Richmond Community Schools Board of Education Meeting on September 9, 2025

001[Music] Good evening. The writing meeting of the Richmond Board of Education will come to order. Please stand for the pledge of allegiance. I aliance to the flag of the United States of America and it republic for it stands one nation under God indivisible with liberty and justice for all. >> If you could please read our mission and vision statement. Our mission statement is average and community schools. We provide a quality education that empowers students to be successful in a global community. And our vision statement is to foster a culture of academic excellence, creativity, and character, ensuring that all students are prepared for success in an everchanging world. And I will do roll. Board member Cunningham >> here. >> Board member Rashan >> here. >> Board member Sutton >> here. >> Board member Sty. >> Board

002member Telto >> here. Board member Gillis here. I am board member Fortuna. I am here and we have a forum. Uh we also will be having our um student board representatives Kelsey Mcanera and Elizabeth Schaefer who's going to be a little bit late with notice. Thank you very much. I'm looking for a motion to approve the agenda. So moved support. Thank you. Any discussion? All those in favor? I >> opposed. Motion carries. I'm looking for a motion to approve the consent agenda. Some moved. Do I have a second? I'm sorry. >> Thank you, Mr. Wson. >> Okay. In the personnel report, you'll see um there's two layoff. This is in regards to these individuals were hired by the district as district employees as part of title one, but they service a uh s is changing

003their model uh for title one services. So we are uh laying the two individuals off their original employees that the service say a um in the new title one plan. So you have a new a lunchroom hire uh Jessica Isman um a couple resignations for the uh the class advisory but when you see in the appointments we've also had people apply for them. So um other than a uh speech and language that we continue to look for all the positions are filled. Um there were no questions regarding the board meeting minutes from the 25th of August as well as the claims and accounts and in your report you'll see a district headcount report um FT report um you can see by that we are up right now so a lot of kids have registered students

004have registered and we have more coming this week that's it >> yes >> does that mean that for speech we're going to have to continue to use that virtual service that we had hired out for before or how is that going to work? We uh we actually met today. Um we're going to contract for that service, but it's an on onsite building or is it virtual? Virtual >> virtual. So they would have very small service public schools. Um and then our high school students are a little more capable that middle school. So at least 13 of our student um on campus that will have >> but we are still looking to hire. >> So we still have to but we still have to do that contracted services. So that contract will come to the bowler

005for this year as we know of the next meeting. Um similar to what we do at educ contracts but >> our goal is to get a person harder and harder to find speech and language people. >> If we do get a person can we cancel our contract? >> There's some parameters in there. We have there's a notice we don't so there will be um detention some but for getting someone from somewhere else gives them days to for them to get their notice etc. >> Anyone else have any other questions? Yeah. On the um on the report it said we're in need of a bus driver. So is it just one bus driver? Um we are we're looking for as many as we can get. We have two um if you recall the bus drivers we

006had tied up with um the security guard or security. We have technically two vacancies in those positions. So we're trying to find bus drivers who are looking for more of a full-time position to account for those. But we looking for as many bus drivers as we can. >> So that's what that means. >> Some of our our bus drivers who just want to be subs they're covering for routes right now. We want to get them back to be a sub. >> Okay. >> They're helping us out right now. >> Okay. Thank you. Is there any questions regarding the permanent sub the building subs? Um it's my understanding we did not call them back this year. >> I did not call them back for the month of O or September. Looking at the usage rate from

007last year and not knowing what the budget is or where I can pay for them. Um the letter said October 1st we make a decision for the building itself. We kind of talk about that in the past. >> We we talked about it, but it wasn't necessarily a board decision that we're not going to do that. Um I'm just trying to figure out where I can save as much money cuz when you see the presentation that Tammy had a little later, um not knowing where we are landing again, I'm looking at the attendance rate. Generally at the beginning of September, we don't have a lot of absences. Not say we don't. My question is we know that there is one educator who is pregnant attorney. Um what we do in that case rather than just

008having somebody come in and fill daily randomly. >> So our first part of any anytime we have a staff member that's out is to see if we can find a sub who's got that certification. So if it's a math person, our preference is to have a sub. Maybe it's a retired teacher that's subbing or has a someone who's trying to get a teaching job who's got a math problem. If we can't, then obviously we can put them in at that placement and then put a plan together so that they have support for that math instruction which might be one of the instructional coaches working with the sub. It might be in the past and paired up the subs with um other teachers teach that subject to them do the lesson planning rather than the sub

009doing it. So, I can't say there's one way to do it cuz we've done it different ways in unique situations. >> Is there an option for having a permanent person in that position though when that time comes >> like to hire a person >> or have a permanent person coming every day? >> The same person that that's that's our plan is to have the same person and identify that person prior to the person going out. So, it's the same person in there. our preference is that same person has a background in the subject that they're going to be teaching in. Like I said, I believe it's math um that we're going to be looking for. So, find someone with a math background. Um if not, then we have a sub the same person, but then

010we provide support for that person. >> Yeah. It's not our intent to have a different person every day. No, we know this person's going to be out. So, we find one person to take the position. But on the other part of our question though, as a board, when we talked about the budget and most important subs, we we never said we weren't going to that we weren't going to continue that, but you're looking at waiting because of how everything is going with the budget to decide how we're going to move forward. >> Correct. And part of what I looked at was attendance. So the first couple weeks or so we don't at some point I think we're going to be intending to put them back unless we get something told from the state that less

011money or so forth then we got to reevaluate. But um just trying to save that expense as well >> for the for the one that you're covering. Yes. But for the building sub that will be before December the reference. >> Anyone else have any other questions? All those in favor? I opposed. Motion carries. Next item on our agenda is our first presentation. Um district school improvement. Is it on computer? Perfect. Thank you. So there is Okay. So, um we submitted our uh district improvement plan for for this year's you know plan. We built it all last year and then submitted June 30th um for this coming school year. We designed a three-year plan uh this year um which has kind of been the trend and the recommendation coming out of ISD and FB to have

012annual goals but look at a three-year overall plan so that you have gears a little bit of time to make those progressive steps. Um so kind of just as an overarching theme for our plan this year um is to provide teachers with collaborative time to identify student needs um which will then be addressed by systematic intervention supports for academic and environmental needs. So we do have growth targets um which are based off of our current proficiency. Um, spacing is a little wonky on this one. Um, so the current state benchmarks are um with a target of 56% proficient in ELA and 40 math and that would be on average for that group of students. Um, you know, no matter the grade level or um building level fits, that's what they're looking at for each group

013of students. Um so our team um just to kind of talk about what they do is there's a district team that gets together once a month um that involves both principal and dean from each building and then they identify two or three um or four key folks that come to the district meeting and then they meet usually sometime during the following week with a larger building team and so they're looking at the data they're looking at a number of things and ask you know who has put all of this thing together as we continue to look at it. Um so they the teams uh pulled out their data from last year. This process started in about October of last year. So right around the same time I would have presented the data to the to

014the group here. Um they were then taking that and um analyzing it. And so their growth targets while in some cases you might notice like oh we're talking about a 39% with a three-year goal for middle school math. The state is looking at a projection of 43. that they really took into account their trajectory and so they're looking at a 2 and 12% growth each year annually to get to that with you know maybe another year out that they would hit that 43. So they were being very realistic and very intentional and not just saying oh well we're going to hit 43 in 3 years just you know because that's what we say we're going to do. they really truly looked at the trajectory and where we've seen our students grow so that it was

015an attainable growth pool um but still getting to that either 56 or 43 within you know within a 3 to four year time frame and then again in other cases we were already above the state benchmark and so we just kind of kept it going again at a realistic piece and these targets are um measured by a state assessment so this would be the MSTEP SAT um and the SAT. Um so specifically those tests. >> Mhm. So what the um process so the my kit process is what the state kind of walks us through now in our um building of the school improvement plan. And so they kind of have you do this project or a task called the five W's. And so you kind of look at your data as a whole, which is

016a little bit challenging sometimes because the process used to be very just school level. Each school built their own plan and so the the data they were looking at was very specific to their building and they could kind of dig in deep just what was happening at that building level. Now we have to do it at district level which can be challenging because there are different challenges and different types of data coming out of the different buildings. So we have to really look at it with a big broad lens for this particular document. But then, you know, rest assured they the teams who take that and then apply it to their building so that it's it's still impactful for them. So, this year as we kind of went through that process of them asking, you

017know, the the questions and us coming up with, okay, what do we see? Where are our challenges? Um, something that really stood out to the team was a decrease in proficiency after grade three. Um, and not to say that we weren't still fairly proficient compared across the state, but for our compared to ourselves, that was where we saw a dip. And so then we kind of again going digger digging deeper into that why we talked about students transition to middle school after grade three and that may be a time where there's a difference in teacher development or collaboration or intervention processes that are available to students. Uh we talked about fourth and fifth grade teams do have common planning time to collaborate. Um but the clear intervention process was still in kind of an early

018intervention stage, the early implementation stage compared to what's been happening at the elementary school. And then the sixth through 8th grade troubles teachers were having trouble finding that time within the scheduled day to meet. So the nice thing is like I said this plan was built out last year as we talked all year and already this year coming into it we've realigned that schedule to allow for more time. So we're already kind of checking off the boxes I would say of this plan that we've kind of where we've identified those challenges. And then at the high school level um the teachers do have pretty adequate collaborative time but because of the rigorous concerns about high school schedule and the classes that they have to take it can be harder sometimes for students to fit intervention

019into their day. And so we noticed that as a challenge. So again, not to kind of dwell on the negative, but that's really what the process kind of pushes you to do is be really honest with yourself about where are some of those challenges in the district. So in kind of going through that, the next step that it walks us through as a team is to define a challenge statement. And um so it we kind of put together this overall statement. And similar to that from poll that we saw, um if the district allocates adequate time and resources for teachers to collaborate to determine the greatest challenges for students, then appropriate systematic intervention can be established so that student achievement will remain consistent throughout their career. So again, going back to that why like where

020do we see those dips and we would like that to be more consistent all the way across. So the past few years um there were goals kind of specific to reading, specific to math, sometimes specific to a science or social studies. Uh again kind of looking at the trend and looking at the information coming out from MDE and through ISD, RSD where um they do participate in their trainings each um or throughout the school time exactly every month. Um, but throughout the year I'm building these plans. They really started to push towards that overarching goal with just a couple big key strategies and then tons of activities below it. So, it really kind of helps each building hone in on what they need because you can apply an activity to one school. You can apply

021activity to one grade level if you wanted to. Whereas that overarching goal has to be something that everyone K12 has to involve in. So, it's a little bit easier to have like a big goal that can really fit, you know. I and I too always struggled with, you know, if we have a reading goal or a math goal, if I'm a teacher that doesn't teach those things, why do I need to buy into this? And so that I always felt was a challenge. And I like that now we're having more the opportunity to have these kind of big broad goals and then the teachers can find a place where they fit into that to help support it. So under the goal, we have two key strategies. Um the first is a multi-ter system support. So

022this is uh an effective strategy because it really can apply to academics, it can be behavior, it can apply to environmental pieces that a student's experiencing. So there's a lot that could go into that and it's really identifying again those interventions. So if a student is struggling in this way, how do we approach it? How much help does that student need? How much support can we offer to get them back on track with their peers? Um, so these boxes are actually just kind of off of the definition of that the state considers to be of the multi-tered system of support. Um, so again, those boxes are just identifying what we would kind of be committing to if we select this as a strategy. The state says that it would need to be team based and

023it would have to have a tier delivery system and um comprehensive assessments to you know confirm that it is working well be databased. So um again that definition comes from the state to us and we just are committing that we would um abide by that and then this is the part where I said we kind of really dug in and were able to make our own decisions and we really look at it's kind of twofold. So anything that we are spending any of our grant money on title money on now has to be in the plan. That was not always the case. This was the first year that they required that. So we had to be very diligent and careful that anything that we were paying for we had to identify somewhere as an activity.

