Richmond Community School Board of Education Meeting on August 11, 2025

001[music] Good evening and welcome back. Uh the regular meeting of the Richmond Board of Education will come to order. Please stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Sandy, if you can please read our mission and vision statement and take role. Sure. At Richmond Community Schools, [clears throat] I'm sorry. I'm so sorry. At Richmond Community Schools, we provide a quality education that empowers students to be successful in a global community. And the vision statement uh is to foster a culture of academic excellence, creativity, and character, ensuring and ensuring that all students are prepared for success in an everanging world. And then uh board member Cunningham

002here. Board member Michon here. Board member Sutton is absent with notice. Board member Telto >> here. Board member Styer >> here. >> Board member Gillis >> here. I board member here and have a Thank you very much. I'm looking for a motion to approve the agenda. So move. >> Thank you. Any discussion? All those in favor? >> Opposed? Motion carries. I'm looking for a motion to appro approve the consent agenda. So move got Sarah on both of them. All right, Sarah. Uh any discussion, Mr. Walmsley? Um you should have a revised personnel report that was placed in front of you. The updates are highlighted in yellow. Um over the summer there's been several uh movements. Um when you look at their um the layoff section of the the personnel report uh other than the general

003education parros all of them in some fashion and the recall as part of the process for staffing that we go through and following the contract language uh the general ed pair pros are still on layoff because of the um they're based on enrollment what we put in for last year you'll see some new hires um the track team coaches rested there Christopher Gerro Uh Charles Hicks, custodian, Lorie Humpberg, uh formerly Wagner, director of transportation. Brian Cooper, boys, assistant soccer coach. Uh Nicholas, uh Optic, uh thank you. Another PM custodian, uh Tracy Thornberg, um our people accounting person who replaced Sarah when she moved to uh director of HR. and um Rose Mena also a PM custo again you'll see a lot of the recalls you'll see some resignations that have come through um and there

004were no retirements or terminations um at this point there were no questions I received regarding the minutes or claims and accounts for June and July which were in your um packet um the the people uh the enrollment report that you have in your packet that's changing by the day So that was done two weeks ago, a week and a half ago. So it's already changed. We'll be updated some questions. >> So then the general ed the numbers. So then the next meeting in two weeks with it numbers wise with those people is that >> we'll look at we'll look at enrollment numbers and see if that's we want to put a parro in those classrooms. Right now our kindergarten are averaging about 20 students in a class. Okay. Um, their target it says a little

005less there, but actually that's what we were talking about today. They're about 20 students in class. We began talking about those pair of throws in 24 25 last year. >> Yeah. >> But we look at other classes too if there's a for um this is new then what we got. >> That's that's updated as of today. The one that was last week there were some that were not there. We want to make sure. >> Okay, perfect. And then um so then the way that I understood it, I guess we did the layoffs or whatever. Not everybody's been recalled at this point. Is that >> all all the GSRP has been recalled. The um child um preschool has all been recalled. The only ones currently on layoff are the general education. >> Okay. And we have

006two special because there's I forgot to miss this part but um Miss Freeman because of the enrollment staffing kids we don't need them at this moment. Okay. >> But again we could have student that enrolls tomorrow but we need a oneonone and they can call back. >> Okay. And then just one just one other question. Um I saw here a position for the secretary to director of human resources and is that a new position then >> that was if you remember we took Kristen Lane's position was in our office and we split them into two positions. Thank you. Yes, >> we have not filled that. We filled Jacob. You approve actually Jacob is at the last meeting. >> He's part of the athletic office. Okay. Thank you. Anyone else have any more questions? Okay. All

007those in favor? I >> opposed. Motion carries. Next item on our agenda is our standard base grading presentation. So, at a previous board meeting was talked about. So, um we put this on our August calendar 2 or 3 months ago. Seems like forever just a couple meetings ago. So, um Billy's here to talk about standard based grading and I asked Miss to join her because um it's primarily the middle school student um that had started this process several years ago. Eric got my link for the little video part but not the >> mad. Okay. to tell me what it's like. >> Okay. Um, so our the timing of this was good as far as the question coming up because Jen and I and um Mr. Ma and Mary May had done a refresh with the

008staff earlier in the year um as well. So we were able to kind of pull some of the information that we reestablished with the staff to kind of bring forward for you all this afternoon as well. Um again the timing was good has kind of been on I think forefront of everyone's mind. Um and then presenting Jen and I are kind of a team to do that. I have kind of a long history um in standards based grading and um doing different trainings on it being very involved in that as a grading practice and Jen came in when she came in to Richmond it was very new to her not something she had experienced before and took a little bit of getting used to I think we would say um so we kind of make

009a good team to I think talk about because we come from both angles go ahead um so I just included a couple of um again kind of post it. It's really when I think about standards based grading, I think about again grading practices a lot more than I think about like the you know report card. It's much more about just the whole concept of what are we focusing on? Where are we starting as teachers? How are we deciding what information is going to be the most important for important for the students to learn? How will we assess it and know if they've met that mark or not? And in my experience, standards based grading definitely gives you a lot more true and accurate depiction of where the students truly are on our today's standards. Um,

010often times than a traditional grading because of the pre and background work and the collaborative work that goes into it with um with the whole team of teachers and staff in the building. Um, so these are some of the experts in the area, Douglas Reeves, Thomas Gusky, and Rick Morelli. Um, my opinions that you've heard. And so it really just kind of centers around students having an opportunity to um redo work where you know if they don't get it the first time they have opportunities to retry it get some additional learning put in and retry those grades so it's not you know they feel a little bit safer that it's okay if I don't do my don't do the best if I don't quite hit the mark the first time I will have an opportunity

011to continue to work on it continue to improve. Um again some of the other concepts are around um if a student you know has finally learned it then that is where they truly are in time. They they've established that. Um in the elementary level we often have that conversation. It's like you know it's year-long journey of okay in kindergarten where we're you know the kids are going to come in with very little knowledge and by the end we hope they've met this mark and they're really kind of looking at their grades on where are they to getting to this point. So you wouldn't expect them in October to be at a mastery level because they have the whole year to get to a mastery level. And so it's kind of that concept of it's it's

012a progression and we want to see where the students are on the progression from when they come in to us with fresh minds and they haven't learned those concepts yet to where we expect them to be at the end of the school year, the end of the term. And so again, it's looking at it that way versus just roy um keep forgetting about control. So, um, Jen and I, um, kind of collaborated and we found a really short clip that we felt like really sort of summarized the importance and the key pieces of standard based grading and we thought, why reinvent everything when we could share this with you. Um, and also, again, this is a piece that we shared with all the teachers um earlier. I think it was January when we shared this

013with the staff at the middle school. Um, so we should be able to pull this one. >> So, we want to switch it. It is the same one. I don't know or not. They should be traditional versus standards based grading systems. What are grades for anyway? Are grades about what students earn or about what students learn? In a traditional rating system, students are evaluated on 100 point scale. At the end of the marking period, the teacher ties up all the points earned and divides that number [music] of the points possible. And if you receive 92% of those points you receive a day, a problem with this system is that it encourages students to consider grades a higher priority than learning. [music] Another problem is that it violates the basic principles of ratios. [music] For example,

014if a student gets a zero, their score will be six times lower than the next grading interval. So, how can we get an accurate grade? An accurate grade indicates where you are, not where you've been. This is what most people think success looks like. This is what it actually looks like. Learning can be a messy process of trial and error. It's like climbing a mountain. You set a goal and you set out to achieve it. There may be obstacles, but with practice, you overcome them and reach the top. In standards based grading, the teacher sets clear, measurable learning goals. For example, at the end of this lesson, my students will be able to write an essay of at least 150 words. [music] Then for each task, a rubric is created. The rubric lets the student

015know what skills he will be learning and what he has to do to master that skill. Like this rubric hamburger, for example. [music] Level one shows the student needs teaching in order to meet the standard. Level two shows that the student has added some meat to his understanding. Level three shows proficiency. Level four shows the student exceeds the standard. The student may not get it right the first time, but he can keep trying until the skill is acquired. Or the teacher may decide to try another tactic to help the student along the path. Standards based grading helps prepare our students for the real world where the model in every quality focused environment involves work, feedback, and improvement. It's also better adapted to the 21st century gamer culture which understands the language of acquiring skills and

016moving up to the next level. [music] The challenge with standard based grading is that it takes a lot of front-end planning. Coming up with measurable outcomes for every assessment can be a daunting task, but it's worth it. When a teacher has a clear vision of what she expects her students to know and do, she can more easily communicate it. And when students can clearly see the goal, they are more likely to reach it. [clears throat] So, we have a we used a little bit of a different graphic this year when we were talking with our staff and when we were doing our our standardsbased grading reset um back at at the beginning of this calendar year, we wanted to make sure that everybody was normed and grading the same way, which is what we are

