. Check each other when we need to and we need to do better as a community for all of those to make our children's lives better. Thank you. My name is Glenn and I'm from Palm. All I'm going to say today is please do the right thing. Please set the example for your kids, for your community. And I thank you for all of what you do, but please hear what was talked tonight. Take it seriously. Thank you. Good evening. I'm
156Danielle Perchona. I am Sandra's sister-in-law. I've known her for 33 years. I think I can speak for her character. I'm here today to speak in support of my sister-in-law to provide important context around her recent comments. First and foremost, I want to be very clear about something. She has the utmost respect for military services. Like many of us, she recognizes the sacrifice, commitment, and courage it takes to serve one's country. Her acknowledgement of that service was genuine, and it was intended to honor, not diminish, the contributions of a fellow board member who has served. However, her statement also raised a separate and equally important issue. One rooted not in personal criticism, but in responsibility to this community. Serving on a board is not just a title. It is a commitment. It requires present participation and
157accountability to the people who rely on that leadership. When a member is absent for an extended period, regardless of the reason, it can create gaps in representation, delay decisions, and ultimately impact the effective effectiveness of the board. Her point was not that military service is anything less than honorable. Her point was that when someone knows they will be unable to fulfill their duties for a significant period of time, there is a responsibility to consider stepping aside temporarily or permanently so that the community continues to be fully served. This is not about blame, it's about balance. We can and should hold two truths at once. We can deeply respect and honor military service, and we can expect consistent active participation from those entrusted with leadership roles in our community. Raising that concern does not make someone
158insensitive, it makes them accountable to the people they serve. My constituent also spoke from a place of responsibility, not disrespect. Her intention was to advocate for the community and the integrity of the board, while still acknowledging the value of service. I ask that her words be viewed in that full context, not as criticism of an individual's service, but as a call to ensure that this board continues to function effectively for everyone it represents. On top of that, I would like to add that I watched her consistently for this past year go above and beyond for this for these children in this in this school district regardless of whether her values conflict with someone else's. She is a great board member. She's a great person. And I think that it's ridiculous that it's been twisted into
159this. She's doing what she's her duty for this board. That's all she's doing. And everybody wants to turn it around that she doesn't like military people. It's just it's I don't think you guys understand what she's been through this past few weeks. It's it's just not acceptable. She's She's standing up for what she's supposed to do do for this board. >> Are you serious right now? Yep. That's why they put the table there. Stop. I'm sorry. We need to I just want to know where your brother is. He had a lot to talk about online. Where is he? You want to know? >> made sir. Excuse me. Oops, someone's cut going to cut in front of you. Hi, my name is Lindsay Blount and I have um two kids in the school district. So honestly,
160I'm here because I am disappointed in the comments that were made in the last meeting. My husband is law enforcement officer. We are law enforcement community. We serve in uniform, both of us do. And something very important is valued in our in our in our home, you know, we respect a man and a woman in uniform and we have to teach our children this. If we're not teaching our children respect, what are we teaching them? Social media, everything's on there now. I have seen the spouse just slandering this Dyer family and it's it's disheartening, honestly. It's disgusting. There's no other words for it. To talk so poorly about a man honoring our country who can't defend himself while he's deployed. And I honestly, I would love to pull my kids from this school district due
161to these comments because what else are we teaching our kids while while they're coming here? If that's that's the we're allowing. The school has not spoken out about the comments. There's been no formal statement and been weeks since that meeting. And now we're going all across the media of slandering Grace, slandering his wife, spreading false allegations. There's There's no twisting of words when the meeting is recorded. The world can see exactly what is said. So, there is no twisting. So, we just need to do better as a community and teach our children right from wrong, teach them respect, respect the man and woman in uniform, and honestly, just be good people because they're watching everything we're doing. We are the example for our children. And that's all I have to say to you guys. My
162name is Adam Russell. I live in Richmond. The lady that spoke before me under the oath of sister-in-law, if that's truly what Mrs. Fortuna meant or why in the hell during the comment section for you guys letter of interest did she not speak? That was your out. It's very simple. Everybody makes mistakes. Fix it. My name is Cheryl Miles. I'm here today tonight not just to speak about a board member, but to speak about something far more serious, character. Because what we are seeing unfold is not just disagreement, it's deliberate effort to discredit, smear, and personally attack a man and his family. Not for anything related to his role on the board, but simply because some people don't like circumstances of his service. Let's be very clear. There are always There will always be different
