News

Celebrating Excellence

Rochester Community Schools Points of Pride

RCS students outperformed the state average by 26% and the county average by 17% in English language arts and math on the M-STEP.
All elementary schools identify as having high growth and high achievement from math and reading using the i-Ready assessment tool.
40% of middle school students are enrolled in one or more high school credit courses.
98% of RCS students graduate.
RCS celebrates 14 National Merit Scholarship semifinalists and 46 Commended Scholars.
3,000+ students are enrolled in 13 career and technical education programs.
2,000+ student are inrolled in 26 AP courses; 86% earned scores that can qualify for college credit.
Reading and writing proficiency increased to 88% on the PSAT for 8th graders.
Among 24,000 high schools across the country, U.S. News & World Report ranks RCS high schools in the top 5% or better. Out of 1, 136 Michigan high schools, Rochester Adams, Stoney Creek and Rochester ranked in the top 3%.
60% of graduating seniors earned a 3.5 GPA or higher; 33% earned a 3.9 GPA or higher with 4 or more AP courses.
RCS ranked 95% or above for College Board SAT performance in Michigan.
RCS high schools increased SAT scores by 7%, exceeding the benchmark by 8%.

Strategic plan driving action districtwide

Rochester Community Schools Strategic Plan Updates

Identifying priorities. Creating a unified sense of purpose. And driving action.

Rochester Community Schools continues to develop, support, enhance and drive forward educational excellence through five key areas: learning, teaching, leadership, professional development and community engagement.

“The impact of our strategic plan touches every student, teacher, administrator and staff member within our district. Our teams make this work look very easy. But in reality, it is extremely complex, requiring a great deal of research and careful coordination and collaboration across schools and departments,” Superintendent Nicholas Russo said.

Through the strategic planning process, 23 plans were prioritized for the 2024-25 school year. Twenty-one of those plans were completed or transitioned to the second year for further action. Two plans were paused, awaiting state and federal guidance. Nineteen plans were identified for the 2025-26 school year.

Here are some highlights from the first year of implementation.

Literacy development. At the elementary level, RCS literacy plans follow a structured approach based on the science of reading. This method supports teachers' daily instruction and helps all students build essential skills for lifelong learning.

“We continue to provide educators with high-quality resources to guide the complex work of literacy development for all RCS students. As part of this commitment, we have also piloted a systematic phonics program in grades K-2. This provides valuable data to inform future implementation,” said Kimberly Hempton, assistant superintendent of elementary and early childhood education.

Data support structure. Recognizing that students learn in different ways and at different paces, the RCS strategic plan ensures the district establishes a professional learning and data support structure for educators to meet the needs of each individual student. By developing a handbook of tiered behavioral response procedures and processes, RCS is building a more responsive, data-informed culture that supports both remediation and advanced learning needs.

“At Rochester Community Schools, we believe students should not only be the focus of our work—they should be active participants in shaping it. Conversations around curriculum, instructional practices and school culture ensure every student feels heard and is capable of driving their own growth,” said Russo.

Innovative learning approaches. Innovation is transforming how RCS students and staff learn, lead and inspire. District committees are actively researching how artificial intelligence can be further integrated in K-12 schools to enhance both teaching and learning. Pilot programs during the 2025-26 school year will provide the foundation for system-wide applications, so students and staff have the tools to be successful in an ever-changing world.

Safety and security. A safe, supportive environment remains the foundation for all teaching and learning. “Nothing is more important than the well-being of our school community. The implementation of the Centegix safety alert platform, as well as the revision of the district’s Emergency Operations Plan, strengthens our commitment to promoting a safe and secure environment across the district,” said Dr. Neil DeLuca, deputy superintendent.

The Centegix safety platform leverages digital mapping, real-time locating capabilities, and an easy-to-use wearable panic button to support a faster response for safety situations.

“Every adult member of our team has been issued a breakaway lanyard that holds a crisis alert badge. Using the Centegix system, staff can call for help anywhere on school grounds, simply by pressing a button. Once activated, support teams will know exactly where the incident is taking place and can provide an immediate response for help,” said DeLuca.

Professional development. A high-capacity workforce that is dedicated to positive educational outcomes includes hiring, mentoring and retaining the top talent in the state. “By establishing purposeful and consistent feedback structures, we can continue to align practices that attract, develop and maintain a stable workforce,” said Dave Murphy, assistant superintendent for human resources.

To streamline processes, RCS is building a cohesive approach that ensures every initiative—whether it's curriculum-focused or operational, like timecard systems or technology tickets—receives the structure and support it needs for districtwide success.

Communications. RCS remains committed to leveraging a variety of communication methods and tools to provide updates, celebrate excellence, build trust, and offer windows into life of school buildings. Through the strategic planning process, families now have the opportunity to engage in two-way communication using ParentSqaure and designate how they want to receive their information using a consistent platform.

“At Rochester Community Schools, students remain at the heart of our strategic plan. Each and every action we take defines the future direction to improve teaching and learning outcomes. We are truly grateful for the support of our community,” Russo said.

To learn more about the strategic planning process, community members are encouraged to visit the RCS website at www.rochester.k12.mi.us.

Personalized learning using AI tools

When utilized properly, artificial intelligence (AI) tools have the power to personalize learning, build lifelong critical thinking skills and guide students to use their voices more effectively.

“We are better students because of AI,” said a group of Stoney Creek High School seniors. They explained how their experiences with AI have prompted them to improve their arguments with evidence, enhance their writing, prepare personalized review materials, identify content areas where they need more practice, and share their voice.

SchoolAI is one of the tools approved for use in Rochester Community Schools. After interacting with SchoolAI in several classes, students say they have learned to structure their study habits more effectively. “AI has taught me to write something and then evaluate it, add more detail, provide examples, consider other perspectives and think more deeply about my work. It helps me identify and refine my own ideas and voice,” one senior said.

As schools, businesses and people around the world adapt to AI, a team of 26 RCS educators spent the last year developing generative AI guidelines and approved tools for the district. “RCS recognizes the transformative potential of artificial intelligence and is committed to fostering a learning environment where innovation thrives alongside the purposeful and ethical use of AI,” said Pasquale Cusumano, assistant superintendent of secondary and adult education. “Our students and teachers are using AI as another tool to enhance teaching and learning.”

AI tools should primarily serve to enhance student learning experiences, promote personalized learning and empower students to develop critical thinking and problem-solving skills. Current RCS-approved tools for teachers include Gemini, NotebookLM, Canva Code and others.

By adapting curriculum materials, AI can provide more student-centered, personalized learning strategies. At the middle school and high school levels, many early-adopter educators have uploaded the lesson plans they created over the years and applied AI to suggest creative new ways to present and review the content.

“Teachers can feel confident that students are getting the same, reliable foundation, but with additional ideas for interactive lessons, group activities, discussion prompts, review materials and visually appealing resources and guides,” said Bryan Lindstrom, Adams High School economics teacher. “AI tools help refresh and update my lessons, without compromising the integrity of the information. Additionally, AI can tailor the material for different learners and present content in a variety of meaningful ways.”

Teachers notice that students are becoming stronger writers as AI provides suggestions for clarity and improvement. “At RCS, we don’t allow students to use AI tools to generate content,” said Sarah Millard, Stoney Creek teacher. “Instead, the tools analyze the work a student submits, then AI can make suggestions and prompt the creator to refine it. The tools do not replace human interactions or judgment, so the personal learning process remains intact.”

Rachel Mainero, instructional technology specialist, agrees. “Our tools don’t allow students to simply find the answer and fill in the blank,” she said. “Instead, AI resources enhance the process of learning and meet individual needs, so students can think deeply and understand how they arrived at the answer.”

Thanks to spell check, Siri, Google maps and other common tools, AI is already embedded in our daily lives, and many people don’t even realize it. This year, teachers are introducing AI to elementary students, so they understand what it is and how it works in the classroom.

Brooklands teachers Andrew Krupp and Jennifer McKay say their students benefit from AI tools to help make lessons more engaging. For example, each year, fourth graders write a biography on an interesting individual, using resources from the media center and online to conduct research. With new AI tools, students can activate a character chatbot to have a “conversation” with their subject and ask questions, like sharing Thomas Edison’s “voice,” speaking from colonial times.

In the same way, elementary teachers benefit from AI tools that help personalize information to meet diverse student needs. For example, teachers may level the text in a passage, use audio overviews and videos, or create visual planners for various instructional and learning preferences. “It remains student-centered. That’s what counts,” Krupp said.

As technology evolves, RCS will continue to provide professional development and adapt AI guidelines to help students and staff navigate a diverse, interdependent and changing world.

“Ultimately, the goal is to foster AI literacy and equip our school community with the skills to navigate AI while upholding academic integrity,” Cusumano said. “We are using innovative tools to deepen student learning and elevate student voice.”

Visitor management enhances safety

RCS is introduced a comprehensive visitor management system installed in all 25 buildings. The system offers greater efficiency by providing a self-service kiosk for visitors, while eliminating the need for manual clipboards and check-in sheets. It also alerts staff if an individual has a background that could jeopardize a safe learning environment and provides building administrators with the ability to see if visitors are entering restricted areas.

"A visitor management system improves security for our staff and students. Knowing who is in the building, along with their purpose, will also improve our ability to account for and assist our guests in the case of an emergency situation," said Dr. Neil DeLuca, deputy superintendent.

"Keeping our school community safe is a team effort. New processes and procedures may not always be convenient, but they are essential in this day and age. We remain grateful for our community members who partner with us to support the safety and well-being of each and every student, staff, family member, visitor and guest on school grounds," said Superintendent Nicholas Russo.

RCS student achievement data and assessments inform instruction

Meeting the needs of the whole child, academically, socially and emotionally

The Rochester Community School District’s mission is to provide a quality education in a caring atmosphere for students to obtain the necessary skills and knowledge to become lifelong learners and contribute to a diverse, interdependent and changing world.

To ensure success, RCS uses the Michigan Integrated Continuous Improvement Process (MICIP), which the Michigan Department of Education describes as “a pathway for districts to improve student outcomes by assessing whole-child needs to develop plans and coordinate funding.”

MICIP begins with identifying an area in need of improvement, such as an achievement gap or the need for social-emotional support, and then proceeds with developing a challenge statement to focus on the concern.

