Richmond Community Schools Board of Education Meeting on April 14, 2025

001[Music] Before we start our board of education meeting this evening, I would like to take a moment for everyone to honor and remember the life of Cheyenne Rashad who was tragically um killed in a car accident last week. So, if we could just take a moment to remember her, we would appreciate it. Thank you. And if we could remember to keep her family, her friends, classmates, and the staff here at Richmond High School and our thoughts and prayers in the coming weeks because they're going to need it. Like to call our regular board of education meeting to order at 7:01. We could all please rise for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible,

002with liberty and justice for all. Mrs. Fortuna, our mission statement and roll call. At Virginia Community Schools, we provide a quality education to empower students to be successful in the global community. Board member Cunningham. Yes. Uh, board member Michan is absent with notice. Uh, board member Sutton here, board member Fortuna, I am here, board member Styer here, board member Telto here, board member Gillis here. Uh, we have a quorum and we also have our student representatives both here tonight with us, Joseph Bido and uh, sorry, Pacito and Elizabeth Schafler. Thank you. Next is approval of the agenda. Before I get a motion, um, we're going to take item G, move it up to be item D, and then move the rest of those down. So, I would looking for a motion to approve the amended

003agenda. So, move. It's been moved and supported. Any discussion? Hearing none. All those in favor? I I opposed. Motion carries. Next, looking for a motion to approve the consent agenda as presented. [Music] Support. It's been moved and supported. Any discussion? Mr. Wsley. The personnel reporting the latest uh resignations and retirements as well as any new hires are also listed in the personnel report. There were no questions regarding the um March 10th meeting minutes. In the packet is the February 24th revised meeting minutes from that were tabled at the last board meeting as well as the district head count equivalent report um claims and accounts for the month of March. Thank you. Okay. All those in favor I I opposed. Motion carries. Okay. Next on our agenda, we are excited tonight to be able to recognize

004two of our student athletes who are powerlifting state champions. And at this time, Mr. There he is. Okay. If you would come up and if the board, if we and guys, we're going to stand up here. Sorry. Yes. Um so I have the honor today of introducing two of our powerlifting state champions. Our first um two varsity powerlifting state champions to our board of education. Um, and coach Bab is here and we'll talk more about the program and some of the kind of looking back after a year or two and he'll speak more about our other state qualifiers um, and whatnot. So, I'd like to recognize our first state champion, Leah Dero. Leah was state champ in the 105 lb weight class and her total for her deadlift, squat, and bench at the state tournament

005um was 585 lbs total. So for those of you that are about as good at math as me, um that's like a 5 to1 ratio. So um congratulations, Leah. Congratulations. Thank you. Thank you. And our other state champion um is Brody Mayor. Brody was state champion in the super heavyweight division. Uh Brody's total at the state meet was 1,580 lbs for bench, squat, and deadlift. So congratulations, bro. Um, and I know Coach Bab will talk more about it in in um the next part, but I had the opportunity to go and watch the past two state meets um and really get to watching watching these athletes perform in front of a lot of people. If you haven't gone, it's it's really impressive. So, I'd encourage you to go. Thank [Applause] you. Next, we're going to

006talk about our powerlifting program. Mr. Baba, if you want to join Mr. Tren, please. All right. Uh, exciting stuff. As you can see, uh, two state champions. Uh, first year, uh, we had almost, um, a couple state champions, but, um, first off, I'd like to thank the board of education for allowing us to have, um, a powerlifting uh, program. Thank you, Mr. Wsley, Mr. for pushing this. Um, I'd like to also thank uh all my power lifters that showed in support. Um, they're all here showing their medals, their hardware the last few years. Very proud. Very proud. And I I know she's not here, but Megan Schultz, I really want or Megan, excuse me. I really want to thank her for really pushing powerlifting here at Richmond and coming to me and asking me which

007I have a passion for powerlifting for lifting health and fitness and you know I'm very honored to be here as the powerlifting coach. So with that um looking back to 24 season 2024 uh we had a total of 45 athletes. 2025 we have 60 if not more. So we've really increased um our numbers which is great. I think we had uh 25 boys total and almost over 30 girls total. So, um it's in it's in it's exploding. Um in 2024, we had 15 athletes, whether they were JV or varsity, qualify for states. Nine finished in the top 10. Um last year, Logan Evans was our state champion at the JV level. So, that that was very impressive. lo and the weight that Logan um lifted at the JV level would qualify to top at least

008the top five at the varsity level last year and he was a top two this year. He almost was a state champion himself this year. So, um I just wanted to shout out his name because he was very close. Um and then our JB girls team um came in second overall in state. And what you have to understand is it's not powerlifting is not divided into um divisions. It's you're competing against class A schools with 5600 um kids in their class um such as Troy Athens. Tri Athens is one of the I think they're four state time champ state champions right now and we're at their heels in in our second year. I've had their um varsity coach email me and say, "Hey, are you going to be at this power meet? Hey, are you

009going to be at this power meeting?" And so that's telling me telling our power lifters that we're doing great things here. So, they put in the hard work as far as getting in 5:30 a.m. lifts, 4:30 lifts. And so, it we're doing great things. Um, this year, um, we had 26 athletes at the JB level and the varsity level qualify for states. 26. Last year, we had 15. So, we're we're increasing six students or stu student athletes. um they missed out just barely. So there was a cut off and six of our athletes just missed. So we could have had 32 athletes at states. So it was it's crazy. um 11 of our girls finished in the top 10 and of course uh we had our two state champions and then uh we ended up

010getting second behind Troy Athens again for at the varsity level. So we were runner up again in our second year um for state championship. So our program is rising. Um we're going to miss what two of our seniors, three of our seniors that were at state. Um, Brooklyn Jones back there. Yes, we will miss you. She gained a lot of points for us in her lists. Um, but the rest of these girls here are either sophomores or juniors, so we have at least one or two more years. Um, and they were all part of the state um, runnerup championship team. So, I'm very excited. Um, I see bright things coming ahead of us. And that's all I got. just kind of my things um now year two kind of looking back on this from where

011we were two years ago kind of putting this together. Um a lot of my hesitation with bringing on another sport was is this going to be a net benefit for the athletic department? Um I think the results had certainly been a net positive for our athletic programs. Um, but my biggest hesitation was I'd seen other powerlifting programs um at other schools or um outside of school. And it I was worried about powerlifting becoming its own thing. And it was, you know, my impression was they come they lift a couple times, they eat a bunch of beef jerky, and then they lift maybe one or two more times. Um, Coach Babett talks about those number of athletes he has come through in the morning and the afternoon. It sounds like a lot of kids, but if

012you ever walk by the gym or the the weight room when they're going, like, it's phenomenal how well it's organized. You've got all the kids know exactly what they're doing. They're in their spots. Um, my biggest thing is I see a lot of things that I wanted to do as a coach strength and conditioning wise that they're doing. So, it's not just the the back squat, the bench, um, and the deadlift. It's a lot of the the explosive movements. Um, a lot of the accessory lifts they do are good just overall athlete movements. They do a lot of cardio and metabolic conditioning. Um, so I see a lot of these skills that they're using in powerlifting transitioning into those other sports. Um, and that was the biggest thing for me pulling out of it is

013going, okay, this is not only great on its own, but it's also feeding a lot of other our other programs. So, I commend Coach Baba on that. um because I think we are going to start seeing a lot of those results in those other sports sport. So, thank you. I I just want to add on behalf of the board, you know, this what coach Baba said, it started out with student Megan Schultz who wanted to start powerlifting and she was very brave to put a plan together, meet with the superintendent, and then come and present in front of the board of education to have this program. And I I just love the fact that that little idea came and this program is just blooming, blossoming, whatever is the right term. Um, all the kids that

014are involved, you do, you work really hard. Good for you. I'm glad that we were able to have this program happen. And I have come a couple times. It is really fun to watch. So, thank you, Coach Baba, for taking this on and making this program what it is. And you guys, um, Brody and Leah, you've set the tone. The very first people to win the state championship. So, I'm assuming we'll see you again next year up here when we recognize you. Leah, are you a junior? You're we'll see you the next two years in it. But, and the rest of you, we look forward to seeing you, too. But, great job and keep up the good work. Next, another exciting thing that happens at Richmond is our mock trial team. And so we have

015Dr. Lad here and some of his members from his team to give us an update on their competition. [Music] Last time I was here, we are singing the praises of the M crow team that won the regional championship and went on to the state meet and this we just wanted to come back and say thank you so much for all your support. Couldn't have gone, couldn't have done everything went out. It was a great time and then I want the kids to basically give you a little bit about what happened on third week. Um, hi guys. My name is Joseph Pacito. Just, you know, for the record. Um, I, um, I've been doing mock trial for three years. I didn't do it my freshman year cuz I didn't think I had time. My sophomore year,

016it came around just as a timekeeper. And then just last year, I then um, took on a stronger role of being a lawyer. and then having one last opportunity to do it this year. It's it's just it's truly a phenomenal experience and we cannot thank you enough for allowing us to do something like this. It really enlightens the mind activities like this and it was just a fantastic experience. Wonderful people, a wonderfully ran organization regardless on what happened there and you know how things went. It was just you were always around nice people and those nice people were it was the future of law in Michigan and um as somebody who now wants to pursue that as my career and major in political science and eventually get my JD, it was just it truly is

017a wonderfully and enlightening experience and I really appreciate you guys for allowing us to go. It was just phenomenal. I I could it really I knew what I wanted to do kind of pretty early on in life, but man has this solidified it. And I can't thank our coaches enough. Dr. Lad and um Tom McGovern, he's uh couldn't be here tonight, but he's also a huge help to our entire team and I just I can't thank them enough along with you guys. I just I really appreciate it. Hello, my name is Brian Lderman. I've been doing mock trial for three years. years, been a lawyer all three years, four-time prosecutor, four time four-time defense attorney. Um, I'd once again, just like Joe said, like to thank you all for giving us this amazing opportunity. Um,

018beyond the experience, I can tell you how we personally did. We are the second ever Richmond team to go to the state competition, the first ever Richmond team to get first in Norwegian, and the first ever Richmond team to go into the semifinals. We won our first round, our second round. Great job. And without all of you, that would not be possible. This program has inspired me to pursue law. Unlike Joe, I did not know I wanted to be a lawyer for most of my life. I'd love to mess with computers honestly. But this program has inspired me and especially this year has inspired me to pursue a degree in political science and eventually a jurist doctorate. And once again, without all of you giving us this opportunity to go to the state competition, that

019would not have happened. So, thank you. Hello members of the board. I am Jacob Pacito and um I mean it uh this experience um at the state competition for the mock trial was absolutely phenomenal. I cannot thank you enough for the experience that this has been. Um, personally as as we are kind of on the line of talking about careers, I plan to pursue more of a like musical performance career and surprisingly um, doing a club and an activity about law definitely helps in that aspect because when you get up there on the stand in the courtroom in front of practice lawyers and um, and your peers and you have to explain why your point of view is correct, it really is in itself a performative experience and you it really gives you a chance

020to show the knowledge that you've been working on this whole time. It's almost as if it were say a recital. So having this opportunity to not only in our district competition demonstrate our knowledge but then um uh be able to go farther to the state competition for the second time in Richmond history um thanks to you wonderful board members. It was absolutely a um uh unforgettable experience. Um throughout all of the um uh sporting events and club um competitions I've been in in my whole life, I believe the uh state mock trial competition has got to be my favorite competition to have competed in because um it's just a perfect combination of academics and uh performance because you're demonstrating something that you've been working on and you've been learning for uh I mean 3 months

021at least for each season. I mean let alone returning members. They we've been working on this for years now. I'm a thirdyear member of the mock trial team and never before have we gotten this far in the in the tournament. And um the fact that I can know that this was because of the hard work of myself and my teammates and through the dedication and help and patience of our amazing coaching staff. It's just a phenomenal it's it's a experience that you can't get in any other club. And that's why I believe it was a phenomenal and unforgettable experience. And I cannot thank you enough for allowing us to go. Um, so Joe, Jacob, and Braden have said a lot of what I was going to say, but I would, my name is Brandon Picopio,

022and I would like to thank the board of education a lot for um, uh, for this program. I had an amazing experience at states. It's my first year ever doing mock trial, and being a part of this amazing team is just an unforgettable experience. Um, lots lots was learned. Um, and I really appreciate the board of opport um the board of education for the opportunities that um that we've gotten through the um mock trial experience. So once again, thank you very much. And this is the hardware they brought home that'll be displayed up in the front with our other we the people trophies and so forth showing the academic excellence at Richmond High School. Thank you very much. Thank you guys. Well done. And Dr. Lead, as always, your leadership is fabulous. Thank you for

023what you do. Okay, going to move on to item D, the proposed overnight extended trip for the wrestling program. Coach Berg, [Music] Hello. Um, Brad Berg. Um, like to thank you guys for having me here. Um, I am here to propose uh two overnights um for two summer camps with it. Uh, I plan on taking uh the Richmond varsity and junior varsity team. Um the first trip is to Urban, Ohio, which we've gone to the Jeff Jordan State Champ camp for 20 plus years. And it's a amazing experience for the boys and well when the girls when we have girls on the team. Um but it's an experience. It's a great experience for them. They get to learn from college coaches. They get to learn from um a multiple time all-American who's well won a

024ton of state titles in his own right. and it's always been a great experience. Um, we would be leaving uh June 15th, staying the night uh at the facility. Um, it's actually on Jeff Jordan's property, but he's been doing this for 20 plus years. Uh, we stay the night there the 15th, 16th, 17th, and 18th, and then we come home on the 19th, which we should we leave on a Sunday, and then we come home on a Thursday. Um, transportation, that's all taken care of by me. And if I need more coaches, it'd be either me or Coach MCO or my brother, Coach Nick, who's the middle school coach. Um, the second proposed overnight, um, is the Hudson camp. Um, we've done this camp in the past and I don't know why we stopped going

025to it, but um, this season I talked to the Hudson uh, head coach Scott Mary and I asked if we could come back and he said he gave me all the information. Um, so that is July 17th and 18th. So we just stay on the 17th. Um, again, transportation is all going to be between me and my other coaching my coaching staff. Any questions? Um, about how many wrestlers do you take on each of these trips? Um, roughly anywhere between 10 to 20 of them. As many as I can get there. Yeah. And on the uh the 17th and 18th is a one overnight. It's just the one night. Yep. And where is that at? Was that in Hudson, Michigan? Anybody else? Okay, thank you. Uh, we will vote on this in two weeks and

026we will let you know, but good luck. Thank you. Thank you. Next item, our 2025 Mcome County Literacy Ambassador [Music] One second. We'll put it up on the screen here. There we go. Okay. Um, I don't think it doesn't look like Miss Mconey was able to make it tonight. She was uh taking care of a personal matter and she wasn't sure if she would make it back in time. So, I take it she was not able to, unfortunately. Um, but we still wanted to take the time to honor her as our Richmond literacy ambassador. Um, so all of the school districts in Mcome County have the opportunity to nominate literacy ambassador for the school year. Um, I'm not sure how long Mcome County uh ISD has been doing this, but definitely for several years. So,

027we're excited that um she is our ambassador for this year. So, in that role, um, the ISD kind of invites all of the ambassadors that are selected and they get to kind of have a special day out at the ISD, a photo shoot as they do make posters that they'll send back. We'll get several of those to hang around the district and then they go out around the county and different places that the ISD is promoting reading. Um, so she would always be kind of recognized as Richmond's person for this year, her ambassador. Um it was an application process. So we um had a small leadership committee that had a few folks selected and ultimately hers was the the winning nomination from the ISD. Um so this is just kind of this is one of

