001[clears throat] All All right. Welcome everybody to the uh November Ammeris County School Board meeting. Uh Dr. Wells, is there anything you'd like to start with? >> Not at this time, sir. >> Okay. Just checking. All right. So, if we could rise for a moment of silence and pledge allegiance, please. [clears throat] I pledge allegiance >> to the flag >> of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All righty. board. Have you seen the agenda? >> Mr. Chair, I move that we approve the agenda as presented. >> Second. >> So, we have a motion and a second. All in favor? >> I Okay, Dr. Wells, we're moving on to 2.0. >> Public comment. >> Brittney, was there
002anyone who >> No one. So, no one signed up to speak. Is there anyone from the audience who would like to approach the board? Okay, we're going to move on. >> Okay. >> 3.0, sir. >> Yes, sir. Mr. Chair, members of the board. Item 3.0 is policy JHC. Second read. Member JHC is the includes the teleaalth aspects um that were brought forward to you in the past. Again, I'll just ask consider for approval. >> Okay. Board. Any comments? >> Um Mr. Chair? >> Yes, ma'am. I would like to recommend um the policy be sent to the policy committee that we have an opportunity to re review it a little more thoroughly and um possibly research how um the language is protecting our student privacy and not making a foothold um for some unintended consequences. >>
003Okay. Is that something that you think you can get done before the close because the other member on that committee is >> Yes, I think so. >> Yeah. >> Thompson, you think would that? >> Yes. I I could make that happen if the administration can >> can you need a motion to that effect, sir? Or >> yes, >> you need a motion, please. >> Mr. Mr. Chair, I move that we send policy JHC to the policy committee for review. >> Okay, we have a motion. >> Second. >> Uh, any other discussion? >> Okay, all in favor? >> I >> Okay, any opposed? Okay, Dr. Wells 4.0. >> Consent agenda, sir. >> Okay. Board, have you uh seen the consent agenda? Move for approval, Mr. Chairman, of the consent agenda. >> Second motion and a second.
004Any other discussion? >> All in favor? I >> Okay, Dr. Wells. >> Item five was our student reps and due to the closure today, they're not here. So, we'll >> we'll move on. >> Move on. Yep. >> Then we move in item six. Mr. Chair, members of the board, they've updated on instruction. I'll turn it over to Mr. Neighbors. >> All right. Good evening, Mr. Chair, members of the board. wasn't expecting to be up that quick. One through five right there. Had a couple of updates for the board this evening. Uh first and very sorry to say we are still awaiting summary reports all the data from the state that we are looking to be verified. Uh still working through. We did receive information the last couple of weeks that Old Dominion University uh is
005the entity that VOE has identified to be able to assist with that data review. Uh so we do know who is reviewing it. We still have not been provided a timeline on when they might be done reviewing that. Uh we're going to keep you all posted obviously as we know more information. We will share that. Um I did press Mr. Jennings at the VOE. Can you at least give me some ballpark time frame? He just didn't give me anything with that. It was very nice about it, but said no. Uh so still awaiting all the information there. Uh the other update I wanted to give the board uh we learned today the Virginia Board of Education uh approved the recommended implementation plan for the new cut score. So we alluded to some of these pieces
006uh at previous meetings. I want to be able to bring back a more comprehensive and thorough uh set of information for the board in December. Uh again, there's still some details lacking with that. We're going to need to fill in some gaps, but at this point it does look like uh they're going to give us this current school year as a transition year. So, no changes would be implemented uh for assessments that are occurring this current school year. We're very appreciative of that. It also looks as though we're going to have a three-year um time period where they're implementing that approaching category. So, they're not going all the way to the new cut scores. They're going to kind of give that middle ground to students and still count that as a pass on the assessment.
007So, we were very glad to see that as well. That fourth year, obviously, we would have full implementation. Those cut scores would be in place. uh at least gives us some time to work with teachers, to work with the public to fully understand what that's going to look like and how it's going to affect students as we're going forward. Uh we also learned today that there's not going to be anything that looks back with this. So if you already have those credits, these new cut scores aren't going to affect that. That stays on the books. It doesn't harm any students in that way. They're also going to be consistent in regards to retakes. So, if I'm a student at the high school, I fail an assessment this year, take it again over the summer or
008sometime next year, it would still revert back to old cut scores. So, there are some things in there that I think will help some of our kiddos that are currently testing. Uh, so we're glad to see some of those concessions. Would have appreciated maybe a little bit more. Uh, but again, I'll have a more thorough report for the board in [music] December. >> Any questions on any of that? >> Board. Any questions for uh Mr. Neighbors? Thanks, sir. >> All right. Well, moving right along. Uh we have our monthly data reports for the board this month. Uh because it's been a little while since we've talked about these, I wanted to put together uh just a little bit of information, a few slides about where this is coming from. As a reminder, we talked about
009this back in the spring and I had consensus to the board to move forward this particular reporting framework. Uh so there's two different pieces of paper that y'all have in board docs. One is our mastery of standards report and that's pulling and we're going to talk through exactly where all that data comes from. We did also continue to provide the laser report as it relates to behavior and attendance. So not the academic component of that. We replace that with this mastery of standards report you all have. Uh so where is this coming from? What we have right now are three different platforms that are being used. Uh the real dividing line though is between English language arts and all of our other content areas. So those new curriculum that's rolled out here over the last
010couple years at elementary and secondary both came with their own assessment platforms, their own data analysis platforms. We are pulling data straight from that to be able to come alongside all the other content areas that are in Mastery Connect to be able to populate the report that we have for you this evening. All of that on those platforms allows us to have those common assessments. So teacher teams working together, pulling from banks of questions, being able to develop their own in certain instances to have those common assessments among each other. So when they're pulling that data together and looking at it in conjunction with their planning, in conjunction with PLC's, we have that nice data platform to be able to pull from and see where our kiddos are. Um, regardless of which platform it's coming
011from, those same decision points are still consistent. So you see our little paint buckets there on the right, green, yellow, red. That 80 to 100% being wellprepared, 50 to 79 at risk, under 50% needing that support. So regardless of which platform the data came from, as we're putting that into the report, we're using those same decision rules across. Uh what we appreciate about this and what's been good for us to be able to see and as we're working with teachers and having those conversations, every single question is attached to a standard. So regardless of which platform we're talking about, we can get to that granular level of student performance. We'll kind of show here in just a minute, not all assessments are created equal. So if we're talking about an assessment that covers a number
012of different standards, I can go in and see exactly where Josh is on all of these different standards. He might have done super super well on a couple, not as much on others, and that really dictates where that support might need to be and how we might be able to expand and enrich from there. So with that example, you'll see here if I have a fourth grader taking a math test with about 20 questions on it linked to three different standards. I, as a teacher, I'm able to look into that and see exactly where I performed on those different standards, make determinations in conjunction with my teacher team. Where does Josh need that support? How might we be able to tailor that to those individual needs and by student? From there, and how we've gotten
013to the report that we have in front of you tonight, we're able to roll that data up. So, our teachers are able to see that for each of their individual students. That moves into what the administrators are able to see from a schoolwide standpoint, identifying some of those trends, some of those areas of need. Again, that rolls up to the division, allowing us to really see where those trends are, how are students responding to instruction, where are we with mastery of those standards at this point in the year. So, the report itself and what you have in front of you, we've been able to pull all that down. We wanted to provide that raw percentage. So looking at the number of or percentage of rather standards mastered in each of these different grade levels and
014each of these different content areas. We're not talking about students in those percentages. We are talking about standards, but the student data is behind that. How they performed on those individual assessments and where they are falling in each of those different standard areas. Just for context, we did want to provide the board some background information. How many assessments are we talking about? Where are we in regards to the number of standards we've actually covered at this point of the year versus the total number of standards. Where are we overall with that? All right. So, we've talked a little bit about this as we've gone through, but what I appreciate about what we've brought to you all tonight, it's directly connected to what teachers are using when they are planning for intervention, planning for enrichment, planning
015for instruction. They're really looking at that individual student data. How our students are performing by each of those standards? And ultimately we're pulling that all together to identify some of those bare trends and how we might be able to support by each school, by each teacher team, by each teacher if necessary uh with all of that data. Obviously, this is a part of a bigger data matrix. We're still looking at those growth assessments, which will have that data coming up here shortly for the board. Our benchmark assessments, obviously, our end of course assessments and end of year SOS. All that will be working together to kind of give us that full data picture of where all of our kiddos are. All right, you have the reports in front of you. It's been a uh board
016docs would certainly be happy to answer any questions y'all might have at this time. >> Board, any questions? >> Yes, sir. >> I appreciate the the reports. Um, can have you had any conversation with the teachers and specifically um, how do they feel where we are? Do they feel like we're moving in a good direction? I know it's anecdotal. >> Mhm. >> But I think our our best gauge really is what our teachers are thinking about our kids. >> It is. >> They're in the trenches. They know better. >> Absolutely. >> Than what we'll see on a report. So what what are our teachers thinking? >> Yeah. and I'll speak for some of my colleagues as well, but the meetings that I'm in week over week. So, I've been spending a lot of time in
017Menel and spending a lot of time at Amalot Elementary School getting out and having some of those again anecdotal conversations with it. For me, it's about what are they actually utilizing when we're having those conversations around instruction. What are they talking about being useful or not? And I know I'm very well aware that I might not always get the full unvarnished truth with that. Try to ask those follow-up questions and go through. In general, there's been a lot of appreciation that we do have a platform. It's a little more plugandplay. There's that ability to pull in and see that data. I think this part in particular has gone very well this school year. Like with anything, there's been some implementation pieces we've kind of had to tweak. We've had to go back, make sure folks
018have what they need, administrators, teachers kind of all the way through. In general, the feedback on this has been very positive. Overall, what I have seen, the trends that I've been able to identify, the conversations that are happening at those PLC meetings, we're much less concerned about process and following steps. Much more concerned about, okay, we have this data. What are we doing about that? What does that actually mean for Josh? How are we working with him? Getting him a little bit farther on these skills. That's what I'm looking for when I'm in those meetings. [clears throat] Are we actually taking all this, doing something with it? Is the administrator feeding into those conversations? Are we getting something out of all those people being around the table? That's what I've seen so far. >> It's
019got to be meaningful because, you know, teachers have complained on multiple occasions, at least I've heard of them talking about how, you know, it's collect data, collect data, collect data, >> and then they never see any fruit from it. >> Right. >> So, but I'm actually asking beyond the data. >> Yep. >> Um because again, I think our teachers are the best gauge we can use for success because they know our kids. >> Absolutely. >> Uh they know their struggles. they, you know, they experienced it firsthand. Any evidence from our teachers personally as far as do they feel like we're making progress progress with our students? >> Yeah, that's that's what I'm hearing this year. What's been encouraging for me, especially with some of the content or curriculum that we've rolled out over the last
020couple of years, seeing fruits from that. So, I'm hearing from a lot, especially early grade teachers right now, we're seeing some of that start to come into play. So, our kiddos that did open court last year as kindergarters or first graders rolling into first grade or second grade, they're already in it. They're seeing a lot of response from that. Behaviorally, things are better. Academically, things are better. There's pockets like there always are where there are concerns and we need some additional support. It's been very positive as opposed to last year when a lot of that was being implemented for the first time. So, in general, [clears throat] I would say yes, anecdotally, that's what I'm hearing from teachers on the whole on a good route, moving in the right direction. and they're seeing that good