163perspectives. There will always be different opinions. That's expected. But what is not acceptable is taking those disagreements off this floor onto social media by a school member's husband member's husband, which I really hope you don't know your husband's actions on this Facebook. He dragged a service member and his family through the mud with falsehoods and personal attacks. That That is not advocacy or accountability. That is cowardice. Because it's easy to attack someone when they're a thousand miles away serving this country unable to defend themselves in real time. It's easy to target a wife and a family who never signed up for this level of public harassment. But easy doesn't make it right, and it doesn't and it certainly doesn't make it honorable. Let's not forget this community knew exactly who they were voting for. They
164chose a man in the United States military. They chose someone who serves something greater than himself, and they chose him anyway because they understood that kind of service matters. So, to now turn around and act as though their service is an inconvenience, or worse, a liability, it is not just a sign, it's it's a betrayal of the very voters who put him here. And this isn't just happening here. We're also seeing similar efforts places like Ohio, where school boards are attempting to push out members connected to military service, as if that commitment somehow disqualifies them from serving their own communities. Think about that. Since when did serving your country become a negative? Since when did discipline, sacrifice, and love of country become something to criticize instead of celebrate? Because the truth is, our young people
165don't need less exposure to that, they need more. They need more role models who understand duty, who understand responsibility, who understand what it means to put themselves something bigger than yourself first. We should be encouraging more veterans and more active service members, more individuals with that kind of life experience to be involved in our schools and communities, not pushing them out, not tearing them down, and certainly not smearing them with their families in the process. Because when you cross that line, when you stop debating ideas and start attacking people, you don't weaken them, you expose yourself. So, here's the bottom line. You can disagree, you can debate, you can vote differently, but the moment you resort to personal attacks, false narratives, and dragging families into it, you've already lost the argument. And more importantly, you've
166lost the respect of the very community you claim to represent. He's tired, you know that. My husband ran for board to improve and benefit all the children in the district. From the start, he stood firm on integrity, morals, and the desire of our community. Let me assure you, he would rather deal with petty behavior than the horrors of war. He would rather stress about a superintendent vote than worry about whether he'll return home alive. When he left, Brian was still in position. No one had anticipated his sudden departure weeks later. My husband went above and beyond to try to attend meetings, despite despite not being obligated to. You have to do your call him a disservice and shame him for not resigning before he left. If six people cannot come together and work on a
167vote on voting, that sounds like a problem with those six individuals. The true service lies with the three who disrespected or failed to defend him. I applaud the other three that did defend him. I was told that that was just my opinion. I think you can read the room, sir. When my husband joined the board, one of you warned me warned him that I needed to develop thicker skin. Well, here's your warning. When it comes to my family, my husband's service, integrity, and honor, I have thick skin and I've also got brass balls. I just wear them on my chest. Just know you feel my determination TO FIGHT HARDER. DO WE HAVE ANY OTHER PUBLIC COMMENTS? OKAY. I'm sorry. No. No, sorry. Um if there are no other public comments, we are closing our public
168comment session and moving on to our next item on our agenda. And that will be our student rep, Elizabeth Shafer's going to share with us what's going on in our buildings. At our high school, the state testing begins tomorrow and goes through next week. PSATs and SATs tomorrow. We are continuing to finalize our new plans and preparing for numerous upcoming mandates. April 2nd is the UIL competition watch party and we are looking forward to celebrating our students at the event. Our robotics team concluded their season this past weekend. Although we did not qualify for state competition, our official state ranking is 224 out of 619 teams, placing us in the top 36% of the state. At our middle school, we began our spring testing last week with eighth grade students taking the PSAT. On Thursday
169and Friday of last week, we held pep rallies for students to get motivated for testing. Elizabeth, one moment, please. I don't think you're on the mic and that is why we have not been able to hear so I'm I'm going to ask our public if if you are going to leave if you can leave quietly so we can finish our meeting. >> Okay Elizabeth, thank you. Thank you. So we began spring testing at the middle school last week. Eighth grade students taking the PSAT. On Thursday and Friday of last week, they held I'm Step Assemblies for our students to get motivated for testing. I'm Step begins this week for fourth and fifth graders and NWEA begins for sixth through eighth grades. On Friday of last week, we held our fourth and fifth grade mini concerts.
