001On that note, let's call the meeting 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. >> We get a roll call. >> Wonder Jam here. Van >> here. >> Stephus here. Gardin, Katell >> Here I have a quorum. Thank you very much. Uh, please note as a courtesy of members of the audience and the board of education, please silence your cell phone. Public will only be able to speak during public comment if signed up. Do we have any quorums? >> We're good. >> All right. Beautiful. Thank you. First item, approval of the agenda. Can I get a motion? >> So moved. >> All those in favor? >>
002Yes. opposed. Motion passes. Reports agenda. Board members reports. Let's start with Amy. >> Yes. Well, we've been um enjoying the summer. It's very nice. Um I did want to mention how much I appreciate community education and all of the activities that they provide for kids throughout the summer. Um, my kids have been doing camps and athletic camps, but then also my son just did a le one of the Lego camps. Um, it just is a really nice service for our community. They're always well-run. They're affordable. They're gives it gives something to for our kids to do during the summer, which I appreciate. Um so um they we've been busy with that and we are gearing up for the beginning of the academic year which will be here before we know it. >> Mhm. Awesome. Thank
003you Joe. >> Uh first of all congratulations to Adam Blanto for I'm sure I'm stealing one of your thunder so I apologize for that but um congratulations to him principal of the of the year for the state of Michigan. Um that's pretty cool. And then um echoing yours, camps, camps, camps, camps, and camps is what we've been doing uh so far this summer. And it's been a lot of fun. Great to see all the families out there with their, you know, they're dropping the kids off and seeing them at the scrimmages and stuff. So, it's busy. >> Yeah. >> But it's fun. >> Sally. >> Yeah. Same. My grands have been involved in a lot of the community summer programs. It's been great. had a lot of great family time. Did Graham and Gramp camp
004recently. I'm exhausted. And uh but I also had a chance with um Amy to meet with Scott Merkel. We had a great inservice um on curriculum and where our our district is heading and towards in terms of shoring things up, pulling in loose strings and making our uh programming even tighter and stronger. So I'm very enthused about that as we're going into the sector. >> Next slide. Thank you, Bob. >> Um, this is moreformational and I guess just advice as we go down this path, but with the passing of the big beautiful bill. Um, one of the features inside of that is it's beginning of um, school of choice tuition um, reimbursement. So there's a scholarship program in there that 1,700 per person, 3,400 per families. States have to approve it. It would be a
005disservice if Michigan didn't do that because there's a good many in prochial school, but vouchers are coming. This is the first wave. We shouldn't be afraid of them. we should actually try and adapt and continue to adapt and be that destination school and drive. So choice is now becoming a factor and it's going to from the way the trend is going it's going to continue to be a factor. So from that perspective, it would be great to be on the leading edge of that. So we gain rather than lose as and I'm going to say it's an opportunity to play in a fair market game. And I will also say that I am not in favor of just supporting all schools because they are public schools. I think there should be better benchmark and um
006with regard to staying as competitive as possible in driving student achievement even in the less performing districts, they need to fix whatever's wrong and get to it. So just wanted to say that it's happening and I'd rather district be on the front end of it. That's all I have. Sure. >> Not much. Been to a couple of football seven on sevens and went to a tribal baseball game that had some of our players in it at Grand Valley, but other than that, been around the high school walking a little bit, but >> it's good to see all the other people out practicing and doing the camps and stuff, but that's it for me right now. >> Good. I don't have a heck of a lot. Just a couple uh um late uh grad parties still
007attended here. Um, so that's been fun to kind of wrap up that uh whole season. Um, and then, uh, just an opportunity for folks, uh, July 24th, uh, down at the KDL, there's something called the Granville Night Market they're going to do. Um, and there's going to be two Granville alums, uh, both excellent, uh, uh, players, Sam McCarthy and Love Gregorian, are going to perform at five, um, in the, uh, the shell there. So, that should be fun. They're uh, uh, Sam's going off to Michigan. I'm sorry. S's going on to Michigan State to study performance arts and uh um Lev is going off to Michigan to study performance arts. So, should be fun for both or should be a good time there. I think they're going to do some jazz songs. So, should be
008good. [Music] >> That's all I got. >> Okay. Uh just want to say very excited for the upcoming school year. Uh once that calendar hits August, I'm I'm always pumped. It's my favorite time of the year. Uh new beginning. I think it's going to be an awesome year. We got a lot of things planned. Um we have uh some unified things we're doing with our buildings and as far as professional learning early on. Um really focusing on the professional learning community process guaranteed viable curriculum and you probably recall me um I I did a presentation recently on clarity. So we'll we'll um have that as part of it. So just really looking forward to the year. It's going to be uh a great year and uh I I can wait for a week or two,
009but when it hits August, I can't wait. I'm I'm It's going to be fun. So, looking forward to it. >> Good. All right. Any old business? >> No old business. >> Thank you. All right. Uh consent action agenda. Can I get a motion? >> So moved. Support. >> All those in favor? >> Abstain. Very good. Motion passes. Regular action item. Move on to 5A. As recommended, the full year uh administrative prof professionals agreement 2025 to 2027 is recommended the board ratify and officially sign the master agreement between the full Granville full year administrative professionals and Granville public schools. Can I get a motion? >> Support. >> Okay. And John's here to give you a brief overview of that contract. So, I uh initially was going to plug all of these into one uh action item,
010but I wanted to make sure that we at least gave each one the time and energy that it desire that it deserved. For our full year administrative professionals, that is predominantly uh our computer technicians and the folks who work uh in this building. We have a few other fullyear secretaries or administrative professionals assistants that work in other parts of the district, but it's predominantly uh the folks who work in this uh in this building. Um in this instance, we went with uh the 2% increase that we had built out with our drivers and with our teachers. The one thing that we did that was unique uh in this one um we gave some additional time in and around July the 4th. Um, it's always interesting when you say we'll do the two days before and
011the day after and then July the 4th lands on like a Saturday, right? And so we we're just trying to navigate some of that time for our folks. They put in so many hours uh additional hours that sometimes they don't ask for. And so just a great gift in the middle of summer when you kind of hit that downtime that u they can go with that. And then the other uh relatively significant change to it um we went to a six step uh with this group it used to be 10. All of our folks that were in this group were either at 910 in that in that um previous scale. So that became 56 in this scale. What it does um is it really helps us on the recruitment side. So now when we're bringing