017continuing to do regularly with teams is to make sure that we're all kind of all on the same page and understanding what proficient looks like, what advanced proficient looks like, what prof partially proficient, and the whole scale. One of the things that we noticed this year and the staff would had been really struggling with for many years since they've instituted um since standardsbased grading was instituted here at Richmond is we didn't have anywhere for our students who are are choosing not to do their work which we know that unfortunately we do have students like that and we have to try and motivate them to get their work done. So we've decided to we added down at the bottom um lacking evidence. So, if you can see our progression, we have the tricycle, the training wheels,

018the two-wheeler, and then the unicycle. And then we have a little guy down at the bottom thinking about learning how to ride a bike. And so, we can better um evaluate our students on the work that they're doing or in this case, um we have a spot for them if they're not doing their work. And those are obviously the conversations that we have with parents and students alike. But, you know, when I first got to Richmond a little over 3 years ago, um this was a very foreign concept to me. We had started exploring standardsbased grading um in my previous district and I was not sold. I was a classroom a fifth grade teacher and we had a good thing going and we had these grades and as I started to really do reflecting on

019my own practice as a teacher but in this lens I noticed often times one of the things that sticks out in my head is often times grades are sometimes used in a punitive way with standardsbased grading they can't be used in a punitive way and that is nothing but beneficial for all of our students. Please don't misunderstand me. I'm not suggesting that the teachers in this district do that. But it when you give a child a zero because they didn't get their work done, very rarely can they recover from that um if they're not allowed to demonstrate that they can actually do the work even if it's a few weeks later. So, um, we added our our muchneeded lacking evidence and, um, we started doing our norming, um, at with all of us together. We

020have some new staff. Um, we wanted to make sure everybody was on the same page. So, that's kind of where we took off from in January. And we feel really good about what we've been doing so far. Um, and what was really exciting is when we saw the staff was already pretty much on the same page. So everybody was understanding it in the same way, which was really exciting for us as the administrators because all of the work, all of that frontloading that the video um talked about had already been done. And so they were already using all of that, which we knew, but to see it in action and to see it in practice and to take student work and look at it, have two different teachers look at the same work and and

021provide the same feedback on it with the same grade was pretty exciting to see. Excellent. So, when we're doing really any instruction, um, but with our standardsbased grading, it it starts with our content standards and the curriculum and instruction. So we identify and we take a lot of time identifying the standards that we consider to be what are called essential standards and those are based on our state standards that we teach that everybody across the state of Michigan teaches and we take those essential standards based on the data that we have. So if we are seeing that our students in fifth grade for example are struggling with long division or 3x two division maybe this year we noticed last year they didn't do so hot. So next year, sixth graders, we're going to make sure

022that that sixth grade uses some of that division as one of their essential standards because we know that based on the data that we got either from MSTEP or NWA or any of our local assessments that those students are going to um be given some extra support with that. So that would be identified as an essential standard. Um, so when we do that, we are identifying the focuses that we're going to have throughout the school year as to what the main things that we're going to teach in the classroom, the main topics that we're going to teach in the classroom and the other standards would be more supportive in whatever those other standards are, if you will. So, for example, we know that if kids are struggling with division, chances are they're also struggling a

023little bit with multiplication. [cough] So, we're going to use that multiplication to help support the instruction of that division. Um, the other thing we do is make sure that we have um assessments that align to the rubrics that are created so that the rubrics and the assessments are very similar and that way the students um know what the expectation is and can um perform accordingly on the assessments that we um are giving them. And then of course the report card. We we did a little bit of tweaking again like I said earlier by adding that lacking evidence but the report card will show where your where our students are falling on these this continuum that we are using for our standardsbased grading. Um what I find really exciting about this especially as a former classroom

024teacher is that it's never a oneandone. We are always able to help our students learn and master the standards that we expect for them to know throughout the entire year. And so really and truly their their goal is that by the end of the year they're going to master these standards. Of course, we provide different um benchmarks throughout the year that we wanted to see them at, but if they don't meet it, we can still use the remainder of the school year to get the students where they need to get. and it's um very successful. So this is this is an example of one of the rubrics that uh Jennifer was mentioning or that we heard about you as well. Um so this is actually a slide that was taken right out of the um

025presentation and starting kind of refresh for the teachers in January. So they our first step we knew that they had already you know been using standard based grading. they had that foundation on it, but we wanted to check in and see where everyone was with their rubrics. And so, um, they were able to kind of take them back out, organize, like she said, there were new teachers. I wanted to make sure they were on the same page with what the expectation was. And it's a little hard to see on the picture there, but it just has the four categories. So, as far as um, advanced or mastery, proficient, partially proficient, and not proficient, lacking evidence doesn't really need a category. That just really means a student hasn't turned to work in. So there's not much

026more to say other than that for that piece. Um but so these again this is just what the template that the teachers were using in order to have a common um version of what those rubrics would look like. And so they again I think most departments had, you know, many of these created or maybe they had most of the units and just needed to finish off a few units or realized, hey, we tweaked a few things. Um this part took longer than other parts and so we we know we need to go deeper with this um as far as the definitions within the rubric. But that was really where they started and were in a really good place with that. And again, so following kind of those pencil benchmarks that Jennifer showed earlier, um after

027that was kind of set and we had a pretty good handle on the rubrics, then they started looking at assessments. And so when we're talking about standardsbased grading, there is definitely a major importance on understanding and and recognizing the difference between a formative versus a summitative assessment. And one is really assessment for learning. So those formative quizzes along the way type of assessments are really to help the teacher gauge where we are in the learning and what we need to continue to do with the learning versus an end of the term exam or something even bigger like an MSTEP which is really truly an assessment of the learning. We know that it's done. There is no more time to learn that concept. It's it's truly the end point um which is what we want report

028card ultimately um is is where we really end. [clears throat] That's okay. Sorry. That's okay. So, the the key to what Billy was referring to, the key to our um quality classroom assessment is that is using both formative and summitative assessments. The basic ins and outs of everyday teaching is all based on formative assessment. As teachers, we are constantly assessing our students. Doesn't necessarily have to be on a test or a quiz. we are always evaluating if they're understanding the material that we're teaching and that's a very formative um concept. So it is that that assessing for the learning. I need to know if you understand what I said today cuz if you don't understand what I said today, we have to finish it and we have to work on it again tomorrow. Whether or

029not they give me a piece of paper that says they can do that or can't do that is irrelevant because I I can see by what my students are producing in the classroom. The summitive is definitely that end of the unit test or the endtock or our NWA that NWA that we give three times a year so we can see how our students are progressing with the standards that they are learning and those are not at done as often. Um they are done they have different times throughout the year the students know when those summitive assessments are going to be. Um, but the really great thing with the exception of MSTEP or the final NWA, even with our summit assessments, even if our students are still not quite grasping the concept, I can still go

030back as a teacher and really work with that student one-on-one or that group of students in a small group setting to try and get them to to really understand. and I'm going to pull out all my tricks that I know to try and get them to understand exactly what it is that we're doing in the classroom. So that maybe by the end of the year, even though they did poorly on their summit of assessment, I know that based on my rubric, they now understand that concept and I can mark it accordingly on the report card. Evidence is key and that's why we do formative assessments. We need to make sure we have the evidence that we need in order to drive our instruction. The big thing Jennifer did a really great job explaining formative assessment

031with uh with that previous slide. So there isn't much more to say. Um but I think a key piece that this slide brings out too is that it also helps the students to become much more self-directive. they are they are just it's not just about that red letter at the top of the page, you know, at the end of the week or the end of the month or whatever that big test might have been in the past, but it's really about okay, the teacher's going to give me feedback and and it's it's actually a real it's information for me as the learner. It's not just a letter at the top of the grade. It's information that I have of what I can do to help make myself better. So, if I want to continue to

032improve, so if she says, "Hey, if this were to be graded, you would have got an F and here's why. And here's what you can do to fix it." Okay, well, it wasn't enough today because I still have time to fix it. And it's up to me, you know, really in the most part to take that information, then choose to take that next step and and try again and do something a little bit different. So again, it's kind of that safe environment to continue the learning and not just say, "Okay, well, I got a B. I'm good. I'm good. I'm a B student. I'm happy with that." And kind of shove it right off. So, and it is an ongoing conversation with your students. It's an ongoing year-long conversation or semester long depending on the

033class. >> And again, I think we've kind of hit pretty well to what what formative assessment is not. It's those big high stakes pieces um where it really is it really is an ending. We all know that happens, right? You're going to get to a point where there really isn't more time to learn that skill um during that period. And not to say we wouldn't maybe offer some tutoring, offer to come to summer school, do something additional. Um but at that point then the mark has kind of been made as far as report card. Um but of course we still continue to support that student so that they can catch up with where they needed to be. Also know that students fall in very very different places developmentally. There are some students who are developmentally

