001Let's call the meeting to order. Um Beth, can you please call the role? Mr. Bod here. Mrs. Gart here. Mr. Gusay here. Mrs. Matney here. And Miss Wasman here. Right. Pledge of allegiance. We have a Oh, do we have Hold on. Hold on. This is a problem. We need to change. We're going to get a flag right on that television here. 10001. No pressure, Chris. 10002. Make it full screen, sir. All right. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Nice work, Mr. Dice. Thank you. Okay. Uh minutes from our last meeting. Um do I have a motion? So moved. Second. Any discussion? Hearing none. Beth, can you please call the role?
002Mr. Bod, hi. Mrs. Gart, hi. Mr. Guousay, hi. Mrs. Matney, hi. And Miss Wasman, I Okay, moving on to recognitions and presentations. We have the auditor of state award. Hello, and thank you for allowing me a few minutes on your agenda tonight. Um, I appreciate this time because it is a chance um this evening to celebrate a job well done. Uh, my name is Scott Brown and I am Auditor Keith Faber's central Ohio liaison or as the auditor would tell you had he been here, I'm your personal customer service represent. Okay, I'm not your personal customer service representative. I'm Miss Collier's personal customer service representative. Um, it's my honor to be here on behalf of Auditor Faber to present the Auditor of State Award to the Grand View Heights School District. Um, each year our
003office is responsible for conducting 4,200 audits of our 6,000 clients statewide. This award places your organization in a very select group as just 10% of those audited receive this award. The auditor of state award is presented to local governments and school districts upon the completion of a financial audit that meet the following criteria defined as a clean audit report. The entity must file financial reports with the auditor's office by a statutory due date without extension via the HKLE system and in accordance with generally accepted accounting principles. The audit report does not contain any findings for recovery, material citations, material weaknesses, significant deficiencies, uniform guidance findings, or any other question costs. Breaking through all audit speak. Um, this award represents the hard work of all the staff and employees who make every effort each day to
004attain accounting excellence. We'd like to recognize the board, the administration, and the finance department. They've done an outstanding job watching over every dollar. What this truly means is that a across your entire organization, you have the people in the processes in place that understand fiscal accountability. I especially want to recognize your treasurer Beth Collier for outstanding leadership and commitment to fiscal integrity. So on behalf of Auditor Keith Faber, I'd like to present the Graview Heights School District with the award auditor of state award and I'm happy to answer any questions unless it pertains to my personal relationship with your super superintendent and then I can't answer any. That makes it the only thing I want to ask about. Um sorry I married into his best friend's family. So thank you for coming. Oh, it's a
005pleasure. It was a pleasure being here last year. Um Beth and I didn't coordinate outfits like we did last year, apparently. Um we'll fix that next year. So, no, it it's great. It's one of the best things I get to do. Um actually, I I drove straight here from a uh another municipality that is uh now in fiscal emergency. So, you know, that wasn't as pleasant a conversation as this is. So, um, so it's this is one of the greatest things I get to do is is recognize good people for good work. Back when I was an OBM analyst, that was one of the wonderful things I got to do was be a member of was running the fiscal emergency. Y very grateful to be in a different district. [Applause] Winchester. Smile. You're in the
006back. Eric, I can get crop. You can. You're not done yet. Not that we don't trust Andy, but Is this nine or 10? What? For for this award. Oh, I don't know. In a row. Thank you so very much, Scott. Great seeing you. Thank you. Thank you for being here. It's always great seeing you. I truly love it. It's It's the best part of my job. Thank you. Awesome. Appreciate it. Well, we're very proud of our treasurer and this district's accomplishments under her. Um, are we have a recognition of guests and hearing of the public? Is there anyone here who'd like to speak? Please state your name and address. Hello, my name is Lizzie Smith. My address is 1228 Wandot Road. My name is Hannah Longreak and my address is 1480 Lincoln Road. So, um,
007good evening. As I said, my name is Lizzie Smith and my name is Hannah Longreak and, um, we are student leaders of the Bobcat of the Bobcat Anti-Racism Collective. Uh, thank you for hearing us tonight. Uh, we want to start by saying that we are very grateful to be in a school that offers clubs like Bark and we want to share our gratitude for the school's continued support of honesty and education. Um, just a little bit about Bark. It's um a collection of students and staff who collaborate to a broaden our predominantly white students knowledge and empathy for the black experience in America um as well as other experiences um from people of color. Uh and b educate students on the systems and institutions both nationally and locally that perpetrate racial inequity and um c
008provide students with specific anti-racist thoughts and actions. Um, we host movie nights, general meetings, uh, we bring in guest speakers, um, provide resources to comat to combat bills in our legislature, and we are involved in activism events. Thank you again for your continued support for ensuring that we have a safe and inclusive environment for learning. Um, just today we had a group of students participate in volunteering at the Mid Ohio Food Bank. This event was impactful because it supported our community and opened our eyes and mind to how access to essential resources such as food and hygiene products are not proportionally insured to many people of color. This highlights that racism is happening right here in Columbus all the time. Bark has also focused on discussing new DEI policies and this is an important topic
009to highlight because DEI and education is currently being threatened. This will affect our own learning and classroom experience. Given our current climate of dishon dishonesty and ignorance in the United States, we are especially glad that our school does its best to promote an honest and inclusive curriculum characterized by diverse representation and valuable discussions that help us grow as critical thinkers. Bills, orders, and policies that are currently circulating have put Bark at risk now more than ever. And although the political climate is changing, that doesn't mean our values are. We hope that your continued support allows us to keep voicing our passions and keep changing our community. Thank you so much. Thank you. Thank you. Thank you. Thank you for coming. [Applause] Okay, we have a couple presentations. First, the LA curriculum. Is that coming first?
010Yes. Mrs. Olm, give me just a second to get hooked up. I seriously So tonight we are going to I've brought a group of people with me tonight. Um Mrs. Sullivan, Mr. Hinkle, and Mrs. Paige will be here tonight to tell you about the journey we've gone through to find a new ELA curriculum for kindergarten through fifth grade. Angie, could you just state what ELA is? Oh, sorry. English language arts. Thank you. No acronyms. Rest of the performance. Well, that's going to be a problem. I'm kidding. Um, so yeah, what really started us on this journey um is a portion of the dyslexia law and we've got our Ohio Revised Code in the section there. But each district has to adopt a core curriculum and instruction materials that align with the science of reading and
011this is for all students prek through fifth grade. So we've heard this term science of reading, but what exactly is that? interdisciplinary body of scientific evidence that actually tells us how students learn how to read and write the best and also can give us some ex explanations on how uh they could be uh having some difficulties with reading and writing as well. It focuses on areas and Mrs. Sullivan will point to this later on too, but uh focuses on the areas of phmic awareness, phonics, vocabulary, reading fluency, reading comprehension, and writing. And the Ohio Department of Education because I can't say OD provided a list of approved curriculum for districts to choose from. And not only just, we didn't have to just choose a new curriculum. We also had to look at the fact that
012we needed to change our schedules at Stephvenson and at Larsson uh to meet the requirement that all students preK through five have to have a minimum of 120 minutes per day of English language arts. So that was quite a feat in and of itself. So they will tell you about the rest of our journey. Two hours. It's a lot. It's a lot. Okay. I am Elizabeth Paige and I teach fourth grade English language arts and social studies. I was a part of this pilot team. So we had a teacher from each grade level, kindergarten through fifth grade. Um we also had our um building administrators and Jessica Fields, our instructional coach. So we started in May. Um Sean mentioned that there were programs that were approved by the Ohio Department of Education. So we reviewed
013all of those programs and the team picked two that we were going to pilot. So the two that we chose were Witten Wisdom and Benchmark Advance. So in August the team was trained or we had professional development in how to implement Witten Wisdom. So each teacher, kindergarten through fifth grade, piloted wit and wisdom um for six to eight weeks. And then we had a rubric that we used to score um what we thought about wit and wisdom. And then in November, we received professional development on how to imple implement benchmark advance. After that we piloted um benchmark advance for 6 to 8 weeks. Um we filled out the rubrics again. We met as a team and um using the rubrics we strongly agreed that um benchmark advance was the program that we wanted to go
014with. So in February um they shared the material for benchmark advance at a superintendent's coffee and in April we are going to begin implementing professional development for all kindergarten through fifth grade teachers and Angie is going to share with you guys a schedule of how we're going to do that. So, why Benchmark? Um, you'll hear the term comprehensive um knowledgebased program a lot when we're talking about these different programs, but we really felt like Benchmark advanced really had the most inclusive um scope. So, it focuses on all of those reading skills that are essential for students to learn how to read. phmic awareness, phonics, which is the whole decoding piece of it and encoding piece, fluency, comprehension, and vocabulary. When we talk about knowledge building, um, it's really introducing students to content that they might
