001I would like to call to order the Bever County School Board meeting, regular meeting for tonight, Thursday, August 7th, 2025. Miss Johnson, if you will, please take the role. >> Mr. Mhill >> here. >> Mr. Daniels >> here. >> Ms. Bedrosian >> here. >> Mr. Sill >> here. >> Mr. Mr. Hullbrook >> here. >> Dr. Hebach >> here. >> Mr. Servis >> here. Mr. Chairman, you have a quorum. >> Do I have a motion for the approval of the agenda as presented? >> I have a motion by Mr. Daniels. Do I have a second? >> Second by Mr. Hullbrook. Any discussion? All those in favor signify by saying I. I. Any opposed? The agenda is approved. If you will please join me in the pledge of allegiance. To the flag of the United States of
002America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Please join me for a moment of silence. Thank you. All right. Uh we're going to move into our work session. Uh this is a little different this this meeting. uh there were some topics brought forward that uh school board members wanted to discuss and so we will start with 2.01 and the first being the dress code and so Miss Pervvis uh I will turn it over to you to bring up the topic and then we'll have uh questions and comments by other board members. So before I address any of the the topics um I want everyone to understand something very important and that is that I'm bringing these subjects for before the board as
003well as the administration and the public for the purpose of ex u finding acceptable solutions. Um solutions are the goal and may be making Bedford County Public Schools a place of pride and academic excellence is the reward that hopefully we will come to by working together. Um, so there's uh three topics that we're going to that I've brought before the board. >> We're just talking about dress code, >> right? Okay. >> One of them, the first one is the dress code. So, um, many of our students are dealing with broken homes, drugs in home, um, verbal, physical, and even sexual abuse. Uh, and our administrators and teachers have huge responsibilities as it is. So, why complicate things with a revised dress code? And that seems to be like the the big um you know that's
004a big it's a big undertaking. It always brings a headache. So um I came up with a few ideas because I was praying about this. I'm like do we even pursue this? What is why is this important? Um so the way we dress is a reflection of who we are. And if we're wearing pajamas, bedroom slippers, have disheveled hair, frumpy grandpa's closet, oversized clothing, um, or revealing or provocative clothing. It's a reflection of what we think of ourselves and also how others perceive us. Our mental health is closely related in the way we dress down to even what colors we wear, believe it or not. And we as educators are setting the tone. So what kind of tone are we setting for our students? So um I realize that we're fighting a cultural change trend
005and that's not an easy task and that is why we would need to promote and campaign a self-respect respect for others and respect for authority in order to change not just the dress code but the mindset. Um and again we are dealing with terrible mental health. So, this is just one aspect of trying to help um have kids um have more self-respect and more confidence in themselves and in in um in their abilities. And it is in it is vital for the teachers and the staff to set that tone. Recently, after some scantily dressed girls and lots of pajama bottoms at one of our high schools, I asked some teachers if there was a student dress code. And one teacher replied, "There is, but it isn't really enforced." And when the topic was brought up
006on social media posts, um, these were some of the responses. And I quote, "The dress code needs all caps to be in in uh enforced. The things I see kids wearing is insane." Um, end of quote. Another parent said, "Dress code definitely needs to be enforced. Things I see are shocking, and I don't know why it is allowed." And unfortunately, these same parents also didn't even know there was a dress code or where to find it. Um so accordingly I have provided the board with a copy of the dress code and um also um a copy of the dress code that was from I believe 2013 so we can compare the two. So the first page is the dress code for 2025 2026 and the second page is the dress code that was in place
007back in 2013. So our CPO meetings um I've addressed this a couple times in our CPO meetings and um there were a couple of things that were mentioned. One is Dr. Woodford mentioned that many of our students wear pajamas because it's all they can afford. Um, if we choose to eliminate pajamas in our dress code, which is an option, I'm hopeful that we can find solutions for these children because obviously we don't want children to um feel excluded because or punished because they can't afford to wear pants instead of pajamas. Um, also Dr. Woodford mentioned the possibility of enforcing a dress code was uh that the one of the options for addressing the the dress code was to move to uniforms. I do not recommend this option but we can discuss that. Um so I'm
008coming to the full board to open this up for discussion. Um in the end I'd like to propose three things. One is we appoint a dress code committee to review and adjust the dress code to reflect self-respect without making it complicated or laborious. We want to be be sensitive to the teachers that want to just teach. They don't want to have to constantly be looking for dress um dress code violations and the principles don't want to constantly be dealing with dress code violations. So, we need to make it simple um but and easily enforced. And we also asked the administration to promote a year-long campaign. And I mean just a year a year-long because I don't want it just to be mentioned one time in uh in um the family life curriculum for you know
009one sentence. I want it to be a real promotion of selfrespect, respect for peers and respect for authority. um back when we were looking for a superintendent um and we asked the community, what are some things that you really want our superintendent to address? And that one of the the biggest one that was on that list for those of you who were part of the board then you remember is discipline. There was lack of discipline. So um that respect for authority also falls into that. And then we also asked administration to come up. I would like to also ask the administration to come up with a reasonable and consistent protocol that enforces the um the dress code so that we are consistent. We say we this is this is the way it's supposed to be
010and this is why you've violated the dress dress code. And then we also make need to make sure that um our parents are aware of the dress codes because many of them don't even know there is a dress code or where to find it. Um and I took a little bit of time for me to find it. I tried to just Google it. Didn't come up. What What came up was the last the last one, the one that was from 2013. I did finally find it on board docs and it's on like page 50s something in our handbook, the student handbook. So, um I don't know about you, but I don't know if a parent's going to get to page 53 on the student handbook or even the students are going to get to that
011um before school starts. So, um I I'd like to make sure that we we have that and and when we we my my um request is if we do a committee that we have students involved in that in that process, students, principles, teachers, um parents and administration and schoolboard members all part of that so that we have a vested interest from all of the different um as we call it stakeholders in the situation. So, I'm opening it to up for discussion. That was why I was bringing it. >> So, before um we're going to turn it over to schoolboard members to ask additional comments or or make comments or ask other questions. But staff, I'm going to come to you as well because I want you to have an opportunity to respond to what you
012just heard and then um I'll be interested in what is the current policy, how are we doing that today, etc. So, to to understand. So opening up to school board members who have questions or comments. >> So what um how many do you do you know how many violations we have had or track? >> I know you don't have that >> the data in front of us. It's not >> our principal shared that it's not a concern. they don't have it's not coming to them from teachers, parents or major concerns >> on the leniency side. Now I have received several phone calls from parents upset because principles are enforcing it. Um you know as far as a discipline sanction or something like that and principles have told me that they received those complaints on on
013the implementation side but but not on the leniency side. Would you say that the tone is more of a don't look don't tell policy or are they actually addressing the current dress code and and trying to enforce it? >> So, Mr. Tucker and I met with all the secondary principles, so all middle and high principles um during our leadership conference in June in early June and and we knew that we'd been talking about it in IGA, we've been talking about it in CPO. So, we made a point to bring it up and and talk about the importance of consistent enforcement and if in fact are they hearing any issues and they they were honestly they were shocked that they haven't received any leniency concerns like I said but they they did assure us because we
014kept saying do does anything need to change to help you enforce it better those help staff um and they seem shocked that we were even bringing it up. They said, "We've got everything we need." They were I was very confident um in their response to me that that they do believe that they have everything they need um in assisting with basically what our dress code now does is allow them to to determine if it's a disruption to the school day or if it's a disruption to um or a safety issue. So, a disruption or a safety issue. I did go back and dig for the because I have been updating leading the the process of updating the code of student conduct for the last three years. Um, so I did go back and dig on
015the history of the dress code in Bedford County and I was a assistant principal and a and a principal and Dr. Calbert and and Dr. Woodford was as well um during that time. But prior to 2011 and 12, um the dress code was very specific on the the length of measurements and it was 3 in from the collar bone to the to the garment and five inches from the the top of the knee to the garment. In 2011 and 12, it changed um and that was a big push of the 3x5 index card for all staff. So, but I think consistency has implementation consistency has always been an issue no matter what the dress code is. I saw that as a as a high school principle um because a a lot of some of your
016staff will will implement it with fidelity down to the man details. Some some are rule followers um and then others are more on the I know this is going to cause a disruption and it's not causing a disruption so I'm just going to go ahead and teach. Uh I think that's what I observed during my my tenure as principal and assistant principal. So in 11 and 12 they did a really big push for that 3x5 index car and um that that we we pushed it. We try, you know, we I preached as a principal, but you know, if if one of you doesn't do it, it cuts the legs from all of us. We we have to be pulling the the cart in the same direction. Um, in 1718, it changed. So, so from 1112
017to 1718, it stayed the same. 1718 there was no more 3x5s because I think there was a lot of push back from parents about the actual measurements and I can't find a garment that meets that measurement those kind of things. So in 1819 it changed to the the language above mid thigh when standing or sitting. And that didn't go well at all. What I can remember either because in 1819 it I'm sorry in 1920 it changed again to the current um dress code and that's more focused on the safety. Does it cause a safety issue or does it cause a disruption? Um and it also um defines the area that has to be covered in all students and that's from the armpits um down. So >> it says the clothing must cover the torso below
018the armpits as well as the buttocks. >> Yes. Just >> I I'd like to add to that when I started here last year, I took the superintendent survey and literally chunked it apart and I handed out to every SWAT that I went to um as a understanding of what the public that that contributed to that was saying the superintendent needed to do. So, one of the very first things that I did with Dr. Cornet and and just nod your head if I'm right here um was to go back and say the biggest issue that comes up when I'm with parents or teachers or anybody at that point was the consistency in which we applied consequences. And so I asked him to go back and review the code of student code of conduct which for him
019includes the handbooks and address all of the m we call it I call it discipline matrix. It's everything from tardy to class to dress code to you know cursing at a teacher. It they all fit in there in a sequence. And so what I was hearing from the public is that we weren't applying consequences the same. I was not hearing that dress code was the issue. I was hearing that if someone did something in class, then they were maybe not treated the same way in one zone as they might be treated in another zone. So, it wasn't necessarily in the school. It was zonetozone comparisons. And I heard that all the time. I heard that on every topic that applied to paint the school. We get it. They don't um suspend a kid. Our kid
020gets suspended. Their kid gets detention. So, what he did was go back and and literally with Dr. Trosbury, the principles, >> Mr. Tox, >> I mean, sorry, Dr. I always do that. I'm trying to give you a different job. Um, is to literally go back through that and look at every single part of the matrix and make sure it's applied the same on all three zones. So I think that is now posted. >> So So that's a working document that our principles have with the expectation that we're going to start it this year. Many of them started it last year and and when they were applying it in the previous years that they were meeting the the student code of conduct, but our student code of conduct are in levels and those each level has
021a variety of dispositions or sanctions that the principles can can pick. So what what Mr. Tucker and I did working with our primarily our secondary schools um was to take each disciplinary code which is each type of violation whether it's electronic device or fighting or you know all the the the BDOE codes and we first offense second offense and made those consistent across with the understanding that a principal may need to deviate from that at some times due to the severity of the the violation. Um, and they have the authority to do that. But that is our standard operating procedures and I I think the principles are excited about it. Um, and it will bring more consistency throughout um the division. Now we we developed that um with mainly 8th grade through 12th grade because
022there are Mr. Tucker is a a master and a um expert at the the developmental stages of our students and and we that is 8th grade through 12th grade in mind but it also can step down for for 7th through fourth and then then our elementary principles can also deviate from that as needed with that as a guide. So >> So Mr. Hill. >> Yeah. So, just a couple of things um that Mrs. Pervvis shared from CPO. So, I think some of the things that we talked about in CPO um was that we weren't hearing from parents and teachers. I think she was hearing from some parents and some teachers. Um I don't remember saying pajamas was okay to wear because that's one of the things we wouldn't let students wear. I did say that
023when there was a a proposal that perhaps we could incentivize or do rewards for students for the way they dressed and I was pointing out that I thought that would be detrimental to reward students for wearing certain clothes because they may only have on what they could afford. So, I just wanted to say I'm I'm not okay with pajamas. Um, I did mention a uniform when and what I said was if we want everyone wearing the same thing with consistency, that's about the easiest way to do it. And then students would still probably find a way to make theirs look different than someone else. Um, I think that what we've tried to do is reach back out to principles and ask people, um, you know, what are your concerns? Um, if I could just make
024a suggestion whenever we are talking about major changes or big events, I would like to survey parents and teachers and really find out is this as big an issue. I I know as a as an administrator, I feel like sometimes when one parent, two parent, three parents call me, it's like, oh, that's a big thing. And then I find out when I start talking, it may not be. So my only suggestion before we go through a lot that seems to be working for our schools and our principles is that we really survey teachers, students, families, whoever to find out what they feel are the big issues and their big concerns. Um, and for us, I think we don't uh we don't know that dress code is one of our largest concerns right now. I will
025say the dress code is in the code of conduct for parents because when you register your child for school, you have to sign off saying you've read and understand that. So our assumption is when you sign, you have read the dress code um and everything else um in there. Um so that's just I will say we do work with self-respect, respect for others, respect for authority. That's one of our um you know pillars that we focus on in our elementary all the way through high school. Our counseling lessons, our our counseling work. We talk about that in, you know, our health classes and family life. You're going to hear more about that about respecting you as a person and others. So, I feel like we have some of this stuff in place. Um but that's
026just just wanted to clarify that. One thing I wanted to add to additionally with our current dress code um back in 1920 all the and I was a principal at that time all the principles >> years 2019 to 2020 because you look really good if it was 19 >> 2019 2000 >> I going to say I don't know what the dress code was back then a little stricter than it is uniforms >> did I say 199 >> sorry 1920 Um, back then all the six principles, secondary principles got together on top of what is in the code of conduct, we all were allowed by the board to agree if there were any additional items or any additional concerns that we could put in our handbook and consistently that we did come up with those um,
027and I can get you a copy if you would like, but it's basically transparent garments, pajamas um, bedroom slippers, those kind of items, um blankets, um and those are consistently placed in the student handbook, which also goes is signed by the student, the parent. Um and our principles first day, first week of school, they hit dress code is a part of what they get very very hard with with students. Um as long as far in addition to um behavior expectations. >> Sorry. Just so you're understood, I don't see anything about pajamas on here. You have it in a different place, >> right? It's each secondary principal has that in their student handbook. >> Handbook. >> Additional item like you said >> because it's not applicable to all schools. It's not applicable to elementary schools. It's
028only applicable to our high schools and our middle schools. So, they have that in their handbook and they hit that and communicate that with their student models. But they but we still are seeing pajamas pajama bottoms. >> And I would say if we are and and staff and and parents are concerned, principles need to hear that and and give principles some time to to listen to those concerns, address those concerns, and if they're not addressed, they should come to me and I, you know, I I will have that discussion with the principles. But um I I do know principles are enforcing the dress code at least on many topics because I I have received some complaints about enforcement. Okay. Thank you. Um I think the the first thing that we can do is we can
029enforce the way that our teachers and our staff dress. And I think that's something that we can do and we can we can be consistent. Every time the executive team gets around this table or anytime I see them, you guys are dressed the way that you are. That's a great example of how I would expect our teachers and our staff to dress. I understand there's casual Fridays and different things, but there's certain things that are acceptable and certain things that are not. I think what would help a ton between this and the student code of conduct for the for the dress code would be pictures of what is acceptable. When I get go to a meeting, it's it's business casual. It's business elegant. Whatever it is, you're expected to wear. For a guy, it's pretty
030easy. It's just a jacket on top of your collared shirt, you know, but I think it's good to have have standards and to say this is what is acceptable. By saying what is acceptable, you kind of say what's not acceptable, not necessarily having to say it. That being said, I I tooured doors u toward uh schools with um Mr. Hill at times a couple years ago and this past year and there are things that I see in those schools that I mean maybe it's anecdotal but I see things I'm like I'm glad my daughter doesn't wear that like I don't think it's acceptable to wear. However, I myself would not necessarily feel comfortable tell telling a student that either. So I think there's this is where what we're going to need is if if the
