001Please follow me in order. All rise for the pledge. >> 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. Could you do a roll call? Sure can. Wonder >> here. >> Vak here. Stephus >> here. >> Gardin here. >> Campell here. Dan >> here. >> here. [clears throat] Is this one? >> All present. Uh please note as a courtesy to members of the audience and the board of education, please silence your cell phones. Public will be a will only be able to speak during public comment if signed up. Got a couple here. Any others? Thank you very much. Approval of agenda. Can I get a motion? So move >> support.
002>> All those in favor? >> Yes. >> Opposed? >> All right. On to number two, the presentations. And just real quick before we start this, I just wanted to say, so we've changed up the order a little bit. Um, this used to come during our uh reports agenda. We would do these uh reports. So, I just wanted to take a moment just to recognize that. Um, we had a situation a couple months ago where we had during our board presentation or our board updates, we got into a conversation that may not have been appropriate, you know, for everyone to hear. Um, and so, uh, some folks in the community reached out and and so Roger, I think, did the right thing and say, "Hey, let's adjust the agenda a little bit." So, that's why we're
003doing things a little bit in different order now. So, I want to, uh, just recognize that. And, um, I wasn't probably as emotionally aware as I should have been uh, during that conversation. And so I just invite anybody here on the board, right, if you guys see that and say, "Hey, you know, please feel free to speak up if you see anything like that in the future." So I want to make sure we're doing the right thing there. So just wanted to say that. So on to the presentation. >> Yes. And our presentation tonight was going to be from East Elementary, but because we did not have school and they didn't have a chance to uh practice what it is, they wanted to present, we decided to postpone it and they will be doing that
004at a later time. So, >> all right. So, no presentation, >> right? All right. [laughter] >> Not yet. >> All right. On the report agenda, uh, board member reports, Mr. Dan. >> All right. Uh, start off by saying I've been to my wife and I have been to a couple of basketball games, boys and girls, and both of them are doing great this year. It's fun fun to see, fun to watch, especially the boys. I don't think they've lost yet. So, that's really cool to see that come along like that. Um, shout out to the community ad pickle ball. I'm signed up and playing two nights a week with my boys, which is awesome. So, for the like the adults in the community to be able to do stuff like that, I mean, I know
005that there's other exercise classes and all kinds of things, but uh, check that out cuz that's pretty cool. Um, thank you for to the schools for all of the the gifts here for the uh schoolboard ed month. And then let's see. I'm looking forward to I got to go out of town for work Friday to Friday, but when we get back, my wife and I are going to go to the play The Two Witches, No Waiting, so that starts a week from Friday. So, we're looking forward to doing that. So, >> that's what I got. >> Great. Thank you. >> Thank you very much. All right, Mr. Steph. >> Yeah. Thanks to everyone for these gifts. That's way over the top. So, appreciate it, but not necessary. Uh, February, I think it's the 27th, I
006will firm that up with all of you. Uh, we're going to have a full reunification drill. Uh, we're actually using Granville students as a place where crisis took place. We're actually going to bust them to our reunification center, which is, uh, Resurrection Light Church, and then we go through the whole process of reuniting uh, the children with their parent or guardian. So, you will all be invited here. Um, and I'll clear up that date and time. I know it's 9:00 a.m. when it actually starts. Um, so if you can make it, great. If not, I'll we'll report how that went later. >> Correct. >> I believe it's the 27th, but I'll I'll confirm that. >> That's it. >> Great. Thank you very much, Amy Scardine. >> Yes. Um, okay. So, yeah, winter's harsh. We've had
007a couple days off and um it's been interesting for the hockey team because they leave Thursday, Friday. So, if we have school tomorrow, that'll be the one day that they're in school. Um, and I cannot fully believe that our regular season is over. Um, so we're starting to go into conference play and all of that. Um, we did miss one on Friday, but we were able to celebrate our seniors with one of our seniors actually getting a hat trick for that night, which was super super fun. Um, I'm going to ask that everybody keeps us in their thoughts and um, our trip up to H Hotton happens this week. So, we are going to be playing in Eskanaba. We're going to be playing in H Hotton. It's is like my favorite trip [laughter] of the
008year. Um, but we need safe travels and successful games and our we have a really scrappy team this year. So, it's been fun to watch. Um, I also was going to mention the play coming up on the 29th, 30th, and 31st. Um, two witches No Waiting. I think it looks really cute. I'm hoping we can get back in time to watch some of that because we also have Trenton that weekend. Um, our winter color guard has had some really great success. They had their first show last weekend. Um, their music, their music is like a remix of Queen and it is so much fun to watch. It is, it is a really great show. >> Um, we also have a pre-festestival concert coming up in band on February 8th. And I say this all the
009time, we have we have musical presentations that rival going downtown to watch music at DVOS or wherever the performing wherever things are performed. Um, you really should come see it for yourself. It is a free concert. I mean, you can donate if you want, but it's also it is free. So, um uh and then I would like to say I'm super proud of Granville for having the silver AP honor roll recognition. Um we were just sitting here talking about AP classes. Um yes, we have some of our brilliant AP students out here today and um they are amazing, right? I'm just going to gush over you guys just a little bit. Okay, you guys are amazing. Um, but we also couldn't do it if we did not have Mrs. Buck Holtz used to do AP
010government and um, we know that all of our AP teachers really really have to do a lot of work. We even have AP teachers that do the grading which is it's just it's we do not realize how lucky we are with the amount of um, quality teachers, quality students that we have. Um, and then I just wanted to end this one last thing because I really appreciate that Jason brought up that sometimes when we are on this board, some things get handled that maybe maybe we shouldn't do in a little bit different format. We should talk to each other. Um, I think we have to remember that this is a non-partisan board and we have to remember that every single student from the moment their parents released them to us to the moment that we
011release them back, they are our priority. We all took we all took schoolboard 101 and the one big circle that is our job is students. If you do not have relationships with people who are different from yourself, if you do not have relationships with people you don't understand, start making those relationships. Those opportunities are out there and it is more important than ever that we discuss things with each other and we are kind with each other and we are looking out for every single student in this district regardless of how you feel personally. Thank you, Mr. Wonderj. >> Uh, once again, a big thanks to all the schools for what we have in front of us today and all of their thoughts and nice gestures and obviously because school's been out what we don't have
012yet in front of us. So, it is always appreciated. I will tell you I think it's unnecessary to the level some schools go but it's always appreciated and it's kind of creative what they do as well. So I am >> Mr. Neck. >> Well my last two weeks or so has been busy nursing along um sick children so that their parents can keep teaching and uh I actually succumbed to a little bit of illness myself for a while there but uh we're over it so that's good. Um I've uh for whatever reason I have learned in the last uh few weeks that we have at least six um people on staff that are this close to getting their um master's degree in their area of study. That that's that's incredible. That's a lot of money
