001Call the meeting to order. We all rise for the pledge of allegiance. I aliance 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. Miss Gardine, can we have a roll call? I sure can. Wonder Jim here. Van here. Stephus here. Gardian here. Campbell here. Dhan here. Hi here. All present. Thank you. Uh please note as a courtesy to the members of the audience and the board of education. Please silence your cell phone. Uh public will only be able to speak during public comment if signed up. I have one form. Do we have any others? Thank you, Mr. Merkel. All right. Item number one, approval of agenda. Can I get a motion? So moved. So moved. Support.
002All those in favor? Yes. Opposed? All right. Item number two, reports agenda, board members report. Amy, yes. How are you? Why don't you start? Good. Uh, so, um, I've been busy this week, um, doing end of the school year activities with my kids. Um we've been doing the the band concert for the sixth grade um which was fantastic. It's really amazing to see how much growth there is um from the fall to the spring. Um so that was great. Um and just the end of the year field trips. Um I was with second graders um and got the lovely reminder of what it's like to be around a whole classroom of second graders. So um just staying busy. Good. Thank you. Sir, what can we do? Speaking of growth, uh I just wanted to say
003thank you to all the spring uh athletics, the coaches, the players, the parents. Uh incredible. When I pull into the back of the high school there and see baseball, softball, track, lacrosse, all going at the same time while I'm watching my daughter play tennis, it's amazing. And we need more parking garage. Uh but a special thanks to coach Mark, his first year coaching tennis. Uh did a fantastic job. Um also coach Bella, Coach Pete, and Coach Olivia for the girls tennis team. They did just an amazing job. So Coach Pete, that's what they call. Yeah, besides that kid. Yeah. Yeah. Thanks, Joe. Sally, um I've had a busy month. It's been a great month. Um recently I had uh the transitions uh region 3 crew to my pottery studio and they made gifts for their
004mothers and that was just a wonderful time. They did a great job so it was a lot of fun. Um also have had um opportunities to spend time at every school uh just trying to support our staff and boy let me tell you um I remember those days well and those last few weeks of school are just brutal just brutal. So I just give them all sorts of credit for um to the students and to the staff for making these days as special as they can and meaningfully um meaningful in terms of their educational output yet. And so I I give them a lot of credit. I also um had an opportunity to go today to the zoo with um a special little kindergartener that I know in this district and that was a lot
005of fun. Um and uh again the the the staff just putting out tons of extra effort to make sure everything is going well. All the safety factors, our bus drivers, all of these things that are components of our school district that make things run and run well and I am deeply appreciative of of that. Thank you, Bob. No report. All right, Amy. um as with the other Amy, which very confused me. We I was ready to go. Um but we had jazz night, we had um the band concerts, we've had um art and chocolate walk, which was really fun. Um, one of the things I really loved when we walked up for the band concert is that there were chalk drawings all over the sidewalk. Not of like flowers and there were some flowers and
006rainbows, but there were also um advanced um placement econ and it was really cool to see that our high schoolers are out there with the chalk drawings and I'm like, did you do that? Seriously, I love that almost as much as all the art displayed inside. So, it was very cool. So, thank you for that. Was so much fun to see. Um over the weekend, the track and field um team coordinated a memorial run for the Hector family. Um many of you know that about a year and a half ago Josh Hector uh passed away and they did um last summer they did a memorial run for him and they the track team came together and did that specifically for that family and they did it at Heritage Park and it was it was beautiful.
007Um also got to take some flowers over to Lisa Van Lisa Vanderlon after she retired from community ed. Um she had she had several bouquets of flowers by the way and everybody just brought one. So it was it was very cool to see that. Um varsity lacrosse is heading to regionals. Seniors going to all their elementary buildings today. Man, what a that that is my favorite part of of the year with the seniors. There are a lot of really cool things, but watching them sit in those teeny tiny little chairs that you know that they they started in. And uh this is the last Monday of the 2024 25 school year. Stop smiling so big, kids. But uh so lots lots of this is a really fun time of the year. We know it and
008uh feel very very privileged to be a part of it. So thank you. Right. All right. Well, we'll we'll hear more from U Jack Merkel in a few minutes, but just wanted to congratulate him. I did before, but on an individual state championship, that's a that's an an incredible accomplishment to to win an individual state championship like that. and to your family for supporting you on all that because that you don't do it alone for sure. Um, senior awards that was awesome when several of us were there. It's cool to still know a lot of the kids there. I'm getting down to the end now where I might not after the next year maybe know a lot of them but and then Sam Hungerford's friend of ours for winning the Ryan Fischer award. Um, Coach
009Tusk the baseball team went to the game last Thursday. It was down to Granville and Hudsonville. Whoever won the game won the won the conference championship. Unfortunately, we came out on the on the bottom of that, but co congratulations to coach Tuskin and the baseball team on that. And then football, believe it or not, the 100 day out thing was Sunday. So, practice starts in 100 days. And uh our first Mosskegan is on the clock. First game is home against Moskegan and then the second game is at Cast Tech. So, we didn't take a a light preseason non-conference schedule. That's it. All right. Good. Thank you. Um, as far as line items, uh, lots of laughs the past few weeks for us. Last band concert, you know, we had the last jazz band concert, last
010full orchestra concert. Um, had the senior awards, which is a lot of fun, right? I love those all those events. Had a senior assembly today. And Adam, nice job with your speech. Appreciate that. Hopefully, I actually quized the boys tonight at dinner what they took away from it. They said what? He said something great. Had to remind them a little bit of being present. That's exactly what he was talking about. Anyway, so um and then obviously the walkthrough at the elementary was fun. That was great. Um and I just want to take a second just to kind of, you know, my wife and I were talking about and as we look back at the last four years, uh for my son, um we are so grateful for all the opportunities the high school and that
011has presented uh him, you know, he's been able to go to Disney trip with band. He's been able to go to Europe because of the band uh uh group. um countless theater productions, band concerts and competitions, tennis matches, and has really been able to do so much and just immerse himself in in the high school experience. Um so we wanted to say thank you to the administration, to the teachers, to the counselors, coaches, and everyone involved. Um you have all made his experience just unbelievably unforgettable. So, thank you very much. Um and then finally, uh tonight is actually the senior all night party. So say a little prayer for the parents and chaperoons that make it through the night and hopefully they have plenty of coffee. Um because I'm sure it'll be a lot of
012uh uh tired folks tomorrow morning. So that is all I have. Okay. Uh so want to start something new. Want to uh looking forward to next year to honor uh a kid at hopefully every month uh at a board meeting. Um, sometimes it might be a team, but but a lot of times it'll be a kid, whether it's uh athletics, the arts, academics, uh, what have you. Um, to to kind of point a person out that's really making a difference. And wanted to start it off because, uh, you know, I think this guy really has, uh, made a difference, um, in our swim program. We had an amazing swimming season if you didn't hear and this uh person played an intricral role in that. So just want to honor Jack Merkel. Uh he finished a
013remarkable swim career at Granville High School in 2025. Earned an individual state championship in the 100yard backstroke lowering his own record. Finished fourth in the 100 free style and led the 200 medley relay team to a runner-up finish. The backstroke time earned him all state and automatic all-American honors. As a team captain in 2025 season, Jack won three conference championships and helped the Bulldogs win the first ever OK Red Championship. Uh he is an eighttime conference champion with all conference honors, eight time allstate, two-time state runner up, threetime all-American, and 2025 state champion. So, Jack Rickle, if you will please. Anything you want to say? Um, just my parents support fans here. Obviously, the Merkel family taking up most of this side over here. Awesome. And I think what Mr. Dan said is true and
014I'll bet Jack would uh repeat that that you know behind every great student athlete is awesome coaches and a great family and you definitely have that. So congratulations. Got the lens cap on. [Laughter] by Hey, Jason. Yeah, Mr. Merkel and his technology. We'll work on that. We'll work on that. Uh, next, very excited uh to announce uh our KCTC Teacher Academy group is here today. And I'm going to turn things over to Mr. Langto. All right. Um, so as you all know, uh, we have our wonderful partners at KCTC, but this year, well, this past spring, um, into the summer, they reached out to us because we had such an interest from students from Granville, um, in the teacher academy. And rather than having students go out to KCTC to uh participate in the teacher
015academy, um they asked if we'd be open to hosting a regional program at Granville High School so that our students could take part in the uh teacher academy program. Um but it also was a benefit for them because obviously the ask of KCTC students is 3 hours. Um, this allowed our students to be at Granville uh for 4 hours of their regular Granville High School classes, but then take two hours of the KCTC program um in the teacher academy. Uh, Lisa Riley is the instructor from KCTC and she's done a fantastic job. Um, we've been super appreciative. She's just integrated herself right into our staff and um it's been fun to go into the class a few times and get to know what they're doing. and all of our students in the teacher academy have
016been placed within Granville public schools and they are here to talk about their experience this year and just appreciation for allowing us to do this pilot this year. So Lisa, I'll turn over you. Good evening members of Granville School Board, administration and community members. I'm Lisa Riley and I am the instructor for the teacher academy regional partnership at Granville High School. I'm honored to be here tonight with several of our students and I'm really excited for you to hear from them about their experiences. Um, is there [Music] a Oh, how'd that happen? Did you do that? Thank you. So, the regional program, it's part of a two-year program at KCTC. So many of these students will go on for their second year out at KCTC, but the first year students, we meet the first two
017hours at Granville High School. Uh so first semester is inclass coursework at Granville High School and then second semester they are uh going out into the field into K8 classrooms um three days a week during their time with us. So it's really exciting. Um they uh actually will receive three direct credits for Ed Foundations 115 at Grand Valley. But we also have articulation agreements at several um schools as you can see Central uh GRCC Ferris. So we're looking at some more opportunities for next year as well. But this is what we're currently working with. Some of our key topics are listed right here. Um child psychology and development, social emotional learning, trauma informed practices, um lesson planning and classroom management. Uh they also go through uh CPR, first aid, they do vector training before they
018enter the schools. Um and they explore a lot of variety of different techniques of teaching before they enter the field. So, their first semester coursework is really designed intentionally to prepare them for the field placements and their hours in the field count towards the curriculum requirements for ed foundations 115, but also towards the MIDA, the Michigan youth uh development associate and there are two tiers for that. So, they can earn the certificate after about 240 hours or um after 480 hours. So, this would be over the course of two years, they can earn the credential. Um, and hours outside of our course count for that as well. Any of the mentor teachers that host our students receive sketches for the time that they spend with our students. I'm going to allow our students now to