031dress code needs to change and and maybe it's a review of the current dress code with PTA admin students. If you don't have student buyin, just forget it. You're not going to It doesn't make any sense. Talk talk them through it and say and come up with something. Now, school's already starting next week. So, what are we going to do? I'm sure now now that we're talking about it, we're going to get either phone calls or we're going to get pictures or something. So, we have to be proactive and say maybe there's something we need to do just to look at it, just to get buy in from all sides and say what is acceptable. So, I think you I think you need that. You said you talked about enforcement and you know again if
032it was if it was me just being honest if I saw something that I probably would have a little concern with and I was concerned if I said it how it would be construed I probably wouldn't say it. So if it doesn't get reported in that then you're not going to have a violation that's on the document. You know if I'm driving 37 and a 35 I'm technically speeding. Am I going to get that enforced? Probably not. I still was going too fast. Right. So I think that's where you're not going to see that. But I like the fact you said we need to be consistent across the board. That's 100% correct. I think that again just because some and in the community if some people if people feel it's okay doesn't necessarily mean that
033it is okay. If we have higher standards then we should have higher standards. But um because we're trying to pull people along and um and we want to model the behavior that we'd like to see. But I think that if we do make any changes at any point that those are the those are the stakeholders that you need involved to get together and say are we good? What's acceptable? Let's actually put some pictures in there. And then I I I think that you would see you probably would see some change on their own, especially if the students are buying in. >> Well, and part of being consistent and and I respect exactly what you said um Mr. Daniels is that and and it has been brought up in the CPO meeting is that men feel
034awkward pointing out a girl that's scantily dressed or whatever. Um so what is the what is the procedure for that? Do we have a procedure for that? I think what I've done for years and I I think some of the principles here will will echo this and make this is that if I'm a teacher in a room with a girl that has something on inappropriate I'm going to find a female teacher to address that issue as soon as class is over as he said if it's not disruptive to the class immediately and that's the way I've always addressed it because it it's almost always better received from a female than it is a male And so that's one way that I dealt with it. I'm sure they've had that discussion as well. Um >> well
035have do the men in this the teacher male teachers or principles know what what that procedure is? >> I mean I think every principal has a procedure for reporting it. Um when I was a principal they knew if they were uncomfortable they got word to me and I would pull the student and handle it from there. Um, I do think that I'm just going to say, and I don't mean to be gender specific, but I think our our men and our schools are a little bit more worried about calling young girls out for what they're wearing. Um, especially with all the Title N complaints and things like that, it's very rare that we're going to see a boy who has something on so inappropriate that a woman would feel uncomfortable. I mean, you know, maybe
036a tank top or something or a chain on their belt, nothing that So, it is really hard for our male teachers and I do think that they are very aware of that and I think they may, as Mr. Dupair says, have buddy, a female teacher who could help them out with that or they reported to the office and then, you know, an administrator. >> Best practice. I think that for sure should not. >> We don't want our employees to be uncomfortable. You know it. And when you're standing in a school and all these kids are coming in, you know, they're good at having a jacket on when they walk by you and then it comes off and they're in the classroom and, you know, it's um, you know, having them all stand up and get
037inspected and all that. I mean, that's it's just that's just too too too much. And so, >> yeah, I I don't think if you Yeah, 3.1 get out of here. Like I don't think that that nobody wants to do that. >> You pick your battles. >> Exactly. It has to be something so disruptive. >> If it's egregious, you're going to know that it's egregious. And I think that's I I think that's what you're what you're what you're driving at. >> I'm just trying to make sure that I'm approached several times about this from different parents and teachers even. And so I just thought it needs to be before the board so that we can discuss the possibilities of reviewing this so that we can get, you know, just address it. And and I have been
038told many times I there's one high school and I won't say which one has been pointed out over and over again as being the one that that is not consistent with the with this with the dress code. So um anyway, so we need to make sure that we have some kind of protocol, some kind of understanding of how to deal with, you know, that it's very clear and that the parents know what the with the dress code is. So then if their child is called in because of a dress code violation, they they don't have anything to argue about. So >> what is the consequence if I can just ask if it was is it a three strike program? Typically um the student is offered a chance to remedy the issue and then after that
039it goes on the disc discipline matrix. Um I don't have it right off the top of my head but I'm sure inschool suspension would be um in there and then it would be progressive after that. >> And most of what we hear is so let's say a young lady has a shirt on that's too low cut. All schools have extra clothes that are clean that we give them the option. You can put this shirt on that's appropriate. Um if they choose not to do that, they can call home and have someone bring them something, but they don't get to go back to class until it's remedi remedied. Um if they just flat out refuse, then they're disciplined for defiance and parents are called and we talk through it with them. So, um, you know, the
040the thing is once it's broken and it's come to the office, you have to fix it. We're not going to let you go back to class if you've got an inappropriate shirt on or skirt that's too short or whatever. So it sounds like the gap is between I mean that sounds great and then you're hearing um and I commend you for serving because that's why you're here is for the parents and um so the gap is like everything's in place and yet um something's happening between here and there. Um where because um sometimes common sense comes in and where things are consistent and they the students face the same thing then it kind of lessens the um you know trying to sneak in or trying to break the the rules. Um that's just what I'm
041hearing. Um but I think like Christopher what you're saying is um we call it dress code but really it's a it's teaching environment and so you're teaching them a standard and so Bedford County needs to decide what is a standard and then we have so much to offer to teach them that when you graduate there's life is full of standards and um but so I think that's great. It's like it's all in place. um going to the a woman approaching and trying to and then all the consequences and consistent are so you know very gracious and you know um taking into consideration the heart and you know um safe face and all that. So I don't know. It seems like that's where the pro the problem is. Maybe if you want to call >> I
042would recommend that we survey we can survey the populations on the campus. Then you can get if it's a particular school then you can get a pocket of schools differences in opinion and before we do anything else with setting up committees and I would say we survey. Do have a point. Um, no part of this discussion do I like. Um, you can't fit any of this into an Excel spreadsheet. So, it really confounds my mind. Um, I I have had a couple emails about dress code. It's all actually been on the other end of it of, you know, hey, we're we're too strict on certain areas. Um, but I think on a macro level, um, the purpose I think of of Bedford County Schools is to develop talent, to be able to put out into
043the workforce, to be able to, you know, put talent into Bedford County so we can attract businesses and continue the ones we have. Um, so I think an emphasis, um, kind of like Kathine was saying, needs to be on professional attire. And I think the good thing about professional attire is it's not gender specific because, um, you know, I work with a lot of men in construction, um, and, you know, if I see a job guy coming on a job site with flip-flops on or, you know, not not professional attire, he's getting kicked off the job site. Um, so I think exposing people to a standard, uh, obviously I don't expect everyone to be in a construction. I don't expect everyone to see to boots when they come into school, but if they are exposed
044to a standard early on, I think that will help develop them later on in life. So I'd love to see just a whatever standard we decide upon, um, I think the emphasizing professional emphasizing that, hey, we're getting you ready for a workforce. I think if you put emphasizing on getting you ready for workforce rather than you're being a distraction or some way um you know objectifying people I think is a for me an easier pill to swallow. Um I also you know do have a concern on the the title n just compliance section of it. Um not that this would be outside of title n compliance but every time we get a title n complaint and you guys might know this answer. If you have a title N complaint, how many man-hour does that take?
045Even if it's an unfounded >> loads. Yeah, I would say probably >> that's unbelievable. >> 30 to 40 hours. >> So, I mean, that's that's a significant price tag even if it's unfounded >> and about four to five staff members. >> Yeah. So, that would be something I would, you know, I'd love to be able to figure out a way to where when we what I I agree with you. policy needs to be looked at just because it looks like from history about every five to six years it gets reooked at. I think that's a fair thing to do. Um I just want to emphasize professionalism. Um maybe less gender specific and I know that's going to be hard and I'm not volunteering for that committee in any way but um >> I mean I
046think that's the point that I was trying to make in that self-respect. >> Yeah. >> Is that we are portraying you know, we're we're communicating without even saying a word by by the way we present ourselves. So, can we talk about presenting ourselves in a more professional manner? >> Yeah, I think I just like the use of the word professional self-respect. Of course, I come from the old school of that wasn't extremely valued when I grew up, but um I think everyone's going to be going into some profession somewhere for the large majority of our students. Setting whatever standard, it doesn't matter to me what you know, what career you're going into, you're going to have a standard of expected dress. And so just kind of setting that up at the very beginning I think
047is if we can for me if I can look through that lens it makes me a lot more comfortable with this whole discussion. >> Well I say I'd say the vast majority of the students from what I've seen being on different campuses and I have seen some like you were saying some some risque things for sure but I say the vast majority of them are following you. Um, and I get what you're saying. Like I said, like I said, you got to pick your battles because is it going to cause more of a commotion? U, I mean, I remember getting dress code violations when I was in school and it was for having a I don't even remember some shirt something I had on the back of it and which the teacher wanted me to
048turn it out inside out. But, you know, but my parents had my back on that because of course they paid for the clothes. So, it's hard. I mean, it's a hard place to be. I know what you're saying. Um, but I see on this on the on the former when it it does have, you know, dispositions one or more may apply where it doesn't have that on there. I guess this this is exactly what's on the >> He doesn't have that. >> Okay. >> You just exactly from the >> This is from the student address. >> Just the dress code. Yeah. Um online that's all I could find as far as address you said something about there's a different one for high school. >> I think the difference is between the code of conduct and
049the student hand I think each >> so in the code of conduct also there is a a matrix of every sanction of every violation and it it would you know show the different levels that you could apply. So there's different >> So it is on there. I got you. >> So, um, can I make a comment, Mark? >> Sure. Absolutely. I I've sat on the CPO committee and the IGA committee and participated in all these discussions and and I think my umbrella view of all of this is that we have a decent code in place and we have a way of addressing it. And on the administrative end, we're not getting a whole lot of complaints. And we're getting complaints, whether they're founded or just anecdotal or whatever, it it's hard to quantify how many
050incidences are really happening without doing some sort of a survey. Um, before we go revamping the dress code and making a big to-do about it, I think we need to establish if it really is a problem or if we're just dealing with anecdotal things. Um, the the points that have been well taken are uh our administrative staff, our teachers, they need to adhere to the dress code. That's part of their employment contract. And if they're not following the code, well then the students have, you know, no, you know, they're they're not going to want to do anything. You know, if they don't have to, we're not going to. So, we need to set an example from the top down. And that's probably the best way that we have of creating a an atmosphere of self-respect
051and changing the culture of the schools if we want to address it through dress code. And that's a part of how we're making and turning out good citizens. >> Well, and that can be done just verbally. >> Sure. >> Like the principal going to a teacher and say, "Boy, you look sharp today." Just as they're walking through the the, you know, just encouraging them, oh, today you look, you know, not like, "Well, today you look great, but not but you you look really sharp today." Or we can the teachers encouraged to do that to the students as well to create an atmosphere of professionalism and you know an atmosphere of self-respect where we encourage that and bless that and acknowledge that and affirm that. >> So would be helpful. >> So I've heard everything that
052was said. I mean I'm absolutely fine if we want to do survey. I I'll support that. But I do want to make a comment because we're about building citizens and promoting success. I have four kids. They are all different. What one wears the other one wouldn't be caught dead in. And we have sat around this table for the last eight years and we have talked about trying to get kids to come to school. They want to come to school. We want them to come to school. I want to be very careful how we present this as a dress code per se all about reviewing it, understanding, implementing policy. I I think we have the policy, but what I don't want to do is make one kid feel like we're turning them away. And so, yes,
053I understand there's you you've got to follow policy, but we've got principles and teachers in place who understands that there's oneoffs and they understand what's going on in that kid's life. And so, there are going to be times where we have to go, and I'm gonna say this, Josh, outside of that black and white box. He's twitching over there. But I just want to make sure we're all looking at big picture. Hey, I absolutely agree. We've got to set a standard. But we're also in the business. And I'm reading it again. Building citizens and promoting success and we've got to meet kids where they are. And I never ever want us to be the ones that are turning somebody away. And so I say all of that just to remind us of we're here for
054for our for Beer County and the kids. Do not disagree with anything that has been said or stated. I think it's a great idea to review these policies. We do that in IG. We do that all the time. So it doesn't hurt to review this and talk about it. But I do not want any kid to feel like we're turning them away or chastising them for something that they're wearing. But again, I understand there's boundaries. >> And just to piggy back off of that, one of the things that I've been taught all the all the time is if you have a piece of string and you push it, does the string move forward? No. The string resists. But if you pull that string, the string will follow you. So I think that's what we want
055to do. We're trying to take these kids where they are and help build them up to be to reach their potential. It's another saying is that you know uh you know you inspect what you expect and that's something else that has been taught to me. For example, a couple years ago this beard that I have right now I think it looks pretty good. I was not allowed to wear that at work. We had to be clean shaven that beard would not fly. tell you right now, >> but you know that doesn't mean that because you have that like or I have like that is who we are. We're trying to get the best out of what's inside out of the kids. So, I think that's that's important. But, you know, I I think that you
056brought up another good point is a lot of times where these kids are coming from, maybe they don't have a good selfworth and maybe that has nothing necessarily to do with how they dress. It's our job to get what the gifts that God has given all of us out. And I think that to have classes and to have different things and maybe they don't want to hear it from me or you or anybody else. Maybe there's, you know, YouTubers that talk about this. We've got to find ways to get through to them and talk to them about um how you present yourself. What's the non-verbal verbal communication, how you dress, how you hold yourself, how you know there all these things are important. They're going to go for jobs. That's that's important. Being on time,
057being respectful. Yes, sir. It's not just because we want you to follow something. It's because it just presents like gives the best representation of yourself. So, I think there's tons of things that we can do. Maybe we talk about it in in our code of conduct. Maybe this is part of it. I think that Mr. Jupair saying we should put a uh a survey out is a very good first step. And then if we have to do anything with the review, again, I will reiterate again, you need all the stakeholders involved. And if you do not have any students involved, you're never going to get by. So I think we're all kind of saying sort of the same things from the enforcement to how the teachers and staff dress all the way down. I I
058I think that's good. I think bringing it out here in front of the public, it lets them know that, hey, we are always thinking of things and it may be good now. Maybe it's the best that it's it's going to be and we're doing it. But we always are good at reviewing, coming back and saying, is there anything we can be doing better? So I think that that's super important. So with that, that's that's all I really have to say. >> And there's a there's a saying that says rules without relationship brings rebellion, but rules with relationship brings respect. >> And I think just like Marcus was saying, it's more so >> how it's implemented, >> you know, how it's presented. Don't how you put it. this ain't boot camp, you know, but talk to
059them, whatever. And I think that's kind of how it's being handled. >> And you're going to have some that you just can't talk to. >> So that was one of them. >> What action, if any, are we asking staff to do? >> I'd definitely like to add in a survey. >> Survey. >> Yeah, I think so. And maybe maybe we separate surveys, a a parent survey of, you know, parents are just as much stakeholders. Yeah. >> Okay. parents, >> when would we like that done? And >> and staff, how how long do you need to get that survey? And look, this is the first week of school, so I'm not asking maybe. >> I'm sorry. >> I said I would wait till like maybe September or something, but >> Okay. >> And at that time,
060that gives the principal some time to see it on their campus. There's a problem. Well, let's let's get let's get >> there. >> Well, then we should survey the students, too. >> That's kind of what it >> Yeah. Just give the kids But but parents especially >> kids will let you know >> just for my clarity. Do do you want us to share that survey ahead of time with you all? So if you have any input or do you want us to take it to CPO or IG or >> you guys want it? >> Yeah. Share. Honestly, I was going to write one, but I had I ran out of time >> because that's what I was thinking was we needed to to survey and so that we're not just, >> you know, having opinions.