013that they're putting out. It's a lot of time and effort. most of them have families and um having had to go back to school to get my teaching certificate when I went back into teaching and having three kids at home, that's a lot. And I just give them so much credit for wanting to pursue um their excellence and I really appreciate all of their endeavors and that's what I have to say tonight. Thank you. >> Thank you, Miss Campbell. >> Yes. Um couple of things. Um, I'm excited that uh middle school sports uh particularly middle school girls basketball is going to be starting. Um, so a lot of times we don't get as much attendance at those games. Uh, so come cheer on some of those uh middle school girls. Um, thank you to the
014coaches. It is a really hard job. It takes a lot of time. Um, and I appreciate how much time they're willing to put into kids to make sure that all of our kids do have access to athletic programs. Um, another thing I wanted to highlight is that our district or Roger uh was featured and discussed about the dyslexia legislation. Um, this legislation will be slowly enacted over the next few years. Um, but Granville was highlighted um because we already have many of these things in place. Um, I think it's an really a testament to our administration as well as our teachers that we are currently implementing some of the best practices to ensure that all kids can learn to read. Um, that's something I'm pretty passionate about, but I'm also really proud of our district
015for that. Um, also I I did note that the cell phone ban bill uh looks like it's going to pass. Um, I think there's a lot of probably mixed feelings on that for different reasons. Um, it looks like our current policies are pretty well aligned with what they require. Um, that being said, I think it always comes down to implementation. Um, lots of times we say we have policies, um, but they're hard to enforce. So, I do, as we're moving forward, want to make sure that we're giving our teachers the tools that they need that they're not constantly battling the phone because, uh, that is very difficult. Um, that's about it. >> All right, great. Thank you. Um, for me, again, big thanks to all the schools just like Bob said and everybody else has
016said already. gave me a lot of great stuff and I do feel a little overwhelmed with it at times and it's too much. I would agree with that. I think we get [laughter] a lot a lot too much uh for what they're giving us and so appreciate it to everybody. Um yeah, and again excited about the play coming up. Lots of great things happening. So I appreciate you all uh attending these events and and and speaking out on their on behalf. So um I did want to take uh uh just a moment too um just to recognize we did have an unfortunate event um recently within our school district. Um and I just wanted to say uh thank you to our administration, our staff, our school leadership, our teachers, everyone um for showing the care,
017concern and empathy, um that you all showed to the student and their family in their difficult time. Um and then that same share uh that same sorry care and concern you showed for the students who may have uh witnessed you know the event. Um it's never fun. Um it's something it's it's reality of life right now. Um, so it had the opportunity to be a more unfortunate event than it actually was. So, uh, thank you for all jumping on to that and then to have, uh, the, let's say, the the timing, if you will, to remind our school leadership of our policies and procedures, um, in case something like this were to happen on our school property. Appreciate it. And I just, you know, came away from that whole event and and the way you
018informed us all that you just feel blessed to have to have yourself, Raj, and and the team that's with you um at the helm uh to help us through these these difficult situations. So So thank you. >> Yep. Um and on that superintendent report. >> Sure. So, as you know, it's board appreciation month, and uh you're right, our our uh as they always do, our buildings really uh went all out uh to show their appreciation. And we, you know, we do talk about, you know, board members and roles of board members and all that in in different areas throughout uh our, you know, our grade levels and so on. Um, our administration, I know our principles are so thankful for you. You're, you know, I can't say enough about you. I think just the fact
019that they show up and provide these things for you and appreciation uh really lets you know that they they know where you're at. They know what you're about. You're about kids, supporting kids, and supporting them as they're trying to support kids. So, just want to say thank you so much uh during board appreciation month and every month should be board appreciation month because I know we certainly appreciate everyone around this table. So, thanks so much. We have some special guests here today. I'm going to turn things over to Mrs. Buckold. >> Special guest. >> All right. Hi guys. Ashley Buckolds, assistant principal at the high school. Um, we do have some students here with us today, but before they get started, I do just want to echo what Roger said and say thank you so
020much on behalf of the high school um, and everything that you do for our district. Honestly, that your support is what allows us to have such phenomenal programs and um, the things that we provide for our students. I remember a couple years ago standing up here pitching senior survivor to all of you and that gets started in a couple weeks here and it's grown to be such a cool and awesome experience for our kids and just the Weller Center and everything else that you guys have done to support. So, thank you. We really do appreciate it. Um, we have Kelvin, Logan, and Sean here that are going to also share their just a couple things and appreciation for you from the high school perspective. Hi. Uh, my my name is Calvin. I just wanted to
021say that I'm so appreciative of everything that you guys do for every extracurricular that we're all in. Uh, I'm an NHS student council, captain of the robotics team. Uh, let's see, powerlifting. I do tutoring for NHS2. And I know that because of the snow days that most clubs or sports haven't been able to rehearse or practice as much as they've wanted to. But with our optional practice today, I know that students that are really passionate about robotics and competing in a couple of months have been really grateful for the opportunity to have this practice today, especially since we're starting to get behind, starting to build and starting to prototype. Um, I'm also in the jazz band and marching band and concert band and I'm really appreciative of you guys' continued support. I know Mrs. Gardine
022shouted out our concert in a couple of weeks and it's really just great to see how students can get so creative with both robotics and how they express themselves in the bands. And it's just really wonderful to see and I really want to thank you guys for your support. >> Thanks. Um, hi, my name is Logan Garcia. I'm a junior at GHS and I just wanted to um share I mean on behalf of all of like the GHS fine arts programs, how much um how much support we've get like you know received and how much gratitude we show for that support. It um truly means the world to uh JHS musicians when we have the instruments, we have the you know the equipment to be a professional band and you know come to the concert
023February 8th as Mr. Gardin said it it it sounds professional. We rehearse and we truly um put so much effort into this um program and to uh have the [sighs] uh support from the community. It uh truly helps uh fuel that you know effort and um thanks once again for uh the support. We uh truly we truly uh love it. We um we have a special program at GHS, our uh band program. You mean you can't find anything like it in the state of Michigan. Uh, Miss Gracie always preaches that to us, but I think it's I think it's I think it's totally true. I think we we are uh special here, and that's because of you guys. Sorry. So, uh, thanks once again, and have a nice night. >> Thank you. [clears throat] >>
024Hi, I'm Sean. I am a junior at Granville High School, and I just wanted to take a moment to thank you for everything you do for our school and for the opportunities you provide to students like me. Because of your support, I've been able to participate in sports that I really care about, including powerlifting, golf, and this year, tennis. Each of these has taught me a valuable lesson about discipline, commitment, teamwork, and pushing myself to be better every day. In addition to support to sports, I've also had the opportunity to be involved in clubs like DECA, which has helped me grow academically and professionally while developing leadership skills and communication skills that I know will stay with me beyond high school. I'm especially grateful for the opportunity to be as part of the student invoice