012somebody in under a fullyear administrative professional agreement, we can bring them in at a little bit of a higher rate than what we were doing before. It would be four steps below that or essentially about 8% less from an hourly rate. So really what we tried to do there is just help us to be a little more competitive on the hiring side. We do have one uh opening at our GEC building for Terresa Boore. She was working there. she's going to come over to this office and work down in uh predominantly benefits, but is going to work in the business side of this office. So, we're in the midst of hiring that. And I can tell you that the responses we've gotten from um prospective applicants is like, "Oh, that's like that's kind of what
013I was hoping for when we start looking at like step one or two in the new agreement, which used to be four and five in the old agreement." So, then the other thing we did with this group is give them an additional personal day. So, we didn't do anything on the vacation side, but that extra personal day and the time in and around July the 4th, uh, really works. And then some of our folks, like particularly often Lisa Herp, who our payroll person, she has to work during those two or three days before the 4th to make sure everybody gets paid on the 8th. And so, she just works with Heather to figure out how does she transfer that day just after within hopefully that first month after. We just kind of shift those days
014around. So questions on that agreement. >> So John, how marketable are we? So are are you looking at Kent and Ottawa County with regard to these scales? >> Yeah, we are really we're really really close. The one thing that we have um if you look at the very back page, >> that's the piece that makes us the most marketable and competitive. um when we have somebody who's been with us for three or more years, they roll into uh longevity and annuity payments. And so after you reach step six, typically you would have just plateaued at that place and there was nowhere for you to grow here. We're investing on the annuity side. We're investing on the longevity side. And you'll see in red, we also built out some goal setting um where they set two
015goals that are designed and worked on with their supervisor to help us move the district forward, find efficiencies. In most cases, we have two or three people that are working on a very similar goal because their completion of their goal is dependent on somebody else's. Um, so if they meet those criteria, they set the goal early, we meet at the midway point, we have some dialogue about how it's going, where are you at, and then we get to the end of the year and say, "Where are you?" Um, and they can earn an additional uh little bonus at the end of the year if they get that goal completed and it's moving us in the right direction. So to your to your point, Bob, if you look just at the scale in some other places,
016we're probably a little bit lower, but once you get to that year three all the way through year 101, we're about a dollar higher than most everybody else, not knowing whether they have all of those additional pieces in there. >> When you do um I'm probably going to give you all my questions now instead of these. Um, so when you do like midyear vows, do you remind them about the longevity bonus? Do you let them know it's coming? Because you don't do it, you do it twice a year, right? You give them >> the longevity is paid out throughout the course of the year on every one of their pay periods. >> Oh, it is. >> Yes. >> I thought it was >> so semianual. >> On this one, it's gets paid out throughout. on
017these three. It gets paid out in on June 23. >> Okay. Thank you. >> Gotcha. All right. >> This one used to have it paid out that way and then we said, "No, we'll do it we'll do it this way and we'll pay it out over the course of the year." >> Nice. >> Um which I think just helps it >> it does >> bump up the It does the dayto day. Yeah. >> Because if you look at their rates, it'll help them out. >> Correct. >> That little bit. >> Very nice. Thanks, Jim. >> And I appreciate the fact that it's going to really increase retention as well. Not just the new hires. It's going to like make people want to stick around. That's good. >> We we've had some some pretty good success
018thus far with this agreement. The folks that have elected to go have elected to go to a a next level position where they they've kind of worked and they've grown in this space and they're like, "Okay, if I want to really jump forward, I want to jump forward." had really good conversation um with Heather and some of our applicants including Jason um where the the goal for the business supervisor and for Heather when she retires is to have six, seven, eight, nine people that are working in her job in different parts of the district and somebody that can come in and replace her. That's three, two, three, four years. They should be ready to spread their wings and go go grow in another place and then we bring in the next level of that and
019really lift them up and help them to grow too. Good. >> Good. All right. Any other questions? All right. Can we do a roll call? >> This is 5A. >> 5A. Thank you, >> Venick. >> Um, yes. >> Staff, >> yes. >> Dan, >> yes. >> Campo, >> yes. >> Motion passes. Thank you. All right. On to 5B. Don't go anywhere, John. >> Oh, I'm not stretched out before I came up. Uh the school year administrative professionals agreement. It is recommended the board ratify and officially sign the master agreement between the Granville school year administrative professionals and Granville public schools. Can I get a motion? >> So move support. >> Um again this one pretty straightforward. Uh we did the 2% on the steps. This one stayed at the 10step. Um just as a part
020of the dialogue that we had. The one thing that this group really wanted um three years ago when we ratified, we put in a a snow day clause that used to be you had a 2-hour window to get to work if you were a school year secretary. Um when I first started, Randy Morris told me if it was a snow day, I needed to be at the building by 6:30 because that's when KCTC kids got dropped off and sometimes they didn't get the phone call, they didn't get the email, they didn't get the text or whatever. And so your school year secretaries had to be in the building for if there were kids that showed up. That's just not uh something that we're experiencing anymore with the technology the way it is. Um and so
021this year what they said was we love that four-year window or 4hour window. If we come in and work four hours, if we're an 8 hour employee, can we get the eight hours? Or if they're a six-hour employee, they get three hours. Can they come in and work three hours and get a full six? Um because before we were saying you can either stay home and be safe or you can come in and work and we'll pay you for what you worked. So now we've just it was important to them that we combine those two. Um so you'll see that there's a a big chunk of red language in the middle that tries to help define that uh for this group. Uh and that was just a really important piece and if you listen closely
022enough it's it's something that that matters for them and they run the buildings. >> Yes they do. they take care of everybody in that space. So, um, again, just a really important way for us to honor kind of what their wishes were. But, um, we had done a ton of work in these agreements the past couple of years, and I'm thankful that, um, especially with these four, there wasn't a lot of language that they were too worried about. It was more what are some of the things we can do in some of these small areas. So, >> cool. >> All right, I got one more. Yeah. Um, so for central office we went to six. >> Yeah, >> we kept it at I assume we're keeping it at 10 for the secretaries >> for now.
