BOE Meeting February 2023

001uh we'll call the meeting to order Pledge of Allegiance Chris can you bring up a picture of a flag on TV I'm trying to remember this next time oh I wasn't here last time either right we're all like okay with corner where it was yep it used to be right there yes okay I pledge allegiance to the heart 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 right okay first up is the minutes do we have a motion to approve the minutes someone second okay any discussion hi okay next on the agenda is recognitions uh do we have any what about hearing anyone from the public here to speak welcome please uh state your name and your address for

002the record hi I'm Nora Taylor my address is 1241 Cambridge Boulevard and I'm at 1284 Hollywood Avenue and we are both seniors and student leaders of the Bobcat anti-racism Collective and we are grateful to be in a school that offers clubs like Barth and we want to share our support for continuing honesty and education bark is a group composed of student leaders that actively try to combat racism and raise awareness of past or ongoing issues mainly concerning race we have hosted movie Nights General meetings have provided resources to combat racism and more it is valuable to learn about the past in order to attract and acknowledge our previous mistakes ignoring issues such as racism does not make it go away their house bills being proposed across the country including Ohio to limit honesty and education

003and the discussion of divisive Concepts we are glad that our School does its best to promote diversity and valuable discussions even about hard things at times which helps us grow as critical thinkers we hope this continues because it unites our district and Community thank you thank you thank you so we have students come from this organization nearly every meeting and I'm honored to be a part of a school district that has students who are passionate enough about this topic to come speak thank you thank you well said okay presentations yeah so at this time I'm going to ask Mr Belk our new high school principal and welcome him to his first presentation as principal of the Grandview Heights High School to our Board of Education so welcome well thank you very much I didn't know

004if there was going to be any uh rookie type hazing I heard you say my name at first presentation you were giggling the whole time so much so it's with you it's with okay good uh let me pull this up alrighty well as you can see from the title on my presentation it is the same faces in new places I like to think that's what's been going on uh for the past month or so month and few days as we've entered on a couple hundred yards about 100 yards down the hall and as we're getting accustomed to our new spaces uh so that is what I'd like to speak to you about today is just being in the building for a little bit now kind of seeing some of the opportunities we have some of

005the struggles we've overcame some of the challenges some of the successes and giving you some of my perspective but also some of the student perspective as well so I will be getting into that but first I want to thank you from the bottom of my heart thank you thank you thank you I know uh although I don't know all the hard work I'm aware of all the hard work that went into this this process and uh just to have a board of education District Personnel uh and most of all a community that supports what we get to operate in uh again just thank you so much we really appreciate it um and so as we move about these months and years uh in our new places uh of course uh this presentation will hopefully be

006changed with a bunch of new opportunities and things that we're doing in the building um as you all have said and as when I came on board we've been honoring tradition and building Excellence throughout this process and I hope I am correct with this date here but with 1923 As I understood was when the first high school was built uh okay I hope I'm right uh so from 1923 uh until the process began of the renovations and the new builds and everything like that uh there was a lot that's been established uh I would say in my short time here one of the the the utmost things I've seen is just the utmost uh tradition that is in our district tradition and Excellence tradition and support tradition and love for our students and Community but

007also there is an overwhelming feel of culture community and just a positive climate that is it's just not rivaled by any so with that being said uh with us just newly being in the building and showing some opportunities to grow and kind of getting a vision of where we're going to be I think it is our job now uh to kind of take what we've been given or what you've given us and really take this opportunity to not only build on those Traditions I just talked about but definitely expand upon them so uh throughout my my first semester here um you know I came in at the tail end I wasn't here for the design phase but I was definitely here for the uh the moving phase so my first semester here we did a

008lot of of talk about the building Renovations um did a lot of building tours got different groups over there had different events and things just talking about progress and giving people updates on where we're at and where we're going to be um and that all came to an end once we got students in the building we had a few pipes burst and we got past that but once we got past through some of those uh those hurdles and all that good stuff uh we then got into the operations of what we're here for and that that building renovation conversation um slowly changed to uh it being a teaching and learning renovation and and that's obvious in those light bulbs uh those light bulb moments continue to go off for me as I see the the

009spaces that we were walking to just months ago and see them in action and see how we already putting those those things into into uh into place as you all well know I know you were part of all the process of what's going into those classrooms but if you would just be a bystander walking in on a regular day and walking through the hallways some of the things that are just going to be definitely jumping out at you is not only just like the technology that we're using in this in this room right here but not uh only just how teachers are using that technology but how students are using them but also with the adaptable furniture and the combination of both those both of those just how quickly a teacher can go from giving

010a 10-minute lecture to a two-minute class change and there this kids are immediately in groups doing you know project-based learning and just the adaptability that we're able to not only experience just on a regular day but a block day with uh longer extensions in those periods it's truly amazing and just to watch how the kids have adapted I know they had their time in this building but just how see how quickly they have captain in a month's time to to those two features is absolutely wonderful um I could go on forever about each specific discipline uh academic discipline within our building but when you're talking with people if you're just gonna uh some of the first things that are going to pop out in students minds but also um in people's minds as they walk

011around the building uh is is some of the science rooms uh just to see uh how quickly we've adapted just not our teaching strategies but our learning strategies with um with the laboratory space and how the the differentiation of how they're what they're doing within those labs is absolutely amazing to see kids working on different levels uh different projects and a lot of it is what the students are interested in is what really piques my interest is I'll walk in and ask what's going on with the lab and how this got created and they could be doing something on forensics that came from a kid's idea but then they all kind of take it in their own different direction which is absolutely wonderful uh the auditorium uh as you probably have heard when most people

012go in there the word is wow um it is absolutely beautiful as you as you well know but uh as I was Loosely practicing this before I got in here and making my way over here I heard students voices in their singing um and it just kind of it brings you to the realization going along with the traditions and everything what is going to take place in that wow Auditorium uh is truly exciting and just the commitment that our Performing Arts staff has and our students combining those two things with that state of art of facility is is going to be truly wonderful um so very very much looking forward to the uh the events in there to come and also graduation my first graduation in there with the kids will be absolutely wonderful uh

013the art room I've got to spend quite a bit of time in the art room uh just you know want to walk around the hallways I always pop in there uh we have two teachers uh splitting up some of the art duties one primarily in that new designed Art Space and again kind of like what I was talking about with the science spaces uh the different activities that are taking place during one class period is absolutely amazing uh you have students on digital technology three students working on a large Mosaic and then a student working on a black and white sketch all on those different Furniture pieces uh in technology pieces and it's just really cool to see that and I can only uh imagine where we're going to take that as passionate as our

014students are about art I can only imagine how much that room will be utilized for those reasons um just in general the room designs uh when we when I was reading over uh you know some of the the literature and going over like blueprints and going over there and you talk about how we would like to see the rooms used in in the room's intentions um it's good to see that uh us as a staff got on the same page about how we're going to utilize different collaborative spaces uh and how we can use those to to Really strengthen the students uh not only just their academic performance but also the the social piece as well um and so I'm seeing all different departments using those those collaborative areas in different ways for student use

015and it's not just a place to hang out or a place to get away but it's a place to truly uh truly use for what they were intended for for the academic person uh purpose one-on-one instruction but also to have that peer on peer group as well not to mention the large group room uh the the collaborative work area outside of our Tech area uh that is used 20 oh not 24 hours a day every minute of the school day I'm glad it's not 24 hours a day but if you're to walk in our building you're going to see kids in there doing a number of things and just to know our getting to know our programs a little more to see how that's going to be incorporated across curricular uh getting students in that

016area is going to be absolutely wonderful um not to mention as well the four uh study rooms that are located within the media center I was kind of envisioning like how we're going to truly utilize those spaces in just working with our media Specialists and teachers starting February 1st we really got kids in there we really had to formulate a good plan once we got into space but starting on that day if you were to walk in there during a study hall we got kids working up there in groups clubs it's constantly busy during lunch and that's kind of what you envision when you envision a picture of how those things are going to be used is kids in there I was actually just on a podcast with a kid uh with uh two student

017groups uh like at lunch like last week so just to see the different variety of things that we're working on as well and those are is great uh as you can tell I can ramble sometimes so I will want I want to play something for uh how the students are feeling about some of the Open Spaces this is just a short video [Music] foreign just Jack Griffin I'm sitting here you're a senior I'm back James I'm a junior okay so what is a uh a spot in the building you'd like to talk uh I really like Mr Johnson's room they have super nice office chairs in there that you can refine them and it's just a super nice place to chill again um I really like Miss somebody's room I think it's really cozy in

018there I like all the plants and you can see how I'm gonna feel it's pretty neat foreign [Music] tell Ray yeah thank you so much [Music] good morning cafeteria perfect thank you so much and we are standing here with your freshman all right what about the uh our new building new renovation space uh jumps out here oh thank you so much um hi my name is Mayfield I'm a freshman here at Olympia advisory thank you here with uh what do you think about this place it's a pretty nice there's a few minor quads but they got um I really like it I like it more at first glance I was a little nervous just just because I was so used to know if that's the only cry about what happened because it's how much weight

