Richmond Community Schools Board of Education Meeting on May 12, 2025

001[Music] Good evening. The regular meeting of the Richmond Board of Education will come to order. Please stand for the pledge of allegiance. I aliance to the flag of the United States of America and to the stands one nation indivisible with justice for all. Please read our mission statement and take roll call. At Richmond Community Schools, we provide a quality education that empowers students to be successful in a growing community. Board member Cunningham here. Board member Michon here. Board member Sutton here. Board member Styer here. Board member Telto here. Board member Gillis here. Board member Kun9 here. We have a quorum. Um our student representative Joseph Pacito couldn't be here with us tonight, but we do have our student representative Alysa Schaeer. Thank you. This time I'm looking for a motion to approve our agenda. So

002move support. Thank you. Any discussion? All those in favor? I opposed. Motion carries. I'm looking for a motion to approve the consent agenda. So moved. Thank you, Mr. Wley. Any discussion? In your backup, you'll see the resignations that were uh submitted to us as well as some new hires. Uh the new hires are pending the completion of the new hire paperwork and background check. There were no questions regarding the April 28th regular meeting minutes. Um also in your backup is the district headcount of full-time equivalent uh report and again no questions regarding the claims and accounts. Any questions for Mr. Wman? I actually just one question. Um, is the are all the spots taken before the summer school? Are there any openings left for students or for I'm sorry for staff? Uh, we haven't finalized

003all the staff at least on that. [Music] So, they're still alive. The posting was closed. If staff are interested, they can always submit us a letter. We will fill a position based on the Okay, at this time forward, we're going to do our class 205. Did I motion? No, you did not. I'm sorry, guys. Back up. Come up. Okay. Um, any further discussion? All those in favor? I oppose. Motion carries. Now we warm up. There we go. So, thank you so much uh for having us here. It is an honor and privilege as the PR principal of Richmond High School to introduce the top 10 class of 2025 graduates. Um earlier this evening we got to celebrate their accomplishments with not only their family and friends but also a special guest that's been influent influential

004in their lives and it was just great to hear the stories that these individuals have played in each one of their academic pathways um to get to the moment that they're at right now. So what we will do is we will call up our students and their parents and I believe the board will line up and then um I will read a little bit of background about our graduates. I shared earlier this evening that I believe the top 18 students in the class of 2025 have over a 4.0 GPA. So, it definitely was a very competitive class, a group of students that took dual enrollment classes, early college mome classes, AP classes, um, and definitely, uh, deserve all the accolades they have earned. So, without further ado, I would like to welcome up Elena Link

005with her parents, Robert and Patricia Esink. Elena is graduating with a GPA of 4.068 and will be studying marketing at Slippery Rock University. She's a member of the volleyball team, powerlifting and tennis, and is president of the student athletic advisory council, a member of SAD, and also national honor society. Congratulations, Elena. Good job, mom. Great job, Dad. Next up, we have Caitlyn Telto, who's joined joining us this evening with her parents, Annie and Brian Telto. Caitlyn has a grade point average of 4.073 073 and will be studying business and human resources at Sagena Valley State University. Kayla is captain of both varsity volleyball and softball teams, is treasurer of SAD, a member of Green Club and National Honor Society, and also coaches youth volleyball outside of school. Congratulations, Kaitlyn. Congratulations. Great job. Next up, we

006have Amelia Hill, who is joining us this evening with their parents, Jack and Karen Hill. Amelia has a grade point average of 4.097 and will be studying mechanical engineering at Sagena Valley State University. She was a member of the Bluewater Area Athletic Conference All Academic Team. Is a member of National Honor Society, Green Club, and Interact and also enjoys playing softball outside of school. Congratulations, Amelia. Congrats, Mom. Congratulations. Next up, we have Autumn Rance, who's joining us this evening with her parents, Jason and Lisa Rance. Autumn has a cumulative grade point average of 4.101 and after finishing the early College of MCOME program will be studying secondary education. Autumn is a four-year member of our varsity cheerleading team, a member of National Honor Society and SAD, also coaches Richmond hometown cheer, is a peer mentor

007leader at Mcome, and a member of Richmond youth for Christ. Congratulations, Autumn. [Applause] I wish you Next up joining us this evening is Caleb Manscot with his parents Doug and Jocelyn Manscott. Caleb has a grade point average of 4.111 and will be studying computer science at Grand Valley State University. Caleb was a four-year member of the cross country, track, and bowling teams and is a member of National Honor Society as well as esports. Congratulations, Caleb. Congratulations. Next up is Elizabeth Coker, who's joining us this evening with her parent, Carol Coker. She has a grade point average of 4.132 and will be studying graphic design at the College of Creative Studies. Liz was a member of the BWAC all academic team, is a four-year member of both the varsity basketball and soccer teams, is a member

008of National Honor Society, and has won various art awards at the local, regional, and national level. Congratulations, Elizabeth. Good job. Next up, we have Adeline Loftess, who's joining us this evening with her parents, Charlie and Kim Loftess. Adeline has a grade point average of 4.144 and will be studying sociology, human development, and family studies at Michigan State University. She's a member of the National Honor Society and a senior leadership role in student government. She's assistant manager at her job, which she's held for four years, and is a former member of the Richmond Cheerleading Team and Green Club. Congratulations, Adeline. Good job. Next up, please welcome Ashley Safford and her parents, Kurt and Tammy Safford. Ashley has a cumulative grade point average of 4.152 and will be studying biomed engineering at Lawrence Technological University. Ashley is

009a member of our varsity softball team and green club and is also a member of National Honor Society. Congratulations, Ashley. Congrats. Next up, please welcome Grace Slough and her parents, David Sluff and Laura Bond. Grace has a grade point average of 4.158 and after finishing the Early College of MCOME program will be studying nursing at Grand Valley State University. Grace currently is an intern at St. Clair Dermatology and is taking her nursing prerequisites at McCome. She spends most of her time working to save up college, save up for college and a new car and loves spending time by the lake outside of school. Congratulations, Grace. Great job. And last, we have Sydney James, who's joining us this evening with her parents, Ronald and Carrie James. Sydney has a grade point average of 4.199 and will

010be studying wildlife ecology and conservation at Michigan Technological University. Sydney was recognized as a member of the BWAC all academic team, is a four-year member of cross country and soccer teams, is vice president of national honor society, and has been a three-year member of our mock trial team. Congratulations, Sydney. Great job. Thank you. So, as I said at the beginning, I just want to thank and honor all 10 of these students as well as all of the students in the class of 2025. Um, at this time, if our top 10 graduates would meet me over by the banner because I would like to take one group picture before we leave. And you are welcome to go if you would like to. You don't have to say, but thank you again. [Music] leaving. I got you

011down. Relatives. Relatives. item on our teachers of the year. But we do have something to hit it after we um introduce Billboard come up. Um tonight it's a great honor and a special tribute to to honor our teachers of the year for 2024. Uh we not only celebrate um the exceptional educators that they are but also the lasting impact they've had on student lives. The impact that is beautifully captured both in her story struggled as a young child with an undiagnosed dyslexic School was not a place of joy or confidence for her. So she messaged her father. He was a teacher who saw her potential. He looked past her frustrations and self-doubt patiently, compassionately and persistently helped to find the confidence and ability to read. Mr. Valer did didn't just teach literacy. That same spirit

012lives in the teachers we're honoring here tonight. Like Mr. Fister, our teacher of the year, do more than just deliver lessons. They change lives. They see students beyond the struggle. They inspire confidence in them when they have doubt themselves. They lift students up one moment, one conversation, one act of compassion at a time. And for that, I'm proud to recognize our three teacher of the years tonight. Rhonda Deoy, Matthew Kundan, and Stacy Boling. Here to begin the ceremony will be Mrs. Sinsky regarding the teacher of the year. And I will just kind of be introducing and bringing up the administrator from each uh outstanding teacher building. So we will start with Eli Elementary where we honor Ronaldo and we welcome Mrs. Mcuny and Mr. Gibson to tell us about Mr. Gr. All right. Good evening,

013everyone. I'm Mrs. Mangini, the elementary school principal, and I am incredibly honored to stand before you to um honor our teacher of the year, third grade teacher, Mrs. Rhonda Loy. Um I think about this is not just honorable solely on the title of teacher of the year, but it just reflects the hard work, the heart, and um everything that goes into teaching every day. I've had the great privilege of watching Mrs. Lacroy shape young minds every day. She will take the biggest challenge and wear it with grace and grit until it's accomplished. One of my favorite things about her. Every day in her classroom is different, but when I go in, the one thing remains true, and that's that she wants every child to feel valued, heard, and honored, and that they are. If you

014spend any time with Mrs. Leroy in her room or in conversation with her, you will learn very quickly that it's more than just teaching as a profession. It really is a calling. She strives to go above and beyond. Not only because it's expected, but because she gives 100% in everything that she does. um whether it's staying late to have meaningful lessons the next day. She spent her um part of her summer organizing our literacy library um on her own time and we are still trying to get her out of the parking lot by 6 p.m. She's getting better. She's getting better. Um Mrs. Loy makes sure that no teacher works alone. Uh she has an incredible mentor spirit and leads her team in many facets. She's a go-to for her team and for myself. Beyond

015the classroom, she leads our school community with new mentors. She heads the salmon in the classroom, the green club. She participates in the teacher cadet program. She chairs science Olympian for many years. And with green club, she has received the highest award available. And the list goes on and on. She is the kind of colleague that others turn to for guidance and support and that every child deserves. To Mrs. Lroy, thank you for being the person that shows up early, stays late, and gives 100% to your students in our school. Your passion, your dedication, and the love that you pour into everything you do is something that inspires all of us. Thank you. [Music] Thank you. And next to middle school we have Mr. M. Clinton and Mr. Knight will be telling us all about

016Mr. Dennis. a little nervous. If you're going to be wearing the same shirt that was in your picture, that would be pretty close. Um, before I get into my speech, just one thing I thought that was cool, just pointing out as as the top 10 kids were walking through here and it's cool. Matt had had four of those 10 kids. So, that was a really cool thing. And just watching them interact with him was also very cool. That shows you how long you've been here. So, it's with great pride and admiration that I stand before you today to recognize someone who embodies the heart, soul, and spirit of teaching. Richmond Middle School is honored to recognize Mr. Clint Deon as our 2425 outstanding teacher of the year. Mr. Clinton teaches fifth grade math and science

017on one of our two dynamic teaching teams. Uh, from the moment you step into his room, it's clear that something special is happening. His passion for teaching radiates through every lesson, every experiment, every question asked, and every answer explored. Whether it's continuing complex math concepts or igniting curiosity through science demonstration, Mr. Clintennon brings learning to life in a way that is both inspiring and impactful. But what truly sets Mr. Clintennon apart is not just his deep knowledge of and and creative instruction. and it's his relationships he builds with his students in his classroom. Every child feels seen, heard, and valued. He creates an environment of belonging and and acceptance where students support one another and grow not only academically but personally. His dedication to fostering camaraderie and community helps students believe in themselves and in

018each other. Mr. Clintennett's influence extends beyond textbooks and test scores. He's a mentor, a role model, a steady presence in the lives of his students. He reminds us of the of the of the power a great teacher has, not only to teach, but to uplift, to connect, and to inspire. On behalf of the entire Richmond Middle School community, thank you, Mr. Clinton, for your unwavering commitment, your incredible heart, and your excellence in education. Congratulations on this well-deserved recognition as our teacher of the year. There you go. Congratulations. Congratulations. And finally from Richmond High School, we have Stacy Woolock. And we will hear from Miss A and Miss Warwick. Thank you so much. Um, some words to describe Stacy Walk. Kind, understanding, and patient. She is extremely patient. During her time at Richmond High School, Stacy

019has transformed our life skills classroom to include coffee cart and is currently overseeing the running of multiple businesses such as the students creating wax melts for sale as well as creating centerpieces and growing plants in our greenhouse. Miss Wak focuses on social skill development and looks to provide real life experiences for her students. I think I speak for all of her students in her classroom when I say she goes above and beyond. There's one student who generally almost every day of the week brings her an apple from the lunchroom to make sure that she has enough to eat at lunch and says, "I want to come back to school next year to be in your classroom, Miss W." So, from behalf of Richmond High School as well as all the students in your classroom, thank

020you for everything that you do, Stacy. That feels good. Congratulations. [Music] So, I'm West. Since I've been back here for the last 5 years, I have taken 18 to college to the team camp one. That is my alma mater. That's where I graduated and it was a phenomenal experience. So every year because I had so much interest, I've taken two teams, not just one. This year, unfortunately, they were like, okay, because I took two teams, other schools started to take two teams and just the varsity level of competition got a little bit lower. So they told us we couldn't this year and then at the last minute they had a cancellation and they called me and they're like, "Hey, you want to bring two teams?" I'm like, "Yeah." So, so we are getting to bring

