001Call the meeting in order. Everyone rise with pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, can we do a roll call? >> Yes. Wonder Jim >> here. Veneck here, Stephace >> here, >> Gardin >> here, >> Campo >> here, >> Dehan >> here. >> We have quorum. Thank you. Please note, as a courtesy of the members of the audience, the board of education, please silence your cell phone. Uh, public will only be able to speak during public comment if signed up. I have one. We're good. Thank you very much. First item on the agenda, the approval of the agenda. Can I get a motion? >> So
002moved. >> Support. >> All those in favor? >> Yes. >> Opposed? Motion passes. Uh, number two, presentations. We have Grand View and the high school here. >> Yes. So, starting out, we have Mr. Scott and his awesome Grand View kids, and they have something they want to share with us. So, take it away, Mr. Scott. >> Thank you so much, everyone, for having us tonight. First, I'd like to thank Nelly. >> Go ahead and stand up when I call your name. Finn, Ren, Arrow, Ella, Kylie, Henrik, Claire, and Owen for coming tonight. We really appreciate you guys being here. We're going to present tonight on our grandfam initiative. This is a social emotional learning initiative that we have at our school that I'm going to tell you a little bit about with the help of
003our students. So at you guys can have a seat. Awesome job. So at Grand View Elementary School, we are committed to create an environment where students and staff work together to feel safe and build strong bonds and lasting relationships throughout the year. Our goal is to ensure that every student feels deeply connected to our school community and knowing and trusting a staff member and their fellow students. We strive to unite as one grand family where every student feels safe, confident, and a true sense of belonging and every student has success or excuse me, every student has access to the support systems needed to achieve their fullest potential. Together, we are creating a nurturing and inclusive environment where everyone can thrive. At the beginning of the school year, each student was placed in a grand fan
004group led by a staff member and consisting of approximately 14 to 15 students. These groups will meet monthly or have met monthly to engage in culture building activities. We discuss our character traits for the month and participate in social emotional learning lessons as a group. These activities are designed to strengthen connections and encourage teamwork and foster a true sense of community in our schools. Each monthly meeting will help to ensure that every student feels valued and supported as a vital member of our grand family. I'm going to turn it over to our students now and then at the end we have just a quick slideshow that we're going to show you. >> Hi, my name is Nelly and I'm a third grader at Granville Elementary. Today we're excited to tell you about Grandfams, which is
005something really special at our school. Grandfams help us feel connected, supported, and part of one big school family. In Grand FMS, students from different grade levels meet together once a month. We get to know students we don't usually see during the school day and build strong relationships with adults in our building. Grandfams help everyone feel connected and like where they truly belong. Each grand also has a special animal. And mine's a llama. >> Mine is a kangaroo. >> Mine's a koala. >> Mine's a narwhal. >> Mine's a koala. Mine's a llama. >> Mine's a penguin. Mine's a narwhal. >> Mine's a Mine's a gorilla. >> That makes our group unique. My grand No, we begin every grand fam meeting, which is a fun culture building activity to strengthen relationships with to build community. In the
006past, students have participated in challenges such as stacking cups competition and a team dodgeball passing challenge. This year in Grand Fam, we are reading a book called The Energy Bus for Kids. The book teaches us how our attitude matters and how positive energy can help us get through hard situations. One lesson we learned learned is that positive energy spreads when we are kind, encouraging and helpful. It makes other people feel good too and that helps our whole school. >> During grands, we don't just read, we do Wait, I'm back. The energy bus also teaches us how we can deal with negativity and bullying. We talked about how we can respond in positive ways and ask for help and not let someone else's bad ruin our day. Good job. >> During Graham fams, we don't just
007read. We do activities and team building challenges. We work together, talk about real life situations, and learn how to support each other as a team. Um, Grand Fans make me feel safe because I know there are adults and students I can go to if I need help. I also like that teachers know us as people, not just students in a classroom. Because of Grand Fams, our school feels more positive and welcoming. Older students help younger students and everybody looks out for each other. It really feels like we are one grand family. Cranfams have helped us learn important life skills like kindness, resilience, and teamwork. We are proud to be part of a school that cares about how we treat each other and how we grow as people. Thank you for listening and supporting Grand View
008Elementary. >> Thank you so much. Thank you to Mrs. Slan, our coach. We're going to go ahead and show you our quick slideshow. And thank you again for being a great audience. We liked it that we were like a family. We celebrated everything as a family being really nice and awesome and just making the school. I think grand games are important to our school because it helps our younger students get really excited about uh you know moving on to the next grade and looking forward to what's coming and it gives our older kids the opportunity to be leaders and really help those younger kids um which really prepares them for when they leave our building. >> They build communities and friendships around school. It made me smile when everybody else smile last year because when
009everybody else smiles, it makes me feel very warm inside. And it's very kind to smile to each other because then everyone will think that they're included and that's because that's demonstrating kindness and it everybody's having fun and everybody's um having fun with each other. I hope that we have a lot of fun. Um, I hope that we get to know each other well and we're more than just a family, but we become friends. I love it when we're out in the hall and I see my grand fam and they make me feel so special when they say hi to me. I hope this year for a lot of fun, a lot of collaboration. >> Well, I'm hoping it would be pop day at dance so I could watch like a show about kindness or something.