028their promotional um pieces that they put together and provided to us from the ISD. Uh so just kind of the little the little book look there for literacy ambassadorship. Um but we definitely wanted to just again recognize her for this honor. um and um let everyone know that she will be our ambassador for this year. Thank you. Any questions? Is so the the reading carnival that happens in November, correct? It does. So she would be invited to be a part of that. And I believe there are two additional events at the ISD that she'll be invited to be a part of as our representative. Yeah. Okay. Okay. All right. Thank you. Yep. Absolutely. Next, coaching for impact. Strengthening instruction through collaboration. This one. And I have the pleasure of introducing our two instructional coaches, uh,

029Jessica Schlber and Adriana Bretman. Um, I'm lucky enough to get to work with these two ladies pretty closely. They are kind of an extension of the curriculum office as it is difficult for me to be everywhere all at the same time, but they really are able to keep me up to date on kind of the pulse of what's going on in the building as they are in teachers classrooms throughout the day. um working very closely from really all all as many things we can think of. They are probably supporting it in some way. Whether it's getting teachers up to speed on the newest curriculums that we are implementing and making sure new teachers are aware of that curriculum to um supporting new teachers in any, you know, uh areas that they may need support with

030as they're coming on board. They even offer IT support for again those very specific curriculum resources and they're very involved in data and planning sessions. So you'll see that through their presentation. a lot of data focus as well. So, I'm going to turn it over to these two and let them kind of explain what they've been busy with this year. Hello, Laura. Thank you so much for the opportunity to come and share with what we do as instructional coaches here in Richmond Schools. Um, if you're not familiar with what an instructional coaches or what the role is in the district. Um, our job here today hopefully will help kind of give you some of that information. Um, and of course, if you have questions at the end, feel free to ask. Um, let me see

031if I can get this in perfect. All right. So we there's our lovely pictures that you have there. Right. So um Jessica has been a coach here since 2022. So this is her third year. Um and my first year here as an instructional coach. So I think we've been doing pretty well working together as a as a pair this year. Um being able to support even more teachers um and give that um individual support as well as group in the common planning times that we'll talk about. So we've been doing that and we've both been in education for about the same amount of time. So about 15 years of experience of teaching before we went into this type of a role. Um just the kind of basic definition of what an instructional coach is is

032uh someone that is providing instructional coach in personalized but very important non-advantageive setting. Um we definitely want our teachers to understand that we are not there as evaluators. We are there to support and help and guide and facilitate and collaborate in any way we can to make sure that they understand we can build that relationship with them. It's very important as coaches to build the relationship with the teachers so they feel more comfortable even in asking um when they are needing that support that they would reach out to us. So we are working with them and we hope to improve classroom practices and student learning outcomes ultimately. That is our ultimate goal. The ultimate goal again is the primary goal of instructional coaching is to enhance teaching strategies which we do um in many different

033ways, increase teacher efficacy um which we have worked with our teachers in group content planning in all the buildings and ultimately boost student achievement um which we're going to get into a little bit more of the details. So our coaches or what we do here in our district are kind of supporting our teachers with three main things. supporting our teachers in integrating researchbased practices, differentiate instruction and even helped to adapt some of the learning needs for our diverse learners. Um we also have actually did professional development which we can bring back to our teachers and support them but continue the professional development with our um instructional staff here in all three buildings for K12 and then of course collaborating with all of our teachers um in group settings or even in individual with coaching cycles.

034Okay. Um so um we are proud to report that 100% of teachers across all three buildings have access support from an instructional co coach at some point this school year. This is a sign of a growing culture of collaboration, trust and professional growth. We love partnering with teachers and shifting and we are shifting towards a unified growth focused culture. Um which is definitely something to celebrate here. um our coaching menu which I do have. I wanted to share um a copy of the menu that we sent out at the beginning of the school year and then we leave it in the teacher lounges so it something comes up. Teachers are pretty comfortable now just emailing, calling, even texting now if something if they need something on demand. Um so our instructional coaching model is centered

035around individualized teacher support. Our goal is to enhance instructional quality and ultimately improve student achievement through strate strategic support. So if you look at the menu there, our key areas, it's very similar. We've kept it the same through the la the past three years. Um curriculum support, lesson planning, co-eing, modeling, and data analysis. And then specifically um as district-wide instructional coaches, our roles have been centered around new teacher onboarding and supporting all K through2 teachers while enhancing instructional practices in all three buildings. This year we have implemented a new math and ELA curriculum for all students K through 12th grade. Our work has been focused on ensuring a smooth transition and ongoing support to support the staff as much as we possibly can. One key initiative has been leading professional development sessions that align with

036the roll out of the new curriculum resources. These PDs are strategically embedded throughout the school year, offering timely and relevant learning opportunities that meet the teachers needs. Additionally, we have 6 to 10 week onboarding cycles for new teachers. This ensures they are equipped with the tools, instructional strategies, and district expectations they need to thrive. This provides consistent support and mentoring as they begin their teaching journey here in Richmond. A major focus this year has also been on fostering common planning time across all three buildings. This initiative provides teachers with structured opportunities to collaborate, align instruction, and develop cohesive lesson plans. We have also prioritized vertical collaboration, bringing together educators across all the grade levels and content areas to share best instructional practices, discuss pacing guides, create common formative and summitive assessments, create rubrics, and exchange

037resources. Overall, our goal is to build teacher capacity, support instructional growth, and contribute to a culture of continuous improvement across across the district. And then here is kind of a snapshot. Um if you have any questions specifically about any of them, but um this is the all the exciting new initiatives. Um I know math we piloted last year and rolled out at the middle school and high school. But this year as a district it's been new math and new through SAVIS K12 and it's going really well. Um I I had written down here that it's a really it really shows our commitment to innovate and continue growing and advancing because the technology and just the rigor within the curriculum is phenomenal. So the students sometimes are struggling but it's good to see that because they're

038growing. So there's Kagan Accelerated Reader um which Accelerated Reader is the program we use. You'll duck days if you've heard of Duck Days. um my perspectives um my view reflex math for second, third and fourth grade and then we have envisions and then clever and then this one here um our new hire trends. Um so as you see in the graph the number of new teachers hired in our district has steadily increased. This growth highlights the continued importance of strong onboarding and mentoring efforts to ensure we retain the exceptional educators joining our team. Last school year, we have welcomed approximately 31 new teachers to the district, which equates to 31% of our teaching staff. Last year, there were 99 teachers. Our support doesn't end at hiring. We continue to provide ongoing check-ins and support for

039new teachers in their first one to three years at Richmond or as needed. And one highlight is is not what's the word I'm looking for? Teachers don't have to work with us. They're not they come to us. So that's been really exciting. My first year that challenge was just relationship building. So that was my focus. So the in three years we've come so far. So I just can't wait to see what the future holds. So I'm really excited about that. And then we have feedback. So, we did reach out to some teachers that we've worked with and some administrators and because obviously we have a relationship with our administrators that they'll either ask us to kind of work with maybe a teacher or um they've seen what we've done in their buildings. Um so, we

040do have some information from a couple of our administrators. Um Miss Zel from the high school principal, she said something about how coaches actively participate in common planning meetings, um which she does about every other week. and focuses collaborative efforts on strategies to boost student achievement on state assessments. Obviously, she had a lot of good positive things as well to say that I won't read that to you right now, but it's there. Uh Miss Borwick, um the assistant or the dean of students here at the high school, she stated Mrs. Schlay and Mrs. Rman are always willing to go above and beyond to support our students, staff, and overall school culture. So, um, we have those two from the high school. And then we do have, um, quite a few teachers that have provided some,

041um, good feedback. And I'll kind of highlight a couple of things that they've said. Um, one of our newest teachers that is actually brand new to the teaching profession is a math teacher here at the high school, uh, Mr. Canfield, and he stated that the instructional coaches helped him to adjust to the rhythm of the classroom. um being new to the classroom, that's something that he really um was appreciative of and knowing and giving me assistance with. U Marie Koninsky, a kindergarten teacher, said, "The support and collaboration has given me fresh perspectives, practical strategies, and a space to reflect and grow, which again kind of speaks to that relationship piece that Micho so they can feel that comfortable and they can really grow from the work that they do." Renee Bacon. Um, she's the new

042middle school science teacher to Richmond, not new to this program or teaching, but she was appreciative when I was able to work with her and answer the more in-depth questions that she had about just specific grading or curriculum um, and expectations that was at the building that maybe something she didn't get a chance to talk with someone about yet. Um, Mr. Hill, a high school science teacher, said, "Having a coach this year has alle alleviated a lot of stress." Um so he we were able to work with him on some things. Um Mrs. Hayes a kindergarten teacher said Mrs. Schlled Hoover worked directly with the students during centers and provided support for their personal um narratives. So even sometimes we work directly with students when we are coaching and modeling and working with teachers. Um

043so that is a great also um opportunity that we have to work with our students directly. Amy Zizzleman a second grade teacher. The support you provide in status, reflex, and has helped us to implement a new curriculum and to use those more consistently in the classroom. Mrs. George, a first grade teacher, said having Jessica come in to observe and discuss the best ways to teach, just getting sometimes just another set of ears and eyes and strategies to just kind of think of new ways to think of how to um reach our students. and Chef Bishop here at the high school and new the culinary program said Jessica has helped to bridge the gap between industry pivoting into education which was a huge um accomplishment with what she's been able to work with with chef coming

044from directly from the industry going to education is not an easy feat and so she was able to really help her especially this year um kind of get her feet under her and be able to get the teaching and really make the program grow. So, we thank you for your time and support today and kind of letting us explain some things and didn't know if you had any questions about coaching and kind of what we do or any specific things. Anybody have any questions? I'll I'll have some I'm sure because this is like a brand new thing to me. Okay. Um so, I don't know what I don't know yet and it was a lot of information that you guys put out. So, I'm just kind of taking a look at your sheet and trying

045to figure out uh for the the co-eing and observing, you know, an extra set of eyes. I I when I hear that, I think teacher assistant, somebody else in the classroom that can maybe see something that like a teacher like had because we all have blind spots in certain areas and and so I guess I'm I'm just looking more so I can I can answer that. So this year with the with the code with the modeling um it's really I would say for the math and ELA the modeling has been a game changer for some teachers just because it's brand new. So what we'll do is we'll go in and we'll plan together and it depends. Sometimes the teacher will want me to model the lesson and maybe she'll see something maybe uh like Kagan

046structures are big here. So cooperative learning versus just having the teacher stand up at the board, you know, little things like that. So it's really individualized, if you will. So what we'll do is we'll meet first. Do you want to see me teach a lesson or I can see you teach a lesson or we'll go it'll be just we'll meet on Tuesdays and it'll get to that point. But it actually does not happen often. I haven't really started modeling and co-eing with teachers until this year. And when you're talking co-eing though, not I don't I I think you're thinking two people like that. Is that what you're thinking? Well, and then well that cuz cuz Yeah, it says, you know, are available to co- teach and and then be a second set of eyes to

047observe. And so I'm thinking so there's two people. No, I know maybe that's actually we maybe need to change that wording on there because we actually have co-eing now in the district, right? So that's that's where I'm a little confused on on what exactly that looks like. So it's really just a learning opportunity. So it's never it's just what do you notice? What did you like? We ask each other question. Yes. It's just really opening your eyes to something you might not see or making a suggestion just to modify engagement, enhance the lesson in some way, something small. I think especially with the new curriculum. So these guys have, you know, more opportunity to engage with our trainers, which we have been really lucky this year to have all of the SAVS trainers still very

048available to us with the new curriculum. And so if a teacher says, you know, I'm really having trouble getting to the group work of the lesson every time we get to that, I I run out of time or the kids don't engage. And so, you know, one of the coaches is able to reach out to the trainer and get some some ideas. And then again, they can bring that back to them and say, "Okay, I had a chance to troubleshoot this for you." you as a classroom teacher don't always have that time available to you. I did the heavy lifting for you. Now let me show you what they shared. Again, you come into the classroom, try it with them, you know, demonstrate it for them if there's, you know, that opportunity. So So kind

049of looking at the lesson plan and then with a different set of eyes based off of what they're coming to you saying, "Hey, I'm having these these issues." You're like, "All right, well, let me take a look." And then maybe, you know, identifying that and then proposing that to them for Okay, I think I have a good example. also in kindergarten with the writing. So this the literacy centers that were taking place in the classroom. So we were I was working with the students but it was a modeling effort and it was also getting those students into the routine of going you know 20 minutes and this is what we're going to do. We're going to work on writing and at this writing center this is what you're doing. So in my mind that is

050what we call the co-eing and modeling and so and then we'll talk after. So how did it go? And then we're kind of listening to each other but doing a little bit different and then modifying just to make it the best we possibly can. Okay. And and a lot. Yeah, that helps. And a lot of it is the the math in the ELA is new. So they're so it's it's just being rolled out to there's that of the help they know their math. They know their ELA content, but the resource is different. So they might struggle with what do I do for this instead. So, you know, we are there. But one thing I do work with our teachers on is even how to um engage students in a discussion. So, like for inance for

051when sometimes if I'm modeling in a classroom, sometimes I might just show them a way to get kids to kind of engage without um just shutting down saying yes or no. So, I'll ask them and show them how to kind of have a conversation or discussion technique. Those are just small instructional strategies that maybe as an experienced teacher I've developed and grown, but new teachers might not have developed those yet. So, that's another way we can come in and show them those. And it might just be a small 10-minute time that I'm in there. Then we can talk about that later and see what did you, you know, what can you maybe take from that and maybe what might work for you because obviously every teacher is going to be different and we give them

052that autonomy. But there are some instructional strategies that are definitely going to be helpful in engaging students in those discussion and question techniques. I just want to say thank you because for me it's comforting to know with the new curriculum and how it goes from K to 12 and when one grade ends and the the next one picks up. you guys are kind of that buffer and I guess communication between the two grades of where to start off versus where are you kind of in and doing a little bit of that too. Yes, we're actually that is a plan coming up on Monday actually that that's the professional development we have planned for Monday. So vertical alignment the teachers will get together. I don't have the schedule just yet but yes that is the plan.