025committee and for the trust that for the trust that you've placed in me to represent Granville through the Kent ISD. Being able to share student perspectives and speak up for my school has meant a lot to me and it's something I truly appreciate. Thank you for believing in students and for supporting activities that help us find our passion and feel connected to our schools. I'm really grateful for all the opportunities you've given to me and other students. Thank you guys. Thank you. You guys did a [applause] great job. >> You know, when you're at that podium and we're behind this big desk, we can be kind of intimidating, but you guys did a great job. You were very natural, a little nervous a little bit, but other than that, you did a great job. So,
026your presentation was nicely done. So, thank you for that. >> And Logan, I promise I'll tell Mr. Garcia, you gave him a shot. [laughter] >> That's great. >> Just a note, we should remember that we lost an icon in our community recently. Um Bob Brower, who used to be the band director for many, many years, way before you guys were there, >> um passed recently. And so we think of their family and and all of the greater Granville community because a lot of us, our kids had them. So >> And a lot of where we are now are because of the shoulders we stand on. Right. >> Yes. >> Right. And you'll be hearing more about Mr. Brower in the future and some things we're looking at doing. >> Love it. >> And can I
027just say you guys are exactly why we [clears throat] are glad to sit here and do whatever we have to do because you're all so worth it. Thank you. >> Thank you. >> Anything else? >> Cool. >> Just happy board of education month and we are obviously very blessed to have you. >> Fantastic. >> All right. Um, on to item number four, old business. Any old business? >> No old business. >> All right. On the five, consent action agenda. Can I get a motion? >> So moved, >> support. >> All those in favor? >> Yes. Opposed? Passes. On to discussion. 6A. Concessance revenue estimating conference review. >> Yes. >> Oh, you guys are leaving. This is all the fun [laughter] stuff. >> See you guys. Go study. [laughter] >> Uh, yes. So, in your board
028uh update this week, it gave you a summary um of some of the things that took place. Uh the general fund uh showed that it's uh they're looking it's it's down uh more than what was expected in May. The school aid fund is there's an increase there. They're they're up, which is good. But you know and I know sometimes when one's down, one's up, there's a tendency to maybe try to balance that and and so we have a little concern with that. Heather's going to uh share some great uh tidbits of information here with you regarding the consensus revenue estimating conference. So take it away, Heather. So, I don't know if any of you have ever watched the consensus revenue estimating conference, but you can go to either um the House of Rep. And they're
029also pre-recorded, so you can go watch them whenever you would like or um uh so the first presentation was from University of Michigan economics department. Um they're projecting mod modest economic um growth outlook. Um so the the thing is too is you have a rep from house fiscal, senate fiscal, the executive and then another um from department of treasury. So you have a board of four listening to these presentations. And it was very interesting when the presentation was done and the house fiscal said, "Huh, it's kind of hoham." [laughter] >> So um to that note, it doesn't it doesn't look like um it has in the past. um their job growth. They are expecting 6,000 um jobs added in 2026. However, that's still below Michigan's employment um peak in 2000. And then the federal shutdown
030weighed on uh the 2025 quarter for GDP. So, um that will potentially um have an impact going into this next quarter. We're looking at growth of about 2% state across the state. So, I'll kind of skip down a little bit to more of the state revenue highlights. Um, corporate income tax is down 15% year-over- over over the last year. And that's really a timing thing between the feds year end and the state's year end. Um, but we're also seeing Michigan is separating from the fed corporate tax rules. So, that has an impact on that revenue as well. Um income tax is rising steadily. Um 40% of the combined general fund, general purpose and school aid fund is made up of income tax. Uh pupil counts. This probably comes as no surprise. Um maybe the the
031amount comes as a surprise, but projected to lose another 10,000 students um through per year through the 2728 school year. Um and then >> that's statewide, correct? >> That's statewide. Yes. Yeah. State all of this is statewide. Um when you look at like Raj said the um school aid fund is doing well and general fund is not and you can kind of see the positives bulleted here for the um prior year, the current year and then projected for the future years. And you see positives under school a fund and negatives under general fund, general purpose fund. Um, school aid fund balance is healthy. Looking at a one point um well a ending balance I'm sorry of 751 million in the school aid fund while general fund has a deficit. Um there that deficit too in
032the general fund is driven largely by the road package that was in the budget. Um, interestingly enough, they haven't come to terms on how that's going to roll out. Um, so that's another thing that legislatively they'll have to work through. Um, we talked about the timing of the corporate income tax. Um, and then this year, you know, this election in coming up in November is really big for the state. a lot of seats are open. Um, and so I think what we're going to see is there there's going to be some pressure on school aid fund to help cover that general fund, general purpose imbalance, if you will. Um, you can't have in statutoily in the state of Michigan, you can't have you have to have a break even budget in general fund. So, they
033have a lot of work to do yet on that. Um, so we'll see what's next on the horizon that I'm keeping an eye on is the executive budget recommendation will come out February 11 and then the state of the state will come out February 25, which is kind of flipped. Normally she you have the state of the state first and then the budget, but so um, and then just two more tables to look at. When you look at general fund, general purpose, I just highlight here the $900 million um impact on the revenue side of things from that change in how things were funded um leading to that $765,000 ongoing or million dollar sorry ongoing deficit. And then to highlight here you can see the general fund side of things. Um I think the concern
034you know is this is more for to inform you. Um when we get the executive recommendation those are some more of the numbers that I will start to use to build a budget for 2627. Um but this is you know what goes into her recommend the governor's recommendation and then house and senate's budget down the road. So once they agree well the next revenue conference will be in May. >> Is there a cap in how much they can manipulate the monies between the school aid fund and the general fund so that we have some safety measures here? Oh, interesting. >> No. [clears throat] >> Was was there any talk of the 31A impact? I mean, because we're almost a million, right? And there's how many districts across the state, so it's going to be a
035chunk. >> Um, yeah. So, the 31A, there's really um that decision from the court, I think, was supposed to be out yesterday. Um there >> so I haven't heard yet on that but so I really don't have any update on that but um the fed federal judge has said she won't hear the case until the state everything is completed at the state level. So >> I thought it was set for appellet court in February. >> There's three Yeah, there's three judges that will hear that um [clears throat] coming up. Okay. So, yeah, >> but don't hold our breath and >> well, right away. >> Um, the governor supports that. Uh, and two of the three judges on the committee she appointed. So, I doubt >> I doubt you're going to see much change. I'd be
036surprised. Okay. >> Um, I think our better chance with that is going to be in federal court and they're not going to touch it until everything's exhausted at the state level. >> Sure. So, >> so does that come out of the school aid fund or does that come out of the general fund? >> That the 31A is budgeted within the school a fund. Yes. >> And in terms of what happens with districts that opted out >> um is to be determined. Um but I know um that MDE has been asked to kind of slow roll that um taking back the funds. >> Y >> um districts that have received them, I mean we did receive every district in the state of Michigan received it in December. Um we have to make sure that we set
