Bam. It is 7 p.m. on Tuesday, January 20th, and I call to order this regular meeting of the Richfield School Board. Attending this meetings attending this evening's board meeting live and in the boardroom are board members Tomkins, Paula Cole, Kenless, Kirk Spencer, and I'm board chair Eric Carter. We're joined by student representative singular [laughter] Dia Breenriidge. Also at the table we have superintendent Steinowski and assistant to superintendent Cassandra Quam. Other members of district leadership are in attendance and may be participating throughout the meeting as well. Richfield Public Schools mission is to inspire and 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 us all of you joining us here live and in the boardroom because we had a party tonight. Um, we also want to thank those of you streaming the meeting or watching it after the fact via YouTube. We appreciate when people bear witness to our meetings where we conduct the necessary official business of the district. Our first item of business this evening is approved the agenda before us. As approve of the agenda is routine business, I'll briefly pause there any comments or questions related to the agenda. Hearing and seeing none, >> I move that we approve the agenda. >> I'll second. >> On fire tonight, we have a motion by director Spencer and a dire director Les [laughter] and a second by Director Cole. Thanks for the the assist there. All in favor, please say I. I. I. >> All post, please say nay. The chair votes I. And we have an approved agenda. No speakers tonight. Uh tonight is a night uh we next is information proposals. Um we normally have uh an opportunity for public comment but nobody has signed up tonight. Um as such I'll remind everybody that um we have public comment on the second meeting of each month which will be next meeting will be Tuesday, February 17th. We have another Tuesday meeting um at 7 p.m. Instructions about how to sign up can be found on Richville Public Schools website under about schoolboard public comments. Now over to Superintendent Yowski for the superintendent update. >> All right, three items on the superintendent report tonight. Um we'll wrap number three with midyear review of board goals. Um I will be giving an update in the second part on temporary online and other supports that we have been implementing. And the highlight is obviously presentation one with um director hire um actually assistant principal at STEMHire who also takes on our extended learning director jobs and some of our afterchool partners and spectacular students. So take it away Mr. Hire. >> All right. Well, we are so glad to be here tonight. Uh thank you for having us. Um, yeah, and I get the distinct pleasure of working with our extended learning programs here in Richfield. And tonight I'll go through a little bit of a program update with you all. Um, there's some extra information in the board packet as well. Um, we always start off with a little bit about why extended learning um, and some gratitude and then we've got our lovely friends from the middle school to give us a program update from there and then we can take questions at the end of that. So, Here we go. So, uh, why extended learning? Um, first of all, just to reduce opportunity gap gaps and then to continue to work on whole child development here in Richfield. Um, it's a place where students get to, you know, strengthen those academic skills and they also get to explore things that they might be interested in. And, uh, we're just excited to be able to offer programs like that here at Richfield Public Schools. Uh, gratitude. Um, our mantra, you've heard this before from me, is learning never stops. And it never stops for us as adults, and it never stops for our students. It doesn't stop um during the school day. It doesn't stop inside the school walls, as we're finding out, more importantly these days, and it doesn't stop um for our students when they get to come after school. And so, um yeah, that idea of learning never stops is just really central to what we do. And it doesn't happen without the work and the dedication from um all the people that help put it together. So that includes families, that includes our custodial staff, that includes all the partners that we have, volunteers and teachers here at in Richfield public schools. So just a moment of gratitude for all of them. So now for some updates on our programs this year. Um it's been a a challenge. It's been a challenge in funding this year. um federal freeze of 21st century grants um made it so that at Centennial and RMS uh that funding was eliminated and so that made it hard for us to move forward although we've been able to do that um at the Richfield um high school site um same thing the funding wasn't there but they came through with private donation with the YMCA partnership to be able to continue our programming at the high school. Um, and at the same time, our Best Buy, the Best Buy presence at the at the Teen Tech Center is stepping back a little bit, but they've been able to fund us through another uh 12 to 18 months and continue to work with us to be able to secure more partnerships in that arena as well. So, to sum that up, it's been a challenging year funding wise for us in extended learning. Uh, that said, we've been able to maintain access uh through collaboration. It's all about people working together to make these things work. Um, and we've come together in lots of ways, um, despite all those funding challenges to make programs at every school. Um, we continue to work with our community partners, as we talked about with the YMCA and the Boys and Girls Club as well. Um, continuing to want to work in Richfield and so they found a way and we found a way to work together to maintain programming for students. uh staff have been flexible, partners have been flexible, then we've been creative in order to make sure that students get uh those opportunities uh here in Richfield. So, with that said, the programs that we have um in Richfield this year, uh we have Dreams Academy at all four of our elementary sites. Uh previously, we didn't have one at the Centennial site, um which with a beacon site there before, and so this year we started a Dreams Academy site there, uh being able to have staff from Richfield, um to be there for that program. Um each one of those has a little bit different flavor. Uh, and you saw that last time at the last board meeting with um, Principal Kelly Woods. Uh, each one has a little bit different flavor. Um, at the middle school, we have ETH hour along with the Boys and Girls Club and the Teen Tech Center. Um, and they've been there um, working with that middle school hub idea that we've started over the last couple of years where the Boys and Girls Club takes the lead role on that and they're going to talk to you a little bit about that in a little bit. And then at the high school, we have our credit recovery program as well as the YMCA run beacons program here. Uh that has really stayed um pretty much the same. Students don't see it much of a change there even though the funding in the background has changed a little bit. So some of the positive things that are happening uh just a few of them this year for extended learning. So, elementary sites, like I mentioned, we have uh Dreams Academy sites at all of our elementary schools. Um with a priority on that Centennial site, getting that up and running this year. Um we continue collaboration with um partners like the Minnesota Cycling Center at the STEM School where you saw last uh time where we've we've got uh Wheels of Discovery where students get a chance to do learn about physics and also get a chance to ride their bikes around Richfield. Um, and then the first year of the STEM aviation club, which is super exciting for us at the STEM school. Um, and at RDLS continuing with some multi-age classes where students get to work together um after school in in that different environment where they might be able to mentor somebody or also learn work some on some skills that they um need to work on as well. uh at the middle school, even in the face of big cuts, uh the Boys and Girls Club staff are able to provide programming and continue to support that um after school hub at the middle school. And then a big shout out to the middle uh the high school Beacons program uh which won the flagship Beacons award at the 25 uh 2025 annual Beacons award breakfast. Uh that was a huge uh moment for them and they're doing great work here at the high school. um we were able to showcase that last year um at this same board meeting um for the high school. So what uh is coming to for the future um for extended learning. So we're going to going to continue to work really closely with our with our stakeholders as Best Buy departs um from the middle school. Um, but with that funding that is there to help us uh maintain that transition period, we're going to be working closely with our partner at the Boys and Girls Club to see what kind of programming we can continue there after that um funding uh sunsets. Um alongside of that, we're pursuing other funding opportunities. Um 21st century grants may be a thing this year, and if they are, we're going to be looking at those and wanting to go after that. um increased recruitment of Richfield teachers. We know that when we have both Richfield teachers and strong partners, then we are able to have a really strong program for our students. And so that's really important to us to continue to increase um Richfield teacher participation. Um and then we want to work on refining our Dreams Academy programs. Um there may be some that go a little bit more on the activity and enrichment route like we saw at the STEM school or there may be some that are working a little bit more on that multi-age piece like at RDLS. So those two programs are ones that we might refine for Sheridan Hills and uh Centennial as well. And then just that continued commitment to our strong partnerships um with the Boys and Girls Club with the YMCA and with others. Um, we know we have other partners that we've had in the past and ones that we might see in the future as we continue to work um on finding ways to make it happen for uh the youth in Richfield. Um, all of that for that goal of having equitable access to high quality extended learning for everybody in Richfield. Um, yeah. So, those are the updates from my from my end and now we get a chance to hear from the middle school. >> Yes. Sorry. Hello everybody. My name is Christian Hampton. I'm the program director uh for the Boys and Girls Club at the Richfield Middle School. I also help in supporting the to coordinate the afterchool programming that comes through the middle school with our uh middle school hub. I'm here with my students Miam, Rocky, and back here we have Jefferson as emotional support. and I just I'm just here to tell you a little bit about uh the what's going on in the middle school and then give the stage over to some of my students who wanted to share about what after school means to them. Um so getting started we have we have some numbers for you. The green the blue number you will see is our total attendance. So that's any programming that comes in the after school. Um we are averaging I believe if we go to the next slide it'll tell the exact numbers but we're averaging about 91 students coming through the afterchool program on a given day. that can be through a myriad different programs. Uh right now the programs we have we have boys basketball, girls strength training. Um we have our tech center, there's origami, newspaper, knitting, improve your tomorrow which is another one of our amazing partners. Um eighth hour and then tennis through the Fredwells department or Fred Wells Center. Um coming soon here, I'm sure theater will be returning and last year I don't know if anybody got to see Annie, but it was pretty amazing. So I definitely recommend. I hear they're putting on a great show this year. Um we in the Boys and Girls Club alone, we are serving about 23 students um just because of reductions in [clears throat] funding and staffing. That is significantly lower than we did last year, but we're still um our commitment to be there is unwavering. We love this school. We love Richfield. Uh I love this u particular I was talking to my students just now about how blessed we are to have such a wonderful school district to work in. If we keep going, we can see uh what the tech center looks like. We did actually just get our $10,000 award from Best Buy. Okay. So, even though they are sunsetting their um overall funding, we did get a grant which we're using to expand the technological uh offerings we have to our students. We're purchasing new 3D printers. We're trying to get our esports team up and running and we're buying drones so we can use that beautiful field in the back for students to train new skills and to have fun and learn new hobbies. Um we're uh really excited and I think our students are really excited of all the new offerings that they have. Um so we've gone on a couple adventures uh this year so far. The first started with our Emerson our trip to the Emerson campus where students worked with their executives there to build robots as well as understanding how marketing works and how a product goes from conception to creation. Uh we've held our second annual loia event where we do loia based on what students see in the school and uh parents and families got opportunities to win different prizes and just kind of connect as a community. Um we did our kids can give holiday event which is sponsored by um Toys for Tots as well as the Boys and Girls Club where students got to come in and get presents for their families. We think it's a wonderful thing for students not to just uh get to get the presents but also to be able to give them and participate in that love. Uh, and then we got to go on a trip to the Minneapolis Institute of Art where students um learned the cross-section of mental health awareness as well as what the amazing art opportunities are in Minneapolis. Um, looking ahead for the spring, uh, we have a video game contest that