053But you know, very true though because like I said, even introducing them, they have the opportunity to be in every building at different times. They are working with K12 teachers throughout the day, throughout the week. So they have a very unique vantage point of exactly what you just said. You know, where where is this stronger? Where does this need work? How does this bridge? And and like you said, now we're able to take that information and build it into the PD day on on next week. The exciting part. Yes. Yes. Any other questions? Um, yeah, I do have one if you don't mind. Um, how frequently do you guys work with staff members? Like on average type thing? It depends in I guess what capacity, whether we're in their classroom, whether we're meeting with them

054one-on-one about some planning, lesson planning. I do with a teacher right now currently twice a week. We have a setup time where I meet and we kind of go through lesson plans for the week just because again, still a new teacher to the format and strategy. So we kind of make sure that things are moving in the classroom and their students are learning the outcomes that should be. So just kind of supporting where I can. So I know that you also do something similar with a teacher but maybe once a week. So those are set in also that and you used to work with teachers at the middle school even more so last quarter. So So I love the common planning that we have going. So um I know that we talked about every other

055week at the high school. It's weekly at the elementary school on Tuesdays. So that really allows the whole grade levels. I go on Tuesdays. I'm at Lee. Um I'm with every single teacher through the day. What are your needs? How can I support you? It's been amazing. And the same thing here at the high school. Um and the middle school too. So that keeps that keeps us busy. So I mean yeah, but I do I love it. So it is good. And just sharing even just reflex math like our third grade teachers used it last year. So they had charts and just I call them little cheat sheets that I could take from the their classrooms and then I shared them with fourth and fifth grade teachers. So um just little things like that are

056little but they're so big and they make such a difference. Um so yeah and then and that's just at the request of the teacher saying hey okay that's awesome. Hey Jess, do you have anything? It's yeah it's been good. So, I just think the relationship is it's there. Admin, teachers, coaches, everybody. So, it's it's a really good place to be. Awesome. Yeah. Thank you. Yeah. Thank you. That answered my my follow-up question as well, but like how you guys manage it with how many staff members we have. Yeah, that's awesome. Yeah, thank you guys. Still figuring it out, changing it is also that's awesome. Yeah. Thank you. Anybody else? Thank you. It it is a testament Michelle Huber to you both the work you're doing how it's grown and the collaboration that has really really

057come together. It's because of the work you've done to get it to happen truly from from when we started. So thank you for that. Yes, both of you. Thank you. Okay. Next, our summer school and academic athletic summer camps. Again, I'll just preference while Billy's pulling this up. In the past couple years, we've been able to run pretty extensive summer camp programs um through grant dollars. Um as those grant dollars are not renewed and are kind of being exhausted. So what you have here is um kind of a um a hybrid approach of what a traditional summer school might look like where parents might pay something versus something that's covered. Um still kind of building the framework that we intended from the last two years and carrying it forward. And even kind of to piggyback

058on that and then I'll get into our presentation, but I was um at a um grants meeting for the county last Friday and two of the districts there just as we were kind of talking about different things. How are we managing with the grants um drying up at this point and two districts had already decided the first thing on their chopping block was summer school completely. So I think even though you know you will see definitely um a decrease in what we're able to offer knowing that there are other districts sizable districts that I mean they just said that there's nothing there they totally gone. So you know I think we have to kind of keep that in mind even though it is definitely not the same as we've seen before. Um so we are

059still able to offer um programming that could serve up to 342 students if we maxed out um each of those classes that would be offered. Um we'll have nine different academic camps. These are still the MISD um kind of created programs the same that we've offered in past years. So we have nine different um choices this year. Um we will also continue to be able to offer 10 unique enrichment camps um and to fill and um run these camps. We would be looking to hire up to 20 teachers and 17 teacher cadets potentially. Um the frame of the program is a little shorter. It is only a twoe window this year. So it's running June 16th to 27th. Um so it's Monday through through Friday each of those two weeks. So a 10 day program

060for academics. Um so as Brian mentioned, we are kind of pulling together those last bits of money that we can from here and there. So the three grants that we're able to use this year um to cover our academic courses as the 35A, 23J, and 41A grants. Um, and so the academic courses will run in the mornings during those two weeks from 8 to 11:00 a.m. Students will still receive free transportation, breakfast, and lunch if they're part of the academic program. And the target size for those classes is about 15 to 18. Again, that's based on the design from the ISD um to make sure that the students are really able to get the most out of those classes and and have it be an enhancement for their um learning. So, a quick description of

061the nine different academic camps. Um, so there's Kinder Connect and First Grade Fundamentals. Kind of the same concept, but one for incoming kindergarteners and one for incoming first graders. Um, really just kind of meant to get them sort of engaged with school, ready to learn. They get little uh back to school kits or summer learning kits that go home with them so they can keep that learning going throughout the summer, even after the program ends. Um, a lot of reading activities together with the teacher. Um so definitely a literacy focused program there for the kindergarten and first grade fundamentals and connect. Um the summer scholars literacy and math is a program that is available for students in second through fifth grade. This one is a little bit more specific in that it is it's intervention

062based in nature if you will. So it's really for targeted students that might be struggling with their literacy or math skills. Um it's not meant to be um just kind of hey anybody would take this. You just want to kind of keep going in the summer. is really going to kind of meet them at that lower level that they might be at. And so we will actually be targeting specific students that we would first invite to this uh this particular class. There's several sections open and um and there's still seats available after that. We would certainly be willing to open up to others, but we want to make sure that our struggling students have an opportunity to get that little bump in the summer um and get them ready for next school year if at

063all possible. And again, that's what the design of this class is. Um there's also a steam literacy camp. That one is designed for second, third, or fourth grade students. So that one would be again students with that interest in science-based um activities. Uh it brings in vocabulary, critical thinking skills, scientific inquiry. So they kind of do a variety of investigations throughout the couple of weeks related around STEM or steam. Uh there's also a math mindset class. This one is kind of deep in the brain research behind the math kind of thinking that students get into. And oftentimes we hear students say like, "Oh, I'm just no good at math." Like, "Oh, that's just not me. I can't do numbers." And so, it's really kind of designed to sort of stop that way of thinking and

064and let students realize like, "Oh, anyone can be a math thinker." And u helping students to be more open to it in a more creative and visual way. Um, so kind of getting outside of those traditional molds of math. And then there is the middle school readers and writers program for students in fifth through 8th grade. Um and in this program students are provided daily opportunities to engage with reading and writing. They keep a writer's notebook. Um and then they work towards kind of an individual um writing goals that they set for themselves and have kind of a little bit of a small performance for their class at the end. I believe they do offer for the guests to come in for that at the end if I'm not mistaken as well. Um the last

065couple of academic courses, we do have an opportunity. This one is through specifically the 41A grant which is for bilingual learners or English learn language learners. Um and so we do have an option for lower grades and upper grades in elementary and middle school um to be part of a a language learning opportunity where they would uh engage with a number of different resources to continue to increase their um English proficiency over the summer. And for our high school students, we again will offer credit recovery. This one's kind of a hybrid um setting and this one actually does go outside the bounds of those two weeks because it does have that virtual piece to it. Um they actually have until um I believe it's August 8th um to complete the credits that they'll start at

066the beginning of the summer. Um and so that teacher will be set up in kind of again a split model where there will be set check-in points kind of office hour type setting. They would have to come in to take their assessments in the class. Uh so they would all be aware of that schedule with the actual inerson part of it. Um but they would continue to be able to work at home because it is a virtual program and the teacher would monitor that um remotely as well. Can I ask? Absolutely. Yeah, we can pause there before we enrichment on that credit recovery. So is it is it going to be put out any high school kid that needs that will get noticed that we're having this and you got it. Okay. All right. Absolutely.

067and and the uh for the the bilingual length learners there. It says K12 3 or four 56. So there's two sections. So there's uh so we won't have the kindergarters in the same classroom as the eighth graders. So they will be grouped. So any of our bilingual learners that are in kindergarten, first grader, kindergarten, first, second, third, they'll be in classroom A and then the older kids will be in classroom. Okay. Yeah, that makes sense. I didn't know if it was proposed to offer one or the other. Right. So Right. It's Yeah. I just wanted to make Yeah, we're not putting all of them together in one. Yeah. Okay. So, that was academic. The enrichment again, you will see some of the differences here. So, this is really where we still wanted to offer something.

068We think that the community really has enjoyed having the full day opportunity for summer school when it is running. Um, but all funds that we have available to us through grants are being used for that morning session. So, that really maxes us out. We are to the penny on on that program. So, in order to run that afternoon piece, it would be a cost to the families. So, we would run courses, they would be $150 for those afternoon sessions. Um, they would would run from 11:30 to 2. Lunch would still be provided, um, but not transportation. Um, the target class size here is a little bit larger because they're more of a fun kind of, you know, um, just activity based class versus the academic. Um, so we do have a little bit larger class

069size, 18 to 24. Um, with the caveat that again for our budgeting as we kind of broke it down what we would need, uh, they need at least 18 students to register for that course or we wouldn't be able to fiscally run it. Um, so hopefully, you know, I wouldn't imagine that it would be a challenge, but if somebody did sign up for something, we would certainly, you know, ask them to put their second or third choice so we could move them to another one if if the one they chose first for some reason wasn't able to run. Um the enrichment courses were proposed this year. Uh my staff so um it went out to all staff. I mean it was we had several folks not even just teachers. So any staff member across the

070district had the opportunity um about two months ago I would say I think is when it went out and then they had to get it in right before spring break um if they wanted to propose um an after enrichment class. So these are the ones that were proposed and approved. most were I mean unless we had a few folks that have um proposed several and then there weren't additional people that had put in to teach those but I think everything that was out there everyone got at least something that they asked for. Um so we'll have arts and crafts uh programs. So this um again would be three different sections. So a kindergarten first grade group, a second grade third grade and a fourth grade fifth grade group. Um so you know I kind of

071see the basic description there of what they would be doing and you know so it's bringing the reading into the arts and crafts. So they would like read about something and then do a craft that kind of goes along with that and again it would be appropriate for the grade level of that group. Um the gardening fun again uh kindergarten and first grade group and then also a second and third grade group. Um so they would learn a lot about the vegetables, the flowers, the growing process and then they would kind of go out around um our district and do some work with planning and then also identifying and kind of little field trips almost to see different um plants and um flowers and things in our area. Camp Marvel is for sixth, seventh, and

072eighth grade students and that is where they kind of create their own superhero and it's it's kind of like a comic book series type of the class. So, they're building their own comic book through this class. Um, and again learning about different um ways they could help your community through writing the story with their superhero. Campfire stories is for second and third. And that one is more of a creative writing um class, but with that camp theme, kind of the summer camp theme. Let's get moving. There's a fourth and fifth grade group or a sixth, seventh, and eighth grade group. And that one again is more like the physical. So, not necessarily like a gym class, but again bringing in some of the literacy skills because we really want this to continue to be an

073enhancement there, but also an opportunity in this case to get the students physically moving and enjoying um that with their reading. And then we have pies or pie puzzles and games. And that is for middle school, sixth, seventh, and eighth grade. And so that's kind of like math related games. So it's them spend a lot of times doing games, but they'll learn those different math skills as they're doing the games. And then ultimately they have to kind of compare and contrast how they um approach the game to come up with a team and to the best solution for certain puzzles. So team building there as well. Game on is um really again related to reading. So they'll do a little bit of research around an athlete or a team that they are interested in. Um

074but then along with that they will get to participate almost like in a little mini Olympics where there will be a few sports that the students will um uh do actively and then um compete with each other in the class. We have Tinker STEM camp for fourth and fifth grade students and again this is another science themed um camp where they will be doing STEM activities. We have a Microsoft Office and typing. So again, that one would be I mean, as you can understand, using those Word, Excel, PowerPoint, Outlook um to make sure students have those basic skills under their belt, but also they'll put together more kind of entertaining, fun presentations and flyers and things that they're interested in. So they'll get to pick the topics there. Um and then we have a theater

075adventure program for incoming sixth, seventh, and eighth graders. So again, they'll kind of do a little mostly kind of just the different skills and um you know roles that you would have within a theater program. Since it is a short time, they won't really be able to put on much of a production, but they were look she is definitely looking at how some way shape or form of being able to allow the students to do some kind of small presentation at the end if it's a little mini monologue, something small. Um you know, so that they do have that opportunity for presentation too. So any I can pause there. Any questions on the enrichment? I just have so the the academic ones that we're providing transportation. So if I send my child to the academic

076one, they can get there, but if they're going to do the afternoon, I have to pick them up. That's the idea. But they'll they'll get their lunch, breakfast and lunch, and then go to their afternoon. Okay. Thanks. And the breakfast and lunch is a little different because it's under the the rules. We're just extending the school year breakfast and lunch for those two weeks rather than running a summer breakfast and lunch program. Oh, okay. Can I ask a question? Um, so I'm I'm so glad to see that we are doing something even though I know that we're losing funding and everything, but is there a reason why we're only doing the two weeks since we're charging families anyways? Like is there a reason why we're only doing the two weeks? Um, I mean I think

077just that was what we were we wanted to make sure that the academic piece was still free and clear that they could do that without and so that is that was really where we was kind of that sweet spot. It was like if we went longer, you know, it would probably have a shorter time during the day and we go back to the four days. So we I mean we definitely played with a few different calendar models and we felt like this one gave us the biggest bang for our buck as far as what we did have available. Um, but you know, obviously this will be our first time seeing it. We see that families are very willing to pay because, you know, even if you break it down, this is certainly a much cheaper

078rate than if they're going to a private daycare babysitting type of situation. It really is. And so if that's something that we realize, oh, the community is willing to do this, then we absolutely in the future could look at extending it. At that point, then we would know, okay, they're they're in for this and we can build it for them. Um, so I think we're, you know, kind of trial a little bit this year too to make sure that that's something that they're willing to be participating in with us. And then how do we, um, like how do we come up with the $150 fee? We just do like the cost because so based on like staffing essentially, right? So how much would it cost to pay that teacher their proper rate to be there

079plus a small material budget that really truly just covers the teacher for those two weeks and minimal material cost. So yeah, we just backtracked it that way. We have a lot of supplies still left from the previous two years that we'll use up those supplies this year. Right. So we were lucky in that way. Yeah. So registration will be open soon. Um I hope to have everything out by Thursday at the very latest the first of next week. But flyers will go home. So like nice to see a flyer will go home with the students um um to share with their families. We'll also have um an online interest form. So that'll be kind of the first step is so the flyer that goes out, we'll also post on social media and our normal ways

080that we push all those things out, but it'll have a QR code that'll take them to their form. So those classes for academics will be listed in enrichment and that's where they'll indicate their first, second, third choice as far as which ones they want. So that's kind of like the cla the course request, if you will. And then we'll take that information in and let folks know if they got their first request or if they had to be moved or got weight list weight listed on something. So we kind of uh mostly an online registration type of setup but through being advertised through those forms. Um then um as far as payment it would just be due we we press and I played a little bit with the option of maybe doing it the online

081similar to we do with like the paytoplay type of things but there was still a lot of kind of kinks with that. So, we didn't want this to be complicated for families. So, they'll have the opportunity, I mean, they could simply pay on that first day when they come in, or if they are able to come to our office and pay anytime before that once they're registered, they would be able to do that as well. And any other academic or enrichment questions before I turn it over to athletics? All right. All right. Um, so we have a cheat sheet. Um this year we've got 1 2 3 4 five six seven um different sports that are offering camps um through our programs with our coaches or our coaches are organizing it. Um some of these

082are camps that are held year-over-year um couple of these are new. So the first one is one of those new ones which is a tennis camp uh June 9th to the 12th. I know right there, board member Cunningham. I knew I was going to get that question today if it wasn't up there. Um, and this was one, you know, we worked with, if anybody knows, Coach Lemon, Coach Lemon does everything 100%. Um, so she she got this all set up. Um, she got it set up because the courts are at the parks and wreck, the registration will be through them. Um, but it will still be our coaches, our kids running it. um and they will get a portion of the a majority of the proceeds that go towards it. Um we're working out all

083of those those costs and like um Billy said, I'm going to create a flyer that'll go out to all the parents um with the kids with all the different camps and what they cost and where they are and where you need to go. Um I have the same idea with registration from doing this now 2 years. Um, a lot of our parents prefer that walk up registration. Um, where, you know, we had a lot when I put the big form out, they signed up, they forgot they signed up and they didn't come. So, um, a lot of them just preferred that walk up. So, we we kind of want to stay with that model. Um, baseball, I put this one on here. Coach Evans has run this Diamonds and Dreams um, camp for a couple

084years. And my idea was, you know, if it's our coaches, our programs running these camps, let's get that information out to um those parents. So, that camp runs um June 16th to the 19th. Once I finalize that um the times with Coach Evans, he's working that hammering that out with little league. I'll get that on the flyer and out. Um volleyball June 17th to the 19th, Coach West brings in Hillsdale College. Um, a lot of their coaches help their coaches will do the 912 session. Their coaches and some of our girls help out with the fifth through 8th grade session. Um, and then wrestling. Coach Berg's kind of doing it as a somewhat of a continuation of Junior Devils, but also an opportunity for some of those parents that didn't do Junior Devils during the

085winter. They want to have their kids come check out what wrestling's all about. Um that is June 23rd to the 25th. Um in the age range there the K8 um talking to Coach Burke the idea was to kind of split the room. Use the high school kids split the room. So you've got K depending on the numbers K 1 2 3 maybe four together and then the middle schoolers together. um for that July um boys basketball their camp third grade um and 6th through 8th grade July 7th to the 10th. Then we flip the next week is girls basketball. Um and those times actually changed and I'll make sure that's updated on my flyer. They're all going to be an hour earlier. um at the high school gym. I have a soft spot for that

086camp because it always makes the coolest uh Facebook picture when you've got all the girls in the bright yellow shirts playing or excuse me, bright pink shirts um playing basketball and just having a great time with that one. Um and then July 21st to the 23rd is um the football camp, the stadium. Um last year we got rained out one day. So, I just put there the the high school gyms are inclement weather spot for that. Um, the other one I'm waiting on, I'm working with Jimmy from Strikers on um what opportunities he's going to have for our kids for bowling over the summer. Um, so when I get that information from him, I'll put that in that flyer as well, so that those parents, one spot, where can I go for my kids to

087do some of this over the summer? And they'll have all of that information together. Trust that flyer just came to me today. So that's what we're doing. Perfect. Sweet. So is it when it's K8? If I'm an eighth grader now, am I able to do these? Yeah. The idea was not going into No, no, sorry. What grade they're going into? Okay. So it is So So like if you're going into ninth grade, if you're going into ninth grade, we're going to rope you into help. Okay. Yes. You're going to get assigned to help. Question real quick. We notice footballs just through the fifth. Are we not doing six to eight on football? No. Um, and this that I asked Coach Bisco about that. Those are the ages he usually did for football. Um, was K5.