061>> Any other actions on question? You would probably do that on a Google form so that we can aggregate all the all the responses. Okay. >> Yeah. >> Nice. >> Any other comments on 2.01? 2.02 O2 the library materials. >> So this one is more of just a discussion but um just just being aware a little bit more of the library books and um and things that we have in our curriculum. I have reviewed a lot of the curriculum we have and and actually I was surprised at how good a lot of it is because I was thinking in public school there's a lot of really good material that we're using in our in our schools and then now we've just implemented a new math we're going to be implementing a new math curriculum that
062um I was able to be a part of and that was exciting to see that. Um, and since library books have been a hot topic, I'm trying and and we've got we've worked on this already for a while. So, I'm not really um addressing it in that way that we're trying to get rid of anything. Um, but it's it's more about making sure that we have parity. So um whether there's so many different worldviews mostly there's two different um worldviews that are competing against each other but there are several different worldviews but the I'm going to give you an example of um trying to bring parity in for example the civil war we live kind of in the south we're in the middle in Virginia um there's a north there's a south there's opinions on
063both way both sides do when you and I haven't looked at the curriculum, so I'm not I'm not criticizing any curriculum, but if the curriculum is only taking one side of this of the uh argument for something, um it doesn't allow the students to actually delve in and dig in and decide for themselves what they think the Civil War is all about, for example. That's just an example. Um, so I want to make sure that we have opposing views and that our libraries are not just and and that our teaching is not just this is what you are supposed to think instead of these are some of the different options and different um just different u arguments for for us for example. Um so we have a lot of disinformation and misinformation those big buzzwords
064that we've been hearing. So it's important for us to teach our students how to think rather than what to think. So teaching them how to think for themselves, training them how to do their own research, training them how to debate and come to their own conclusions rather than just regurgitating facts or opinions that are in their textbooks or on the so. Um, so that could be that that has to do with the the kind of books we have in our libraries where we have opposing views and so that people can look at you students can look at either either view. Um, it also has to do with what's in our curriculum. What are we teaching in our science or history or whatever? And is there an opposing view? Is there somebody else who thinks that
065this was a different thing? Like um, you know, could be math, could be history, could be anything. usually not math so much, but still usually history and science and um even some of the the projects that the kids do on for English. So, um I just want to make sure that we're teaching our students um how to think instead of what to think. And um I'm open to discussion on how we can incorporate that and if you guys disagree with that and we should just teach them what to think. Um, you know, I just wanted to I don't have an action item or a plan for that, but I just wanted to open that discussion up. >> Do you have any specific concerns about, you know, >> Well, I have seen things in the library,
066but I haven't seen the counter of it. Um, so there was a big display on LGBTQ community, but many people don't realize the LGBT community is very violently sexual. Um and and it it causes a lot and they're also very um uh you know if you're part of that community and you leave that community they are very violent against you. Um it that I don't I haven't seen any books about that but I have seen a lot of books affirming it. Um or transgenderism or evolution creation or um you know all climate change and as a climate cycles. So do we have parity in those subjects? Um and is it consistent? That's just the question. >> I'm sorry. So I guess my question is not the part I understand. Is there like a specific hey
067I saw this topic but I didn't see a counter to it. >> Yeah. I saw a a whole display, a round table round on affirming kids who had um sexual gender um dysphoria, affirming that that their lifestyle and affirming that they're they're okay and that they're good to be in the wrong bodies. Um but I did not see any books that explained and affirmed that they are wonderful the way they are. they're already made the way they're supposed to be or or even um addressing the dangers of that community and what's been going on with that community and how what it ends up happening to these people because it's not a healthy thing for them. Um when >> was that in one of our libraries or when you went I know you talked about you've
068been to the public libraries looking and doing some research. Was it in one of our libraries? >> High school library. So I have been researching libraries for about three to four weeks. Went to a local college and got resources. um looked into library associations of which there are only two prominent um they don't differentiate between conservative or liberal um though we know where they stand and so as a organization we have to use the resources to make sure that we do get parody that she's talking about. So, one of the things that I've done over the last probably 3 weeks is I have gone in and taken the list that you provided uh in the email and I've started putting those terms in to see how many books I could find. For instance, in climate
069change, there were a lot of climate change books, but there were also a lot of climate cycle books which talked about all of the different weather conditions, all of the different things that we go through in storms, etc. So, there was it was a pretty equal balance there. You could get either one that you wanted. Um, I will tell you I I went beyond your list and I put in creation and evolution and I got a very good mix of both. Um, I got there are Bibles in our libraries and they specifically mentioned Genesis 3 in this book. Um, there are there were books that talked about evolution. There were books that went beyond that and talked the about when you when you talk about Civil War talked about the evolution of the war or
070the evolution of the American flag. And so I I I found just a plethora of information where they weren't bad. They just and I I I didn't hear you use the word, but you're close to it. There were um there were perspectives in there. So if if I'm a kid or I'm an adult and I'm reading a book on whatever that has something that I don't believe, that gives me the perspective of why people would believe that even though I may not believe it. Does that make sense to you? So, um, and then I went a step further, and I don't want to get too deep into this, but I researched the recent Supreme Court case, um, and I researched the the plethora of books that were represented there, and we we have almost none
071of them, which made me feel really good. And, and some of those were uh, sexual in nature, some of those were uh, witch witchery or wizardry. Um, some of those dealt with murder. Um, so we don't have a lot of what you just saw go through the Supreme Court. Um, um, I I think whatever you did years ago before me and some of us here has done a really good job of scrutinizing that. I know last year that I only know of one incident where a book was challenged by a parent and that book was taken away. that type book was removed and that was not in the library. That was in a teacher's collection in their room. So, the process that we have in place does work. Parents have the right um and and
072they and we have the obligation to tell them, for instance, if there was something if you did find something that was um an issue that a parent didn't want to discuss in the curriculum, we have to notify them 30 days in advance and and they have the ability to abstain their child from that. So those processes are in place. Our libraries I have I have not gone to a public library because I know you and I have talked about that they don't have the same control that we do and I would agree with you. There's some pretty strange stuff in in the public libraries that I think we've done a good job of it. I think the the the the processes that are put in place are working and I just I don't think they
073can tell me if I'm wrong. Uh, we just haven't heard a lot of issues about we have bad content >> and we don't have comparable content. >> Um, I know that we put a couple policies in place a couple years ago, including INB Y >> and some other ones. Um, we also have a library checkout system where the parents are notified automatically >> uh what books their child is taking out and if they don't want to have it, they can they can let the librarian know. They also if they don't want if they're like I don't really care what my my child gets. They're they're you know um they're smart enough to understand right from wrong. They can check out any book they want. I don't need these notifications. They can opt out of that.
074We made it an opt-in on purpose so that the this the parents were notified by default. I think that's always a good way to do it. So I know that we work really hard on that. I would assume and I'm going to ask staff here. Um, librarians audit their libraries yearly or something. Do they audit do they go through to see what they have and if any of those books are in violation of any of the policies that we have passed? >> So before you answer that, I want to pause this topic and we're going to go to public comment time since it is 6 o'clock and I will move the public comment and then we will come back to your question. >> I forgot the question everybody raised. I hope. >> All right. So,
075the public comment portion of tonight's agenda is limited to 40 minutes. Speakers are asked to state their name and voting district. The school board is here to listen to your comments, but will not engage or respond to speakers during this 40-minute period. Please remember that this is a public meeting and that we expect all speakers to refrain from any foul, profane, abusive, or hateful language during their comments or anytime while in attendance during this meeting. We also ask that speakers keep their remarks objective and about the school in nature. Please keep all comments limited to matters related to the public schools and any comments that are harassing or amount to a personal attack against any identifiable individual, whether board member or staff or student or having the potential to cause unnecessary delay or disruption to
076this meeting are prohibited. This is a public meeting for public matters. If a speaker is not present when their name is called, we will proceed with the next name on the list. An individual who is not signed up to speak may not substitute for that time slot. Individuals will have four minutes to address the board. An alarm will sound when an individual has 30 seconds remaining and second alarm will sound when the allotted four minutes have expired. When the second alarm sounds, please discontinue speaking and allow the next person in line to come to the podium. Should you be unable to finish your comments, please send or give them to Miss Johnson and she will give them to board members. Please do not adjust the microphone at the podium as it has been positioned for
077optimum audio quality. We have one sign for tonight, Mr. Dave Dietrich. >> Thank you. district. Uh that is all that is signed up for tonight. Is there anyone else here tonight that would like to speak? Being none, I will close public comment time. And Mr. Daniels, we will go back to 2.02 library materials and your question. >> Okay. remember did the librarians audit and how often do they audit their the books in their libraries to ensure that they are following the policies that has been set by this board or previous boards? So annually they do they do and so and one of the things that we in our library handbook we ask them to do a very thorough audit um every three years and so one of some of the criteria would be looking at
078our our policies but also um is the book's content outdated what is members of the learning community think have they gotten feedback from students faculty staff um has the book been circulated um is it relevant to today's needs topics um and there's a lot there's a lot of things that they look at. So, short answer, yes. >> And and I just want to just be sure that when we've looked at policies in the past and and stuff like that, >> I can speak for myself. I don't want to speak for Mr. Hill, but I think I know where he stands on this because we were on the committee at the time. We are 100% behind our librarians curating their libraries. Um they may have different books in different areas, you know, in in the in
079the liberty section. You know, FFA is huge. So there may be more books there about agriculture and stuff like that than there may be at at another one. But we totally support we just want to make sure that what's what's there are things like you said that are relevant that make sense and that do do have differing views because I think and to Mr. Dietrich's point, you know, if you have only one viewpoint, that's what you're going to do. And that's unfortunately why the challenger had exploded because they all thought the same way. They were scared to speak up and offer a differing opinion. They had group think and that causes tragedy. So it's important to have different points of view because that's how you get to the best. The best things are going to
080are going to rise to the top. Cream's going to rise to the top and bad ideas you'll read and go that doesn't make sense to me. So I think it's important to make sure that we have that. Um so if we're doing all that then I'm I'm still just trying to figure out exactly because I think we're doing these things. I think that's what we try to put this work in. Is there so specifically are there anything that you think that we are still lacking or is there anything else that this is a good base? Is there anything else we could be doing better? I think that's the question that I have because as I heard you go through it, I'm like, yeah, I agree with what you're saying, but what else do we need
081to still do? How do we make it better? Well, I already mentioned some of the things that I was concerned that we have books that show the dangers of the LGBTQ community even in the pitfalls and that or the um transgender stuff. I mean, kids are going through puberty blockers and um sexual mutilation in our schools. Do they know that the d the dangers of that? Do they understand that that's not reversible? you know, do we have any books that would help that? And it's not just the books because most of the time in middle school, especially in high school, they're not looking at the library books as much as they are looking on the internet and they have access to certain different things there. So, do we have parity in what websites that they're
082allowed to look at or that they're they're encouraged to, you know, because there's there's some um parameters on those. So, do we have that access to for those kids? Do we encourage them to look at both sides of those those topics? Controversial topics are great for debate, and we need to have more debate in our in our schools. Um, but we also need to expose them to to, you know, truth. >> All Yeah. All the truth on both sides of the of the coin. and and and have and and obviously um you know there's there's one opinion, there's another opinion, and then there's something in the middle that's probably more the truth. So, we just want to make sure I just want to make sure that that's what we're doing. And I I just I'm
083bringing this up because of a few things that I've seen and I have not gone through the library like you have, Mr. Pair. So, um but I just wanted to bring it up for discussion so that we can make sure that we are paying attention to that. Well, like you said, I mean, do people even read books? You know, I mean, especially student, I mean, I know there are, but like you said, the vast majority of this stuff is going to be coming through the internet. You know, you're going to look on whatever social media, you know, u not to discount that we, you know, what you're saying, like Chris was saying, I think I feel like we got them pretty well going in the right direction. And and it's and a lot of these
084things I mean I you know they're really not a well I'll say this they shouldn't be a school issue. I know they have become a school issue, but a lot of the things we've talked about here is these are morals that should be taught at home, you know, and I know it's hard to, you know, it's not our place to do it even though it's >> issue. The issue comes to us. >> Yeah. Right. >> It doesn't need to be called by us, >> you know. And I think we've done a pretty good job, you know, without crossing the line here, you know. Um, like I said, there's always room for improvement and we definitely need to keep on top of it and look at it, but I think I think we're doing a pretty
085fairly good job with it. >> I have a question on kind of what you're saying. Um, is this elementary libraries? because um we would probably high school >> the high school because with the elementary libraries um I'm thinking about these things and I appreciate the wisdom that was shared by the gentleman but um so um I'm thinking like what is education like they're coming to be educated so some of these things I'm wondering like why would they even be in the library of education um because some of these things are social problems. And so with the elementary um libraries though, there's none of the sexual um contents is there. >> But and there shouldn't be because we have a policy that blocks any of those controversial topics. So that should be a no from the
086get-go. So if there are those, they should be brought to the principal or anybody sitting around this table to address. But we have a policy in place that should absolutely address every one of those things that you just mentioned. >> So this is in when it moves to the middle school. >> It was a high school that I saw it >> and the high schoolers >> that I saw it was a display and it was there was all these books about you know being gay and how wonderful it was and all of that stuff. So that was promoting it and it was all on a display. it wasn't just sitting in a shelf. There was no display about anything else, you know, that the the opposite view. So, I just I want to make sure
087that we're we're paying attention to that. And I just wanted to draw attention to it to make sure that we are, you know, and it sounds like we're doing a good job. I think that we we still can do some improvement on that in that area too because we do have a lot of children who are very, you know, struggling with a lot of that. want they should be well informed about what what that all sounds. >> So, we have policy in place. Um, great topic. I think it's good to bring it up and review. I don't hear any action items that the board members feel like we need to take based on the fact that we have the policies that we have in place. Is there any actions that I'm missing or recommendations? No,
088I just wanted to to see from the administration what we're doing and make sure that we're doing >> I think in hearing and again feel necessary necessarily in that but hearing what Mr. Fur said and even from Mr. Dietrich maybe there's more books that we should should be having um that delve into and delve into these things. So again, for the librarians, take a take a good look. Again, I understand what you're saying about the library associations and this that or the other. But they can curate the book, their libraries the way they see fit. We have policies to make sure that it's fitting in, you know, within certain guidelines, but again, if there's anything else, maybe look outside the realm of where we're at. It's like, hey, what what else would our students like?
