001school board meeting. I'd like to call it to order and we will start with the pledge of allegiance followed by a moment of silence. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands one nation under God indivisible with liberty and justice for all. Thank you. >> All right, we are going to start our evening with a presentation, a gifted presentation. Dr. Hail. >> Um, good evening, chairman, members of the board. Dr. Stanley, we're excited this evening to share more information regarding our G gifted program, Odyssey. And so at this point, I will go ahead and turn it over to Miss Patrick. And I will say a big thank you to Miss Patrick because and everyone here um for their hard work um and
002for us to so good evening. Um, last year we stood before you and we presented our gifted plan and at that time we were we had zero gifted teachers and we were trying to figure out what to do. Um, and you guys were advocates for us to be able to go find more staffing. >> I have to interrupt you and just say we have lots of gifted teachers. >> Oh, yes we do. Yes, we do. Thank you. Um but we were looking for gifted resource teachers and we uh were seeking three and a half positions. Um um and she is one of those teachers that really make a difference and you know kids remember her always. So she we are very very blessed to have her. Then we have Deianne Parker. Deianne was working in
003fifth grade teaching at Concord Elementary. Um and she decided to go back and get her gift and endorsement. And so we welcome her today. She is doing a fabulous job. She has a passion for computer science and really bringing thinking to all students. She's currently working at Concord Elementary, Alta Vista Elementary, and Brookne Neil Elementary. And then we have um Lauren Reynolds. Lauren was a former third grade teacher um at Leville Road and she has always been an advocate for all learners and had an interest in working with gifted students. She is also working towards her gifted endorsement and she is currently working at Rusber Elementary, Leville Road and Yellow Branch Elementary and we're still looking for that right one. We have a really good mix of teachers so we're trying to find someone who
004will potentially um be able to bring more to the program. So our service model because with more people we have more opportunity or our students have more opportunity. Um our students right now are getting pulled out at least once a week in a resource class setting. Um in addition to that we are able to use these bright and talented teachers to be able to help um all learners in the regular classroom setting work on things like problem solving and improving thinking skills. Um the push into the classrooms in kindergarten through 2 grade is what u experts refer to as an early talent model and the goal is to raise talent for all learners and help students reach that potential and be better thinkers. Um and then also in third through fifth grade these teachers are
005working alongside classroom teachers in the areas of social studies and science to be able to raise the bar and help support thinking. What's being tested out right now is just a onepage document that summarizes the presentation. I think it's helpful to have that and so Miss Patrick did develop that but did want to share that with you. So the early talent model this is something that we kind of talked about uh last year a little bit and it is designed to provide enrichment for all learners. It builds thinking skills and it helps even build and identify students who might have gifts who might traditionally have been overlooked for gifted programs. Um the goal again is to build capacity to solve problems for all learners. The handout that do Dr. Hill just gave you guys um
006actually has some outlined information about what it is and on in the future we would like to amend our local plan and actually have a a board vote so that we can make those amendments and have it on our official local plan document. So this year again these wonderful talented teachers came together in the summer and we worked on trying to shape up the year and this year we're focusing on innovation and the reason we settled on that theme is because we were really wanting to take and build that idea of having future innovators. One common theme across the division is allowing continuity between the gifted services and the gifted um program with from school to school. So each child is getting a quality program and then again of course it's building those STEM skills
007or the problem solving skills. Um in addition to um those gifted services, our gifted children are also going to be exposed to field trips and have a potential guest speakers come and help them um be you know familiar with other innovative think things and careers. So in secondary and in our four through seven, we still have other opportunities to help support gifted learners. One being the Piedmont Regional Governor School, which is open for students in grades four through 7. Um the summer residential governor school, which is open to our high school students. And then within our secondary program, our gifted program looks like having students have access to advanced coursework. So, our vision for our gifted program is to work to cultivate talent, foster innovation, and inspire excellence. Our new program provides increased student opportunities.