019there is but that can actually turn into a positive because that means foreign is anything else I I like these like cool areas and like the Honeycombs yes remember oh thank you guys I think we already have a lot of a lot more but the new school scanned colorful things in relationship breaks everybody's surprise that's a lot of info that was great Sam that was great uh thank you and just so you know uh if you talk with students the the biggest thing that they say they want to see Improvement on is making the building their own and I just we are doing that we but we're just going to do it in a in an organized manner we have display rails where kids are are going to be in charge of posting things and

020uh all the display cases were already starting to allocation with that I've met with some clubs and as you walk into our building that whole right side is going to be a continual changeover from students about the current happenings in the building so we didn't want to get in just start throwing stuff up and so that my my conversation with students has always been just like I know it's hard just be patient we will get it so as you go through the building there will be less white I promise um uh so my last thing I promise is uh where to now um just over time just like I said we're going to make Grandview High School our own uh we're going to grow within the new space it doesn't happen in a month it

021doesn't happen in two months but it takes some time and just keep spreading that message but just keeping the positivity of the possibilities that we have in in that building but again provide our students with the Diversified with Diversified curriculum options is a must in this space provides for that and it's and again it's our job to to bring that to our students college and career opportunities that are readily accessible again this space offers more capabilities with technology and things like that to connect with kids on those levels uh continue to promote and Foster a culture of love and support I talked about that in the beginning when I I started speaking that's one thing that's evident with all the members of our our community and we just want to keep fostering that oh that

022is it does anybody have any questions now in the front of the building with the new like for your offices and uh the conference rooms for the teachers there's like a little eating area your copy how's that space working out yeah so I'll start off uh with the two office spaces they're absolutely wonderful the like the the small division of like myself Mr wyon uh Mr Lynn our psychologist and then student services off to the right it's kind of like a One-Stop shop for students if they need something outside of meeting with the teacher they know where to find us but just those those little huddle spaces we have too uh those are utilized all day but one-on-one things with kids conference rooms too uh being utilized I'm still waiting on one table but that'll

023come but we're actually doing just fine with the student services uh and also uh the intervention specialist office we now have up and running and so they're able to kind of have their own area where they can dedicate to that where we're not kind of fighting over a space uh the that you mentioned the teachers spaces yeah just that whole area yeah the one I think she was talking about like the mail room copy yeah home space yeah oh yeah yeah that whole Space is working out great in uh our administrative assistants up front are I mean they're absolutely wonderful they learned all the new technology within like a day and it was just like let's go uh but just operating all that and just they are the heartbeat of the building and just to

024have them uh operating at such high capacities also so it's going great Sam um just curious do you have any take so far on the garage doors but have they actually been changed or are they pretty static the way they are no they're you I think being in here helped a lot uh just because some of those learning strategies already opened up where kids are like we like that we like the ability to go for a quick lesson and move some furniture to this space and use it so they're being used quite a bit yeah yeah they're mostly up or down I'd say it's a mixture really I mean so like uh you know when you're definitely in the math hallway it is just it's like a 50 50 when you're you see them open

025or closed so yeah I'd say I'd say it's definitely a mixture yeah did you notice that a lot more of the high school kids are State High School students are staying in in for lunch they are doing clubs in the media center um how's that going the clubs are like huge at lunch so I mean like it could be we could have 60 more kids in the in in the building at lunch on one day based on what clubs going on that day but we do have a decent amount that stay every day and that's been like at first it was like uh because it's a totally different space than here uh the way we have lunch arranged at first it was just kind of like an initial like we all got to stay right

026here no we can move around and and explore the space a little bit this is where we want you to eat but now they've kind of made the space their own I've asked uh Kyle you know just keep me updated on numbers because I kind of want to know that as well and he said they stayed pretty much the same and I don't know if we really expected it to die down a little bit uh but but it has not so rough estimate it's okay if you don't know 20 of kids stay in depends on Club day yeah it does depend on the club day but uh it's okay if you don't know yeah I don't have the number because I think the big transition for lunches was when we moved to this space yeah

027the uptick yeah thank you that yeah though I mean I'm seeing the same faces and some more yeah there's not not a not anymore leaving than there was yeah it was good yeah did you get feedback from staff about like the transition to the building did they have enough time to move they did yeah yeah I mean they really did and I mean our staff is resilient too like even when we hit a few bumps they just we all work together to try and make things happen but I think they were really appreciative of the days they did have uh in order to do that and I won't speak on totally behalf of you but I mean just the feedback I had in the conversation um in our operations team just I mean again just

028talking about our district as a whole just the speed at which we we move and solve problems I think is amazing I think staff appreciates that that they even if it's not getting fixed that day they know we're on it uh so I think that was a lot of the feedback I got was was positive I will if I may specific to that I think the the primary rationale when we made the decision to uh create in essence four days for four to twelve to move was for teachers which was should be at the heart of why we made that decision I will just share with you um that kind of move um certainly requires four days for teachers but for technology for example like Chris Dice and Matt Mowry and the tech team were

029so thankful to have those days um operations custodial maintainers were so thankful to have four days um I mean that proved to be even more valuable than I realized going into it and since you just brought up technology I know there had been a few hiccups here recently are they getting better do the technology issues in the high school yeah I would say so IPA stuff is really what it is yeah yeah that was a big big concern of mine but like again the speed at which we are getting these things solved I think is is really great um but no there once things are identified I mean their team is is on it right away and uh there's a there's a few things that I know of like some volume controls and things like

030that that we're still working through but but as a whole we're up and running yeah you can relax now here yeah and now to the Salty veteran [Laughter] right exactly that's why it's funny right and Winnie is because I have seen it very infrequently you know it's bad well it means it means more when it's exactly like if Rob is salty you gotta I need to like stop what I'm doing and fully engage Rob we're happy to have you on my intro is going to be okay we're happy to have you on staff what do you have for us today well what I don't have I don't have a catchy title like Sam Matt I need to learn from Sam I need a catchy title I like I like this title um but what I

031do have is I have an update for our district-wide K-12 mtss process so in years past individual buildings have updated you on just mtss and what they're doing and where they're at so I planned a very very brief review because we've talked about it in the past um where we're at and where we're going because we're pretty excited about some of the progress we've made this year and the plan for the future so just a really Brief Review really quick can you just say what MTS yeah I'm sorry okay uh it's it's multi-tier system of supports and so it really is the umbrella that encompasses almost everything we do um and in the next slide I have what it is and what it isn't so I'm gonna that's all right no no I'm glad I

032did the Brief Review because I thought how much review do I do but it is it is a complex um system so um but it's everything we do academically behaviorally the social emotional supports a lot of people still think you know we we used to have RTI response to intervention which is sort of like the tier two and the tier three supports for individual students who need that extra support um people often sort of equate mtss to that but it's really it's really so much more it encompasses everything so what it is it's that sound tier one instruction that's provided to all students and so when building level mtss teams meet they look at data to talk about what does our tier one supports look like that should be the first thing we're looking at

033because you can't put supports for individual students in place if you don't have a solid tier one structure for all students it's a systemic approach to find the why and sure conditions are in place it's meeting to sort of have those layers where if a student isn't meeting expectations whether it's academic social emotional in the tier one instruction what do we do tier two what do we do tier three so we do and it allows us to individualize it for each student based on the structures that we've created so it's really a multi-disciplinary approach that everyone owns not just counselors not just administrators not just intervention specialist case managers everyone owns a piece of this uh it's not only like I talked about what it's not it's not for students who are at risk it's

034for all students it's not a fast track to special education you hear that a lot too you know a student's struggling let's put these measures in place but really it's leading towards a referral for special education and that's really a misconception in fact if we're doing it correctly it actually keeps a lot of students out of special education uh it's not based upon single data points so if a student does poorly on a test they're not going into tier two or tier three supports it's it's not based on one measure and it's not just for students who are having difficulty academically a couple years ago I presented on what the high school was doing and most of the referrals at the high school weren't academic in nature they were social emotional in fact almost all

035of them mental health related they would manifest as poor grades but that really wasn't the root cause so where are we prior to this year each school had a team with a process that included referrals for students who needed tier two and tier three supports meetings and plans and so some of the successes that we had prior to this year I feel like each school and and I can especially speak to the high school since I was there was really good at creating plans and so if a student is is struggling for whatever reason uh teams were really good at coming together bringing the parents together bringing the student together you know and talking about you know what finding the why finding the root cause doing a root cause analysis and putting a plan in

036place for that student reading intervention at the elementary especially was very strong and it's gotten a lot stronger four through eight and the focus on individual students I think was really really really strong prior to this year the challenge that kept coming up um was just like I said before just only using it for tier three response to intervention and not using it for to look at the tier one systems that were in place however the biggest issue that we were having prior to this year that I really think we've come close to solving this year is progress monitoring so we we would have this great plan in place for a student a student needs this in math a student needs social emotional supports we need to check and make sure this is happening then