088Um, I could ask him about that if we want to open that up a little bit higher for some of those sixth graders. Know the boys in those grades um seem to like football. So, yeah. And it could be a hit. Yeah. And it the nice thing about that one is it's right before our kids the dates we're targeting for the um the team camp for football. So it's kind of the kids do the youth camp and then they go off and they do their camp um as well. And it's right before TA or hometown starts too. Yeah. Right. So Yep. I'll ask him about that. And then the costs for all of those on the website for each each campus. Um, last year we did I think it was $75 per student per camp.

089Um, I'm just got to confirm with what coaches what ones want to order t-shirts or what ones need me to order them t-shirts. Okay. Um, and we'll put all that information on there. And um, these are great fundraisers for the programs cuz what we do is the co the proceeds the coaches collect from this we put right into their internals so they can do all their fun stuff with it. So the tennis one will go to the tennis team. Yes. So um I confirmed with coach Lemon because it has to run through parks and wreck cuz it's at the park. So that one gets split 7030. 70 for our tennis program, 30 for parks and wreck. So which is similar when I when I worked there in a bus life. Um that was similar to

090how coach Pearson ran it when he did his camps up there as well. So the only one that might not be is bowling, but I just got the flyer today. So we'll talk about that cuz bowling that's just the bowling one. I'm just going to put that in there is hey this this opportunity is out there for our kids. Yeah. So, one question, the tennis one, is that going to be maybe you don't even know the logistics of it, but registration like a set price be because it's run through the school because I've I've had issues setting my own kiddos up for the parks and recck stuff because we live in Casco, which is not really Richmond, but we attend Richmond schools. So, and they tend to have different prices for Richmond as opposed to

091Casco. because it's to benefit the school. Would it be just kind of a stream? That is a great question. Okay. And I will get that answer for you. Okay. I would hope that that doesn't come into play. You know, since that would be my hope. Yeah, I'll figure that out. I'll get that I'll send that answer to Ryan so he can share with the group and I'll make sure that that's on the flyer. Okay. Anybody else? Oh, and all of this as they start coming up as well, we'll we'll put a blast out on the Facebook pages about it. So, okay, I think that was it. Thank you for the time. Thank you. Don't thank me. Thank Coach Le. Okay, next is the elementary and high school media center furniture. So, I just want to

092remind the board um over the last year, we were putting money aside in our non-bond capital projects fund for door replacement. And then one of the items that was on the if we have money blocked from the bond was furniture. So in order to um use up the bond from the 19, we bought the doors. So the money that's sitting in the non-bond capital projects now is now earmarked for the furniture. So we just flip-flop. So So what I'm going to show you is um each of the buildings worked with school specialties. So this is a bid um documents. We don't have to go out for a bid. They have a state bid program to look at what um kind of how the media centers are currently being used and how they want to and

093evolve to being used. One of the challenges of the elementary school is it's not kidfriendly furniture from the bookcase perspective. And we've got K3 kids that are this high and the bookcases are this high. And so there's a there's a visible line. So in your packet you have um this document which talks about um each of the buildings. So the elementary when you look at this um for those of you who are not familiar or sometimes like me struggle with the physical layouts of maps and so forth. This is the entrance way to the elementary school. You come and there's two doors. These are the book cases that go into the computer lab in the back of the elementary school. So, in this there would be seating, new circulation desk, and you're going to see

094these curved bookcases and some other furniture. Each one of these is labeled in in your packet. Um, the furniture number one we want to make sure is for students, but we also use this often times for training for staff. So, we also need it to be multifunctional. Parent meetings, PTO meetings are held, etc. Okay, this gives you a visual. You'll see the bookshelves are much shorter. Um, but yet by having the the curved design, it gives you a lot more creativity in how you lay them out and create reading notes and so forth. Um, these bookcases that are along the back wall that go into the room here would stay. Those are not being replaced. Everything else in the media center would be replaced. You see this one is kind of in the front uh

095kind of a reading note in the beginning colors and kind of matches the color scheme in the elementary school. um kind of see the bookcases are much more studentfriendly uh easier to read. So you can divide the sections with fiction and non-fiction area. You'll see some of the seating is the backs of the bookcases. These are kind of the bookcases that the you know looking at from the computer lab room. Tables are are um in pods of four chairs um similar to the the color scheme of the chairs that we have in the building. You see some more of those kind of curved bookcases, some more seating for students and or staff. And then this is where the computer lab is on this side. And you'll see the color schemes that go with the current

096carpet. That carpet was put in in the media center in the 2013 bond. Um, so that we did not replace in the 2019 bond. Elementary kids generally less wear and tear on the on the purple. We got the color scheme and so forth. We'll see the the quantity and so forth. This totals for the elementary school about 74 almost $75,000 per all warranty etc. Am I saying that correctly? That kind of like all the chairs and all the bookcases and things are all on wheels as well. So it could be easily accommodated. Yes, you can move it around and rearrange. That was one thing that when we looked at the middle school um because we've done a lot of meetings at the middle school media center the two buildings like the ability to move things

097around those tables. Um the chairs are there. Oh yeah they are. So that you can really make them however you want to set. So it's similar. So when I was in school a long time ago we had like one of our specials was like library rights or whatever. Do they still have that in the elementary school? Yeah, they go down to library um at least once once a week um for their book check out so forth. It's not a special that it's a release time for the teacher, but the teacher's there with the the media person and they might read a book. They might talk about an author. They might, you know, have a chance. So, can I ask um one more question then? Sorry. Um I love this furniture here. I love this. Um

098I've been about furniture all year as you guys know. Um, I just feel like and especially in like a media center like you want kids to be comfortable like you know put your feet up and read a book, right? Um, but now so why do we if we're not having classrooms there like what's the need for the tables and the chairs rather than like bean bag chairs or whatever um for professional development days for teachers as well as PTO meetings. All right. Um, I'll meet him there for next Monday night's community conversation about the bond and the other fair. And I do see the glasses use I mean sure they use a comfortable seating too, but I do see you know even with like the teachers, hey when I pull you this group over and

099do something, you know, it's helpful to have like a more traditional spot as well. And two, I don't know if you like that window where those chairs are backed up to, that's the first thing you see when you walk in to leave, right? So just kind of putting that in perspective. It's just such a nicer view. Right now you see these five foot bookcases that the top shelves are pretty much empty because kids can't reach them and they may have some stuff displayed on it but it's much more appealing. When you look at the the the shapes on the floor, a lot of students with special needs and you can do a lot with this. That was the thought of looking at the students that we have at least to evolve and be part of.

100So, these chairs here, these the cool chairs, if I may, like how how tall are they? They are the actual sc, 21 in wide, and 26 in deep. Most elementary teachers are used to sitting on small furniture because they do it every day in their classroom. So, but yeah, it's it's really designed to be inviting, making kids want to read, um, and a space that they can. So, can I ask you about the little stools? Like the stools have do kids really I mean, it doesn't feel like something these. Yeah. Like that kids would want to sit on. Do kids just sitting on the stool? You just like to sit. I mean like it's not cozy, but like we have we have stools in classrooms that teachers use in their regular classrooms. They have stools

101that are um they're kind of hourglassy, so they kind of also rock. We have a variety of types of students. Those don't look like they do that. That's why I'm like, would a would a kid really go? And I don't I don't know. But would a kid go? It's just fun. But this would be could be used as I if I'm a title one teacher and I'm pulling in a group of five kids and we're reading around. This would be a great it's it's it's more of an inviting area than just sitting in a classroom at the desk and chair. That's what we're trying to create. So, um it could be could be a group of kids. Um it could be on there. They could display new books that just arrived in the in the

102media center. Um does it does each one of those I guess pedals or seat if you will pull away they pull away from that table. So think when they're when they're not being used kind of the flower but then they pull out and you can kind of sit and then you have a so so somebody can take that and go off to the side and sit down like sit somewhere. It's like you don't want to lean back like like I like the chairs cuz there's a back and they can lean and then even if you go back up there is that like flat seating like with the thing behind it. Um, right. [Music] Yeah. Like, see how there's that? At least like maybe they can lean up against it, but feel like these would be

103um these would be ideal for kids that don't need the back who need to move and adjust and wiggle. Okay. And we have But they don't that they don't wiggle those things. These don't they they have a like a caster that glides on the carpet, but they don't have wheels on these. The other ones have these do lock. Those bookcase wheels lock so much. Okay. I can see that almost even the teacher sitting on that and the children around like they're higher watching. So that's the elementary in the high school. Again, we're looking at the high school's a little different. You can see we we uh have they've been adding books here on mostly on the left side here. Um they just spent um I don't think they've all come but we started adding subscription

104magazine racks that I know they aren't all in there but we just got um just trying to process what what does a high school media center look like in 2025 which is very different than the traditional high school that we probably all of us grew up into. Um, so here you have two sections. You have the um give you the context. This is the board table. This none of this is changing. So this has the ability that if we need to move this or change this, they're all on wheels. You can pop your skirt off, etc. So you're going to see um some seating around here, some seating over here, and a re kind of design in that area over there. Yeah. So, the media center at the high school is often times used during

105the day by kids who are in college programs or online courses. Um, sometimes teachers will bring their classes down here. It's not as often used like it used to be when we first put them in here. So, um, the computer tables you currently have like two but we're actually going to put six only do six computers around each one. And these computers are then going to get moved over to the middle school where they have around the student store. There's a space for computers, but we didn't have computers there. So, we'll now be able to put those in there. But from the high school perspective, this is the um this is the circulation desk. Again, it says the local that is going on on that side over here. So, it's not going to be on

106on this side. You've got kind of various chairs and seating and tables. Um, you're going to see some kind of uh high tops. You're going to see some stools. You're going to see some regular chairs, uh, tables. This is kind of as as meeting or or areas where kids can can sit and work at. This is kind of the visual um going down. The only difference is there will be a table at the end. So, you'll have six computers around each one of those. So there'll still be 24 computers available in the in the media center. Um so a table cap off the other side for the tables here. Um you'll see um the there's this is kind of the traditional format but they are interchangeable. You move around. There's some uh chair seating over

107here in this area. You're going to see some high top seating uh some bench seating. Um again kind of the stools kind of visual. See it from this angle in front of the glass area. More of the um cafe style um or couch style over there in front of that glass window over there. There's more of a couch and some Sarah sitting. So when you come in, you're going to see kids. They're kind of spread out. So it gives them a variety of areas. Whether I'm working on my laptop, I want to sit at a high top and work on it, I work on an assignment, I need a table. So, there's a variety of aspects. So, like is it I'm sorry. No. So, so with the uh the the high tops, the half moon

108shaped, would there be any outlets attached to that? The outlets are along the wall. We don't have any outlets that were put in the floor. Um because cuz I'm I'm just thinking if a student's going to sit at that with their laptop to do work and they're going to want to plug something in, but there's there's the um it's along the wall, the back wall that we have to plug in. Would would there be an option to have one cord go from the wall and then maybe multiple outlets? So then that way you know something it can be under the carpet, you know, not a tripping hazard or safety issue and then come up and feed those stations kind of like we like to have those at like the airports or Starbucks. Yeah. Like a

109coffee house or some kind of little cafe or something. Yeah. And if I could add to that, it's kind of same with these like these round tables. They're a lot more enclosed and closer to the outlet themselves. I mean, like the furthest point of this table to us is a lot closer than if it was to be long and a point away from the outlet. The kids on the end of the table might not have that opportunity where this is a lot closer just for the design. Doesn't mean that's going to be they can be broken up into smaller tables. Okay. And that's kind of what I was asking. I was curious. Okay, that's cool. This this one looks I don't know feels congested to me just like this one. I know. I'm trying. So

110basically this area right here that's a lot of seating for that one space, isn't it? I mean that's you got to remember this is also used for professional development. So we have to accommodate 15 staff people. So obviously the drawing isn't completely accurate because we've got more openings than what are shown. But like, so are the tables just going in between then where the openings are or I mean they would be spaced out from that end down to that end. Okay. And they might not be one long table. They could be staggered like these tables are. They could be turned. I like Okay. Cuz the way this looks I just feel like looks like a cafeteria to me. But um Okay. So they might not be this exact correct. Let me just look at we

111needed to accommodate X number of seating for the adult aspect that's also used in this room. Cool. I don't know. I'm just not convinced with the design. Like kind of like Sarah said, it just looks it looks like yes, it's a multi-purpose room. It serves different functions, but like it looks like that, too. It doesn't look it doesn't that just that I just to me that particular picture doesn't look very inviting to me. I it does definitely look more professional development than library come the other spaces I think look really good that one I have mixed in but didn't he just say that it's not going to it might not necessarily be set up like that that's just that picture right there this allows for 40 this is allows for 40 seats yeah that's the

112seating is worth it especially if you can reconigure it and seating in here is 32 Two. One, two, three, four, five, six, seven, eight, three, six. I feel like it's very wedding showery, but but with the versatility, like you said, so you can mix mix and match and and change the the setup to meet the need of whatever you're you're hosting. It looks practical. Cuz I also feel like I mean just looking at this cuz this isn't changing. You said this whole space is staying the same, right? This you guys want to change it? No, no, no. I'm just thinking you're going to have so you've got, you know, that whole long table coming up to this table. It feels very clear to me, but I'm a minimalist, so I don't. It just feels like