021two teams again and I promised them I would try to make them a little bit equal, which is a great um I'm excited that we can take two teams because um all of the these camps, Hills College comes and runs an individual camp for us. The girls work hard and for the first time in a long time we won a district this year and so a lot of their hard work has paid off and um to be honest I'm graduating two of them were here in the top 10 but I'm graduating uh four seniors and um I have five positions that will be open this year and I have no idea who's going to fill them. So I'm excited that I will have 20 girls going to camp this year. So and it wasn't hard

022to get them. I have one girl. I have no girls that are seventh grade going into eighth grade. And to be quite honest with you, I do have some really good athletes in seventh grade that are going into eighth grade that um I start a youth program that are pretty good that maybe could have hopped in, but um no, all of the girls that are going to 20 will be 9th through 12th graders this year. So, um the camp consists of three days. It's a Sunday through um Tuesday. It is an overnight. Um we stay in the dorms. I have plenty of parents coming with me and school staff, I guess. Um, Sarah Castin come. She's secretary at the middle school. Ang Jones has come. Not sure if she is this year. I don't know

023if anyone heard, but Jordan tore her ACL. So, um, it's a little devastating for her and she'll be going in for surgery soon. So, I'm not sure if the timing will work out for her to attend. But, um, Patty Eselink, who was here, will be one of my moms there. Her, um, youngest daughter will be going. Um, and Jordan's focus, the JB coach, will be attending this year as well. So, and Amber Jackson will be going. So, I guess she's on staff, too. But I love the way it is set up. It's not volleyball all day every day. Um, we get there in the afternoon and the sessions start at 1:30. And so, our girls will play um for 2 and 1 half hours in the afternoon. We'll go back and the parents that come

024with us, we bring our own food and we will cook in the kitchen there and make stuff. and the girls will eat and then we'll go back from 6:00 to 8:30, come back. Perfect time for them to take a shower and they have a little fire pit outside the dorms connected to the wall and um we'll do s'mores or something and just have some bonding time. Day the next day the girls will get up and all mornings from 9 to 12 are activities that are not volleyball related but just becoming better athletes. So, we can go to a training um for injury prevention. And those are things that I choose. So, when we get there, all the coaches go in and we have a draw. It's almost like the NFL draft. And we're choosing our

025activities. And so, um injury prevention is always great. Um mental toughness is great. I always choose sand volleyball. The girls like to go up there. We go to Long Beach Lake and they do a water workout. Not their favorite, but I like them. They do the workout. Um biking, mountain biking, they can just do spinning class. It's just a great experience of four different sessions for about 45 minutes. Yoga. We do yoga every day just because it's an opportunity to stretch out. And then in the afternoon is when we're a team and I have two teams there though and they'll be playing in the afternoons. So um trying to think. We're there the whole time. It's plenty of chefs. Two chefs um are paid for for each team. Um after that it cost me $44

026a night for the room. by the cheapest hotel they're going to get there. So, um yeah, anyone and this year it was $1,475, but if you pay before um if you pay early, put a deposit of $200 down per team, they knock $200 off. So, really it's 1,200 um $1,275. Um I usually last year what I did is I figure out the cost based on x amount of players. I think I do 16, so it might be lowered a little bit now that we have 10 and 10. And then um I pay the deposit on my activity account which will be $400. And then that money when the girls actually pay for camp that money we use for food and patio we'll buy lasagnas or sloppy you know we'll just get some things from or

027wherever and bring some fresh food. That's great the girls. Any questions from the board? Okay. Our next meeting we will go on. Hey, thank you for coming. Okay, our next item on our agenda is another extended trip request, Michigan with Miss Kelly. Hello. Thank you for the opportunity to allow us to come in and talk to you guys. I know we don't see you guys all the time cuz we're out on the field or in the gym or doing all those things, but um you'll notice on the agenda there's two different locations that were listed because at the time of filling out the paperwork, I wasn't sure which way we were going to go. Um you're not hearing any of this cuz you're not supposed to notice. Um but so what we're trying to do

028is July 19th and 20th um it will be in Otisville. It's at Covenant Hills um retreat center is where it's being hosted at. It is put on by North American Spirit who we use every year whether they're coming into our building or we're going to something of theirs. Last year we went to Grand Rapids and we did a day trip but still allow the kids to spend the night and kind of get that experience. Well, this year the incoming senior class expressed that they really wanted to do a camp overnight. Um, so I got a hold of my friend who runs the camp and said, "What are our best options?" So we could have done Kalahari. We could have done a lot of different things and um, the price tag on those is extremely high

029and um, you know, I'm just not going to do that. I want the best opportunity for them. Kind of playing off of what Char said about the schedule, we get there in the afternoon on the first day and we go until about 6:00 or 6:30 and then we have open time. So that'll be times where we do things um that we typically do with our team. So we'll do cheer Olympics and we'll do um you know different team bonding things. The next day we have sessions um that aren't just cheer related. So the seniors will go to a senior seminar, they do nutrition classes. So the same kind of thing like she was saying that they offer a lot of the camps offer different opportunities. So, it's a way for the kids to get exposed.

030There's also college athletes and college coaches that are involved in it. So, it allows the girls to pick the brain of people that have been there, done that along with getting exposure to coaches um and kind of seeing what things are out there. So, we are with them the whole time. I'm going Coach Melena will be there. Um Coach Tracy will be there. There's probably going to end up being four or five of us actually that will be there. I don't know how many kids that we're going to have. When I calculate things and I look at what's coming from the eighth grade and what we currently have, we could have one of our biggest teams this year and be close to like 35 to 37 kids. So, um it's a great opportunity for everybody

031that's involved. And um we kind of put different things out there for them to be able to help raise the money because it I mean it's not cheap to go to an overnight event. Um but the experience that they're getting and because it's something that I'm not telling the kids this is what we're doing. It's something that's coming from the kids. They're going to be all over trying to figure out ways to make this happen. So we're super excited to be able to do this for them. And like I said to Elizabeth, she doesn't know this and I know you won't come home until early, so we're good. Um, it's something that I'll share with the kids once we have tryyous and we have all of that information. So that's where we're at with that.

032The food and everything is all included in the camp. So we don't have to worry about buying food or doing anything like that. It's the room and board, all of that is all part of the cost for it. So, any questions that I can help answer? Yes. So, roughly 35 to 37 have the opportunity is what you're saying. Everybody that's going to be on my team is going to have the opportunity have the opportunity to go. And then what what are we doing for kids? You you said the fundraising stuff. What are we doing for someone that might not be able That's where that's where our cheer booster club comes into play. And anytime we have kids that are in a financial strain, they have a scenario that they set up to take care of

033those kids. And it's not anything that's public that you know other parents, they don't know about it. We just take care of it. All right. Thanks. Yep. Anybody else? Thank you for coming forward. Thank you. Okay, next item on our agenda is our elective course curriculum and resources. So before Billy uh begins in your link uh Cindy uploaded a lot of documents. Um there's a lot uh if anybody wants this is what if you print it out what it would look like. So if you want to if you want to review the printed copy u we have it um you want a hard copy hard copy. Um, but there's no action tonight. It's more of a a presentation. The action will come in two weeks. Um, so obviously if there's questions to come in after

034Billy or you have time to digest more of the presentations, please let us know. Um, there's a lot here though. So, as Brian indicated as the binder, if you started to look through it, it is it is a lot. It's not really the scope of this many different um subject areas at the same time going through curriculum is a pretty big task this year. So, I'm going to kind of walk through and summarize what we did in our time together. Um, you know, kind of where they are with building out their curriculums on paper, if you will, and um what that looks like for for um resource needs and curriculum needs. So, this is I'm not I obviously cannot go through everything that is is there. We would be here till tomorrow. So, um again,

035just kind of a summary to let you know kind of where everything stands with our curriculum for the electives and specialist departments today. And then again, if you have questions after more of a chance to go through everything, I would be happy to answer those next week, too. So, um, like I said, it's it was a lot. It's a big task. Um, so the curriculum work days this year, we were able to, um, get the electives or specialist team. So, it was a K12 team um, for each uh, elective department over the course of two full days and two half days of guiding time together. So, I was pretty much with them um, each of those sessions and times together. Um so the departments that that includes are health and PE department, the performing arts,

036Spanish, steam, technology and visual arts and that is made up of a total of 19 teachers altogether. So the goals that I set forth um for those four days together was to review their current curriculum and resources so that I could myself get a better understanding of what they had, what they were working with, where their needs were. Um and then from there we started to develop scope and sequence documents which I will share with you a few of those examples. Um we also spent time considering really that vertical alignment. So um they pretty much all indicated that that was the first time for most of them you know that they had been here um where they really truly had the K12 team all together. So they could really look at you know how do

037our you know elementary technology classes build up to the middle school and build up to the high school and they really hadn't had opportunity for those conversations in the past. um again or if they had it been a while and these were new staff members perhaps. Um so that was a good another good chunk of time spent there. Um and then from there um really uh identifying the resource needs that they had aligning with those curriculums that were being put together. And then they also spent a little bit of time if the course descriptions needed some updating after all of this, they sort of have that ready to go so that if needed we could um propose that before the next coursework uh next year. So this is an example of the scope and sequence

038document. Um and so it was kind of again a challenge right it's it is very different than like the last few years we've done each of the core departments. So last year English the year before that math science and social studies before that you have you know one department one class and so the whole year to kind of to go through and and it was K12 don't get me wrong it was definitely still um a big task but very different when you're talking about one subject area versus all of the different electives right and so it was kind of a different a little bit different approach and I and each of them each department had kind of their own way that they were keeping track of their curriculum their own different versions of documents and

039things. So, this was an an opportunity to try to kind of simplify initially um to make sure that we had the most key components of curriculum kind of down in one place and in a similar fashion for me and for you to be able to review it um and for them to kind of be able to see what each other was doing. So, that was sort of the goal of of this. And so, I do call it a scope and sequence versus, you know, a full curriculum. So, it's kind of just like the bare bones, kind of the skeleton of of what that curriculum is going to be built on. um in its totality. So the things that are included in these scope and sequence documents, which you do have um available, the ones that

040are completed. Um so they're broken down into units of study for each of the classes. Um they are absolutely aligned to the content standards. So you see that indicated on one of the columns there. Um and then also in your packets, you do have the link to the actual standards. So the technology standard is is there with the technology classes or the uh PE standards are there for your PE classes. So you can see what they're referencing um by those letters and numbers, you know that. But to to type them all out in there would have been a lot. So they could just use their code. Um the timeline as far as how long each unit of study would take. Then then they went on to look at the available resources and activities that go

041along with each unit and then how they assess them. So those were kind of our big pieces that we wanted to make sure we had uh identified for each unit. So again, this one is just an example that I grabbed that kind of had all the pieces and could kind of highlight. Um, something that I like about this one is you can see that in the activities and resources, this teacher was able to take it to the step of having them actually be click clickable links. So, you know, very easy if she had to be out all of a sudden unexpectedly, we would have this ready to go for the next person who might have to step in. So, not everybody is quite there at that same place yet. Again, everyone came in at a

042different point in in preparedness and in where they were walking in with their curriculum. Um, but you know, again, this is something that's where we're kind of trying to get to real quick. Do all of the the areas have standards? Yes. Yeah. All of our areas that are part of this, they do. Yeah. And in some, I mean, there's some looseness. Again, it's a little different than ELA. You have very, very specific, but so like if we're building that steam course, that's a good example, right? So she pulls from actual to science standards, she pulls from math standards, she pulls from um ELA standards. So she is pulling from standards. Um so but again it's not like there's this document that says these are the STEAM standards, but she is absolutely basing her content in

043actual content standards that exist and that our kids should be utilizing. Thank you. Yeah. Um I grabbed this one. Um, so one of the areas that, um, we also were hoping that the, uh, teachers would be able to highlight is kind of at the top of their document. It's sort of, it's hard to see the coloring, but light blue. Um, and it was, it could try to connect to a core subject matter. So, these are electives courses. Certainly, they have their own place and their own importance. Um, but where, if we were going to connect it to the core subject matter, where would that fit in? So, Spanish kind of, you know, kind of an obvious connection, but related to ELA, right? Um, and then also asking them their connection to a career pathway. So,

