Richmond Community Schools Board of Education Meeting on October 13, 2025

001[Music] and 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 to the flag of the United States United States of America and to the republic for which it stands. One nation under God, indivisible. >> Indivisible with liberty and justice for all. >> Okay, Cindy, at this time if you could please read our mission statement and vision statement and take role. >> Sure. Our mission statement here is um sorry at Richmond Community Schools is at Richmond Community Schools we provide a quality education that empowers students to be successful in the global community. And our vision statement is to foster a culture of academic excellence, creativity, character, ensuring that all students are prepared for success in the everanging

002world. And I will take roll call. Board member Cunningham >> here. Board member Mich. Board member Sutton >> here. Board member Telto here. Board member Styer >> way over here. >> Board member Gillis >> here. >> I am board member Fortuna. I am here. We do have a quorum and we do have our um student board rep um Kelsey McNamera with us tonight. And then also Elizabeth Schaeer is going to be uh just a little bit late. Thank you very much. Okay, next item on our agenda. So I'm looking for a motion to approve the agenda. I motion to amend the agenda as presented and remove policies um 3115 3115A 4201 and make all three of them as their own action item and adding to 13F for an action item. Okay, I need a second

003>> support. All those in I'm sorry. Any discussion? >> Um well, first I think in the motion Candace, you needed to say that you wanted to remove from action 13A those policies. You want to make them now 13 after because all all you did was say the policies, but you got to say where they're where they're coming from when you're making that motion. >> Okay. Then I motion to amend the agenda as presented and remove policies 3115, 3115A, 4201 from action item 13A and make all three of them their separate action item and add 13F. Okay. Do I have a second? >> Support. >> Any discussion? >> Yes. How come? [Music] uh due to increased questions that um I feel we would potentially need possibly a close session with our attorneys to discuss. >> You

004have laws and policies. >> You have increased questions. What are your increased questions? Well, I'm not sure that that is something is my questions need to be asked to the attorney. Okay. I because I'm just I'm the reason I'm asking is because in your email the other day to Brian, you asked about those policies and um Brian had um with no direction from the board had supplied us with a whole bunch of again rationale from the attorney for those policies. And in your email, you stated that you had concerns about uh federal guidelines, um executive orders and the Elliot Larson Act. And in that stuff that Brian sent us as well as response to your email, those questions were answered. So, do you have additional questions? Oh, you >> I do have additional questions and

005for every one question, there may end up being four more. So, okay. So, so this whole time, so this is like the the fourth time that we're going through this. You still continue to have more questions other than all of the stuff that we've got. Correct. And you can't tell us what your questions are that you have of the attorney aside from what you have talked about going along. >> Correct. and and I myself um I I did see the email responses that that Brian provided and it still doesn't answer the questions that I originally posed um during the last board meeting that I had specific for the attorney and then because of the nature of you know the closed session I didn't necessarily want to put it in a in an email form that

006could be voided and then kind of bring I bring up what was in the close session if that makes sense. And so that's why I was looking to go, you know, ask direct to the attorney those questions. >> Okay. But at the last meeting, Bill Ray, you didn't say anything about closed session. You said you had questions for the attorney and I thought we asked what those questions were and you didn't really have an answer to what your questions were. So now your question close session. My answer was that there were questions directly related to the attorney and then and I did mention that there was discussion that came from the close session that we can't really discuss in in the you know public meetings act here >> and there was myself and and two

007other board members that had a different impression of how that discussion went. >> Oh okay. >> So I was just looking for clarification on that. Okay. I sorry. I guess I missed that whole of you saying that. Um Okay. I'm just I'm just going to say like I said the last time, I think this has been going on for months. We've had lots of clarification on what these policies are, what these three policies, what the what the amendments have to do. It's parentheses. It's commas. It has been explained to us ad nauseium. And I just don't see why we need to continue to have our attorney to come back and continue to tell us the exact same thing. So, I don't see the point of this. >> I will say that I did have questions

008la at the last meeting. I did talk to Brian um since he sent the email out answering some of the questions and then I did um talk with him again today. So, he sent the follow-up email out with more questions answered. So, I do feel like I have had all my questions answered. Um, but I want everyone to feel comfortable and have that ability to get their questions answered. So, I I feel like I'm ready to move forward with this um policy vote, but it sounds like not every board member is. So, I will also respect that they want extra time, maybe have extra questions. Um, but I did get my questions answered. >> Okay. any other discussion on the board? >> I I just wanted to add to I was kind of curious what

009maybe Candace's questions were as well because like Sarah um I I wasn't at the meeting because I was sick, but um seeing the email from Brian was super super helpful. The this whole all of these policies names and laws and everything else just gives me a headache. It just confuses the heck. There's so many names thrown around left and right. >> Um and I really liked the email that was sent out there to say the timeline and that that it clarified so many more things in my head and so I felt like my questions were answered as well. So I I was just curious what questions as well. Again, I just all I'm going to say is we're going to this has been months. This is now what the fifth fifth or sixth time that

010we are getting the same questions answered and now now you your email talks about the specific thing and now because you got those questions answered now now you have more and we're going to cost thousands of dollars to have our attorney come and tell us what parentheses and commas mean and tell us that we're not in danger of losing federal funding any of this stuff. It just it's a waste of time. >> I don't think it's the fifth or sixth time. I'm going to just >> We had one meeting we had meeting in April one time. >> We had a meeting in April. That's one. We had the meeting two meetings in September. That's three. We had the stuff that Brian sent to us, the big the stuff that he went and talked to the

011attorney when he had no direction from the board to do it. That's four. We had you ask sending your email and getting asking questions about the Elliot Larson Act and the uh federal stuff. That's five. We had Sarah asking the question which she asked about the federal fund. That was a question that she wanted to ask last meeting today. She got to ask her. That's six. Six. Come. S. Just let me finish. That's six. Shake your head all you want, but it's six. And now, now you want the seventh time to have again the attorney to come back, travel here, spend thousands of dollars to tell us that we are in clear with the parentheses and the commas. Guys, come on. I'm going to argue that the March one was not on. Nobody here asked,

012at least I didn't ask for the attorney to come in March. That was something that showed up on the agenda because that was something that I'm assuming Brian and the attorney set up, but the board didn't ask the attorney to come in March when we voted on this. It was a recommendation by them. So, they came. That's what started this whole thing. That wasn't the board requesting. >> I didn't I didn't say it was the board requesting. I'm saying, >> but you're making it sound like we have sought this out six times. No, I'm sorry if that's if that's how you think I'm coming from. It's not. I'm saying that we are going to continue to hear the exact same thing. >> Maybe to cut down on the last three that you just said, maybe

013we should have had a concise direction for Brian because I know Mr. >> I know Mr. Styer at the last meeting did question the federal funding. So, when that question didn't come up in the answers that he emailed out, I called and specifically asked, and Brian did say, you know, I didn't ask about that. I kind of forgot about it. It wasn't in my notes, which that's fine. But that then was an extra call. It didn't have to be an extra call. If we could have come together and had a list of questions and that didn't happen. So, then it does feel very disjointed and it does cause more times that we have to reach out to our attorney because we didn't have our ducks in a row. We had all these peacemail questions and

014that does lead to waste and said, "I'm gonna reach out to the attorney and ask these questions." That was never like a pre setup thing. That was, "Oh, I reached out, by the way, and and I got your answers." It was never like >> that never should have happened. >> We should have had a follow-up meeting with the attorney like we had planned on doing. No, you don't understand. A motion happened. The motion failed. >> That's the end of the story. There was no there was no majority saying a direction that we needed to go. That's why you come back this when when everyone on the board was here, all seven board members. You put it back on the agenda >> to go for a vote. Wait a minute. To go for a vote. >>

015So, you're saying Brian's not allowed to reach out to the attorney at his own discretion? >> Brian did not have a direction. And the fact that Brian did it, it's it's it is what it is. But there is no direction from the board to go and do that. >> But does he need a direction? Why can't he contact the attorney on his own discretion? If he feels that these questions are valid, which he must have thought they were valid enough for him. I didn't specifically say, "Brian, you need to contact the attorney. Neither did Candace. I don't know about Ray." But he did. And I feel like we could just respect that he felt like he needed to do that. I don't think he has to have direction. I'm not going to micromanage him like

016that. If he feels micromanaging if he feels like he needs attorneys, I support that. When something fails at the board table, >> there has to be direction from the board to move forward with something that didn't that wasn't given. That's all I'm saying. I It's I'm not faulting Brian. I'm just saying that there was the most here now. >> Yes. There was no direction given to do what Brian did. >> Well, I'm glad she did. >> Well, that's great. He should have come back here. Now, Candace is making this motion to do what she's doing. That's okay. We have a discussion here at this motion. And I'm just saying I believe it's a waste of time. I believe it should be it's put on the agenda how it was. Okay. She's made her motion to

017uh amend it. She wants to pull it out. I'm just saying I'm not in favor of it. >> If we're done talking, you can make time for the voters. >> During during the last session, I did state that the reason why, you know, I brought up the motion was because I had questions for the attorney. I did request to talk to an attorney. Now, I'm only a single board member and not the majority, certainly not the president. And so, I don't know that the the direction that needs to come from the president, but I I did state that, you know, I had questions specifically for the attorney that they will only be able to answer. So, for whatever way that that carries. >> Yeah. But what happened what happened at the last meeting is we

018asked you what your questions were and you said you that were they were for the attorney but so for me to get behind what you're trying to do. I would like to know what your questions are because I would like to know if I if I think they're valid questions or not. So if I don't know what your questions are, I I don't know that I can get behind it is the whole thing. >> Right. And Right. and and because it it was closed session and the the questions are related to that and I just >> Okay. Well, I didn't know that I knew related to I'm sorry, let me cut you off. I apologize. I'm sorry. >> No, no, I just I I understand where you're coming from to to get a full understanding

019of where I'm coming from to to make a decision one way or the other. and and I get that and and I just I'm just trying to be careful about what I say and what I can say enough to give you the information that you're looking for to make an educated or an important decision on your vote and >> well right if you'll excuse me a second what you could have done between the last meeting and today you could have reached out to any one of us that voted down the motion and let us know what your questions were because you can talk to any one of us about what happens in close session. Those of us that are within the close session, we can talk about whatever it is. So, whatever your questions were

020that you had for the attorney, you could have reached out to any one of the three of us and said, "Here's here's what my my questions are because I agree with Sandy. If you I have no idea what your question is and why we want to have the attorney come back out here again. But if you had reached out and said, "Here's what it is." I might say, "Okay, that's that's a legitimate question. Let's see if we can get that answered." So, just so you know, in the future, anytime we talk about stuff in close session, we can talk about it amongst ourselves. We just can't talk about it with anyone else who was not in that closed session. >> Right. Nobody on the board is the attorney that will be able to answer those

021questions. >> No, no. I'm saying you could have told me what your question was. Then I is you need to hear from the attorney to make the attorney come back out here another time. That's what I'm saying. >> Because that could have that Ray. The reason why is because that I don't know to look at this camera or that >> because had I if I know what your questions are, that might change the way that I would vote on the motion that not that I can answer that. Yeah, not that I can answer them. I won't pretend to be an attorney. I'm not that. But um that then I would at least be able to know like, well, I think that that was already answered or not. You know what I'm saying? And then I

022could get that could have changed. >> Pretend where you're coming from. >> Okay. And the same hold true for you, Candace. All you ever talk about is the president's executive orders and if we don't follow them, we're going to be in trouble. We lose our funding. All of that. Your question got answered. Now you have more questions, but you can't tell me what they are. So it's confusing. >> That's not my question. If that was my question. >> I don't know. I think you're confusing my Oh, I'm not confusing anything you say. I know exactly what you said. You talk the Elliot Larson Act, which is a Michigan >> law, the federal that is exactly what you have talked about for months about the president's executive orders about not following them. That has been the

023crux of your stuff. It has >> And my understanding is that federal supersedes state. However, the state and you've got my reply back to you can add to that >> can. >> Yes. >> And as long as it does not create a conflict. So my thought here is that if our attorneys are giving us advice that this is what we need to do, why would they give us something that is illegal? Why would they tell us something that's illegal? Why would they tell us something that they would have to defend if we were going to get in any kind of trouble or get sued? So, we the state of Michigan added on to that with the Larsson law, which they can do as long as it does not create a conflict. And I so far

024our attorneys are agreeing with that. I am assuming the state's attorneys are going to agree with that because they put it out there. I would think that if it wasn't correct that the state attorneys would be, you know, we'd be or the federal would be coming after us. So, I personally don't feel like we need to go through this again. I feel like my questions have been answered. There were a few and I want to thank Sarah for for sharing and even some of yours, Candace, that came out. But I'm comfortable with what we're doing right now. Um, you know, I think I'm I my answers my questions have been answered. >> And we're talking about parentheses and commas. That's what we're battling. >> But I think that and and I can't speak for everybody,

025but when I talked to Brian today, I tried to explain. I don't care the verbiage, the parenthesy, the comma. That's not important to me. It's really not. It's my question was very specific to the attorney. Are we at risk for losing federal funding based on the the policy changes that they were advising us to do? Are we at risk? Because I believe at some point in the past the question that that question was answered differently >> on what we should have in there. So now that >> right so now that was my very specific question. We got the answer today that we're not at risk. I wanted that in writing. I know one of Ryan's emails said didn't believe so or maybe that was our conversation today and I needed a little more than I

026don't believe so. I needed a very specific no this is not because it's a sizable amount of money that we would be at risk for losing. So if the attorney has said we are not at risk for losing any federal funding, I don't care about a parenthesis or a comma or the wording that's in there. I just want to make sure that I have a responsible financial hat on because that's our job. >> And make sure that we're not doing something that's going to risk those hundreds of thousands of dollars. So, I feel comfortable moving on with this based on my question being answered. Okay. Do we have any other discussion? Okay. Because um Ray's out of the country, we're going to do all of our voting today as a roll call vote. So, I

027make sure that I can catch everybody and on anything that we vote from here on out until he returns to us, uh, we will be doing it that way. >> Okay. So, this is going to be a roll call vote. I'm going to start with Candace. >> Is this with >> with your I'm sorry. Yeah, with your um with the uh what you >> amended. Thank you. So, yes. >> Okay. Uh, Sandy and then >> No, second. Ray seconded. You have to go with Ray. >> I apologize. Ray, you second it. What's uh >> All right. >> Okay. Now, now Sandy, nay. Uh Sarah, >> nay. >> Uh Danielle, >> nay. >> Margaret, >> no. >> I vote nay. The motion uh the motion does not carry. >> So, we will be going. >> No.

028>> I need a motion now. I'm going to make a motion to approve the agenda as originally presented. >> Okay, I have a first and second. Do we have any discussion? >> Okay, we're going to do another roll call vote. Um, Sarah. So, Margaret, >> hi. >> Sarah, hi. >> Uh, Sandy, hi. >> Candace, no. >> Um, Danielle, hi. Mark, I said Margaret Ray. >> Nay. >> I vote I. Motion carries. Okay. Next item on our agenda. I'm looking for a motion for the consent agenda. So moved. Support. Thank you. Um Mr. Wicky, any discussion? >> In your uh in front of you. Today we had a revised personnel report. 48 just added the director of human resources which was interviewed. Um a couple of the other things I just want to point out. Um

029there is a Tammy Mckenry is a substitute teacher. This is a retired school employee and they have to be hired directly through the district. This is on an as needed basis like a daily sub. There's no long-term or anything like that. Uh Christine uh Christina Whit lunch Alicia Wilson um Herman Herman Pam is our main her name. Alicia used to work for us in the GSRP program. She's now coming back. So we had our fifth GSRP classroom back. Um a couple resignations from terms of schedule B's and Gallagher from the first Lego League and Gallagher from the Lego club. Brett Mclau from the JB softball coach. Um Gage Shelingburgger um eighth grade boys basketball coach. Uh Karen Smith is a bus driver. Um you'll see some notice of appointments in there too. Just kind of

030moving questions. Uh there were no questions regarding the uh minutes of the claims and accounts. You have in your packet the district headown from fulltime FTE count. As you can see, we are up over where we ended up the year. Like I said, there was no questions or any secondary comments. >> Anyone have any questions for Mr. I'm sorry. um transportation um bus driver is that through the company that we as a >> um Karen Smith was a Richmond employee which led us to have to get those other two from the third party company because that was in that mix for that time. >> Okay. >> So to when does when does the um count day count be as official? When does that number come? November something, right? >> It's like at the end of

031November. >> Yeah. It's typically due the second Wednesday of November. Um and then it takes a while for them to process it and audit it. That final number will submit later in the winter. Yeah. >> Um but we will submit our final number to the state the second Wednesday. But right but when we do that though we we have a very good idea at that point when we have to submit where our numbers at. Right. In that >> what would make that number different is that we've got um the ones with the districts bill us cuz they they leave after counting. >> Um section 25B >> section 25B where you might have some changes because they they might have left to another district and the district for the days that they weren't in their district

032on count day but they're now in their district. I mean it doesn't generally doesn't or if there's a an error in an audit or something you didn't have a mentor log done correctly or so forth but generally that's the number we rely on for >> okay thank you any other questions okay this will be a roll call Margaret >> hi >> Sarah hi >> Candace >> hi >> Sandy >> hi >> Ray >> hi >> Danielle >> hi I vote I motion carries. Next item on our agenda is the proposal extended trip. >> In your packet, you should have the paperwork that uh Mr. Berg submitted and Mr. Trend and everybody else signed. So, I'll turn it over to >> Good evening, Board of Education. Um, I'm here to propose a trip that we take

033every year down to Ohio. We go down to the University of Finley for the rough neck duels. Um, we leave actual dates Friday September 13th. >> December 13th. Good. And then, um, we will stay down Friday night. Um, so we actually leave school. We'll we'll have the kids come down on Friday, get their stuff. We always get ready. And then we leave Friday. Believe it's by 10 or 11. Um, and then we get there, we weigh in, and then we wrestle five duel on Friday. Spend the night. And then on Saturday, we wrestle five more duels, and then we come home. >> Correct. It was Friday the 12th. >> Friday the 12th. >> The 13th. >> Yeah. >> Sorry. >> That's okay. That's my So, Friday the 12th is when we leave and then we

034come home Friday the 13th or Saturday the 13th. Not Friday the 13th. >> Um, anyone have any questions? Okay. Thank you very much. Thank you. >> Okay. Next item is another overnight extended trip to Florida. Mr. Evans. [Music] Hello everybody. This is probably the uh I'm going to be the fifth time we're going down. It doesn't involve any school time. Um kids travel with their parents go to I guess I should explain. We run a spring trip down to Florida every year. RBI rents a baseball facility for all of us to practice at. It's the old Yankees uh where Babe Ruth his spring training was. Uh we are down there from Sunday to Thursday. Does not interfere with any type of school. Uh kids aren't required to go down there. It's all if they want