021progress from kiddos. With some of this data, we're able to see where we still need to come back and work. We still provide some support, but it's been positive overall as I've been sitting in those meetings and talking to teachers. >> Yeah. >> Thank you. >> Y, any other questions? >> Yes, ma'am. >> Yes, Mr. Chair. Um, I also want to reiterate, uh, I thank you for the reports and the explanation. Um, like with all reports and anytime we're dealing with uh academics, there's always room for improvement. Absolutely. Little spots here and there. >> Um, trying to look at this report for me to read it. Can you I know it was done um what about two and a half months into the school year. So that's about a quarter >> of our year. So
022what would be a reasonable expectation or target for the number of standards that were covered and the number of students that you feel would be on target? >> Yeah. So the from the standard standpoint that can vary quite a bit as you know in regards to pacing and where we are. For some content areas we should be right in that zone. We've covered about a quarter of what we're going to for the year. for some where the pacing is much more extended and we frontloaded some of those bigger heavier standards we wouldn't quite be as far through as we would expect. In general looking at the data that we have and we actually went back and compared that to pacing we don't have any significant concerns that anyone is way off or we haven't quite
023covered as much as we should uh for this year. the data itself and the other component talking about how many students we would expect to be in these different areas or the level of mastery for the standards is probably more appropriate to say with this report. There again aren't too many that are outliers here. There are a couple that we've been able to look at and have conversations specifically with administrators transparently. Some of that has been more of the platform user error component of that where we weren't quite attaching things the way we needed to to standards. We had tests that were being given but because they weren't connected to a certain standard they weren't populating on the data report that we could see they were still being used in those PLC discussions and all
024the rest we've been able to fix some of those components but where those things have popped up we've been able to address that and got an explanation from teachers or even liaison that are working with those teachers and administrators as to where we are. On the whole, I feel like it's a good representation of where we are, but I also feel like it's about what I would expect at this [snorts] point in the year from a mastery of standards standpoint. >> Well, it sounds like you've got your finger on those outliers and working on that. Um, for me looking at it, it's a little difficult to say, well, this is the percentage of students that are on target because that's going to be moving because we're going to add more standards. So, that's a little
025difficult. So, I'm trying to say, do I take half of the >> the ones that are in orange and add it to the green, you know? Right. >> So that's sort of a moving target for me to try to understand how >> where we are. That's good. >> Yeah. Progress is going to be the name of the game as we're going forward. Are we seeing that increase? Um there is also a component ELA is certainly one of those because it is so contentrich with that new HQIM that we have in there's a lot more that goes into that data. So when you talk about the completeness of the picture of student performance, much more so with ELA than with math. Obviously, we're looking to change that with our new HQIM going forward. So, there are
026some good pieces there. I feel like this is probably a more legitimate view globally than we've been able to have for a long time. It really does pull from a lot of different performance areas when it comes to what the students are doing and showing where they are. >> Okay. Thank you. >> Yes, ma'am. >> Board, any other questions? >> Yes, sir. >> Miss Yes, ma'am. >> Um, okay. So, I'm trying to understand. I'm looking at our report here. Yes, ma'am. >> And I'm looking at third grade. It says um 522 assessments were administered. Is that correct? >> Yes, ma'am. So, with our new HQM and elementary, there's a lot that goes into that. So, that's not the traditional test and quizzes. That's a lot of activities that goes into it. >> Okay. And I'm
027seeing that only 8% of our students in one category are where we would expect at this point. >> So those aren't students, that's um standards. So 8% of standards have them been demonstrated with mastery at this point with those assessments that have been completed. >> And when I look down in the math, it's [clears throat] a much higher much higher um group of students. It would seem in the green. Is that correct? Okay. >> But [snorts] in the um elementary here, is it that the data wasn't attached properly in the computer in the mastery connect that it looks so low? I'm just seeing a a a disparity between the two. >> Sure. Absolutely. >> And I'm trying to wrap my head around it. If um the mastery data, we're collecting that data >> from the
028open court system, [clears throat] >> the HMA. >> Mhm. >> And then Mastery Connect is different. >> That's right. So our blue band up there, the reading component, so that top graph, all of that would come from Open Court and HMH. That's where all that data is being pulled from. Math, science, history, all would come from Mastery Connects. So when we're looking at reading, so grade three specifically that 8% what that means is of all the standards that have been assessed so far this year uh globally students have demonstrated that level of mastery that level of preparedness on 8% of those standards. So looking at third grade for those younger kiddos that's not necessarily tremendously off the mark from what we would expect this year or this early in the year I should say. What
029we want to be able to see is continued progress with that. So I would expect as we're coming back month after month, we're going to see that higher level of mastery when it comes to percentage of standards versus where we are now. We'll see that progress. >> So if I'm understanding I'm I'm trying to wrap my head around. >> So [clears throat] then this is not saying that 8% of students correct >> have achieved. It's saying that of that line of students, they've been tested on 8% of SOS. >> They've demonstrated that level of mastery on 8% of the standards that they've covered so far. >> Okay. >> Yeah. And I know that this is kind of a bear in regards to analysis and understanding all those pieces. More than happy to schedule time and
030unpack. There's a lot that goes into it. what and I know it's kind of a different way to be able to view it. Ultimately, it's the best connection we have to what the teachers are using every day. Obviously, they're looking at it kid by kid, being able to inform that instruction. It's really giving us that picture. Are we moving in the right direction in regards to our understanding of the content and preparedness for the assessment at the end of the year, but as always, be more than happy to schedule time and go through in great detail. >> Thank you, sir. >> Yes, ma'am. Absolutely. >> Okay. Yes, ma'am. >> Can I ask a follow-up question? Yes, ma'am. Please. >> Based on what you said to her, I'm a little confused. I want to make sure
031I'm reading. >> Okay. Gotcha. >> So, for grade three, where it says 8% that's in green, >> 8 [clears throat] I was thinking 8% of the students were wellprepared on the 29% of the standards that were tested. >> So 8% is the actual standards themselves, the percentage of standards on which students are demonstrating that level of mastery. >> Can you say that again slowly? >> Sure. Absolutely. Can you say Can you say it in different words? [laughter] >> Have I said the same thing every time? Thank you, Mr. Children. I appreciate that. So, of all the standards that have been assessed so far this year for grade three reading, all the activities that have been completed, all the components of open court for that particular group of students that have been completed to this point,
032of all of that, 8% of the standards that were involved in that. So, if I had 10 different standards, well, on this and this is not going to work out very well. >> Yeah, [laughter] 100 standards. >> This wheel is have to give you the math on it. Um, ultimately only 8% of the standards we've covered so far have we seen students demonstrate that level of mastery. They are well prepared. If the test was tomorrow, they'd be ready to go. Obviously, that is early in the year. We haven't covered quite as many as we're going to cover throughout the course of the year. a lot of work to be done there, but it's really representing mastery of standards as opposed to where students are globally at this point. >> So out of the 29.41% of
033the standards covered in grade [clears throat] three, 8% of those the students are well prepared for. >> I'm going to say yes. Yes, ma'am. Yep. [clears throat] >> And then Sorry. >> Good. >> Okay. >> Yeah. and lot a lot that goes into this. Trust me when I say our team as well has done a lot of digging in really kind of turn this data inside out. I think it would be good to have some time to really be able to go through it. What helped me in understanding this is kind of seeing the system itself, how it's pulling data, what those actual assessments look like and being able to get to that better baseline understanding of it. >> Yeah. But we have a lot of students that at 80% right that m we've mastered
03480% at or you know the at risk category. So a lot of students are close >> or not students but we're close in some of those standards but we're not at the high level of achievement for those standards. So the hard the hardest part for this is getting away from students. Y like we talked about in the spring. It's not students it's the standards. But we're at that 80% of the standards we're between 50 and 79. that's here. We should be able to as we go through the year move those up to now we're mastering these concepts as we've gone through it more and have worked on it more. >> But but the 80% is not of all of the standards. That's 80% of the 29% of the standards. >> Yes. [snorts] >> Yes. This
035is not the um Yeah, thank you. Growth assessments. Again, I'm still having those problems. [laughter] The growth assessments [snorts] would track you for the whole school year. We give that test in the fall, we get in the winter, we get in the spring. So, that's based on everything. This is not growth assessment data. This is based on everything they're doing in class data. >> It's content. >> Yes. >> Correct. >> This is not a growth assessment. So we're not looking at do you know all the standards for the whole year right now. We're looking this is what we've taught you >> and this is how as a group we have reached we're either down here in the middle or at the top and how we are how you know looking at percentage of students that
036have the percentage of those um standards that we have mastered so to speak or not mastered >> and do we have this broken down by school? No. >> Yes. Do you have this broken down by school? So it's available for our administrators as part of the platform, we can certainly look at it that way for sure. Um, ultimately though, when we're talking about utilization of the data and what we want to be able to see is when we're going into those PLC's and we're talking about intervention and enrichment, having it by standard really helps us understand the full picture of student performance because it's entirely possible that on an assessment with three different standards like we talked about earlier, I could be extremely well prepared with this one particular or a couple of those standards
037versus that third or fourth standard that's on there, I need a lot of support with that. So in some respects I would be in that green in others I would be in that red and that's what we really need to target and be able to support >> but they're being evaluated on standards that they have already been exposed to. >> That's correct. Yes ma'am. >> Yes ma'am. >> One last question. Um when will the fall growth assessment be given? >> So we are currently in window and giving assessments as we speak. U we'll be closing that out here relatively soon. Uh we're hoping to have that data as soon as possible for the board. I know schools are eager to get that completed and move on with it. So >> maybe December >> uh I
038will cautiously say we will do our best to have that for you in December. Yes ma'am. >> Thank you. >> Y Board any other Yes ma'am. >> Last question. >> Yes ma'am. >> And the data you have here this is not data you had to get from the state. Is that correct? >> No ma'am this is all internal data data. These are teacher developed assessments and how their students are performing on what they've put in front of them. >> Yes, ma'am. >> Board, any other questions? >> So, board, I would recommend um if you have questions, you go straight to, you know, Mr. Neighbors there and go, let's see if we can find a time to sit down and and go through things and peg through things and >> uh two on twos or two
039on whatevers or >> absolutely >> dive in a little deeper. >> Absolutely. Yeah. And if it would help the board, I can send out some time slots available. More than happy to sit down anytime. >> Yeah. >> Yep. >> Thank you, sir. >> Absolutely. Yes, sir. >> All right. Well, moving right along, we'll turn it over to Miss Wheeler and talk about our division literacy plan. >> Thank you, Mr. Chair, members of the board. Um, you should have a copy of our division literacy plan. Um, this is a requirement that we submit to, uh, BDOE um, through the Virginia Literacy Act. And so for tonight, just for your information, is the most recent version uh that we will be uploading um in that deadline. And really the only adjustment from what we've previously submitted um
040is updating the link where the division literacy plan is housed as you know, we updated our website over the summer and so that link was broken. Um and so that was one piece of feedback and then just to extend our timeline into the 2627 school year um as requested by uh BDOE. But I'll answer any questions you have um regarding this plan. >> Any questions for Miss Wheeler? >> Thank you, ma'am. Dr. Wells. >> All right, continuing right along, we have Mr. Maddox and Mr. President talk about CT. >> Okay. Thank you, Mr. Chair, members of the board. Uh as you know following our Virginia Department of Education federal monitoring we had [clears throat] um in March we received uh the feedback identifying areas for improvement to make sure we are in full compliance uh
041with the call D. Perkins act uh the approved correction action plan. You have that in your packet on board docs. Um it outlines the steps to address the findings that were related to teacher lure, CTE competencies, uh completer sequences, uh industry accreditation, uh student organization access, any new course approvals and health and safety standards and some of our CTE labs. So, uh, all of the corrective action, all the measures are underway and you can see the completion dates. Our hopes is we will have the whole correction corrective action plan completed uh by September of next year. Uh, some of the things involved our welding labs and some of those things. So, basically, some of those things will be corrected as we get the new renovations uh in at the high school. Um we're going to