170Our students did an amazing job. On Wednesday, April 22nd, RMS will host LEGO robotics competition beginning at 5:00. On Thursday, April 24th, RMS will host our first track meet. At the Lee school, our preschoolers will be hosting a Donuts with Grown-ups event this week, Wednesday. Students are excited to welcome their special guests, parents, grandparents, and loved ones into their classrooms to share a sweet treat and spend meaningful time together. This is a great community a great opportunity for our students to proudly show their grown-ups around their learning environment and show that some of their daily routines and activities. It will be an exciting day for our students and an opportunity for families to connect with one another. For athletics, track opened their season with a big win at Armada. Frankie Collins won the Top Gun
171award for the event. Baseball and softball opened league play last week. Baseball swept Algonac at home and added wins over Lake Ville and Port Huron to round the week. Softball swept Cass City on Saturday. Both face Armada tomorrow. Baseball will be home, softball's on the road. Track opened their season at Algonac tomorrow for their first league match. Tennis kicked off their season last week at Yale and traveled to L'Anse Creuse today. And then finally, girls soccer scored a road win over Imlay City last Wednesday and traveled to Croswell today. They have home games Wednesday and Friday, both at 5:00 against Almont and Lake Ville, respectively. Any questions for Elizabeth? Okay, next item on our agenda is our superintendent search update. Um On Wednesday, April 8th, the board held a special meeting regarding our open superintendent
172position. We went into closed session to review all of the applicants documentation that was received. When we came out of closed session, we discussed and chose five candidates to interview. We also discussed interview categories, discussed questions in each of the following categories, open questions, uh district relations, political awareness, leadership attributes, instruction and curriculum, finance, and staff personnel. The following candidates will be We will be interviewing Mike Domagalski from East China School District, Amy Nelson from Capac Community Schools, Todd Distelrath from Chippewa Valley Schools, Pasquale Cosmano from Rochester Community Schools, and Ashley McKinnon Markham from Lake Orion Community Schools. Interviews are scheduled for Tuesday, April 28th through Thursday, April 30th. You can find the dates and times on the district website under the superintendent search tab. It has also been put out to the staff and
173on our Richmond Facebook page. All are welcome at these interviews, and there will be public comment session after each day after the interviews. That's all I have to report. Next item on our agenda is our bond update. So, we're getting We're getting very, very close to election day. It's coming up on May 5th. We really have shared the scope of the bond proposal. So, just a couple of additional reminders, just answering a couple questions that we have had come up over the last couple of weeks. So, again, you are able to use this QR code which takes you directly to our site on the school website where all of the bond information is fully completed. We have video testimonial from staff regarding the different changes that are being proposed as well as again all of
174the detailed scope of the bond and what it is for. We did have our treasurer help us out with this piece and taking a close look this is a question that we've gotten quite a few times in that you know, how much is this really? So we talk about no increase. We know that the millage is set to go down by 1.7 mills in July and again as we've said many times our ask is that rather than taking that reduction, you you continue paying what you've been paying. And so to see what that looks like, what would this look like after July? So for example, if a homeowner had a $250,000 home, that would be a total of 212 $212.50 over the course of a year. So that's the difference on that home up to
175a little more expensive of home, $400,000 home, it would be a total of $340 in a year. Looking at that broken down more, thinking about it as $4 to $7 a week less than you could get a meal at McDonald's. So when you really break it down, while we understand everyone's financial situation is is personal and that's why everyone is able to vote, but we wanted this to be something that was very clear when you're thinking about big numbers. You're thinking about you know, $51.8 million bond, but for that individual $4, $5, $6 a week is the reality of what that 1.7 mills actually equates to. So again, we just wanted to make sure that was was clear and shared. So we just put this together again. Thanks Daniel for for for those numbers together
176for us and we will add that to the website as well. So, if anyone needs to refer back to this particular chart. Again, I'm not going to give go back through the entire scope of the proposal that we've heard about several times. Again, it's available in numerous places across the district across multiple platforms. We are talking about improvements and additions to our buildings. They are These funds can only be used for those types of additions and improvements. It's not something that we can change our mind on and say, "Oh, well, we were 31 dub weight got taken away. We're going to use this money to to cover those staff members." It's not something where we can can make adjustments like that as as we may choose to do so. It has to be used for