035to come down with their parents. Um they travel with their parents. They get an arbo. Maybe I'm saying that wrong. Whatever that is. Uh they get a hotel or wherever they want to stay and then we just rent the facility and we practice or we scrimmage uh every every day usually from 9 to 12. Uh sometimes we get enough kids where you get the JV down there and we have JV teams uh scrimmaging as well as varsity teams. Uh according to MHSA, you can scrimmage uh teams from Michigan, you can scrimmage anyone from out of state. So we follow the guidelines, but if kids can't go, it's not a big deal. If kids can't go, they're more than welcome. RBI funds it all. And uh the kids every year I put to the families at

036the end of season, do you want to go to spring trip? They all voted that majority wanted to go. So for a couple like I think it's like 500 bucks or 600 bucks we rent a field and then I carry out all the stuff we need to practice but it does not involve any school time really nothing. >> This is over spring break. >> Yes ma'am. >> Okay the dates on the thing that was submitted is like a two week span to make sure spring break. So it's the last week of March. No, we don't leave until school's out and the kids are required are asked to be there by Sunday and then we come home. Our last day of practice is Thursday to allow them to have some family time. So if they want

037to go down early and like a lot of them go to Disneyland a couple days before we start practice on. So it's really only 5 days that they're with me that we're practicing and then on Thursday we all drive back to Florida while I'm driving back. So he stay there for the weekend and fly home. I got to carry all the gear. flying for me. >> Anyone have any other questions? >> No, I just wanted to say out loud that I said over there at the table how impressed I am that you are here in October for a spring trip request. I I love that the planning. So, Mr. Trend and Mr. Evans, well done. >> That's Mr. Tren all the way. >> So, there's it's so that I don't forget to sendaa form. Listen,

038I I am very impressed when I when I saw this was on the agenda. So, um, well done. And do you do we I I know before we played other McCome County schools down there. Do you is that still the plan that that's what you I know you say >> we play schools from around the state of Michigan. Okay. >> So, we played Sagenol Noville one year. We played Chip Valley, Stevenson. Mainly all the elite schools go down there. All the all the teams, they have great programs, but now they're in place. Many of them take it one step further and they go to a facility. We just tone it back. This is what our parents like. If our parents want to do more, I do more. But they just want to have a vacation

039and still get some baseball. And as soon as they don't want to do it, I'm okay with not doing it because Mr. Mr. Tren fixed the spring break problem. So, we no longer play the day league game Tuesday after we get back. So, it's no longer an issue for us to be playing. >> Okay. Any other questions? Thank you very much. >> Thank you. Thank you for your time. >> Next item on our agenda, Mr. Tren's going to talk with us about athletic uniforms. >> Yes. >> Um, >> you got the glare there? >> I do. >> All yours. >> Okay. Um, >> Ray, are you able to see that? >> Yes, sir. >> All right. Cool. So, um, I I just wanted Mr. forms. They asked me to do an update kind of where

040we're at in terms of the the uniform buying process. Um I think it's been two years since we talked or I don't know if we talked last year. Um but just kind of recapping when this was brought um forward the goal was to have no programs fundraising for basic uniforms or basic supplies. Um, so we looked at we still continue to look at our current supply of uniforms, look at the ages of the uniforms and the sizes of our rosters. So when you when you look at what's been bought and what's been planned to buy, know that this is a constant conversation with the coaches looking at what we have, what we need, making sure when our kids go out there, they've got what they need. So there may have been programs that were slated

041for uniforms that got bumped back a year from the original plan and others got moved in because you know for example boys soccer they got bumped up because we had 30 25 kids come out and we had 13 sets of uniforms. We're like we've got to get this now. um where other teams they've been they've been good with what they've had previously, but we do plan on either adding to what they have or replacing what they have. Um, another thing that we've looked at doing, especially at the lower levels or with circus sports, is finding uniforms that we can add to as years go on. Um, and this comes from my time coaching track. We bought uniforms one year and then a couple years later we needed to add more to it, but the specific

042garment we had in terms of where the lines were on the shoulder was discontinued. So we had to buy a different kind of uniform that looked different. And if anybody I if anybody's a track person, there's not a lot of rules in track, but the rules that they have they're really passionate about. And one of them is uniforms. like they have to look the same if they're on a relay team. It's It's wild. If anybody wants to sit through the track rules meeting, I can send you a link because it's wild. >> Uh, no thank you. >> So, we looked at finding uniforms that won't be discontinued and we can add to if rosters grow or we can replace items that are are falling apart or outdated unless we have to just replace the entire.

043So it allows us some flex and we also looked at uniforms that allow us some flexibility with the rosters. So um some seventh and eighth grade teams when we buy those we buy uniforms that if both sets match in case we need to move a big uniform up here or put smaller ones down with the seventh grade. It gives us some flexibility with that instead of saying well we can't use these uniforms because we don't have enough smalls for the seventh graders this year. So, all right. So, in 2023, and I'm not going to go through all of the numbers on here because I know you guys all have these in your board packets if you want to dig through. Um, this was what I presented in 2023. What where we what our plan was.

044Um, and part of this I needed to look at as well. There's going to be some discrepancies with these years because in this when it says they were replaced, it means that some of them it's the fall of that year, others it's the spring of that year. So going forward, I'm going to track these based on the school year they were purchased during. So some of the numbers may change going forward. Okay. So I'm going to kind of just flip it and you're going to see the colors change. So yellow is what we were slated to buy this year. The reddish color is what's down the road and green is what we've already purchased. So when I click and it says 2003 on this Brian, can you click for me? There we go. So we've

045got more green now. And what it mean basically what I wanted to show is that we are ahead of the schedule I thought of back in 2023. Part of that is working with coaches and working with some different vendors on uniforms that we can buy. Um and again some uniforms we were able to like the seventh grade basketball we replaced some shorts for them. We were able to find a a vendor for that. But I did reach out and find uniforms now that'll match the eighth grade so we can just replace that one. That one will get taken care of this year as well. Some of them like boys golf, girls golf, tennis, um some of the or specifically golf, they get a pole that the kids will keep. So again, the rule the rule

046I gave the coaches is if the kids are going to keep it, they'll purchase it. if we collect it, then we'll purchase it. Um, so that goes for golf and bowling. We're buying just blank shirts that the kids will wear. So if a kid can't afford a shirt, we make sure they have one. We just collected it. Um, so these seventh grade are actually going to get full replacement. So I was finally able to get in touch with the vendor that did the eighth grade ones. Um, and the track ones, the middle school track, those will also be replaced this year. Actually, not replaced. We're actually buying middle school track uniforms, which we haven't had for years. In the past, the kids always just bought a shirt for fiveish bucks. Um, and they a shirt

047and their own shorts. Now they're they're getting their own uniforms. So, um, that also comes with eliminating some headaches for coaches and collecting money and getting shirts out to kids and all of that. We'll just have uniforms we'll collect at the beginning and at the end. So, um, what you'll see actually this JV number is going to change as well because when we ordered the uniforms here, they sent us a set that I believe the numbers were in the wrong spot because the volleyball rules changed cuz you where you have to have the numbers. It's it's a lot of fun. Um, so they actually sent us a set for the JV so that will actually turn green. their uniforms were replaced. So, um, we are we are ahead of schedule of where I thought in

048a five-year cycle. So, if I click Yep. So, you'll see this compares then the 2023 plan with the 2024. So, there were some that weren't slated for a while that did get replaced. Cheer down here. um boys soccer or excuse me um sideline chair um middle school football. Okay. Another one in terms of dollars. What we looked at with the middle school is we found a vendor and an item we liked that's a reversible jersey. So instead of a middle schooler remembering their blue jersey on game day, now they can't forget it because the blue and the white are together. They still they'll find a way. But um coach Bisco and I talked and actually at the AD convention I found one that we I was able to actually get my hands on and we

049liked it cuz I wanted to make sure it wasn't too heavy for two years. Um but that one >> idea by the way. What's that? Smart idea to do that, by the way. Um, and again, this jersey is one that's fully supplementated. So, if we need to add to it, and if that company goes out of business, I can take that design to another company and say, "Make me these jerseys." So, we can add back to it. So um going here's our cost breakdown by year. Um and what I did was I just pulled up my budget spreadsheet and what we purchased. Um, you'll notice over here was when our football jerseys were our varsity football uniforms were purchased. Those came in in in chunks for us because it was a large order. That was

050the year that when we did the plan, we're like, football's going to be a big order. Um, we actually finished that year doing varsity football and getting a number of other sports and still only finished $900 over that uniform budget. And what I did was that year I just spent $900 less from the supply budget you guys provided me. So I was able to kind of move some things around. Um and then so far this is what we've purchased for this year. And you'll see some of them are are in the works as well. Track um basketball some golf some more golf uniforms. Um, so that's where we're that's projected where we're at for this year. But you'll see that if that number holds and we're lower and I can tell you this middle school

051track number is actually lower than this and I believe football or excuse me basketball is lower than that. What we'll do is we'll start working ahead at what I had planned for next year which is on the next slide. So looking ahead the remainder of this year, those scheduled purchases that I laid out in there and then whatever money's left over start to work on 26 27 which would be middle school volleyball. Um our freshman volleyball cross country is due for uniforms. Um, I would throw track in there as well, adding to the supplimated uniforms they purchased back when I was coaching. um next year, complete all of those purchases and begin looking at the uniforms we purchased in previous years in terms of numbers and if any any pieces need to be replaced and

052working on replacing those and making sure that as our rosters grow, we have enough garments to cover all of those kids so we don't have the tiny seventh grade or eighth grader for football going out there in large pants. Um 2728 is projected to be the final year of that that 5-year cycle. Um, so again, making sure by that date, any team that has not received new uniforms or are up to date that we get those taken care of, replacements and then begin working on our wanted, which would be jackets for teams like a lot of the teams that are outside like um soccer, tennis. When I was at regionals, I was kind of taking I spend a lot of time at other events looking at facilities and other teams uniforms and the stuff they

053have and I just come back with a list of things. Um but looking at weather jackets, um football, looking at, you know, when as we as we get into colder games, hopefully playing late into October and November, um some some capes for them to wear on the sidelines, looking at protecting our investment, um bags for the kids to put their stuff in so that it's not um jungled or lost or all of that. practice jerseys for those programs that need it. Um, and again, it it kind of takes our programs and now really shows our kids, hey, we're investing in this. We're investing in practice. Um, and, you know, having everybody look uniform for that. And then warm-ups as well. Start to look at school provided warm-ups. So again, going from basic needs to a

054little more not as basic of a need, but still something that these teams can use um and and add to what they're doing. So I believe that's the last slide I don't have in front. Oh, and again, uh just talking protecting our investment. Coaches have been great about inventory sheets, letting me know what kids haven't turned things in, and we've been able to track down missing stuff. Um, we haven't had a lot of things walk off. These are old pictures, but for the board members that weren't around the supply budget, we've taken taken time to organize these uniform rooms, getting shelves, getting totes, so that everything's not a jumbled mess. And it really satisfies my type A brain to see everything organized and neat. Just talking supplies. And again, this is this is from before,

055but it's a lot of the things we've looked at. Um the big one when we did this was was balls for the different sports. Protecting our investment in terms of ball bags, shoulder pads, first aid kits. and coaches have really appreciated having first aid kits that we can restock um throughout the year with really ice packs, prewrap, tape. Um I mean we've gone we've we've really stretched that money. Um we've started putting it back into the facilities. Um, you know, the we we spend a little bit in gas for the gator, but a lot of that is raking the field and getting the stuff out of the field and taking time to put the pellets back in so that that turf lasts longer than um we we plan on it lasting. We continue to add

056hurdles each year. Actually, my plan was to add 10 every year, but um the company we buy them from runs a sale in this fall the past two years. I've gotten them for buy two get one free. So, we've added 15 hurdles the past two years. So, um we've we've put money back into the baseball fields buying um diamond dust and dirt for both fields to help fill them back up. Um, so we've we've really taken that money and and put it it all back into them. So, >> questions for me? >> I don't have any questions. I just want I just I remember when this started and I just appreciate all your hard work on this. I love to see all the green. That's really cool. >> Yeah. Thank you. >> I was going

057to say the same thing. Um, and it I I like what you're doing here. what we can see is going on and it it has worked. Our fields look good. >> And to be honest, I I probably could have added another column of stuff to this this year. >> Um, >> so good job. >> Very organized. Very nice. >> Thank you. Doesn't seem like it all the time, but >> I'm sure it does. Um, >> me too. I amum this this whole um uniform stuff is was a big thing but um so if I'm looking at this because of what we've been doing so year five you're really looking at >> wants is is what we're so then when you when you start back >> the circle you'll you'll go back to >> that first

058group and just keep going. >> Yeah. And and again, it may not, you know, each cycle may not be these sports, these sports, these sports, cuz we may have ones that last a little bit longer than others, but making sure in that 5 years, everybody gets what they need. >> Yep. Um, you know, just and Kelsey will talk about it in her in her update, but like from an athlete standpoint, having quality uniforms and I and I mean what we have isn't like over the top. Oh my gosh, this and that, but like the the boys soccer team this year, I don't know, a couple times they've come up like, "Thank you. These uniforms are awesome. They're awesome. They're awesome." Like the kids appreciate it. and you know it like it shows that not just

059the athletic department but you guys care about what goes on on the field and you're investing in them. So um they've they've taken a lot of pride in that. So I appreciate it. >> So for the most part the parents are really just responsible for shoes at this point. >> Yeah. Like and and again the rule is anything that they take with them. So, like we're not going to provide the kids socks because like I don't want to collect those. Um, you know, talking to talking to Coach West about volleyball, you know, the the girls provide their own shorts for volleyball. If there's a need, we we address those kids that there's a need they need, we we help them out with that. Um, but you know what we can collect and give back to

060a kid, give to another kid the next year. everything else. Yes, the parents have been covered. >> But I think that's a good point. Maybe the conversation came a lot from all the fundraising that was going and all parents were giving and it came from what are we paying for? What is it? What does the what does the school pay for the basic needs of an athlete just so because I don't think you were back on the board when we started doing this. So that is that is a good point what the parents are doing. That's where it came from that we were doing all this fundraising and just all this money going for this uniform that kind of thing. So that's that's where all this came from starting a process of what what are

061we providing as a school district for an athlete to participate in the store. >> Yeah. And and what I've seen too is the coaches have taken taking that burden of purchasing uniforms off of coaches. they've been able to take the money that their programs do fund raise for because it's small town athletics. Fundraising is part of it. It's I know every year I'm going to get this call or this or that. Um but they've taken what they would have spent in uniforms and putting it into the kids other ways. So maybe, you know, purchasing their shirts they wear underneath their pads or buying this or buying that. Um so some of those >> non-essentials. Yes. So Preston, any of the jerseys that has their name on the back? >> So So like So like football,

062the jersey the the name on the back that's actually a plate that gets sewn on. So every every year at the end of the year, Coach Misco pops all of those stitches by. >> He does. >> I'm sure now he can get Max. Um, but yes, those do get the name plate gets taken off and then it gets put back into circulation. >> Then there's back the next year they get new plates, >> they get sewn back on. Yeah. >> So, but if you are uh but like cuz I know like some people have options to purchase their like the golf team or whatever, right? >> Yep. So, >> like if you're like do all seniors have the opportunity to purchase their like football jersey, let's say? >> Not really. It hasn't really come up

063and that's why I put that replacement value in there too is like >> they take >> if we had something where we want to. Now what I did do was we replaced some old program lot uniforms and if the kids wanted to if I knew I had jerseys for the next year and the ones were purchased by the program previously and some kids some seniors that deserved them walked off of those jerseys that was okay by me. But in terms of what the district has bought, yeah, we collect it all. We haven't really had anybody ask to buy their their uniform. It would be tough, especially if they're not close to the end of that cycle because I want to make sure with some of those that we aren't sublimated or easy to replace, that

064we can get a replacement garment, which we have been able to do. We have been able to buy one or two of these jerseys or these pants to to replace what's missing. So, Anyone have any other questions? >> I'll just I'll just leave you with this. We are watching the budget just as we are supply prices going up. We talked about this two years three years ago when we started this. That initial dollar may need to be increased based on the market. >> Check. >> Thank you, Kelsey. Did you have something? >> Next item on our agenda is an overnight trip request to Lancing. >> Greetings everyone. For those of you who don't know me, I'm Corine Christensen and I'm the DECA adviser here at the high school. Um I was given an opportunity to

065take 10 students to Michigan State uh November 13th and 14th. It is an overnight um in which to be staying at the Marriott right on campus, but it's not a conference. This is called a summit. So hopefully all of you got the agenda. So the students won't be competing. It's more informational and they're going to have the opportunity to listen to guest speakers, do roundts, go to breakout sessions, do a campus tour to as well definitely to showcase and highlight Michigan State. Um I didn't get the literature till about less than two weeks ago. I presented it to Miss Ael over here and she thought it was a great opportunity for our students. So hopefully it will. Next slide please. if it will or I can Oh, sorry. Um, here's a little bit about it.

066Um, if you aren't familiar with DECA, it is a organization outside of school. Students meet with me traditionally on Wednesdays. We meet in my classroom for about an hour. Um, the only thing DECA has is districts. So, there's no preliminaries up to it, but things like this, our districts this year is going to be January 10th. We are no longer traveling to Lake Oran. It's going to be Acre Bay this year. So, we're a lot closer and our district got realigned. We were competing with a lot of Troy schools and they're such a mega mega school. You can ask Liz Schaer over here because she's one of my DECA members. They were competing in a lot of different categories. So, when we at Realigned, our chapter, we're kind of excited about that. And Mrs. Fields

067attends a lot of or all of our DECA events. She's one of our judges, not our personal judges, but for the district. Um so we're happy about the realignment and it being Anchor Bay this year and that is January 10th. Once they do or if they do um they get passed up beyond districts they end up going to states and states is the first week of March. So see again for overnight if we have students who make it to states on that. Um they do a lot of activities though at this event. I've personally never been to it but I've talked to some other chapter leaders who have been to it and they said you have to take your students. It's a great opportunity and it gets them out of their comfort zone, especially when

068they start talking to other schools who have veteran individuals. So, here's a little bit of the agenda. We have to be on campus roughly at noon time. Um, they want us at the hotel if we want to do the campus tour. We will do a campus tour first and then we get into um an orientation, a registration, a little bit of leisure time at the hotel and then that night, Thursday night is the 13th, we will have a guest speaker. They'll have a dinner. All the meals are included while we're there. So, that's a big thing. Um, at my meeting today, I did have a docket meeting today. We talked about the students and a little bit about the agenda, but since we didn't have approval yet, I told them we're going to talk more

069next week about it. Um, they're really strict about curfew, so there is security and they do use campus police at the hotel that weekend or that night, I guess you could say. And then all day Friday, they are running. They start at 8:00 in the morning and they go to two, but it's like a non-stop breakout session. guest speakers discussing different topics and such. Does anybody have any questions about that? You can ask Mrs. Fields about >> how many how many kids >> this year we have 19 in our chapter. Only 10 are allowed to go because some chapters are like 100 kids. So they limit it to only 10. >> Okay. >> So we're just going to do a lottery. >> I guess it's going to be a lottery. Okay. So costs are paid.