042work on this collaboratively. Uh it's between CTE co uh supervisor coordinator CTE human resource chief academic officer as well as a maintenance department. So uh all the items are in process and are on schedule to be completed and I will answer any questions you may have. I will say, I know it probably looks like a lot, but we have not had the federal monitoring. I said 30 years, but Mr. President, how many years? >> 43 years. That's only because that's as far back as we can get the record. We really don't know. >> So, this is the first time we've ever gone through the process of federal monitoring. And when we asked the VOE people, they said, "We just overlooked you." So, >> for 43 years. Uh, >> but really some of the things they're
043all manageable. Um, some of the things have already been corrected as far as teacher lure has we've done that with uh course uh moving some courses and things around which we have to do a lot of that. when we have a new teacher come in, they have a certain lure, we may have to move some courses around to make sure that we're in compliance and that teacher is eligible to teach those classes. So, but I will answer any questions you may have regarding that >> board. Any questions for Mr. Maddox? >> Yes, sir. >> Mr. Matics. So, when you were uh informed that uh it was about time for them to come check in on us, so to speak, um how much of an advanced warning did you know they were coming? >> Uh we
044received the letter, I believe, in September, and then we finalized the date. It's a lot of pre-work that has to go into it as far as gathering documents to send to them. >> Yes. Uh we have we sent them over 3,2800 documents. Uh and then they get those documents and then they tell us so we knew in December that they were coming in March. >> All right. Now this this process I guess will allow us to apply for certain grants or we need to meet certain criteria to apply for grants. >> This is the Carl Perkins grant that we get every year. It's federal monitoring because it's a federal grant. It's a seven-year cycle that schools go through and they have a another one of EDOE algorithms that they go through and they figure out
045which schools are going to be sometimes it's a desk audit where you just send them paperwork and then sometimes they come on site. So, it's an it's a seven-year process every every time. and have we reached out to find out if there's um I know in manufacturing there's other companies that will do like a pre- audit audit for us. Have we looked into that option? Obviously, we can't do it now, but in the future if another audit does come up that we could do that ahead of time so if we're miss the rules are changing constantly. So >> to stay on top of this is a dedicated staff. >> Yes. >> You know, I appreciate everything. Yes, >> that you've done so far. It just sometimes we got to we got to reach outside of
046what we know and understand >> and that'll help us move forward because this program I know the board >> is is pretty on board whether we want to be able to continue to move it forward but >> the money's got to be there. Right. >> Right. So the precautions like that, having an auditor come in before the seven years is up maybe something that we need to budget in because those services aren't free and probably not covered under grants. >> Well, right right [clears throat] now I don't know of any services. I'll definitely look to see if there are folks that do that. what we did do and I want to thank our uh supervisor CTE in Rockbridge and also a supervisor CTE in Campbell County. They came over and did a walk through with
047us with the teachers with everything. Went through every lab. Uh told us, hey, here are some things that they're going to look at and some things like that. So, we did do that before they visited in March. >> Very good. Appreciate it. So it hasn't been 43 years for Campbell and Rockbridge is what you're saying? >> No, there's uh I think they have been Rockbridge is two years ago and Campbell was last year. >> Gotcha. >> Right. >> So Mr. Maddox, is there anything on that list that you look at and go I'm not sure that we'll be able to get it done or is it anything scare you? >> No, sir. Mr. President and I sat down and went through and put the dates and we're pretty confident we can we can get everything
048done on this list by September of next year. >> Okay. And if if you look at it, nine of the 20 areas were signage, markings on the floor, >> enough room to work the work the equipment. So, a lot of it's little things we can address really easily as opposed to being major big ticket items. So, I think it's something they should be to get through and and we can get done here pretty rather easily. >> We actually had the signage on all the stop buttons and everything that Mr. prior in our class actually made the signs but that just wasn't big enough. >> There is >> ISO standard. >> Yep. Right. [snorts] So >> okay board. Yes sir. >> So just looking through like you know the first several one were about having the
049the proper endorsements. >> Right. >> So that's one of the ones that scares me the most. >> Right. Uh so have we been working with those staff members this whole time to >> get their endorsements? >> Yes. And basically I believe everything here is covered because the communication systems and the imaging technology we have to switch classes. So we don't offer those classes anymore because the current instructor is business and information systems. So, we had to find classes in the business and information systems uh pathway that would correlate and be similar to what we were doing with the teched lure. So, and sometimes that's that's what we have to do. >> Mhm. Talk to me about the the ones where we were missing the completers. So, didn't provide programs required for completer sequences of courses.
050>> Okay. So that was like entrepreneurship and cyber security fundamentals and entrepreneurship used to sequence with every business class and then they switched it around and changed it at VDOE. So now you have to have advanced uh you have to have the advanced marketing strategic marketing you have to advance entrepreneurship. So they're constantly switching and changing some things around and we have to figure out and and get the things in and most of this you'll see in the program of studies we've already put it in the program of studies for next year and that's the evidence we will send to VDOE. >> So we've already started to make those corrections so that we can have those okay >> because those are those are that's lowhanging fruit in my opinion. >> Right. Those are ones that
051you shouldn't, >> you know, if you're paying attention to it and you see it when they change it, >> right? >> Those are easy ones to to check off the list. >> And you gota remember we're like [clears throat] we're doing the program of studies now for next year. So once that gets approved, if something changes this year, we're all the way around to the following year. So it just it's a time time thing there. But yeah. Okay. board. Any other questions? Yes, ma'am. >> Um, Mr. Baddock, can you talk to me about the one that's labeled new courses? Um, have we are we supposed to be applying for that? I know that the board was talking about doing some expansion if possible, and there are some things that you have expanded, but it was
052um imaging technology introduction, teachers to tomorrow, um evidence of labs meeting market needs. >> Okay. So um the new course applications um we have taught teachers for tomorrow since I've since it was first come out. We have to do a new application for every new course. They said they did not have our application for the teachers for tomorrow. So I'm having to do the new application and send that in for those courses. >> Okay. So we've got the course. You're just going back and making >> filling in the application. Yes, sir. >> What about the imaging technology? Is that the same situation for that one? >> The imaging technology is something that we have we we're not teaching that anymore. That's what I was talking about where we're moving into the uh design multimedia web
053pages. So, we changed that course. So, image and tech is not even going to be offered. >> But we have it this year. No, we do not. >> So, >> we we changed that course for this year. >> I'm >> because a teacher >> I'll touch base with you later about that because I just see it here and I want to make sure that that's not a course we're supposed to have, but I'll touch base with you later. >> Okay. Board, >> any other question? >> Yeah, I'm sorry. I apologize. That's good. >> Last thing I had was um like I saw several of them where it talked about um which one was it? Um basically the the equipment was uh improper. Uh not that they like there's something here about the equipment not secured.
054>> Right. >> The rule of thumb on that is if it's got bolt holes, they need to be in it. >> Right. Um I know that gets a lot of uh people on those audits, but um there were some in here about um equipment in need of repair, removal, rear of laboratory, improperly stored equipment. >> That was actually in our cyber security lab where we had a corner set over there where we had some equipment that um he uses in cyber security cuz he does some networking stuff too. [clears throat] >> Yeah, this is actually the one I was reading from was culinary arts. I do see the other one for the cyber security labs as a monitors electrical component surplus. Yeah. >> Okay. The equipment needed uh for removal and repair, it's actually the
055wash station that's in our culinary arts. It's it's not working and we had somebody come look at it. It cannot be fixed. So, we're going to have to remove that and replace it. >> Yeah. I just bring it up because I just want to make sure we're staying on top of it. you know, it's our assets are the, you know, right, >> we don't have a lot of money to, >> right, >> buy new stuff and so we want to maintain what we have. So, >> yeah, I've actually already got chef to give me a quote on the on the new wash machine. So, but we're kind of waiting because they're going to do some renovations uh to that as well in the spring. >> Thank you, sir. >> Or Yes, ma'am. >> Um question.
056I see a lot of um notation that that says um adequate evidence wasn't provided. Does that mean we were meeting the standard but we just didn't have documentation? So there's like 10 of them. >> Yeah, that's just them saying that it wasn't anything in our documentation or anything to provide. So the evidence that we have to provide them now it could be lesson plans it could be pictures of the labs where we've made the corrections lack of evidence for that that's what that means. So that's why you see that so much. So is that something we normally need to have ready? >> Uh just for the competencies, lesson plans, things like that. We that should be a regular thing that we have all the time. But some of the other things where let's say we
057didn't have signage or we didn't have evidence of this or we didn't have evidence of uh proper signage for the SDS sheets or things like that. um that's where we'll have to give them evidence, pictures, uh maybe it's a procedure or something for them uh when they go through it and we submit now that this is approved, we'll start submitting that evidence and then they'll say yes, this is good or no, we need to send something else. So, >> thank you, sir. >> Mr. Chair, >> yes, ma'am. >> Oh, just a quickie. Um and I read this a couple times. At first, I was pretty concerned. Still am, but I've heard explanations. But here's my thing, because I deal with this a different way, JCO. Uh, we call them the popo. So, did you know
058they were coming? >> Yes, ma'am. >> Okay. But did do we have a self-study? What I mean by that is a preparation for them. >> Yeah. >> Were these guidelines in this, I would call it a what I have in my office is a guideline of what I know they're going to look for. And so, I make sure that I've I've taken the refrigerator out. So what I'm saying is do we have a guideline to go by? >> I I have not seen a document put out from VOE that that is lists the guidelines for each and every lab. A lot of times it's going through the process knowing what they're looking for and things like that. So um you know the signage and stuff like that, we thought we were good with the signs
059and things like that and we thought the markings on the floor because you could see them. But um they thought they needed to be a little brighter and signs a little bigger and things like that. So >> So it could be a twofold situation that whoever came should well we should have had better guidelines knowing what they going to be looking for and had that together. That's just a comment >> and then in the future we'll be able to check these off quickly. >> Yes. >> Now of course we more so than the signs and all that is the health and safety. you know, that's if I were them, that's probably what I would really be a knuckle on. You know, it's like, you know, stuff improperly stored. I thought I saw something here about
060chemicals and all these sort of uh things. So, I'm not trying to pick you apart. I'm just saying that >> if we know they're coming, which I kind of know I'm I'm up for accreditation uh in in the spring. So, I'm doing my homework now because I don't have time to do corrective action. I will if I have to, they somebody gonna find something some of the time, >> right? >> But even though you said this is not a lot, it was a lot for me, >> right? Uh, but thank you for everything [snorts] you've explained thus far, but just maybe have some type of, and I imagine you do some type of notebook, some not a notebook, a manual with all these sort of things. >> And each instructor, I'm going to take it
061back to instructors uh in your in the instructor's labs, the cosmetology, the welding. They too have to be accountable for a check off. >> Um, and students don't know. We let them be in charge of the mess. But each day we're looking at these these type of hazards, chemicals and uh we just got to let's see where is that at? Chemicals in the athletic training room. [clears throat] >> That was a bottle of biofreeze that was left on the counter and not in the locked. >> Yeah. >> Well, to us that's not big, but see the popo loves this kind of thing, you know. But I'm just I'm just giving some help that we got to have a manual or or something some kind of check off sheet to go by so that u we
062won't have this issue again. >> I think now that we [snorts] through the process to know what they're looking >> we got the check sheet. >> Yeah. It really helps to go through the process and like I said we did have have some folks from neighboring counties but every team that shows up at the school could be a different team. So, some teams maybe look at some [snorts] things, some teams look at because um they went outside, looked outside of our labs and things like that. And I know at the other areas, they never went outside. They never looked anything outside the shops. So, it just depends on your team that you get from BDOE. Uh we take it as a learning experience. We're glad we went through it. Uh was it a pain? Yes.