034more ready for a specific concept than the student that's sitting next to them. So they may need that extra time as we go through the year and they're learning their essential standards. So the goal of formative assessment is really to provide information to the student so they know exactly what they need to do in order to be successful. The key to this is time. So this is where it becomes um it's a lot for teachers and and it's part of our job and this is what we do. But that timely um response and that timely feedback is what's really really important. So our students know moving on. So I did this yesterday or I did this 2 days ago and now I'm getting it back and I'm like oh I missed it or yay I'm

035advanced. This is fantastic. So that's a really big key is making sure again that conversation that regular conversation that's happening in the classroom between the teacher and the student in a timely manner is what is going to help our students um advance in so this graphic is I think really in my mind used to help illustrate that you know anyone who's a proponent of standards based grading it's it's nowhere are we saying you know one formative is better than summitative or vice versa There is absolutely a place and a time for both and it is exists on a continuum. Um we know that we are judged by the state and by others outside based on our summit scores. That's no secret to any plant education. But in order to ensure that our students are capable

036of hitting those marks when it is time for those big tests, we have to be doing those minuteby minute dayby-day formative assessments really really well. because if we wait until an NWBA to give us an indicator of how MSTEP is going to go, well, we just wasted half the school year. So, we really have to be in tune with those formative pieces. And I think again recognize how it it's all part of the continuum. They're all forms of assessment that are important for different reasons. And that's something that's really important for me and us to make sure that the teachers um and students understand. Um, and we do have I just we wanted to make sure that this was understood. So, this is kind of a snapshot of like what a teacher's gradebook looks like

037when they're, you know, preparing to share uh grades and and information and feedback with parents outside. And so, they have the ability to everything that they're assessing is in the grade book. So, this, you know, show all of their standards in their grade book when they pull it up. Um, and so they are able to put feedback in there, whatever that note might be that they're giving to the student. It could also be in Power School. Um it's really simply the click of that button in the column of counting the grade whether or not it shows up as part of that calculated grade on the on the report card at the end of the term. Um but again that information can still be shared. There can still be that two-way back and forth with the

038families and parents so that they understand and know where the student stands in regard to mastering those um skills and standards. It's there. It's still in power school just like a traditional grading system would be. um they're just clicking off that it's not going to be included in the final grade until they're ready to do that step until there has been a true summit assessment that's going to come. So the communication piece, the feedback piece is still very much a part of this. We handle it the same way as you would kind of traditionally. And what's exciting for me as the principal is that our learner qualities which we have as our shine um self homework integrity neighborly and engaged all tie in very much with what's going on in the classroom. So it's kind

039of like what where I was growing up maybe this would have been like part of my citizenship. This is what our learner qualities are and these are what the expectations are. And borrowing our our fourth graders who are certainly just brand new coming in this year, all of our students can identify what our child needs and and its importance and they strive and and they get awarded and um for their positive um behaviors and positive learning qualities that they they demonstrate. And it does tie very tie in very nicely with our standards based training because this goes right along on that report card where those learning qualities are. >> That's what we had to share with you. Open any other questions? >> Yeah, I got a couple. Uh you mentioned that the uh the traditional

040grading if someone doesn't do an assignment they get zero it can be used as a punitive play or in a pun what does that mean? >> Well so if you go back to a couple of things you can the the the initial setup of a traditional grading system right so kind of they show that a little bit on the video I have 10% of a chance to get an A or 10% of a chance to get a B or a C or a D. I have 60% of a chance to get an F. Right? So as you have an F, it's it's much harder to dig out of that hole. So there's a lot of systems, even if you don't go as far as standards based grading where they they kind of close that gap.

041They might get to a zero. It's, you know, maybe they end their grades at 50%. So that it's 10 10 10, you know, and that's it. There's really nothing less than that. 50 to 60 is failing, but you don't get a zero. >> Think of it this way. I have a 90 and a 90 and a zero. That's 180 divided by 3 is 60% minus, >> right? >> If you made your grading sale be no less than a 50 90 the zero is 50. So you're what? 230, right? Divided by 3, you're up to 70%. They're both still a failing grade, a zero. But that lower zero penalizes a student more when you average the grades together. >> Just the mathematics. >> It's just the mathematics. If you strictly just average add up and average,

042you're penalized for getting 10 20 30 is a better one even though it's still a zero. >> And I think that's the old school punitive part. Zero stinks. Zero. I was very used. But you know cuz you get a zero. you one bad zero. It's so hard to dig yourself. That's the punitive part of it. You can't dig yourself out of that hole. And I think that goes with the punitive piece. I mean, right, if the again, if that was the grading scale you were using, okay, you know, for whatever that reason was, the student had the zero, right? They had the bad day, they, you know, they were absent, whatever it was. If we don't like this, the system that we're using allows students opportunity to still come back. I mean, I I wouldn't

043want to tell my students, "Well, you missed the deadline. You never get to learn that skill." Well, our job is to make sure they learn that skill. And so, they might not be able to get a full 100%. And sure, there's got to be parameters around that. But I think when you leave it to just a very traditional system and traditional grading practices, teachers falter to, well, they got two days to make up, they didn't make up in two days, so they got a zero and a story. And that feels a lot more human. So, but wouldn't that help the accountability of, hey, these are the standards. It was laid out, you know, at the beginning, here are the expectation, here's the standards. And if a student chooses not to submit something, then the zero

044is, hey, this was a choice you made. Here's the consequences of that choice. >> And those are all conversations that we kind of have to have with the team. I mean, you're you're always I think there's always going to be somebody who probably feels exactly like you do. And that's right, probably from all of us. That's how we came up with our grading system and we did what we needed to do to make sure it happened. I think our students are a little bit different. Things are a little different nowadays. I think it's important that we meet them where they are. But I also think like if I don't turn if doesn't turn the person on board by the deadline for the for the board meeting, Brian's not just going to say, "Well, that's it.

045I guess we don't do it." No, she's going to get it done. It's going to be late and she's probably going to get talked to, but ultimately you have to do your job. And so we want to make sure the students are still doing their job even if they missed that deadline. I think that's to me that's more real because I still want them to have the information. I still want them to get the information and if they and if so if they get a zero there isn't anything that they can do about it then they why bother why would they and our end goal is we want them to actually have the information >> which in some cases at the high school level if I have a student that doesn't do well first quarter

046maybe does better second quarter but not really good and then exam when you start averaging at 40 40 20 to get that semester grade for some kids it's I I just shut down >> because I can't get out of the hole. >> I guess the difference I would say from your your statement, the standard is about the content. We want kids to know if students aren't doing the work and um they're taking that that's more that shine citizenship character >> and there is still accountability. Yes. So, and I want you to know that. And I'm going to tell you, Mr. started 5 years ago when I was or 7 years ago when I was still in the classroom. That was my my thought was how are kids supposed to be accountable for their learning if

047they're not doing their work? So, I mean, this is unfortunately the rate they're going to get. And I've had a very almost like an epiphany when I when I came here and saw that that is doing nothing but harm to our kids today. our kids who we have in front of us today from my lens. I'm looking at it exactly like Miss Forina said, you have to we our end goal is to make sure that they're learning. There is still going to be accountability and you not doing your work. That's an entirely different conversation and that's phone calls to parents and that's being restricted on being able to attend things or whatever the case may be. But I it it shouldn't be held against them as far as their learning goes. There are other ways

048to hold kids accountable restricting them from learning what they need to know >> or just for for the whole rest of the year or semester. I mean, you know, they can ruin the whole rest of their year semester just because they didn't get this part done, but because they have stuff going on. Who knows? You know what I mean? And then now they're, you know, they're they're into it. They want to do better. it it makes them want to do that I think more um because they have an opportunity to you know to get the information and do better and but if they already started off on the low and they know that's not nothing they can do to dig themselves out of that hole they're just less likely to do it that's what I

049think >> and I and I like to add to that going back to Brian's example of a 990 well maybe on the day that that student got that zero hero. They didn't their mom and dad had a huge fight in the morning and they had to somehow find a ride to school. I mean, there are so many different things in research. >> That's true with high school, too. >> It is. It is. >> So, how is it different? >> Well, because we let them retest at the high school. Yeah. Wouldn't we for the same reason? >> Well, wouldn't we at the middle school, too? >> If they got a zero cuz they didn't do an assignment, they had stuff going on, we would let them redo it just like you do high school, >> right?