037that aside and code that properly. >> So interesting. So over the years when we have good bell curves, when we're at the top or the bottom, we're at the bottom. And I'm going to bet we're at we're going to hover around the bottom for the next three years. I don't I don't think much is going to change. There's got to be some significant revenue changes going on within the state uh to make that happen. But this is like the fourth time we've been since I've been on the board since we're here and we're at the bottom of the curve and we just got to buckle down and do our best to get through it. >> That's just the reality of it. I think I think you might see or hear in the media um that
038it might look better than what projections say. And I remember right we're going to go home and you know try to get votes right and get reelected or elected. Um and so um it's been a long time, but there have been um adjustments made midy year for schools in Michigan >> because [clears throat] >> that's my hunch because it's an election year. I think they'll get the budget done quick. Uh they'll want to get out of lancing to uh campaign. >> And you just worry though about a midyear >> adjustment. So, and I and I get that, but there isn't that much extra to give out, right? So, >> it's penny pitching time. >> Um, and I'm going to say throughout the state, it's just the way just the way it is. >> You can
039always hope. I mean, if if if the school aid fund dollars were used as >> they're supposed to be >> as the legis as they're supposed to be, >> you know, I would say it would be okay, but we know that that's not going to happen. >> Correct. Someone is >> Yeah. >> manipulating. >> Yeah. >> What do you anticipate with the the student enrollment decline? Cuz am I correct that you said [clears throat] 10,000 students per year and you had a yes >> for a 2-year projection so that we were really talking about 20,000 students over those two years. Correct. >> Mhm. And a lot of it is birth rates. >> The other piece like uh what Bob said regarding revenue and stuff is trying to get people to stay in this state, right?
040>> Give them a reason to want >> to work here. >> What is uh what does our numbers look like when it comes to that decrease in the student population? Did they talk about how it compares nationally? I know it's a national issue, but I mean, how does it compare >> like the other Midwest? >> They really didn't talk about the Midwest or how it compared nationally in their presentation. That was um >> the whenever they have the enrollment presentation, it's always like the shortest presentation of all of them on on that meeting. But yeah, they really didn't have a whole lot to say other than birth rates. I will say Amy and I went to a um a Kent ISD um educational event and we actually went up which I was surprised by. Um
041but our district tends to >> attract um attract rather than lose >> and that's also school of choice. We had kind of a higher number of school of choice than I thought we had. And then >> um >> just retention rate was high. our retention rate we were fairly stable um compared I think to other districts where >> even neighboring districts >> surprising. Yeah. I mean I the data when we saw it was pretty surprising of districts that are actually losing a significant amount of enrollment. >> Um and so thus far right we we are remaining I would say kind of at stable levels it looked like >> and even just a tiny bit of growth. Yeah, we've been relatively flat for some time. We budget for flat. Um, and when with schools of choice
042as an example, we should just try to balance out with kids leaving, you know, school of choice with kids leaving so that your number >> from a financial perspective can be balanced. So, yeah, that's why that >> we did have this past fall though, one of the highest incoming freshman classes in my time in Granville. We we almost hit 500 with the freshman class. >> It's big. >> Good. >> It's a lot bigger than a couple years ago. >> Sure. >> Great. >> Anything else on that one? >> No. Any other questions on that? >> Thanks, Heather. >> Keep doing what you're doing. Keep us informed. Appreciate it. >> All right. On to 6B midyear data review. >> Sure. Uh Dr. Merkel's here to give you a midyear follow up the budget doom and gloom
043with some uh celebrations about student achievement. Um >> jeez. [laughter] Wow. >> I think he should buy you a coffee for you like not doing this uh flashing some stuff. We talked about um getting getting some eyes on this and all of our schools just had their midyear data reviews. Um and so what I'm going to show you today is as you know just a highle view. I've shared this presentation with all of you as well. Um but in our data review, we're looking not only at NWA map growth, but looking at a cadence, we're looking at um classroom level data. So, um I just want to start with uh today NWA map growth um because like uh Dr. Campbell said, we um are well ahead of any changes that might come legislatively. We're we're
044already benchmarking our kids three times a year. This is K6. So let's take a a glance at reading and math. This is from the winter. You can see uh those achievements for reading uh jumping from the 62nd to the 67th uh percentile. And these are norm referenced tests. So this is compared to their norms across the country where where we would sit and that's important. I'm going to come back to that just in terms of how that impacts our classroom instruction. Um but some nice achievements. So, not only are our students maintaining uh but we're still growing in that achievement. And so, here's reading broken down by grade level. Our kindergarteners coming in at the 54th percentile. So, just right about average in terms of nationwide. Um but we've already gained um almost 10 uh
045percentile points um by mid year. And you can see that increase uh from all uh grade levels uh moving forward. our K1 uh this fall were really impressive in both reading and math, which is exciting. As you know, the better we get our our kids off in the beginning, um the less we have to make up, but even into grade two, you see that is probably I think one of our biggest reading jumps. Um but really a testament to the combination of our core instruction and our intervention, which we know is really strong. So every grade level um in reading um increasing and I think our smallest is in in fifth grade um with just uh three percentile points but still um a nice increase um in terms of that uh [clears throat] achievement level
046and then comparing growth. So when our teachers are meeting in their benchmarks, they're looking at specific students who needs intervention, but we're also taking a look at um specific growth. What's our expected growth for every student, right? So a student who may already be behind grade level, we need at least expected growth, right? To get them on a trajectory up to grade level, but that student that's at the 98th percentile, we want them to make expected growth, too. um to make sure that they are achieving. Here are the uh targeted growth levels over the last 5 years. And you can see how well we're doing in reading. That orange bar over to the right. Sixth grade was the only one that uh just right about where we've been. But all the other grade levels um
047pretty significantly increasing targeted growth for this year. And again, Roger talked about it at his kickoff with our teachers. One of our main focus areas this year is core tier one classroom instruction. You know this because we talk a lot about MTSS in that we have solid intervention systems when we identify students are behind. Um but what we've tried to up the started to up the Annie on is core instruction for all students at a really high level. And I think we're going to continue to see this pay off. Moving over to math, you see some similar growth again from the 63rd percentile up to the 69th percentile. And then change in performance groups uh plus 6 percentile points into the highest levels. So we're not only moving I I always look at that red
048bar first, right? We had 10% starting in that bottom tier down to 7, 14 down to 12. But the fact that we're increasing at the top end as well speaks to that um high level of instruction. And then here is that growth um by grade level. Again, kindergarten um 9 percentile points, first grade 8 percentile points. We're seeing that. Um, and then every grade level, uh, increasing through K3 in math. Uh, I think fourth grade. Yeah, fourth grade stays stays static. And then, um, the others still showed growth. Uh, what's interesting about this that that we're really digging into with our math team is if you remember back to last spring, I shared that at the end of last school year, we had some of our highest math scores in 10 years. um uh it's