044if they weren't able to say it had a direct link to a subject matter or maybe it's both, um, what would that career pathway be? And so, again, in the case of Spanish, they said, you know, this is obviously really going to help students for towards global careers and be those worldly um, students and leaders. So, that was something else we are looking for. Um, and I liked band. I mean, and Molly, I honestly talked about this a lot. She kind of was like, "Ban can relate to everything, you know, but she could really argue the point with me." So, I said, "I everything she said, it made sense to me, right?" So, it it really does support so many pieces of um their academics across the board. So, she really felt like there was

045a lot of strong connections there. The high school has started to move into using an actual curriculum warehouse, if you will. So they are some of those teachers are a little step ahead of using just that basic scope and sequence document that I just showed on the last couple slides. So those teachers in um other buildings and even some of the newer teachers at the high school um hadn't really been using this atlas tool. Um and so again that was where it came in. We needed something to all be on the same page. So that was the scope and sequence document. For the teachers that have already been um in the process of getting their curriculums loaded into this Atlas warehouse. I did not force them to take that out of here and put it

046into my spreadsheet. I understand that they have the same information here in Atlas. I have access to it. Um it was a little trickier for me to bring in a way that I could share with you effectively. Um and they are also at different stages. So they are kind of on this screen you can kind of see the first chunk that it's going to have them build out an atlas. And so keeping in mind most electives teachers have three or four or five different classes that only they are teaching, right? So their pace at completing these curriculum documents is definitely understandably slower than an English teacher who might teach one or two different levels of English, but they're still around the same standards. Um, so these teachers do have quite a bit in there, but

047it's not it's not quite as like complete. so that they have these first chunk done of each of their classes that they might be teaching. They're identifying the standards. They're um placing their assessments in there because they do have them that they're using. They have essential questions, but it's not it's not fully built out. Like if you look at it, it doesn't look like the full picture quite yet. Um but that is the work that they're doing. So they they are in that same process. They're just using a different tool. Um and again eventually certainly um I know Missbo has the expectation that all high school teachers will be utilizing the Atlas uh warehouse to have their curriculum. So we'll continue to support that work and um it it I mean it really is a

048nice place. It is a nice tool. There's other ones out there. So we'll decide if this is the direction to go or not. But this is where those are currently for a few of the high school classes. Um, and a nice thing, another nice thing that Atlas does, I talked about the timeline on um, the previous document. This is an example of how Atlas shows their timeline. So, if a teacher plugs in, okay, these are my seven units and this one's going to take this many weeks or this many days, it gives you a really nice um, timeline across the school year of where the different units are. So, it's just a little bit more interactive, more visually appealing um, you know, kind of a more complete place than just a spreadsheet that I put

049together for them. So another um topic that they covered or another task that they kind of did together was having those vertical alignment conversations. So again, as a technology department, we have the same standards, K12, they're in different bands, and obviously it gets more rigorous as you go from kindergarten through a 12th grade AP um computers class, of course. Um, but they really wanted to they really took time to dig in and they listed out um each of the different technology classes that we were offering K12 and they started plugging in kind of the standards and or um just the content activities that they were doing in each one. And then they started color coding, oh this red one, well we are doing that already in programming, so let's get rid of it in programming

0502. We already covered it in programming one. Oh, nobody's doing this city X whatever it might be. Right? So they really started to see where holes were, where overlap was, where, you know, where they could go higher level on some things because the kids were being built up to it. They discovered um some different resources that maybe another teacher was already using that, oh well, we could share that. You know, a couple of the teachers could be using that or we should purchase more of those cuz it works so well in that class. Um so really, really great and deep and rich conversations there. Um, so one of the things that came from that, and I just use technology because theirs was kind of a I would say kind of the most uh in-depth group

051that got to the point of realizing there was some need for adjusting the classes once they laid it all out like that. And so this there are a few pilot courses um that they are going to try out next year. If all goes well, we would bring them to you for full approval afterwards um so when that fits into the timeline of next school year. Um but so for right now, um they worked with their building administrator and with the counselors to make sure it would work, you know, scheduling wise to offer these for a pilot one-year trial. Um and so the what came out of that was to offer theater for a full year at the middle school. Um kind of merging a couple of the technology classes at the middle school into one

052creative technology class. So that pulled from a couple different and sort of put them together into one place. And then um the steam agriculture class. So again, those will be three that we discovered. there was kind of a need for changing and so those are being piloted. So you will notice if you were to look through the course and sequence document we kind of didn't go too in depth on like for ones that were doing a pilot. So steam or creative technology we don't have those scope and sequence completed yet in the document because we want to do the pilot first. If it's not going to be a go well then I didn't want them to spend the time doing it. So there's some holes in what's complete so far, but it's they're intentional where

053they are placed is intentional. That's seventh and eighth grade. Um it is this one is the Yeah, this one is the STEM agriculture. Um and actually that might Yes, this Oh, sorry. This is the creative technology pilot. I just grabbed a little screenshot of one just so you could see what it looked like. They really did have to put together a full, you know, proposal to to us to to be able There's like a curriculum so for each one of those. Yes, there is. Yeah, that was all part of the proposal packet. Y yeah, there's a there's a expectation of here's what what kids be able to do at the end, but realize you can pile up that lay out. Yeah, but at least there is a path. Absolutely. It's not just No, it was

054And again, and these ones, I mean, because these came from that process, it wasn't I mean, not that it's a bad thing for a teacher just to have a great idea and propose a class. That's great. But that these ones truly came from those conversations about alignment and about where standards are and aren't that we're getting. So, I really think these are going to be pretty um wellreceived and very um appropriate classes to make sure students are getting those skills that they need. So I think we'll we'll have some really good um copies would be my Yes. Are we losing any classes because of this or so we are there is some shifting? Yes. But so we a class might be moving or like might end up being removed because there's only so many times

055to be offered you know throughout the day. We will continue to put them on course um request guides. So, if students, you know, still like that and as teachers, we're thinking it really would be better if we merge these two two-part class into one class because the standards just aren't enough to cover two full semesters. Um, but we would still offer them to students on the course request and see where that falls, right? Like we do anyway. Um, but it's the thing to kind of keep in mind is even if we're none of these are like blowing a class out of the water. It's taking pieces of that class and putting it together with a couple pieces of another class just to make it more consistent with where what the standards really require of those

056classes to be doing at a given time. I mean, it really came like the middle school theater really was like there are all these standards that at the high school level those kids are, you know, they're loving it and there's they're getting really deep with it. I think if anyone went to the musical, right? I mean, that is some really high level theater that they're doing. Um, but at the middle school it was like they weren't quite able to get through the standards they needed to at that foundational level to get them prepared for that. So they were able to kind of collaborate and work together and say, "Okay, we could pull this here and so now we can make theater a full year versus a semester which it was before. Does that mean something

057else is going to have to move out?" Yes. Right. I mean it would happen like that, but we'll still make sure that the students have the option. And I don't know off the top of my head like where those which moving pieces that was this time, but I could find that out. We meet next week to begin finalizing the master schedule in order to get to assignments. So at that point we'll know we may not the section of the room for pick up this section. So health was one of the content areas where we did need to look at a little bit more traditional manner. Um so we haven't had a new health book in quite a few years. Um I think definitely more than 10. Um and I think several more than that too.

058So we ended up kind of narrowing it down. Um Mr. Barnes and Mr. Baba kind of really had taken the lead on this as our two health teachers or two, you know, teachers that do teach health classes. Um and so they, you know, they really dug into had a lot of different samples and different books and different models. One of the key things is health standards can be I don't know. I don't want to say they're they can be trickier. a lot of the book providers will just do the national standards and they don't hone in on the Michigan standards. So that's tricky for us. So that kind of took a lot of the choices out like if they really weren't willing to collaborate with us and and like get it to where this book

059we can see like the alignment between the national and our Michigan standards if they didn't have those crosswalk documents and could verify that we those were pretty much off our list. Um so we really narrowed it in on these two which was the Savis health um book and curriculum or the McGra Hill which is the Glenco book um and curriculum. And so as you are well aware we have adopted Savage for ELA and we have adopted SAVIS for math K12. Um that being said the team was you know as they looked for it was it was very evenly balanced between the two. They they found you know lessons that were very aligned with the way that they prefer to teach classes. Um they really felt like the you know rigor level was similar in both.

060They felt like the vocabulary that was being used was at the student appropriate levels. Um both books had areas where if it was being taught at the eighth grade level versus 9th grade for those students that may take it early. Um they had some appropriate pieces there. They had units for nutrition and other health related classes that you might teach at different times besides just health. Um so they both offered pretty much everything we had on our list of what we were looking for. um they ended up their choice would be the Savis book. As you can see, it is a little bit more um for the 5-year contract. Um but if you do spread it out because it's a 5-year contract, that's less than $400 a year difference. I mean, so they're they're pretty

061darn close in price. Um when you do look at it over the the full span of the contract, um both come with a teacher or both come with like actual books and digital component. Um, again, the SAVIS had a much more clear alignment with the Michigan standards because we have such a relationship with this status and their staff already. Um, they were able to put in a help ticket because they didn't have the Michigan one complete and they escalated it and they've been communicating with me and we haven't even purchased it from them yet. So, they're pretty um, you know, attentive to our needs with making sure that we would have that. Um, the McGraill is currently language with national standards. They have um they do have an alignment document. It's not as thorough as

062what we will see with status. Um so again, one of the things that they did end up liking. It was kind of interesting during one of our work days. U Mr. Barnes um we were trying to get in. We had a passcode to get in and see all of the digital components for the Savage Health book. Um but we were having trouble with our password. It just it wasn't liking us. It wouldn't let us in. And so he went down to an English teacher and just said, "Hey, can you log into your digital English so I can see what it's like and she walked him through it and was showing him how wonderful it was and explaining how much she loved it and could show him all these different pieces and you know all the

063bells and whistles that come with it." He walked back in the room sold. He was like, "Oh my gosh, this is great." Not only because it really is a good product, but there's already a ton of experts in the building, right? So if he gets stuck on something, he knows he can go to an English or math teacher and they kind of already know the drill and know how the program works. So that was kind of nice too. Um eventually we did get the link to work and um he was able to dig in and there's a lot of great stuff. So um anyway, so that was their recommendation from the team is um that we would like to go ahead with the status health. Correct. Quick question. Absolutely. So for line two on both

064those talks about the teacher student books and the digital student licenses and then the digital teacher center. What is the difference between those? So the digital student licenses are a lot more student activity, student interactive focus, whereas the teacher center is more like a teacher dashboard. So the teacher can do a lot more pushing things out and the kids can take it digitally and they can access some things digitally, but it's a lot less two-way interactive. It's a it's a bit more like oneway teacher driven for the students like the teacher is doing all the you know has all this control uh electronically if you will you know has access to things but it's more like I'm going to push this assignment out to you electronically and you could do it you know you could

065even do it on paper you can type it in whereas with Savis it's you know the students are watching a video that goes with the you know has the questions built in and it's it's just a lot more like modern I guess you would almost say right in a sense there's much more two-way interactive is the difference. Yeah. So, what would the teacher center give the discretion to the teacher of what specific things that she might feel would fit those students better versus the the student licenses? So, they would both I mean both would have that control. So, the teacher would only turn on in either case what they would want their students to have access to. Yeah. Thank you. Yeah. The nice part about SAP is it is customizable to each [Music] individ. And

066the kids don't even know they have two to go sign. So if you've got a child that that is working at a different level, high, low, you can customize their Okay. And that's just a general statement about the resources teachers. Yeah. And that's Yeah. And it answers my question cuz that's what I was looking for is the ability to customize. Absolutely. Both of them do have that. Yeah. But yeah, like I said, Savis is just and I maybe it's hard cuz I'm probably biased, right? So I I'm very very well aware of what Savis has, you know, and so I just I can't, you know, there's really nothing that we've come across that's like, "Oh man, I wish it did this." And other, like I said, we have that relationship with them already. So when

067we do come across those things, we call up Megan and she's figuring out a way to help us. So, um I mean that's yeah that speaks for for something I think a little bit. So yeah. Oh yes. Um how does the curriculum differ from what we're currently teaching? So it's really going to be pretty much the same. It's because it's the same standards. We are still actually going to cover the same Michigan health standards that we have to cover. And so that's why we wanted to make sure that whichever curriculum we grabbed, it was going to cover those same standards. in this both both of these um and um it's really just you know it's updating things just more current right so if they were doing a lesson on substances it's the substances that exist

068in 2025 versus the ones that existed in 2010 right so it's it's just that it's just new so to meet the standards have the standards changed um the standards have probably changed since the time our book the books that we have currently the standards would have changed since then. I don't it it'll be in there or I can pull it up later you would like me to but the stand the health standards are um attached and the front page usually says what year those words were adopted right on the cover in regards to topics being discussed. So I don't know what changed from like the previous accepted health standards to the currently accepted health standards. I'm not sure like what things were added during that time. I was just going to say it's not just