A team of highly qualified district professionals responds to the challenge statement by creating a plan that consists of specific, measurable, attainable, relevant and timely goals to solve the issue; strategies that include evidence-based instructional approaches and/or interventions; and activities, such as professional learning, resource allocation and monitoring tools.

MICIP guides districts in the use of data to inform instruction. There are four types of data outlined in this process: achievement, perception, demographic, and process data.

Achievement data focuses on measuring student learning and assessment and can include standardized test scores, nationally normed assessments, classroom-based rubrics and college-ready assessments.

Perception data centers around attitudes and beliefs. This dataset addresses student climate within the school district, to include perceptions about academic standards, connections to the school and feelings about a variety of school experiences.

Demographic data provides information about the characteristics of the student population that can impact learning, such as economic status, disabilities, ethnic background and attendance.

Process Data can include policies and procedures, as well as parent and caregiver participation and professional learning plans.

“The process is fluid. Students, staff and families can change from year-to-year. We are also intentional about the need to continuously align methods, techniques and delivery of content with current best practices. As a district, MICIP serves as a guide so we can make the necessary adjustments to meet the needs of all our students,” said Cory Heitsch, assistant superintendent of early childhood and elementary education.

Leveraging MICIP, RCS teachers use both formative and summative assessments to determine where students are in their learning journey and tailor instruction to meet their needs.

Formative assessments are practices that allow teachers to gather information from classroom activities, so they can adjust their instructional strategies to meet the individual needs of the students. The feedback from a formative assessment is specific and immediate, allowing teachers to confer with learning consultants, interventionists and coaches and quickly adjust the method or approach of learning to meet the needs of the student.

Summative assessments evaluate student achievement against a benchmark, such as with tests, projects and essays. They can illuminate areas of strength, along with gaps in curriculum and instruction, particularly within student subgroups.

Mandated assessments: how RCS aligns with state standards

The state provides mandated testing to inform schools and districts about student performance and help detect the need for improvements in the level or rate of student achievement. Mandated testing includes the Michigan Student Test of Educational Progress (M-STEP), i-Ready or comparable testing platform, and the College Board Scholastic Aptitude Test® (SAT) suite of assessments.

At RCS, mandated tests are part of a balanced approach that contribute to a student’s learning profile. They are used with other forms of assessments to ensure continuous improvement, such as the District Literacy Profile, Bridges Unit Assessments for math, checkpoints, observations and monitoring activity to inform instruction.

To measure student achievement using the Michigan academic standards, the M-STEP English language arts (ELA) and mathematics assessments are administered to students in grades 3-7. The science and social studies assessments are administered in grades 5, 8 and 11.

M-STEP identifies areas of strength, as well as areas where additional supports are needed to meet grade-level standards. However, it’s important to note that individual student reports for M-STEP are not used to make day-to-day program and placement decisions or determinations about continuous improvement goals. Teachers will continue to teach content standards, rather than teaching to the test.

M-STEP results. The spring 2023 summative M-STEP results indicated that RCS ranked as a top five school district in Oakland County. In both ELA and math assessments, RCS students outperformed the state average by 25 percent and the county average by 16 percent.

“RCS is the largest school district in Oakland County, yet we receive some of the lowest per-pupil funding from the state. The level at which our students perform is a credit to our highly skilled teachers, administrators and staff, along with our family and community partners. We truly are grateful for their support,” said Heitsch.

The i-Ready diagnostic assessment is administered three times a year to all RCS kindergarten-through-grade-8 students. Similar to M-STEP, i-Ready serves as an indicator of grade-level proficiency in the areas of reading and math, while focusing on growth and performance relative to historical national norms. Data categories also consider English/multi-language learners, students with disabilities, student who are economically disadvantaged, and students who are of an identified race.

A key advantage of the i-Ready assessment is that teachers have the ability to progress-monitor the impact of their instructional strategies due to the multiple administrations within a school year.

i-Ready results. For the 2022-23 school year, RCS scores fell within the high-performance and high-growth quadrants, with room for continued improvement.

“We are always in the continuous improvement mode,” said John Silveri, interim superintendent. “Throughout the district, our dedicated staff members work tirelessly to ensure students are consistently engaged in high-level activities that stimulate their learning. They are also passionate about enhancing the overall student experience, which includes a feeling of belonging.”

The SAT is administered to all students in 11th grade throughout the state of Michigan in the spring. The SAT suite of assessments includes the Preliminary SAT (PSAT 8/9) for students in grades 8 and 9; the PSAT 10 for students in 10th grade; and PSAT/National Merit Scholarship Qualifying Test (NMSQT), which is offered to all 11th graders in the fall.

SAT results. The Rochester Community School District’s SAT scores have increased from 2022 to 2023 in all areas, to include the mean SAT composite, math and evidence-based reading and writing sub-scores.

“This is a remarkable achievement for our schools and demonstrates the dedication and hard work of our students, educators and community partners. Every high school within our district has seen an improvement in their total mean scores,” said Neil DeLuca, executive director of secondary education.

Caring for the whole child.

Current curriculum provides wellness programs to assist students in making independent, informed decisions concerning their physical, mental, and emotional well-being. This year RCS added new counselor positions at each of its four middles schools and three high schools, and hired additional behavioral interventionists to support its 13 elementary schools. These professionals join the district’s highly skilled educational teams who work with community stakeholders to meet the social-emotional wellness needs of all RCS students.

“Different students have different needs. What truly sets RCS apart is our team of caring professionals who build strong connections with our students, families and community partners. These trusted relationships and meaningful conversations play an important role in our students’ overall well-being, as well as our ability to ensure continual growth and development so all students can reach their full potential,” said Debi Fragomeni, deputy superintendent for teaching and learning.

Informed instruction ensures plans and strategies are in place for all students, including those with disabilities. The continuum of instruction begins with education in a general classroom and adjusts as needed to include co-teaching, team teaching, the addition of a resource program, and finally categorical classroom instruction.

“Assessment-based, responsive teaching is inclusive of our entire community. We constantly review the data and align our interventions and multi-tiered systems of support to meet the needs of the student. Monitoring and evaluating progress remains a continual process,” said Concetta Lewis, assistant superintendent of special populations.

RCS remains proud of student academic achievement and strives for continuous improvement.

The MICIP district improvement team continues to evaluate data and processes, implement appropriate instructional best practices, monitor current systems in place, and make necessary adjustments based on the needs of the whole child.

“At Rochester Community Schools, we believe that each and every student can learn at the highest levels,” said Silveri. “We are passionate about providing our students with the tools to be successful, not only while they are enrolled in our schools, but also when they graduate to pursue their life’s work.”

Rochester Community Schools - school funding basics

With modest state funding and the fourth lowest school tax rate in the county, Rochester Community Schools maximizes opportunities to ensure students excel at the highest levels.

It is widely recognized that great schools are the bedrock of a great community, but did you know that public schools in Michigan are not funded equally?

The following information highlights some school funding basics.

How are schools funded?

Before 1994, local property taxes funded local schools; but that created challenges. People were concerned about high property taxes, and there were funding gaps between school districts across the state.

In 1994, legislation was placed on the ballot, called Proposal A. Michigan voters approved it, and school funding in Michigan changed dramatically.

After Proposal A, local homeowners’ property taxes no longer funded local schools. Instead, a statewide education tax of 6 mills on all property was established. Other sources like state sales and income tax, lottery revenue, tobacco and use taxes contribute to school funding.

Districts began receiving a per-pupil payment from the state, called the foundation allowance. This enabled the lowest funded schools in the state to receive a basic level of funding, which helped narrow the funding gap between school districts.

How does the state allocate funds to school districts?

Public schools in Michigan are funded on a per-pupil basis using the pupil blend count, also known as the State Aid Membership. Each district counts the number of students twice during a school year, once in October and once in February.

The pupil blend count is generally calculated by adding 90% of the current student full-time equivalence from the October count to 10% of the previous February’s FTE count. Different proportional weights have been applied over time. For example, the most recently signed state school aid budget included a two-year average for fiscal year 2022-23 and 2023-24 for schools with declining enrollment.

The state decides the amount of foundation allowance for each school district and multiplies that number by the number of fully qualified students in the district.

The foundation allowance has two components: state aid and local non-homestead property taxes. The state calculates their portion of the foundation allowance as if the district is collecting 18 mills, whether it actually does or not. If the voters do not approve the 18 mills levy, the district does not receive the full foundation allowance.

Here’s how the estimated FY2023-24 foundation allowance for RCS currently compares with some other districts in Oakland County. The numbers indicate that the Rochester Community Schools foundation allowance is quite modest. When considering the district with the highest foundation allowance and the approximate number of students in the Rochester Community School District, the difference totals more than $57.5 million.

Preliminary estimated foundation allowance 2023-24

RCS plans a budget for every fiscal year that is sustainable, promotes growth, minimizes impact on student programs, is team-based, open and transparent, and supports the district’s strategic plan. While the foundation allowance is the major source of funding for RCS, the district also gets a small amount of federal funding.

Inter-district funding comes from the County Act 18 special education tax. This revenue includes the renewable 18-mill non-homestead property tax, tuition from special programs, dues and fees, community services like preschool, and other miscellaneous sources.

With taxpayer approval, districts can also tax local homestead property to fund construction, technology and purchase of land.

How does the district spend its funds?

The general fund is the primary operating fund for the district and accounts for everything it takes to teach a child in a classroom, such as teachers, paraeducators, ancillary staff, administrators, bus drivers, custodians, and grounds and maintenance staff.

Rochester Community Schools budgets in four main areas: instruction; support services; community service; debt service and capital outlay. Instruction (60%) includes salaries for teachers to educate our students. Support services (38%) includes counselors, speech therapists, psychologists, social workers, athletics, transportation, operations and maintenance, and administration. Community service (<2%) includes recreation and enrichment programs and school-age care. Debt service and capital outlay (<1%) includes copiers, furniture and equipment.

Most of what school districts spend their funds on is salaries and benefits. For teachers and support staff, that makes up 82% of the total RCS budget.

“Our ability to accomplish the goals set by the strategic plan can be credited to our outstanding teachers, administrators and staff who partner with our families and community members to promote student success,” said McDaniel.

How can schools increase funds beyond what is allocated by state and federal sources?

Building and site bonds and a sinking fund provide an opportunity for schools to increase funds beyond what is allocated by state and federal sources.

