001be in order. >> All rise for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Can we do a roll call? >> Yes. Wonder >> here. >> Hyber >> here. >> Stephus here. >> Gardin here. >> Campell here. Dehan >> here. >> You're not present. >> Okay. Thank you very much. A quorum. Uh, please note, as a courtesy to members of the audience, the board of education, please silence your cell phones. Public will only be able to speak during public comment if signed up. Do we have any? >> No. All right. Fair enough. First item, approval of the agenda. Can I get a motion? >> So, move support.
002>> Um, and one addition. >> Oh, yes. >> Yes, we have one addition. Um, our uh Granville Early Learning Center is here with a presentation. So, we want to add that toward the beginning. >> All right, there you go. >> In the golden rod. >> It is on the golden rod. Yep. Just wanted to >> flag. Yeah. >> Okay. >> All right. All those in favor? >> Yes. >> Opposed? Motion passes. So, presentations. So, we will start with the Granville Education Center. How about that? >> All right. And Mrs. Scott and friends are here. Start the slideshow. >> Yeah. >> It's really small. I know. >> I know. >> Yes. There we go. >> Thank you to the end. >> Yeah. >> Good evening. I'm Julie Scott. For those of you that don't know me,
003I'm the early childhood director at the Granville Education Center. And I brought with me not some littles, but some wonderful staff behind me that are going to present to you tonight some um inclusion opportunities from our little dogs preschool and from our speech groups just to kind of give you a scope and sequence of what we've done beyond our 1755 inclusion with GSRP that we brought to you last year. So before they come to you and share those exciting events, I want to kind of go through some trends in early childhood. Um, so looking over the last decade, most early childhood special ed children have come to us more with a SLI, which is a speech and language impairment. Um, they used to be kind of a one-sizefits-all classroom. And then, um, we've kind of
004stepped away from that model over the last decade. And then they've come to us mostly with higher needs, more medical needs, more behavioral needs, just more needs all around um and more support. So now what we're looking at is starting in age three, we've seen a higher um diagnosis in ASD um eligibility. students entering these special ed classrooms have more complex needs um social emotionally uh medically um things that I previously mentioned and then this is due because these center-based close uh center-based programs within our community have now closed so those students are now coming into our programs um at the early childhood level there are no regional options like there are in the K12 system and then on however there are more options Now, within the LRE, the least restrictive environment continuum, the 1755,
005which we presented last year, um speech groups, which we'll talk on, and some other exciting events. So, with that, I'd like to introduce Heidi Boberg and Teresa Robinson. Everyone, I'm Miss Heidi. Really, that's what people call me. Okay. And so, let's see. I am not going to know how to go to the next line. So, >> all right. Let's see here. >> Just a few. >> All right. Go ahead, Teresa. And I, Miss Teresa, and I am the early childhood special education classroom teacher, one of them. Um, and so I know that you learned last year about our 4-year-old program. Um, we do inclusion with the GSRP classrooms. um our students who have IEPs um have that inclusion opportunity to be in that. However, when looking at our three-year-olds, there are no formal inclusion programs
006for our three-year-olds, as well as some of our four-year-olds who still might need a half-day program. So, they stay in that early childhood special education classroom. Um so, we're lucky enough to start some inclusion opportunities within the Little Dogs preschool. Okay. >> Oh, yes. Side too, aren't you? So, we wanted to look at what steps um could how we could pair um together with that. So, Teresa and I did some brainstorming and we wanted to um see how we could fit those kids needs um that were ready for a little bit more. Um so, we start on the playground. um we'll go out there with them and start some of those um times getting used the kids getting used to me playing out there with them visiting those kinds of things just playing together my
007students with Teresa's students um and then we might look at the classroom opportunity which kids are ready for some time to push into my classroom and then we'll set up some time group time small maybe 30 minutes coming in do they need it with an aid. Are they ready for a time where they can just come and play um by themselves or with an aid? What what is appropriate for each individual child? Um and we just look at what's going to be for each individual child. Then we'll look at special events when they can come and join us for special times, longer times, and each child is going to be different. Um but it has worked out so beautifully this year. And we have two kids um specifically that have come and worked up to
008two days a week for about an hour and a half each time. Um we have communicated back and forth with parents. I've sent notes back and it has just been such a blessing for Teresa's kids, my kids. Um we I'll sit down with my kids and say, "Hey, we're going to work with the other preschool class. Some of these kids really don't know how to do preschool yet. So our kids are, you know, we're going to help them learn peer groups." It's just been a really amazing thing. Um, and kind of special events, which this is with a different group in our building, but also my group has paired up with pathways a little bit. Um, and Adam knows about that a little bit. And so that's kind of also like an inclusion. Um, and
