It is 7 PM on October 27th and I call to order this regular meeting of the Richfield School Board. Attending this evening's board meeting live and in the boardroom are board members Paul Cole, [snorts] Ken Liss, Tim Pollus, Kirk Spencer, and I'm board chair Eric Carter. We're Oh, we're not joined tonight by the student representatives. They are not able to attend as it sounds. Uh also at the table we have superintendent Steve Yunowski and I can't pronounce his name and assistant to the superintendent Cassandra Kwam. Other members of the district leadership team are in attendance and may be participating throughout the meeting as well. Richfield Public Schools mission is to inspire, empower each individual to learn, grow, and excel. And we aim to keep that focus at the heart of our discussions this evening. Thanks to all of you joining us here live and in the boardroom. We also want to thank those of you streaming the meeting or watching it after the fact via YouTube or as we speak. Uh we appreciate when people bear witness to our meetings where we conduct the necessary official business of the district. Our first item of business tonight is the agenda. Approve the agenda's routine business item. I'll briefly pause to see if there are any comments or questions related to the agenda. Like where's the uh closed session? >> We do not have a closed session this evening, Mr. Carter. >> It's exciting. >> Matt Case, I'll move to approve the agenda as presented. >> Second. We have a motion by director Paul and a second by Director Spencer. All in favor, please say I. I. >> I. [laughter] >> All oppose, please say nay. The chair votes I. And we have an approved agenda. >> Tonight is an evening for public comment, but it sounds like we did not have anybody sign up. Um, as such, the next opportunity for public comment will be uh normally the second meeting of the month. Um, since we only have one meeting in the month of November, it will be November 11th. Um, if you want to check the website, uh, Richfield Public Schools, richfieldschools.orgaboutcalar, you can find other dates. Um, and instructions can be found on that site as well. With that, we move over to Superintendent Uneski for our superintendent updates. >> All right, we've got three items on the agenda today. Our first will be a presentation by Director of Communications, Jennifer Smith. Uh we will have a safe [clears throat] routes to schools comprehensive plan presentation then a vote on that later in the meeting. However, we'll ask all of our questions during the presentation to safe routes to schools coordinator Tim Brackett and uh Matt Hardiger, the transportation engineer for the city of Richfield outlining one of the strong connected partnerships between schools and city. So again, I'll say questions will be given during the presentation which allow them to not have to stay the extra hour for the vote that will be happening later. And then um a reminder of the board member handbook which has been prepared and presented bywamin associates as we set that up uh for our newly elected candidates who should be newly elected board members coming a couple of weeks from now. So with that I will turn it over to director of marketing and communications Jennifer Smith. >> Well thank you. It is very exciting as always to be here in person because usually I'm just watching you from YouTube um in the comfort of my home with my dog in my pajamas on. But today for you, I'm wearing real clothes and my dog stayed home. Um that being said, I also mixed up the presentation this year. Rather than a fun and exciting overview of all of the things that we've done over the last year, I decided to drill down into one specific area that is of general interest to everybody. So, woohoo, let the fun begin. Um, real quickly, lest you all forget, I do also do all these other things. Um, so our department handles district-wide messaging and copy editing, public relations, marketing and advertising, which is um things a lot of people are very surprised by that out in the community, but that is the day and age of school of schools, right? There's a lot of competition for schools. So, marketing advertising is actually a normal part of public education now. Um, crisis communication, large and small. Let's keep it small this year. Um, graphic design, website management, and ADA compliance. Um, as some people know, all school websites need to be fully ADA compliant by April of 2026. So, we're making sure that our website is fully accessible to everyone who needs it in whatever format they need it in. social media and content creation, um, video production, both in-house as well as contract, internal and external newsletters, employee recognition, as well as retirey recognition, event planning, and district-wide enrollment support. Woot. Um, the district-wide enrollment support is where we're going to do a bit of a deep dive this year. So, as much as I'm sure you wanted me to talk about all of the things, I'm just going to focus on this one. We are in the midst of finalizing an enrollment marketing plan. We've been doing enrollment marketing since I came on board in 2019. Um, but we haven't had a formal plan really guiding that work and giving us performance measures and and feedback loops. So, we started in the summer of 2024 really digging into the research, really trying to understand what does enrollment look like in Richfield public schools. Um, we've all seen Craigs where we are in enrollment reports, right? They're fascinating. We use some of those. Um, but we really wanted to get into the weeds. So, we spent two or three months, there was a team of about four of us working on this, looking at the annual survey results that we do every year with our student, staff, and families. Um, the enrollment intake form survey data. When a family is interested in enrolling in Richmond public schools, this is where they start. It's an intake form on our website. It gives us some basic information and then asks them how they'd like to complete the process with our online portal, paper forms, email. What happens then is we've got this data and then 14 days later they get a message from us asking them did they complete the enrollment process? If not, do they need support? Um if they completed it, why did they choose us? So there's kind of a lot of survey questions that come with that. So we have some really great data. We had two years worth at that point. We also did uh data requests from MDE. We did a 10-year data request on all things enrollment. Um en open enrollment in, open enrollment out, non-public schools, homeschooling, everything they would give us in all of the different ways in which we could break that down, all of the various demographics and and things that they had. If they had it, we asked for it. Um so that was fun. And it's a lot of spreadsheets. Um, we also utilized the 2023 referendum research that an external research form did um, company did for us. And we did our own market analysis of neighboring public, private, and charter schools. So, that was a lift. And because it was 2024, as we go through some of this data, and you're looking at charts, you're like, hey, why doesn't this go through 2025? Because once we completed the data, we needed to work on the rest of the plan. So, not everything has last year's data in it. Right? All right. Um, when we were looking at the open enrollment piece, we identified kind of the big five, the top five districts where over a 10-year period, they averaged a transition of 20 or more students either in or out of our district. Minneapolis, Bloomington, Burnsville, 196, and Edina. Um, as you can see, and this is a 10-year average, right? It goes up and down. Minneapolis, we gain the most and we lose the most to Adina. They're our biggest competitor there. Kind of break even on Bloomington, but I think there's room to grow there. Okay. When you look at it each year, what you see is there have been periods where that's a larger gap where we're losing more students than we're gaining, but starting in 2122, that number kind of evened out. And at this point, we're gaining more than we're losing. So, we're and through 2024, right? Last year, we did close open enrollment. So, those numbers look a little different based on last year. And this is just those top five districts. So there's another hundred or so students that are trickled out in districts all over that are not represented in this data. What that told us was we have some trends that we want to capitalize on. We have growth specifically in two areas kind of that South Minneapolis and that East Bloomington area. So geographically we also have um a growing en influx of Spanish speaking families as well. So that was another thing that we noticed in that data was who was coming and who was going. Um, so what we want to do is really focus on some of the open enrollment pieces. We're right now looking at specific strategies and targets um, strategies and tactics. One of them is targeted communication. We're also looking at improving our school showcases and tours, developing a parent and student ambassador program, strengthening our digital presence, elevating school-based communication, nurturing interest through email marketing and promotional materials and branded swag. One of my personal favorites. So, those are just some of the pieces that we're working on and we're looking at what those measurable goals might be right now. So, that's where we're at with the first priority area. Then we were looking at outside of open enrollment, where are our students? We have a pretty stable number of students who are attending blessed Trinity and Holy Angels. So our local private schools um are in there. And then we have um charter schools. On the next slide, here we go. So we had a growth over the five or six years where it was really kind of trending upwards. More and more students were attending charter schools. that leveled off and then we saw a slight dip in 2425 for how many of Richfield district students were choosing charter schools over our district. [clears throat] So looking at this data what we really decided is we want to really focus on in district families and making this a district of choice. So communicating with all of the families who are already in our district and helping them to really understand the value of our district and what it is that's really going on here and how great our schools and our classes and our programs are. a couple ways that we're looking to do that. Um, enhanced email workflows, direct mail campaigns, um, promotional swag, yet again, I think I wrote that into every one of these. I'm big into promotional swag this year. Um, and a social media amplification program, which we'll talk about in a little bit, but we're really doing a lot to elevate our school social media presence. We know that has a huge influence um, on prospective families and how they view our district, especially when it comes to sharing things on larger um, Facebook groups or pages that shall remain nameless. So those are just some of the strategies around IND district and this didn't come with any fun graphs but the third place that we're really looking at is retention and from a communications and marketing standpoint where we're really looking at is those transition grades the preschool to kindergarten fifth grade to sixth grade 8th grade to 9th grade. When we looked at those lines where are the students dropping those are the big areas. You do see movement kind of at all grades throughout the year when families do move in and out of the district for various reasons. Um, but we want to really address the folks that are intentionally choosing other districts at those transition grades. Excuse [clears throat] me. We have a couple strategies for that that we're looking at. Um, really focused on communication. We have some parent square groups now that we've been working with for fifth grade. Um, when it comes to that fifth to sixth grade transition, we've been working with the middle school. This