024And so this might seem a little bit more detailed than it has in years past because of that. Um but again the nice thing is now we have all of that in one place and we can really think about it in one big picture. And so what we spent a lot of time doing as a team was okay we listed three things that were kind of similar. Do we need all three of those or how do we decide which one's the best? Where are we getting the most bang for our buck? and should we be going with that one? Should we scale that here to go bigger here? Um so while it was kind of a new challenge for us, I think it was a really great task and really enlightening for us and I

025feel really confident about the um activities, if you will, the initiatives that we were able to move forward with in a strong way. Um so we know that um Pagan is a district-wide initiative. Hatching results is a big um initiative for our counseling department in the secondary levels. You guys have heard a couple different presentations on positive you and silent mentoring. So again, all of those are part of our grant programs and so we do want to have a good focus on those. Um kind of under the umbrella of intervention, the elementary uses true blue tickets and we have again that was part of the um grant from the ISD. Um a number of intervention programs for students again from academic to behavioral. Um, our teams are participating in a number of different attendance initiatives

026and we're looking at introducing some new attending software. Um, and again several different PBS programs depending on the building and so those pieces are tailored once it gets to the building levels. Um, our teams are constantly meeting to go over student supports and and reviewing those individual plans for students um at the high school for safety and accountability. use the 12 pass system and gaggle is our online safety tool that we use. So again, those are things that um kind of build our whole system but also are again part of our train. So we do have to mention and then the second piece is about guaranteeing a viable curriculum. And so ob again we know that we've spent a ton of time over the last few years really um learning our ELA and math grade

027especially with fidelity and making sure that all teachers across you know K12 are implementing those realistically and with fidelity across the board. And so that's really what this strategy is about. Again the definition that's on the screen is the one provided by the state. So if we say that we are selecting the strategy these are the things that we are committing to. So, equity across all students with the um curriculum, vertical and horizontal alignment. Um it's really honing in on those standards. It's not just about what's nice to know or what teachers like to teach. It's what the standards are really calling for. Um allowing student flexibility um representing non-negotiables um across teachers. So again, making sure it's being taught the same in every class, not the same, but with the same rigor in every

028classroom. And the key um activities that fall under this strategy are our new ELA math curriculums, our science curriculum, our intervention curriculums which include reflex gizmos accelerated reader literacy libraries available in the K through five number talks K through five studies weekly as our social studies resource um assessment monitoring. So we do um use NWA DR paper through it and walk through which is what teachers excuse me administrators use to do their observations and track that data efficiently. Um of course we've heard from our instructional coaches as a support coach talk classes and kagan um our PLC and common planning time and and of course our other professional development days. and those functions can be monitored through this program and then um summer school credit recovery those kind of student support pieces as well. Um

029so that's kind of and then as a highlight we do have to make sure that you're aware of how we communicate this information out. So places like this at the board meeting um try to send information out on social media as often as we can so that parents have a quick look at what's going on and on the website um and then our newsletters as well. So that's how we try to share what's going on with these key pieces from our plan. What questions do you have about my gift this year? I I have question. So regarding um the assessment and monitoring um in terms of their demands, it sounds like there's some higher demands from us to them. Put some stimulations that um I'm not sure if I can follow your question. um from

030uh like from administrative leadership to the teachers. Is that kind of or >> or maybe to in order to receive all the funds is there more? >> Oh, from the state for us, we need to provide Yes. Yes. There. Yes. There you go. So, yes, that is true. So, for everything that is in here, it has always been kind of required that you would um monitor and evaluate and so it throughout. So, this past year, we really kind of building the plan and kind of revamping it a little bit. we kind of took a different strategy that had been used in the past like I said that one overarching goal and then making sure that we had all of our activities in there and yes now we will have to go in and um for

031any of those things that we're spending grant title dollars for we do have to provide an evaluation for those um but we do have a good plan for that we have a system that we're building out kind of built it as we planned it this year so that this school year we'll really be able to track all of these things and make sure again we realize one of these interventions is not showing as my success, we absolutely will evaluate that and decide, okay, if that wasn't the one, what else do we got? You know, where do we go from here? So, >> so Billy, is it correct to follow up that the state's looking for is what you're spending the dollars on effective? >> And so to get that data or to see whether it's

032effective internally, we're monitoring, seeing is are we seeing the results that we want. Y >> that's an internal >> I don't know if that's where >> we're not um correct we're not sending anything but we are we're either creating internal Excel sheets or something say okay let's check our our attendance at January 1st >> December do we see an improvement and we say that improvement was based on the strategies or the activities that were implement that's like the tool the kind of checklist almost if you will that the principles have on their tablet when they're going into the classroom or the teacher. You know, we expect if I'm going into a reading lesson in the elementary, I expect to see these five key things happening that we as a team have decided are essential five

033pieces. Well, I walked into these five rooms, I saw it, I walked into this classroom, I keep not seeing every time I walk in, and now that teacher scores are going down. Well, that proves it is working. We got to help this teacher implement it. or they ever touch base. It's internal monitoring. Yeah. Sharing data to and so it's all narrative. Yeah. So I do have to go into the platform and and confirm that we are doing that. But it would just be that you know we use our walkthrough data and we're seeing it 90% of the time you know so it's very vague very narrative. is not sending out that personal children's nothing like that. >> No stuff on that. >> That was it. Yeah. >> Can I on that too? >> I one

034of my former schools I was on the school improvement team and it's very I feel like they're very trusting in that like what you put in there is what you say you're doing. Like if I put that I, you know, I have black hair and blue eyes, they're trusting that you legitimately do. They don't really unless there's some like offthe-wall thing that's, you know, a red flag. They're not going to come in and they don't come and investigate. >> They don't even investigate or if our scores were low. So if we were like 5% performance school, they would be here meeting with us. You can say, "Yes, I did try and I saw a 10% increase or 12% increase." And it could just be a matter of two sentences instead of anything. Yeah. Super crazy.

035>> Are there other frameworks other than my sounding? No, we have to do that and I have the state mandated. the state law which part of the uh school aid act what requires schools to have school improvement processes and plans and as a state of Michigan and you've probably heard Billy's predecessor Renee talk about the phase in of this over time but we're now getting more of the the details of tying your grand dollars to make sure it's now in the plan where we didn't have to do that but internally we were trying to figure that out some ourselves um and go back your question or your statement and you know one of the things I think we're fortunate and good and bad our staff are very hard on themselves they don't always take credit

036for the achievements they have um and I and I'll just use the example at the high school welcome and back PD they were talking about their results and their scores and they set a target and they may not have met that target but they also have achieved and what they've done over the last year the strategies is something to be remarkable and celebrate Again, we're all working towards that end product um of proficiency. Um but our staff that honesty, you know, they're probably harder on themselves, but then the data and what they really need to do. >> I would agree with that definitely. And it's I mean, as much as it's a little more difficult on this end, it's helpful for me and Tammy because we've always had to on the back end tie what

037we were spending those dollars on and put that into the the nexus side of things. And so now it's kind of just bridging that gap. So it's not us on the back end trying to remember yes and oh yeah who was using that and where did how how did that go? It's all there in front of us and teachers are thinking about it and they actually were really interested when we did this activity of okay what which grant is kind of a game of like which grant is paying for which activity or which initiative and they were really interested in honesty. You know, I think it helped them have a better understanding of how our funding does work and why, you know, when everyone, you know, has their different idea of which tool they want

038to use, we can't buy all of them, right? We have to as a team decide which is the best one. So, as much as it's a new kind of challenge, it was eye opening and I think everything was a positive. Anyone else? And you do have a full complete copy of the full report in your backup, too. >> Oh, yeah. Thank you. Okay. >> Thank you. >> You're welcome. Next item on our agenda is our budget and cash flow presentation. >> So before Tammy begins, I was really hoping I think Tammy was to you're going to come here tonight and say we got we have a budget. and we don't. So, what I asked Cammy to put together to help the board and and viewing audience understand is if we assume a state shutdown because

039they haven't come up with a budget, what revenue are we going to receive despite state shutdown? Uh, and what does our expenses look like and at what point do you run out of money? You can think of it from your own home perspective. you got money in the savings account and if you're not getting a paycheck at some point your savings account is going to run out and so that's what I asked Tammy to talk to and share um where our projection's going to be at. >> Thank you. Um the document that I have in front of you up on the screen is our forecasted cash growth through December. Um, as Brian mentioned, you know, what are you going to receive if we don't get any state aid or state grant funding? Um, thank goodness

040we have summer tax collection. You can see that the top line under revenues is very heavy that starts July, August, September, October, then it waines after November and December. But that is what allows us in general to not have to borrow from cash flow is having a summer tax collection. So that brings in a lot of money up front and we we never get a September state aid payment and our October state aid payment doesn't come until the 20th or could be later depending on where it falls during the week. So that's very important to us to have these summer taxes and it's what's really going to carry us through. Um we have a few other grants that we received from last year um in July and August and then we have some state I'm

041sorry millage revenue as well again heavy in the months of July, August, September, October and then it starts to off those that property tax payment window closes. So in general our estimated receipts outside of state aid we did get an August state a payment so that's the only one on that line. Um, but we bring in about 5.8 million in estimated receipts. When you add that to our beginning cash balance, show the top 4 million, just over $4 million. We have available funds of 9.9 million. If you schedule it out with our two payrolls each month, and our bills that we pay each month, so we've got big bills in there like for our insurance, we have um less fuel, we have our electric, water, gas. All of that has to be paid. Um, so

042when you look at that, it takes us to about 9.7 million from August to December. So the revenue section is pretty much based on actual revenues from last year's August, which are this year's actual revenues. Our expenditures, I don't like to operate too close to the cuff, um, especially when you're talking cash flow. So I did increase expenditures by 10% just to allow for price increases across the board. Um, wages, benefits, other supplies, materials, that type of thing. So when we get to the end of December, what we have left carry on is $175,000, which will not take us very far, not even January, April. So hoping that if they shut down, it's not a long one, which I can't imagine it would be, but it seems possible. But we're good. We're good until end

043of November. I'm comfortable. December, I think we can work that out. But after that, we do need to have that money for. So depending on what happens in Lancing, again, we're we're projecting our worstc case scenario um by the fiscally by being fiscally responsible for the last several years in our budgets, we have enough in our fund balance to weather us through December. Let's let's make an assumption at some point. We still don't have a budget at the end of October, um which would be 30 days 31 days after um they're supposed to approve it. Um then we're going to have a conversation about going um and preparing the documents so that we can borrow money so that cuz that's going to take time. It's going to take time to get the board to approve

044the document, get them submitted and and bank through short-term loans so that we're ready to go. Worst case on that, we don't have to borrow money. Everything comes back and state aid payments start rolling possibly back payments. Um again, but I want to give you a picture. uh we are in very good shape. Um this isn't something that's standard in most districts. Most districts are often borrowing because they don't have a September payment and they don't have enough to meet the cash flow, especially if you have if you're in area where often times delinquent taxes. You're not getting those that tax revenue right off the bat. Um you know, we've had previous conversations about you could split your taxes, get some in summer, some in winter taxes. The downside on that is exactly what we're

045looking right here. You have less revenue when things are out of your control. So, any questions you might have for Tammy about this or um I don't have any questions, but I just um I really appreciate the proactivity and getting this so that we are prepared for like prepare for the worst, right? Um so, thank you for doing that and showing us. I appreciate that. I have one question that fund balance that does include like our set aides too, right? That's not like set aides is not a whole another entity that we like the church stuff. >> Oh no, this is just >> that is not included in that. Oh, not this is not included in no. >> So when you when you approve the budget for the set aside, we're moving that money to