015not come across in their everyday instruction. The one thing that we really appreciated about Benchmark was that K through five, and technically it goes K through six, but K through five, it um aligned vertically. So in kindergarten, first, second, third, fourth, and fifth grade, all students will be studying life science in one way, shape or form. And it builds on what students learned the year before. So students will start coming in with more and more background knowledge to become um more of an expert in each of those different content areas. And the same goes for concepts like government and um physical science and things like that. So it really does have a tendency to like just build on each other. So we're hoping that in a few years we're really going to see kids develop
016a wide bank of content area knowledge as well. When you say phmic awareness, what does that actually mean? That means so what you can do in the dark. So if I asked you what's the first sound in cat, you don't have to see the word cat to know that it's C, right? So it's basically manipulating the sounds in words. So I can say say black now say black but don't say and you have to say back. So it's all of the manipulation of the sounds and words and we found that that actually leads to greater success when it comes to writing as well as um in terms of being able to just build those primary skills for reading. Thank you. Yeah. So, we thought we'd do this small overview to kind of give you an
017idea of all the components. We did like benchmark advance because it is comprehensive. It has the it has the foundational reading skills, the fluency, the phonics, those and it has the knowledge building. Some of the programs that the state uh like Whit and Wisdom, it was just knowledge building. It didn't have any of the um phenemic awareness, phonics components to it. So we like that this was a oneshop place. This is about two minutes. Knowledge matters and the research shows it. Benchmark Advance and Autoe are organized around a K6 vertical progression of 10 knowledge building units. Each unit is focused on a single knowledge strand or concept. Knowledge is built using text sets that focus on literary science and social studies concepts. Knowledge is layered from one grade level to the next. Year over year,
018students bring their prior knowledge with them, using it to access grade level complex texts, build new knowledge, and develop literacy skills. This builds a depth of knowledge that you won't find in other programs. In every unit, texts for close reading, knowledge building texts, read alouds, and readers theater connect each unit's topic increase vocabulary and build knowledge in each grade level. These text sets include a 50/50 split of literary and informational texts. Benchmark Advance also includes write in consumable texts where students annotate and take ownership of their learning. An essential question guides each unit. Questions build in complexity across grade levels. Enduring understandings help students connect to topic knowledge as they build towards answering each unit's essential question. Students have tools like the knowledge blueprint where they can record their learning right inside their student books
019as they build toward each unit's culminating task. Every unit, students demonstrate the knowledge they've built through listening, speaking, reading, and writing. Knowledge matters. Benchmark Advance and Otilante provide the framework. So, I felt like that was a really good overview minus how slow he talks, but I felt like it was a a good overview. So, then benchmark advance and alante are intent. Okay. Go to the next slide. There we go. So, the last part of this is implementation. This is a new um way of teaching for our teachers. We've never had a curriculum that is a page by page big curriculum manual for ELA. So, we're going to spend a lot of time making sure teachers have the support they need. So, on April 7th, um we've extended the the late start time till 11:00, which
020will give us that first three-hour dunk into benchmark. And then the Stevenson and Larson teachers will come back on May 28th and May 29th and they'll get two full days of professional development with the company. Um then we already have our late starts planned for next year and we're going to dive deeper into topics and the company then also offers coaching alongside um Jessica Fields who's our instructional coach. um do some instructional coaching with the coaches from the company just to make sure that our teachers feel well supported in their in their first year of implementation. At the end of the first year, we'll do some feedback. What went well? What do we need to change? Are there additional supports you need? Those types of things. So, we'll take any questions you have. With the
021spiraling nature of this, um, as a kid comes into the district from out of the district, do we does the company provide a plan for interventions in terms of getting the kids sort of up to speed with where they should be in their particular grade level? So, the knowledge build most of the knowledge building units overlap with Ohio State standards. Some do not, but most do. So, they're going to get that content again in science or social studies. And if they're coming from the state, then they're going to have similar standards. Um, but this program does have an intervention program that aligns with the materials and it also has an English language learner program that aligns. So, it has lots of resources to wrap around supports on on all ends. The thing we I liked
022and I believe the teachers liked as well is this. We're we do a lot of project service learning. We believe in in the design in design thinking. So, I didn't want to lose that with a box curriculum. And this does have project options for kids. It does um allow for service learning and those types of things. So, and we also like that it had a lot of online and offline components. So, it had a good it had a good balance of both with that. I don't I have very mixed emotions about a prescribed curriculum like day one is this, day two is that? You probably know where I'm going with this. If there is, you know, I like teaching this book in third grade. Uh is there possibilities for academic freedom for stuff like that?
023Because there's the students will always tell you what was their favorite unit was the one that the teacher liked best which because they're passionate about it XYZ and I know I know your hands are tied on this. However, is there possibilities for that? We've had lots of discussions. We wanted to have a shirt made that said we teach children not cor not prescribed curriculum. I will I will take one in a medium. So, um, we're going to do our best to try to stay close to the scope and sequence, but we're going to pay attention to our kids and there's there's opportunities for readalouds and so we're going to pay attention to our students and what our students need. Um, because that's who we are and we're going to do our best to try to
024give this it's, you know, a really good try, but when our kids need something different, we're going to do something different. I've told the teachers, I'm not coming in and saying, "Oh, you're supposed to be on page two. Oh, you're supposed to be on page three." We're and we're going to add things to it because that's who we are. We have we had great teachers before um we were told we had to do this curriculum and we will still have great teachers that respond to kids needs but there's also too like there's the response there's the response to the kids but there's also like there is a professional in the front of the room that is certified tested SC agree with you that I'm like I don't want to limit them. I know I know
025you're I know what I'm that you're with me on this, but I want to say this publicly. I want our educators to be able to educate like that's their passion. Let's let them do it. I know that I know it's prescribed. I know. I Well, I will just tell you when this process started, Andy was very helpful in getting the state department to come actually here to talk to us because they wanted to speed. The process was supposed to be a lot faster than what we went through and we got approval to to invite teachers in because in a lot of places uh the curriculum directors just picked it and um I wanted teachers to be involved, Andy wanted teachers to be involved. We took feedback from kids what they liked in each program. So
026um we went through a slow process and picked something that we feel like we can get behind. Okay. When the legislature and department of education and workforce did this, what was the deficiency that they were trying to address? What did they think the shortcoming was in previous curriculums we might have been using? Um, you want me to take this one? And I know I'm I'm not it's not what you believe a shortcut or if there even was. What did they think that they were addressing? So what they think they're addressing is across the state of Ohio there is a reading deficiency across the state of Ohio for many many children. Um and they were using a holistic um approach. It's kind of like the old battle like um whole language versus the science of reading
027and there should never be a battle. The science of reading is really important. Um, so they believe that putting high quality materials in teachers hands that follow the the science of reading will raise the bar for all students. The the the t I I I great answer obviously I might just add I don't believe Grand View was in the Grand View or other high performing districts are uh the target of this initiative. I think it is more urban and rural districts more or le performing schools rather than geographic. Yeah. I I mean, you know, I think that we can get defensive and um angry based on uh the awesome work that our teachers do to grow kids and meet them where they are. We've got a proven track record of success and and can demonstrate
028that in a myriad of ways. But if you are the director of DEW and you look at state reading data, it is we are Grand View is at a is is at um you know two standard deviations from the norm. What was that? Does that make So I think that the rationale is targeted for uh we we aren't part of the we weren't the target but we have to go along with the solution that they've decided for everybody else. there. What was our What's the name of the stat I want? Our It's not the third grade reading guarantee, but it's in like our What's the What's the stat I want? Because aren't we like 98 90? I can't think of the name of it. Just pass passage rate of the OST. Yeah. Yeah. We're It
029depends on the year, but we're anywhere from high 80s to the high 90s. It fluctuates yearly because kids aren't widgets and we can't make them all the same. So, um it does fluctuate, but we're always in the high 80s or the high 90s. And there was to Andy's point, there was no caveat that if you had demonstrated success, there was not on your own without being He even tried really hard. I'm with him on this one. But that I I do want you to know that it's I'm coming at you a little bit. It's not you. I know. It's fine. I appreciate that, but um it's frustrating because I'm like, you all are amazing. We did pick something we can get behind and we will respond to kids and we will make it great. And