037give those interventions a few months come back together regroup where we at how's the student doing the progress monitoring piece was tough especially once you got to this time of year because you were talking about maybe 40 or 50 students who had plans where do you keep track of all this data who's keeping track of it where are you inputting it that was really a challenge prior to this year so we wanted to solve that so this year the current school year one thing we wanted to do was each School each the Stevenson Larson in the high school each had their own system and they were good systems but they each had their own system we wanted a K-12 Universal system so it was pretty seamless K-12 especially for families because this is very it's

038complex for us I can't imagine being a parent listening to this you know here's this process in that process we wanted to really streamline things it's also helpful when you're going from third to Fourth and eighth and Ninth it's we want everything in one spot we want systems and structures in place K-12 that are pretty Universal we allow for each school to do different things because Elementary needs different things than high school but um for example the template that parents get when a student's going into tier three should be the same they're different words but it should should be similar in nature we want to have a K-12 handbook and so we've worked I worked with the the principals to get a K-12 handbook in place a draft of it it's not huge it's about

03930 pages but it really spells out the process the why Who's involved which teams that's still in draft form because we wanted to use this year to sort of play around before we finalized it for next year slow roll out to staff and so in a minute I'm going to show you a demo of branching Minds which is what we now use the progress monitor it's where we put plans for for individual students and it's where we keep track of how they're doing K-12 K-12 but the slow rollout to all staff is we wanted mtss teams at each building which usually comprise about a third of the staff to get in there and use it first because it does a lot of things and teachers are going to have to really take ownership once they

040once they start inputting data for students around these individual plans it's going to require them to go in and input data and keep track of things it's going to be a big shift and so what we decided this year was um the mtss teams went through a full day of training through branching Minds we wanted to play with it to see what the pitfalls were going to be and to see where because they show you a lot of things and we're not going to use all of those things it's just not some of it just isn't designed for what we need um but we wanted to see where the pitfalls were going to be and then go through a retraining before we give it to all staff because if you give it to all staff

041and they're seeing a lot of issues with it it's not helping them to help students they quickly just turn off so we wanted to avoid that and I won't go into it but I'm glad we went that route because there's been some hiccups that we've resolved with them um but I'm glad we didn't roll it out to all staff right away uh communication we wanted we we've shored that up a lot um we have sort of those those drafts together that the communication for parents and branching Minds has helped us with that uh progress monitoring has gone a lot better this year with branching minds and we're partnering with other districts and so all districts are faced with this this giant monster of mpss and what it is and what it could be and how

042do we help all students and so we've been working with Delaware Dublin UA we have plans to visit all of those schools um we visited a couple to see what they're doing and collaborate and sort of pull resources for next school year our plans are excuse me for one second um over to the right I actually put talking about clear systems and structures this is a one-page flow chart of what teachers have when there's a concern so like I said earlier students not making um there's a concern a student isn't being successful in tier one so what do you do if a student has an IEP or a 504 you here's what you do if they don't here's what you do and it's all spelled out in this flow chart over here which is really

043hard to see I can give you a copy if you like this is the high school copy there's also a middle school and Elementary copy but I just put the high school copy there just for as an example but it really takes teachers through the process um it's more for teachers and not families but really what do you do so that we're all on the same page if a student's not meeting expectations so next school year our focus is going to be taking inventory of this school year see what works see what did and where do we need to go looking at all data having every single staff member that works with kids trained on the branching Minds which I think we're going to do some in-house training we're going to finalize the K-12 handbook

044put on the website it'll be readily available probably have sort of a cliff notes type version for for students and families and then communication to all stakeholders I so don't this is this doesn't have any of our students data in it um I'm actually using the demo from branching Minds because I don't want to show you our students data but what what we're using is very similar I hope this shows up okay um if you'd pull up ours you would see a list of our students who are sort of getting tier two and tier three interventions over here I don't know is that is that okay to see yeah you're going to get to yeah I'm going to show you the so in a minute I'll go in and I'll I'll pick a student and

045just sort of go in and see you can see what his or her data looks like but over here uh it's words are pretty small but this is reading math social emotional Behavior writing speech science and social studies and so and they're in tears um all the way up to three so if you're in a tier three that means you have a very intense individualized support system for that for reading so if I look at the Chiron he has a very for reading in math he has some pretty intensive supports for Behavior he has some support same thing for writing for speech and science there probably aren't many supports in place we can go in as a district and set what these tiers look like based on the assessment data that we're using if I

046go into a student we'll pick a Lisa vet is that how you say that Lisa vet Elisabeth she's in fifth grade and we're going to try to click on our thinking first thing that shows up are all the assessments that she's taken that are input into branching minds and we have some control over these assessments and so these can be this can be mapped this can be Ames web it's what we use um a lot of this gets uploaded automatically through branching minds but some of it that doesn't we can just upload ourselves down here it has the graphs for the same information that's above sort of tracks progress um if you go up here to meetings it keeps track of all the meetings that you've had and you can add different links you know

047at this meeting we talked about this here's who was involved family communication same thing so you can download everything that's been sent to the family Services same thing um you know what what services are or does this student receive when do they receive them who's doing it who's providing so the ownership piece is pretty clear and if you're a teacher you would have they don't have it in the demo model but if you're a teacher and let's say every um every class period for a student you need to keep track of just for simplicity's sake how many times a student puts their head down well if you have that for um Elisa vet if if that's something that you need to keep track of as a teacher it's going to show on your screen that

048you have something due for that period and then you would simply click a button and put the number of times Lisa that put her head down but we can tailor this to whatever we want it to be and there's a million I won't go through it all but there's so many ways you can customize this and um tier levels it also provides let's just go into math so you can see for math there's 482 supports that you could use and so for a student what they'll take sort of the um I showed you the data piece where they're sort of compiling all the assessments that we give students and it'll actually show you interventions and levels that they recommend and then it has the supports that they recommend to now we go through this as

049a district to make sure that these are supports that we recommend and sort of validate um a lot I mean a lot of them are free and so a lot of it's stuff they're already using which is which is good you can also group students you can you can have groups of students but even with groups of students you still take individual data with them which is very great because that's what we've been asking for for years and just haven't found a real consistent concise easy way to do it or for teachers to do it I could go through a million I could go through this forever but that's I just wanted to show you briefly what branching Minds look like because we've talked about it a lot now that we're actually using it I

050think it's been really beneficial did you not have anything like this previously like branching Minds like was there not a system at all that was being used like I mean obviously you had to keep track of things but how was it done before there's a lot of Google docs and paper and pencil and worked really well for a few students but then once you got into like 15 20 25 it just it got unmanageable yeah I could see how this is an improvement on that for sure does this work in conjunction with progress book no okay no um it doesn't um I mean we upload all of the students from there but that's about it I think it's and there's we can get to certain things but not everything but there's also depending upon the

051which tier the child is like I could access a student's 504 plan I could access discipline logs this is beyond access um is there there's a lot of information on here which is great but there's also is there potential for HIPAA FERPA that type stuff or is it because they're in our care yeah you know um yeah they're in our care and even when um when it goes out to like the teachers that are doing the progress monitoring it's only going to be the students that they see and so we we have full control over over who sees what it's one of those like if there's a student that I have I can see a whole lot but then there's what are we sharing across school things like that like principal's admin there's it it's

052one of those where it's very great the amount of information but then it's almost like oh there's there's a lot there which is it's not necessarily bad yeah it's good I sort of showed you the tip of the iceberg partially why we're doing the slow roll out because it's a lot for teachers and so we wanted to play with it first and um just I think whatever day we had the snow day um the principals and I met virtually with branching Minds because we had a list of questions like now that we've been using this we can't do this or how do we do this or how do we put individual this in for that or how do we upload this we're using Spire how do we upload spire and so um that was really

053helpful and it's so then when we go to train the whole staff the mtss teams will then train the rest of the staff by saying hey we've used this this is great look what it can do instead of having them do it in a full day is this um similar to like progress book where students have certain amount of access like k a student who is part of this have access to their files and see them can they not yeah they could sure for sure especially at the older the older grades parents parents don't have access to it but we could certainly use it when we're having meetings and conversations with parents to show them like the graphs and the data and here's yeah it'll certainly be used to show but they they wouldn't have

054free reign access to it yeah yes there wasn't an answer on that I was just curious bolt and branching Minds all of the high schoolers are just the ones on the MSS tier all of the all students are in there but the ones that sort of have plans are just the ones going through the tier three right now just tier three okay right now um if those students are on an IEP plan you mentioned something about a kid putting their head down in class that sounded like an IEP goal um to not do that would that be listed like I'm sorry how do I want to say this are the IEP goals do they translate into branching Minds so like if you sat down with a parent you could say this is how many times

055they're putting their head down compared to the goal yeah this is almost like an IEP light where um right now if a student has an iepr 504 that's that's a different path this is really for the students who don't who are struggling and so that and like I said it's not a path to special ed but if you had a referral for testing for for for a disability you could use all of this data that was tried to then go into the ETR where you're seeing like what what exactly is going on it gives you a ton of data points what's ETR uh the evaluation team report the school psychologist puts together the ECR for you know it's the test that one gives typically a school site to determine whether or not there is a