019share some of their experiences. So, I will start with Logan. Come on up. Hello board. My name is uh Logan Brewer and I'm in 11th grade. I'm a junior at the high school and I am with Miss Emily Terar at the Granville Middle School for her seventh grade science class. I got my placement by chance. I did want to be in the middle school, but I personally wanted to do a history class. I think it's a nice easy subject where everything has already happened. But I was given the chance to join Mr. har science class for her first and second hour. When I first went into the brand new middle school, I was stunned. It was so fancy and Mr. Har's science class had six whole classrooms or TVs in it. And at the high
020school, I see six TVs total throughout my entire school day. The kids in her classrooms were amazing. Of course, they were middle schoolers, so they were wild most times and couldn't do their lessons. But at that time they were growing into that age where they had the ability to have some control and have some fun at the same time. A lot of them were wanting to ask me non-stop to join me to go copy papers or build stuff for their notebooks, but I always had to say no. And I help help them in other ways. And it was amazing. But at that high school classroom instead, I was initially thrown off when the first week before school, I was sent an email by Mr. Lanto that instead of going to the KCTC building, I was
021going to be stuck at the high school building. And then on top of that, I was thrown even further when I learned I was going to be the only guy in my classroom joined by a lot of women. But personally, I don't think I would trade what I got this year for what I got at the KCTC building. Being with these women and being in my classroom helped me become a much better student, possible teacher, and a man. Thank you. Hi everyone. Um, my name's Avery Terry. I'm in 11th grade and I actually worked with two teachers this year because I worked with Miss Harter for the first 3 months and she went on maternity leave. So I had to um learn to adapt to technically two different classrooms but with the same kids. Um
022one thing that I really learned is had to be to adapt to change. Just going from having two different teachers. You might think that the students stay the same, but these little second graders did not stay the same. Their routine was completely thrown off even though it was still the same schedule. they just weren't really used to having new teachers. So, kind of me being in there for the first hour and a half in the morning kind of helped to deal with the switch. And I definitely think it helped them and it helped me learn how to um just talk to them on a deeper level and get to know them more um below the surface as little kids are different from the surface. Um I got to go on a field two field trips
023with my students actually. Um we went to like the community field trip. You've probably heard about that where they go to like the fire station. That was super cool to experience and kind of like see their interests start to stick out a little bit because they're so little. They don't know what they're doing yet, but they like were really interested and you could kind of like see what they wanted to do and I thought that was really cool and that really stuck out to me. And this experience has really helped me realize that I do want to go to ed into education and it helped me learn like a lot about myself and a lot about like the leadership role I feel like I have and I love to work with kids and I like
024making an impact on all students. So, this class has really been a great opportunity, especially that um I didn't just go into college and be like, "Well, I hope I like teaching." Like, I really got an experience and was able to be taught that I do love to teach and I'm excited to work with kids in my future. Thank you. [Music] [Applause] Hi. Hi, everybody. Um my name is Riley Degra. I'm an 11th grade student at Granville High School and I was placed in the middle school for a seventh grade geography classroom with Mr. Colberg. Um, I learned a lot in my placement about classroom management and organization. He's a very organized person and it was cool working with that because I'm the same way. Um, but I feel like the more valuable part of
025this experience was learning that regardless of age, kids really do want to open up and they're open to connection and they want to trust adults. you just have to be a listening ear and be trustworthy. Um, one experience I had in particular that I felt was like really resonant of that was I did a questionnaire both trimesters I was there um second trimester one student I had a few conversations with her prior to it. she had written on the questionnaire like about her mental health and I was just really impressed that she was so trusting and I thought that that was really interesting because as I was growing up like in a younger age group, I really enjoyed being able to open up to teachers and educators and I really benefited from that and it
026was really cool to be that to someone else and that felt really meaningful and I think it kind of reminded me of like this is what I want to do. do I want to be working with kids whether it's in high school settings or whatever setting it might be. But it just really confirmed like kids is definitely what I want to be working with as an adult. So I thought that was really cool. Thank you. Hi, my name is Brooklyn Diaz. Um I'm in 11th grade and my placement was at Pinerove Learning Center. Um, for you, those of you that don't know, Pine Grove Learning Center is a center-based program for students whose needs can't be met at local schools. Um, the main takeaway I learned there was accommodating different students learning needs and styles.
027Um, most of my students were non-verbal and I got the chance to adapt and learn how to communicate with them through either sign language, an iPad, or like an eye tracking device. Um, this class helped me confirm that I do want to be a teacher when I'm older. Um, my favorite part was making connections with both the staff and students. The staff I worked with was so amazing and taught me so many valuable lessons and information. Um, the students taught me patience and unconditional love. I never understood how teachers could say like I love my students like my own. But after my experience, I firsthand I experienced this firsthand and these kids will hold such a special place in my heart for the rest of my life. My other favorite part was during morning meetings
028when the kids' faces would light up because their either their favorite weather or days of the week song was put on. Um, the biggest thing I learned from this experience was to always be kind and understanding because for the students at my placement, this might be the only place they're given open opportunities in a safe space to be themselves. This they are able to grow and be accepted where they are there at this school. This experience was such a huge blessing for both me and the students I worked with because we both made such a positive impact on each other's lives. That's the reason I want to teach is to be able to be make be able to make a positive impact on someone's day and someone's life. I'm beyond grateful for this experience. Thank
029you. Hi, I'm Claire Crab. I'm in 11th grade and my placement was at the Granville Middle School with Mrs. Vertsky in 8th grade ELA class. Um, I was very hesitant at first because the eighth graders I'm going to be a senior when they're freshman. So, I was really nervous because they are judgmental. So, it was hard to get going at first. But once I got going, it was so much fun. Um, I learned about different teaching styles and I learned, Mrs. Fitzky taught me the importance of getting to know your classes and adjusting teaching styles to best fit each class. And I learned the amount of impact you have on each kid. Like when I left, I thought they all hated me, but they were all so sad to see me go. They were like,
030"Miss Crab, no, we can hide you in the storage closet, don't we?" So, and I made some really good connections. I'm excited to see those kids when I'm a senior. And since they're in middle school, they had to do map testing. During the days they were map testing, instead of going to the library and doing a study hall, I got to do a job shadow at Granville Elementary in a kindergarten classroom. And it was a lot different seeing eighth graders who are like 13, 14 to kindergarteners. And it was so much fun to see both sides of the education realm. And I made connections with students. Just after the first day, I had five drawings that they drew me. And when I came back, one of the kids said, "This is the best day of
031my life." It was so sweet. Um, this confirmed my passion with kids and with education itself. I might not want to be put in a classroom teaching the diary of Anne Frank, but I know I want to be involved in education and with kids. And the class at KCTC taught us a lot. Either if it's emotional stuff, learning about how your words impact others or how to connect. Um, each second was super valuable and we learned CPR training and MIDA. Yeah. Um, we got credentials and I can save lives now. I wouldn't be able to do that without this class. Thank you. [Applause] Uh, hi. My name is Emma Moore and I am a junior at the high school and I had the opportunity of being placed at the education center with Joel Senko. And
032at first I dreaded it. I did not want to be with preschoolers in the slightest, but I wouldn't have changed it for anything else. They they're unique. I will say that. But they they have such an energy to them that you see like die off once they get older and it's just lovely to like witness them have that light in their eyes. But one thing I learned specifically while working in the education center was that how important it is for these students to learn through play. They feel safe and connected with all adults and each other when they are playing. They are open to learning. They're trying new things and they're join actually joining in activities instead of just sitting around. And that's just such like a unique thing because I don't see that in
033the high school. I see students being forced to do stuff or just like dreading it when if they actually were to try and like get involved, they would actually, you know, possibly like it. Um, and the moment that stuck to me the most when I was working with my special education students with Joelle, they it's not something I ever thought I'd be interested in, but I just I saw how much this style of learning and just their understanding was predominant and it just made them comfortable in their surrounding that Joelle had provided them. It helped them how comfortable they were helped them join in activities and that made them actually comfortable where you see a lot of special ed students feeling left out or like discriminated against and you really couldn't see that like they
034were just one of their classmates. They didn't have any like features like all the students knew this was their friend. this wasn't someone that was annoying, that someone that screamed all the time, that was just Bob, like that was just their friend. And it showed me how much I truly wanted to work with special needs. And it it made me very confident in my the fact that I want to work in education. I don't know specifically anymore because I was so predominant on the fact that I wanted to work at secondary. But after working with these special ed students, it opened my eyes on a completely new opportunity with the ASD and special ed classes. Thank you. Thank you to our students for those thoughtful reflections. U we have a few more students that were
035in placements. they couldn't be here tonight, but um we've had uh at Central Elementary, the Granville Intermediate School, some more middle school students, and South Elementary represented as well. Um and I'm so proud of this group of students, and I I can attest if I can comment on Emma, our first day um when she went to the ECC, she came back in tears. I don't want to do this. I don't want to do this. And the last day, she came in just sobbing. I could see her walking in from the parking lot. Mrs. Riley, I'm going to miss my class so much. So the trajectory and the growth that I've seen in all of the students has just been amazing. So um thank you for giving them this opportunity and uh giving me this opportunity
036and moving forward. We're just looking to make more connections and more schools in Granville um that we can place our students in for these great experiences. So on behalf of myself and our students, thank you so much. And if you have questions, please feel free to ask. I have a question. Yes. Um, how are any of you signed up to be at the GEK this summer with the um Ah, you you're hooked. I love it. That's great. That's great. I'm so happy to see that. Yeah. Well, were we intimidating as you stood behind that podium? Okay. then then you're on your way to be great teachers because you really weren't that intimidated because we can tell when people are intimidated behind there. So, you're that comfortable presenting who you are and how to get people