063But it is good to get this feedback from them and make sure that we get everything up to date and what we need in our labs. >> Yes, ma'am. >> One more thing. Um, Mr. Maddox, I just want to say how much I appreciate you bringing this to us. Um, and that you're considering it a learning experience. I know that we are making a concerted effort between uh the administration, the board, your your purview to expand our program to make sure that we're meeting industry standards. Um making sure that we're expanding, we're working for a quality program. >> Um so this just helps us build more of our awareness of things that we need to do. and this afternoon before a meeting and I'm sure you probably will talk with the board about the goatee,
064but I appreciate you bringing that and letting us look at it because you know we were talking about expanding into our middle school preparing our students >> and you know that's what the board selects or y'all recommend um moving forward. I will say that I think that opportunity is just what we need to prepare our students and this audit will also help us to >> Yes, ma'am. >> to bring top-notch uh standards into our high school and whatever CTE programs we have. So, it's right along aligns with what some of our goals have been. Thank you. >> Yes, ma'am. Thank you. >> Yeah, Mr. atics. I've been through a lot of audits like this and the first time you get one is, you know, a lot of times there's a few bumps in the road.
065If this had been the second or third time you've been through it and you had a list like that, it'd be different. Um, but um it's u it is what it is. If it's going to take them 43 more years to get back, it'll be different by then anyway. So, so all right. Anything else, sir? >> All right. Well, I just want to take an opportunity to thank Mr. Maddox, Mr. President, for their work on that audit. Um, having just gone through through a federal audit myself, there's a lot of judgment calls from folks come in. We appreciate that learning opportunity and getting perspective on it. Uh, but very glad that we were able to move forward uh without too much pain and expenditure on that. So, thank you all very much for your work.
066Um, our last item this evening for instruction, I'm going to have Miss Cecil come up uh and speak to the board about updates on our program of studies all the way down here. Good evening, Mr. Chair, members of the board, we are pleased to present the 2627 program of studies. As you know, this document serves to support students and families in planning academic pathways that are in alignment um with graduation requirements, post-secary opportunities, and their individual goals. Um each year, a committee reviews this program of studies to ensure it is clear, accurate, and aligned with the VDOE, as Mr. Maddox was saying, um their requirements and our current instructional practices. The revisions for this year were developed through staff feedback and then subsequent committee review with attention to course sequencing, accuracy of program information, and
067of course ease of use um for students and families. Um the updates focus on refining some course information descriptions and expanding opportunities across a couple of content areas, CTE, uh fine arts and world languages that you'll see outlined in the memo that you have at your place. Um a few courses were removed again um in accordance with VDO guidance and we've updated some course descriptions um across dual enrollment programs um math remediation courses just to make sure that we are being um clear in our language about grading credit values and placement there. So also in addition uh this year we are presenting a middle school program of studies that has been created to align course information and academic planning um across grades 6 through 12. Um and hopefully this will support a smoother transition, more
068informed decisions about course selections and um some stronger academic and career planning guidance. So uh the academic the updated program of studies is going to be published u prior to that course selection season that's happening very quickly. um and so that students have a clear accurate information to support that planning. Um I will be happy that's all I have and I will be happy to try to answer any questions you may have at this time. >> Board, any questions, Miss Cecil? >> Yep. Yes, sir. >> Does the [clears throat] middle school program of studies include any of the new courses that they were talking about adding for CTE? >> So, no, it does not at this time. Um I believe that that process I don't want to speak too much into let Mr. Um, Maddox
069do. So, um, but I think there is a process to take that to you later on during budget season. >> Yeah, during budget season. Um, I'll have to do if approval is there and we do end up getting those courses, then I would do new applications and send that in to VDOE and then we could add it to the program of studies for next year. >> Board, any other questions? I don't have any questions, but I'd like to just say thank you. Um it it looks great and having the middle school one, too. It's just really nice in the way you gave um ideas for the parents what they can look for and think about >> instead of just the data and the facts. It's wonderful. Thank you. >> Thank you. And I cannot take
070all the credit. I had a fabulous fabulous committee and um a predecessor, school counseling supervisor before me that um laid it out and made it very easy to review. >> Thank you. Thank you, ma'am. >> All right. Thank you, Mr. Chair. That's it for instruction this evening. >> Thank you, sir. >> Yes, >> Dr. Wells. >> Yes, sir. Mr. Chair, members of the board, Dr. Hod, one administrative. >> Yes, sir. Uh, Mr. Chair, members of the board. Um, for Mr. Oaks, get started with the uh construction update. Lots of good things, of course. Uh, as you know, we did serve hot meals. Several of us were there the first day. Uh, Mr. Oaks was there in the morning for breakfast, and then we made it over for lunch. So, there were many smiling faces for
071that. So, uh that's great. And, uh, as Mr. Roges highlights some things, um, I'd like to say one of the rooms that really struck me the last few days is that nursing lab. Um, I can't wait till you see it. Um, you know, obviously it's great to see the cafeteria, but that nursing lab is just a fantastic space. And also, uh, we were not happy with the, um, fieldhouse. Um, the turf install didn't go well. they had to come back and put in one uh section. They completed that and also all the welds and the nets are now done. So, we just have one small thing with the fire alarm in there and we should have the CO very shortly on that just in time for uh those folks to to get in there and
072use that. So, I'll turn it over for Mr. Ro and I'll take it back in a few minutes. All righty. The uh picture on your left here you see is the kitchen a month ago which is in somewhat disarray and uh still in construction versus the picture on the right which was taken early this week which is a full functioning kitchen right now. Um all our ovens up and running. We still got you see that gap in the middle between the two convection ovens and the uh the steamer there. We still got two more ovens that are coming in. Uh give us six ovens total uh to do all the cooking stuff in. But the ladies are getting by with what they have right now. Uh also the food court sign up. We got to
073do a little modification that we were not happy with with uh the way the verbiage came out and the way it was laid out. So they are correcting that here very shortly as well. But as we enter into the serving lines again the picture on the left was a month ago and the picture on the right as Dr. Hod me mentioned is a fully functioning serving line. Uh it has come a long way. Um, you know, we we've had to have some serious heart-to-he heart conversations with contractors and subcontractors uh to get us this point. And I do commend Jamerson Lewis for uh stepping up the game in the last couple weeks to get us to this point. And again, as you see, this is some of the food that they were serving this week.
074Uh nacho bars and those type of things and the fruits and vegetables. And uh these the serving equipment we have is multiunctional. It can do dry heat, wet heat, it can freeze, it can chill. Multiple function. There's 23 bays, I believe it is, in all the serving wells around the uh around the kitchen or in the serving lines. So, it gives them a wide diversity of different things they can do in different lines and stuff. Again, we have these chiller boxes on both sides. Um, we have warming and or you see the picture on the right, there's flat surfaces that can warm and or chill as well. And uh again, a lot of diversity about what they can do. So the first couple days, of course, uh the ladies in the kitchen have done a
075fabulous job. Uh again, I want to commend them for the past several months. The amount of effort and work that went into fixing sandwiches at other school, having their staff from the high school separated out to the other north end schools, packing all the sandwiches up, putting them in coolers, dragging them back to the high school, unpack them, and serving students. Those ladies have done an amazing job to get to this point where we are today. So, uh, kudos to the Ammeris County High School, uh, cafeteria staff and, uh, Miss Klein's group. As we move on to the classrooms and offices area, which is in the, um, old auditorium, if you will, picture on the left is a month ago, and this is the same classroom uh, here just early this week. As you can
076see, the tile floors in, walls been painted. The ceilings are pretty much ready to go. Uh, I don't have know they've had the above ceiling inspection yet. Um, in the the far back of the picture, you see the cabinet work is also in. So, we're in the final staging of this. I would estimate probably by the Christmas break, these rooms should be finished if everything goes okay. Uh, the picture on the left is looking down the hallway from the entrance of the old auditorium. So, um, right now it's a plywood plywood door there. Uh, looking down the hallway, there's that. The classroom I just showed you is on the left. You see the two doors uh at the end of the hallway on right there. Two classrooms that are in front of the uh auditorium,
077the glass section. Those two classrooms do have windows in them. And then the hallway will turn left and go back to the hall that goes down towards CTE. These are the two offices that uh are in that area as well. When you go down, turn the corner to the left, these offices on your right hand side. This is one of the classrooms on the front of the building. Uh again in the old old auditorium uh as you see the windows on the left cabinets in the back. So it's again it's on the uh the finishing touches need to be put on and we'll be good to go. Going on to the nursing lab as Dr. Ho mentioned this is a pretty impressive area um compared to what uh they are in now. Picture on the
078left was a month ago. Obviously the construction building but the wall which you see right in front of you now which is finished and also has cadets in place. Uh the window frames are in. The glass is not in yet, but we're looking out from the lab area into the classroom and to the right there where you see that tall cabin on the right. That's the entrance way that goes back up to the CT hall. So, um this is you're basically standing on the old stage right now just to get you acclimated to where you are in the school. This picture right here is actually the classroom part of the nursing lab. The other section was the lab itself where the students will be you practicing all the uh the nursing and CNA uh skills
079that they need to do. This is the classroom itself. Again, cabinets in here. Uh the good benefit of this uh the teacher andor students can see what's going on in the lab as well as you know be conducting activities in the classroom all at one time. There'll be a washer and dryer outside the lab uh as well you know so they can you use that to clean the things they need in there. going on the cosmetology a little bit behind uh where the nursing lab is. Uh we've done some and talking to the high school staff and to uh Mr. Maddox and Mr. Presnell and and the cosmetology teacher and stuff. We sort of did did a couple of things in here, but the picture on the left is a month ago. All the demo
080work is done and and pretty much wide open. First is what's happening on the right. Uh the right right now I'm standing uh basically where you come into the lab from the CT hallway. Uh looking out into the parking lot, the big white area you see that's the window. This is the old band room. So looking toward the front of the school out toward the parking lot, you can see the uh framing has been done. The piping, electrical work has been done for the cosmetology stations. Um all the different chairs and pedicures and and all those wonderful things. As you can tell, I will be the first one in line to get a haircut and [laughter] u we'll be good to go. Again, the left picture uh is looking across the cosmetology lab. The center
081section there again is where a lot of the chairs would go along this wall here. Uh in the fore part of the picture in the picture, the picture on the right [clears throat] is actually the where the classroom is going to be. So you see the blue uh four blue where the cat 6 cables are in the floor there. And if you look look on past in the back part of the picture, that white wall, that will actually be the entrance off the CT hallway. They welded the uh the steel little up above the wall there. They uh welded that in place today so that the demo of that wall can take place now and the entrance way into the cosmetology lab will take place. So uh again we're in the cosmetology classroom as we
082speak. The lab is actually behind this picture in the in the foreground. Agriculture lab uh that is also progressing a month ago. You see the picture on the left and the picture on the right uh a lot of HVAC mechanical and plumbing and stuff is in place. the floor uh still working on the floor drains and and a couple areas there, but a lot of HVAC electrical equipment is in place. The electrical the new electrical panel has been mounted and uh we had some good discussions yesterday about um buying some time if you will rerouting some electrical stuff that uh the electrician came up with will make this area a little bit better than what uh it was designed as. Again, looking across the agriculture lab um it's it's coming along. This will be in
083the I'm guessing probably February, March range, somewhere like that if not before then that will be complete. So anyway, over the next few weeks or so, complete the classrooms in the auditorium area. Uh go ahead and complete the construction cosmetology lab. That'll be after the Christmas break and as will be the agriculture lab. Any questions? Order. >> Any questions? Looks nice. It's going along. >> And if uh any of you would like to go up and take a look, just let us know and we'll be glad to to meet you and do that. And if you want to see some smiling faces, come during lunch and watch the children eat some hot lunch. [laughter] >> Awesome. Thank you, sir. >> All right. Uh next on my agenda, just wanted to update you on the um
084school safety grant. So, I did mention just a little bit uh to you last time kind of um in passing that um we also received the uh open gate uh metal detectors. Uh we are sending out the uh release to let parents know tomorrow about this. Next week we'll be trained and then we expect to have them up and running in full operation December 1st after the Thanksgiving break. Um so we're excited for that [clears throat] and um to get that going. Um, so again, we're we're putting that information out to uh to parents uh tomorrow to let them know and then we'll work on training the students and and our staff uh for that. >> Okay. Okay. Thank you, sir. >> Okay. Okay. >> Questions? >> Next? >> Nothing else? >> Any other questions?