056disability gotcha you mentioned data which makes me wonder what can you pull out so if so I asked the question about all the students because if we're looking at the students as a whole and like where we need to improve certain programming doesn't sound like it'd be an accurate description of the entire student body but if we wanted to focus on our children who are at level tier three plans we could pull can we pull that data out like this time next year you could say so based on all 70 kids who are in this we've noticed that many now does this have specific root causes included that could maybe tell a story of Need for support to an extent keeping it Anonymous of course yeah your first question so the all students are in

057there so we upload map data for example it'll upload all the map data for all the students and then we can set the tiers so we might say anyone under a 210 writ score is tier three for example we could say that and then it'll show you all the students who are in tier three so you could make sure no one's falling through the cracks make sure we have plans for those students it's not a data warehouse that's that's the one thing that um so but if I may piggyback off your line of questioning you know um because one of the things uh we might be interested in is of those referred what percentage or fall under strictly the umbrella of um social emotional yeah yes as opposed to academics or behavior that data aggregately

058could be provided um you know another example and I know Rob and I have already talked about this but planning a seed related to mtss is you know uh what is our Universal approach say to like note taking or executive functioning Frameworks for kids to chunk long-term assignments so an example might be you have a essay due in uh five weeks that is a five page essay on persuade on a persuasive writing topic so what format do we universally use in tier one to chunk that assignment to help students um meet certain deadlines that in absent of that framework they wouldn't and begin to build that as a skill towards graduation would that be for all students or just I'm proposing it would so like study skills correct oh I like that and some of

059it's what you make of it I mean we've talked about you know what are we going to use for right now we don't have a universal screener for social emotional supports we've looked at some for next year um like Panorama or Sabers I don't know if you've heard of those but um this is universal social emotional screener and so let's say we give that on our own absent of you know branching Minds we could then upload those results into branching mines and then set tiers and progress Monitor and make plans and so it's really it's not a data warehouse but it is sort of what we make of it essentially we can upload things and then track progress from there it would be good if it could talk to the greeting like progress book or

060something like that because then it's like we could get everything together and do before it's testing time like I need to get grab these kits I need to grab this Kit's going to do fine on the test but we have to talk about the test first or X Y and Z it's um it's amazing in what it can do like I don't mean to sound critical of it because I was like this is a lot of good information right at your fingertips um I worry a little bit sometimes about data breaches but that's just something I worry about because I'm like if there's if something gets in there you know Mr dice wouldn't let that happen but there's a lot of information about a child but if anyone gets into any of our systems sure

061it's it's one of those things um is this something that once it is rolled out for all of the staff um the mtss is going to train the other ones but as their follow-up PD because there's sometimes when it's like yep I'm looking at it and I'm like sure I got this and then I go to use it and I'm like I don't get it so yeah that's I mean what you just said is one reason why we wanted our mtss means to be proficient first because they're sort of going to be the ongoing PD and we I mean branching Minds have been very receptive to you know we recommend some changes and some things that might work and they're like oh yeah okay we can fix that and change that and um they they've

062offered us continuous PD too and they've offered the train all teachers we just don't think it'd be beneficial hmm so I'm wondering if this system will do this so I really like tier two mtss strategies um and I wish that there was a way to hand them down to the next teacher um so like for a tier 1 mtss strategy for instance like I create a calendar where if a student is absent they can see the assignment great that's like every day everybody does that tier three would be that a kid has like a structured study hall based on a 504 or an IEP but tier two is a little bit individualized so maybe I have a kid that is going to create an agenda and I give that kid you know three minutes in

063the beginning class and I checked the agenda and I as a teacher have found that that's useful and then when the kid moves on it that strategy leaves and the teacher that follows up has no idea that I used that strategy even though it was really really helpful right can we like record it in here as a tier two strategy and then the next teacher can see that I did that in the past and it was useful yeah it definitely could be used for something like that for sure I saw that like the display where it showed that some kids were in like a tier one or a tier two or tier tier three within certain classes yeah because we Define what those mean so yeah we could certainly that could be very cool yeah

064I would only add um if I may to your point part of this being a K-12 Universal system or database that is systemic the the transition from grades three to four and then eight to nine where before you know this building was using this database maybe Google Docs where uh the high school is using Google Docs but the four eight building was using ProgressBook and Stevenson was using a different system um all really good systems doing great things for kids but to your point when those building transitions that kind of transference of knowledge and information was done but it maybe wasn't as seamless and consistent the through Rob's leadership this K-12 gradual release and approach I think will improve the reliability of that happening right this is definitely a team effort I mean everyone's been

065so responsive and um I will say you know we I know I tried to touch on it earlier but it's not that things weren't going well things were going really well I mean we were really creating some great plans and individualizing things for kids but just um you know the and Angie and I were both principals talked about this all the time just the progress monitoring piece was so difficult and this has really been a game changer for that and for that alone this is fantastic that's great is it helping Educators to meet deadlines with um because I know without January 6 I stick it in my head like and I that could be a me District of the reason but there's um like all of ours were due by January 6th that the all

066of our special Educators had to have their stuff in is it will that help with that process I want to not let me rephrase will this help with them meeting deadlines to take something a little bit off their plate as opposed to yeah I think initially it's going to seem like more but um that I I think just initially because um in the long run it's really going to help with deadlines and it's going to help them keep track abroad it's really it's it should save time in the long run um but yeah you can definitely it gives you reminders and it's and you could I mean you could honestly customize it in a lot of different ways that's good I feel like the non-educators know you guys obviously seem to know pretty intimately a

067lot of the the challenges that are dealt with here I feel a little bit more naive um to that so A couple of things to back up I think I'm hearing you say when it comes to I know what tier one is tier two tier three what differentiates them it seems to say that you can you can kind of determine that and change that what one is versus the other there's no clear indicators for what's considered a tier two and what's a tier three um if you're if you're talking about test scores um sometimes there are but if you're talking about sort of what interventions are in place for kids we talk about this a lot because he the the really amazing thing about our staff is the the line between uh tier one and

068tier two has kind of gotten really blurry and so in other words a lot of our staff give all kids tier two if they need it so small groups or extended time if kids need it we're giving it to them without a plan and so if we're doing it without a plan and it's open to all students that's really tier one but it's really tier two intervention this is probably more no no I appreciate it so what so a lot of times we skip right from tier one to tier three and tier three is really that individual support plan that almost reads like a mini IEP for a student here's here's if I'm if I may one of the um one a different way to think about it that I think may help is you

069think about the two variables are time and direct instruction or support for the identified area of challenge time and direct support for the identified area of challenge are the two variables and so as you move from tier one to tier three those two things increase and ideally the percentage of students that are getting more time and more targeted instruction in the area of challenge decreases right is a different way to think about it it might help no that does it does a lot of the when I showed that first screen where it has a tier three the tier one a lot of that was based on test scores and so if you um if you got a map if you got a 250 you're a tier one so you don't really need supports but if

070you got a 180 you'd be tier three you need some more inner like intensive supports which is time and direct instruction right we can customize those more time when you're saying supports it's more like accommodations um but that and it's a it's a good thing because with a lot of with Granby being the size it is in the just amazingness of our educators a lot of the supports that would be asked for in a different District or something that our our Educators do just Naturally by their nature which it's a catch-22 because it there's a kid that should be in this spot but this is just the nature of good teaching so it's there's a lot of things that can be variables within this that make it kind not not difficult in my mind the

071teachers make a lot of things easier on our kids but sometimes it's a little hard to track data wise because it's just a lot of natural supports in place yeah right yeah which is a good thing that's great oh it's I'm not it's a it's very amazing yeah and I I mean I've been I'm guilty of what you were saying when you first started out as like thinking of the mtss as you know associating it with the IEP process and that they're they're really two different things that are layered in together but it's not the same thing and what is a 504 I don't know Erica never just talked about what is a 504 I don't know what that is a 504 is really um it's a list of accommodations that a student might get

072uh through Ada if you're like the Americans with Disabilities Act and so it's more um you know an IEP would be sort of um you know modifications of the curriculum whereas a 504 would just be sort of the accommodations that you would see through an IEP so things like the extended time or if a kid needs um small group uh test thread or something like that like the accommodations would be listed on the 504 front row seat right would be another example teacher wearing a microphone teacher wearing a microphone you're not adapting like the educational plan you're not changing the curriculum or expectations you're changing the environment that's yeah actually if you took the accommodations out of the IEP it's the accommodation part oh thank you do we do we have a question do we

073have different people seriously no really that was one of those when she said it I'm like I know this answer but I can't um do have different people administering 504s as opposed to IEPs yeah the IEPs are the the intervention Specialists are the case managers for the IEPs but for the 504s we have a mixture of some principles sort of facilitate those and some counselors and some schools like so it used to used to all be the school psych that would do it but it's just it's too much so we had to split it up a little bit and so um that's a different District to District the 504 and the IEP are both legally binding documents that have to be compliance if a student has x y and z has to be followed has