046non nonbond capital projects. >> All right. Yes. >> The non bond capital projects fund. And so you'd have to say we're going to move it from that fund >> back to the general fund. Gotcha. Okay. >> So there's a little more money. >> So there could be more. Yeah. That's right. >> Maybe we can draw from that >> to supplement the 175 >> and that would be the only place because that is money you set aside. You can move it back. We can't touch that money. We can't touch school lunch money, but we can certainly touch non capital projects if necessary. >> But that is an option. Any other questions for Tammy? Okay. Next item on our agenda is our presentation for free breakfast and lunch update. So, what I asked Tammy uh to kind

047of put together um in conversations with Kathy, our food service director, was to look at um again kind of worst case scenario. If there isn't a budget um what do we bring in for our revenue as a um for breakfast for all breakfast and lunch for all students? So for 2526, we are assuming we're going to be part of the Michigan school meals program. Um, and that is good until September 30th of 2025. The reason is the state approved their budget through September 30th. So we are covered through that date. So what is the Michigan school meals program and how does it work with the community eligibility provision maybe you've heard about. So school breakfast and lunch has been available for free under these two programs since 22 24. Um it's combination. So the C

048covers whatever the US government normally pays us. So if it's free lunch they send us the money to cover the cost of the free lunch. If it's a reduced lunch, they send us the money um that they've pledged to cover the difference between what the student might have to pay, which is a reduced cost and the full price. So, we get that also from the Department of Agriculture through the state. And then we get nothing on the community eligibility for students who don't qualify for free. That's where the Michigan meal Michigan school meals program comes in. It gives us money for those full paid students. it reimbures us for that since we're not charging the students and it pays the balance of those reduced uh meal prices. So the in two in those two programs

049together community eligibility provision program and the Michigan school meals program through the state covers and that's why our lunches are free for our students. Again that Michigan school meals is funded through Tuesday September 30th. After that, we can choose to stop the CDP program um mid year and return to the regular USDA uh national school lunch, national school brunch breakfast programs. If we're doing that, we have to contact the state to get their assistance to make that happen. Um we have to let families know that as of this date, we're changing our program. Um as of this date, we will start charging for meals, but we have to get it through the approval process to do that. Um, in the meantime, someone would have to cover those free the balance of those reduced meals and

050the full price meals during that transition. That's my understanding. If the state says no, we'll carry over to get the transition complete, we don't get that. Um, and then we have to collect right now we collect direct certification reports from parents, families for the C program. If that goes away and we go back to the National School Lunch Program and the National School Breakfast Program, then we have to do the regular nutrition and benefit applications that they've done prior to 23. Does that make sense? So, we're good for now. Um, under the school meals program for 2324, we received about 475,000 in total and 2425 was downed to 395,000. Again, it depends on our free and reduced lunch counts. The more free and reduced we have, the less money we get from the state through

051this state operated program, but it's a chunk of money and it really depends on how we get this IP, how we qualify for free lunch, but those are the two years that we've operated under this program. So, we received a ton of money to make this program. So, in in kind of a summary, if the state were to say, "We're not funding this." And we elected to fund it, we're looking at about $400,000 of whatever revenue we would end up getting from the state to finish this year. And again, I'm ballparking it because it depends on on you're you're looking at this from two lenses. You're looking at what's happening at the national level, free or reduced lunch in the national budget, but you're also looking at what the state is, as Tammy said, giving

052us the difference between the cost of the meal and whether it's a free lunch, a reduced student fee, or full price. So, um, and as Tammy said, that transition, if we had to elect to change it, we have no idea at this moment that, let's say it's a 30-day transition, who's responsible for the cost to maintain free breakfast and lunch for all students during that transition. So if you just look at this if you it's through September so 9 months you're talking what 60 $50,000ish >> all for one month >> for one month >> but the reality it's our respons to do it I mean >> if they if they eliminate we choose to do it then yes this is the dollar value that now is going to be a >> no I mean even

053in that transition period it's it's We're we we would have to pay it if they right if they decide they're going to they would give you the money back is what you're saying then if they say during that transition period that we the state will cover it it's like we do we submit here's our bills and they reimburse us >> right what I'm saying but so while while they do it we're still decide that they're going to reimburse is what so we're we're still responsible we're going to be paying for Yes, we will have to pay for it until the state decides, okay, if they're going to reverse it or read if they're not then cost, right? I think with the timing, I mean, this ends September 30th. We're already pushing it very close because

054we're almost halfway through September and parents need time obviously. Um, I think that would be a huge hit for some families. Obviously, this is just the families that don't qualify for free or reduce, right? So, this is the >> So, this would be they would have to start paying a portion and full price. Yes. >> But we have time to prepare and that's why the state says contact us for technical assistance and get you through the thing is you're you're absolutely right, but the thing is we can't do anything about it because we don't know how what they're doing. They have till September 30th to to do something they should have done June 30th. You know what I mean? So there there are families in this community Yes. that are in limbo. I I had

055people randomly at Blue Devil night ask me about the the the free, you know, lunch. How's that going to work? And you're explaining to them what it is, but there's we can't do anything about it. We're stuck with when is what is the state going to do? And then we have to decide from there what financially can we afford to do for our families. >> So that's why if we think it's not a number we want to commit to at all then we have to start notifying parents like now for after September 30th. Can we >> but notifying people now? >> We would have to commit as a board to say this isn't I mean at some point you have to either commit to spend the money because there's going to be a gap or

056give them enough notice and say we're not willing to take that risk. >> Well, and I but I think that time comes September 30th >> but then it's on us, right? Cuz it ends September 30th. >> September 30th. >> So then you're already committing that 30-day. There's that. What he's talking about that a 30day quite sure right >> well it's 30 days but it's whatever long length of time it takes to get it through the process the approval process so 30 days minimally >> but then it could be >> could be more but I'm I'm thinking this is this is an issue statewide on it I'm just looking at it as who knows I mean I don't have faith but next week a budget could be reached they could decide to continue this and we

057just move along, you know, and so I just don't like talking about what what what we think we might be able to do or not be able to do until we know where we're at. But so if if it ends September 30th, you've got to submit the application, right? Starting then? >> Right now, we've submitted the Card program. So we're doing that through the end of September. No, no question. So when those are already turned in, >> yes, we had to submit that by we had something in August. We had to submit that we were going to participate in the C program. >> So when would we know if those like you said those 30 days were covered? >> I don't know when we will know. It will depend on what happens at the state.

058So they could decide we're ending this program and there's going to be no more money spent as of September 30th. They could decide we're going to continue the program if we are okay. not ending it for families September 30th, we have to know we're going to be paying potentially for October. You just have to go into it knowing that. >> Yeah. >> Oh, no. I'm I'm not saying I my things when I said that to Brian when he said who was paying for it, I think was we're going to be paying for it, >> right? Until they pay us back or not. And so is if are you asking is that something sitting here talking right now that we're willing to say we're going to like we're going to take October that conversation. >> That's

059what I'm thinking. Now if we committed to say okay we're going to pay for October because we just don't know if they're going to reimburse. Could we then reverse that in November? if we find out from here till midocctober we find out that they're not >> going to continue the program. >> I mean my thought would be we continue we assume we're going to pay until we get the transition complete. >> I come along and say sorry schools you know we're not going to continue this program September. Yes, we have the potential of having to pay for whatever that transition period is. And so we had absorbed that cost in our budget >> cuz I kind of remember from the last meeting something about once we decide we have to keep it the rest of

060the year. What was that? >> That was talking about the C program but we've since learned that no end. So we could agree to extend it for a month or to eat the cost they decide and then we could give parents enough notice once we because that in essence could be the the whole thing of if if if we commit to saying that we would we would do something right through the month of October and then people would know if this comes through that it's ending in September parents have till the end of October to understand that now you're paying for your own lunch and breakfast and lunch >> and we could have time you guys could have time to work with those families that you think would qualify in those applications. >> Oh, definitely

061sending out those applications >> cuz I think a lot of people when especially when it's pre-re toss, right? I'm sure they don't be my suggestion. >> But also a lot of people don't want to fill them. You have to get past that thought process though, right? Fill it out. >> So really working out. It'll give you that time to do that for well there's there's some people every year. Let's see. You know, there's this there's families when you think about it when this what how many years is this? 5 years that we've done this is year would be year three. Prior to these years, you have basically the co dollars and all those rules. >> Yeah. There was one year the 22 23 that we flipped back and then they >> Right. But I'm just

062saying that to my point there are some parents who have never had to pay for a school lunch and have had breakfast provided the whole entire time their child's been at school. If you think about it, you know, your elementary age kids, you you've never had to because of how this program's gone. So that's a that's a big change to all of a sudden that's going to be different. >> So I would advocate to at least commit through October and we just pay it if it doesn't go through. >> Yeah. I I mean to go along with it maybe know commit to that one month for sure and then maybe even would be worth sending a letter out with the kind of this the situation and then our potential courses of action. you know, if

063this, then that, if this, then that, at least notifying the parents, saying hey, this is where we're at. I mean, we're kind of at the mercy of a upcoming budget just so that they know when they see something that comes down or also a program doesn't continue. They're not like in a shock. They're kind of well, but the reality is no one should be in shock because we've already sent out a letter that has talked about it in the first place. But I think that maybe from this meeting, the information that talks about that we're good through December, I think is a huge thing to send out to families to know that the shape that we're in that just think if the state does shut down that we don't have to because there are school

064districts that are not going to be in the same position we are. There are school districts that already are not are already Right. But just to put something up just based on this information we got tonight that we are good, we're solid through here and then maybe something in addition that with respect to this lunch and breakfast thing that we, you know, as a board we we are committed that >> if this happens September 30th, we're committed through October because committing anything after that, we have no idea what they're going to give us for money for a school date a you know all of that stuff could you know you're looking at that's that's a lot of money right there so we had a good question regarding the budget so if we were to pay

065to say for January whatever September October November December let's just go in December >> the money the the past show that you gave is there money there to do that >> if If it's 50,000 a month, then we have October, right? I still have two $175,000 that would put us with $25,000 left. >> Yeah, I know. Exactly. >> We don't know if we'll be reimbursed. I think the mindset I think the mindset we need to we're realizing sir >> we're going to walk away is right now we are we had to back in June we're continuing as is nothing back in June led us to believe that we would be looking at this today >> so we're making an assumption right now that the state if they change their mind is going to give schools

066an opportunity just undo what they selected. Okay. Okay. Statewide, you're going to have So, when you talk about sharing your question about time, you really need to look at this as 60 days that we're going to pay because let's assume October 10th they pass a budget. 10 days after they by the guidance that they're going to get, we'll probably get something on a good day. October 20th. We've already pretty much spent October. We're notifying parents by Thanksgiving, you got to have your form turned in because December 1. So, you really need to think of this in a worst case. We're on the hook for $100,000, >> right? >> Assume the state's not going to reimburse, >> right? >> Well, the alternative would just be ending it on the 30th and sending communication out saying starting

067October 1st, >> you have to qualify to get it. And again, I I mean I'm I know things are expensive and times are tight, but we are talking about the families that don't qualify. So they're and I don't know what the cuto off is income wise. I have no idea. But the the people who fill out the application and qualify by income will still get their meals covered or reduced >> reduced. So it's not like we're saying nobody's getting anything. Well, some would be reduced, some would be full. >> Yeah. Yeah. Well, already have. So, we already have sent out communication saying that we're doing it until September 30th. >> Yes. >> Correct. Correct. >> My recommendation, sorry. >> No, that that's what we've already sent out to the public, right? >> Because we're doing