030that's what I care about. It's like the legislaturator is going to do what they do and we have to comply with whatever they tell us we have to do. Um as long as you feel that the product that you've chosen is going to meet the needs of our students. And interestingly, it talks about K through five. So nobody argues that at six everybody's doing apparently what they need to do. So does this, you know, that switch from five to six, is it seamless? Like we still have a seamless transition no matter what we're doing in K through five, we're still ready to go at sixth grade. Correct. And as we go through this, I'm going to give the teachers the year to kind of go through it and see how they're doing. and I'll pull
031sixth grade, seventh grade, and eighth grade after we've gone through this for a year and be like, "Okay, this is what we're doing here. What do we need to add, tweak? What supports do you need?" We've done um a ton of reading development with six, seven, and eight this year with um Rachel Daniels from the ESC and they have worked on comprehension and vocabulary and morphology and she's done a wonderful job with them and they're really well aligned right now. So, I think it will be totally seamless, but I want to give the K through five staff a year with this and then I'll pull seven and uh six through eight together and just make sure we're still all aligned. One quick question. Are other subjects ever um requested to be changed like this with
032a big box curriculum? Like we talked about reading levels and that made me think of math. So does this happen with any other subject? Yes. So math we have reviewed since I've been here um we've reviewed math curriculum like every four years. Okay. Um four to five years. So this is year three or four with Zern and then the state of Ohio is talking about doing a math revision where they provide a list of high quality um instructional materials and we'll have to pick um that has I haven't seen that come to fruition yet, but they do they have there's lots of meetings where I go to and they talk about it. Um but we are naturally going to look at math at the five-year marker. we kind of always just look at what we're
033doing and make sure we're current um in a cycle. Math and ELA are the popular popular ones to pick at that might not be the correct way to say that but pick for that. Um did have you heard the statistic about um oh it's uh students entering college only having had read one novel and the implications for um how that I have read that how it um it affects like being able to understand plot development and working through material and the nuances of that. Well, that's not happening here. Well, no, I was gonna say more than one novel. No, I think about the current eighth grader who has read one novel every nine weeks and I because it it's there's so much to unpack with like the love of reading which I have he might
034not but um with that because that's where there's these things and then you have children or I'm calling children in college who are like I never read a book and I'm like okay. So, thank you for keep doing that. Yeah, we're gonna keep reading books. Yeah, thank you. Any other questions? I'd like to just make a quick statement. Angie, I want to thank you for your leadership. I want to thank you for um engaging our staff, our teachers in the process that we engaged in. I think it is a case study on best practices in terms of how you should go about making a choice um with the staff that's going to be implementing it. And as you outlined, probably having no idea I was going to say this, that is not the case in
035most districts. So, I applaud you and thank you for your leadership because that's the right way to go about it. Thank you. Thank you. Thank you. Okay. Technology. Yeah, that's good. Oh, let me uh if I may also uh so the board had asked for a presentation about how technology is used in the classroom and is there a process to determine when it's best to be used? Is it being used too much? Um so on and so forth. And so Jess is our instructional coach and while I haven't seen her presentation, I promise you it's going to be great when he sets me up like that. Um, so yeah, I always get a little nervous presenting because I know the time here is precious and I want to be able to communicate all the good
036things that are happening K12 and it's kind of hard to do. So I decided earlier today I'm just going to focus on fourth grade as examples to kind of highlight it. And I love Oh, Miss Paige left and Miss Heep is here. So I had two fourth grade teachers that I could use as example. I kind of went in the middle. Um, so when I was asked to create this, it brought me back to my good old days working with Mr. Guousay as a high school English teacher. Um, and in 2002, we were presented with the SAMR model to start to think about how to best integrate technology into the classroom. So, this is not a new conversation. Um but what we have seen is that some of our conversations with instructional technology have really
037focused on getting the most out of the technology. So if it amplifies the learning experience, if it empowers the student or it creates a redefinition of a task that we couldn't even conceive, that's where we're looking at when we plan. I mean I remember in 2012 I was tasked with helping all fourth grade teachers. ironically go to oneto one and try to explain the cloud to them and they're like what do you mean they're in the same document at the same time. So this is something that has always been on the forefront of education because it's our access to education. The physical hardware that you'll find here um is Chromebook onetoone. We have desktops. Uh we have some in the art room. We have some in the uh Mark Johnson's room. We have a few
038in these study spaces spaces when students are working with bigger files like pictures, um, video editing, photography, and then we also have tablets. Tablets you'll find typically at our STEM stations and sometimes for versatility to give students the option to go record something really easy like in a hallway or do an interview. You'll also find that we'll have some steam equipment throughout and um, those kind of connect to the other devices. So, as the instructional coach, when I'm working with teachers and we're talking technology, we always talk purpose. So, today, what I thought I would highlight is when we're planning instruction, how do we focus on instructional method methods that are proven? How do we fulfill our mission statement, which is to personalize learning? And then my official title is 21st century learning coach. We
039are 25 years into the 21st century. However, the four C's play a big part in our students becoming and being competitive in a global market. So, we rely on certain instructional methods that bring all of the good pieces of that content to light. So, in the English classroom and in the math classroom, you're going to see a workshop model. And in the fourth grade space, you're going to see them in and out of the collaboration space. So for each one of these little pockets of learning, we create space in the classroom for that to happen. Where you're going to see the most technology is during the independent practice time. Why we do this is because we want stu uh teachers to have the opportunity to p pull small groups or one-on-one to work with students
040based off of data that they have. So typically you're going to see an increase in technology in this block. So during this block of time, it's typically 30 minutes in an ELA math classroom, but they are working with a teacher 15 minutes of that time. They are on their computer for 15 minutes of that time. In the ELA classroom, that flexes because everybody kind of reads at a different pace. Um, but that is kind of our goal. You also have what's called flex days. So flex days um are throughout. It doesn't always sit as pretty as it looks here on a Friday, but we have guest speakers. We have uh design thinking. Um and so sometimes you're going to see with assessments and design thinking an increase in technology use as well. Um one other
041popular instructional method is design thinking. And in this scenario, you'll see an increase in technology when students start to take their ideas to life, when they start to prototype and create things. Um, I had the when would you send me those, Gina? Last week. Um, to see the end product of a fourth grade science project where they looked at adaptations and habitats. and they took a habitat in Ohio and they had to create an animal that would exist in that space and they had to prove how it um would adapt and so they use genally which I'll talk about a little bit later. In the social studies classroom um a lot of it is based off of discussion and discourse but you will see an increase when they're accessing information. So when they're looking at
042research, you're going to see an increase in use of technology and then how they communicate that. So depending what product or proof of their learning um you're going to see increase in that area. And last but not least, we have the 5e model which is popular in the science classroom science classrooms as well. And here in the explore section, you will see a little bit more um use of video. Um not all screen time is the same. So there's a difference between passive screen time and active screen time. So what we like about both of these models is when you walk into the classroom, you're kind of always asking yourself like who's doing the work. In these models, students are doing the work. So their interaction with technology is active. Um it's not passive. Sometimes
043in the explore they will be watching videos but typically teachers frame that and then ask them to do certain things with that work. So those are our most popular types of instructional methods. And then we also consider the development of the student. And so we use universal design for learning to look at how the brain works. And what you will see maybe not clearly on this screen is that it will say multiple means. So we want multiple means of engagement, representation, action, and expression. So our goal is to kind of lead the learning experience to the bottom. That's what we want of the learner. And so sometimes we will have multiple options for students that may be online or may be offline. And that's really about knowing your students. So we spend a lot of
044time with our teachers about the first 20 days of school and how you best understand your student to support the way in which they will be most successful. So I share these methods with you but for every child that is not the case. And last but not least, the state of Ohio has kind of adapted the castle standards and this is about the whole child and we are aware that we want them to build relationships and community. We want them to be able to communicate well. And a lot of these things that we overlay on top of our instruction is offline. So, a lot of these experiences you're going to see uh community building. Um you'll see in the fourth grade hallway, you have your community meeting every day. They're sitting in a big circle.