009we've just done a couple special events with that and that has also been an awesome thing this year as well. So that's been really awesome. And then just um as we look at like that those inclusion opportunities, there's so many benefits to our families as well as both groups of students, our early childhood special education students being able to like have that relationship with their gened peers and have those opportunities for relationship building and peer modeling. Um some of our kiddos, they love watching the other friends and how you play and how you initiate those interactions with each other. And so it's exciting to see those friendships build between our students and some of Heidi's friends. There's one friend in particular that when they come out like they'll all start yelling his name and my
010sweet little friend will like come running to the fence and like super excited to see all of his friends. So it's really fun to see how um they build relationships and then um strengthen social development. So they're able to have empathy and realize that there's differences and that's exciting and we can celebrate those. So those are some of the benefits of our amazing inclusion opportunities with little dogs. Yeah, it's been an awesome year for that. And each year looks different just according to what our enrollment is, what the kids needs are going to be. But it's just been a great thing for the piece where 1755 doesn't fit for us with the 2 and 1/2 hours, but Teresa and I can work together to find ways that it can work for our program just being
011half day. So, it's been amazing. So, yep. All right. On to our ladies. Hello everyone. I am Cece Cutotlers. I'm one of our speech language pathologists at the early childhood center. >> And I'm Lisa Trigger. I'm our other speech therapists at the early learning center. Um so over the last few years um we've had a shift in service delivery. And so we've really thought about you know how can we service these students um when maybe they need to work on a few other areas um work on building uh in different skill areas. So um back say you know a few years ago most of the itinerate speech students so our walk-in speech students um were individual sessions for 30 minutes one time a week um and now we have shifted um to offer group sessions
012with three to five students in each group to support peer interaction and carry carryover of skills and then just some benefits of our speech group. So, um, it prepares students for a structured classroom setting. Sometimes these students come to us, um, from early on. And so, sometimes they start with us before they're even three. Um, so just exposing them to more of like a structured routine. Um, exposure to a variety of preschool themed um, vocabulary. Um, and it's also been great for peer models. Um, it's also been really neat to see this year just some friendships start to develop. So, a lot of the students that we see aren't yet in a preschool program, and so this is really their first introduction to making friends, and we pick up our students in the office, and
013they get so excited when their other friends show up, and they notice when their friends are gone. So, it's just been really neat to see those friendships start to take place. Um, we're practicing a lot of turn taking during our session. So, waiting our turn, um, that's something that our students will need throughout their educational career. And then these speech groups just really offer our students the opportunity to practice skills in a more natural environment. And so within our sessions, we do a weekly theme and we try to line it up with either the time of the year, what our other preschoolers in our buildings are learning. Um something that's some things that are really relevant to our students. So some examples of themes that we've done this year um have been winter sports. So
014we lined that up with the Olympics, which was really fun. Um, we did going on a bear hunt, colors, and then most recently we did a bug theme, which was just exciting to hear all all the things the students had to share with us about the bugs that they're seeing in their environment. Um, and so we follow a really pretty structured schedule. So each week our students know what to expect when they're coming to us. So we start with a gross motor activity just to get our students up and moving and their bodies regulated to learn. Um, so sometimes that might be an obstacle course or like a sorting activity where they're picking things up off the ground and sorting them. And then we'll move into a book and that's a great opportunity to practice
015just like a sustained attention activity as well. And then we'll do a couple of different table activities. So that might be a craft that they can take home that has their different targets on it. Might be a game. We've done science experiments which are always really exciting. And then we might play with a toy that fits along with our team or with our theme. And then at the end of every session, we have the opportunity to communicate with caregivers. So, a couple times a month, we'll try to have a handout so that parents know what we've been working on and have some ideas for how to target their students skills at home, but we always have that opportunity to touch base with our parents to talk about things that were helpful in the session and
016how we um elicited different sounds or whatever skill it is that we're working on. And so, within our theme, our students goals are targeted throughout each activity. And so this offers us a really nice opportunity to practice different contextual words. So they're not just practicing random words that don't have meaning to them, but they fit along with our theme. Um, and they're really meaningful for our students. And within the different activities, we want to support that generalization. So they're not just practicing in an isolated um activity, but they're able to practice in a lot of with a lot of different variety, and that supports their generalization of skills at home, too. >> All right. So there we are. Thank you. >> Thank you. >> I have some questions. Always got questions. >> Yes, absolutely. >>