023Yeah. Yep. It was just not something that they had had brought to to the table. >> Um, but with the wage reopener that we have with each one of these in the coming years, I anticipate that we'll be closer to that that six level there. What'll be interesting is we do have a school year secretary position open at uh the middle school. Um and we have some internal candidates which will mean that we'll hire at someplace else. I'm I'm really interested to see if the uh application interest is as high with the school year secretary with the the 10 steps. So you have the four steps that are less as they are with the six steps. So if that's the case, we may end up having to hire that person at step four or five.
024and work through trimming those down in the years to come, too. >> You know, the cool thing about Granville is we are a destination even for employees. >> Mhm. >> So, we treat we treat our employees fairly. The community knows that. >> Yep. >> And the county knows that. >> Mhm. >> Yeah. Thanks, Jim. >> Any other questions? Let's do a roll call. Gville, >> yes. >> Dhan, >> yes. >> Stephus, >> yes. >> Wonder Jimmy, yes. Vanac, >> yes. >> Passes. >> Amy chose the right day to be gone, didn't she, Bob? Sorry. >> Hey, I love being secretary. This is not even worrying about. >> Fair enough. Fair enough. All right. On to 5C, the fair professionals agreement. is recommended that the the board ratify and officially sign the master agreement between the
025Granville Pair of Professionals and Granville Public Schools. Can I get a motion? >> So moved. >> This one had even less change. You'll notice I mean the the employee sick time act like it was in the other ones is a change, but um with them they they were can they were all right with the 2% on the on the front side of that. And I meet with each one of them. they have representatives that come in and meet with me and I'm like what can we do to help you and try to work through some of those pieces but they didn't have a lot on that side of it and so um really this one is almost truly just that 2% increase in the change in the sick time language that's required by law. So
026>> any other questions. >> All right, do another roll call. Wonder Jim abstain. >> Campbell, >> yes. >> Ben, >> yes. >> Stafis, >> yes. >> Don, >> yes. >> Hi, Bar. >> Yes. Motion passes. Thank you. And then 5D, the food service agreement is recommended the board ratify and officially sign the master agreement between the Granville Food Service and Granville Public Schools. Can I get a motion? So move support. >> Um the biggest change for this one, if you'll flip to 11, page 11. Um just some some quick things that they they wanted to uh kind of talk through. Um there was a uniform reimbursement that they said, you know, we haven't touched that $150 in a long time. Things are more expensive. Can we hit that? The answer was yes. So we bumped
027that to 200. We needed to do a little bit uh different what used to be just Century Park. um as the one school that kind of did its own more of its own food and then it became Century Park and Grand Grand Grand View and then it became Grand Rapids Christian and now also Cummings, right? When we upgraded all of those kitchens, they had a better ability to to do more food prep. So that's why that rate is a little different. You see all the red up there and then we also took out the breakfast server rate and they will just get whatever the regular hourly rate is. Uh years ago, as I understand it, the breakfast was a pop-tart uh or a a bowl of cereal and some milk, right? But now they're there's
028they're they're trying to serve real breakfast food. So there's a little bit more prep. There's some fruit. There are those nutritional meat or nutritional values that they have to meet. Um so we said, "Yeah, that makes a ton of sense." If you're essentially doing similar work from a lunch standpoint, just at a lesser volume, but you still need the food prep. Um, we put that piece in there as well. And then when you look at the number of steps, we had folks that had been here for 25 years that were making the same as somebody who had been here for five, and it just felt not right to them, didn't feel right to us. Um, and so starting after step six, we kind of put a two-year gap in there. But uh starting with that
029$17.99 in year 8, we just we bumped up 40 cents in year 10, 60 cents in year 15, we just kind of bumped that up. Um again, we've had really good success at retaining our food service folks. They love working for Jeff. Um it it's a great gig for someone who needs some a work right in the middle of a school day and they've got young kids and they want to be able to get them off the bus. It really is a great position for them. this just honors the folks that have stayed with it for 20 25 years um and gives them that thank you for being here for that time. And so that's why you see kind of those windows of movement. Um and and I'm really proud that we were able to
030to figure that piece out. Um, the other thing which was really interesting, if you look on page 12 on the back, um, they came in with, you know what, hey, sometimes we get these probationary employees and they come in and they order shoes >> and we give them $1500 or $200 and then they leave before their probationary period's done. And we just think that's terrible. We need some language in there that holds people accountable to coming in and and purchasing something underneath that reimbursement policy and then leaving before they've even established themselves in any way, shape, or form. And so that's where that red language is under probationary period. That was proposed by our staff from an accountability standpoint to say like we take great pride in what we do and and that's not why
031that's there. And so I thought that was a really cool I mean that's something that unless Jeff were to bring it to me I would never know. Um I like you can't keep up with 1100 1100 employees that well. Um so it was great that the staff was like hey we need this in here because we've had some people that have jumped into that. So >> what's the thought you just hold it from their last check? >> Yeah. Yep. So if they leave before then Yep. >> Um we would withhold it and if not we would send them a bill and at the very least try to collect it. You know, we're not going to go to small claims court, but >> but at least try to collect it. If we can't get it on
032that last check, try to collect it by sending them a bill. >> I I appreciate the recognition that 150 is not an out. I mean, because when you're working food prep, you beat your shoes. >> I mean I mean, you can do that in a lot of jobs, but I mean, not that our kitchens are like McDonald's, but I can tell you I'm working for McDonald's. You beat the living tart out of those shoes. Sure do. So, >> appreciate that. >> Yep. Any other questions or comments? >> So, John, >> yeah. >> Um, do you happen to know how how what the percentage or how many staff have been here more than 20 years? >> When we looked at I there were probably half of them that fell into the year 8 through 20. We
033had two that were 25 or more. >> Wow. >> Yeah. Just wondering I mean >> when you go back there >> especially in the high school. >> Yeah. Yeah. There's and there's been some turnover but um again the hope is this helps folks to stick around and it's a great gig. Um and we have people that for 20 25 years have have been at it and have loved it. And we had a few recent retirees that would have fallen into that 25 year category, but they were ready to go put their feet up and stop beating up their shoes. >> Nice. >> We have playground people at East that were there when Bill Chvers was a principal and are still there. >> So that's very cool. >> Awesome. Any other questions, comments? All right. Roll
034call. >> Wonder. >> Yes. Back. >> Yes. >> Steph. >> Yes. >> Campbell. >> Yes. >> Motion passes. Thank you. >> And before John goes before he sits down, I just want to commend him. Uh I mean I mentioned that before with our our team with uh John with Heather Scott at times. We had Mike Gelme here. Uh remember when we uh were with you with the teachers contract? They've just done an amazing job. And I know John with these, you know, you heard him each time say that he starts with what would you appreciate and he listens and he listens genuinely and then we take it from there and try to make something work. So I just want to commend him. He's a master negotiator and not just for getting what you want, but
035getting something that we can all uh feel good about and uh he does an amazing job with that. So, I just wanted to point that out. >> Thank you. >> Nice job. Nice job. >> All right. 5e. The bus lease agreement has recommended the board of education enter a one-year lease agreement with Midwest Transit Equipment with Santander Bank NA. the one-year 15,000mi lease for the three buses that were approved to the board on November 18th, 2024. In lie of the full purchase, the district will pay $21,000 $21,924 for each bus lease for a total of 65,772 in addition to leases based on 15,000 m per year per bus year per year per bus, sorry. Any miles over 15,000 will cost the district 35 cents per mile. At the end of the year, the district will
036have the option to buy the buses at fair market value or turn them back into Midwest. Can I get a motion? >> So moved. >> Support. >> All right. >> So, as you may remember, in November of 2024, um you approved the purchase of three buses. Um from there, as we continued, we we put in the purchase order pretty much right after that approval. Um and then um when we started to notice that there was going to be some tightness in the 2526 uh general fund budget, that was one of the um concessions that we were we were making. Um we Ryan and I had a lot of discussion with Mr. Tim Adams from Midwest about how can we make this work? Same type of thing. How can we make this work for both parties?