069going to say even when I know I was in the building there was not a change. It's been pretty pretty solid what's coming out of the state probably that page. Any other questions on our health curriculum? Um the Spanish is um also they were kind of looking for something a little bit more traditional as far as curriculum. Um they do have books that they use but they both teachers indicated they really don't rely heavily on their books because Spanish is such you know it's verbal it's speaking it's you know you have to hear it and so they felt like they often you know it's like you use the book for a little bit but then you're very immediately going off to a different resource that makes a little bit more sense that really immerses the

070students in Spanish. So again, um this one we really didn't explore further than Savis um because they there were other ones that had books. So kind of like that last with the help for the Spanish, you could buy a Spanish book and get the online Spanish digital resources as well, but Savis offers it as the digital re digital content only. And so that was really what they were looking for and that was a gravel through this is called reality dies. Um, so again, um, it would we could, you know, purchase it as a six-year contract that would give those two Spanish teachers classrooms access to, um, the Spanish content. And so again, it would be that same design as the online ELA or math or health, that route. So the students will have that same

071familiarity with the tool and the resource itself. Um, but they would be able to use it for for Spanish. So it definitely, you know, it is there. It is still a curriculum. still paces you through how the students should be working. Um, so I think it would be a really great and valuable resource for them, but they just they were pretty um solid on their decision that that buying a whole set of books was just not what they needed to do for the Spanish program. So felt like we could accept that if they were feeling comfortable with um using this as their tool. And again, they still have the books that they've been using. It's not like we're throwing those away. They just don't use them. It's just, you know, not their main resource. As

072we heard from the kids, they have fruit in there, right? Yes. Exactly. Okay. So, that was kind of the planning out curriculum standards, that piece of it, those big resources. Um, this is another example of a tool that we used together as a team. And so once they had their scope and sequence or that curriculum document that they may have been using if there was a different one, they really started to then lay out, okay, what am I missing when I look through my units of study? Where am I missing something that I really need that would really either enhance what I'm already doing or, you know, I'm I'm scraping by. I have two two of this thing, but I really could use a whole class set so that everybody could be learning it at

073the same time. Um, so that was that next step that they did kind of at the end of this process. And so they were letting me know what class we were talking about. So they did this as a department and then broke it down by class. Um so again, this one is just kind of an example for me to walk it through and then you guys have access to each of them in detail. Um so it lets us know what class we're talking about, what it is that they were looking for. They're giving me the vendor information for actually ordering if approved. Um and cost. And then ultimately um they did connect it to the standard um in that right hand column some of these like the elements for guitar it's a you know actual

074book that it's part of a curriculum purchase it would cover all of the samples so that's why she didn't type them in there it would cover right it's a curriculum book so um she doesn't list all of those there um for something you know again we can understand like the drama notebook subscription is um that's a program that would be used for students to write drama. So, it's kind of like if you're, you know, instead of typing a paper and it's the normal format, this puts it automatically into like the drama style or like the the actor and then what they're saying and what they're doing and walks them through those pieces um and guides them on how to um you know include all the right pieces, all the right characterization and everything. So, really

075cool um subscription if we're able to get that for them. So, a couple other things to point out on the sheet, just again for your reference when you're looking at it. They they did end up once they kind of had like their wish list almost, if you will, like okay, we we laid it all out on paper. This is what we've got. Then the next step I asked them to do was tell me if it was something that would be an annual recurring cost. So something like again that drama notebook, we would want to buy that year after year. That was the the resource we were going to use for our theater classes. Um, so they would, you know, they highlighted that with kind of the orangeish pink annual. So I would know, hey, that's

076something if we go with this, I would have to make sure we could pay for it year after year. Um, if it was something that was just a one time, so again, that middle school theater class that we talked about expanding from one semester to two, they're going to add a lot more of the standards in there and cover a lot more pieces of the theater program than they have before. So she doesn't have it quite itemized and broken out yet, but she would be looking at purchasing some basic props and costumes. and you know, she could say she felt like in a $400 budget, but that would be a one time. She'd buy it this year and then she'd have those for the future. Um, this particular group, you won't see this everywhere, but

077this was the performing arts group. And so they had um we ended up doing a piano audit. Um, and so we had a repair coming out. One of our pianos was getting repaired. And so while the gentleman was here, um, they asked if he could just take a look at our other pianos. And so we did get a full piano audit. Um, and then that kind of led to other conversations about some of those bigger performing arts pieces. They talked about risers and shells and I so I asked if them if we could kind of table that one for now because I feel like that's getting us into a much larger conversation. So some of the um sheets you might see and so that's why I highlighted those ones yellow. Um, so we're not really

078talking about those ones right now, but I let I allow them to stay on the list so that we know, okay, that's something we do need to get back to. It is something that's still important. Um, that's just probably not the right now ask, but but it is something we want to come back to and dig a little bit deeper in with you guys um in the near future. Okay. You said near future, but what's what's really the idea for that? You say near future. I mean, I would think in like the next year. Like if we can get kind of this stuff out of the way right now and that'll be like next week. Yeah. They all come out our first and second. I know it's it's tough and I mean it is right

079the can of worms when you start asking okay what are we thinking? What do we need? I mean the the truth their desires come out. So um like I said I didn't want to say oh my gosh you know we that I'm not asking about those guys but um but no I think there's a time and a place for that but you know we got to take care of kind of the more traditional curriculum things first. Um in some cases it's a little bit like some of the you know one time pieces like just on this list it's like she's asking for a few different um things related to the the costumeuming and things. So she needs some additional storage bins. We kind of did the whole list. So some might be thinking, well that's

080not really curriculum, but if we're buying materials, we need something to put the materials in. So that is all included on the list. Um, so these next couple slides is just a quick breakdown. Like I said, we would truly be here all night if I went, you know, item by item. Um, but I will give you kind of the grand total. And so one thing, it's really hard to see. It's stupid. The colors didn't come through very well. I should have picked older colors. um in the total where it says total 2425. So that kind of middle column um those are actually highlighted green and I'm going to go back. Um again it's a little difficult to see. It kind of was all muted together. Um but right around like where these pink ones start.

081Oh, this is something else I didn't mention too. when they identified some items on their list and we had a further conversation, some items I was able to um help them realize that was really more of a building level budget decision or a budget item, I should say. And so it's identified here, but it won't uh show up in the grand total for what we're looking at because it's something they've agreed that will come out of their building budget that they already have. So um or in some cases they were already paying for it from there. It's already accounted for. As we said, there was no reason to move it because that's where they've been paying for it. Let's keep that as it is. Um, but what they've done, thank you for the lights. Um,

082so if they identified it as green, that was a high priority. So green was we really are seeking this this year. This is a high high needs for what we're trying to address with our curriculum. Um, if at all possible, please can we get that this year? And then if they left it unhighlighted, um, so no color, that was still something that's very important, but we could wait. So when I talk about waiting again, we I you know I talked about an English department or math or science or social studies. That's one department. This was essentially um eight different departments, right? So my thinking and Brian's talking about it, but um is that I think it makes sense to maybe look at this as a two-year plan and we don't need to jump back probably

083quite yet to science or social studies. They were on the back end of the core classes. So, if we look at electives as like a 2-year deal, then after that, we can go back to looking, you know, circling back to the um core content. But I think that would allow us to truly get them set and like have everything that they need, make sure we're in really good shape with all the curriculums, but that would be very difficult to do out of one budget, I think. So, if we, you know, we could think of it as a 2-year project kind of, um, we might be able to get them a little bit closer to what they were really seeking. So again on the big sheets you'll see green or no green and then on my

084summary sheet I have it as green or blue. Um so the green indicates for in this case this is the technology page. Um for elementary she asked for a total grand total of items at $3,900. Um for the middle school they were looking for some technology items. So theirs is a little bit higher. So theirs is probably on the higher end but again it's technology. They're looking for technology items. Those are expensive items. So that, you know, if we can kind of understand where that's coming from, but again, we could look at spreading some things over. So they had those they have about $22,000 worth of things that they're looking for. Really important right now. Another 20,000 that they felt comfortable waiting off, you know, a year if we look at it as a 2-year

085plan. And then the final column is if it was something that was like a subscription, like we talked about that drama notebook subscription. So something that would be recurring that we'd have to buy year after year. it was a workbook or something like that. Um, then that would be in this final column so that I know that's something to plan ahead for indeely. So, yeah, I'm lost. Okay. 2425 that's this school year. So, that you're this is what we would spend now before the year is done. And then 25 to 26 to me is next year. So it would be purchased for August, right? So we do have to set aside. We did have the electives money set aside for this year. Okay. For 2425. Yeah. Okay. So you're thinking of it two fiscal years.

086After July 1, you've got assuming the board approves a similar budget that we've done, you'll have another $7 of set aside per which is at 2526 theoretically. You could order it all this summer, but two budgets. One order in June, one order. You just you answered where my mind was going that because I'm thinking why if all of this stuff is going to happen 25 26 we're going to get all of it. It's just going to be paid for but it's am I am I curious? That would be that would be like the perfect lunch. Absolutely. That's like that that's what could happen. We would all be so happy, right? because right so I mean some things that might slow us down a little bit so again technology is asking for technology items I need

087to get it and I need to make sure that what they're looking at ordering right so those things capacity sure what in my mind what I'm looking at though we already had a budgeted amount for 2425 right for this stuff so this this green stuff is is what will happen that will before June 3rd Right. Correct. And then the 2526 stuff is what we'll approve when we do our budget in May for next year so that the stuff could be ordered and be here for the start of the year by in some cases they're okay with like you know like not ordering it like I said technology I don't want some I'm thinking am I but as a whole yes that's correct. When you approve the budget in June 23rd, you approve that budget. July

0881, we technically could start the stuff in that second column. Again, the assumption is you're going to approve a budget similar way you've done in the past, right? But in but in my mind as I'm looking these are this this group we've done English science this group we whether we're paying it in two different we will have it for next school year because another part of my question I don't know if this is the time to ask but when you the three piloted what they get stuff ordered cuz I know you said some with this open sequence and when they're looking at it but how do you pilot it without anything correct? So that was part of their pilot proposal was they had to write in there if there was needs and we had to,

089you know, make a decision on if those were feasible and doable in most case. So again, you saw the one for the middle school theater, she's up in the a little bit with that. It's not drastic, right? So she she knows she can get started with with what she's but but even though it's not and maybe I missed when you were talking did it included in here but or is it included in here for the pilot class. So what they need is because through that pilot process we that was part of what we agreed to was to purchase a few things and then it's it's living in these documents. That's where we placed it. All right. So I guess I'm even more confused because now why wasn't 2425 already in order just getting around to

090asking? So because so this process started in January. So I mean keeping in mind right I came in new so I can only so long but so coming in so that you know so it was January when I finally kind of had everything settled and we started meeting was January with these elective teachers. So between January and April, that last there last one was April 21st. So between January and April, I met with every single one of those departments four different times, right? So I mean a lot of time went into this and this is your sign of seeing our our final culmination. I my goal was really to have this to you guys last month and there was just a couple I needed I I hoped that the 2 and 1/2 days was going

091to be enough and we got to them at 2 and 1/2 days and we needed like just a few more hours and so we were able to sneak it into our April 21st PD day that we had and they they really got everything with a nice sneak bow so that we could bring it to you. Appreciate you doing this. It truly it truly takes the year for all the work to get to I mean to this. It's been like that before. It's not like this is something um new or that maybe has never happened before. It's But the piece I think we all should know cuz I lived this. We haven't done this ever. I mean maybe somewhat. I can't tell you how thankful the teams were. Honestly, I mean this was a lot. Every

092time they came together, they were just thankful. A lot of work to hear this particular group, if you will. um are a lot of different things. It's not just one subject matter. So, they're working to do it. And so, being able to break it into two, that's where my question I in my mind, all I want is that they're going to have it next school year. And I didn't quite get the whole how we're paying this. But now that I understand that it's all going to be done for each year, we're just going to pay it two different ways. But this this really is the process. How how absolutely I mean, the fact that she did it in four months Yeah, she needs to and they I mean and don't get me wrong like they're

093definitely still even the you know that curriculum planning piece will also be two years like I will absolutely be spending a lot more time again with these groups next year but I mean what they got done and I shouldn't say this one but like sometimes an elective teacher and a teacher who is you know I'm a passionate music person I'm an art person trying to put my passion down into an Excel spreadsheet is like a torture on them so that we you know Like I mean it was a lot. We really had to work together very collaboratively to kind of get from like I have this vision of what happens in my band to okay this is how it looks on paper when I need to you know put it in front of the board

094and you know put my resources together. So it was a huge task and they were amazing to work with and it was it was a lot but it was really enjoyable work and you know I think they got a lot out of it at the end. doesn't work hard. They keep thanking you. I guess that's there just a overall spreadsheet from all of the Yep. So in your packet you So this is like what you're seeing right here is just a little snippet of the technology, but in the packet you have the full spreadsheet. Um so this is the health and PE totals. Um so again health we see that's at the bottom that includes that book um purchase that we talked about. Um, I did use the Savage one here, but if we need

095to adjust, we could. Um, and so again, uh, Health and B, theirs was all, aside from the health book, theirs was all onetime purchases. They just really went through the inventory. Okay, we used to have 35 drum groups. We're down to 23. You know, like, let's just make sure we have full sets of everything that we do in our health and PE classes was really kind of their um, task that they sort of took on to do. So, that's their totals. um steam um the K5 and then the 67 steam classes. Um again, that's kind of what they were looking at. Again, they were in a more technology related. They use a lot of software and things like that. Um some robotics pieces. So, theirs is um especially in the elementary a little bit higher.