037to communicate with you. So, you did great. Um Logan, uh my son went to Michigan State and in his final, he his was special needs. Um, there were three guys and 33 women, so he enjoyed it actually. Um, and Avery, um, I hope you enjoyed Mr. GMY cuz he's one of my favorites. Uh, Riley, how was Mr. Coward? He's so fun. Great. I love his drawing. He's got a lot of passion, doesn't he? Yeah. And Brooklyn. bless your heart for Pine Grove. Um, I personally know what that school is like. So that that's that's awesome. You got so much. And Claire, I got to say Cla's my favorite because shop with a cop. We rap together. So I'm glad you like Lisa Ferski cuz she's one of my favorites and I also like to say
038the name Ferski a lot. And then Emma, God bless you for trying to get into uh special needs. You guys did great. You really did. You know, I love where you got the passion. So, thank you for that. Well, I mean, I just comment what a great program. I know a person that went to college for two or three years before they went like thinking they wanted to be an elementary ed teacher and then when they did the I don't know what you call student assisting or teaching or whatever determined quickly that they didn't want to do that anymore and so that was a long ways down the road to find that out which so you guys get the opportunity to do that now. So that's great. Is the reason that they're going back to
039KCTC for their second year is there a reason other than they're going to be placed in other schools? I'm just wondering why they're leaving. Can't we keep them at Granville? I I mean that's a administrative conversation. I don't know if there was another reason behind it. Um there's not a reason right now other than it's just how it fits for the rotation because we do lose some students. We have a couple senior We had three seniors in this group too. So then that brings us down to 10. So and then we end up losing a few others from the KCTC program. So it's just how it works in the rotation at the moment. But um I think we're all open to growth in this field. So, I think it's really impressive that um every single
040one of you talked about the connections that you made with students and how meaningful that was and um that is what's going to make you a successful teacher is because yes, content is important to teach, but making those connections with students, making them feel cared for, loved, and accepted is one of the most important things you'll ever do as a teacher. And so I'm so glad to hear that all of you got that already. So let's [Music] meet really helped with the connections we built in our class with it being at Granville. It was it was we had to connect with each other. Well, that's going to sound bad, but but we were we were all so close to each other. We know a lot about each other and we're always there. It's so nice
041that you know that you have 12 13 other people by your side if you need anything. And to like on add on to that, all of us came in from different friend groups, different sides of the school, different things, but we all had one interest in teaching and Miss Riley helped us build that community solo. Like we were just like a big family. Like on the days we were we were in class 2 days a week. On those days we were in class like we got we were so excited to be with each other. We were so excited to talk about our placements. We were so excited to connect with each other because that's how much we grew as a group. Your own staff is you have your own staff lounge and all of that.
042Yeah. One of the things that I love about this is how this has been a push also with um Mr. Barrett as far as getting some of these things from KCTC to come be housed in our building. And this to me proves how very vital it is to build that community within our community and how effective that's been. It's also been really cool to see that you were placed in places maybe Emma that you didn't want to go right away and every single one of you learned and that is good instruction. That is good. That is good focus on what matters in the educational process. Maybe not what level, but very much so. Thank you for bringing them into a situation where they had to grow. So that's great. And now you can all be
043ambassadors for your program, right? And bringing it back and making sure that we do get continue to get a lot of kids involved in this. And and you guys have seen too and you've heard stories from your own teachers, right? We'd love to hire Granville grads back at Granville, right? And and we know it's a special place. I hope you guys feel it's a special place. And I think you're starting to learn, you know, you can be a special part of that place. So, um, thank you guys. You do. And and Logan, I'll tell you. Um I've got a brother uh who is a a middle school teacher right now. What you 6'3 290. I mean big guy already. Right. But he'll tell you the key to middle school for a guy facial hair. That
044intimidates that intimidates the living daylights out of the kids. He says right now my brother 63 290 big burly football guy. But he's the most jovial guy you'll meet. He's so happy. But he was in school. He's got that facial hair and that's what keeps all the kids in line. That's my only tip I got for you. So, there we go. Ladies, you're on your own in middle school. There you go. Well, thank you so much. We appreciate you guys being here and being that initial group that paved the way. Awesome. Okay. And I have uh one more uh piece. We have the 202425 data review and systems presentation. We have uh Mr. Merkel and Mr. Glare here to talk a little bit about our system and uh how we go about that. The only
045thing that could follow a presentation like that is MTSS. There you cleared the room. [Laughter] That's not the first time we we are excited to to share this with you. Um Jason put together a a great uh presentation here. Always does. We wanted to revisit some of our systems work. This is going to be a two-parter because we're going to lead into uh tonight is going to be more of just a reminder of the depth of our systems and how we look at data as a district. Um it's something our MTSS system is something we're super proud of. Um we've had visitors well repeatedly we get visitors who want to come and and and model our systems, watch our systems. They've come from as far away as Cincinnati, Ohio. I know we've had um uh
046video visits from even farther away, but but it's something we're really proud of. Um we're going to talk about some some data tonight. It'll go back to last spring. As you heard, I think Claire mentioned the map testing that's going on right now. Uh we don't have this spring's data, so we want to wait. That'll be the two-parter later this spring where we'll bring an actual data update, although I'm excited to share some math data uh a little later as well. So, Okay. Good. Um, all right. I am really proud of our NTSS model here. Um, like Scott mentioned, we get requests all the time. In fact, Adam is talking about ways maybe we can monetize this because we literally we get once a month for schools who want to meet with us video or
047to come and visit. Uh, we have one on a Friday morning. We're meeting um with a team. Um, and we have also had the opportunity to present at state and national conferences um on our model. Um, and we've been asked back next year, although I'm not sure um what that looks like. Um, so I we have gone through our MTSS model in the past, but it's been a number of years and we've had a number of new board members join. Um and while um HTSS is something that people kind of generally know about, I think it's important to know what we do here specifically around HTSS. So the first part of this um the the why of this um John Hadley is a familiar name in education research. Um and he researched RTI which is
048kind of that was kind of a precursor to the MTSS model. Um but his research applies to the MTSS work. Um similarly um and he found an effect size of 1.29 um which is a lot higher than the average effect size of 04 that um a lot of education practices um end up with. Um and 4 and above is what he considers to be kind of that point at which you start to see okay having a big impact on on what we're doing. Um and the development of that is just NGSS is one of the most effective strategies to enhance student performance that that we know of. Um so MGSS is broken up into kind of five key areas and one of those is selection and alignment of our instruction, our interventions and supports. Um
049what we do when we look at any kind of a set of materials that we're looking to adopt or if we're looking to adopt intervention materials or whatever it may be a new assessment uh we go through a selection process where we walk through um you know what we're currently doing. Uh do we have the resources to implement this? Do we have the resources to scale this up? If we're doing a pilot, do we have a need for it? Right? Data show that this is actually a need that we have. um and can we sustain that over time? Um and then that alignment piece says we know what effective instruction looks like. We know what we're already doing. Do the things that we're looking to adopt fit with that and support what we're already doing.
050Um and that doesn't mean that every single thing has to be supported by everything that we do. You can't have something that conflicts, right? You can't say, "Hey, we teach science and reading here and then adopt materials that are whole language, right? So you need to make sure that what you're doing fits with what we're already doing and that you're not duplicating things unnecessarily. Right? There are lots of new shiny objects out there in education and the temptation is to jump to a new one. If we already have something that's doing the job, why are we looking to put out something new that we learn um duplicate something else? So that selection alignment process um is both a starting point for our our selection materials um and and at the end of any kind of
051data conversation if we find that something is not working like we would there's a deselection process. So we would say does this need to be deselected and replaced with something else or just dropped all together. Um and so that's something we systematically set up as part of our model. The second part of a MSS model is comprehensive screening and assessment. Um, and so we're looking at uh screening being we're looking for risk um for for students or assessment system. You're looking at um formative assessments and outcome assessments. Um and just listed here are a number of different pieces of data that we collect on a regular basis that become components of our ongoing data review process. Um and so um from universal screening through PY and the Cadence um testing, MAP testing, MSTEP testing, SAT,
052those are are familiar. Um Swiss behavior documentation is something that we reach back in schools for when students have behaviors um particularly behaviors that result in some sort of suspension or time out of the classroom. Um major behaviors or administrative managed behaviors, early warning indicators. Um at the secondary we're looking at attendance numbers, at suspension numbers, course failures, GPA, um to see where risk is for individual students, but also for kind of our our overall system. Uh where are we with our attendance numbers as a system over time or course failures. Um the social risk screening scale is screening for internalizing and externalizing risk for kids. So kids who are experiencing anxiety or depression um or behavior kinds of disorders um and then responding to that we have our school climate our voice survey which
053we just took in the school climate survey is something we still take for third and fourth graders because the voice survey has been down that tier delivery system. This is often what people think about when they think about MTSS. They think oh this is how we how we deliver support for students. Uh and this would be kind of that RTI model um that would represent the starting points for for this. Um tier one is every student uh that would be your core curriculum. Every student gets that core curriculum. Um that would be your PBIS model in the building, right? So that behavior objective defining expected behaviors. Um and then based upon screening and and testing and teacher identification, parent requests, uh some students go uh to more of a tier tier 2 level support. Um,
054tier 2 is kind of standard template support. So, we have a kid who's struggling with phonics. We have a phonics intervention. That student goes into a group and gets that intervention. Tier three is a few students, 3 to 5% who need something specifically designed for that student. Um, it's not just a standard template. They have severe phonics deficits. Just a standard program or intervention that we have isn't going to necessarily do the job or has not done the job so far. And so we would then design something specifically for that student. I think about it for those who have seen the the Lego movies um they have the master builders, right? And they'll be like falling through space and suddenly they go poof and all the pieces will have all the numbers around them, right?