will be our third year working with them on improve improving this um communication so that families starting in the beginning of the fifth grade understand what's going on at the middle school. We're doing more storytelling about the programs going on there. We are inviting them, excuse me, I'm losing my voice. inviting them to um concerts, to uh theater events, to anything that's taking place at the middle school so they can really start to explore and check it out and not necessarily wait for a new family orientation um but really feel a part of that and get excited about being Spartans. We're looking now to replicate that with an eighth grade um cohort through Parrot Square and getting them kind of onboarded and excited about starting at the high school. Um, and then ditto for our pre-K families and especially our um, even our early childhood and preschool threes folks over at Central, helping them to start getting excited about what it means to be a kindergartener in Richfield public schools. So, those are some of the pieces we're working on there. Um, beyond the enrollment marketing plan, we are really focusing on this kind of big picture, this holistic approach that enrollment is everyone's job. So, it may fall under my bucket when it comes to some of my performance measures and goals, but everybody has a really big role to play in this. Um, so some of the things that we've done this year to support, um, we've started some school-based enrollment meetings. We actually kicked it off in August with a district-wide meeting that had principles, outreach workers, um, front office staff all attend um, and learn some of the big pieces that go into enrollment marketing and just the enrollment experience, the enrollment funnel. Um, and then I followed it up with a one-on-one at each of our schools, really digging into Richfield specific data. So, looking at why are our families choosing Richfield Public Schools? Well, from our research, we know that 23% choose us because of our curriculum and 15% choose us because of our mission and our values. Those are the top two reasons people are choosing us. So, what are we doing to really tout those and talk about those and share those when people are coming to our open houses and our tours and other events? We also know that the biggest influences, 28% of folks are influenced by attending an event, the kindergarten kickoff, open house tour, explore RHS, whatever that event is. If we can get them in our doors, if we can get them to see what's going on in our schools and our classrooms, that's a huge influence. 22% are influenced by friends and family. So that word of mouth is still huge. Um, and number three, positive impressions of school and district leadership. So, anytime they're interacting with the principal, the superintendent, a board member at a community event, um th that's the number three influence when it comes to families choosing our district. So, we talked about that. Um we talked about what the school's specific role is and we looked at building out specific value propositions for each school. So, what makes each school special or unique from other schools in the area so they can really talk about that. We have ongoing meetings for our enrollment staff. We just held our fall meeting here. We bring together the key folks from each site who focus on enrollment. We go through logistical pieces and paperwork and updates to the process, but we focus on a new piece each time. And this time we really talked about best practices in school tours. What are our folks doing now when people come out for a tour? What did we learn from some of our research? Um, and what can we do to make sure everybody that comes in for a tour has a really positive experience? And how are we following up with them? You know, they've came to a tour. Now what? Are you calling them? Are you emailing them? were you sending him a note a day or two or a week later asking them if they had any additional questions, asking if they needed any support with the paperwork. So, that was a really productive conversation. Um, this winter we'll be talking about how we're keeping our enrolled families engaged. So, everybody that does enroll, you know, December, January, February, now they're not going to hear from us till the end of August, right? Well, we want people to feel connected to us because there is that kind of summer melt. The people that enrolled but then disappeared and don't show up on that first day. So, how are we keeping them engaged and connected and feeling a part of the Richfield community during that time? So, we'll be focusing on that. Um, and then in the spring, we're going to be talking about some secret shopping that we're doing. So, our team will be um pretending they're parents if they're not already and enrolling at other districts. I know it sounds crazy. We actually did it two years ago in partnership with some other districts. Um this will be our third year doing it where enrollment marketing folks actually go out and try to enroll in other districts with our fake kids. Um and then provide them with the feedback on that experience. >> You do so good. >> We we do we do this essentially with all the districts. We have a we have an actual program. [laughter] >> It's an actual program that is very structured and we you know the district will tell us specifically >> what they want to learn about. So, we um this year, what's new is that our folks who were secret shopped in year one um would like the opportunity to be secret shoppers themselves and learn what other schools and districts are doing. So, we're going to be doing that this winter and then we'll be providing that feedback or sharing our stories at our spring meeting. So, learning from the competition, if you will. Um we are training our school staff in social media and storytelling. So, this I alluded to earlier and I'll spend a few minutes here talking about that. We have formalized our social media training and support for each of our schools. They now have ownership of all of their Facebook pages and they have training and support to make sure that what they're putting out there is quality content that's engaging and it's what families want to see. Um tomorrow actually we onboard our last school. So everybody as of tomorrow will be onboarded. Um they get a membership in social schools for edu which is a national program around school social media. Um that's probably the most exciting part. And they get swag. I don't know if I mentioned swag tonight, but they get some swag. >> I want some. [laughter] >> My my favorite piece of swag that they get are t-shirts. It says school paparazzi, so no one questions why they're walking around taking pictures of all the things. Makes them official. Um, so we're doing that. And then at the secondary level, in addition to that, the they have a a storyteller role. They have to blog for their school uh three to five times a month. So really helping to get stories from the inside out. um so the folks who are in the schools and know what's going on can tell those stories and we can share those and that helps to meet many of our goals in the enrollment marketing plan. So I'm very excited about this. It is off to a very strong start this year. Um and the last thing updating messaging and marketing materials. So updating and refreshing all of our school one pages one pages and then also creating a Spartan guide which is something between like a college lookbook and a handbook and it's designed for our 6 through 12. So middle school and high school would use this as a way to bring people into Richmond public schools and help them learn what it means to be a Spartan and get really excited about it. So that launches this year as well. There you go. So what does some of that look like? Well, when we talk about the updated messaging and some of the school-based enrollment meetings we had, we worked with each of our schools to create hooks, messages, and taglines um to help us tell the story and differentiate them from the competition. So, I gave you all a fun activity, which I'm sure you did in advance because it was in your board packet. Um, trying to figure out which one of these hooks, messages, or taglines on the left goes to which school on the right. I don't need to take up too much time in the meeting, but did anyone get stuck on any of these or have any questions? I will tell you seven and eight are very similar. >> I say one goes to B. It It does. [laughter] You are correct. >> There we go. Knock one out quick. >> Number two, >> RSF. >> RS Ken, you should know that for sure. >> Three is STEM. >> Three is STEM. You are correct. Number four, >> pass. >> No, [laughter] >> Central >> Centennial. >> Number four is Richfield Middle School. >> Oh my god. where every school is known, supported and celebrated because belonging comes before learning and connection drives confidence. >> So this is part of their message. So there's those, you know, kind of three different components. Number five, >> Central. >> Correct. Number six, >> high school. >> High school. >> That is our high school. You are right. And seven and eight, >> Centennial. >> Centennial and Sheran Hills. >> Correct. [laughter] Number seven is Sheran Hills. And number eight are Centennial as our two community neighborhood schools. Yeah, they're they're very similar schools with very similar value propositions. Um the next slide in there kind of shows you what they look like when you pull them all together. So at Richfield Dual Language School, we've got the hook, message, and tagline there for you. The hook is what you might see at the top of an email in an email marketing campaign or the, you know, on their web page. The message is what you're going to see kind of embedded in some of those pieces or in the the one-pagers or the handouts. and that tagline might be part of those social media campaigns and those the digital ads where you don't have a lot of space. So, we're making sure everything is unified and cohesive, but different pieces get used in different places. So, each of our schools now has one of these little um value propositions that we're using. All right, that was a lot, but I think I was the closest this year to staying in my time limit that I've ever been. So, yay me. Do you have any questions? I I have just appreciation. I I I like the the thoughtful plan for how we can you know grow our enrollment among first among the people who are already in the community and then um you know it is a reality that we we do attract students from outside and that's okay. It's never really been our focus. There are districts who seem to do that, but but really we exist I I've believed for our community first and so that's great. We should try to get as many of them as possible. So So I appreciate that effort. >> I do have a question about a slide. I just think there's something either mislabeled or I'm not seeing how the data ties out. So we can talk about that later without getting bogged down in it. >> Okay. >> I have a couple. >> Mr. Carter, you seem upset by my willing to >> Right. I'm like it's it's just like her comment with the whole I'm running out of time or like you know what we love hearing from both of you guys. >> I'm happy to stay all night. I just know there are some other people >> these slides enroll this district students not in RPS. Something seems off. There are not 878 students at BT and Holy Angels >> combined. >> No. Yeah, it's like 180. >> I can take another look. according to the last year is where we are. Now, this is before that, but we didn't go from 878 to 180. >> I'll take a look at that data and see what it's I may have mislabeled. I'll take a look at it. Sure. >> You know, speaking of swag, did you know Dick sells Ridgefield shirts and sweatshirts and stuff now? >> They high school specific or school specific swag, but I don't know. It just made me think of that. Um, do you think we lose so many kids to Edina because of our little piece that is in Edina and the parents just want to stay in the dis