050That's that's that's what I would think situation but we're not penalizing middle school even the high school >> but we used to those are called degree only middle school >> not middle school okay I just want to clarify a couple things um and then I have a couple other questions not to like take away from you cuz I don't know if you have wor [laughter] but off of something that you guys said for Mr. question. So, I totally get the idea of you like you gave the example with Sarah where she didn't do the personnel report. You don't want to have say like, "Okay, your time has passed. It's moved on. You don't have to do it cuz in the real world, in the real world, you have to do it." But then in high

051school, we're completely erasing that message because at the high school, we're treating it very different. You have so long to do it. If you don't do it, zero stands, move on. So, we're teaching them the skills through middle school and then we're undoing it through high school to teach a life skill that they're supposed to remember from middle school. >> We don't do that in high school. >> I would disagree with you. >> So, that's kind of what they were saying though. You have so long to do it. If it if it that life passes, we have stuff to do. We move on. I think if you looked at our high school staff and I would even particularly say the one that we have right now, they are more accommodated with kids understanding situations or

052the assignments they're giving are very different than what they were 3 to 4 years ago. >> But there is a timeline still. I mean, I think >> there's a timeline on any of this because we do have to move on, >> right? I just it it feels >> like we're we're teaching something in middle school that we're not supporting. than in high school because the the middle school the idea is that we're assessing the entire year and we're not holding them to that because we want them to learn but you have to do it. So my 10th grader going in 10th grade she has the whole year to make things up. >> No that's not the way that are set as far as >> and I think having that for middle school would be fine

053as well. I think some of my concerns with standardsbased grading are Well, I have a couple I have a couple issues actually. I have a couple issues with it, but I think my first question is is an AP and A first of all, or is that is an A P? I guess I'm confused by that. Like what's >> Okay, so I think that's confusing for kids, right? Because we're giving them the standardsbased grading and then they get into high school and high school is when it really starts tracking for college, right? they get a GPA. They've never done this before. They have no idea unless they took some high school, you know, classes in 8th grade, which we've significantly reduced. And then they're kind of getting culture shock because I'll also say having two kids

054going through one that's through middle school, one that's in middle school, there is essentially no homework in middle school, which hey, teachers have their own viewpoints. I don't hate it. Um, they don't have a lot of if any homework in middle school. In high school, they do naturally, right? So, we have one culture shock because now they have homework that they didn't have before. Now, we have a whole other culture shock of getting grades and percentages and having timelines that I have to get it done by. And it's very overwhelming for kids that kind of sailed through or just the high achievers that have really high expectations for themselves. And I've seen not just with my own child, but from other families, I've heard full-blown meltdowns from kids. And I just wonder, are we preparing

055them for what they're going to get in high school when it really counts for college? I don't hate standardsbased grading for fourth grade, fifth grade, even sixth grade. I just wonder if by 8th grade, we should be giving them one year at least to be preparing them with what a GPA looks like so that when it counts for college in 9th grade, they're not completely unprepared for it. So, that's my one question or my one feedback. Um, the other thing is it does feel pretty subjective and I know you guys are probably working on it and it is ongoing battle, but it does feel pretty subjective. I know I've seen a couple of the standards based gradings come home for my own kids and I got to tell you the assessment throughout the whole year

056is not always happening. Um, I've definitely seen some things where and I don't want to, you know, throw neat teachers out there so I don't want to do that. I'm not going to. But if I give this specific example, you'll know because it's a special. So, I'm not going to do that. But I've definitely seen where there were some things that happened that it was not assessed all year. And I can 100% say that it wasn't. And I don't think it was a fair assessment. And I did email the it was the end of the year. Um so by the time you get the report cards in the mail, the year's over. I did email the teacher, never heard back. So now, you know, my one child has this NP, you know, on their report

057card for something that was completely unfounded. And I never even heard back from the teacher about why it was that. >> Did you talk to the administrator? >> I didn't because at that point I thought it was such a joke to be completely honest. The standards basically for the for the thing that they got graded an NP for it was a joke. It was hard. >> It was just one standard. Is that what it was? >> One standard out of the whole. >> Yeah. But that is important to a kid. That's important to a kid that feels like they tried and for this what it's not. It's ridiculous. if he had taken an assessment and got a D, I think it would be tangible for him or her to say and I get I get

058what you're saying, but I I get what you're saying. I totally respect where you're coming from, but sitting here, this is this is about an issue that you have with your child. >> I'm not the only one just if they haven't come forward and we they have not heard it just then we can't do it. I'm sorry. >> I don't think that matters. >> I do. We're talking about the system as a topic in general. And if I'm having the issue and I'm hearing of other parents having the issue, it's not the only one happening. >> Then why is it not come forward? >> For the same reason I didn't take it to them. It was the end of the school year. It was already summer. I didn't hear back from the teacher. Am I

059supposed to wait until September of the next year and then go to Missella and wait last year? All I'm saying is I like I said, I totally respect I get everything that you're saying. I just think this is a presentation about this and you have a personal laundry listed of of concerns and I respect them about this system but they are leaning towards your personal issues. That's right. >> Because we all are. Let me finish. >> We are speaking for they are extremely important. >> Yes. But you're really speaking for yourself. I'm giving one example just an example of how it's not as subjective as the presentation suggests. I love hearing things. Hold on. Hang on a minute. Ladies, ladies, ladies, Candace a minute. Margaret, please finish and then Candace is next. Please finish. But

060you're you're you just made the broadstroke statement that and Miss Mela is here for the middle school. The broadstroke statement that the middle school assessments are subpar. So but hold on. You're I didn't say subpar. Okay. That's how I That's not what I said. You didn't say you said they were self, but you're the broad stroke is what you're saying. So in in my mind, you're sitting here and every single teacher then in the middle school that is giving the assessments is not doing them properly. And I don't believe that. >> I said subjective. >> I think it's great. It is. So Candace, you're go ahead. >> I just feel like there's a lot of great and it's not a teacher's fault. It's not it's not Miss Can I I just want to say something

061real quick. Do you want to know who put those standards together and typed them up for the teachers? I did. That was the six weeks that I was there in the in the middle school when we lost our assistant principal over there. Those you have to understand what a rubric is to be able to use those systems cuz it will specifically say uh let's just say we're doing multiplication. Okay, we're learning to multiply. The rubric that we use, the standards, it will specifically say this is what we're looking for. this is what they have to be able to do to me that's black and white there is no subjectivity in that now where you guys what I feel this is just me sitting here do we have every teacher solid on board doing it the

062way it should be doing maybe not it's a growing thing it's a thing that it's a constant check it's a constant >> follow that statement it's it's constant be careful when you make that statement because you have an administrator and a curriculum director who are representing the work that they're doing. >> I know but so I just seem to >> I'm just saying Mar is not you are dealing with people. Not everybody is going to be perfect. >> I don't talk perfect. I don't think it's a bad thing to say what that said though because and it's not a reflection of progress in the understanding of it and we have new curriculum that we've approved the past. They now have to throw that off. And I don't think that us talking about this topic is

063at all saying anything negative about our staff >> our staff at all. >> We just said they they're not consistent. That's what that's what we're saying. >> They're not I they're not I'm not saying that they are. I don't have a student in middle school. You're saying we're not saying anything bad about not working. It's not reflected of that, but it is a reflection of that. >> I don't see standard based rating working in any district. I don't think that it is in itself based on what? >> Okay. So, she gave one one example. >> You said any district. >> I can give another couple examples there. So, I had a situation where my son decided he >> No, no, no. My question was you said you don't see standard base rates in any district

064>> because based on what >> in terms of upper middle I'm going to I'm I'm specific to upper middle right now >> but you said any district how many children you districts >> I've I've had discussions with other people in other districts that do this too and it does seem to be a broad issue there there is things that so for instance you have students that have enough time to do the extra credit question at the end of a test they do it they get the answer right but didn't show the work but then you have somebody their friend who got the answer wrong showed the work but they didn't get the AP this one for a wrong answer it is there's other areas that it can be very subjective and it's I just that's

065myation to to your child or the administration at any point of your frustrations with this process. It's not a problem with the teacher. That's why if it was a problem with the teacher, if it was a problem with the administrator, I would have >> But Candace, even if it's a problem, if you thought it was a problem, excuse me, Margaret, if you thought it was a problem with standardsbased, why would you not start teacher? Start with the teacher and then go on to the administrator. If our administrators do not hear this feedback from our parents, then how do they know it's an issue or maybe this is something we need to look at or maybe this is something we need to change? If they're not hearing it, then we're thinking everything's fine. I think I

066think the really important thing that I think you said Sarah was the when they when the eighth grade transition high school that transition part I think is is very it was something that I was just going to ask how that work cuz I think that's a it's just a huge step going into high school first. So that was going to just be my question. Can I just make a comment though addressing what both both of you ladies have concerns about subjectivity grading. When I look at standardsbased grading through the lens of a teacher, there is absolutely no subjectivity. When I look at A CDE E, that's where I see the subjectivity cuz it's not as honed in as it's it's not as standardsbased. Even though, and I'm talking just from my own personal experience, I