055And they they they grab all the pieces and they build an airplane, right? That's that's what tier three is, right? It's what does this student need? Which basically grab that student rather than the Lego kit which is about tier two team based leadership. Um and and this is the core of of what we do uh within MTSS. This is this is where the work actually happens. Um we have a district level team um that oversees district level capacity to support NPSS implementation and three times a year we do a district data review where we look at systemwide data from all the schools uh across all those different areas um and make decisions and set goals uh for for direction for for district uh needs. Uh I support that that team. Um every building has a
056building implementation team. They call them different things in different buildings. Uh but the gist of it is that that's the build that's the team that set up MTSS in that building and that's the team that monitors ongoing implementation of MTSS. They also meet as a building level and discuss building level data um for each window um and over time as well. Um and then we have our MGSS coaches are our school psychologists support those building teams for that systems level work and then our social emotional learning coaches support those teams around um any kind of that behavior social emotional need for system that can be high. grade level teams. Um the benchmark meetings that we have three times a year, the grade level teams look at their classroom and grade level data within a building.
057Um and they figure out kind of where uh student needs are and adjust their curriculum and response at a tier one level um for for their classroom or grade level in the building. Um and then in between the benchmark meetings, they have a progress monitoring meeting. Uh so uh about 6 weeks in from first meeting um they have a meeting where they just look and say, "Hey, the goals that we set, are we making progress on those? We see what we need etc." And then they also do some intervention group planning for students who need additional support. Um our reading interventionist, math interventionists, um our coaches, literacy coach, uh support those teams as well. Um and then uh kind of on the other side of that, we have our tier one behavior data analysis team.
058So once a month I mentioned that we collect that Swiss data and we can see what time of day are behaviors happening, where are behaviors happening, what are the behaviors that we're seeing, um is it a grade specific thing, is it a building wide issue? Um and that team meets and just looks at that building level data and says I compare it to kind of a heat map like where where's the if we look at a a heat map for a whole building behaviorally, where are those hottest burning areas, right? Is it the playground? Is it the lunchroom? Is it uh peer conflict? and that team comes up with a plan for how to respond to that and then shares that out with the building for um addressing building behavior concerns. Um and then our
059intervention team u meets every couple of weeks and we uh vet students who need spectral behavioral support and then monitor those students for two weeks and then continue with database decision- making. Um I mentioned that we have uh the grade level meetings, building level meetings, and those district level meetings. Um that's the core of where we're really digging into data and problem solving using our problem solving model. Like what are the problems and gap areas that we're seeing? Um why do we think that we're seeing those? Um what are some potential responses to those and generating um an objective and an action plan for how to target some of those needs? Jason, can I ask you like when you say district level, are you talking by grade level, districtwide for district level meetings? That's No,
060that's our district level team and we we meet we have a representative group um somebody from each building is on that team and then from different disciplines we have uh that meet um and we we walk through kind of what is what is our overall data. Sometimes the discussion does become like wow third grade across the board is struggling with fluency or whatever or it could be like as an entire district we have a strength in you know basic competition but we're having more difficulty with this what could we adopt uh something years ago we adopted uh heard to address phmic awareness um deficits because we noticed in our data across the district table one that we needed something formic awareness so that's the idea there thanks another question for you just out of curiosity
061when you're looking at the building level um teams, right? We talked a lot of the implementation teams and so forth. One of the things that struck me today when I went back to Cummings is that there was very few of the teachers that were still at Cummings that were there when my son was there just six years ago, right? So my question is how static and maybe this is more of a question for you know you guys too. How static are the staffs at those elementarymentaries and can you I guess my my fear is right if we're constantly moving around you're losing your you're building implementation team and that that ownership and that mastery of it within those facilities. I mean, how do is there like constant training that's going on for those people that
062going to own it in those facilities or how do you that's that's the system, right? I mean, that that's part of um we have uh a couple of different measures that we take that are that that detail what we need to have in place to sustain a model at the building level. Um and so as we have new teachers, typically a couple people will be holdovers that are still on the team and then we'll roll those in. But that's part of that coaching model too. our our MTSS coaches. Um when we get a new psychologist uh and they become MTSS coach for building, I meet with them. I work through full pressure to kind of help them learn this process. Got um and then they kind of phase in your teachers phase in and kind
063of develop understanding on job training. Yeah. But you feel you're pretty good with that core building implementation team ownership team. Gotcha. Yeah. So I meet once a month with all of the MTSS and L coaches and I just listen through we talk through like okay where are you in each building? How's each building doing? What are the needs? And then uh we can kind of respond you know with support as each building. Wow our tier one meetings are not going very well. Great. I'll pop in and we can kind of reorient what we're supposed to be doing now. Okay. Thank you. Uh and then some data like Scott mentioned, we uh this is through last spring does not include this year's data and and the reason for that here is that as you know uh
064buildings became K4 this year. So all of the data up through last spring was K6. So to be able to look at a long-term historical um I haven't had time to drop fifth and six from the last two years of data and recalculate because that's all I want. Um, so, um, I'm going to see if the IST can help us with that, but I'm interested to be able to find that long-term data so far. Um, but if you look, uh, at our Acadium's composite score, um, districtwide, you can see, uh, can you can I guess where CO is just by looking at the graph? You can see that, right? Really, really clear. Um but you can see also since co uh we have rebounded significantly and if you look at last spring score that orange
065bar um that 78% add or buck benchmark districtwide the average from fall 2016 to winter 2020 was 77.9%. Essentially 78%. So that puts us right back at where we were previous. Um, and what I really like to see too is you can see the orange bar, the light purple bar, the light orange bar, the light pink bar. That's spring data, right? You can see that by responding to what students are doing across that year and seeing where the gaps are and respond to those gaps by the end of the year, we're able to fill in any deficits that we're seeing on the end. Um, and that's what we want to be doing. That's part of the the reason for our data um is that regardless of what the group of students is that that comes
066in the core, we want our our teaching, our instruction to be what makes a difference for those students. If the students who come in low in low, the students who come in high and high, what did our teaching do? Right. Right. Other than just move them block step forward, we want to be able to even out those those uh different groups. Uh MAP uh reading scores uh spring 2014 through spring 2024. um there and on the right is uh so the left is third, fourth and fifth grade. The right is sixth, seventh and eighth grade. Um and what I in this and in the next couple of slides um one of the things that we've been talking about is when you look at this data, when you look at elementary scores, we took a big
067hit with CO like kindergarten, first second grade, they dropped like a stone those first couple of years after co our third, fourth, fifth grade, sixth, eighth grade didn't drop as much as quickly, but it's more of a delayed reaction. And so you'll see that some of the data in middle school and high school has actually been lower the last few years than it was directly coming out of CO. And the cumulative my hypothesis is that the cumulative impact of several years of CO didn't hit them immediately. there was a delayed kind of wake reaction to that. Is it the same age as they move up in grade? So, do we have a have a special needs son? Do we have a special needs class? let's make it as generic as possible that we probably should
068put a little bit more energy into that particular class because as they go through they're not achieving the the results that the district would like. I haven't seen any one specific class. Um but that's that's a next step is I want to trace that that cohort right understand. Um, and we have done some some cohort tracking. Um, I wouldn't say that there one particular class like like the kids the hardest hit was that first grade class in the fall of 2020, right? They missed 3 months of the kindergarten year. They came in those are the lowest rock bottom scores we've ever seen for fall universal screening. But they actually bounce back quickly, right? because and and I think for some of our early elementary kids um you're talking about pretty discreet skills, right? When you
069take, you know, so when you lose 30% of your school year or 25% of your school year for phonics or formic awareness, you know exactly what to backill pretty quickly. But if you lose 20% of reading comprehension at a higher level, that's not an immediate hit, right? Because you know it reading comprehension is a complex skill and so you lose a little bit of that for a few years in a row. The cumulative effect later becomes bigger but in the moment it's not as obvious. That's my hypothesis. I don't I don't know. I mean we have more digging to do. Um generally we have bounced back quite well from co um and we'll present some it's got some good data too for later. And is this similar to other school districts that you have the
070ability to compare and analyze with? So my from the comparison data that I have seen, we have actually done better rebounding than general countywide and statewide rebounding. Okay. So I speaks to the MTSS and our model. Um, and even, you know, we had a good model going into this and we held on to it by the spin of our teeth and we held on to it, right? Like there were a couple years there where we didn't really make much forward motion with with what we were implementing and doing, but we held on to what we were doing pretty well and a lot of districts didn't. I I heard that from, you know, work with the ISD quite a bit and they support districts for using model and they said like some of them just went
071completely out the door for a couple years and then they had to have a restart. Um and we do a lot to that. So uh math Scott has a lot of information about math um coming up. You can see that there you can see you know third, fourth and fifth grade numbers um have gone up quite a bit and Scott will talk about that um and uh some of our other numbers have gone down. So we'll talk about that and also what we're doing about audit. Um, and so that's the uh this is MSTEP passing numbers and you guys can get a copy of this too and dig into this more so you have questions. But just wanted to share a little bit um like Scott mentioned we will be coming back um in this
072summer and doing a deeper data dive when we have this spring data to be able to fold in. Yeah. And when we do that um we'll tie some of our immediate action steps as well. you know, we talk about that secondary dip. We've already initiated, not spoiler, we've already initiated conversations with both the middle school and high school about um literacy instruction. You know, that's one of the hardest things. We started to look for a model out there to copy for secondary reading and they're just not there. Um and so we're going to forge a path um to blend in those interventions, those skill-based components um at the secondary level um coming right out of the data. So, we're super excited about that. Uh, this is the and the reason this is in here is