some of our students here are actually working on where they're uh, participating in a STEM jam where they're creating a video game. Um, it's secretly propaganda to try and get them a van from the Boys and Girls Club, but I won't tell you that. Um, and we're also, uh, we have one student who came to me a couple weeks ago who wants to do a studentled silent auction where he wants to raise money for, uh, his school and for different, um, different things happening in his school. So, we've got lots of exciting things coming up this year. Um, so, as we mentioned, the learning never stops. I think, uh, from here, I'm going to pass it over to uh, my two students here who wanted to share uh, what after school means to them. Good evening. My name is Miam and I have been to a store uh a board meeting before. I'm in sixth grade. I'm here with one of my closest friends. Applause, please. [laughter] Um today I'm explaining why after school is important to me. First of all, Boys and Girls Club is not just a club. It's a community where where people are supportive and welcoming. There are some shy people. Boys and Girls Club is a place where people have a voice. We share about our weekends and our days and that's that's the time where people who during the day don't talk can share about their day. Between classes, I I start thinking what I should do there. There are so many things to do. One thing I love about Boys and Girls Club Boys and Girls Club. Oh my god, I'm stuttering so much. Okay. Um boys and glares club is you can build so many skills. I have built many skills like sewing and crocheting etc. It is amazing. It is amazing community and if you need help on homework they will help you. That's why that's helped me so much. This is not just a club. It's a community. Thank you for listening. Any questions or comments? >> Phew. That was fast and great. Let me first I say good job. Always [applause] impressed when we get students here. >> Good evening. My name is Rocky and I'm in sixth grade. I am here today to talk about how good the Boys and Girls Club is. Boys and Girls Club is good because with everything going around in our community right now, Boys and Girls Club makes kids feel safe, loved, and cared about. >> Good job. [applause] >> Always love to see students. I'll turn it over to the board. >> Question, comment. Hi, thank you all so much for your work. Um, it's so fun and energizing to hear about the ways in which y'all are keeping great things happening even in the face of a lot of change. Um, and I have a question for our student leaders who are here. Um, a question I have is how does going to after school, right? Going to Boys and Girls Club, going to these other things, how does that or does it change the way you like think about school, the way you experience like school, right? You have school and you have after school, but does being an after school change your experience as a student in any way? You know what I mean between [clears throat] those two worlds? What do you think? >> Um, my opinion is what's it called? Um when every time when I come to school, I'm usually so tired cuz I have siblings. They scream every night. Um I'm I'm really tired when I go to school, but then um I start thinking about after school and that makes me like hyped up and then like I stay up during class and then it just helps me a lot just thinking about what's um what's going to come after my day. Um um um it helps me um um because um [snorts] um >> what do you think about after school during the day or before when you're going? Imagine you're on your way to school and you're thinking about school and you're also thinking about after school. Does that make you think about anything? >> Um I get excited to go to after school because we learned so much fun stuff there and um they teach us um a bunch of different things and they help us share with other people a lot and it's fun to be there and talk to different people. >> Thank you. >> More questions or comments? >> Yeah, I got something first. Where did you guys go to elementary? >> I went to STEM with Mrs. Woods. >> Um, I went to RDL. >> Okay. So, you were next door to each other. >> Um, have you is there any plans to start a robotics team and maybe an after school? You want to talk about Rich about the middle school and then I can talk about the rest of the issue. >> Sure. So um at the So at the middle school we have actually when we went to Emerson they did donate several um robotics kits to us and it's actually these were two of the people who went there um with us. So we do have robots that we've been building and and ex um experimenting with in a specific team. We don't uh we haven't had a whole lot of interest in that specifically, but it's definitely not something that we've said no to. >> Okay. Go ahead. >> Oh, I was just going to uh say that at the elementary level, we have uh some schools have Lego League as well. [clears throat] So, they participate in that where they work on some robotics activities. Um and then we've had another partner in the summer um with Dolores Works who's brought in robotics team from the Egan area. Um, and they've been working on us to think about a grant for a robotics team for the elementary levels as well. >> Okay. >> Because it seems to be just getting more and more popular and I mean it's big competition. It's big. It's big. Okay. Um, one of my questions was you're getting all this cool stuff from Best Buy and now they're going away, but it sounds like you've have new people in the in the in the pipeline. So, >> yeah. And so, uh, the Boys and Girls Club has been our biggest partner at the Teen Tech Center, even though it's Best Buy's name on the on the front. Um, the Teen Tech Center has put, uh, a lot of money together to bring the staff over. And so with um Christian and the other staff over there, uh the Boys and Girls Club is committed to continuing to partner with us in that uh whether it's finding uh national dollars that they might have or dollars that we can bring in with other partners to continue that work even after the funding um in a in a year and a half is um sunset. >> Because when I taught there, the tech center was cool and that was years ago, a few years ago. And um I just would hate to see it go away because you lose your your sponsor. Finally, get that eighth grader to talk to us cuz I might have some stuff for a silent auction for him. [laughter] >> Absolutely. >> I mean, you know, it's I >> I will send I'll absolutely make him send an email to the school to the school board because that's what that's one of our things is we like the students to reach out. So, um he'll you'll look for an email from him >> and send us your event. >> Might actually bid. >> I want to come. I want to come. Yeah, >> absolutely. >> Something that Christian hasn't mentioned is their whole leadership idea that they keep working with our students in the in leadership roles and that's just another example of you know the students going to write the email to the school board so they can get that experience of doing those kinds of things too. >> That's it. Thank you. >> Um I'm curious about some of the statistics you have about your average daily attendance and peak attendance. Um, is it is it the same kids that are coming most of those days or like do you have a sense of like what percent of the middle schoolers over the course of a semester or a year partake in the activities you guys have? >> So, I can speak a little bit to that in regards to specifically the um the teen tech center because we have more um tracking around that in regards to the peak numbers the 91 depending on what uh activities are going on. So, we'll have different sports seasons happening. So during basketball season, we will see those same students signing in every day. Um same thing with while theater is going on, newspaper, we'll see those same students. In regards to what amount of the uh the population of the middle school, we've interacted with I can't say that in regards to the different teams. In regards to the tech center, we've interacted with 116 unique students. Um that I can tell you. uh as the average day uh the average student we generally see the same 20 23 students each day. Um if every once in a while we'll see new students and we're grow as we grow and we we find our place in this new staffing new funding era. We're gradually seeing more and more students. We're also seeing more of a trend towards students coming on oh this student will be here on this day but not this day and this day and so we see a little bit of a shift in that way. >> Okay. If it's appropriate, I can answer a little bit more detail around that from my Okay. So, um, we last year in the middle school, we served between three and 400 students, unique students. Um, so probably >> almost half. >> Yeah. So, right around there that we like saw at least a couple times. >> So, Yep. >> We You said we >> Yep. So, that's beacons. So, I work with beacons. So, >> one half head off. >> One hat. Now, I'll take that off. [laughter] Put my board hat on. Okay, >> that's good. Um, and then remind me, is there transportation after? >> Unfortunately, there is not. So, the transportation was covered by the 21st century grant. Um, [clears throat] >> that is part of the reason why you see such a stark reduction in the amount of students that we have this year is there's several students who um they come to me on a daily basis and say, "Uh, is there transportation yet?" Um, and I say I I we don't have it right now. And so even even going beyond uh the tech center, there's students who can't join the sports programs who um can't we had students who just came for the dinner we pro we provide Monday through Thursday and they can't come because they don't have a ride home. >> Um so transportation is a big component of why we can't serve what we have in the past. >> Great. And students, thank you so much for sharing today. you're so awesome. Uh, and I know middle school is a tough age. Um, and I'm very glad that you have found that support and that you have found uh each other as friends and I look forward to seeing all of the great things that you will continue to do. >> Thank you. >> Thank you for being here. Looks like it's me. Um, definitely thank you for being here. Great job in presenting. I always love to hear students and I think the the cheat here is that it's like you bring students so I don't ask as hard of questions and that's I have to change that tactic. Um, I do have questions though. Um, when did we win the beacons award? So the high school beacons >> the high school beacons award was at the um beacons award breakfast and I believe that's in October. >> Um so that was for the 2025 school year. >> Check. >> And then the year before that the principal of the or the the partner of the year was Jonathan Hire just to highlight that we've had Richfield has been taking awards every year. Good job. [laughter] >> Is this statewide or national? >> It's regional. So, Minneapolis, St. Paul, Richfield. >> Okay. >> Um, any idea how much the 21st Century Grant was? >> Yes. So, Oh, you I mean, you know, exactly. Um, it was um near $800,000 um of funding >> per year. >> Yeah. near 900,000 a year. Um, and that was supporting the the Beacon Center at Centennial and the middle school and the high school along with transportation for Beacon stuff as well. >> Eric, did you quietly just put your wallet away? >> Yeah, I did. I was like [laughter] I was gonna wow, it's um Well, yes, [clears throat] make sure I'm clear. Yes, I did. Um, and I guess the question specifically then is how much do you know how much transportation was? And the reason why I ask is that I think you know, let's call it trying times, right? Um, and how as a community can we give back? Because I think like when I when I talk to other community members, we always kind of say it's like again, maybe it's a couple hundred bucks, right? Different than 800,000. Um, but if a couple more people give a couple hundred bucks, how much do we need to get to to get transportation? and maybe we can get more people to participate. And I I don't know, at one point we talked about um trying to queue up different asks, right, so that we're not kind of making all asks to different companies, but understanding what that number is and kind of a broken down 800's a big number to get there, but maybe 10,000, right? We could get to if that's what it means for transportation because I think this is a good program. So you don't need an answer now, but if you could get back to us, it'd be great. >> Yeah, I think we do have numbers around that. [clears throat] I don't have them right in front of me right now, but we will get back to you. >> That'd be great. Um, so I heard you say different dates um between 12 months and 18 months for Best Buy to leave. Um, so do you have an exact date? >> Uh, the the reason we don't have an exact date is just because of their fiscal year. >> Okay. um for you know Best Buy, they might be giving that award to the the [clears throat] Boys and Girls Club during this fiscal year and then they may need to spend that down in this fiscal year versus the 18 months. And so that's where that um 12 to 18 months idea is there, but they told us 18 months is what they're committed to. And so working with them to make that um you know when whenever the contract or the um the grant is written for that to make sure that it stipulates that we can use it for 18 months is what we're pushing for. >> Okay. Um I guess I'd like to hear on that. I mean we talk about their fiscal year. It's uh 12 months sounds like you're going to hit their fiscal year. 18 months sounds like you'd hit two. So but I would just be more curious about that date. >> Right. The the biggest thing is we keep the materials, we keep the room, all that actually disappears is the Best Buy funding and the Best Buy signage at that point. So it's they are being generous in these are Richfield materials. >> Um and so uh while them pulling out is a significant blow, the federal freeze of funding and the federal expiration of a $900,000 a year grant um is really the biggest challenge. Um, and