089And there I'm sure the librarians are in there and they're talking to students and asking students what they think they would like, but they should be able to go, you know, this was this was a book that was popular or maybe we should look at this. Tell you, we probably can get rid of most of the climate change ones because we you don't hear much about that because we need all the energy we need for AI. So, no one's talking about climate change anymore. >> All right. Anything else for 2.02? >> All right. Moving on. 2.03 Chromebooks. So throughout the course of the past few years, we've had uh we've seen our society use more and more technology. In regards to our children, much of this has led to cyber bullying, mental health disorders, a
090disconnection from family and friends, a lack of social skills, and even addictions. Um with the added challenges of AI and how easily students can um use have AI to do, you know, use AI to do their work for them. Um, we have many more challenges that we're facing in school in order to keep integrity in our academics. A college student entering the medical field once said to me, "If my classmates put as much effort into learning as they do into cheating, they would pass the tests without having to cheat all the time and might actually learn something." And it's a it's a big problem, especially in even in the college level. So, um I know we've had discussions with um our IT about trying to to um curtail some of the AI um abuse and
091and the you know and I'll I'll allow the IT is it person um to talk about that. But we also had um several discussions during the CPL meetings regarding Chromebook usage and many statistics have been shared with the board regarding how much our schools use the Chromebooks as well as some of the safety features that we were trying to implement. Um there have been some positive things that we've done. Um, so I want to make sure I rec uh commend the the administration and the teachers for all the work that they've been doing on trying to keep this um the the Chromebook usage from being abused. Teachers have been asked to not use Chromebooks more than 20 minutes per class period in the middle and high school. Um, our new math curriculum, it has more
092manipulatives and there are physical actual textbooks this time for teachers and students to use so that they don't have to do all their work online. Um, teachers have been taking um have taken it upon themselves to do more teaching. They're seeing the the problems with too much um Chromebook use and they're taking upon themselves to to use more interactive activities rather than simply assigning Chromebook exercises every day. and our technical team continues to look for ways to monitor inappropriate materials that our students have access to on their Chromebooks. Um, many are still concerned that the amount of Chromebook usage, especially in elementary, is unhealthy for our students. And we've already established that the blue light that screens emit is very stimulating to the brain and can cause fatigue and deregulation, especially in young children. So
093we also know that most of the big tech giants don't or they choose to enroll their children in schools their own children in schools that do not use technology on a regular basis. So there's definitely a reason for that. So while I'm not advocating to remove Chromebooks altogether, I believe this topic should be open for discussion on a wider scale and a survey may also be appropriate. So maybe we can add that to our dress code survey um to make sure that we're serving our students and addressing parental concerns regarding the overuse of electronics. So some of the some of the comments that I saw online um this topic was brought up online and and I um there were several several different responses to it, but there were some some um teachers as well as
094students who or parents who responded. The I'll just read a few of them. So the teacher a teacher said, "So I'm a middle school math teacher. I'm not a fan of kids having devices in their hands reach 247. My kids take notes and learn with paper and pencil. However, there is a time and place for digital activities and resources. I believe balance is key. For example, my my students will be sorting fruit loops and fill in charts on paper in their notebooks while developing an understanding of ratios. But once investigation and instruction is complete, they might hop on their Chromebooks for a self-checking Google Sheets assignment to practice what they learned. Both myself and my students love these types of digital activities because feedback is immediate and they type their answers in and it turns
095green or red immediately. So for reasons like that, I think they can serve their purpose without use 247. And one of the parents responded, "Absolutely, kids need to learn technology, but because it's a primary form of learning, um, they are missing out on other important skills, balance, and age appropriate timing is so critical." Another parent said, "I know students that say that they do just about everything on their Chromebooks, and after giving instructions, the teachers pretty much just sit there. I don't think that's a good way to learn, and kids are already on devices way too much." Another teacher said, "Another vote for balance here and from an elementary teacher. They need to know how to use it, but it should be used as a tool, not as the curriculum." So, I tried to evaluate
096does the tech enhance student learning or would it be better served in a different format? Another parent said, "I wholeheartedly agree. Having a computer is not helping our kids be become more intelligent at all. Our kids need to read actual books, use manipulatives for math, and complete paper pencil activities. Another parent said, "I completely agree. Kids do not need smartphones, iPads, Chromebooks, or laptops until high school." Another parent said, "Also wish students weren't being taught by a computer. They need interaction with teachers and other students." Um, and I have to say that we've been working hard at the CPO to encourage that in our teachers. So this is not something new. Um however it's still something that's being brought to my attention from other parents. So I just want to open up for discussion. Right
097now um we have students who are one to one Chromebooks from kindergarten through 12th grade. Right. Is that correct? From kindergarten to 12th grade. All of them have their own Chromebooks. >> They have them available kindergarten through 2 grade and then third grade they're assigned to them. Am I right Barry? That's right. Okay. So third grade they have their own and then kindergarten through 2 grade they have them in the classroom. >> They have available in the classroom. >> Okay. >> Um so I'd like for us to consider some possible adjustments. I have that on your copy of possible adjustments and also this those adjustments could I mean we can do all of them none of them. I it's up to you. I just want it open to discussion for discussion. It's the last page
098combo proposals. Um, and I just was brainstorming of, okay, I know I'm a teacher. I I've been a teacher for many years. I've taught elementary. I've taught high school. I've taught everything in between. Um, and as a teacher, it's so much easier to assign something on a Chromebook. And I get it. Um, especially if you have multiple levels of learners, especially like in the elementary school or or even in even the middle high school. Um, however, we we want to make sure what I'm trying to get to is to get away from exactly what one of those parents said. The teacher teaches a quick lesson and then you're on your Chromebook the rest of the hour. Um, and we are trying to limit that to 20 minutes per per class period. Um, however, it's still
099happening. So, it from what I'm hearing from some of these parents. So, I just want to um there's there's a couple of different things for the elementary. If we don't go with all of them having their own Chromebooks um and we just have a full two to four full sets of Chromebooks maybe available in the hallways during class during school time um where teachers who have special projects or whatever can go access them and they're just plugged back in. Um that's a possibility. We do already have a lot of the um charging carts from what I understand. Not we would have maybe two to four in the in the in the ele each elementary school. >> No, we we don't have that many charging carts anymore. Um a lot of schools decided to do because
100the charging carts take up so much space in the classrooms, they have created their especially in elementary, they've created their own little charging stations. So it may be racks with the chargers in them. Um, but the footprint of the charging cart was just far too large for some of our classrooms and teachers didn't want them. Um, so they had rather just pull them out of these shelving units or whatever is in the classrooms. Um, as of right now, the charging carts were very popular back when they were actually shared carts when we didn't have enough devices dedicated um for every to for every student to have one at any given time. So they would, you know, they would pull them into the classrooms, plug them in, and charge them while they had them. So that's
101where they're very beneficial. But >> So we have no charging carts anymore. >> We have a few. There's still some schools that like them. Some teachers that that like them, and they kept them. Um, but some schools decided that, you know, they just didn't want them to take up the space. Um, >> so now there's one there's charging stations in every classroom >> typically. Yes. >> So we do have a way to charge. We do. Oh, yes. In every classroom in the classrooms. Yes. My experience has been at New London, every classroom has a charge. >> One of the schools that decided to keep them, in fact, they want more, but then we have other schools who don't want them at all. >> Okay. I was saying I was like, I see them everywhere. >>
102New London is an exception to that. >> Okay. >> Yeah. >> So, anyway, we if we could make it so that there's a way to charge them in in and teachers can interact with having them. Um, so they would sign up for Chromebooks to implement their special projects, but not an everyday um, unless it's like like what this one teacher was saying, just for a few minutes, like a an exit ticket where they're just trying to use them for a few minutes and they can work with other teachers about when they're going to use them. Um, so teachers would sign up for the SOS, which is what we did years ago. We'd sign up for the use of the Chromebooks during times. And that might be a little bit more difficult, but um, It would
103probably what I'm trying to do is is um save us some money and not having as many Chromebooks and um and h not having to juggle so much um and having each child having their own Chromebook. Um the new curriculum already um for math has and the the teachers have requested it to have actual textbooks as opposed to just doing all of their work online, which is excellent. We need to continue to do that with other curriculum as we get new curriculum. I think that would be um helpful. Um so budget analysis accommodating more printing because I know that if we're not using the Chromebooks all the time, we might have to be printing some more. So that might cost us more. Um we we should reach out uh research promotion and imple implementation of
104more creative ideas to accommodate more hands-on learning. And with this new curriculum, there is a way for teachers to share ideas with each other, which is um which is I think important. um less online and more paper pencil testing in order to avoid um cheating. short-term and long-term cost savings um analysis and then continued campaigning for less screen time which we're already trying to do and more hands-on activities and again the tests and quizzes and even our p the right now you can go on AI and say write me a paper in the at the age level of third grade about George Washington and it will give you a a full essay written as if it was a third grader and you just copy paste whatever. It's pretty um yeah, it's it's something that we
105we need to be careful on how do we how do we monitor that? So, um in the middle and high school, more more technical monitoring for all of those reasons. Um more hands-on work, uh provide curricula again and improve safety and AI and then more paper pencil assessments if possible. So anyway, opening up to questions. >> I had some ideas, but those are ideas. They're just >> So with the approval of the math curriculum that we just did, >> that's that's a start to because it's given us it's given us everything that you're at that you're saying for the proposals here. >> There's still an online component. >> Yeah. So, a a teacher could still be doing the same exact same thing with that math curriculum as what we're complaining about and that they just
106teach a lesson and then have them on the on the computer with >> So, that's still a possibility. But, we do actually have physical textbooks that we've ordered. Is that correct? Which I don't know that we had that before. Did we have that before? >> That's one of the things that the teacher specifically said, we want to make sure we have a textbook, >> especially when you're doing math. I've my daughter has done things and you're just trying to write your work like by holding down the mouse and trying to do, you know, five times file. It's like that's crazy. It's so much faster and better and also you're engaging your eyes. You're using tactile and you're you're use engaging more parts of your brain. So, it's going to sink in better. But if if
107the math curriculum is doing that, my question is when when and what is the next curriculum adoption that we're looking at? So it would be history. Not this year probably, probably next year. But if I could just say a few things about curriculum. Our teachers are required in their English standards of learning from kindergarten through 12th to integrate computer skills. Um we also have a K12 computer science curriculum standards that we are required to implement in school and we also have digital learning standards. And so I think if I could kind of use Mr. Hill's example of we are preparing our kids for the future. I don't feel like elementary schools are overusing Chromebooks. We are in elementary schools. Our supervisors are there or I mean I did a survey with our teachers. Um they
108are not using it. They're not overusing it. They are the ones doing more hands-on. They are doing those activities with kids. they are reading with kids. We don't see an overuse there. Um I think if there are concerns about, you know, too much screen time and all of that, I would say that is not happening in school. They don't have iPads at school. They don't have phones at school. Um you know, our fourth and fifth graders and third or third, fourth, and fifth graders. One of the reasons they have a little bit higher Chromebook usage is because the state of Virginia bought us tutoring programs that they required us to use that were all online. So, I don't feel like we can blame our teachers for that because we were expected to do that remediation.
109Um, and they were expected to do it at least 30 to 40 minutes a day. Um, so I feel like our elementary probably is um our best place as far as Chromebook use. They're not being used often. My fear about not or having teachers sign out Chromebooks and sign out carts is that then they're just not going to use them at all. They're not going to, you know, it's it takes a lot of time to pull a cart down, unhook it, sign the kids out because you have to know who has what Chromebook. It's much easier if they're in the back of the room and every student has the one they know is there and they go get it and bring it back out. um the checking out carts was very very cumbersome for our
110teachers and I think um you know if if there's a possibility that you guys want to do a survey I think that's one question we should ask our elementary teachers they did that um also when they are doing so prep part of the assessments we're doing online our mastery connect our benchmark assessments our state assessments we're required to do those online and we're required to teach the students the tools and you can't just do that at so time you have to use those tools so that you get good at them. Um, part of AI that I think is is a very unique perspective and uh several of us are going with Mr. sex to an AI training in a few weeks. Um, is talking to students not about how not to use AI and not
111to talk about the negatives of AI, but how do you use AI to think about is what you're getting accurate and you could put a different prompt in and get something totally different. So, it's also teaching students what AI can do, but also how AI can trick you and how you have to be smart and you have to be able to problem solve and use AI correctly. We're not going to be able to keep our kids from AI. We're not going to be able to keep them from computers. So, I feel like a better way is to try to teach them the responsibility of that and the responsibility of being online. I think we have heard the middle and high schools. We have had concerns there with Chromebook use and I think and Barry can
112share with you two things that we're implementing this year that I think will cut down on that and it will also allow us to monitor specific teachers and specific contents so we know exactly where there's a problem. So if Mr. Sexton could share that that I think that would be helpful. >> Can I ask a question really quick? You had said something about we're required to teach even the kindergarten or >> there's standards all the way down to kindergarten >> from who? >> The department of education. >> Department of education. Okay. >> Yeah. >> And is that a like how is that like all through the year or is it just like one section? >> So it's integrated in our English curriculum. It's integrated. Um and then there are separate um computer um computer science
113um activities and a lot of our schools address that with their robotics that they use with um their Chromebooks. We have a lot of our elementary schools who do the special days where I can't think what they're called. Dr. Trosper, can you help me? Like they spend the whole day putting together machines and their >> robotics. >> Thank you. And there's more. They do the STEM based days. Aren't they just >> so our gifted teachers especially at the elementary level are doing a lot of work with STEM integration um and using computers to program um machines to move and robotics. So we're trying to show them the really fun things that they can experience with computers that are not just sitting on and doing work all day. And I just want to reiterate that I
114feel like this this conversation needed to be public because of all of the people who have been complaining about them so that they can see both sides of the story and and everything. That's why I'm bringing it up. >> I would like to address that because I think I heard in a couple of your parent comments and I think it's a misnomer 247. And last fall, before I became ill and couldn't do this anymore, I went into at least 20 elementary classrooms. And I pretty much saw the same format. If I got in early, I saw the teacher teaching on the whiteboard. I then saw her break out and hand out um handouts where the kids were actually adding or or writing on paper. Um, then she would break them up in quite often into
115three or four groups around the room. And this this table's doing something here, this table's doing something, and then they all move. And then what I saw the last 10 minutes, and it was never more than 10 minutes, sometimes even five. She would say to three or four kids, um, go get your Chromebook. You, because basically what that kid had done was he had passed all of the requirements of all these other things going on. and you go over, open up your Chromebook, go to such and such. The kids were absolutely whiz at it. One one second grader showed me how to use Chromebook in my first my first visit. Um, he got on and he started doing that day's lesson because he had gotten everything else. And I saw this repeatedly in elementary. So,
116I think if those were high school parents, yes, I did walk into a high school room with 2530 minutes left in a class and everybody was on a Chromebook and I said, and so teacher jumped up and uh what are we doing here? Oh, we're working on projects. And as I walked around the room, well, there were two kids over there working on something else that wasn't in the class. So, you know, I can address that, but and I address that with the principal. So, I think it's a high school issue. I don't know that it's an elementary issue because I think a lot of our elementary teachers are just absolutely phenomenal at board to paper to you know manipulatives to the Chromebook if the kid has earned the right to be on the Chromebook
117and I saw that numerous times. So I don't think it's a I don't think it's a elementary issue. Um I it could be a middle school high school issue. >> Was that upper elementary? because that's where I'm I'm seeing it more in the fourth and fifth grade. >> I've been through every grade level. I I usually when I what I would admit and I'm going to start doing it again. When I would visit an elementary, I would say take me into a second grade, take me into a fourth grade, take me to a fifth grade, and then the next one, take me K5, take me, you know, and and I would always see that same format. >> So, Mr. Hold on one second. Mr. Sexton has comments. I I think you called on him and
118then Mr. Hillary, you have some comments. So, Mr. Sexton. >> Yeah. So, uh, some things that we shared with the CPO that that we have actually implemented this summer, we've, uh, revamped our our URL filter system. Uh, we've completely replaced it and it goes more in line with our classroom management software. So that will enable teachers to actually uh before they could block sites or they could prevent sites in their class. But now if they run into something that uh we're blocking by default but they need to allow for a particular you know topic that they're working on teachers will have the ability to allow that for just that class period and then it's blocked by default and one of those is YouTube. Uh we have seen that YouTube was used um you know over
119the years kind of a reward. So students finish their assignment they would let them kind of free time get on YouTube. Well one thing that we're doing is trying to say you know stop using the Chromebooks as a reward. It is it's a tool um and it should be used as such. So taking YouTube away by default is going to help that. Uh teachers will have to purposely allow a video now um if they want students to access that. And there's a lot better reporting too. Um which you know I'm kind of excited to see what that's going to look like once we start getting you know students back in and seeing what that generates. Um and administrators will have access to that and uh we'll be able to hopefully go a little bit deeper
120into what's being used um you know if if you know how long students are on these particular sites and all that. So um that is something new that's that's coming and that integration um Stuart and I've been working on that this summer to get that going. So u there's going to be some growing pains of course but um hopefully that's going to be a positive spin and and with that just kind of add to the the puzzle we've also added a module that is called contentaware and even though you know with a URL filter things are categorized and there sometimes they're not always categorized correctly. So occasionally, you know, if you're in Google image searches or anywhere that there's an image, something may pop up that is not appropriate. Um, so what this does and
121it actually uses AI to look at the images and determine are they appropriate or inappropriate and it blurs. Um, so if something is missed in the filter, it still it's this extra layer of security as far as blocking images that may not be appropriate. So um, it'll be interesting to see that at work as well. Uh, so there's a lot, you know, a lot of good things, new things that we're implementing and hopefully to make teachers lives easier, um, but also help protect our students even more while they're on our devices. >> And and you said that there's even filters that you can use when the children are are at home, right? >> Correct. Well, our filter the the default settings for our filter is always active. So no matter where the Chromebook is, uh,
122as long as it's connected to the internet, it's going our filter rules are going to be applied. our default set of filter rules. The what we're going to be once we get all of the bugs worked out and everything with the filter, there is a piece to this that is the parental piece. Um should parents want that, they would have access uh or be able to block websites when the Chromebook is at home. So if they did not want their child on something uh in particular, they would be able to block it while the uh Chromebook is actually off of the school network. So that is that is a a big one that you know a lot of uh school systems have been rolling out. So I'm excited that that was included in our subscription.