037Like we do a lot of business with them. They get it. Um, and so the two options were this, um, which will still save, you know, from our initial purchase, we were looking at, um, 4, uh, 63,000 and we're still going to save the 397,000 in doing this. But, um, it does require board approval to do the lease. I know you approved the purchase, but because it is a lease, it does require your approval. Um, the other option would have been a restocking fee because remember too like we're one of the few districts that uses the hydraulic brakes which is great for the driver. It's great for retention and training and whatnot but um it's not a stock item. So that was the other piece that was um important to them is that they were
038able to move those three buses. So, um, the other option would have been cancelling it at the 259 each or utilizing them for a year. Um, I talked with Ryan in depth and we will not go over the 15,000 miles. So, we won't have to worry about the 35 cent per mile charge because we'll use those on on um lower routes um or less that cover less distance. So >> did you project out how many years um that will cover in terms of the savings that you've made for this year? >> Uh >> um you said that we we'll be saving 37 or 397,000 plus dollars in and and >> yeah that's that's a one-year savings, right? So and we we've talked about this before like at least internally I think I've talked to you
039about it. It's not something that we want to do every year. We want to keep to those replacement schedules as best we can cuz otherwise then you get a really old fleet and we've got great mechanics. Um and we can do it, you know, for a year or two, but after that we want to make sure we're replenishing those. >> Okay. >> So, >> is the plan to buy these then after the end of the lease or will we have to just wait and see where our budget? >> I think we're going to have to wait and see where we are budget-wise. Um but the um the amount would be at fair market value for for those at the end of the lease if we chose to do that. If we do, we will bring
040that back to you um as a recommendation. But um just based on where budgets are right now, I think we have to just be in wait and see mode right now for that. >> Heather, you look my way. You were expecting it. Um >> obviously it makes sense, right? instead of having a cancellation fee of, you know, almost 80,000, you deal with a lesser on a lease. So either way, we still take it, right? >> Yep. >> Um, and I don't know if you can even answer this question. So if we're so unique with those hydraulic brakes, >> it surprises me. um just because I would think training bus drivers throughout Kent or Ottawa County um they're used to that type of equipment. So, are we that unique? That's my first question. >> That's my
041understanding is that we are. And I I know um Ryan's not here, but Brian, I know spends a lot of time around >> um transportation, too. >> Districts use um air brake systems. >> They do. And in order to retrain a driver to obtain the air brake endorsement, they have to go through the whole testing through the state again. Everything, the CDL and your passenger endorsement, everything has to be redone. >> I I'm not sure that's true. When I checked with FCG, the fleet compliance group that does the training, they said they can test just the air brakes. >> Air brake test. So maybe that's new now. >> It could be it could be new now, but that's what they told me just a couple weeks ago. >> But it is an extra endorsement that
042>> we have to >> Well, that makes it easier. But yeah, we're we've always had hydraulic. >> Yeah. >> So with Okay, we've got these for a year. Fair market value could play into our hand and it, you know, might be less could be a wash. Um all the depends on fair market value and how other budgets are happening. Mhm. >> So, for the existing fleet, let's take these out. >> Yep. >> The the buses we were going to replace, what's what's the >> We're holding them. We're not >> I understand that. What's the fair life expectancy now that we're expand expanding them farther now? Are we going to do this to our entire fleet >> or because Okay, reality, right? Reality is we're not going to see >> COVID style budgets for a while,
043>> right? Sinking fund comes into play, which is great. >> Yep. That's what I was going to say. So, that would be >> hoping for. Yep. >> Right. >> And I get that. >> I get that. >> But help help me understand the maintenance and the the condition of our existing fleet um that are around that age. are are we just I mean because when we sell them but we don't sell them for much because they're >> right and again too like I mean usually we sell them at auction right now I have had a couple other smaller districts reach out we did sell one um this year and was able to get like around eight or nine grand for that one um when they go to auction we don't get that much but um
044when you look at like we do have a partnership now with Kelvin Christian um we're working on their fleet as well. They have a a mixture of different types of buses. You know, my thought is, hey, when we are able to replace replace our fleet instead of going to auction, number one, I'll reach out to them and say, hey, do you guys want to get rid of this? >> It makes it easier for our mechanics to work on. And and then number two would be if they're not interested, then I'll reach back out to some of those other smaller districts that we've we've worked with in the past. >> Um but overall, our fleet is in great condition. Um Mark and Chris, um they do great work. I know that when you come in and
045you hear about the state inspection and stuff each, I think it's usually in the spring when the results are finally posted. But um you know they they they fix them and very rarely do we have a red tag. If we do it's because something happened like right then and it wasn't it was on the list to get fixed and >> yeah I mean >> you know so they do a great job non-existent for us. So that's >> Yep. >> Our our maintenance people do great work because of that. >> Okay. >> You know when the next batch of buses was what was your plan is to replace them. Is that how often do we buy? Well, we we've typically done um three Yeah, we've typically done every year. Now, we had, you know, bond funds
046for a good 10-year period of that. And that's another reason why the fleet is in such good condition. So, um but that's we were trying to keep that cycle three to four every every year. So, um a little hiccup for this year and hopefully but we I mean we do realize like that can't happen every year. Right. >> Right. So, >> so when when you say hopefully, can you finish that? >> I guess hopefully I guess my hope would be is that the funding comes through to the extent that when we turn around um this fall or early winter and we're having a conversation with Midwest, it's yeah, what what are you thinking for fair market value? Because we're ready to go on on making that purchase and buying them. And then we would probably
047hold for 26 27. I wouldn't bring you a refresh and we would keep um like instead of selling we would keep those others older ones as spares. So that would be the plan. >> Okay. >> Thanks. >> Yeah. >> Appreciate your creativity and willingness to look through this and as everything is >> kind of up in the air and in flux and as we try to figure out what's coming next, right? So >> appreciate that guys. Any other questions, comments? All right. You want to do a roll call or should we just go ahead and vote since we voted on it once before? I'm in favor just doing a straight vote. >> All those in favor? >> Yes. Opposed? >> All right. Motion passes. Last item. >> I the district snowplowing. It's recommended the board