a good time to share just and I just want the board to hear our acknowledgement and appreciation for Beacons and the Boys and Girls Club. The funding is gone and they're still here. >> Um, and so when we think about the things that we're providing or not providing, um, they have found ways to be able to stay despite a gigantic grant being frozen at the federal government level, not spent out um, in communities, shutting off any of support for that. And Beacons Boys and Girls Club has still found a way to be here. And so we're very appreciative of the partnership and very appreciative of the work they do. >> Definitely. Um when we uh so when Best Buy departs, the hardware will remain so we don't lose anything as a result of them going other than the signage. Um dumb question, but are we considering rebranding? Well, the the biggest challenge we're focused on right now is trying to keep Beacons Boys and Girls Club in our system when their money gets more scarce. Um, we without additional grant funding, um, I mean, I'm not going to speak for them. I think it's going to become more and more challenging for them to stay. >> Um, we have a great partnership. We work together really well. We can find ways to cover what needs to be covered and support things. And I'm more worried about the humans from Boys and Girls Club and Beacons that support the we're just going to call it the future physical space that houses a tech center >> there, >> right? The current Best Buy teen tech center. Um, and all of the programming that those people and that that group provides. Um, I'm most worried about that long term. >> And then if there's a way for us to help, right? I mean, just Yeah. Um, so we do, so we also get some generosity from the Beacons Boys and Girls Club in grant writing and they are very successful at that and we work with them and we are very gracious um and thankful for their help. Um, when the federal government freezes all 21st century grant funds and multiple other funds to both the country but the state of Minnesota, um, it makes it extra hard. So we are working with them um to remain their I mean I won't speak for them. we'll say one of their preferred partners, one of the places they like to work, um because of how much we like them. Um and trying to work with them if there's ways we can partner on other grants if the federal government can't come through to to just continue that on um and being willing to flex um in well, it may have looked this way and and this is what I think you need to hear. what it might have looked like last year was because $900,000 we're talking about this year is the money they've brought to the table to keep to to keep things going to the extent that they can. Um, and so we're trying to do what we can similar with them. >> And I would say it was really encouraging to be on a call with them last week with their fundraiser, their national fundraiser, and them saying, "We're going to go out and try to look for ways to make this continue." um starting now so that we're ready when we need it. >> They being beacons >> uh beacons boys and girls [clears throat] club. >> Yeah. Yeah. >> Yeah. >> Fantastic. And then there's anything we can do. I mean showing support. It's um I think to echo Steve's comments, right? We appreciate them staying with us and and helping to support and all the work that's been done. >> I invite you to come down to tech center someday. Our kids will give you a tour. Um, I'll specifically volunteer Jefferson [laughter] of the tech center if you come uh come down and just uh kind of explore. It's a really fun place to be both for students and adults. So, come by, 3D print something for yourself and uh learn some of the skills the kids are learning because it's a it's a fun place to be. >> Have to put that on the calendar. >> Jefferson, will you be there on Thursday after school? >> I [laughter] might stop by >> again. You're just volunteering. I like it. Uh, any more questions? Again, great job. Thank you guys for coming in. >> Thanks. >> Thank you. Thank you. Appreciate you. >> Thank you everybody. >> All right. So, um, you may be aware that we have begun um, our temporary online uh, program, but also wanted to just provide that update of where we are. And we'll call this um just affectionately we'll call this version one. Um so version one of our temporary virtual online program uh because where we were a week ago we didn't know how many students would be interested. Um we didn't know um basically the capacity of our system based on um what can we allocate based on what kids and families want and what our kids and families need. And as you know and you all set that vision um our job is to respond to the needs of our families. So it actually started with some additional safety protocols. Um so we have excused absences um through now um for students who don't feel safe um and families don't feel safe safe sending their students to school. Uh we are in the process of updating that as we've launched our online program because now we are providing um our temporary online program. All of our office staff are trained on what to do if officers attempt to handle to enter the building and our bus drivers have received the same type of training. Um, additionally, we have added um adult volunteers to our most vulnerable routes and areas where we have uh significant concerns. You may also notice as you come around our schools, there is increased presence. Uh, while we have staff outside, we also have been partnering and working with community volunteers um who are supporting additional support and supervision outside our buildings. Uh, we paused our field trips. Uh, we are working on restoring the ones that we're going to call private to private. Um what private to private means is that schools are private spaces that you cannot enter without permission. And so schools are safe pa places. So we can go school to school. So sporting events are still going on school to school when our field trips go out into the public. Um there is not necessarily the capacity to support supervision um if federal officers were to show up. Um and so we don't want to put our students in that possibility of a situation. We also don't want to put our staff in the possibility of a situation where they have to decide, do I want to get in between armed officers and children. Um I think I know what our staff would do and it is our job as leaders to not put them in that situation. So we've paused that while we figure this out. Um and we're working our way through um trying to creatively find ways to make different field trips private location to private location that might not have been in the past. Um so seeing if there are private doors to a private space that our kids can come off a bus onto and seeing what we can do to make sure that that people are safe. Um and then uh we've been working with um a load of our team to assist our students and families who might need some additional mental health or emotional support um because these can be trying times. Um we can read online of some of the challenging things that are happening in our community and happening in communities across Minnesota. So those are all the safety and support things that we have put in. Uh we are also now working on a transportation expansion. Um and so there is a board policy that talks about who we must and the distance of what we must transport. Um but now that we are aware of um reduced um ridership um over these past weeks, our team is now working on um looking at capacity of buses and working very diligently and very quickly to temporarily expand bus services and temporarily but expand our bus zones. For example, uh right now we had come into this school year with the capacity to transport students living um high school students who are outside of the two-mile range. Um given the drop in ridership, we're looking at options to move that in uh to the extent possible. Basically, what we're doing is rerouting our routes. Um and that'll happen over the coming couple of weeks. um but as quickly as possible to basically make sure that we are filling up our buses uh to the extent possible at all levels. >> Can I ask a question on that? Yeah. So we are seeing a drop in ridership before things start to get crazy. >> Um so December is when we saw that drop in ridership. So ICE became present in our community. Then uh we have historically if you look back at our data we have approximately 10% of our students absent on a daily basis give or take. um it went up um approximately in December to closer to 25%. Um and then there are days where things have happened like there was a local incident that was very widely publicized at Richfield. Uh we were over 40% closer to 50% in some sites absent on that day. Um and so trying to figure out um and that has been part of our process of trying to figure out who and how to uh run our temporary virtual online program. So you're you're not trying to understand the length of time that you think the temporary transportation expansion could take place. >> I wish I had that answer because then I would also be able to tell you um [clears throat] what our virtual program would be in terms of an actual end date. So our what we're calling version one um or what we have launched is running through um the 13th of February. Um and so we're doing what we are able to do. Uh so we're offering a temporary 4-week program. Um after a couple weeks, we're going to reassess. And so we're going to try to see what is presence, what is safety. Uh we are allowing kids to flex in and out. And so if there are kids who feel safe all of a sudden and start wanting to come back to school, we're going to be welcoming them back. If there are kids who are no longer feeling safe, we're working on the flexibility to have them out. Um and so this this next few weeks is going to see is this a stable group? Is this a stable set of numbers? Uh what are the things that we can do? And if this is something that looks like it could go the entire school year, uh then we're going to have to work on the pretty significant adjustments to do this at full capacity for the remainder of the year. We just don't know, unfortunately. Uh it's also important to note that this is not e-learning. So there are two different laws governing in the state of Minnesota. E-learning is weather related. So on Friday, for example, where it is extremely cold, if we were to close school, that would be considered a statewide e-learning day, um which would then probably be planning at our elementaryaries. There already is not school in 612. Um or if there was a gigantic blizzard tomorrow, even though it's supposed to be 1 to 2 inches in the afternoon, and we were to close school, that would also be an e-learning day. Temporary online program is something that all districts, well, all districts are able to offer. Um but it has to be a full capacity type program. And so, uh, we don't as a typical school system have the capacity to do that. Um, and yet we're in a obviously a very different situation. >> Can I ask how would that change though? I mean, if we already have kids doing the online learning? >> Yes. >> And then on Friday, we go to e-learning. Are you still going to have two separate paths? two separate. >> Um, so if we were to if in the cold on Friday, first we need to know that Friday is actually a grading day for secondary. So there is no school already for 612 on Friday. So this would only impact the elementary. Um, what we would probably do is use it as our e-learning planning day. Uh, we asked our teachers to turn around uh very quickly. Um, our teachers did some really hard uh extra work on our one day off, creating video lessons, creating systems, changing what they had been doing on the fly. A lot of districts gave two days for this. Um, we didn't decide to give two days for that planning because we think there might be a version two. We are worried that this might not be over in a couple of weeks and we might have students and families uh not able to come to school for a very extended period of time. um in which case we'd want to deepen our programming, perhaps take an additional day um because that might involve transitions between classrooms that that can involve a whole set of things that we'll need to work on. Um but we're trying to launch this uh going to see if it stays um see if it continues in this direction and then we're going to assess again um knowing that we have about four weeks. >> How many kids have already opted into online? So I you're stealing my thunder from later on, but Ken for you. Um, as of today, we had about 543 families and 759 kids. Um, and so it sort of matches what we're seeing and hearing around the metro is diverse districts like us are looking at about 20% of our kids online. Um, if you looked at our absence increases, um, based on the ice surge, um, that went up 15%, that would have been 600 kids. If you look at the additional traditionally 10% of absences, that brings us closer to about 800 kids. Um, and so that's where I think it will end up, but it could even get a little higher than that. Um, and in general, we, you know, in CO we had a large number of students who wanted to go online. that trickled down and then we probably have a dozen kids that learn online on a regular basis between uh who didn't come back from Minnesota virtual or who are engaged at 287. Um and so we don't as a small district have the capacity to regularly run this. We're just a four elementary school, one middle school, one high school. We we can't run um typically without this gigantic amount of students needing this in this time window. We actually can't run the parallel program um at the same time. It's there are other districts that have it. It's like a an additional school. It would be like running a seventh school. >> But it's too big for St. Paul, too. They can't do it all without school. >> Correct. No, they're going to be doing a wide range of different things. Yeah. Um Okay. So, at elementary, um we are offering uh synchronous supports from EL teachers and special ed teachers. Will also be working with students. We're