070You want to speak a little bit? >> Yeah. So in terms of the cost, we are able to use 61A CTE funds for students that are in the class because it is a leadership component. We do have some students in DECA, like Liz, for example, who's no longer in Miss C's class, but she's still part of the organization. So, we're going to use uh revenue generated from the Devil's Den, which is of course tied to DECA, tied to marketing, tied to all of those things, um to supply or pay for the cost of any students that we're unable to use the 61A funds for. So, um I definitely like to make sure that we are follow those by the book and you know, just because someone's not in the class, I wouldn't want to, you

071know, use those funds for for that. So, we have an alternative way. So it will be no cost to any of the students attending whether they're currently in the class or not. Um they're also a part of DECA. So we'll be covering that. >> Well to be a DECA member you have to be in the class or have taken the class. >> Questions. >> So tonight is uh because of the time frame you'll be asked to approve it so that they can move forward with the registration and all that stuff. So you me just you >> Yeah, it's one chaperone per per 10 students. >> I think a huge thank you just so you guys know a huge thank you to Cynthia because um each person each chapter is required to provide judges at all

072of these events and so like this is like a big time commitment. like some of these are two, three days long. You're down at Detroit, you're at Huntington Place and she so thankfully has driven out to Lake Orian and has really supported the group. So when we say she's like a part of DECA, she truly is that piece that um cuz Karine can't serve in that role as the adviser and the judge and so they're always begging. So if anyone else wants to be a judge too, you can always reach out to us because we would love to have more people come. So >> and someone else is Becky, where'd she go? >> Oh, there she is. She's our proctor. I'm not allowed to be the proctor because they do take an exam, too. And

073Mrs. Borwick is our proctor. So, she does the proctor. There's some things that advisors are not allowed to do just because I would be giving the answers to the same. >> Very good. >> Thank you very me again. >> So, we're going to bring Miss Shagna up too because this one's a little longer. Sorry, but the visuals are what make this, I guess you could say. We're going to talk a little bit about the Europe trip. Last year in March 2025, Miss Able and I ran our Europe trip. It was complete success. I think Mr. Wamsley had the opportunity to join us to on that trip along with the three of us and was it 14? 15 other people. 15 other people. Um this time we're going to try to do a new trip, but

074it's going to be the odd year. So in 2027, so we are forward thinking, but we want to start marketing it to the students now just so they can make a payment plan and get an idea. This time we've discussed and we came down with we're going to do Germany, Italy, and Switzerland. It's going to be a 10-day trip over spring break 2027. Since we only have about 9 days there, the students will have to do school business for like roughly a day or two prior. we're going to do. Last time we did it post, so they missed the Monday, Tuesday. We came back with spring break. We feel that a lot of teachers are really getting back into getting into the swing of things before seniors leave and all that. So this time we're

075going to do it the day or two before spring break. Seems like that's a low and with a lot of um things that are happening around school. But the itinerary is going to look something like this. The flights are going to be in and out of Frankfurt. And here's a little bit of the itinerary. Miss Shagg has had the opportunity and so has Miss to hit some of these spots. I personally have not. So, I'm quite excited about this one. Um, what we're going to try to do is revert it all to depending on our population. This is open to any student. We try to do high school student. I'm not going to take a five or six-year-old with me. So, it's the high school students, their families, parents, and alumni. They still get students

076still get a student rate if they're 20 or under. So students who went with me last time were like, "I'm going to be graduated by 2027. Can't I go?" They're like, "Yes, you can go." But what usually happens is college spring breaks don't line up with high school spring breaks. So they're like, they don't know where they're going to college at, my current seniors that are here in the building, but they're like, "Oh, if it lines up, I really, really want to go." So we might see a few more repeat individuals. Here's the timeline in regards to the dates. I know most of you got this cuz I said this over, but this is the timelines for our dates for 2027. Um, the company EF Tours makes us give them a flex both a day

077or two because they pair us up traditionally with another school. Last year we were paired up with a school from Miami. It worked out great. I mean, the kids are still in contact with a lot of the kids from Miami and they were a really small group. There was only eight of them total. So, they were they were great. Here's a day by day. I mean, I'll be more than happy to go through it, but we're flying in and out of Frankfurt, Germany. We're going into Rothenberg for a day, and then we're going to go visit some castles and do some castle tours. Um, we're going to get to Ashburg. We also are going to do the Olympic stadium when we get into Munich. So, that's I have been Munich and then we're going to

078go I have been to the concentration camp, too. Um, get into the concentration camp at DO and then um we're going to in um Ensra as we travel throughout to Venice. Driving to Venice will be on motor coach this time. I did find out most of our transportation last time was through rail. We I mean we travel throughout the boat or the bus in the small in the city but not for long journeys. So this time we'll be traveling to Venice by bus instead of rail. We'll travel throughout Venice. One of the highlights that they had in Venice was glass blowing and then a gondola ride. For those you ever watch movies and seen that Venice, you've probably seen the ultimate gondola rides throughout the canals that would be included in our student tour price.

079Then we'll get into LER and then um do a few more castles like the H Highleberg Castle and such. This time, last time we did an 11-day itinerary. This is a 10-day itinerary. Just kind of worked with our schedule and such. The last day we lost, not we lose kids by no means, but we lost their mojo. we lost their motivation. You know, I remember students, I miss, they never said, "I miss mom or dad." They're like, "I miss my dog. I miss my cat. I miss my bed." We got that a few times, but ultimately it's one day less. Everything is pretty much included. I do have what's not included. Um, but travel insurance is the big thing. We're parents. That's the first thing they ask. You know, is travel insurance included? Yes, that's

080included in our price. Can they opt out of it? Yes. But I really don't let them opt out of it. I give them that one sticker price and this is the way it goes and this is the way it rolls. Um, two meals a day are included. Meals were fine. I mean, I have three people here who can concur about the meals. If they want more, they definitely can get more. You really I'm not saying you don't have to eat three meals a day, but there was plenty of opportunities to get snacks or another meal if you really wanted in your downtime. Um, traditionally any tickets on tours are included and there's 24-hour assistance which if something does happen, um, we did have a student, we didn't even know about it. We were sleeping on

081our tour, not a Richmond student, the Miami student who ran into a door and had to get stitches. Um, but he went to the hospital. There was such a long wait. Come to find out there was a doctor, a nurse on our bus anyways that was from Miami. She I think glued them. Didn't she glue them or something? >> Fixed it. >> Yeah, she fixed it. I mean he sat at the hospital for like six, seven hours and then said forget it and left the hospital and one of them took care of it. So it's great opportunities for the students too as well. What students are responsible for and this is why we like to give it out early. The students have to have a passport. So that is first and foremost. Um this gives

082them plenty of time to get that passport. And if they apply for a passport when they're over 15, it's good for 10 years. So if they apply at 14 and 9 months, it's only good for 5 years. So the passport um we will not need visas for traveling to these countries. Baggage fees if there are any, but there weren't any this time when we traveled last. Tips to the driver. That is something that we three had to pre-collect and then in turn take it to a financial institution and get it converted into a local currency. They typically think is kind of bizarre over there. you think it would just be included, but I had to have envelopes for each individual person we ever encountered. So, I had pre-clocked all of the tips. So, we had

083an envelope for the bus driver. We envelope for the tour guide on day one, the tour guide on day two, the tour guide on day three, and then we had a envelope for our whole tour guide, the tour guide who stayed with us for the whole 10 days and such. So, this is something that we'll do behind the scenes with us. If they want any additional snacks, that's not included. And there are opportunities to upgrade the rooms. Um I say one has a single supplement. She doesn't want a room with me. And >> I'll happily go. >> So maybe I have this year or 2027. So they're single supplements and she's still deciding whether she is. She is. Um, here's the kind of payment plan that we're going to approach and present to families that

084might have to get tweaked. You know, this is like as of when we made this today. So, if it doesn't get approved for 2 weeks, we're going to have to change that monthly payment and monthly plan. The price is $4,579. [Music] The last trip was $44.99. So, it's $80 more, hence 2 years later. Not much of a difference. Um the adult cost is $53.99 and ultimately you can make payments along the way. Um it's $95 to get started that enrollment fee and then you can decide on your payment plan with EF tours. You do not have to do this monthly plan. This just gives someone a visual in regards to marketing to determine if they can or cannot afford it. Um unlike any other trips, EF Tours is definitely unique. Um, I can attest by

085saying how it's unique because we never would have gotten to some of those places that we ultimately did. Um, the firsthand knowledge of the tour guides is absolutely fabulous. Their whole idea behind it is to educate the youth and just to build networking and um, ideas of other cultures, other cuisines and such. And they definitely do a good job in all of that. Um, I already mentioned a little bit about that safety. If you ever look up EF tours, they do have um destinations all around the globe. Europe is one of their definite hotspots. You can kind of see in the map up there how I'm pressing some facilities and thing how Europe is where a lot of the their trips are concentrated. And then also over in Asia, a lot of them are concentrated

086there. But every teacher and uh Chevron has to do like a little background check. I don't know if you remember doing that, but we had to send in paperwork or background checks. So, that definitely gives, as it says, peace of mind to everyone involved in the tour operations. Um, here's the cancellation insurance. If I told you, we automatically include it. If anyone's luggage got stolen or lost, there's an insurance for that. Thank goodness we lose anyone's. We do not make or some tour groups make all of their students do um carry on only. We can't do that cuz you won't. So, so we all um take our luggage, but you have to carry your luggage. So, when we are on those trains, you have to carry your luggage. We have to do all that. If

087something is interrupted along the way, like we miss a day or two there, the insurance covers that during the program interruption insurance. So, it is a win-win um for the cost of that insurance, flights delayed and such. There's always an 800 number. They also have an email and chat if parents want to get a hold of the professionals. They are available 24 hours. Um, what else? And here's how to enroll. Here's the QR code to enroll. So, if you do click that QR code, we're not publicizing it yet, but you could start enrolling. Oh, there >> Heidi, the one thing I will say, um, obviously I I said this last time when we were planning, I went on the Spain trip, um, with Miss Smallwood, my first year here. obviously went on this the most

088recent trip and I think I've been on seven EF tours. I've actually been on this tour, the Germany, Switzerland, Italy one. It's hands down my favorite one I've been on just because of the vast um array of things that you see over in Europe. So um when we kind of well actually I approached C this time and I said, "Okay, you're planning another trip for next year. Let's get some let's get some, you know, prices and some itineraries." And so as soon as I saw this one, I was like, "Hands down, this is the one we need to do." um and then you know fit the price point and things like that. So um it definitely is a good trip and then also based on the number of student based on the number of paying

089enrolles this is in your overnight packet every six paying members um requires a chaperon and so basically like this is the seized trip and then as more individuals were to enroll there's additional chaperons from the school that are required to go. So that's where myself, Miss Shagna, any others would come in. Um, and so we'll just kind of like make a list. Obviously, any staff member is welcome to pay for their own, but specifically to be an actual identified chaperone on the trip. It's one for every six paying students or adults. So even if there's, you know, four adults and two kids, they require one staff member from the actual school to be an identified chaperon. So that's where kind of I don't say the hierarchy but like where this list of like the C

090missag and myself come in is that we would be the ones that are those official shaper rooms as more and more individuals enroll. So >> So you're so you're saying if that those parents are part of the Richmond >> schools tour not just their kids correct that they go. >> Yes. So like if there was three if there was three parents or like actually we had um an aunt and two of her friends go with one of their you know one of a Richmond student and then we had two other kids even though three of those people were adults it requires one staff member. So they say pain participant whether it's an adult or a child it's a 1:6 ratio. >> There's a lot of walking got to wear good shoes. First day you're utterly

091exhausted. Second day a little bit exhausted, but then you get it. >> Or day two or three, you're >> And we've had students fundrais for this. I know you did the sheets that they >> So, we've had kids who reduce costs. >> We've had one student that paid for two full trips, both Spain and the one we just went on, collecting bottles. That is the only pop cans you should pay for two full trips. So, it is possible depending on how bad you want to go. So on how hard you work for >> exactly >> and I'm assuming it's coach for the >> and then how many different hotels are you actually >> well it says on well this one's a little different >> it depend yeah it will depend like >> sorry >> so

092this one is probably one five so this one you're this one you're moving a lot like your one day hotel unpack sleep wake up your stuff and you're out the door so this. Yeah. So, like when if it says one night, it's you get in probably at 900 p.m. and then you're out the door at 7:00 a.m. the next day. So, it's literally like just a room to sometimes sleep in and shower and you're on your way. [Music] >> They are very nice hotels. They're not labor. >> I am working too. When I was in high school, many many years ago at Richmond, um I got a chance to go on a tour as well to Germany and Austria and to land too and it was an amazing experience. I'm excited to opportunity to be

093able to go again to a beautiful Google scenery. Um, amazing time. So, I'm really excited about the possibility. >> Yeah. >> I think that's cool. Now you get to go as a >> Yeah, that's cool. >> Did the link work? >> What's that link? >> Oh, yeah. I'll be doing that yet. >> Well, we're ready over here. >> Thank you very much. >> Thank you. Okay, next item on our agenda is our 202425 student data presentation. Who wants to stand? Come on. Come on. Now >> all in the family. >> This one is definitely a group effort as student growth test scores, student success is, right? It's all of us. So, um each have a little piece of our report this evening. Uh, so just as a reminder, that's kind of a lot of words,

094but just as a a reminder. So my piece of our presentation tonight will focus on our state assessment data, which is the MSTEP, um, that PSAT and the SAT, and students are taking that from grades third grade to 11th grade, kind of kind of in and out throughout those grades depending on what grade it is, depends on which content areas they're testing in. So that's a a quick little overview of that. Um, but just kind of a quick reminder that as we do look at this data, it is just that snapshot of a moment in time, right? We're looking at a lot of data throughout the course of the year, this is the big data, the data that the state is going to look at and the data that kind of ranks us in different

095ways. Um, but again, certainly not the only data that we look at. So then when I turn it over to the building administrators, they will also be sharing our um, a little bit more local, our benchmark data, which we use NWBA here. So in Michigan, you do have to identify which benchmark you use. Um but NWA is one of the most common and so again we've been using that for several years. Um so the state requires a benchmark assessment and so they will share our NWA data as well. Um so the pieces I'll share again is that one time and one time only in the spring and April kind of mid to May sometimes that we're taking these assessments and then um again the building administrators will share NWA which is taken three times a

096year. So that one again as I said that's more local. we kind of see it. We can see if we're moving in the right direction and you know as we go throughout the year. Um and actually just as a team this this uh afternoon earlier we were talking about there are um proficiency charts and and metrics out there that kind of do tie NWA to the MSTEP andor SAT PSAT. So when we do test the students in the fall, we just wrapped up at the end of September um our NWA testing, we can look at those scores and they are very typically a good indicator of the proficiency rate that we would expect to see in the spring. So everything ties together in some way, shape or form. So this first set of graphs is

097going to compare our Richmond scores on average. So you'll see the different grade levels. So, uh, the average, uh, proficiency rate and advanced and proficient, um, which again is what the state considers to be proficient, acceptable, if you will, um, where we'd want kids to be. Um, and so again, this is just the average by grade. So, ours is the orange, that first row, and then the statewide average is in blue and the countywide for Mcome County is in green. And so, in this particular one, it goes from third grade, fourth grade, fifth, 6th, 7th, 8th, and 11th. Those are the grades where the state is pulling and looking at ELA data. The students do test in 9th and 10th grade as well. Um with PSAT, the state just does not pull that. Um so

098that's why it's not on this graph, but as you can kind of take a look at that, um we are um beating the state and county in five of our seven grade levels. And um again, our grade levels that we aren't quite ahead on, we're still close, very similar um kind of that trend. So, you know, nothing that jumps out as as, you know, something that's of a major concern. Something else, and I'll kind of talk about it as we go on, but, you know, obviously we all want to and hope to see that your scores kind of continue to go up. Again, this particular chart is for ELA proficiency, but you can see as we look at whether it's Richmond, whether it's the state, whether it's the county, there's always kind of that eb

099and flow. There's little things, little ups and downs, things that happen throughout the course of, you know, a student's career in school for a variety of reasons. Sometimes the tests change, sometimes the way they're scoring it changes. Always we tend to find that um you know knowing that these assessments are based on the state standards, there's hundreds of state standards, right? Many many many. And you can't give as much time to every single one throughout the course of a school year. And so we're always kind of trying to stay on top of that. Okay, which which of those standards are the ones that are most assessed? And sometimes if they change that, well, we just spent two months working on a certain standard and they took that off the test. Um, so there's always that

100kind of level of keeping up with the test. And I feel like that's, you know, kind of answers some of that question. Why might we see some up and down over time? It's to be expected. Um, so this this particular one is math. So again, we kind of see our comparison against the state and the county as you go through the different grade levels 3 through 11. Um in this one we were uh meeting or exceeding the state and county in four of the seven areas. Um but even in our areas like so 11th grade for instance is one of our um one area one grade level where we're lower than the state and county but later when we look at the growth of that 11th grade cohort. That was good growth for them. Right?