017Maybe Raj can help me with this one. So, Julie, you mentioned U center-based programs have closed. Is that kind of >> um partially there? What what's happened is some of the programming they have sent back to the home districts. Yes. At the early age. Is that when the contract with Grand Rapids >> a little bit? >> Changed? >> Yeah, there's some things that changed. >> Okay. All right. Um speech, I got some for you guys, too. So, uh for speech and and how how are you measuring the growth as as they progress from that? I mean, are you seeing significant versus Okay, some of them start out slower. Can you give a quick overview of just the growth that you're seeing um with your sessions with them? >> Yeah. So, we're measuring our students IP
018goals. So, that's our main measure of growth is just to see that they're making progress toward those IP goals. So, whether that's an articulation goal or a language goal. Um, but kind of informally, we've seen a lot of growth in just their ability to take turns and wait and to participate in a lot of different structured activities. So, that's really been kind of our big focus this year is to help our students be prepared for that next step. A lot of our students will be going to preschool next year. And so, we've seen some great growth there as well. >> Got it. How many students do you have that come in that need special attention or help? Um, for our speech groups, >> for itinerate students, we have about 40 itinerant speech students. >> Um,
019so Lisa and I split the students up and typically it's both of us running the speech group. >> Um, so yeah, it's been really nice. >> Um, so I was a parent seeking your services 35 years ago, Kenneth. And I mentioned this to Heather and John a couple months ago. One of the things that I appreciated, especially you've got very young children that you're working with, right? And at that whole engagement with a parent who is going to look with you with glassy eyes or a complete lost look because you're seeing things that they probably see but can't interpret, right? You've got the knowledge they've got to learn. Um, have you ever brainstormed or considered uh generating possibly a parent group situation where they come in and kind of sit around the table, talk about
020their common um challenges and camaraderie? Do you guys ever think of that? Have you thought about it? Has anyone ever presented it to you? >> Yeah, we've done some form of that. I mean not um exactly um but we have done like a group um where our parents come in during the session and so they all get to join in together and so they're they're seeing exactly like what we're working on and able to then bring that home and have some more ideas to work on and then they can talk amongst each each other and um yeah find some support that way as well. Um were you going to add to that question? >> I was just going to >> Yeah, go ahead. I was just going to add um so for our child early
021childhood special education classrooms we do have like family fun nights where we invite our families and that's a great opportunity. It's not like official however like it does allow our families to come to a place where there's students who are similar to their own child and we see a lot of families like chatting and connecting making those connections with each other which has been really fun. Um, we have a couple friends in my classroom where in the summer like they go camping together and they go swimming together and their families are friends now. So, I think um I think that's a great point though to make something more official possibly. But, um, and we also did a field trip to reruck the spectrum and invited our families. Um, and so that was another great opportunity
022for our families to come together. And we saw a lot of them like chatting and like just making those connections and like being able to talk about maybe those struggles they're having and that and making them feel like they're not alone. So >> it kind of helps, you know, you almost create a buddy system if you can >> because they're they're a lot of them are lost. I mean, you see that you probably look in their eyes and you see it. So having that ability to create those connections is always very strong for them. The other thing I had um and could be Julie too when you saw the rise in in just even ASD potential ASD um did CO have anything to do with that change was that a factor do you think you
023saw an uptick at that time? I don't >> just just wondering. >> Yeah. I don't know as if I've given that any thought or if there's any correlation to that. Okay. >> So >> just wondering co did so much from a >> stressed out a lot of parents, right? >> Very much so. >> I mean stressed out everybody but during that especially for a young child. So >> well thank you very much. I I appreciated the knowledge you gave me. So thank you. Can I ask um with GSRP do these programs um intermix like do we have GSRP available also then for our students in inclusion? >> Yes. So then our 1755 >> Yes. So our 1755 program we have that's structured formal program for our four-year-olds. So if a student is four and they
024qualify for that program then they can go to inclusion. for our three-year-olds and for some of our students who need that extra support in ECSC, that's where they can um go to that little dots inclusion and um participate in that there. >> Yeah, because I do know that with GSRP they have education nights for the parents that are built into that structure which is really nice. Um and it it is almost like like a links program for little right for families and the littles which I think is >> a great idea too. Yep. >> Mhm. >> Having had several of my littles go through your program, I know the benefits of them having interactions with all types of their peers. And um I I know that you're laying such an important foundation for the whole