067I know they all look at standards at the high school. I know they're doing a lot of the standards standards at the high school. But when I am sitting down and grading and I have those rubrics in front of me and I have those standards in front of me, there is no subjectivity. There is an if then statement. But I understand where you're coming from because my if then statement is going to be different than Billy's if then statement. But that is grading in every capacity. So we can continue to do the work that we are doing where we're norming everything and we are making sure that we're all looking at things in the closest way to one another as possible that subjectivity goes away. And that's what we're hoping to do. and and so

068not being a former educator in in the civilian world in the military, we do something related to the standards based grading. Um but during you know one of the questions I wrote down from your presentation which is a concern that uh Candace and Sarah brought up was the potential for the the judgment of of the teacher. You know that's okay where we're at. That was something I wrote that was completely different than personal examples from board members that have talked to other community members and and that's the struggle that I found that you know since I've been on the board I talked to several community members regarding issues and concerns they have districtwide about x y and z and I tell hey send me an email give me something I can use other than just

069saying oh I talked to someone give me something tangible that I can use show up to a board Mr. If you could take it one step further and encourage them to come and talk to building leadership that's why it would be very helpful to me and that's what I was saying well give us something that we can now use >> I think so your example that you were able to use if we there's there's been major shifts in education that go much more towards project type of assessments and you know different different levels of engagement are it is it is not best practice anymore to sit down and have a 50 question multiple choice test like that's that is really what what we are being trained to move away from that is that is the

070shift in education and so in order to so if that 50 point a 50 question multiple choice test yields itself very well to traditional grading I mean it's it's straight or there's a right answer there's a wrong answer there's many questions it's it's all mapped out but if we're going to start going towards higher level higher order thinking our students where it's not just like memorization and questions on a test and really easy for me to look over and copy off my neighbor and we're really trying to up our game as far as really encouraging that that level of thinking from our students then we have to kind of shift how we're grading and so in order for I give the project you give the project and and we're going to have a variety of

071of information coming in from our students that all hit the standard that they need to hit and we need to kind of grade that on a similar level and assess it at a similar level. we have to go to those rubric style of grading, right? So, it's it's really kind of a reaction almost to that shift in teaching, in learning, in assessment. It kind of just follows suit. You know, I think that traditional piece ties to older, more traditional style of assessments. Regarding the transition from elementary from middle school to high school, I also saw that as an issue in my former district. And so we moved the whole high school dance based grading and that was an huge initiative that I liked and it worked out just fine and we we did it very

072well. So I'm not saying that's what we need to do here that that's the push we need to make but I absolutely understand how it does work all the way across the board and we have really successful students. Again that's you know it has to be the right place and time and community for that. Um but so my own personal experience has shown me that standard bas can be very effective and efficient for students and really get them great knowledge and success. Um but absolutely if we're going to continue traditionally high school I agree there needs to be a good step for the students to make sure they get what's coming. For sure. >> Yeah. And then to Sarah's point about and Candace about the transition, right? Starting, you know, as part of our our

073vision statement, you know, the last part of that is ensuring all students are prepared for success in an everchanging world. Okay. In high school and the college, that is a traditional grading scale. And so, if we're going to prepare them for that, at what point do we get ready if it's the seventh or eighth grade starting to use that traditional going into the high school? Cuz that is the world that we live in. I I understand where you know what you're saying about you know meeting the students where they're at because we are in kind of a different society but most of us grew up and and how that is but there's still some value to that. >> Is there some sort of like a hybrid type ideology that could be used like in the

074eighth grade that helps them maybe focus on the whole idea of GPA and what that looks like. >> Sure. Yeah. There definitely number of different >> there are things you can do. I know of a district right now that gives both the standards base and the regular grade. I won't mention who does it, but that way they do it. I believe they do it the last semester of the eighth grade year. >> And I will share that with you. In the district I was in at the high school space, we had to have a conversion system because they were collegegoing students. They had to be able to have GPA. So we had a system that we you in our building we only talk space but we had a system to make sure we could outwardly

075show what the rest of the world wanted to see. And and I also kind of witnessed a little bit something going into the grade two with the NJHS and how that got would normally get assessed had that been an AB type grading system. um too going back to beginning of the year going back to and also just another point I'm sorry I'm skipping over somebody but the power school isn't updated as often in the middle school as it is in the high school so that also is tough as a parent to get my child to look at that and start paying attention to that you know in earlier grade to you know even regardless of looking at the just the keys Yes. And that is being addressed. We know that we know that we we

076need it's that whole timely piece, right? It's the whole time. If the kids are not given timely feedback where they can go into their own power school and look and be um being selfotivated and and being proactive about their learning, it's negating the things that we're doing in the classroom. So we we know that and that's also on our agenda. So so please know that's going to be addressed. But >> I do think that my it cost my son and JHS for next year for eighth grade by not being able to can really focus on that. What are the expectations for NJHS with >> there's a hu there's a rubric that I can send you. There's a there's something that I can send you. >> Yeah. You said it to me and then I'll for

077um I have a couple of questions. Um, first question is is I'm just curious since you guys, you know, Matt you said the beginning of the calendar year with the professionals. So, how do they feel about this? Like, are they comfortable with this, do you think? Is this I mean, are are the teachers on board? Cuz I feel like if they're on board with it um and they have positive things to say about it, then that might also bleed through, I guess, in a lot of ways. I believe that we do have the overwhelming majority of our staff that are behind standards based training. I do think though um especially with some of our newer staff who aren't as familiar with it, >> it it becomes a little um daunting kind of take it. There's

078a learning curve and I understand what that learning curve is and so but um we've not really gotten a whole lot of feedback >> similar to what is mentioned here. As far as what they're doing in their dayto-day, it's working. They I think very much appreciate the collaboration pieces of it. They have they very much welcome and are excited to have participation in um because they hear and see the same things you guys do. I think it's getting that same. The only kind of piece that maybe is to focus on is that transition piece. >> Okay. Exactly. And just to follow up, there has been conversation about that transition, but I'm not going to do it >> in January start immediately. It's going to be very well thought out and it will at least be

079a year in advance. So that was brought to me. I put a kibash to it cuz I wasn't starting at the end of the year in the middle of the school year. It's unfair to the kids here either. Yeah. >> Um secondly, um well, from what we have heard, uh when we get we you know, we sit here and we listen to the reports of all the the test grades are going in their proper direction and this has been in play for a bit. So obviously I mean it appears to be working. Was there any other data other than I mean like data that you could share hard data show that it is working or not? >> I I see a perfect example of high school since Mel started here and getting the staff to

080focus on the standards and what needs to be all of their test scores at high school turn the other direction >> right and I think that's the >> they are doing standards but they're con they're talking about what kids need to know to be successful. >> Yeah. So could I mean that and that's a great I like that idea where they're using the standards but still giving a grade. We could mimic that at the middle school also and not lose the standards part, the rubric part but still give a grade even if it was just in the upper middle. >> It wouldn't be my recommendation >> and that's okay but we could it could work because we are doing it at the high school. >> Correct. We're they're not not in the full extent of

081it, but yes, they absolutely are taking up those good qualities of of healthy gra. You're saying it couldn't work. >> I'm not saying it couldn't work. I'm saying like currently we're not >> to the extent that they're doing that >> what go all standards based. >> No, I'm saying Brian was saying it's working in the high school because they're using the standards but giving to >> they're having conversations about the standards. Yes, rather than just teach one, chapter 2, >> we could do something like that at the middle school. If we wanted to get away from standards, >> but what we are doing right now, the data shows that it's working because because the test grades at the middle school are better. And then obviously the high school isn't struggling too bad because their grades

082also are are are better. >> I think I so I was on the board. >> Yeah. What I'm saying is they must not be struggling too hard with transition if they're doing better in the high school. We don't know how many retake tests there are either though. I'm just major test because excuse me test one at a time there's I mean yes there are some tests I understand what you're saying but there's no retakes on you know on the standard test that we have to take and we're doing better on that's what the data show like that or that correct yes about like no I understand yes well but so the data does show we are doing better on those. >> That's what shows. >> Well, and I believe credit credit is deserved to the

083teachers that are actually helping that transition in that grade, too. >> Well, sure. >> Um they're doing amazing staying after, working through their lunches, coming in early so these kids can take their tests. Um or we do them and um I've seen that firsthand this past year. So, the credit does go to them for >> Well, sure. Yeah. from your staff doing a great job. >> There's a transition, >> if you will. I mean, yes. >> Yeah. And I just want to throw out I feel like just from the certain board members, I feel like Candace and I are getting a lot of heat because we have kids that are going through it and I know Margaret, you had asked when Candace made the comment that she has seen it not work in other districts

084and you said, "How many kids do you have in other districts?" Yeah, I did. I would like to know everyone who's supportive of it. How many kids do you have in this district doing it? Well, why do you need the amount of kids in my district? Question to that, Sarah, just so we know what it was, is she's talking about other districts. So, how many kids you have in the district? What what documentation >> but I don't think that matters because we're allowed what she talking about. So, my question simply was finish what I said. Please finish. So my what I what the question to her was you're talking about other districts. So give me she she she always has a lot of documentation to back up what she says. So bringing it bring it