073because this is a fall test. So, we have this year's fall data quite here. Um, I think if you look at that the left grass graph, the number that are meeting or exceeding benchmark has jumped quite a bit this year. Um, and compared to last year, the not yet approaching has has gone down. So we've taken some from the not yet approaching and approaching into the median and exceeding there. Our mean score the middle graph uh that mean score is up um this year which is positive. You can see that on the right too just to combine that there. So seeing growth in that area uh which is which is encouraging um we PSAT and SAT data but again this spring data is not yet available so we might be able to include that kind
074of more comprehensive update. Um, and what Scott will talk about with um, again, spoiler alert, but with the math, you know, we what he's going to be talking about is specifically a database response to our math. It's like, you know what, we need to do something different what we're doing. Um, because we have a negative community to support uh, the trajectory we were on. Um, we added some things that made a big difference and uh, found out that our core we were using was not doing exactly what we hoped and questions, guys. Good jokes. Nice overview. I get I I understand it every time you talk about it. It's been what, six times I've heard it. So, I'm getting I'm getting better, Jason. You know, I'm I'm I'm fascinated. Have we done any like, you
075know, dissection or look back at at these CO years, right? because we know they were so doubtsaving, you know, at the end of the day and the approach that country took whatever probably wasn't the right way. But barring never having to go and do that again, right, and get our kids out of school for for that situation, we never know when a tornado is going to come and wipe out the high school, right? And we're forced back into more, you know, remote learning. Have we learned anything about how we if we need to do this again, how we prevent this type of a dip? And maybe it's a it's a different discussion, but I mean this is great data. It's showing us, but I mean has there been any deep dive on a state, national,
076local level to say because I mean what you're one disaster away from losing a building unfortunately and and we see it unfortunately we see it a lot in Missouri and Oklahoma, right? You know, these schools get wiped out. Is there a model? I think one model, no. I think at a local level though, what we did made a huge difference and we learned a lot from that. I mean, we were in person as long as we I mean, yep, as long of a duration as we could be. We we started that year back in person. We had just that that blip. But, you know, everybody went through trauma. Yeah. And everything was different. And uh you know I think we learned a lot of things that we still do today that um you know that'll
077help in those types of situations. Okay. Um good but uh yeah huge huge learning experience huge uh uh challenge and I think our people rose to that challenge. I mean, I think numbers like this speak to uh having a robust system in place that, you know, works and and works well. It's just not isolated uh things that we're doing in pockets. It's it's a system throughout our district that is making a huge difference. And like Jason said, when Scott talks later on in our agenda here, you'll hear how we did take something using this system and totally transformed it, which I think is uh is great. But, um, I think we'd be more, uh, you know, if something happened like that, like a a major disaster, a tornado, a whatever, um, I think we would
078know the key things that we would want to do and be able to do that instead of sitting in this room like Groundhog's Day, day after day trying to figure out what the heck are we going to do, which is what exactly what we did. uh during the early COVID times we were all apart by but we were in this we're spread out I mean every day trying to figure out what is that that school schooling look like for kids and I think we found some good elements with that that'll work. Yes. Yeah. I just wanted to say very well done. Uh in my my day job uh I get to look at systems implementation in districts all over the state. Um and it is always a pleasure when uh one of my students is
079placed in Granville. Um and just the details um and I think just the systems thinking um is very impressive. Um and I think the data really speaks to that. Uh what do you see just from some of your systems? What do you see kind of the next challenge or where are some areas that you think that the district might want to kind of move towards or what what is kind of popping up? Yeah. So, one of the the next things that uh we're working on, and I'm actually going to be talking with principles about it at our student retreat, um is um formalizing tier three um because we have behavior plans out there and we have, you know, suicide safety plans out there. Um but they're all just kind of pop up, right? And so
080how do you how do you integrate that so that you're folding that into your DSLs model um better and and creating a consistency in in an integration that so that's what we're next. Great. I would say probably one thing that we always can do a better job with uh I think everybody can is fidelity. you know, you have systems, you have strategies you come up with and and so on. But we also know life gets busy, teaching gets busy, and you know, things are very complex. And sometimes to keep the eye on on making sure that we're very intentional about doing what it is we said we would do in those strategies is sometimes your your focus gets taken off that and you have to shift back on. And uh so I think that's something
081we're always looking at. Have you part of my role on like the water tower, right, to keep pressure on the system, right? And you I I joke and seriously when I I present I talk about when they first gave me this position, I thought, right, well, I don't know how long term this is going to be, but if they can just give me three years, I can get it set up so it runs by itself. It'll never run by itself, right? Not without somebody keeping tabs, emailing, hey, did you get this done? there needs to be somebody helping keep the system moving. Um, so and Jason does a fabulous job championing this. I mean, it it would not be where it's at uh without him. So, kudos to him. If anybody wants to have another
082hour, two, three hour, you just give me a call. Watch out. Amy will take you. I will. I will. Well, I I really like what you were saying, Roger, about the fidelity um in practice and pedigogy. And I think that um what I'm going to be interested in hearing about is how is it that our staff, our teaching staff in particular, are being given the time and the expert training in all areas, whether it's tier three or two especially. Um and and how is that manifesting itself in into a standard practice across all curricular, you know, disciplines and stuff because I know like I recall when I was a sixth grade teacher, I had to peace meal my math curriculum all the time and to have um you know sub come in, it was really
083really kind of challenging and we're at that transition time and I know that I think it's probably improved since then. my hope of pray. But um it was just challenging because I was pulling from probably six different resources at the time that we were given to pull from to meet our standards. And I don't feel like that is fidelity. I think that is like like trying to find the bandage for the gashing wound. And I just I'm going to be anxious to hear and and look forward to hearing about how that level of fidelity is occurring to help us, you know, make some differences here, too. All right. Thank you. Thanks. Appreciate it. All right. Now I'm done. Now you're done. Okay. Fair enough. Uh any old business? No old business. All right. Uh it's
084an action agenda. Can I get a motion? support. All those in favor? Yes. Opposed? Motion passes. Regular action items. 5A. The resolution designating district election representatives. Um. All right. Not going to read that. That's okay. Yeah. Yeah. You probably need a motion support. Oh, yeah. Get a motion. So moved. Support. Okay. So, the resolution that we uh looked at last time and talked about uh dealing with the bianial election for the Kent ISD, it's taking place June 2nd, 2025 at 6:00 p.m. Uh they have two six-year term seats up for election, and they are both incumbents, and they're the only two that did um uh register uh to uh do these two positions again. Laura Featherston, uh, treasurer and David Drake trustee, and you have their information, um, in front of you. Uh, we also
085talked a little bit about, uh, last time we need a representative from this board to attend that meeting on June 2nd at 6:00 p.m. uh, at the Kent Conference Center. And then Mr. Steface is going to do that and Mr. Highore is going to be the backup plan. Right. Okay. So, any questions about this? Do we have to vote in a lady from Rockford? Joking. I'm joking. Fair question. Fair question. [Laughter] All right. So, what this a vote is it we're just it's it's for filling in the names of Yeah, it's filling in the names for Joe to when he goes down to uh cast a ballot for these two people on behalf of you. So, do we have to do two separate votes or just one all together? No, just one all together for
086passing the resolution. Okay. All right. It'll be filled in with those. Any other discussion on this? All right. All those in favor? Yes. Yes. All those opposed? No. Okay. Uh item 5B, K4 math supplemental resource purchase. Uh recommendation, it is recommended the board of education approve the purchase of one-year digital licensing of Reflex and FRA Math from Explore Learning for $57,396.15, which is a 2-year license, and Dreambox Math from Discovery Education for $48,500, which is a one-year license. The p purchase includes site licensings for all elementary schools providing access to all K through fourth grade teachers and students in the buildings. Can I get a motion? Okay. And we mentioned that Dr. Merkel would be back to uh give you an overview of this and talk about some data. And I'm also going on my
087very good friend Kristen Elder, uh second grade teacher at Cummings Elementary. Kristen has been a member of our uh math vertical team for at least eight years. So, um uh very very valuable resource. But like we talked about Sally to your question that you ended the m your comment kind of leading into broad question. Uh to me that comes down to selection and alignment. 10 years ago we did not have the specific selection and alignment process that we do now. And so we were just kind of we we'd see that flashy thing and we'd think, "Wow, that must be great. We're gonna we're gonna go with that, right?" And we never got to fidelity with anything because we were always jumping around. And so we'll talk more about that, but I appreciate the point. Uh
088and this comes from uh work that started um uh postco if you remember uh once CO hit, everything online was free. Selection alignment went out the window, right? cuz everybody's just trying to keep their head above the water and it was the right thing at the right time in order to do that. But we had to re things back in if you remember back in 2018 2019 that's when we adopted Envisions from it was Pearson publishing back then was our first major math adoption in at least 10 years. Yeah. Um and it was the right thing at the right time. Uh when co hit we allowed a number of other resources. We were using something called splashmath. We leaned into Khan K con Khan Academy uh something called extra math but there were just a
089lot of things out there and and through 2020 to 2022 those those were permitted. We let people go loose. We we leaned on professional judgment. It was the right thing to do. As we came back we started to tighten back up into uh our selection and alignment and and reestablishing some of that fidelity. In 2023 2024 we had a grant a co grant called 98C. You might remember we asked for approval to purchase a couple of online resources. Uh the main one we had been using was Map Accelerator. Third grade, that's an error, I apologize, was third grade through 8th grade. And MAP Accelerator linked our NWA MAP scores to Khan Academy courses that would give students individualized practice based on their score. Great thing. reflex and fracks was uh recommended to focus on fact
090fluency. We uh our math team had had decided that that was a a major uh issue uh a need area. We piloted. We saw great success and that was 2 grade through 6th grade. We had the grant money. We didn't want to leave K1 out. Um, and so we found the Dreambox resource that again was an online individualized practice component. They take a placement test and it levels where they are. So in conjunction with their core lesson, everybody has an element of independent digital practice. That was our timeline. I'm going to go a little out of order because our recommendation for next year is um is based on what I'm going to show you next in the data in terms of the timeline of all of this. Our Envisions license is up and Envisions is
