Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Programs topic
No spam. Unsubscribe anytime.
Principals highlight AVID training, behavior supports and internships in Grants Pass SD 7
Summary
Principals from multiple elementary and secondary schools described gains in behavior supports and AVID professional development, expansion of interventions and internships, and ongoing challenges in attendance and staffing. Several principals linked programs to improved engagement and graduation outcomes.
Principals from Grants Pass SD 7 told the budget committee about school-level successes and continuing challenges that will shape the district's budget priorities.
Lincoln Principal Kelly Smith credited work with Belong Partners and focused data teams for "significant decreases in disruptive behavior in our classrooms," and described a tiered supports model (tiers 1'3) used to provide escalating help for students who need it. Parkside Principal Jill Goh and Riverside leadership described similar investments in tier-3 behavior rooms, murals and increased professional development.
At the high school, Michelle Napier said the district's 5 Star participation-tracking program shows strong extracurricular engagement: "As of February, 69 of our students are participating in at least one activity," she said, and reported gains in graduation and on-track metrics. Jake Musser described growth in career supports: "We're able to provide 50 internship opportunities this year," he said, citing partnerships with Rogue Workforce, RCC and Project Youth Plus and noting that paid internships improved attendance for participating students.
Principals repeatedly named attendance and staffing as primary challenges. Several schools reported added instructional coach time, expanded AVID training and new interventions (math interventions at middle grades, mini-split cooling in classrooms and a full-day stepping-stones program at Riverside) intended to support learning and retention.
Why it matters: The programs principals described are central to the committee's allocation decisions because they affect student outcomes, staffing needs and recurring costs. Committee members listened for evidence that investments produced measurable results and asked staff to incorporate school priorities into budget scenarios ahead of the May 20 formal meeting.
The principals' remarks were presented as highlights rather than formal budget votes; committee members said staff should use the input in preparing comparative budget scenarios.