085out and tell me where it's not working in all these other places. And I think that would have been a more appropriate question than how many kids do you have other districts because I don't need to have a kid in a district to you. I just need to please let her finish. Let her finish. She was speaking and you interrupted. So, please stop. Sarah, I wasn't speaking to you. So, that offended you. My apologies that my comment offended you. I just don't understand why. Like, we're all allowed to have opinion. >> Absolutely. >> It doesn't matter if we have kids going in a district or not. And I feel like that the this board sitting here is a great example of that. We don't have to have kids. And so that question was offputting to

086me because I feel like it was disrespectful for the board. Not and I'm not speaking for Candace. I don't know if she was offended by that or not. It just felt like an unnecessary thing to call out and it makes I think I'm just feeling like Candace and I are taking extra heat for having an opinion because we're living and breathing this with our kids right now. Well, maybe you were feeling that way because you were asking you were veering off from actually board conversation to personal conversation when you should have been asking those personal things throughout the school year. So maybe you were feeling a little bit of that. I think that's why I should have been doing board work sitting at the table. No, I only got a little bit of that. I

087think what I was doing though, Margaret, was bringing examples because evidenced by you asking Candace for examples, that's what I was doing. But then I'll get backlash for bringing examples even though you're asking Candace for examples. That doesn't make any sense. Can >> for an example that had nothing to do with Richmond schools, >> but I was giving an example that actually had to do with Richmond schools. I think my hope my conversation piece was really just to say that there were similar situations in my discussion with others um and and that we're not unique to standard based grading um subject issues that it's not just >> okay I would like to just kind of end the discussion by just saying one thing it is very important and this goes to our parents out If

088you have a concern, if you don't like what we're doing as a district, you start with your teacher and then you go to your administration. Again, I say if we don't know that there is an issue or a problem or someone's having issues, how do we know we need to change or relook at what we're doing? And by not going stepping forward and having those important conversations. I'm sorry. Sitting at home and talking to whoever is not going to help solve it support. >> Any other questions do we have for our two? >> I've I've got one more. >> Okay. Go. >> And then and then that's my last one. Um so with the the um you know we talked about in in traditional if if a student doesn't turn in a paper assignment they

089get a zero and and the effects of that. Um so with the standardsbased grading referencing like a zero or a missed assignment. So if if I am am I understanding it correctly that their proficiency is based off of the grades or the work they have completed not necessarily what they've missed but what they have completed and that's what >> well that's being based on >> so the grade that would be final and public and on the report card would be based on assessment. So you know everything else the formative pieces everything leading up to that assessment that summit of assessment is kind of practice. So that's not count, right? Those are the not checked off ones in the grade book. So if they really didn't take the test like truly, okay, this is the one

090that's going to count for the report card or absent whatever they something happened, they didn't take that, that would show as as an NP currently. Um, but again, that's kind of inaccurate because we don't know if they really didn't know it. They didn't take it, right? So there's a difference between not knowing it and not taking it. And so that's where we brought in the LE, the lacking evidence. So that would show they did not take it. that so it would be you know if we were going to convert to grades it would be a zero but we would know it's a zero because they flat out didn't take it versus they tried it they attempted it and they couldn't do it. >> So let's say we've got a student that is really smart but

091lazy or whatever the reason doesn't turn in many assignments but then through the assessment flies with colors. So there's things and and this is kind of the ins and outs that are a little bit deeper than I necessarily know, but pieces that you build through a standard based grading program. Sometimes it's that you have to have expert, you have to have 75% of your practice turns in before I'm going to allow you to take the assessment. So that that that's where that um accountability is pulled in. If a teacher didn't have that in place, let's say that wasn't an expectation. Yes, that grade is that great because it's about your skill that you as long as they have the information. But I will tell you there would have been phone calls and conversations with parents

092and those shine grades would reflect that they're not. >> But at the same time, if that student really was going to use that test and they didn't need all the practice, that's also something we need to know. >> We need to know that, right? challenge that child so that they do want to recruit >> and and that's where I mean this system that's how that works and what that looks like. >> Yes. Yeah. And so but that's that tricky thing like any I mean a student could be really smart even on traditional grading and I know how to do this. Why am I waste my time doing my homework? I'm not going to do it. I'll take the zero. I don't care. You know I mean it's still there that that same mindset is still

093there no matter which grading practice you use. Um but yeah, I mean so yeah, if you have a teacher who's asking to see those things and they see the students acing every time, you know, then you know, we should be pushing that. Those are teachers that typically would come and talk to me and say, "Okay, what how Billy's acing everything and I there's nothing that I'm doing right now in our traditional classroom that is challenging his child." So now I need to figure out what we're going to do. And we do at the middle school have specifically in math like I have fifth graders that go to sixth grade math. I have sixth graders that go to seventh grade math. So we do everything we can to try and challenge those kids so we don't

094fall into that path because it does that is a real that's a reality. >> Yeah. >> Thank you. >> One more question. Yeah. So, I know Candace brought it up and you it's something that you're working on, but am I hearing right that with the because typically we don't get the standards grading until like after, right, when the report cards come home. Will parents be updated more throughout the year? So, for example, thinking of NJHS, it would be probably crushing to a kid to find out at the end of the year or at the end, well, you got an NP here, so you didn't get it. And if we are evaluating the whole year, I'm guessing if parents know and the kids know, they can have a chance to make that up before it's final.

095So, so they will have gotten by the time NJHS gets the nominations and the applications go out, they will have gotten two report cards already. Okay. >> So, if the students are getting NPS on things, then teachers should be reaching out to parents that students are getting NPs. If they're not doing that, then that's something that I need to address, right? not reaching out minus other than their report card. >> Other than their report card, they don't put not like Billy showed you with the checks and the things that get checked and the things that don't get checked. So in Power School, the only things that the teachers can grade on are the things that are checked. They don't want to check every single thing because they don't want those NPS to impact what their

096grades are. those really that unchecked stuff is just for the teacher to know where their student is so that they know where to focus their instruction. >> But if that's not clearly being communicated, that is a good piece of feedback for us because there are absolutely ways that we can adjust that if that's not clear, right? >> Yeah. I don't think I've ever been told in the middle of the year like what a standardsbased grade was on an assessment. Well, other than like what comes on the papers, but like I don't know if what comes on the paper is what is going to be marred cuz there's so many assignments throughout the year as a parent. We don't know, okay, if he got a P on this or a PP on that. Is that what

097goes is that one of the standards or is that an assignment that's going toward and there's going to be seven more and they're assessing it. I think for parents that's very tricky to understand what is comes home on this piece of paper. How does that equate to these boxes that are checked on a report card? Can I ask a question as a followup? Do we do anything um for our parents that explains we had a board night at the very beginning of last year? Okay. >> Um standards based grading was one of the topics that we talked about and we had about seven families show up. So we're still we're not we're not giving up. We're not giving up on anybody. [laughter] We're going to continue to try and do these um to get our

098families in. So if they have specific questions, we can talk through educate our >> or maybe maybe not a meeting, but I'm thinking do a mass email and send the video that you >> shared professor. I don't know. >> Just wondering if that would help. That's all. Yeah, we definitely want that or not. Good. >> Okay. Do we have any other questions? [cough] just to say you guys do amazing work and nothing that I said is reflective of you guys. It just because I don't necessarily support standards based grading has no reflection on you guys or the teaching skills I've been doing for a long time and I understand that I thank you both very much for your time. >> Okay, next item on our agenda is our MSBA annual leadership conference. Mr. Wson really

099this is a presentation. Um I just want to prepare the board that last year we had sent several board members to the conference um to get the best rate. We need to make a decision by the end of August which would be at our next meeting. So if there are board members who are interested in going um what do you need us to do? >> We need to know your name so I can put it the action item for the board to approve on the 25th so that Cindy can register them by the 29th. >> Do you want it now? I mean, I know I will be unavailable. >> I'm not sure because um I'm not sure. I I will get I will email you and let you know by the end of the week.

100>> Okay. >> Is that fair? >> Did you say yes, Candace? >> Yes. And I will make sure this year um because Kadis and I are both we were nominated to represent our board. I will get the new we'll get that document that has the new policies that the we vote on at that first night. >> Yes. Yes. So I'll make sure I have that. >> I don't we'll uh I'm going to try to have it or I haven't seen it yet. I've been looking for it. So we might have it for that next meeting so we can talk and it may be in September. I don't know yet. I just haven't seen the document. They they probably don't send that till September October. [clears throat] >> Yeah. As soon Well, it's I would hope

101in September. The only reason I say is because we do want to bring it to the board because that our conferences and it's October 23rd or something. And so I would like to have that discussion prior obviously to going to the conference. >> That's the whole point of last year. We want to make sure that we did that. >> So I'm I'm looking for it. have not seen it yet. >> Wouldn't anybody who's going to be invited to be part of that delegate? >> No. But remember, we said we said we wanted specific our people to do it so that we knew >> what was going to be voted on and then whoever did it will last. >> Remember Candace, we could only have so many and we got to get put on. I know.