using Google Meet for that. Um, grade levels will be sending out specific times. Uh, we do have packets and Chromebooks that are in delivery. So, actually, if you look around the room, you will actually see behind a couple of our board members over here. Uh, a wide range of the packets both in Spanish for the RDLS students and in English for the other three elementaryaries. Uh and um in our closet over there where our uh Fearless George is is streaming our our meeting, there is an abundance of of technology um that is being sent out. Um this room is actually being used as a distribution space um where we got through about half of the deliveries um that were needed and requested. We delivered food, we delivered technology, um and we delivered um handmade materials um or or tech or uh paper materials to our students. Um and so then we are also giving families a weekly assignment calendar to talk about what it would look like to keep pace. Um and students are going to be checking things off and we're asking parents, guardians to submit a photo of the completed checklist at elementary. um knowing that this is a short-term situation and if we end up in this situation for a longer term, you're going to see some escalation of the things happening and we're going to see a pretty significant increase of the amount of synchronous instruction time happening. Um if we're not looking at four weeks and we are looking at the rest of the school year or some other unknown time window at secondary. Um so this week um was actually finals week at the high school and also uh middle school was also being supported and so people got asynchronous final assignments for their semester 1 courses. Um semester 2 our online students will have students with at least one syn asynchronous assignment. Um and then students are going to be attending a daily synchronous um or in person at online in person live uh seal check-in also along with the academic lesson launch to help them be supported. Our EL teachers and our special ed teachers will be checking in with students and supporting them as needed. Um, and then our content teachers will also be offering one virtual office session per week so that kids can additionally check in and get supported as needed. Similar to elementary, should this be something that goes further, we'll have the next conversation about what does this evolve to um and how do we increase and provide even further supports to our students as it as it progresses. Here's our numbers. Um and so um basically we started with this list which was gathered over the weekend. So there are 543 individual families um with 759 students, 106 of them had food requested. And so if you look in the back of our boardroom uh you'll see um I'd say the other half we actually took deliveries all day as we also had things going out all day. We had 212 Chromebooks requested and then also 72 internet hotspots which were we were working with some partners uh to see what we can do to contractually support and provide those um to students and families who are needing hotspots. There's the spread of students by building um that you can see with RDLS at elementary, our most significant building, um followed by RTEM. Um and then the low of our traditional schools was Sheridan. Um and so that is what our signup looks like. And so we are going to be working on ways to create and support all of those students as we move forward. Um we are having two different options. We are doing delivery. Um, and then we also have some folks who are just saying, "I will come into the school to pick it up." And so, school offices have been outfitted with packets, Chromebooks, and materials. And, uh, we have a set of staff and community volunteers who are basically in and out of here all day yesterday, not yesterday, today. We'll be in and out of here all day again tomorrow. Hopefully, they won't be here Thursday, but I wouldn't be surprised if we're also here Thursday. Um, making sure that we are delivering. We have a whole system where there are identification in the car. There is identification on the people delivering. There is phone connection between us and the people. Uh because we know there are stories of people going to people's doors and not being Richfield public schools. Um there are people going to doors across the metro with different goals in mind. We are making sure that the people know that we are safe and we're doing multiple confirmations so that they feel comfortable um with that. And given the cold, given the winter, we're not leaving Chromebooks on porches. We are not leaving them in foyers. We are not leaving them in the front hallways of apartment buildings. We are hand to handing. Um, and so this is obviously taking a pretty significant commitment. Um, but we think it's the right thing to do. And so with that, I will pause and see if there's additional questions. >> Do you anticipate This is giving COVID vibes, right? Do you anticipate uh learning loss at a level that we will be ready to catch the kids up who are >> I mean I think we are aware that online learning created a system that wasn't what our system was designed to do. >> Um and so this is not a fix. This is us making the best of a really terrible situation and us hoping that four weeks is all we have. Um not 20 more weeks. >> Um we do know that where we are we would be significantly increasing the online live teaching and the live live instruction if this looks like this is going to continue on past February 12th. So I would say um yes, I expect learning loss. Yes, we will need to figure out some things about that. Um, and if we extend beyond February 12th, we will probably have version two through spring break, assess again. Um, and if we have to continue after spring break, it would probably continue through the rest of the year. So, and then we'll have to figure things out in the summer in the future. >> You think it makes it harder that to do that four weeks at a time? I'm thinking about RDLS. >> Mhm. and the second centennial course. >> Yeah. If you if you look at STEM was second if you look at elementary basically you combine the three um English speaking schools and there's about the same number of students in English programming as Spanish programming who are choosing out which makes sense. was thinking that it's hard to tell because I don't I cannot see by grade level, but it's almost like would it be crazy to you know make a second grade class and have a teacher be like online all you know kind of. If you think of what we did in CO, right? So, first off, let me say what our plan is is we're assessing the number of students. We're going to assess if this looks like um it's going to go longer. We're going to take a breather after distribution and everything and give it a couple days and by the middle end of next week, we're going to start working on model two. >> Um the in case we go past uh the 13th of February. If you think about what we did in CO in a three-section school, we generally collapsed. Had two people teaching in person and one person teaching online. >> Um the numbers based on school sizes come relatively close to one section at every grade level in English and one section at every grade level in Spanish. Um but there's a lot of things we're going to need to talk about with teachers and staff and leaders um about what that might look like and what are the best ideas. Um there's also conversations we'd be having with our labor uh teams to make sure uh that we're doing it in the most successful way for both the students and also for our adults who can be in the right place to find the best success that we possibly can. Um the good thing about this is co required um people who are unfamiliar or uncomfortable with technology to do an incredible amount of teaching with technology. >> Um this would not be of quite that same scale. um we're talking about 25% of our school district or 20% of our school district versus um I don't remember the co numbers at this point but it was 50% if not greater were staying home um and so it and then there were shifts back and forth um it was just very different we should be able to hopefully uh provide a more comprehensive focused program for the students who are at home the other thing that goes along with this because um you know they're well doumented stories of racial profiling. And so there are a particular demographics of students who are staying home more than others. >> Um and so that allows our e supports to be pulled more significantly from their jobs and provide additional escalated supports to the groups online. Uh things that we might not have been able to do in the same way in co. Um and so there's a whole set of systems and structures um that [clears throat] we you know thankfully we built something previously we can take some of that modeling and improve it. >> So >> thank >> it's very thoughtful. I'm just my my teaching brain goes like how do how do you rep like I think it's all we want like that you know considering how much can we try to replicate and and it's impossible >> right >> but we do the best that we can >> yeah I had a very short list of the things that I look back on co and appreciate are new like I don't have to drive across town to a meeting I didn't want to go to I can do it online uh we all have that experience now that >> I'm now finding one of the other good things that came from that is we rolled an instructional model that gave us this is not all we spent an entire summer we spent three four months planning co instruction >> uh we flipped this in a week >> um the next program we're going to be able to flip whatever we update we're going to be able to do that in two weeks um and it's going to be hard and our staff are going to be stressed and they're going to be stretched and we're you know we appreciate them for their incredible skills and we're not reinventing we're improving something we did a period ago. Um, and everybody came out of CO with some ideas of what they would have liked to have done differently or better. And we're going to be working on those conversations to try to implement it. >> So, is there anything that the board can [snorts] do like >> I mean, if you can [laughter] I don't know if we can change what's happening in the state of Minnesota. I mean, we have fewer immigrants in the state of we have fewer residents in the state of Minnesota than there are immigrants in states like Texas. So, the fact that we are the focus of what is happening um isn't really about immigration. So, I don't know what political power board members have to change what's happening at the national level, but we just don't seem to me like the state that makes the most sense to send the largest amount of officers in the history of ever into a state. I would think if the actual goal is what they are stating, the goal is there might be a place like, no offense, Texas, which has a much larger immigrant population >> or Florida >> or Florida. Um similarly, >> why are we not in >> um where if it's about numbers, those would be places uh rather than Minnesota, but I don't wish that behavior on anybody. >> Um I wish things were just different. So >> well, so to that end, I mean, I get you're talking about re-evaluating in a couple weeks. >> Should we be anticipating that this is, you know, we need to hunker down and like, you know, plan on right now. feel like we're we're hoping for the best. I don't feel like based on what you're saying and maybe I'm taking it wrong, it's like I don't feel like we're necessarily planning for the worst, hoping for the best. It almost seems like we're hoping for the best place. >> So, what I would say if you were to try to synthesize what we did is we launched a short-term program that was going to do enough and what we felt like we could pull off. >> Well, we see how many people actually want this. >> Mhm. >> Um and then we get a better feel guess for how long this is going to go. Um, I mean, we could have guessed, um, but really couldn't have we could not have known how how the numbers are going to break and who's going to sign up and which classrooms, which kids, which families, how that's going to spread. We now have that data. A week from now, we're going to know who's going to stick with it after they see the first iteration. Some people might come back, some people might go out. Um, we're going to see what it actually looks like. So, we're going to have a week's experience with it. Um, and the way you try to project manage these really hard things is you take it one step at a time. You pause and see what you have. Then you breathe. You look at it and now you plan and take your next steps forward. And so that's why we are very deliberately launching waiting about a week and then we're not wasting any other time. We're going on on what it might be. Um, and I feel pretty confident that starting on the 29th give or take of January or Wednesday, Thursday of next week, we're going to be ready to dive in and start the conversations with multiple voices at the table of okay, now we need to if if this is what it looks like, we need to have a much more significant in-depth program. Uh, because we're now looking at 800 kids. Um, what is that going to look like and how are we going to shift our system to support those 800 kids as effectively as humanly possible? Okay, >> I have some it's not really a question but just something to think about. I think one of the things that I learned in CO and I think we as system leaders need to remember about CO and those times is that we have to take care of people >> and so I really appreciate seeing the ways in which there's check-ins. I know that the staff at Richfield Schools are thinking about the young people taking care of their students. Um, but I'm thinking too about the staff and the teams and just the ways in which, right, we're just asked to do >> folks are really asked to do so much, right? And so I'm just thinking about are there ways that um that you're thinking about taking care of teams, taking care of staff and young people, but how do we wrap everybody up through so much kind of trauma and change? >> Yeah, that