048of education approve the contract contracted services of top land construction for the district snowplowing. The cost for this for per time plow is $4,658. Snow move occurs when we receive 2 in of snow and I think you owe us at least 20 bucks a piece for talking about snow in the middle of July. >> Yeah. >> Do do you feel it getting cooler in here now? >> Can I get a motion? >> It's it'll be >> moved be support. >> Uh yeah. So it was it was time um we have had advanced excavating in our district for many years um doing our our our plowing. Um it the last two years they started to sub it out because um it's just we're grow we had you know added property we're growing um and so they
049are um they you'll note that they didn't bid um but last year Topland Construction was doing the full sub of the district subcontracting of the district for us. So, um, we, yeah, we bid it out. We had our our bid opening and Topland came in at 4,658 per plow. And you can see the breakdown by buildings there. Um, you know, TBD Construction, um, I give them credit. They came out to the pre-bed and and whatnot. they um they're new to the the game and so they were they're also a paving company and so they were doing it based on square footage of the lots and so that's you know um it was a good conversation with him after the bid opening though so he kind of understands understood some things too so >> that's always
050you know what >> it's a learning process especially this first time bid understand that >> yep so um >> is um where is top line Um, they're both Topland and the hammer are >> I know where the hammer is. >> Okay. Uh, Topland. Where's the hammer? Because then I can tell you I can't remember off the top of my head. >> Okay. So then I think uh Topland is over in the the Jennison. >> Okay. Okay. You can test me, Heather. >> Sorry. >> I knew one was north and one was south of Granville, but yeah. >> Yep. >> Are there any other questions? >> All right. All those in favor? >> Yes. Yes. >> Opposed. >> Motion passes. On to discussion. 6A data review part two with Scott. Thank you. Thank you. >> So,
051you may recall um Scott and Jason Glare uh were here earlier and had a data component that they reviewed with you and then uh we said Scott would come back for a part two because we had some data components that uh weren't in our possession yet. Well, now they're here and uh excited to share them with you. So, take it right now. >> Yeah, thank you. So, this is going to be pretty high level um but some exciting year-end data uh to celebrate and some of these pieces just came in. So, um we'll go through um we'll go through uh reading elementary, math elementary, and then celebrate some high school things. So, starting with reading our ignore the the bright blue one. That's that was the the one time that one kid took it and
052obviously scored very very well. um our reading scores at the elementary level on a whole uh remain consistent. We've started to we've rebounded from COVID and are at a consistent level. Um one of the things that speaks to about our growth though, and you see this in reading and math, is when you take a look at that downward trend of fall scores. Uh this is kindergarten. We're finding consistently that our kindergarten kids are coming in a little lower. We're achieving about at the same rate, right? we're we're still just a couple of points behind, but both in reading and math, we're seeing better growth. Um, but we're starting a little farther behind. Um, and maintaining some pretty high levels. So, um, you see this then up to first grade, that level of consistency. Um, and
053then I'm going to jump to fourth grade, and you see the same thing, just consistent growth across grade level. Um, and then up to sixth grade. Uh pretty exciting. This was our first year. I don't want to over microanalyze our first year of fifth and sixth grade being on their own. Uh but there are some pretty neat successes uh within that uh collaboration model uh that we see. One of these being just a start of a jump in reading um over where we've been the last couple years. Again, that's average all sixth graders, so I don't want to make too much of it, but excited to see where that goes for these two grade levels. Um uh I want to uh then look at growth versus achievement. This is not new to you. We've looked
054at this. This is NWA MAP scores. That top one uh is growth. That's the percentile of students making expected growth. Right? We want 100% of our students to make a year's growth or better. Um and then the bottom achievement is the percentile is a national percentile rank of where we stand. We are still in reading uh a nicely above average um but one of the things we want to focus on is our individualized growth. So kindergarten like I showed you we're still above average. Our achievement on that right spot is 56th percentile. We're coming in a little lower. and our growth though uh we have groups that we want to target. Now one thing about reading is as you know you've heard this for years we have solid intervention in reading. We probably rely too
055heavily on our intervention in reading and not enough on our core instruction. So what you see as the grade levels go on those kids that were behind that have been reaching the receiving intervention we're catching them up. So when you get into second grade, our growth is up to 69th percentile. Our achievement is up to 68th percentile. And then we see that with the exception of fifth grade. Glaram and I were talking today. Fifth grade has been this anomaly for us for years. Um where we just see weird drops and then we rebound again in sixth grade. And we see it in math, we see it in Aadians, and we see it in MSTEP. >> Is it a level of expectation? I've wondered that and I've also wondered if it's a matter of alignment if
056if for whatever reason what we're focusing our instruction on isn't what these are are focused on but we've looked at all of them and we've analyzed them. Um and it could be we're going to keep plugging away at it. Um I' I'd be more concerned if we didn't rebound automatically in sixth grade. >> Just just real quick, Scott, when did this begin to occur? >> The fifth grade? >> Yes. >> Oh my gosh. Uh when I started in this role, it was it was going on back when I was at Cummings because I remember when I started here having specific conversations with Tracy Strife and Tanya Shupe about it. >> Okay. >> Um so then if you look down to sixth grade again, we're we're rebounding. Our scores are our achievement score is good, but
057we're still only at 59 uh percentile in terms of growth. And so like Roger talked about our focus on teacher clarity and guaranteeing a viable curriculum. This is a tier one issue. We need to tighten up our tier one core instruction just so every student whether they're in intervention or not, we're making sure they hit those targets. Um, >> just out of curiosity, I'm going to keep interrupting it because that >> So, okay, you look at five and six, you look at the 56 building, right? You look at clarity. >> Mhm. >> Yep. >> Any predictions as to what clarity will cause these two next year? Well, my hope is exactly if I go back to this about sixth grade. My hope is that tiny uptick that you see from 217 to 221, it's higher