113a lot. What happened to the like more of the blueprint on one? Does that help us see the space? See, I mean I mean, yes, it does look tight, but I I don't know. Like to me, I feel like you see like it could spread a lot more that way. Yeah, you could put these two chairs over against that wall. Put some of these chairs in that I mean just it might just need to be broke up a little bit cuz the way that it looks it looks very Yeah, actually I think it's a shame that that's the picture that's being shown because we he has said there's different ways you can do it. It's just that picture doesn't do it for some people. But that doesn't mean that's how it's going to get set

114up. Well, and I think it's just good to get the feedback out there cuz sometimes people don't see it until someone says it and now then someone says you're like, "Oh, yeah. I do see that it's not very inviting." So, I just want to get my thoughts out there because I don't I hate for you to do it and then you're like, "Oh, yeah. I don't like that." Once you buy it, it's done. Yeah. But I think we are buying it. talking about buying it, but it may not be set up like this. But he said these might not be all long tables. So this might not be what he actually purchases. And he said, "No, this is what this is. This is two tables here." Two tables put together. Two tables. So if you

115want to take one of those out and you want to put them over here, right? We can do that. If we want to use That's why I'm saying the picture might not. Okay. The picture is not working for some people, but the idea of the tables, the purchase of the tables is going to work because it's going to be set up to be inviting. I hope I hope so. I I have every faith that it's I mean currently that doesn't throw it out there. It's not I like the multifunctional piece with the high top on the back. Yeah. The rest of it I love. It's just that picture that's Can I ask you guys what you think of that area? The new stuff. I mean I like the high top area for sure. I like

116I like high tops my work. So, I definitely find that beneficial. It's like a college vibe. Yeah. And that's kind of where I was going with the term practical. Like, it just kind of makes sense. You're optimizing the amount of seating so people can get what they need out of the media center. It's not just a place to lounge. It's you want to lounge and be productive if you are to lounge at all. Um I I so I did want to like kind of picture this. So the media center desk would be at the front closer to the entrance of the door, right? Yeah. Yeah. Okay. That's that's what I thought. Interesting. And um I mean personally I don't know if students would feel encouraged to move things like I guess that might be the

117only worry. And if people come in because I know people frequently eat in the media center when to take a break you know to spill something on the furniture and then it's like you know cuz you have these I mean these chairs of course are like you know the plastic chairs back there are easy to clean. I mean I don't know I've never had a piece of furniture like that. I think it's awesome. But you know of course there's always going to be the downsides. The question is whether it's better than what we have. And I would argue, yeah, I think it's it's it's a good level of change. It's very um what's the term I'm I'm looking for? I've already used productive, but um you get what? Yeah, practical. No, practical. I've said it.

118Maybe you're right. I've already said practical. It feels productive. Like it's a good set. I like it. I like the idea that you can like move cuz these are hard to move together if you like project. I like that. A great point. I mean, we did the people in here and it wasn't very Yeah, my law justice class as well. I mean, you've got two spheres, you know, you really got to squeeze them together where you have a longer and that's that that alone I could see like, you know, your cup of coffee, your business meeting, a bathroom that chair, like it just it's really it's really cool. I like it. So when you look at the last page, the total of this furniture when you look at it, it comes to uh this is

119about $60,600. So all in total for you to talk about delivery, install and so we're talking about $150,000. So nothing in regards to the middle school. The middle school was done in the bond of the the banking fund. Yes. Right. I just wanted to make mention of that, I guess. Yeah. No, I think that's I think that's a good idea. Um is is the idea, Brian, that this will come back to us in 2 weeks to approve and then with the idea that um it'll go out for purchase and be ready to go when school starts. Yep. The intent is that it arise prior to June 30th, but we wouldn't do anything till after school without Okay. And we also said we also have to we also have to surplus the furniture that we have.

120What's the plan to do with that? Could be a garage sale. I mean what we have. Okay. But the plan is to do something. Yes. We have the follow policy. If it's val if there's a value of it, we have to at least try to get something for something out of it. Um generally you get nowhere near And these are from 96 bound. So they are well over 20 years. And if you kind of flip them over and move around, very few of them have caps on the end. I'll be honest, I'm surprised the carpet hasn't stayed. And they are very heavy to move these these furniture. So would there be a cost associated for if nobody purchased them to have them, I guess, disposed of? Um we did uh when we got rid of

121the old desk um that was part of the bid when we bought new furniture in the 13 bond student desk and all the old desk um the rich recycling team took about any cost too. They got the the scrap metal cost I guess if you will but they also suit the labor to get rid of. Okay. the customer. And then in your packet, you also have the uh warranty information regarding the um the furniture and so forth. Okay, good. Mhm. Thank you. Next is our discussion on the elementary school for the proposed bond. I think I had this up on the computer, but if you don't mind, I'll just sit here and do it if you want me to stand. Go ahead and sit sit there and do it. I'm going to kind of go

122through the beginning slides um somewhat. Okay. This is our last uh formal board presentation on the on the bond. Excuse me. I the next uh meeting I'll be presenting to you a um kind of costing out all the stuff that we've done. Uh next Monday is the community forum. uh an email did go out or a notice went out last week as one scheduled or I think on Thursday reminding parents about uh April 21st at Lee Elementary School. So we've gone through all the stuff that we've done. Uh we've had multiple meetings. Um we haven't had a lot of input from uh community members attending the meetings, but we've had I've had emails and I've had a lot of conversation with staff members. We did a lunchon at each of the buildings to gather go

123over the the bond scope if you will with staff members gather their input which I'll be bringing back to you as part of that final presentation. You know again we look at current numbers our our numbers are based on full-time equivalent. That's how we get our dollars but we have to take in consideration headcount because we need space for kids. Uh when you look at again our enrollment trend the general trend is increasing. Uh we recently UN contracted with student opportunities, Michigan for student opportunities to update our information. Um these reports are on our website and I'll show you at the end where you can find them. But basically the trend whether you with whatever method you want to use the average is showing an increase even over a 10-year period. Again, we've looked at

124current capacity. Uh elementary school though I have three rooms shaded. They're currently being used. There's no room that's not being used. Um but if we absolutely had to put in a instructional area in there, those would be the rooms that we would target. Uh middle school, there is no classroom left. Um you have the gym and the stage currently being used. Uh high school, we have a couple which is tied into the robotics room and you have where um uh in that front hallway, the 200 hallway, and you have the current um blessings in a backpack uh room where we house. Um, that's a program that I would really not want to lose in our district because they do a lot of good for our families on the weekends. Um, we've talked about this before

125about the community uh has approved previous millages. Um, this village would generate the 51.7 million at this point. I say at this point because when the new housing values and all that come out in the next couple weeks, a no increase could be a little bit more than that. But at this point based on what we have um from PFM financials it's 51.7 million and it's generated by we're selling bonds putting the money away in an account. We're gathering interest on that. So when you add the two together that's where you get the 51.7 million. This is what the ask is next July the mills rate is expected to drop over a 1.7 mills which is significant. is a rasing penny rather than a drop. If you would continue paying it, um this is how

126we generate the 51.7 million. We've already had two drops in the uh mill rate back in July of 25 and July of 24. We haven't had July of 25 yet. July of 23. You mean in 24? Yes. Yes. Okay. I was like 25 in 25 when you did the when you collect you passed a resolution to collect the school taxes in July. You passed it in best last December. This July 25 there's a little drop from what you had before and then there was one between 23 and 24. Okay. So there'll be another one in July and that that okay the small drop. And if we were to ask the community to go for it this this coming July, it wouldn't be enough to generate what we need for the additions. Again, that just shows

127you the continued. So, planning for the future, we've talked about this. We met with a French. I just met with them last week again to go over um kind of what people have been saying uh the questions regarding um uh let's see at the middle school. We talked about the addition and possibly could cost it up to see what it would take for an upper a second story or at least prepare for a second story. Uh we have those costs. We have that uh quasi cafeteria storage room for a future kitchen. We have those costs already uh projected out etc. And so we've been working on that as we finish each of our meetings. So basically at the middle school is our biggest need. This is kind of summary of what we're going to what

128would be asking for will be the addition. And then looking at the expanded parking lot kind of in the back to accommodate for that addition. Uh the one thing to keep in mind, the plan as you see in this one allows for a road and a potential future parking lot. That road in parking lot is in the light on the left side. It's like a light pink color. Maybe it's yellow. This one might be that's not part of the bond school, but it's for future that you have the ability as a board high school. We talked about the uh 10 uh 8 to 10 classroom addition off the science main. Uh going to do some renovations here, restrooms and some offices at the main office. Again, expanding the parking lot behind the auditorium. So, the

129elementary school, what we're talking about is really there's three main projects at the elementary school. One is in the um kitchen area. That kitchen was not designed to be serving 600 meals at the elementary school. If you've ever been in that kitchen area, it's very tight. Basically, the kitchen would be lower than double. Um currently in that storage room to the left of the kitchen, we have the door that opens to the the cafeteria. That's where the freezer is. It would now be incorporated into the kitchen so they don't have to leave the kitchen. Also would free up that storage room for supplies for gym classes and outdoor recess, etc. Basically, if you envision the where the elementary kitchen is, it would almost go out to that sidewalk. That's kind of a visual on the

130kindergarten. Can I ask something? Did we end up getting that wall replaced? No, that's one of the things that's on the the scope to if to add to the what it would cost to replace that wall between the cafeteria and the gym. Correct. Off the kindergarten wing, which is the 500 wing, we'd be adding basically four more classrooms and a and another kind of a support office could be for a social worker or so forth. Um, in the conversations with the teachers, they would prefer that that playground be on the south side of the addition. So, it's kind of a preschool kindergarten playground in that back area, which would be separate from the north side, which is where the existing playground is. The challenge with that is um if that's the ultimate goal because in

131the bond would have money for playground equipment because we'd have to take out the existing kindergarten playground. Um we basically have a year that the kindergarteners do not have a playground because that south side of the building is where the construction equipment will be coming in to build the addition. Um so we have to be very creative what we do in that year but that would be their preference um to keep their playground and the pres playground all kind together which is generally the age of the the um the students on the playground. Um there are three main bathrooms that are um called community bathrooms. Um these would be renovated. one up by the gym cafeteria right across from the music room and then you have one at the four corners and then you have

132one down the 200 hallway. Um oh definitely two of the three are in need of repair though the one by the cafeteria is also in need of some upgrading repairs. So you see right there the three bathrooms this is a scope of the the grounds. Um, so part of this design was looking at expanding a parking lot on the north side of the road. Um, which would equate to about another six I believe 60 parking spots that we can fit in there. There's a lot of underground retention that has to be put into that. Um, we did not put retention when we expanded the baseball parking lot. Goes to that little swirl the ground there drains off. this we would need a retention system. The elementary is a little it's the least of the three

133buildings from the scope of the work. Um there is the on the on this to-do list the um movable wall between the cafeteria and gymnasium that didn't get replaced. Um there's some kindergarten doors down the 500 wing that are on the list of costs. So you'll see those as we start costing them out. It will either gain priority one which will total the 51.7 million or priority two which be if there's money left. These are the other things that were that also need to be done. We've tried to get the communication out there in the newsletters. Uh we've done um letters to parents. We've done meetings. Um, at the next board meeting, I'll bring you that priority one, priority two kind of as a first look at it. So, as a board, you kind of

134see, okay, how much are these things costing us or projected to cost us? Um, the numbers are typically very conservative and they build in what they anticipate for inflation and what the market's paying at that time or what they projected to pay for. Um, because we don't want to start a project and run out of money. We'd rather start a project, get it done, and say came in under budget, now we got money to reallocate. So, um, that's why you have the priority one party to columns in and the needs. Um, by May 12th, we'll basically kind of do the final scope of the project. That will be our discussion at that one. Um, we have a bond treasury meeting. Uh the application has to be submitted to the mission department treasury by the 14th.

135So a week later on the Monday of the 19th we have our bond treasury meeting with each treasurer. So they're going to take that that scope of projects and what we've done. They're going to take our enrollment projections. They're going to take everything we have. They're going to look at our capacity of our buildings because you can't um bond uh you can't go for bonds if you have so many empty classrooms. We're not in that position. The one thing I did learn though is if there is a new regulation that if your building is over um it's 40,000 square the number didn't break down. You have to design your buildings to account for solar panels on the top. Doesn't mean you are putting them in there, but they have to by law be able to

136have solar panels put on top of the building as well as rooms to put the electrical. Um the middle school is the only building that would qualify that we'd have to design the building to accommodate the solar panels. Did not know that until um looking towards the future. So then after that bond review, the treasury meeting what they'll do is they will um basically yay your name. They might say, "Hey, you got some tweaks you got to do to the the application." Um, so we'll need to do schedule a special board meeting for you to approve the bond application after it's done through Treasury. 30 days between that approval of that bond application and the approval of the language on November. So on June 23rd, um, we would approve the ballot language that would actually

137go on the November 4th. They're actually authorizing putting this on the ballot. Um, we could I just want to put it out there. We don't necessarily have to have a special meeting on the 20th. If you want to have the approval of the bond application happen on the 23rd, which would mean August 11th, which is your first board meeting back, you would have to approve the language and then from the next day by 3:00, I got to get it to the county clerk's rather time in case it might change a little bit. Personally, I I would ask to give more time. Anything could happen. Anything could happen between the end of this board meeting and 3:00 the next day, right? Y So, um that's really that's really the scope of it. There's there's um the

138element like I said is the least of the construction. Um, kind of when you're looking at a time frame here, just to give you a ballpark, if the voters approve it in November, bonds get sold in January, February, you're approving contracts in June of 26. We can break ground in July, August. It again, it'll depend on what the market's happening, what steel is going for. There's tariffs on stuff. So we may be back here scoping things, bringing the scope down where we have 12 classrooms. We may only have to be able to do eight depending on the time that all this occurred. On the last b, we got in perfectly. You know, we had co heading hit. It would didn't have jobs. People were looking for jobs and so prices were extremely low. We're in

139a little different environment right now in terms of cost. Um so hopefully any of these tariffs and stuff is messed up. the 124 cars I mean there are now getting stuff in those countries it's fixed by then so that'll really your your priority one and two projects will really be you could priority one moving to priority two because of right based off that I miss didn't we talk about restrooms here in this school the in the high school yes there's the restrooms in the high school are all the the back to the high I'm sorry. So, you've got the restrooms up here by the um um auditorium there. Sorry. You've got the restrooms right on the corner here. Um this storage room might need to be taking over depending on what the restaurant restroom restroom

140design looks like and space. Um, you've got the restrooms at the four corners that end of the building and then you have the restrooms over by the gymnas and you walk in that side. So those community bathrooms are all part of the scope. So what do you mean by community bathrooms? Uh where there more than one person in the bathroom. So it might be three or four stalls. I say that because in the elementary, yes, a lot of most of the classrooms there have their own bathrooms in the elementary. Other than this hallway, the 200 hallway, and then a couple of these classrooms here, all the kindergarten have their own bathroom. Most of these classrooms have their own bathroom, and all of these classrooms have So, it does that uh with the remodeling or the

141changing of the bathrooms, does that, you know, there's been the issue in the past whether it's going to be where both male and female can use the same bathroom. Is that the design? Well, there's there's no right now we haven't designed any paid to have design, but there's there's options you have. So, you could do the traditional like we have where we're gutting them, putting in new toilets and dividers and sink and so forth. Um, there are designs that it's more of a single stall. So you have your own privacy. And then the sink area is just a common area where there's no necessarily doors walking in, but you've got single stalls all around the outside and you have a common sink area. So every has their own personal bathroom. Um it it's all depends