102>> I know that there is a matter of fact there's an email out right now. Yes, that's the one that Cynthia's got that she has to register us. >> So, if anybody else is going and they want to experience it, I would be willing to sit out for someone else cuz it is such an amazing experience that um if somebody else really wants this moment and wants to do >> I can't I' I've been several times. It is >> it is it is honestly it really really is. >> I've been four or five times and I have enjoyed it every time. I'd like to, but I'm going to be out of town. Okay. >> Okay. Anyway, just want to make sure we're on the same page. >> So then at the next board meeting, there'll

103be an action item to approve the board to go to the conference so that we can register and do all that stuff. That's it. >> Thank you very much. >> To be able to get into the early bird and pay her. >> Okay. Next item on our agenda is our Blue Devil raves. Uh let's start off with Sarah. Do you have anything? Sandy. >> Uh I just Yes. Real quickly, just want to say I went and saw the band play on um Saturday morning. Um they were fantastic as always. Um always such a pleasure to listen to them and see um what uh what Shaq does with their their band camp or whatever. But uh they did they did a few songs on how to from how to train your dragon. So it was really

104fun and this they did a fantastic job and so kudos to them and the shack show does a great job. So anyways, it was awesome. I love those interview by the way. So if you attend any of our future football games, that's their halftime show. So you'll be able to see it. Interesting. [laughter] >> So you'll be able to see it if you missed it Saturday. Okay. >> Even better. I know. >> Yeah. It's always been the same. Okay. Margaret. Um, my raid is for Brian. Um, Danielle and I wish she would could have been here tonight, but we went last month to Atlanta to the Ron Clark Academy. Um, so just braved Bryant to be able to uh work with Huntington to get staff and board members to go. Um it was one of

105the most amazing experiences that I have ever been to in my life. Um Philly what was in my group that went um it was a very uh emotional the most emotional inclusive uplifting educational experience that I ever did. And uh we had a Brian um had a lunchon last week for the people that went last year. There was staff that went last summer and then there were two groups that went this summer. um kind of everybody talked about you know um how they went and there's just the excitement from our teaching staff and um Miss Mela had gone last year right last year and just things they're going to implement and and think it's just um it's just amazing and um it was all expenses paid and um it was fun we survived the the

106slide um and uh it was just great Danielle and had a had a had a good time. Um got to know each other a little bit better, you know, in those in those couple days and uh it was it was just great. So, thank you, Brian. Um the experience for our staff was just so and I know he's working hard to try to get >> more of those experiences, more groups to be able to go. There was a couple PTA PTO um the PTO president from Lee >> Lee >> right >> and then Angela the middle school >> and then Angela Pito was the other PTO but um yeah it was just it was something so thank you Brian Candace. >> Um yes I thank you for that too. I have heard all good things

107about that. Um, if you get a coat again next year, I can help. >> I know I want to go. >> Um, I do also want to just uh thank the shack and the band boosters um for the week long of uh band camp. It was it was very hot um for the the children out in that field every day and um the band boosters really came together and um met all the needs of the children um keeping them hydrated. There were quite a few other um people who helped um the athletic boosters, they were amazing, letting us use the concession stands as well. And um good job to Michelle and all the helpers. It t it definitely takes a village to pull off the hand. Good job to the kids. Thank you. >> Uh

108I want to give uh some rage to the Richmond Blue Devils draft team. Um and I will I'll quote their their Facebook post because there's a lot of information that they put out. Says that the 2025 USA High School Play target league national championship is complete. Our two squads qualified for the finals. Squad one placed eighth in the nation and squad 2 placed 28th. We are the only Michigan teams in the top 30. There were over 260 squads that participated. We had 19 individuals shoot against over 1,700 others in in the individual competition. Six of our individuals qualified to shoot in the finals. Wyatt with a score of 100 out of 100 placed fourth in the nation out of over 1,700 student that is quite impressive. Uh and Lily placed eighth for females in the

109nation. Uh these are also very very impressive. Um and these are the best results in team history. So a special raves to the trap team. That is pretty awesome. >> That's good. Thank you. Um I don't have anything this evening. Okay. Next item on our agenda is our superintendent legislative update. Mr. Monley, >> I'm going to start with the legislative update before I get to the district. Um, since our last board meeting, another month has passed and there is no uh movement on the budget. Um, the House has convened only one time, July 24th, and the Senate hasn't come in at all uh during the summer. Um they are scheduled to uh be in session tomorrow, the 12th. Um so we will be waiting anxiously for them to do their job. Um they did come

110back into session during that one day. Um and they took up House Bill 4141, which is the cell phone policy. Um that was a priority that they needed to address. Um however um it didn't pass um because there was people missing and didn't show up and the vote failed from 53 to 45. Um so stay tuned for cell phones. Um last Friday the or February, excuse me, July 25th, uh two Fridays ago, um the uh Trump administration announced they are releasing the funds um for the title funds that were frozen um which is your title one, title two, title three, and title five. So that's good news. Um so we can begin moving forward with expecting those funds um from the state. Um, I'd like to take a minute to read a letter that I

111uh sent to Governor Whitmer and our members of the legislature. Um, and it reads uh this. I'm ready to express my deep frustration, disappointment, and outrage at the legislature and the governor's collective failure to pass a schooling budget by the statutory deadline of July 1st. This failure is not a procedural oversight. It's an application of responsibilities that are thrown and has thrown school districts across the state of Michigan into unnecessary chaos and uncertainty. For decades, public schools have relied on the timely passage of the school aid budget to plan for staffing program and services essential to educating our children. The July 1st deadline exists for a reason. It allows districts to hire qualified teachers, finalize contracts, order materials, and set class schedules before the next year begins. Missing this deadline forces superintendents, boards of education,

112and business offices into a dangerous guessing game. One where the stakes are nothing less than the quality of education our students receive. Because of your inaction, districts are making staffing decisions without knowing if they can even afford to sustain positions throughout the school year. School boards have been asked to approve a budget based on speculation rather than fact. Long-term planning, academic programs, mental health, and extracurricular offerings are at risk of being scaled back or even eliminated midyear. Communities are losing trust in their government's ability to prioritize children over politics. Let me be clear. This uncertainty you have created is not an inconvenient, but it is destabilizing. It undermines our ability to serve our students, erodess our staff morale, and threatens the stability of public education in Michigan. While politic disagreements may be inevitable, leaving children

113educators to bear the cost of your gridlock is unacceptable. I urge you, no I demand that you immediately set aside politics gamemanship and pass a fully funded equitable school aid bill without further delay. Our children do not get a doover for a lost school year. They cannot put their education on hold while the adults in Lancing failed to do their job. Public education is the bedrock of our democracy and the stability of our schools is non-negotiable. If Michigan leaders cannot meet the basic obligations of funding education on time, then perhaps it's time for new leadership in Lancing. Leaders who understand that when it comes to our children's future, there is no excuse for failure. Our st students deserve better. Our educators deserve better and Michigan deserves better. Sign uh my name on behalf of the

114district. So, with that said, uh we are uncertain whether we're going to have breakfast of lunch for our students when they come back. So, our plan as a district is to move forward with not charging them until the October 1st deadline when the state budget um goes into effect. So, um we're going to have to figure something out if that if they end up rescending them. From a district update, um the calendars are online. I just want to show the listening audience. You click on school calendars, you can see a lot from the detailed version of our school district. It gives everything all the events, the awards ceremonies, music festival ceremonies, plays, etc. uh are listed here. There's also calendars for each of the different groups. 3-year-old, four-year-old, tuition based preschool, GSRP, and early childhood.