058than than it ever was was at 219. My hope is that that continues to go up because we have clarity, we have collaboration um >> in both fifth and sixth grade. >> Okay. >> Yeah. >> But but it's an it's an excellent question. >> You're definitely going to see strengths with the collaboration >> amongst the fifth grade teachers. I think that was a big part that was missing for quite a while. >> Yeah. And I think too when you look at fifth and sixth grade, especially in reading, um that's when you really start to see vocabulary, background knowledge, comprehension playing a much bigger role in how they do on reading assessments. Whereas when they're little, right, in kindergarten, we're really looking at can you read the text and is it, you know, can they read
059it and understand it? when you get older, um, vocab and background knowledge and that takes a long time to build and it's not quite as quick to respond to intervention. So, it doesn't surprise me that you would see sort of those lags happening a little bit more in fifth and sixth grade, but yeah, I agree. Then you go back to like your like what are we doing for that back, you know, in earlier grades. To your point with language and its role in math instruction, fifth grade is often the big time where some of these newer, bigger concepts are coming out that the language that goes with it is popped on their lap and you know they kind of don't know what the combination of all the, you know, the fraction work starts in third
060grade, right? But then it builds into decimals in fifth grade and 10. Exactly. >> So, um, so that tier one focus that we've talked about, Grand View is a great example. Grand View started a tier one focus in kindergarten last year, rolled it up to first grade this last year, and they went, when you take a look at that top graph, is all of Grand View. So that's just all of Grand View as a whole. Grand View's first grade, right below that, 71st percentile in terms of growth, right at their building average. But take a look at where they started the year in the fall. They were 46th percentile and they went up 19 percentage points in terms of their and this was a tier one focus. The teachers were collaborating, working together just really
061intentionally, not that they hadn't before, but just with a little more intentionality and focus. And that's what we're going to try to scale out to the district as a whole this next year with what Roger talked about our PLC work, the guaranteed viable curriculum, just really tightening some of those things that have been loose in the past. Um, so they, like I said, they started, they had the highest first grade growth measure in the district, that 71st percent was highest first grade in the district. They started lowest in achievement out of all the first grades and finished third highest. So again, just a snapshot, but I'm going to share a couple other snapshots that we know are successful, too. So, how do we take that and learn from it? Now, math, um, we've talked about,
062right? We we talked about and I I got to be honest, last year's math scores were so good and I bragged them up so much because that's what we do. I was a little nervous to see to see to see if we'd have a little sophomore slump and spoiler alert, we did not. But take a look again. This is kindergarten. So our kindergarten in the spring score, we're still hovering about where we've been, but look at that downward slope of what's coming in in terms of math uh in kindergarten. So, the growth level, our achievement is is still about the same, but our growth level is is is higher. We jump to fourth grade, we see the same thing. We we've seen this when we talked about our math supplemental resources. Um, we've built kids
063back up through third grade. When you look at those fall scores where they're entering, but continuing to jump up, and that's that COVID gap back to 213, uh, that RIT score in the spring of 213 all the way up now to an average of 221. And when you take a look at fourth grade, that the previous graph only went back five five years. So I wanted to pull this one goes back 10 years. This is our highest fourth grade writers >> in math. >> So Scott, um, when we approved the new curriculum for math, the news materials, >> those were in play this year in 2024, correct? >> Yeah. >> Okay, good. Um, and this is sixth grade. So, I brought it up to sixth grade, too, where you see that spring 230 in sixth
064grade. So, we're continuing to build on that. And then sixth grade, again, in the last 10 years, only one year was one rip point average higher. And and I think we're going to continue. So, in the last 10 years in math, um, in those middle grades, we're really um, uh, making impressive ground. And and again, this is that these are those uh graphs of this year that I showed you before when we did approve those math resources. This is districtwide uh math 79th percentile in growth. And we went from 54th achievement to 69th districtwide. That's unbelievable. And so here are all the grade levels. When you take a look at these growth scores, um look at second grade, 86 percentile in growth. Um, and the others are are not to slouch at, but that is
065um really really high. Look at third grade. 95th percentile on growth all the way up to the 80th percentile on achievement from 54th. Um, so just again continuing that high level of success in math. And so tier one, you've heard West Elementary talk about it. They were here. They talked about how they were kind of restructuring some of their math focuses. Obviously, they were leading the charge with the reflex work and and everything else, but they were also focusing on their tier one uh math model. Um, and look at that top graph is all of West Elementary. K4 90th percentiles in growth from 54th in achievement to 77th in achievement. all grades is just incredible. And then you see the grade breakdown. >> Um that 86th percentile in kindergarten is off the charts. And then
066look at third grade there. 95th percentile in growth. That means you have that means you have a handful of students who are not making at least a year's growth in third grade. And that's and that's only a handful. So when we talk about focus on tier one, what that can do, here's our model. So something I know they're super super proud of um and should be and we we celebrate along with them. But and John Pho actually pointed it out earlier that look at that second grade group. Yeah, >> they had a tough testing day in the fall at the 15% 15 percentile of G mesh, >> but then >> obviously somebody wanted to go to gym and >> right they they picked the wrong time to test. But I that's that's just that's hard
067work. Um and >> is is Holly still going to be at West and is math as you're combining specialists? >> Holly is still going to be at West, she's going to do math. She's going to pick up a little bit of ELA intervention as well. Okay. >> But yeah, we want her to maintain some of those placements. >> She's passionate. >> Absolutely. 100%. >> I think it's cuz she had a really good middle school teacher >> just a few years ago. >> Um, >> who would that be? >> Well, I understand. >> Um, >> I got it. >> You got it. >> So, this was super fun for uh Adam to be able to share with us this SAT update. our average score went up 27 points. Um, and again, we talk about one-year anomalies.