025tenor of what school and friends and peers can be for all students regardless of whether there's an impairment or not. So, thank you. Thank you so much. Appreciate it. >> All right. Next up, we were to have a high the high school saxophone quartet honor. They are not here right now cuz they are a busy group. Uh running around from one thing to the next. So, we're going to be a little flexible if there's no objection and allow them to present when they get here. So, um on next item is a consent action agenda. Can I get a motion? Some support. All those in favor? Yes. Opposed? >> Motion passes. On the regular action agenda 4 A, the approval of the superintendent Pho contract for the 2026 2027 school year. It is recommended the board
026of education approve the contract for Superintendent John Pho for the 2026 202 school year. Can I get a motion? >> So move support. >> Discussion. So, um, I sent you guys all, uh, the information, the contracts, um, a bunch of more information on some comparables, some comparable districts and so forth and, um, you know, the numbers, how we got there. Um, just the comparison. So, you know, if you guys have any questions on that. >> Um, I just I just want to say very nice job, Jay. Um this was a long process, probably longer than we've ever done um in that piece of it, the contract piece, but working up the road map, modifying that, everything else that you did. Um nice work that any other questions, discussion. >> All right. All those in favor?
027Yes. >> Opposed. >> Motion passes. On to 4B. The secondary curriculum director addition to Adam Lento's high school principal is recommended the board of education approve Adam Lento as the new secondary director in combination with his high school uh principal duties. Can I get a motion? >> So move. >> Support. >> So as you know I uh provided you a summary in the board update regarding this and what we're trying to accomplish. We have uh many curriculum uh goals ahead of us. A lot of work uh guaranteed and viable curriculum um identifying what's essential with that for kids to know and be able to do at each grade level. the articulation between grade levels, uh, between levels in general with elementary, uh, intermediate, middle school, high school, and, uh, you know, our professional learning community
028work, which really is a vehicle along with MTSS that drives, uh, that work. And it just makes sense to us um, you know, to have Adam Lanto uh, really guide that secondary work. He's been guiding that at the high school for some time and doing a marvelous job with it and he has been actually coaching a lot of our other principles in the things that the high school uh does. It'll be great to help us with the articulation between particularly between middle school and high school because I think there's a lot of things that it's going to be important that over time that vertical alignment that vertical articulation uh is there and it's somebody that can work with uh as an example work with Keny at that middle school um and and really help to
029make sure that middle school high school uh flow is is happening uh the way we would like it to do to be. At the same time, it gives Dr. Merkel a chance to really, you know, uh we're we're a little different in normally. Um and I said that when I came here, I'm used to elementaryaries, you know, uh with um guaranteed and viable curriculum and so on really being kind of leaders and being able to do that. But our high school through professional learning communities has really guided that work in this district. I know for my past 11 years and then beyond that when Chris Vander Slice was was at that high school. So there's been a lot of work um pieces with that. But our staff has for the most part flipped over, right?
030We have a we we have a lot of the people that went through that work that have retired and we have a lot of younger people that have come in. So, it's important that we get back to really focusing on that. Adam provides those skills. He provides that that leadership. His wheelhouse is really uh he's a very strong curriculum person. Um he he's just the perfect fit uh to do that. At the same time, what that's going to allow by him remaining as a high school principal and having that, you know, that curriculum director work from the secondary level, we have very seasoned uh assistant principles at our high school that now can take on some responsibilities still with his guidance, but take on responsibilities to help their expertise grow more if they're ever going
031to be uh, you know, a principal uh themselves someday. a it's going to be important that they take on some of that additional work. So, I think it it it really is a huge benefit there as well. >> It'd be nice to have like on those like weekn night type things like let some of those assistant principles take those on so that he doesn't have to be at all those events >> and do do some of that piece. You may recall there was a time when Chris Vanderlice was here uh we had moved him to the secondary curriculum role career >> and um when he passed instead of replacing that we knew we had a lot of work at that time with MTSS so we hired Jason Glaram to take that that role on and
032he's done a marvelous job. Um, now we believe as we look to the future, it's going to be important to have some of that shift back and have more of that secondary person. Um, and you know, um, I know, uh, my friend Dr. Merkel there is not going to be here forever. I know, uh, Jason Glaram's not going to be here forever. So, it's important that we really, uh, began, you know, begin to have some of those roles. And like I said, especially now when it's uh you know what the work is is a heavy lift for everyone across their district uh from a curriculum perspective right now. So any questions? >> All I hear is that Adam didn't have enough to do. So I don't know. >> Trust me, he had plenty to do.