068until September 30th. So, they have they do already have that notice. I suppose >> this would just be financed to say what his recommendation is. and I was curious what it is. >> My recommendation would not be to send anything out prior to October 1st, end of September 30th that we're changing this. >> So, you want to pay commit to the two months? What do you >> I think that's because we don't there's so many unknowns here. I would hate for us to send panic into a family's lives that Kate and I don't even know from a time frame if it be after October one. We give them notice and collect form. Oh, you didn't need to do that. So, come October 1, the state doesn't have a budget. We put out something saying, "Hey,

069we committed to September 30th as a board of school district. We're going to commit until the state I wrote down here there's a resolution at the state regarding this topic." >> Oh, yeah. Okay. Okay. And if the state says no, we're not paying for it. Then as a board, we're back here saying, do we want to pay for it? Or do we want to start the timeline to start collecting the application? Because the state then made the decision. That's my only concern is if I'm sending something out September 8th, September 9th, parent could be scrambling and thinking October 1 and realistically in that 30-day window, we're really talking in mid October. that that's my concern. >> Well, and I know we I know all the packets go out with the school stuff to fill it

070out the application, but I'm sure you guys follow up if people don't turn that stuff in. And right, >> we we stay on it and we remind people that, you know, turn it in, especially those that haven't qualified in the past. >> That's I'm thinking that would be even more important this year. That way you're reducing that number that you have to collect back from. So that would expedite it. We did gift card raffles last year. Turning those that turned it in got a name entered into a raffle. We we tried a lot. And it is a form that we will have available online so people can complete it online. Um we for those that don't or have questions, we can help them through it or we can get the paper form. Yeah, we try

071to make it as easy as possible on family so they can because it's important not just for these funds. It's also tax money all the other funding that uses those numbers. >> The fair statement to say we've had less turned in which is affecting total title $1 and total title $2 which is all it's all down. because they just don't feel like they don't have to do it. They're already getting it. >> Those that do it have another reason they need that form turned in for other support they have in the system. Well, and I think like the point was brought up with students who some parents who have never had to pay like I so I've had to pay in the past but students who have never had to pay even myself looking at

072these numbers I would have never thought like I've heard just through social media and other you know board meetings or reading news articles that other districts are talking about absorbing the cost whether it passes or not and to for for that voice to be out there and that that narrative to be out there and then for us to go saying, "Well, you know, we'll cover through November." That's not a bad thing, but they don't realize the impact that it had. It's not like anybody has $400, $500,000 just laying around as, you know, spare change to put into a program. Yes, it's small meal prices here and there, but it adds up. And those are huge numbers that I didn't even realize personally that those numbers were that large. So, I think having that number out

073there is huge because they're essentially asking us to foot the bill. All of a sudden, we're just going to have another $500,000 bill that we didn't have the last 5 years as a as a school district. And I I think that's good information for parents to have out there. I mean, at least when the time, you know, time comes in some way, shape, or form or like this. This slide is amazing. I think it's a great perspective on the whole thing because it really adds up quick. And I don't think people realize it. They're like, "Oh yeah, the district's just going to absorb it for me. You know, the state's not going to pay for it." But like, that's just another bill to pay for. And that's just not doable. Like that's just like asking

074somebody to double or triple their mortgage payment. You know, like go ahead and refinance at the new interest rates and you know say yes. I want you to say you have to say yes. You're not allowed to say no. Like that makes no sense. Well, especially a district our size that is there just not right. >> Any other questions? >> So the plan is we're continuing it though. um until we hear differently. Is that the plan then? What's what's what's the >> my recommendation to the board is the communication that goes out at the end of the month is we're committing to ending awards method until the state has a resolution to the breakfast. Okay. Whether that resolution is the house bill that puts all this and gives you a larger per or the senate

075bill that keeps the category. >> Okay. But we're going to send the communication out to the end of the month. >> I I owe the family something because I said in my last one, you know, I think we're we're your deal. And at some point prior to the end of September >> that we need to let them know that the cash flow that Tammy put up there that state's going to stop making the payment to the school, but we're in good shape. The state's going to stop making payments to breakfast, but we can we can continue cover till we figure out what the state's going to >> but we'll highly encourage them >> to fill it to be. >> Okay. Next item on our agenda is a presentation on board policy updates. >> Okay, I'm

076going to go through each policy just highlight um many of these policies are just one word cleanup language um from the recommendations from the attorney. Um for policy 254 public participation, it's a change from public's first amendment rights or not public's individuals first amendmental rights. That's it. Right. The only thing I have you guys um if you look at number one it says a member of the public will state their name and address. I know we have we don't do that and my question only is well no it's not we want it's this is this a required legal thing because I absolutely hate that people have to state their name and address. I don't know why it >> especially when it's on our it's written there on our podium on our sheet for them to

077sign in. I just we need to know like that you stand up there and say your address on on T. I just I don't like it. And so I I don't know whether I've never really paid attention to that, Brian, but I I question there's some legal aspect that we have to >> I'll do a follow before the next meeting. >> Thank you. So that if stating it is like check that box by simply writing it on that paper, then fine. But yeah, like verbally say it like you don't really do that. It just says stating it writing it down. Does that satisfy? somewhere. Yeah. Policy 3110 data breach this um um if in the past it references if we experience it but also if we notice receive notice that there was a breach of

078our our data that we have to notify um agencies and so forth. to update that breach policy. Not we have to implement that. Um 3115. Um we had done some of these revisions previously. Um this one gives the examples of moving um from including to in the listing uh as part of the uh Elliot Larson Civil Rights Act. So it just gets us uh cleaned up in that angle. >> Which one? >> 3115 the non discrimination anti- harassment and non retaliation. >> So go through that again. So we crossed it out and then we added that >> because it's not listed as an example of what sex is. It's listed as its own example of entity of gender identity or expression or pregnancy. So before before those were in the sex definition which was part

079of the regulations that that was in that definition and when we went back to 2020 regulations it's listed as an it's not an example of sex but it's a separate entity. So the way that it's worded now is what we had in >> we had policy and the strike through would come out and we would move it out of the example of what sex is. So you're saying in 2020 it read like this >> in 20 when we revised the policies in August of 204 it read like that the strike through was there the underlying wasn't and in the regulations that we are going back to which would be the 2020 regulations sex is not gender identity and those regulations but it is a um something could be discriminated against. Yeah, I see what you're

080saying. >> The basis on the 24 going back to the 20 was what is the definition of sex? I know there's a lot more but >> so initially that means including sexed all that. Now they're we're taking that out because they're each separate >> sex is not gender identity just orientation. >> Okay. I question it was about close session. >> Uh 35 or 315A is the definitions. Um again this the page that really is changing what we just talked about in the definition to number 17. Moving that out of the example. um taking that parentheses off what used to be as similar to the other policy >> 35 sorry just for clarity so this is not changing even though there was federal change that was made >> this this matches the well this on 3515

081excuse 3115A are all the definitions that are in our sexual harassment policy. So number 17, the way it's listed align with 315. So it takes it out of the example and puts it as a separate entity. >> So sex is not um >> sex is not sexual orientation, gender identity. It's it's got number 20 or 24 what we're talking about here. Um the next one is a form. Generally we don't approve forms at a board level but we do for sexual harassment um or non discrimination sexual harassment retaliation. This is changing who it's um sent to as well as you'll see throughout multiple policies. It used to go to um Cleveland, Ohio. It now goes to Denver, Colorado. >> Okay. Michigan is Michigan. >> Hang on. I don't think it's We're not on that one

082yet. Okay. >> Okay. Okay. Well, just remember when we hit that I know I found another one too that I learned. It's when we add when we add Sarah on. That's the one we have to look at. Sexual harassment. Um we used to be able to multiple but we're supposed to with reason be able to separate complaints that should be invested under the policy. So the investigation of the policy is very specific where you could have complaints. So it's it's it's separating that you use the form and and the policy unless you can reasonably separate. It's more of a legal protection for us. They change the address. I was trying the address changing from >> So this is the form the document that goes with it, right? >> For which one? >> I think there's

083two >> one on right now. This the 3118. No. Oh 3118. Yes. So there's a form there and the form on there that's for Michigan. Keep going. So the 3118F which is the form >> for a sexual harassment complaint. Michigan needs to be correct. >> Again put Sarah as the HR director. Congratulations Sarah formally um as our point person again changing the location from Cleveland to Denver. 3121 is a new policy. My recommendation is that we just leave the words intentionally left blank. I provided this to you because your option is and I I would not recommend it, but you could have language that you could establish public schoolmies under the high school code as a public school. So my recommendation to you is to just leave the words intentionally left. So, so I guess

084what does that that mean? What the uh the definition? What is >> So, basically, what you could do is you could as a board make a motion or approve that we're going to start a public schoolm elementary school, Richmond Middle School, Richmond High School, and a public academy of the school board. and you're going to do an online school or an alternative school, but it's not a public school, it's an academy charter school. Okay. >> Most the charter schools is yours by the university, you know, not private to put you on the spot. >> It's man public schools. >> So, Many public schools has opted to elect to do it online school. >> Okay. Some universities do it. Um, Central Michigan has separate Yeah, the ISD has one. It's the Arts Academy in the Woods,

085which is their public one, too. I think >> they call it an academy, but I don't think it's a it's by definition of a public role. I just think they change the name, but I I could be wrong. >> Thank you. So, that would be my recommendation. I kind of muddies the water getting into the business of public schools and being a public school, but it's a possibility. um county 3201 is just a clarification in the um Michigan school code. The number was corrected 3201A financial management for federal awards. Uh believe this uh this talks about federal awards and how we uh do capital asset accounting and disposing of federal equipment. there's a process you're supposed to go through like CT equipment if we purchase something through the title one there's a process we are

086supposed to go through um this is talking about the that process how we account for those which we do has an internal system and I know when we buy things we like computers or hy things we have a way of tracking what was purchased to what grants 3211 post assurance tax compliance this Um this one had before will provide a cost of training for debt compliance offer. It's not a requirement. So that's why the language is changing that it it can be um training that compliance. I guess why why would it change from will to today? simply as if you don't then you're you may avoid some um insurance coverage if you're required to do it from that angle. I know it's part but we don't currently do specific training on debt compliance officers um

087training. It's part of probably MSBO training that they do in the um the ISD. So we get that >> one is Tammy. They have lots of information from the do they support it any mostly from school business officials which is actively involved in 312 is post uh issuance disclosure compliance. Um this is 32L certifies that this definition of financial obligation only applies to the subsection when you look at it uh C2B of this policy. So that's We look at that chain. So 3301. Thank you. Personal procurement. Um if you recall at some point there was a there was laws that required u Michigan based business preferences will be applied um will not apply the federal funds but there is under the Michigan school code you can see um that is still a property that Michigan

088so it make sure I'm bringing this Michigan based business preference will not apply federal funds are used so regardless of federal our preferences for Michigan based biders. And then let's see, it should have the um which is in the revised school code of what was done. I believe that was done two two years ago, maybe the last um I'll get to that date. I think I think it was last December's um religion. 3301A regarding purchasing procurement when we use federal funds. These are the this is the um policy use federal funds. >> This is this particular one is there were questions I know Tammy had talked to me about raising the threshold that 10,000. It's not recommended by the attorneys, which would make a lot of a lot of them to get 10,0001 or 11,000.