is a great question. I mean, I think we tried to provide supports um and we have a strong employee assistance program. Um, we have seal work going at each of our schools. Um, and we know it's challenging times. Um, I'm going to connect this to the question of what can the board do. Um, one of the things, so our admin team I'm going to stretch to no end. Um, and I appreciate them immensely for it. Um, what we are trying to do is get our teachers to teach. Um, and that is a really hard message for some of our staff to hear. Um, and so the more you can package graciousness and gratefulness and thank you to our team members who are feeding our kids in the nutrition programs, the paras that are supporting our kids, the people who are staying in their role and doing their role extremely well. I think that's a hard thing for our staff to hear. They are shouting out, "We want to do more. We want to drive kids. We want to do all of these other things." And we're trying to tell them, "Let us do that for you. We need you to the extent as possible to stay in your role and just keep doing your job really well. When time is over for your job and you want to go do some additional stuff, knock yourself out. Please go do that. But these are such hard times right now that time, energy, and focus on whatever the person's core function for the system is is what we need people to most do to serve our kids. Um, and I'll say not everybody likes to hear that because they want to desperately do more because they see our kids and families hurting. >> What other questions, comments do we have in this section? >> That's you to the next one. >> All right. RPS board goals. So, this is the midyear. um to our new board member who's here and our new board member who is not. You were not here for the development of the board goals. Um but you are picking them up in progress. And so this is a yearly action from the school board as one of our policies. Um so number one is uh and we set goals based on what makes a board an effective and high functioning board. And so partnership with the new superintendent, orienting our new board members and helping to become a cohesive group. Um so uh one of the measures of success was our new members attending MSBA phase 1 and two trainings. And so our team members are moving forward on that. You'll notice that that says in progress and so that is something expected in the first period of time for board members. Um and so our board members are working on that. Uh we wanted to gather some information. We had veteran board members uh volunteering to conduct an individual welcome meeting with each new board member. So, I'm checking in to see progress on that. Um, oh, I'm getting the thumbs up. Um, so we know um that Haley has has had some meetings and conversations with veteran board members. Um, and we want to make sure that Cali is having those meetings also. She's not here today. Um, but veteran board members, if you are hearing that and you haven't had the time or opportunity of that, and it's been a whirlwind, uh, we'd love um, as part of our goals for board members to do that. Uh all of our board members, our new ones went into the district board member orientation with team RPS. Um and so uh we marked that part as complete. Um and then uh we'll judge the final bullet or measure of success veteran board members hearing and amplifying the voices of new board members in support of board team perspectives. And so making sure that uh everybody is provided that space very deliberately and opportunity to speak. And so that is also a reminder to our team members. Um we're making sure that we are six voices um uniting into one and providing opportunity for everybody. Uh the second was connection with student, staff, community, engaging staff, families and community in a way that aligns with our overall equity policy. Um and so a reminder to board members um our strategic plan is going on. Um and so board members were asked to uh conduct and partner in community outreach efforts to support participation in strategic planning. Um and also making sure that that voice uh demographically represents the voice of our community. So we are having over the next three months despite all of the other things going on uh we're having strategic planning meetings. Every site staff um every site community and each advisory is having those meetings. Uh we do also have the ability to have input online and so encouraging people uh particularly those that have historically been marginalized by the system or not necessarily had their voices amplified. Uh board members committed to taking some steps to to try to make that happen or get folks to participate. Um and then the last one is um orientation again to the strategic plan. And so just reminding board members um we're asking people to find a way to participate in at least two of those events. And so since you represent a school, I know there will be one at each school. Uh there also is one with staff. And then advisories. Um you should be it this month, next month or in March, your advisory should be having um at least one of those opportunities um to give feedback into our strategic plan and a strategic plan presentation. So, with that, I wanted to stop and see if there are any questions, comments, thoughts, or input from board members as I share with you. Um, reflecting back to you all on your progress and the things you committed to. >> Have we seen the list of opportunities for feedback from the community? >> Um, I'm looking >> we thought we did, but >> I think you have, but I can make sure that on Friday we see it again. >> Okay, that'd be great. Um, so I will send that out in attachment with Friday, my Friday letter, um, where those are planned. >> Um, and then I was also just thinking about the fact that we've got 72, I think was your number, hotspots that we sent out. So I'm wondering >> that we're working on >> that we're working on sending out. >> Um, and those are, I assume, families that may not have been able to do online [snorts] feedback sessions before. And is there a way for us to communicate specifically to those families with that we want their feedback to? >> All right. Um, you just got the eyebrows and the finger from Dr. Clarkson back there, the thinking finger, not the other finger since that [laughter] can be interpreted a couple of ways. Uh, she is taking notes on that and she is sort of helping our team um in the organization of distribution. Um, and so we will gather a list of the names that asked for Wi-Fi hotspots and we'll figure out something um in that window to make sure they're being engaged um because that would be perhaps the most marginalized voices um within our community. >> Um and then the other question I had are do we have a specific session that's being conducted in Spanish or is there going to be translators available and are there any other languages that we're offering translation services for? There are a set of presentations that will happen in Spanish um between RDLS and also Latino Family Association. Um I believe there is some work being conducted by our Somali outreach worker. Um and so we do have that [clears throat] being covered. Um but what we'll do is as we're getting uh things in and as we're seeing we're gathering demographics of the groups if we are seeing under representation uh what we historically would do and you've experienced this with our survey uh we'll team our outreach workers on it and make sure um that we are doing specific outreach to get closer to the demographics of our district. >> Thank you. >> I guess I'll jump in on that one. I mean, my question and I guess should ask this as part of your last update is do we are we going to be able to stay on track for the timing of our strategic plan, right? I mean, is it too aggressive with everything going on in the world around us to make sure that we're getting fair feedback from our constituents? Um because I I don't know like if we're worried about them going to school, you know, right 30 to 40%. I'd be scared about them showing up to represent even if I'm sure you can say there's online forums and it's is it is it realistic to gather that feedback? >> Um I think what we're going to have to do is assess as we keep going. I'll say one of my strengths and weaknesses at the same time is I am pushing our team to do it all. Um and then when they tell me or the data results show that we have to pause, we'll pause. So right now um people are having I mean principles have a staff meeting at least once a month anyways and they are running this at one of their staff meetings plus we have professional development days so that gets that done. There are community events happening online in our schools and so people are doing some of those things online. We have advisories that have shifted online and doing that. So we will take a we'll do a check-in to see how many voices we've seen. Um, we I want to say we had over a thousand responses in our previous strategic plan. Um, over 400, well over 400, but I want to say way more than that. Um, and so we're going to kind of have to assess as we go along. I'd like us to keep the things that we can and also understanding that when we have to shift, we do have to create prioritization and if we do have to push that off a little bit, we can certainly push back the timeline. Um, we do have it being drafted in May, um, ready for launch for next school year. One of the good things built in is we can draft later than that and still have it ready for the start of the school year. So, we do have a couple of, for lack of a better description, buffer months um, that would get things done prior to the school year, be it voice and anything else. >> Perfect. Thank you. More questions, comments? Not hearing any more. Sounds like moves us to I didn't >> recommendations. Yes. Uh so first we want to commend the Richfield High School student volunteers and the green team and National Honor Society. They recently organized a food drive for the Spartan food shelf. Community came together quickly donating food items, picking up and sorting donations. So, thank you to our students and to our community members. Great time to put in and we continue to receive large amounts of things on a daily basis and we are distributing them as fast as we receive them. So, thank you to all those generous folks and the green team and the honor society. And then January 19th to the 25th is paraprofessional recognition week. And so we recognize our managerial, clerical, campus supervisors, technology paras, security monitors, instructional paras, special education paras, and health paras. as well as outreach workers and engagement specialists this week. Uh so it's a great week to uh just say thank you to all those team members um that are form the essential backbone of our team. Um they ensure every student is safe, healthy and equipped with the resources they need and so we are grateful their commitment. They help us break down barriers and foster a supportive community uh where every learner in our district can learn, grow and excel. So thank you to our paras. >> Yes. Thank you. The next agenda the next item is approval of 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 to see if there any questions or requests before we proceed. Hearing and seeing none. I move that we accept the consent agenda as presented. >> Second. >> We have a motion by Director Spencer and a second by Director Tomkins. Any questions or comments? That bring to a vote. All in favor, please say I. >> I. >> I. All post, please say nay. Chair votes I. And we have an approved consent agenda. Brings us to old business. There are policies before us this evening for continued review and possible action. The first item is policy 651, athletics and activity program and administrative guides 651.1 and 651.2. Third read. >> All right. So this is here for our third read uh policy 651 athletic and activity programs. Um and then the two guidelines athletics and activities and school activity fees. And so it talks about our extracurricular activities which are designed to continue to connect kids to school um but they're also not specifically offered for credit and offered primarily outside of the school day. So our policy outlines um those offerings, what their goals are um and then also how the systems and processes go together. Um guideline number one um really talks about our requirements for participation in state high school league. um how we review and determine uh what programs we offer and then also the evaluation of our coaches and then um guidance number uh additional in that guidance there's an appendix sorry um about how our athletic team philosophy is really teaching people to be good sports um to engage and that the good sports personship and well-being of participants are are really some of the main focal points um of what we have in our program. And then finally, you will see guideline number 651 back 2 um which outlines um the fees that are for participation with some of those um updated and clarified. So with that, I have this for the board um to see if there are any questions. Um so I've got a couple questions on this. Um and this goes back to I think when we looked at this in December. um if you could I had brought up the the a conversation around the third season free um and whether that makes sense versus discounting all of the seasons. I'm wondering if you could provide some feedback on the discussions that happened among that group. >> Yeah, we did follow up u Mr. Spencer asked a couple of questions earlier today uh which did give some additional time to follow up. Um and so followed up with the activity director. Um the third season free has been used as an encouragement um in alignment with the policy for well-being um and really trying to encourage three sport participation um as at one point having been a pretty significant value um when this originally was was put into place. >> Um so then my other questions and as Superintendent Unaski mentioned we we spoke about this earlier today. Um it's it's unclear to me in this um administrative guideline if this is only for