115Uh first day of school is coming up um about 3 weeks from tomorrow. um September 2nd, which is a half day of school for our K12 students, and the first day of school for preschool GSRP and um uh ECSE is Wednesday, September 3rd, which is a full day for our students. Uh coming up, uh 3 weeks, two weeks from tomorrow is our meet the teacher night, often referred to as Blueevil Days. It's available for anybody in the community. It's an opportunity for parents and students to meet their teachers, get to know their classroom. It's very informal. Often times that reduces the anxiety of kids know where to go on that first day, so they don't have to worry about trying to find their classes. Um, any member of the community is welcome. We'll be offering

116a free breakfast or excuse me, a free dinner through our food service department from 5 to 8 that night. Um, I also just want to point out, um, in the Janu or the July newsletter, excuse me, there was information about the upcoming bond on our website. If you click on the information on the bond proposal at the top, um, there's a lot more information than was up there in June. Um, you can see all the backup documentation, the enrollment projection reports that base this on. Um, all the presentations of the board meetings, any community presentation dates, presentation, the one we did for staff. Here's the letter from Treasury. This says we're ready to move on and you can put it on the November ballot. Here is the actual ballot language that will appear. Um, it

117has been accepted by Mcome County Clerk. So, it is will be on the ballot in Mcome St. Clair for November 4th. Um the project and scope and budgets for each of the schools is listed on there. Actually the line items actual budgets are are listed there. Also all the communication that we have sent out there should be no reason anybody does not know about this bond. Um this stuff has gone over the household in January uh to our parents in February. our July newsletter. Um particularly page four and five highlights the um um projects and kind of the scope. Uh these are the the cards that will be mailed the mail or the flyer. This one will going out on should arrive in mailboxes around this Wednesday which will focus on the middle school. So

118you can kind of get visually see about five big ticket items that are on the middle school and visually see the addition that's planned for the middle school. Um, end of se August is the high school and around September 10th would be the elementary school where you'll see the additional parking lot and addition on the building. >> Yes. >> So you can access the QR code will take you right to this. Um, I just want to reiterate there are no specific drawings. So if you tell me what would that specifically look like that comes after the bond uh passes um because that is an expensive part of the bond cost. But um trying to get every information out there. I sent out to staff um we cannot um obviously promote a yes vote um but

119we can give information on it. So I've asked staff to join me in various um information um outlets whether it's a townships and city governments. Uh good old days we'll have a a tent there um to get more information out to the community. So, if any board members are are available, uh just seeing I have a a signup sheet there kind of locking in who's going. I do have a um I wrote kind of scripts if you are nervous about going in front of city councils and townships kind of talking points that you could say. Um some people it's more natural than others in that. Um but I just want to say we've we've been trying to put everything out there um so that it is very informative for our community. Uh, and lastly, I

120just want to say um I I just like to clarify some rumors that that I've heard um and reading a prepared uh statement because I want to make sure I read it correctly. Um our former director of student support services, Mrs. Rio, um chose to resign from the district and some of the reasons why that resignation um has been shared in the community isn't accurate at all. Um, so I just like to read this so that the facts are out there. So if someone has a question or is getting information they'd like more information to note this point 833 in the board uh video. On December 19, 2024, Richmond Community Schools received a parent concern involving a student matter. The parent concern focused on the district's failure to comply with the students legal requirements of

121an educational plan. On February 21st, um I directed the school administrator who recently resigned to provide the student record and that uh so that the district was ensured that it was in compliance with the students educational plan, all existing laws and count day requirements. On March 18th, the administrator who resigned admitted to intentionally misrepresenting the accuracies of a student record. um and on that same day uh resigned from their position stating personal reasons. After district was informed of a defective student record, the district conducted an internal review of the matter and in the spirit of transparency, the district retained an independent third party to perform an audit of all stu district special education students that were on reduced schedules. The goal of this internal and external audit was to ensure compliance with the IDEIDA law

122to uphold the integrity of the process and to prevent further discrepancies in reporting or delivering special education services. After the two factf finding investigations were completed, both investigations confirmed that one additional students medical documentation was also misrepresented by the administrator. Based on the gravity of the matter and the potential negative impact on this may have on the effectiveness of the operation of the district. A police report was filed with the Richmond Police Department on May 27th, 2025. The district has continued to work cooperatively with the Richmond Police Department and other law enforcement agencies concerning this matter. Our audit for our February count was amended to reflect an accuracy and not claiming students that we couldn't claim. At this point, the district has not received an update from the Richmond Police Department. As the district approaches

123the 2025 school year, 2526 school year, the district remains steadfast that in its commitment to protecting student records and complying with existing law. And due to an ongoing investigation in the confidentiality of this nature, um that's all I'm at liberty to say publicly about this statement. um other than this is the facts of the situation that occurred and it wasn't because of people uh in this organization who they are blaming. It's about an individual's um actions they chose to take and that's all they have. >> Okay. So at this point you're wait we're waiting for the Richmond police to get back with you on what further steps the district is going to be able to take on that individual. That's exactly it's over to the Richmond police to either turn it over to the prosecutor

124or close the case. >> And and we've been waiting how long on that from Richmond police? >> Uh May 25th was the date that um the final May 27th was the final place report was issued. Anyone have any other questions for Mr. Okay, next item on our agenda is items of interest from the board. Sandy, just a quick reminder, I will not be here at the next meeting. No, not you. Thank you. Sarah, >> uh Raymond, >> uh I I also will not be here at the next meeting. And then then I just I just wanted to kind of in addition what Brian already said about the the no increase millillage just a reminder to the community if you have questions it's right on the school's website. Check it out and um yeah just if

125you have questions the information is out there. >> Thank you. Um Candace um just one question. We can't like post anything in our yard signs anything about >> any any individual can post support against the district cannot pay for that. So everything that is a cost to the district like these flyers is just factual information. Here's what's going to happen. the time that uh I put into creating the website or or anybody else. I'm just giving factual. I can't say vote yes or vote no. >> Other groups, >> okay, as as a citizen, when you're off the clock, if you will, you can say whatever you want. >> You can you can have a sign in your yard. >> You can have a sign. Yes. >> You're an individual. >> Yes. But you have to

126pay for that sign or that sign yourself, you know, and put it. But it's like the school board, it can't, >> you know, you know how like when you run a board and it says pay for on behalf of your commander. It can't it can't say pay for on behalf of the board of education or Richmond schools. that you can you can make your own sign that says vote yes for the the note cuz you're an individual citizen and you can put that sign in your >> all of the flyers that are going out the newsletter said paid for by Richmond schools they've all been reviewed by the attorney so it's not a leading message that says yes or no it's just November. Um I already mentioned to De but to let everyone know Brian

127and I did um our orientation with Kelsey, our new student board rep, and Elizabeth was there too. And the girls will be here for their first meeting on the 25th. Thank you very much. and I just wish to welcome back our administrators, our staff, and I just want them to have a great school year. Okay, next item on our agenda is our public comments. Do we have any public comments? Being no public comments, we will move on to our next our action items. Okay, I'm looking for a motion for the approval of a 202526 child care parent handbook. Move to accept the recommendation of the superintendent and approve the 2025 2026 childc care parent care parent care parent care parent care parent care handbook as presented on June 23rd 2025 and outlined in the attached

128documentation support. >> Any discussion? All those in favor? >> Opposed? Motion carries. I'm looking for a motion for the approval of the 2526 preschool parent handbook. >> Motion to accept the recommendation of the superintendent [snorts] approve the student. Yeah. Um yeah, you're in the handbook as presented on June 23rd, 2025 and outlined any support to 10. Uh any discussion? All those in favor? >> I opposed. Motion carries. Looking for a motion for the approval of the 2526 student athletic code of conduct handbook. I motion to accept the recommendation of the superintendent approve the 202526 student athlete code of conduct handbook as presented as on the June 23rd 2025 and outlook meeting and outlined in the attached documentation support. Thank you. Uh any discussion? All those in favor? I >> opposed. Motion carries. I'm looking for

129a motion for the approval of the 2526 student parent handbook. I move to accept the recommendation of the superintendent and approve the 2025 2026 student parent handbook as presented on June 23rd, 2025 and outlined in the attached documentation support. Thank you. Any discussion? All those in favor? >> I opposed. Motion carries. I'm looking for a motion for the approval of the 2526 employee handbook. >> A motion to accept the recommendation of the superintendent approve the 202526 employee handbook as presented on June 23rd, 2025 and outlined in the attached documentation. >> Support. >> Thank you. Any discussion? >> You received a copy of this. I forgot to upload it. There were no changes from the June 23rd meeting. We received a hard copy tonight. >> Any other discussion? Okay. All those in favor? I I opposed.

130Motion carries. I'm looking for a motion for the approval of a contract with CI for laptop replacements. I move to accept the recommendation of the superintendent and amend the June 23rd, 2025 motion for the approval and purchase of laptops from Seh High Computer Products Inc. for a total not to exceed $255,744 which funding from the non-bonding capital projects fund is authorized and outlined in the attached documentation. >> Support. Thank you. Any discussion, Brian? >> Yes. >> We approved this in June and in the in the paperwork it said that there was some kind of issue. Is there going to be a problem because these were going to be for the start of the school year. So, is there a problem that we're doing them now? >> You know, when we when we had the conversation

131with them, when we realized the error, basically what happened is the wrong attachment got put on the board packet you had in June. Um, it was an error. We issued the PO what you already approved and you already contacted them to hold the others. So, they're going to be coming. We're not going to have an issue. We're not Thank you. >> Any other comments? >> Okay, this is a roll call vote. Margaret, >> Sandra, I Raymond, >> hi. >> Sarah, I Candace, I vote I. Motion carries. Being no further business, the board will adjourn at 8:44. Heat. Heat. N.