101So they they were historically as a group kind of lower than the state and the county. But we're seeing that particular group continue to grow. So that's a good thing even though this chart might not look as good. >> The math >> this is math. Yep. >> Y >> and now is this after we put in the new curriculum? >> This is Yeah. So this would be two years in or almost two full years in on the new math curriculum. Yeah. So new math and then last year was the first year with the new ELA curriculum. Um and we have talked about that. Um there's always there tends to be and we've actually at the county level we were talking about this sometimes a little dip when you have a new curriculum because everyone's still

102getting used to it. They're getting trained in it. They're kind of figuring out how it works. It might be a very different um kind of teaching style than students are used to. Um so that isn't uncommon. You know, we certainly don't want to make excuses for anything like that, but that's something we're paying close attention to. um kind of seeing how the math piece was implemented. We were able to come in and with the ELA implementation last year, we were able to do some different things with the training up front, which I think was probably beneficial. Um so we're hoping, you know, that that will continue to increase and we won't see those decreases. And if we do, it'll be a quick dip and right back to it. And science is not tested as frequently

103as ELA, math, and as ELA math are. Um so they are only tested in science for fifth, eth and 11th grade. Um but again we do see that our students perform pretty well either above or very very close to the state um and county averagees and social studies also tested in fifth, 8th and 11th grade. Um so again two out of the three. Um, something that kind of for me catches my attention on this is typically in elementary grade levels and so for us even fourth and fifth granted they're in our middle school but considered more of that elementary grade level you have social studies and or science kind of mixed in with with all your other core subjects. So they're often and naturally and and for many good reasons um is a bigger focus

104on ELA and math up through fifth grade. But then I like it that to see in eighth grade and 11th grade when it truly is its own subject area and those teachers are becoming the experts in social studies and really digging into those standards, we really see it go up and for our students, you know, I have quite a bit more than the state and county average. So I think that's an important piece to look at when we compare across um the grade levels going up into middle and high school. Definitely a point to be proud of. I would say for social studies. >> Excuse me. One second. >> Is Ray no longer with us? >> Screen. >> It's muted. I wonder if they have to step away. >> Just just ask him if he's

105still with us. >> Can you hear us? >> There he is. >> Just making sure. >> Make sure we lose a connection. No, I I had to step away for a moment there. >> No problem. I think I'm going to click on to the presentation for you, Brian. So, there we go. Um so as far as districtwide points of pride related to those um county a county kind of and state comparisons uh as you saw we continue to score above or at the county average level um at almost every grade level and content area or at least a good mix of between the different grade levels. Um so very very happy to see that. Um sixth grade was a highlight area for the middle school. um their ELA proficiency rose over 20 points and math

106increased by more than 18 points. If you looked at from 2023 up to 2025, those are huge gains um that you don't typically see over a short span like that. Um and then similarly, 11th grade um students outperform their peers in science and social studies and specifically in social studies uh grew by 22 points over those three years. So again, those are really really huge gains and something to be proud of in the district. So these next set of graphs are going to show us a trend of the same um cohort of students or trends. So this particular graph will only see just the third grade trend because they only start taking their assessments in third grade for the state uh level assessments. So this particular one is just the third grade group from 2023

107and the third graders in 24 and the third graders in 25. So, we do see a little bit of a decrease, but again, if you look at the orange line for math over the um trend of 3 years, it is still trending up even though it bumped back down a little bit. Again, ELA could be related to that in curriculum. We did again, we've had those conversations um and I'm sure Heidi will continue to share some of our next steps that we've talked about. So, we're looking closely at why things might be moving up or down um and quickly coming up with ways to address those um those differences. So, now for fourth grade, we're able to see again, we can start to see that cohort trend. So, um the graph on the left of

108the screen is similar to the one that you just saw for third grade. So, again, it's that that fourth graders of 2023 and the fourth graders of 2024 and the fourth graders of 2025. Um again, uh this one we do see a pretty nice increase in math and a little bit of a dip in the get to start looking at the cohort. So this would be last year's fourth graders and then what they were doing as third graders. So that's the difference in the graph on the right. It's the same group of students and so that group of students did decline a little bit. There are some again we look closely at that. We do know they transition from one building to another. So it is a transitional year for them which is often a

109time when student scores decrease a little bit historically and and wherever you look whatever communities or statewide you look at you see that quite often. Um and so again but we are trying to pay close attention to what we can do to mitigate that as much as possible. And fifth grade again as a reminder is a year where they do all four content area test. So that's why you see more lines on this one than the other ones. Um, so again, you can kind of see we're not nothing's going up or down drastically, right? It's relatively consistent. Math again does seem to be an area where we want to focus in on. So, a little bit of a dip there, but um, again, if you look at that three-year from 31 to 25 is, you

110know, low, we want to say go the other way, but that it's not huge huge drop. Um, fifth grade a little bit more of a drop. And so, again, we've had those conversations. What's happened? What's changed? what are we doing differently in those classes? And so that one we do want to um look closely at. And again, that's that same group of students moving through time. By all means, stop me if you have any questions on any of these. I will be happy to pause. Um sixth grade back to just ELA and math. So that one a nice we highlighted that on that um slide a couple slides ago, seeing that continued growth in sixth grade. Um, again, you have teachers kind of becoming that content area expert. So, that could be a benefit. Um,

111and then similar for that group of current, well, now they're seventh graders. Last year, sixth graders when they were fifth grade, and then the way they were fourth grade, how they looked. Yeah. Same deal for our seventh graders. This one kind of again, it's interesting. You never quite know what it's going to be, right? This one almost an exact match. A VLA and Matt both kind of had a little dip but then came right back after. So that's a good thing. Um and again this one Matt was going up but the other one got a tick. So we >> do we know what uh what was related to that dip in 24? Was there any factors that >> I'm trying to think of that? >> I can't think of we talked specifically on that. group.

112>> Yeah, that group has Yeah. So, yeah, if we were to look at that group, so next year, Thanks for reminding me that one that So, remember the um graph on the left is the third the seventh graders are 23, the seventh graders are 24, the seventh graders are 25. So, if we were to look at that group of students that were in seventh grade last um spring, we would see historically their scores were always a bit lower than their peers on one side or the other of them. So, the sixth graders or the eighth graders, it's just kind of where that group came in. And they've always been a bit lower than their two peers before and after them, if that makes sense. >> Yep. I would be more concerned if I saw it

113on the other graph, honestly. And again, something that we would address in that graph on the right. Okay, we see this same group of kids moving in a downward trend versus an upward trend. That for us is something that we can address more swiftly and kind of pinpoint and figure that out. Again, some some groups just do score difference. So, for us, I think we spend a little bit more time at the uh school district level looking at those those school trends. And eighth grade again is an all four content area year. Um so pretty similar type of data as we've seen on the previous grade levels but again also that highlight of like off the chart growth in um ELA. So, >> and this one, great scores. And there's only there's not the trend

114for that because those students didn't test in sixth or in seventh grade or sixth grade for their blue and their green uh scores all the way to the right. That was their science and social studies, but um scoring very well in science and social studies compared to those are high proficiency rates. And again, for 11th grade, they're according to the state data that's both they don't have the testing in 10th and ninth grade again they do take the PSAT we look at that data the state just doesn't look at it so that's why there is not a cohort trend for this uh slide um but we're seeing some good forward trending for the most part data here so I will turn it over just a moment to through the buildings. Like I said, they will

115be talking about the MWDA benchmark and a couple other highlights and areas that we are focused on and moving forward with. Um, so any questions again as we talk about the state MSTEP data? I have a question over. Absolutely. So, um, I I I was trying to follow along with that one chart. Thought I might be able to find my own answer, but um, I I I missed it. I think I'm looking for so like last year's um so this is this year's seventh graders I guess. So then my question is is I'm I'm wondering because it did show that they were kind of low on everything comparatively to the county and the state in math. This year seventh graders >> would be last year's sixth graders. >> So last year's sixth graders. So I'm

116trying to see if there was a climb in their number or not. So if we look at our sixth grade cohort data, they actually have over the 3 years compared against themselves, >> right? They are moving up slowly but surely, but but that 3ear 10 trend does show increase for them. >> You know, certainly we hope it would continue to grow more, but yep, they >> Well, sure. No, I just wanted to see cuz those were they were pretty low numbers comparatively in the state of county. >> And then also then this year's 10th graders. last year's not so that >> this year's 10th graders so we wouldn't have eight >> I could pull it I mean >> could we see how this year's 10th graders did in eighth grade though we could >> it's

117on my slides >> it is one so yeah um like I said the building absolutely looks at those I was kind of sticking with what the state looks at for big view look of it but yeah that's what we to talk about that. >> I I'll just add a piece that we can't forget is we have another group of our building that is looking at attendance. And so we have kids that are chronically absent for a variety of reasons that if you're not in school, you're missing instruction. So we're trying to tackle that as well as when you think about it, this is a,098 hours we have kids in one year. So when you take out um the stuff that the fun stuff that we don't want to lose because it's part of the experience

118the actual instructional time is less than a,000 I so we have very limited time with kids and when you add on that then what was kindergarten last year they were the they were the worst culprits last year >> and again we don't want kids coming to school sick obviously know spread it but when you're dealing with that and you create a pattern that kids just naturally continue that pattern. It's something that we struggle to overcome to to address it. Again, nobody here is making excuses. Um this team that we have that you guys have come here standing you and all the deans supporting they're looking at this every month, every two weeks in their instructional meetings. They're trying to figure out the solutions. >> Definitely very much so. I'd like to add to it that

119at least the PSAT this is a single day of testing right >> I mean we need to remember that it's one day one piece in time >> or for p for SAT absolutely um >> I mean and when we think though but on top of that if you think about like an eighth grader or a fifth grader all four of their not necessarily at the same on the same Hey, that one is a little different than MEP just the way the designs you have a window of time and so typically schools just say okay you know we're going to do ELA this day and math this day or these two tests this day and I mean but on top of again we talked about the NWA testing is also happening so in these grade levels

120testing fatigue is a real thing you know and certainly we don't again not an excuse but we do talk about which test was first did they drop in the test that was the first test or the last test you know and those are things that we can't control that but it helps supposed to know that and how do we address that if that is the reality? >> Yeah. No, that makes sense. I mean, the the um the reason for my question is I'm just I'm just want to see cuz I I think that we have grown if I'm not mistaken. Like that that group has actually gotten better even though that one chart doesn't look good. So, that's kind of what I wanted. Yes, you're absolutely right. Yep. And and again, so I just happened

121to decide intentionally, but stopping at eighth grade. I mean, that one we do have a dip again. That's these are that same group of kids that are currently ninth graders is what we're looking at right now on the screen. It is. I mean, there's no doubt that little math went up. But was it because we were doing something really extra and spending a lot more time on reading intervention, right? Because we really zipped those scores up and to there's only so much time, right? Cuz we're only in the bubble, right? If we spent more time on ELA in intervention, did that mean we lost a little bit of time on math and maybe we we didn't maybe we didn't make that right call on on how to reill it out for ourselves, right? So, there's

122lots of potential things, you know, but I think overall we're we're in a really good spot to continue to be at the top of the county. And again, I'm going to let these guys talk more about the big the fun highlights where we really stand out. So, so first I just want to say thank you so much for having me here. Um, over the summer when the scores get released, I'm like crazy and I refresh my computer a 100 times and I'm probably one of the only people that does that. But, um, when I saw the scores this year, I sent Becky a text message right away and I was like, "Oh my gosh, I'm so proud of the work that the staff and the students have done here at the high school because they

123really have stepped out of their comfort zone. Anything that I've asked them to try to do, give it a chance, each and every one of them has done that. And I truly think that that's a testament to um their desire to want to improve the scores as well. So our class of 2026, these are our current seniors that are in front of us. They took the test. So going back to kind of your question, um they take the test in 11th grade, and that's the test that actually gets reported out. You have one for everyone to see, but no one gets to see those three tests that they take beforehand. So 9th grade, 10th grade, they take the PSAT NMSQT as in the fall of 11th grade as that pre-practice. So for SAT, so you

124can see the trajectory of the reading and writing in blue, the origin math from when they stepped foot in the doors, um their ninth grade year to the growth that they've shown um as juniors. Um this is the work that's been done. And then excitingly, the class of 2027, um, we have our ninth grade PSAT scores. And again, almost the same slope. It's like I like looked and like, "Wow, that's so crazy how the amount of growth from 9th to 10th grade." This group of students, so this is our current juniors. They just took the PSAT NMSQT on last Tuesday. And so we should add those scores at the beginning of November. Once we do, I 100% I cop them in the spreadsheet, share it with the staff, and then we look at that data

125and figure out, okay, what do we need to do from October to when they actually take the test in um in the spring, but based on the previous data for this cohort, which again the slope is almost the exact same, um I would anticipate that that growth would continue on that trajectory. Um so I think I misspoke when I don't have the eighth grade data on here. I have just the ninth grade and the 10th grade, but that is something that if you're interested in seeing, I would be able to get from the middle school from their College Board tests and can probably add that in onto the spreadsheet, too. But I do have 9 through ultimately what would be 11th. Um, this is the total mean score. So, again, if you look at the

126total of the math and the English added together, that green trend is our uh current seniors. The purple line, like I said, they've only taken the test twice. um again their slope is greater than what the class of 2026 was. So hopefully they start um continuing on with that trend and increasing um once again I'll have those scores um hopefully by the beginning of November which is really great because it does give us time to react before they take the test in the spring. So cohort data is really important to me because I think it's important to look at apples to apples. We're not comparing one group to the next. is really where did these kids start when they stepped foot in this building and where were we able to get them by the time

127they left or according to the testing as juniors. Um looking at our NWA data what you're going to see is that the trends of this data over the past three years are following the same data trends as our SAT PSAT scores. So this is the students 9th 10th 11th and 12th grade over time since fall of 2022. So over the past 3 years um we focused on NWA um setting up proper testing environments. What we really did was we listened to the teachers and they said hey I think bringing the kids to the media center and testing them in here like a revolving door is not helpful. They're not comfortable. They're not familiar with the computers. They might not a desktop versus a Chromebook is different. So we made some just even logistical changes about

128providing um autonomy to the teachers for testing when they want um providing the ability that the students don't have to take all of the English tests back to back. Give it the first week the reading wait two weeks and then give the language use. And so some of those just really small changes I think can make a difference but also it's taking a look at the data having those conversations with the students. And so you'll see that the reading since fall of 2022. Here's the language since fall of 2022. Um again, the 11th grade had a dip in the spring of 2024, but overall um now they're outperforming an NWA all the other grade levels. I also will just say the light blue line. If you've ever tried to have a senior take NWA like

1292 days before they are walking out the door and you're like, "Listen, you have to take NWA. It's your senior's last day." It It's hard, but like they're still showing growth over time. And then here's the math trends again. Same thing. the slope's not as great, but you're seeing that that trending uh positive scores again, even with the seniors, but that grade 11 green line, they took a dip in 2023, but started outperforming all of their peers by 2025. >> Can I say something real quick, too? And then you'll often see a little dip between a spring score and a fall score. And again, most are familiar with that. They call it the summer school with a summer swine where that's, you know, for the most part that's summer break in there. And so kids

130are, you know, rolling out at home reading, doing their math all summer long. And so we do see them come in in that new grade level, a little lower. And so as long as they retain it, we're, you know, we're we're in good shape. >> Yes. And looking at this, I did only include um like Billy had mentioned earlier, they do take the test three times throughout the year. So the winter data is not on there. Um but the fall to spring is really looking at that overall growth. And I have some more NWA data um coming up. But with NWA data, um, we really focus on our conversations with this in our common planning meetings. Today, this week, we're focusing on language use. Um, after doing some NWA training, um, some of the guidance

131I was given at the high school level was focus on the language use because no matter what your subject, if you're teaching band, if you're teaching choir, if you're teaching art, if you're teaching science, English, social studies, vocabulary use is the most important and it's a really big bang for your buck if you focus on vocabulary use. So, um, that's kind of where we started our work this year. And so, we're going to hone in on strategies and just little things that we can do to help our students vocabulary use. And so, what the teachers had to do prior to coming to the meeting is they had to sort all their students based on their language use scores. And we looked at what does that actually mean? If a student has a 200 in language

132use, we actually were able to look at what words they know and have a good understanding of and then also what words that they don't have a good understanding of. So, if you have a student that scored a 200 in language use and you're telling them to analyze something, well, this document and this researchback data from NWA is showing us that they don't understand what that means. So, they're already at that disadvantage. So, those are the little things that we're doing um as we spend our time together every couple of weeks in town planning. Um here's the cohort data for NWA. So, again, um just tracking that same group of kids. So, blue is our class of 2026, our seniors. Orange is our junior class and um oh, I'm sorry. This is all 2026 of

133math, reading, and language usage. Sorry. Um so, this is 2026. That was an error on my part. Wish I would have caught that. Sorry. Um, but this is their time um for those three different subjects. >> Don't worry, Becca. We will remind you. >> Oh, yeah. I know. She's going to be like, "You made that mistake and I'm judging a picture of it." Um, here's the 2026 one. So, sorry about that. So, here are our current seniors. Um, if you look at the math, and so that's something that we talked about. If you look, they were slightly below 225 over from 2022 to 2025. Now, they're above a 240. So, like when you're talking about growth, yes, maybe it's not showing through on the SAT right now or the PSAT, but like it's showing through

134on this day in our classrooms. And this is over a 15point jump for NWA over the course of those three years. And so, that's why I just definitely share my excitement and how proud I am of the staff because they are putting in the work and it might not show on the one test in one day, but it is showing in a lot of different ways in our classrooms. And then here's 2027. So again, you can see our math folks, that blue line. This is our current juniors. So you can see the trend of language use in reading. And then just a couple of things. Um really focusing on those building wide expectations. I think that a lot of times um teachers just like students, they do like guidance. And so like, hey, what do

135you want? What where do we want to go with this? And so over our course of our time together, we've kind of decided some non-negotiables, especially in terms of status. And so the ELA teachers came up with they're doing one unit per quarter. Um they've made an agreement that they're doing whole group, peer group, and independent learning to make sure kids are getting a wide variety of different types of instruction. Um our math group um we're meeting as subject areas. So we actually have the algebra 1 and geometry meeting separately from the algebra 2 teachers just because they have different needs. And what we're doing is we are literally dayby-day planning myself, the instructional coaches, and the teachers. We're having conversations as detailed as what example problems are we sharing with our kids because there's

136so much in Sabis, it can be overwhelming. And so, we're planning monthby month together. So, I just met with the geometry teachers together um today and we're planning through November with what they're teaching unit uh topic two and topic three. They're also receiving support from Stat Black who um is from the MISD. He's a great resource and so he's coming in five times this year. Um and then also um really having teachers take ownership and students take ownership in our proficiency goals. So we had uh discussions in August about what we want those goals to be. Um ultimately I let the teachers decide on the subject areas, but we have a lot of conversations that these are all of our goals. like you might be the culinary teacher, but how are you embedding math into