010I like grand fam because it shows us that everyone is important. I am proud to belong at grand >> and then here are just some pictures of our grand fams throughout the year that I'll go through really quick. >> But we do have every staff member in our building from a pair professional all the way to a social emotional learning coach to our teachers who are in charge of a grand fam. So, it's pretty neat to see. >> What's been the staff feedback on that? >> We have two staff members here. I hope they would say it's good. But, um, >> but the >> team owl over here. I've got one of my little owlets sitting right next to me. So, >> yep. We're reading a book this year, the energy bus like was said
011and they're given the lesson plan and the culture builder and it's 30 minutes a month where they just connect with each other. So, it's really it's really powerful. September, we did two meetings to get to know each other. So, it's been fun and they stay in their grand fam throughout each year and then we just add the kindergarten students or any students who are new to it to the group. >> Now, were both of my friends here on each end. Were you both koalas? You were a koala, right? And what are you? >> What was yours? >> Gorilla. >> You're a gorilla. I just want to say props to both of you for doing that whole presentation on your toes. >> Awesome. Good job. >> Thank you so much. >> Thank you guys. >> Oh
012yeah, we do. >> We could easily get >> I know, right? >> Yeah. Those are those are all over the place. So, Adam, can you chop that? >> Thank you. What do they say? Never follow kids or animals or something like that. >> Yeah. Yeah. >> Got to get all those animals out. >> They were kids and animals. >> Thank you for coming, everybody. >> Good job. >> Awesome job. That was a crew man system from Ron. I love it. Is it just painted something different? Good stuff. We'll >> put a flag. >> All right. >> Great. >> Okay. So, next we have the high school >> as well. Mr. Lo, take it away. So, uh, we wanted to come tonight and, um, we wanted to share, uh, about our MTSS intervention systems. Um, but
013you guys have heard a lot about the systems and the structures and things, but I wanted to bring, um, we we're hoping for three individuals, but, uh, Desmond Young had a rescheduled snow day basketball game, so he's playing Schoolcraft right now. But um we wanted to bring three individuals who have been vital in developing a secondary model of support at both the classroom, the tier 2 and the tier three level that you know when we first got uh the three of them on staff, it was a lot of you know how does this work at or what does this look like at the secondary level? And the three of them have owned this immensely and have developed some really um creative and unique ways of supporting students at a high school level. And so we
014wanted to bring them here tonight just to highlight the work, the great work that they've done. Um, but also just kind of let you guys know what they've been doing. Um, and I'll turn it over to Kate Sturks here. >> Well, we are not as cute as the first group, but um, I am Kate Sturks. I'm the social emotional learning coach. Um, Matt Bird is our student advocate. And with us tonight, we're going to walk you through um, an overview of each tier that we each tier that we have. So, tier one, two, and three, and what our supports look like within those tiered settings. Um, this is just a quick um overview of the different services and interventions that we offer and the different um interventions and strategies for kids. All those tier one
015um if you think about it's what we do for all students. So, you hear me say all summer view. At tier at tier one, it's for all students and staff. it are it is our systems and our um supports that we set up to ensure that when students are walking through our building they feel safe um part of a community and ready to learn. Um and so that's what we do for all. So to give you a little bit of a highlight at the tier one level um certainly it starts with our schoolwide PBIS. We have our grit matrices, our grit tickets, our approach to how we build climate and um culture within the school through classroom and schoolwide behavior management. And that includes um regular tier one data reviews to um kind of check
016in and see what's going well and what we might need to tweak and um always looking at the data for continuous improvement. Um we started this year classroom coaching which I'm going to skip over right now. I'll come back to that in a minute and that's something we're really excited to talk about. Um, one of the maybe hurdles that we have at the secondary level is that there are some just systems and structures at the high school level that make tier one um, lesson delivery like you heard uh, what the elementary schools do and then what the coaches do every month, they have monthly tier one lessons that they can deliver schoolwide. Our structure is a little bit different. So, we haven't found a way to seamlessly integrate that. So, we tried this year with
017um a public service announcement learning series that we ran through our announcements where we talked about the five castle core competencies of social emotional learning. And it was really cool because it involved our AB students. We wrote the scripts and gave them the guidelines and then they took it and ran with it. And um our school improvement team worked on that as well. Um and so that's been really well received. We tied it in with our spring um grit assembly that we had uh last week that wrapped up the senior survivor as well. Um we also rolled out a wellness forum this year. Uh we hope to repeat that uh maybe one more time this year but definitely staggered out through next year where we invited students to come during seminar and learn and practice
018hand on or hands-on interactive strategies to increase kind of their health and wellness especially around the winter blooms. um we are in the long haul between Christmas break and spring break and it's it's it's a stressor for for everyone, right? Um for a variety of reasons. So that was really wellreceived. We had record numbers for our forum. So we hope to run that again. And then um also something new this year we're doing is called for fun's sake. Um this work is hard and um it takes a lot and so we have to remember to have fun and just keep it light where we can. And so we're doing um monthly themed events where each plating room is owning um an event or um programming for the staff throughout the month. So it's four teachers
019by teachers and um right now we're in the middle of of an Olympic competition between planning rooms. So we've enjoyed that as well. Back to that teacher collaboration and coaching. This is something that we've been kind of dipping our toes in over the last few years, but we've really been able to take off with it this year. Um, we have amazing educators in our building. Um, and they are doing wonderful things, but there are times where teaching is hard and class dynamics can be hard or individual student learning needs to be hard or you're new to the profession and it's a little bit hard. And so, how can we um allow for coaching without it being tied to evaluation? And so, I've been pushing into um partnerships with teachers. It's completely optional. They can seek
020me out if they are struggling with maybe instructional delivery, classroom management, like I said, individual um student behaviors. We I go in and I'm an extra set of eyes. I don't report that to admin. Um we are there just in a trusted partnership. they're being vulnerable and I'm just sharing another perspective of what I'm seeing and we have worked through quite a quite a few um tough cases and so um I was just in another classroom this afternoon that makes my 13th consult this year so far and so we're really looking to um continue building that. I think if we can help problem solve, troubleshoot, and just support teachers at the tier one level, obviously that that helps keep our tier two and tier three down, right? So we can impact more students quickly at
021the tier one level. >> I love this. I do too. This is great because having been a new teacher, you just feel like you're thrown in the middle of the ocean. Now, swim >> a lot >> and teach all at the same time. And so this is great. I'm so glad you do that. >> Thank you. We're excited. We're we're looking at how we can keep this growing and >> keep that support. >> So tier two, this is what we do for some students. So when we think about um behavior in even academic science, right, a good system will be enough that 80 to 90% of students we expect to be successful just within that tier one structure. um it is scientific human nature that some kids are going to struggle. So we we anticipate
022around 10 to 15% of students might need something a little bit more just a little bit extra beyond that tier one um setting a little bit more supports and so that's what we find at tier 2. So this is what we do for up to 10% of our students and so these are a variety of interventions. Check and check out is the OG of interventions. It was the first intervention that kind of came about. Um and it is uh for externalizing students that are really driven by adult connection and interaction and it is a daily system where they get positive feedback at the end of every class and gentle encouragement when there needs to be some improvements. Um, the reason why this works is because it's of a I've got you versus gotcha. So, we're
023not nitpicking kids. We're not pointing out all of the negative and holding them to some impossible standards. It's like this is what you're doing well. Here's where we can move it forward even more. And they get that six times a day from their teachers. Um, if we have a student that maybe isn't driven by that um external adult attention, we usually will funnel them into something called check and connect. And this is a version of that where they meet with uh myself or um then Matt will talk about what it looks like at the tier three level where we kind of address the big three academics, attendance, and behavior. And so they can be with us for all three of those, a combination of those, but we meet once a week and we talk about
024a specific set of goals that they're going to work towards. And then we are kind of the loop between home, teachers, student, and coach. And um we've gotten we've kind of as Adam said tweaked the system as we've moved along and now we are starting with scaffolded specific goals and working their way up to that that higher level deeper learning skill set and so we track that weekly um and have seen really nice growth from that. And then the third major um kind of grouping of interventions we offer is something called a SAG, a social academic instructional group where we pull students out of class to teach a lagging skill or a skill not yet learned in some cases. Um and with the intention that pulling back and doing that work in a small group
025setting then translates back into increased academic and behavior outcomes in the classroom setting. And so we have three specific ones that we run. Um the one that I do the most often is Trails to Wellness. It's a fantastic program out of the University of Michigan um that addresses anxiety, depression as it manifests and gets in the way of school success and social emotional success. Um I also do the social emotional wellness group was which is um focusing more on those five core competencies with a different topic each week. some stress management, advocating for what you need, navigating conflict appropriately and not escalating it. Um, kind of those soft skills that they need with us and beyond in the college and career community. And then finally, we partner with Ellie's Place for grief and loss. Um,