049a bit of the the good to great uh level, right? When when we're increasing, we got to keep increasing. Sometimes it's it's hard to stay at the top and how do we continue to notch up? Um so we're digging into that. And when I mentioned at the beginning that these are norm referenced, one of the things that we really talk about and and I'll give a math example is grade level specific competencies. So, yeah, we want our kids to perform better than all the other kids in their in their age group, in their grade group, but really, we want to make sure they're mastering grade level content. So, oh, I'm sorry. I went I went too fast on myself. Um, here's our targeted growth comparison in math. And we're not seeing um exactly uh the
050same. You can see a couple of those grade levels where our growth for all students um isn't quite where we were um the last couple years. but you still see that K12 really getting them off um off and running um um early. So from a specific grade level standpoint, what we're looking at, so this is from our our Dreambox math program, um which is one of our newer ones over the last couple of years. This is a classroom snapshot on next to those overall progress would be student names. I actually took those out, but we can measure how much grade level progress a student is making. So, this was a first grade class that I pulled and that top student, right, has already made almost two grade levels worth of growth, but they started at
051a 0.2. They came in so far behind, but that's when I talk about our target is beyond a year's growth for anybody who's behind cuz that's going to get them up to grade level. So, that current standing um no, I'm sorry, I misspoke. This is a second grade class. So, this student is already almost at grade level. and then those uh grade level standards that we're measuring. Next to that, you can see the overall grade level uh competency for those students. So, this is a teacher dashboard where they can do that. And then we can drill specifically into our specific math standards. So, the big graph on the left are all of the first grade standards. And then again, those are individual students on each line, how much progress they're making toward that specific standard.
052So, our professional learning communities and grade levels identify our priority and essential standards. They know which standards to focus on and how close their students are to mastering those and they can really individualize instructions and and then what's really nice over on the right. They can adjust up and down. So, this is a first grade class. They can take their current class and they can pull a measurement by kindergarten standards. So, if I'm a first grade teacher and I have five students that I know are below grade level, I can really drill into which specific kindergarten standards do they need to work on to build up into grade level and then you can advance it up to second grade. So, I talk about targeted growth for that 98th percentile. They can see which above grade
053level standards students are working on, progressing toward um and working toward mastery. So, uh, again, midy year. What's exciting about this, what I think is exciting about this is that our main months of growth are really January, February, March. We're hitting that um at the building level. I I just used to call it movement time. Like, that's when we're moving kids forward um and really digging in and seeing some growth. So, um to be able to build off this level of success, we're really excited about. And then long term, these are the types of things that earn us uh silver awards on on AP tests and and hopefully gold next year. But we know how successful we are there and really proud of it. So, what questions might you have? >> Scott, can you go
054back to the math? >> Go back. Yep. One more. All right. So, under sixth grade, >> Yeah. We start out um 9% in the red. >> Yep. >> And then our assessment we're at 11. >> Yep. >> Where'd they fall down? >> Uh so at the end that's that's what they're looking at in benchmark meetings. So it's either Well, somebody's not making targeted growth and they're falling into that lower. Uh probably from the orange, right? Unfortunately, the orange went from 17 to 14. two of those percentiles probably went the wrong way. >> Yeah. And so we have individual records to know which of those kids identifying which of those kids aren't making it and being able to just continue to up the Annie on their interventions. >> Would those kids typically get pull out or
055>> Yeah. Uh a little of both. And what we go way granular on this too. So they may already be special education students. They may not. Um, if not, they're probably then moving into or part of child study student support team for other recommendations. >> And I and I get that. I'm just saying if you went from 9 to 11. >> Yep. >> More than likely it isn't special ed. It's >> somebody's falling through the cracks. >> Okay. >> Yep. >> But then you go to the data uh graph that you had where you're evaluating. Keep going, please. >> Oh, the other way. Sorry. Toward the end of your presentation. >> Oh, yeah. >> Yeah. One more. There you go. So here is where you can see right where those cracks are happening. Now what
056happens here then Scott is does >> the admin then meet with the grade level teachers and say here's whomever and this is where we're having problems you know what kind of remediation and they do do they plan then for that is it in their RTI time. >> Yes. Yeah. And so they're meeting regularly. So after our assessments, they have their building level uh benchmark meetings um where they will identify students who need uh interventions and then within those interventions, they'll be progress monitoring and then they meet uh all of our buildings as part of our MTSS system. They they have tier one and tier 2 meetings that follow those up. So they're they're monitoring how kids are doing. If they're not making progress within the intervention, then we need to change the intervention. if they
057are, you know, often times kids are making progress and able to move out of the intervention >> um and other students may move in. >> Some of the things that I I know that you and I have talked about before is um you know, what kind of then it specialized training are the teachers getting to implement that kind of intervention that's going to help boot those kids back in the right direction? >> Yeah. >> And are are is there enough time is the resources that are are needed in place for that? sale. You know that I know that. >> No, it is a great question. One of the things we're really proud of, we're we're in a bit of a holding period. To Bob's point, sometimes uh tight budgets, we have to put things on
058hold. We were part of a 27H grant last year for math uh learning where uh we were able to train two, three trainers in math recovery. Um and our goal is to scale that out. Right. Now that we have trainers on staff, they can train classroom teachers in math recovery, which is uh one of the most effective uh math intervention well core instruction, but also intervention strategies >> from an instructional standpoint >> and how many students can each of those instructors take on for >> Well, it's a couple of things. So, it it it starts by teaching and building capacity just around the math skill and teaching from a core one. So, or from a tier one. So within that core instruction, they'll hopefully be able to identify sooner, okay, >> when kids need help
059and then have immediate strategies there, but then also be able to follow up with um with pull out interventions. So it really depend like there's there's not a hard number, >> but obviously the more intense support that a student needs, you want them in a smaller group. >> Sure. So question with the data that you're showing it's for the for the math test data that's all sort of norm reference. So like we're in the 54th percentile right which means we're sort of average scores when we compared to other kids who've taken the test nationally. >> Yes. >> So based on this because this is something that's a little bit weird with map test data this year. um they updated the norms for 2020, which is great because we needed the update. >> But at that
060same time, what is ending up happening is kids that essentially have the same RIT score, right? All of a sudden look a whole lot better percentile-wise than in reality. So I guess one of my question things we want to be careful about is if we see big jumps if we're from like previous years >> that may just be a reflection on the change in norms as opposed to progress. But when I look at this data my question is if we are looking from the grade levels what percentage of our students overall are on target? So like I I see growth but I see achievement with those percentiles. Is like does that bottom bar is that showing me the percentage of students who are in a certain area or is that still related to a percentile?