177the purposes set forward in that proposal. Again, in full and complete detail is available on the website. Uh as you can imagine, there are a vast number of line items in that website. It takes you from everything from the foundations of those buildings all the way down to putting the chairs in the classroom, the security cameras, um the doors, everything that we would need to purchase is very very clearly broken down line item by line item, and that is what we are bound to. To be on the safe side, say we end up getting things at a at a cheaper rate, for instance, um we do have kind of a secondary if we were able to get to this list. So, again, we are still bound by the terms of the proposal. We do not
178get to make something up and add something to that at a later date. Um so, again, if there's any confusion about what exactly these bond dollars would be able to be used for, that great list is there. Um again, and we heard it several times tonight, this is really important to our students. It is essential for our students that they have space to come to school every day and to learn and have a space for for that learning and for the all the facets that come along with it. It is this particular reason is not about the politics or personalities or dynamics of this board. This is about the students in the community of Richmond. And there again, we we heard it also tonight, disagreements, people have different viewpoints. Our students and our young people
179should not be victims of that disagreement that might be going on. So, I think it's really important that we keep the students at the center of what we're asking for and creating safe, functional, and adequate space for our students. So, I will again just leave that up there for a few moments as we move on, in case anyone else wants to utilize the QR code, it will get you right where you need to be for all of that additional information. Thank you. I have a quick question. Um I did see today on Facebook we had a I believe it was a teacher uh wrote about what what what >> Yeah, I think this is the second or third time they've done this. >> just curious. I I guess I would like to see more of
180them. Yep, they have a whole little list there. I think they're set to come out in Okay, good. Yeah, they have a whole >> Okay, so that we're seeing more of them. I'd like to see Yeah, they have a I think they're done on all of them. Okay, perfect. Thank you. Any other comments or or questions for Billy? Okay, next item on our agenda is our Blue Devil raves. Okay, starting with Sarah. Nothing tonight. Thank you. Okay, Margaret. Yes, I have two things. Um my husband and I were able to get down to the Arts in Town Art Center on Friday and look at our students' work that's been on display for about a month, I think it is. Um we had 21 students that were represented and I just want to rave about Bree
181Shannon, our teacher at the high school. She is doing tremendous work. Um the artwork was unbelievable. Not just our students, but the whole county's work was just really, really good. Um and I just want to do a few shout-outs. Julie Methvin, second place for her pen and ink. Uh Leah DeMambro, who was our powerlifter. Oh yeah. She had a third place in the watercolor, but she had this really cool paper mache thing that was called Italian something, but it looked like a cannoli on a plate. It was all paper mache. It was so and I took pictures. So, when I get that together, I'll send you guys so you can see them. Carly Tomlinson had second place with her cyanotype Italy creation. Um Jeff Sheckman did a self-portrait that was really, really cool. Um it
182was different. Like a drawing with a picture kind of combination. Very cool. Um Ariana Kiro had two third places. Um and they were prints of dogs that were neat. They had a kind of toy. Um hers just got me. It was photography and it was an eye. Just surround It was just like the person's eye. It was just so cool. Again, I'll send it to you guys. It was just very cool. Um we got to learn I asked Mr. Shannon today what scratch art is. I learned that. A lot of our kids work with scratch art, which is very cool. And it is exactly what you think it is. Scratch away at the picture. What phenomenal work. Um and just my shout out to Frederick Callens. He's my favorite um artist in the district and
183he had work there. Um and then I just want to rave real quick for Miss Morello and Mr. Knight and their middle school staff. Um last week they put together a really awesome program for our parents. Part of the evening was called parent empowerment and they were going to have the parents come in and show showed them different things. The social worker was there, the counselor was there and they were also going to take them around the building so they could see things that need to be fixed and and all of that just to really good presentation ready for parent empowerment and then the second half was cyberbullying symposium if you will. For this year, the middle school students have been going to these assemblies learning about cyberbullying and learning about, you know, when they're