074to be documented is the other like they're both legally the same strength um typically like as he said it's the level of intervention yeah if you're not doing um you know if you're not following the 504 properly you might hear from the office of civil rights so right you don't want to make sure that 504 is being implemented with a Fidelity for sure thank you this is very helpful for me yeah so I'm trying to give a short version of things I can go into more depth if you need it no we'll ask if we need more deaths thank you but I do I do think that but just based on what you said like that that's why those tier three like I feel feel like mtss tier three stuff we've been doing that for

075a long time and the tier one stuff you do every day is the tier two stuff that kind of falls through the cracks and I feel like this would be a really cool system to catch yeah as most tier two mtss one of the other things I think um piggybacking off your comment that is unique to this particular database Warehouse structure K-12 is it comes with resources for each tier so that that can be useful to the teacher as well as to the student very cool that was not salty at all no no it was salt free unsalted low sodium great job thanks for your leadership and your passion around this topic uh Rob absolutely yes sir you're you're really moving the needle thank you thanks this is the kind of thing that like I

076feel like it's it's such a great highlight about what a small school district like what is so one of the many things that's very special about a small school district I just feel like the attention that can be paid to every student is wonderful yeah I just think this could be an opportunity thinking big you know could we do this for all students in tracking like the emotional the social behavioral piece and I wouldn't go far as to say like every kid has an IEP because obviously that's different here but there are countries where that happens where every child gets a personalized learning plan and I think that would be so cool to be able to offer if we're going to personalize the learning so this looks like it's a step in that direction not

077that that's necessarily the goal but it would be great to be able to know more data about our kids so if we need more intervention Specialists or we need more school psychologists we can provide that I do kind of like piggybacking on what Kevin was saying about the idea like you have strategies and you can pass them on to the next grade so that you know that kid you found a strategy that works for a kid so the next year's teacher has somewhere to start from yeah and I I love that for all students because I mean we've all had an experience where we felt like our kid really really connected with a teacher and you wish I know it's almost impossible to ask a teacher to sit down and have a conference with the

078next teacher about their child but you almost wish the next teacher could talk to them and say these this is what worked for her I say her because I have girls but you know but I think that well I don't know what our teachers do but I know at certain private schools that's exactly what they do yeah this is the personality that's coming in don't be shocked if our teachers didn't do that I would think that like when you start to divide them especially in this lower school they would say that but to understand the personality of the class and what these kids yeah and if we invite like study skill stuff into it how they learn and visual learner Endless Possibilities yeah that's great great job that was great moving on to the building

079and Department reports you know what's in the yeah what we saw anyone have any questions about what's in the packet okay superintendent's report so first and foremost under teaching and learning there's lots of celebrations thematic with our theme this year hashtag belonging matters I'm not going to read them to you however there's many examples of that thematically throughout our district that are alive and well I did want to Spotlight our strategic planning process and just let everyone know that our inquiry teams as well as our core team continues to meet and I am pleased with the progress that we're making and thank you for those of you most all of you who are participating in helping Craft um well the the vision mission values goals and objectives for our continuous Improvement plan that drive our

080Collective work each year and prioritize our Collective work each year excited about this Friday at 8 30 a.m for the optional Community superintendent's coffee that will be held just outside the administrative offices we have two more scheduled Inked opportunities for anyone in our community to get a tour of our renovated high school on Friday February 24th and Friday March 24th both of them at 1 pm uh excited to announce that our Grandview Heights high school performing arts department will present The Adams Family on March 2nd 3rd and 4th in our newly renovated wow factor Auditorium uh short notice albeit one Grand View the Columbus cultural Orchestra will be performing in the Grandview Heights High School auditorium Thursday at 6 00 pm uh kudos to the Grandview Heights High School and Mark Alder for his leadership

081for Bill Lepp and the storytelling event that occurred very recently um so I wanted to Spotlight those community events moving on to construction uh are you going to read Jace well should I yeah I think sure yeah I was planning on it if that's acceptable yeah yep so on behalf of the cke team uh Jay tadina is not able to be here Nora is calling um so I wanted to just give his update he put together a rather comprehensive outline so when it comes to demolition if you haven't noticed we are in the process of demoing the old e ilms building the abatement is complete so the abatement is we had a myriad of teams in inspect the old eilms building find Asbestos and that was abated or removed because when you're doing this type

082of demo asbestos can get airborne and that's certainly dangerous so all of the asbestos was removed in advance of the demo starting which is important for all of us to know and be aware of demolition began on January 21st the demolition is on schedule it's scheduled to be complete March 20th which is about two weeks two and a half weeks from now uh the demolition contractor is working on salvaging building elements due to their condition there were some items that were not able to be salvaged um the site work is slated to start on March 30th so the site work being the once the demo is done and the field for lack of a better word where the old building was is leveled they'll actually begin then to build the site plan candy did you

083mean March 20th or February 20th um for the demo to be finished yeah February 20th okay thank you you said marched in two weeks and I'm like I'm I'm down by the way in my defense it says March 20th year but he meant I just misread and it is it is scheduled the demo is scheduled to be done in February uh yes it'll be February 29th yeah um thank you for that well I just didn't want March 20th no you are you are correct oh I do I'm down here oh my God it's going too fast already um oh man I lost my train of thought and I wanted to really share that but what was it sorry no no it's okay oh this was it site plan so one of the things that I

084think Haley had for this um idea and I think it's really good um so we are getting understandably so and rightfully so a lot of questions not only emails calls into the middle school office the high school office in our office but also like every parent or visitor to our building is like oh my gosh how exciting what is it going to look like what's the site playing another thing how appropriate is that question so we are going to do a couple things specific to that I had no plans to share this with you but I think this is a really great idea and again it was Haley's it wasn't mine we're going to email blast to the community the most current site plan that we have that shows what this will look like once

085it's built out scheduled to be completed in around I think August early August We additionally are going to send it to all staff additionally we are printing out color copies and putting them in both offices so that when someone walks in we can hand it to them and say great question here's so we're going to be a little proactive and I clearly I'm excited about it because I'm excited about the site plan and I think that's a really great proactive step so thank you really for that I'd be on our social media too and we're also going to post it to social media and as you also may know I send out a community email blast from the superintendent's office to our entire community and we are going to attach it to that email as

086well that's great you know it's funny because I think I've been more involved in that piece of it than many other like it didn't occur to me that other people haven't seen it which is too bad I mean it should have it should have so thanks Haley I'm glad you did yeah right right Taylor does all things great she does she she does she does and I'm a full-time job so much we have priced and it's been approved and we are proceeding with the Oakland Oakland lot consolidation that probably isn't news to you but it certainly is uh you know a a long way around the barn to get to where we are this work is tentatively scheduled to start at the completion of the 2022-2023 school year City work um just anecdotally uh the

087the city doing their work in Fairview is bearing a new water line they did hit a water main and Fairview residents had no water for a period of time we School District received understandably so several calls because they thought that it was us that the school district construction team that did it it was I mean I'm just sharing so you know it was not it was the city but it did happen and we collectively communicated that so um phase one February and March utility work phase two April and May the south of Fairview asphalt and sidewalks will be replaced phase three June and July the north half of Fairview asphalt and sidewalks will be replaced the ckt cke team and City met last month to coordinate the do projects they focused on student and pedestrian

088safety and access to the staff lot at the a quick recap of those outcomes are first student access from First Avenue along Fairview is closed students now must access the building from Oakland Avenue or Fairview from Third Avenue as originally planned for the next month street parking on Fairview Avenue is closed staff access to the Fairview lot will remain from Third Avenue for the rest of this school year once school lets out the north half of Fairview will be closed and the staff will have to be accessed from First Avenue so during the summer okay yeah I know that's a lot of north south east west but in essence just stay that way okay yeah we're good all right High School punch list and completion items punch list we are down to approximately 90 punch

089list items and we've approximately 100 more items as the staff gets used to their new space we are currently working nights and will work non-school days to complete the list uh you may or may not all be aware we we're still continuing to have some um my word tweaking um issues with our HVAC systems that are on the roof fine-tuning programming kind of HVAC issues I mean they're obviously all brand new so they you know but they need fine-tuned and programmed and so that work is ongoing additionally I think some of you or all of you are aware we are continuing to program the light so you may have or you may not have noticed that when we first took occupancy the light stayed on 24 7 and we couldn't dim turn off or on

090the lights they just stayed on um we are a bit we've been well the the team has been programming the lights and now uh we're making progress where they can be turned off you'll notice now that they can be in adjusted so but that's ongoing it isn't done done but we're making a lot of progress on that water damage uh water damage update most of the water damage work is complete including paint touch up uh there may be some minor punch list items to to yet to be complete Wellness case work so there's a wellness room and in that room really got hit hard there were cabinets cushy chairs sinks I don't know if you're familiar with that room if you're facing the it's actually the women's restroom and the West lot or the West

091hallway there was like wellness room just to the right it's kind of small anyway there was shelving in case all that had to be pulled out because it was beyond repair carpeted as well um replacement is scheduled to happen February 20th and some science case work also needs replaced um so that's going to happen this summer like the the we initially thought I think I may have shared this with you already that we were just we could just pull out um where where the the uh you know the actual water leak occurred like that subset of shelving and replace that one they're actually going to replace the whole thing and but but it's going to be it's going to be done this summer because that's going to require some time energy and effort it's going