026it is the toughest group that I run just because of the nature of it and there has been, >> it seems like each year more and more loss in young people's lives. So, um that is my least favorite to run because of the reason behind it, but it is one of the most fulfilling things that I do. So, those are our groups and those are what I'm working through. Um Dez, if if he were here, he would tell you that he also does some check-in checkout coordination. Uh this year, he started something new with math pushing support. So, he is our academic coach. um he feels really confident uh in like the math and sciences. And so we um instead of him um only doing pull out groups, he's partnered with two teachers and he
027goes in and he acts like a parah during those classes and he provides just in time reteaching small group pullouts in the classroom. Um it helps with that if there was a misay in class he can get that learning in. um he just is another set of eyes and hands in the classroom and so he will go in three days a week uh to two different classes >> and um we're seeing some nice growth and outcomes from that as well >> and then he will do the math side and I'm going to turn it over to Matt and you can kind of explain a little bit more how this started and and how we got here. >> So we started to take a look at uh trends throughout the the building. One thing in schools
028that we don't really get a a whole lot to do once you're when you're in it, as you all know, is really taking a look hard look at the data and what does that data mean in a timely fashion. Power School does a great job giving reports, but those reports are end of the year reports. They're not what October's telling us, what November's telling us, what December's telling us. And all of those are telling us something about our community. Okay? Okay. And so what we started to see is much like if you almost take it in looks of the dyslexia law, there is a math situation here in the city of Michigan. And so we were taking a look at that especially with the transition of kids that we are getting now too where there's
029a certain percentage of the population that wasn't necessarily within our means of a district coming from a different district and how do we see exactly where they're at and then how can we service those kids to the best of our ability. And that data for the four years that we were really tracking has really started to tell us something. Okay, there was a significant um and I I guess say significant might not be the best word, but there was a certain percentage of the population that we needed some added support. What we find with a lot of these kids, they don't even know how to explain where their problem is at. They just don't get it. And so it's getting them into an environment where we can focus on the six foundational skills in algebra
0301 that we might be lacking and then bringing them to a point to where we can then give that feedback then back to the teachers as well. And then as a department we can make changes that are necessary or uh improve on our strengths. And so that is something that Dez has done as a nice job um with math because he does speak the language of math better than uh we do. >> So then that takes us to the tier three support. So this is what we do for the few. So we would expect in a healthy wellsupported system no more than 5% of students might need something at a tier three level. These are highly individualized and intensive supports that include school, community, family, and student. And so, um, I'll let you >> Yes.
031>> share your >> This is where I come in. I deal with the 5% of the population that historically would cost 90% of an administrator's time. >> All right. And and what that is is I I have decided to take a look at it. we took a look at as a group of there's a story there. We're not going to deal with it right now. We're going to see what happened to you. And so we take a look at the CA60 and we'll backtrack and almost to a tea, we can see where there was some type of significant impact on a child's learning. And so from that, rather than focusing so much on exactly what's going on right now, which we do, and so if there's a disruption in class or there's something else that's
032going on, we do deal with that. But we take a look at academic stabilization. All right. I see it as a gap. There's something there that the child is sitting in a classroom and doesn't want to be the one in that room that doesn't follow along with everybody else. So, there's certain condition behaviors that they've learned over time that gets us out of the class or gets something off task whether they're consciously doing it or subconsciously doing it. It's a situation there where their brain has has needed some guidance through. So we really take a look at that foundational competency and go back and take a look to one improve that confidence of the student. Um behavioral improvement. What we have seen is once that confidence improves the behavior improves the child starts to the
033student starts to feel better about their worth where they are and there's also connection within the building. Bottom line is when they come in with me or they come in with Kate or they come in with Dez, we believe in you. We believe in you. And we might be the only one that they've had in 9 years, 10 years, 11 years and you should see the change in their face and things start to happen where you don't taken some people, you know, many years to get them to tell the story. They tell us things in those first five to 10 minutes after those statements that are just absolutely unbelievable and we'll see a behavioral improvement. Um, and we work on those things. Kids know only what they're exposed to and so a lot of them
034that come from different backgrounds and come in here, they're exposed to something. It's it's truly foreign to them. And so they're not always necessarily even uh under the understanding that it is inappropriate. That's what they're used to. And so bringing them in to th those standpoint, but also some of the things that we have seen increased school attendance. Kids are showing up. We're seeing students that have never participated in a sport play sport. You know, we're seeing students that are standing after even little things of walking along the hallway and picking up a piece of paper and throwing it out. That shows a connection that not everybody sees. But when a kid is truly or a child is truly connected to a building, a community, whatever, those little things are important to them and you
035start to see those those things take place. Um those indiv individualized check and connect, those are the things that um we will do. Some of those kids are an everyday for me. I need to strategically place myself throughout the building to know their schedule so they can see me without them realizing that I'm seeing them to get a fist bump just to get that visual to like we are we are in a in a safe spot. But then it's also um utilizing different resources like Google voice or something like that. We are establishing connections with parents that we have not had in the past and it's done with intentional language. It's reframing our conversations with them. It's making them feel a part of a community and not where they're feeling that they're always having to
036maybe hide a portion of their lives of a struggle that they're going through outside of our buildings, but actually feel like they have somebody in their background to where they share more with us. Not to decipher things and to to share with the world what's going on, but just like this, hey, I got your back. And this is what families do. and to make them feel like they're truly part of the Granville Granville family. And so once we've got that, we've established that connection, now we go to the strategy and planning. And this is where we go through and take the pressure off the staff to where we're doing the research. We are going through talking with um different travel specialists through the area how to deliver that best material back to how to reward
037some things to give those resources to our teachers that they just don't have the time for. Okay. Other aspects with AI being able to reframe a test to fit the reading level of where that student is at to give them confidence. It's still hitting all the standardized core things that we need to but putting it in a way that they feel like they can own own their uh learning. The biggest thing that I would like to say about the message of the tier three for so long we have given the adults the ability to manage the behavior and not given the students the resources to manage their own behavior. And this is giving the students ownership. >> And when they feel like they own it, it's a game changer. >> It's a game changer. And
038so this has been we have been what we've done in four years with our tier three and to get the kids last year when I had a mom in tears because their child was the first one to graduate from their family ever. And to walk was just something that is truly truly special. and I will forever be grateful to be a part of that. >> Okay, >> a couple more things that we do at the tier three level. Um, we will do comprehensive behavior plans. Uh, even though we have great interventions, it might not always be what that student needs right at that moment, at that time. Um, and they might still be struggling after an intervention or two. So then that's when we'll look at doing an FBA and really diving into what the
039behavior needs are and how we can best support them through a positive behavior support plan moving forward. Um we are also doing blue envelope. So that has started the back end of 23. Um, Blue Envelope is the Corwell Health uh, suicide risk screening program that has been um, an incredible resource for us because there were a lot of great people doing great work and trying to get those kids who are, you know, having suicidal ideiation or self harm um, struggles, but there wasn't a districtwide protocol. And um, so this has been great. counselors, myself, Matt, uh admin, we all use this these screeners and we can really quickly um be plugged into supporting a student right away. And then from that um Jason has also helped us build a really nice tracking and support um
040program protocol for what happens after that Columbia risk screener. So then how do we support that student moving forward? It's not just okay, we we've screened now, go figure it out, right? Or like, okay, we'll just try x, y, or z. We have a really coordinated response. And then that leads us to our safety plan. So, and you can screen low, medium, or high low, moderate, or high risk. Um, usually even if you're screening low risk, we still put some sort of safety plan in place that outlines like coping skills and strategies and who to go to. um with our moderate and high um risk students, we are really leaning back into like a comprehensive safety plan, multifaceted and um multi-steps to it with different support building. >> Okay, can I quick ask a question?