096Um but um again, kind of more so one time like once she has those items that she needs, she'll be able to use them again and again. um performing arts. Um again, kind of just yeah got nothing uh as quite as expensive as those last couple. So um for the most part theirs was um this year most things were kind of a priority for them just because again you can tell by their numbers they weren't asking for all that much stuff. Um theirs was more about rate producing things. They didn't need too many things. Um so that is theirs. So the uh the sixth graders that the reoccurring cost is 2,300. So for band, so that one it's on Miss Jack's line, but that is the grand total for all of Miss Jack's classes. Um

097so the 2,300 I I know off the top of my head that the 2,000 is for the request for the band. Um escaping me, the um drill for marching band is as a $2,000 a year cost. Um, so the $2,000 is is that right there um is for the varsity marching band drill that they do and then the 300 um currently that is paid out of the band boosters account. But they are asking because they they're un they're you know when they're looking at this and we broke down curriculum they said well that's that is our curriculum like that is what we that's what we use to teach the kids how to do these performances. That is our curriculum cost every year. Um and again if that moved out of boosters then boosters could potentially

098pick up something else you know so it might be a little one in one thing. Um but I I could agree with that um concept and line of thinking. I can't remember what the other 300 is. I I believe it is some other um music though I do believe so no good question. So yeah, the line is for that whole all the classes that that teacher teaches with. Thank you. I think the thing that you notice we're dealing with one teacher. Yeah. Because we're the size of our district, you know, you have one elementary teacher, you have one middle school teacher, one high school teacher. Um hopefully they will stay for us here. But often times when a teacher leaves and comes in, part of what we're looking at is this a teacher preference or

099is it part of the try to balance to um here's the visual arts requests. So again, there's we're a little bit more supply oriented, but like again, mostly like one time. This is, you know, a device that we didn't have or something that's, you know, we wanted one for the middle school and the elementary school in some cases. Um they do a lot of moving things back and forth. So if it was possible to have one each, that would be ideal for them. And for the re reoccurring on that, is is that just the upgrades on the software? when I I can't think off the top of my head which hers is hard. I can pull it up when I get over to back. I can pull my laptop out and then let you know

100to be paid for any kind of right. Okay. And it even might be a supply, but like a supply that she knows goes with a certain project that would be in the actual like art that they use to put their and keep in mind that our teachers do have an art budget, right, of their building budget. So we were we were very mindful of you know what is that covering and and you know trying to kind of keep supplies as best we possibly could at the building level. So the goal was not to start paying for their supplies. That was not what we were after. So, this should be more of a like I said like a piece of equipment like for for Miss Campbell that she just didn't have and she could could really

101do another unit if she had this item that was beyond just supplies. Um, so that was kind of the lens that we tried to play with that. But I will look and see what the current cost is because it's a statement right now and oops I that should say Spanish request just not updated that slide. I apologize. Um, what's Spanish? Theirs is kind of looks high but again remember they were looking for that six-year um purchase of the online curriculum and they also there is um you might remember we are using as an intervention resource tool um does offer a Spanish component um and so that would be really helpful for our students that were um again kind of like tier 2 so like if they were really struggling with the content then they could

102add that as an extra dose um in my mind I kind of think perhaps an idea there would be let's purchase that new status curriculum if we go that route and see if that offer is enough of support you know because you can add students if not then maybe that is in that um other column I think that is what our 607 is it would be like an annual for that um part of that recurring but I think we wait on that one to see if we even need it that be my thought And so this is where our totals are. So the one in the 129303 would be if we did not prioritize. So if I just added up everything that they're asking for um as is um we'd be at 129303. But if

103we do go the route of taking their green priority one and their blue priority 2 and splitting it over two budgets, that's what the split would look like would be 72,000 and 56,000. Um and then the recurring, so what I would have to be planning for annually if we went with everything would be 276.95. Um because again that multi-year so like in the health book the um Spanish um we wouldn't be paying that every year. We would be paying the one time larger sum this year and then not again for 5 years or six years. So I kind of tried to break that out. We have the total for the right budget. The initial budget was 1875. We were down to 112 due to some of the courses that we started last year that we

104purchased after July and July. So we're there. Yeah. And there are still a few things that aren't, you know, I didn't want to go to that much because there's still a few other things loose ends to finish up this year. Um, just a quick question. I'm just I'm just curious. Were there any like requests by teachers for pilot programs that like that weren't I guess approved or anything? No, those are the ones that we got. Okay, that's it. Any other I know it's a lot. It was a lot. It's been a lot, but it's a lot of really good stuff. So um obviously as I said as you have a chance to look through everything we can talk again 2017. Thank you for your time. Absolutely. My pleasure. Okay. Next item on our agenda is

105u our future village situation. Sure. Tonight's presentation is getting to the 11th hour. Uh the presentation type is to represent kind of a culmination of all the conversations um and prioritizing um bond in terms of the need for the bond excuse village and ultimately the bond structure. Um when we met last um I had shared with you that the projections we had not we did not have the taxable value projections in the last meeting. Um and based on the tenor of the state the total bond dollars was reduced a little bit when you look at what we have been promoting after that board meeting through tonight. We now have the taxable values for McCome and St. Clair County. Um, and so when PFM um, you'll see in your packet uh, there's an email from PFM

106based on the taxable values, it actually is a 52.1454 million or bond dollar value. So it went up slightly because the tax values have increase. The sheet that you have in front of you, it's also your packet, shows that we're still on track to reduce the millage rate from 6.7 6.5 this July. So, taking a a drop. So the proposal would go to the community in November of 24, November 4th of 25 to ask for a no increase over what we're currently paying which is the 6.5 mills at that time given and again I'm going to scoot down. It's basically a 22year payment that we're that we're asking this bond to be spread. It will be done in two series. Um we generate 51.8 8 million the actual selling of the bonds and the difference

107would be the interest in bond proceeds that we would make um which again is that 52.14 again it just explains um some breakdowns that you can see from that um this probably document looks familiar to you we've seen this in various fashions and I think I shared the last one again R.J. for PFM. We're looking at this from um the perspective of what taxable rates were across the state. Again, this has the taxable rates for uh MCOM and St. Clair counties. Here's your bond. Here's what we anticipate capitalized interest. Here's your total amount. [Music] Um and this is the estimated um total interest, etc. In the packet you have you will see the average of the um taxable value rates. So when you go down to uh 20 five um about 6.43% 5 years 4

1086.42 which is about a 2 52% average increase over 20 years. Again, you see the the taxable rates that are going on our tax bill. We expect our taxes across the board um to be higher because the values of property are higher. Um this particular one shows the existing debt we talked about. This is the 2017 bond refund. It expect to expire in 26. You've got the 2020 which is the original bond series that we sold for the 19 voter approved bond. This is sector expired in 2038. We look down here the last payment. We did a couple uh some refinances in 21 to lower the interest rate that's set to expire in 207 that would drop off. And then the um series 2 that we sold from the last uh voter approved village. Um

109you see down here it's like 2038. [Music] Okay. These are just all all the bond series in a visual across the board. Um so the documents that you have in front of us is looking at um these are all this be taking that $52 million and issuing two bonds. The first bond would be issued in March. Again, assuming voter approval in November, the first bond would be issued in March of 26 uh is when we actually go out and sell the bonds and capitalize on on the dollars. Um, this is important because as you start having to pay the bills that come with designing and planning for this, um, assuming this passes by the voters, um, I would probably ask the board to pass a resolution that in December when we authorize the um, architect

110and the uh, construction manager that we that we've done to pass a resolution to pay for the cost until we get the bond proceeds. So at some point we have to come out of general fund and then we recharge bonds once the proceeds. The next bond would be issued in 2028 which would be a total of a $24.9 million bond. Again you can see um that issuance um would roughly be July of 28. And then you see the pay down of the bond. This is key because what you're going to see in the next documents is planning for the bond. We have to make sure that the projects are covered with funds that we have available based on the series of them. So, so any questions at this point? We understand why the bonded deals

111more dollars because of the taxable values. the documents that you now have. The next one is um how and we literally worked long time last week taking what we've been talking about and trying to get it into a a dollar value that will fit the bond yet try to target what we're trying to do with the bond. So the bond series one would be specifically towards the middle school and the parking lot addition at the elementary school. Those would be the accomplishments in series one in 28. That bond would be the um elementary school and high school primarily. And I'm going to go over kind of how we how we got to that point and kind of what's covered. All of this is anticipation next Monday. We have a Treasury bond meeting because we have

112to have the bond application approved by Treasury. Um if they have any changes, we'll we'll make those changes. Um and then the board next Tuesday we were scheduled to have a special meeting to go over the what the treasury application looks like uh and to actually approve the application. You then at 30 days you have to wait to prove the language which become the June 23rd board meeting. So what you have here um that's a summary of the bonds. The total is [Music] 52.1415 worth. Start with the picture first. I'm a visual person. Sometimes it [Music] helps in order to get everything in the scope. Um there's a couple things that we look at. One is uh when you submit your treasury application, you cannot be under 70% empty spaces in your building or the

113treasury will ask you to reduce the capacity of the building so that you hit that 70% or higher mark called utilization uh formula. It's a calculation they use. So basically what they do is they identify um what are classrooms, what are um what are considered non-classing space like a computer lab is not considered a classroom. An art room is not considered a classroom. Um a steam room is not considered a classroom by their definition. These are classrooms where it be more of a self-contained room. You know all eighth graders are associated with their community. So it's kind of common, but that's that's the treasury rule. So these numbers, what you're seeing on here is we literally go through and we start identify what that might be now or in the near future. Like for instance,

114this room here is not a current current computer lab, but if the building is at capacity, we're going to need a computer lab in that building. Um, if the building is at capacity, we're going to have to identify other special education classrooms that are not currently special education class where the pull out is not in the classroom. So, by doing that, we identify what rooms we have kids in or multi-purpose. That's how we get to that capacity. In this drawing, in order to get to the bond dollar values, and we'll come out, we'll talk about the scope in just a minute. You could see that this addition on the ends of the middle school is not in this projection. There's not enough dollars to get it and it would put us over the under the

11570% capacity of the building. It's in the third column which I'm going to show you that says if money is available in the at the end of this bond series, you have the ability to add it with the language that we're will be proposing for the bond. But in terms of the initial need, this is this is to get us to that initial need. Okay, bathrooms and addition. So when I show you so you'll see the break breakdown that Hawk has put together costing out the projects. You'll see what's in series one and what's in series two. Um this would be um the base of the wing, the addition. It's about $13 million expansion of the middle school. Um there is a storage room that you can see that we that was left on because

116in in a lot of the followup conversation, the need for storage is critical. It could be for a future. Um, I just got to show the scope. And this is not the architect draw, but here's that kind of storage that's attached to it. When we talked last time, it could be for a future gym or a future kitchen. It could be just storage. Um, you can see all the site work with it. Um, there is some timing removing the cubbies out of the current fourth grade classroom if we're moving fourth and fifth grade to a wing. That would come out of the series 2 bond once we move kids down the bar. You got to remember we're looking at this as a November election. hope on their sold in February, March. We're not talking till

117the fall of 2728 that we're actually in the building. We're selling the bonds in 28 and the renovation of those plasters to remove those cubbies. We come out of that second series. That's a good question. So, the plan is still to move forth to this back green area. So right now we have 10 classrooms according to combined but down here there are 10 classrooms right looks like there I mean unless you're counting those special education those special could be moved here and that becomes the classroom we could literally move that classroom just as a name and I could put it here right as as the capacity this could be fourth grade longterm this could be fifth grade. This could be sixth grade, seventh. I mean, long term, I I wouldn't say that this is going