0893307 is construction administration. There's a a revised school code correction in it. Um, that's really it. first and second page 3402 drill plans drills plans and reports. Um it cleans up because beginning this year we have certain drills uh plans it's taking out that beginning of 2526 school year. um by January 25, which we've already done, we adopt the wastewater management plan, which is required by law, which is part of what you're going to talk about a little later on today in the filter system. It's really a clean up of just clean up language aspus management. Um, this is adding a specus abatement language to contractors to make sure that um, basically they have the ability they're they're they can do what they said they're supposed to be doing. They have they have affidavit. Um

090yeah, talking about criminal conviction like we do employees, contractors who specify >> with all the work that we have done like how like do we still have a lot of this? >> We do not have a lot of specs in the building where we have it anymore in the ceiling. We didn't touch that. Um, >> as you know, we've done so much. >> We've done a lot of aspect. >> Yeah. So basically if we are if the bond passes and we're doing work that's adding on and we're going to have to touch that that contract is going to have to have to use I'm sorry can I go back to 3301 um 3A where it says if competitive bidding is required by law any contract must be awarded to the lowest responsible bidder. Is that

091count for even on contracts and things that the the law allows you? Yes, you are supposed to have the lowest bid. The law allows the board to choose something other if you've got a valid reason to go with a higher bid. Let's say for instance um during the investig during the interview of the competitive bid we found out that this bidding company didn't complete their job. They had a performance issue or we've had past history with them that that could be a reason they not >> they just did the boss. Yeah, I was just going to say it as a boss. >> Right. So like on like like on the bus we typally we generally use one vendor because we have a good relationship. We know their parts. We know how the buses work. When

092you switch buses that could be problematic. It's like the schools that are adopting for um they're jump they have the um electric buses that's new for a lot of them in infrastructure. You know that's probably because they're not going to come in low. Those buses are pretty expensive. So you have if you have a vendor that you use and they do work for you or supply parts for you, now all of a sudden you're having a new vendor that you have to look for new parts. So now instead of carrying parts for an international bus, maybe you have to carry bus or parts for Bluetooth bus and that to have one in the fleet is not a smart way to go. So, >> so we would have you do have the ability to choose someone

093higher, but when all things equal and there's no issues, you're supposed to use the lowest bid. Um 3408 uh talk about um this is a new law that was passed. Um so we should be getting guidance from the Michigan Department of Health and Human Services about communicating best practices for safety of firearms to parents and no later than October 1st. As of today, there's no guidance yet for this. So >> but this was put into place um last year. I I like how the district's responsible for I believe a family or a parent. >> Um 4101 non-discrimination again is similar to the other ones taking um gender identity and pregnancy out of the definition of sex and its own entity as part of the um state law. Um um >> just is there another part

094>> I'm sorry 4101 then later on the third page it talks about the Michigan paid medical it's actually called the earn time act so it cleans up that language compliance with that lower the 41 103. It identifies in the policy who the uh employment compliance officer is in 315 is identified to that person in that policy. 4105B, religious workplace accommodations. Um um before you will meet with employees to start it's to begin. So it's starting I can meet with you and don't start the interactive process is saying you're starting that process. >> Just a second. >> There's just a table on that one too. So if you instead of the >> Yeah, they they will family medical leave act. references earn sick time act removing paid medical leave act this one that's it um the

095Michigan Earn sick time act um I don't show that we approve this particular one in March. So this was new policies that was done in March. We had we approved when I look back what we sent out to the employees the notice that we did and we had but this is the actual policy deal with sick time. So we're in compliances we did the notice and everything but um this is the actual policy that the notice is back up to refer to. The next one's just this is what you approve, but we approved more specific, but this is just kind of get the general framework. So Sarah would insert the position custodian food service like we've done now. And then we we base it out, especially if they're a part-time person. 21 employee speech. Um

096this deals with a recent uh legislative or I should say Supreme Court case dealing with employees feeds or talks about if a parent objects to the instructional materials. Employees will refer the parent to a policy and then we're going to talk about that policy in 51. So if there's something that's objective, there's a process that we're going to talk about um coming up. 4403 performance evaluation. We no longer have minimally or ineffective in those 23 24 taken out obsolete language. Um we do trianuals for our performance. So basically the if the teacher has an effective rating for make it for previous three years. Thank you. Then we don't have to do the evaluate for three warriors. So it's always looks best on the past 4407 discipline. This is dealing with at the end uh extracurricular

097positions um which realize unless it's provided in the capac um the employee is not um maybe discipline for any reason unless a contract specifically says something differently for these positions um that there's a we follow discipline policy termination um basically aligns that with the current 4408 termination aligns the termination of employee again unless it's defined by the collective bargaining agreement. Um the board has the ability to terminate for reasons for not the arbitrary and again it references termination of those extra positions too. nonrenewal which is 4409 again aligns with the new legislation of effective ratings three modes year end ratings etc with the current law practice age of majority um we often have students that turn 18 during the school year so they can um what if they emancipate themselves to their parents or or

098our age process so they can make decisions to their special educ application in 504. It's very easy. They can represent themselves during a discipline hearing. their parents there. um adding the Denver, Colorado um civil rights address is the only change and I don't know why the other language wasn't stricted out but address parent uh involvement in education and that strike through guardian um was already out there and I forgot to remove it. That's not a new. It's already taken the guardian home. If you recall when we did the policies last year, parent, we changed the definition. But this one uh talks about in a copy of this policy must be included in the student handbook. So we will incorporate this policy um into the handbook. Um there's a lot that is stricken because it wasn't

099required. Um but basically um for title ones there's a parent involvement policy um which we have for title one um it's not required that you have the compact um that identified like this that we used to have in the past 5405 parent involvement parent engagement um this policy is done review and amended parents parents have an opportunity to drive meaningful impact which generally do it at a board meeting. Um what we define is parent engagement listed here is what we're looking for on that in the heading 405 it says title correcting I guess the header. Yeah, >> Brian, on this first page, the third paragraph, so this policy includes the school parent. Is that supposed to be contract contact or contact? >> Third paragraph. >> This policy to cross out a component. This this policy

100includes a school parent says compact. >> Compact. So title one us within a compact. contact. You're supposed to have a here's what teachers do, here's what schools, administrators do, here's what parents do. >> In the previous policy listed with that contract, we don't need to be that specific. [Music] Really just cleaning up title one um requirements that bring changes in the in the policy but there's nothing when you look at each one of these we're doing in some fashion in the previous policy you had the option of listing specifically what you're doing in this one it says okay we're going to provide materials to help parents work with their children home we do that with parent nights at at the building again I just picked one random one provide assistance to parents and children served

101by the district with topics like understanding state standard understanding title. We hold parent meetings and they don't probably hold them. In the previous policy it listed um or the previous version they recommend you list specific ones. They're not recommending that in this policy 5406 title funds. Um they're including they also include this all these requirements also include for perfect buying funds. No changes there. instructional programming. This will be u the process if someone objects to the instructional materials. The first level is a review of the building principal level. The second level is um at the superintendent review. Um and the option I um you can either have the superintendent be the end all review committee. My recommendation to you is that there's a review committee. So if there's some objectional material at the elementary level,

102we're pulling in Billy, we're pulling an elementary person, someone who's an objective to look at that material and the committee makes whether or not it's objective. >> So So it's a review committee. >> It's a review. >> Superintendent. It's not a a same committee every time. It's a committee picked based on the situation. >> Yes. It would be whe we're talking health or we're talking a full thread in third grade look >> and this is based on you see a legal authority recent court case and then attached to this 5407 um is the form that a parent would say I want to opt out for these reasons and then would start their review process. This is not for sex or family. This is something totally different. That's a whole different set of guidelines. >> Promotion

103retention. Um in the past policy, the superintendent or designate had a final decision. It's only if it's consistent with law. So where this I think the biggest example of the case that I've heard is I if the an IEP team decides that it's best for the student to go on I can't undermine what the IEP says. That's the example that's been shared with us um as a superintendent uh sex education. So you're going to see two parts here. The first part is our current policy. There are no changes. That is my recommendation. The second part of this is in yellow. If you want sex education and to talk the district, then this would be the policy that we would need. And you're going to see some strikethroughs that would have been in the policy if

104we had it that we would need to make adjustments to some strike through red. Uh again, my recommendation is that we just keep existing policy, but I want you to see the the options because if you're opting for option two, the sex ed, then there's a process we have to go through to get that um started. Can't really put that in the policy then though if we don't do you know what I'm saying until we have unless if we decided to go that way, we need to get the panel and everything before we put it in policy. Right. You know my recommendation is if you're come next meeting you say you want you want option two then my direction to me is we keep the policy and by the end of the year you're adopting

105policy two after all the pieces that we put in place workbased learning um previously it was workbased learning coordinator it al it it gives you the option to be could ACT program teacher could be one of our teachers. It could be our principal who's considered that Jennifer and is our work learning coordinator. 5603 section 504 references uh the policies for discrimination which is 3115 to 31 15H as well as that policy 5202 which is students abuse and neglect 51 or excuse me 5701 um it includes um manual reporters as physical therapists assistants occupational therapy is an athletic trainer and I I think it's important that this is included. So if we ever go down the road of hiring an athletic trainer, they are part of a mandated reporter 5707 which is school wellness uh meal

106modifications. It identifies when we have to make reasonable meal modifications for students who disability such as section 504. Um, and we do that already. Kathy has a a student that can't eat certain things or eat meats and all through a meal. They do that. And you'll see it adjusts the numbering throughout the policy. And then the legal authority is what's been added to this. If there was a I don't I don't know the specific example, but but I'm speculating that someone didn't make an accommodation and then the board rule, you have to make reasonable accommodations. Concussion awareness prior to the the old policy bases I think really dealt with student athletes had to be removed from games and and practices where someone has a concussion. It's not only the games but also if they're in

107physical education classroom they need to be removed which makes sense. >> Yeah. >> Well writing letter and that's it. Any questions? >> So, I'm going to get the follow on the do we really need to state the names and addresses on that one. Never ever require that. And so, that's PII on YouTube to just out publicly. Okay. Next item on our agenda is our blue devil raves. Margaret uh just thinking um and raving about all the staff that have helped with stuff. I was with the group that stuffed or we didn't stuff whatever that prayed. There's just a huge group that afternoon that Brian thought was going to be a 3-day process and it was a about a 2 and 1/2 hour process with the people that were there. So, um, kudos to them being

108the the first day, uh, of school and and, uh, all that could have been going on, but they were there helping the district. It was great. And for the staff that walked with us in the parade yesterday, um, that was great, too, and fun. And, um, it's just really good to see the staff that comes out and and helps us promote who and what we are. Thank you. Um Candace, um I just wanted to um also um go with what Margaret said. Special thanks to all involved with the educational brochures and um even currently um coming up with lectures and um uh town hall meetings that we're going to be speaking at um over the next few months. Um, special thanks to Miss Skinny who took the extra time trying to break yesterday. Um, when

109we were kind of the caboose um came a time where we could no longer see the bus. We were trying to get everybody did already get a flyer. So, um, thank you to her for that. Uh shout out to Miss Shack and um the boosters. Um and all the parents who have been working very hard the past two or three weeks. Um the uh Richmond band is um looking very good and sounding very good. We had our first um halftime show at last Friday's game and um they sounded very good and thanks to um all the parental help with that. Um it takes a lot Is that an emergency? >> That's a different That's not a emergency. >> Do you have any other tornado? >> I thought it was the emergency. >> That's not That's

110a different sound. That's a whole >> I don't see anything for weather related. >> I was just going to say what I come across here. >> You know what I say? Thank you to Brian too for just every day doing something every day. A lot of people helping out here. like hanging out they can use. Um, I just noticed last week for the first week of school all of the elementary kiddos and the teachers going out of their way um to help out when students were not knowing what teacher they were with or where they were supposed to be going and seeing some teachers and administrators and things doing that extra 1% just like the run fire plug and um I made sure Friday I um did a little extra 1% for um a couple

111teachers in the elementary building too. So um just encourage everybody to keep doing that throughout the school year and don't let it fizzle. Sounds good. Um, >> uh, just to echo the comments and sentiment of what we're already hearing about the all the staff me come together to support our effort. >> Thank you. >> Um, just wanted to thank uh for reading my RA last meeting. I appreciate that. Thank you. Um, but also I wanted to just say I've heard so many good things about the first day of school and the kids uh parents even all feeling very welcome. Um, I have a great niece that's in kindergarten. So, uh, that's her first time ever here. So, uh, it was very cool for them. So, they were very excited about it. So, they told everybody