061>> Yeah, that's still related to a percentile. >> Okay. Okay. >> So when we at the building level will pull out that data, we will look at a grade level >> sometimes by the 50th percentile say this is about how we are. But your point is valid, right? They've reormed everything for 2025 and postco, >> right? >> You know, it's great if we're doing really well compared to students across the country, but if students across the country are all doing worse than they were 5 years ago, that's why the that's why the grade level assessments are even that much more important as well to make sure cuz our standards are still the same. Our content and our expectations at grade level are still the same. And that's and that's absolutely um why why we want
062that. Yeah, it it would be helpful sometime to see the data just and it's kind of a simple way of looking at the data, but I always find like okay, well, what percentage of our kids are actually >> where we want them to be by grade level tends to be easier to interpret um in terms of like growth and overall. >> Yeah. The other question I had is how how are teachers because this is a lot of data and it's good data [clears throat] um but we collect a lot of data on our students and so my question is you know so we have math >> right which I know but I also know we have a cadence math scores um and then also dreambox >> like how how do we help teachers not get
063overwhelmed in data >> as opposed to taking sort of simple things and being like this is what we act on. >> Awesome question. And one of the things you've heard us talk about is kind of how proud we are of our MTSS system. And so, um, I would equate a lot of it to scaling. So, when we have building level data reviews, we have, uh, MTSS coaches who prep all that data. They prepare everything for the great or for those building teams to be able to walk into a meeting and they've seen all the data ahead of time, but it's there and it's organized for them at that building level where they're looking at um that higher level component. Then within each school, um when they go to their specific grade level benchmark meetings, um
064that data is really scaled uh more for them. And then I would scale it down further as you've heard us talk about this year. We have a focus on professional learning communities and our building level PLC's then are pulling together when they meet monthly they're bringing specific classroom level data that's even more actionable right so our benchmark meetings are creating those interventions and kind of supports for teachers uh uh layering tier one and tier 2 and then within their PLC's where they're really collaborating as a powerful grade level team within a building, that's when they're really looking at classroom data and they're even bringing exit tickets. I mean, they're bringing classroom level uh common assessments and comparing those and and really focusing on day-to-day instruction that way. So, it comes down to a scaling and
065how we set up our system. And I love your question because as I'm prepping a data presentation, there's so many options. I'm down 16 different rabbit holes about I want to show this data, I want to show that data. and what's really going to be meaningful to understand and digest because really >> it's a lot. >> It is a lot and it does change by the grade level. So, for example, for like K3, I think it'd probably be more important or the data for Aadians is probably a lot more useful and relevant than MAP test data. Um, and then it changes over time um as they get older. And even from this from this reading data, you know, I showed the math just because it was easy to take a snapshot of, but within our
066reading level data from the very beginning, our K12 classes are giving further diagnostic assessments, things called the phmic screening inventory and the uh uh the passive phenemic awareness screening inventory just to again get those [clears throat] very specific grade level skills. So, if we have the English language has 44 sounds and we want to know exactly which ones kids have mastered and have not mastered so we can follow up either with in-class small groups or tier 2 interventions. >> Couple couple items. glad to see the reading scores, you know, where they're at and the progress there because I, you know, I have no no scientific proof on this, but I just think, you know, reading is such a, you know, fundamental, you know, uh, piece for, you know, students to be able to then, you
067know, translate and that the learning to anything else that they're going to do. So, glad glad to see the scores there with our our reading for sure. Uh, second thing on that last slide, just was curious, obviously that was all student data or down to the student here, right? So do we also have this information by school >> at grade level and then by overall? >> Yes. >> So so do we see anything anything sticking out at us to say hey Jimbo is doing fantastic here on MDA but you know they're not doing so well and something else but there's another another class other school that's doing great here but not good here. Do we do we see that kind of variation or is it all fairly looks similar. >> See that sometimes this program
068is too new for us. Yeah. >> Okay. >> Yeah. >> So, I just wonder if there's any nuggets we can be pulling out of this yacht to say, "Hey, what's what do we cuz we put a lot of of time and thought into how we're educating and how we're teaching a lot of these subjects, right? We introduce a lot of new programs. So, what's different between the way Brent's teaching it and fantastically to his kids and my kids are all family, right? Or or or you know, wherever it may be." >> Yes. Okay. And we do those comparisons with other data as well when things jump out. >> And the professional learning communities are so powerful the MTSS means because when you look at that and you see someone else is getting results when you
069can get teachers collaborate to the point of like man my kids are knocking it dead here but boy they're really struggling here but man I see your kids are really knocking it dead. What are you doing? What strategies are you using to get those results? That's when it's powerful and that's why we, you know, that power of professional learning communities is is there and and so integral in, you know, pushing that envelope and increasing student achievement. >> Yeah. Great. >> Thing that I will say and I I talk for hours. I know you're waiting for me to stop, but um Amy talked about the the 50th percentile is kind of your national midpoint norm, right? the 50th percentile. We're stretching to make the 60th percentile our base goal as a norm. And they actually NWA
070has um comparative linking studies that um have identified about the 68th percentile as passing meep and SAT. So, we're continuing to raise that bar like wanting to shoot for higher uh to make sure that we're not just satisfied with status quo. >> Scott, um Jason brought up a point and um in the past we have seen and I don't care if it's at a blush, but we have seen scores compared to the elementarymentaries >> and we don't see that here. >> So, >> no pull bride building by building. It' be nice to see that the next time you do it. >> Okay. >> Just >> uh let's do that at the end of the year. >> Perfect. >> Yeah. >> Doesn't matter. Just let's see it. >> Got it. >> I mean, maybe I'm not
071reading it right, but what what I'm curious about is when I look at like fourth grade, like winter achievement is 65 and we drop down to 59. When we go to like fall of of fifth grade and then uh winter of fifth grade and then you go to the fall of sixth grade, it it drops back. Is there are other schools doing stuff like over the summer that we don't do or something or or am I not reading that right? >> So So two things. No, you're right on. There's always a fall summer slide just just in terms of seem like that starts. >> Um but also remember those are different cohorts. >> So um if we were to look at where fourth grade finished last year >> um >> and then track >> and
072then Yeah. and then be able to see where that >> So that's where I always have this is where I always feel some of these charts too, right? Like you're not following that same kid up to second like you're following years of kindergarten. So >> um that's another entirely other discussion about following a group of children into their >> right. So >> cool. Yeah. >> I love PLC's. Had a chance to be part of that a little bit before I retired. I just guess I still would like to say out loud that, you know, in order for us to have good core teaching. Teachers still need to know some of the professional development stuff that only people who are masters with that particular curriculum can infuse in on them. And I think that we need
073to think about how we prioritize professional development time and money spent. Again, I'm not against PLC's. I learned a lot from my master teachers that are around me. I I get that. But I also know that there are certain things especially today more than even when I was teaching where you've got to have the professional come in and say this is how you use it. This is how you implement it. This is what you look for with kids that are at that low end and how can you remediate that just like that sometimes if you know how to do it. And that's where I think sometimes we let those cracks widen when we do not provide that level of professional development that our teachers need. >> Sure. >> So sense on that. >> Thanks K.