athletics or if it's athletics and activities and then from the um the fee schedule if it's not all of the things listed here which ones are not a part of that so as an example there is a band summer activity um I I pointed out that it is the most expensive thing that we offer Um, and I understand that is not a third season. >> Correct. Yes. This was something that uh board member Spencer asked for some clarification. So, we worked on gaining some clarification on those things. >> Um, and then the again, maybe I'm picking on band, but band is also or the math team are among the least expensive items. So, band honors jazz at the middle school is $10. um math team is 10 or 50 depending on the age group. Is like does that count as check I did my second one with that group and therefore a spring athletics is is free. So um I I guess what I'm asking for is some better clarification around that. I'm I a couple recommendations. So, you know, maybe some analysis on if we did not do the third season free and we discounted all of them so that we'd encourage students to maybe even take one if they're not um currently um doing it or um just clarify which ones count on that. Make sure that that matches up with our desire to give opportunities whether you're into being on the math team or the track team. Um or and maybe this the second recommendation then is um if we do continue to have the third season free to have something when families do sign up for that third activity to say would you like to sponsor someone else to be a part of a sport. Um because I know you know my family might have been very willing to say no I'm going to pay for this particular sport because I think it's an important thing that we do and and maybe that helps to sponsor someone else. >> Yes. So, this is the conversation Mr. Spencer and I had earlier today. Um, and so we talked about and this is what we do. Just reminding the board, one of the roles of the board is to make sure that our practices are clear um and that our policies then outline to our team um clearly what is acted. So, I'm going to suggest to the board that we don't take action on this tonight um and bring it back for a fourth read. Um I would agree uh when you see three seasons, it doesn't include summer in there, but it doesn't say it doesn't include summer in there. Theoretically, the seasons are fall, winter, and spring. Um it also does not clarify or we have learned that um in asking some of the questions that Mr. Spencer answered that there are some things that have been counted and some things that have been not been counted. Um and so we need to to do some rewriting of our guideline to recclarify. Um basically what I would say is the activities academic components in here have historically not been considered um in athletics even though they are activities. Um, and I would say at one point this went from being an athletic policy guideline to an activity policy guideline and it does not seem um, and this is why we read and this is why board members ask questions. It doesn't seem that we have recreated a full clear clarity and full alignment. And so what we'll do between now and hopefully next board meeting is go back um gain clarity uh rewrite a couple of these pieces so it's very clear for anybody reading it um and then also take some input and gather additional input on that third season freeze so at least know the data to bring to the board. >> Yes sir. >> Yeah. Yes. I agree that we should probably take it back because even as I look at Ellison I think you know where Kirk's or is talking about is that um that table is also really confusing. >> Yeah. >> Because like the questions you're asking it almost seems like half of would be cleared up if you put down season for that table. Um but then as kind of just looking around the policy too is like hopefully we can get it done in one more because maybe it just needs some more feedback too because like even the um I heard you mention in your summary uh talking about the athletic program philosophy >> and then your last comments right we're missing the >> activities right there is no activity program philosophy in there it is still aligned um and I looked at it with Mr. Spencer's lens [clears throat] and then saw a couple of things myself too. >> Uh it bigger picture doesn't look like it's been fully aligned to an activitiesbased policy and it is athletic and activities. >> It looks like we moved it from athletic program which is what it used to mostly be um to athletics and activities and then haven't haven't just done all of the full work to make sure. >> So hopefully we can have it back on February 2nd. If not, we can certainly bring it back on the I'm guessing the 17th is that second one in February. So, we'll do our diligence. >> Any more questions or comments? If not, >> I'm curious if Director Tomkins has I mean, this is the first time you've seen this particular one. We've seen it twice before. If you had any other insights that Superintendent Yowski could take back as well. >> Um, no, not really. I mean, I'm still I'm feel like I'm just catching the catching how this works. Um, so no, I don't have anything to add. Thanks for asking. >> Yeah, >> I would say procedurally one of the things we do that other places might not. Places that are super tight on Robert's rules of order might make you all table it. >> Um, but we don't do that. Uh, there are other boards where they might actually just vote that down because we are not in agreement. We have chosen not to do that. What we do is we just pull it back. We all agree there's more work to do. We then put in the more work and bring it back and make sure that it's clear. So, >> one thing he was talk um director Spencer was talking about the fees and the and the free third uh sport, but there are plenty of discounts and I don't know how those play in. I mean, you know, there's plenty discounts where they'll probably, you know, some people are going to get the whole year taken away or 50%. >> So, are we kind of beating a dead horse here? [clears throat] >> Right. Well, historically when we've talked about fees, I think the board has sort of unified around participation is the top priority >> with um not wanting the financial burden on families to be the barrier to participation. Um and so I think that was the intent of the third sport. Uh the interesting thing as you say that you could go on many different details like the third sport could be far and away the least expensive and have the least impact. And so there are a bunch of different ways we could do that. Um, and so when we go back, we try to we'll try to figure out um if having the third sport free doesn't make sense um or if it does make sense or if there are ways to do that in a way that that seem more logical while still maintaining the I don't think we're looking to hike fees up. Um and then similarly, as Mr. Spencer said, there are families who if we say, well, the third sport is free. Okay, great. If we say you can have the option of the third sport free and we would love for you if you to consider if you are able uh to support additional family by paying that fee. Uh there are others or whatever that wording might be with our communications people not me. Um that that could be something for us to look into also. >> Yeah. I'll say for for the next time how many years is it that you review that we review each one every so in five years we can discuss uh how um you know there's there's lots of different ways that folks are doing these types of pricing models around pay what you can pay what you you know um I don't think that's necessarily appropriate now but I think um giving folks an opportunity a lot of folks do take that Great. Okay. Policy 978 passes to athletic contests and other school activities. All right. So, this one also is a third read, but this one we're actually suggesting possible passage. Um, this one has uh received a wide range of changes. Um, if you recall, uh, board members suggested we reorder to create a much more clear priority. Uh so we had moved it um to students first um with staff coming second. Um then moving to retirees, schoolboard members and senior residents um to clarify that. Uh we reviewed and had updated all of the pass pricing and most of these are not new since the last meeting. Um and then working our way through it, parents of varsity level athletes qualifying for benefits can receive passes at a reduced price. uh with the first two being reduced by 50% and then additional passes reduced by 25%. So making sure that um families um can still um get in by a pass. Um the passes are uh significantly reduced versus individual tickets um and so we do definitely work in that direction also. And so with that uh we have this for you for recommended passage. >> Questions or comments? >> [snorts] >> or a motion. >> I move to approve the passes to athletic contest and other school activities. >> Second. We have a motion by Director Cole and a second by Director Spencer. Any more questions or comments about this one? It's a little more straightforward. We talked about this one a bunch. >> We'll bring it to vote. All in favor, please say I. I. I'll post a chair votes eye and we have an updated passage to athletic contests and other activi other school activities brings us to policy 709 development and maintenance of an inventory of fixed assets and fixed asset accounting system and administrative guidelines 709.1. >> All right and so this was updated as a guideline in June 2025. So there are not changes needed uh but the policy itself um is being updated to align to branding. Most of this is a required type of policy um and just has very set prescribed language. Um and this is also a very short policy. Um and so we have this for you for a second read. Um and we'll bring it back at our next meeting for recommended passage. Just like a quick one where I don't see anybody jumping to ask questions unless your name is >> I have a more I guess generic question. Um because because this is a fairly simple one. I think it's one page. Um and we've got the MSBA rec. Uh no, that's administrative guideline. There is an MSBA on here as well. >> Yeah. Um, I'm I'm curious if if if we consider just taking the MSBA version from time like when when we do these reads if we look at the MSBA version because that's kind of the state standard >> um or reasons why we wouldn't >> in many of the cases we take most of the things in relation to MSBA. There are things that would be individualized based on the school system. Um, in the case of this policy, our policy is is very close to that um of the state policy. >> So, >> I'm just thinking like in in a case like this, I don't know if this is one that we have lawyers look at, but there's an opportunity to save money if lawyers are reviewing it and redlining it as well. We just say we like MSBA. We typically don't grab lawyers unless we are concerned about the implications of certain ones. Um what we start with is um a review using the model policy. Our first consultant group would be those within the district that have expertise. And so with finance policies of this nature, we'd engage Director Sati or um Mr. Holgi. um if we feel we need more, we'll go back to MSBA if we have a specific question and ask them why is it in this specific language if we don't think um at which case then if we're still not sure or there's a different perspective between board and MSBA uh we would then go and and check in with our our legal representative. Okay. [cough] >> Do we also excuse [laughter] me take some of the policy and move it into the procedure as well in this specific case? >> So I thought like some of the numbers I thought we move some of the the the dollar thresholds down. >> Correct. The dollar is within our guideline and so we end up uh the guideline changes because the threshold of dollars changes more frequently than five years and so we have to update the guideline. um more regularly than we do the policy, which is why we don't need to do it this time. Um and that's specific around the threshold, which has changed. I feel like it was 5,000 at one point and it was um the numbers have been significantly different in the past and lower. So, >> are those thresholds statutory or is it like a percent of >> uh Yeah, they're they're stated. Go ahead. >> Sorry. >> Step up to the microphone. >> Guidelines. >> They're what like federal requirements. >> Okay. It's they're set by federal guidelines. >> So, I'll say that on the microphone. So, yeah, Gazsby is the acronym. I don't know what it stands for, so let's not ask me that unless Mr. Holy wants to come up and explain it. >> Is it great? >> Uh, it's spectacular. >> Um, and that is the guideline that says what we have to audit and how we have to monitor things. Um, and they update that on a relatively regular basis. And then we update this guideline based on the the federal expectations and requirements. >> We made no need for Craig. >> We made him walk. We won't make him talk. >> I got to the top. No. So, yeah. So, um all of that is reviewed with our auditors as far as what the requirements are and things like that, looking at the federal grant specifically, but also aligned with statute. So, um that increase to $10,000 was permitted and that was approved last spring, I think it was. >> Thanks. >> Anything else? Yeah, more steps. More steps. Okay. Any more questions on 709? brings us to policy 581, protection of privacy of pupil records and administrative guidelines 581 and 581.2 581.1 and 581. >> Yes. All right. Looking at the policy and guidelines around the privacy of records and you'll see some updated definitions about the authorized representative biometric record. So there's an example where we see from MSBA some things that have been updated due to um due to changes in how the world works. Um you'll see a number of small changes um in regard to what is directory information, what is not. Um all these are aligned to state law and one of the things that MSBA does for us is they create the draft uh specifically connected to that. Talks about education support services data, what is connected and what is not