085>> Okay. Uh next, you have uh 702. You have the uh student suspension report for October. Any questions? >> Okay. Thank you, Dr. Hood. >> All right. 703. Uh if you will notice, you have the uh best lab update for October. Uh you'll notice um Dr. Smith put in there uh usage by date uh by uh the day of the week and then by school and then also uh the time of day. Um the lunchtime seemed to be the most uh predominant time there and then the last is uh uh just a little bit more student information by uh grade level. [clears throat] So if you have any questions on that be glad to go over that >> board. Any questions for Dr. Hoden? >> Yes ma'am. [clears throat] >> Dr. Hoden, how many students
086I appreciate the usage number, but how many students are being served? Um total >> it's yeah it's at the top right there. >> 969 students. >> Thank you >> board. Any other questions? Dr. Oden. >> All right. And lastly, um he asked for a little bit update on the positive pathways program. It's the program we have at Ammerstdale. And just an update, we started the year with five students in there. Uh currently we have four. Um and as you know, we try to transition those students back to uh the classroom and then um for when we have room in there, um we meet as a team and and on a on a bit team and and try to determine, you know, best case best practices for that student. uh we involve um special ed if
087if you know if we need to do that as well. So again typically you know this is our K2 program um again four students in the program now there were five uh one transitioned um we had to transition that student out and then uh we have another that is also currently working through a transition uh back to school of the four >> board any any questions Dr. code. >> What's the What's the max number of students that program can handle? >> It's a depends question. We try to do six, but it kind of depends on the students that are in there and the staff um what they can handle. We've got a few in there right now that are a little more on the difficult side. So, trying to keep that number down a little
088bit. >> Yes, ma'am. Uh just for clarity is the is that the number of students or the number of times the lab was accessed during October? >> Uh the number of times it was accessed. >> Okay. So we don't have the actual number of students that are participating. >> Oh no, sorry. The lab was accessed uh 1,985 times in October. Um >> no, that was the beginning of school. >> The beginning of school. Yeah. I'm thinking the 969 is how many times did this access by students in October. So maybe if we could have the number of students >> exact number of how many students that >> be great. Thank you. >> And if it could be broken down by grade that would be awesome. >> If you look at the last >> slide. >>
089Yeah. There's percentage >> student distribution by grade level. >> There's percentages and numbers of student. You want numbers. Okay. >> Yes sir. Thank you. >> Board. Any other questions? [cough] >> Thank you, Dr. That's it for me. >> All right. Okay. Dr. Wells, >> Mr. London [clears throat] from Finance. >> Good evening, Mr. Chair, members of the board. Before you tonight is your October financial reports. So, we're four months into the fiscal year, two months into receiving our sales tax revenue, and that is looking strong. Our ADM is still higher than our budget. Um showing at 3650 currently versus the budget being um built on 3615. Um the big change on these reports is this month's report does reflect the payroll and benefits they are encumbered. Um so all those contracts everything has been pulled
090out and it's reflected on your expenditure report and that object code report. So, this gives you a better picture of what we what is committed and what is truly available to spend. Um, going forward, we'll just continue to keep monitoring our revenues, our ADMs, and those items, the sales tax, utilities, but right at this moment, um, we really have, you know, nothing, no concerns to report at this time. Do you have any questions on any of the reports? >> Board, any questions for Mr. Lonnage? >> [snorts] >> Yes, ma'am. M. >> Yes, ma'am. >> Thank you. So, I'm looking at the one page school operational revenue. And I'm looking at the top line where it has the negative 112. That's in the mean that means that's what's coming, but we haven't received it or help
091me interpret that. Sorry. >> No, ma'am. So the when when the state gives the the calc tool for the state revenue, they list the sales tax as one figure. So you'll look at the second um line on that report and the the budget for sales tax is the 5.9 million. When they actually disperse it, it comes in in two um different categories and we have to report it separately. So, it's really those two, the top two make up your sales tax revenue. Um, because there was no budget and we've received it, it's showing on the revenue reports, if it's negative, you've exceeded what you >> That's what I wondered. Okay. That's a positive. Yes, that's extra money. Okay. Thank you, >> board. Any other questions? Thank you, Mr. Cottage. Okay. So, I have a second
092item tonight and that is the school activity audit reports for the year ending June 30th, 2025. We have posted the auditor's financial reports and their management letter. We've also at your place is a highle presentation from the division just summarizing um from the outward appearance. you could conclude that we may have taken a step back from where we were last year. Um last year we were celebrating the five schools that received the perfect audit and if you look at it now it's two. Um I don't really feel that's the case. Um under the guidance of the accounting coordinator Mrs. Manet Davis who's in here tonight the bookkeeper shifted to a completely new software system school fun online. So they were still trying to do their duties while you know we're transferring everything over. Some of
093the things we realized is that with that old system um it sort of gave the ability to mask some non-compliance with some of the financial procedures. Um with SFO that's not an option. It's a real time system and you can't backdate anything. So um we look at it as a step forward. Um we're growing. It's a better program. We have increased visibility, increased oversight, and we're going to have that increased compliance that's going to follow. Um, I do want to recognize the two schools that did get the perfect audit, and Amalon Elementary, this is their third year of a perfect audit. And Elon Elementary, it's their second year of a perfect audit, and that is just amazing. Um, at the same time, I would like to recognize the efforts of Mrs. Davis and all of
094the bookkeepers. Um, we are so fortunate to have these bookkeepers. They are so dedicated. They already had their plates full when we decided to load it up and they took on that challenge and um, learned that new system. So, we are very proud of where we are, but we know that we still have some room to grow. >> Any questions? Yes, ma'am. Thank you. >> So, if I understand you correctly, Miss Laconage, there's um greater transparency. It's kind of like going in for a typing. We used to do those typing tests and when you're used to typing and backspacing, when you make a mistake, when you do that test, you can't do it anymore, so it looks like you have more errors. Is that kind of similar? Um, >> so with the old, and it
095might be what you're saying, I apologize, but with the old system, they were able to put in the date that needed to be there. And I'm not saying that people did that. Um, but you could backdate. You could backdate the POS, you could backdate the receipts, the deposits. U, that's it's a real time system that that stamps when you do everything. So >> So it's greater transparency. It is >> which is really good. >> It is. And you know, everyone's adjusting and we all have the ability to see what's in the system now. In the past, you had really one person at the school that held all that information. And [snorts] you know, we can go in at any point and see. We can't do anything to that data, but we can we can actually
096see where everything is at any moment. the principal can do so as well. They do not have to look and ask for reports. Um it it it is a good thing. Um it's I I call it just the year of transition and just remember this is phase one. There is a phase two. So you know they they're still you know learning new things. Um but we it is for the better. >> Thank you very much for all the hard work you're doing to accomplish this >> board. Any other questions? >> Oh, just a statement, Miss Terry. >> Yes, sir. >> And it's possible to do it successfully, right? Because we've got two schools that were able to complete complete it, get all the paperwork, all the numbers matched, everything was good. So, it's not a
097system that's impossible to use. >> So, >> that's correct. >> Yeah. It was more of a teachers or whoever staff members if you were doing a fundraiser and say you forgot to turn your money in at end of the day at 3:30 4:00 and you turn it the next day. In the past, you could gone back and maybe change that date. But now how things are laid out, you can't what's receded today. If it's not receeded today, then it shows as a negative. So things like that were what I think is catching some people and at first off guard, now they know they how it has to work. So we should see it improve. >> Yeah. some of the workarounds they were so used to and >> now it's changed but >> right >> overall
098it's going to be better for everyone. >> Yes, sir. >> Immediate accountability [clears throat] >> like it. Anything else? >> Thank you, Mr. Collins. >> Thank you. >> Uh Mr. Gallagher, human resources. >> All right, Mr. Chair, members of the board, my first item is in fact that it is this month's vacancy memo that you can see. Um only a couple of notes. We have hired the English teacher. That was a teacher that had left to go on to higher ed, but we've already filled that vacancy. Um the elementary teacher who left for promotion in a private sector. Uh we are hoping to hire a December grad. We've been reaching out to universities looking for current student teachers. So we're very hopeful that we can get that filled um here in December. Um those are
099the things worthy of note. But any questions you have, happy to take that. >> Board, any questions for Mr. Gallagher? >> Mr. Terry? >> Yes, sir. >> Mr. Gallagher, uh, bus drivers, and we've got [clears throat] anybody like waiting to take the test. >> We have people in training in the training course. >> How many do we have in the course right now? >> Uh, do you know how many that is, Tim? >> Not enough. >> Yeah, >> not enough. Right. >> And two of the ones that were in training, I think we're looking to do that from a sub perspective to others. So, it's only two that are in process as potential full-time hires. >> So, anybody looking to get a CDL needs to contact us. >> Absolutely. 100%. >> We can get that.