Since the majority of school operating funds are spent on salaries and benefits, RCS has historically used the general fund and/or bond proceeds to protect its investment in facilities.

In 2019, voters approved a zero-tax increase sinking fund as a sustainable means to support critical facility and infrastructure needs with no borrowing or incurred interest involved. The sinking fund also keeps tax dollars local – every dollar of the sinking fund benefits every student and every school in the district.

Oakland County School District 2022 Bond and Sinking Fund Tax Rates

How do the RCS bond and sinking fund tax rates align with other districts in the county?

Rochester Community Schools continues to provide the highest quality education in safe, modern facilities with a modest tax increase. According to the Stifel public finance report for 2022, Rochester Community Schools has the fourth lowest school tax rate in the county.

How does Rochester Community Schools perform at such a high level with a modest foundation allowance and bond and sinking fund tax rates?

RCS carefully monitors the budget to make sure expenditures align with available resources. The district also maintains an adequate fund balance to make sure it has enough money to continue operations in case of surprise expenses or state revenue shortfalls. This is especially important since school districts do not receive the first payment of the year from the state until October, after school has already started.

“Maintaining fiscal stewardship is critically important to our mission. The district’s budget includes a balanced and equitable spending plan that is sustainable, promotes growth, and ensures high quality student programming,” said Matthew McDaniel, assistant superintendent for business operations.

The district also credits its outstanding teachers, administrators and staff who partner with parents and caregivers to inspire excellence.

“The high level of achievement within our district reflects the hard work, dedication, and tenacity of our students, along with the collaborative efforts of our community,” said Debi Fragomeni, deputy superintendent for teaching and learning. “Whether our graduates are pursuing their post-secondary education, the arts, athletics, the military, or industry apprenticeships, we are confident they have the tools to succeed,” said Fragomeni.

“It is with sincere gratitude that we thank our district colleagues, the Board of Education, and our community members for their continued partnership and support.”

Preparedness and training for medical health emergencies

Rochester Community Schools is committed to safety and wellness

Preparedness and training for medical health emergencies includes:

Staff, including athletic coaches, are trained in CPR, first aid, automated external defibrillator (AED) support and EpiPen usage, concussion and Stop the Bleed protocols.
AED devices and emergency supplies have been installed in prominent areas, districtwide. These locations are identified on digital, integrated building maps for quick access.
The district has a cardiac emergency response plan that is regularly updated and shared with state officials.
RCS buildings are stocked with EpiPens, auto-injectable devices used to treat severe allergic reactions, and Narcan nasal spray to reverse suspected opioid overdose.
RCS team members have implemented Behavioral Threat Assessment and Management (BTAM) tools and strategies to systematically identify, assess and manage potential threats in a supportive and collaborative manner.
RCS counseling, psychology and social work professionals provide strategies and resources to support students who may be considering self-harm. A crisis flowchart walks staff through a determination process to provide immediate support and intervention for students, in collaboration with community partners, if necessary.
Emergency operations plans have considerations to accommodate students and staff with access and functional needs that may include: limited English proficiency, autism spectrum disorder, nonverbal communicators, blindness or visual disabilities, cognitive or emotional disabilities, deafness or hearing loss, mobility or physical disabilities and medically fragile health.
As a participant in the Handle with Care program, RCS partners with local law enforcement and Oakland Schools to make administrators aware of students who might be in need of emotional support, based on exposure to a potentially traumatic experience and contact with law enforcement.

Special education supports all learners

RCS Special education supports all learners

RCS continues to grow its special education programs to support all learners.

For the 2025-26 school year, the district opened a new high school classroom for students with severe and multiple
impairments. This program gives students important opportunities to learn and build friendships alongside their peers, while still receiving the personalized support they need.

RCS also expanded its autism programming at the elementary level to better support students who benefit from more specialized academic, social and behavioral services within a highly structured learning environment.

As one of the largest districts in
Oakland County offering a wide range of special education options, RCS is committed to helping students get the support they need in their home district.

Making connections through joyful, meaningful learning

Learn. Lead. Inspire. Making connections through joyful, meaningful learning

“What a joy it is to see children connect their knowledge to the world around them,” said first grade teacher Laura Kirklin. “When learning becomes meaningful, students can be fully engaged critical thinkers who make important contributions in their daily lives.”

As educational programs continually evolve, research shows that student-centered, inquiry-based instructional strategies help students develop skills related to learning, literacy and life.

Meaningful learning involves a true understanding of how all the pieces of an entire concept fit together, beyond memorized answers to fixed questions. In this way, students are able to transfer and adapt their knowledge to solve new problems, examine new situations and build their skills.

Fostering positive learning environments

A peek into a first-grade classroom shows students participating in reading and writing workshop activities where they work together to develop decoding, phonics and comprehension skills. Importantly, these academic lessons take place within a climate of trust—and they are focused on students sharing their opinions, ideas and knowledge.

Students read with buddies; record their ideas in daily gratitude journals; have pen pal companions at a local senior center; share reviews with their favorite local businesses; and create their own Kidland game with unique characters to make phonics fun and interactive.

At the end of a word game similar to musical chairs, a student immediately responded, “That was so fun! Can we play again?”

“Especially at the elementary level, play-based learning is personal and deeply rewarding, because children are engaged in meaningful activities that they truly enjoy with people they truly care about,” Kirklin said. At morning meetings, young students say hello in different languages, shake hands, support one another through struggles and build respectful, inclusive relationships.

“Our districtwide Positivity Project builds character traits and challenges young learners to reflect on how they can contribute to a better classroom, school, local community and world,” Kirklin said.

Prioritizing relevant, relatable learning

As an example, to personalize lessons on plant life, weather and ecosystems, elementary students have created community gardens. To deepen their understanding of history, middle schoolers engage in role-playing activities to imagine themselves prioritizing issues as authors of the U.S. Constitution. To examine math and physics data related to traction and speed, high school students partner with traffic experts to reconstruct vehicle accident scenes.

“We connect content to the real world,” said Brandon Shurter, Advanced Placement (AP) environmental science teacher. Using local parks as their nontraditional classroom setting, high schoolers step into waders before entering the Clinton River to collect water samples and analyze dissolved oxygen levels that affect the macroinvertebrate population. “These field studies give students a hands-on look at the health of our stream ecosystems,” Shurter said. “This experience provides a lens to think about global environmental issues as well. Their learning builds and adapts and can be applied to new bodies of knowledge.”

Additional class activities with practical applications include personal home energy audits to assess the energy consumption in students’ households; experiments to calculate power generated from photovoltaic cells and spinning turbines; and harvesting lettuce grown on indoor hydroponic garden towers.

One student said the class inspired her to join the Green Club so she could put her knowledge to better use. “It wasn’t until I volunteered for the Green Club that I truly understood the impact of reducing, reusing and recycling,” she said. “This opportunity to lead recycling efforts at school affected my family’s practices and habits at home too. I’m even looking at environmental science as a possible career. The more I learn, the more I care about taking care of our natural resources.”

Uncovering the joy of discovery when learning

Uncovering the joy of discovery

“Learning is enhanced when students feel a sense of passion and excitement about the subject matter,” said information literacy specialist Jennifer Lin. “We give students freedom and flexibility to learn about issues that are important to them.”

Lin collaborates closely with language arts teacher Eva Hensley to implement the eighth-grade research project. This requires students to use databases for their research, evaluate sources for credibility and relevancy, synthesize information in a written paper and present their findings to peers, families and community members.

“While students are held to high academic standards, what makes this project meaningful and personal is that the content is student-directed, down to how they want to share the knowledge,” Lin said. “In years past, students have chosen to present their findings beyond PowerPoints. They designed and created call-to-action pins and stickers, recorded podcasts, made and distributed infographics and brochures, and one group even put together a puppet show.”

Lin said, “Students select their own personal passion projects. They have academic expectations to meet, but choosing the subject matter puts them in charge of their own learning experiences. Their learning is deeper and more complex than if we had assigned random topics.”

This semester, middle school students have chosen research subjects including social media’s impact on teens, immigration, substance abuse, anxiety, air pollution and gang violence. When asked why they selected their topics, one group of students responded, “We want to be involved in repairing the world. These are the things we wonder about and care about.”

With a commitment to students’ personal growth and success, Lin also ensures that her media center offers a wide variety of STEM activities, 3D printing, coding, inclusive books with diverse characters and stories, a makerspace club, technology-enhanced learning and other timely, creative outlets that students enjoy.

“I am proud that Rochester Community Schools celebrates the creative ideas, voices and gifts of all students at all grade levels,” Cusumano said. “Every single day, we are inspired by meaningful, joyful learning that motivates students to reach their fullest potential.”

Supporting growth and achievement through master property planning

Supporting growth and achievement through master property planning

Master property planning helps an organization assess the use of its land and infrastructure by evaluating current conditions, considering future opportunities, and identifying detailed actions that can optimize facility and operational efficiencies.

“We are a sizable district. To maximize resources that support student growth and achievement, it is important to periodically look at our facilities and operations so we can proactively plan for future opportunities,” said Superintendent Nicholas Russo, Ed.S.

As the largest school district in Oakland County, Rochester Community Schools consists of 22 school buildings and four support structures that encompass approximately 2.8 million square feet on more than 560 acres.

“The master property planning process, which includes a facilities utilization study, aligns with our district’s broader strategic plan,” said Russo. “The data from the study, which is analyzed by an unbiased professional organization and presented to a community advisory committee for review, will inform our decisions so we can best meet the needs of our students, staff and community.”

On Oct. 17, 2024, the district advertised a request for proposal (RFP) for a professional consultant to conduct a facilities utilization study. Five bids were received and thoroughly evaluated by the district’s educational, business, facilities and capital projects leaders. Selection criteria included the company’s history, approach, fees, references, and previous experience in providing services for educational institutions.

At the Nov. 18 Board of Education meeting, Plante Moran Realpoint was awarded a contract to engage as the consultant and facilitator for the facilities utilization study.

The study considers current and historical demographic and enrollment data by school; school feeder paths; district programs and services to include pre-kindergarten, transitional kindergarten, Great Start Readiness Program, early childhood special education, Early On, special education Adult Transition Programs and Services, school-age care, alternative educational opportunities and adult education; virtual campus offerings; market trends and projections; funding procurement; and strategic planning goals and objectives.

Stakeholders were invited to get involved.