118to be forever for the fifth grade cuz at some point the capacity is going to expand. But for the sake of the treasury application, you typically have to identify um a special letter support to go within that that level. So, so related to that, um, so on the previous sketches, it did have the additional rooms on on those that that wing there and the one below it. But if I'm understanding what you said correctly, those were taken off because of other um unit two or priorities, but I guess other considerations, construction considerations for the middle school. The primary reason is we would be under 70% capacity and treasury would say you you are you have too many bacon. You don't need that large of an addition. So by taking them off here and when we

119get to the elementary and the high school, you're going to see other projects coming in there. Okay. But but like you said then it's still if if we have the funding then later on down the road we may be able to we have we have a caution and the the ballot language is written that it's a it's addition it's renovations and again the attorney reads it or or puts it on the ballot very clear on all the stuff we wanted to do that you have the ability to do should much like we did on the last bond which there were things that were in that bond but fell within the scope of the description Now, okay. Thank a lot of this is exactly the same that you've seen. Uh the numbers that we've tied up

120or or tightened up were more of the technology um infrastructure which you're going to see down here. Uh we met with it and literally went through every scope um that if we need a classroom, what does it take to to put the audio enhancement, the technology, the Wi-Fi? This replaces the phone systems that are 20 plus years old. Um and and what furnishings need to operate those platforms. So when you look at the total uh generally architect fees are usually around 7%, construction management fees are 3 around 3 to 4%. Um you'll see permit cost deal with the state inspections any testing. Here is your contingency which generally it's a 5 to 10% depending on construction or escalation. That 10% is assuming what bonds approved now and in two years when we actually start putting

121it if prices are up that's what that's taken to account this dollar often times this is where in the past I can only speak to the past this is the money that came in under budget project came in under budget or the escalation wasn't as high as we projected but total middle school. Um, but you can see the again the escalation, contingency, the testing, any permits for anything that falls in that third or that series 2. Are we still considering taking the um stage out for the lunchroom? Was that this still has the the stage to large? So, how is that going to affect this new pilot program for theater. Theater or are they they would be a classroom like the high school is a classroom high school. So when they do performances and that

122they're going to walk over to the high school every time then do performances when they walk over to the high school they have stage to practice on if that's what their performance is a theater may not necessarily production performance. Mrs. Um did theater a couple years ago and they did get skits. It wasn't a production that we speak of at the high school, but if it was a production, the next two I'm going to go in the order of kind of the various middle school would be our first priority because that's we are out of room. The next two would be working at the same time. is I'm going to start with the [Music] elementary should look very familiar. It's the four classroom edition. There's a large it kind of see here there's some type

123of office space. It might be again office might be over here and the doors over here on the final drawings. um basic classroom at the at the kitchen. It's the same that we talked about in terms of a kitchen addition and then some type of storage where people walk in and refrigerators depending what the final layout is from the drawing and then all the all the restrooms are in this one in the elementary school. This is I love just do this real quick [Music] second for your middle school. We're adding almost 39,000 square feet. This does not have a middle school of supports for a second edition. Okay. So, trying to get the numbers and so forth. In the elementary, you can see most of the items are in series 2. You'll see the parking

124lot expansion, which is a 35,000 ft parking lot, which is um 60 parking spaces. Number somewhere. um the underground retention system that's on the other side of the road by the varsity baseball where those soccer youth soccer are. You'll see the addition the classroom um there's some site work ahead and these are nothing here is different. We tweaked some of the numbers to make sure that we've actually cost it out. Some of the stuff that was on here were door replaces, but we started already replacing some of those doors. We made sure it wasn't in here, those exterior doors. Um, we looked at the playground equipment. Um, generally your playground equipment, um, probably about $750,000 of playground equipment. Um, and and drainage improvement is another 160,000. um under layment that that playground equipment that you

125can't have that number just the equipment is all the infrastructure it's the whatever going underneath it the draining system etc um fencing etc in the elementary school this is the technology numbers that we finalizing call was always in yellow we're still trying to quotes and cost on that one um furniture wise etc. There's less furniture um in the elementary um there plaster. We have we have some of the furniture already. You walk with the furniture kind of classroom with the anticipation. We don't need that. That's the elementary and restroom square footage at the elementary school. I know I didn't say it so I apologize. The addition is on the top of the page about 8300 home 8300 ft addington high school. high school. We had a similar issue with the percentage of occupancy in the

126high school. The last two on the addition were removed to give us over a 70% occupancy of the building. So in this case, you see, again, I don't want to say this is what it's going to look like because it could be office here, restroom here. Um there is one of these a a restroom area some some fashion, but just here's where you get that message. This has the same um you're going to see it's the bathrooms. It's these little office. It's that locker room off the old new gym which has never been renovated in the past two months. It has expanding the cafeteria which is this is currently an old locker room, the old boy locker or the original boy locker maybe. And then there's a storage in here. We're expanding that. When you

127look at the high school, it's a almost 14,000 square foot edition of the high school. Um, which is primar that new addition. You'll see the site work. You'll see the parking lot expansion behind the auditorium. You see the underground retention systems, etc. The office may a clinic uh restroom. Middle school steam room has plumbing in it. The elementary has plumbing because it wasn't part of the other one. But to see on those numbers when you look at this, you might ask, why is plumbing more expensive at the middle school than elementary school? There's a longer run into the train and stuff more got to be done. Elementary back up to dark room. It's an easier install. Um high school has uh 1224 bleacher replacements in the main gym. Um you recall some of these had

128gym resurfacing and all that that was taken off and moved to future or maintenance issues. These are this is really things of it needs to be replaced or it's a space that we have we need. Um you see again the constru contingency now we're going almost 4 years out before this starts construction. So you'll see the escalation is at 15% where the middle school is at 10%. accounting for future costs. Um, and you'll see the technology, audio enhancements, furnishings, etc. basically um it's about $10,000 a classroom to install the technology that grab eight classrooms or um obviously that's all before um bidding and and stuff like that. This document here is the deferred. There's about 18 million that is for if money is available. You can see by building um what was in series 1,

129what was in series 2 and what was deferred. Like for instance, this is at le storage room because again storage is an issue. It's about $350,000 for um you know you look at 1,000 square ft and all the fires it's all the stuff that's open the store. Um there's some relocating the office door that was a wish list and moving around. It's on the third round. It's it's there. Um expanding the generator backup to have more capacity instead of just critical needs that we have operation on the generator. That'll be another 75. So the MBO basically calculates all these appointment and calculate the percentage of um escalation. When you go to the um middle school, these are those multi-purpose rooms, those two at the end of the of the building. So if we wanted to

130put those on, which is about 6,400 square ft, it would be about 2.2 2 million. This really is has to be a decision now. Um because you can't once you build it, you can't make that decision now. Not adding up. This would be is if you wanted to do the drive on on the west side to come along the back. Um and lighting along that side about a million3. Um the underground retention that you'd have to put in for the the sewage and all that 125,000. Um really that that's two 2.2 2 million plus the 75 recycle room. Um replacing the gym floor is not in this one is if towards the end of the bond again this would be something as you as we get towards the end of the bond again five 6

131years out we might be at a point of there you have the ability to do it at that point. Um, this is tile in the locker room and the current boys and girls lock in the floor tile. Um, it's it's shifted. Doesn't mean that we can't bid it with the middle school and as things come in, we said, "Okay, we're under budget on the middle school X dollars. We want to add it at the time we're doing it." We can do all that. Um, so that's the middle school. When you get to high school, um, this is adding a storage room around the high school. Um, excuse me. Um, that's those storage room, thousand square ft. So, if I could back up a little bit a couple pages up the uh the planning for building

132up, I think there was 500. So, is so that's a deferred. So that's currently not the current that would be something that if we're going to do and we want to build cuz you would only be able to build on the addition, we'd have to put in series 1 and find 500,000 to take out of series one and shift it over. But I guess my thoughts would be, you know, from what the um the different projections for the population growth that you that you showed us uh numerous times where we're anticipating that and then the lack of actual property or space that we have available. I I guess I'm wondering why that would be in more the deferred category now. It's just trying to get to a bottom. Um, from from my set, I would

133not recommend you do it. You can only build on really that part of the building. You can't put an addition on. This is what you'd have. You have 62 D 10. Assuming this then gets cut, becomes an elevator shaft, which should mean you lose this classroom in the future, you have access to an elevator shaft. Um to me, if it's 500,000, I'd look at you still have four classrooms that you could add on here. You still have you still have the capacity of going very quite large. You have the capacity to go towards the back because that's property that's not being used at that point. You would probably more consider looking at some type of drive or access parking lot south side of the campus. So then you're defer you're you have it in the

134deferred column because we would only be able to build up on that one section and uh it would only give us like eight classrooms. I'm just doing a quick math. Yeah, just round about that's maybe 12 classrooms depending on how the design is. Okay. Um again I don't my hesitation on the number is this may not be where music is. music might be over here and the storage unit might be in the front tied to an entrance to maximize the building layout and and minimize materials. Um, and that's still not even building those classrooms. That's just building the infrastructure to be able to do that. What? Cuz the roof on all of these would have that that's the infrastructure. Yes, that is just the infrastructure. Are we we putting a new parking lot back there

135anyway or no? Not the middle school parking lot is back here. You recall the parking lot that's currently here, right? You're basically making two more rows in that parking lot. Okay. So, it's expanding that back parking lot, which would be from access to if you're using this facility after hours or teachers parking here because they teach over here, softball diamond parking. So, so I guess I I again board wants to me to put it in there, I will I will direct them. We're just getting to that 11th hour trying to get this really and I know it's not wasn't very exciting when I started, but this is how we need space to put kids. Didn't we say last time that we that wasn't something we were interested? We we had a lot of conversations between

136that and some of the other stuff you're going to see on the deferred. for some of these like the bleachers of the high school that's on a deferred that's not in this initial bond here. Um this is I'm going to this is the part that worries me as superintendent is they are Jerry from A and friends who said this is a good number to use for future but I'm always worried what's the supply you know in steel going to be in four years. I know those that came in 6 months after our last bonded waited a whole year for steel before they got it. So, so this that's why I this part here is not what gets sent to Treasury. Treasury is says you have 52 million. How are you allocating 52 million in series

1371 and series 2? The deferred is allows us, these are all things that we've talked about or mentioned in community meetings or we're here to go to your point uh start that 500 is one that we're going to have to decide now because that would have to be put in series one and we'd have to reduce 500,000 from that end. From that end. I'm okay. That's my thought. I am too. I hope we are discuss. Yeah, I I think we should I guess the important thing is really it's not really deferred. I probably should say the point start something that we had and again this is not what gets sent to treasury only this though. This is for the board and all the other items we talked as a community forum that people had on

138the list. So I guess at this point um I think I got the construction the elementary drawing got the bond scope there. Yeah that's we're ready to if you guys are good with this we're ready to go to Treasury and we have to submit it to Treasury by Thursday. So basically what O and French has done is they've done their part. They'll now be once I give them a call tomorrow that this is the go they'll send it to TR will officially all the legal documents and and the language cuz TR actually set up the bond hearings for us for money. I said if any board member wants to come to the hearing just let me know. Um it is um a telephone call. More than welcome question. Is there any anything uneasy with anybody?