112about it. So, um, kudos to I guess especially the elementary school cuz that's the ones I heard most about. I'm sure other schools did good, too. Um, and then also just real quickly, I uh all of the the staff and the administrators that participated in the parade yesterday um was amazing. I think that was our biggest turnout ever and last year was a great turnout as well. Um, so it just keeps getting bigger and better and so that's awesome. it just shows how much they support the district and the kids and stuff. So, um, thank you so much for doing that. >> Just to apologize for not beating up the parade yesterday. Um, so thanks to everyone who did make it. I volunteer at Good Old Days. So, I was actually running an event and

113I had to be there before the parade ended. So, I just wanted to let everyone know why I wasn't there. Otherwise, I would have been there. So, thanks for getting that done when I couldn't be there. And I just wish to add pretty much what everybody has said here. Um I had the band down. They did a great job what they're doing in the parents and that goes from the night I was at the football game the night before and all the support there and how they clean up afterwards. And same thing after they were done marching the band. Thank you to the bus driver, I don't know her name, who drove the bus yesterday in our parade. She did a great job. Um thank you to our students. We had plenty of our football

114players out there, cheerleaders. I don't want to miss anybody. Um that participated in the parade yesterday. Uh it was it was a really nice turnout. Um and thank you to our staff again who was at the parade yesterday. We had a nice group, good group. We did I think we did better this year. We didn't run as much because we had so much help. We had so many >> Yeah. And maybe that's what it was. we had more help coming so we were not running all over the place so that worked out really well. Um and I also I worked the blueevil days and I just wanted to really thank the staff of um it was so cool being at the elementary school because we had a lot of new new parents and I worked

115with Billy on it who had no clue you know the Billy running thing and so we kind of got into a routine um with Mr. Gibson over there. So, as soon as we had a parent who didn't know, we'd get him to take them around and things like that. Um, again, same thing at the middle school, not as much at the middle school cuz I know we were there later. Um, the high school again had good group, everybody real supportive. Um, I found out ladies about the emergency to get a parking pass. Anyway, so this community has really really pulled together here within the last, you know, couple weeks with everything that's been going on and I truly appreciate it. I think we've done a great job. So, thank you. Okay, next item on our

116agenda, ladies, is our student report. So, Kelsey and Elizabeth. So, last week was a good week for all schools and we do have events coming up as well. So for the high school, we have homecoming planning underway and we have 40 students attend the first student government meeting with this semester concern day is next Tuesday, September 16th and some of our teacher cadets, mostly year threes, entered their placements in both we and middle school day. For middle school, we had an excellent night with record numbers of families in attendance. Positive energy was contagious, making our official beginning better than ever. The first week of school was a great success with our students clearly ready to be back and ready to learn. We were so excited to welcome so many new faces along with familiar ones.

117Hold the mic a little bit closer. Try it now. Okay. NA testing begins this week at RMS and will continue through October 2nd. All students will be tested in math, reading, and language usage. Football sports are underway with our football team doing well at their first scrimmage last week. Volleyball and cross country begin this week and our football team plays their first official game on Thursday. Many of our clubs will begin with next few weeks as we encourage our students to sign up for what will be available there. Mala and Mr. Knight would like to thank our NJHS students for their help with during the doubles night and selling our smile day t-shirts. More about smile day in the coming weeks. Um the elementary was buzzing with excitement the first week of school. Parents and

118students were welcomed and were welcomed with music and dancing. Um preschool had an amazing start to school year. Tears are joining and smiles and they are building great relationships with their peers and teachers. They had amazing turnout and they are excited for their 2025 to 2026 school year. Um they have their first PBIS assembly um coming up. It'll be both based on belonging and they'll do their house sorting um based off of our athletic academy. Um so the elementary is a place where everyone belongs. Um for athletics, the first week was really good for September. Boy soccer won against Austin Catholic Elenac and Davidson. They had their game day receal. Okay. Um and then girls had a quad match on September 2nd where they took on Gerber. Is that Marian? Okay. Marian and Notre Dame

119Prep. On the fourth, JB football won 26-6 against Yale. And the fifth, varsity football won 21 to zero against Yale. The energy was really good at that game. Um the next game is Friday and it's USA team versus Croslex. And then watch out on the track Friday for some of Richmond's little cheerleaders. Um kids ages 12 5 through 12 are attending the camp this Thursday. It'll be during the first quarter at our US. That's all I got. Thank you very much. Okay, next item on our agenda is our superintendent legislative update strongly. So I'll start with the district update. Um it's been said here many times the last two weeks we've launched not only with staff but also our students. Um it has been a great start to a school year. The staff have had

120a lot of positives on their professional development. Our keynote speaker was Kim Bearden, co-founder of Brian Clark Academy. She really focused on the emphasis of building authentic relationships with students as well as staff and colleagues um and being that 1% better. Um at the end of the week, we had a district-wide um uh session by Dr. Sean Bishop who talked about um artificial intelligence and the world our our students are growing up in. Um there was a lot of note takingaking, a lot of um ideas and strategies to use and incorporate. Um, but I think the big takeaway is we need to have a conversation with our students. Um, because if we're not helping them guide through this unchartered territory as far as what's appropriate, what's not, when to use it, when not, um, we're

121leaving them up to themselves to do what they think, and it may not be the best decision. So, um, a lot of ideas in staff. I know Miss Barb, who is at the tent, has already used it in the child care. um she talked about some of the descriptive words and creating story books unique to kids and so forth. It it was really a phenomenal event uh PD at least I thought it was um and I had a lot of staff compliment and really talk about how they're going to their plans for this year. We ended Thursday with our Richmond alumni alumni uh attorney law uh for Jennifer Starland who did our legal updates which is always a good thing. in that legal update, she talked about these parent opts and so forth, that policy.

122Um, so we're good timing. Um, this last week was a great first week. Um, kudos to Tracy Thornberg, our our pupil accounting registrant, and and Sarah. Um, we have been enrolling kids, enrolling kids, and it's been an all hands on deck. We've had people from the business office helping. We've had Margie helping. We've had anybody and everybody to get families in. Uh and this week we still got a uh in our school choice window did close last Friday. So the registrations we're getting to this point their district res I think they have eight scheduled this week. I think it was um those are people moved into the district. So all those enrollment forecasts um it's coming. Right now I believe we're about 35 up from where we were in June. So um upcoming dates that

123you hear. We'll have another board meeting, but homecoming is coming up very soon. Um, so September 26 is the homecoming parade and the football game, which will be um coming up very, very soon. September 27th is the dance. Um, that following Sunday, we have our academic hall of honor and athletic hall of fame at 1:00 in the auditorium. And then, believe it or not, count day is coming up October 1st. So, um, everything's moving very quickly. Um, just want to remind the community and the board, if you haven't, refer to the information on the on the bond proposal as mentioned many times here tonight. Uh, we've been going out there talking to community groups. Um, we had a lot of conversations this week at good old days. Um, the page has been updated. Um just

124from the perspective of um these are all the meetings and sessions that we've gone through or try to get the message out there. These are all the ones that are scheduled to come. Uh we have also on here I did an interview with the city of Richmond. So that's at the bottom if you want to look at that. We have all our flyers that are out there. Um the one that's going out um this coming Wednesday will be Lee Elementary School. So look for this flyer in your mailbox on Wednesday. This is one we passed out our good old days and continue to pass out. Um but here's the video if you want to look at return. So I can honestly say looking at this and just comparing other district there's a lot of information

125and we are extremely transparent. I mean I encourage people click on the bond app. It will actually show you the rooms and the budget and dollars and so forth. We had questions this weekend regarding the uh millage rate. This is the actual forms that we have and then the actual projection of where we are for military. This is the reason why um we can say no increase. So um if you have a question ask don't try to make it up. So we're out here to give you the information. So from a legislative uh session um the there's no budget as I've mentioned or no progress made on the budget. Um despite the legislators being in session last week, um we we aren't aren't having really much luck getting anywhere. Hopefully there's some behind the doors

126conversations happening. Um you saw today with from Tammy that we are in really good shape when you consider the big picture on weathering in activity in Lancing. Um if it's the best political way to to say it. Um I do want to share with you this. We do know the House passed their general fund budget. We have the Senate version of the school aid budget last year. I said last year before June and we have a House version and we had the the um um governor's version. None of the school a budgets are really being talked about or adjusted at this point. But I think this is important to share based on what we know on the House general fund. Um, as you know, our ISD is probably the best ISD when it comes to

127looking at numbers and analyzing and so forth. So, what they put together, um, and that's what I'd like to share with you is this document here. So, I have one if you want to look at it. I think I was one short either this way or that way. But um this is the house budget, the general fund budget and what they the shell game they're playing. Um so you're going to see here and I'll say line one, House Bill 4180 and 4182 that was passed exempts motor fuel exempt motor fuel and from sales and use tax. That decision takes $700,000 out of the school a budget and removes another 104,000 billion not thousand billion dollars out of the general fund. The House bill proposes an increase in the motor fuel tax and that increase goes

128to 100% transportation. This is how they're paying for the roads. So the transportation fund would see a net increase of um $1 billion. Move down earmarking income tax to replace some of the other taxes by year marking 755 million would go to school aid. The general fund would lose 850 million. There's a question on this MBT rate change and I don't I don't know a whole lot about that. I'm still learning about but it's a net zero in this one at this point. Um changing the CTI distribution change would take it out of the general fund and put it into the transportation. So you can see the net transportation would get the 3.2 billion that they've been looking for since this conversation started. >> What is the CT crit? I'll give you just a minute.

129Sorry. Um when we look at under the education how that affects it. Um the House Bill 4580 takes general ed costs out of state school aid and pays for higher education colleges and universities. That's a billion dollars are taking out of the school aid fund to pay for higher education. At the very bottom, it's important to remember they're already taking $800 billion out of school aid to pay for. So, we're getting close to almost $2 billion out of the school aid fund to pay for colleges and universities. >> So, that's where the free college is coming from is from the high schools. Am I interpreting that correctly? >> That's part of it, but also the universities get money from the state aid and they can get it per pupil allocation, but they also raise tuition

1304%. >> Right. There's usually a cap that they allow them to raise it, but they can still raise it. Yes, it's a it's a shell game of where they're paying for all of this from, but the net on this one is more than $2 billion in the House bill that's was passed and what they currently are doing. Almost 2 billion is coming out of the school a fund for higher education. Various reserve fund, one-time funding, all those categoricals we've been talking about. Um they're basically taking them and putting them into the school aid which is about a billion dollars increasing the minister's cost. They're going to pay for it out of the school aid but remember on the district on our end that was supposed to come down October 1st which is about $593 million

131that goes away and they're going to pay for that difference out of the school aid. So, when you look at the total, um, it's $675 million that they're putting into the school aid, which may sound really good. >> But when you take out all the one-time use money that they only budgeted for one time, a billion dollar, they've created a structural deficit in the school a fund of $476 million. So when you look at the house school aid budget for Richmond, it looks on paper very good, but when you do all the shuffling the net losses of the categorical and you're putting on it's not it's not that good for us. This, like I said, this retirement cost line 8 is only for public schools. It's not for um charter schools. things to think about.