“Community input remains an important part of the process,” said Russo. “Plante Moran Realpoint is forming an advisory committee to look at data from the facilities utilization study and assess our short- and long-term needs. This committee will include a sampling of representatives from each building, parents, staff, board members, local business owners and individuals from special interest groups, such as our special education parent advisory committee and parent-teacher association.”

Results from the facilities utilization study will be shared publicly with the Board of Education and the community as information becomes available.

“We are committed to an inclusive and transparent process,” said Russo. “Our schools represent the pride of our community and this comprehensive assessment will ensure we are optimizing facilities and operations to best meet the needs of our students, staff and families.”

Elementary teacher doing an activity with two students

Press Releases

Rochester Community Schools sells refunding bonds, resulting in $8.6 million in cost savings to taxpayers

The Rochester Community School District is pleased to report the successful sale of its 2026 refunding bonds. Funds raised by the 2026 bonds will be used to refinance the district’s 2016 Series 1 school building and site bonds, resulting in an interest cost savings of more than $8.6 million to taxpayers.

The district received 18 proposals for the bonds, all within a narrow margin of 0.12 percent from the highest- to lowest-interest cost bidder. Jefferies LLC was the successful purchaser; bonds were sold at a tax-exempt fixed interest rate of 2.57 percent with final maturity in 2036. The face value of the bonds totaled $48,770,000

“The fiscal responsibility and dedication of the Board of Education is commendable. This positive financial position strengthens the district’s long-term ability to maintain its commitment to a robust strategic plan and to provide an outstanding education for all students,” said Superintendent Nicholas Russo. “Strong fiscal management and a strong credit rating resulted in a competitive market for the bond purchase and a positive outcome for the taxpayers in our community.”

The district’s credit rating of AA, as indicated by S&P Global, contributed to the successful bond sale. In evaluating the credit quality of Rochester Community Schools, S&P cited a strong track record of 10 consecutive years of balanced-to-positive operating performance, an affluent taxbase, and a manageable debt and liabilities profile.

In its credit highlights report, S&P stated, “We believe the district’s strong management with a culture of long-term planning, ability to outperform its budget, and additional liquidity from a 2019 voter-approved sinking fund millage limiting future debt issuance lend additional credit support.”

As of June 26, 2025, only seven of S&P’s 354 rated Michigan K-12 school districts had an AA credit rating or higher.

“Rochester Community Schools is proud of its strong position in this community. District leadership remains committed to providing both educational and economic value to benefit our students, families and residents,” Russo said.

A history of executing sound

fiscal management and budgetary best practices

Rochester Community Schools has been recognized with two awards from the Association of School Business Officials International.

For the eighth consecutive year, RCS has earned the Meritorious Budget Award, indicating excellence in school budget presentation and transparent budget development.

For the sixth time, RCS earned a Certificate of Excellence in Financial Reporting for meeting the highest standards for financial reporting and transparency.

These designations are awarded only to school districts who have undergone rigorous review by professional auditors and continue to meet or exceed the program’s stringent criteria.

“We are proud to consistently present a budget that is sustainable, supports growth and maintains high-quality student programs,” said Assistant Superintendent for Business Operations Matthew McDaniel. “Through effective resource management, we are in a steady financial position to maximize the learning potential of all our students.”

Advancing safety through innovative technology solutions, May 7, 2025

Rochester Community Schools remains committed to enhancing processes that empower staff members to act effectively during an emergency. To that end, the district is adopting the Centegix safety platform, an incident response solution that supports emergencies, from everyday situations to the extreme.

“Nothing is more important than the safety and well-being of our students, staff and community. In an emergency, every second matters. We will do all we can to strengthen district processes that support emergency preparedness and response in our school buildings, on the playgrounds, parking lots or athletic fields,” said Superintendent Nicholas Russo.

The Centegix safety platform leverages digital mapping, real-time locating capabilities, and an easy-to-use wearable panic button to support a faster response for safety situations.

The Centegix platform provides two types of alerts. The “I need help” alert immediately notifies on-site staff of a localized situation on campus, such as a medical emergency or altercation on school property.

“Response times can impact the outcome of a situation. For example, if there’s an accident on the playground, our teams can call for help without delay. We anticipate that the vast majority of our alerts will originate from these types of day-to-day interactions,” said DeLuca.

For more extreme situations, a campus-wide alert, or lockdown, may be required. Here, the system not only notifies on-site personnel of the emergency, but also central office administrators, 911 dispatchers and first responders.

“New and innovative technologies are constantly emerging, so we did our due diligence to make sure the platform would provide a lasting benefit, is secure, easy to use, easy to install, accepted by local law enforcement and integrates with our current systems,” said Jeff Frankowiak, technology director.

“An intentional focus on training ensures that school resource officers, first responders and nearly 2,000 district employees have the knowledge to support the alerts and respond quickly,” said Frankowiak.

When the badge is activated, school communities receive visual and auditory alerts. A strobe light flashes; an intercom message provides verbal direction; and mobile and desktop computer alerts indicate the location of the emergency on a map.

“The Centegix safety platform does not replace other safety measures that are currently in place in the district. It is meant to enhance operations,” said RCS Safety Consultant Steve Schettenhelm, former Rochester Police chief. “This multi-layered approach to safety includes districtwide emergency response protocols, emergency radios, cameras, CPR and first-aid training and other strategic investments that make the crisis response for the district even better.”

Additional benefits of the Centegix partnership include a comprehensive visitor management system that will be installed in all 25 Rochester Community Schools buildings in the fall 2025. The system alerts staff if an individual has a background that could jeopardize a safe environment and provides building administrators with the ability to see if visitors are entering restricted areas. It also offers greater efficiency by providing a self-service kiosk for visitors, while eliminating the need for manual clipboard and check-in sheets.

“A visitor management system improves security for our staff and students. Knowing who is in the building, along with their purpose, will also improve our ability to account for and assist our guests in the case of an emergency situation,” said DeLuca.

“Keeping our school community safe is a team effort. New processes and procedures may not always be convenient, but they are essential in this day and age. We remain grateful for our community members who partner with us to support the safety and well-being of each and every student, staff, family member, visitor and guest on school grounds,” said Russo.

Board invests an additional $33 million in RCS teachers, Sept. 2024

The Board of Education of Rochester Community Schools has approved the tentative contractual agreement (5-2) as presented by district administration and the Rochester Education Association (REA) during a board work session on Tuesday, Sept. 3, 2024. Through the agreement, the district is investing an additional $33 million in RCS teachers over the next three years.

“One of the most critical investments we make for students is investing in our highly qualified and trained staff. Our RCS teachers are the core of this investment. I want to thank our Board of Education for approving the three-year contract with the Rochester Education Association, and I want to thank every member of our negotiating team who worked diligently over the course of months to bring and ratify a contract that values and retains outstanding teachers and talent,” said Superintendent Nicholas Russo, Ed.S.

During the past seven months, administrators representing the district and the Rochester Education Association/Michigan Education Association engaged in negotiations using Interest-Based Bargaining, a process the district originally adopted in January 2019. Using this collaborative bargaining approach, the teams were able to focus on mutually beneficial interests and outcomes, while keeping students at the forefront.

"As president of the Rochester Education Association, I'm proud of the collaboration and consensus building that the teams put at the center of the bargaining process. This contract provides teachers with much deserved raises. It also provides new parameters for evaluations and teacher protection that allow teachers to focus on what they do best, providing RCS students an excellent education,” said REA President Elizabeth Schroeck.

The bargaining teams participated in 21 sessions and spent more than 120 hours together, exploring options and then developing contractual language for the final tentative agreement. The REA membership ratified the tentative agreement on Aug. 29, 2024.

“Rochester Community Schools is fortunate to have a highly knowledgeable, caring and talented workforce. Our teachers are our backbone and the district is proud to have a collaborative relationship with their representatives. This agreement is an investment in our trusted professionals so that they may continue to do the vital work at the core of our purpose – the education of our students,” said Assistant Superintendent of Human Resources Dave Murphy.

Following district practices, the REA master agreement will be publicly available on the RCS website once the agreement is signed and dated.

Some of the contract details include: a reduction of the salary step schedule from 18 to 15 steps; increases in base salary by three percent in year one, three percent in year two, and $2,000 in year three; increases in longevity pay; mutually agreeable language on formerly prohibited subjects of bargaining such as teacher evaluations, layoffs and recalls, teacher placement and teacher rights.

“The board is pleased to have approved an agreement with our teachers that recognizes their dedication and hard work. This agreement reflects our commitment to providing a high-quality education for our students while also supporting our educators with fair compensation and working conditions. I want to thank all those who were involved in the negotiations over the past year. We look forward to continuing our partnership with the teachers to ensure the success of our schools and the well-being of our community,” said Board of Education President Michelle Bueltel.

The former labor contract covered the period from Feb. 1, 2022, through June 30, 2024. The new contract is a three-year agreement, from Sept. 3, 2024, through June 30, 2027.

“As shortages in the workforce continue to challenge many industries, I believe this long-term contract will prove pivotal in providing increased stability for our organization,” said Russo. “Today’s contract approval demonstrates how our Rochester Community Schools Board of Education and our leadership team value our dedicated teachers.”

Board selects Nicholas Russo as superintendent, April 5, 2024

ROCHESTER, Mich. – During a special meeting on Wednesday, April 3, 2024, the Board of Education of the Rochester Community School District voted (4-3) to select Nicholas Russo as their preferred candidate for the position of superintendent, pending successful contract negotiations.

In a separate motion, the board voted unanimously (7-0) to put its full support behind the selection of Russo as its next superintendent, conveying a willingness to come together as a board and commit to the success of the district’s future leader.

“Hiring a superintendent is one of the most important jobs of this school board. As an individual member, I have my personal opinion and perspective regarding what is important when hiring one; however, our board tonight speaks as one and that voice should always be focused on a positive direction with a future focused on all the students, educators and community we serve,” said Barb Anness, vice president.

Board members shared their gratitude for all three finalists who interviewed for the position, including Dr. Stephen Bigelow, Dr. Carrie Wozniak, and Russo. “I was very pleased that we have three good candidates. These are lifelong educators. They have all demonstrated a commitment to children. These are people of good character, all three of them. I want to thank them,” said Trustee Jayson Blake.

After spending Monday with the superintendent finalists, touring buildings, watching as they met with students and staff, listening intently during the community forum and interview process, and learning from community feedback, board members met on Wednesday to discuss the candidates and determine the selection of a new superintendent.