041So, do you ever have situations where kids jump to boom, you know, the blue envelope screeners immediately without having to go through the previous tiers? >> Oh, sure. Sure. Yeah. This is this is um you this is just if someone has you know often the first unit of language arts in high school is a narrative personal narrative and so usually right away they will disclose something in a in a English essay and I'll get the call from the English teacher and we just respond right away. This is if they mention anything, if they say something to a friend, if a parent has a concern, they can call and say, "Hey, I'm worried about this student. Can you please meet with them and do a risk screener? So, this isn't tied Great question. It's not tied
042to any previous intervention, but because it's so highly specific and um individualized, we house it under the tier three level of support. >> Makes sense. Yeah. >> This is some data at a glance. We're not going to read all those slides to you, but basically um what we've been very intentional about is that um we want to progress monitor. We want to have fidelity checks and we want to make sure that what we're doing the goal of everything that we do at all of the intervention levels is to increase academic or social emotional behavioral skills that translate to increased outcomes in the classroom. So we need to make sure that what we're doing is working in the classroom setting. And so we have a variety of ways to track all of these different um uh
043interventions and if you you want more data on that we can get it for you later. But basically if we are doing it we have data that backs up that shows that it's successful and it's meeting those needs of the student and moving kids forward. So that's a quick glance at those primary um interventions. And then did want to put this up there. So this is these are our numbers from 23 to last week. Um you can see that we're about split 50/50 with the moderate high risk to low risk uh blue envelope screens. um they are an excellent tool, an excellent support, but they are they can be very timeconuming and that support doesn't just go away like like I said at the end of the Columbia risk screener um we have students on
044our case load that we meet with weekly we monitor the safety plan we track progress and we're still helping them build those skills and strategies to to replace those maladaptive coping strategies that they've had. So this does take time and um you know there there is definitely a need some >> when you look at that graph down what causes that much of a variation between your 9th 10th 11th 12th is it just maturity level is that switch from a you know middle school to a high school it's a whole different world right is it that just developmental phase I mean what is is it anything >> I I'm going to say that there is levels kids don't know come with the skills of how to turn the brain off. >> Yeah. >> And so much
045of our best behavioral neuro people work with the uh industries with communication >> designed to give these levels of of dopamine kicks and things that are at such a high level creating anxiety. Our kids don't know how to shut it off. When we were all younger, we could go home and we didn't have to be who we were at school. >> We could be somebody different. >> And and they're on all the time. And it's that and then they also increased that high school matters. It counts. >> Yeah. >> And it feels like 6 hours everything counts. And so it's that that jump there. >> I think too, Jace, that you see more kids get involved throughout their high school career. You know, freshman, >> you know, we try to get them plugged in, try
046things, but you know, by the time that they're older, they're trying things for the first time or trying to get involved or they feel more confident. >> They find their place. >> That has a direct impact on mental health that we've shown over the years. >> Yeah. Are those numbers just for one year then? >> No, this is this is from the spring of 23 when we really started rolling it out. It really I think we only had like eight that first year. It's really last year in this. And I think also to your question too, I've just kind of >> just my summary kind of reading the room of what comes in through my office. I do think that's a a hard jump middle school to high school. And um I have more data
047that shows the last two years, October has been our busiest month. And I think that's the time of we've been in school for a few weeks. Now we have these classes that we have to we have to be successful in. Those credits aren't going away. It's six different classes, six different teachers and all of the dynamics that come with high school where and then to to what Adam and Matt said like they they there's some they don't have the coping skills yet that maybe I've seen her with, right? Um so that's just anecdotally I don't have any um scientific research to back that but kind of what what we see day in and day out. It's >> February is another January. >> Welcome to February. Um I I remember going to when you had um
048uh it must have been like a professional development with Josh Bishop and it was I mean that was such an amazing um opportunity for everybody to learn and listen and it must was that around 2023 that must have been trying to think it was a couple years ago. I'm not remembering. >> Yeah, I remember that was it was upstairs. >> It was I think it was 23. >> Was it? It must have been right when you started training that we did with um >> Oh, yes. Yes. Yes. >> Yeah. It's lovely. Um uh but my question is um are you still are you still tied in then? Um there's like a new Pine Rest Center being built. Are you tight? So come in um >> uh back in the fall. They had reached out to
049uh Caroline actually and we had them come in and talk with our whole team >> of the new facility and how to get direct access to Pine Rest. >> Yeah. >> Um which was very different than the past because sometimes what we were seeing was there was a gap between when students were discharged from Pine Rest >> there wasn't there wasn't a great communication mode. we they would come back to school and we knew that something had happened but they had not signed the release of information so we weren't getting the information and we couldn't partner with the with the family and I and some parents don't want that that's fine right >> but um >> we we had a whole meeting on on how to partner with them and we have some more direct
050line communications which is >> I am glad to see that um this is very personal for you know so um I love I love these changes and I think It's extremely important. Um, and I agree with the the anxiety dopamine kicks we're seeing the anxious I'm sure you guys have read the anxious generation and >> um so um thank you. >> Oh, so go ahead. >> No, please go ahead. >> Just a couple things. Um my husband used to do uh data analysis for an insurance company in the area and one of the most impactful studies that he came across was the effect of what we would consider maybe some rather mild traumas, traumatic events that happened and to the very traumatic things that anyone would identify as being and the impacts that they have
051on the that person's physical health. So if that's affecting them physically, can you imagine what it's doing to them in terms of their ability to learn? So I so appreciate your time and efforts are just so so important and um it just gives us a comprehensive look at what really happens in our school setting. It is not just here's your assignment, learn this. It is not it is so much more complicated. the stuff that kids bring to the schools with them every day is, you know, it's it's just complex. It is difficult. Um it is not the same as when we were kids. Not even close. And um I appreciate uh the interventions you guys are putting together for that. That's really important. I I really wish I'd see this actually trickle down to our
052our you know elementary schools as well because you know that's where we can start picking up on some of the stuff. >> We do some of that in the elementary. We definitely do tier one too. We do it MTSS. >> They have they are all trained in the blue envelope protocol. They're all doing the same thing that we are doing and the gals at the elementary level they are doing great work too. They mirror a lot of the same interventions that we have. Um and then of course like they're rocking it with that tier one lessonly learning lesson. So and you know thank you right when I tell people what I do I'm a social emotional learning coach and then explain what it is and and we are really the only district we you guys