045They're sharing. They have a talent show. Somebody was playing a piano the other day. Um so, the castle is really an important part for us to look at. How do we make sure that we have a blended model and students are doing the passive um screen time? We also do this in our digital citizenship. We talk a lot about brain development. For example, in sixth grade, I always tell them your prefrontal cortex is an itty bitty baby. It is a baby. It is a baby until you're 24 or 25. And what that means is when you make decisions, a lot of them are impulsive. So, we really have to think about that. So on top of technology being integrated into the classroom, we are also having discussions with them on how to balance their technology
046in their life. I want to jump to personalized learning. You had the presentation for benchmarks. I put it up there. Wishful thinking. Yeah. Um, but when we decide on curriculum, we do sometimes look for the technology aspect of it and if it meets those methods, but also does it allow for us to create a personalized learning experience. So, in the ELA classroom, you'll typically see these apps during that independent time. Does that make sense? Now, sometimes a teacher might pull up a New Zealand and they might use as an instructional tool, but when a student is on technology and being an active participant with it, you're typically going to see it in that independent time. In the math classroom, here are in science classroom. Here are some of the apps that we support. And again,
047these are all based in practices that we have studied or believe make us who we are as Grand View teachers. More importantly, they help us create an experience that is individualized for every learner. So, what I love about Zern is with the methods when they are online, the videos are about four to seven minutes depending on the age. So, in kindergarten in the independent time, it's a four-minute video. What you don't see, I'm g jump over here. These little dots are typically along the video and they force a student to stop and practice. What it also does is if you look at that big orange circle there, that big big orange circle is called a boost. It provides um intervention for the student. So it has an adaptive software where it says, "Oh, they did
048this answer." So they the learning was probably broken down here. This is an example of modification. If we were to hand a student that worksheet and say, "Go to your desk and work while I do small group." They're going to have a ton of questions. They're going to make mistakes. They don't have access to those interventions in a timely fashion. So, I love that we select things like this. This is a K8 program, so it really allows for versatility. What I really like too is when they get into the video, it is even more individualized. So, in the fluency section, it knows where a student is and they're all getting a different activity based off of their level. The math chat where those little bubbles where they have questions and then the tower of power.
049What's amazing is that a teacher can send a student to do independent practice while she's meeting with students or he and at the end of the day she still has a ton of other data to look at to make informed decisions for the classroom instruction in English. We also try to create accessibility features. So um in all subject areas but access to lit literacy we have newella. It has five different lexile levels. They can annotate the teachers see the notes. It has an adaptive um generative AI writing piece. So as the students write there's little meters that tell them if they're meeting the rubric's needs. That's modification. In Lexia, which is what we'll see in our lower grade levels, everybody has their own individual goal. In the middle, you'll see this person has a certain
050amount of minutes. That's a week minute. So, it's usually 20 to 30 a minute or a week. And also, you'll see that each student has a different type of experience depending on how they're interacting with Lexia. So most of the students if they stay on track for grade level standard they'll do the standard. If they make some mistakes they go to scaffold guided practice and then it it notifies the teacher hey we need a pause second and you need to make sure that you're doing explicit teaching. So Lexia has a whole online curriculum aspect and then there's a bunch of lessons that correlate with it. Last but not least before I get into the clo closing statement is we also will see technology throughout all of our instruction. So I wrote the word loop because
051assessment is like looping continually. So we will have um assessment for learning. It is amazing how you can create assessments for students to learn and get timely feedback that's adaptive to them. It's a bonus if it's gamified because it increases the student engagement and that experience not only gives the teacher information but it gives confidence to the student so they know exactly where they where they stand. We also use these for assessment of learning. So at the end a teacher has to have some type of standard and we use it for inter intervention. I'm going to end with student products so I can share this with you. Um Sarah Hep used Genie, but a lot of times with these four C's, we need to make our students aware of these skills and how to strongly
052communicate with a visual with a concise message. This might not be a perfect example of my skill set. um podcasting the future of communication is going to involve online platforms. So we have to integrate that into our products and into our learning experience. So here are a few examples. This is a fourth grade student. Do you know the name of this animal? I'm sorry I don't have all 94 memorized. Uh, so this is Natalie's creation and she used Genie, which is a lot like Thing Link if you're aware of that. And she used AI generator on Canva to create this turtle tiger. And then each one has a little cell. Oh, it's turtle. Turtle. A turtle. A turtle. I was going to count. It's a cheetah turtle. Yeah, cheetah turtle. And so you could be
053like Natalie or you could be like Maize and he's more on offline creator. So we gave selection to the students and then we upload. This was a tricky one because I had to remove the background on here. Um and they get to create. Do you know what this one was called? What's that? It might be in one of the bubbles. This one was truly amazing because his real vision of it was like pages long of notes and details and this is the simplified version. Yeah. Um and my closing statement is there are things that are also non-negotiable that can't be online. So there are sometimes where a teacher might go to a conference and they see something and I'll be like okay I understand how that's exciting. We have to find the purpose. So sometimes
054it is walking them back a little bit. Self-organized learning environments. Sometimes I'll suggest how about we make kids be around one device that increases the student discussion and discourse. The drafting pro process typically sometimes writing is a little bit different is offline. We want students to be able to manipulate their information, sort it, categorize it, also connected to the student discourse. Small group instruction, you're going to see that everywhere in the district. Um, you're going to see Sarah pulling students out in the hallway. You're going to see I um the English department using their little pods out in the hallway. Sometimes we have products that the kids just love to build the physical creation. So diaramas is what we do in first grade and they still talk about it. Like I'll get a fifth grader
055and they talk about their diarama that they created. And then we also have just community meetings and times in which we are we kind of try to remove the desk between us to increase that connection. Um, and so I just wanted to say I know my job was to tell you how we use technology, but we also do a really good job of recognizing when technology isn't the biggest bang for your buck and our teachers are awesome at it. That's great. Thank you. I don't have a question slide, but do you have any questions? Well, I think Well, no, you go ahead. Do you have a question? I just um you mentioned AI and it was a generator for the last project that you showed and it reminded me of Chris's presentation last week about
056how like the general AI is not available to the younger kids or as we create this policy as he creates this policy. Um so how is it incorporated in those software pieces? So in Canva we have an image generator. Okay. And that is where turtle turtle came from. Okay. And what's really nice about that is we talk to students about creative commons in visuals, but if they create it in Canva, it's their product. So they just say generated by AI and they can create some really powerful tools. In Newella, we have the writing feedback tool. And then we are piloting school AI. So those are called spaces. And so for example, I just used it with second grade. They're doing a biography project. And I built the space where they spent 15 minutes talking to
057their person and gathering information about them. That's so cool. Wow. I just want to like introduce them to it in that space. So, School AI is only designed for teachers, but then I have the ability to share a space with students through schooly. So, it keeps it in like a protective space. And it's also made for education. So, it's different than like an open source like chat gpt or something like that. Okay. Um for example, it will say just a reminder, I am just a computer. I'm not the person, but I'll try my best to answer your questions. Okay, good. Thank you. I think that's going to be probably my my next iteration of integration is really focusing on the teachers on how to integrate the AI. Yeah. In like a contained way versus a
058we just type this into chat. GPT. Exactly. Gotcha. Thank you. And I think even more because you know most of it's like 16 and above. So, it's going to be more I think more high school conversation. You notice the logo for book creator. Is that a product that we we do have available for teachers? Yes. So, there's not every teacher that uses that, but I have a pro account and I use it with first grade, second grade, third grade, and I use it in helping. That's great. So, good. Very cool. So, I just did first grade. So, they just got it. And then in second grade, they'll do a different project with it. So I just kind of build slowly. That kind of goes to my other question. So I liked how you had kind