139Are we still I'm good. I'm good. Okay. Go. So, we're good. Give them the call. Okay. Thank you, Mr. I know that that's been a lot of work getting all that together. We appreciate it. Okay. Next item on our agenda is our MISD fiscal 2026 budget. Candace. So, I wish I could record a bunch of stuff, but um there really it was an uneventful meeting. Um they really didn't have a lot to offer at that time because we were still waiting for um Lancing to make a lot of decisions. Um the main thing that we were discussing a lot on along was the major drop in the ED the economically disadvantaged student counts um for the at risk. They they really talked a lot about that and um just the importance of having everyone fill

140out forms and um that was one of the biggest things. They showed us a video about the um construction with the new state-of-the-art facility. Um kind of looks like they're still a long way away from that being completed. Outside of that, I wish I could offer more information. I even went through last year's book and this year's book um and really analyzed each one of the ones and there's not a whole lot of changes with that. So they're not really looking for anything new um if that makes sense. They they have not they're not cutting anything. They've not said they are eliminating anything. So it's it's business as usual that we've experienced in the past. Yeah. And if I can add to that I was there with with Kansas and and uh they said that

141they're in a really good spot this year. So yeah. And to your point that they didn't have any intention of cutting into that. Uh, one thing that that um was brought up was about Starbase. I know that's kind of a hot topic with with some of our, you know, school members and and throughout the county. And uh right now it was taken to Senator Slotkin and then I believe Candace I don't remember it was another senator that it was taken to them and and they're taking it up the hill so to speak. So there's enough they found a way to finish out the school year um and then they're just going to continue the fight and kind of figure out if we can get funding for that in the future. Yeah, there was there really

142wasn't it was kind of uneventful compared to last felt like there was a lot. Okay, any questions or any comments? So, the board's in agreement or I should agree. I'll prepare the resolution that you'll be approving the selection with no recommendations for the next meeting. Okay, sounds good. Okay, next item on our agenda is our fiscal year 2026 budget discussion. Okay, since the last board meeting, we have one more piece of the pie. Uh the Senate released their budget. Um so Tammy put this together for us, kind of give you a a snapshot. Um the Senate proposal is a $400 increase. Um so for Richmond it would yield about $621,000 in new revenue. Um in their proposal they increase funding for section uh 51c special education. um they eliminate this uh mixers but language a

143lot of this is very I'm being very 30,000 footish because there's so many weeds in all of these and unknowns that um we don't know um section 31A which we talked about last time on the dollars in trying it their proposal shows a 25% increase so for us we did the quick math today with the administrators it's about a $50,000 increase 31A. Um, it would help us talking about that's between 31A, 31 AAA and title one. The current pairs are in 31A. Okay. 31A as some of the building security monitors etc. Okay. Um, they have no change in the 31A. They have a 25% increase in bilingual. We don't get a large portion of that. Um they no change in early literacy grants against some of these. This literacy funding um would be actually decrease

144where the other two have um no change. Um this is a possible which would be good for the district growing from 35 to $284 per CCT student which is your 61D money. um we have a lot of students in our CT programs that would help. Um there's a repeal of some professional development curriculum supports and then there's no change in the transportation 22 I um all three of them. So we kind of got a side by side of the budgets in your packet. Um, I did put um the actual side byside document that's released by the Senate Fiscal Agency. So, you can actually see all the numbers and description on what the Senate House and executive branch were offering and pluses and minuses. There's a lot there, 220 pages of budget. Um you'll also see

145um the simpler version of the budget and kind of the big picture of the dollars. The Senate uh budget um talks about um 50% of the increase I go back here has to be allocated towards um basic pay increases. Did you go to the bottom and talk? There it is. The foundation has to be increases to educator compensation. Well, if you set a comment with steps or anything, we're going to increase compensation, but kind of find I don't know why they put that in there. I'll read that. That's rich. I know. It's like they're they're telling us what we have to spend their money. So in the document you have the other document which is probably something you've seen before. You have the flat platform. Here's the here's the revenue. There's the per pupil. Here's

146the percentage that each one increases by. This number I need to update to show what we amended in amendment one and what our final budget going to date. As of right now that is at 245 we approve in June. Um these are our current expenses. So right now we do nothing with revenue. We do nothing with expenses and only account for this new revenue. Again these are our known costs contractwise. We have some assumptions there with teachers, secretaries of parish whose contracts are under negotiations. Um it gives us what our bottom line would be as a final. Last on May 1st, um I had the opportunity to go with the other 21 superintendent of the Lansing to spend the day with our legislators. Um okay the message we got loud and clear is there is

147no intention on salv this before June 30th of course um and if you look at what's been approved if um if you recall on the house budget their budget was a government shutdown budget. It was not a true school aid budget. The conversation with many of our representatives from the House and Senate when they came and met with us was um we got asked once, we got asked 12 times our thought on cell phone housing and nobody had an answer on a budget. There is no meat or teeth in the law, excuse me, on they have to have it approved by June 30th, which is what the law says. There's no teeth. So, um, they technically have until October 1, September 30th to budget, which we're already in 3 months into the school year, July,

148August, and September. Um so my recommendation to the board is I mean I don't know how much more we want to talk about this unless we have a different number coming out um is we approve basically this um we're going to contract costing everything keeping everything the same and we come back in August is when we hope we have some more numbers or maybe September. Um I I don't I don't know what to tell you. I mean this is absurd. It gets worse and worse every year. This is the worst ever. This is the worst it's ever gotten. I would agree with you from the perspective. In the past we've always had budgets and we could say let's take the average of them even in bad years. This they're not ridiculous. there there's a lot

149of conversation on getting a roads bill fixing it whether it's the funding um the way roads are are funded I think it's seen 51 or the road bill but basically it says if you've got a mile of highway that's two lanes you got a mile of highway that's four lanes you get the same allocation which is why when you go north all those two lane roads are typically um better condition than down here. Um they're trying but obviously those representatives don't want to change the formula because they would get less money and more money would come to the tri county area. But there was talk that they will sell the school aid to get a road pack. Oh my gosh. And if you look at their budgets, all the stuff that's all the stuff in

150that back pages that is was allocated, that's all gone in these budgets, that's $700 million plus they want to move to a road. So, so what can we do? Right. Call right. Um, this Friday is the consensus estimating revenue contract conference. They'll be interested how that's going to be because they'll take into consideration current economics tariffs um that that have been in place. Unemployment Michigan is I don't know if it's the highest or the second highest unemployment in the nation because of downsizing and the reaction. So that will affect budget projection. So, I don't see us doing any better than this. Um, unless they come in and say there's literally no money left. But, um, that's why I'm thinking if we approve a budget or we get preparing a budget, get this closer to what

151it's actually is our final revenue expenses. We know these are our costs. We budget on flat and we take the middle of the three this case the Senate 400 and we base it on that income. I mean I I don't know. I wish I had a better thing to tell but there's nothing else we can tell talk about and we can have further conversation if you want to. I just don't want I I hesitate talking about any reduction because you send angst and anxiety in people's minds that I don't necessarily need at this moment because we don't know. So what's the point of doing that? Yeah. But we do have now all three budgets. Um I don't know budgets question. So I guess at the next meeting unless there's something different we can preparing program.

152Um the only thing like makes that difference would be the revenue estimating conference where if it comes in significantly lower they may lower their perilles that they're putting out there right now but it was said I said it was said once it was said a dozen times the priority was on the cell phone and they will sell a out to get a road a permanent fix to the road problem. Yes. Anyone have any other questions or anything? This is number one. You can do it from here. While he's doing that, we're going to move on to our uh vision, our district vision statement. Um I'm not sure that we all felt comfortable with what we did or or what we're going to adopt. So, I just want to touch base one more time. Um it

153was all sent out to you. when we looked at it last um the the number the first one that we saw was what we kind of I had some majority here on it but let's restate it says to foster a culture of academic excellence creativity and character ensuring that all students are prepared for success in a never changing world are there any thoughts additions deletions before we would put it on our next meeting for approval. I'm just confused. I thought we already talked about this. I know we did and we I just didn't know if that's for sure where we were at. I did not have a definitive that night. I only heard from two or three people. Okay. So, I'm just trying to get a better handle if there's any other thoughts to that.

154If not, that's the one we're going to put up. No, that that was my thought was that was the one that's the one we're going to do. We agreed upon. That's why I interpreted that. That is how I thought. Okay. Agreed. Okay. Can I can I just Sure. I'm just looking for a wrench for a please. Just cuz I I have been thinking about this this whole thing came about a vision statement from um going to the conference. Correct. If somebody had a vision statement in the real world of doing it, shouldn't a vision statement be a collaborative district where staff um students, parents have a idea, you know, we we didn't just we all picked one here. We did it. How how does that make our vision? Let me finish. I'm sorry. Make it

155a buy in from everybody. Just my thought. If no one else has a thought, I'm fine. But that's what I'm thinking. Okay. The vision statement comes from the board for the whole district. It's the mission statement that we put out after this is our vision as a board. And then if we were to change the mission statement, they would base it upon our vision for the district. So we do not need to at least this is what I gathered from my workshop when we went out to Nancy. Um the vision comes from the board. It's where we want our district to go and then if we want to change the mission statement then you put it out to all of your stakeholders to revise a mission statement. So then do you feel that how we

156did this was a true working together to come up with a vision statement? I had that in my head as well. Yes. Who was missing that day? Danielle was missing at the last meeting. Did you hear when we talked about the vision statement? Yeah, mine's in here. We did it in the workshop, right? But I remember I sent mine to Deb. So, you had a say. Yeah. Oh, great. Yes. Everyone had a say. I think the only other thing you could do would be have a workshop, which I know like a specific workshop, but I feel like it's going to come to the same end result, which is what we had. We all got to add feedback and then we all got to review them. And yes, we did do it in a true workshop

157format, but I think the end result would still be the same. So, I'm good. Any other comments? Okay, Mr. Rolls, we'll add that to our approval for the next meeting if you need the first one. Okay, thank you. Thank you everyone. Okay, next item on our agenda is our blue double raves. Here we go. Daniel, I'm good. Brandon. Oh, yeah. I got a bunch of stuff. So, uh, Mr. Wley and I uh were able to attend the early college program and and hand out diplomas. Uh, that was my first time doing that. That was awesome. We had 10 students from Richmond. So, I I think that was really awesome that we had a great showing there. Uh, and just raised to the the top 10 class of 2025 and and all their accomplishments and, you

158know, and just how many people that were over a 4.0 is just amazing. And I think that's awesome. and and kind of along with that I noticed that a lot of those students had their teachers that were their their people that they brought up here and some of them that haven't even been in their class for a couple of years. So that altogether is telling me just the quality of the teachers that we have on staff here and what a great job that they are doing and the impact that they are having on our students. I just think that is super commendable and that is awesome. So, uh, yeah. So, this kudos to the teachers and the staff that were part of that and the students and their accomplishments. Yes, ma'am. Margaret, um, I have

159a few here. Uh, first, I just want to rave and thank Sandy and Sarah and Candace for the work they did for our staff appreciation party um, the other night. Uh, thank you for doing that for the board. It was a great turnout. Everybody had a lot of fun. So, thank you for that effort. Um, I wish Joe was here. I'll do it again when he's here. But that play was unbelievable and truly one of the best high school play performances we've had in a really long time. Um, it just was very, very fun and some really outstanding talent um performing that night. Um, Couple things um Brian had said to us uh to to rave about. Um the our baseball varsity baseball team was acknowledged by an umpire a game last week of the

160conduct if you will or culture of our team and it and its coach. Um so much so that the umpire was impressed enough to put it in writing and file a report on it. So kudos to our varsity football uh varsity baseball program. Um and then one of our own Manda Upurch is been um accepted into the grow your own program through Wayne State. Um she is working towards her teaching degree. So that's very exciting and um good for her and good luck to her. Can I just add that that program pays for college, it pays for mileage, it pays for books, it pays for everything for this course for her to get her degree in basically 3 years. It's huge. But the only commitment is she agreed to work for us at least 5

161years after that. It's 100% paid for. They pay for childare. They need childare. Oh wow. Yeah. Okay. Sarah, uh, just wanted to comment on the staff appreciation event. It was my first year obviously doing it, but it was really great to see all the staff that could come out. I think we did have a good turnout. I have nothing to compare it to, but I think the turnout was good. Um, I liked seeing everybody have fun and just kind of let loose because they deserve it. And hopefully every year we'll just keep getting more and more um, staff that can come. I know it's hard with schedules in the spring and people have a lot of stuff going on, but it was really a fun event. So, I'm just glad we got to appreciate the

162staff that we have campus. Um, I'd like to just echo what Sarah said exactly all that. It's nice to see the camaraderie amongst the staff and just it was it was a great sight on Saturday. Um, I just wanted to um thank um Mrs. stack for the um middle school band and the high school band. Um they both had their f or um bands or concerts this past this past week and amazing amazing amazing job. I just I don't know how she pulls off what she pulls off with as many age bracket children that she does. It's it's just it's awesome. Um, and the Legally Blonde, I have to admit it was my very first um type performance site that that I've ever been to. And I can't even I I have They were It

163was like I was at an adult. They they they were so great. I didn't even notice any bloopers or I mean, and the way they were staring up and just everything. I'm not sure who's coaching them. Um, but they did an amazing job and um I think I might be hooked to be honest. Um, and yeah, I that's it. Thank you. Yeah. Um, I also went and saw Legally Blonde. It was absolutely amazing. It was probably It's the best show I've seen here in a while. And um, I've seen them all for a long time. But um I I they they all did an amazing job. Uh the costumes were great. The the students were everything was great. Great job. It was completely full um when I was there on Saturday. It was full on