053have invested in people that help students and having a student advocate having an academic coach having this I mean thank you for investing in students that way too. One of the things I think was interesting, you talked about your tier one pushins and where it's very confidential. Um, and you said that's great for those first year teachers, but I'm going to about guarantee that you don't have just first year teachers asking them. >> And I think it's important because we have these seasoned teachers um who also a lot of this stuff is new because we're, you know, you'll see new behaviors and things that you didn't deal with when you started in I don't know 1994. So yeah. So thank you. That's that's a really nice safe um supportive option too, which I think is
054just it's just fantastic what you're doing. So thanks. >> I I miss being in the classroom sometimes. I feel like I get to dabble a little bit, go back in and connect with them. But it is Thank you. >> So So we're one of the few school districts in the area that are doing this. >> I I think we're the only one. I am not aware of anybody that has some positions like us in every building. >> I think Kentwood has a pretty good I I was at Kentwood for a while and they have a really strong MTSS as well. Um but I was also in a building where it was extremely important. >> Um so I saw a lot of that at the elementary level actually. So >> you'll find a lot you'll find
055it it very common in elementaryaries and because I think it is actually >> um not as complex there. You're you're able to do a lot of the support systems. What's amazing is and and it takes special people and those two are so special along with Dez. He is too. Um but you can just hear their passion for this. you can hear the love for the kids, the you know that no matter what they're going to do whatever they can to help that student be successful and it takes people like that but but yeah it is unique here. I mean people come from all over and and I know you're requested to go places a lot too. Um but but they do because it at a secondary level it's it's not normal. It's not typical to
056have what we have and and kudos to our people because they make it what it is. >> Yeah. And that's, you know, in in in private life, right? I work in HR in a manufacturing setting and um so much of that entry- level workforce, right? Especially the young the younger kids and I'm going to when I say younger, right? I'm 50 some years old, right? But, you know, I'm saying, you know, 30 and under, they struggle with those I'll say some of those simple things that we talk about in tier one and tier 2 interactions, right? just be coming into work every day, right? You know, how to get through that first challenge that you have uh uh in your working world. That's a lot of times where they collapse or they lash out and
057so forth. And it's great that we're helping our students learn those coping skills when they are right now so close to being out on their own, whether that's they're going from school to work, right? Or or on to college or onto trades or whatever it might be. So, um so thank you. I mean that's that's fantastic work and I love wish we could spread this >> a lot further. Yeah. >> Yeah. I think Joe you had a question. I interrupted you. >> Sorry. Sorry. I'm just patiently waiting. It's all good. It's all good. Um Kent ISD provided some training um over the last month for SISM training. I know it's probably not 100% connected to this, but critical incident and stress management within the school. Do we currently have like a SISM team in place,
058Adam, at the high school that you know of? >> Not today. Okay. All right. I was just curious. Most most don't. >> Talk to me about that the other day. So, >> okay. Turn it on. >> Okay. Cool. >> I'm also curious if you're going to as we go into this next year with the new cell phone laws and everything if that's going to that's going to be a part of that data that we kind of look at across the board. you know, >> um it's our policy right now, but with it being enforceable as a as a law, then um I don't know if that's on your radar at all, but >> yeah, we've talked through that. I mean, our policy right now is >> it's very similarist. >> So, >> yeah, and I
059really appreciate how you sort of understand that relationship with academic and social behavioral outcomes. So many times we think they're separate and we treat them separately, but we know especially as kids get older that when kids are struggling academically. Um, a lot of times it can be due to things going on with their mental health or behaviors, but also sometimes when kids are struggling with those behaviors, we know it's due to those academic deficits. Um, I think it's really important too with the math. Um I think you know all data is showing that our kids are really struggling nationally in the area of math. I know I see it in undergraduates at the university. And so I think targeting that and really building up some of those foundational skills will go a very long way.
060>> Teaching them how to ask a question. Yep. There's an art in every question. and they're just the confidence of being able to sit in front of a group and say, "I'm not sure." >> and be okay with that and understand that that's actually a sign of intelligence. And our kids are getting there. They're getting there. >> Yeah. >> Great. >> Wonderful. >> Thanks. >> Appreciate it. Thank you. >> All right. On to item number three, uh, reports agenda. Um, start Joe. >> Hey, just a reminder to you all here on the board. Uh, February 27th, 9:00 a.m. res life reunification training. If you can make it, I'd appreciate it. Uh, give you a good insight of what takes place. >> What was that date again? >> 9:00 a.m. Yep. Just come in off the
061Ivan Rest side. >> What date again? >> The 27th. >> Great. Bob, >> given that it's 10 to 8, no report, >> right? Just real briefly, my wife and I went to the two witches play. Awesome. It's >> amazing the skills that our students have that I don't have at all. And the the how the admin the staff puts it all together. And then just congratulations to the ladies bowling, wrestling, and cheer team for winning the conferences. >> So good. >> Yeah, >> that's it. Amy, >> um hockey regionals started today. Uh we play Sat This Amy or this Amy? This Amy. All right. >> I know you were smiling. though. Uh, hockey regionals, uh, we play Saturday at 4 Georgetown. We're hosting regionals. So, come on out, see some good, um, hockey and cheer
062our dogs on. Pre-festestival concert was, uh, this last week and, um, it happens the first week in March. We host that every year and the students lead that by taking different schools to different areas. Excellent music. You can come listen to some more good band music. Um, and one last thing, our National Honor Society students are constantly doing um, volunteer work. And this last weekend, Lewis and several of his other National Honor Society kids went to the Lunar New Year over in on 28th Street in Wyoming and set up games. And then Lewis helped kids all day Sunday from like 10:00 to 4:00 playing games and lighting off fireworks and watching, you know, the the dragon dance and um um and it's the year of the horse if you were wondering. So, happy lunar. >>
063There you go. >> Good. Great. Sally, >> um I've had an opportunity to go to different schools, have to drop off things, and I just got to say props to our office staff. Every time you go in there, I And it's not just to me, it's to anybody who walks in. The kids who come in from class or parents are coming in or whatever. Just the kindest, most efficient people you could ever ask for in your life. And I just really want to say thank you to our office staff. They're marvelous people. And we also went to the the play that was just so much fun. Those kids are so talented. It's amazing. That's it. >> Amy. >> All right. Uh just to be real quick, um I went to the purple community basketball game
064uh today with for the seventh graders. Um it was great to see everybody. Great turnout. People raised money for a great cause. Um the seventh grade girls um are amazing at basketball. Um you're going to have to watch this group of girls coming up. I was consistently almost shocked by their level of skill. Uh so they are fantastic and uh it was a lot of fun. >> Great. Thank you. Um yeah, I'll uh just be quick too. Just uh they went to the play as well, you know, that was fantastic. They always do such a great job. Uh um uh yes, the all the sports teams and I boys bowling did pretty well, too. Or I I don't know if they won the conference or not, but I I was watching >> Girls won districts.