100We can make >> provide the training. We provide all that. >> Yep. >> Free. >> As long as they work for us. >> As long as it's contract, right? There's a little contract stipulation in there, but [clears throat] >> she was going to do that. >> All right. [laughter] >> That's all I have, Mr. T. Thank you, sir. >> All right. Thank >> the next item is just I just want to kind of give you a heads up. I think you all know we pushed out our 2026 2027 calendar survey. I think you all received that as well. Uh we put out a few reminders to make sure we gave everybody an opportunity to participate. Uh we utilized the framework from our current calendar and then asked some questions about u what individuals might like
101to see if they'd like to see changes uh in next year's calendar. uh it we had actually uh 26 263 uh respondents uh of those 60% 61% of those were teachers uh and 11.4% were IAS. So teachers and IAS is the largest group of respondents which that's pretty typical of that. Um and from that overwhelmingly staff felt like they would like to continue with the the overall current framework of our calendar. Um we got great feedback in a lot of other areas about some small tweaks we might want to make uh to help make sure that [clears throat] we're meeting everybody's needs within the course of the school year. Um the fall break um remaining two days at least for 10 and 11month employees, one day for 12 month was um highly recommended we keep
102that um rather than pulling some of that back to reduce the end of the year. for example, um [snorts] uh 70% uh preferred that we have a 3-day Thanksgiving rather than a whole 5-day Thanksgiving, adding days to the end of the year. Um so that was kind of overwhelming and the current um structure of our PD and teacher work days, the framework uh was overwhelmingly appreciated, though they did have some suggestions on how to maybe streamline the use of those days. Uh so I thought the survey was very productive, gave us good information. So, we're analyzing that and and our hope is that we're going to have a uh proposed draft for your first read and review uh in December. I'll take any questions you might have. >> Board, any questions? >> Yes, ma'am. >>
103Um Mr. Gallagher, um you said the current framework that you have was overwhelmingly supported. What percentage did you have that supported the current general framework? >> I have the percentages. So, um I apologize. I get this for you real quick. Where are my percentages? So, for for example, when I talk about the current framework, we start talking about the beginning, the end of the year, some of the breaks. Um when we had individuals talking about um whether they wanted to keep that fall break, for example, one of the primary questions that was 67.3% responded favorably. Regarding the Thanksgiving break and how that structured, 70.7 responded uh affirmatively there. So that was pretty overwhelming. Um as far as the number not the number the timing of professional development in work days 75.5 75.7 uh indicated to
104keep that similar structure going into next year. So um those are very very it wasn't like 59 to you know 41 they're pretty pretty high responses percentages. Ju came to my attention last year as we went through this process. Um I think the teachers appreciated having the survey and the options and they gave feedback and I don't know if I'm right or wrong but I think that once that feedback came >> the calendars were sent to us as a board and never sent back to teachers. Um, so I had a few that contacted me that said, you know, we made suggestions, we made our recommendations, but we never saw the final and we're allowed to vote on that. And I could be wrong on that, but my recommendation would be or or I guess my
105ask would be once you come up with those final ones, >> it would just be one >> just one, >> right? based on so you're not giving them options this year to support the need for >> calendar A or calendar B >> that does happen sometimes uh there have been discrepancies I think you all have asked based on the responses being so close um I think they were at like 59 you know 50.9 there were very close responses and I think the suggestion was to create a second calendar option there there's no evidence here to indicate there's a different calendar to create based on the responses >> so when you bring this recommended calendar to us. Will the teachers have had an opportunity to see that and give you the percentage of teachers that would
106support it? >> Well, so I can certainly have a calendar to push out whether or not they would support it or not. I don't understand that question because there's nothing to vote on. It would be yes or no. But there's if it's no, you have no other option. Does that make sense? If there's one calendar to give it the majority of your teachers supporting the calendar that you were promoting to us, >> then that to me would be problematic and you would want to >> Well, what I'm I guess what we could just push it out and ask for additional feedback with the final draft. >> When when you get when you sent the survey wasn't a draft of the calendar attached. >> We did create a draft of this year's, but it was based
107very similarly on on the current calendar. We put one out there based on this current calendar for next year. Um they look very similar. We did push a draft out there. So that's what the survey was based upon. Um I think you had access to that. And then the questions were structured in a way to determine um if those if there are certain structures they liked and if not what would they like to see. Uh and there was not overwhelming support to see major changes um from that draft. Because if I remember right, last year there was a calendar that was more extended and a calendar that was more condensed and you received some feedback that suggested that they would like to have more days to where the calendar would be extended and the teachers
108that had voted for the shorter one felt like they never did get to have any input on the longer one. Does that make sense? >> To a degree I know what you're talking about. We did push out the two options and be because it was close. I think the first time we pushed it back [clears throat] out even with a compromised calendar and then we got more feedback on that and ultimately there were options and not everybody I mean the majority voted for the one that we ended up approving but there was also some administrative decisions that had to be happening there as well. um non-negotiables and we can't change the number of school days in the year for example and some things that Dr. Wells wasn't willing to eliminate from the calendar ultimately. So
109>> yes and I understand that but that helps me remember what one of the issues seemed to be >> when that happened that there were some non-negotiables. I think the teachers that I spoke to would have appreciated knowing what they were and what that was going to look like >> prior to it being sent out as this is the adopted calendar. >> Yeah, I recall that. >> It's transparency and it's communication. >> It is. And then that communication went after the fact uh last year when it was explained. So, you're correct. That's what I'm trying to make sure that on the front end that we are communicating that the teachers are seeing it. They know what it's [snorts] going to be before we as a board. >> Well, when we propose that next month as
110a first read and push it out to everyone for their review, it is still under consideration. Therefore, as others have an opportunity to review it at that point in time, as do you all, if there's something you would like to see differently at that point, we'd be open for recommendations if we wanted to push back and look at something different. Um, >> but I think what she's asking, Jim, would be that we we have the proposed calendar now based off the feedback we've gotten. >> So, we probably need to share that feedback with staff, knowing this is what the percentages of votes were per question and who said and how many said this or that and then give them a draft of the proposed calendar prior to the board meeting. So, I think what we
111need to do is after Thanksgiving break is have that compiled >> and we'll give them a copy of the survey results as well as the calendar and then that'll give them a chance to review that. Let the board know if they have any questions. So, when you do your first read, you'll have feedback. >> We can probably do that by early next week because we have all that compiled and ready to push out. So, >> yeah. Thank you. I think that would be helpful for the staff at least to know and see absolutely, you know, accomplish the same thing but make sure we're all on the same page. >> Yes, ma'am. >> Thank you. Thank you. Any other questions, board? >> Mr. Terry. Yes. Yes, ma'am. Thank you. Um, how [clears throat] many respondents did
112we have? >> That was the 263. >> 263. And what percentage of those respondents were central office or administration and what percentage were teachers? >> Um, so teachers what I had indicated with teachers, we had 60.8% 8% of those instructional assistance 11.4. The next highest group were administrative assistance and secretaries at 5.3. That's and then just other a wide range of others uh mixed together [clears throat] was 22.4. >> Good. Thank you very much for reviewing that for me. >> Okay, board. Any other questions? >> Thank you, Mr. Gallagher. >> Thank you, Dr. Well. >> All right, Mr. Mr. Chair, members of the board, superintendent matters. Um, first I want to just we'll get that. Okay. First, I wanted to just uh comment on the threat situation that caused us out to have school today
113and just get some feedback there for the public. Uh, I want to thank our families and our students, our community members who brought forward this information to us last night because if we don't get that, we can't make decisions. So, I just want to say anytime you have something like that that you feel is questionable or you think it could be seen as a threat, please notify us. Please notify the sheriff's office. Let us do our investigation so we can make, you [snorts] know, the the decision off of that. Um, some things on social media we might not know if you don't tell us. So, please make sure you let us know these things if you have concerns so we can act accordingly. So, I just want to thank our community for that. I want
114to thank the sheriff's office for their work on this situation and uh they got it right on right on top of you know we called and you know they did I really appreciate the time and effort they put into it as well. Um sorry we had to close today but given the situation I think that was where we had to be and hopefully it won't happen again moving forward. All right. Um legislator's visit that'll be Monday and as as Dr. Ho and Mr. Ro stated um you know showing some of the site some of the the facilities we will be taking we will tour some of those facilities on Monday as part of the legislator's visit. So we'll get we'll show off some of the areas that are still under construction as well [snorts] and
115uh take y'all into those areas. Um on Monday that starts at 10 at the high school we will meet and we'll send an email to you just a reminder. We will meet we'll come in the front of the school near the main office area. We'll meet there. Then we'll go down to the new teachers lounge and we'll have our introductions there and then go from there on the tour. Come back kind of a working lunch so to speak. We'll have lunch provided by our CTE department of culinary arts and then we'll have the talking points basically while we're eating so we can kind of do a working lunch so to speak. Uh we're not going to the fieldhouse but if anybody wants to go out to the fieldhouse after the meeting then we'll be glad
116to. I just from the time it takes to get there and get back, we would eaten up probably half of our time. We have a lot of just walking out there and back. So, just let y'all know that. But we are looking forward to that on Monday. Um I know many of you can be there. So, appreciate that. And if you can, you know, so we'll meet in the front and then we'll go down to the classroom and start our conversations. Um Veterans Day, you know, Veterans Day was was Tuesday. Um we had events at all of our schools. I was able to make it out to uh the breakfast at Central and I was able to go to the program at Ammeris Middle. Both were very well done. And again, other schools had other
117programs going on. And it was important for us to, you know, I told one of the media stations, our students need to understand what the importance of Veterans Day is. And I think this is a great way for us to do that by having these programs and assemblies. I had a couple ideas for next year. I'll talk to Dr. profit about the high school, but um feel really good about what we are able to do to represent to recognize our veterans and make sure our students are aware of um the sacrifices they've made. Any questions there questions? >> Okay. All right. American Education Week is next week and we'll have items for things for our teachers for there. Um, school psychology week was the 3rd through the 7th. We missed that one as far as
118up front, but that was them. We appreciate all the work they do for our students and our schools. Um, we had our last staff appreciation tailgate for the for the year. Uh, I know Mr. Ro is happy that we that's behind us. Um, but it was a good turnout. That was a great night, great [snorts] weather, and appreciate everybody who was able to come out to that and we look forward to doing that again next year. Next week is the VSBA conference. And so, uh, Mr. Childress, um, I need to just, we need to just talk about transportation, what we need to do, and same with Miss Sanders, we make sure we're straight. Miss Lean, I know you're riding with me, but just make sure we get all that straight before we tonight before we
119go down if we if we could. Um, but we'll be there and uh it'll be a good few days there in Williamsburg and uh appreciate the time that y'all can put into going to that. We have our um lunch and learn series, part number two of that tomorrow and that is from 11:30 to 1 at Quality Archery Design. And um that's if you don't know where that is, that's one that's the address is 301 East Progress Road in Madison Heights. If you'd like to go to that um it be is great to go out and we go there to those meetings and have our students and stuff there. Mr. Max, you want to add anything to that? Uh yes, this is part of our lunch and learn series where we actually take students that are