184playing their games and people that can be talking to them that shouldn't be talking to them. Very, very scary information that was shared. Um, so I just want to give them a shout out cuz they had a lot of work and not one parent showed. So, I think it's a shame that the the whole parent empowerment, they laid out all of this stuff that you could get to help you as a parent and the whole cyberbullying, our students have been having these assemblies all year and not one parent showed up. I just think it's a shame because um we talked about things that are important and what we got to care about, we we're offering this stuff to parents and nobody comes. So, thank you to them. It was really a lot of hard work
185I could tell when I was there and just kudos to them and keep trying, guys. Eventually parents will show up. And we did talk about that. Yeah. Well, it was shared. Elizabeth shared it on on on a meeting the day of it. We talked about it. Yeah. It's advertised big time. It's just a shame. That's it. Thank you. That's my report. >> Candace. Um so yes. I know that Elizabeth already mentioned it and so they well they turned on the spray and helped us but congratulations to Frankie Collins for winning the trap shoot out. Um it actually was in tied first place for Richmond between um Frankie Collins and Nick Colombo. So if you ever get a chance to watch the shoot outs, those are like those are the funnest part of the day is
186to have to go especially when it's your own team two different members Right. against each other for first place. So Um so congratulations to them and Chris Brew um did amazing job as coach and all the coaches actually. There's so many that um get that team going and perform well. I wanted to also do a shout out to um our bonds committee who is staff students. Um just the past 9 months has been a lot and there's just been a tremendous amount of work put into this. Cynthia, um Brian, I mean all of us, Billy. It it's been a lot and I'm just grateful that we've got 2 weeks left because 9 months it's been going on. So um all I hope all our hard work pay off. Um because it's it's all for the
187children. It's all for beyond our time here. All right. Speak say a piece of verse for that. And just a last thank you again to our outstanding teachers of the year who were awarded tonight. Amazing. Amazing stuff we've got here. Thank you. Sandy. I'm all set tonight. Thank you. Uh, Dana. Yeah, I had two things. Um, one to piggyback off of you, Cheryl. I might be a little partial, but congratulations to Miss Hunter. Um, since she's been helping Jackson all year. Um, but I also wanted to thank Miss Campbell and the the art teacher at the elementary. Um, Jackson just finished on Friday all of his art stuff and brought all of his art projects home and he was so excited about so many of them and the from the clay to the weaving to
188the um just the paintings and the watercolor and everything. And I think my favorite moment and the was the cross-curricular work that she had done with that. Um he came home with a tessellation. Um if you know anything about Jackson, he can barely count to 15. He struggles with that consistently, but he came home and I was like, "Jackson, what is this?" And I looked at my husband, who knew my husband knew nothing about it. And he's like, "It's a tessellation." And my husband's jaw was just on the floor. Like, this kid, you know, barely say his numbers, but he knows what a tessellation is. And as a math teacher teaching geometry and algebra one, teaching tessellations at ninth and tenth grade level and the fact that my eight-year-old can tell me what a tessellation
189is and he I made him describe it to dad and he was great about it. So, the cross-curricular work of incorporating the math and incorporating, you know, the colors and all of that stuff was was awesome to see um him bring it home and share with us that stuff. So, thank you to her for that. Thank you. I have two uh raves. I actually um received a rave from a parent about a teacher. Um, the fifth graders had their music concert this week. All and her comments were that all the students were engaged. They did well. Awesome classroom management. They listened to her. Think of fifth graders playing ukuleles. Um, I believe that's Mrs. Smith. Um, she stated she created a fun environment that the students enjoyed being part of. So, I just want to
190kudos to her. And then my second one goes out to the English department. I wish the middle school was here. Um, I had the opportunity to work with a middle school student on an essay. And they used a Venn diagram. Okay, anybody know what that is? And at a at a seventh grade level? We we're teaching that at the high school. Anyway, she had her main topic in the middle and shoot everything off and that's what we worked on was to give ideas and then she went back and wrote her essay. So, I just want to shout out that I saw a skill utilized by a student from our middle school outside of the classroom. I think it's pretty amazing. And you can say that it was your granddaughter who wrote I can say it