059of like the learning models and you had like the workshop model kind of looked like a blueprint. I remember like the old old tangent blueprints and then the universal design seemed like really cool differentiation from like a teacher perspective. I felt a little bit overwhelmed. Um are teachers do they get to dabble or is there an expectation that they kind of adopt some of this stuff? So if I bring back Yeah. this model here. So for math we have our core materials. Learn Yeah. And STMath. Yeah. Which is spatial temporal. So it's connected to the brain development. Assessment is master track and that's actually offline. And then math which is our um assessment. These are what we ask them to be the most comfortable in. Yeah. Then they'll be like, "Hey, in this time or
060maybe in this, I want to integrate something else." Yeah. We first make sure that we're fulfilling the fidelity of our adopted solid on that. And then we have some supplemental materials that I kind of give my stamp of approval on. So it still goes through a vetted process with Angie and myself. Yeah. If they're going to do something with teachers or students. So this is something like this right here is something that you would give a teacher and say like here's here's kind of like that's the strategy that we're using. Yeah. Cool. Now this is was adopted with Zern and that was three years ago. So we've also learned sometimes we flex this model. Yeah. So I I I won't say that this is exactly like this every day and every Sure. And then the
061universal design that seems super cool for differentiation, but it seems like it would require and maybe maybe this is something that you're doing. Seems like that would have be a ton of upfront work to create like different modules where different students can be doing different things at once. Is that something that the teachers expected to do or is it something that like they dabble with or is that are are you like are you doing that? Yeah, so I have um instructional coaching sessions with teachers and if we start to go down the planning route then we'll talk UDL so that we're making the right first steps like instructional planning. Yeah. Sometimes I have a teacher who is that hasn't been working for a while. My battery's dead. Yes, I was going to say veteran teacher
062like Sarah, but we can hear you fine. The district, she was a literacy coach specialist and an ELA teacher. Our instruction was not around this. It may have been around integration of like a new technology. Really dependent on where the teacher is in their learning. This is probably the most difficult for teachers. So, I try to tell them it's a lot like my my health habits. I just try to habit stack. So, let's just let's just get one down. Sure. And then next year, let's stack another one down. Like you build an arsenal through your career. Exactly. The expectation is Okay, perfect. Awesome. Thank you. Yeah. And it's hard. It is. It is probably one of my biggest challenges with adult PD is making them not feel like they're drinking out of a fire hose,
063but I see the changes. So, I have to sometimes change is inevitable. Yeah. Um and then staying grounded in like the respect for the work they've done and best practices. It's tricky. Yeah. And sometimes I pull her and say, "Slow down." She does pull me in, slow me down sometimes. That's all right. That's good. I don't think that's good. No, the push pull. That's great. Thank you. Yeah. So, for all of these things, I, you know, Pandora's box has been open. Technology is a reality. Like, we have to wrap our arms around it, and it's going to be reality for the workforce, for our kids. Um, but with that said, I I frankly do come at it from a place of um being a little suspect of the benefits of technology in all in all
064places. So, is there studies to show that this is actually closing achievement gaps? And I know that here in Gran View, thankfully, we're very fortunate to not have so many gaps, but are these proven through research to be effective? Yeah. So we do John Hattie and so we'll look at like reflection or timely feedback small group instruction. So he has a what is that the factor of like or like the point value 1.7. So he looks at metadata and instructional technology is woven into some of the best practices. But if you look at like the American and adolescent pediatrics, they came out a long time ago with like screen time, but that was like TV screen time. It is recommended that ages five and above stay between two and three hours. However, the average last
065year, pre-teen to teen, is getting about eight hours. So if you're talking benefits in education, 100% nothing replaces a teacher. But I know that I can meet students needs with small group way better than I can one to 24. So I got to build that in somewhere. And then you got to ask yourself what are they doing when they're not with me in a small group. And I just sometimes it's offline. It is. But it is so much more powerful if you can get technology integrated in the right way. How they get feedback. The thing that is hard is we don't know what they're doing when they go home, right? So we know we're a factor of screen time. Social media is a whole different beast. Now that passive scrolling, yeah, that is where most
066of the research has been um where it's looked at students anxiety, um distractors, depression, anxiety, those are all connected to social media. I haven't found anything that says technology integration is having a reverse or as adverse effect on students. The other thing with littles. The one thing I think about is if a teacher is working with a student, practice makes permanent. So if you're permanently making mistakes, reversing that is so difficult. So if I'm going to take the time to work in a small group, I want them practicing where they're getting feedback so they're not practicing mistakes because if you practice it right, that's fantastic. If you practice it wrong, it's still sticking even if it's wrong. So that's where we try to be really diligent. Like if we're going to be in a small
067group, they need to be on something or doing something where they're practicing in a way where they're getting feedback. And sometime that practice is just playing a game with another kid, you know, a hands-on game. Um, but we've seen a lot of success with Lexia because kids who are struggling learning to read, instead of just pretending to read a book, um, which is what struggling readers do, um, they're interacting with something that gives them feedback right away. And it also helps the teacher realize, okay, they've they've had to do this two times. They still don't have it. I need to pull that kid right now so that I can help fill that gap. And when you you say that, Emily, like where does that come from? Like what experience do you feel you're like, "Oo,
068I don't know about that." Well, I feel like I've read a number of uh research analyses and one metaanalysis on on information retention when you're observing it through an online source through through a screen as opposed to like an actual book or writing by hand. And that it's not having the same impact on your brain as it is when you are literally reading a book or when you are doing math problems on a piece of paper or when you are writing notes on a piece of paper as opposed to consuming it through a screen. You are correct with math and that's why Zern has the offline component and all of their math besides answering the questions online is done they have their book next to them. Now with reading benchmark handwriting components with it and
069annotated readings and reading I don't know much about the like reading online versus reading a paper but I think the leveled Lexile in the audio text if that is something a student needs at least maybe having it as an option or if somebody wants it offline working with teachers on making sure that they have that as an option too. Yeah. Yeah. No, I appreciate that. And like I said, I do I do appreciate that there are benefits for sure when it comes to technology and this differentiation that it allows when you do the small groups, but it's that's amazing. Um something we didn't have when I was a kid in school for sure. Um but you know, I do worry though two like one thing is I know that the kids have access to YouTube
070on their Chromebooks. So why do they have access to YouTube? What is the what are the practical uses to that and how do you make sure that they're using that for legitimate things in school as opposed to doing that like scrolling like you're saying that we do know at home isn't good and like I feel like at home we have limits on it and I can enforce those and yet you know I'm getting these weekly I opted into those weekly yeah um updates and it's showing YouTube as being a site that's visited literally hundreds of times and I don't know. And that's probably like for those little shorts. So, how do we keep a cap on that? So, I don't know what age you're referring to, but we do get to access to learning happens
071in YouTube. However, all the teachers have classroom relay. So, I have full control over what my kids get on their device at all times. So, I can say during 8 to 9, they only have access to Google Slides. they I can create a specific blacklist for Kevin Gusay and say he can't go to this this or that. You probably should. And so we have had students who haven't found a good balance with YouTube. And what we have done is we have embedded the videos in schooly which is an option for a teacher and then we've blocked YouTube. So we have we actually have the same control you have as a parent. We have that control in the classroom relay. So, we can shut down everything. Um, Chris, I'm I'm looking at Chris and Evan because
072they help me with classroom relay training, but we have a filter. So, their access to YouTube has to be approved. And teachers have the ability to prove YouTube. Another thing that I encourage teachers to do is we all have our YouTube channel. So, the only thing I let them go to is my channel. That might be another option. And I and I the whole like passive I also wonder about when there's downtime in a classroom. Um what the the teachers have the ability to say you have some free time right now. You finished a test early or I'm working with this small group. You don't need to be on this. Therefore bring your Chromebook to class and you can use the time as you see fit. That I think is one of the big problems.