033>> But no, but I think it's it's great. I mean it's it's great. You know, it's one of the things we talked about here more recently is how do we build from within? How do we continue to develop? And it's great that you've got a team. be right that understands their role, understands that it's got that capacity to take on more and continue to grow themselves. So, I think it's a it's a great thing. It makes sense, all the sense in the world to continue moving down a path like this. >> And I guess I'm I'm just going to again tie with Jason kind of weird to keep doing it all of a sudden. Um, I mean, you look at the caliber of our administrators and you have a legacy and legacy is your administrators
034from my perspective. that's your greatest legacy. Um, we have quite the farm and giving that opportunity and breaking it apart a bit and helping them grow. Again, the biggest I mean when when I'm when I'm around even the ISD and I see people that used to be administrators here then left because um the administration didn't see that growth in them. and you've really made that a key part of your admin administration. I the district is better off for it. So, thank you for that. And this is to me is great because now you have three assistant principles that can hone their craft >> with mentoring and guidance. >> Every the whole district's going to benefit. I'm excited to see, you know, the road map for what you're hoping to do. It's going to be good
035move. >> Any other questions, comments, discussion? All right. All those in favor? Yes. Opposed? >> Motion passes. All right. Do we have our crew here? >> Let's bring in the >> All right. >> High School saxophone cretet. Little intermission. Maybe we should set it up and make it so we can just have some. We should just have some tea and cookies. >> Flash the lights when they're ready. >> I think I think Jason and >> Did you guys decide over that on that side? >> That's fine. That's Yeah. >> Or they can come out. >> That's fine. Whatever. >> Yeah, that's fine. >> Thank you, ladies. Yeah. >> Every night like when he was vocabulary minutes that he played >> music on the street that's kind of it's more than I was making. >> I
036mean you got the minutes. >> Yeah. So they were practicing the red >> Dr. Thank you. Thank you to the school board administration for the invitation for these students to perform at tonight's meeting. Uh the path to this honor has taken shape for the majority of the school year uh with weeks of preparation ahead of their district solo ensemble performance in February at Wyoming High School. They earned all A+es in every category um earning them a division one superior rating that qualified them for states that they performed at the following month at Portage Northern. At the state level, there's sites all over Michigan with numerous judges that listen from anywhere to 30 to 40 events within a single day. Um each judge is allowed to select only a few events out of their entire day
037that they feel are among the best. So our sax quartet was included in an overall list of just 50 ensembles from all of those sites across the state. So they were invited to compete in the next round of the competition. Uh they had to submit a recording of the piece that they wish to perform and they had a panel of judges evaluate it. Shortly after spring break, the state office called me to inform us that we were selected for one of only four slots allotted for the concert. Um, this is the MSBA spring honors concert that they will perform at this Friday at Oakland University featuring the best performers in the state along with their sax quartet. The other groups included a violin duet, a clarinet choir, and percussion ensemble. It's truly an honor for
038these students to be recognized as some of the top musicians the state of Michigan has to offer. Uh, what you're about to hear has largely been prepared over many weekend rehearsals, Sunday nights, and coaching themselves while working together collaboratively. I'll be honest, I maybe heard them play a couple times. Otherwise, they were self-taught on this piece that you're about to hear. Uh, the reason why they were late this evening is they were receiving coaching from Dr. Dan Graaser, the professor of Saxon at Grand Valley State University. So, getting helping them with some final tips. We thank the support of the board administration, especially our community for the decades of support that allow our students continued success in the program and providing them opportunities such as this to be the best our state has to offer.
039It's something that we don't take for granted in our program. Uh the sax quartet tonight that you see includes Lewis Gardin on soprano saxophone, senior Kevin Wood on elto saxophone, junior Noah Hamilton on tener saxophone, and senior Claire Crab on baritone saxophone. They will play two movements from Level Up, a piece which is a video game inspired journey by a Michigan composer Chris Evan Hos, one of our own. The first movement they will play is Moonlight Village, which is actually more comforting and the calmness of a sleepy village at night during a pause in the heat of a quest. The second movement final boss will continue the adventure with intensity and the thrill of encountering the final adversary between the player and victory. We hope you enjoy and thank you again for the invitation. Heat.