in in Edina? >> I think it's part of it. >> Yeah. >> You know, it is part you move to Edina and then you're shocked that you're not in that district. Um, but it's not all of it. I mean, they're they are coming from because it it's just so close. It's a neighboring district, so there are people going there for a lot of reasons. And the last thing as you were talking about introducing the elementary kids to the middle school and you know the transitions would it be feasible to like make a fifth grader be an MS a middle schooler for a day >> and shadow some kid >> go into all their classes. Same for a middle schooler to the high school. >> That was a great question for the principles. Um what they do now though is the um they have a series of events where they go over to the elementary schools first, right? And they bring some of the students who actually attended those schools and that's what the kids really love hearing from. If you've ever been in those classrooms when those visits happen >> and then they have the days where the middle the fifth graders then go to the middle school. So they go as a cohort and experience some things over there and then go back to school. But as far as one-on-one shadowing goes, that would be a great question for the middle school and high school admins. Let >> superintendent >> or Steve. >> Yeah. [laughter] Just a thought. >> That's it. Thank you. >> I still remember the middle school or the junior highers in when I was in elementary school coming down to visit us that and I went back the following year as a as a junior higher going back. So, it's a memorable thing for kids to be a part of. Um, so you went through a lot of the data about open enrollment in and out and I'm curious if we also track um are there surveys for kids coming in or out of the district where the family moves, right? So, are you moving because you need a bigger house? Are you moving because you have perception of schools somewhere else that better suit your kids? >> Um, there have not been consistent exit forms. Okay. Um, we've there have been some various ones over the years, um, but there's not been anything consistently applied to families when they leave. >> All right. Thank you. >> I just enjoy seeing how all of this has evolved since you've been here. I'm feeling very old. [laughter] >> So, super exciting. >> Not very a lot of words. I just want some swag. [laughter] >> Yeah. I have some some stick on tattoos in the other room. You can just lick them and stick them on. [laughter] >> So to follow up on Kirk's question then about the exit surveys. So it has been consistently done. Is there a plan to change that? >> That's part of what we're talking about with the enrollment marketing plan as we get into the tactics and strategies and goals. That's one of the things we'll be looking at. Yes. >> Okay. Um when you look at open enrollment numbers for all locations is the same pattern is it the same pattern where we're gaining uh in the last couple years. So uh specifically on slide not numbered the top open enrollment of top five districts by year that one. >> So I I was kind of like it'd be curious if you had the whole right all of it but [clears throat] would it look the same? Um, it's a slightly different number, but that's in the where we are in enrollment report. I believe that shows up >> January. Thank you. It shows up in January each year, and that would be every single district. Um, yeah, >> for Jennifer and her marketing work, she was looking at the main large districts in those numbers. I'm just more curious just if if it's a similar pattern, right? Where it's like, you know, it's like is this saying and maybe even we're getting the message that uh you guys have done good work, right? And that that it's like as we change the perception of the district, right? Things are starting to come around and people at least close are coming back. >> So, we're seeing >> if we assume that that is a function of marketing campaigns andor the job that we do. Um yes. Uh the pattern is somewhat similar um which is there was a time where it separated and then it came back together um and then we had war coming in and out. Um one could also track the economy in the same time window and that as the economy was in a higher space that also happened a little bit more. Um and so there there's a a number of factors that play into each of those components. It's interesting to me that there are more and more kids open enrolling in general both in and out that that number is moving up and to the right. >> That has consistently been a historic everywhere pattern. >> Yeah. Um when you say I think it's I guess I'll keep going. It's like three slides down. um enrollment marking plan priority in district family enrollment. >> Um when you say we lose 88 students who are homeschooled, did we is it it's not really per year like we just >> it's on average >> on average. Okay. >> Yeah. On average over this the 10-year data study that we did with MDE, we were averaging 88 per year. >> Got it. Yeah. >> Um >> and it's probably been increasing, I believe, since co >> probably. >> And I I was like stay within your time frame. I would say ignore him, right? When you come here, you tell us what you want to tell us because we'll make extra time. We just won't put you guys in the same [laughter] week. I'll look at her, right? Because it's I think we love hearing the the information. I think leading the trend for the other departments, right, of like leading through data. I think we respond more to data. We ask more questions with data. We want to see more data from other groups. So, keep doing what you're doing. >> Happy to. And I have way more PowerPoint slides about all the data. [laughter] >> If you want a study session tonight, I mean, we could do an enrollment study session. >> Not tonight, but but thank you for the offer. [laughter] >> Anytime January >> after the where we are in enrollment report comes out. You could actually look back at some of the ones that aren't highlighted that are below the top five. >> And you don't have to be here, >> right? >> Or you can look into >> But I could choose to be here. That's the best part. You can also look into our archived board meetings and look back to last January and >> January 6th. I'm looking at it right now. So, >> okay. >> Any more questions? Thank you for driving in. We appreciate seeing you here. Not in New Jamies. >> All right. Thank you, Jennifer. Uh we'll transition to safe routes to schools in our partnership with Tim and Matt. Jumping up to the microphone. >> Transition time. Transition time. Transition time. Um, they'll share. >> Good evening. >> Microphone on. So, push the button till it's green. There you go. >> Good evening. I always appreciate the opportunity to come and speak to the board. Uh, I also appreciate all the support the board has given us over the years with the safe rest to school program. So, thank you for having us tonight. The new safe rest to school plan is a two-part plan. It includes infrastructure and programming. So, tonight I do have Matt from the city with me to talk about infrastructure. So, if Matt, if you want to introduce yourself. >> Uh, my name is Matt Hardiger. I'm the transportation engineer for the city, and I also appreciate the opportunity to to be before you tonight and answer questions. >> Thank you. So, really light agenda tonight. We're just going to go over the the process of the plan, previous successes, uh, the process we used to get at the new plan, and then go over some specifics from the new plan, and then take questions. So, first of all, for those who aren't familiar, a safe rout to school comprehensive plan is a documented coordinated effort between safe routs to school partners in the community to make walking and biking to school easier and more accessible for students. The plan provides infrastructure and programming recommendations the school district, city of Richfield, and other community partners can use to strengthen the program. [clears throat] A brief history, the first safe school plan in Richfield happened in 2009. This was a plan that included eight schools, a combination of public and private schools. In 2014, through a SHIP uh grant, we updated the or the city updated the plan. This was Richfield public schools only, so all six Richville public schools. And then we moved into the period this last year and a half where we've wrote a new plan. Some of the benefits of having a safe rout, it helps gives direction to the school district and city staff for future safe routes to school work. Um, many grants that we get and we've talked in the past with you about the grant funding we've brought in with the safe routes to school programming. Many grants require that you have a plan and often that that plan is no more than 5 years old. Uh, it's best practices that the plan um the plans are 5 years old. Ours was 10 years old. So, it was well well time for a new plan. Um, another reason why we did the new plan besides the fact that it was very outdated was that we had achieved 21 of the 26 goals from the from the plan. That's unheard of. Usually you see about a 50% completion rate on that. So we were well above that 50% and that's just a testament to the si the uh community of Richfield, the school community of the city and their dedication to safe rest to school programming. Uh so like Tim said about 21 to 26 schools were completed. Uh there were nine infrastructure specific projects. Uh four of those were have been completed. Three of those are currently in pro progress. Those are things like the Centennial Elementary Trail project. Um, two of them uh were incomplete for various reasons. Either they fell off the map or nobody got to them, things like that. Uh, the other thing that the safe routes to school plan helps, like Tim was mentioning, is that it's helped guide some of the city's arterial reconstruction projects over the last few years. So, while those weren't specifically called out in the plan, things like Lindale Avenue, Portland Avenue, 66th Street, those principles of trying to make sure that there is still a safe route to school to cross those roads uh were taken into account. Um, some have been more successful than others. We learned from each one of those projects and take it forward to the next one. Um, as Henipin County is moving towards doing the Nicollet Avenue reconstruction project in 2026 and Penn in 2028, those projects also again take this safe routes to school concept into uh into mind as we're developing those projects. Specifically, like Tim was saying, uh we were able to secure about $2.6 million in infrastructure funding to complete some of these projects over the last three years. uh 1.9 million of that was state and federal grant opportunities uh with about $700,000 in city matching funds and that's funded the projects at STEM and RDLS both the on 70th Street and 71st Street on 73rd Street at Centennial and then it will fund a project up at Sheridan Hills in 2026 along 64th Street and Russell Avenue. So a couple of things from the old plan that we had success with. First of all, we designated a safe rest of school coordinator and found funding for that. And so now, that's why I'm here tonight and and employed with Richfield Public Schools. Um, we have incorporated walking and biking to school into the school district wellness policy. That was a goal of the previous plan. It's very important because this shows the school community that the board is is behind this. The district leadership prioritizes walking and biking to school. So, that was a very important accomplishment from the previous plan. We replace all our old and outdated bicycle racks at all of our school sites. And JV stepped out, but she would be happy to hear me say this. All of our bike racks are painted in Richfield red, so they're easily identifiable. So students ride up, they know where the bike racks are, and they they fit with the branding of the school. And then we also introduce walking and biking education into the P