191was my granddaughter. I was helping her write her NJHS essay. And I wasn't writing it. We were doing the Venn diagram and she had already started it. So, when I she was looking for some more thoughts to add to it, I was shocked. I'm serious. I was very impressed. So, I kudos to our middle school English teachers for teaching it. It's a very good If anybody knows anything about teaching, it's a very good method. Okay. What? I know. I'm just thinking, okay, here she is. She's using it. She's going to use that all the way into high school. Am I correct? >> Yeah, and college, yeah. And college. Good job. And they like Morgan Freeman. Did you hear what she said? >> What? And they're using up they're using up I love it. What I
192like most well and as an educator is that we're providing kids skills that they can use cross curriculum. And that's what's amazing. And that's that's the best thing we could be doing. Okay. Elizabeth just wants to add something. Okay, go Elizabeth. Is that who does it? >> Yeah, that's okay. She's very Okay, cuz I want to send her a personal. She's the one that takes care of it. Okay, cool. Sounds good. Thank you. Okay, next item on our agenda is our interim superintendent and legislative update. Yeah, I'm going to start with our district updates just because we are getting a lot of the legislative updates related to the bond and items that we talked about through Sandy's presentation so that part will be very brief with what's left over. Um, we did unfortunately have a
193staff member pass away between our last meeting and today. Um, we had a one of our bus drivers, David Kemp, um, passed away March 25th following a long battle with cancer. Um, Dave was eventually laid to rest in North Carolina where he spent a good number of years living. Um, in addition to his service for us here in Richmond Community Schools as a bus driver, he also worked seasonally as a truck driver for Michigan Asphalt Company and that was also a really meaningful role then. So prior to his memorial service that was held in Michigan um, about a week after his uh, death, he we the family reached out to Miss Michelle Ogden and let them know that the asphalt company was planning to have one of their trucks on site at the memorial service
194in honor of him and so we also had a bus there in honor of him as well so that they were kind of there as as folks came into the service just to his two his two kind of loves and passion that he had Um, in this later part of his life. So, we were honored to fulfill that request for for him and his family. And thank Dave very much for his service and dedication through the time he was with our district. Um and a little happier, but also sadder for us news. Um we've had two retirements announced so far. Um Dr. Mark Radke at the high school and our social studies teacher and Mr. Matt Clendenin, um middle school fifth grade teacher have announced that the end of the school year will be their
195last in the district. So, we wish them well and certainly their commitment to our students for for many years collectively um will be missed and they will have a lasting impact. Um just the stories that I have heard that of course I will have limited time to work with either of them, but as you know, as the news of their retirements come out, a lot of colleagues and students sharing great stories and um so that's really nice to to hear and we wish them well. Is it the same retirement? Uh yes, both both Dr. Radke and Mr. Mr. Clendenin are retiring at the school. Was that in the personnel report? No, it's No, it's not. No, it's not yet. They it will be toward the end of the year. I just wanted to know. We'll
196let you know as you know, we'll hear more in the spring about it from them. Um so again, moving into the um legislative update, um again we talked about no house or senate budget yet. Um to give a little bit more information about the letter stream that I was mentioning, that's right now kind of the I would say one of the more hot topics, you know, kind of ups and flows at the state level. So, that's house bill 5697. So, if that were to pass, it would require by the 2031-32 school year that all K-5 teachers would have to have that letter stream. Um so, again, that's Lexia, the company Lexia Science of Reading training. Um as of right now, that cost for just the training and materials per teacher is $1,649. Um That alone
197would cost the state about $72.6 million to have all the teachers trained in that amount of time. Again, keeping in mind there are other companies, there are other teachers that have been trained and also at this point in the conversations we're talking about what would we want to introduce this as something that would be of the teaching colleges and universities in the state. They are indicating that that would be a a move or change that they would make so the the K-12 system would continue to bear that cost. Again, we anticipate that initially through that timeline of 2031 the state would probably put, again, just that training materials part of the bill and I'll ex- expand on it in a moment, but after that timeline I'm not sure what you know, that continues to look