123But first and foremost a recommendation from our filter company is you know get all the bugs worked out at school first and let's you know make sure that we are ready to go with that before we add another piece to the puzzle. But um can can I just clarify something that in relation to decreasing computer screen time for our kids and we I think we're all in agreement that that's a good thing that yeah there's a technology uh education that they need but we want to diminish the time if we can. Um, the data dump that you brought to CPO last year was a lot of information that told us how much time people spent on computers and broke it down by school, but it it lacks the detail to tell us what classrooms were
124on and what sites and a a lot of detail that is useful, >> right? >> And so the new classwork program will give us a lot of data that we're really looking for. So we're >> I'm excited about that. So, while we're we're all headed in the right direction, we don't really have the appropriate data to make some real decisions as to what's the good next best step to diminish time on the Chromebooks for the kids. Right. >> So, I know >> anticipating, >> right? >> No, that's good. >> I was just going to say I want you all to know that our instructional team feels the exact same way you do. We don't want our kids on Chromebooks all day. And I think that is why we continue to look for ways to um
125control that, monitor that, and make sure what they're doing is worthwhile and really preparing them. So, anything I've said, I don't want you to think is a disagreement because I do believe when you're face to face with your teacher, you need to have face-toface hands-on time. So, >> yeah, absolutely. Um, I've got I've got two kids in the elementary school right now. Over the last four years, I've been in five or six classrooms a few days out of the year. I have not seen in the elementary school an overuse of them. I'm not saying that that doesn't happen in some schools. Um, I think a lot of the instruction is done appropriately for the most part. I'll mention something that I'd like to move on later. Um, I think for the most part, Chromebooks, just
126like, uh, Dr. Wolfford stole my point earlier. Uh, but it does they as far as providing Bedford County with the best possible talent development. Part of that is going to be computer. I was just talking to Matt earlier today. Um, I've got to get my mechanics to go through a computer course because now I can't work on a truck without having a computer course. and we're gonna plug it in. Now, it's just it's the world we live in. So, I think being comfortable and being inep to it. And you're going to have parents like me who my kids don't get computers outside of school. They don't get screen time. They don't get any of that. And you're also going to have on the other direction. You're going to have, hey, the school is going to
127be the least amount of screen time they get during the day. So, you're going to get the the full array there. Um, I know I I asked a lot of questions of the administration earlier. Um, a couple things that I still don't feel prepared to really make a move on right now. I don't know the cost of this program, so it's hard for me to determine a return on investment. And that's something I'd really like to have an an actual number on. I know, um, I think it was question number 11 that I asked you guys, uh, what the total cost associated with that. Um, I got a lot of words, but none of them were a number. Um, so if I could get that, I think that would help us to be able to
128make an informed decision on all right. So, hey, what's the return on investment? Is this a million dollar? Is it a $10 million? Is it a $100,000? Like, what is our actual investment in these products? >> Sorry. Return on investment on what? >> On >> not having not having computers versus having computers. So, if we have less computers, >> I see. >> Um, what would be the return on that investment? Um, but I do think I there is some things that I also and I think I've mentioned this to the staff um that I that I viewed I always go during the winter because I work in construction. That's when I'm able to go. Um indoor recess heavily relies on Chromebooks. That's something that I don't know if I need to make a motion for
129that or just say hey we'd like to expect that of I don't think it needs to be used as a as a hey we've got 30 minutes just go in your Chromebooks we'll come back to class later on and I get it it's cold outside and I'm probably not going to be a big uh I'm not going to have a lot of fans in my elementary school so we'll avoid it for a couple days but um I think that's one of the things that we really need to limit is is like you said not using it as a reward. >> Um tool >> using it using it only as a tool. Um and I and I do think we use it as a tool. I know my son is big on you know his little
130tutoring program that they get. That's how we you help them practice. But also I can tell you from how many flashcards have littered my living room floor, they use a lot of flash cards. We were we were in third grade last year, so a lot of multiplication tables. Um, so I I I think there's a balance and I think from where the way I understand it, if we can eliminate the use of it when it's not required, when it's not, you know, helping our students learn, but I think if it's just used for entertainment, I don't think that's a good use of our our Chromebooks there. Um, so I don't know if I need to make an actual motion on that or just say, hey, >> we can't action anything tonight. We can certainly make
131a recommendation for the staff to come back and or >> I was actually going to say I I agree with you 100% rewards and indoor recess or so many other things you can do. I have it on my list of memos to go out to principles like this should just be something that you shouldn't be using it for. >> Or is there a policy that you would like IGA to review and make a recommendation to come back? Yeah, I think it would be actionable, but as far as >> a topic tonight, we're we're not going to >> Yeah. >> So, I'm sorry. Go ahead. >> Oh, yeah. And I had a couple more questions about in the product that we have now for monitoring classwise. Is that it? >> Um, what are we doing? So,
132we're we're collecting a lot of data, which I love. I'm a big data guy. Um, but what are we doing to protect that data, you know, from getting outside of our our schools? >> Well, it's so it's a cloud-based product and, you know, there's always risk of having data the the really the only thing that it has uh as far as student information goes is basically first initial, last name, and the email address. Um, so you know, it's it's not all that risky for that information to get out, but it's it's protected behind their reporter, which is, you know, SSL certificates, um, and usernames and passwords, and and actually there's a, you know, not everyone has access to that in Befer County. It's only it's going to be school administrators, um our IT, our instructional
133technology coaches, uh of course like Stuart and myself, um and Dr. Woodford and any executive staff that would want access to that. Um but you know, up until this point, we haven't really had much data to go on because we had a separate filter which collected some and then we had classwise, but this one didn't know what this one was reporting. And so now it's all going to be together because it's essentially the same company owns both the filter products. So they work together now. And so that's going to be a whole new data set for us to to review. But as far as protecting it, I mean it, you know, it's like with P school or anything else. You you don't really know. Um you know, we we do the best we can on
134our end to protect student information. >> Data isn't collected. like sorry sorry I don't really care that much in the back end >> what is what data does it collect that's reportable can I know per classroom how much this this teacher uses >> yes >> can I know per student do I know per school like how how drilled down can we get on this product >> and that is something that I mean we know what we think it can do but until we actually have data starting to upload into there I I don't really I'm not going to be able to answer that you know just based on I can answer that based on what they say. Um but like right now what we can see for example if a student was on there we
135could see you know if the teacher had implemented rules on those computers or on those Chromebooks um what sites were blocked that they personally purposely blocked but there's also the filter piece that would report on what websites that student was on and what time. Um and you know sometimes that data is hard to decipher because you know there's a lot of you go to a website well there's multiple things that it may access on the back end and all that is in the report. So sometimes it's a little bit difficult to drill down and figure out exactly what they were on but uh hopefully with the categories and things like that it's going to be a little bit easier to see you know the times and uh exactly what they were on and when policies
136are in foresting classes. Um so we can you know administrators can look at that and be like okay this teacher is not enforcing any policies. So that means you know the Chromebooks are wide open in that class or wide open within reason of course but u so we're hoping to get more usage teachers to use it more and implement rules um as we move forward but once the data starts generating then we'll have a better understanding a better picture of what that's going to look like. >> Great. What do you think a reasonable time frame is for analysis? uh you know the the ITC once school starts we we usually wait for I think it's going to be like four days before Chromebooks are actually rolled out to students and then you know this week
137and I know some next week ITC are going to be working diligently to train teachers uh do refreshers on classwise and now with the new piece to where uh teachers can add allow list um we we want to make sure teachers know how to use it and get them trained So I I think realistically we're probably looking, you know, October, November time frame um to start really diving into some true data. I think that'll be a val very valuable asset for us just to make sure that because I know there's a lot of wonderful teachers out there who are doing a lot of amazing work with the kids and they don't sit they don't just sit there with their I mean I had a I had a teacher who would hand out hand handouts and
138put his foot up on the on his desk and read the newspaper. I mean, I know we don't have very many of those kind of teachers, but if we if we um you know, if we had that data, we can at least know who to address if you know and and work with the teacher to help them find other ways to to interact with the kids better. So, that's that's very valuable. Thank you. >> All right. >> And that would also help parents too understand when we could give them that um information back, >> right? Are you done? >> One more question and I'll be done. Sorry. Um >> I know one of the big things we want to monitor is screen time. >> Does this product monitor screen time? And how does it monitor
139screen time? Because if it just monitors while it's open, that's not a usable, >> you know, a usable metric. >> And that's that's kind of where it gets complicated because to monitor actual screen time, you know, this product mainly uses the Google Chrome browser. So if the browser is up and there's activity, you pretty much know that something is going on and it's being used. But to monitor actual screen time, there's not a real good product that would give you very specific times that you know this student's actually on it and and looking at it rather than, you know, is it up and they're working on a project, but maybe they're also writing something down. uh you really are just going to be able to to put that data together based on the activity uh
140based on our pay what websites were accessed. If there's a long pause then you kind of know well it was either you know they were working on something else or they went to the bathroom or whatever it may be. Um, but to get very specific with that, you know, it's there's nothing out there that really reports that specific um, you know, details. But I'm hoping that with the integration between the filter and the classroom management that we'll be able to get a better picture of what that looks like. Google, which are the the reports that we had given to the CPO, um, is, you know, that is just basically is the Chromebook gone? We know that the lid was open. We know that it was on, but that could be hall pass, you know, because
141e-haul pass is on there. Um, lots of different things. It could just be like what I'm doing here, talking, but yet my computer is on. So, that doesn't give us a real clear picture. It just tells us the Chromebook was on, signed in, and that's pretty much it. Um, so that that you know that's a little bit challenging to get the exact screen time or usage, but I think with that in combination with seeing websites that are being accessed and seeing if teachers are applying rules and policies during class, that will give us a little bit better understanding. So if you're not able to report screen time, which I think is fair, what like if I told you, hey, in a month I'd like to see a report on usage, how would you determine that?
142>> The usage report would be based on uh website websites access during during a specific time. So, if we looked at this user and we gave it a time frame, um it would pretty much put that together and say, "Okay, uh this person spent this amount of time on I don't know that it would necessarily say activity, but it would it sometimes it breaks it down by category." Um and I know like our old filter would do that for staff and sometimes it was I mean it was fairly accurate when it would say, "Okay, they spent this much time." Um, but it again, if you have something that's maybe refreshing, if it's a website that refreshes on its own, that skews the data because that looks like activity that's not actually happening. Um, so that,
143you know, you've got to bring all that information together and just kind of come up with your own conclusion of, okay, this was accessed during this time and it's a different website, then you kind of know it was being used. And we've had to do that a lot. Um, you know, we've had to pull that information on staff. We've had to obviously pull it on students to see exactly what they were accessing. Um, but I'm hoping that, you know, with the the two actually connected now, that's going to be those kind of situations are going to be much easier to find that the data from that. >> Thank you. >> So, so you you could per time out. You got anything? >> Oh, sorry. Uh, I mean, not really. I mean, I'd like to say
144I despise computers, but I I still have to use them. You know, all my invoicing, all you know, all my estimates, it's all through an app. Um, it's the way we're headed. I mean, we can't get rid of them all, but I think with the stuff you got going and stuff that's already been implemented, uh, definitely heading in the right direction. And I'd say it's more of a classroom to classroom thing. You know, some may be way worse than others. You know, with the new filter stuff, it's going to be able to going to be be able to narrow that down by more. >> Yeah. I mean, like far as you were saying, the return on investment, you know, the cost of it. Yeah, that's definitely a a valid point, but of course you don't
145want to put the money over, you know, educate your children of how to use these things and the fact that it's being implemented as a tool and not a reward. I think that's very important. Uh, you know, I mean, I'm just as guilty as anybody sat home, look up something, before you know it, I'm on to something else, you know, you know. Uh, so it's definitely we definitely do need to keep an eye on it for sure. Uh, but it sounds like everyone's got it, you know, head in the right direction for sure. >> Well, my only thought is like once something's out there, it's really hard to bring it back, right? And did this all start with um, co with children? Um, or did the Chromebooks come before that? >> Before. >> Oh, okay.
146All right. But the but the opportunity when COVID came was and so you know so obviously just what is the best way for a child to learn is the most important question and um but we're in a we're in a society and an age where now computer technology so you can't really um take it away completely but um yes I think really being able to measure and keep um keep eyes on the time that they're on there is probably one of the most important things right now and um not use it as a >> just echo what everyone's saying. I think we are heading in the right direction. Uh Mr. Saxon and it I know with my iPhone I haven't been looking at it for a little bit but it's off right now because after
14730 seconds it just turns off and I'll have to enter my password and everything else. Does the Chromebooks have that? >> Yes, they do. So, if it just turns itself off and it might have the a picture that looks sort of like me on there and I have to enter my password, is that considered active screen time? If that's on and it's just on that password screen, >> if if it gets to the point that it goes to sleep, which you know, we do have timeout of course to save battery power for the students if they're not using it. Um, it actually u disconnects from the classroom management piece and we'll will show that it went offline essentially. Mhm. >> So then that would not be as far as um class classwise goes that would
148not be considered active. Now on the Google side, it's really hard to say if it um you know when it pull when we pull that information if it actually counts that um but theoretically if it goes to sleep and it disconnects from the network, which is essentially what they're supposed to do, that wouldn't be counted as active >> because we're all here. I bet our screens are all on. We've been here for two hours. So, do my screen's been on the entire time. I mean, I've been I've been actively using it for two hours, but it would say that right now I'm active for two hours. >> Yes. >> But if it went to sleep, maybe it doesn't. Or maybe there's a calculation that we need to do. Anyway, just a a thought on that.
149>> I'm glad to see that I think that we are all in agreement that we have a a policy that is like an all of the above approach and I think that's important. And we've talked a lot today about using our computers as a tool um and not a reward. But I think the important thing is that we're also using it as a tool and not as a crutch. I think that's the other important thing. I can get along just fine and write a paper without being on the computer. It's easier to do it with the computer sometimes, but you have to have the knowledge of of how to use the tool. Um you know, I use AI a lot for for work. There's a lot of things I do, but if you know what
150you're talking about, it becomes a really good tool to use. It's garbage in, garbage out. And I think the important thing is that our students need to have the understanding of what they're talking about. And then you're able to utilize the tool better. Whether that's AI, whether that's an Excel spreadsheet, whatever it is, I think the important thing is is is having the ability to do it and the knowledge of how to use the tool. But you need to know how to do the task without needing that tool, per se. And I think that if we're all working towards that, I think we're going to be in a good spot. So, I'm I'm very excited to hear the results that come back, I think that's going to help guide us. Again, if you don't have
151data, you're going to make it you need to be able to make the mo best informed decision you have, and that's certainly going to help us. So, thank you for that. >> So, Barry, can we do limits? So, for example, 6:00 a.m. to 11:00 p.m. and after that, no access. We um scheduling that it's hard to say I Stuart has been I think we can schedule >> we can schedule it. >> Yeah. homework and then also the parental piece if we you know once we enable the the parental part two um it would obviously you know I think that's something we should consider or look at you know if we can set standards and say you know what it's a tool it's available between 6 am and 11 pm nightly you know maybe it's different
152on the weekends I that's for you guys to figure out but you know we talk about good sleep and making sure it's not an abundant amount of screen time and we're using it as a tool, not as a reward. So, I think that's something we should probably look at. The other statement, and I agree with everything everybody has said, it needs to be used as a tool. I love the fact that we've set 20 minutes as a as a standard in the classrooms. It is mandatory, Department of Education that we teach. But I will also say every single person that comes out of our school system is going to be using a computer no matter what they're doing next. Um I use this as an example because we're only touching AI at the tip right
153now. Uh, for example, I just sat through a training two weeks ago with Microsoft who has shown me because my team is is starting to deal with customers in Europe, we have a language barrier. It doesn't matter because what's going to happen is when that customer calls my employee, their language is going to be spoken in English in my person's ear and my person when they speak whatever that language is that they're dealing with it's automatic. So you're seeing each other on the phone and on video you don't know what a language it doesn't matter. So it's trans translating it immediately. That is just the tip. So then they introduced us to, hey, we've got 45,000 agents who answer calls worldwide. It's not agents, it's AI. And so each machine is talking to each other.
154You're on the phone and you're hearing these agents talk based on whatever you're calling that company about. You don't know what's human and what's AI. And so it is scary. But what I'm saying is that's the world we're going to and it's not slowing down, it's speeding up. I'm not saying we have to introduce it to the classroom, but what I will say is we've got to be able to compete in the classroom because that's going to be offered to our communities as an option for education. We've got to be able to compete. I say that loosely. I understand we don't want it more than 20 minutes. We don't want to do that. But we have got to be competitive. it's coming. I would challenge staff to take a look. Do we have one school
155that's nothing but technology and AI and allow parents to choose if that's the route they want. Just throwing it out there. It's coming and it's coming fast and there's nothing we can do about it because it's going to be shoved down our throat. So, I'm all about precautions and all about setting standards and limits. Technology is here and it's coming fast. So that's all I wanted to say. Did you were you able to ask questions and make comments? >> Yeah. I just I just wanted to add that I think that with the new data that when the teachers know that they can be watched that way, it's another layer of accountability for the few that are being lazy with Chromebooks. >> Uh and it will help to reinforce those that are doing great things. >>
156Yes, ma'am. >> Just a question. So we could look at policy IG AE IG AF for health education physical education that's where recess is addressed. We could take it through a policy change to say no or we can just make it a mandate from the deputy superintendent >> policy and and just bring it to us to make action. >> All right, we'll do that. >> Any other comments? >> Dr. Woodford said you you were going to put a memo out just advising like hey um maybe do that so that we start the year that way and we will address it at our next IG meeting and we'll bring it back. I mean at that point it'll be November you make it happen. >> Usually say expect rather than advise but >> there question um Mr.