137your classroom? And so all of these subjects, we're owners of all of them, no matter what our content title says. Um, and so we collectively came up with these goals for this upcoming testing year. I think it's Yep. There we go. And so, um, final two, uh, points of pride, our 9inth, 10th, and 11th grade all hit the buildingwide goal of 60% proficient on the writing and reading test, um, on PSAT. So, grade nine, they're 69% are proficient. So, they hit the target. Grade 10, 65 proficient, and then grade 11, 62 proficient. So, um, huge accolades to everyone because we really did focus on reading and writing last year. And then also the final thing is that NWA they tell you a projected growth for each grade level for each subject. And all four of

138our grade levels surpass the projected growth in not only reading, not only language use, but in math. And so you can see in math the orange triangle or diamond, I'm sorry, is where they were supposed to grow. The bar graph shows how much they actually grew. So 9 10 and 9 10 11 and 12 hit the mark for language arts or language use. So this is like the vocabulary grammar. Again the diamond shows where they should have been and we surpassed it. And then in the reading again the diamond is where they should have been and then we surpassed it. So all 12 four grade levels three subjects all 12 surpassed their projected growth. So that I would say NWBA wise was a huge um success for us at the high school. So >> hello

139everybody. >> Oh yeah. >> You're welcome. >> Um so we're just going to jump right in with um NWA um reading. These are um our three-year growth trend. So um each grade level starting in um 2022 and all the way up to 2025 is definitely still showing growth. Um again with dips along the way, but we are still trending in the right direction. Um this is our language usage. the same thing still um those you know es and flows of what our students do um from year to year. However, we are still demonstrating that growth. We're still moving in the right direction. Um you can see that. So then we have our math the same thing. So we're we're definitely seeing trends. Um but what I find interesting here is here is you're seeing um

140some pretty okay growth. This is where we are um planning on our focus being in fifth grade this year at the very beginning of our intervention which I'll talk about shortly. Um we are definitely going to be focusing on math. We do see that as one of our biggest um areas of where we can show the most growth where we can where we definitely need to show more growth. So, um that's math. So, then we have our cohort data for um this is the class of 2030 for 8th grade. And what I what I really am proud of is that we still continue to show growth. It may not be their RIT scores that they're projected to show in um NWA, but we are still showing growth. Um so you can see that over these

141three-year trends in both math u reading and language usage. Um same thing with the seventh grade cohort data. Um we are still continuing to show growth each year. Same thing with our sixth grade. Again maybe not exactly where we want to be but still demonstrating that growth. And then our fifth grade cohort data the same. Um our fifth grade right now is our current fifth grade right now is where we are showing our greatest need and our biggest concern um just across the board and we are going to make sure that we have some things already planned in place that we are going to be doing with intervention I'll explain um shortly and then our fourth grade um and they are still showing growth, but not quite as much as we want. And so, we're

142going to start them with reading this year um with our new intervention program that we have that we're really excited about. So, we've revised or revamped our in our intervention for fourth and fifth grades. Um we always are data driven. No matter what, we use data. That's how we determine what we're going to really target and focus on. Um this year we've revised it and we are kind of adopting what um lead has done for the past few years with that all hands- on deck approach and so all of our teachers are going to be providing intervention for all of our students along with our interventionist and our coaches are also going to be assisting. Uh fourth grade we are going to start with reading based on the data that we have. And in fifth

143grade we are going to start on math based on the data that we have because we know that those are the areas that are our concern for those specific areas right now. Um in fifth grade we're going to continue with the wheel course. I'm sorry in sixth grade we're going to continue in the wheel with the wheel courses. The conversation that I had last week in our first PLC with our um sixth grade team, the majority of our sixth grade team, is I I kind of pick their their brains to find out what they did last year that was so wonderfully successful for the sixth graders who are now seventh graders. Their growth was tremendous. And so we've we've talked about some things. They've shared some of the things that we are doing or that

144they were doing. And a lot of it has to do with just the conversations that they have with one another and how they can best support one another, which I thought was remarkable because that's what we're doing with everybody this year. And they were just kind of doing it on their own uh with with guidance um from us, but even more in depth. So I'm really excited about that. They were able to share some conversations that they had. They all they have a shared they called it a shared philosophy even though it's our global philosophy that they're able to have those really intricate conversations with one another to really help support our students and then they are supporting one another which was um always nice to see. They're kind of all in one little hallway

145and it's um it's a it's a great what they're doing is really great and we're going to hopefully be able to model it um with our other PLC's um continue Quick question. >> Sure. >> Uh what is meant by a targeted inter intervention? A wheel intervention? What does that mean? >> So the wheel courses I'll start there. The wheel courses is a type of intervention where the the each of the sixth grade teachers have pulled out a topic from their content area that they are going to focus on. So for example in math we have algebraic thinking and geometry and they choose algebraic thinking and geometry because up until we started SAVIS those were some of the topics that they were not able to get to as as thoroughly as they wanted to get to

146and those are what kids are al ultimately being tested on. But more importantly, it's what really lays the foundation for the math that they go on to as they get older is that algebraic thinking and geometry. And so for in sixth grade math, our math teachers pull those two topics out and each they divide all of the sixth graders up into um six different groups and they each will go to each of those different areas. So we have algebraic thinking, we have geometry, we have um science uh literacy and science, we haveformational writing and reading, we also have writing support. So we have all these different support classes, six different support classes for our um sixth graders to go to so that they can get that targeted intervention. So they're getting um some really good

147solid instruction in just a really specific content area. Um, in fourth and fifth grade, we are doing everything. It's a little bit more open. It's not quite as um it's going to be as focused, but we are doing it in probably six week cycles. This is kind of new for us, so we're starting just this year. So, we're starting our first cycle that'll go from now until um Thanksgiving. And we are going to use the data that we have based from based on our NWA data and our ISL benchmark data that they took and really focus on in fourth grade what reading strategies we can use to help our students improve their reading comprehension skills or if there's kids that are deficit in writing they'll go and do um they'll have writing um to do

148as well. So it's just a different approach based on the grade level. Okay, thank you. >> So, in seventh and eighth grades, we have um math and ELA support classes. We have our um math intro classes in seventh and eighth grade. And then we have our targeted reading which is an ACRI which is a um really focused very specifically taught um ELA support class for our students who are really deficit in reading comprehension and we're seeing a lot of growth with our kids in those classes and it's really exciting to see Amanda Turpin is trained in our building and um really does a great job with giving getting our kids to improve in reading but what's really even more important for me as a as just a person who loves reading is it gets kids

149to love reading and when we know the kids love reading we know that they're going to improve their reading scores. Um so it's it's kind of fun to see those really reluctant readers try and um really come out of their shelves and and be able to talk about books that they're reading and that's really exciting to see. Um we are also doing um uh grade level or content area PLC's. we don't have the same type of common planning um that they have at the other two buildings. So, we we've kind of modified it and it working for us, which is nice to see. Um we have our regular meetings every two weeks. Everything of course is data driven. And um we really want to start empowering our staff to be teacher leaders. And so we're

150really hoping to find um those teachers who are really interested in becoming teacher leaders to help us facilitate our um our our meetings that we have uh twice a month. Um we are also going to be um we have our continuous school improvement team meetings that we have at the district level and at the building level and we are going to be modifying our goals um and I'll explain why which is sort of exciting. And then one of the things that we were talking about too is if we we know that the the wheel courses for sixth grade are really successful and we may want to consider talking about that type of a model or even a modified model for that for seventh grade moving forward. Um maybe beginning next year if that's if we

151still see these great successes that we've been seeing. Oh, sorry. Um, so our 5-year continuous school improvement goal for ELA, which was supposed to be achieved by 2028, um, was already achieved. So, we're going to be increasing that goal that year, this year with our, um, staff. We haven't figured out our number quite yet. We are in the process of doing that because we were still waiting on some data to come in. Um in the spring of 2025, our sixth grade students, as you saw, exceeded the national NWA norms on all three tests, which is also very excited and very exciting. And um all grade levels either met or exceeded projected math growth by our um if you can see the same type of graph that um Andrea showed you earlier. But I want you

152to look at the eighth grade because by all accounts our eighth grade should have scored higher on NSTEP or I mean on PSAT last year and we are waiting on some information to find out exactly where they're where their shortfall was because we can't figure that out. that's very anomalous and um because we're seeing the data that would have shown them actually performing a little bit better than they did. So, we're going to keep a very close eye on that. Does anybody have any questions? I don't have any questions, but maybe I don't know. But the if I am correct, the third graders two years ago, so these fifth graders >> broke like Mcome County records. >> So I'm just like I mean has there anybody talk as to like what may have happened? >>

153Well, there's a lot of things that could happen. I mean, for just not making excuses, but the the >> the difference between just the fourth and the fifth grade MSTEP as far as readability goes and >> um level of complexity is quite different. Um it's a very different test. They have more that they take which becomes very overwhelming for them. >> Sure. >> Um I don't I don't know why that that happened. I know we see that their um MSTEP scores are just okay. So, we don't know. Um but it's something that we're definitely looking at because we need to grow up, right? Thanks. Thank you. >> All right. Thank you for having me here tonight. I'm going to be the elementary principal and we're going to talk about data for Will Li. Um, so

154I'm going to focus more on the NWA piece. So it's kind of a scaffold, excuse me, to get us up to our third grade extra. So we're always looking at data um because we know that kind of when they're asked to do essays and asked to perform these tasks um performance task, it starts in kindergarten. So they don't just learn how to um do essays, right, in third grade. So we all take accountability for that. So something really cool with our preschool program I wanted to point out is kindergarteners on the lefth hand side. that's where they came in to us in the fall. So that's where we kind of got them um at, if you will. So you can see the yellow is 50th% proficiency. So that means they're already um performing 50% above

155their norms, their peers. Um and then to move into the green, you have to be in the 60th percentile, which is per considered proficient. So, what I think is awesome is our preschool program um helps our students be kindergarten ready because in the fall before we've really even done any instruction, they're already at the 50th percentile. So, that's a great gain already. So, that way we can really focus more. And then if you go to the left hand side, you look at the spring and they're at the 60 um 22nd percentile. So, basically, we want to squeeze the yellow, the orange, and the green. And we want to grow the green and the blue. And so, you can kind of see that happening throughout the grade levels. First grade 61st goes to the 68th. Second

156grade 64th to the 67th and then um third grade 59th to the 67th. So that's we want to increase um proficiency and continue that. So they're doing that and we're meeting our goals that way. Um again you've seen this with the observed growth. Um we continue to surpass any um projected growth. So um that has a lot to say why we are um performing at a high level on the MSTO. This is reading and then this is our language usage. Um, second and third grade take it. Um, we are seeing a lot of really awesome gains here. It's been a focus of ours. Um, to piggy back off what Miss Davo said, we know vocabulary is essential. Um, what's really neat is that when they take this test, second graders have to read it on

157their own in kindergarten and first it was read for them. So, this also shows that not just that they know the skill level of language usage and grammar and all of that, but they're also able to read complex um questions to get the answers. So, that gives us a really nice idea of what they're going to be able to do in the MSTEP. So, um as you can see, it really all kind of tracks. So, um we were at the 54th percentile in the fall and then we grew to the 71st in the spring. So, we're really proud of that. And then again projected growth and then the actual observed growth. So way above where we would expect them to be. Um this is our math. So um they they came to us in the

158fall at the 63rd and then um ended in the 74th. If you want to if you look at the blue and the green line um and you see that um there's great gains there and we're squeezing down the yellow and the um reds. And again, projected growth and expected growth. So, we've surpassed both of those. [Music] And our trend data. So, the orange is the math and the blue is the ELA. So, our math, we're super proud. Our math continues to stay at the 60th uh percentile proficiency, which is way above um the state average. It's at the top of the county continuously. We have two brand new teachers last year. So I just sing their praises because when you have two, one new to the profession, one new to the district. And when they

159can come in and still have this type of proficiency, it tells you that it's about the expectation of the building, the non-negotiables, the curriculum, the supports, and just kind of the laid out expectation for what we want for our kids. So it's kind of like if we can get a teacher that's dedicated and we put them in that spot, they're going to be able to get this um result because the groundwork is already laid there in our building. And so we're super proud of that, having some new teachers and still having that, you know, as a principal, you're like, "Okay, this is going to be a learning curve." And then we still I just applaud them because we were still able to stay there. Um for ELA, we all recognize that there's a a little

160bit of a downward trend. We're at 49.5%, so hovering over that 50. So we're still very um we're still in the very high end of Mcome County by far. Um but we still recognize that we have a new curriculum this year and that was tough. And so I loved hearing the conversations like after they administered the MSTEP, you know, we got to do more close reading, we got to look more in our first reads, you know, there's no doubt about it. We got to stop and highlight. We need to do more race writing. So they pick up right away on kind of what they know they need to do. So I feel very confident in next year's growth for ELA. Um and then this is our cohort data. So ELA is blue, math is um

161orange as you can see. So it kind of um as you can see we kind of in kindergarten is where we got them I like to say and then in second grade um we kind of continue to keep that level playing field of proficiency so we're not like having any kind of drops where we're having to like catch up or have any kind of large um concerns. I do want to thank the board for supporting the title one department. Research says that early on intervention is is important and it is one of our big apples because then we're spending time catching up on kids, you know, all down the road. And if we can catch some of our emergent readers that struggle right away, then we're going to catch that virus if you can. So

162that way we can continue these. So um having interventions is is critical. Right now we're servicing 40 students that are below grade level that we've identified. We have a criteria of seven things. So, we're very intentional. Um, you know, maybe they were retention, maybe they were, um, you know, different factors. I could go on and on, but, um, they're servicing them and pulling out and helping them with some of these holes that they may have. So, >> could I ask just one thing? >> Yes. They test the W. Do they a lot of questions that's helping? >> So, not necessarily spelling, but the pattern. So, CBC words and and phonemes. So, it's not necessarily spelling, but they're going to want to know if you can um do the spelling pattern maybe pale with AI. So,

163it's more of a a pattern, if you will, but yeah, a little bit. Mhm. Yeah. Um I know there's a lot of back and forth about spelling and kind of there's research out there like with homework, so it's one of those kind of like questionable um types of things. super exciting um news as far as that goes that I think might help kind of answer this question in the way that we're headed is that um I've been working with Miss Sismaniac and we're getting science of reading training for our teachers for all of our next DPPD days and we know the science of reading works and we know the schools that have really adopted it with Fidelity. It is working. It's it's basically learning how to read and how the brain says that we need

164to learn to read. So, we're going to be doing a lot more focusing on the science of reading and and improving some of our um practices that way. So you might see a little less spelling um and a little bit more of the science reading behind >> more phonics. >> It's more phonics based. Yeah. Like we do Hagerty which is a research based program and it's a lot of like substitutions and additions and phonms and so we're trying to focus more on that than just actual spelling. That's a good question. Um okay. And then our next step so um we're continuing to create intentional skill groups. So, as soon as um our students test in the fall, we um meet as a grade level and we say, "Okay, what five kids need suffixes? Let's pull

165the data." And that's our small group. So, the kids, it's fun. I walk into a classroom, I'm like, "What's your small group?" They're like, you know, I'm in um commas in a series and then once I learn that, then I'm going to be heading toformational tech. So, they have a really good road map of where they're supposed to go. Um that's why we love like the winter NWA2 because it really is about driving instruction. So teachers are like, Heidi, they already met their goal, but now they like have a higher one. It's like, yes, they do. This is the goal. This is what we want. So, um, NWA has done a great job at one student meet their projected growth. They're continuing to give them a higher goal and teachers are rising to the occasion.

166So, in our PLC's, we talk a lot about what do most of our kids need with the NWA, these skills, um, things like that. So, um, then we do weekly checkups. So, we have our status curriculum and it offers a weekly checkup in math and in reading. So, that's one of our promises or non-negotiables commitments to our students that every student will get a weekly checkup um every week because that's going to tell us where they're at and where they're um falling behind. We just don't you we just want to be careful that we're we need the temperature on students more often, I guess, is what I'm trying to say. Exit tickets. A daily can sometimes be too much to ask, but weekly isn't. And so, this allows us to kind of keep moving. Um

167and then number three goes along with identifying the holes in the ELA. We notice so we're doing the letters um a type of letters training with the science of reading. And then we also are currently doing an ESGI assessment data. So what that means basically is it's very cut and dry. Parents are loving it. Does my child know these site words? Does my child know how to count to 100? Prints a beautiful report. And some of our parents are really on board with what does my child need cuz I want to help at home. And sometimes teachers struggle to really give them that like black and white. You know, you're not an educator, but how can I tell you how to help at home? And so parents are loving that based on feedback from conferences.