065Okay. Yeah. Yeah. But I know boys were doing well, too. And we've got some pretty good uh fantastic bowlers on that team as well uh from both the boys and the girls team. So, but yeah, congrats to everybody in basketball uh um as well. I mean, they great season going on. So, I mean, all kinds of fun stuff there. So, hockey, I mean, all kinds of great stuff going on. So, appreciate it. But that's all I have, >> Mr. Ste. Just a lot of events happening, a lot of lot of things, uh lot of success during the winter season. everything from athletics to um the play uh our our incredible uh band, orchestra, choir, you name it. I mean, everybody is just doing amazing things and it's it's very exciting. Um uh I know Adam
066and I are going to back to my elma mater on Wednesday. Told them I would show him my statue that's not there by the way, mosquito puffer. So, uh, for wrestling and, uh, but just looking forward to continuing to watch a lot of the events. If you didn't see the event, uh, the competitive cheer this past weekend, uh, with that invitational, um, I'll send you in your board update, uh, some press coverage that they got on that and just an amazing story and amazing things that happened there, well beyond the great competitive cheer experiences that they have. So, uh, make sure you get those. But, uh, I watched those and, uh, yeah, I just say I had a had a tear in my eye for sure because there's just really they touch your heartstrings. So,
067uh, neat stuff and Julie always does such amazing job of that. So, anyway, yeah, a lot going on. Very excited. It'll be gone before you know it. And especially if you have a senior, just enjoy that those moments because they go so fast. >> Can I just add one thing? I was at my church and I have a little girl, I shouldn't say little, but a girl who had is at our middle school goes to my church. She comes up to me, >> is Mr. Barrett's retiring? I'm like, "Yeah, he is." She says, "Oh, I am going to miss him so much. He's such a good superintendent." I'm like want to say when I was in eighth grade, I had no idea. So, I thought that was really cool and I sent Roger a picture.
068So, >> that was awesome. Thank you for sharing that, by the way. >> Great. Thank you all. Uh on item number four, old business. Any old business? >> No old business. >> On item five, consent action agenda. Uh can I get a motion? So moved. >> Support. >> All those in favor? >> Yes. >> Opposed? Motion passes. On the regular action items, uh 6A, uh the resolution to participate in the Kent ISD school of choice program. It is recommended the board of education approve the minute. Uh apologize on that one. uh recommended the board of education approved Granville public schools participation in the Kent Intermediate School District collaborative schools of choice program for the 2026 2027 school year. Can I get a motion? >> So moved. >> Support. >> Okay. And this is an annual
069thing as you know when uh you know back in I think it was 1996 when they started the school of choice option instead of having people jumping all over the place you know we had the ability as a county to have a coordinated program and we work really well with each other uh within that program that still allows the options but um it it doesn't uh you know it it it's more controlled uh by the districts and among the districts um that way. So yeah. >> All right. Any other questions or comments? >> All those in favor? >> Yes. >> Opposed? Motion passes. Uh 6B. Um the resolution to opt out section 105. Now, this is a two-part. We're going to go through both real quick. Um well, I'm sorry, we'll do them one at
070a time. It is recommended the board of education exercise the option permitted by section 105 the state school aid act of 1979 is amended by the public act 300 of 1996 and not accept section 105 applications of non-resident students from outside of district for purposes of operating an intermediate school district-wide schools of choice program in accordance with section 105 of for the 2026 2027 school year. Can I get a motion? >> So move. So, as mentioned, instead of having the big statewide program, we opted, you chose to opt into the ISD program. Therefore, we need to opt out um by law of section 105. >> All those in favor? >> Yes. >> Opposed? Motion passes. Uh oper 6 C resolution to opt in section 105 C. It is recommended the board of education exercise the
071option permitted by section 105C of the state school aid act public act 119 of 1999 as amended by public act 297 of 2000 and accept applications for enrollment from residents of contiguous intermediate school districts for the 2026 2027 school year. Can I get a motion? >> So move and this is a part of that plan instead of just having a cat county plan. We know part of our district is in Ottawa County. we have contiguous districts around us and sometimes kids do for uh you know uh valid reasons move from one place to another. Uh so we have this 105C plan for contiguous districts and it's worked very well for us. Um you know it's a it's a way of if if it is the best choice for a kid to go or to come
072here. We same thing. We work with the area superintendent and make sure that we're able to do that if it's the best choice. Any questions? All those in favor? Yes. Opposed? >> Motion passes. Uh 6D, school calendar approval for 2026 2027. I can't believe we're already doing this. Um, it is recommended the board approve the 2026 2027 school year calendar as negotiated with the Granville Education Association and Granville Public Schools. Can I get a motion? >> So, move. >> Support. >> Okay. And uh with our association and the great relationship we have with them, Mr. Pho's been working um with them in collaboration to come up with this calendar. And Mr. Fo, you want to talk about the work? Yeah, did um calendar itself is pretty similar. Um the one of the key differences is
073week one instead of uh first day half day and then three half days. What we did is we looked at January 18. The last four years we've had a half day with PD on that day. The last four years we've had a snow day on that day. Um so we've kind of sacrificed some professional learning in and around that day as we've gone through it. And so we said let's let's plug that half day into that first week. Um so the last day of the first week is just a true half day. Um kept the same through September October on those half days. The Thanksgiving break um or the not Thanksgiving, excuse me, the the October break. This year we did Thursday, Friday. I had Adam join us this time because the high school's needs
074are pretty unique, particularly around athletics. So, when we have high schoolers that have athletics that they have a full day off on a Friday and you have a student who's an athlete, you have to be there. You typically have a a football game. And so, by having a half day on that on that Friday, our football team kids are in school. Uh they're not the only ones that are hanging around the community that day. And then we just took that following Monday as a full day as opposed to a Thursday, Friday. Um and then we moved February uh up one week uh and again did a Friday Monday um based on the KCA calendar that they negotiate with the ISD. It fits inside that window and conveniently the Super Bowl next year is on Valentine's
075Day. >> You are so smart. >> I won't take credit for that. I'll say I'll give you his I just gave it to you. You gave it away, >> but it wasn't it wasn't my idea. >> Okay, Troy, I'll give it to you. >> There you go. >> So, those are the big changes. Um it keeps us in 180 days uh of students, gives us still that first day uh before school starts for us to get everybody together and do our kickoff. Um, we had a lot of dialogue about five days in that first week. And I think the large part of it was like, let's let's see what it does. We have another year. We'll give it a shot. We'll see how we how we like it. Um, it still gets us out at