092to be disruptive to teaching and learning so they're not going to do that you don't really need Jay yeah um how is drop off on Oakland going great question um so I I don't I I don't know what you you um might be able to answer it better than me I have been following this and been um so and by I say that because you if you're dropping off you might you okay yeah so I mean legitimately you might be able to answer that better than me but so here's what I can say because I've talked with Sean Hinkle in particular and um Chief Starnes about this I'll say four times when we first started it was backing up pretty significantly and in particular um the the what what the chief and Sean believed the

093root cause to be was uh the stop sign on Third and in particular if you were a car on third trying or if your car on Oakland trying to turn left onto third cars would back up and it would really slow things down so between um seven I'm approximating here seven um 50 or whatever it is to 805 they've been putting a police officer out there to help Shuffle cars out great which has really helped um from a safety standpoint so I guess you could answer it in a multitude of ways one you know kids were getting to school late not not because they've done anything wrong or parents have done anything they're always just backing up but generally from a safety not from a safety standpoint we felt like it is working um you

094know I I do think and I mean I think everybody feels this way we spent a lot of time energy effort and had engineers and Traffic Engineers study our site plan um and there's going to be it's going to be so much more efficient and safer when we ultimately get there at the opening of next school year you know um the only other thing I'll add to your question and I think it's important to mention although this I'm sure had nothing to do with why you asked one of the other things that we have been um kicking around that I don't think we're going to do from a construction standpoint there would be some benefits to vacating the Oakland drop-off lot that's been modified so the parking lot just west of the old ilms building

095where there's cones put up and it's kind of you can't park there but you can drop off there in the morning yeah but there's so there's benefits to vacating that for like six weeks at the end of the year from a construction standpoint um we we at this point I I've basically said you know unless that's like a 10 out of 10 must-have in order to get this done in August we do not want to do that and um and so we're not longer answer maybe than you wanted but the good news you know I do think one more thing you know I I will say though small example of the benefits of being in a great wonderful small community where there's a strong relationship with the city because um working in other districts always

096had great relationships with the police but sometimes when you ask for that level of help and support they won't they won't necessarily do it unless you know there's some overtime payment there and I appreciate the chief working with us on that Jay oh Chris has a really awesome um Drone footage that is it's worth watching it's silent and he does this how often do you do this Chris every few days every few days so it's hypnotic it really is like a whole window come out will you put this on the website when it's fully done thank you thank you Mr dice I was gonna ask that when I thought of it boy it it is as the building comes down you realize how large of an area yeah I think it's so cool to start

097to be able to see what it's going to be like when it's all gone because it's just that open feeling there's really nice yes yes what is that Library oh well Majors it's going to be amazing when it's done because it's like downtown yeah yeah it's gonna be amazing when it's done because it's like this building in my opinion is hasn't shined it shines from the inside right and when it's yeah because it's like right yeah yeah that's cool it's gonna be amazing wow what's that hole Yeah oh the basement so we keep that supplies wow hmm they'll keep up the gym wall for another two weeks or a month whenever March 25th um right there for uh dust integration and additional safety bear so are they gonna just pull it down okay sure okay

098it kind of creates also a visual barrier not so much for the second front floor but the first floor yeah of like distractions because it is distracting legitimately I'd watch it yeah okay I will tell you I go up just about every day so Chris Sauer yeah yeah he does a post every day I mean I just get rid of it so do all the kids that stop and go for walks I think he said he told his class they could like look outside for like a couple minutes and then they had to go back to work I may pull on the wall down on February 16th we don't have school are they pulling that last wall down because he said it should be February 20th the kids don't have school the 16th and the

09920th there is yeah it's the both so that'll be safety and they are I don't know the exact February it's okay I just thought about that because it we don't have students um don't tell him short he might Colleen definitely would just for the record noted thank you thank you Jay it's all very exciting um core team committee [Music] do you want to say anything well we spent some time you know making sure about the um he had quite a few weeks ago I think went in the direction of the changing the parking lot on that Oakland side back to the original plan which was a bit of an ad and we had some estimates and that came back kind of on the lower end which was good news of uh but within the you

100know pretty good estimate so that I think going forward with making that lot smaller and kind of which expands the green area you know be helpful overall with the site take out the ugly old parking lot it'll still just be like a drop off code we say there's only going to be like six parking spots or something like that but and then we've had some discussion around the Landscaping that is another area where we worked with the city and it was really important for them in the approval to have you know the trees and the bushes and things and we had cut back and some and so our last meeting we were looking at options for how much that to add back in and where it would make sense and maybe not a hundred percent

101but you know more than just a couple trees so I think that's kind of still in progress yeah sort of a decision on exactly where that's going to land right away and there was some idea that maybe you leave some space for you know occasionally there are groups that come and say we want to plant a tree so do we have a plan for saying if Boy Scout Troop comes on Arbor Day and says we really want to plant a tree like great we have exactly where you should put this tree you know just sort of advanced planning like that but you know including things that were important to neighbors like around the parking lot you know making sure that we had some Landscaping there and then playground equipment there's an extra swing set oh

102is there well there is a desire for it it's just another topic of conversation not extra swing side Joe would be the only of my yeah um that is not covered by what was oh it's currently allotted but I'm advocating pretty hard yeah he is and truly honestly I'm I'm with them on and I think when you look at what there would be without it yeah there it's lacking um but you know getting the budget all I'm sorry is this a new swing set I remember or a new because I remember the conversation around whether or not we keep the old playground equipment we're getting new correct yeah it's new okay and so now you want for safety reasons we couldn't okay for insurance reasons yeah they found out that you cannot lift up the

103equipment and replace it that that wouldn't that was not going to work so and the lead paint from the for ladies I'm kidding yeah yeah okay so we are getting new and you want additional swing sets on top of that well uh the um yeah this particular Swing Set uh I think was um originally included but it was value engineered out and I'm advocating for it to be not value engineered now maybe it's a different way to say it at least that's maybe I'm misspeaking I feel like that's accurate but that's my memory of it anyway because I've learned through this process value engineering just simply means what you really wanted to do came in too expensive so they had something that's exactly correct that's a great term to know that's what it means the

104only other thing I would add um that I want to put on people's radar is there there was a consideration and that's all it is at this point um and I don't this could be dead in the water it is uh thinking about sod giving the timing and turnaround of when this will be complete and when students will be accessing that space versus planting grass and you know just something where I think I I personally think it's worthy of consideration I think that like the other three that we talked about the landscape in the parking lot and the swing set were pretty much have all the cost information and all that that's correct really close I think to recommendations that Assad there were none yeah yeah so yeah it could that's why it could be

105dead in the water but well and I I mean that's perhaps something that should just be discussed in the um the next court meeting but also thinking about as we move forward with Stevenson plans I know previously there had been a concern about upgrading spending too much money to upgrade a field that might potentially down the road be used for um temporary space for my you know modules for oh yeah to house the Kate three while construction projects going on that potential um so I don't want to throw money away either um there was something else I was thinking um oh I do think this is important for everyone to know because it was important to me that we voted a while back um for an enhancement to the lighting for the front of the

106high school and as we are continuing we were questioning has that happened what was that supposed to look like it didn't appear like it was well basically we found out it was just um confirmed that basically another value engineering piece that um I think what I thought was going to happen with what we voted for enhanced funding for lighting did not happen because the cost of the lighting overall went up so you know in high my view was that in hindsight I wished that we would have been that that would have been brought to us and we would have had more input on whether that was something we felt strongly needed to continue the way it was or not but it wasn't um so at this point all the increased funding that we all approved

107simply went to do the lighting plan that was the original lighting plan essentially so I know kind of a bummer but I wanted everyone to know that because I know it was important to meet another the original lighting plan also go up and because if we voted for extra money for extra lighting than when the original lighting have just been a neutral shouldn't give that money back well no that's the point so what the original was ended up costing more money than so all of the money that was approved for lighting went for lighting it just didn't buy as much as we wanted it to buy yeah yeah and so if I may just add to that so I do think that is an important thing to share uh you know one of the things

108I learned because I did inquire about this as well it and and this is true not just related to lightning lighting but the overall site plan swing set is a microcosm example of the playground and what the budget was versus what the budget needed to be and correspondingly there were some value engineering related to a swing set you know and you could extrapolate that to Landscaping you could extrapolate that to other examples of the site plan so I you know I'm trying to figure out okay what's going on why is that because when we bid this project both the 4A and the renovated high school we locked those prices in that was done in advance of the major escalation and inflationary costs that didn't happen with the site plan in any facet and so when

109we went out to bid the site plan it was after covet in an inflationary costs went up 30 35 percent I'm not I'm just no I'm just keeping it real in terms of trying to understand the why um and so we did realize you uniquely in this project the inflationary costs for the slight site plan went and I went out to bed in ways we didn't for say the 4-8 building and the high school Renault gotcha yeah was really important yeah that we got caught with the site plan on the inflation so I think that's it for construction for now okay that's fun to your presentation hey so I have some financial highlights I want to share so looking at the end of January so we're seven months through our fiscal year we have begun