157And if you had said that you would not always be able to differentiate between us having or student having the Chromebook open um or actually using it. But if there's a classroom where they're they're um their teachers are allowing them to just sit there with their Chromebooks open but they're doing other things and handing and all of that that would put a flag on that teacher's stuff. they would then be um able to at least be approached and say, "Hey, when you're not using the Chromebooks, have them shut." I mean, at least somebody would be able to adjust that. Is that what I'm hearing? >> Yeah. And you know, if they're just open and they're not accessing anything is where we're going to be able to really see that in the filter data, the websites
158accessed. Um but I think, you know, most common practice is if the students aren't using them for the most part, teachers do have them close them. That way the battery power is reserved for, you know, classes as they move on. So yeah, that's typically what they're doing. You know, it's times like if they use e-haul pass or something of that nature that uh it may stay open for a while and they're not using it. >> Okay. >> All right. 2.04 committee report. >> Um I have no reports. IGA is meeting next week. Uh or excuse me, we have not set a date. Uh but CBO is meeting next week. Okay, first >> um we had a meeting yesterday with Gov School. We discussed um some of the plans that we're having for the um finding
159a new director. Um so the only thing we approved yes yesterday was that we were going to advertise starting August 15th through all of the different school divisions for the director's position and we agreed on the qualifications. Um we are going to be meeting in another two weeks August 20th to discuss the um procedure that we're going to be using for implementing um the teaching experience or u teaching in front of people and um and then the interviews and then the selection process and all those things. So, and I'm going to be working on um putting something together, getting it approved through um so that we have it for August 20th so we can discuss it and and make the final decisions on how we're going to implement all of that. Okay. Uh we met
160with the PPAA committee um this week. Uh we were able to um we met at Liberty High School, so we were able to tour that high school. Um kind of my big big couple things I want to take away is we are on time and on budget. Um so everything is still scheduled to be moving in the right direction. Um we're hitting the targets we want to hit. Um we had you know a couple delays here in July with how much rain we've had. Um I know Bedford Primary School we had we were dug a lot more media out than we were expecting to. It was just um you know to get down to solid earth to blow out. Um but everything else it's still on. Even with those delays, we're still on projected for
161uh for opening uh by the end of the semester. Um Liberty High School, things are going well. I I talked to I ran into uh Dr. Sawyer uh the principal out there and he was very ecstatic that he has dry sidewalks now. Uh so we're moving the right direction there. Auditorium looks great. All the scaffolding up. Um, you know, all of the the seats are taken out. Um, I think next is we're going to Stanton River to to check that one out, but everything seems to be going well. The the well and pump projects are just about done there. So, we're moving in the right direction on that. >> We had also had a facility meeting the same day. Um, here's just a list of the current CIP projects is uh Forest Elementary and Big
162Island. the roofing. I think it's all pretty much done. Um BCT floor tile in New London. Uh Forest Middle School baseball field. They finished that up. I think they even made some repairs to the soccer field too, didn't they? A few. Um we have a primary painting. Uh wastewater treatment plants pretty much I think just about done. They had a pick up on some of the pumps, but that was switched out. that was between the contractor and uh and the engineer. Uh all the the windows that were in the um prek building at Manita have all been replaced. Everything inside's been repaired. They had to make some adjustments for that uh on the ceiling and stuff. Uh Stewartville HVAC has been completed. I think they were all fired up and tested. Um the atrium at
163Boonesboro is pretty much done. Um, so I think we still have some lighting things, something that's got to be added. Not much. Um, and that's really about about it. And then we discuss some future projects which which are coming up in 26 27. Um, just reviewing the list, see if we need to move anything up. >> So is all the carpet gone now >> at Boozeboro? >> No, at >> Divisionwide. Yeah, >> there's a couple places like I believe Hston's um library. Maybe we'll get that next year. Um there might be a couple places, but >> for the most part, >> I would say most part carpet's gone except those carpet pieces and carpet that teachers bring into the uh prek um three classroom. Stop it for the little ones to sit on during reading
164time. So, yes. >> All right. Good. >> All right. Any comments from board members? And we'll start with you, Kathleen. Any other comments? Okay, Matt. >> Enough comments. >> I mean, school starts next week. I think that everybody's excited and uh 36th last year and let's see what we can do this year. I think we're all pulling in the right direction. See if we can uh make some more gains. I want to thank all the teachers and administrators who have been working hard all the summer preparing for school and um for all of the extra mile, you know, people going the extra mile to make sure that the classrooms are ready, the the facilities are ready, the um curriculum is in place and um all of the busyiness of the school year. So, thank you
165for all your hard work and um again, thank you for all of the information we had today and um so that we can all make informed decisions and also alert our parents to what we're trying to do and make sure that we're listening to them >> as well. >> Dr. Hub, >> no additional comments. >> All right. >> Um Dr. Woodford or y'all remind Is it do is it >> Whis Thank you. Sherry Whis. I just want to give her a shout out. She did a phenomenal job Monday. I got to attend the um welcome for firsttime teachers, staff, employees on the first day. Uh and she did a phenomenal job. We had it over at Liberty Middle School. It was great to see everybody. Uh how many were there? 100 >> 150. Okay. Um
166it was good to see. Um and people were excited. Um, it it's funny when you see kids, and they're not kids anymore, they're adults who went to school with your kids who are now sitting there on their first day to teach our incoming kids. It's pretty awesome. So, full circle. It's good to see. Uh, but anyway, phenomenal job to Sherry and just wanted to make sure I gave that shout out and everyone else who put time and energy into it. I know it takes a lot, but uh, it was good. So, all right. Um, superintendent. Uh, well, I tell you what I'm going to do. We've been in here for two hours and 15 minutes. I want to take a five minute break and then we will come back to superintendent's report. So, five minute
167break. >> I know I know everybody kept looking. So, I was like, "All right. Superintendent's report. Mr. >> Thank you. I am going to open with one paragraph at the beginning here and probably a paragraph at the end. and I'm going to truncate it by top topic and then I'm going to email you guys the entire three four pages because I this there's still a lot on this agenda and I I want uh Sheriff Miller to still like me when this is over. So because it's a long night. So before I get into a couple strategic initiatives that relate to Bever County Public Schools pursuit for academic excellence, let me remind everyone that new and returning teachers and staff have started work this week with our annual new faculty and staff orientation which was Monday
168and Tuesday and teacher preparation week which is started yesterday and is running through next Tuesday. Uh, school opens on the 13th, next Wednesday. And I want to remind everybody that there are is an open house on every campus on Monday, August 11th, which is from 3 to 7 p.m. Please take this opportunity to meet and greet your new teachers and in some places new administrators. Um, we all expect great things out of Bedford County this year and we want to start it in the best fashion that we can and that is uh kicking off a good first day of school. There are several topics that I'm going to email out and then post on the web. And one of them is our continued pursuit of academic excellence. As I think I heard one of you
169state, I think it was Mr. Daniels, about our 36th ranking out of 131 school divisions. Uh we want to keep putting that out there. Um and so what we hope to see in the next uh probably eight weeks or so is our scores come in and our indications at this point and our preliminary raw scores indicate very favorable for our our students. So we want to make sure that our students and our teachers are um continually spoken about for their diligence uh for moving in in this particular direction. We're very proud of everything that we've accomplished. Another area that I'm just going to touch on very um quickly is that um in K to3 in the past we've used what is called Fowls. It's VA LSS. It stands for Virginia Language and Literacy Screening System.
170This program which looks for students who are weak in reading basically is now being expanded from grades four or all the way up to eight. So they're adding four to eight. there is a new uh u a new standard or a new way of screening that. And so um what happens is the kids get screened on what is called the bands of risk. And a student is either qualif or ranked as low, moderate or high. And if a if the student is low, then they continue general classroom instruction in their reading. If it's moderate, they get additional assistance from the teacher. And if it's high, they get uh remediation and special programs from from our special read teachers. So I just want you to know that that is a change that's taking place. Um the
171other thing that I wanted to talk about is all in Virginia initiative. I don't think we always understand what that's all about, so I want to hit that real quickly. It it identifies um the areas for highintensity tutoring or the kids extended time opportunities for kids, resources that focus on math and reading and attendance matters. And that is to try to get all kids back into school who are have excessive attendance problems. And then of course at that point also is the Virginia Literacy Act which is the foundation of everything that we're doing now. And then the last part of V all in Virginia is the bell-to-bell cell phone free education which we will continue to modify and hone this year as we move into the first day of school. The area that I want
172to spend just a second on is our strategic plan and I think um when I got here I have done uh I've been involved in two strategic plans both in public and private and your document that you see did we take it down? >> Fell down. it fell down. The document that goes with that identifies the four goals and that should be a breathing document. That should be a document that is continually being looked at and there are goals obviously there are strategies and quite often with those strategies there are action plans. So what I've asked uh Dr. Woodford to do is kind of revive that because it's not enough to be on on the wall. It should be a living document. So, what um her group is doing, instructional team is doing is looking
173through those. And just to hit it again, um I thought I'd be able to point to that, but it's there's four areas. It's setting high academic expectations and supporting our students. It's creating a safe and supportive learning environment. It's creating an exemplary workforce and developing mutual support partnerships with families and communities. What we're doing is adding a fifth one which will predominantly look at our resources, what we're doing to refurbish buildings and and the different things that we're doing that will will accentuate what we're doing in the other four. And then we're going to tweak number four a little bit as to what that looks like. So, we're going to bring that back to you uh in the next couple probably the next board meeting or so that you can look at those changes and
174and send that through approval process. Um, what I want you to understand is, and I said this a couple months ago, um, we're going to highlight over the next couple months, if not probably eight months, we're going to highlight a goal and we're going to pull a strategy out of it and tell you what it is that we're trying to accomplish in that strategy. So, it's not just a document on the wall. It's a living document that we can actually discuss, talk about, and and and discuss how we move our kids forward academically. Um the the other item that I really wanted to touch on because this was out there um the the Department of Education, US Department of Education froze a lot of money. Um after a lot of work from governors and um
175superintendents and state organizations, the federal government released all those funds back. So it affected most of the programs, a lot of programs in in title one through four and adult ed. and so uh amongst other things. So that money has all been unfrozen and it is now coming back to the schools. I believe it was supposed to be released as of the 28th of July I think it was. So some schools are now seeing some districts are seeing that come in. Um the last item that I really wanted to get into and this is why I'm trying to cut this short is because we now have a presentation that we're going to go through the different areas of each of the executives and give you an update for the beginning of school. So, you'll see
176an instructional update from Dr. Woodford. You'll see a transportation update from Josh Cornett. Uh you'll see a personnel update from from Dr. Calbert, and you'll see a maintenance and nutrition update from Randy Haggler. So, I'm going to turn that over to them at this point. >> Thank you. So, the executive team is excited to share some of the highlights about the work that our teams have been doing to prepare for the 2526 school year. While this is by no means an exhaustive list of the work that they have done, we have attempted to just highlight the larger projects being rolled out to our schools, I appreciate all of our departments working collaboratively to host training for our school administrators this summer and then for our teachers and returning staff over um the last uh actually
177three days where we've had teachers um in training. Um before Mr. Hill brings it up in his comments, I want to go ahead and give you the good news. We have 45 tuition students, non-resident. Um we've been working hard bringing them over and so um most of those are in the forest zone. Um but I can give you better statistics once we get all of the you know everybody actually shows up. We've approved 45 and so we'll see if they all come. So starting with instruction in our general education and Uh, math materials were ordered before school let out and we are still waiting on a lot of them to be delivered over the next week. Um, Mrs. Ber has been in contact with companies every day for the last two weeks getting shipping information
178and pushing them. Um, so they have assured us that everything will be here by the first day of school. Um teachers have had and do have online access to uh the teachers manual and the course materials and so they did a great training today um on all of the math uh materials. Um and I think the teachers feel very comfortable. Um I assured them if they feed them lunch and get them home, I'll be happy next week and then the materials will be here. Um the division will be providing guidance on inventorying um manipulatives and making sure we keep a good inventory once we get our math materials. Um Miss Ber has delivered manipulative um math um items to schools um and she has been ordering some new manipulatives that um principles have looked at
179over the summer and see that some are missing. Um she also worked with her teams to add some additional lessons um and link them to the pacing guides. We had a few gaps in our curriculum um in K5 mostly in fourth grade. We have already uh created lessons and they're ready for teachers to go. Um as required by the Virginia Literacy Act, um Bever County Public Schools will implement the Virginia Language and Literacy Screener in grades four through eight. Um as Mr. Dr. Deair said students who score fail basic or fail below basic on the spring end ofear standards of learning assessment for reading in grades three through seven will be screened using the vows four through eight screener this fall. These students will also have individual student reading plans to support their literacy intervention
180and development. Um, and again, we used part of our All-In Virginia money to go ahead and get middle school reading specialists last year as part of our All-In Virginia initiative. So, we feel like we've got some good training and good support out there. Also, we will be implementing um Zello as our new academic and career platform taking the place of major clarity. This will be for career planning for students in grades 7 through 11. Zello offers a more student centered experience guiding each learner through engaging self-paced lessons rooted in self-discovery, exploring careers, and future readiness. With robust reporting tools, full accessibility, and seamless integration into curriculum, Zello empowers educators to track progress while equipping students with the insight and tools they need to build an actionable postsecary plan, whether they choose to enroll, enlist, or
181enter the workforce. in special education. This summer, um the sped department has worked on a comprehensive review and revision of the special education process manual. Um this update ensures that all procedures align with the most recent federal and state regulations that seem to change often, including changes to the Virginia regulations governing special education and IDEIDA requirements. Additionally, the manual will reflect updated internal processes to support consistent implementation across schools, enhance our compliance ratings, and improve service delivery for students with disabilities. This work is part of our ongoing commitment to transparency, procedural fidelity, and ensuring equitable access to a free and appropriate public education for all eligible students. The DOE has also now provided two new add-ons to our Virginia IEP um system, which is where we store all of our IEP documents, our testing documents
182um free to all districts that participate in the program. Um they have received the ED plan translation which enables a quick translation of documents to 22 languages to enable parents to view their child's documentation in their native language. Prior to this, we would have to send um information in to hear. We would have to have somebody put it into a translation service which was very expensive. Now this has been added as an add-on. So this is really good for our parents who speak a second language um or whose primary language may not be English. Also we have the Ed Plan connect parent portal which will increase family engagement by providing a portal for parents to view their students documents and electronically sign any documentation. This will be available in September and our sped department trained
183our teachers on it today and of course there'll be more training as we move forward especially for parents. Um, in our technology department, over the summer, the IT team completed a series of major projects aimed at improving technology and supporting educational and IT initiatives in our schools. The team unboxed, inventoried, configured, and transported 2,140 new Chromebooks, um, ensuring all devices were ready for student use when we rolled them out. We have fully transitioned from our previous web web filter to a more advanced system. Um, offering improved features to better protect our students as well as enhancing the usability of our classroom management software for teachers and Mr. Ston shared a lot about that earlier. Additionally, we upgraded our Google domain from education fundamental licenses to the education plus edition. This unlocks a suite of enhanced
184security to tools to better protect our staff and our student accounts from being hacked into. At all three high schools, we installed and configured 230 VV media devices to facilitate dynamic classroom presentations and collaboration while adding announcement capabilities and the ability to display emergency notifications um immediately when needed to. And lastly, they completed the installation and configuration of 86 TVs and interactive panels at Jefferson Forest High School, further enhancing the learning environment with a more modern display technology. Finally, in the student support service um area, time was spent this summer providing extensive training and discussions and scenarios regarding the code of student conduct. Specifically, administrators work to enhance their skills and utilizing consistent, developmentally appropriate, responsibility centered discipline practices. Um, administrators also spent time reflecting and learning about their role in establishing and improving school
185climate among staff, students, and the community. We are expanding our partnership with Central Bedford Memorial Hospital to better support students experience experiencing suicidal ideiation and or non-suicidal self harm. Throughout the summer and fall, our school counselors and school psychologists will participate in tours and simulations to better understand what happens to a student and their family after we send them for further evaluation and how we can support students after their discharge from the hospital. Simultaneously, Mr. Tucker and Mrs. Shenko will be presenting to emergency room providers with Sentra so they can be better understand our practices and services for students at the school level. We have a great partnership with Sentra that we really appreciate their work with us. Um we're also working to expand our hearts safe ready practices by establishing cardiac emergency response plans.