connected and that information is also new. Um and then you will see a number of updates on who um has access within our guidelines and our policy and who doesn't have access and the processes that are in place. Uh this is a relatively long policy. Um I think this one might be the Yeah, I was getting that this is the longest policy we have. Um checking in at I'm still scrolling on 26 27. >> This is how many? >> Wow. uh guidelines included. This is almost 70 pages of the packet. Um and so I'm not going to run through that summarized change list. Um but uh this is also part of the reason why we historically do those three reads because while the policy before is short, this one is extremely long and it might take that long to read that much scintillating material. So again, second read. Happy to take input now. Or if there are things as you are perusing this over the next couple of weeks you would like to have input certainly check in with any of those comments. [clears throat and cough] Seeing a lot of averted eyes. I'll assume that we can move on on that one. Brings us to new business this evening. We have several items of new business. The first item is the appointment of Ken Liss to the 287 school board. >> All right. So our general list of representatives um for liaison assignments um is able to be done as a group. However um being appointed to 287 um is actually something that has to happen as a separate resolution. So Mr. Liss was uh willing to step forward replace former board member Crystal Brachie. uh the goal of 287 which is providing programs to students who are uh low incident high need and so there are smaller groups of students who have significant supports that they are needed or significant um additional programming that's necessary that's our partnership with intermediate 287 uh that is an additional school board responsibility similar to this one um and Mr. list was willing to take over that appointment. The goal is to have current board members. Uh that is a pretty significant commitment. So Miss Brackie was willing to stay on. Um and her time is up and Mr. Liss's time has begun. And so uh we did informally uh check with the board at our last meeting where people said yes. And now we just need to take that formal action which would be a resolution appointing him for a two-year um stint on the 287 board. Yes, sir. You said that key phrase, my favorite thing. >> Resolution. >> Resolution. >> Because I looked at it. >> Saying it a couple times for you. >> You snuck in there again in the agenda that it doesn't look like it. But then resolution in the in the document and in the uh what you just said. >> I could do that since Tim Pace is not here. Technically, every action the board takes is a resolution. Sometimes, however, we take individual. Look, even Tenia is laughing at that. She remembers Tim. Now Tim, if you're streaming, we're talking about you. If you're not, you're watching us on >> watching. >> So, technically everything's a resolution. Sometimes we just have a polling of the board because that is what the documentation suggests. So, I would suggest polling the board. I'm not sure if we 100% have to or not, but it doesn't hurt. It's just a different way to vote in a special and we'll do it just for uh director Liss and actually taking the role. Any discussion, questions, comments about this hearing? None. Even though this is not officially said as a resolution, we'll treat it as a resolution and I will pull the board. What >> did we have a motion in a second? >> Oh, we have a motion. I'm going to Right. That would always be useful, too. I'm like, and just implied we need a motion. I will move that we pass the resolution of uh appointment of Kenless to the 287 school board. >> Second. >> We have a motion by Director Spencer. Thank you, Steve. Second by Director Tomkins. Uh officially is saying a resolution to appoint Ken Lis as the 287 school board representative. Any more discussion? If not, I will bring it to a roll call vote. >> Director Cole >> I. >> Director Spencer >> I. >> Director Liss >> I. >> And Director Donkins >> I. >> The chair votes I. And we have approved the appointment of Kendall to the 287 school board. Congratulations. >> Thank you. That's good because we have a board meeting on Thursday [laughter] >> just in time. >> And we'll be sending in the documentation. >> Happy days. [clears throat] >> Otherwise, you'd be sitting out there. >> That's right. Right. [laughter] >> Next item on the agenda is the 2026 represent a school assignment. >> All right. So, we did check in with folks. Uh we are also still open if there are other changes. Um but uh Haley Tomkins was happy to take over Sheridan Hills. Call me Dennis at RT STEM and Kenless was willing to take on uh South Education Center. There was conversation about Mr. Spencer and Mr. Carter possibly changing, but Mr. Spencer, I believe, was willing to stay at the middle for one more year. Um and uh perhaps there would be a change in the future. So we are presenting this with board input. No comment. Sounds like a need for a >> motion. Do we need >> I move that we accept the 2026 board member represented school assignments. >> I have a second. >> Wait a motion by director. Listen, a second by director Spencer. Any more discussion? This is 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 approved representative school assignments. Brings us to 2026 board lays on assignments. >> All right. So, we have a number of shifts here. Uh, Miss Dennis was willing to take on business and career. Uh, Mr. Spencer was willing to take on construction. Miss Cole, curriculum advisory. Um we are leaving um Mr. Spencer as the sole rep to insurance advisory. Um uh Miss Tommpkins who said she was willing to do just about anything got the joy of the fiscal planning advisory and special time with Mr. Haly. >> I mean we're not laughing at anybody. >> You'll notice health, wellness, and safety. Miss Dennis and then Bob Olsen is tagging in. You see Mr. Mr. Liss again represented here. Mr. Carter was willing to represent us to the Minnesota State High School League. Uh Miss Dennis was taking over the Human Rights Commission. Uh Spartan Foundation was Mr. Carter. Safe and Supportive Schools will be shared by Cole and Spencer. Um and then Tomkins is taking on work experience advisory. Additionally, um I think I'm not seeing negotiations on here. What's that? >> Insurance. >> That's on the same as insurance. And so, while Mr. Spencer is taking on um insurance and negotiations, um in regard to the negotiations team as meeting, um we're going to need to work on that. Um it doesn't have to be in here because this is the insurance advisory, which does not have to be the negotiations person. Uh but if there's somebody who would like to be involved in negotiations, um we can also add that. Um or we can work on that later and we have several months before negotiations start as people uh wait a few months on that. Well, somebody is chomping at the bit to spend time with Mr. Spencer. And the reason we have two on negotiations is uh then each of the negotiations rep can contact two other board members. Um and so if it were Miss Cole, uh she could contact two board members and Mr. Spencer could contact the other two and then we can get a full opinion of the board um for negotiation conversation. So that's why we uh need to do that in lie of anybody joining uh Mr. Spencer or Mr. Mr. Carter as the chair. Um we'll probably receive a bunch of phone calls. So he's hoping seeing as he saw his name join to a few extra things [laughter] >> that somebody gets excited about negotiations in the next couple of months if they're not super excited right now. >> And you know who you are. >> And you know who you are. Okay. [laughter] >> Miss Cole is willing to take on negotiations. >> All right. We will >> Thank you, Miss Cole. We appreciate you. >> Um, separate question. Um, so I've I've been meeting with uh the city for um I guess my whole tenure here and happy to continue doing it, but I'm just noticing now that the organization is Richfield City Council. I've never met with the city council. I regularly meet with the mayor and the um city >> city manager and so I don't know if it's worth updating that but >> uh we can certainly share the city. >> Yeah, I mean it's I don't know if I say it's the same but it's relatively the same. >> Yep. >> So okay, we can make that note. >> So if then people are willing to move that. So then updating that with and also updating with Miss Cole. Um you would make a motion that we with the additions shared in this meeting. Um >> so moved. >> So moved. Well played. [laughter] >> Second. >> You guys are the best. Then make me do all the work here. Uh we have a lazy motion to [laughter] approve the school board lays on assignments with the updated changes to the city richfield city council and the insurance lays on >> the negotiation >> negotiation on the most important part. >> Yep. >> By director Spencer and dire second by director. [clears throat] >> Any questions, comments? Assignment changes too late. Hearing none, bring it to a vote. All in favor, please say I. I. >> I. >> All oppose, please say nay. The chair votes I. And we have an approved 2026 board lays on assignments with the minor modifications. Thank you for stepping up, Director Cole. >> Sure. [laughter] >> Brings us to an exciting one, the district calendar for school year 2627. >> All right. Yes. And we moved this forward because of the state statute that allows this year um or this next two years uh to start before Labor Day. So we wanted to have that conversation early um in case that change was made so that we could advertise as quickly as possible. So there were four meetings um in addition to several subcommittees. Uh there was a wide variety of things discussed uh top priorities that were identified through uh hundreds upon hundreds of pieces of feedback. two-week winter break, uh student end date in the first week of June, um and then clarity around a strong commitment to instructional days. So, a lack of interest in reducing instructional days. And so, those were the highest priorities to start with. Um we also sent a district-wide survey um from the committee uh looking to whether or not to start prior to Labor Day. A majority of families when given the choice um would have preferred starting before Labor Day um next year um to going into the second week of June. And so some of the key details um workshop week would be August 18th to the 20th with the first day of school um for grades 612 being August 31st Monday. Um and the first day of school for prek through 5 um would be September 1st with connect and assess being before. One of the additional components we heard many feedback components on was connect and assess uh being highly valued as opposed to the old school teacher meeting and um open houses. Um you'll note conference days were chosen to align to reporting dates. Um there were comp days worked into the calendar. Um and then you will see um a copy of that calendar which if approved um would be published um and shared out starting either tomorrow or the next day. It's exciting. It's a big deal. >> Yes. And a similar conversation that's going to happen next year. There's a weird anomaly um in these two years that has Labor Day starting on the 7th um and 8th and so as late basically as possible. And so around the state they changed the statute. Um and so I'm sure we'll be having a similar conversation. We tend to ask the same questions again and again. uh next year winter break could easily be less than two weeks. So I assume that's going to come up again. I assume now that we will have had experience with a before Labor Day start which we I think we had like nine years ago or eight years ago for construction. Um we will probably have some perspectives and feelings about that and so we'll make sure to ask that question as a committee as we look to the next year's calendar after this one. And that's why we don't do one of the questions we got. That's why we don't do two years at a time. Um because we're going to have people having experienced some different things and and see what they value and if they value things differently. So it's just accommodating that feedback. >> Questions, comments or a motion? >> I mean I seems like you you all have and our community has made this look easy this year. I know there's a lot of work that goes in behind the scenes um with different stakeholders. So appreciate that. and people were chopping at the bit. I saw a post on Facebook a couple days ago asking when I was going to come out and was able to point them at to at least the draft that was published. So with that, I will move that we um pass the calendar for the next school year as presented. >> I'll second that. >> We have a motion by Director Spencer and a second by Director Liss. Any more discussion on the exciting calendar? Hearing none, we'll bring it to a vote. All in favor, please say I. I. >> All post, please say nay. The chair votes I. And we have an approved calendar for school year 2026 2027. Brings us to the next item is pay equity [clears throat] compliance report. And it looks like we have a special guest to the mic. >> The return of Mr. Holy. We didn't give him enough time last time, so now he's got it. >> Now I'm prepared. >> Uh, very good. Thank you very much. Um I have for your approval tonight the pay equity compliance report. Um Minnesota's local government pay equity act uh ensures that municipalities are looking at gender pay equity across the municipality um and requires reporting every three years by those municipalities. Uh this is our year to report it. It is based on data from December 31 of 2025. So the employees that were employed by that time and we need to submit this report by the end of January and it requires board approval. So I'm here tonight asking for your approval. Uh taking a look at the actual report which is the next piece just to kind of step you through. There are three tests that the um state asks us to look for. Um one is the underpayment ratio or kind of ensuring that um male dominated classifications aren't