164Friday as well. So that's awesome. They deserved it. Good for them. Um but I also wanted to say during that time there was some artwork out. Um, and I'm every year during the play there's artwork out there and it's I am blown away even more every single year just get they get better and better. Um, I picked out a few of my favorites, but I I forgot their names at home actually. So, I'm sorry about that. But I will tell you one was a blue and gold macaw. That one I have one of those birds. So, um, I thought that was was very cool, very interesting. Um, and I also thought it was very interesting. They were like self-portraits of or I don't know if they were self-portraits, I guess, but they were portraits of

165like little tiny pieces of like I don't know uh magazines or something like it was very cool. Um, a lot of awesome stuff there. So, kudos to those kids. And then also our esports team that won um a state championship over the weekend. Congratulations to them. Uh, and I thought I had one more. Oh, of course the top 10, congratulations to them. Uh, amazing work that is absolutely um should be said stated again how over you know how 18 of them were over a 4.0 average. That's absolutely amazing. And then also just a shout out to um a shout out to uh Miss Davo, Miss Borick or whoever else helped put together the event tonight. It was an awesome event. Um very cool dinner. I uh have attended I think they this is the third

166year they've done it and uh it's it's it's amazing. So great job. That's it. Okay. You've taken all of mine. I'm sorry. No, that's okay. It wasn't just you. It was everybody. So I'm just going to really quick do mine. Um Mrs. Shack again, I agree with Candace. I went to the middle school band concert. Was phenomenal. They uh again at that age level I was really amazed. I was expecting more squeaking and you know and it didn't but they were really good. Um also I too visited the artwork. Um we again I am always amazed at what comes out of our art department. I have been since I've been here and it continues. So it's really nice to see. Um, Scott Evans, our baseball coach, just I want to just say congratulations to him

167or thank you for how he does handle it and how he does coach our kids because you know what that puts them out there in the public and that looks really good for our district. So, I just want to thank you for that and I just want to wish Amanda up church good luck in her classes as she continues on and gets her teaching certificate. We look forward to having her on staff as a teacher. And that was mine. I had a few more, but that's fine. Okay, next item on our agenda is our student report and we have Elizabeth here tonight. Um I'm going to start the high school. So obviously this is the senior's last week. So senior awards night is Thursday at 7 in the auditorium. Um prom is Friday at 6:00

168and then I believe it's called a lockout. So students have to stay from 7 to 9. Um and then we're wrapping up MWA testing and then there's lots of fun stuff with graduates. So, I think their senior breakfast Wednesday and then they clap out Wednesday after their exams. Um, the middle school has their NJHS induction ceremony Wednesday at 5:00. Um, there will be middle school field trips. Fourth, and fifth graders will be going in the A.M. and then sixth, seventh, and eighth grade will be going in the PM. Um, and then there's a fourth grade transition night Thursday at 5:00. Um, the le school is exciting to have their color on Friday. Last year, the money was raised for the book vending machine. Um, they're very excited to see what else they can fund for.

169Lee is bringing back the huge end of the year prize raffle assembly. They have saved every blue ticket that was earned by student. Over a thousand tickets will be in the raffle and there will be a drawing of toys, baskets, and a grand prize of family pack of tigers. Um, this is to go along with PBIS positive behavior sports system. Um, preschool states discovery Lego land and sea life on Wednesday for their spring field trip. Um they'll do hands-on fun activities and sport fascinating sea creatures up close. Um they're going to have a lot of fun for sure. Um athletics, girls soccer hosted Alvin today and came away with the win. Baseball and softball are both nearing the end of their BWAC seasons and both are positions to potentially win um their respective championships. And

170then of course esports win the states this weekend. Um, girls tennis competed in the BWAC championship last week on Wednesday and they'll travel to Flint Pursley and Ply High Schools to compete in the MHSSA regionals. Um, boys golf will compete in the BWAC championship next week at Holly Meadows. Varsity track is a big week this week as Saturday is their MHSA regional at North Branch. Um, the RS track team hosted a meet against Arma in Yale last Thursday. They competed really well against two schools with very large teams. A huge thank you to all of the parents parent volunteers and RHS athletes that helped that meet run so smoothly. A huge thank you. Um lastly, the high school theater program is working. I went Saturday night and I just I mean one of my friends

171just, oh my god, this stuff so bad. I didn't even notice you guys. It was very good. Yeah. I was like, "Don't even." But yep, that's all. Thank you very much. Next item on our agenda, superintendent and legislative update. Mr. Rollinsley start at the federal level. Um, if you recall, there was a couple weeks ago that schools were required to submit a PEI certification letter that we would not be doing PEI. There was a US district court that filed an injunction. Um, recently the OCR came out said they will no longer pursue uh that certification requirement. So, um, we don't need to do that. Uh May 6th, a US Department of Education or judge ruled that they must honor the allocations that have been given. um the current um um Department of uh education uh

172cut and told states that even though you had until this point to spend um some of the pandemic relief money, which a lot of it is for um for learning loss, so summer programs and so forth. Um US Department of Education said, "Nope, we got to be done by I think it was September of this year." The federal judge issued an injunction saying you can't do that. they very committed to the states. They had those funds. Um approximately 190 billion were allocated to schools in three COVID packages um with the largest being the American Rescue Recovery. Um for Richmond, this doesn't pertain to us. We spent our funds and we've used them, but for many districts, um I'd be interested if they were counting on some of these funds for programming. Um, if you want

173a task to do tonight, please call your legislators at the federal level. Um, Medicare cuts for the schools and the creation of a federal voucher system is going to move money from public schools into um or or charter schools from a voucher system. the Medicare cuts will affect us at some point in our special ed funding. Um those are huge huge cuts for education um in the long term. So um I encourage you to vote no on those um or encourage our legislators to vote no. Um from the state uh we went over the Senate budget today. Um this really is uh normally we have all three budget. It kicks off the budget season. We're kind of late into the game if you will in terms of getting budgets. Um however, we do now have

174the budget. Kind of went over some highlights in the Senate, which is a $400 per pupil increase. Um there's some increase in that risk, increase in special ed, English language learner, CT, which is good. Um general ISD operating villages, etc. So, um, just watch and advocate for the school aid fund. District updates. Uh, May 30th is the congressional art award. I sent out an email out every board member saw it today. That's kind of a clarifying. Um, we have several our students art is on display at St. Clair Community College SC4. Uh, there's a there's a program. Um, I am told one of our students has won. I don't know what they won. I don't know the student's name but the art teacher in January. So if you are going if you could let me

175know by tomorrow because she needs to know let everybody know by Wednesday because they had so many people that they they don't know if they have the capacity so they might be limited. So if you're interested um just let me know by tomorrow. um shoot me an email and so forth so I get this uh shape. Um next Monday is our uh bond uh treasury bond application. It's at 9:00 a.m. If you'd like to be part of it, I said just let me know. You'll be coming to the board office be in the conference room. Uh we'll have a special meeting on May 20th at 6:30 is the special meeting um to officially approve the Treasury bond application. what's submitted. If they have any changes they require us to make for Monday, it'll be corrected

176before the meeting on Tuesday. Um, just to recap, we have to have 30 days between when the board approved the bond app and when to improve the board language ballot, excuse me. Uh, this coming Thursday, as talked about, is the convocation award ceremony for the class of 2025 at 7 p.m. in the high school auditorium. Um, if you know you're coming, if you just let Cindy know if you've already let her know, that's good. Just so you let Andrew know they can plan seating because they don't want to deserve more seats than needing to be a larger a large group that shows up. Um, May 16th, as was shared with prom, I wish all the students and staff were attending a safe and memorable time, make smart choices. Um, graduation is May 21st. uh board

177members if you could be there by 6:30 so that you can get everything positioned um it just helps in the flow and the the stress of that night um there's a lot of moving parts going on in getting people on stage you want to start proate 7 um in the action item tonight I don't know if you saw it in the backup but if you have diplomas that you'd like to hand to people make sure you email them to me I will get them to hand notes on we're go through the process um and make sure it's not chaotic on stage. We know we want to handle [Music] proposals. Um let's see on uh at our next regular meeting we will have a memorial day. So the Friday the 23rd and May Monday the 26th

178is a memorial to Hollywood Middle School. Our next board meeting is official regular meeting is Monday Tuesday the 27th. Just make a note if you don't have that in your calendar. This is also the season of awards. Um, starting on the 18th, these will start showing up on the marquee. And on the 30th, we got the 9th, 10th, 11th grade awards. On June 2nd, which is the last week of school, we got kindergarten, fourth, and fifth grade awards. On June 3rd, Tuesday, we have the 3-year-old, 4year-old, AM, and PM ECSC program. All of the awards are at the auditorium except the ECSC. They will be in the classroom. Um June 4th we have first a half day of schools we have a first and second grade awards. June 5th 6th and seventh grade awards and

179June the June 6th we have third and eighth grade awards. So again we'll start showing up on marquees and on the social media. So um look forward to that. If you can attend you're more than welcome to any and all of them and you work seven during the day might be challenging. Um, with that that's all I have. Thank you. Next items items of interest um from the board. Anything? Uh, no m. Yeah, just one thing. I'm not sure I guess if this is where I should bring it up or whatnot, but I'm I I am just wondering um if and when we should have conversation in regards to compensation for Mr. Humans and his job with doing all of the HR stuff for as long as he has. Um I know in the past

180we've done that for people that have taken on extra roles and whatnot and I just I'm not sure um you know we'll have to discuss it tonight I guess but I mean if we can put it on do something about that Mr. Ross and I have already met about that then we are going to put it on. We have a date we have a June 3rd is an evaluation update meeting of the goals. Um and if you want to have that conversation like we've done in the past you've done it as far as the goals part of it. Okay. So that will be coming. Anything else? Nope. That's it. Okay. Uh just if we can um next meeting if we can invite the sports team that for the championship. Thank you. Candace. Sure. Um I'm

181just going to bring this up. I just want to ask Mr. Wley his opinion on this. So after being in the auditorium here a few times the past couple weeks, it has become more and more apparent that at some point I'm not talking about current bond, you might want to consider expanding that auditorium, doing something. Um, I don't remember how that was up. I wasn't on here before, but I think you guys maybe did look into that at some point. Um, I'm not saying now. I I'm just It was really overwhelming. Um, especially when we had the middle school um band at six, seventh, and eighth. Um, it was possible. I mean, the kids didn't even have anywhere to sit and I don't know what that might look like. I I will just say following

182that meeting, we had a lot of conversation what we could do. Like for instance, we do a live stream into another room, move the kids that are currently sitting in the auditorium into another room, free up seats for parents. um looking at does it need to go over two nights because the the band program checks sixth grade is very large program good that program um she have a small group going into eighth grades to see what comes into sixth grade um and I know just at the surface level we talked about really having investigated what true cost would be I did do at one point adding on and I think at one of our meetings I can't remember whether a study session or um we talked about it would be very expensive to expand or

183add that I mean would that be like a thing would we ever be able to save that kind of money I don't know if you save it but you could you option award whether it's going out for a bond or or issuing bond general fund we get $100 to be deal back something that magnitude probably approved the size I think I think as a board what you're doing now is positioning that to be the next need I mean think about it if the buildings start building having capacity, you're going to have more people attending events when you're seeing the next meeting. That's a better cell than for me to go out or I should say, not just me, but to say we need a big auditorium now when probably time sits on. That's the concern

184that we have. If we can spread things out over multiple night, we're seeing it and we're seeing it still go up. Now you got betteration. That would be my recommendation. Okay. Thank you, [Music] Daniel. I'm sorry. I'm sorry. No, that's okay. My microphone is just working. Okay. So, let me go back. It's okay. Danielle, no. I was just going to say I wanted to echo what um Sandy had mentioned about talking about compensation for sister and I had um thought about that after seeing the last couple of emails from him as well. So that was something that was on my mind as well. Like I said, him and I don't really talk about it maybe. Um Sarah and I don't have anything. Okay. Next item on our agenda is public comments. Since the last board

185meeting, the board has not received any email. There were no public comments that need addressing from the last board meeting. At this time, any member of the public may address the board. Please sign in and state your name. You'll have three minutes to address the board. Being no public comments, we will move on. Our next item is our item of action. I'm looking for a motion for the approval of class of 2025 graduates. I move to approve the class of 2025 graduates who have successfully met the requirements for graduation as set forth by schools board of education and the state of Michigan as outlined in the attached documentation. The class of 2025 graduation ceremony for Richmond High School will be held at the Mcome Center for the Performing Arts at 7:00 in the evening on

186Wednesday, May 21st, 2025. Thanks. I heard you first. Sorry. Any discussion? All in favor? I opposed. Motion carries. Being no further business, the board will adjourn at 9:49. Thank you [Music] everyone. Heat. Heat. [Music]