142on that that time when we do the final what the what the cost is going to show is we measured all of these bathroom spaces and I'm just picking the number up. Let's say it's 50,000 ft². A bathroom cost about $200 a square foot. That's the cost that's in the bond application. What it actually look like will come after the bond is passed when we sit down with the architect and say, "Okay, what what's our preference?" Um looking because you have to look at capacity of the building. How many people are in the building? You have to look at plumbing codes and say, "Okay, you have to have so many toilets and pictures per student." Um like band rooms aren't counted as classrooms. So we can't count those as physical spaces. Um music rooms aren't

143counted as classroom. Art rooms aren't counted as a classroom cuz they could be multi-purpose. They look at just actual classrooms. So basically take the classroom. Square footage says you can put 30 kids in there. Count up the number of buildings. Okay. This building has a capacity of 700 kids. You need that number of bathroom stalls. It's all formal. So that will all come once the B pass and the conversation. Okay. Thank you. Anybody else? [Music] Thank you, Brian. I will just say it is exciting because this is an opportunity for no a no increase and it positions the district to be over the next 10 15 actually 20 years to have the capacity barring some huge influx of students but as everything's showing to be able to have the capacity for our students and this

144isn't there's there's not a lot of um kind of specialty when you look at this this is just expanding our current footprint in a similar scope that we have but still has the flexibility. These rooms can be used for really anything that we want. Thank you. Okay, moving on. Discussion for the fiscal year 26 budget. Okay. So, I'm going to give you paper and I'm going to put it on the screen. So, whatever your preference is, if you want to write notes down on it, um, I apologize I did not make a copy for you guys. We take one. Yeah, take one. My future preference to make it bigger. If I can make it bigger on the screen. So, all right. So, basically this is a chart we've shown before. Um, looking at enrollment October

145and February counts. You know, internally we use these each grade level. Did it go up or down between the two count days? But basically what we look at is um I'll try to remember this. Um what is the total? So in the past we have used um we just move kids up. We make an assumption about a kindergarten number. Um generally kind of the average or what we had in the fall past. Generally your fall count is a lot higher than your spring. People move during the school year. um either students go to an a particular high school level, they might go to a 100% virtual program, they might be behind in credit, so they're going to another option, they might have graduated and finished their coursework early and so they're leaving us. So, um

146there's a variety of reasons. So when you look at this case, you're going to see here that if I take the 90% blend of our what we project to be our fall count, which is about 104 24 kindergarten, just moving every grade level up and 10% of the what we just had in February, you're going to see our net total is down 26 21.6 students. Wait a minute. You're telling us that our projection is increasing over the years? which will explain the next sheet. So generally what we've done in the past is we use this or we make an assumption that you know it's just it's flat flat or open to be safe. So this chart that you have in front of you shows when you go back to 2017, the red number is what

147we sat at a board meeting sometime in the spring or May, April, May, and said that's going to be our estimated student enrollment. And the bolded black larger font letters was the actual student enrollment that came in. And when you look at the last eight years, eight of those, seven of those eight years, our estimates were too low. Yeah. By an average of 3.3%. So if we take the current number and we move them forward and we assume, okay, we we're typically off, which is when you look at 3%. That's not bad. That's when you when you're looking at this is an unknown variable. We don't know when people are moving in. We don't know a lot of things about demographics u other than kind of overall trends in history. Um if we take that

148average and we say okay let's take 60% of that to get us closer that will put our enrollment in flat. That is where I feel comfortable. That's where Tammy feels comfortable is if we base on a flat enrollment going into next year because we have historically and this is I look at this as it's very good budgeting because the years that you get a drop this year in particular the worry is it drops enough that I got to pull a teacher out of the classroom after the start of the school and that just creates a lot of problems. um in most in in all of our cases in the scheduling we have room to grow in our classrooms. So we are not at capacity um in in almost all there are there are some that

149we're there are unique classes that we're we're higher um but we have room to grow. So my recommendation to the board is that our enrollment we base it on the FT that we built this budget on and just do a flat assumption. If we have more students come in, it will be benefit. It will just be a financial benefit. But if we are flat, we have room in our current staffing allocations to be able to cover it. So, um, we could budget down. And so, that's why I want to show you what would be the impact if you wanted to use that assumption. what this chart um shows and it's something that we've used in the past. We take that enrollment number. If we budget just moving kids up that down 21 kids, it's a

150net loss of almost $200,000. If we budget a flat number, the same FTE that we did in 25, again, there's no net loss. We look at what the different Senate, House, and Governor's proposals would be the impact. So in this particular case, the way you read this is um you've got your FT, which is what your your student count, the number below it is, whether you're up or down. I am recommending the board approve a flat. It generates how much income you would get on that number of students based on what the governor or house or senate or also what they approve. And then it this number right here, what's the difference in the income that you had last year versus this year? So currently on the governor's budget, she has that we would receive

151$10,000 per pupil. It's a $392 increase or basically a 4.08% increase. If we based the flat enrollment in the blended county on $10,000 a student, that generates about $69,000 of revenue. The House budget has us at 10,025. Guess they wanted to help the governor, I guess. I um which is about a 4.17% per pupil increase. We spend a lot of our time on the per pupil cuz that's really the discretion funds that you guys have in the board. When we get into the 31A, section 41, title one, those are very limited. So, you really don't have a whole lot of discretion on this. uh 1025 would generate about $648,000. Okay. And then I put zero for the Senate because I haven't seen anything yet from the Senate. Usually we have some indication at this point.

152We don't have that. This next section t basically says your current revenue and your current expenses. These are from the when you approve the budget amendment one in March of March. That's what this number is. So what I did was I just rolled those over. We're not cutting anything. We're keeping everything the same. Same revenue, same expenses. All right. This number I'm anticipating to be lower as we get down towards the year near year end of the the district or year end of the the fiscal year. Um, we've got the accounts, we got the supply accounts that are not spent. We've got payroll. People have run out of days, so they're taking the days of due are being unpaid. So, you've got all that rolling up in this account. That 245 is going to be

153lower. You're saying, yes, it's going to be lower. It's going to be lower. So the amount you're you're borrowing from fund balance to to make it when it's it's going to get going where I believe it's going to fall it's about 100,000. Okay. Got to remember 80 90,000 that was to fix the gym was a onetime expense last year in the middle school gym. So that expense will go away. We won't have that. They don't start with a building problem like that. So, um, so I'm I'm anticipating about another 145,000 off of that. And we're looking at water bills, electrical bills, gas bills that are coming that just we didn't spend the full amount. The next star talks about what you're audited. Um, these are not uh FY25 is not audited yet. They'll do that

154this summer. Um, so these are just currently what are expenses, revenue, and then down here below you'll have your percent of fund balance, your beginning fund balance. So in this case, we started at 8.8, we're ending roughly 3.5 to account for that 245,000. So we're about 15.6% questions at this point. So basically you you you're asking us so that you can go further where do we want to be? Do we want to flatten it? You feel comfortable just adopting the same FTE we did this year into next year given that second chart that I gave you that historically our projections again we we just moved things up. We get kids that come in from St. A St. repeats at high school. Um you can see on that the percentage at each level that's been different.

155Um if you don't feel comfortable, that's where that that FT number is really what we have to agree on because that's the starting point that builds the rest of the budget. But it's a flat is the safest way to do it right now with the situation being that you don't know what the situation is. there. You're absolutely there so many unknowns at this point and I think we're going to have a lot of unknowns come June meeting. We're going to be building a budget with more unknowns than anything we've had in the past with less information than we've had in the past to pass a budget. Right. Correct. And and you've got we've got the whole dynamics of our area. You've got whatever is in the newspaper in a neighboring district that's a hot topic

156that may cause people to leave. We could be a product of gaining kids that way because they might be frustrated. Not that I would want that on any district cuz we we've all had that. When you look at our numbers, we had the dip in that 23 24. We were kind of in the news. People left, but people came back. So yeah, I mean I mean you know you hope for the best or prepare for the worst, right? Correct. Brian, can I ask a question? When you say we might gain students from other districts, we just went through a presentation where we're out of room. How many more students can we gain if we don't have this work done yet to expand our buildings? We can't really gain that many students then, right? If we're

157out of room at all three buildings, well, we typically I'll start at the elementary school. We typically are we're planning for five sections of each grade level. So, at kindergarten, we're basing on 124. or that puts 25 kids in a classroom. We would be have a conversation on either continuing aids in those rooms or adding a teacher cuz elementary has the ability to add rooms if need be. Yeah. To three, I think. So, you want it the student size goes up. There's there's no grade level that is absolutely a contractual max based on how many sections that we're planning for. So, for instance, high school, we have our that that small group is finally hitting 9th grade. When they were in kindergarten, we had 76 of them. We're now at 108. That that same coworker,

158they're our smallest group. So, if you divide 108, we're basically building on five sections of math. So, you're talking about 22ish kids in a class. I'm very good at math, but um 22 kids in a class. We still have room that we could We're not even at class max by contract. Not that I want to put kid class max, but we have room for not to do that at the elementary school, especially I just think get 30 kindergarters or it's probably pretty difficult. Oh, it is. It is. It is. Um, okay. So, I mean, when I say that with our school of choice has always been unlimited, but we don't gain. You can see on the one pull this up here just to give you perspective. I asked Sarah to Sarah a people account to

159give us a count of how many um kids are actually school of choice in our district in county and out of county. We're a 105C, which means we can take kids that are in Wayne, Oakland, St. Clair that border Mcome County. Um, generally we don't get them in the south end. We get them for St. layering. But when you look on here, um for the 2526 school year, we had 137 of our students were in county school of choice and 161 were out of Mcome County. So 300 of our students are school of choice students. Last year we were 260. The previous year we were 282. So a good chunk basically of 20% of our total population is schools of choice of the do. So when I say uh when I say we're I feel

160comfortable with that flap, we have the space now with that number. If we do go up, we still have some room. But if we get a 100 kids, we're going to be coming to plan B. Yeah, I would prefer trailers. I would prefer not. Don't ever say that again. Okay. I would just prefer we limit however many out of district kids so that we can maintain healthy class sizes and we aren't overextending ourselves. So then I guess I got to ask the the followup is does the board want to do limited enrollment because I have to make a decision when we do school of choice application and whether we are unlimited or limited and limited basically says I can take three kindergarters, four first graders, eight sixth graders math ahead of time. I just I

161don't know. You can't do it ahead of time because you have no idea what that school choice population is going to be. I just think we're hardressed to go to the community for a millillage and we're saying we're out of space and we've got 20% of our student population coming from other districts and we're going to continue to take more. I think we have to be transparent about that and I think we have to cap at some point. We're not going to keep taking all out of district kids and then say we have to go to the art community for a bond to continue to grow our schools because we're at a capacity. It doesn't make sense. But I would tell you districts over time have evolved to that because their current population has aged

162and they're not leaving and so the only kids they're getting are schools of choice. Well, and that's our work isn't done yet. So for next year, I would prefer not to, like I said, exceed our classroom sizes to an unmanageable point where we have to put aids in the classroom. That's something I'm interested in. But the AIDS in the classroom happened this year because we had we had more kids when school started for the kindergarten. And it was the teaching staff who met with administration and didn't want to move those kids take make a new classroom. So that's where those eight we've never I don't know in all my years ever have we had teaching assistance aids parap whatever you call them this was a special unique thing so whether whether that would roll into

163um this year like what you just said in my mind I don't know why it would if we need an extra kindergarten class there's room for an extra kindergarten class and I the way I look at the school choice is that that that number that is there. But to start having a conversation about limiting um cutting off school choice ruin public education, okay, but it's reality. So that when when you start having a conversation at this juncture to change that can cut us off financially hugely. I'm just saying we just heard how we are at capacity. We have no more space and we're talking about growing and adding more people from other districts. It just I think we have to make it make sense for everybody watching. Okay. I I don't know. I don't know

164how it doesn't make sense. Well, we just got done hearing how there's no more space, but we're going to grow our population by taking kids that don't live in our district. How does that But yeah, but what but you're But what you're saying, we have that number, whatever that number, 300 students, but it but you're you're you're saying it in the sense that we're just going to keep on taking Well, that's what I'm asking. When Brian says we could gain, you know, we could gain students from whatever might be going on in the community. I want to make sure we're not overextending what we're going to take. because we're clearly almost out of capacity because we're going to respond. I would think that we would be responsible enough to know our administration, our superintendent, all

165of that. But I I think what just I'm just going to what I took what he said was how things happen around and you know how everybody gets crazy on the internet. This school is bad so I'm sending my kids. All of that crap that happens. But you can't you can't base that on that might happen down the road. We we might not get any school of choice kids. I just want to make sure we're making like when Ryan had said, you know, if we get more, we can add more kids to classroom or we can add an eight. I just that's not something I'm interested in. I'd rather keep our class sizes manageable because I know it's difficult when you have too many kids in a class. Um, it's difficult, especially I know, and

166I've talked about this before, but the higher learners, the like the higher achievers in the class consistently go overlooked. And I'm not interested in adding more kids to a class that may or may not need extra help to take away from the kids that may or may not be, you know, fully challenged. Okay. Well, I don't think they're consistently overlooked. I don't think that's a fair statement because some teachers, some years they are. But yeah, but you just said they're consistently more than the other teachers they are. Wow. I I have kids that go through and I can Okay, that's my belief. Okay. But Okay. But I I don't think it's a consistent thing. All I All the point I was trying to make from your original was to start having a conversation about limiting

167school of choice and looking up. I think it's premature. It might be, but he needs an answer now. No, he doesn't. that the answer that he needs is do right now is do we want to stay to plan our budget at the flat rate or at the reduction rate. That's all he needs from us right now because that's where we start and he's going to build the rest of the budget and bring the stuff back to us. So, we got to give him that guy. I'm fine doing flat. Okay. Um but again, knowing we have to know our state's shoes, that's all. And that was just the exact comment what he said. we could stand a lot of students from other districts. Well, let let me clarify that more. Given the economics that families could

168be going through, we could gain kids from the broken schools that live in our district that there are we have to educate them because they they can't whatever their dynamics can't afford the tuition of broken school or we've gained some students that have previously been homeschooled. So when I say that is that's part of the unknown here that we deal with every year and statistically when you look at the historical trends we don't typically gain a bunch of kids in one year our anomaly was co because we were in person and a lot of districts weren't and so they sent their kids here right but as soon as everybody went back some of those kids left and we had to drop so um I I I can't say 100% that we're not going to get

169a bullet because I just don't know. But generally when you look at historical trends, we don't. It's just has been a steady increase which we can accommodate given what we are currently. If that continues now, we got a problem with the space issue which is why we're asking about that help to clarify. So I guess my first question does the Ford board are you comfortable with a flat enrollment? That's what we're going to build the budget going up. I'm comfortable with that. Danielle, yeah, I was just doing the numbers on my calculator, but it's like 1%. So because 3% is 46 students. So, it's like a percent or a percent and a half, which isn't crazy based on I mean, we had those couple years where it was like four something. So, that kind of

170upped our average. So, but one and a half still reasonable. Yeah. And I and I would say with the information that I'm seeing, it makes sense to me. Flat works for you. Yeah, that it seems to make sense with the information I'm seeing. Okay. Flat it is, Mr. Okay. So, there's a couple things as we begin the budgeting process that I want to make sure you're aware or at least have some talking points when you're in the community. And I will um the scenario that you have in front of you, I know it's kind of small for those that are sitting here, but basically when the governor, this is in response to the governor's, she said she released her budget first. Okay. So, they had touted last year that they gave us this one-time money