curriculum. We are now doing that at least at one school, K through 12. So we got a balance bike fleet. We're getting kindergartens through third grade learning to balance. We say balance before pedaling. So they balance, balance, balance and then we start pedaling. And then by fourth grade more of our students already know how to ride and then we can get to the safety stuff quicker and so that by middle school they understand a lot of the safety concepts. So those are some things we were able to accomplish from the previous plan. And now so I want to go over just briefly the process for writing the new plan. We wrote a grant and uh for those of you who sort of know my timeline, I was actually on parental leave with my four-month-old when I wrote this grant. first grant that I wrote uh in my career, but we secured it. We got $45,000 for a planning assistance grant from Mandot. There were 16 recipients statewide. It was very competitive. Um so we were very fortunate to get that grant. The way MDOT does that is then they contract for us someone to help us write that plan. They contracted Alta Planning and Design. They're known nationally and locally for their safe to school work. Uh I was at the safe for us to school national conference last year and they were had a huge presence there because they're really good at doing safe for us to school work. So we were happy when we found out not just that we got the money but that we were also able to work with Alta to do this work. So Alta worked with seven different schools in Minnesota and us being one of them. And as far as internal engagement Matt, myself and then the Alta representative had weekly check-ins. So we're always in contact always making sure that we are doing the things necessary on our checklist. the safe rout to school team which is building principles, district department heads, city staff, uh local ship public health officials and other community partners were on regular calls and then were participated in two planning workshops. And then community engagement, we engaged with 617 total people for this process. 31 students were included in that including three Richfield Middle School students who sat down for with us for an hour and just had to let us ask them questions for an hour and it was a I don't know if they were exhausted by the end of that hour but they gave us really good information. So um for those of you who have worked with middle schoolers sometimes it's hard to tell uh whether things are resonating or not but they gave us great information so we are happy. We also tweaked our annual parent survey, safe routes to school survey to help us gain information for this process. And that survey, we had 20% respondents use Spanish language. 34% identified as Hispanic or Latino and 9% identified as black or African-American. So I feel like we were really good with equity there. There was room for improvement, but we were really close to our equity targets on that. So we really heard from the entire community throughout this process. Uh when we compare to student enrollment, we have 45% are Hispanic or Latino, 14% are black or African-American. So we were getting really close to our numbers there and we're really excited about that. Uh so then Alta drafted a plan, shared it with the team. We spent a couple weeks going over it, adding a bunch of notes, things we thought were right, things we thought were wrong, adding asking them to add more local pictures, things like that. Um, and then Alta took our notes into consideration and came back to us a month later with the final draft that we've presented to you today and it's in the packet. So, from an infrastructure standpoint, uh, the new plan identified 44 opportunities. 12 of those again are already in progress in some form or they've already been programmed by other agencies at some point in the next 5 years, either Mindot or Henipin County. The 32 remaining items uh we went through and identified 11 of those as lowcost projects which are things like signing or striping. We have internal processes with public works and our city's traffic control committee to work through those as appropriate. Um our we found 17 that are medium cost projects. Uh an example of this would be something like expanding a sidewalk for a couple blocks or adding uh protected bike lane or something like that. Uh the city will also is planning to implement those as funding becomes available. Those are typically a little bit more costly projects that we have to those will take a little longer for us to implement um and will be likely dependent on outside funding as much as it can be leveraged through other sources. And four of them were high-cost projects that will require full reconstruction of a road. And those will get implemented into our capital improvement program over the next 5 to 10 years to uh work on as a major reconstruction project. And from the programming side, we want to look at sort of the three goals that are guiding our future efforts. Ensuring the sustainability of our safe front to school efforts. that involves me securing funding so my position can continue once this grant expires. That includes um encouragement days. And what I really want to do with encouragement days, for those of you who aren't familiar, that's walk to school day, winter walk to school day, and then bike to school day. And we're really focusing this year on making that more parentled so that we can have a good partnership between parents and school staff. And we're not relying on the school staff to do all of the work here as as we all understand the constraints on school staff at this point. but also because we're working on uh building culture and developing community this year so that the entire school community supports these efforts and it comes from the ground up instead of from the district down. We want to uh start holding caregiver workshops. This is a place where you know maybe we can uh source children with refurbished bikes, provide warm weather gear. We piloted warm weather gear last year um gloves and then like the neck gators Richfield branded. They had the Richfield Diamond uh that was really popular. A lot of kids are wearing those. Um, but it's also, and this was important to me and part of why we did it. I was working with a social worker over at Centennial Elementary. There are just some some children who have to walk to school and we want to make sure that they had the warm weather gear they needed to to do that to do that comfortably. Part of my mission is to make it safe, easy, and uh, more accessible for students to walk and bike to school. And we feel like that made it more accessible for those who had to walk to school. They were safer and it was more accessible. So, we want to provide stuff like that through a caregiver workshop, hold health campaigns to really highlight the health advantages of walking to and biking to school. And then we're looking this year at starting walking and biking school buses. This is where maybe one family starts out and they have predetermined stops and as they either walk or bike to school, those numbers grow. Some people refer to them as bike trains. I like the bike bus uh term better, but uh it's so it just grows in numbers and then by the time you get to school, you know, you have 20 or 30 people as a group and their safety and that. A big reason for that, our most recent survey said 38% of parents and caregivers said they'd let their kids walk or bike to school if they had other children to walk or bike with. Followed really right behind there at 32% said if they had an adult to to walk or bike with, they would allow the same. And so we have money in this grant with a stipend to pay parents to pay uh part-time paras um to lead those. So then they'll have the adult, but then they'll also have the other children to walk and bike with. So, we're excited about that and just really building that culture and and community around walking and biking to school and then continuing to maintain our strong bike education. We're doing a lot more summer programming so we get kids another chance to be on bikes, learning uh how to ride and then learning how to ride safely. That's helping supplement our PE teachers. Um and then the other thing that we started this year is bringing in parents and u community volunteers to help repair the bikes in our bike fleet. that saves us money as opposed to going to a bike shop, but then it just creates that sense of community. We encourage them to bring their own bike. We'll tune up their bike while we're working on ours. And so, we're looking to do things like that um as far as as far as new programming with this plan. >> With having said that, are there any questions? >> Thank you for the update. I >> have a few. Um, so the tuneup, are you doing a winter tuneup at all? I might know someone who uh is back from college that could help out. [laughter] >> Some of that's weather dependent because we pull the bikes down behind the football field to store in the winter. >> Okay. >> So, it could be, you know, if we have a really good January, I'll send something out two weeks before, but I can't plan that. Okay. >> This far in advance, but I'll reach out to you when I if I do. >> That's right. um the the bike bus bike train idea. I've seen videos online. It's like the Pied Piper when kids come out of neighborhoods and follow that. So, I'm really looking forward to seeing that. >> Um I'm curious if you've got information on like providing gloves, scarfves, and hats. Is that something that you have involved the community in sponsoring that or is there any kind of like way for other people in the community to to engage in that, maybe donate to to that effort? >> I haven't yet. We're just finishing up the grant where we've received the money for that to pilot. >> Um, but talking to our social workers, we know that we need to do that and that's my project this winter. That grant expires in December. Okay. And so then going forward to secure that funding, I'll reach out to community partners. >> Good. And when does your current, you mentioned that one of your next steps is to write another grant for extending >> your time here. When does that expire? >> June 27th. It is. So I've got a little under two years left. >> June of 27. >> Yeah. Okay. Good. Um, and then just a comment, I drove by Centennial last week. Um, so they hadn't painted the stripes yet, but the um the raised crosswalks made me slow down and I wasn't driving that fast to begin with. So, I'm really excited to see how that affects um uh car movement around that school. So, yeah, thanks for thanks to the city of Richfield for doing that for us. I like the work that you're doing. You have been inspired me to push my kid to, you know, write to school. I do worry about the Portland crossing, which is probably why we I because she's ready, but I haven't done it. Uh, so I look forward to seeing the the was it the bus the bike bus >> bike bus. Yeah. Yeah. >> That and I I [clears throat] can see myself joining in just to help other people to send their kids to [clears throat] school because it's so >> such a healthy thing to do and uh and I I always enjoy this presentation because of all the innovation that I hear. Oh yeah, I didn't think about that. And and parents who probably about that and so I'm just very very grateful for for your work the city obviously and the collaboration is felt uh we couldn't do it without city support and so that's uh I look forward to see a more active uh cohort of kids out and about. >> Awesome. You know, I always tell people when I interviewed the city engineer, Joe Powers was on the interview committee. I drove home and I told my wife, "If they offer me the job, I'm taking it because the city has bought in." And that's been true. The city has really bought in on safe to school work. So, >> I'm very fortunate. >> Yes. Thank you. >> Um, I've got two quick questions. Um, you made the comment that 50% or more of plan goals achieved is a good number. Why is that? >> I'm sorry, what