073And that's not the kind of stuff you're talking about here because this is like this is the passive versus active. This is active learning. But when a kid is being told like, "I need you to just b your time right now. Do what you want to do." When I was a kid, that meant I have a pen and paper or I have a book and that's it. Now they have a Chromebook with stuff that is not necessarily always good for them. Now, I don't see that very often, so I would have to talk to you about specifics there, but most teachers have what's called an early finisher. So, if there's an early finisher, it's like a year-long project that they're constantly going back to. It might not be year long. For example, third grade, their
074early finisher work is their passion project. So, we kick it off and they continue working on it. Um, in math class, they have the math games that they check out. So, their physical math games that they can check out. So, I don't know if your your experience is isolated, but I will tell you when I'm working with teachers, we always make sure there's an early finisher that's aligned either with one of the standards or one of our learning attributes for students to practice those soft skills. So, I'm not saying that wasn't your experience. I'm just saying when I'm working with teachers, I don't see that very often. Yeah. Yeah. I just I mean, I just have read a number of things recently. So all of the stuff you're presenting here like all looks really really
075good and all that but then I'm seeing that against reading um some books and reading some articles that are talking about basically the detrimental effects of screens like you know not being able to recognize emotions and our fellow human beings because we're not used to looking at people um to you know and not the cognitive difference to using your hands when it comes to absorbing information. I mean there's just like I've got a whole bunch of curiosity and emotional stability seem to be impacted by screens and like you said I think a lot of that comes from that kind of stuff we're doing at home as opposed to at school. But then um so that's just where my concern is is just like what is the level of like when are screens really good and
076they have a good impact to where we need to draw the line to like now we have an over reliance on them. Yeah. And just making sure that we're always you know keeping that in mind. Um, also we've, you know, nationwide we've pulled back on cursive writing, which I personally don't have a problem with. I don't people don't really communicate that way anymore. But, you know, I do think there's an importance in handwriting, but when you're not going to do that, we haven't like taken that time we used to spend on cursive and and shifted it to keyboarding. I watch my kids type on a computer and it's painful to me because I actually took a keyboarding course and I can type and they watch me type and they're like, "Oh my gosh, you're so
077fast. How do you do that?" so fast. Why don't we do stuff like that anymore? Why don't we have a keyboarding class? I know that they do like a little oneoff where they're like, "Oh, yeah. Here's a thing you can do." We do we do it um so we start in kindergarten. It's typing agent. It's this app right here. And we do it up till fifth grade. So in fourth and fifth grade, they only do it in media center, which is a semester course. And they do it as their starting activity every other silent reading. So depending on the age of your child, we are three years in to typing agent. Okay. So we're probably past that. Yeah. Um maybe four. I wasn't here when I came here. I have that same issue. I I
078actually took a a typing class. Yeah. And I mean like I'm proud know the home key. I'm like proud of myself and I can like talk and type and I watch my kids and I'm like oh my god. They use like one or two fingers and they go fairly fast given that they're using but like you're doing that wrong. Yeah. And my typing teacher in high school was like old school about forgive me Mr. D. You're not wrong though. Home row is something that is very beneficial to students and once you unlearn it it is really hard to get them back. You used it as an example. Did we get rid of cursive writing? Well, they do learn it. Yeah, that's because the way you said that was we got rid of it and I'm
079like I don't believe that we did. So I wanted to make sure that I understood that. Thank you for So you brought up a good point and I just want to mention that um unlike you and I taking typing class in ninth grade, I didn't have a computer growing up and I didn't use a keyboard or a typewriter unless I had to type. Kids today are they're in front of a keyboard from when much younger. So it's not just that one time learning taking that class and that's when you touch it. It's it's they're at home. They're they're on devices. They're they're they have a lot more access to to typing. And so to what Angie had said, yeah, practice bad practice makes permanent. Um uh they they've even though we have that we do
080offer that in school, we're fighting what they're doing at home or anywhere else. And so it it compounds. Yeah. And they're getting used to typing on on phones and iPads which don't have the same keyboard as Yeah. Now you watch the kids do that. I have arthritis, by the way. And it's like, oh my god, how do you do that? No. Super fast. It's unbelievable. Yeah. No, it's true. And I mean, I do worry about eye straighten. I mean, my my op my optometrist said, he believes the blue light is actually going to be a a big problem for this generation that they're spending so much time looking at screens. We don't know the impacts yet of of what that's going to do to their eyesight or anything else. But yeah, I I don't want
081to come across as being like a total cynic and feeling like this because I know they're a very good things, but just like this summer we we revisited cell phones and the idea that we need to pull back on that, you know, it feels like research is showing us that maybe overall we have an over reliance on this type of stuff. And I just want to make sure that when we are doing it, we are doing it very intentionally and that it's not being used ever as a babysitter for kids. Um because I do fear that there is that that's the easy just like for parents like I admit parents are guilty of it too, right? We're at a restaurant, you want them to shut up and you give them an iPad. Same thing in
082a classroom. like I just want to make sure that that's not happening, that we're not, you know, having an impact on kids that is not good and further usurping the control of parents who try to put screen time controls on their kids and then they go to school and you're like like me when I look at I'm like, how have you spending this time on YouTube? Like at home you're only allowed 20 minutes a day and yet at school it appears you're spending way more than that. And but I can't really tell. I don't know what if it's good YouTube and what if it's not good YouTube. Most of it that they have access to YouTube is not going to be the shorts it's going to be it's going to be there are some shorts
083in there but it's all typically related to education. So we have a huge YouTube list that we approve. Um and to get through that you have to like either teacher has to approve it or we have to really work our filter. So they're not watching like Mr. Beast or anything. Um, I did see that comp the competitor who from Columbus who won 10 million, so I know I want to watch. Oh, that's right. No, I I I hear you. And we want to be a partnership with parents and this these are the conversations we have with teachers, but I'm not speaking for every single classroom and that's what the experience is. We're always working towards the school. I appreciate it. Thank you, Jessica. Thank you. Thank you, Miss Fields. Okay. Um, any conversation about the
084building and department reports? All right. Moving on to our superintendent. So, uh, ju just highlight, uh, lots of great things happening in teaching and learning that are outlined. Um, wanted to make a special me mention of our Wizard of Oz. And uh my wife and I, Debbie, got to go to see the play and as always uh it was spectacular and I so enjoy watching our kids thrive and I'm so pleased to see the confidence that it builds in our giving the opportunity and they just exceed in every way. So it was another successful musical. Um, I wanted to mention that uh, Grand View Heights hosted the aspiring superintendent cohort that is affiliated with AASA. And what I want to mention about that is is as part of that host, our hosting, they toured our
085facilities. and the comments that we realized from that group of 25 aspiring superintendents about not just our amazing facility but of equal importance. The trust and empowerment uh that our students have in using the space as it was intentionally designed to be used was really validating and nice to hear. Spring break is March 24th through the 28th. Um, I hope all of you know that on April 7th, Angie had mentioned this as well that our late start is going to be delayed and it's being delayed till 11:30 because of the required professional development of the new purchase of ELA uh, English language arts curriculum. Don't knock it. Uh wanted to give a special thanks to Angie and Haley for the great quality profile product and all of their hard work that they put into it.
086Another celebration um that highlights the great things happening in Grand View Heights. Wanted to just quickly highlight again the Warren Clink and Carolyn and I always mess up her last name so I'm not even going to say it but they're so generous donation. It was spotlighted in the Tri Village magazine. Then the next superintendent's coffee will be Thursday, April 17th from 8:30 to 9:30. And then uh mark your calendars everyone. Grand View Marble Cliff grand event is Saturday, April 26th from 7 to 11. Thank you very much. Any questions for Andy? Okay. Treasurer's presentation. Okay. Um I have a brief report um to share with some financial highlights. Uh we'll start with the general fund. So we are in the middle of the tax collection um process and we are waiting on our final settlement.
087So I expect to have that by the end of March. Uh we're at about 87.1% not dollars um of our budget. And um we'll see how that that lands once we get the final settlement. the advances are are finished um while they reconcile that final settlement. So, our state funding is right on target um with where we're at. Our um state share of the local property tax, which is the homestead and rollback, as well as the Grand View yard settlements are all um pending that final uh first half tax settlement. So, those um will be expected soon. And then interest revenue in our general fund um was just over 61,000 for the month and about 551,000 for the fiscal year to date. Um expenditures, we are um a little over two percentage points under our
088budget. So that that is um good news. Um our investments uh our investment account is about 3.46 and Star Ohio is is continuing to tick down a little bit. um and will continue to do so. Um so the other tax levy funds, our PI fund, um again, same thing. We're in the middle of the tax collection process. So what we have received to date um with our advances, we have an unencumbered balance of about 336,000. We um in terms of the um ongoing projects, we still have the the final retainage on the track project to be paid. Um we are in a multi-year process with the interior design and branding work um in the high school and middle school buildings and we have kind of um strategically um chosen which products um um you know
089the putting higher priority on the things that and kind of spreading them out over a several um several year period. And then um the Stevenson boilers have um over the last several months have have continued to be um um an issue and we're using PI funds to to um keep those running. Uh construction fund um as you guys know we sold our bonds last Tuesday so that was very exciting. The the um proceeds will actually come in on April 1st. So the the sale day is when um the underwriter gets the pricing, the the bids from different companies um to purchase those and um the closing date is April 1st. That's when the money actually gets sent to us. So the the entire issue um was sold with an average interest rate of 4.42%. And
090then um I've shared the the percentages um that we have the bond anticipation notes um invested right now. Um talked to our investment advisor yesterday and we're kind of this issue is a little bit different than what we did the last time with the bond anticipation note and with that arbitrage rebate issue that we have. So we've been talking through the how we're going to structure these is a little bit different like in the financial records. um we're going to have two separate accounts for um interest revenue for the bond anticipation note is going to be separated from interest revenue for the bonds. So I'm going to have a couple extra cost centers in the reports and I'll I'll share more um um with with finance committee and and um um as we move forward.