198like which would be a concern. Again, like I mentioned, we are we chose a different science of reading program that that fit a little bit better for our needs. So, our teachers are getting this training in a different way as we speak this school year. So, the the $1,649 for the training materials is not taking into account any additional time outside of the school day that a teacher would be compensated for doing the training. So, most of these models do require x amount of days in the summer or x amount of days, you know, and online modules that you must complete between this date and this date. Those kind of things contractually we have to pay our teachers for that time outside of school. That we have very, very quickly. Again, the way the bill
199is currently written is every teacher K-5, the physical education teacher, the art teacher. I'm not to say that those folks don't need some literacy training, but as you know, when we're talking about the the exorbitant cost of this, you know, there are some things to consider. So, that is a little bit more detail about that House Bill 5697. That's kind of a hot topic at the moment. So, so it's a they're going to mandate we do it and then mandate what we or what platform we use. Right. So, it would be specifically the the Lexia Letters training versus any of the other science of reading training. There's several out there. Just like 31A. What was the house bill again? No, that's Excuse me. 5697. Um the federal budget for 26-27 has been approved. However, again,
200that's kind of they're always a year ahead of state. So, that makes sense. You know, we know what's coming there, so that helps the state to finalize theirs. The the big pieces of that those categoricals, if you will, that we do receive a good bit of funding would be our Title 1A, IDEA funds, our titles 2, 3, and 4, uh the state literacy grants. So, again, we're Now, the state's looking at that for the the letters that we just talked about. And then the funding that goes for state assessment. Um that has all been secured for the 26-27 school year with basically no change. Uh a couple minor very nominal increases, but when it would be spread across, you know, the entire country, I you know, you'd see a few cents maybe on a dollar
201here and there. Um so, generally speaking, status quo for those for the 26-27 year. However, much like we've seen Governor Whitmer's executive uh recommendation for the state uh budget, we have seen President Trump's uh recommendation for the uh proposal for 27-28. Again, he We're always a year ahead there. Um so, a big big piece of their proposal is that consolidating the categoricals into uh a one um one grant. They actually you a name for it. I don't know, I guess. I want to hear mine. One pot of money. It is make education great again. And it is a block grant that would consolidate 17 of the existing programs. So again, the ones that I read off just a moment ago are the ones that we as Richfield would would get the most funded and that's
202where we would see an impact. All of those would be part of this lump sum. Um the way that the bill is proposed is that currently if you broke all of those 17 down individually, that has a grand total of $6.5 billion. The proposal for what the lump sum would be is $2 billion. So about a 70% cut. Now, this sounds awful, but I also wanted to just I mean this is what I heard in my last budget meeting last week, so I want to share with you. Something to keep in mind though is when we saw the bill from last year, the proposal last year to where it ended, it was equally as extreme and we ended with something that was basically no different at all. Compared to last year to this year. So,
203you know, we kind of come out with like this is this is what it could be, um but there's a very very good chance that it will go up from there, but these are the things to pay attention to. And so at the state level when we're hearing, "Oh, we want to start consolidating." I think that's trickled down from what's happening at the national level and when we see how big of a cut their initial proposal is, those are things that do concern me. Um so I did want to make sure that that was something that was kind of out there and on our mind as we continue to pay attention to um these um proposals, these budget proposals as they come through. Uh and lastly, I just wanted to thank I've heard from a
204number of staff over the last week, um whether they stopped in or sent an email or sent a text or a call, um just thanking me for um the time that I, you know, spent and will continue to spend through the end of the school year, but just thanking me for the dedication that I continue to be able to provide to them and how, you know, that that's just been a pleasant uh couple of months and we're anxious and eager to see what happens from here knowing that um it will be a different direction, but again, I've heard from so many of our staff. I just wanted to thank those that have have provided support and I really do appreciate that. Any comments for Billy? Questions? Okay. Being no further business for the board, we
205will adjourn at 10:05.