074>> Thank you. >> Thanks. [clears throat] >> A lot to be proud of. Thank you. >> Thanks. >> All right. No other items for discussion on public comment. We will have five minutes for speaker. Miss Campa will be keeping track of that. She will give you a warning at the one minute mark. Um we have up first Holly Monroe and then on deck Jackie Pullman. >> Hello. Um this is my first school board meeting. So my name is Holly Monroe. Do I need to state my address? >> Sure. >> Uh 4086 Panka Drive. Um, I want to thank you for letting us be able to come in and speak. Um, I have three kids in the district. I have one at South Elementary, at Oaktown, and at the middle school. So, I feel really in
075the in the, you know, the muck of it with with them. Um our my biggest concern here tonight is just um unfortunately to talk about what's happening in our community along um with ICE um and wanting to seek some information on from you and the school board at just a little bit more transparency on what is set up and what's in place um with our teachers. Um I know you know that there's been some incidents with and I'm not sure if that's something you were referring to earlier. As a parent, I haven't received any notice of anything within our specific community, but I know in Byron Center um as well as Holland that there are things happening um and often, you know, they're starting to happen at the schools. And so, um as a as
076a parent to three different kids in the district who maybe don't have to worry about this, which is a privilege, and I want to state that, you know, as Miss Mrs. Guardian was saying that we have to get outside of our community and sometimes they don't have a voice. Um, even stating my address is a privilege um because I'm not scared. So, I I mostly I I know that this is a sensitive topic and I know that addressing this publicly with parents and with the community is hard because it inundates you with um reactions and right now we are very hot in our climate in our country. And so I know that it's sensitive and I want to be tactful, but I also really am seeking answers as to what's set up in place. What
077is there for our teachers? Are they being trained in a certain way? Do we have um you know our support staff, the people who are waiting outside of the bus stops, are they um are they trained in figuring out how to help these children or if a child comes and and reports that their parent has been taken or that they're afraid of that? Is there teachers that are working with them? Um yeah, I guess it's just kind of transparency across the board and then what are you able to tell parents and how can we be a part of that to help? Um those are my biggest questions. I know there's also um a safe zone resolution that's being taken place in Michigan and different school districts. I don't know if that's something Granville has looked
078at um or if there's something in place for that. So that is my multi-layered question. Um yeah. >> Thank you very much. All right, up next, Jackie Pullman. On deck, Alan Tracler. Good evening, board. Um, I first want to echo Roger's comment about schoolboard appreciation month. Um, most of you know me. I've spoken here a bunch of times, but I know even though some of you I know personally, others I don't know as well, I know every single one of you is here because you care about our students and you care about our community. And it is a huge commitment and sometimes you get egg thrown in your face. I know at least half of you were here during the pandemic and that was brutal. So I would be remiss if I did not stand
079up here and say thank you for stepping into this role and doing what you do for our students. It is appreciated every single one of you. Um I want to echo the comment previously about the immigration enforcement particularly the issue that happened I believe it was last week. Um, on my phone I have just a couple of examples of policies that have been written and published by neighboring districts that say exactly what the responsibilities are of the district, not only for what's on school ground, but also at bus stops, at for instance, sporting events, any other place where students are. And I think as a board, your responsibility to the students means that you should probably put something out there to say what the boundaries are of keeping all of our students safe as well
080as caring for our families when something does happen because unfortunately it is happening. So I would appreciate it if you guys would make that a priority going forward. Otherwise, have a wonderful night. Thank you. >> Up next, Alan Traxler on deck. Christy Trip Arma. Hello, my name is Alan Traxler, a Granville resident with two kids in the district. Um, and I come from a German family that uh immigrated to America sometime following the Civil War. Um, likely arrived at Ellis Island and the process to become come to America was far easier than it is today. And I think that the process today is far more complex and more restrictive. Uh my personal belief is that we could simplify it um and just make it easier for people uh with less time requirement uh because it
081is a long process. But my current beliefs aside, um I think we have to deal with the situation as it is with immigration. And I've been shocked by how much lying I've seen from DHS, ICE, and the administration. U specifically, as a case study, you could look at the case of Abrago Garcia. Uh it seems that the um in his particular case, there were lies told about him. um court orders that were not followed. And I worry more cases like that could be happening all over the country. There's just so much to keep track of, so many cases. Um how many more people are improperly uh detained and arrested and was rather distressed that last week someone in our community uh was arrested by ICE. Um, I think that it would be very distressing for
082a family to go through that to have like your father, your husband, your mother, a sibling taken. And um, I'm worried it could be psychologically damaging to a kid and to the fellow classmates. You know, if you're in a classroom and you're seeing somebody crying, um, if there's just constant stress, constant threat of this looming cloud of a deportation that could occur in your family or has occurred in your family. um I think it could really cause harm to learning and harm to the kid. So, I'm just wondering if uh counseling is available for these children and maybe counseling in their language if they need that. Um and I just hope that care is being given to to the kids. And um I'm personally wondering what is being done to protect these kids and their
083family members. uh given that we've seen, you know, ICE and DHS, you know, tell lies, uh make up stuff about documentation, make claims that are not true, um make claims about their documentation that are not true. So, I'm wondering, um is there if a warrant is ever presented, is it checked that it's actually a judicial warrant? Um is ICE allowed at the school facility? Uh I don't know. And sadly, I think that these distressing situations are going to ramp up. Um, I believe I saw a comment from Steven Miller wanting 3,000 arrests a day. And if that's to occur, ICE is going to be ratcheting up their bad behavior with looking at anybody who might speak another language, who has an accent, maybe somebody who doesn't fit a certain look, look a certain way. And
084if it's that many people, maybe they're going to start targeting based on the vaguest of profiles. Who knows what they're going to do? Uh so having some clarity as to how kids are looked after and um if if allowed in school that clarification is welcome. So thank you. >> Thank you. >> Next up Christie on deck Brandy. >> Hi. I want to echo the thank you to the school board for all that you do as a community member. My name is Christy Trip Arma. I live at 3900 Kaa Court Southwest and thank you so much again. Um I come with similar just comments and concerns and just wanted to express um concern um that Granville public schools have a wellthoughtout and proactive course of action in response to recent activity from ICE. And I understand