was the number again? >> You just said 50%. Repeating you. Um, earlier on, let's see the um slide four. >> Oh, yeah. I'm sorry. I misheard. >> That's right. You said because you said we achieved 21 out of 26 and you were saying that 50% [clears throat] is a good number. like but uh 21 out of 26 is a good number. I'm like 50%. I'm like that sounds pretty low. >> Yeah. >> Sometimes plans are aspirational. >> Okay. >> Um and so then when you actually get to them, you you realize, well, can we secure the funding? Um especially when you get to a plan that's more than 5 years and maybe community priorities have changed. >> Um so that's why generally and this is something that Alta had told us is around 50% completion rate on some of these these plans. Uh fortunate in Richfield that there's been a lot of continuity. I think some of that has to do with Craig and his leadership. Um, but yeah, so 21 and actually we're when Sheridan Hills is done next year, we'll have done 23 of the 26. So we're very fortunate. >> I was just more thinking strategic plan. I'm like if Steve were to say that I'd be like we're going to have a different discussion. >> Oh no, this is safe routes to school plans. This is specific to safe routes to school. [laughter] >> Yes. >> Right. Well, and in safe routes to schools, as you see, a lot of the work has to happen in partnership with the city. Yeah. >> So, it's two people or two teams that have to come together for funding, for efforts, and unify. And so, this is a great example of strong partnership, >> right? And we appreciate it. >> Uh, my other question is, and you didn't necessarily cover it, um, but just thinking about what Kirk said and drop off locations, I know that like with what's been done at STEM and having gone over to SEM recently, it's like STEM looks a lot better than it was in the past. I don't know what it's like in the morning, but midday it is. Um my question I guess drop off locations in general and I think just since I've got kids at the high school it's thinking about how we do it at the high school and have we given thought to it or does that covered in San Francisco school at all? >> That is there was an engineering report my my third week on the job I found 186 page engineering report in the filing cabinet on the STEM RDLS parking lot and then when I people ask me what I do I say I read that for three hours then I went and taught kindergartens how to ride balance bikes for three hours. So, it's a really interesting eclectic work that I do. But, so there those are addressed there, but they're also addressed specifically in the plan on the infrastructure side um as far as what we'll do with um drop off for high school and middle school. That's sort of what's left is the high school and middle school. It >> it's something that gets taken or we can take into account in an individual project like that. So, at STEM and RDLS, one of the benefits of in of making those the 10th and 11th Avenue uh crossings a little bit more visible, a little bit shorter, is that if a parent doesn't want to wait in line uh to go into either of those parking lots, they can park on 10th and 11th, get out and walk their their child to school. Same concept at Centennial. that was already happening with a lot of parents parking on 16th Avenue and crossing the street there by making that crosswalk a raised crossing like uh director Spencer was saying the it just makes it it more attractive and easier for for someone to to actually take advantage of those alternate drop off spots. So then are there plans for the high school or middle school or >> uh so one other thing that we didn't mention during this we had uh the city received a grant in late 2024 to do a design assistance study that was at Sheridan Hills the middle school and the high school that came up with concepts I think there were four per campus for uh traffic calling for uh alternate drop off type projects, things like that. Um that's how we got to the Sheridan Hills project. The next two schools that we'd like to do a project at are the middle school and the high school. We have draft concepts for projects. There are also infrastructure ideas in the plan. Uh we plan to meet early next year to determine which ones we actually want to target to implement and go forward from there. So there are plans, there are concepts. We don't have funding identified and we don't have a timeline for when that would be. >> I think from the programming side, we're we piloted this at RDLS last year on walk to school day, but we're looking in the future to really encourage at that campus people dropping their kids off on the new sidewalk on 71st. So if we can get 10 cars out of that line every morning, it makes it so much smoother for everyone. And if we get 10 parents who are going to drop their kids off on the back side of the school and have them walk a block or two, they're getting a little bit of exercise. they're going to show up to school, they're going to have better behavioral outcomes, uh, better educational outcomes as well. So, there's some programming we can do with that, too, to thin out the the lines. >> Just curious, it's I'm guessing, you know, like when I look around, it seems like there's challenges and >> I'm sure other people should restating that. So I'm gonna So what I hear you saying is is on page 208 207 209 of the packet you will see the summary of the safe routes to schools plan which does have some recommendations and some plans for RMS does have some plans for high school. We have not identified funding but those are in the next five years or so as we work towards those improvements. >> Yeah. >> Is that correct? >> Yes. >> Perfect. Perfect. And I'm asking those questions because they won't stay here or we will not need them to stay um when we move forward just to share that plan. >> And that is on I think roundabout 177 of the packet for about 50 pages is the actual summary with photos with sites with each of these things laid out of where those plans are. So there are things for Sheridan, there's things for the middle, there's things for the high. Um and then it is identifying the funding and figuring out the partnership timeline to move each of those forward. >> Correct. Thank you for that. Any more questions then? Thank you gentlemen for some coming in. >> Thank you again. >> Thank you. >> All right. And then the third and final in the superintendent report things to bring to our attention um is uh we have the school board member handbook. And so this was developed um by secretary of the board Cassandra Quam in partnership with director of m communication and marketing Jennifer who added the uh beauty to all of the details. Um looking at the work from MSBA, but really integrating all the things that make us RPS and that make us a Richfield Public School Board. um looking at this being a handbook to use to orient and train new board members um and help us continue on in that work to become and remain a cohesive team. Um and so we are looking at um rolling this out in line with the election and we run an orientation with each of our new board members. I'm not going to go through the entire handbook. I do want to to focus our board members on page 37 of the packet which shows the contents and the um table of contents talks about school boards and school boards in Minnesota. It's very clear about defining our values and how one becomes a board member runs through those responsibilities and expectations. Um and then all of the things that roll into how a board member fulfills their roles and all of the details that are connected to that um both in the state of Minnesota but also the things that make us special. um in Richfield public schools. Um and so again, the plan with this um we have an election coming up in I believe it's a week from Tuesday if my calendar is correct. >> Eight days. >> Uh yeah, and we will be back to canvas that election on the 10th. Uh between November 10th and when our new board members are seated, um there will be an orientation and this will be used as one of those tools. Um we will see how that goes during the orientation and once completed we'll actually roll this out to all board members so that everybody has in addition to the packet has a copy and can always uh roll back to reviewing that if there are any questions about things um in a cute handy dandy handbook package. With that I will stop and see if there's any questions. I think this is the third time we've seen this as a board. Um, and so this is just um showing it in its draft almost, we'll assume finalized form or as close as it's going to be until we roll that out in orientation. >> We're going to print this out. >> Uh, yes. So, we wanted to reality test it with our new board members. So, >> Kirk is one that he already did. >> Kirk always prints it out. You're right. My bad. >> We want to give it a message first. And so in the orientation between the 10th of between the 10th of November and when our new board members are seated, we'll use this. We'll walk it through. We'll make sure it's organized and set up. And then in our first meeting in January, we will have uh fancy handouts for all of our board members. >> Will we have this available for the public to see or is that >> Yes, we can certainly post this online. Um and then we'll also have it in our trainings in the future. But yes, we we can definitely post this >> part of the packet, right? So like that's >> it is already part of the packet. Yes, it has been part of the packet before. But yes, we can as we can link it up once we are >> I'd say in January we'll link it up to the school board page on the website. >> I thought we talked about that already of putting it with the um being a board member presentation for the July meeting. >> Correct. >> Or June. >> Correct. Uh, are there any questions other than a fabulous thank you to MissWam for her work in helping us organize and orient our new board members? >> Thank you, Cassandra. >> Good choices on pictures, too. >> This photo, >> he can't leave now. He's on the front page >> of the um land [clears throat] acknowledgement from the um graduation ceremony last year. It was really moving. So, get a reminder. That was great. All right. Thank you. Thank you. I >> think that means you're handing it back over to me. Uh, no you're not. No accommodations were there. >> Uh, we do not have accommodation or accommodations at this board meeting. So, we are straight to consent agenda. So, yes, it is to you. >> I say I like I skipped accommodations a couple of meetings ago, so I was making sure not to miss it tonight. So, consent agenda. The item uh next item for approval is a consent agenda which contains a collection of routine or fairly routine business items that we consent to pass in bulk without individual discussion. I'll pause for a moment just to see if there are any questions or requests before we proceed hearing and seeing none. Is there a motion to approve the consent agenda? >> I'll move the consent agenda as presented. >> I'll second that. >> We have a motion by director Paul and a second by director Liss. Any discussion? Hearing and seeing none, bring it to vote. All in favor, please say I. >> I. >> All oppose, please say nay. Chair votes I. And the consent agenda is approved. Brings us to our first item of business of old business, which is policy 103, harassment uh prohibition and administrative guidelines 103.2 for our third read. >> All right. So, this is the first of a few guidelines we are looking or uh policies and guidelines to move forward. We did uh review these with um our student services and safe and supportive. You see those suggested changes any uh the red lines are in guideline 103.2 which are some small changes that were made based on input since our board meeting on September 5th. So this is the policy which shares how we prohibit harassment. Um and um it also shows the methodology by which this is reported um which those forms are then available up and online. Uh and then just really trying to clarify all those