186You'll hear those referred to asert at every school. These extensive plans ensure that each school has a well-trained cardiac emergency response team that can react appropriately in the event that any student or staff member experiencing a cardiac emergency on campus can get the appropriate care. Um, if you'll remember, Jefferson Forest High School was awarded um the HeartSafe Award for the first school in this region and in this school division. I'm proud to say that 12 of our other schools have now received the Project Atom Hearts Safe School designation and we are well on our way to having all of our schools designated during the upcoming school year. If this happens, we will become the first public school division in the Commonwealth to have 100% of their schools, including central office designated as a heartsafe campus.
187That's awesome. >> All right. in the transportation world. It is with great excitement to introduce you to our new supervisor of transportation, Mr. Jeff Lee. Jeff comes to BCPS from the United States Postal Service with extensive leadership and supervisory experience for the past year. Um he retired from USPS and he joined and served the BCPS transportation department team as a substitute driver and driving athletic trips. He's a Bedford County graduate. His wife teaches at New London Academy and his children have graduated from RN or RNBCs. Jeff jumped right into his new position on June 23rd and hit the ground running. Um, we're excited about the future of the transportation department under his leadership. I would like to sincerely thank our transportation department office staff, specifically Miss Drea Hec, assistant supervisor of transportation, Miss Carrie Thomas,
188administrative assistant, Miss Jackie Laroo, administrative assistant. Um, Miss Kim Gates, Stanton River zone lead driver, and Mr. Art Lipkcom forest zone lead driver for their leadership and their hard work through this transition. Um they've done an excellent job of keeping the department moving forward as Jeff came on board. Um we've recently received the routing and operations audit from school bus logistics. Um from the recommendations and the training provided by SBL, the department has dissolved and consolidated five routes already. Um Mr. Lee and his staff will continue to utilize those reports and the audit and specifically the training that they receive um from the auditors and and Greg Jackson and his team at SPL um and help that future routing um when we complete that. We are ready to start the school year. Um routes were
189distributed to drivers on Thursday, July 17th. drivers were required to run the routes, drive the routes for accuracy in the system and um fully inspect their school bus. All drivers and their transportation staff attended a mandatory training on Monday, July 28th. Routes were live for schools and principles on Monday, July 28th also. And then um the routes were texted and emailed to parents on Monday, August 4th this week and Tuesday, August 5th. So, we are ready to roll. We currently have, as of right now, we currently have all of our routes covered to begin the year. However, we are in critical need of bus aids, full-time and part-time substitute drivers, and regular route drivers due to late recent resignations. Um, we we currently have full four full-time substitutes, but are trying to maintain a staff
190of nine. Um, if I can get this. So, that is a picture of our awesome bus drivers and really our entire department this past Monday, last Monday. Um, we just want to recognize all of them. They are wonderful dedicated drivers and bus aids and they keep our students safe and literally moving forward. Right. So, um, we currently have 128 drivers, 32 car drivers, and 11 bus aids. And we're looking forward to a great year. >> Dr. Cornet, you can he can just flip for me. Or do you want to? >> He couldn't flip for himself. >> I I trust you, Dr. Cornet. I trust you. Struggle's real over here. >> Let's get real. I want to start um the HR report with thanking the HR and talent development team for all of their hard work
191and dedications to getting all these positions filled. They have gone above and beyond working over to get people in place for the first day of school. We have hired 75 new teachers, 32 of which are zero teachers. Uh this slide says we currently need eight, but as of today we currently need seven. We're 99% filled. Um we are working on the process of last minute hirings and getting long-term subs in place if needed for the first day of school. Additionally, we have hired 65 classified and support positions which include IT nurses, counselors, psyches, um custodians, pair professionals, clerical. We've hired three principles, seven assistant principles. Um it has been a busy summer. You can flip. >> You are starting. I told you >> I'm clicking. I promise you. >> On on Monday, August 4th, Bever
192County welcomed 150 new staff members. All the staff met at Liberty Middle School for breakfast and new higher orientation. Mr. Depair and Mr. Marcus Hill welcome new staff to Bedford. New teachers started orientation by focusing on academic excellence with content supervisors. They um focused on lesson plan, curriculum guides, and learning about available resources. All new staff completed human resource rotation, learning about insurance, benefits, payroll, professional development, licensing. Um, new teachers then returned on day two um to learn how to set classroom routines and expectations as well as a session presented by our own uh Justin Tucker on diffusing disruptive behaviors which was he did an excellent job. Uh special thanks go out to Dr. Whis for planning and organizing this event. It was a great job preparing our new staff for the start of the
193school year. I'm going to update the uh the board on our maintenance department. I think uh the board members on the f uh facility committee and PBA committee spoke about this a little bit earlier, but we have some pictures to go along this Liberty High School. It's one of our PPA projects for canopies and also auditorium is shown there. Uh the one on the left shows the temporary um sidewalk in place where it's gated for protection. And we do have screens there so the kids aren't distracted during their school day looking in at the construction uh that are in place right now. So um as was said earlier, we're on schedule and on budget. Uh the right hand screen showing they're digging out an area where the dance floor is going to go in that
194room. So that's getting prepared there. Uh but uh great work being done there. A lot of the canopy work at Liberty High School retrofitting and fixing that has been done. Not 100% but a lot of it was done at Staner High School. not as much of the canopy work was done. Some was done there, but we had to move all the fiber optics and communications and we had to wait for that. So, there was a little bit of delay. Um, wanted to make sure that was up and running before we started pulling everything else out. Um, so you can see the uh the foyer areas of both of those auditoriums have been completely demolished and gone. And so, uh, there's temporary sidewalks there and also shielding so the construction can go on during the year.
195So, uh, some great things being done at both of those schools. Um the gym at uh Bedford Primary um you can see there we were even updating these pictures as of yesterday um on the right pretty pretty updated. Uh that's scheduled to be completed by November. So you know that's one project out of the way and they can focus on the other two. So um we were mentioning about how much dirt how deep they had to go. They they had to go about 12 feet deep in some areas to get to some very good ground so they can put the footers and get everything down. So they they were digging a lot. That was not not expected, but um projects on time going forward despite all the rain. Not a great picture to show here,
196but there was a lot of this done. This has been almost a two-year project. And uh you got a water treatment plant. We didn't show that picture, uh but we got the wellhouse and the pumps there. Um everything's scheduled um to be um started up. You need the students back to get it fully started up. Um I won't go into details about that, but uh anyway. Uh, so that's all scheduled to be completed and we'll um we'll brief on that and keep the committee updated on that one. Uh, Bonesville atrium, we we're having some leaks with when we had the skylights up there, so we closed that in. Um, that's completed. Um, picture doesn't show that there's been additional lighting put in there um this week and the beginning of next week. That'll be all
197done by the time school starts. >> Uh, HVAC and roofing project at Stu um Stewartsville, both of those done. The roof on the right is the one over the cafeteria and then the HVAC units are all all in place. Um they're scheduled and are substantially completed. The biggest problem here was finding the freon because you can yet order it and yet it's and and um the supply chain is really messed up there and you can only get a little bit at a time. But um everything's up and running right now. Bedford Elementarying upgrade inside and outside uh to LED. Um looking at those pictures are just phenomenal. um just seeing how it lit up almost looks like a college campus and stuff. So very very pleased with how that came out. So that's all done.
198The contractor was the first time using that contract came here and just did a phenomenal job. So we're very pleased. Man need a window replacement. Uh so that's the annex on the outside. I believe there's prek out there maybe uh kindergarten and so those windows were really in bad shape and we got those replaced this summer. Forest Elementary, Big Island roofing painting, roof painting on both of those had to be done. Um, wasn't a dry summer like last year. So, but they got it done and so it's all set to go and we'll continue to monitor that to make sure there's no uh no deterioration and it and that paint actually sticks and holds on. >> Um, the baseball field that is at the middle school for the high school, so I should have put
199a middle school there. There was uh some erosion going on there in the right field. Um, so we had to get that done. So that um the baseball team just kept winning last year. So we got delayed and get that started, but it is complete and uh safe and in much better shape right now. There are some other projects listed here where we did some painting, fire alarms, u mulching all the playgrounds, carpet removal, and um the some new lighting at Montfell. Overall, um there are probably on top of all these projects 30 minor projects we would say that we had scheduled for this summer and 825 work orders that were taken care of and request from the schools. I want to commend Sheldon Cash, Taylor Bell, Dakota Wilson, and Mike uh Brinkley. All those
200uh head up the maintenance department in different areas. Just they just knocked it out there. I don't remember where we've had so many projects going on at one time and they did a great job. Um, I don't have any slides for the next two because they're really brief. Um, I don't have a slide of all the nutrition staff coming back because they'll be back tomorrow morning. Um, the managers have been back making sure the orders are coming in and everything's stocked. Um, the staff report tomorrow morning for inservice and then they got two days to get ready for the kids to come back on Wednesday. As far as the finance department that I oversee, um, Leanne's department is killing us in payroll getting all these new employees set up. But, uh, we're keeping up and
201making sure everything's processed. So, everything's looking good. Um Mr. Dup mentioned that uh the funds were released for some of those grants that we were concerned about and the next thing in regards to the whole school board watching and evaluating the budget is how many what's our enrollment on the first day really first two weeks of school because uh the amount of money we get per kid is pretty substantial. So we'll be watching and monitoring that. So that concludes what I have and open it up for questions for any of us on anything that was presented here. She's comments. >> That's a lot. >> It's good to see >> and I like the pictures that this, you know, I can visualize all of that stuff. >> Um, if you look at that list, go out
202and visit the schools and kind of take a look. Uh, pictures show a little bit, but there's a lot more detail and it would >> we'd be here for another two hours showing slides and I don't know if you want and I appreciate the fact of that's a lot of work that I I don't think we would have seen four or five years ago. I mean, the the amount of work that's being done. So, kudos to those folks that you just mentioned, but also to you two guys that have really pushed and organized this. I mean, the amount of work that's getting done is just phenomenal. And Randy, I wanted to mention I I should have said this earlier. Um, your nutrition team did a phenomenal job on Monday setting up breakfast. Um, so make
203sure you relay that message back to them. Um, that it was it >> the two ladies that had that up is uh Suzanne Krisberry and Courtney uh Whley and they've been preparing that and for they've done like three or four events this summer where they've done a really good job >> and that that catering fund comes into the nutrition department as funds. So, um it really helps them out and so they've been doing that and I think all the departments have appreciated their hard work. >> Did a good job. Great. >> And then you know just to add a little salt here, your comment about the dance floor at Liberty High School is the new yoga studio at Forest Middle. That's all I'm going to say. the terminology that we used to hear about the
204yoga studio. So, um it's good to hear. >> I think those those floors will be going in both schools. But >> all right. Um any other comments for staff reports? >> I just wanted to say that we are talking about excellence and excellence in our facilities is a reflection of our school district as well. I think that's, you know, wonderful that we're doing all that. Absolutely. >> Great. Okay. Um, Dr. Trosper, 4.01, Family Life. Correct. >> Good evening, Miss Pervvis. I did not include pictures for family life. >> Really? >> Thank you, doctor. >> I was just killing time while working there. All right. So, good evening. So tonight I'm going to talk about the family life guide. Uh the revised family life guides for Bedford County. Uh during the past school year, a committee
205did need to adjust those and so I'm going to present the revised guides and the changes. So um first thing I just want to share is we had a family life education committee and so the individuals that were on the committee are displayed. Um they began meeting in January of this school year and our goal is really to review the existing guides, make recommendations about family life instruction here in Bedford County schools. Um and I just want to say um that they provided substantive input and feedback about the process. I greatly appreciate their commitment. Um we met at least three different times for for two hours and that doesn't include the time they put in outside. So I really appreciate their input um throughout this process. So I just want to give you a quick
206overview of the work of the team of the committee. Uh first of all we did meet in January and at this point we discussed the core purpose of family life. We emphasized support for students and how this can be a support and relevant curriculum for our students. Um we emphasize how we can be transparent with our families. Um how this guide can help us prevent misinformation and create a clear and organized structure for instruction. Uh the second meeting we developed our priorities or we we reaffirmed our priorities um for family life in Bedford County and we reviewed the standards for grades six through nine u deciding what to teach um what not to teach. We discussed how we would implement family life in Bedford County um the professional development for our teachers and then the
207procedures for parents to opt out their children because that is an option for family life for parents. At our third meeting in April, we we discussed specifically family life and elementary school. And so I'll go into some more depth a little bit later, but we did share some concerns, what we thought might be concerns um from our community about introducing this to the elementary schools. Um we did discuss how surrounding school divisions implement family life in elementary school and then specific topics that we wanted to include. Uh in July at our leadership conference, we did share drafts with our principles. Uh we have kept the CPO committee informed throughout the process. So, I do appreciate their support. And then actually this morning, I met with elementary and secondary PE teachers and just gave them a
208preview of what we're sharing tonight with the understanding that this still does need to be approved. But, uh, just wanted to kind of have that conversation and get their input as well. And so, the drafts that you have reflect input from the committee, from school administrators, uh, and from the CPO committee. We do have some state and local policies that are related to family life, and these were at the the forefront of of our discussions. One thing that's interesting about this topic is school divisions have flexibility about how to incorporate it. So you have the option as a board to teach all of the family life standards K through 12. You can teach some of the standards or you can teach none of them at all. So that's that's a decision that boards um have
209have the right to make. And so again, we're presenting our recommendations for what should teach. So, just really quickly, when we look at the code of Virginia, I I did include a a portion of the law just so and you're if you're able to review that just to make sure that you know kind of the framework that governed what we did and the framework that governed the standards for family life that were developed by the board of education um as recently as 2020. uh that became our guidepost um as we developed the guides and it also kind of gave an idea of the scope of what family life is and all the topics that it does cover. Uh and so I do think that's important that we we keep that in mind. We also have
210a policy in Bedford County policy IG that provides further guidance. Um it it is is consistent with the code but there is special emphasis in our policies that emphasizes the right of parental review of all curriculum materials. So again, that was really important that we we honor that as we go through the process. So uh just want to give you a quick uh overview of what's in these guidelines uh and the guides. So the committee developed them for the elementary and secondary level. And so that is a change. Previously, it's only been in secondary. Um they're important that our teachers know these. They're important that our families have access because when we when a parent allows their child to sit in family life instruction, we essentially are making a commitment that we will only teach
211what we say will be taught. And so we have emphasized that what is in the guide is what is taught. If it's not in the guide, we don't teach it. Um, and again, that's different from other subjects. But I just want to be clear, that's why these guides are so important. Um, schools are expected to have these in their offices. They're expected to post these on their school websites. Uh so um should should this be approved we will make sure that happens in September. Uh a quick overview uh first of all it just lists the family life committee members in the code of Virginia and it really establishes the tone and the framework for the rest of the document. Uh the implementation guidelines specify how family life will be implemented specifically in Bedford County. So
212we really think about what it looks like in our classrooms. Again they emphasize a parent teacher team approach to family life. And this portion explains how family and community members will be involved in the development of the guides. Uh that materials are open to parental review and it gives an overview of the structure and what it would look like in our schools. There's a section for resources for parents and teachers. So it outlines um certain organizations that might be able to provide additional information like the Department of Health, the Blue Ridge Pregnancy Center, the Bedford Pregnancy Center, and it also explains training our teachers receive to prepare uh for teaching uh family life in Bedford County. As I said, all families have the option to opt out of family life. So, we detailed that process
213uh pretty thoroughly um just just so families understand what their rights are and what they can opt out and and so on. And then finally, family life standards are listed along with the specific topics that we have chosen to teach in Bedford County classrooms. Um I do want to emphasize or highlight a partnership that we've recently formed. It's an organization called Freedom 424 and their mission essentially is to prevent and end sexual exploitation and human trafficking locally and globally through education awareness and restoration. And something that we've we've recently discovered is they also have a curriculum that goal is to stop exploitation before it starts through preventative education classes. Uh and so Bedford County Family Life teachers will use resources uh created by Freedom 424 and they'll teach topics related to human trafficking and sexual