085what happened and what's been referred to and I appreciate Jason saying that Roger did a good job handling things. were just asking for more transparency, I think, so that I can tell my friends who are living in fear. Um, Friday morning, my friend called me sobbing because her 5-year-old watched her dad be detained right in front of them, in front of their home. the 18-year-old was walking him to the bus stop and he saw that um it is not the Granville community, but it's one of my friends in a neighboring community and it's happening all around us and I'm really concerned that that was Thursday in Granville, Friday in another district. Um and the the families that I work with and that I know are in crisis mode. They're in survival mode and they don't
086have time to look at um school websites. But I went to Granville school website today to see and I didn't see anything about what I could tell my friends who do live in the district about um how their kids will be protected at school. So um I did see on uh in Reading, Pennsylvania, Reading School District has a very public statement about what their policy is. It expresses what they will do as a district, what they will not do as a district. Um and then it gives uh lays out the rights to parents. It also encourages parents to um make sure that their emergency contact information for each student at the school is updated so that schools know what to do in case of parents being taken. And um I wonder what the school policy
087is in terms of if a student for example is staying after school and the parents were detained during the school day and what would happen. Um, I asked another school district and they said they would call CPS and I just um was curious what Granville's position would be in that case. Um, my main purpose is to use my voice. I've learned that I have a voice I can use and that uh the people I work with do not. They are scared, like I said, and they don't speak English. And I've seen the power of my voice in the last two months, even though I'm I was so scared to use it. But I'm seeing what change is happening because I'm using my voice. And I really appreciate you giving this time for public to speak
088and that you're listening and looking at me. My families that I work with don't get seen. They don't know who they can trust. They're in hiding in our own own hometown of Granville and they are living in fear. And this fear affects the education of our students. So my questions are, do staff know what to do if ICE shows up in the pickup line? Are secretaries and frontline staff aware of what to do? As I'm sure they are. I just would like to see what that is. Are teachers instructed not to disclose immigration status of any of their students to anyone outside of the district? Do all staff realize they have students that this affects? I know some I was raised in a bubble and I didn't see what's happening what I see now. And
089I just wonder if all staff know that this is ve they have kids living in fear and families living in fear. What is going to happen if parents get detained and students are left behind? Are parents notified of their rights? Um, and what social and emotional supports are in place for this specific type of student experience that happened last week? How are the other students who maybe are not living in fear, how are they being supported if they were to witness more um, ICE, and I will choose to use the word kidnappings. Um, and I would ask that those be on the website so that u my, my friends and neighbors can share with other families that we are working with. And again, I want to thank you for all you do. You're amazing for
090giving your time and energy to the school board. So, thank you. >> Thank you, Christie. >> And up next, Brandy Ritzma. Good evening, members of the board. My name is Brandy Ritzma. I am a parent of two students in this district. I am here because what has occurred is not a misunderstanding. It is a breakdown of safeguards meant to protect students, families, and this district. A serious contradiction exists regarding what school [clears throat] staff has told me versus what the district has communicated to child protective services. For over a year, a school counselor, Britney Steeland, repeatedly told me she did not make certain statements to CPS. All of those conversations were recorded. I relied on that representation. I have now been informed by the district as a after asking for those records to be corrected
091through Adam Leno that Britney never made those statements to me and I am mistaken. Despite them being recorded, when I asked for corrections based on statements directly from her, I'm now told I am being mistaken. You guys make that make sense. Both cannot be true. That is not a difference of interpretation. It is a factual contradiction with serious consequences for my children and my family, especially me. When I recently received district records, they were incomplete and very, very concerning. They show extensive communication between my children's father and multiple school employees about private family matters unrelated to school conduct. While key emails are missing, chains are cut off, context is absent, and I'm repeatedly excluded as a parent. Though there are those same records show that my daughter was recruited to play a sport without my
092knowledge or involvement to make it look as if I'm uninvolved. In fact, it was purposefully kept from me, violating my rights. The records also reflect that my children's father has openly acknowledged isolating my children from me with the vice principal, Miss Buckles. He laughed about it with her. Prolonged parental isolation is widely recognized as harmful to children. Yet, despite staff being aware of this, there is no indication of concern, documentation, or mandated reporting. No protection of my children. Instead, unverified allegations about me were escalated, continued, and doubled down on illegally. That inconsistency in safeguarding standards is deeply troubling. When I formally challenged inaccuracies under FURPA, the district refused to correct or amend its records. Instead, I was sent the same records duplicated repeatedly, creating the appearance of volume rather than accuracy. while the inaccuracies remain
093uncorrected. That is misleading. School staff also discussed and escalated allegations based on an alleged recording the district admits it does not possess and principal is never heard. Yet statements were conveyed to CPS about what was supposedly heard. What was conveyed does not reflect any recording played in court confirming the school has spread misinformation and caused irrepable harm as a result. If the school does not have the recording, did not report the recording, it cannot factually know what it says. Treating hearsay as fact is very reckless. Schools are not investigators. Schools are not courts. They are not permitted to pass unverified interpretations to CPS as fact or their opinions of things they have heard indirectly. I am not here to accuse individual staff. I am here because oversight is the board's responsibility. I respectfully request that
094the board direct an internal review of what was communicated by CPS by who and on what basis. Require correction or supplementation of inaccur inaccurate records I've received, not duplication. Ensure that FURPA amendment procedures are followed and provide clear guidance on lawful communications and mandated reporting accordingly. I respectfully request a written board response entered into the public record addressing these concerns and the corrective actions the district will be taking. Accuracy protects students and families. Accountability protects staff. Silence does not. And I have been treated and disregarded with silence for over a year. I've come to the board. I've met with administrators. And guess what? The more I request, the more I uncover that the school is violating my rights. And this is very concerning and I would appreciate some help and some answers and some correction.
095Thank you. >> Thank you. >> All right, that concludes our public comment. We will be going into close session for the purpose of the superintendent conducting a self-ealuation. Can I get a motion? >> So moved. >> Support. We going to close. Thank you everybody.