091But um but anyway um great sale day and and I'm looking forward to to receiving those proceeds. We've got the new accounts set up and and um continuing to work with meter investments on on maximizing our return on on those proceeds. Great. Um the just one other quick update, Andy and I had a call on Monday with um a group from A um that the AP substation that we've been talking about for a couple years now um is getting closer to um being underway and the the some of the numbers have changed from the preliminary numbers that they provided a couple years ago. And so, um, their investment is going to be a little bit larger than what they originally intended, which is good news for us. And so, we're kind of in the process
092of getting with the right folks at AP and getting some updates um based on on their revised numbers and getting um what that means in terms um of dollars for us. So, kind of working through that process and we'll continue to share as we as we do that. I drove by today, happened to go by and I saw just sharing some pictures that there are, you know, some dozens of people out there actively working with major pieces of equipment. I noticed it too. Well, while nothing declarative or definitive, it seemed that uh January 2028 would be the soonest that we would potentially realize any sort of revenue. So they're saying completion date by summer of 26 um which goes on the tax rule January of 27 which means tax dollars in our bank um 2028.
093So calendar year 28 is when um is is when we are expecting based on their current schedules. Okay. Well, at least it's begun now. Yeah. And there is no partial I I think one one thing that we weren't sure about, you know, when this discussion started was is, you know, if they're partially done at the end of a year and and there is no um part it doesn't go on the tax role till till the entire public utility project is is completed. Um, so part of what we're kind of working with them to understand is what part of this investment is assigned to that site at that location, which translates to tax dollars for us versus investment in lines that might fall outside of our school district to tie in or to prepare um for
094this substation. So there's there's some unique aspects of public utility property um to to work through and understand and and so I think we're we've we've got the right people in the conversation. That's great. Um they're tax specialists. So yeah, good meeting and we'll continue to share more as we as we learn more. Good. Any more questions? Is there a finance committee report? We met on February 24th and Miss Collier shared the preliminary ideas of the state budget which was not great but it was okay. Um we are potentially looking at losing money due to state funding. It won't be done till June is I think when it should be ratified. So there have been um various treasures and entities testifying before um the state legislature because this is not it's a working it hasn't
095been signed into law yet. So we have we have pros and cons in Grand View. We're we're in a very financial stable place, but the potential of losing like $1.4 million is still going to hurt. um we have um a guarantee which kind of keeps it there, but there's we're still we're still looking at the way it's set up right now potentially losing money. I have my own thoughts on because there's the public schools are getting um I we're taking a cut but yet ed choice and vouchers are getting an increase. I we all know my thoughts on that so I will rein it in as also I'm looking at it's 8:30. So with that we talked about that we talked a little bit more about school activities and field trips which you know it's
096popular concept for us and then I believe did we share at the February meeting we had an S&P global rating or did that come out? Yeah we did sh it came out after the board last board meeting but before that finance committee meeting so shared that final report from S&P Global on the rating presentation. Yeah, that's where we were in a better position than we were in 2018. We are a double a I looks like a plus plus, but it could be a hashtag from my handwriting, but we are in an my thought we are in an amazing space financially and we've got good things going thanks to our award-winning treasurer and co-host superintendent. But we're I I think we're in a good spot. I've got my own criticisms of the state budget, but again,
097I will wrap that up, Mr. Bodie. So, the the projections for the new state budget, the the mo I think most school districts, a lot of school majority of school districts um the preliminary numbers at this point in the process are showing reductions in funding. And the the good news for us is we get such a small percentage of state funding in terms of our whole budget. The the reductions are for us in terms of dollars are are pretty minimal. Um they are not going to have a a significant impact on our on our budget. Um but there are a lot of school districts facing some really really large um state funding. Some really big school districts too. I mean like southwestern Columbus. Columbus. Yeah. Westerville. I know their treasures. Yeah. Testifying in front of
098the legis. Yes, she was there last week. Is it Did I have it written right? Because I'm I had a paper over my cover. I had a paper over my paper. We're looking at 1.4 million over the next 10 years. Um 1.4 million is about the is about how much we get in state funding each year. Out of our 25 to$26 million budget, 1.4 million is the state per per pupil funding. We're on the guarantee. So, the majority of that 1.4 million is guarantee dollars and what they're talking about is is phasing those down. Um, that's the I had I had Thank you for correcting me because I was like that didn't feel right. But so the overall reduction of that 1.4 that we've been getting, it's been pretty consistent for I mean over a
099decade at about 1.4 million a year. Um there's a slight reduction to that 1.4. I feel like I saw like the first year was like 70,000 and some it was there's it's actually even less because there there are two sets of numbers going around. One of them is just state basic aid and one of them is is state basic aid plus some of the additional components that are factored in. Um so I think the one with the 70,000 was um without the additional components. So, I think the the in year one it was I I think around $8,000 reduction and then in year two it was a little bit bigger, but it it wasn't it wasn't um you know significant for our district. No, we're doing okay. I don't So, there is still going to
100be a process now till June to work that out. the biggest um the you know kind of the biggest complaint with school districts is that the state is still using 2022 um factors in the formula and the cost to school districts to educate kids has obviously gone up since 22. So what sense does it make to use 2022 inputs in a formula to generate revenue for school districts to operate in 26 and 27 and they simultaneously updated the property values to reflect the increase in value. So they piggy on both sides. They decided to up what the local they're using the they did not update the 2025 data, the school district data, which um you know hurts most school districts because their values have gone up, but they're not updating the state side on the
101the cost inputs. So um so anyway, more to come. It's going to be a process, but um you know the the double-edged sword there is we don't get a lot, but it doesn't have a huge impact on us um typically. So, not in Grand View, but if I have it understood right, they're using the 2022 numbers for state funding, but they're not fully funding for 2022. I think I have that right. where so for example but this not grand view but in general just to fun they I believe they're using the 2022 numbers for what it has to co for cost for education for pupil but I don't believe in all districts they're fully funding that do I have that correct um so I want to say it's at twothirds which was an improvement yeah
102so I think the that that um fair school funding plan has been implemented has the idea has been that it that it's gradually being implemented by the state legislature and I think we're four years into it and they would need to take the step to um to continue to to um fully implement that. So I I don't think we're there yet. No, we're not there yet, but it doesn't affect us as much. But it's just funding of education. So with that, Mr. Bod, did I take did I take our turn? I have nothing to add. It's also 8:30. I have a question and this can be brief response. I'm just curious in the current climate and the changes that are happening at the federal level. What kind of impact could that have on the state?