214exploitation which are um part of the standards that we've recommended to teach. Um the module topics are actually displayed on the screen. And so what we'll do is we're recommending in elementary um in fifth grade they would teach module one healthy relationships. Um and then grades six through nine uh the other topics and then module six is is recommended for 10th grade. We're not recommending that we teach family life in 10th grade, but certainly a teacher could pull resources in ninth grade if they wanted to to use that. And as you can see, those are some some heavy topics, but we also uh the committee felt like they were important that our students hear and learn about those. The secondary topics for family life are displayed on the chart there on the screen. Um I
215I'm going to discuss elementary topics in the next slides, but each topic, whether it's elementary or secondary, follows the same structure. So it's organized by topic. Each topic lists the standards that will be taught. There's a descriptive statement of the topic, a summary of the lesson, and then a parent child activity that families can do at home. And so the idea being that once a lesson is taught, if parents want to support that or have extended conversations, we tried to give them some tools and resources that they have the option of using. And so really encouraged our teachers to um highlight those for our families. So really quickly, why did we recommend family life in Bedford County? So since at least 2007 when the previous guide was developed, uh Bedford County has not taught in
216elementary schools. Um the committee did unanimously agree that family life should be taught in elementary schools. And there's a few reasons for that. Um we found out that Bedford County Public Schools is really the only division in our area that does not teach family life to elementary school students. So that chart shows um what grades are taught in some of the surrounding divisions. One thing that we we discussed also is that the average age of puberty for girls is ages 8 through 13 and the average age for boys is 9 through 14. And so what this means potentially is that some students could have started puberty in elementary school without an accurate understanding of what was happening to them if they haven't had these conversations with parents. And so we felt like it was it
217was probably appropriate to to have these conversations just to help support our students. Another thing, unfortunately, we know that most cases of abuse will happen before a child is in sixth grade. Statistically, abuse and human trafficking are just increasingly important topics for students to be aware of, and they need to know how to respond should they be faced with something like this. And so both discussions are covered in the family life standards we're recommending. Uh, and then finally, historically, Bedford has had a a high pregnancy rate and high sexually transmitted infection rates compared to the rest of the state. Um, in my research, it's improving a bit, but has historically been very high. And so, we hope that we can provide a service to our community uh by educating students on topics that might lead
218them to to consider behaviors that would prevent that um or put them at risk for pregnancy or STI. So, that's some of the justification why. And then when it comes to the topics for elementary, what what we are recommending is that we teach family life in our elementary schools in grades four and five only right now. So grades four and five focusing on the topics of personal safety and human growth and development. Uh so just so you're aware, we already do have programs in Bedford County like our DARE program and B Safe Virginia where we partner with the sheriff's department um that do address topics such as personal safety uh and healthy relationships and a few others. But the family life standards about personal safety go quite a bit deeper. They talk about issues like
219child abuse, child neglect, skills in saying no, and then recognizing threatening or uncomfortable situations. um we we wanted to make sure parents knew this and had the option to opt out of that because that that obviously could be traumatizing, triggering for some for our families. So, we felt like it was important, but families again needed to to have that option to to allow that or not. U the other topic would be human growth and development. And so for this topic in fourth and fifth grade, they'll learn about um topics like human reproductive organs, physical changes during puberty, human fertilization and prenatal development, the endocrine system, the importance of nutrition for themselves and for pregnant women, and then reasons for allowing or excuse me, for avoiding uh sexual activity prior to marriage. And so as with
220any lesson, we we want to present an age appropriate, respectful manner by trained teachers. Um and there's again there's also parent child activities that they can do. So, I would encourage you to to check that out if you hear from families to encourage them to look at that again to help extend those discussions when the child goes home so they can communicate with their families. As an additional layer of support for our families that still might have questions about this, uh the code of Virginia does say that parents have the right to review family life curriculum as they would any curriculum in our schools. But I just want to make sure that you and our families know that a copy will be located on our school websites and also in the main office. So right
221now it's in our secondary schools. Upon approval in September, it would be in all of our schools. Uh so so our our parents do have that option to ask and get their questions answered. So at this point moving forward to uh today, as I as I shared, we met with our PE teachers just to kind of talk about that and answer their questions. Um the next step is we want to talk to CPO again just to kind of hear some more feedback if they've had any um if they've heard from from other board members. In September, we'll bring this back to the board as an action item. And then after that, we would be approved to go teach that. And so, in September the 19th, Freedom 424 is going to come train our teachers um
222on how to plan materials and instruction and they we will also as a division send a letter uh to our families inform our elementary families informing them that family life would be taught. That's something our principles felt really strongly that that the parents should hear from the division first and then we will develop a schedule for teaching that. So, so that's kind of where we are with family life and again the the guides are attached if you want to review those in more depth. And so at this time be happy to answer any questions about family life guides. >> I have a question. Um I appreciate all you put together. I I appreciate you know wanting parents to be involved. I know as a dad of a fourth grader I've been anxious about this. Um,
223so I appreciate all the thought that was put into that. I appreciate uh putting all this together. The only question I had, and this is kind of more of a practical question. Um, when I was reviewing your your guides, um, on I think it's page 11 of your elementary family life guide, it says that, you know, um, elementary students classes will be taught separately for boys and girls. Students will be taught by a teacher of the same sex. Male will teach male students, females will teach female students. >> Correct. problem is like New London, we do not have any males outside of custodians. >> So h how do you implement that? >> So So we do we're going to ask our our PE teachers to teach that. That's something they do at the secondary level,
224but we did recognize that um as as a logistical challenge. So spent some time this summer talking to our principles about that. Um talked today about that to our elementary teachers and they had the same concerns. And so we're we're going to have to kind of get creative and create a schedule, I think, at the division level for that. I I shared with them that we we've got a couple of options. You know, we we could potentially um ask them to teach at another school to make sure that we're following that guideline. Um we when I talked to secondary, some of them indicated they would be happy to collaborate and even come down and teach at the elementary level um this particular part of it. So that is the next step for me is to
225kind of get a draft together working with our schools to plan those logistics. So and that that's going to be a challenge and and the first time we do it that's you know we're going to have to learn from it. Um and so I really encourage those teachers to to give me feedback, give me ideas and and hopefully we can do that. Um you know hopefully the two grades make it more manageable and hopefully we can get that done successfully. >> Thank you. >> I have a question. Um, I had met with the cyber security guy um of Bedford County. He actually covers all of south southern Virginia. Well, all of Virginia except for Northern Virginia, let's put it that way. Um, and there's been sexing going on with third grade. Um, is does in
226the elementary do you are you planning on covering because I don't see that in the table of contents. Are you planning on talking about cyber security and all that? >> There there's a lot to talk about with online safety. Uh and some of that comes from our sheriff's department also. They they talk to the kids about that. Um as you get into secondary um as I said internet safety um media being aware of messages sent through media um they they are covered in that and I think that's that's one of the reasons we even discussed why we update the guide to make sure what we are teaching is relevant to society. in 2007 smartphones weren't nearly I think that's when the first smartphone was in I think since the iPhone came out. So um that
227is something that we've emphasized and we've also worked with in the past uh members from IAK to train our teachers on on how to address that to our students and how to be aware of that. So that's been a great partnership over the years. >> So is that part of the curriculum for fourth and fifth grade? >> Um I'd have to look specifically at the standards. Um it's the the fourth and fifth grade. personal safety is more about recognizing dangerous situations, recognizing abuse, um learning how to say no, and then when it comes to more of the the um human development part, it's really more about puberty and and humans are are able to reproduce and making kids aware of that. So, um I can go back and and double check that, but I don't
228I don't know if that specifically is addressed. Yeah, it doesn't look like it from your table of contents, but I think it would be an important part of I mean it doesn't have to be a lot, but I think it would be important part of the fourth and fifth graders because some of them are getting their own iPhones at that point and they are completely unaware of the dangers of that. So, >> okay, >> I think it would be important that >> Thank you. >> Great. Anything else? All right. Thank you, Dr. Trosper. >> All right. Uh 7.01 approve RFQ Health Consultant, Mr. Haggler. >> Yes. Um in conjunction, it's been a while since we went out for bid and um put out a request on health healthc care consultants. Uh we did this in
229conjunction with the county. They were putting one out to so we kind of piggybacked on that. Uh we're not required to go the same direction as them, but we're kind of like working together to get some efficiency there. Um Dr. Calbertt and myself served on that committee and uh with uh Robert H and some of his staff and it was unanimous to make a made a decision to switch over to a from Will Towers Watson and we did brief the finance committee on this at our last meeting let them know that this was going to be our recommendation tonight. So with that, uh, asking the board to, um, go ahead and approve the switch to, uh, Alliant, uh, going forward for healthcare consultant and, um, and we look for great things from them and it's
230probably end up being a little bit cheaper in the end, too. So, >> any discussion, any questions? Do I have a motion to approve the health consultant as presented? So, >> move a motion by Mr. Hullbrook. Do I have a second? Second. Second by Mr. Daniels. Again, I'll ask for any questions or discussion. All those in favor signify by saying I. I. Any opposed? >> All right. That is approved. Mr. Haggler. >> Thank you. >> 7.02 approve RFQ legal services. That has my name on it. Board members, I sent each of you a message um to notify you that we received two RFQ or two um responses to our RFQ and uh I know some of you were going to make individual calls to the attorneys. Um I'm able to Mr. Hagler, I'm able to
231give the names, correct? >> Yes, sir. >> Okay. So, Sans Anderson, who we currently utilize, uh, responded to our RFQ. Uh, and then we had a Litten and site. I don't know if that's the correct pronunciation, uh, with Mr. Daniel P. Rose, uh, responding to our RFQ. So, uh, I know several of you wanted to reach out individually to ask questions. You've shared those. Um, I have comments from staff as well. Um, but I will turn it over and ask if any of you have comments or recommendations of which way you are leaning as far as the RFQ that we received. >> I think it's important to clarify that Daniel Rose does not provide special ed. >> We've already made that establishment when we agreed last month that we were not going to change that
232>> change. So, >> uh I reached out to to both the attorneys. I think I sent all the boards the answers that they gave me to my questions. Uh I think they they both provided good information. Um I I saw them both as as very adequate uh legal firms. Um one thing I did I am a driven by what's the cheapest. That's always my my goal in life. Um it is does look like aggregate Sans Anderson is about 14% more expensive. I don't know how much percentage we use of partners versus associates, but they're about 14% more. Um I looking at it as well I'm typically adverse to switching services and vendors in my own businesses um just because there is a um there is a bit of growth there you know there a bit
233of of you lose some of that information and so you're repeating so I just I don't know that we're going to be able to save the 14% and Mr. Hag correct me but I believe it's about $100,000 we spend on nonIP legal services a year. Is that about right? >> Fluctuates. Depends on what's going on, but yes, sir. >> Yeah. Um, so you looking at $14,000. Are we going to lose that savings in all right, well, if we call Sans Anderson with an issue right now. Hey, this is the one we dealt with two years ago. Similar situation, we'll get a quick answer versus someone that we'll have to start over with. Um, so that's kind of my only my only concern about switching is just you're losing a little bit of that. um you
234know the the ability to reference back things that have happened historically. Uh other than that, they both seemed like perfectly legitimate law firms. I know both have experience currently uh representing the school board. So I think I think they're both now in that that frame. I'm leaning toward switching. >> Okay. Not just because of the savings but because of other other issues we have had in the past but if we can save money at the same time I think to me that's even better any comments >> I concur with Mr. I've not worked with them personally, one of them. I have spoken with those. He's always available or, you know, he gets back to us pretty quickly experience with him. I can't speak to the the attorneys with Sams Anderson one way or the other
235on that respect. I I've always been a big proponent of people working um to find solutions as opposed to just saying no, you can't do something. Um and I think like I said, I can't say anything about Sans Anderson regarding that personally, but I think that Daniel Rose is somebody who could who would put in the extra time to find a way to to help with solutions to move forward. And that's my impression of him. I think that uh to Mr. Hill's point that we may be a wash in the first year or year and a half, but ultimately I think Daniel's a better fit for Okay. Um transparency is always key. So I want to make sure I share feedback from our staff uh base before we make any decisions and move forward. um
236limited experience uh as far as the uh Littton and site. They work with two small school divisions. Um Sans Anderson is general counsel for 30 to 40 school divisions and special education attorneys for over a 100 school divisions. Um Mr. Rose has presented on FOYA and public relations at private school conferences and does local presentations for school divisions on FOYA. He's done a title nine overview uh but not training on specific Title 9 roles and responsibilities. While he has general knowledge of topics, his expertise seems to be in FOYA. Mr. Rose said that depending on the topic, he would loop in someone else and and that's fine, another attorney at the firm for consultation and backup. Um, but you know, looking at cost, yes, that firm is cheaper, but if you're having to involve more,
237then do we really save anything? Sans Anderson presents at multiple school conferences, including human resources and administrative conferences. Examples include VAS, Vaspo, Vaspo, VCASE, etc. multiple attorneys present from SAS Anderson and their perspective areas of expertise which covers uh title 9, ADA, FOYA, OCR, FMLA, personnel and contract law. Uh as far as cost uh yes the hourly rate for Linton and site is less than SANS Anderson. The amount of time allocated for a problem based on the level of knowledge will be greater uh at Linton at site possibly. Um it takes a small amount of time to get an answer when you confer directly with the expert in that topic. Uh lit made reference to good practice of bringing in outside law firms for title n training. Additionally saying that it was up to a
238vid to a division to divvy out legal work as they see fit. Referencing the contracting of experts in a particular field when needed for outside counsel. Again nothing wrong with that. They're seeking expert. But from a cost perspective, doesn't it save us in the long run? So that doesn't change anything. I wanted you to hear what our staff have said and feedback and for us to take into consideration. So with that being said, I will ask is there a motion or is there any further discussion? I'll make a motion that we go with uh Linton Sites. >> Okay. Have a motion by Mr. Hullbrook. >> Second. >> Right. Have a second by Mr. Daniels. Any discussion? All those in favor signify by saying I. >> I. >> Any opposed? Great. Motion passes. >> All right.
239Do I have a motion to go into close session? >> Mr. Chair, I make a motion that we go into close session pursuant to code of Virginia 2.2-3711A 2-3711A 1119 for the discussion, consideration or interviews of prospective candidates for employment, assignment, appointment, promotion, performance, demotion, salaries, disciplining or resignation of specific employees of Bedford County Public Schools and 19 for the discussion of plans to protect school safety in consultation with law enforcement officials where discussion in an open meeting would jeopardize the security of the school facilities. >> Have a motion by Mr. Daniels. Do I have a second? Second >> signify this purpose. Any discussion? All those in favor signify by saying I. >> I. Any opposed? All right. employee session. freezing. >> It's been the latest time >> compared to what it is. >> Oh,
240yeah. I know. >> All right. All right. Do I have a motion to come out of close session? >> So moved. >> Motion by Mr. Daniels. Do I have a second? >> Second by Miss Pervvis. Any discussion? All those in favor signify by saying I. >> Any opposed? We're out of close session. Miss Johnson, you will certify. >> Whereas the Bever County School Board has convened a closed meeting on this date pursuant to an affirmative recorded vote in accordance with the provisions of the Virginia Freedom of Information Act and where section 2.2-3712D 2-3712D of the code of Virginia requires a certification by this school board that such closed meeting was conducted in conformity with Virginia law. Now therefore, be it resolved that the Beer County School Board hereby certifies that to the best of each
241member's knowledge, only public business matters lawfully exempted from open meeting requirements by Virginia law were discussed in the closed meeting to which the certification applies. And only such public business matters as were identified in the motion convening the closed meeting were heard, discussed, or considered. >> Yes. Yes. >> Yes. >> Thank you. >> I am going to abstain from this vote. But do I have a motion for the approval of the consent agenda? >> So moved by Mr. S. Hill. Do I have a second? >> Second by Dr. Hubach. Any discussion? All those in favor signify by saying I. >> Any opposed? Motion passes. Do I have a motion for adjournment? [Laughter] >> Three-way tie. >> I have a second. >> Second by Mr. S. Hill. Any discussion? All those in favor signify by saying
242I. >> I. Any opposed? We are joured.