068We'll we'll see how we carry this forward, but this was intentional work. That high school, they worked really hard on prepping. Uh, just again, it was it was core instruction that they knew was tied to skills. Um, and uh, just a dramatic improvement. And one of the things I noticed looking at these scores, that bottom bullet point, the the Michigan scores went up and uh national scores went up, but our scores went up over twice as much uh almost three times in in in some level. So, not an equal improvement. Our our work was significant. And then in the SAT, the percentage of meeting benchmarks, you know, there's a a evidence-based reading and writing component, there's a math component, and then they track um how what percentage of our students are meeting each benchmark and
069then both benchmarks together. Um our scores went up in both. And getting back to that 10-year average in the evidence-based reading and writing, our percentage who met that benchmark was 70% this year. In the last 10 years, only one year was higher. And the average of the four years precoid, let's take CO out of it, right? We we like to talk about that. Four years precoid, we averaged 70.25%. So, we're right back at that percentage. Um, and I think we're going to continue to go higher. Our math percentage was a little bit below that yet, but I'm super excited to see how this math growth in these middle levels starts to translate up to SAT success. Um, in in one year, this was uh really really exciting. Um, even more I don't know if I
070can say even more exciting. Uh, our AP scores came in maybe even more impressive. Um 87% that that second note 87% 389 out of 448 students who took an AP exam earned college credit. I I'd say passing at a three or higher. It depends on colleges if they accept it, but that's a three or higher. 87% of all of our AP kids um six courses had 100% pass rate. Eight or more had pass rates over 87%. Um and then 18 of 22 courses ex exceeded state and and global pass rates. Um and so uh this is just a breakdown of those exams. Some of the things I think um are are that are just incredible. Um that biology was 100%. Calc 94% and then look at calc BC. We got Cal BC we added a
071couple years ago. That's second level college calculus >> at 100% pass rate. Chem 94. Um these are these are just incredible incredible passing rates. Um and a credit to our staff and students. >> And then uh over the 5-year trend analysis when you take a look back to 2021 we were at 71%. Now we're up to 87%. More importantly, take a look at the graph on the right of total AP students. In 2021, we had 423. Now, we're up to 448. Not only did we have more students take AP classes, but we have a higher success rate. >> I remember when I started in this role, one of the first conversations that Slice and I had was an intentionality. They wanted to increase the number of students taking AP classes. and and we had some
072uh we had some staff members that were really resistant to it based on the idea that if we open the valve, we're probably not going to be as successful. And it was a legit concern and the opposite has happened and it's a a credit back even to that work um to be successful >> of the AP. Just out of curiosity, >> do you happen to know how many go into college versus go into a skil trade? >> No, good question. I do not know that. >> Um, we can certainly try to estimate that. um we'd have to get that information from students >> you know the effect of AI which nobody knows or how it will morph or how it will transition right >> um you know do do people get the skill set they
073need specifically construction when I think of math I think of construction okay >> or chemistry or you know anything else and utilize that service and they're more valuable as a skill trade. >> Well, the hardest rebel the hardest text the hardest the text with the highest reading level is a um is a tech name. >> I mean, so >> yeah, >> translatable skill for sure. >> Yeah. just, you know, we're not there yet, but >> at some point it wouldn't be bad to have those stats >> just to see as it transitions cuz I I'm telling you, I think more and more are going to go into skil trade >> just because cost of living, cost of a home, >> you don't have that expense, you can immediately go in and begin. >> Now, how
074that will affect other things, we don't know. But I'm going to tell you, path of least resistance could occur in this situation. Yes. >> For employment. >> Yeah. >> So, Scott, question for you. I mean, you know, it's great to see, right? I mean, I like love to see that we got more students in there and and more students passing or taking exams and passing those exams. I mean, that's awesome, right? I mean, >> kind of reminds me of the I'll say kind of the US model of of of college versus like Canadian model of college, right? You know, the one of the best colleges in Canada, University of Toronto, right? They don't do what we do, which is, hey, University of Michigan is only going to accept 4,000 students this year, right? University of
075Toronto says we're the best. We're going to get bigger. We'll take everybody who qualifies, right? So, so I guess my question is is do we think these test scores are based on the teachers, based on the curriculum? You know, what what's causing us to be so successful in getting these kids, you know, these great test scores? Is it teachers? Is it curriculum? and how do we how do we how do we uh uh how do we expand that right so we have more kids in there >> yeah great question and and I I am going to pat our teachers on the back and and I I think I think point number one has to be with the work they've done it's not our test >> right >> nobody could look from the outside and say
076well yeah you you've prep them for your own test right it's a national test that everybody's taking >> um so I think I think the work that they put in to align to that I think there is a clarity element that sometimes we lose with some of the other things. One of the things about AP is that I mean College Board makes things crystal clear in terms of hey this is >> this is what you're doing. They provide some great re resources if you've had kids in them with the with the AP the online AP prep and and and how we do that. >> Um so certainly not one factor. Um, but I think there's a level of rigor and effort here on on the on the part of our teachers and staff to get
077kids ready. >> I was just going to say that it's it's the opportunity. It's the rigor, not only the rigor in AP courses, but rigor in younger level courses that get kids prepared for rigorous experiences. no matter who they are, they I mean because everybody can take AP classes. So, um but when you have that kind of pass rate and you see those averages um that are are there, it it just it to me it screams there they know how to how to manage what they're learning. they've had rigorous experiences that have prepared them for focusing on what's essential. Yeah. In that content and in the skills that they're asked to do. So, um I I think it it not only is our AP teachers, our AP classes, but it's it's before that and the
078rigor that our kids experience that allows them to get there. So again, hats off to our teachers, hands off to hats off to uh the work that uh our people are doing in defining what's essential for kids to know and be able to do and making sure that they get experiences to prepare them for things like this. >> Yeah. Because I mean it's it's it's work. It's extra work and and and you know, you got to be excited to be able to to do this, right? And then it's again just I'm just kind of blown away about like I said the number of exams, right? you know that they've taken. If you look at 80 more exams were taken right over that time period. I mean that it just tells our kids are >> excited