Board members noted the following qualities that influenced their decision.

Anness stated that she appreciated Russo’s philosophical outlook; approach to building relationships; preparedness to use the strategic plan to address individual learning needs; experience in various educational settings; human resource experience; and candid demeanor while interacting with students.

“The next superintendent who leads our district will be charged with so much more than running it. Public education is a people-centered endeavor with children at its core,” said Anness.

“Mr. Russo offers a dynamic combination of leadership, having been a teacher, principal and now assistant superintendent of human resources, bringing a diversity of roles and experience to the superintendent position. He has a demonstrated track record of improving literacy outcomes in lower elementary, experience in an IB [International Baccalaureate®] environment, an interest in non-traditional secondary and post-secondary pathways and a passion to build strong relationships to work together productively as a team, all of which would be great assets to our district in the future,” said Jessica Gupta, secretary.

President Michelle Bueltel stated that she found Mr. Russo to be personable, relatable and genuine. “I liked that he has worked in larger districts, has been a building administrator at an IB school and has worked with and been successful with interest-based bargaining. As he visited buildings, it was surprising to see how many of the staff he already knew. Mr. Russo has a broad network that I believe would serve him well as he moves into the role of superintendent.”

Following successful negotiations, the superintendent’s contract would be brought to the board for approval.

“The superintendent plays a pivotal role in shaping the educational landscape of our community. We look forward to Mr. Russo embracing our strategic plan and moving our district forward to provide the best education possible by meeting the needs of all learners,” said Bueltel.

Rochester Community Schools advances superintendent search, March 6, 2024

ROCHESTER, Mich. – The Board of Education of the Rochester Community School District has taken a significant step forward in its search for a new superintendent. During a special meeting on Monday, the board selected four highly qualified candidates for initial interviews from a total
of 20 applicants.

President Michelle Bueltel commended the collective effort of the board in identifying candidates for interviews. "I appreciated seeing the full board working together collaboratively to identify the applicants to interview and address next steps in the interview process. We look forward to
meeting the applicants in person and selecting the next individual to lead our district."

Selected candidates to be interviewed are: Dr. Stephen Bigelow, superintendent of Bay City Public Schools; David Rice, assistant superintendent of Roseville Public Schools; Nicholas Russo, assistant superintendent of human resources in the Walled Lake Consolidated School District; and
Dr. Carrie Wozniak, superintendent of Fraser Public Schools.

Bigelow and Rice will be interviewed on Monday, March 18, at 6 p.m. and 7 p.m. respectively. Russo and Wozniak will be interviewed on Tuesday, March 19 at 6 p.m. and 7 p.m. respectively. All interviews will take place in the Reuther Middle School media center, 1430 E. Auburn Road in Rochester Hills. The interviews are open to the public and will be recorded and posted on the district's website.

Immediately following the final interview on March 19, the board will meet to identify the candidates who will be invited to return to the district. On

April 1, the selected candidates will participate in a tour of the schools, community forum and final interview with board members.

During the comprehensive applicant review process, the board prioritized 11 qualities that align with the district’s vision and goals and have been determined to be essential for the district's future success.

The qualities are:
• Promotes a positive and professional environment that includes mutual trust and respect among faculty, staff, administrators and the board
• Is willing to listen to input, but is a decision maker
• Is a strong communicator in speaking, listening and writing
• Possesses the leadership skills, knowledge and sensitivity required to respond to the opportunities and challenges presented by a diverse student body and community
• Is strongly committed to a “student centered” philosophy in all decisions
• Has a strong moral compass that is rooted in justice and equality
• Has classroom experience in a K-12 setting
• Has experience with effective management and planning practices that will benefit the long-term financial health of the district
• Is able to delegate and oversee the work of staff (i.e. leading by example) and appropriately maintain accountability
• Is able to build consensus and commitment among individuals and groups
• Possesses the ability to enhance student performance, especially in identifying and narrowing the gaps in student achievement and opportunity

The process of searching for the Rochester Community School District’s new superintendent began in November 2023. During a special meeting on Nov. 6, the RCS Board of Education selected Ray & Associates to assist with the effort.

The superintendent search process includes opportunities for stakeholder engagement, a position posting, selection of applicants, interviews, tours and ultimately the selection of the best person to lead Rochester Community Schools into the future.

The district’s goal is to begin the 2024-25 school year with long-term leadership in place at the superintendent level.

"We are encouraged by the strong caliber of the applicants who applied for the position and are hopeful that we will soon secure the future leader to take the district forward,” said Jessica Gupta, board of education secretary.

Additional information, updates and candidate bios are located on the district website by going to:
https://www.rochester.k12.mi.us/about-us/board-of-education/superintendent-search.

Voters approve non-homestead operating millage, Feb. 28, 2024

ROCHESTER, Mich. - Rochester Community Schools voters overwhelmingly elected to approve a non-homestead operating millage that enables the district to receive its full per-pupil foundation allowance and restore millage lost as a result of the Headlee Amendment.

“Great schools are the foundation of a great community. It’s truly in the best interest of our students, staff, families, business and community partners to make certain that the district continues to receive its full foundation allowance set by the state. This funding ensures resources are available to provide the highest quality public education possible,” said Interim Superintendent John Silveri.

The foundation allowance is the major source of funding for Michigan schools. All Michigan school districts must levy 18 mills on non-homestead property to receive their full foundation allowance.

For Rochester Community Schools, this levy ensures the district maintains its current full per-pupil revenue of $9,608. If the millage proposal did not pass, RCS per-pupil funding would have fallen to $8,060, which equates to a loss of approximately $24.5 million per year or 10.7 percent of current budgeted general fund revenues.

The district general fund covers everything necessary to provide educational programs and services for RCS students, such as salaries and benefits, safety and security, custodial and grounds, supplies, transportation, athletics and more.

“As we look to the future, we will continue to be strategic in our efforts to be good stewards of district revenue. Each year we plan a budget that is sustainable, promotes growth, is open and transparent, and supports quality student programs and services,” said Matthew McDaniel, assistant superintendent of business operations.

“It is an honor to be part of a community that truly values education and is willing to invest in our students,” said Silveri, who is also a district resident. “Together, we can continue to accomplish great things and take pride in excellence.”

Rochester Community Schools transcends its history of excellence to enhance teaching and learning, Feb. 28, 2024

ROCHESTER, Mich. - Rochester Community Schools celebrates excellence while continuously enhancing programs and services to meet the needs of all district learners.

“Rochester Community Schools is an amazing district with incredible students, dedicated and talented staff members, supportive families and collaborative community partners. We work tirelessly to ensure students are consistently engaged in activities that stimulate their learning and enhance their overall experience, which includes a feeling of belonging,” said Interim Superintendent John Silveri.

The district continues to transcend its history of excellence by offering additional programs and services that enrich the teaching and learning environment. Some of the recent updates include investing in social-emotional supports, offering free pre-kindergarten programs, establishing a dual enrollment scholarship fund, enhancing curriculum, and utilizing state-of-the-art technology.

Investing in enhanced support services. A $1.7 million investment ensured seven additional school counselors and eight academic interventionists are available to help students overcome challenges and achieve their personal best. These qualified professionals work alongside teachers, administrators, staff and families to provide multi-tiered systems of support including individualized coaching, collaboration and intervention for students in transitional kindergarten through grade 12.

“There are many factors that can influence a child’s ability to learn,” said Cory Heitsch, assistant superintendent of early childhood and elementary education. “Expanded educational teams are working with classroom teachers and families to increase resources and design individualized supports to meet the needs of each student.”

Free pre-K for four-year-old students. Rochester Community Schools is announcing free pre-kindergarten services for four-year-old children through the Michigan Department of Education’s Great Start Readiness Program (GSRP). For the 2023-24 and 2024-25 school year, the district will increase free pre-K slots; extend instructional hours to be consistent with full-day school calendar schedules; ensure a highly qualified and credentialed teaching staff; and potentially save eligible families up to $10,000 in tuition.

“RCS has a long history of providing high-quality pre-K programming for three- and four-year-old children,” said Heitsch. “The GSRP expansion will help increase access, affordability and instructional time, while supporting student growth and readiness.”

Dual enrollment scholarship fund. To provide students with additional opportunities to complete college courses while still in high school, RCS offers dual enrollment. Currently, more than 50 RCS high school students are enrolled in the program. The Michigan Department of Education administers the dual enrollment program across the state and provides a set amount of funding per student each semester.

Through a partnership with the Rochester Community Schools Foundation, a dual enrollment scholarship fund was established this past year to offset tuition costs at Oakland University and ensure even more students have access to these transformative educational experiences.

Bridges in Mathematics. Elementary students across the district are developing mathematical mindsets through the implementation of the district’s comprehensive K–5 curriculum resource, Bridges in Mathematics. This inquiry-based, student-centered curriculum helps young learners understand mathematical concepts and solve complex problems relatable to the world around them using visuals and hands-on manipulatives.

3D anatomy tables. Rochester Community Schools brings state-of-the art technology to advance studies in anatomy and biology, thanks to a collaborative effort between the RCS Foundation, career readiness and curriculum. Asclepius is a virtual dissection table that serves as a medical teaching aid, most often at the university level. Through detailed 3D anatomy structures, this tool provides students with the ability to visualize the complexities of the human body and perform dissections.

State of the district

It’s an exciting time for Rochester Community Schools as the district embarks on a new strategic planning process and searches for a new superintendent to lead the charge.

Fiscal stewardship. Maintaining fiscal stewardship is critically important to the district’s mission of providing a quality education. The Rochester Community Schools budget includes a balanced and equitable spending plan that is sustainable, promotes growth, and ensures high-quality student programming.

With modest state funding and the fourth-lowest school tax rate in the county, Rochester Community Schools maximizes opportunities to ensure students excel at the highest levels. To help provide additional resources, the district continues to pursue grant opportunities that support student and staff safety, elementary literacy and math education, mental health, and teacher retention.

For the seventh consecutive year, Rochester Community Schools was presented with the prestigious Association of School Business Officials International Meritorious Budget Award (MBA). The MBA recognizes excellence in school budget presentation and is conferred only to school districts whose budgets have undergone a rigorous review by finance professionals and have met or exceeded the program’s stringent criteria.