040Heat. Please stand. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Great job, gang. Holy cow. Come on over here. Come on over. Come on over. >> Come on over here. Come on over. Come on over, Kevin. Claire, come on. All right. So, first off, you're hired only accept one song every meeting. All right. You only do two, just one, right? >> Yeah. Wow. I mean, that's just unbelievable. I have so much respect for musicians. A lot of it because I can't carry a tune in a fight. So, I appreciate what you do. And that was just beautiful. You filled this room, which usually filled with guys like me chattering with beautiful music. So, nice job. >> Wow. >> That was incredible. And Claire, what else can you do? >> That's fantastic. You
041know, and I bet all you guys are overachievers. No doubt in my mind. I went to Hope College and I have not heard that excellent level of playing since I was there. That was amazing, you guys. >> Yeah. Simply priceless. You guys are just you're amazing humans and you're amazing musicians. >> So, I'm curious. How many hours a week are you guys practicing? You know, individually and then together. >> We probably meet once a week. >> Really? >> For how long? Um well we started back in probably December November and then we had our first contest in February. >> Okay. Like for an hour you guys meet or a couple hours? >> An hour hour and a half free weekend every Sunday and we do seminars too. >> Yeah. >> Goting there is a lot
042of individual practicing going on in your homes as well to one of them at least. >> How would you know that? >> How many hours do you practice Louis? >> Oh it depends. I have so much just music in general. I think we all have so much that it's >> spread pretty far >> and a couple of them got invited to the jazz honor band and so they have extra practicing for that. You have these two on the end. >> So So I'm just curious how many hours do you think you put in a week? >> Oh practicing. >> Yeah. >> More than work. >> Well, if you do what you love, you never work a day in your life, right? So there you go. There you go. That's awesome. have two and a half
043hours a night. >> Well, it's just it was gorgeous. I mean, I love the I love the balance of all the different instruments and different tones, right? And I have a special place in my heart for the baritone. So, I had a little peanut that played it, too. So, I get it. >> Yeah. Great job, guys. >> Claire, did you So, Claire had asked if she could Did you want to say something? >> She had asked if she could >> She just wanted to say something to the board, but I don't know if she can actually talk. Can you read it or do you want me to help you? >> Oh, I don't think I can. >> Oh, her body is kind of ticked off at her doing so much. So, I want to chime
044in anytime. I just want to add too that Claire's also in the grand symphony for the base. So, as parents, we're grateful that she can do band and orchestra. So, that big deal. So, good evening members of the board, Superintendent Barup, and the Granville community. My name is Claire, and I'm honored to be here tonight, not just to share music with you, but to share a few words of gratitude for the district that has helped raise me. I love this. Um, I can try. >> Okay, my turn. >> I just want to try schools began 13 years ago. actually a little bit before that because Miss Heidi was her preschool teacher um in Miss Chris Mursky's kindergarten classroom at Gra View. It's a full circle moment I never could have imagined. But I'm finishing my
045senior year back in that very same room serving as her teacher assistant as a member of KCTC's teacher academy. And that's for mom. I'm just going to say that she just earned a $3,000 scholarship from LMCU for their four kids that were chosen after an essay and an interview. Yeah, I'll just add that she won't. Um, my years at Grand View were foundational. I want to thank teachers like Miss Hexel, Miss G, Miss Turn. You didn't just teach me curriculum. You helped shape my character. Whether is leading in student council, introducing the buddy bench to our playground, the adventures of fifth grade camp, or the hands-on discovery and science lab, GPS gave me the space to thrive. Early on at Granville Middle School, I was encouraged to step out of my comfort zone. I tried
046everything from basketball, volleyball to track and cross country. But more importantly, I found a support system. In all honesty, seventh grade was a real rough year for me, which was right in the sixth grade is when we shut down for co and seventh grade is that first year back. I went from a bubbly, eager student to a dull and hopeless one. I wanted to give up and I thought nobody noticed me until someone did. One of my teachers, Mr. Carlberg, checked in on me after class. He noticed my shift in tone and went out of his way to talk to me. And Miss Grer noticed I wasn't okay after a daily posted mental health check. Their intuition and decision to reach out to my parents ensured I got the help I needed at a critical
047time. I am here today healthy and successful because this district cares about the student and not just the grade. These last four years at the high school have been a whirlwind of opportunities. I've had the privilege of playing bass in our top orchestra while simultaneously playing saxophone in one of the best band programs in the state. Granville is very involved in their art programs and their passion towards it allows students like me to explore their interests. The theater department became my second home. Performing in 12 consecutive productions, becoming the first girl in Granville history to do so has been the honor of my life and has opened doors to several acting scholarships for my future. Beyond the stage, I've been challenged by AP classes, four years of student council, and two years on the SIT