132Line number 12 is notes. These were these are from notes that we received. Um this package gets on their 2.2 billion to fix the roads. Okay. Um 2 billion of the general fund um um is created through cuts to program. You might have heard on the news different departments in the general fund that are potentially under the house getting cuts. That's how they're getting they're cutting that too. That's that CTI distribution. Okay. 2 billion are cuts in departments throughout the general fund. Okay. And then I just I added the 14 and 15 line. Just a reminder this year we did not get a per pupil increase um but charter schools did and the currently the school aid is spelled wrong. It's a um is $800 million currently out of the school. So in our conversation

133is if the current house school aid fund is passed as is and signed into law and the current house road bill is passed, there's not enough money to do both. So the house if this is the general fund that's going to go through and potentially be they're going to have to adjust the school aid to account for some type of reduction. No, we're going to increase our fuel tax for more. >> Just I thought it was interesting. I thank Chris at the ISD for giving us this. It's a it's just a you know they're very on top of anything moving in and um basically cost the out the impacts going to be. Um the last thing I have for a legislative update is um not much has passed. I want something to pass. I want

134to give kudos that they've done something. But House Bill 50 or House Bill 4024, um they did pass at the um House level on the way to the Senate. Basically, um restroom stalls have to be based on your biological sex. So, a male biological male stall. the way and despite your anybody's position on the argument, the problem with this bill, it's not so much in Richmond because what we do um what they didn't take into consideration is emergency drills. In some schools, a bathroom is a place where you go to during a tornado. I found out today we don't put kids in bathroom. We do hallways and so forth. But in my prior district, we had many times we would put a class in a bathroom that violates the law. They haven't thought this through.

135There are issues that uh if I have a female coach coaching a male sport, there are times that obstacles do. I mean, there's they go in because there's an issue that the law prohibits that from happening. So my hope is that this does become law that on the Senate side some of these nuances are fixed before it becomes permanent law because this could be could be problematic just in the implementation. What's what's the name or the number of the number of this bill is 40 24 House bill and I think we've seen here many times sometimes when bills get rushed through they don't think the consequences and this is this is just a small piece I'm not using an example but it's a small piece of the bigger problem we have um because I know

136in the budget discussions they're talking about adjusting There has been conversations again with property tax. You're talking a you're talking about other things that took years to put in place and you're going to adjust things in weeks. It just it's not good policy. So >> that's what's most important is a bill like that as opposed to getting budget together. That's all. Anyone have any questions? >> No questions, but just on a positive note, um I just want to say real quickly, you know, um that I keep hearing all this stuff about the Ron Clark Academy and how all these teachers and staff have like implemented all this stuff and they seem real excited about it. So, I just wanted to say um that's that's almost like brings like new life into a lot of the

137staff, I feel like, you know, having experienced that. And so just thank you for making that so accessible. Um I mean that's really I think done a lot for the staff. So thank you. >> You did talk about that in that whole thing. That's why just the key that is we're not duplicating that what works for us in our school. You're >> absolutely right. Staff is re-energized ideas possibilities. Yeah, >> there's not a ceiling. >> There's a lot that we can do and the house is really >> and it will be baby steps, but we'll be >> okay. Next item on our agenda is our items of interest. Candace. Sure. Um, so I just thought I would share one thing that was brought to mind Brian's attention. Um, when we held out at the booth

138on Saturday, um, I just thought I'd share with the rest of the board. there was a document that came up and um in so many words um urged us to think about using um union based um um companies to do some of our bond work. That was one of the concerns that he had. Um so I thought that I would just share that with you guys for future thoughts um when that time comes. Just wanted to share that. And the other thing is I did receive this in the mail for the scarecrow. I know a couple of the board members um we chose to do um one of the scarecrows in town um from the school board um this past couple years. So, I don't know if anybody is interested in being crafty. Like I

139say every year, love it. I'm not crafty. I love it. But do it. I'm not crafty, but I'll help put it all together and set it up. >> Yeah, I'll help you. >> Yeah. What's the timeline on that? >> Yeah. When do we have to have it up? >> So, mid October. has to be set. I feel like with me being on current record since I vote, I really shouldn't help cuz that might be a conflict. Okay. No, it says um that it has to be set up um the weekend Saturday, October 12th, so by the 13th on Sunday, and then they'll be taken down on November 15th. I see why not. So, I know. Yeah, I've been doing it. Yeah. Yeah. Whoever is interested >> if you Is it? I think there's a fee,

140isn't there? >> I'll get that paid. >> Okay. Anyone else? If anyone has any ideas, share them. They did work. Anything else? That's it. Thank you, Sandy. >> So, um I'm sorry. I do have a few just because I wasn't here at the last meeting. Um I did watch the last meeting and I did read the minutes, so I'm pretty up to date. Um and I just I just cannot express my displeasure or whatever. I don't even know my um disgusting I'm disgusted with the state and the fact that we have no budget. So, um, just curious though, Deb, did did we get the letter out? Yes, you had sent the letters out. Great. Thank you. And then, um, well, first and foremost, I probably should welcome Elizabeth back. Thank you for being here. And

141also, Kelsey, welcome to the board. I didn't get a chance to do that. Oh, yes, cuz I wasn't here. Um, I should have started with that. Um, I also have, um, let's see. Oh. Um, on the last meeting we we did we approved some repairs to be done to the parking lot. And I'm just curious. I was just thinking about it today actually. Is there an opportunity for us to I don't know as the company that did the work in the first place as to why we had to have repairs done? Cuz wasn't this just done not that long ago? That's my like wasn't the parking lot there done not that long ago? >> It it was done in the 19 bond. I don't remember which summer it was done. >> Mhm. >> Um the

142original scope of the bond was a complete pole and tear out of the whole parking lot. When they pulled up the asphalt, they tested the soil. the samples came back as you don't need to pull it up. It's solid. Okay. So, we didn't pull up the bond with or the the soil which was part of the original scope. We just pulled the asphalt and redid the asphalt. So, I don't know the answer to the question other than it with a big contractor bid on it. They were planning on pulling everything up. when we did the soil test, there was no need to pull everything up. So, it was reduction the cost for the project. So, there sure um we we whoever tested the soil gave us wrong information. I'm not and I'm just saying, you

143know, I'm just curious if there's any opportunity for segregation in that cuz we of course are going to rely on these professionals to tell us whether or not we need a complete tear out or not. We replied we relied on that information that information was incorrect. I was not why I mean what happened you know what I mean like isn't that why we ended up in the situation that we ended up in? Well, there was a pipe that wasn't on the scope of the drawing. So, they they didn't test the severity in the pipe. So, we didn't know that pipe existed and it wasn't into a drain. Catch me. Okay. I just think that the company would have known that there was a pipe there that didn't work or that whoever they relied on to

144do it. You know what I'm saying? To give them the information. Like cuz I understand they may have relied on a different company to get the information and then that company relied on them and then they did the work a different person you know place did the work like I understand that but I'm just Yeah. Thank you. >> Um I'm not sure. Hold on. Okay. Okay. Yeah. And then we have um in the past we have had a committee for the um for the appreciation staff appreciation celebration and last year we kind of got a little bit of a late start on that. Um I saw in the calendar that there's already a date for that. Um, and I'm guessing it's just a, you know, approximate, you know, date in the detailed calendar. And, um,

145so I still don't know if like we should start that now and start the meeting now so we at least get the venue in order. Um, you know, I mean, I don't know. I feel like we kind of we kind of were had to get it together like last year. >> Yeah. Yeah. >> I don't know. I recognize whatever. >> Okay, let's do that and then I'll bring on the agenda. Great. >> Yeah. Interested in getting on that committee? >> Yeah. Just so we can start figuring things out, I guess. No, I think it's a good idea. Then we're not rushing around, right? Okay. Um and I think I think that's it. I'm sorry. I know I have a lot of little chicken scratch here. I think that's it. Thank you. Thank you. Uh Danielle,

146Sarah, good Raymond. >> Uh a couple things going back to a couple board meetings ago and this one would be for you, Billy. Uh when we were talking about the standards base grading, a question I I thought of but at the time didn't ask. Uh it was mentioned that the the Shine program is kind of tied into the standardsbased grading. Can can you explain more of how that how that works? >> Sure. Um are you familiar with shine do you need more or explanation on what >> I will take more. >> So with standard often times in traditional grading there's a component built in for kind of those behavioral pieces. So it might be participation or coming to class prepared with your material. So those things are sometimes added into the grade that you receive

147through the class. And then I mean probably um citizenship at least it was a high where you had like pay attention rates that might be a section of corporate I know it was a high >> and so that so that's its own kind of very I don't say very separate cuz they're tied together but it's it's a it's highlighted through that gy and I you forget what each of the letters stands for but it's an acronym for their citizenship qualities. Um, and so it just because we're not including that in the grade because the grade is only based on the standards that still allows us to make that a very important piece that the students are learning. They're learning those responsibility things that we would want our students to be responsible about um that way

148versus as part of their degree in the classroom. So that's how that is too for a parent. >> Okay. But but it just their behavior does impact their grade with the statutes. >> So not their proficiency score at all. So not their PE or their you know proficient, not proficient, not that at all. That would be part of their shine score I guess. So that's where and then based on that the shine, you know, there's different things they can earn or you know privileges they can lose based on that. you might be referring to and in fact you are correct if you I misunderstood you but we talked about in this year's report card where there's any no evidence no evidence so if my behavior is I'm not turning in work I'm not doing something

149then yes that's going to affect my proficiency cuz I'm having any no evidence because I didn't give the teacher something to prove it but if I'm doing the work and showing for then that's going to be based on your standard did you meet the standard or not, but I can be a disrespectful student and still do the work and that's going to come out the shiny part which you're going to learn respectful. >> It's a citizenship, >> but it's not really a grade, right? >> Yeah. the the standards base is strictly your academic piece whereas in the days I went to we would add in our citizenship and everything would all be in that grade and we are not doing that >> right well that that was my confusion because it was mentioned what's part

150of it but I was like okay well so like how is it part of it >> right so it's part of what we're teaching them it's not part of their proficiency score so yeah that was psychologics it's definitely as part of the emergency score. >> Okay. >> For the secret as a separate entity. >> Okay. Um thank you. Appreciate that. Uh and then the other one um is is kind of Brian uh we're this as booth. We had a a kind of a short conversation about the status of the school resource officer and I don't know this may be budget related um because you had mentioned that the resource officer in part is based off of grants that we received from the state to fund that and so if you could refresh again >> what

151the status is of the the school resource officers. So if you recall last year we budgeted school res officers x number of days and extra hours I don't know off the top of my head and some point last year I reported the board that the hours that we had budgeted for and the hours the actual resource officer worked were differences and so when we had a meeting with the city um I don't remember the dates it was sometime last school year um we were trying to fix that so that if we were expecting ing him from 8 to 3 he was going to be here. So at the end of the year the city agreed that whatever hours we could he was documented as being here we have them signing in and out every day

152in every building or the daisies here in every building. That's what we would be built for. So what we planned for and what we actually paid are two different numbers. Now fast forward to this year. We're having a conversation not such a schedule that resource officer the time. So with that the follow is we paid for that out of 31 AAA last year and 31A doesn't exist in either. It's been a while since >> it's significantly smaller. I don't think the existing one, but it is the house. They rolled everything up into just the per people. So, right now, we don't have an idea where we're going to pay for it because I don't know what if it's going to be paid out of grants and they've reduced that grant, we don't have the carryover

153we used to have on grants to sustain. Now, given what Tammy showed you, that expense lineup, if we keep running the expenses like it is, regardless of where it's being paid for, we're going to have that expense. So that's the conversation I'm trying to coordinate with Dayton John Moore the chief is got okay if we wanted him x number of days then our expectations he's going to be here for those days because that's what basically what I stood up here and told the community is he's going to be here we don't have every day we have 5 days but we had a schedule that you kind of couldn't it was a random schedule so that if you kind of didn't know when to expect them so if something bad was going to happen they didn't