076noon on that Friday as opposed to a full day off on that Friday. So, if someone wants a a little bit longer weekend, it's still an option for them. Obviously, not as long as leaving Thursday night, but um this was a a good give to give give away the 18th that we've had to miss for PD the last three years. So, >> all right. Any questions? All right. All those in favor? >> Yes. >> Opposed? Motion passes. Thank you, John. Uh on to 6E. the uh GEC phase 6 classrooms. It is recommended the board of education authorized ownins gimbble o to issue a letter of intent and the amount indicated to the contractor listed pending confirmation that all requirements of the contract documents have been met upon receipt by OAK of all appropriate documentation. It
077was further recommended that the board of education award a contract to the contractor as specified below. You will see those all listed. The qualified bid package for the contractor specified above including alternates totals $555,190. A contingency of $55,519 is included bringing the project total to 610,79. Can I get a motion? >> Support. >> Did you see move? He said move >> very quietly. >> He's got to Kansas tomorrow. >> Yes. Um so yeah, this is the buildout of the final three classrooms in the GEC area. Um plans for those classrooms include um tuition based preschool and GSRP um for this coming fall. We're going to be able to start it earlier than the summer. Um I can show you down here. We did have um and I know I provided that to you, but we
078did have some low biders that did not have complete packages um submitted. So, we had to eliminate them and go on. >> Any idea why that occurred? >> Um, >> the lack of uh So, they didn't show up to our pre-bid meeting. >> Was it a short time frame to bid? >> No, it was uh two and a half weeks. >> Okay. >> Typical betting period. >> Okay. >> Um just lack, you know, the lack of effort into it. um we give them all the opportunity to ask the questions and see the site and when they don't show up sometimes >> okay then maybe they're busy and >> this is secondary and they feel it's going to be quite competitive >> so if um as you can see from the plan that I put up
079there if we look plan south here this is the main entrance currently to the GEC with the office and the corridor way these three rooms are what will be finished. Um, they've been white boxed for a little while. As you recall, we finished this area over here where we moved some stuff around for pathways and to be able to get these two rooms done um with a grant. Um, and so this these last three will be done with syncing fund dollars, but it looks like we're going to be able to cut a hole right here um and start work in this area around spring break. So, I mean, this is spending a lot of money. Why are we doing this now? Is there like a an enrollment increase? >> Oh, this is syncing fund dollars.
080And um so we're looking to finish out this building, so it'll be done in full. And yeah, there are weight lists available for both GSRP and tuitionbased preschool. This has been one of those conversations we've had for a long time about making sure that our preschool keeps our families in Granville, in our preschools, and feeds them into our schools. It's um it's it's been a long time coming. So, I'm super happy to see this. >> It's been So, give me an idea of the weight list. Can you Heather like >> um I mean, is it substantial? I mean, who are we turning away? We're turning away. Yeah. I mean, we're turning away Granville families. So, um, and I' I'd have to get that information from Julie Scott for you, but every year to start the
081year, there's always a list that needs Treehouse. There's a list that needs tuition preschool. Um, some just don't qualify for GSRP. It is an income based program and they they were increasing the income ratio that but now it's going the opposite direction. It's going back down lower. So in terms of you have to have lower income to be able to get into those programs. We've also expanded. This is another area where we've expanded um and offering our 1755 ECSE programming um which is for our four-year-olds and it's a pushin to the GSRP. So they're with same age peers. Um their special ed needs, you know, range from just itinerant service only to maybe some other pull out um strategies that they need. Um but that building um is not an underused building, if you will.
082I will say we have not been there now for 2 years and when we were there two years ago, we easily with the weight list could have filled this space that they're just now opening. Like >> this is this has been a definite need for this district to find high quality >> um affordable um child education at that level. So this is this is very exciting. So the the other thing I think I can tell you about the programming too just to kind of piggyback on that a little bit is if you talk about GSRP right that's a 4day full day program but when you look at our tuition based um it's an AM and a PM and so you also have families that need that wraparound with Treehouse and so this is going to
083help us be able to give that to them. >> Yeah, I can speak to that. trying to find a an option when you need full day care for your four-year-old. Um it's really hard to come by in this area. Um and it's also very unaffordable. >> Um and so I I thought uh my youngest was in um preschool and it was fantastic because he got to come to his school, he got to know some friends. Um it's just a really excellent program. So, and I know there's a lot of families who are in need of that. >> And the fact that you can go to Treehouse right in this same building from your preschool experience is it's a it's a gift. It really is. >> Any other questions? Believe it or not, no. >> All
084right, let's do a roll call. >> Okay. Um, Dehan, >> yes. >> VC, yes. Campa, >> yes. >> Wonder, >> yes. Dardine, >> yes. >> Stephus, >> yes. >> Hibbore, >> yes. Motion passes. Thank you very much, Heather. On to the 6F, the delinquent tax waiver uh city of Granville. It is recommended the board of education approved a waiver and consent forms for the city of Granville to strike the 2020 and prior delinquent per personal property taxes from the tax rules. Can I get a motion? >> So move. >> Support. >> Yep. So on this is an annual um item that we bring. Uh city of Granville was um one of the first that sent us this for this current year. I do anticipate bringing um probably Walker and Wyoming um next month, assuming they
085have some that they're looking to strike. But it's it's typically it typically goes back a number of years and it's typically a small dollar amount that they're just unable to collect. Um so I guess additionally like when they are unable to collect then we do um get the settlement from the county and then the state aid um is readjusted as you'll recall like through the proposal a piece that's associated with our state aid payment. Any questions? All those in favor? >> Yes. Opposed? >> Motion passes. Thank you again. All right. And then on to discussions, reports. Just a quick update on the superintendent search uh that we've got going on. Um for those of you who may have noticed, right, we have have it published now on the uh the website. Uh we did send
086out a uh a note uh to family members, I believe, right? her school or no did we Yeah, we sent something out, right? Yeah, something went out here uh at the end of last week. Um and actually Raj and I just spoke uh today about trying to make it a little bit easier to get to the survey because you do have to do a little digging. Saw a lot of feedback online about that and heard from a couple of views. So going to see what we can do there to make that a little more prominent on the web page so we can get um some good feedback there. Um so yeah, so that's coming along and our hope again obviously is to uh get that wrapped up here by spring break. So questions, comments? >>
087Well, I know that we had we had um discussed uh the possibility of um having um listening sessions for the public. I understand that the staff was addressed already, but what about the public? Are we are we not going to have any public input from the other than the survey responses in terms of open-ended um questions or comments? >> Uh I know we talked about that last week and we we kind said no, we weren't going to do that. We were going to go forward with the uh um the survey. And I will say right if we could some crazy results back from the survey, >> this isn't anything that's written in stone, right? That it's got to be done this way. If we get some crazy results back from the survey that make us