120may be interested in those career pathways to the businesses and we provide lunch. They get a tour of the business, but then our culinary arts provides lunch for everybody and his students and the business business owners can interact and and stuff and kind of a nonformal uh way and have conversations during lunch. It's uh we went to Hickeyi uh last month and we're going to Q AD and we're trying to go to businesses each month through April. >> Okay. >> And so go ahead, sir. I'm sorry. >> What day will we be going to QAD? >> Tomorrow. What time? >> 11:30 to 1. >> All right. Great. What's the address? >> 301 East Progress Road. According to Google, >> a dead end. >> The end of the culdeac. There's nowhere else to go. [laughter] Just
121>> progress forward. Look for the big elk. >> Yeah, it's gorgeous. >> And those who don't know, you know, it's great to have them in our community. They actually the releases that were used in the Olympics for the archery archers and Olympics. They did a lot of the re designed those for the Olympic team. So, they do a lot um a lot of archery and professional archery folks in that line. a lot of hunters use their products, but they they it's great to have them in our community and we're looking forward to tomorrow. Um, Cybercon, we went to that was it three weeks ago now? Four weeks ago, something like that. >> Three. So, I I say that because Mr. Childris and Joe for us um were able to they were a big part of
122making that happen and I just want to appreciate that. didn't think we'd be using some of the stuff quite as soon as we uh got to use it, but um it was good to to be there and to participate in that. So, I appreciate them doing that. Uh last thing I have tonight is to thank uh Mr. Maddox uh for the Goatee Tech bus being here. Um I was able to get out there tonight and take a look at some things. It's a lot of things we could we [snorts] could incorporate into our program and that on that bus. So, I think that was good for us to see that and thank them for coming. and Craig for putting it together so they could get here for us. So, um, you know, we'll have more
123on that as we go through the year, I think. But, um, if you have thoughts from after touring the bus, you want to have some questions for Craig or Shannon, just let us know. We'll be glad to to try to answer them. But, I do appreciate the work they did getting that here so we could visually visualize it. You can read what's on the bus, but until you see it in action makes a little bit of difference. And I think it also stands to what we have on our own CGE bus because a lot of the stuff there are things that we're doing. It's just maybe the next step up as far as cost and everything else. But um it was great to have them here tonight and I appreciate the work they did to
124get in there. Uh any questions? That's all I have at this time. >> Okay. >> Thank you Dr. Wells. So now board, we're going to move on to do 11 and 12 together. One thing I do want to say >> students >> answers for you Miss Justice. >> Yeah. >> Oh, thank you. >> 119 >> 109 students, 25 Menellison, 15 Amalon, 24 Madison Heights, 20 at AC, and 25 at Central and we can get this to you in more. >> It's the graph's already updated so we can get that to you. But I just wanted you to know tonight since I got you. >> Sorry. >> Thank you very much. >> Okay. [snorts] Okay. So board, um, we're going to go ahead and do 11 and 12 together, committee reports, and anything from our school
125board members. So, Miss Saunders, let's kick it off. >> All right. Well, I wanted to congratulate Coach Wilson and the Lady Lancers volleyball team. That they that was, I think, their best season in 20 years. So, if you guys got to go out and see it, it was really exciting and um it was um really heartfelt and congratulations to them. Um, I also want to congratulate and thank you to the CT team for putting together a great career fair. Thank you damic duo back there. I appreciate it. Businesses always enjoy coming to Ammerson and they look forward to it. So, thank you. And I hope you guys did get to go see the goatee tech bus. It was impressive. I didn't get to weld because Miss Wheeler was hogging it, but you know, next time
126[laughter] you she had a one-on-one lesson. >> All right. >> Make more money. [laughter] >> There's been a I know we've had some negative news in the last couple weeks. I want to thank you, Dr. Wells, and your staff, Dr. Hoden, for keeping us up to date, keeping us posted, and as always, putting our kids first. So, thank you for that. So, that's all I have. Okay, Mr. Rossy. >> Yeah, looks like we're going to head for a record night on the meeting time. So, I'm going to try to keep it short and sweet here, keep us moving right along. Yeah. Um it it's been challenging uh since our last meeting and uh you know I when the post came out yesterday and it was it was shared with the rest of the board, I
127was I was taken back and learning more after seeing it online. Seeing that people were sharing it and knew about it long before we did was very concerning. And I want [snorts] anybody that's out there listening to know that I know there's a stigma around saying something, but we're talking about the safety of our children, safety of our staff, and it's important that, you know, even though it may seem wrong to say something over something that might just be nothing, but let us make that call. pick up the phone, send the email, send the text message, get it out there because, god forbid something should happen and and other people knew about it and we didn't. We need those people to come forward. And you know, the events over this month, I'm glad the people
128that did come forward, it it's it's brave. It's it's it's heroic in a way because it it allows us to do what we need to do, and that's keep our students safe, keep our faculty safe, keeping our community safe. And I think that says a lot to those people that did come forward and don't hesitate to do it because if it is nothing, then it is nothing and that's fine. But that's that's a call that our administrators, our sheriff's office needs to make. Don't think that it's nothing because sometimes nothing can be a lot and those little cracks that things get through, we we got to be aware of that. So if you see something, say something. It's very very important especially with the challenges that go on in today's world. Now the CTE stuff
129that is incredible. I know the audits they are painful and you're never never going to get everything because if as an auditor you're not doing your job if you don't find something right. So they you were there for the picking. I'm sorry but [laughter] that that it caught you like it did. But now that you're through them, and I know a lot of those rules are rules based on what you say you're doing, you have to make sure you're doing it. Just like any ISO audit, it it's not their rule, it's your rule, and they're going to make sure you follow your rule because if you can't follow your own rules, you're not going to follow somebody else's. So, if you say that the sign has to be X by X, then it better be
130X byX. You know, if that line's supposed to be 2 in wide or 4 in wide, it better be there. And if it's supposed to be 2 feet away from an electrical box, it's got to be there. I know. Been through it. Hate it. But we did have people that would come in and do pre- audit. And that might be something that the students would get involved in because you know how students like to come after the teachers, right? So, hey, here's your audit. Go do your audit. Let us know what you find. And that might be a learning experience because there is a career choice in that option, too. auditors are are very well paid and they're they're needed. So, thank you for uh for doing that and getting all that buttoned up for
131us because that's really going to uh set Amoris apart and I'm looking forward to it. Absolutely. That bus was refreshing. The next step, the next step and I think we're going to make that happen. Like I said before, the board is very excited about this and we want to make it happen. passionate people like yourself and your team, nothing's going to stop us. So, let's move it forward and we'll see if we can't get something for the archery team tomorrow. >> I'll [clears throat] uh I'll work on that. I know a couple people, >> maybe. [laughter] >> Thank you, sir. Miss Justice, >> thank you, sir. Um, so I'm the board member representing Ammerst at the Central Virginia Gov School, and we've had a lot of exciting things going on. First of all, I just
132want to say congratulations to Miss Audrey Collins, uh, Ammer student. She received the founder scholarship for $10,000. That's huge. Very impressive. Um, we have a new director. Um, Dr. Steve Smith is um, retiring and we have been fortunate after interviewing and going through the process that we offered the job to Dr. Scott Douglas. We're very fortunate. Um our central Virginia gov school um received 25 commenations at our last evaluation by um the gov school evaluation team. Um one of the benefits many benefits to Dr. Scott Douglas, but one is he serves on that evaluation team that goes around to the gov schools in the Commonwealth. and one of his expertises is budget. Um, so he's [clears throat] an innovator. He has a a great heart for expanding um introduction to gov school at the middle
133school level and is pushing in to schools to make that experience known while those kids are just starting to catch a vision for what their future can hold. So that's [snorts] very exciting. Um, for myself, I got to be in the dunk tank at the Ammerst um, festival and it was a nice day. It really wasn't a bad day to be in the dunk tank. I underestimated the hardest part would be getting back up on that seat every time [laughter] and not falling in. Um it was wonderful to see um our new high school expansion, to see our community. Um and I was just super blessed that as I listened to Dr. Wells on Veterans Day and many areas in this nation does not have a supportive attitude towards our military and we are blessed
134in our region and in our district. We do we really support our veterans. we understand the significant role they play in protecting our um our constitutional republic and I'm just so thankful and privileged to be a part of this um s school system. Um I wanted to just say thank you Mr. Gallagher and Dr. Wells, as far as a survey, you that's a high response and I'm really excited to see um people responding to those surveys so that we can have statistically viable responses. Um um I want to congratulate Amalon and Elon for a perfect audit. Three years for Amalon and two years for for Elon. That is tremendously impressive, especially in um a new system that is maybe less forgiving because it's so it's like um getting a picture taken without having the makeup
135done. [laughter] So, um let's see. I just wanted to um speak to the need for bus drivers. Both my parents were bus drivers and I have spoken to many of our bus drivers who this is in a way a second career or a ministry. These are people that were some of them were in corporate some of them have their own business and they are coming back to drive our kids because they believe in our community and they know the difference they can make. So, I want to speak to people who are out there maybe wondering how can I make a difference in this world and um maybe being discouraged that bus driving is an incredible opportunity to on a part-time basis speak into the lives of kids to show them what high expectations are to
136show them that there is someone that cares about them. So, I would just encourage you um to apply and come and be a part of the Ammerst team. And um lastly, I leave tonight for a school board member professional development in Richmond for the weekend and I look forward to coming back with information that can benefit our school district. Thank you all. >> Thank you, ma'am. Miss Thompson. >> Thank you. Um I serve on the STEM Academy board and we had a meeting this week in which we updated our annual goals. Um students are well into their programs um for the year. A few handful of students, you know, need to work on time management. So I was glad to hear that they really were trying to individualize some of that training on time management
137for our students. Um that they said they really were seeing the kids just turn around and start to grow in that area. um multiple internships going on. Um tomorrow they're having uh mock interviews and I get to participate in that tomorrow at 8:00 in the morning. Um but that's an exciting time. The students are really nervous but once they get through it, they see how how to be at ease with that and I think it's an important process. Um I would also like to thank Mr. um Maddox and Mr. Presnell for their work um during the audit. I know that was difficult um in coming up with the CTE uh 5-year plan um for bringing the the Goateech. Um I was under the impression that when I went out there that we were going to
138have this, you know, if we choose that, that it would be a big bus that our kids would get on. And my first question to Mr. Maddox is, well, what do we do with our old one? Well, I learned that it wasn't a bus. It was actually a program that you bring and put into the classroom with the equipment and it has uh created aligned curriculum already. So I just want to say thank you because I think that is one of our objectives that we are looking at together and that's our pathway of programs. So thank you both very much for that. That was very exciting. Um seems like a good opportunity. Um, and then I also want to say um, congratulations to Amlon and Elon for their their audit. Miss Connage, I'd like to
139say thank you for your oversight of bringing in that new program that's transparent. I know that that's probably something that's ongoing. That was an extra added responsibility, but I look forward to seeing the improvements there and Miss Davis and all the bookkeepers because I know it's a endless task to take care of all of those details. Um, also would like to thank Mr. Neighbors for keeping your eye on the instruction of our students, which is ultimately why we're here, and that's a big task. So, um, thank you and your team for that. Um, and then I'd like to say, um, happy Thanksgiving. Um, one of the things that I'm extremely thankful for is for all of you, um, for the work you do, for the parents, the students. Um, but today I'm very thankful for