Rochester Community Schools was one of only three districts in the state of Michigan and one of 139 districts across the United States and Canada to be honored as a 2022-23 MBA recipient. The full listing for 2023-24 has not yet been released.

Superintendent search. The process of searching for a new superintendent is underway. Opportunities have already been provided for board input and stakeholder engagement. The position has been posted and the process of selecting applicants is progressing. Interviews will follow before the board selects the best person to lead Rochester Community Schools into the future.

“The superintendent plays a pivotal role in shaping the educational landscape of the community. We aim to find an individual who not only possesses the necessary skills and qualifications but also embodies the values that make our district exceptional,” said Michelle Bueltel, Board of Education president.

John Silveri is serving as the interim superintendent through June 2024. The goal will be to begin the 2024-25 school year with long-term leadership in place at the superintendent level.

“I have called Rochester home for the past 15 years, so it is even more meaningful to lead our school district, serving as a short-term bridge between your former and future superintendent,” said Silveri.

Strategic planning. Rochester Community Schools has a rich history of excellence that has been strengthened over time through the strategic planning process. Through a commonly understood path of action, strategic planning can create positive outcomes that ensure equitable practices, innovative work and engaged communities.

“We are excited to be fully engaged in the strategic planning process,” said Barb Anness, Board of Education vice president. “Through a shared vision and measurable goals and objectives, we will continue to build upon our world-class educational system at Rochester Community Schools.”

Non-homestead operating millage. To continue excellence in education, the district is grateful for the voters who overwhelmingly elected to approve a non-homestead operating millage proposal. This levy ensures the district can maintain its current full per-pupil revenue of $9,608. If the millage proposal did not pass, RCS per-pupil funding would have fallen to $8,060, which equates to a loss of approximately $24.5 million per year or 10.7 percent of current budgeted general fund revenues.

The community has demonstrated its commitment to education by approving the millage proposal.

“I believe there is nothing more important than the education of our children. It’s truly an honor to live and work in a community that places such a high priority on helping our students succeed now and into the future,” said Silveri. “Receiving our full per-pupil funding set by the state will help ensure resources are available so we can continue to provide the highest quality public education possible.”

Brig. Gen. Cushing returns to his alma mater, Rochester Adams High School, Nov. 16, 2023

Rochester Community Schools welcomes
U.S. Army Brigadier General John Cushing, class of ’89 graduate

ROCHESTER, Mich. – Brig. Gen. John Cushing, Rochester Adams High School class of 1989 graduate, returned to his alma mater on Friday, walking the halls for the first time after 34 years to honor local veterans, share gratitude and show support for students pursuing science, technology, engineering and mathematics (STEM) education.

Cushing serves as the commanding general of the U.S. Army Combat Capabilities Development Command (DEVCOM), where he leads a world-class team of scientists, engineers, analysts, technicians and support staff who leverage cutting-edge technologies, such as artificial intelligence, quantum effects, autonomy, robotics, advanced energetics and synthetic biology, to give soldiers the advantage over adversaries.

“This command has 14,000 people, eight reporting centers and three international units. There are a lot of really smart people who are shaping what the Army of the future needs to look like,” said Cushing. “When we’re surrounded by excellence, we’re set up for success.”

Cushing was commissioned as an armor officer after graduating from the U.S. Military Academy at West Point. He served in various assignments stateside, as well as in deployments to Iraq during Operation Inherent Resolve; Afghanistan during Operation Enduring Freedom; and two tours to Iraq during Operation Iraqi Freedom. Cushing has served 30 years, following the legacy of his father and grandfather, who also served in the Army.

Rochester Adams Principal Pasquale Cusumano and Interim Superintendent John Silveri welcomed Cushing to the building, along with his mother, Anne, who remains a current resident of the City of Rochester Hills. It wasn’t long before they opened the 1989 yearbook and located Cushing’s senior picture, discovered his photo in the composites that line the walls of the school, and reminisced about the changes to the building and Cushing’s time as a student and athlete at Rochester Adams.

In recognition of Veterans Day, Cushing then joined nearly 200 Rochester Adams students, staff and families to honor local men and women who served in the U.S. Armed Forces. The annual event included a special breakfast that provided an opportunity for the students to have conversations with individuals who have served in the military.

As an additional sign of gratitude and respect, art students handcrafted poppy flowers for the veterans, and all 1,500 students were afforded the opportunity to place American flags alongside the perimeter of school grounds with personalized signs of appreciation – a tradition that could be seen districtwide at all three RCS high schools.

Addressing the crowd, Cushing expressed his sincere thanks to the event organizers, students, administrators, staff and especially the veterans.

“Thank you to the veterans who are here today. Less than one percent – let this sink in a little bit – less than one percent serve their country in the uniformed services. For our veterans who have served, you have paved a way for me to be able to serve. You have made this country what it is today.

“We couldn’t do half the things in our country if we didn’t have folks who served our country,” said Cushing.

Cushing also shared gratitude for his high school. “I had teachers that were tough, that would challenge me to do better. It is an honor to give back to the high school that helped shape who I am as an individual,” said Cushing.

Following the veteran’s event, Cushing met with the AdamBots robotics team in the school’s innovation lab to participate in STEM demonstrations. He talked with the students, reinforcing the importance of how innovative technologies, such as robotics and autonomous systems, are shaping the Army of 2040.

As the morning came to a close, Cusumano reflected on the events. “We are extremely proud of our students who take every opportunity to embrace kindness. We are also proud of the individuals who once walked these hallways as a student and have gone on to do great things for our community, our country, and for the world.”

“It was truly an honor to welcome Brig. Gen. Cushing back to Rochester Adams,” said Cusumano.

Rochester Community Schools announces new board member, Sept. 28, 2023

ROCHESTER, Mich. – During a special meeting broadcast live to the public Wednesday evening, Jayson Blake was appointed by the Board of Education of the Rochester Community School District to fill the trustee position vacated by Kristin Bull.

Blake’s service began immediately following the oath of office. The term for this volunteer position continues through December 31, 2024.

“Rochester is a phenomenal district with so much to offer. I look forward to helping bring RCS to the next level, so that we can continue to meet the needs of every learner, now and for years to come," Blake said.

In appointing Jayson Blake, board members cited his calmness, empathy, humility and passion for education, along with his experience as an attorney. Also resonating with the Board was Blake’s ability to overcome adversity and become highly successful, notwithstanding having grown up in an underserved community. “I think that’s inspiring for our students,” said Jessica Gupta, board secretary.

Blake earned a juris doctor degree and a bachelor of arts from the University of Michigan. He has also received numerous awards and recognition for his professional experience as a litigator.

The Board of Education followed the Revised School Code and Michigan Election Law in appointing an eligible candidate to fill the trustee position.

The position vacancy was announced to the public on Aug. 31, 2023; all eligible candidates were encouraged to apply. At the Sept. 18 Board of Education meeting, applicants were identified for the interview phase. On Sept. 27, a special meeting was held to meet candidates, conduct public interviews, and select a trustee.

Six candidates interviewed for the vacant position. Following the meeting, Board members took the opportunity to thank the applicants for their interest in public service and willingness to dedicate their time and talents for the good of the school district. “I appreciated seeing some new faces. Everyone was focused on the kids and what is best for the students and families in this district,” said Michell Bueltel, board president.

Current Board positions and terms of service include: President Michelle Bueltel (2024), Vice President Barb Anness (2024), Treasurer Dr. Julie Alspach (2024), Secretary Jessica Gupta (2028), Trustee Carol Beth Litkouhi (2028), Trustee Andrew Weaver (2024), and Trustee Jayson Blake (2024).

President Michelle Bueltel congratulates Jayson Blake on his appointment to the Rochester Community School District Board of Education.

RCS Foundation 18th Annual Hometown Hustle 5K and Color Fun Run, Sept. 8, 2023

ROCHESTER, Mich. – The Rochester Community Schools Foundation invites individuals of all ages to participate on September 16 in the Hometown Hustle 5K and color fun run, presented by Chief Financial Credit Union. The opening ceremony begins at 8 a.m.

This annual tradition is the premier fundraiser for the RCS Foundation, which supports student learning in Rochester Community Schools through scholarships, school grants and enrichment programs.

“The RCS Foundation Hometown Hustle has become an unofficial kick-off to fall for this community. It’s a great way to support our local students while getting outside and meeting the community,” said Tom Dluzen, Chief Financial president and CEO. “It’s been an honor to be the presenting sponsor for the Hometown Hustle for the past seven years and start the race right here at our Chief headquarters. Part of what makes our community special are the many families who are a part of the local schools. The Chief team looks forward to ‘hustling’ alongside families and educators each year!”

Individuals and groups can participate by running or walking a 5K loop that begins at Chief Financial Credit Union, 200 Diversion Street in Rochester Hills, and runs through the historic neighborhoods of Downtown Rochester, the Rochester Municipal Park, and the Paint Creek and Clinton River Trails.

Participants also have the opportunity to choose a family-friendly, one-mile, superhero color fun run where runners and walkers will pass through clouds of color powder throughout the course. The traditional 5K run/walk will follow the completion of the color run.

Online registration will remain open until the morning of the event on Saturday, September 16. Registration is $30 for adults and $20 for children, kindergarten through grade 12. One registration allows for participation in both the color run and 5K. To save a spot, community members can go to: REGISTER TODAY! (https://bit.ly/3KrFZhK)

Participants will receive a race package that includes a t-shirt (while supplies last), bib and medal. All community members are welcome to participate, including competitive racers, walkers, children and families with strollers. For more information, go to: https://rcs-foundation.org/hometown-hustle/.

“Students, staff, families, local businesses and community partners contribute to the success of the Hometown Hustle to support our children. These essential partners have enabled the RCS Foundation to enhance opportunities in the areas of academics, arts and athletics for more than 25 years,” said Joann Beydoun, RCS Foundation director. “In recent years, the RCS Foundation has provided funding to establish a districtwide orchestra program, enrich classroom learning, award scholarships, provide social-emotional wellness training and resources, and more.”

“We are truly honored to partner with Chief Financial Credit Union, plus many new and legacy sponsors, who recognize the value of investing in our children,” said Beydoun. “Together, we will continue to do great things for our students.”