103Is it more policy or is it financial? So just to give um kind of a an overview of the financial impact of so in terms of federal dollars um again because of our um because of our district in some of the um you know the metrics and the the values and all that. We our share of federal funds is pretty small um relatively speaking. So we get um between two and $300,000 of federal grant dollars per year. Um it pays for two special ed intervention specialists. It pays for part of one reading teacher. And then there's a few thousand dollars that we use for some some curriculum. And um but basically it's those two intervention specialists and part of a reading teacher. So um that almost we almost exclusively get IDA, not title one. ID
104the the title one is what pays for about half of a reading teacher and the the idea special ed dollars pay for the two intervention specialists. So um you know what what is going to happen? We don't know yet and we we haven't been given any kind of guidance or direction, right? Um, absolutely. You know, if if that US Department of Education is disbanded or if it's drastically reduced, what impact that will have on the federal funds, we don't know at this point, but but just to provide some perspective, it's it's um probably around $300,000 a year out of our 26 million um budget. We also have to a little bit to your point um Miss Mattney there's there's our funding which is federal but there's also like with idea um individual why am I
105blanking disabilities I'm blanking with that some of that policy is written into the OC so the Ohio Revised Code so the federal government could do XYZ but because it's in the Ohio revised code, it might not change as much. I'm not I'm not saying that there's not movement or there's not things, but there's with some of these things as they roll out, it's they can do X, but state law is Y. Okay. Just I mean, I might be self soothing as I'm talking about as we are in a I feel like Gran View is in a in a good position to weather the storm. However, to the degree that we're looking out for our fellow school districts, this is really disastrous for them. Public education. Yeah, it's a thing. And to the point, we're okay,
106but there's also it's a storm. At some point, the roof does blow off. Yeah, I was just curious. Yeah, big question. Okay. Um, we have under business and finance recommendations for approval. C1 through uh 12 which do include some big pieces um including some uh Perkins our Perkins will contract um and some construction contracts. So the Perkins and Will resolution is this is um virtually the same resolution as you guys have already approved but the number for their reimburseable expenses changed a little bit based on our meetings and um discussion about how often we want them to be on site. And so it's just the reimburseable expense number that that um is adjusted in that resolution. You said one through 12. One through 12. Yes. Uh or sorry. Is it 12? Did I say that
107wrong? No, it's 12. It's 12. And there's some big donations there, too, which are really impressive. Yes. So, class of 1956 library fund. That's um is there a motion? So moved. Second. If I need any more discussion hearing none, Beth, can you please call the role? Mr. Bod, hi. Mrs. Gart, hi. Mr. Gus, hi. Mrs. Matney, hi. Miss Wasmith. Hi. Okay. Under personnel. Um, we have one through 10. Um, and some big stuff there as well. Is there a motion? So moved. I'll second. Oh, Kevin, can you have it? Um, any discussion? I think number 10 is a particularly interesting one of congratulations once it gets passed. I don't know. We might need to separate that one. Yeah, we should separate that out. So, I did want to say a few words. I want to
108specifically thank uh Kelly Berlin, who is just a really truly remarkable person and educator and school psychologist. It's a big loss for our district for sure. Want to also just thank Sean Hinkle for his years of service. Uh I do think that he is very excited about his new chapter. And then finally, uh a heartfelt congratulations to Mr. Matt Wyan. we are so fortunate and lucky to have you on our team and looking forward to uh the next chapter in your career and but more importantly the impact you'll have on students um staff and the community more broadly um so so thank you and I finally want to thank the board um and because uh the last uh three weeksish you know there's been a lot of you know what's going to happen how's this
109going to and um you know and Lyanna, thank you as well for bringing this all together and you all being so flexible for me to add this uh tonight. Say thank you real quick. Yeah, thank you all so much. This is my third year in Green View. It has been absolutely incredible working in 4 through 12 with amazing staff meeting administration district office. I've learned so incredibly much and I'm so so excited. So thank you for this opportunity. I appreciate you all. It's duly noted that half of our children will be out of your hands when this goes into effect. I thought about that. I looked at the data. I was like, "Wait a second, Mr. Yi. All the board children will be Mr. Belk's problem." He still gets two. Two that'll be seventh grader.
110But the And my my baby will be out of your mats. Let me be honest. My one that's coming for your height, by the way. It's an honor to have you. Yes. Very lucky. Very excited. Any more discussion? Okay. Beth, please call the RO. Mr. Bod. Hi, Mrs. Gart. Hi, Mr. Guousay. Hi, Mrs. Matney. Hi, Miss Wasman. Hi. Is there a policy committee report? No. Is there a teaching and learning committee report? Yes. Okay. We met today. Um, most of what we talked about was the advanced benchmark uh PD stuff. We also talked about the possibility for um STEM designation. Just something that the teaching and learning committee is kind of exploring. Can you get some feedback from teachers about whether or not we want to kind of move forward with that? Thank you. Any
111questions? Okay. Under co-curricular activities and extracurricular activities, we have a one. Um, actually, uh, I need to stop. I'm on the volunteer list. So, you just abain. Well, I want to abstain from that, but I was going to vote for the other two. So, um I'm sorry to ask this again, but do I need to do we actually need a a motion to separate three from one and two or you could or do we just you just move you just move a Can I move? Okay. So, make a motion for A1 and two. I will make that motion. Is there a second? Second. Okay. Any discussion? I want to say real quickly, I I appreciate that under the field trip that we've kind of changed the way that they're they're shown here and I like
112I like seeing that, you know, it kind of spec specifies who's paying for what and I think that's really great. Um, okay. All right. Please call the role. Mr. Bod, hi. Mrs. Gart, I Mr. Guay. Hi. Mrs. Matney. Hi. Miss W. Hi. Okay. Now we'll vote on um on three. Is there a motion? So move second. Okay. Beth, please call the RO. Mr. Bod, hi. Mrs. Gart, I will abstain. Mr. Guay. Hi. Mrs. Matney. I. Miss Wasmith. I. Okay. Um, is there any other items to bring before the board? Uh, I think maybe these two dates. Do we want to discuss that or Oh. Um, or do we want to do that offline? Yes. No. So, I did um I brought I let everyone know this is coming up this 19th on on March 19th.
113Um I let everyone know that we were talking about having a special board meeting to talk about the athletic facilities plan. Um I know Molly said that that did not that was not going to work with her schedule. Eric, what I will not be here. You will not be here. So, we have there will only be three of us that would be available. So, we might need to re I don't think that's going to work. No, we're going to need to look for a new date. Okay. Okay. So, we will put that on the back burner for now. Also, um what do you think? April, the week of April 19th, we have to have a special meeting. I think that's May 19th. Uh May 19th. It is May 19th. Thank you, Beth. It says five
114there, but it does. It does. I didn't have my glasses on. Um and and it's solely to approve schematic design. I don't anticipate it being a long meeting. I think it could potentially be a really short meeting. You will have seen all of the documents in advance. Um, but it it is it does require a board board vote and we have a meeting I think the week before, but the schematic design work that we'll vote on isn't going to be completed yet. So, they have but that week we're going to have to have a special meeting. Yeah. So, our meeting is on the 14th and they said their their schematic design is not by their schedule going to be done until the 16th. So, literally two days after our meeting. So, we'll be looking to
115have a meeting like a quick one just for that on the 19th of Yeah. Well, I was think we we kind of tentatively talked about Monday at 4. We said no Wednesday because that is 8th grade graduation and as we know many of us will be impacted by so Monday the 19th. It would be quick. Yeah. Um and and I on this one uh well of course love to have all of you there. I I don't know that if one isn't there, it's as meaningful as the the athletic complex discussion. Yeah, it's less about having a correct full discussion. Correct. More about I'm approving. I'm out on Mondays, but go ahead. You what? I probably Mondays for me aren't great. Um unless you want to do it later, but if I'm the only Hold up,
116do it whenever you want. Did I forget? Did we talk about a time for it? Four. Four. Go ahead without me. I'm okay with that. Um Katie and Eric four o'clock Monday. Yeah, it's already on my calendar. That's what I was. Did you send me an invite? Yeah, I know. Do you think you'd be able to do that? I mean, there'll be three of us that Okay. All right. So, we'll set the 19th or May 19th at 4 for that. Um we will revisit talking about the athletics plan. Yep. As I indicated to everyone separately, we just we need to talk about basically an alternative um in case the parking were not to work out because right now the master plan shows parking on the sides um down Northstar and Fair View and just in
117case we didn't get all the approvals, what would happen then? And also whether we want to accelerate um the the larger restroom in the plans because that seems to be really important to the community. Understandably, it's important to me. Um, and right now it would be in if we didn't make any changes, it wouldn't be till phase three, which is pending the A substation, which we're hearing we wouldn't see revenue until 28, right? So, um, okay. So, we'll revisit a date for that piece. Um, otherwise, we do plan to have executive session. We will have executive session. Do I need to say it's under number four? Yeah, we will have executive session for preparing for, conducting, or reviewing negotiations or bargaining sessions with employees. So, we need a motion to go into executive session. Move.
118Second. We're a team today. Yes. Call the role. Mr. Bod, hi. Mrs. Gart, hi. Mr. Guay. Hi. Mrs. Matney. Hi. Miss Wasman. We Am I stepping on your toes? We don't anticipate action afterwards. No. Yeah, we don't anticipate any action after after executive session. So feel free to stay if you want to, but if you go home, you're not missing anything.