091a uh complete what they would consider a complete program and it's very expensive. When we adopted it 6 years ago, our six-year license was about $330,000. Now it would jump to about $500,000. but it would have all the student workbooks, teacher materials, and a digital component that our teachers didn't really like. Um, and we got some success. Sorry. No, please do. So, when you're talking about this, did you say 600,000? Close to Yeah. Okay. Just want to make sure cuz is that for another six years? Well, the the more years you go, the more it drops a little bit. No, I understand that. But my question is we're looking at a two-year license down to about five. Okay. So, it's two versus five. Yeah. Okay. But the t but the the timing is important because
092I'm going to talk about how long um uh the licensing that we're asking for for this year. Dreambox is only a one-year license. We're going to have to come back again um annually. But uh we surveyed all of our teachers about their envisions use and it was good. It wasn't great. And so, um, to supplement, next year, we're going to pilot something different districtwide. We've never done a year-long pilot before, but we wanted everybody to try, uh, something. It's called Illustrative Math. We're going to do a K4 pilot um, next year. Um, Illustrative Math is a it's a open AER resource uh, that was built out of the University of Arizona. Uh, Bill McCullo was one of the authors. Uh, he was one of the writers of the Common Core. Um, and it's highly highly
093regarded in end reports. Um, and so we're going to try it. It's a little more cost- effective, which allows us to layer in some paid components that we've seen success with. So, when we take a look at Envision's effectiveness, this is back. Whoa. Whoa. What did I do, Walter? Oh, any my laser pointer is not going to work. Oh, no. So, when you take a look at the graph on the right, they they they dip down because those are fall and winter scores. I couldn't pull those out of my report. Um, but you see what happens in the top, those spring scores are pretty stagnant. Um, we saw some dips with uh COVID. We know that. But the reality is back from 2018 prior to Envisions, we haven't seen that growth. um that we had
094hoped. So let's jump into some specific uh grade level scores. We see the dip go down from co in 2023 was when we were very targeted and implemented some new online digital resources. This is second grade and Kristen can speak to that specifically um uh with her kids. But we layered in the fact fluency in addition to our tier one um uh our tier one lessons and we immediately saw um increases. It was the only thing we changed. I'm not saying it's causal, but it was the only thing we changed. Uh so our longitudinal third grade snapshot, you see that jump with a new resource added in fourth grade. You can kind of see the pattern here in terms of that math math writ. This is fifth grade. and then sixth grade. What was that
095online? This is the reflex. This is the the very targeted districtwide fact fluency. Okay. So, it supported the base level fact fluency that our teachers said our lessons are are okay, but we need the facts. They Yeah, we all teachers said we're the kids are lacking in their facts. They they don't they can't recall their addition facts. They can't recall their subtraction facts. They don't know their multiplication facts. And that was carrying on through the years. So we added in this program and when Scott came to our vertical team this year and brought to us that you know our envisions resource that you know the license was up and we needed to look at what we were going to do. He showed us this data and it was very interesting and it that truly be
096since we have added in envisions or not envisions excuse me reflex um and that also has a fractions component as well we have seen great growth um and I can say that in my building we were celebrating last week um at our building improvement team my principal we have our spring math math scores and again there was a great increase I mean I my math scores are I mean they've always been good but they're even greater now, but you can see that growth with the kids because that piece is being taken care of and it's an indiv individualized program that meets each of their needs. Um, and it's working. Nice. So, um, one of the things we're asking for today, when we came with the grant, we implemented reflex second grade through sixth grade. But
097now we're asking K4, it's really going to be second, third, and fourth grade because it only starts in second grade. It's not developmentally appropriate prior to that, but now most of our students have had that progress for a couple of years. And so, in conversations with Brian Moulder and the Oakstown team, they said, "Our kids have it now, Scott. We don't, you know, they they've been through second, third, three years, second, third, and fourth getting into fifth grade. The number that need that fact practice, well, it follows Jason's pyramid. It's that small percentage and at that point need something different. This hasn't worked. We're going to go to something a little more specific. So, we're we're actually cutting back on our building licensing for reflex and fracks moving ahead to next year because of the
098success we've had. So 56 will be when you say um intentional and targeted be more like pre-alggebra stuff more in-depth fraction not yet because any of those students who still need basic fact practice we got to dig deep on that because they're they they addition to the common and it's really just a very small it's that small percentage that probably we're looking tier three in potential uh special education assessments because we've tried things and we've monitored and and been through the process. You said that reflex fracks that's was that less money than than doing the I can't remember the other one the envisions yes and envisions any in visions what we learned initially was that it just lacked that fact practice and so when I went to the vertical team what I told them was
099we have some tough choices to make because if we're going to buy a complete program. We can't we can't pay for supplementals. We've seen the budget. So, we have to choose where where are we going to be really intentional with spending our money and looking at the data. Um, they were pretty sold on on where we needed to be. Um, but digging deeper, this is what I get really excited about. So, um, K, remember K and one, they don't use reflex, they use Dreambox, and I'm going to talk about that. But post pandemic, you see, ignore the blue bar on the far left. That's one student that did pretty well. I'm not sure how that happened. It was that year we were trying to test remote and um but when you take a look at
100one of the impacts of postcoid, if you look at that uh bar, that's those are fall scores. So over the last three years, our average rit score for incoming kindergarteners is down five points. That's a societal impact. Um, but take a look at the final score in the spring on the right. We're still moving up one percentage point. So, it doesn't look like a giant gain if you look only at spring scores, but like Jason said, when you take a look at where students are starting, the impact is um significant. Same thing uh with so jumping to second grade, we're still seeing that dip. We're starting lower than we ever have. and we're finishing higher um than we have. And this is uh average spring scores. Third grade, we see that jump again. Seven RIP
101points from the year before, five uh from two years ago, uh which was the highest. Uh fourth grade, it doesn't look as big. It's a four point uh score. fifth grade um and six sixth grade was too. Um and we'll look at those later this summer when we can layer in the this year's. But um when we're choosing resources, right, we want to make sure every student is making at least one year's growth, but any student that's behind grade level needs to make plus, right? A year plus if they're ever going to get back to where they are. So we're looking at achievement plus annual growth. And this comparison to general education versus special education. So um the arrows show uh the very far right arrow for meeting typical growth. This is our kindergarten students
102who make one year's growth. 73% um fall to spring which is is that 73? Yeah. 12 percentage points higher than the year before. Now, this one again, I couldn't parse out the specific pieces, but when you take a look at the one on the right now, that 74.4%, those are just our special education students. Three out of every four students in special education made at least one year's growth. The year before that, it was less than half. That's impressive. That's kindergarten. Is that the entire That's the entire district. No. No. Yeah. the entire special needs population. Yes. Everyone with an IEP. Okay. Um and even our uh that was hard to that's can't get my brain around that one. Yeah. Take the math test. Um so this is first grade you see um on the
103far right the 81.5% that's our general education making a year's growth. 60% in special education. The year before that, special education was 45%. And again, these are math math specific scores. So those were K1 that I just showed you. The Dreambox resource was the ad for K1. It's an individualized program. They they get on, they call it playing Dreambox. You get on, you do some lessons, and it levels them where they are. There's an AI component built in to uh analyze all of that. And their goal, what they say based on their research is five lessons completed per week per student. Each lesson takes about 10 minutes. So it's less than an hour a week in addition to your core instruction. Students last year districtwide who finished the recommended five lessons per week, our lowest
104growth was 1.4 4 years. Our highest growth was 1.8 years. Wow. That's average by building based on this resource if they're meeting the target completion in addition to their core instruction. Now, those are the people who are meeting that. So, let's be transparent. Those students who are having trouble meeting those five lessons are the ones that probably need support, but they're also a smaller number. So teachers can pull small groups can get independent support um to what that looks like. One of the nice things about um Dreambox as well. We were piloting it with a third grade classroom over at Grand View and uh it was in Mary Vandermir's class and I I don't know if you were at the meeting where Mary spoke about the student who uh I think tested in at about
105a first grade math level but it was only in one area that this child was had a hole is what she said. There was a hole in their learning and um she could do like multiplication facts I think she said but there was just still some addition that she didn't know. So it was teaching her that and working through that, but that student had no idea that she was working at that grade level because her screen looked just like every other student's screen. So it and I have had the opportunity to pilot it the last couple months with with my class in addition to using reflex. Um and I have found too that it does I mean I think I've only made baby I used it April and May probably um and my average growth
106is like three. So that's you know what like three months growth probably within a school year. Um and that and I see my kids working and it shows me the reports are very thorough. It'll show me what they're working on. It'll show me where they didn't do a lesson well. Um and the kids at first when they started they were they were like well this is hard for some of them. And I said well it's it gives you a test. You have to work through it to find it wants to know what you know. You have to work on it yourself. And um now when I tell them, you know, some of my kids have actually mastered reflex and are out. I tell them you're going on Dream Bucks and they're like, "Oh yeah, I
107got to I got to get through this." You know, they have to work through it. And like everything, it has a component where, you know, it allows them to buy different things. There's a little gameiness to it, but only in the sense that it's making it fun for them. It makes them want to come back and do it again the next day. And so both Dreambox and Reflex have also supplemental materials that go with them as well or is this just the These are the supplements. These are the supplements. These would be the supplements to our our illustrative program which would be our resource that all grade levels use. And then Dreambox and Reflex would be in addition um to that to target fact fluency. And then also the dream box would be to target
108um you know kids who are struggling in areas and then also accelerating students who already are come in above grade level that's always been a struggle as a teacher. How do we teach them beyond and this is a way to target that area. So and then to pull groups with those kids who need it. So I I found that it's it's going to make my job easier and allow me to help more students get them where they need to be. Okay. All right. You guys mentioned a little asterisk there that it's the kid, you know, they saw this growth for the ones that were getting through. Y what is it? How many of the kids are getting through that those five lessons or a week or whatever it was? Is that what this number is?