048team. I've felt the incredible support of my peers as a three-year top dog in this year's homecoming queen. This school and district has so many opportunities, and they will do everything in their power to make a student have the best school experience. I was fortunate enough to squeeze more than the day had time. I'm sorry I wrote that one. I was fortunate enough to squeeze in more classes than the day has time for. I go to band and orchestra every other day and the school is okay with it. Having an extra class period allows me to take classes like Woodtech and KCTC. G uh GPS doesn't just hire anyone. They make sure employees meet the expectations that they strive for. From parapros to librarians to lunch staff, each person here makes Granville home. I'm always
049greeted with a smile of my name. It's an amazing feeling to be noticed and seen. Just a simple smile lightens up my day. GPS staff makes it a mission to create a safe place for students. Through the teacher academy at KCTC, GPS has even helped me potentially find my professional calling. I'm guessing that's a teacher. Potentially potentially because I used to teach at Granville and my kids never wanted to be a teacher. They couldn't be like me. Okay. Okay. Right. I have realized that I am a product of a community that invests in kids. Thank you for the scholarships, the stages, the instruments, and most of all for the teachers who saw me, heard me, and cheered for me. Once a bulldog, always a bulldog. She'd like to especially thank Mr. Hygore, Miss Gardin, and
050Miss Vette for showing up for all the students. She saw you at concerts, plays, and supporting events and in the community. And she wants to thank all of you for putting students first. It's our pleasure. >> Thank you guys for a >> Thank you guys. All of you. You guys are what make anything we do here worthy. >> You're the best part of this entirely listening to all the crazy great things. And >> I just want to say Ross, thank you. like you put in >> more hours than >> seems humanly possible. >> It really our band program. I have I mean I have always my mom was a music teacher so I knew and I watched and I saw all of those things but I was in this little tiny country program, right? the
051things that you can accomplish with the talent and beauty of these students and and they can be talented and not achieve that. You guys bring it out of them. Like it is just an honor to have our kids in this program. So, thank you. Yeah. >> Chicago was a triumph. Come on now. >> Oh, I also want to thank Mr. Guber. He has been like the biggest help cuz I'm also in the teacher academy and I want to be a music teacher. >> Awesome. And literally today after I took my AP test, he had me go to the band room for 30 minutes to teach me how to conduct. >> He took his own time to do that. And he he does that for any student. >> I think the band teachers and just all
052the teachers we have play just put the students first and I think it's beautiful. >> Thank you. >> You're worth it. >> You guys made our day. >> Thank you again, guys. Thank you again. Great job. All right. On to 4 C. Uh, NWA MAP growth assessment three-year agreement is recommended the board of education approve the purchase of three-year license agreement for the uh, MAP growth assessment from NWA for a total cost of $149,526. This agreement provides the opportunity to lock in license increases over the next three years. Um, to lock in license license increases. Okay. Over the next three years and is paid annually over three years. The MAP growth assessment is an improved benchmark assessment in reading and math meeting state assessment requirements. Can I get a motion? So move >> discussion. >>
053Sure. Uh Dr. Mercury, I you have a tough act to follow, but >> everybody >> you sing it might be worth you a little. >> Um, so I we've been doing the NWA map growth for over 20 years now. Uh, this is nothing new. Uh, PA48, as I mentioned in the in the background, is required. Uh, K8, uh, twice a year. We give it three times a year as a benchmark. I uh you'll notice the the funding source is is noted as various uh because it's an annual update. So there is a benchmark assessment grant by the state of Michigan that annually covers this. They just never guarantee how long uh they'll approve it. So it is approved for next year. It was approved for this year. We had enough to fully cover uh this
054cost for last year and it's something we just apply for annually if it's in the approved budget. So, uh, you'll notice the the the total price 149526 is the 3-year. We'll pay annually. Um, as expected, they're increasing the price. So, this just allowed us to lock in some lower pricing over 3 years. We don't expect PA48 to go away. Um, and we've used MAP for so long. Our teachers are comfortable with it. Our admin are comfortable with it. It's part of our MTSS process. So, if we were ever to change, that would be that would be something that we'd be very very uh cautious uh and intentional about if that did happen. So, we like it, works for us, we as well. >> Any changes with it coming up or improvements, updates, anything like that?