The 2023 Hometown Hustle sponsors are:

Presenting: Chief Financial Credit Union
Banner: Elm Analytics; Kaiser Studio; Rochester University; City Display Sign
Sign: EZClaim; Lighthouse Group; Oakland Animal Hospital; Rochester Orthodontics
Water station: Frank Rewold & Sons Inc; Ghafari Associates; Orangetheory Fitness; Perspire Sauna Studio; Rochester Play; Serra Rochester Hills; TDR Specialists in Orthodontics
Directional Trail: Brian Rill, MD (Henry Ford Health System); Christina Hogan, Real Estate One Rochester; Croskey Lanni, PC; Jax Kar Wash; Rochester Hills Mayor Bryan Barnett; Tim Holden, Realtor
T-Shirt partners: Bartlett Wealth Management; Be Scene Boutique LLC; Classic Appreciation; DC Byers Company; Prime Packaging Solutions; Rochester Community Schools Board of Education; Rochester Education Association (REA); Rochester PTA Council; Rochester Regional Chamber of Commerce; Sport Clips Haircuts of Rochester Hills; Title Boxing LLC
Family partners: Amy Grande; Berwick; Beydoun; Gouldey; Hartman; Grein; and Michael Webber

Board appoints interim superintendent, Aug. 22, 2023

ROCHESTER, Mich. – John Silveri was appointed as interim superintendent by the Board of Education of the Rochester Community School District during the regular board meeting on Monday, which was broadcast live to the public. A start date will be determined once the hiring process is completed.

John Silveri's career in public education includes service to several Metropolitan Detroit area school districts as a teacher, counselor, principal, human resources director, assistant superintendent and superintendent, as well as a consultant for the Michigan Leadership Institute.

“Mr. Silveri is highly regarded and well respected in the field,” said RCS Board President Michelle Bueltel. “When I spoke with numerous individuals who have worked with him and know him well, some very consistent themes emerged. He is a person of immense integrity, which will undoubtedly influence and guide his decisions for the betterment of our students, staff, and families. His calm and levelheaded demeanor and ability to take action and achieve results will be crucial in maintaining a steady course for our district during this transitional period.”

President Bueltel initiated the process for locating an interim superintendent candidate after receiving emails or having discussions with other board colleagues. Follow-on conversations with leaders from the Michigan Association of School Boards (MASB) and Oakland Schools, as well as board members from other districts, indicated that an interim search is different from a permanent superintendent search.

“I found that in general, interim superintendents do not ‘interview’ or compete against other candidates for a position in public. In almost all cases, interim candidates are identified by the president of the board or another trustee and that single candidate is brought to the board for approval,” said Bueltel. “I felt I had approval from a majority of the board to work on identifying a candidate.”

After talking with Silveri, his former colleagues, and other individuals in the field of education, Bueltel contacted the district’s attorney to draft a contract. At Monday’s board meeting, she emphasized that the appointment of Silveri would be the decision of the entire board.

“To be clear, it is the board’s decision whether to appoint Mr. Silveri to the position of interim superintendent. During this process, I had only good intentions. I was focused on finding a candidate that I thought would best serve the board, district and community and be able to bring them to the board such that an interim would be in place when our school year began.”

Mr. Silveri holds a bachelor’s degree in education from Central Michigan University, a master’s degree in guidance and counseling from Eastern Michigan University, and an education specialist degree in administration from Wayne State University. He is a graduate of the Michigan Association of Superintendents & Administrators (MASA) Courageous Journey Program and the Michigan Leadership Institute Superintendent Preparation Series Academy.

“We look forward to working with Mr. Silveri as we continue our commitment to providing the best teaching and learning environment possible for our school community,” said Debi Fragomeni, deputy superintendent for teaching and learning.

Mr. Silveri is a member of the greater Rochester community and has lived in the area for the past 15 years.

"It is an honor to be asked to serve my community as interim superintendent,” said Mr. Silveri. “I look forward to working collaboratively with the dedicated members of the Rochester Community Schools staff and the entire school community in the best interests of our students."

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Rochester Community Schools invests $1.7 million to enhance support services districtwide, May 5, 2023

ROCHESTER, Mich. – Rochester Community Schools is hiring additional counselors and behavioral interventionists to enhance social and emotional supports at the elementary and secondary levels, districtwide. These professionals join the district’s highly skilled educational teams who work with community stakeholders to meet the comprehensive needs of RCS students.

“Adding caring and credentialed support staff to schools allows counselors and interventionists more one-on-one and small-group time with students for personalized guidance, academic planning, and timely, need-based behavior support,” said Debi Fragomeni, deputy superintendent for teaching and learning. “This important investment in our students helps maximize success in and out of the classroom.”

New staff positions will initially be supported by a state grant that focuses on improving student mental health. As part of the Public Act 144 of 2022, Section 31aa, funding is dispersed on a per-pupil basis. For Rochester Community Schools, this totals more than $1.7 million.

“As good stewards of taxpayer dollars, Rochester Community Schools is in a unique position to provide additional health and wellness supports, knowing that they are systemic and sustainable over time. No student programs will be adversely impacted by this investment,” said Matthew McDaniel, assistant superintendent of business operations. “By coordinating this opportunity with other funding sources, students will continue to have the supports they need.”

Rochester Community Schools made a formal commitment in 2019 to prioritize the mental health needs of its students and staff. With the development of its social-emotional wellness task force, efforts to enhance supports include providing professional growth opportunities to build trauma-informed and trauma-resilient leaders; creating more inclusive environments; increasing awareness of social-emotional needs; decreasing the stigma associated with mental health; building community partnerships; and securing additional resources.

“Through extensive education, training and community partnerships, we have been building our capacity to support a trauma-resilient community. We have also been working to shift the culture to remove the stigma associated with mental health. Our students and staff need to know that it’s okay to ask for help,” said Fragomeni.

The district continues to observe national and local trends that address student health and wellness, monitor student achievement, listen to what students are saying that they need, and incorporate multi-tiered systems of supports.

Recent RCS student surveys focused on exploring more about a learner’s supportive relationships; social awareness and ability to consider other perspectives; growth mindset, such as learning new points of view and practicing self-care; emotional regulation; feelings on diversity and inclusion; cultural awareness and action; and sense of belonging.

“This journey is an evolution, not a culminating event,” said Cory Heitsch, assistant superintendent of early childhood and elementary education. “We remain committed to addressing the needs of the whole child through proactive partnerships with our community stakeholders.”

“Hope definitely comes from a community of caring,” said Fragomeni. “We remain truly grateful for our government and community partners who ensure supports are available to help our students, staff and families in times of need.”

For more information about employment opportunities with Rochester Community Schools, interested applicants are encouraged to visit the district website at www.rochester.k12.mi.us.

Rochester Community Schools announces new board member, May 3, 2023

ROCHESTER, Mich. – During a special meeting broadcast live to the public Tuesday evening, Dr. Julie Alspach was appointed by the Board of Education of the Rochester Community School District to fill the trustee position vacated by Scott Muska.

Dr. Alspach’s service began immediately following the oath of office, which was administered by President Michelle Bueltel. The term for this volunteer position continues through December 31, 2024.

In appointing Dr. Alspach, Board members cited her longtime involvement with Rochester Community Schools. She is an RCS graduate and parent who has served as a student teacher, substitute teacher and mentor in the district. She participated in the last strategic planning process and attends board meetings regularly. She is the lead mentor of the Cyber Cats (5436) robotics team at Stoney Creek High School and has been volunteering for 10 years.

The Board of Education followed the Revised School Code and Michigan Election Law in appointing an eligible candidate to fill the trustee position.

The position vacancy was announced to the public on April 12; all eligible candidates were encouraged to apply. On April 25, a special meeting was held to identify applicants for the interview phase. On

May 2, an additional special meeting was held to meet candidates, conduct public interviews, and select a trustee.

Five candidates interviewed for the vacant position. Following the meeting, Board members took the opportunity to thank the applicants for their interest in public service and willingness to dedicate their time and talents for the good of the school district.

Current Board positions and terms of service include: President Michelle Bueltel (2024), Vice President Barb Anness (2024), Treasurer Kristin Bull (2026), Secretary Jessica Gupta (2028), Trustee Carol Beth Litkouhi (2028), Trustee Andrew Weaver (2024), and Trustee Dr. Julie Alspach (2024).

President Michelle Bueltel congratulates Dr. Julie Alspach on her appointment to the Rochester Community School District Board of Education

NASA's 100th Flight Director inspires RCS students, April 14, 2023

ROCHESTER, Mich. – NASA Flight Director Fiona Turett personally engaged West Middle School students via video conference Thursday, discussing the topic of togetherness and the importance of science, technology, engineering and mathematics (STEM) education.

After the assembly, eighth-grade students shared the following responses:

“I learned that anything I set my mind to, I can achieve.”

“I feel very motivated to follow my dreams. She’s really inspiring to all of us.”

“She became a role model because she’s showing us we can achieve our goals.”

Fiona Turett is the 100th flight director for NASA. She grew up in Rochester Hills, Michigan, and received her primary and secondary education through the Rochester Community School District, having attended Meadow Brook Elementary, West Middle, and Rochester High School. She graduated from Washington University in 2009 with a bachelor's degree in mechanical engineering.

“This is one of ours. This is one that walked these halls. One of our eighth-graders from 2002 is now is working for NASA and achieving great things,” said West Middle School Principal Lisa Fosnaugh, who invited Turett to speak.

As a NASA Flight Director, Fiona Turett is leading International Space Station (ISS) operations in Mission Control and working towards returning humans to the moon through the Artemis program. She is responsible for the safety of the astronauts and the ISS vehicle when she is on console, and uses her strong technical and leadership skills to lead an international team of flight controllers and engineers.

Turett’s career at NASA began after graduation, supporting the last two years of the Space Shuttle program prior to transitioning to a flight controller role for the International Space Station's Motion Control System. She supported the Gateway lunar outpost and Human Landing System moon lander programs in an operations integration role prior to being selected as a flight director in early 2021. She certified as NASA's 100th flight director in 2022, choosing the callsign, Mosaic.

Fosnaugh was inspired by Turett’s scientific curiosity, tenacity, and steadfast leadership growth through the years. In order to motivate students to finish the school year strong, Fosnaugh invited her to share her story.

“I was reading about Fiona’s choice of callsign, Mosaic, which symbolizes how all the pieces are needed to come together as a whole to achieve the mission. ‘Togetherness’ is a large part of our building-wide focus on Warrior G.R.I.T (growth, resilience, inclusion and togetherness), where we learn from one another, lean on each other, and are stronger together,” said Fosnaugh.