110to collect some of our tax advance on our first half 2023 I mentioned at our last meeting so we've gotten about 2.6 million of advances in our general fund as of the end of January there will be one more Advance next week and then the final settlement I just got an email from the county auditor's office it'll be on March 29th so about the same time frame as as typical for that uh State funding we're right on budget the property tax allocation Homestead rollback and the the Grandview yard money will come once that final settlement is done after March 29th and then our interest for the month and our general fund was um just shy of twenty thousand dollars our expenditures if you remember last month we were exactly 50 in of our budget and

111we had spent exactly 50 percent um so at this point at the end of January we are 57.6 percent so we're just we're a little bit under now just just under one percent and then the Investments the the star Ohio at the end of January was 4.62 it's up to about 4.77 I think as of today so um it's it's really really great and not only for our general fund but as we are making some of these value engineering decisions on our construction project we have generated more interest than what we originally expected and it's largely due to to this spike in interest rates over the last six months so that has been really helpful uh permanent Improvement fund we've gotten a little bit of tax advances in this fund as well our unencumbered balance

112is just over a million and you can see that the upcoming projects the the track replacement of course is to be determined the deadline for the rfps is Monday um so soon we will have a little bit better idea of what that's going to cost wait can I ask something um that where it says the gym entrance restoration there that's is that simply talking about that little bit of concrete fixing around the entrance way or the paint or what um yes it was a little bit of concrete work it was painting that old green tile to match the rest of the concrete work so it was some concrete repair I think there were some cracks and it was the stuff that was like on the wall though not surface that you yes and I actually

113just got the bill for it today so um so that that will be paid here shortly but yes good question construction fund our interest for January was a little over eighteen thousand dollars and project to date um one million nine fifteen eight twenty nine so I think 1.8 million was our original projection for interest so um you know again with the the increase in interest rates we have um you know really benefited and we've got about um a little over five million dollars left in the bank right now and so we will have some additional interest earnings over the next six months probably the next probably the next three or four will be the the most of it and then the last few months will kind of Trail off there won't be too much so

114construction costs we have spent 96 percent of that budget and our soft costs about 85 percent I think I mentioned last month that we had gotten a lot of the furniture bills um and I've paid all those so that soft cost number jumped I think from about 80 to 85 because of that fund balance as I mentioned about 5.2 million and again you can see the the Investments there are two Investments one matures in February and then I think there's one left in that U.S bank account so we're we're almost down to nothing there and those funds will sit in Star Ohio which is great because that interest rate is is so high as we finish the project a couple things I wanted to point out here we had been you know kind of keeping

115track of some of that additional funding we had received and I just wanted to let you guys know that we have actually used that now so the Sutphin donation the 95 000 the last construction draw that I paid I actually used that money to pay because this building is done of course and then the um the the other donations the The Outdoor Learning space of course that's done so I use that and then the city of Grandview Heights that Insight that enhanced site plan money that is still remaining because the site plan is not done yet so I have um you know kind of earmarked those funds based on what they were for when I use them to pay a construction pay app so um just to give you kind of an idea there and

116that's all I've got questions okay finance committee I got you we met on January 18th and we discussed shockingly enough um kids club they will be presented to the February Finance meeting if there's going to be increases things like that so that way it will be made public at then the March meeting if it's so decided um we're gonna get in late February which maybe it'll make our finance meeting you're excited um the Grandview yard Tiff Revenue projections and then we talked generally about finishing up facility construction the budget and I think we I'm like AEP marble Cliff we kind of wrap that up and it'll come in when it comes in yeah um and just to kind of add to that as you guys know we um Eric is taking Emily's place on the

117finance committee and we have just um in the last few days set up a new schedule for those meetings so we Eric had a great suggestion to kind of tie those up um to be shortly before board meetings so we're going to do it the last Monday of each month that'll give us enough time that if the finance committee reviews something we still have time to get it on a board agenda so it'll be a little bit over a week in some cases but we wanted enough time to be able to put something on so February 27th we will be meeting and we have a pretty good long agenda already so looking forward to working with that group and we've got some some important business coming up all right great okay now we'll move on

118to our next item so we have C uh one through seven um do I have a motion to approve those items so moved second any discussion okay Harry none Beth can you call the roll Mr Bodie Mrs Gebhart aye Mr gusay aye Mrs matinee aye and Miss well Smith aye okay moving on to Personnel we have a one through eleven um do I have a motion for their approval so moved all second um I want to notice there's a few retirement notices on there some names I'm very happy for them but I admit I'm sad to see it as well all right Beth Mr Bodie aye Mrs Gebhart aye Mr gusay aye Mrs matinee aye and Ms wassmith aye okay policy committee reports we met uh last week and under the guidance of Sean Hinkle

119and his uh uh weaving us through the legalese of the policy update we have some policies that are on first read if I may um there there is one policy in particular I wanted to Spotlight because it is it rests somewhat outside the the PDQ the quarterly update and that is one that I did ask the policy committee to review and make a recommendation and it's specific to tuition reimbursement for administrators and so you know we have uh I don't know three or four or five administrators um who are furthering their education getting a doctorate or their superintendent's license to further their knowledge and experience and expertise but also potentially their career and I'm a big believer and supporter of that and in essence the policy outlines and I'm spitballing here although I wrote it

120but I'm going off memory I want to say it's up to ten thousand dollars annually or 50 if it's below that or something like that yeah and then there also is a caveat whereby they have to stay provided they take that money for two years past the last draw so in other words if Andy Culp actualizes or benefits from this policy and um I take my last draw in August the expectation would be that as an employee of Grandview Heights I would stay for an additional two years or be on the hook to pay back that what letter is that for that policy so it is a new created letter because we didn't have any such thing so it is um is it GCL hold on one second I do have it here oh my

121gosh yes it's gclr yeah and it's it's a are we into the discussion portion of okay I was I didn't want to jump ahead is there with our ghea contract that we just negotiated as their tuition reimbursement yes for teachers there but but administrators aren't included on that oh I understand that what is the no I mean I understand administrators aren't a part of that contract um well I didn't mean it and no no okay we both got each other yeah um what is the tuition reimbursement comparison so it's it's the way it works is different in in terms of how it is specked in the proposed policy and and here's what I mean by that and I I'm not prepared to answer specifics but but well but but here's what I can tell you

122in the nine years I've been here and I don't want to misspeak and you might be able to answer this better than me but in essence there is a large what's large but a good solid pool of money that I believe accrues annually that teachers can submit for reimbursement to my knowledge I don't believe there's ever been an instance where teachers haven't gotten almost 100 percent of their tuition paid back that's correct like everywhere like there's in other words there's never been a situation where a teacher hasn't gotten uh a hundred percent of their tuition paid back in the nine years have been here um I believe now this is where I'm over my skis Molly I believe that there are some parameters in the ghea contract that in the event that we had for

123example this is hyperbole of course but let's say 50 people 50 teachers submit you know twenty thousand dollars each of reimbursement there is a framework there where it would kick in what exactly it is I don't know so it's a pot of money and it is allocated proportionately so as Andy said we've never been in a position where there has been more it's a pretty good it's a pretty big number we've never been in a position where teachers have submitted more than what we have available and actually it used to be kind of two buckets one was tuition reimbursement and one was something called pack grants in the last negotiations we combined that all into one pot because for that very reason to make sure that there's never an instance where teachers are not getting

124reversed but if teachers submitted for a hundred thousand our pot is eighty thousand they would get a proportionate share okay and the the main reason I'm asking it it's shocking them would be an equitability issue are the and I'm I'm supportive of tuition reimbursement for all of our people across the board there's not a principle gets this educator gets that there's equity in the reimbursement am I making myself clear you are I I mean I I I I don't think that the way the policy is currently written there is equity I think a teacher is eligible for more feature there is a pot of money and they can be reimbursed up to 100 if if that pot of money affords it it sounds like it always has but the the language for an administrator stipulates

125a specific dollar amount or you said or a percentage of it if it exceeds a certain amount so it's the way they are structured is just totally different it is hard to see parody yeah like I guess there could be a scenario like an extreme one where perhaps a teacher could potentially not get or be eligible to get as much but it's never happened in the nine years but you're also talking about I mean as you as you well know you're talking about a ghe negotiation process well I understand that um the question too with the amount of money and I need to look through the policy a little bit further before that part of it could be with I'm being honest I'm a full-time administrator I can only take a certain amount of classes

126and maintain things so it's like I'm looking at two friends like you can't take a full course load and work the whole day like so some of it the to me it's accessibility and equitability and it sounds like between all sides there's on paper it might look a little different but across the board and how it plays out the accessibility and the equitability seem pretty fair well let me say it differently I I would have it would it would surprise me if ghea leadership could make an argument that what we're proposing is more beneficial to administrators than with the deal they have that's why I was part of the questioning I was like yeah I mean ability accessibility yeah I mean they're going to take full course loads and yeah work full-time so let me