055>> Well, they they uh Great question, Sally. They they changed they're always changing the norms. So, they did just release 2025 norms that were normed off uh the CO impact. Um and uh so there's changes to that and they they changed two years ago they changed how the adaptiveness of the test runs to give a more of a grade level uh scope um uh for students. I'm excited. The one report change I'm excited for next year is everything runs on a norm. You guys know this cuz we talked about every year. I'm excited to see what our spring testing uh shows and we'll give a report in June, probably second week of June for that. But um uh next year they're going to put out reports for the first time that not only have a
056national norm but also try to uh reference directly to grade level standards as well. >> So we'll be able to expand the conversation um do just a little bit more with our data that is very specific to standards uh which as Roger said earlier is all part of our PLC work. >> How were these um administr administered 20 years ago? Do we know how these were administered? >> Yes, I did it. >> As Roger said, I'm old. >> You look so young. >> We computer labs. >> They did. I'm still computer. >> It was still It was still adjustment. First computer based assessments. Um but back then they were still computer adapted. >> Really? And a lot of times kids would, you know, I remember young kids, >> you know, because it's adaptive, >> some
057kids are done quicker than others. >> And kids don't realize that the longer you go, that's actually a good thing. And I just remember being in a computer lab with a kid in an elementary and he just started crying and it's like, "What's the matter?" He goes, "I'm the only one not I'm like, "That's a good thing. That's I said that just keep going." He's like, "Okay, okay." So, yeah, just helping kids even understand it's >> adaptive that in years, but I can picture the old computer lab in the middle school, right? And we used to sign it out and go in by class and set up. >> Well, interesting that this is one of the tests that have remained like similar in format as well, right? So, >> they've done a nice job and
058was just bought out by HMH, which makes me a little nervous. Yeah, that that >> everybody's >> that's a a little >> taken over. Um but but they >> it's going to get more expensive. >> Great. >> They've done a nice job keeping up and >> yeah, it's of which we found it uh effective and beneficial and it kind of speaks to that. >> Yeah, it's been the best assessment over the years. you know when we used to have what we called just an autopsy in the state you know assessment which I mean that was the end of everything and then you know by the time you actually got that data back it it wasn't me it was meant to say okay here's the ending here's the culmination but we needed stuff that we could
059use throughout the year and that we could really dig down in and map was really that first sit down >> like I mean they have for years >> well if it's a 20-year-old process too then it's very nice because you can really benchmark >> right >> decades now right so nice the state >> still continues I'll just we'll continue to cross our fingers that they include that benchmark grant >> for us >> yeah okay do you anticipate as the new the dyslexia screening laws come into play sort of with that and then with this that you might see any I know you can use other assessments for the at the state level for this, but I'm wondering if they're going to look overall and say, "Okay, how much are we actually assessing kids and are
060we sort of making requirements that duplicate >> too much assessment?" >> Yeah. Yeah. I'm wondering if if there if you've heard anything coming from MDE that they might be looking to streamline things a little bit more. >> No, I it right now my honest uh please pause the recording. My honest assessment of that is MB is having 12 different separate conversations and around all of these things right now and they're completely disconnected. >> Okay. >> Um the one thing that is happening is you are seeing the the publishing companies of of the assessments that are now linked. So NWA has a uh dyslexia screener called >> Oh, okay. It's their reading fluency. >> Reading fluency, which we piloted two years ago because our thinking was all this new stuff came out. What would it look
061like if we had a consistent system >> and our and it >> it's kind of glitchy. It's not very good. >> It was It was not good. And I had such high hopes. Um Okay. >> So, we'll see what happens after >> Well, hopefully hopefully they'll start talking to each other. >> Yeah, that's a fair question. >> Great. Any other questions, discussion? All right, let's take a roll call vote. >> Campell, >> yes. yes. Jhan, >> yes. >> Stephus, >> yes. >> Wonder, >> yes. >> Hi, >> yes. >> Fantastic. Motion passes. That brings us to the end. Any public comment? No public comment at this point. Great. All right. The next regular meeting of the Granville Board of Education will be Monday, May 18th, 2026 at 7 p.m. at the administration building. Happy Cinco
062de Mayo. We are ajourned.