paid at a greater rate above a predicted pay than female dominated classifications. uh the salary range test which looks at how many years it takes to for somebody to get to the top of that um salary range and looking at male and female dominated classifications in that area. And then the exceptional service pay test uh takes a look at access to things like longevity pay um performance pay or other things kind of that are above that salary range. Uh the good news is we passed in all three of those areas. um the standard or kind of minimum threshold is 80% or more for passing. Anything under 80% um would not be passing and we would need to take a look at alternative measures. Um the first one the stat uh the statistical analysis test and that underpayment ratio you can see we have a score of 157.69 that represents the percentage of male classes below predicted pay um compared to the percentage of female classes below predicted pay. So, of those classifications that are below predicted pay, um there's 65 male classifications below predicted pay and only 41% of the female dominated classifications. So, um that is a strong showing for the um pay rates for our employees within those groups. Uh the salary range test again looks at how long it takes for somebody to get to the max. You can see the score there of 111.85. Um you can see that breaks down to 4.42 42 years for the average um years to match for male dominated classifications and 3.95 for me female. So relatively close but um in that category. And then even closer is the exceptional service pay test that access to performance paid longevity pay that has 101.46. So um 96% of male classes receive performance pay and or ESP and 97% of female classes receive that ESP. So, um, there's a quick little training on what, uh, pay equity means in Minnesota. If there are any questions, I would be happy to respond to those. >> Thank you. That was quick. Uh, you when you first started off, you made a comment about 80 and I thought you said 80%. Was that to the first number only or for the >> So, that's looking at each one of those a the underpayment ratio. So, we had 157%. If it was 80, if it was below 80%, then that would not be passing. So, we have a significantly a ratio that's significantly above that um that would be for the same thing for the salary range test and the exceptional service pay test. Anything below 80% um requires modifications or would be not in compliance. >> Got it. So, A, three, and four are all targeted 80 and above. >> Correct. >> Perfect. Thank you. >> Sorry. And the test result is if if you don't pass that underpayment ratio initially, then there's an additional statistical analysis. We haven't had to do it because we're above that and it's a complicated piece that I haven't had to explain in the past. So, >> so the the process I'm assuming there's a system that you're loading. >> Yeah. So, the class that each >> Yeah. So, we load every one of the individual positions or assignment of positions. How many people are in those positions? how many um individuals are males, how many individuals are females, and then it identifies male dominated classifications, female dominated classifications, and balanced classifications. So then it breaks it out. Um you're reporting [snorts] the salary range um or the maximum salary for those positions, the years to max, access to performance pay or incentive pay, and things like that. >> Okay. Um, is it fair to say that we would want both of the percent below predicted pay to be closer to 50? So, it's like a normal curve or I mean obviously the numbers here satisfy the test, but I'm wondering if 65.38 below predicted pay versus 4146, we want that number to be like 5050 or do do we not aspire towards that? Um, so there are a number of different ways. So this is just strictly looking at it from a pay equity standpoint to make sure that our female dominated classifications aren't underpaid in comparison to the others. So um, we have a number of classifications. It salaries and compensation is set on multiple factors. So um, market different pieces like that are connected. Um so 50% um or kind of the the 100 would mean that everything was consistent, >> right? >> So um I we haven't taken the approach of aspiring to a strict even because there are other factors that are connected in with it. Um we want to make sure that our female dominant classifications aren't underpaid in relation to that. So Okay. Thank you. I I'll I'll add one more piece. So, for example, with teachers, many of our teaching positions tend to be female dominated classifications and so their salary schedules and things like that um have impacts on this because they tend to be at a higher rate for the um job evaluation as far as where they fall. you know, it seems to be kind of a a given. I mean, if you look at the pay schedule, it's all about education and time and service. So, I mean, no matter what your gender, race, whatever is, you're going to get paid for education and time and service. [clears throat] It it doesn't it seems like it's e it's equitable because of the way we pay people. Does that make sense? >> Yeah. So, um, with this, each one of those positions gets job evaluation points based on multiple factors. So, education is one of those, experience is another one. Judgment, decision making, work environment, um, thinking and problem solving, skill, thinking and problem solving. So there's a number of factors that go into our job evaluations that identify how many points each one of these positions um gets categorized at and that's what's used to kind of line up with positions and say where they fall within each other. Um so education and experience is one of them but the level of autonomy the level of judgment thinking skills problem solving work environment. So most of our positions tend to be office-based positions, but um in city government or state governments, snowplow drivers might have a different sort of work environment than what an office worker would have and stuff like that. So from a safety standpoint, so those are other factors that tie in. >> I have a question just curiosity. So I it sounds like right this is kind of what's required right? Are there other ways in which we look at pay equity related to other kind of dimensions of people's identity and diversity? >> Um it >> yes but not in the formal way that this is addressed. So um we definitely have that when we're looking at from HR standpoint and >> hiring and processes and positions and things like that. Um many of our many of our positions are union based positions. So those are negotiated pieces. Yeah. >> Um but we are kind of factoring that in as we're looking at different positions too. So >> cool. Thanks. >> More questions or a motion? I move that we pass the pay equity compliance report. I'll second. >> We have a motion by director listen, a second by director Cole. Any more questions or discussions? >> Bring to vote. All in favor, please say I. >> I. >> I. >> All post, please say nay. The chair votes I. And the pay equity compliance report is approved. Brings us to policy 406, professional learning and administrative guidelines 406.1. First read. >> All right. First read of guideline and policy. just to refamiliarize ourselves with what are the reasons around professional learning and professional development, how do we structure them um and what are the goals and outcomes. Um and then the guideline goes a little bit deeper into logistics. And so again, first read just to refamiliarize ourselves um as we go through the three read process. >> Is this getting reviewed by anybody? Uh yes, I had already scrolled down. MissWam, can you help me out by grabbing the microphone and telling me on the front? Oh, as she put it up there, >> uh the policy is going to be reviewed by the teaching and learning department and then the Q comp team. Um and the UC comp team is the education richfield group that uh supports teacher evaluation and teacher professional development. And so that is that's the first two groups that are going to look that through. >> Thank you for that. >> Thank you. you and well done avoiding the microphone. >> Any questions, comments? First read, we don't have to. >> Brings us to donations. >> All right. Recommended that the board accept the following donations with gratitude. RHS Spartan Food Shelf received donations of $250 from Brian Elizabeth Lens of Minneapolis, $100 from Kevin and Eileen Oor of Flowertown, PA, and $55 from Kelly Oor from Orland, PA. Thank you to those generous donations to the food shelf. Richfield STEM Elementary received a donation $1,272 from the RTM PTO for field trips. Thank you to our PTO. RHS French Department received a donation of $15 from Lenny Rosas of Richfield. Thank you. Uh Richfield Middle School received donations of $100 from Nicole Shisell of Richfield, $50 from Courtney Inda of Richfield, $50 from Katie Shepard of Richfield, and $10 from Aviva Grans Korsch of Richfield. Thank you to the donations to RMS. RPS general fund received a donation of $100 from Aaron Dere of Richfield. Thank you for that donation. And the RPS Sunshine Lunch account received a donation of $25 from Natalyia Bachmann of Wakanda, Illinois. >> That's fantastic. >> Thank you. And you live in a cool named city, >> right? >> Yes. Forever. [laughter] Um so just a comment before uh moving to accept these donations. Um if if you haven't seen the pictures of the food shelf absolutely filled in the last week because of our generous community members. Um I'd be happy to share those. Um but uh they filled the food shelves and my understanding is they also emptied them within a week. So there is still great need there. And so people who are watching, thank you for those who did. and um let's continue to do so. Um so with that, I would uh move that we accept these donations with gratitude. >> Second. >> We have a motion by director Spencer and a second by Director Tomkins to accept these donations with gratitude. All in favor, please say I. >> I. All post, please say nay. Chair votes I. And we accept these donations with gratitude. Next, we move to advanced planning section of the agenda, which always begins with the legislative update. Uh, we've got not a whole lot. We've got our study session with our legislators coming up. Uh, next board meeting in this room at 6:00 to 7:00. So, reminder, we start at 6:00. Um, and, uh, that's about it for us in this time. If you have more, go ahead. Well, we we did have a meeting with the city, right, where we talked to them and they shared their legislative updates with our legislators as well. We didn't necessarily take the opportunity to share ours um since we'll have our own kind of mini session. Um you know, the the one the one thing that really stuck with me kind of like the city had a lot of priorities. Um I mean, each of the different departments came forward with 8 to 12 priorities for each of them. Um >> yeah, they often have a booklet. >> Yes. Um so, so I was very appreciative of our very consolidated list. Um but the one thing that really stood out to me and I guess I would share with the board members too and I and Steve can definitely share his opinion on this. Um in talking about some of their concerns that they wanted to raise up um one of the things they talked about was um evictions. And I guess, you know, with everything that's going on in the community with, you know, we talk about what's going on in the news, we talk about with ICE. Um, and one of the things that like really hit home for me is thinking about the fact that people are scared to leave their house. They're scared to leave their house means they're scared to go to work. Being scared to go to work, right? They're not getting their income. Then that snowball effect of not having the income, not being able to pay their rent or mortgage, and then getting evicted and talking about moratoriums on it. Um, the one thing that also then came to mind for me is I'm thinking about like us and how we're ranked on attendance and how our budgets are the same and how that continued kind of pressure of people not showing up to school. You know, when we talked, I mean, just prior to it, we had hit 30% absentee, 40% absentee, and then thinking of like how that ripple effect will impact us where, you know, we don't have the lower attendance, we don't get the budget, and then what does our next year look like? And so I just I guess I share that with you is like, you know, for me that was like the biggest thing I think we took away in that kind of two-hour presentation. >> Yeah, I'd say we sort of joined together to like Eric said, we didn't push forward our legislative platform. We wanted them to keep an eye out to mitigate the damage that is happening right now to school systems in our in our community. And we can't we can't necessarily predict how many people within our community are going to pack up and leave to another state where there isn't this level of harassment occurring or what might this do in terms of the local businesses that might not be able to continue to function. And so I think we should consider just adding to the conversation. We share a platform but also obviously things have changed since then. Um, and we want to make sure that this federal action does uh that they are taking the local actions that can can support our community and can support our school system and can support people in having homes, having jobs, being able to enroll in school without um all sorts of consequences intended or unintended of an expanded ICE presence in the community. uh information and questions from the board. Suggested future agenda items. And then that brings us to future meeting dates. Remember, on February 2nd, we'll have a 6 pm study session with the legislators. Um and then 7 p.m. will be our regular meeting that night. And then the following meeting will be on Tuesday, February 17th, will be our uh opportunity for a board meeting with public comment. Which then brings us to our final business of the agenda is to adjourn. At this time, this item does not require a full board vote. I'll officially adjourn the meeting at 9:00.