109Uh no, that's that's the the percent of students. Yeah, it's it's it's the next uh columns. Um so when you take a look at the percentage of students uh below um it's about 60% but it really varies by building um just because we were in the beginning of implementation. Okay. So I was trying question though because because you're right I two boy two grade levels worth of growth sounds great unless it's five kids. Well, that's what I was looking at coming 25. I was like, is that if only 25% is getting 1.7, the other 75%, what is theirs, right? That's what I was trying to understand what the numbers were telling us. It was okay. Is there any chance um because I would always worry when the kids come back in the fall how much
110they lost over the summer. Well, I had in my notes that Scott that there is Dreambox does have a summer availability. We had written that down in our notes. So that would be I mean to have a program that allows students to use it in the summer is huge, right? Cuz we as teachers know there's that slumber slide and a lot of parents will say, "Well, what can I do?" And you can give them programs that, you know, but this would continue to allow them to work at their level. So that's huge cuz most I don't feel like most programs allow that. Reflex does too. I just hadn't published it yet cuz I was waiting for tonight. And it'd be cool if our district as a whole could incentivize that somehow, you know. Yeah. And
111we've talked to we've already talked to principles about how how to push that out at the building level. Good. Um so everybody knows and they've already they ask me, hey, you know, I get emails from different people, especially with, you know, no summer school. I mean, this would be a really good way to absolutely that stuff. So most most of the students look forward to doing this and do and completing it or doing a lesson or Yeah. I mean, I have with Reflex, which is, you know, different from Dreambox, I have my like wall of fame, and they not only do the it shows maybe the minutes that they've mastered or how much time, it calculates usage, it calculates their their goals, it calculates um how much growth they've made. So, I like a wall
112of fame where I put things up and, you know, everybody's excited to do it. So, there's lots of opportunities for kids to be individualized and, you know, excel. And within Reflex, um, there's a pretty big, uh, inner school competition. Not everybody's involved in it, but young Mr. Wonder Gem pretends that everybody's competing against them. He brings that up on a regular basis, but it's super fun. Uh, hey, he's got to win somewhere. They love it. I want to speed through. I so I showed you the the comparisons between gened and special ed for first and or K and one. This is second grade last year. The second uh column in from the right 87.4% of second graders made a year's growth. That's tremendous. Almost nine out of 10 making a year's growth. 85% of special
113education students in second grade. I'm still I can't wrap my head around this guy and look at the difference um to a couple of years ago and we were getting better even I mean we have been getting better but this is this is tremendous and then third I mean I get it and and the AI piece of it must be there but when you look at the just the entire scale of cognitive and just specific disability to play into that and to get those numbers it's just hard to wrap my head around it. Uh, third grade's even higher. 93% is that even 93.8% of gened students, 82.4% of special education students. And look at how much higher that is from the years before. Mhm. Fourth grade 86.7 gened 76%. And that's fourth grade. We know
114those gaps have a tendency by fourth grade. They're they're getting wider. If we can continue to shrink these gaps for our students below grade level, it's incredible work. Uh that's the end. So, so Scott, this is Yeah. Can I interrupt you again? Absolutely. So, you're going to pilot uh illustrative mathematics, right? Yep. What's the cost of that? Well, uh the cost is printing cost. So, um really there's no licensing to it. Nope. It's an open educational resource. Nice. Um, and that's that's that's why leaning on the ed reports reviews are so important to make sure that it's quality. Um, and it is uh from everything we've seen. Kristine's tried a couple of units. It's a little it has some things that are going to take some adjustment. We're excited about that. It's a little more
115student discourse focused. So, as a former math teacher, kids are talking more than just rather solving problems, things like that. But um we're excited about it. We're spending some money. There's some money on some center kits that we ordered and then printing across. We told when we surveyed the teachers, the teachers said they need teacher manuals. We know that they need student book workbooks. We know that. And so we'll give them all the things they need. Nice. And you create for them out of all that um material available, a scope and sequence that you want everyone across every grade level to feel. Great. What do what do those centers look like? The center materials look like I don't have them in hand yet. It's a lot of game boards and dice rolling, lot of manipulives
116and such. Within the lessons, um, and I only dabbled in this. I just piloted it for one unit. Within the lessons, there are games that are created that practice the skills. So the centers become um additional games andor activities that the kids can do that will be reviewing skills and practicing skills from what I have seen. Um and so I my students loved when we were using this math program because it is different approach. They were you know sorting cards when it came to like we did shapes and time and finding differences and talking about it. Um it was a different a different approach to teaching. I'm I'm going to be honest, but I every my kids were thrilled and when we had to go back, I had some like, "Oh, we really liked that
117other math." And I said, "Well, you know, we're going to finish up with the program that we have." So, it's very student focused and there's a lot of kids talking and like you said with the discourse, which I think lends itself to a I mean a more comprehensive resource. So, and there because I I you know, I love that tactile piece. I love that interactive piece and that's why um I love the AI piece too when it shows these this kind of data but there's that whole idea of learning through play especially K4 is so important and so that tactile piece is important. Um so that's cool. I love it. We're really excited. I mean obviously we have a lot to celebrate. I'm excited. I hadn't heard I I hadn't started poking into Cummings math
118scores yet for the spring. So this is the first time Kristen has shared that you know their continued success. So, uh they have a lot to be proud of. One of the things that you know this is a very specific request based on our team's uh analysis of data um and you know talking about the need um and we're excited about it. If the the pilot of Illustrative for next year, we're going to collect data throughout the year from our teachers. If that goes well, we we'll bring that back for full adoption over time. Um, if for some reason it falls up in space, we don't think it will, but then we'll pivot and and it's a districtwide pilot. It's a districtwide pilot. Yay. Good. This is this is the fidelity that I'm excited about.
119Yeah. Right. I like that. So, let's see if I got the comprehension right on this. Right. Let's see if I listen correctly. Um, when we went into Envisions, it kind of took care of our COVID era situation very easily. it has not performed overall amongst all modules in areas. Um the cost is expensive. You found a variety of other programs that help achieve and fill the gaps of what it what envision was and then the other modules that help provide the robust areas that really are lacking have been lacking. What's the net savings? Spot on. Well, there's not a net savings because we don't have an annual cost like envisions we'd pay for upfront. Understand? Um, so I think um, but you changed it because of the cost. That's how you started this discussion. Yeah.
120Right. Yeah. But we're spending differently, so it's hard to quantify. Um, so we're spending different. So Reflex, I brought a 2-year license. I'm asking for a 2-year license from you because I can get about $3,000 in savings from them for that year. Dreambox doesn't offer that. They tell me if you sign a multi-year, we'll lock in the same rate. Well, I'll barter for the same rate later um rather than pay up front. So rather than like when we bought Envisions, we paid up front for six years and we got all the workbooks. We still have shelves of workbooks upstairs that I'm selling to Kelloggsville um because we didn't use them. So over the course of some years, it's hard to say because also the costs have increased so much over six years. If we were
121going to buy Envisions, we wouldn't have anything else. So in that case it's kind of a wash. That's what I was waiting for. I think the cost would be about the same but I think this is an instructional value ad. Well, I think everything you've presented, sorry, right? We talked about keeping if we were to have envisions that would be fine, but then we wouldn't have the additional resources, which is where we have seen the growth from so that is why we have decided that we want these three pieces together to meet the needs of our students. Yep. No, it I tracked well. I just wanted to see what your summary was spot on. Okay. Nice job. Yeah, I I I applaud you guys. Everyone always is looking for the all-in-one, right? The all-in-one solution,
122right? What it sounds like and visions we were hoping was. And I can tell you, it doesn't matter what industry you're in. I'm sure you guys see it too. We see in HR all the time. Everyone wants that one that allin-one, but it's so much better when these you have these individual components that can give you a better solution. It just takes a little more work. And I know Walt probably spins, you know, in his chair with here's we have five different, you know, math programs as opposed to one all inclusive. But they if they give us better results, that's really what we're looking for with NWA going blank on him during the day, which has happened more this spring than I think in the last couple of years. Um, and back in 2018, Envisions
123was the right choice. When CO hit, it was even a better choice. We couldn't have forecasted that, but it was it was important to lean on. I think we for sure we have that at the right time with with co because it was just you know there but we need more now can I just ask one more question so then also what is the plan for training the entire district then what's for that so at about 8:57 tonight email is going out to K4 teachers who are hosting an initial training June 2nd around illustrative math we have because teachers like Kristen and our K1 teachers have been using Dreambox um which will now be K4. Okay. Um so there's another level of fidelity and consistency for all teachers. Uh we have online modules that we
124recorded when we did some initial training for our pilot teachers that we're going to make available and that that is honestly what I wasn't able to attend the virtual training that is I just watched the video and kind of trained myself to get started on the program. And then also our plan is for PE next year. We're going to focus our PE days on continual um wonderful I guess PD on the program and helping support teachers throughout the year which I think is going to be instrumental in the fidelity of the program and the teachers really buying into it and using it well. Y awesome. Great job. Questions? Thanks. Thank you. Thank you all. All right. Great job. Any other discussion? All right. Let's do a roll call vote. Campbell, yes. Gardine, yes. Dan, yes.