171to bring down our retirement cost, but they didn't give us a per pupil increase. They gave um non-public schools or charter schools, which are public schools, the increase because they didn't have the retirement cost. That's this number here. We got five almost $600,000 in onetime revenue to kind of offset our cost and then they passed in the 11th hour the retirement bill that reduced it by about 6%. So what this sheet shows you is if we do nothing with our payroll and this is this is our example of payroll and you apply next year in the governor's proposal. Our retirement rate goes from 31.325 to 28.02. We've got some of these offsets which are the same. Here's that $600,000 gone. It was just meant for one year. These are your other offsets that that they

172put in. So when you add it up of the governor's $392 per pupil increase, 113 of that has already been taken to account for the switch in retirement cost. So they've basically taken that out of your control as a board. And now you take that left 260ish 270. Now let's the third column is let's make some general assumptions that people's payroll is not the same this year as it will be next year. We have contracts that we have to pay. We have contracts that we're negotiating. So if you this number is kind of a plausible increase in our salaries and everything stays $214 of that retirement cost is now increased of that $392 per pupil student. So it's eating away and you guys have not even decided on how you want to allocate those. So

173those are the talking points that we need to be careful and watch is what are these retirement costs and all the shell game that they're playing behind the scenes in in Lancing. So this is just an example of of the governor. So even though she says our retirement rate's down, that loss of $600,000, we didn't get into her pupil. So it's it's gone. The other thing that you'll hear in out there is that they're increasing at risk funding. I'm not going to read this document to you, but I just want you to look at this is a report that actually did an analysis of the atrisisk funding. If you go to I think it's the back of the second page this you're going to see find Richmond. Here's Mcome schools. You're going to see one

174that says we are 12.8% down in at risk student population. What does that equate to in dollars? Go to that last page. We're actually, even though that's a 4% increase in at risk based on how they're calculated, we're actually losing at risk money. So for Richmond, it's it's it's 6,000. In some districts, it's almost 300,000. So, it's just something that those categoricals that we look at, um, those are our supports. Those are our title one aids. Those are some of our social workers. Those are some of our summer school programming. When we lose money, that's those things are the ones that we got to figure out how to pay out a general fund or we reduce. That was just more information for you to kind of watch the work. I believe the only question I

175got to this date was um Margaret asked what it cost to bring substitutes back in district. We currently pay for three building subs $98,200 across there might be a day that they took off per and we didn't have to pay that that particular sub cost. If we were to bring them back in house these are the costs that we have to consider. So we used to pay a a contract fee of 18.6% to EDG staff. we now have to pay the FICA and the retirement on those individuals. They would be eligible at some point for insurance. So, health insurance, the hard cap for 25 you'll see listed here. The question we do we offer dental and vision for those individuals. Often times we offer single, excuse me, single subscriber dental vision for a lot of

176our our custodian, bus driver, etc. that are eligible for healthcare. And then you got workman's comp. So if you did the single subscriber, the cost to bring those back would be $148,000 or another $50,000. If you offered them full family plans, it would be another $90,000. Right? So these are some of the the conversations we go through this process. There's a question how much it cost to do. Um this gives you an idea. It would be another $50,000 that we would need for um to to hire them in and they would get selected sick time, vacation approval, they would get all those things. Correct. um because we they would be fall under the uh earn sick time leave ESTA earn sick time act that took effect uh February 21st. Um so based on the hours

177work we have to give them days if if you bring them back if you bring them back they don't they earn the days right now through edge staff. So technically they could take a day off from Richmond and we're getting that in the bill but we're in on its cruise on that day off technically double is there two different districts they're working into that case. But either way you're going to have either a sub for a sub inhouse or a sub for a sub regist. So I don't I don't we didn't put that cost in here because anybody were going to need that cost but bringing it back in house this this is the this is the big ticket you're talking FICA and the retirement. Yeah it is. And the problem is we're already even

178if we take out the incidentals 150,000 borrowing from fund balance this year and that would add that we would add that gym repair back into the into the equation. Right. Crazy. Yeah, that gym repair was about 90,000. I don't know the exact but 80 90,000. Yeah. Do we still be out? I guess if if we had if we had all settled contracts and we had um I would feel more comfortable saying let's consider it. But if we look at this, I guess it's taking 50,000 of revenue that's out there to get contracts settled, but I don't know how that would go over. Yeah. Yeah. I I'm not interested in Yeah. That's failing. It's kind of like when we did the custodians, we had an opportunity at that time to bring it back. We had a

179bump in our this was our window oper. If you asked me to We didn't do that then and I'm trying to do it now. It would be an uphill battle to do it now, right? It would that was our window. So, well, thank you. I mean, it was worth the check into it. It's good to see those numbers. Is that true perspective? Exactly. So, this one's a little larger sheet, so you can write notes on the bottom. So this one and one of the things that we're going to bring to you at the at the next meeting is looking at our like section 31 when Billy and I sat did the budget this year. For years, we have been carrying over money so that we could continue running programs with the uncertainty of what we're

180getting the next year. So, it's almost like we had enough money to run the next year out. We're getting close to not having enough dollars to run those programs. We'll bring at the next meeting kind of what's paid out of 31A. What this shows is again you have your FY25, you've got your projected costs, the the lesson student enrollment, you got the governor's budget, the house budget, etc. The first line here is um contracts. The ones in red are we have not settled. Those numbers are not they are just an arbitrary placeholder of what typically we've done in years past. It could be more it could be less. Okay. To give you a ballpark. So we have the education pair professionals teachers union and the secretary's contract which will be we're negotiating we will be

181negotiating this term. So next year when you look at child care because of the reduction in the paras that we did in the GSRP the total grant next year will be less. Now if we get the students then we have to bring those paras back and then we'll get close to what we have this year. Um, food service. I zeroed out here, but just to give you an example, there'll be another $13,000 in the food service budget that we're going to have to um so which we're good with. It's self sufficient. The administrators is about 62,000. Again, the other two are just placeholders. Then you go to the next section. Uh building security monitors is about 28 $20,000 increase. Central office employees it's 40,000 custodians is 13,000 breakfast and lunch aids increases we increased their

182rates so this past February so it's going to continue into next year plus new retirement rates etc uh hits about 13,000 you'll see broccus on there elementary we do have some that we pay in the morning to help with the number technology department is 17,000 and transportation is 67,000 Okay, that kind of has a ballpark. These are items in the miscellaneous that over the next couple weeks we're going to have to talk about what goes here. So, for example, if we eliminated the five pair of professional positions at the kindergarten level, that's about 78,000. We got to build in a unemployment cost. That is a a ballpark. It's probably less because of the hours they work or less. Um looking at dispatch of the high or the transportation. Um there's a conversation is um she

183would like to go to become a bus driver. Um so do we not fill that position? Just keep her as the buser. That position was put in there when we split our transportation director with um your leader. Now that we're doing our own question, do we need that? Uh I left the line item bringing subs back by the staff. Um title one, we're going to need to look at that because when we look at the total $318 are is there going to be enough to support what we currently have in program with the allocation that's coming at our next board meeting, but potentially two positions could could possibly be reduced. And then we currently have practice on demand. That's the online tutoring that we offer. Um we have not had the usage like we've had

184in previous years. So the question is do we want to not offer that for families next year? And again I can bring you those statistics at the next board, but that's about $17,000. So again, just just quickly looking at those numbers, contracts, what we're obligated to, just some offthe-top stuff. You can see in these columns, Governor, House, and Senate. Senate zero. I didn't put any we don't have we're pretty much close to a net zero budget. So these the miscellaneous items, those are the next conversation. The reason why I put on it there's something like if you want to say what would increasing supply budgets be 5%. We can calculate that and put that in here. What would Okay, we know we did uh band uniforms and athletic uniforms costs are going up. We might

185need to increase those. What would that be? Kind of like what you asked with the uh building subs. That's what I'd be looking for from board members. if there's something specific you want to see in that week so we can cross it out. Okay, Brian, I know this was our first year doing the um the pencils and all stuff and how how did that be? Was it predictable or something? The um this would be our Yeah, this would be our second year we did the supply budgets. Second, um, we still have parents who want to donate. We still have parents who are asking, "What can I donate?" So, we're not ending that. And I think we talked about that one. It's here. There are classrooms that the budgets we have, they're tight and there are

186classrooms that haven't spent their allocation. So, we sit down at the budget. We ting that with Miss Morela in the middle school. We are planning on adjusting some. It's a net zero, raising some, lowering some. Um, so that's our process right now with the administrators. Um, it it's it's a fine line in terms of a teacher who wants this and needs it. I was a teacher. I did for it. This is really cool. I want this stuff in my classroom, but it's not a need for the classroom. I wouldn't say there's a lot of those, but there's some of the things that have had purchased um when we've had long-terms in positions. Sometimes the supplies weren't um as cared for. So, following year, we had to start with more supply dollars put back into them

187to get the art programs cuz our teachers are in a good way frugal. They're very creative on how they uh stretch their dollar. It's almost like they live through a teacher depression. You know what I mean? Yeah. will say that that's right. I haven't seen any nobody's come to me and said we need this is way too low. We've come and talk about okay we need to adjust it and a lot of that is dealing with costs are going up box of crayons and more. Um we do get a larger percentage we had last 14 with the secretaries by going to school especially do the online order our discount rate has now gone up to 31% because we're using the the capacity of one vendor who's um a REMY bid basically and we're getting more

188of a discounted rate by buying through them. I answered your question, but it's I mean, we don't I've not ever heard anything. I I like I said, nobody has said there's not enough. There's absolutely not. There's there's always room to grow in all. And that's all I have for this budget. Um, so I would just ask if there are things you'd like out to see or whether it's adding or reducing, this would be the time you can do now, the next board meeting. Um, I just want to put it out there that we may need to have a special meeting in May if we get better numbers. Otherwise, our budget that we're building could be a lot of assumptions here. Basically, it could be this. So, do you So, is that something you want to

189tentatively do or do you want to wait two weeks and then in two weeks we can if you think we need it then we can look and say what would be an extra day in May? I would say we do it on May 20th when you do the approval of the bond. Yeah. Yeah. There you go. We do that first. Get that done and we just have a budget discussion which Okay. Okay. Thank you. All right. Moving on. Our blue double rays. Candace. Um. Okay. Sarah. Good. Danielle. Okay. Sandy. Well, we haven't been here in a while, so I have a few. Um, I did try to narrow them down. Um, so I have three. First and foremost, I want to say thank you so much to custodian Christa Big Barker for successfully performing the

190Heimlick maneuver on one of our students during lunch um time. I don't think we've been here since it happened. So, um just really appreciative of that and thank you for stepping in and and um doing a great job with that. I also wanted to um say thank you so much to Brian and everybody else who helped put on the state of the district. It was very informative. um and you did a great job with that. So, thank you so much for putting that together. And then lastly, um I wanted to say congratulations to the MAC trial team. I was able to go out and watch them um well, perform, I guess, um for term. Um and I think that they did absolutely fantastic. I got to watch the prosecution and the defense. Um so, I

191did I was there for the semi-finals. I was able to watch that. And I do feel I don't I I understand that um you know uh Joseph was very kind in what he said earlier, but I believe they got robbed 100%. Um he he did he was politically correct about it, I guess. But and I'm not even saying that to be biased now. Um I do feel also too that I have to say that this is the second time that I've watched that and both times I've watched they went to the state. So, I feel like I just have to go to all of the notes now. So, that way they get Yeah, you're a good Yeah. Yeah, I think so. But anyways, yeah, it was uh very um it was very interesting. It was

192very they did all did a very great job. Um it was very impressive. As you can see, they spoke very well up here at the podium, you know, better than I do. Uh so, just, you know, thank you so much for supporting or for um representing Richmond in such a positive way. Um, they also were very, you know, they were very polite and all of that. So, it was just, "Thank you so much for representing us in a positive way." And she absolutely thought you got robbed cuz she called me like the next day and told me. So, she's not I also Yeah. I also believe my friends. Wow. They were they heard from you that those 4 days. Yeah. 4 days. Usually, you know, my mom's like limit 24 hours. I broke that limit.

193It was it was I mean it was not even by a little bit. I'm talking a lot. Um and a lot I'm not alone either. Um but other people that were there, but I also did want to say um you know, Miss Bor was there. She watched uh one of them too. And um I also texted her right after like I cannot believe as soon as I found out, you know, that these guys got robbed from that um cuz they were absolutely amazing. So good job. Thank you. Appreciate it. Great. This is life lesson life affair. That's uh I I would like to uh to to rave on on Brian here and uh the the the district staff, students, and local businesses um that came together for that bird um candlelight vigil. Uh that was

194a great turnout and and just the outpouring of support for that and um I think it it it went really well and it's it's a big impact and I just I just want to say that was that was awesome. So thank you for for everybody that had a hand in that and that was part of it. Thank you. Um yeah, I agree. It was it was a beautiful ceremony and um it just it goes to Sarah and I ch it it just goes to show the small community in which we live but they could come together even in the most tragic of circumstances. So to Brian and everyone in the administration and the students that made that happen. Um, I want to give a shout out to the classrooms that I read to uh during

195March's reading month at Lee, uh, Miss Scatterd, Miss Dorsey, Miss Van Sledwright, Miss Hunter, Miss Zizzleman, Mrs. Satenbacher, uh, Miss Deleki's classroom, which Mrs. Good is in, and Mrs. Loy. Um, I it is the most fun thing to do as a board member, is read in those classes, and I just have so much fun. Um, and I want to rave and thank Mrs. Jar. I always get really nervous when middle school wants you to come into their classroom, but um, it was fabulous. And, um, we did fables and it just it was really a good ex was it and Friday dance. And the Friday dance. Yeah, the Friday dance. Yes. So, just um, it's just a really cool experience and shows uh, when you can get in there and read uh, what great things are

196happening in our classrooms. So, okay. Next, Joe and Elizabeth. Elizabeth. Um, so since we've last met, there's been a lot of testing going on. Um, students in grade 9, 10, 11 completed college board assessments this past week. A huge shout out for 9th grade students who are in perfect attendance on their testing day. Um, grade 11 students took ACT work keys and will be finishing the testing season by taking MSEP science MS MSTEP social science. Um, on April 17th we have seven students who are being recognized at the BWAC all academic lunchon. Congratulations to our all academic students Liz Kosher, Olivia Ryan, Casey CE, Ameilia Gil and Sydney James. Congratulations to Catherine Proski Storms and Bryce Y who will be recognized as our scholar athletes from the class of 25. Um and then the spring

197musical will take place on May 2nd and May 3rd. And then for middle school they had their annual PID assembly on March 17th. Um congratulations to Michael Do. I think I said that right. Um who won the pie competition. That was um during that same week, our fourth and fifth grade teachers were able to experience hands-on ELA instruction and feedback from SABIS representatives. The intent was to help our teachers maximize their understanding implementation of the program. And then during the week of March 31st, our teachers worked on finalizing preparations for testing and close the marking period ending the week with a half day of school for teacher practice day. On Tuesday, April 8th, 2025, our eighth grade students took the PSAT. And we are very happy to report that all eighth graders have finished the

198test. And then that same week, our fifth, sixth, and seventh graders begin the MSTEP. We will continue all MSP MWA testing for everything. Got 11 of the year, a lot of testing. And I even at the elementary school, they'll um start NWA testing towards the end of this month. But as for testing, it's about as far as it goes. Um for the rest of elementary um the end of the year offers many exciting events like more um the color run as well as um field trips which we will report on more once the specifics are ironed out. Um unless Mr. Wsley may have some things for us as well. Um they've also brought u um an extra learning experience like a spring themed learning experience at the uh elementary school where they brought caterpillars to