140the safety of our students after the threat that we had. And I want to say how much I'm thankful for you, Dr. Wells, and for your team and how you and the first uh the sheriff's department handled that as well as our community. Um, I don't want to reiterate the words that you said, but I do want to express my gratitude for the safety of our students today. >> Thank you, ma'am. >> Hi. Well, some of the same things. Um, we always want to thank the staff for all the hard work they're doing and the great renovations at the high school that just keeps on making me excited and uh, Mr. Maddox, I won't mess with you, but I know what the Popo would do. So, been there, done that. Um, so we thank you
141for all that hard work y'all are putting in. Um, I did did not get to the Veterans Day events here at the high at the school this year because of work things, but we did have one at the college, so I still feel that I was uh, inactive with very active. one of my students is a Marine, so we were able to um be at that event. So, as uh Miss Thompson or someone said, we take that very seriously, and thank you all there, the veterans for all that you did for us on those occasions. I'm going to try to get to the legislator's uh visit. Um I also want to say yes, the APA festival is very good this year. Great participation from our students and I just had a wonderful time just seeing
142everything that we have there. And I think along the lines of what everybody's already said, it's old saying, but if you see something, say something. And I'm always uh I didn't pay a lot of attention to that back in the day, but now I do. Uh in the last few years, um just any old thing that might come your way, you kind of got to be listening for school safety. It's all about school safety. And as Miss Thompson said, thank you, Dr. Wells, union staff, for being proactive last night. I kind of missed it for a minute cuz my I was laying down, my phone kept I said, "Uh oh, something's wrong." And so then people began to call and unfortunately they would call and ask me something I didn't know yet. I'm like, "Oh,
143that's what's on my phone." But um then we got got for calls about things. So people were concerned, but uh it's good just to say at the end of all of it, we're all still here and very safe. Um for Head Start, I was in a big work session there yesterday. And um sometime we don't really pay attention. I won't say that. Sometime [clears throat] we don't know what the government shutdown really did affect some things in in the school systems. Maybe not in Amherst directly but in Head Start in Lanc which feed into our school systems. Uh that was a moment of panic there. Uh I think it's over now maybe but so we were meeting yesterday just to make sure that we can continue to take care of all the little people that's
144in Head Start and all the families that we're serving in Link. So even though the pressure has been released, the pot is cooking better. You never know when it be back on. So, we just want to be mindful that uh when we speak to our legislators, [clears throat] that would not be my hot topic, but it will be just a little throw in there of the of nerve-wracking situations that put our school systems in. So, I'm glad it's over for now. And with that said, Pastor Lee would like me to announce, and that's my church pastor, that because of some of the food shortages, and there are some real even though with this lifted, um our church is going to have Thanksgiving open for anyone that wants to come and get a free meal. Uh
145I say free because sometime people say well do I bring don't bring anything except yourself. He wants the entire community to feel that if you need something that day please come on down there. I don't cook right so I'm just going to throw some I'mma throw a few sodas in the tank and go on down there. But we will be there and from 12 to 4 and Dr. Wells gave me permission to put a flyer in the schools. I don't ever do anything till I ask him. So that parents who are not trying to cook a big Thanksgiving dinner for whatever reason. Uh and not just kids and and people who are needing but sometime like myself. I'm not going to get emotional. If you live alone, you might not want to eat alone, right?
146I got kids, but I'm just saying. So it's for everyone. Just want to throw that out to those who are listening. You're very much welcome to come 12 to 4 on Thanksgiving Day and we can watch football at the same time. You know, we can just do all that. Uh but anyway, all is well and uh as Miss Thompson said, I too wish everyone a happy Thanksgiving if I don't see you in person. Uh it is a time to be thankful for last night, number one, and for other things. No one has I talked to Dr. Holden real quick on the phone this week. Uh and I I pay close attention to behavior and discipline. And I can't tell you um not maybe in Amherst, but things are getting a little out of control. Our
147children are going through something and maybe they went through it a long time ago and I didn't know it, but they're going through something now. And so the teachers and the aids and the bus drivers and the nutrition, everybody is doing all they can for that six hours. Uh but I'm asking the parents as I leave this conversation to please help us help your children um to be better at school and not be disrupted because education is very important. So >> Okay. Thank you. said, >> M. Mr. Childress. >> So, I'll keep my comments brief. Thank you. Um, so, um, the Apple Hovers Festival, I did go to that. Uh, and that was phenomenal. I did really enjoy getting to see all the the students that were actually participating in it. Uh, the only regret
148that I have is I did not get to dunk you. [laughter] >> It would have been fun. Um, I did on election day. I got to attend the uh professional development day uh that we had that you had at the high school. Um and I just want to say I attended two sessions. Both ended up being on AI and one was uh taught by Dr. Wells and um I just think both of them were phenomenal. Uh the content they covered um was was really good. The uh staff were engaged. Um, and I think everybody walked out of of those uh PDs uh a little better prepared than they were before. So, great job uh to you guys. I think it was and the hearing the teachers talk in the hallways uh about the different sessions
149uh that they went to uh was all very positive. So, uh that was great. >> Thank you. Um and I I did uh have the pleasure of uh helping to host the uh first annual Virginia CyberCon in the state at cyber security conference um specifically for uh K12 um tech directors and uh superintendent um which Dr. Wells did get attend and I was very pleased at the uh attendance that we did did have with superintendent and senior leadership. Um, and one of the things we got to do was to um, we did a tabletop exercise so that uh, they could kind of experience a realworld cyber event and then work through that. And I think that was very eye opening uh, for a lot of people who had never actually been involved in something like
150that. So, um, Joe was one of the ones who helped with it as well and John Collins uh, from Lynchburg City. So, uh, very well attended. we had 60 65 different school divisions represented across the state out of 130 uh school divisions. So, um and then all the feedback has been extremely positive. So, that's great. Um again, just uh reiterate what the rest of the board members said. Uh great work. Uh you know, keeping our our students safe. I know when the message came out, um it's not an easy decision to close school, but I think we always air on the side of caution. our, you know, we can wait another day uh and and save lives. It's it's worth it. So, >> thank you. >> Great job. Thank you. >> Okay. Thank you. >>
151So, um yeah, one of the themes I've heard here tonight is is um see something, you know, say something. Um it's it's the world we're living in. Talked about AI, the some of the threats that we have out there on a computer system. talk about the uh the threat that we got last night. Um the metal detectors we're going to have available. Unfortunately, it's the world we're living in. We got to be proactive and and go out there. I did speak to a parent today and uh she told me that her son had gotten the text uh about 8:30 and I looked on my phone. That's about the time you were sending it out to us. Um, so it's he actually went to his mom and said, "Look what I got." And they called the
152police and said, you know, police were already aware. But we're just reiterating that to our parents and our students. When something stupid like this starts going around, let somebody know. Um, you just never know when it's going to be the real thing. And, uh, we we hope that it never is. Um, and um, thanks for all the reports that you guys give us. You always give us plenty of of information to chew on. Um, but speaking to Veterans Day, thank you to all of our veterans. Um, I am not a veteran, but I did get the privilege, not on Veterans Day. I had a one-on-one trip with a Vietnam vet to Washington DC for the weekend a couple weeks ago. and you want to change your perspective on everything, you take that trip. It was
153it was very eye openening. So, I encourage everybody to get to know a vet. Uh they have a lot to offer. So, with that, um I'll close and we will move on. >> All right. Thank you, sir. Mr. Chair, members of the board. >> We got public comment. >> Public comment. I'm sorry. >> That's right. One more [clears throat] chance. Anyone from the audience? Yes, sir. If you'd like to approach the board, state your name and your voting district or address. >> I am Leo Almond. I live on Shady Oak Drive. I run for Mati. >> Okay. >> So, want to say uh my daughter is a 12th grader at Amherst High School and I'm very proud of her. Uh her name is Olivia Alman. Um she was in or is in How do we
154put that? >> Thank you. [laughter] She was in Mr. McCaffy's class um and is one of the students that has uh made sure that she said something when she needed to say something. I would like to take a moment to say thank you very much as a father. Uh I got some information at 8:00 at night. I was able to call my representative immediately and he immediately called who he needed to call and we were able to get this thing uh rolling very quickly. Uh as a father you can imagine how I'm feeling about the situation and of course it's not everything is not public knowledge. I recognize that. But I'm assuming that most of you know everything that's that has happened. And um yes, thank you. Thank you. I really want to say thank
155you to the folks at the high school that dealt so delicately with the students. I think it was a very smart call to have a female administrator working with them. I think it was uh intelligent. Uh as to the night, I would like to just say that uh 30 years ago, I was sitting in a philosophy education class with Dr. Gunter Salter. It was a a master's level class. And he got to the end of the semester and he looks at us and he goes, "Okay, I'm going to tell you everything that's going to be on the test." And we think, "Great. This is what we need." because, you know, our school was very high on making sure that we we passed this class. And he goes, "All right, so everything I taught you this
156year is going to be on the test." And I [laughter] thought, "Come on." He goes, "But that's not all. Everything I thought I taught you this year is going to be on the test. And everything I probably should have taught you is going to be on the test." I say that because that's the way the federal government is. When they come walking in to do the inspection, they're not going to tell you what they're looking for. I know as a project manager, that's what I do for a living. I'm not telling you what I'm looking for. It's my job to find something. So, kudos to going through it. And even though you think you're going to get that little check sheet going, don't worry. They're going to change the person and next time you're going
157to get hit again by something else. this time it'll be they're too small or too big this time when they get the big stop buttons. So, uh it's all about the OSHA and everything that goes with that. So, don't feel bad. That's the way it's going to go. One of the things that I did mention to uh to Mr. Orassi and I'm sure it's probably already in your standards is to the um certificates for the CTE C teachers. uh I used to be an educator and so that made me a mandatory uh reporter and therefore I did immediately report. But when you're looking at some of these, we're going to call them teachers, they don't always have the same classes that a regular teacher would have, some of the ethics classes, some of the uh
158philosophy education classes. And I am as a father looking at that going, okay, well, I understand that you might have a certificate in uh teaching mechanics or whatever it might be, but is that enough? What I'm asking for is that maybe we do some continuing education of basic things that you would have a regular teacher know for some of the CT teachers. And I'm not saying anything in a negative way about these guys. Most of them have a true heart for the students. They're there to teach a trade of some sort to our to our students and I just want to make sure that they have the same ethics, the same understanding that any other regular teacher and when I'm you know your maths and sciences and arts etc would also have so that our
159children are protected and are not facing [clears throat] anything that could be called into question because of a lack of understanding uh from that standpoint. So, I appreciate you guys' time tonight and uh happy Thanksgiving. >> Okay. Thank you, sir. Anyone else like to approach the board? Okay. Seeing none, Dr. Wells, >> Now we get to read. Yeah. Pursuant to section 2.2-3711 2-3711 A1 A2 and A19 of the code of Virginia is recommended the board convened meeting for the following A1 personnel matters A2 student matters and A19 discussion of plans to protect public safety. >> Okay. >> Board make a motion we go into close session. Second. >> Okay. All in favor? >> I