processes and components. And so you'll see that um in there and a couple of small changes changes for example um it um one of the questions our kids have is do I have to put my name down? And so the answer is technically you don't. But uh for us to be able to actually follow up on a report and interview um we actually do have to have some form of information and we would try to keep that confidential from everyone except those involved in the specific investigation. Um and so some of those um components are added in and you'll see those in the finalized and proposed forms in our guidelines. So with that we have it in front of you for recommended passage. more questions before pass. >> I move that we pass the um harassment and [snorts] uh policy 103 and 103.2. >> I'll second. We have a motion by director listen and a second by director Spencer. Any discussion? I was glad to see some of the middle middle and high school stuff in there. >> Yeah. >> Yeah. >> Um my other question I just um is kind of random and I think it's probably covered. Um they were talking about some kind of we switch I'm looking at um page two of 103.2 two where it just talks about um offensive or graphic and again I think this is an updating of times right internet or social media posts >> um and then it also talks later about gaming um is there use of gaming like does gaming need to be thrown in there more I guess just when I saw that I'm like I didn't feel like like this internet or social media post seemed kind of like in one spot and then gaming in another it just it uh are we covered I guess is what I'm trying to ask >> I think we are by adding it. What those were some of the inputs from our students and >> those were inputed by more than just the high school. It was the high school and the middle schoolers. >> Um I'm sorry. I'm not asking it to be taken out. I'm asking should it be in there more is is my only question. >> Sure. Um you tell me. I thought from my perspective as I read through it and reviewed I thought it was covered. >> Um we can certainly see if it is not from my perspective mentioning that it can happen through the internet or social. I mean my perspective and this is an older person's perspective anyways internet and social media covers uh gaming and things of that nature because >> gaming across one person to another in a different home is on the internet but the students thought it was important that gaming was named in there also. Well, their big their big argument was there's a lot of bullying in gaming itself and they wanted to make sure that that was of um looked upon as its own separate thing. It was >> focused upon. >> Interesting. >> Yeah. I don't game so. >> No, it makes it makes total sense. I I think the the only thing that's interesting is I think we often come through this where it's like is it school related or not and then what makes it school related and it's um I think it's clear if it's multiple students from a class doing it versus students across districts for example right and then which is still bullying right >> um yeah >> I'm just more curious I I saw that and it got my attention I thought I'd ask >> we think it works um and and as we try it and roll it out if there needs to be one of the good things about guidelines is as we um need to update those concerns to come back more frequently um if we do find that we need more. >> That's fair. >> That's a good question. Any more questions or comments? If not, we will bring it to a vote. All in favor of approving policy 103, please say I. >> I. >> All post. The chair votes I. And administrative uh sorry, policy 103 and administrative guideline 103.2 is approved. brings us to policy 113, bullying prohibition and administrative guidelines 113.1 and 113.2. And >> so rather than repeat very similar comments um you've seen this on multiple occasions went to student support services and safe and supportive schools. You'll see a few similar updates as we add the student voices um from those meetings into this policy also and many of the changes are very similar. So with that um we have this for the third read and and have it available for questions or also recommending passage. >> Silent sounds like someone wants to make a motion. >> I'll move policy 113 and the accompanying guideline as presented. >> We have a motion by director Paul and a second by Director Cole. Any discussion on this one? Hearing and seeing and none, we'll bring it right to a vote. All in favor, please say I. >> I. I. >> All post say nay. The chair votes I. And policy 113, bullying prohibition and administrative guidelines 11313.2 because I want to say the whole thing is approved. Uh brings us to policy 715 purchasing administrative guidelines 715.1. And that's a third read as well. >> Yes. So we are looking for passage number three. And again, um, this one has been reviewed by the finance department. There are not major changes. Um, there was the additions to conflicts of interest that were posted in previous meetings. So, there are not significant new components. Uh, so we do have this for a third read and recommended passage tonight um to update our purchasing administrative guidelines. I have no questions. Um, but I'll move the policy as presented. >> I'll second. >> We have a motion by Director Palace and a second by Director Spencer. Any discussion? Hearing seeing none, we'll just bring this right to about two. All in favor of approving policy 715, please say I. >> I. >> All post say nay. Chair votes I. And policy 715 purchasing administrative guideline 715.1 is approved. Bring us to policy 2011 legal status of the school board. A second read. >> Second read legal status of school board. You'll see that there are no significant uh changes. It describes the purpose, powers, duties, and role of the school board as prescribed by law. some of which are obviously outlined in that handbook we took a quick look at earlier today. Um updates are basically um on style. Um and so this is again refamiliarizing ourselves with that second read. Um, and you will have it for a final vote at our next meeting that any questions necessary changes. Uh, brings us to policy 106 students and employees with communicable and infectious diseases which are hard and that's a second read as well. second read as well did run it by our health services department. No substantive changes and so ditto the comments. These are updates based on district style and branding guidelines um and retaining that um previous work. So again, not looking for a vote, just the second refamiliarization with the new branding and should come for a final read at our next meeting on November 10th. >> And thank you for correcting that date. I said it incorrectly earlier. >> I'll reiterate it. It's a different different timeline these ne these last two months. This is a later meeting than is typical and the next one is just one meeting in November due to the election and the complexities there. >> Director was keeping me honest. Um okay. Any more discussion? If not, that brings us to new business. And our first item of new business is safe for us to school comprehensive plan. [clears throat] >> All right. So, we did already hear um some of the logistics in our presentation from Tim and Matt. Um in 2024, we received a $45,000 assistance grant to update the safe routes to schools. Um and so that um was loads of meetings, a large amount of input. Um and so this creates a set of the recommendations in safe routes to schools. Uh the first set of pages are the executive summary. Um and you also then have a large amount of the entire comprehensive plan which basically outlines each of the components of what is being proposed. Um and so then that becomes a timeline and we sort of work for funding and prioritization um to move those things forward. Uh so with that I have that for recommended passage and acknowledgement um of the 2025 RPS safe routes to schools comprehensive plan. Um, I'm very much in support of of what's been put together. I think it's it's really strong. Um, I'm a little nervous and I don't think it has anything to do with us approving this or not. Um, at the middle school, there continues to be drop off pickup before and after school in the main parking area and kids running across in front of the buses. Um, I know that the middle school has worked to address that, but it still doesn't feel very safe to me in that parking lot in the 20 minutes around beginning of day and end of day. >> Yeah, I can there there are some longer term plans to to do that within the comprehensive plan, but there are a couple of hot spots. Similarly, if you look at the high school, um people drop off their children where they are not supposed to who then walk across across traffic. Um, our biggest challenge continues to be in all areas enforcement. Um, and so that's why things like the raised crosswalks really help. Um, but without assigning extra staff or having city staff support, it it definitely I I acknowledge there are certainly challenges at the middle and there are challenges also. Um, as Chair Carter pointed out earlier at the high school. So I look forward to those being addressed in part of the plan and whatever safe routes to schools additions um safety zones, curb bumpouts, crosswalks and those components to support >> is that going to include he was talking about them being dropped off maybe at the other at on another block and then walking to school because we would need supervision there as well. >> Right. So there's a bunch of options which which we can and do try to move forward. Um the the biggest goal of safe routes schools is to try to create those without staffing. >> Um and so there are some options. Um I would need to look more in detail and and what we do with the overall plan is I think there's 40ome recommendations for the next five years. Um and so it's really around prioritizing where to go first and where the funding can go first. And as you point out middle school and high school are uh Sheridan is already in in line and so um from the previous plan. So then middle and high are sort of those next big steps. >> I have a general question. >> Mhm. >> At which site? >> All of us. >> Yeah. My general question is this an issue because of spaceeneral everywhere because weird in that car seems to be no matter Y I don't know question >> I mean I have experienced multiple schools as a parent myself and as an educator for many years and most school sites um are very challenging. Um, I think the sociology of it is people want to drop their, it appears to me that people want to drop their child as close as humanly possible to the school site itself, uh, without having to wait in a line. And so when my daughter was in high school, for example, I dropped her a block away on the opposite side of the traffic and she had to walk around the building. So if I were to be dropping off, I know myself at the RDLS STEM location for example, I would drop on the other side of the field where there's nobody and she would have to walk across the the field. Um but that would then if everybody did that would create its own problems. And so I I think one of the challenges is cars versus buses. And we have hundreds of people that drive their school kids to school every day in a very compressed time and people who all want to drop off literally any physical front of the building as close to the door as humanly possible. >> So >> it's everywhere. >> Yeah. And it's it's everywhere I've ever experienced. >> I appreciate it. Have noticed a bus issue since we a few years ago since we put the buses on I see very >> Can we like >> So it's hard. >> You want to live stream the behaviors of parents? Is that what you're saying? >> Yeah. I hear you. I mean, it's wild. >> Well, they have them on highways. >> It It's hard. I mean, the best example I can give is if you think about the drop off outside the high school where people drop their student on the no parking, no stopping side and their student walks across. We can keep that from happening solely by having