088go, hm, let's peel that layer of that onion back a little bit further, we'll certainly do that. >> Is there any kind of benchmark in terms of um people who approach the board in one way or another saying we would really like to be able to have verbal input into um this process where we would that would be the tipping point where we would say yes, we are going to have listening sessions. >> I I'm not keeping track. Um I'm not doing a count. I mean I think you know when they come to us right I think my approach so far is to be all yours. Hey let's talk about it. Let me tell me what your input is. Um even if you look at the the input sessions as they were designed they we
089weren't involved in those. >> No. Right. >> It was a third party. And I guess my point being is that I'm not I I I'm hey, I'm more than willing to go, you know, one-on-one with somebody if they want to talk to me and tell me what I've had lots of conversations already over the past uh um weekend uh about this process. And I hope people continue to come to me and give me their thoughts and ideas on it. Um so, >> and I wouldn't mind people doing that with me either. I just wonder if there's a way that we can compile those comments so that they're accumulated in one way with you know one location so that we can all see what people are saying to us >> like a survey. >> Gee, but
090this is an open-ended question. This is not the prescribed questions of the survey because there's no open-ended way to respond to that survey. It's just either you you pick from these drop- down menus. I think there's there's the one that you can pick as many as you want like characteristics um and and when I look at the questions um that they prescribed for those events I'm not sure there's anything more we would get maybe we would um but again I I said I'm more than open to having discussions with people and talking through it talking through it individually and I hope we bring that you know to the planning sessions that we have in the future here when we start develop ing the criteria and developing the questions. >> Well, then I would encourage us
091all then as we're having these conversations and we should be writing this stuff down, you know, recording it in a way so that the voices that do want to come to us and and speak about the things that they would like to see in the superintendent if it's not covered in the survey that we certainly do diligence to their thoughts and feelings so that they feel like or they know that we're going to consider their feelings about this very important decision. Yeah, what whatever works best for everybody. I I trust you all to be able to record that and and bring those thoughts. >> From my perspective, I'm I'm I'm I'm not going to record anything. Um the dialogues that I'm having are one-on-one, my opinion, their opinion. Um and it'll go into my thought
092process as I as I reflect on the candidates. That's what this is about. We have never done this with the public. It's always done by our agent, our project manager, MASB as it is this time. They are responsible for that. It it it it eliminates uh any slight waiver in thought because is someone going to have more influence over the entire board if there was public input from that perspective. So from my perspective, this is a board decision we're going to be making and um yeah, I'm very satisfied with the process that we've come up with. >> I think to slightly challenge that particular thought, you do say that we have our consultant who is going to who did all that stuff before, but he's not doing that either. So I think that's where I'm
093having my question to do. >> Excuse me. >> That's what the board decided to do. Um, I think we all were really still wanting to have some type of survey and having not. But at any rate, what I'm saying is that I think it's I think that as long as there's clarity that if we are open to hearing from the public, you don't have to take anything down. You don't have to write it down, but that we are open and available to people to also then start compiling those questions. >> Obviously. Yeah. >> Yeah. Agreed. Any other questions, comments? All right, we will then move into public comment. Um, so far, Miss Campbell will keep uh time for us. >> All righty. >> All right. Um, we have one uh person. We have Ann McCarthy.
094>> You are up. >> Camp will give you a warning at one minute. Good evening. I'm just here to highlight some things that I, as a parent, see going well in our district. As always, I'm going to highlight our band. Um, I was able to travel with 159 high school students to Walt Disney World and Universal Studios. And I just want to say, uh, these kids were phenomenal. Um, we traveled through airports, through um, Epcot and through Magic Kingdom at the end of the fireworks shows at night. And these kids didn't skip a beat. We didn't lose anybody. Like, we're like, you go and they went. And of course, this is all because of our directors who have trained these kids very well. And the number of compliments we got throughout our entire trip in
095the airports, at our performances, just moving around the parks, everyone was impressed. So, um I'm very proud of our band. I also want to um Oh, we just had solo ensemble festival for the high school recently. 40 My numbers might be a little off. I think 43 kids participated and 38 ensembles and 34 got um a level one rating and we'll go to state. So, that's really phenomenal. And the other thing that two things impressed me about that day. Number one, the number of kids and parents that show up for any student. Like sometimes there's literally 20 people in a room watching our students perform, which doesn't happen for any other group. Um, so that was really amazing. And then some of the jud these judges when they give feedback, it can kind of bite
096and our kids take it in stride. And that is something that's missing in a lot of teenagers today, taking constructive criticism. and our kids recognize it like, "Oh, they're trying to make me better. I'm going to take this information and use it when I go home to practice." So, that's really something special in our kids, too. And then we do have our festival coming up at the high school on February 26th. So, I'd like to invite all the administrators and the board to the um those conf those concerts. We do have four concerts. Um our first hour concert band is at 8:00 a.m. Third hour is at 9:50. Our symphonic band is at 12:45 and symphonic winds is at 3:10. So I hope to see some familiar faces at those concerts to support our students.
097And then the other activity I would like to acknowledge is our powerlifting teams. So my son and my daughter have been on the high school powerlifting teams and that sport is really just amazing. It gives a lot like the number of kids that participate is amazing. A lot of kids who otherwise wouldn't be considered an athlete participate in it and they're rocking it. I'm pretty sure that our varsity teams got first place at all the competitions, boys and girls. So, they perform or they compete Saturday at Mona Shores and usually we have to travel pretty far, but it's relatively close on Saturday. So, I would like to invite everybody to those um events also. And then this is just serendipitous that this social emotional high school learning presentation happened tonight because that's something that's very
098near and dear to my heart and I was very excited to see what's going on. I do think it's just a beginning and I hope they continue to expand because I have to imagine in a high school with 1700 kids it's really easy for kids to get lost. So if they're not at the top or the bottom of those 1700 kids, it's really easy for them just to not like just to not reach their full potential maybe uh for people not to see them see their struggles. So I hope it just continues not only to expand in our high school but that it filters down to our middle school into Oaktown and elementary. So thank you. >> Thank you. All right. The next board meeting, the Granville Board of Education, will be on Monday, March
0992nd, 2026 at 7 p.m. at the administration building. We are journed.