168They're like, "Oh, I can make flashcards. I can do this. You know, I can help them with addition. Like I know exactly what they need." So this new assessment data that we've um adopted has been really helpful to get our parents um more involved in their comfort level with our students. And then our points of pride. Um we continue to out outperform the entire county in mathematics for the fourth year in a row. Um we have stayed consistently over the 60th percentile in math. And then student proficiency increased in every grade in NWA in every subject area. So we're meeting our projected growth in every subject area. So those are things we're very proud of. Any questions? You guys did a good job staying attentive there. Sorry. >> Thank you very much for being here

169with us this evening. >> Thank you. Okay. Next item on our agenda is power school litigation lawsuit forms. So, at the next board meeting, um unless you give me a different direction tonight, I will be recommending that the the district join a power school litigation lawsuit. Um, as I mentioned, or if you recall back in December of 24, uh, nationwide, um, P school had a breach of student data and I followed up with, um, a conversation with our ISTD really all 21 district and we confirmed that there has been no breach of data of Richmond students or anybody in the county. So, we're not necessarily affected by the power school issue that happened nationwide. However, um there was a um there's been a class action lawsuit that has been filed that allows districts affected and

170not affected to be part of it. You might be asking what would be the benefit of joining a lawsuit if you're not affected. whatever the settlement is in the lawsuit and it might be can I it could be anything but it could be uh financial uh dollars to district to help them support servers and infrastructure to protect student data. If we don't join the lawsuit, the only way we would get that is if we filed our own lawsuit. There is no cost to the district for this lawsuit. We're part of a we would be part of a class action lawsuit. um tuned clients like any attorney they take a certain if it's a million dollar settlement they take a certain percentage off the top that's the standard practice because we're in trol paid through that

171settlement whatever you're taking off the top so the remaining knowledge would be divied up or whatever whatever the settlement is to the other districts and again I just think it would be in our best interest to join this. Again, it doesn't cost us anything. There's no attorney fees we're paying, but if there is a settlement in the long run, we would then be able to benefit from that that settlement. Again, it could be dollars to districts that help pay for infrastructure services like filters and firewalls and so forth. So, um the in your packet, I gave you kind of a summary of um the guidance that that TR put out. That's that's that one meeting summary if I took it from there. Um, and you'll also see a sample resolution that would come to the

172board at the next meeting. Um, again, this is the resolution that Trun has put together for all of their clients. That's kind of in a nutshell. >> So, should there be a settlement, monetary value settlement, then we could get a percentage of that or whatever. But um there there's as far but as far as like if they're ordered to change something infrastructurally theirelves like >> power scale >> then we would still reap the benefits of that. Correct. >> And I think the the thing I want to stress is >> whether I'm sorry whether we were in the lawsuit or not >> that if they're ordered to change something Yeah. But we still >> But I I just want to add and you guys who've gone to the county board know our county does things very

173differently than the state. The amount of security that they put on to protect our students is far over better than I mean it's it's just unbelievable. But I guess from your perspective, yes, if power school is required to make changes, we're going to reap that benefit regardless of what's been lost. If there's a settlement, I would speculate those that are most harmed are going to have some tiered support and those that are least harm would have a lesser tier if it's a monetary settlement. Again, I'm speculating. I don't know. >> So, >> this would allow us to join that lawsuit. >> Okay. So, if we were to if we were to agree to join this lawsuit, what what would we have to do? Like do we have to give them any information? Do we have

174to use any man hours? I guess would we have to like you know I don't know Cynthia or whoever's I guess yours to collect data >> at at this point unless it's a court ordered collection. There's no data that we're turning over in the lawsuit order to >> there could be >> or subpoena >> there. There could be correct there could be. Um our are our if they're going to probably want to find out did you have a data breach? Our answer is no. >> We did not. Um so they're probably going to put us in one group. And those that did have a data breach, they're probably get more specific. Okay. What time and energy? Who who did you have that kind of stop the data breach? Who did you what did you have

175to put in place? What cost did you have associated with it? I can definitely see that for those that have been affected by >> I guess my only concern also would be if it's monetary if there's an immunity tied to it. So you can only use this money towards upgrading to something that maybe then would force the ISD to change into something that would be less secure for data breach. But more control for public school. >> I think there would be a lot of resistance from our to lower the standard because they have always with everything I've ever done. >> They go well beyond the minimum. Um and knowing Mark Cummings who's the director of the IT he is the I want to say this very politely. He's a guru of that aspect, but he

176is he is probably on the forefront of pushing companies to be more in compliant and having a higher standard than anybody I >> I would think reaping the benefits of a of a lawsuit would have do anything less. I >> I could see them saying the money has to go towards filter system or your technology to prevent. I could see those strings as you mentioned, but I don't again I I'm not part of it. You know, the TR is is recommending districts their position is recommending you had a breach or not join the lawsuit. You can only benefit you from a settlement in in whatever the settlement is. And yeah, I I don't see any any uh drawbacks from what I'm hearing, but are there any if if we don't join this? Um if I

177the drawback that we would have if we don't join it and we want to file our own lawsuit then our cost >> we pay the attorney for our cost >> where the attorney the company that's doing the um class action register like on the name um um >> bronze um they're taking their cost off the top much like any attorney or 40 that number >> yeah Because isn't it isn't it ultimately what this is? Say something as the lawsuit's going on down the road, something comes up that we possibly would want to get into it. We're already in it. >> Correct. >> So then we don't have to get our own attorneys to do it. That's ultimately what this what we're doing here, right? >> That's an And I would compare this is this is

178a little different than the vaping um ecigarettes lawsuit that was out there. In that case, a district had to show what harm has been done to the district to join that lawsuit. This is regardless. >> This is which that seems just um I mean I believe you. I just that seems so odd to me that regardless if you're a victim of anything that you would be able >> there's been multiple lawsuits for the baby. >> Yeah. the one that we were approached on with our attorneys, hey, you and this was years ago, this isn't something new. >> Um, you had to demonstrate what harms could you have in your district to be able to get the um to read those costs back, >> right? I'm just a little usually leerary of class actions. So I

179guess I would just leave it is this is going to sit out there for two weeks. We have to give it uh I think it's by December December 31 we have to December 31st we have to commit and send so at some point we pass it. Um if there are other questions between now and the next one or the board doesn't want to participate um but like bring us to the next meeting for approval of the resolution that's in your packet. Do we know if any of the other 21 districts are >> um I don't in my conversations with the superintendents. They're all in this process right now with their boards determining do you want to you want to do it or not. Some board some schools have a once a month board meeting so

180they may not get through till November. Um some have twice a month like we did. So I'll keep I'm going to keep track and figure out but not all Mcome County are true law. So, they might be getting this from their attorney a different way, too. >> Any other questions? Okay. Um, next item on our agenda is our U MSBA delegate assembly resolutions. Um, next Thursday, I will be wearing Travis to vote on the vote for our district. Um there are only three resolutions this year which last year they had a lot of other things. So I just want to get input real quick. Um the first resolution is G5.42. It's about assessments and competency testing. What they want to change is assessments or competency tests should also include reasonable testing windows that do not

181significantly reduce the time available for student instruction. The creation, development, and refinement of the state K12 content standards and state standardized assessments should be led by K12 educators and child development experts. And the MASB supports the publication of a comprehensive list of authors and contributors to the state K12 content standards and state standardized assessments to promote transparency and the participation of K12 educators and child development experts. Um their rationale for this one resolution is the committee wanted to emphasize that the assessments should be written by those with experience and expertise in education and in making assessment grades appropriate. Anyone have a concern or any thoughts or comments on that one? >> Yeah. uh that's currently involved in developing the academic standards and and the content expectations and kind of what's the current process on that

182>> but content expectation are developed under the direction of the Michigan Department of Education. So often times um uh so I'll speak to the last one that I was part of um there'll be someone who oversees it. They'll have groups of of of um leaders throughout the state. It might be the ISD curriculum people in ELA that are all getting together and they'll review them and then they'll make a recommendation to the state board of education, but there's a process they have to put it out for vetting for public comment. Um, they take that public comment and adjust the standards or tweak it. Um, and I'm sure there's a whole lot of other stuff that I have no clue about. um and then ultimately goes back to the state board for approval. But generally um

183they're pulling in experts around the state in that in that field. >> Bas basically Ray what this what this is MASB is just a group and these these um things in their handbook their delegate is is school boards around the state. supporting what's happening with the Department of Education is is we're saying we would like this this stuff to happen in these three areas that we're we're not voting that the that we're that we have the ability to make these things happen. That is not what this is. We're just basically MASB is just a group of people, school board members that are saying we we support the Michigan Department of Education in this and we want part of our bylaws, if you will, of MASB and that's what that's what we're that's what we're voting

184on. So, we're saying Richmond schools, these three things that they want to tweak for this year's delegates, these are three things they want to tweak and they want to know what districts throughout the state are in agreement to tweak this to put into their handbook, to put into their delegate stuff. So when they go out around the state and talk about things, when they go to lancing, when they go that this is what they're representing, that all the districts in the state of Michigan are saying this is this is what we're supporting. So they're representing us when they are going to the department of ed or going to the legislature. That's basically what this is. We're just saying yes, >> we're yes, we we we agree. were in favor with this, Richmond schools would like

185MASB to keep up the fight. In my opinion, that's basically what this is, >> right? So, so how I'm interpreting it, so it's basically it's it's the same as if you know like the Richmond board of education created the curriculum and and put that together just at a much higher level, but the process is still the same. >> No, we're you know, >> no, no, no, no. We are this MASB is not creating anything. The Michigan Department of Education is the Michigan Association of School Boards MASB of which we are a part of and districts throughout the state of Michigan are a part of and we go to their conferences and and we are we can access help from them and different stuff. They they go out. There are people, those delegates that we voted

186for, those people we voted for a few months ago to represent our region. Remember those those people that we got there? Okay. Those people go out and they go to Lancing and they go to the legislature and they're representing our region fighting for education things that that they want. They're we're not we don't set any policies. We don't set anything that happens educationally in Michigan. the Department of Education does that. What we're doing as a group, we're trying to support that and saying we want these things to continue. So that's what we're that's what these things that we're voting on. We're saying we support these three things. Richmond schools, Board of Education, we support these three things. We want them to continue fighting these things. Go to Lancing. Go to do whatever. And when Deb

187goes to the conference next week, she will cast her vote saying yes, keep these in the handbook, amend these things, keep these in, keep fighting this stuff. That's what we're voting on. We're not we're not making any not like how we make our policies to how we run our district and how we have our curriculum work. We're not doing any of that. That's done at the Michigan Department of Ed. >> Right. And but what what I'm saying is it's my understanding that even at that level part of that process includes community input and according to these amendments it's specifically stating that it's requesting that the um that you know the proposed amendments for establishing the curriculum standards for the state you know should be developed and decided by only and I quote those most qualified

188educators and experts which would exclude any community input And so that's that's what my concern would be because two of the the three paragraphs state that they're looking for specifically only, you know, to be decided on by those what they decide is as the most qualified, the educators and the experts. >> Wow. >> That excludes community input. >> Well, and I'm concerned with that. >> Okay. But I would hope as a school board member and uh anybody that I want people who are setting educational policies like if you look at what's happening in Lancing and you know I'll get on my little political soap box when we have legislators that are making policies in Lancing educational stuff. They have no educational background whatsoever. That's what this that's what we're talking about that if we're going

189to make SE curriculums the department of ed the people that are doing this they should have an educational background that's what this is saying the most educated people with education backgrounds are the ones who should be creating the curriculums and things that are happening in our public education >> right but the curriculum part of the process is is and it's kind of I checks and balances in my mind, but part of that curriculum decision, the input is from the community based off their values and and what is to be included and these amendments would exclude that >> except for um I mean the community voted the board members in to be their voice. Correct. But I I I would also just say that so just if we vote even if we voted was not like

190we're voting to change it here. We're voting whether or not we support the MASB and that create the additional >> in the in these that's it. We're not even if we say even if everybody on the board here says you know yeah we support this or whatever that that doesn't necessarily mean that any of it's going to happen. >> Correct. >> Right. If I'm understanding, I think the concern would be is if the Michigan Department of Education said, and I'll take on early childhood, we're going to hire these early childhood specialists to develop the curriculum. Whatever they say it's in, but the policy of the state is it has to go open for public comment. You have to post it to gather that information. Much like when we at at the federal level when they

191did changes to any policy or or title 9 is the best example, thousands of people gave their two cents in that and then they're supposed to take that and reformulate to to incorporate that community in there. This is just saying those are going to start the process need to be the ones that have the most experience in the process. It's it's not I I don't think they're saying the the community input's not because that's part of the MD process >> their process where I would think you could be concerned as a board member if MD says we're no longer going to gather community input >> that would be I would think setting red flags up for everybody why what's the what are you afraid of or what are you hiding or or whatever that case

192may be. So there's >> well that's and that's what I'm saying is it's in the verbage it it states it's amending or requesting the amendment to be that that the curriculum standards that they buil de developed and decided on by only the most qualified you know and then educators and experts. So that's right in that's what it states. That's why I'm concerned. I guess I would rather I because I see I hear what you're saying Greg because I I do you know there there is a place for community parent input. Um, just if I had to choose though, I would rather experts in the field who are seeking out input from community members make the ultimate decision versus the opposite, which would be people with no expertise in it, who may or may not seek

193out input from the experts making the decision. is I think the other way the way it's written gives us the best shot because it's starting with the the expertise and then hopefully they're eliciting that information from community members, parents. I think the other way and we saw this when I was on the board the last time some legislator on the west side of the state I think Holland when she came up with that third grade reading bill remember that what a debacle that was and that was just horrible and I don't think she had any >> expertise in education or third grade reading and it I remember that was such a hot topic that we had on the board at the time and we were just like so you're just going to hold back any

194third grader because they don't you know score like what if they had a that day or what. I mean, there were so many things that, you know, happened with that. So, I would rather it the way that it's written and I'm just going to hope that they're going to elicit input from community members. That's where my >> Yeah. And I'm not saying that the community members should like have a weighted decision like their their input should be more than than the educators. I'm not saying that at all. It just as I interpret this, it eliminates that all together. That's all. Okay. Any other concern on it? Okay. The next one is um about the family involvement in the schools and the only thing that they are adding to this one is that MASB encourages districts

195to provide activities designed to increase family in school. And then it adds one more sentence. This involvement would enhance school opportunities and functions to continue to work toward the best interest of its students. Any comments on that one? >> Support. Yeah, support. >> Okay. And then the last the last change um well the rational on that one is to emphasize always working towards the best interest of our students. Okay. The last one talks about curriculum and standards. Uh the standards and content level expectations should be developed by educators with expertise in education and child development. And again, it's that same rationale committee again wanted to stress the need for educators and experts to draft standards and content level expectations to make sure that is done in the best way for our students. Any concerns on

196that one? Okay. I will be voting on those next Thursday. >> So, there's a resolution. >> Yeah. And that's if that's if you guys agree to it. Okay. Next item on our agenda is the first reading of our I can't get over. Thank you. School buildings. Mr. Wall. >> So, this this policy was put in place many many years ago. in 2018 by correctly and it was a process that how we name buildings or facilities etc on on the on the district and once we had it in place I think our first test of this was really the um the Coker um field and the Benbolds we renamed the Benbold stadium and we went through that process. So after we had gone through this um and there was like Margaret and Kyle who's used to

197be on the board and the third person there's the three board members we had a committee we did the review of it and then it came back to the board for approval but after that process it was discussed about should there be limits on how many years a person needs to be removed deceased and so forth. So, um, it was brought back up. I went through and I put in a copy of the the previous minutes from board meeting. So, you kind of see the the process that went through. I know there's other things in those minutes, but um, we never did that part of the process. And so, here before you is again, I had taken what notes I found on my stuff and drafted kind of a sample. I'm not saying this is

198this is a policy that we wrote as a district. It was based off of Neiola policy when we did Neias and then we tweaked it to make it Richmond's. There is no current Trune policy for this. Um other than the board has the discretion to do this. Um so BA >> yeah basically at that time when when we did it when we went through everything um with John Cop we talked about um just looking at the policy more thoroughly. Um there was a lot of motion evolv involved at the time with John and we talked about um when we're doing something like that should someone be um retired so many like retired 5 years maybe deceased you know that kind of thing and um with our hall of fame hall of honor that is what

199some of the criteria you have to be retired all of that and it just just with the last ceremony just brought that back up with me at the conversation and I went and I was looking at the policy and so I just asked Brian, you know what, we we never really finished that policy. So that's that's why it's coming here um of just setting something more more in place of being more removed like I said 5 years retired or someone need to be deceased because we talked at the time. Um, if we if we name something, if we name a building after someone and then something happens, um, because there was a district down the road that had a building named after somebody and they did something that was illegal and they had to take

200the name off the building and that kind of stuff. And so I believe that they changed then you had to be deceased, you know, so that you can't do anything. So, you know, I mean, I'm trying to, you know what I'm saying? But to keep the uh the district from, you know, that's awful to have to have something named and then have to take it down and it's not good for the district, it's not good for the family, all of that. So, I just was looking to see if we amend or however and I don't think they have one right right now. Yes. >> We currently that's in your packet. >> Okay. Got it. Um other than the blue and the red is our current policy. >> Got it. >> That was >> Yeah. >>

201So the some of the changes that I I just proposed on here on the very first page under nomination directory the names the board members administrator teachers community matches the top part that that's the only reason why I put that change there. I put language in there again. I went through back through all my old notes and that uh to be nominated um uh there's kind of twofold. If it's a student that's being nominated, they had to have been enrolled in Richmond Community Schools. And the second one, nominees who were previously employed by the district, must have been retired from the district for a lease, and you can pick a date. Um or you could say have been deceased um before you get, you know, something named after. And and then on the second page

202it talks about uh it just kind of clears up it's more um and so forth. And then um on the second page it adds that or student nominations for number of years ago cuz you there could be a situation you have a student who goes here something happened and you want to name a facility after that student. And I think part of the conversation at the time was you're trying to do follow a process that's fair for anybody, but yet you're in a time where there's a lot of emotions about what just happened. And so it's just kind of a put a policy in place that here's how we we do it. Here's how we name buildings or or so. >> Currently, the only situation we have is the the Coker Stadium. is that we

203>> you have the Coker Field in the Benbold Stadium. >> Okay. >> Um so when you walk up to the ticket booth, you'll see above there it says Benbold Stadium and then when you go out in the field, you have the art says Coker Field. Um there are various trees around here. There was a project 2009 six where there's a lot of plaques by trees. >> Um and that might be something you you want. And you know, I'll be honest, we had a PTO I did not follow this policy that happened on that one. Um but it kind of reiterates that if we're going to do something um we have um I don't think we have anything else that I can think of off the top of my head over there >> bench bench or

204something was a bench that we had to take down or something. >> Yeah. Oh back it was like deteriorating. The part of the policy says that if you're there's no obligation that like for instance there was a community service eagle scout project out by the board office. It's not a donation when that person they donated a bench so we had to put in. So let's assume >> 15 years from now that bench is beyond repair. There's no obligation that the board has to put a new bench in there. Um you could you obviously have that ability to but if if and the maintenance of it and all that is taken into consideration. This is really just guiding. Do you want something to be named after someone them to be out of the district or removed

205from the district so many years or do you want them to be deceased before something gets named? Um the new science wing, there's been people who wanted to name the science wing after Virginia Wood, former science teacher. You know, this would be the process they do it. And it it's actually a very good polish when you look at there's steps you got to do. You got to get nominations. You got to get people buying. If there's a cost and I don't know if I shared I didn't share the copra stuff, but there was a cost. They had a budget. They had to raise money for it. >> There's some things that we helped them to get it going, but they had to repay the district back. I mean, >> um I think for me, I

206mean, I'm definitely in support of something like this. And for me, I I don't think a uh administrator, staff member, or employee would need to be retired for more than 5 years. I think if they're retired and then you know immediately after that that's the process so they could be into it or a student and for me uh wouldn't necessarily well I guess would likely have to graduate or unless you know um they were deceased uh then you know like a memorial name or something could be placed you know if that could be put in the policy but I I think something like this would Awesome. It'll be great. >> So, what I'm looking for is this language that I've added primarily on the first page. >> Yeah. >> Is that acceptable to the board?