127know how that works under the ghea contract would would there have to be any repayment if they were to leave yeah I don't there is not that language in there either um they're different situations because when somebody's getting an administrator license it's different than yeah yeah yeah it is well it's you're you're talking about I mean yeah right the I will say we interestingly did have a yeah so yeah yeah there's a recent example where there was significant tuition paid and then someone left yeah so that's happened yeah so I mean it does happen right but I was just curious but in this the policy that we were talking about for our first read today there would be repayment if the person didn't stay for two years after the reimbursement that is correct as it's

128written today yes thank you for the fake I mean track me I mean I'm going off memory and it's been like six weeks since I is that your memory two of two years I just don't want to misspeak I I didn't I'm pretty sure I'm almost 100 positive I'm 98 positive it's a two-year caveat it's also our first read it is and given the first read then too because I don't have it up here I was wondering there's one here about acceleration and it says but it was initiated by Angela and it says extensive language changes to start so what exactly is this acceleration policy change I was going to ask that too reviewed by attorney it was very good so um the acceleration policy has stayed the same if so if a parent is

129wanting their child to skip first grade or a high school student wants to graduate early all of that policy stayed the same because we use the Iowa acceleration scale which is the only ode approved tool for acceleration where we had a problem was early entrance so the state of Ohio gives you two dates for kindergarten it gives you August 1st or September 30th those are the only two dates you can choose so we are August 1st bexley's August 1st I could name some others but then our neighbors in Upper Arlington or September 30th I'm working to get them to change that by the way um so when a parent wants to say I still want my child to come to school even though their birthday's September 30th we have them go through the early entrance

130process and before our policy was written in such a way that we use the acceleration scale but it was not written appropriately so we it was written a couple different ways in different um parts of the policy so we had a parent challenge us last year and um Julie the attorney said you know you should probably align that so now we're just using it up yes we're just using the acceleration policy for everyone that way it's approved by ODE it's not my judgment it's what the tool says there's room for parent input in the tool there's room for Teacher input in the tool it considers a child's academic levels their social emotional levels so it's a broader tool that looks at everything and then there's no I wouldn't say there's no ambiguity well there's if

131I feel better using that than what we were doing because there are still some subjective pieces to the tool that's correct when you're talking about things like that that is correct yes but this way everything all the language is just the acceleration tool okay so all so this is just all basically about the kindergarten yes and the only other language change that they made was that um the superintendent will make the Judgment not the chief academic officer thanks for sharing that with me I will say thank you Mrs Owen I was involved some when I was at ode you know with some issues around this and um some you know there were some very I think unscrupulous actors um not here but you know other school districts that were really not following the law which

132is problematic and I know that there is you know real law and it's confusing because I know I remember reading it like 18 times and it's like different statues and everything that's very confusing around this I do think it's kind of crazy that there's a cut off date and then if you are before that cut off date and want your kid not to go it's just like okay but if you're after that cut off date and you do want your kid to go then it's like really really difficult um having a kid who is August 8 and who is absolutely ready to go and I was I remember like just gearing up like I am going to go nuclear war on this and luckily you know he did and it worked out and we're glad

133to this day that you know the school is accommodating in that I didn't have to you know do that but I don't know I'm very interested in this I do think it's an area where I I really like that you said that there is a place there for parent input um I I kind of wish that we were just more consistent like it it always has bothered me that there are kids that are way older and so you have kids that like you know my kids in school but they're going in the same grade with kids who are 18 months or 20 months older and that just seemed like not the best situation to have I know that's not what this is about but you know I think it all ties in is there a

134date on the other end of the spectrum like you must enroll your student and I believe there is in law that you must enroll your student in school by by the time there say six years old um you know to sort of cap the opposite end of that spectrum because like you said yeah I think we all have like children in one know of children in one grade who are 13 14 months separated from the youngest to the oldest but yes to what you just asked but I will say I've been here now this is year nine for you year 10 for me and I was the principal that pushed it back to August 1st I really have a firm belief that curriculum just keeps getting pushed younger and younger and we don't have the

135opportunity to offer kids very long to be kids and I feel like academic rigor comes quick and comes fast and um in those 10 years the students that have gone through the acceleration process under my watch and have qualified have been successful hugely successful and the students who we have said you know we think it's probably better to wait Yep they're academically okay but there are these other components the students have struggled you know with the rigor as they've gotten older so I trust the tool it's not perfect by any stretch but I do trust the tool that it does identify the students that really are ready we have found been hugely successful and then you know me now seeing them older they're still being successful so it makes me just trust the tool a

136little bit more this can become I don't want to belabor this but this can become I think a really um well you use the word um well you used a metaphor that was pretty verbose for you and I mean I mean I used I say that I say that to say that you know whether you are thinking of this or not as a board this can become a very emotional topic for parents okay and and and you know I I happen to um and you and I have never had this conversation um think that an arbitrary date that is non-subjective is not great I mean you know you pick this date and time um and you're just going to live or die by it doesn't seem prudent to me in other words there are a

137myriad of factors socially emotionally behaviorally and academically but you can't weigh one without weighing the other three and you need to holistically really dive into what's best for the kid and the only other thing I'll add to it is there is a real and I'm not being flippant here there is a real Financial component to this discussion if you have two working parents and you're paying thirty thousand dollars a year in daycare I mean a real Financial component and oh my daughter's two days shy of the deadline I mean so when I say to you this can get emotional this can get really emotional quick and my My Hope Is by tightening up the policy we can have those emotional conversations and still walk out trusting each other and starting the child because early entrance

138you're starting your career here and I want people to feel welcome even if we have to make a hard decision but we'll be making that hard decision together using the only approved tool thank you thanks all right so that's a first reading on all those so we don't have anything to vote on um do we have a teaching and learning committee report we met on Tuesday um Angie might need to come back up because you had just gone to Let's seminar that day to talk about um opportunities for students to go in other areas aside from just Collegiate paths there was the other two bats that was your attack we um I we I did a little update on the dyslexia law the state of Ohio has not put out any new screeners so we

139are going to meet with acadians this month as our dyslexia screener because we're not going to wait on the state any longer I need to be able to train teachers um so we did an update there a group of us went to a pre-apprentice workshop that was put on by the ESC and it had many different construction firms there was a Franklinton University supporting I.T and so what the ESC has done is they have become apprenticeships used to be really hard because all the Hoops you had to jump through so the ESC has become this Hub that you they've vetted and approved and have insurance and everything worked out with a certain number of organizations and then you can work with the ESC to do to find an apprenticeship so when we left we were

140like okay this is still a little scary and a little overwhelming but let's find one or two students that really knows that they have a passion for something and let's see if we can do an apprenticeship for one or two and make it possible um so Messer is a construction company that is vetted through Ohio and they um they're like we we'll do Summers like if a student wants to do an apprenticeship just to get their feet wet we'll do Summers and and we you know we pay the student um so if they think they want to do construction in some way or another we'll take them franklinton's doing an I.T um so a child would leave with a certification in in whatever it program they wanted to but they have the most popular one

141right now he said is cyber security so they leave with a credential and they were talking about the more credentials that kids leave that are stackable that even if they choose the college route after they've had those experiences having a college degree in stackable credentials makes you more employable than the person with the 40 four-year degree and then we just talked to other school districts like how are you making it happen What kinds of things are you doing and things we liked um is they had a pre-apprentice signing days like making it it is a good thing in celebrations when students finish so that was something we talked about um what else was on the agenda I felt like we talked about a lot of things yeah oh we talked about School links and we

142looked at school links and um when you're if you have a freshman your student could get in and look in School links and they can sort careers by um four-year degrees two-year degrees and zero degrees by state and it tells you what is um the most employable jobs in those States was it um we we are also I I don't remember whether this was on it or not but getting teams of Stevenson Elementary teachers to go visit um oh five elementary schools and built new or renovated by Perkins and well at similar um educational design schematic design as what what is representative in the 4-8 building to get them to begin to think about Innovative learning space that's got to be good for morale this is Lisa told them today that they that you all

143are investigating um and that there could be a possible for a possibility for to be on the ballot in 24 and she said the energy in the room was just palpable they need it yeah yeah she said it was really amazing like she said it's the first time I felt everybody just like excitement and joy so it was a good thing thank you for thank you for that particular update I didn't know I wanted yeah that's great [Laughter] [Music] have Angie with you okay we have to vote on the on B1 the course selection handbook uh is there a motion can you call the roll Mr Bodie aye Mrs Gebhart aye Mr Gus say aye Mrs matinee aye Mrs Smith aye okay um under a co-curricular activities and extracurricular activities we have a one through

144three um I have a motion so moved second any discussion I was asking is this um ohsaa membership is that just a pretty standard yearly nothing's different about it okay no other questions Smith aye any other items for discussion no executive session this evening so do I have a motion for adjournment show moved second gotcha gotcha okay Beth Please Mr Bodie hi this is Deb Hart yeah oh I Mr Gus say aye Mrs matinee aye Ms Wasserman aye there we go