079to do it. They're willing they're ready to do it. They want to come in and do it. And >> I, you know, was kind of blown away by all the Ron Clark graduation, you know, memes I watched, you know, for the last two months, right? You know, all the excitement they have when the kids are graduating and stuff like that. And like those are kids are excited to come to school, right? And it's like I know we're embracing that, you know, methodology, that thought process. And, you know, I'm hoping it leads to more of this Um because that's fantastic. >> And how many kids took obviously more than one AP test there? >> Right. Yeah. >> And I think again this doesn't just you know this just doesn't scream college, it also screams careers because
080it's not only the knowledge, it's the skills and the ability um and the rigor to prepare you for life after school. So um >> I should have said the excitement to learn, right? Whether that's learning to be a physicist or learning to, you know, build the best cabinet you can build, right? You know, it it's it's it's that excitement to continue to learn because no matter what job we're in, >> Yes. >> we got to continue to learn, right? And and to me, that's what >> is impressive about that, right? Is that that that Yeah. that >> one of the things that I guess I was able to observe um when my son went through high school um um Granville was very fortunate to have Nancy Stolenberg and in that Nancy I think Nancy was
081a catalyst. I think she she created a positive virus amongst the staff especially was related to AP and her notoriety um was nationally known and it became known. She figured out how to teach kelk so that anybody can get it >> and she used incredible tools that were very simple. And then you know her apprentice was Kelly and okay look look how that has grown and mushroomed. So I think Granville's got the right mix again destination and what we're doing right and what's going to draw to Granville. But this this is I mean this is the cherry on top. That's what this is. >> Yeah. and the staff are engaged. >> I mean, like Roger said, it goes all the way back to elementary even because I Mrs. Moulder, I still credit her with my
082youngest son, how well he did through high school because she said he had the ability to do better in math than what he was and she challenged him in fifth grade and he went he grew a ton in fifth grade and then he just kept going from there. But if it wasn't for Mrs. Moulder challenging him, >> Yeah. >> who knows what would have happened, but >> what's that? It's our image program. It's all those things, right? And that's why I always like, how do we expand those as opposed to say, hey, >> oh, we got to limit it to this, right? How do we expand those opportunities for kids to get that excitement and get that extra learning? >> It really comes down to core instruction and what we do during a school day
083and that's why that focus of core instruction that we're talking about is so so important. So, I think we're doing the right work and I think we'll continue to grow and and show the rewards of that. I am excited though that the MTSS program is kind of growing and becoming more pervasive in in what each school is doing because I think that's going to bring some of the kids that are not up there >> up a next the next level and including all of our students regardless of what category they're in. if we can include them in that MTSS process, I think we're going to see even bigger things happen um with our scores. But this is definitely amazing. >> Okay, I something that stirred my mind a thought when Sally said that. So with
084the um federal department of ad kind of dismantling things >> and it's subgroup requirements are they off the table now is that at a state level >> no subgroups are are still there but you know our focus is on every student I understand that but I know what drives certain things down >> based on >> special led at times and whether that subgroup should grow or expand based on the population of the students and their their cognitive abilities and testing abilities. >> What do you mean by drive down? Can you explain what you mean by that? What I'm saying is federal government puts a governor on subgroup sizes and with the dismantling of that does that now go away because they would only allow subgroups so many in a subgroup which means if you have
085let's say you've got simple you got 10 students that are in a that they assigned to a subgroup but you've got 25 those 15 are now in general pop and they could bring scores down inadvertently because of their level. That's this whole subgroup with regard to the federal government. So that's where my question is driving to because I'm wondering if that's actually going to begin to dismantle that and allow the district to be able to test based on the needs of the student. >> Yeah. I don't know. I mean, how I look at it is it's not special ed, it's not general ed, it's just ed. I understand that >> you do everything possible to make sure uh what you expect a student to know and be able to do that they're able to do
086that to their the best of their ability. Um I don't >> but they're not all taking the same standardized test. >> Um depends. Uh there are students with disabilities in there >> and I understand that. I'm saying cognitive abilities. I'm saying cognitive, >> you know, I don't see a cognitive student that they have a disability cognitively um could be autism that they have the ability to do that. >> But if I'll give you a perfect example, my son Jeff, >> my son would not be in that. My son should not be he should be part of a subgroup that is allowed to be exempt from standardized testing. >> Yeah. >> So that's where I'm getting at because >> and I don't know I don't know where they're heading with that, Bob. Um, I mean, we're
087our two focus areas. I think our our approach to that is I mean, I don't care about subgroups. I I just want to make sure each student reaches their fullest potential. >> That's I mean, that's what you want to do, right? >> And and I and I don't want to put um a ceiling on that. So I I think it's hard to talk about, you know, it's hard every kid's different, right? You know that. So it's hard to answer that. I mean, I don't know what the federal government's going to do, but I know from a philosophical approach, we don't want to say, well, this is the ceiling for this kid or these group of kids. We want to see where is their fullest potential and do everything we can. to >> help them to
088get to wherever that is. And I'd rather focus on that than focus on >> whether kids are involved in that. I mean, I don't I don't because I don't control that. >> And I understand that, but this was a review of standardized testing. >> Yes. Part of it part of it was. >> Yeah. >> True. >> All right. >> Great. >> Thank you very much for sharing. >> Thank you. >> Great. Great numbers. Nothing else. >> Any other items there are for discussion? All right. No public comment. So, the next workshop board meeting of the Granville Board of Education will be Monday, August 4th at 700 p.m. at the administration building. We are adjourned. Thank you.