154know be here, but we always knew he was going to be here. We're expecting that if we're going to say he's going to be here on this Monday, he's here on this Monday other than if he's sick. That's where we're at. So, um, right now we don't have really visit me in our building for week one of school. We start we got to figure out what that schedule looks like. That's where we're at. Well, funding wise, I I'm upset. I don't know where it's going to come from because if either one of the budgets approved, then we're going have to figure out we don't have enough money in 31 AA cuz it was reduced. Remember, we got the building monitors that are part of that cost. and the carryover. We have one more year of

155what current program we have in 31A, which is not the resource officer. So, if we're going to put the resource officer in 31A, which is the at risk, then we're going to have to look at programs for next year. We don't have, am I saying this right? We don't have enough in the carryover to sustain next year's program regardless of what the state does. That was a long answer to uh open up, but that's a complicated. Well, that's that's confusing. My biggest thing is that our our builders expected the resource offer to be here x number of days. Last year, he was not for a variety of reasons. Um and from a grant perspective, we can only pay for what we have documented for. So we paid what the signing sheet was for the attorney

156or the resource officer which was a lot less than what we were budgeting last year. >> So when was the last time we didn't have a resource officer? >> I don't think I don't think since I've been here we've not had one. We've had one. We used to be when I started here was budget was about $10,000. Now the budget's nearing 20 25 because they changed the way they in the city how they charge us for the resource. We used to be charged as whoever they backfilled the resource which was usually a reserve officer or someone we got that rate because kind of like a sub rate if you will. We paid the sub rate. Now we actually pay the rate of the resource officer which is a lot more. So it's it budgeted well

157over $20,000. I don't remember what the final bill for last year was. I don't remember pop off my head, but it was less than that amount of budget and that was based on x number of days throughout the year, which look at all the signage sheets. We didn't have those days there. And and I'm not talking the days where I'm sick. I can't come in. It's all over. Yeah, that happens all. I'm talking we scheduled them for the 7 hours. We had a half hour with them or we had three half hours cuz it was a visiting school. That's what I'm talking about. >> And the responsibility and we talked about when you go to the high school, these are the things that we're looking for you to do when you're at the elementary. and

158they were different at the different buildings obviously because the agent kit. Um and then we had the schedules rotated. So if you had the morning at the high school, you were at the afternoon or the evening on a different or afternoon or midday on a different day. So it was kind of a rotation schedule. Elementary presents out in the parking lot for those parents that struggle following the pattern. That's important in the morning and at the high school presence in the afternoon is important. you know, getting kids out of here safely so they're not peeling out of here during the day. It's building relationship with kids, doing some conversation. You might have seen some things on social media like donuts with Officer McCoy, which we did, which are positive, building that relationship, but um at

159various levels, or working with a group of ST kids that are making some poor choices, if you will, um help them trim that around. Well, I guess I would I would really like to see us try to find fun something or that >> our plan is plan is not to eliminate it, but it's to figure out a a schedule that we can when we expecting that he's here. >> And again, I I understand e police emergencies happen and everybody's being called, we all get that piece of it. Um, but there's more of the nons schedules than not working the schedule than working the schedule that we experienced. >> When's your next meeting? >> When's their next meeting? I'm trying to bring time to John Moore and and meet meeting dates. That's >> so until then,

160we just won't have >> they're they're on call. There's an emergency, they're on call. We still have um the security monitors are doing the security checks throughout the building. Each doors are closed and and in the building. They could be in the hallway during passing time. They could be um you checking to make sure all the doors like I said are closed. Those security features that still exist. >> Yeah, I just hit those two. Thank you. >> Thank you. Um Marry, I'll add is the girls have shirts on tonight that they put together. Um one of you stand up so that the board sees what the back says. They wanted something that they could wear to board meetings. >> Got their names. So they so that's their uniform, I guess, if you will, that they

161wanted something that they could have they could wear to board meeting. So that's what they had tonight. And so in their conversation with me, um they if if members of the board were interested in, you know, a shirt like that said board or something on it, you know, we could we know that Mr. Wongsley is not a t-shirt person. So we so we had looked into, you know, polo for him, but um cuz we were talking about what everybody wears, you know, what's the appropriate thing to wear to board meetings, you know, that kind of stuff. or something. I was trying to wear something. >> Yeah. So, they they just came up with this idea. So, if if anyone else is interested, just shoot me an email or something and we'll try to come up

162with something for us. Um, if we're interested in doing it, but I think they look really good. >> Yeah. Would it come in a sweatshirt for like us old people? I feel like I always I close my hand. That's all I have. Okay. Thank you. And I didn't have anything to add to that. Next item on our agenda is our public comments. Since the last board meeting, the board has not received any emails. Uh there were no public comments from the last board meeting we need to address at this time. Um any member of the public may address the board. Please sign in and state your name and address. I guess you'll have three minutes to address the board. >> I have to do my address. >> No, just give us your name. >> Yeah,

163I So I would need to say it. >> Okay. So just give us your name. If you put it on the sheet there, I'll do it. >> Okay. Thank you. I'll go ahead and start and then I'll sign a sheet so you can get going faster. Um, so my question was uh I have looked it up to uh when see you at the polls uh comes up and it's always the 4th Wednesday of September. So, it's September 24th, and I was just wondering if a time and place uh has been chosen, and if not, it could be chosen. And then I would really like to uh forward this to the local churches to put in their bulletins and try to get a little more. Last year was me and five kids, so I'd like to

164get a little more. Um, I think there's more people that would come if they do want Mr. >> Okay, that'd be great. Okay, cool. Thank you very much. Any other comments? Right. Next item on our agenda is a board action. Mr. Rley has requested to speak before we actually motion. So last year, and I don't remember the time, the state passed a law that said we have to put water filtration systems on um drinking. Basically, it's kind of a very simplistic form. So, we submitted our application based on um how many drinking films we have and so forth. We were awarded a grant um stuff we have 13,900 >> $13,900 and that's what the state ran out of money or estimated what we could do the job for. So we had to put it out

165to bid and so we got the bids um back. There were two companies, one of which rescended their company. >> One came to the preview meeting that decided not to and another company that wasn't at walk through preview meeting did. So we had one that was in one that came and one that didn't come. Does that make sense? Yeah. So when you look at these bids, this is a lot more money than what the state gave us. So Tammy and Preston sat down and kind of narrowed the scope down of which ones I guess give us the biggest bang for our buck for the drinking fountains, >> which ones were required by the which ones were our option not required. So like for instance a classroom drinking fountain other than early childhood preschool is not

166require a filtration system cuz it's not a common drinking source for the building and anybody who's in the building at least in a nutshell. But a drinking fountain in the hallway is a common source that we need to put filtration systems in. and we did put some in the middle school when we did the renovations, the bottle fillers. Um, here before you tonight is a board of contract um to put drinking fountains in um in the areas that we need to put them in because if we don't put them in then we have to put a sign that says I don't think that's good PR for the district walking around with here's a water fountain but don't drink it because the consumption is not safe. We have in our we check the water. We have

167samples taken and and we flush the water fountains out and everything like we're supposed to between before kids come back and s back for breaks so that it anything that sits in the pipe here. You get stuff in your water. It's all flushed as part of the custodial duties that we do. So that's what's here before you. This is grant dollars. However, there's going to be some that you go all over the grant because we've got to get the drinking B fix that capture again. We didn't miss anything. >> We we are still through those classroom drinking fountains. We are still filtering them because we want kids to be able to drink out of them. However, we did change it from at the elementary school, it's where most of those drinks comes are from having

168the company install the filters to having our staff. We've talked to the biders and they both assured us that yes, this is something your staff can even though it's not. If you can change, you know, do some plumbing on your state and spell your own fing. So, we're confident we can do that. That saved us a ton of money. We also had some optional problems elsewhere that we were converting. You didn't have to convert them. So, we're not doing that. But all the places that required will have you know the >> filter filtered water and we have to do in the kitchens um because that water can be used for cooking. So those are also in this but the things that when we narrow down to what we use took out things that weren't required

169and that we know we don't have to do. Did we have to change some that we already did >> to update them to no be approved? >> If they're not filtered, we have to get the filter and a number of them are not filtered. I don't all of them are not filtered, but there's a specific filtering system that it meets the state guidelines that we have to use. So, there are some I think that were installed. But the good news is the electrical should be already attached to them because you need if they're water filtration, they have to have the electrical. So we think that's there for most of those that were recently installed. We'll know more once we get the contractor on site. So we have recommended to put in the cost for electrical

170just in case start taking things. We're still making assumptions. We don't want to make an assumption. And you also see in the action there's that um that 5% know it's like once we start pulling the drinking fountain off the wall we don't know what hopefully it's a good it's a one to one but there could be some other things we got to deal with like electrical so I just want to give you the context of this um that I'm we're doing everything we can so that we don't have any drinking fountains with the label don't drink this water and they have a certain label got to say, but that's the essence. >> Any questions before we >> it's so for the cost for this that's the initial replacing everything that's going to be replaced with

171the exception the the mountains that are in the classrooms individual classrooms. What is the additional residual cost? like how often the filters need to be changed and is there like they're good for a month and or how long is are the filters good for? What's the cost associated with replacement? Those costs are going to come out of our our um operations budget um as they are during right now with the middle school filter um the filling station. Um, but we don't know that. We don't have a definitive cost. We have we start ballparking what we're going to look at that line item for um for that account because um and I don't remember off top. So I I get to this if you want um how often those filters have to be changed. For some

172reason I'm thinking 6 months because they do it usually during Christmas break and then again I know they do it during summer break. That's why I'm thinking it's a sixmon in June and then to come back in December to change them. So mainly twice a year we're going to have a filter cost like we do with our f our units right now. We have we change those stuff twice a year. And is there any any way casino this is a state mandated requirement and we got the the initial 113,9 or is there any supplemental >> that we can apply for? >> I I contacted the state and asked them if it was possible to increase the grant that we received just to say okay now this is what you gave us but this is what

173our cost can we amend the grant to get a larger brand to cover your cost. So they said no. They also sent out that they are doing a round two for these grants. However, if you got first grant, which we did, you're not eligible to particip participate in another. >> Yeah, just another case of the state telling us that we have to do this and spend money, but >> Right. Right. >> It's very common. >> Okay. Um, yeah. at our custodians blend primarily is the one that's changing the filters um as you our our water filter we have and also we train certain so we start changing our our air filters to bring that cost down from third party unit just replace the filter cost for those units but and and for the filters that

174that the staff can just replace themselves that's just that come out of our general fund now >> that that will come out of the operation reasons become general fund. Okay. And then on the uh the one page here of the um cooling and heating uh let's see the in the third paragraph it refers to price by the bid for 8400 whether or not we use brass bubblers. Okay. Not a brass bubblers guy. Um what are the pros and cons of that? My my understanding is they're tamperproof and so it's whether or not you want the upgraded cost for those bubblers that are tamperproof and they're made but um Preston and vendors have taught they don't feel we need that. So that cost would be a reduction to their and that match the Okay. >> Yep.

175That's all I got. Thank you. >> Okay. I'm looking for a motion for the approval to award a contract for Filter First Healthy Hydration Project. I move to accept the recommendation of the superintendent and award the contract for the filter first/healthy hydration project to contrast mechanical ink for a total not to exceed $124,650 plus $12,000 for electrical work or $136,650 plus 5% for unknown site conditions as outlined in the attached documentation for which funding from the filter first/healthy hydration ation grant and the 2025 2026 general fund is authorized. >> Thank you. Any discussion? Okay, this is a roll call vote. Margaret >> I, >> Raymond, >> hi. >> Candace, >> hi. >> Sandy, >> I Sarah, >> hi. >> Danielle, >> hi. >> I vote I. Motion carries. Being no further business, the board will

176adjourn at 9:30. Thank you everyone. Heat. Heat. [Music] Heat. Heat. [Music]