207And then if it is, um, what's the number whether it's separated, retired, or deceased? What's the number of years that we would think would be standard? So when you crossed out current or former board members and you just put board members, is it current then or is it current or former? >> I took the language at the top. If you look at that first paragraph, it says from board administration. I look at a I look at a former board member is falling into the the community realm at that point. >> So they are members of the Richmond community. >> Okay. So when you say nominations from board members, you are referring to current. >> It would be current board members. And um Kyle Simmons, who's no longer here, he would be a community member or

208>> even if they don't live in >> Well, I mean, that's probably a bad example because he doesn't live. Um >> Tracy Bartell who's on the board for a short time. >> She'd be a community. That's what I was looking at. >> But you guys, if you guys want current or >> No, I just didn't know if we were cuz you asked both of them out. I didn't know which >> what I what I did is I tried to match language in the first paragraph >> so that there wasn't conflicting >> I'm good I mean the when I looked at it earlier >> I just fine >> I'm going to do five years because that's what's been done with the hall of honor and hall of fame and it kind of then flows through with

209you know we do it with that you know what I mean that's >> five years removed >> yeah I'm fine with that and then I'm fine the verbage that you have that we have in it >> five years for deceased deceased five years or >> I think just five years removed from that's what I mean that's the verbiage that the um hall of honor the hall of use anyway >> yes it does say 5 years removed yes so if you're retired for 5 years or whatever but then the situation does come into play when maybe you do want to do a memorial type thing for an unfortunate situation of you know a deceased staff members. Unfortunately, >> I don't know that you want to wait till 5 years removed, >> but but I think what

210what Ray what Ray said though, if if a student or a staff member passes away and there is some kind of >> uh black like a tree that gets planted or we have that we already have a policy. >> Okay. >> Right. >> I don't think we have. >> Yes, we do. Don't we? Isn't there isn't there a policy about putting erecting? So could we erecting something? >> So that's this bed or tree or object. That's what this is. >> That is what this is. >> But could we say deceased or 5 years removed? >> Couldn't we say that? >> Oh yeah. >> I guess I guess I'm going to go back to what Ryan said about just the high emotions that comes with somebody who passes. I mean, if somebody in the community passes

211and their family might want them to be memorialized, right? So, they're going to bring it to us and then the board has to then say, >> you know, what if in the moment we're not feeling like that and then we're telling that family who just lost somebody very important to them that we don't feel like that person was enough. Oh, I think if they >> That is very very >> I really think that especially cuz we're naming a thing for 10 years like a stadium and we're talking about potentially taking a different name down putting a new name up. So I Yeah, I think >> or even just creating something. >> Yeah, >> you're right. That's where I'm saying how the motion part comes in. Just so five just do the five years. >> I

212think five is good. >> Is this kind of a followup to when we had that one >> public comment the gentleman come in whose dog Okay. >> Yeah. >> Was that was some a plaque that was put up that we then >> that's that's all taken care of. >> Yeah. >> That was that was that was dedicated. It got taken down >> remodel again or you risk that. Yes, you do. >> Yeah. But yeah, just the whole But if you say if you're saying just 5 years removed. >> Yeah. >> How does that how does that in deceased comedy have to be it would have to be 5 years past 5 years >> or you said or >> no no initially I did then Sarah made that >> oh >> that comment and I thought

213that that was a point. >> Yeah. So if you left the language as is and just put five in both it says in here all three because it says nominees who were enrolled in Richmond schools must have been separated from the district for at least 5 years but then at the next paragraph it says previously employed must have been retired for 5 years separated from the district employment for 5 years or deceased for so it says all three. Okay. So we just put five for all of us. Yeah, >> cuz that does take the right that does take the emotion part out of it >> and let's the criteria happen. >> Yeah. >> Because what if it is like you were saying someone we disagree with or don't want to see. >> That's a really

214tough thing to say in front of somebody who's I know. >> Exactly. >> And the policy does have the boards that come you appoint a subcommittee. They do all the work and then that committee comes back to the whole board which is what happened at the Ben Bolts and >> Was there a reason we took it from three to up to three? >> Um when I looked at the minutes some of the meetings we had two there was an absent one again I can't think of the third person who sat in the room. I can't because whoever the third person up to three at the meeting was that >> so up to and I what my thought was if they didn't show up or we didn't if you only had two people want to have

215the time to do it. >> Okay. >> You just can't have more than because now you got a quarter board. >> Okay. >> So that's why that's where my thought was. >> That's what I remember it being that the third person put and we we we met >> Chris. I think it's you know something. So then we were just like that's okay, we'll do it, you know, just just the two of us. Um cuz we just had the ability to meet >> at the time of day that however it went. >> So that's my >> Okay. Just curious. >> Everything else. >> Anything else we want to change on it or we're all good? Okay. So you'll know what to put in and we'll vote on it. >> Okay. Perfect. Okay. Next item on our

216agenda is our blue devil rays. Sandy, anybody? >> Uh, no contact. >> Okay, Sarah. >> Um, just to say thanks to the U, building administrators that came out, put together that really nice presentation. Very thorough, very detailed, and I think it helps us just kind of get an idea of what that data is showing. So, thanks for all their time. >> Yep, Danielle. >> Uh, Mark. Yeah, I just want to last week uh Brian sent us something. It was custodian day. So, I just want to in front of the cameras, Rafe, our custodial staff. We do have great custodians in this district. Our buildings look great. So, thank you to them. Um it is principal month, so I want to acknowledge all of our principles and assistant principles. Uh we truly have great staff in

217all my years being on the board and being around this district. This is um just the the best unit of administrators working together. Um it's just it's just really really good to see and proud to have them as our administrators. Um, thanks to Sandy for the scarecrow and Candace and Deb for their little extra. Um, the the board put a scarecrow out for the is it parks and wreck that for parks and wreck contest. So, uh, thank you to that those guys. Um the uh Hall of Fame Hall of Honor ceremony um was after our last board meeting and um just a shout out Cynthia. Thank you for all that you do to make that um go well and for putting up with me when we're getting all our seating arrangements ready. Um but to

218our food service staff, Kathy Dar and the custodial staff, they just make the whole area look great. um Brian for all the work that you do that you help the foundation and that with the athletic department and Preston and Trend. Um it's just was a great ceremony. Um so thank you. >> Okay, Raymond. >> Uh yeah, I want to give a big shout out to the uh the high school marching band. on uh Tuesday, October 7th, they participated in the MSBA district 16 marching band festival which was held out in the I believe at Skis China and uh they earned a first division rating in their class C division. So they received eight A's out of a possible nine subcategories. So it's the top of the world rating on a band that can uh be

219earned at the festival. So I just want to give a shout out to them and congratulations on a great job. >> Thank you. Thanks. Um, yes. I'm just going to echo that also. Um, great job to Miss Jack and the marching band for their division one rating. They worked really hard and um it was a cold rainy night, but they did awesome. And uh, same thing, Sandy, thanks for the owl. Your craftiness is amazing. >> I don't want to interrupt during your ra, but the owl was technically Candace's idea. I just brought it to life. >> No, you achieved it. It's I felt bad covering it up with the little gown cuz it was so cute. But nice. >> Um and Margaret, is that is that on the Bridgemond TV yet? I've been waiting to

220waiting to watch it. >> The ceremony it is on um >> go to the website under the about us. >> Okay. >> It's under honor. The video link is >> and the pictures there too. >> It was awesome last year. So was even better. It's our best one so far. >> I think um I think that's that's it. >> Thank you. Um everybody's hidden mine, but I'm going to say it again. I too want to acknowledge our principles. We had almost all of them here this evening. Um I just want to thank them for their commitment, their countless hours, you know, being here late um and just making a difference in our community. So happy principal appreciation. Um, I would also like to uh thank everybody who had peace in the hall of fame. I

221have never been to one. This was my first time. Um, I was so impressed and it was so first off it was cool to see kids that I knew and what they were doing and that was really neat. It was just listening to some of the people, some of our um veteran people that were there. I I was going to say older, but they had so much to talk about as far as the community and what this community has done for them. And it was just it was just amazing. And then like how many people came to honor that one person or they there was one family that had like two rows of people that were there. Uh it was just very I was very impressed. I again I haven't been to one. Um I

222was just very very impressed. So I just anybody who was involved in it and what you did and how you put it together. It was truly amazing. I it's something we need to rave more about because it was really really a very well event. And then my last item I want to acknowledge um Brian shared an email with us um our eighth grade volleyball team. Uh I just want to acknowledge the team, the parents, the coach. Uh one of our eighth grade uh players lost a parent recently. And during the game at Emily City, uh the young lady broke down. But our team, our coaches, our parents, they surrounded her and they supported her. And the next day, Emily City, the principal from Emily City Middle School, uh contacted Mrs. Mela and she he praised

223our kids and our community for the actions that they took that evening. He said it was just amazing to see um again I talk about our community pulling together for someone in need. So I just want to acknowledge um that whole group um for what they did for this young lady. Um and that's all that I have. Okay. Next item up is our our students. So Kelsey and Elizabeth, it's on you now. I'm sorry. I'm trying my best. So we're going to start with the high school. Um they're still celebrating October's college month with spirit days like I think it was like where college here today. Um and then they are also including 15 college visits and there's QR codes in the hallways for the students to sign up. Um I think there was one

224today for Calvin University. Not sure though. Um, last week we had 18 students attend manufacturing day at a pie. A huge thank you to them for opening their doors for this opportunity. Fast night is November 19th for all students and families in the class of 2026. Stay tuned for more information. And the makeup picture day is October 23rd. And then at the middle school, they had a very successful parent teacher conference and they had a lot of families in the building and a lot of great conversations. On Wednesday, October 15th, RMS will host the National White Collar Crime Stand. We'll be talking to our students about cyber safety in the first of four in school sessions. This will be facilitated by Richmond grad Norm Gibson. Our amazing RMS PTO is gearing up for this year's

225food bash, which will be held on Friday, October 24th. Fourth and fifth grade will begin at 3:00 and sixth and eighth grade 6th through 8th graders will be begin at 5:00. And then the next PTO meeting is Monday, October 20th at 3 o'clock. For the for the least school, with the approval of the state budget, we have officially opened up our fifth GSRP classroom in the early child program. We will have over 80 students enrolled in our great start readiness program. This year, we will also have 131 students enrolled in our before and after school children uh program. Students are always showing a lot of love both socially and academically. And we are excited to celebrate trick or treat on October 30th. We have over 30 trucks signed up. And this is an example of

226the partnership families have these. I think you're also going to >> um and then >> so are you all. >> Yeah. >> All together. >> Um signups for winter sports will be posted in the media center later this week. Um, for this week's athletics, we have home middle school volleyball game versus Crosex. And then tonight was the home boys soccer for NHSA district semifinals. We played Emily City, Crosex, and Alamont. Emily City was a loss at 42, but Tren said it was an amazing game. Um, and on Tuesday, we have a home middle school and varsity cross country back in week number three. And we have a JV and varsity volleyball uh match versus North Branch. On Monday, we have an away middle school volleyball versus Yale match and a home boys soccer MHAA district

227finals. For Thursday, we have an away middle school and JV football versus Albanac and a home JV volleyball versus Chi Valley. For Friday, we have home varsity football versus Albanac. And we will also be recognizing all of our senior football, cheer, cross country, runners, girl golfers, and band members at SAT. Then band members will also perform at second annual glo show the following, which is always packed. >> Any questions for our students? Thank you very much, ladies. Okay, next item on our agenda is our superintendent and legislative, MLS. So, >> I'm going to start with the legislators. As we know, the federal government is still in shutdown. So, the impact of that really hasn't yet been felt on the school district. Part of it is because Title One and IDA funds are funded forward. So,

228the state has those money and then gives them to us as we spend them. um Head Start, which isn't a district program, but we do house it and it has a lot of our families in it, is um their grant allocation will remain in place, but there are questions of the long-term ability. Probably the biggest thing is the snap, the food stamp, what the benefits are going to start affecting some of our our families. Um they have the the federal level at the state level. Um well after months of gridlock going past the July 1st deadline that's all holding up we have a budget um and it's depending on which newspaper article you read or who's giving the article it's it's you know the best budget in history when I hear those comments I just

229think every year we have more student population we have more income in the state it's always going to be a historical budget every year in especially if you give any But um some of the things uh that are happening with that um there is already a lawsuit that has filed against the legislators regarding the 24% increase on the marijuana tax which in the big scheme of things is helping pay for the roads. So, we're kind of watching that because if that goes through and it's ruled unconstitutional because of the twothirds majority of vote needed to amend the constitution and there's a lot of facets where are they getting that money for to back bill if that goes it's on our radar. Um there's a lot of things I think um no group got what they

230wanted and I think every group is paying for the pains. So from the education perspective, um they are our foundation allowance is raised to $10,50 um which is an increase of $442 per pupil. Um they continued the transportation cost which we get providing transit. It helps offset our transportation cost and the uh free meals for all was continued. Um, on the flip side, what's disheartening is another 400 million is going out of the school aid fund to pay for colleges and university, which equates to about 1.2 billion are being removed out of the school aid to pay for colleges and universities. Again, it's the shuffling of money. So, they freed up the general fund, put that into roads, and now the school aid funds picking up more of that. Um, I sent the board out

231uh kind of a house fiscal agency. It's on the website of the House Fiscal Agency if anybody wants it. But our impact um we don't get 22 uh C section which is out of formula payments. There's no impact to the district. 22D which is a rural district. We don't qualify for that. Um our foundation allow an increase based on old numbers, not our current enrollment. They're projecting that to be about a $675,000 increase. Our 31A is expected to go up to 124,000. Uh we lose 31J, which is the local produce. Um we lose what almost $8,000 in that. 31A, mental health, has gone up. I'm going to come back to that one in a minute. Uh there's a decrease of the early literacy, which we've had 35A in the past. There's basically 22,000 is gone.

232They're not funding that. Our bilingual goes up a little. um special ed goes up about $18,000 and our CT 61A um goes up about $6,300. So um CT initiatives um to get kids to be kind of completers and finish it goes up. Um 99H which is the robotics um we get another $441 that doesn't even cover our robotics cost grant. Um, and the 147 which was has been here since 2013. Basically, it's about 1% of our payroll cost, they send us the money to offset the retirement cost. Um, they've eliminated that. So, we still have the expense, but we've now eliminated the revenue to cover that, which is a total of about $118,000. So when you look at the pluses and minuses of everything, yeah, it looks on paper like we're ahead. However, there's a

233lot still concerning and that we're watching 147 the minimers. As I said, we lost the revenue, but we still have the expense. Then what they did is they took and they raised our expense that employer pays from a8% which is 147 to a 1.8. So now we've added another percent of that. So, when you look at our net cost off the top, it's slowly dwindling. Um 31A, there's some uh new reporting requirements. We're watching that. I don't know what that is. The guidance hasn't been released yet. Um 31A um there's you have to sign and it's going to be open believe it's November. we have to sign by and the allocation, but basically we have to commit that if we're taking these funds um that we basically wave our right to not have the state

234come in and do an investigation uh should something tragic happen like we did in Knox. You probably saw the news that the states wanted to do this, but they had other companies coming in and many people um there, you know, there's some legal concerns from a district perspective. Now, we're dealing with our insurance and what our liability is going to be on insurance for insurance rates coverage. Um the governmental immunity that that many of us have been given is all call into question now. Um and I don't know where that one is. We're we're watching that. Um I'm sure that's going to be challenged to court. Um there's a 21 uh I which is a supplemental that they pass which gives basically a $200 million in state appropriation for employee payments. Um basically what they're

235what they're um they're paying for some of the cost the normal increases in retirement cost but more the burden is fall in this budget. more of the burden has fallen on the districts to pick up those additional costs. Um, so we're just watching. Um, like I said, I shared with you guys the email, but I just read the House Fiscal Agency shows it. I think it shows us as a net umund 745,000 in the positive, but when you add up, we still have the $118,000 expense, and now we have another $118,000 with the 1% on. You start adding some of these other things. Um, my quick math when I did it today was where our revenue should exceed our expenses by $45,000. Again, covered all the contract costs and all that, but just it's not

236as glamorous as some people are portraying it because we're all paying. And I was at a um city of uh Richmond Township and Jeff White was there and he was talking about the impact on Richmond Lennox EMS particularly and how The state hasn't funded reimbursements from a previous vendor who didn't pay their bills and reimburse them, but they still had to pick up patients and they picked up the cost. So, they are feeling pain too in this budget from a district level. Um, since last morning, we had homecoming. Um, I think was a great week. Uh, uneventful is what I like to hear. Uh, no issues at prom or to the dance at homecoming dance. Special kudos. It's thanks to Mrs. Zable, Mrs. Borward, and Mr. Trent for all that what they do in the

237logistic. Mrs. Spencer, student government advisor. It's it's a lot of time and energy. Uh, Mrs. Shagna, Mrs. Christensen, Mr. Delore, and Mrs. Lemon, all the class adviserss with the floats building. We got Mrs. Krampton who who gave a lot of her time. um and really the entire staff and student student body. It was it was a great week um accommodating with the Hall of Honor which was already mentioned. Um I also want to give a special thank Margaret from the F and the foundation for the Hall of Honor and Preston in the athletic nomination. There's a lot that goes into the picking and choosing that. A lot of thought and criteria. Um but I too also want to thank Cynthia. She does a lot of behind the scenes that that people don't even realize that

238just happens and and so forth. Um, since our last board meeting, we had see you at the polls. I thought it was pretty pretty well attended. Uh, we had kids at both high school attending. Um, eight at the high school, six at the middle school, I believe. Um, so again, this this was a studentled initiative. We're going to support it if kids are want to do it. but um really kind of putting the onus on them to make this what it can be. Um on the 24th we had the BWAC summit here. Uh we hosted the all of the BWAC districts here. I did ask Mr. Tren to come to the November 10th board meeting to a BWAC summit presentation and bring some of the student athletes that participated. Uh it really was focusing on

239sportsmanship. Um hopefully at that one they're they're creating a each each district is creating a part of a video that's going to be spliced together by our TV production class and then it can be shown at like on in the in the cafeteria on the screen during basketball games and so forth but it really talks about sportsmanship and it's it's we everybody has a role in good sportsmanship. Um they also did uh they talked about um our our code of ethics and conduct that in the BAC is many years ago and they kind of revisit it. So that will come in November. Um again Mr. Trent, thank you and Cynthia coordinated the meals um behind the scenes um and a lot of good positive from the other district. September 30th we had a Bridge Magazine

240conversation. Some of the board members here were able to go to that. thought it was really cool that Bridge magazine. If you don't know about Bridge, it's a um the state's largest nonprofit news organization. They try to um provide uh journalism and civic um just factual information, both sides of the story. Um we had conversations on key issues affecting our community from education, government, housing, employment. Um two hour and a half, two hours long, I think, but it was really good. And so the they're they're they're going around to various parts of the state to hold these forums. Richmond was selected and then um I'm assuming at some point there's going to be some article about there all all leading up really to the governor's election next November. October 2nd we had some of our