199the early childhood learning center and over the few weeks you know preschoolers you know will get to observe butterfly cycles um from you know start to finish. I remember that's uh I used to be I obsessed with wild cats and stuff. Uh it's it's just a really fascinating experience to learn about that cuz you learn many different things all science related very important stuff. Um that's about it for the elementary school. Now we'll get into the plethora of after school activities we have. We'll start with sports. Again to reiterate um congratulations to powerlifting as coach Baba said earlier. Um just a reminder that all spring sports are officially under undergoing their season. Varsity based baseball split their BWAC opener with Alcon as well as softball and uh JV and freshman baseball have gotten a number

200of games in so far many victories as well. JB softball got off to a very quick start winning the Stony Creek tournament with a 4 and0 record. Congratulations to them. Varsity tennis as well kicked off with matches against St. on Saturday. Middle school track has also officially started as well as high school track. I believe we we had like it it didn't start too long after our last meeting, but it was between the time that we've met. So, in this in this as well, we have crammed in two meets. One was kind of unofficial official like we didn't get official times, but it was still very productive and amazing. and then a very fun all relay meet this Friday that was very fun and great experience for all of our track team members. Um with

201past few weeks have been a little tough weatherwise with the athletic teams. Um if anybody has questions parents and community members um check the athletic website um for upto-date schedules as things do get cancelled and moved back and forth. It's important if you wish to come, you know, you can create an event link account and can subscribe to the calendars for each sport to then receive messages via email when events are cancelled and rescheduled. That way, you're always kind of up to date for the parents that want to be around or anybody really. Um once again, mock trial came um top four on the 21st and 22nd of March and 17 days exactly until the spring musical will be performed at the high school. And um debate club signup is been posted around the high

202school. It' be awesome to start something in the middle school as well, but as far as we're aware, it's the student le is just kind of starting at high school. People are signing up this year. It'll take place next year, man. But um super exciting to see that. Congratulations to the high school robotics team. They have also been going to many competitions throughout since last time we've met. Congratulations to them. Everybody who's reported to have a wonderful experience and they're excited. They have new coaching staff coming in towards the um off season and then the branch on next year. It'll be great to see how that team grows once more. and um kind of going back to the tragic event of uh um Cheyenne's passing with a lot of heavy hearts prayers to their family

203and friends and just on behalf of the students we would like to thank all of the staff members especially here at the high school Miss Spencer Mr. Osborne, they have been a huge help in supporting our staff. It's it's really been a tough moment and it's it's awesome as you had said earlier, you know, to see what this does for a small community and to bring us all together and the staff have just done a wonderful job cuz it can be tough as kids, you know, it's this type of thing and to have people there to walk us through it, we we couldn't be more grateful. And I just wanted to reiterate how nice the candle light was. um especially to see our students come together and our community and I just want to thank

204everybody who put it together because it was a very beautiful thing for their beautiful person. So um I just want to express my gratitudes from not just me but I'm sure it happened to Bobby and her family and there's a lot of people who went a lot of people it was great things it was just it was just really really heartwarming to see how many people were there. It's just it's you know we we we give our hearts out to those as well as Cheyenne but um otherwise that's that's about it on the students have any questions? No. Thank you guys. The debate you talked about we have an argumentative writing class that started this year. I have heard of that that's leaning in on that. So okay I didn't hear whether that was official

205or not. Is that started this this year? this year. Wonderful. Awesome. Well, then yeah, there's that too where Yeah, this this would be more of like a similar to the mock trial type thing where it's you have people get it's more of the performance how and it also teaches people how to properly, you know, have a a debate, a conversation, you know, not a lot of people. It's a a very useful skill, especially when you rep cuz a lot of people, you know, the last one wins. And so it's it's nice to teach people those actual communicative skills as well as it's okay to disagree. You respect the other person's opinion and you move on. You know, you don't always have to be right. It's not about winning. It's about, you know, expressing new ideas,

206but which I'm sure that that sounds the argumentative writing is great to teach them at a younger level and then hopefully more um a realistic level of exercising and practice once you reach the high school level. It would be awesome to see that. Yes, thank you for pointing that out. I'm pretty sure from what I see on the posters Jones I think took the on it. So like shout out to her for Oh, definitely. Yeah, cuz I mean that's her email on there. So Oh, okay. You're another student. Yeah, I like that. Yeah, that's very good. Yeah, that is excellent. Okay, thank you. Okay, next superintendent legislative update. I do not have a whole lot with the legislator just kind of watching my kind of quiet from the budget perspective. Um the revenue estimating conference

207is scheduled for like May 15th usually done on that island on a Friday. It's the second Friday in May. Um so we'll be watching that one. Um just a couple things to remind you. There's no school this Friday. Um it's a good Friday as well as anything on the board as a mental health day. Also a good time to just reflect on life and uh kind of reset yourself. So uh Monday there's no also no school for students but it's a professional development day for teachers. Uh Mrs. Lroy has her uh green club salmon project. That's I think it's Wednesday at 6 or 6. I think it's I think it's 6:00 to 7. 6 to 7. So if you haven't had an opportunity you can come. at the Lee uh media center and then they'll

208release their salmon um called Metro Beach, but it's not Metro Beach. So, Metro Park, Metro Park, it's Metro Beach at a later point, which is always a really cool event to do. So, um and and finally, I just want to echo what's been said. Um the tragedy we all face as a school community. Um it was hard. I mean on everybody uh I can't can't imagine what the family is going through. Um but you know in all your years of education nobody ever teaches you how to respond or do that. So I am extremely grateful for the team that we have here from the administrative team and all the support staff that we have came together and just put what we felt was in the best interest of our of our students and we're always

209looking at how can we make sure that they're they're helpful. And so um thank you. disabled, Miss Borwick, um our social worker counselor at the high school, social workers counselor, the other builder, they all came over. Um it was truly a team effort. Billy pulled in many days and spent over here just trying to help. Um just coordinating communication out trying to stay, you know, one step ahead and yet still respecting the family and what they were going through. So, um we should be very proud of not only our student body, but also our staff on on how this was handled. That's all the legislative meeting is tomorrow. Yes, it got moved from last Tuesday to tomorrow. It's the last uh meeting. Um I it must have went right. I think it say you got

210the email cuz you're on the committee. I did not get an email about it changing. So, okay. I didn't realize that I was because you're the person. That's why. Yeah. still didn't I guess so it's tomorrow I I do it is the last the last one for the the year and and to that point when I was there last week the gentleman that I spoke with said he would send out another email and I have not received that yet so far as the location and time he verbally said it but I haven't received the email that he promised there is that what he Yeah, Auggies or something along that line. Ernest Kingsville 19. They're legislative. They typically do something at the end at like at a restaurant. Okay. I said it was offsite. Okay. Next

211items of interest from the board. Danielle. [Music] Sandy. Sure. Um I just have one thing. I just want to express um my disappointment that there is not going to be a Sunday matinea for our Legally Blonde show. Um I normally attend those matineese and I just feel like it's important um to have a matinea. Um, I feel like people who can't give up a weekend even evening or they have younger children that can't be awake that late or it's harder to find a babysitter or grandparents who rather be out in the afternoon rather than in the evening and um or they can't see at night to drive. And I just um I I feel like you know um I I understand that there was from the way I understand ways is that there was a

212meeting in December where this was decided um but I just found out about it the beginning of March. So that's why I'm just now speaking out about it. Um and I um I I I don't know, you know, if the kids were involved in any of that or not or not, but I just I do know that though there might not be any policy, we have done it the same for as long as I can remember. And um I feel like these kids the I know I know firsthand how much work they put into this. um how much time and effort it takes to put on a performance like this. And um I I I am hoping that uh in the future um we can bring this back. That's it. has a three a three

213show capacity to bring as a three very things right so I I got a uh an alibi I want to go back to the raves so the the student cafe was open for a couple of days Oh yeah and uh I I went to that on on the first day um And I got there about 15 minutes before they closed, which was too late. Too late. We're already sold out. And um yeah, I just heard nothing but positive things from everybody and especially to be sold out before the end of their posted hours. I think that was a huge win and success for them. So kudos and raves to, you know, all the students and everybody involved in that. Yeah. I'm sorry. I I did go to the I did go the next day. I

214know. I was told cuz I saw I saw cuz they both there. She said that they had run out of food when we were there the day before. I luckily I did get food and it was really good actually. It was very good. That was very but it was it was they did a great job. I travel. Yeah, that was Sarah. Nothing. Really? I know. I know. What that sound? It's just been too much time, right? Just it is true to try. That's right. It's like forever. Yeah, cuz it was really um Okay. I I just want to follow up um however many meetings ago it was, but we had conversation about um the vision state district vision statements and we were supposed to give Deb our vision statements. Um she's told me that not

215everybody has done that. So if we could just make sure that everybody gets your vision statement to her so that we can continue the process. Um, and I'm just checking schoolboard 101. Have you taken it, Ray? That I've only taken the one that it was the I I thought clearly if the 101 is the one you have to pay for. I haven't taken that one. It was It was the introduction to the school board. You took the I You went to the ISD. Well, it was a Zoom meeting and and I would have to get the particulars on. I don't okay on what but it was a Zoom meeting and it was for the new board members introduction to and it kind of touched on the legal your responsibilities and I don't I don't know

216that but the school board the schoolboard 101 is the class that we all are required. Yes. So maybe if Brian or Cynthia can get that worked out that we can get them to take that class. Um got you. Okay, Cynthia. Okay. And then um just to have just to make sure for the ISD budget meeting. Who's who's going? You're going up. You signed up for Okay. And so you're going to be the one that's going to do I can bring the the present or just give us an overview of what we did. Yes. And that's tomorrow's meeting. No, but third. No, the the ISD budget every year the ISD has to do a presentation to um all the school districts in the county and we send one person from the board and they go and

217they basically basically what we do with our budget and then we come back we talk about and then we have to vote as a board to approve the ISTD's budget. So you're doing that on your Yes. Okay. this. Okay. Okay. And then my last item of interest, I guess, um, when we're having email conversations, we're RSVPing. Just just so we're clear, the the legislative Well, now it's done, but um the whoever the legislative person is, that's the person who RSVPs that you're going, you get that invitation, correct? And then when we do our county school board monthly things, we get them in the mail. We get the invite in the mail tells us to RSVP and whatnot. But as a board, we let Cynthia know that we're going and Cynthia RSVPs for the district so

218that everybody's on the page of knowing thinking of did I did I RSVP or not? Cynthia does it for us. But we get an in so we get an email invite and we can't just click RSVP that we're going. That's not Is that notic the county to the county? No, we get it from usually you call it. Yeah. No, I'm saying yes. Yes, we get we get we get the thing in the mail, right? Everybody gets the invite in the mail and then we always get something Brian or Cynthia, however it comes with the same information and then we just reply to Cynthia, yes, we're coming. She does the RSVP for the district saying I think you're not understanding my question. So what what I did at the end of the year is I sent

219those out so everybody got them on their calendar when we got the list when we got new board members right they weren't on the original email. Okay. So every month or whenever we we'll send out hey let Cindy know by this date that you're planning on going because some people have said yes but don't go to the meetings. So, it's just when you get that email from Okay, send your eye. Hey, is that Warren Woods? I know it or not. Look at your schedule and you can let her know. That's perfect. That's fine. That answers my question. Thank you. I was just trying to put it on your calendar so you knew it was coming down the road. Great. Yeah, that's fine. I just wanted to make sure so that if I do receive those

220invite emails that ask me to RSVP, I don't need I can I don't need to answer them. I will just answer the one that says, "Hey, let's simply know by that. I ignore those." So then it comes So the idea is 21 districts, there's 21 people responding rather than 140 people responding. So we're getting one rep from each bill. That that's the idea of it. Okay. And then just just the last thing when Brian sends us out those calendar notices, you accept them if you're coming or decline them. try try to do them as they come in so that they have an idea, you know, for NHS stuff. Um, we just got a slew of them for the um all the awards ceremonies and that try to try to respond to those so that he

221has an idea or whoever the um teacher or whatever that's having their event that they look down and they know I've got three board members coming or I have five. We just that's what Brian is um pretty regular with sending those to us. So let's try to um I just want to make sure it's on your calendar so you know it's coming up. Not necessarily that you have to go to it, but at least it's on there. So look at that ledger update that was on Tuesday and it showed on my calendar that it was on Tuesday. And then see I didn't realize I'm the only one getting emails. So, of course, I then I didn't share that with you to change it to next Tuesday. So, it still showed on my calendar as this

222Tuesday. And then I guess I just, you know, and then so nobody else can go to those, right? Just the person that is the No. And no one could. If you if you can't go, if the meeting comes and you can't go, then I would I would forward it to Yeah. already have a backup person. Yeah. Aren't Aren't I the backup person? I think so. I think I am. So, you initially just reach out to me. Hey, I can't go this day. Can you go? And if I say, "Oh, I'm booked." Then put it out to see if there's anybody else that can go. It doesn't have to just just be you. It can be anybody just to represent us and get whatever information we need to bring back. So, if I get those the

223change date, which hopefully doesn't happen again, I'll forward it to you. I I guess I just I think this is a oneoff because they're usually very good about letting at least the superintendent super secretary know, hey, you get changed so we can let our our person know. I just think that this one just fell through or it's the last change. And I like in the beginning of the year we'll get that whole sheet from them that'll say all the MSC and the all on one. And Brian puts all of the county board, he sends those to us at the start of the year and then you just accept them and then you kind of decline them as it gets closer that you can't do it. But okay, that's it. All right. Next is our public

224comment portion of our meeting where if anyone from the audience would like to come up and address the board, they can do so. You have three minutes to speak. While it is not a question and answer period, if you have a question you want answered, you can leave your name and phone number and someone will get back to you. Looks like we have someone who wants to speak. Yeah, I really want my curiosity. um the sub wages that the the company that you're going with can do it for like 97,000 or whatever that number was. But if you do it in house, it's like almost double that much or 3/4 or more that much. How can that be? Well, well, for I'm going to say we did already explain it during the thing, but we'll

225we'll tell you about it after. Okay. The meeting. Okay. Anybody else? Okay. And move on to our action items. Uh I'm looking for a motion to approve our board policies that were discussed a really long time ago. Motion to accept the recommendation of superintendent approve the attached board policies as presented on the mark on the sorry at the March 10th, 2025 meeting uh and outlined on the attached documentation. Is that you Danielle? Yeah, it's been moved and supported. Any discussion? Hearing none. All those in favor? I I opposed. Motion carries. Uh looking for a motion to go into closed session under section 8H of the Michigan Open Meetings Act. To ML 15268, section. Are you going to make a motion? Okay. I need to know. Is there anyone to second it? Second, sir. She hasn't

226finished the motion. I didn't read. Oh, valid. Go ahead. I'm looking at the clock. Sorry. Okay. All right. So, pursuant to MCL 15.268 section 8H of the Initial Open Meetings Act, I move that the board of education go to close session for the purpose of considering material exempt from discussion or disclosure by state or federal statute. I move there. I second. It's been moved and supported. Any discussion? I would just say we do letters from Oh, absolutely. That's what's going to happen. Yep. Yep. Okay. This is a roll call vote. Sarah, hi. Candace, yes. Sandy, I Raymond, I Danielle, I. I vote I. Motion carries. We are going into close session. We will come back out and go back into another close session, but we will have no further business after that. [Music] Hey, hey,

227hey.