an adult standing there the entire time for 20 minutes straight. Then, if the staff member goes back inside, it begins again. And so the level of enforcement um of asking for certain things of human behavior is really really challenging >> and and there's a lot of grown-ups that are DLS and they >> are a lot of grown-ups in all of our schools. Yes. They work so hard and sometimes I think the the fact that there's a parking lot allows people to kind of like go around it and say but I'm going to park but now they want to there's pedestrians crossing in front of the car slowing down so and there's still the two lanes. Um makes me want to makes me think that it would be awesome if you just like this one lane through but that will take a lot of concrete and that's not going to happen. Right. So the safe routes to schools component is designed to keep children safe and people who are walking safe. That means slowing the cars as much as humanly possible in the space. Um so that kids are much more safe and the adults are much more safe who happen to be walking. Um so when you look at the raised the one lane and each of those components plus the people out there with flags, the entire thing is designed to slow people down as much as they can. Okay. So, so it's never the hope that that that will change. We just want to make sure that avoid casualties is the goal. >> I mean, I would take it a little bit. I mean, we we try to set up a situation where kids never have to cross where cars are going, >> right? >> I think it's I mean, they are safe. I'm just thinking it's like there's got to be like I I guess my question is as someone who didn't grow up is I I worked at two different schools. I don't I was in classrooms. I never saw like what was actually happening. >> But uh so so my question was indeed this generic question about what in the world. >> Yeah. I mean I was at Sheridan at the end of the day. There was a very orderly line two and a half blocks long. >> So it's I mean it >> I did experience that line when uh Aiden was in kindergarten. >> Yeah. >> But I was okay with that. It's like, okay, I need time, but I also know that people want to go to work and and so there's there's a lot of things, but it's just it just defies the mind. It's like these are the same people that if you see them inside, they're not going to be acting like that. They're going to be wonderful. >> And so it's it's not personal. It's just it's like it's something in the air, >> something inside a car when you're protected by glass and steel. Okay, I'll I'll I I'll stop interrupting at the middle school. Just what I've done, similar to what Steve mentioned for dropping his daughter off. >> I use the parking lot over at Donaldson. It's like around the other side of the of the softball field and I pick up and drop off if I ever had to. I always do pick up and drop off over there because no one I mean there's like five or six cars that'll use that and it dispers >> and I use it on YouTube. So >> yeah, >> you're losing your spa probably [laughter] >> or encouraging other people to do the right thing >> anymore like tell all you want. >> So I guess Paul you were on the committee right? >> Yes. >> And so what I'm hearing is is um some discussion about priorities and did I'm I'm not totally clear as we talk about approval of the plan is are the priorities still TBD? Are the priorities set based on the plan? um they're they're laid out in regard to the plan. The next places where there haven't been things are the middle and high school. And so those are the first priorities, but then priorities what they shared with us can shift depending on what funding is approved and how expensive the projects end up being. And so we can approve our part um and then we partner with the city who I mean obviously developing that together moves it forward. uh they are saying along with us that they will commit to since since going back to the previous plan our elementary things have all been played out or at least the first phase of those have been played out with Sheridan on the way. Uh the next being the middle and the high and so that is within this as much as it can be. This committee is very organized, very they're really good at communicating when there's meetings. I have noticed that they're very uh inclusive in the way they ask for feedback and for input from everybody before something goes out. So, I don't have any concerns about the way that they're doing it. I think um I mean I I've seen I I think we have seen I speak for myself I have seen the the the improvements. I've also noticed uh a bigger commitment from the community to be okay because I remember in the beginning there was a a I wouldn't say negative perception but it was like oh now they're raising this and what is this you know and now it's like become more mainstream that this is what we're doing to protect the kids and like that's okay. When you look at the plan and I'm looking for example at pages 207, 208 and 209 of the board packet, you'll see on the right side priority and you'll see the level of priority. So it's board packet 209 for example. Uh you can see that 70th Harriet between uh Harriet and Pleasant exactly what I was just kind of talking about that is an area of high priority. Um you can see other areas that are areas of low priority. Um you can see other areas that are areas of medium priority and if you slide >> right in the package there packet on the same page there'll be the details casser there you go >> so you'll see those little dots red dot you go up there's green dot and then there's some that are yellow dot so that is sort of the organization >> slide so you can see it's a >> right >> horizontal and vertical page so you can see what are identified as high priorities so you can see it on the big screen >> down there >> they have red dots yellow dots and green dots. So the goal is to go after the red dot ones um that the committee has identified faster if the funding is there. >> If the funding is there and it makes sense from a city engineering >> correct >> traffic engineering st like point of view too right like my understanding from their presentation this is the prior goals they they they had like a 50% uh you know target right understanding that not everything will be accomplished and and if you look at this this is a thoughtful inarticulate term but wish list of sorts for what could improve you know improve the safety safe routes to school whether it's pedestrian or bike um a lot of you know nothing we can do almost nothing we can do on our own right so much of it depends on the city there are some things I suppose that are strictly within our parking lots but I mean if we don't list it and say yeah this this makes sense to us then why would the city partner with us to do it without without it being a priority of ours >> right which is why you can see in planning group and then you had Matt here tonight. We already are doing this in collaboration with [clears throat] the city. They're out as we're doing this. We're looking at this together. We're creating prioritization together and then that's why we are when they say 50% is good >> and yet we've >> made 21 of the 26 or more like 80 plus%. >> That's because of the level of partnership and advanced planning that goes into this of do you at the city agree? We at the schools agree let's move forward with these components. No, I I I agree with that and it really is that that the greater than 50% success rate is the 50% success rate is probably a broad thing within the the the landscape of other districts partnering with their their city their respective city governments and we have we have the benefit of good relationship and good understanding of what it is and the collaboration with it. So I mean it doesn't seem as though any of it is obligating us to pay for all of it necessarily directly. >> No, this is What we're approving as a board is there was $45,000 in a grant to create the plan. >> This is us saying yes, this is a logical plan. Now, >> right, >> you can go to work on this plan, finding funding, finding support, and partnering with the city to move it forward. >> And it's clear that we've had the right thoughtful people >> working on it. >> We strongly believe so. Yes. >> Yeah. >> My Donaldson hack is in here, by the way. >> I want to give someone else a chance. [laughter] >> What was that? >> I said my Donaldson hack is in the plan. >> Oh, good. Good. Right. I I measured it. It's It's less than 02 miles from uh that I've run it that parking lot to the front door. >> Yeah. >> Um you know, as I look at this, I didn't realize the low, medium, high before. Um maybe just a recommendation for them. Um as they're evaluating these to look at kind of a a four blocker box where it's low, medium, high priority or and then low, medium, high cost or complexity, right? So like that Donaldson one is listed as a medium. I'd think that it's probably a matter of communicating to people that they could do it. >> So I see MissWam, Secretary of the Board taking notes on that comment. So that means that the safe routes to schools pairing will hear that information probably at some point on email tomorrow. >> I would say I mean it's a great looking plan of all the things we've seen here. This is looks sharp, right? It's put together clean. The one thing I feel like is missing is what Kirk just said to reiterate it is like like where you just pointed out with the little high, medium, low dots, >> like a table and maybe I just missed it with all the pages like >> have not seen that. So >> like one summary page of just even if it's just high to low would be helpful >> or doing what Kirk said high to low and then by priority like a >> so more like a one page summary. Yeah. Their their large thing even the executive summary is like nine or 10 pages. So it's >> there was one. Yes, there. [laughter] Yeah. Well, the first group I've met some executives summary. Then you go to the plan. >> That's not executive summary. >> Yeah. Yeah. It's not the one page exum that we often are used, >> right? >> No, >> you're asking for us to pass this, aren't you? >> Was that a motion? >> That's correct. >> I will move that >> we approve the 2025 RPS safe routes to school comprehensive plan as presented. >> I'll second that. We have a motion by director Spencer and a second by Director Liss. I'll ask clarifying question just to get on the record again. So all we're doing is saying, "Yep, the plan looks good. Yep, it's well thought out. Yep, it's been reviewed by Brietti and it'll be used to guide our direction going forward." >> That is correct. This will guide future recommendations for fixes. >> Okay. Thank you for that. Any more discussion about it? If not, we'll bring it to a vote. All in favor of the plan, please say I. >> I. >> All post, please say nay. The chair votes I. And we have an approved safe routes to school comprehensive plan. Bring us to change order number one for RHS toilet room renovations. It seems funny kind of coming off this detailed wrote a school plan. >> Yes. And so this is a net increase of $20,000. So as they are doing the work, there was some added uh demolition scope. Um there was also then a roof hydrant that is needed and then some additional duct replacement. So very small addition, $20,000 to a $728,000 project. Um it brings it up to $748,37082. The detail is in the packet and these are just sort of the gritty details of things that were added after the analysis was done and were and were slash are required. With that, we have it for you for recommended passage unless there are any questions. >> I'll just note it's it's amazing we found items that don't require abatement. I thought that was that was change order one on everything we did. You swing a hammer in any of these buildings. The first thing you do is hit asbestous. >> Correct. >> So we we must be making progress on that. >> All the asbestos has been taken out from >> Not all but but enough of it. Right. I I'll move the change order as presented. >> I'll second