125Steph, yes. Wonder, yes. Banette, yes. Kyore, yes. Motion passes. Thank you. All right, that's all the regular action items, discussion items, the uh educator evaluation update. Yes. Um, so as one of our other goals in addition to the data review systems piece that we did earlier today, uh, Mr. Pho is going to go over uh you may recall our educator evaluation system changed uh some components of it and he's here to update us on what's taking place and where we're at. So, I know the the trick between you guys finishing up and being here for forever is my my words. So, I'm going to try to be brief if I can. Um so as we shifted over at the beginning of this year the law changed um used to be that there were four rating
126systems which included highly effective, effective, minimally effective and effective. That changed to three ratings of effective, developing and needing support. Um, and so what we did over the spring and early summer of last year is worked with our EA and tried to look at the model that we were currently using under Marzano. And then also how does that then layer into the ratings that we would kind of play ourselves into. Uh, a part of that also at that point instructionally is we started talking a lot more specifically about creating the guaranteed and Bible curriculum that allows all staff at all grade levels, at all course levels to be essentially working through the same processes, identifying those critical standards and working their way through it and being able to provide grades based on how well students
127get to that that meeting point. um and the previous Marzano model that had 67 um elements just didn't didn't really get us where we needed to be. Um so we started talking about the Marzano focused model which has six teacher elements and 17 uh student focused student result focused elements and it allowed us to not only get obviously more focused on what what were the most critical elements inside of that rubric but then also from a consistency standpoint if you're measuring the same 23 scores for all teachers you get a better consistency of rating as well. And so we shifted to that new focused model. Um it really didn't change uh significantly the how of our of our evaluation practice because we had already shifted to an every other year model for the folks that
128had had three years or more of highly effective. Now it rolls into three years of effective and tenure. Um where every other year they won't get a formal observation but they're still being measured on their growth data. So they're still getting growth data goals. They've got to build those with their principles. Then their principles meet with them mid year and then at the end of the year they look at that data score and they use that data score to provide an evaluation score because we still have to give an evaluation score for every person. Um the few things that added into it though for this year is it required a minimum of 15 minutes for the observations. I'm not sure somewhere along the line in other places they were doing less than 15inute observations. We
129were not to my knowledge. um requires feedback within 30 days. Again, that's something that we were already doing or should have been doing. Uh but some of the the new things that were in there um that were very specific are the review of the lesson plan, the review of the state standard that was being taught, and then also a measure of pupil engagement as a part of that lesson. and we we were we were consistently doing those things, but calling it out in the law and then being able to apply it to that focused model was a really nice move uh on our part and something that we agreed to with our EA, which I thought was really great. Um on the administrator side, administrators are required to be evaluated every two years if again
130they have three consecutive years of effective ratings. Uh but mid midyear progress reports are required each year regardless. Building observations are required. So Roger goes out and I go out and Scott goes out and we watch principles doing their work um and providing some of that that feedback. And then also we use you saw the voice surveys on the MTSS um presentation. We utilize that data to provide real feedback to our principles. And coincidentally, tomorrow we're meeting with each of them to have them tell us, give us some feedback on what they saw on that voice data be for us to be able to give them some feedback on that. And this will be meeting number three with each one of our principles. We did a initial new year meeting. What are your goals for
131this year? What are you working on? We did midyear meetings with them. Where you at in all your work? And then now we're getting to the final where we kind of look at our school advance rubric that we use for all of our administrators similar to the school advance rubric that we use for Roger um and give them feedback on those areas and and then come up with a kind of a final evaluation score there. So um the critical thing that it put out for us was that each person needed to get trained. That was kind of that sometimes you get those unfunded mandates, right? So, all of our administrators were trained uh this year. I need to get scheduled a training for our board um so that you can get a look at uh
132how to do that evaluator or the the training in giving an evaluation for the superintendent. Um we kind of held off on that because we had new members coming in and then we had new members coming in. So, we wanted to make sure that when we did that to the best of our ability, we could get all seven of you together. So, I'm going to do some work in trying to identify uh a potential future date, maybe even in the summer. The uh MASA can do it over uh like a Zoom, like a three-hour Zoom, so we could if we can find a time where we can all be able to jump into that together and do some learning. Uh that's a part that we still need to get completed. But outside of that, um
133those are the pieces that we were able to enact, we were able to work through and and now we're in the process of finalizing those with folks and our principles are having their meetings with their staff and we're looking at how that data rolls in. the data now is only 20% uh but we held on to the 10% of that 20% or half of their data as our district SAT score and we use that coming out of the EVOS system which measures uh the effect that that teaching that a system has on the score and compares it comparatively across other like districts to say are you outperforming are you are you at are you under we consistently outperform form and we use that K12 because we believe that the work we do in kindergarten impacts
134the scores that students get as an 11th grader. Um, and it's applicable then also to our teachers who are also teaching our seniors which don't necessarily have a a state assessment. Now, the new law doesn't require that you use a state assessment. we were able to keep that as a part of the work that we're doing because it is so important and because our system as a whole provides really positive data for our teachers as it relates to the SAT score. So nice overview. Thank you. Questions on the changes or any of those those pieces? How the admin felt about this the changes to the principles and such? Adam, I think it's better aligned with what we're doing. Yeah. Um, for example, I've been able to have more meaningful conversations with our teachers um about
135the work that we're actually trying to implement in the classroom and how that's that correlates back. I had one uh teacher say to me, "So, this is why you're doing all this work with the guaranteed and viable curriculum for our evaluation." I said, "No, the guaranteed viable curriculum work is put in place to increase student outcomes and achievement, right? So, if we as teachers are doing what we need to be doing, the outcomes and achievement will go up and therefore your impact as an educator is going to go up as well." So, it's a again, you've heard a lot about systems tonight. This integrates well into our system. It's allowed us to have more meaningful conversations and it's put a lot more conversation back on the student learning rather than just as you remember Sally
136the traditional administrator coming into your room and seeing what the teacher was doing. It's about are the students learning. I think that that's a powerful conversation. And do you feel the teachers then are buying into what you're implementing then with their evaluations then? I think they're starting to see that. I think um uh you know it was a little bit of a change this year because um we went from four domains down to one um had a state system that changed a rating system. So there's been some different conversations. You know teachers are seeing a score that looks very different than they have in the past and we've had those conversations and explain that to them. But um those conversations are about but you're doing the right things and you're going to see these scores
137going up because you're implementing these pieces in your classroom that are having outcomes based on um our student outcomes. And I think sometimes in the old system it was much about you know there was that tension about am I highly effective or am I not highly effective. This puts, you know, there's still that element of of rating, but it's based on what the what you're being able to get out of the outcome of students. Yeah. And the the top score in their rubric, it's a four-point rubric inside of the the tool. The top form of that is uh are teachers using performance scales. So that essentially means does the teacher and do the students know to what level they need to understand that topic? Uh, and we haven't measured that this year because of the
138other changes that are there, but that becomes one of the next pieces that be put into play because it's really important that students know if you you say, "I need you to do this." Well, to what level do you need me to do it? Cuz I have high school students and I know if their teacher says, "I need you to do this minimally," they will do that minimally, right? So, if we can give them the that rating scale to make sure that they that they can land in that place, um I I think that part that part is really important. Uh the other thing that it does that it says in that top part of that scoring rubric, uh it aligns with what we talked about from an intervention piece. It's does the after after
139the teacher teaches a lesson and the students are getting through their performance skills, do they make a change to impact learning for students that haven't hit it. Um, and so there are some really specific things inside the rubric that align with the MTSS work that we're doing, the work that we're doing in and around making sure our kids we get feedback on what our kids are are not doing and to what level they are doing it. So, uh, it it's helping us to really truly align all of the work and the messaging that we have, which has been great. Okay. All right. Thank you very much. Appreciate that. All right. There's no other discussion items. We'll move on to public comment. Um, first person up is Brandy Ritzma. Brandy, you'll have five minutes and Mr.
140Dan will give you a warning at one minute left. Okay. Shouldn't take that long. Okay. Good evening. Um, my name is Brandy Ritzma. Um, I work in a I've worked in education for over 10 years, and I come before you tonight as a mother whose parental rights have been repeatedly violated by Granville Public Schools. This district has not only failed to protect my children, it has actively contributed to the alienation of my family and allowed one parent to control the narrative while silencing and erasing the other. Last year, Granville cheer coaches falsely accused me of assault and other serious things. Police and CPS were called several hours later based on completely fabricated claims. I had to spend nearly $1,000 on foyer requests just to prove the incident never happened as it was stated. Despite providing
141evidence, the school's coaches never apologized, never retracted their statements, and never took responsibility, and never corrected their false records. That moment shattered trust, and our family has never been the same. When my daughter moved to a new building, the alienation only escalated. A school counselor who has never spoken to me told CPS she heard I was manipulative. She shared unverified opinions, not facts, had no firsthand knowledge of anything, while refusing to provide me with updates or basic transparency about my own child. Even after building a rapport with her, she was advised not to put anything in writing to me when I've asked her for updates. One of my children has a 504 plan. The school knows I am being alienated and yet they act as if I have no rights despite there being no court
142order suspending my parenting time. They freely communicate with CPS and other agencies openly about my child, spreading hearsay and speculation while denying those same conversations with me, the legal parent. It's a double standard that is unethical, unconstitutional, and very harmful. When I discovered my daughter was playing sports without being informed by anyone, mind you, everybody knows I'm being alienated. I quietly attended a game. She flipped me off in on the field in uniform in front of spectators. Coaches said nothing. When I requested accountability, I was told by administration um it was a parent child issue. No, this is a student representing your school, engaging in public misconduct and disrespect, and your staff and coaches are enabling it. She was also suspended for 60 days, but was allowed to return early without explanation. Phone calls were
143made with the superintendent and the other parent, and I was just updated afterwards and told to attend. because her father manipulated the school for leverage in a custody dispute. No other student gets special treatment like that. Now she is continuing to bring outside conflicts, personal and social media related issues into the school and instead of teaching resolution or boundaries, the school is suspending other students based on her feelings about events that didn't even happen at school. Granville has effectively become an enforcer of her personal emotions, empowering her to avoid accountability and further division between families and further disrespect to her own parents. Granville is failing not only me but every family that expects fairness, respect, and student focused leadership. This district is choosing sides, fueling alienation, violating Furpa, and making divorced families feel isolated and
144silenced. I demand oversight, respectfully, reform, and accountability before another child is emotionally harmed and another parent is erased. One minute. Granville, you know better. It's time to do better. We need to build these bridges within our families instead of breaking them. Thank you for your time. Thank you. That is all the public comment we have. Uh the next board meeting uh of the Granville Board of Education will be Monday, June 2nd, 2025. The budget hearing will begin at 6:30 p.m. followed by the regular meeting at 7:00 p.m. at the administration building. We are journey.