241new staff members and newly appointed staff members go to the behavioral threat assessment. If you recall part of the budget is it requires us to have this. We've had this for years as a county. Um last year we were fully everybody who would need to be part of it was trained again. This year we have new staff members and new appointments. They went for training. Uh parent teacher conference were uh I felt very impressive this year because it looked a little different in the 12 and 7 model. Um kind of the teachers have a flexible dinner time that they could do. Um numbers look good in terms of enrollment which typically in the fall from parent participation is higher. Tomorrow we have staff going to the reunification training again new to their position or new

242to their uh district. Um we trained all of our staff a year ago. Um we're actually Richmond Preston and I are presenting to the county on November 11th on what we did in reunification because we are far ahead of any district in Mcome County reunification. So, uh, we're we're that group is the county's, uh, safety, um, ma officers as well as law enforcement from every police agency that represents the district in Mcome County. So, um, this Friday is our music performances is during the day. So, the middle uh, fourth and fifth grade will be first and second hour and then second um, kindergarten through third will be after lunch or after 11:30. Um, Mrs. Smith, I'm a new music teacher. I I'm very excited to see what she can do. She's got a lot of

243energy and she's very excited. So, um there's conversations about doing a supplemental night one coming up. We're still working on logistics, but she's going full in this and good for her. It's good for our kids. Um audit uh at the November 10th meeting, Plat Yo and Yo will be here to present our audit. Um, we have a statutory deadline of November 1st to submit it. Um, just so you know that because of the guidance that the federal legislation is kind of or from an auditing perspective, it's kind of up in limbo. Um, we have to do a general audit and a single audit. Your single audits are kind of a sample of one group. For us, it's typically special ed or title one. It's the largest money we get. um the guidance hasn't been released

244on that. So what the state has passed in this budget that they just did is you're probably going to get the audit but not the single audit. The single audit will come within 30 days after the final guidance is released. So um you could have it on the 10th but you might have just the normal audit. Um the auditors have completed their their process. Um there's no issues that have been found at this point, but they haven't finalized their product or their their their um um final numbers. Um you approved a budget in June that showed uh 230,000 out of fund balance. Um preliminary numbers that is gone. We're actually putting a little in the fund balance. We're always more conservative. We want to make sure the money is there so things come up or

245things need to be reclassified. But um it will not be putting taking 230 out of fun closer to that zero mark. Um I think I ballparked when I said about 100,000 less than 100,000 but it's not going to be as high as I'd like it to be. Um and then finally the bond proposal. It's it's coming up. Um there's groups out there that that driven around town um that have have a a positive message of vote yes campaigns. you might see that around it. I just keep encouraging people, ask your questions, get the information. Don't rely on what necessarily what you're reading on a a social media post because we've done a lot of corrections and try to get that out there. Um, I think the biggest thing that people are, at least from Mike,

246is the no increase. And we've been very specific how we phrased it. No increase over the current rate, the July 2025 rate. If voters are willing to continue that rate, then we would get 50 we would generate 51.8 million and they won't be paying any more in the rate. Um there is in the past two years we've had a decrease and if nothing happens there would be a decrease next July. But I just want to um there's been people out there saying that we've been misleading and we have not. We've been very specific in everything we've done to make sure we say over the July 25 rate we're asking to continue and even the charts that we've shown at various public comments we've done the visual all of it's on the website so again absentee

247ballots are out people have started started voting um just trying to get the message out for the remaining work going on November 4th to vote um to get them the information they make an informed decision and That's all we have. >> I have a question in regards to the budget. Have you heard anything about like um like as far as like the meals, the breakfast and lunch or whatever. Are they going to back pay for the the month there was no budget? >> So they're they're paying from October 1 to September 30th. That's what the budget did. Last year's budget paid from October 1 to September 30. So there's no >> So there's no gap. >> No gap. >> Okay. Good. >> Over the budget. >> Okay. >> My question, Ryan, was um kind of

248along the blue line, but are you or have you sent anything out to families confirming that the free meals are completely because I think we left it with the community as for now. I just think that might >> I'll try to think. I don't think that last one I don't think before the end will be gone. >> Um really >> probably open it. We're waiting for the state probably. >> So So now that there has been you know the budget has passed is there going to be another budget change from what we approved in June then at some point for us? >> Yeah. Right now, my conversation with Tammy is we're shooting for November 10th to do an amendment with November 24th the approval. And so that amendment would take into consideration what we know.

249So, if we're going to get X number of dollars in 31A or of course we were getting here 31A, um we'll use the numbers that we did on count day when we believe our audit would be in the per pupil and do the blended from last February. So, that's our plan right now. The one thing that we are not 100% sure on is all the retirement in them. We know of some of them that we're not going to get this revenue. We got a budget 1%. We've already put staff um Angela's wonderful into this. We already got the staff accounted for their cost. U we already count the the insurance caps going up or the hard cap going. So that part is done. We've been just waiting on the the state. We got a couple

250things. We've had some staff go where we had to put a an extra PAR program because we had a unique situation that we're going to have to build into the budget. But the bulk of it is done. And so now that we have this, we're just done with the record. That's our plan is the November 10th is a budget amendment. >> That was going to be my question too. I I can't remember where how many things we're waiting on on on that. There were a couple things that we were waiting to >> there's um there's impacts but we're going to make based on the assumption from the house and and again I don't know some like like the transfer a good example they're estimating that we're going to still get those dollars well our numbers

251are up that we should actually get more dollars um but we're basing on right now theirs until we get really that audited number we look at the per pupil Um, you know, it's kind of a twofold. You got the per pupil and they're assuming that we're levying um the nonh homestead millage. We had some at the rollbacks. We're not loving the full amount. So, we got to do those calculate and it's very complicated, but we're in a good spot in terms of what we know our expenses are. Now, we're putting the revenue for what we know and can safely assume that we're going to get. Okay. Okay. And then one comment I have too about the I'm sorry proposal something that I keep hearing is that the information we're sharing is proposed amount of increase

252of students but they're missing that we we have already even this year had a large increase in students. So they're not they're not hearing that for some reason. So see they seem shocked when I tell them about that that they're seeing all the information is really talking about projection. >> Well, I've had people on talk to me about that projection. Where are you getting that number from? And I just pointed out there's two things. Lake Angeles is half full. >> When that gets full, there's going to be kids. >> You've got the Swan Creek development, the infrastructure, there's 47 houses there. >> Again, I speak to my sub a couple times. There is, I think, 10 lots that still aren't sold. Um, there's a lot of young kids over there. So, these kids, those families

253are expected to stay here. So, that's where a lot of this is coming from. And then the morbid side of these, sorry, but um as people pass on, their house is going to go to someone else. And the odds are, and statistically that's going to go to someone with kids who's moving up. Not always, but statistically that's generally what happens. >> But you can also make the argument though too, Candace, that um when someone talks to you about the projections, but the reality is with what we have right here, we're full. >> You know what I'm saying? You know, and so when you just talk about the GSRP, that whole now all those kids that are here, we're full in those buildings. You know what I mean? So that that's a conversation to have too

254that well look at with what we have and as they move from this building to here you go from elementary to middle school middle school is full you know so yeah it is >> the conversation I've had with people on middle school is >> if I get to a number in fourth grade where let's add a sixth section I physically have nowhere to add it so my only recourse immediately is raising class size longterm we can look at things and again I don't want to speculate because I don't want the going in different directions but we've got to figure out a solution there. If it doesn't pass we don't have the addition but basically you're we're running out of room. >> I think Ken is what I think you were saying too is that as

255we are out there cuz we're going tomorrow night to Columbus Township to stress that this year alone we're up. >> That's yes. They need to hear that this year is already a whole classroom plus. >> Exactly. >> And I think that's part of the reason why we started putting these in the board packets. You had to have sense as a board member each and every week what our numbers are, >> right? Where they don't get any more could mean because the number isn't tomorrow >> with Casco and Columbus. I'm going to Columbus >> because I went to Casco last time. So, is somebody going to Casco? >> I don't know. >> Are you going Okay, you're going to >> That's why I asked that. >> Okay. Yeah, because I knew that we're going to go

256to Columbus. So, >> okay. Um, any other questions or with Mr. Wley? Okay. Next item on our agenda is items of interest. Margaret. >> Yes. Um, bear with me. I'm going to climb on my soap box for a second, but um it was brought to my attention oh maybe a little over a week ago on um the dreaded social media that um there were comments about our transportation department. Um and I quote, "The busing system at Richmond is a hot mess." Um and there were comments made um buses beyond full routes are one and a half to two hours long. the drivers are really tough and hard and mean to the kids. So, that just bothered me. So, I'm gonna climb on my soap box for a second. Um, hot mess. In the last 5

257years, we have purchased nine new buses added to our fleet to at the cost of over $1 million. In the last four years, the 2020 to 2024 school years, 100% of our buses have gotten green tags, which means, you know, they're good when they get um inspected. And in the 2425 school year, one bus was red tagged and it was red tagged, but then um got fixed and was able to get out on the road. So, um, so the buses that we use are all good to go. And even those that sit that are not being used right now, those are all green tagged, good to go. They can go out on the road at any time. Um, we are a district of 71.387 square miles. And in the 2425 school year, our bus drivers

258drove over 110,000 miles. Um the buses on average are 18 ton 77 passenger vehicle buses. Uh the comment that our bus drivers are really tough and hard on the kids. Um I find that to just be so interesting in times when I've seen our bus drivers interact with kids. Um they're pretty joyful for the fact that they are um taking a bunch of kids on an 18tonon 77 passenger vehicle um driving kids that probably most of us would not want to be driving um and about how long that it takes our kids to be on these buses. Uh the last bus I believe Brian Leley scheduled at 250. And if you ever go by the school at 250 and you see the thousands of cars that are there uh picking up kids as well as

259the buses and at an elementary building when oh maybe Jimmy forgot his lunchbox or his coat and he's got to go back in the room or he has to go to the bathroom and the bus driver doesn't drive away and leave that kid behind or problem in a classroom or the kid goes to latch key instead of getting on his buses and the bus pulls away, but the bus comes back to get the kid. That could be maybe why the bus is taking a little bit longer to get your kid home from school. Um, our bus drivers are the first greeters of our students in the morning and coming out of homes, who knows what's going on in the house, who knows whether they've had an argument with mom or dad or they couldn't find

260the clothes they wanted to wear that day. and they get on that bus and that bus driver is the first one to greet them and get them safely to school and maybe to let the school know that that kid has a little bit of a problem. They're driving in all kinds of weather on our back roads. Um maybe maybe they're driving down a road in an instance that I came upon about two weeks ago on my road. When I came upon the bus, she had a red light flashing and then uh that went to yellow and then the light stopped and I pulled up and I asked the driver, "Was everything okay?" And she said that she was just waiting because the child the mom wasn't there at the end of the driveway to pick

261up the child. That was my neighbors. And so I said, "Oh, you want me, you know, I know her mom comes home from work about this time. Um I can give her a call." No, no, you know, we're calling and we're checking. So they're waiting on the road so this mom who's running late from work could get to her house to get her kid get her off the bus. Maybe that's what made your child the people that were writing all the bad stuff about our buses. Maybe so that they were helping that parent so that parent didn't have to chase down their kid or go to the transportation department. um maybe just think about that that you don't know what's going on on the bus and um that our buses were beyond full. I guess

262if you pay attention to board meetings um our superintendent, our transportation director who are working very hard to try to get bus drivers. It's very hard to get drivers. and they came upon an idea and the board approved two meetings ago, I think it was two or three meetings ago to hire the outside service to get us some drivers and then we split up a route. Correct. So that we could make maybe not as many kids on a bus. So, um I'm going to climb off my soap box, but we have an excellent transportation department. We have great bus drivers. They are great people. They care about our kids. They work really, really hard. And I just say if you if you don't like how the busing is going, um, we've got applications, right, Brian?

263Get yourself um a CDL, drive an 18 ton bus with 77 kids on it, and then tell me what's a hot mess. Okay, I'm off. Thank you, Raymond. Yeah, just to reiterate about the bond proposal and a lot of the community's concerns. Um, you know, I've heard conversations about, you know, I've seen on social media there's, you know, concerns about, oh, well, the district's not being honest. You know, your your taxes are going to go up and increase. And I just I just want to implore the community to go to the the the school district website, research the information, look at what's been put out by the district and by by Brian superintendent and uh just do the homework and try not to depend on what you're seeing on social media, but do the homework

264yourself and and look at the actual information and I think uh all the answers will be there and I think it's pretty well laid out. So, I just I just want to encourage community members to to research that and to look at that information. >> Thank you, Daniel. Um, Sandy, so I just going to bring up again um that we need to talk about the appreciation event and selecting a committee to getting that planned out. >> Oh, no. I have it actually on here. So, I need to >> So, I don't know if you guys want to do that now. Do it the next meeting. Obviously, it's not a rush right now, but I mean, if we can get it on I don't know. >> You could volunteer after the meeting's over. You can just

265do it and whoever else wants. >> Okay. >> Or how about if I I will let Mr. ones we know right now. We'll put it on the agenda for our next meeting. >> I don't know that has to go on the agenda for a meeting. I think that it's something that we can >> we can talk about. >> I will say no. >> I don't know if this is >> okay. Yeah, let's just get let's just get >> We'll talk afterwards. We'll see who wants to who wants to do it. Whoever wants to hold this, I will get on it. Whoever wants to do it or help me out, please let me know some other time. >> Hey, girl. Thank you, Sandy. Girl, um Candace, >> uh I I don't don't have much other than

266I'm super excited to um go to the MSVOA um concert or conference in two weeks and um learn lots board stuff. Other than that, >> Sarah, >> no. Um, I too will be heading campus up to Trap City for our conference. I'm looking forward to I can't wait to hear the legislative and the budget talks and see where that's at. Okay, next item on our agenda is public comments. Uh, since the last board meeting, the board did receive an email from a parent concerning services for their special needs child. This email was forwarded on to Mr. Wsley who dealt with the issue with our special education department. Um we did have one public comment at our last regular board meeting. Um the person did not indicate that they wanted to be contacted by signing on

267the sheet. So I just wanted to let the community know that Mr. Wley did send out an email to the entire staff sharing their concern. Um at this time any member of the public may address the board. You have three minutes. Please sign in and state your name. If you wish a followup, please provide the contact information on the public comment sheet. Are there any public comments? Um, at Martaswitz, M19 Richmond. Uh, I just wanted to thank Mr. Wley for all the uh information he put out there for the prayer at the polls. And I don't want to disagree with you, but there's probably twice as many people in each poll. From what I I was at middle school and pastor from our church was at one and we were very very very pleased and

268um thankful for them. And it was raining at the time. How much rain have we had? It was really that warm at that time. So, uh, it was encouraging because I think I only had like five kids last year. So, uh, your input of, uh, publishing it obviously helped, uh, to bring more people out. So, maybe we continue to have that grow. And the Youth for Christ group on Thursdays is, uh, growing as well. So, it's good. We need all we can get for positiveness for our school system. So, thank you very much. >> Thank you. >> Okay. Next item on our agenda is our action items. I'm looking for a motion for the approval of the board policies. I move to accept the recommendation of the superintendent and approve the attached board policies as

269presented on September 8th, 2025 and outlined in the attached documentation. >> Do I have support? >> Support. >> Thank you. Any discussion? >> I just want to make you in front of you have the two corrections on the date that Sarah brought up at a previous meeting. So I want to mention that that will be the difference on the eight. >> Okay. Any other discussion? Okay, this will be a roll call vote. Margaret, >> hi. >> Sandy, >> I can >> nay. >> Uh, Raymond, >> Sarah, >> hi. >> Danielle, >> I vote I. The motion carries. Looking for a motion for the approval of the Sabbath's My View purchase. I move to accept the recommendation of the superintendent and approve the purchase of status my view K5 ELA resources stock to exceed $34,29216 from

270which funding from section 23G and section 37J grant funds is authorized and outlined in the attached documentation. >> Do I have support? >> Support. Thank you. Um any discussion? This is pretty much just using up our grants from last year. It's not any new money. >> Okay, this will be a roll call vote. Margaret >> I, >> Candace, >> hi. >> Um, Sandy, >> hi. >> Raymond, >> I. >> Sarah, >> hi. >> Danielle, >> I vote I. Motion carries. Looking for a motion for the approval of the purchase of a piano. >> Motion to accept the recommendation of the superintendent and approve the purchase of four pianos from Kawaii Piano Gallery of Michigan for amount not to exceed $21,832 as outlined in the attach attached documentation. >> Support you. >> Yep. Thank you. Um

271any discussion? >> Yes. It's one for every build, one for every space. Um, as well as several of the five total. >> Okay, this will be a roll call vote. Uh, Sarah, >> hi. >> Margaret, >> hi. >> Um, Candace, >> hi. >> Uh, Sandra, >> I >> Raymond, >> hi. >> Uh, Danielle, >> hi. >> I vote I. Motion carries. Looking for a motion for an overnight extended student trip to Lancing. I motion to accept the recommendation of the superintendent approve the overnight extended trip to Lancing, Michigan on November 13th through 14th, 2025 as presented at the October 13 board of education meeting and outlined in the attached documentation. It's important. Thank you. >> Support. Um any discussion? Should that say DECA in there somewhere or is it is it just because it says

272Lancing that that >> the backup is DECA. So >> Okay, that's good. Okay, we're okay. Any other discussion? Okay, this will be a roll call vote. Sandy, >> I >> Sarah, >> hi. >> Candace, >> hi. Margaret >> I. >> Raymond >> I. >> Danielle >> I vote I. Motion carries. I'm looking for a motion with the authorization to vote on behalf of the Richmond Community Schools at MA MBA delegate assembly. >> It's Mas B. >> Sorry MB. >> It's a late in the night. I I move to authorize board member Michon to pass the Richmond board of education's vote at the MASB delegate assembly in support of the proposed resolution amendments recommended by the MASB 2024 2025 resolutions and bylaws committee as outlined in the attached documentation support. >> Thank you. Any discussion? This

273will be a roll call. Margaret. >> Hi, >> Andis. >> Hi, >> Sandy. >> Hi, Braden. >> Hi, >> Sarah. >> Hi, >> Danielle. >> Hi. >> I don't think I can vote. >> I vote. I motion carries. Um, being no further business, the board will adjourn at 10:41. [Music] Heat. Heat. [Music]