it. >> We have a motion by Director Paul and a second by Director Spencer. Any discussion? Pretty straightforward. Bring it to a vote. All in favor, please say I. >> I. >> I. >> All post, please say nay. Chair votes I. And we have an approved change order for the RHS toilet room renovations. Bring us to the next one. Education Richfield Collective Bargaining Agreement 2025 and 2027. >> Yes, I'm excited to bring Director of Human Resources Michelle Axel up to the table to push that lovely little button and turn it from red to green to share with us the exciting news that we have come to an agreement and successful passage um upon your vote um of a contract with our largest bargaining unit at Richfield. So, with that, I'll turn it to Michelle Axel to take it away. >> Thank you. Good evening, everyone. I'm excited to say that I'm here to recommend that the board approve the proposed master agreement for the teachers unit for 25 through 27. I just want to first say thank you to the education richfield negotiation team members. I want to acknowledge Craig Holy and especially you all as board members for staying so actively engaged um throughout the whole process. Thank you. I just want to highlight a few. You can kind of scroll up if you'd like to just highlight a few um changes first around the salaries. And for the 2526 year, the salary um the base salary, we'll see an increase based on uh individual cell adjustments that range between 500 to 2,250 across the schedule. For that second year we do across the board a increase of 2.5% across like I said all those cells. In addition in terms of salary our co-curricular schedules we'll see a 2% increase that year one and two and a half% increase year two. Let's just move on to the benefit side of the world. And um we agreed to increase the district contribution for family insurance. And that was increased by $200 per month, bringing it to a total of 1,600. And that year two, the 26 27 year, an additional $100 uh district contribution to family insurance, bringing that to 1,700. The VIBA will see an increase in year two across both the single and family plans of $250 annually. That's detailed there. And then when you scroll all the way down, you can see uh we've also agreed to a large number of language items um which you'll see additions, changes, clarifications across the board. What questions do you have before I request um board approval? you know, we're hearing all this stuff about the health insurance and prices going up. Is that going to affect us at all? You know, our premiums? So, yes, we have seen consistent growth in our premiums, which comes out of the insurance advisory, which uh Mr. Polus is very much shaking his head. This is why you'll see in there an increase to the premium and support for insurance for our staff members um which is agreed to in this contract and and tends to roll in in many of the contracts. There is so being self-insured we have had historically low increases um year-over-year over year those have begun to grow and we are now looking at some larger increases as the entirety of insurance really escalates quickly upwards. >> Okay. So we are going to it's >> we absolutely will feel yes we will feel it and the and and our employees will feel it. It's there is no it is systemwide. It is not unique to Richfield is >> well no that's I mean I mean it's gonna hit everybody. >> My day job tells me that it's hitting every employer everywhere. the check >> and we have been very fortunate in selfinsur not been keeping pace in terms of the cost of it with others and now >> we correct we we had a number of years of very steady like no additional >> need for increases the last four years have probably been noticeable to to the employees for the increased share of costs that they bear um and noticeable to us as a district that the total cost is going up also Okay. Thank you. >> And will be notice noticeable to anyone else who's not covered by that to uh for your employer and your employer and your employer. >> I think you're set. I might be set. I' I've I'll just uh mention the great appreciation for the team, both teams from the district and also from the the education richfield uh for just how how quickly and diligently and seriously they went about and just knocked out what could be a very complicated thing really quickly um without without lack of diligence. It's just really quickly understanding where you know where things sit and and so great appreciation for sort of uh managing the expectations of both sides. So >> with that I will move the contract as presented >> second. >> We have a motion by director Paul and a second by director Cole to approve the education richfield collective bargaining agreement 20 years 2025 to 2027. Any more discussion? exciting time. We'll bring it to a vote. All in favor, please say I. I. >> All post, please say nay. Chair votes I. And the education richfield collective bargaining agreement for the years 2025 2027 is approved. I had to double check and make sure there wasn't a resolution. >> Thank you so much. >> Yes. >> Thank you for all the close sessions. >> Nope. Not tonight. >> Not like >> last. That brings us to donations. >> All right. So recommended the board accept the following donations with gratitude. The RHS music department received a donation of $937.50 for band from the American Online Giving Foundation and the RMS music department received a donation of $937.50 for band from the American Online Giving Foundation. So thank you to the American Online Giving Foundation. The RPS Indigenous Education program received a donation of books valued at $400 from WOW AJ Press and Foundation. The RPS Indigenous Education Program also received the following donations. $100 from Tequa Lifefield of Egan, Minnesota. $100 from Cara and Corey Lee of Lancaster, Pennsylvania. $100 from Melissa Walters of Shakipi, Minnesota. $50 from Wilson Shodau of Minneapolis. $50 from Jim Walters of Park Falls, Wisconsin. $50 from Alex Paulus of Minneapolis. $50 from Drew Gibbs of Minneapolis. $50 from Zack Weaver of Minneapolis. $50 from Beth Schlaggel of Marquette, Michigan. $50 from Jennifer Libra of Minneapolis. $40 from Deary Sam Thornnehill of Maple Grove, Minnesota. $40 from Paul and Beth Schlaggel of Marquette, Michigan. $25 from Eve Borenstein of Minneapolis. $25 from Melissa Goodsky of North St. Paul. $25 from Teria Albud of McGregor, Minnesota. $25 from Sophie Teller of Shawano, Wisconsin. $25 from Sheay Crow Feather of Lawrence, Kansas. $25 from Zachariah Redbear of St. Paul. $25 from Melanie Urick of Pier, South Dakota. $25 from Waban Coppenman of Minneapolis. Going on to the next page. $20 from Anita Loveace of Minneapolis. $20 from Grace Lans of Stillwater, Minnesota. $20 from Summer Baldwin of Blackfoot, Idaho. $20 from Jamie Mason of Richfield. $20 from Joe Rainey of Onida, Wisconsin. $20 from Leela Abramson of Fort Hall, Idaho, and anonymous donations totaling $45. So, we thank you for those very generous donations to the RPS Indigenous Education Program. >> Great night of donations. >> Absolutely. >> I'll move that we accept the donations with gratitude. >> I'll second that. We have a motion by director Paul and a second by director Liss. No, you beat her. Uh to approve the accept the donations with gratitude. All in favor, please say I. >> I. I. >> All post say a. The chair votes I. And we accept the aforementioned donations with gratitude. Next that brings us to advanced planning in the legislative update. All right. So we have a couple of things. As we pointed out, eight days from now there is an election. There are three candidates in a nailbiting election. Um, Kelly Dennis is running for election. Haley Tomkins is running for election and Eric Carter is running for election. So, we will know those results on the evening of a week from Tuesday. Um, and then the board will be back to canvas that election on November 10th. Um, assuming those are the three candidates elected, um, we will then have, uh, I believe two more meetings remaining in December with board members Rachel Banks, Cupcho, and Tim Palace, um, whose terms will be expiring. And so that is something important for us to know and to recall. Uh, and then the Department of Education um, from the state of Minnesota did publish an analysis of the federal funding for each of the schools across and school districts across the state of Minnesota. Uh they estimate us at approximately $8 million from federal government investments. Uh $6 million goes into supporting academics, health, safety, educators, schools. Uh $2 million goes into school lunch. Um and so I'm not suggesting that all 8 million of those dollars are at risk um given projections, but that is the entirety or about 9% of our total budget comes mostly indirectly through the federal government. meaning we get reimbursement for meals, we get reimbursement for special education. So most of those come through indirect dollars. Um there's a small amount about a million to a million and a half title one and a couple of other areas that are direct funding to Richfield Public Schools. >> So when we look at our budget and it says like one half million dollars from federal and a huge chunk from the state, there's additional federal dollars in that state funding. >> Correct. there's money that goes to the state and then comes to us through reimbursement. Um and so that is that that is that large correct. So that is just for the board's information uh that again that was sent out by the by the state of Minnesota and so just bringing that to people's attention and that's all I have for the legislative updates. Any more questions about that? If not, that brings us to information and questions from the board. >> I have one wondering um and it's related to probably the legislative update as well. Um we're hearing news this week that SNAP benefits may be on pause starting November 1st and I'm nervous about kids getting food. I know we provide in the state of Minnesota breakfast and lunch for our kids in school, but I know that next Friday, as an example, there is no school. curious if there's any initiatives or ways that we're helping to support our students that um have a greater need for SNAP benefits. >> Yeah, we do work with um Sheran Story and a number of partners um to distribute food and to support the distribution of food. We are aware and are looking at ways um to support distribution um to the extent that we can. We already do send um food home at times before breaks um for students and we're looking to see if there is that impact um as we move forward. But it's definitely a time for for concern suggested future agenda items. Then if not that brings us to future meeting dates. Uh the next two board meetings will be November 10th, again the 10th and uh December 1st. Um I'm just checking out curiosity because I was curious when the last one in December is. Do not see it on the calendar. I just >> 15th. Should be the 15th. Yeah. >> I believe it's 15th. You're correct. >> See, in case you're counting, >> November 11th is Veterans Day. So, thank you for acknowledging that. >> Thank you for pointing that out. Um and again the the public comment will be on the 10th and then the 15th. >> It'll also be on the 1st. The truth and taxation meeting >> has public comment for those who wish to have comment specific about the the taxation issue. Yes. >> Yeah. >> And I I note I regrettably I will be absent for that the the truth and taxation meeting. >> You are welcome to dial in. >> I I will see if the calendar allows it for my location. >> Sounds fantastic. But I thought that was your favorite meeting of the year, >> right? >> It's it's a conflict because it's my my day job favorite meeting of the year and and my >> my other job. >> It's a top 24. >> The struggle is real. >> It's definitely a top. >> Struggle is real. >> With that, I'm excited to say it brings us to the last item, which is adjournment. Um, as this item does not require a full vote of the board, I will officially join the meeting at 8:39 p.m. All right.