During Turett’s presentation, students had the opportunity to ask questions in real time and hear her inspiring story. Inquiries focused on the type of education required to become a flight director; her biggest role model and inspiration throughout her career; what made her want to work in the space field; the kinds of missions she was involved; and future goals in working at NASA.

“We are so proud of our students, past and present, and our teachers, administrators and staff members who encourage them to pursue their passion,” said Debi Fragomeni, deputy superintendent for teaching and learning. “By providing children with a rich foundation that supports their academic, social and emotional needs, we are empowering them to make a difference in our community and country.”

Rochester Community Schools robotics teams advance to FIRST® Championship 2023, April 12, 2023

ROCHESTER, Mich. – Congratulations to the Rochester High School Falcon Engineering and Design Solutions (FEDS) team 201, and the Rochester Adams High School AdamBots team 245, on earning the Impact Award – the most prestigious level of recognition at the FIRST® robotics competition in Michigan.

“Competing against approximately 500 contenders, this award celebrates the teams that have done the most to inspire excitement for science, technology, engineering, and mathematics (STEM) education, advocate for STEM resources, and expand access to STEM opportunities,” said RCS Board of Education Secretary Jessica Gupta.

To win the Impact Award, students are evaluated on the content of 14 short essays and an executive summary; a 7-minute presentation with field questions in front of a panel of judges; and a short video production outlining how their team promotes the mission of FIRST: to inspire young people to be science and technology leaders and innovators.

“Only five of the 500 teams competing win the Impact Award at the state championship, and two of those five are from Rochester Community Schools. This is incredible and unprecedented,” said Gupta.

Winning the Impact Award automatically secures the advancement of the FEDS (201) and the AdamBots (245) to the FIRST Championship in Houston, Texas, on April 19-22, 2023, where the teams will compete on a global level. The organization’s website describes the FIRST Championship as “a culminating, international event for our youth robotics competition season” and a celebration of STEM education.

The Stoney Creek High School Cyber Cats, Team 5436, also qualified to compete among a select group of teams from across Michigan for the FIRST Engineering Inspiration Award; however, they will not be advancing to the championship.

Rochester Community Schools has 127 robotics teams that support K-12 education districtwide, which also include FIRST Lego Leagues and the FIRST Tech Challenge for younger students.

“RCS has an outstanding, volunteer-led robotics program that supports creativity, innovation, collaboration and teamwork,” said Debi Fragomeni, deputy superintendent of teaching and learning.

“We are extremely proud of our world-class robotics teams. We are also grateful for the volunteers who partner with our teachers, administrators and staff to ensure student success in and out of the classroom,” Fragomeni said.

Gupta and her spouse, Shishir, have been involved in the FEDS (201) robotics program for seven years, with Shishir serving as the lead mentor. Dr. Julie Alspach, an RCS graduate, is the lead mentor of the Cyber Cats (5436) and has been volunteering for 10 years. Rick and Grace Drummer have been donating their time and talents running the AdamBots (245) program for the past 24 years.

“As educators, we strive to make a positive impact on the lives of students, while giving them the tools to pursue their passion,” said Fragomeni. “The robotics program has proven to be so successful that many of the graduating student participants return as mentors. This partnership is truly a point of pride within our district.”

Rochester Community Schools awarded $1.9 million to enhance safety, Feb. 27, 2023

ROCHESTER, Mich. – To support the Rochester Community Schools continued commitment to safety, the state of Michigan has awarded the district $1.9 million in safety grants.

“Nothing is more important than the health and well-being of our school community. We remain truly grateful for the state’s efforts to ensure school districts have the resources to continue to keep our students, staff and guests as safe as possible,” said Superintendent Dr. Robert Shaner.

The safety grant funds can be used for: staff training for threat assessments, response, and crisis communications; increased coordination efforts with local law enforcement; safety infrastructure; software that integrates with existing security cameras; age-appropriate training for students and families on gun ownership; training for school resource officers; and other school safety products and services to improve or maintain security in the buildings.

The Rochester Community School District’s comprehensive approach to safety has been sustained for more than a decade through steadfast strategic planning, strong partnerships and the community’s investment in the bond and sinking fund programs.

“We are fortunate to be able to work with the best law enforcement teams and safety experts in the field who provide research-based training, guidance and resources to protect our community,” said Dr. Shaner. “We also rely on our students, staff and families who use a community approach to safety. One of our best defenses against harm aligns with the strong relationships and trust that have been cultivated over the years.”

Rochester Community Schools hosts safety summit to

provide safety information, resources, processes and best practices

The Rochester Community School District proudly hosted its first School Safety Summit on Feb. 8. This informative event featured the district's partners sharing updates about how the community is working together to prioritize a safe and secure teaching and learning environment.

The RCS School Safety Summit is an outgrowth of the Oakland County Safety Summit that was presented by Oakland County Sheriff Michael Bouchard and Superintendent of Oakland Schools Dr. Wanda Cook-Robinson in October.

“After attending the Oakland County summit and engaging in respectful conversations with RCS families, we collaborated with our community partners to provide one-stop access to district safety information, resources, processes, and best practices,” said Debi Fragomeni, deputy superintendent for teaching and learning.

Attendees at the RCS School Safety Summit were able to meet RCS school resource officers, hear about the district's continuing safety audits and improvements, get updates on the physical security features in school buildings, view an instructional video for student lockdown drills, and learn about collaborative emergency response efforts that extend to city, county and state partners.

During the presentation, Jason Russell, CEO of Secure Education Consultants, commended Rochester Community Schools for its proactive commitment to ensuring the safety and well-being of its community. Russell provides safety audits for hundreds of schools across the state. Since 2018, his team of security professionals have been working with the district to ensure continued improvement.

“In many ways, Rochester is a model district,” said Russell. “It’s what we would want a district to be in terms of, not only how they approach safety and security, but how they take recommendations and how they take advice.” Russell also reinforced how the district’s community partnerships remain essential for the safety of the community.

A resource fair at the event offered free giveaways and opportunities to reinforce home and school safety. An authorized collection area was on site for safe medication disposal; the Jamie Daniels Foundation provided free at-home Deterra drug disposal kits; and the Alliance of Coalitions for Healthy Communities provided Narcan, Fentanyl testing strips and CPR face shields, along with training on how to recognize signs of an opioid overdose and administer the opioid antagonist. Other resources included trigger locks for at-home gun safety from Be SMART, File of Life refrigerator magnet pockets for emergency contact information from the Rochester Hills Fire Department, flashing safety lights for backpacks from the Rochester Community Schools Foundation, and much more.

“We appreciate our community partners and safety experts who supported this informative event,” said Dr. Shaner. “Safety is always our priority.”

Rochester Community Schools continues to explore opportunities to enhance safety.

The overwhelming support of the greater Rochester community has enabled RCS to make an investment through recent bond and sinking fund programs to enhance safety and school security districtwide—a priority outlined in the RCS strategic plan.

Today, main building entrances across the district have two sets of vestibule doors, along with a door to the office that provides staff with a better visitor verification system and building lockdown capabilities. More than 1,500 video surveillance cameras have been installed in the schools and on buses. (A decade ago, the district had a total of six video cameras for the entire district.) Locks that latch from the interior side of the classroom door have been added, and an updated districtwide telephone system, radio, and PA system ensure proper notification and warning during an emergency. Preschool programs have also been integrated into elementary school buildings to ensure the safest learning environment possible.

Each school within the Rochester Community School District has a designated Critical Incident Team that includes administrators, teachers, counselors, secretaries, support staff, and security personnel. These teams assist during emergency situations; discuss building safety and security; and provide support when carrying out yearly mandated drills (five fire drills, three lockdown drills, and two severe weather drills).

The district meets regularly with liaison officers from the Rochester Police Department and the Oakland County Sheriff’s Office, along with security consultants at Safe-Ed., to learn about opportunities to enhance daily operating procedures for student safety and school security. Recent results from collaborative efforts include the creation of updated lockdown training videos for all staff and students; installation of Knox boxes (small wall-mounted boxes that hold building keys) for fire and law enforcement personnel; distribution of master keys to local law enforcement and liaison officers; installation of kits that support the Stop the Bleed® program; restocking of “Go bags” designed to carry emergency gear and student information; and identification and support of staff training opportunities.

Law enforcement partners support staff training opportunities for multiple scenarios, which include: medical emergencies, lockdown/shelter in place, aggressive intruder, fire/evacuation, natural disasters and weather-related emergencies. They also assist the district’s school nurse to ensure personnel are trained in CPR/AED and EpiPen use, as well as the use of tourniquets, which aligns with the American College of Surgeons Stop the Bleed® program.

Following the tragic events in Oxford, a team from Secure Education Consultants toured every building across the district to determine additional opportunities to enhance security. This team is comprised of staff with prior U.S. Secret Service, Department of Homeland Security, military, police, fire, and education experience. Implemented recommendations include updating maps for all district buildings; adding numbers to all exterior building doors; and reviewing and modifying entrance and exit procedures. Further recommendations are currently under review.

The Oakland County Tactical Training Consortium, also known as OakTac, is an organization established by the local sheriff and police departments to provide for the common goal of training law enforcement personnel in multiple jurisdictions and ensuring standardization of communications, training and tactical techniques.

“It is my honor that OakTac has invited me to serve as a member of the consortium, taking into consideration my background as a police officer, high-school administrator and superintendent,” said Dr. Shaner. “As we continue to prioritize school safety and security in RCS and across the county, a district administrator can bring a unique perspective to aid in the discussions.”

In December 2022, the district enhanced the school resource officer program in a partnership with the City of Rochester Hills by adding a dedicated, full-time, year-round detective sergeant from the Oakland County Sheriff’s Office.

“We are extremely grateful for the school resource officers who remain an important part of our school family,” said Fragomeni. “By maintaining a regular, familiar presence in our buildings and on school campuses, our law enforcement liaisons build a strong rapport with our students and staff, while providing the knowledge and support to protect our school community.”

Students are always encouraged to talk with a trusted adult if they see, hear, or experience something that doesn't seem right. Community members can also report information using the Talk to RCS feature on the district’s website or anonymously using Michigan's student safety program, OK2SAY.

“Safety is not always convenient, but we will continue to do all we can to protect our school community,” said Dr. Shaner. “Family, school, business, community and state partnerships remain integral for our success.”