008It helps strengthen teacher collaboration and the support of working with gifted learners. It's building a pipeline for future thinkers. And then it in general, it aligns with our Campbell County commitment to excellence. So, thank you board for taking the time to hear about these updates and we will take any questions at this time. >> How many kids are doing it now? >> How many students? >> Um, at Tomahawk there are 25 that I service. Uh, my roster right now has 47. 46. >> Oh, good. Good. Thanks. >> Good. >> Any other questions? So, this calls for a celebration and it thank you guys so much for your support. Um, we can't wait to come back next year to even talk about how our programs evolved even more. So, thank you so much. >> Sorry, I
009do have one question. If you if we find our fourth teacher, where would they be? Would they be pulling? >> So, we we um determine where they're going to be based off of looking at the numbers. We try to have even split. Holly's kind of a in a unique position because she's still living a little bit of a retired life as well as teaching their students. So, but the rest of like with Holly and Deian, we were careful to look at the student numbers, location, trying to maximize the efficiency of where they go. But the benefits of having that additional staff will be able to free them up so they have more opportunities to provide more student opportunities in the pullout program as well as pushing into those classrooms. So basically how will how will
010you measure the success of this program? >> Great question. So right now we are again we're kind of we joke about building the uh airplane as we're flying with a little bit I mean you know taking looking at some best practices to work that in but you know right off the cuff just trying to think maybe student surveys parent surveys um measuring growth with each of the challenges and things that students are doing. We have rubrics and metrics to be able to evaluate those things. But um you know that's kind of what we're thinking. Good question. >> Thank you so much. >> So, you put the gifts in different categories. How do you how do you evaluate the what they're gifted at? So yes, people that and that's one of the reasons why we're kind
011of leaning into that talent model because everyone has different gifts and you know you have your academic gifts, you have um you know more like uh CTE types of technical skills, you have your fine arts, you have lots of things, but our gifted program in Campbell County, the pullout program services kids who have that general intellectual ability. So we're hoping that with the push in that we're able to kind of reach and and maximize those other gifts as well. So, do the kids know they're gifted or above average? Do do they know it or is it just a >> Well, I guess it depends on what the pe the parent communicates to them a little bit. You know, when they get the acceptance letter after they've been determined if they're eligible because it's a whole
012lot of metrics and a whole lot of assessment that goes into that. But perhaps they know that they're identified. I mean, you know, they do get pulled out and, you know, away from their peers for about 30, 40 minutes a week to work on enrichment. But, um, again, >> do you have any that don't want to come? >> We usually have students from the regular classroom ask when we're getting this up next. >> It's good. >> Well, I certainly appreciate all the enthusiasm. Yeah. And >> do you um before you wrap it up, Scott, do you I noticed do you have any field trips already planned or or have you haven't taken any already or not yet, but >> not yet. So, we have one in the works. We are planning to take the students
013in November to Danville Science Center um and expose them to some careers with chemical engineering and they're working on a program that's, you know, specially designed for us um to where the kids will be doing some really cool things. That's great. >> So, what brought you out of retirement? >> Um, honestly, um, this is a really fun program to be a part of, and I am all about fun. So, if it, you know, I mean, it's it is such a treat to work, especially after working in a large class, you know, for years and years and years, a full classroom. Now you're working in smaller doses and the kids are so excited. I mean, you just It's contagious. >> Yeah. >> So, it's really fun. >> It's a dream job. Yeah. >> Yeah. That's great.
014>> All right. Well, we look forward to um success and we look forward to the opportunities for our kids. You know, as I've said before, you know, we had to spend so much time and effort on remediation and catching kids up as rightly we should have. And I don't think our gifted kids slip through the cracks, but we certainly want to Campbell County, we certainly want to offer them every opportunity. So, I'm really glad we're bringing this on board. >> Thank you so much. >> All right. Thank you. >> All right. Wash. We have a presentation on a new elementary report card. Um so as we are getting technology set with a second presentation um our next u matter is about elementary report cards and this has been a lot of hard work a lot
015of effort from our teachers from our administrators to really do what is best for kids. Um and so that is really the lens of how do we really make sure that we're communicating effectively um with our elementary students. And tonight we're talking about K through2. So, I do love this reminder of our mission statement. It is to provide that world-class education that enables every student to choose and p pursue any postk12 endeavor. I will say, Miss Walsh always reminds me that's prek2 because we serve prek as well. Um, so we really want to make sure that we are focusing on all students um throughout our division. So, at this time, I will have Miss Walsh go ahead and share where we are with report cards and give you an update for K through2. Good evening.
016I know each of you guys has have heard from principles because there's a lot of information behind report cards. So, we had a preempt conversation with you about the the in-depth, but I'm going to do an overview today. I'm really proud of the work we've done um the work our principles have done, the work our specialists have done, the work our teachers have done um to get to this point um and presenting to you. So um with that being said, these are the areas I'd like to introduce. Um is purpose. We want to go behind what why why are we ch making this change? What's the purpose behind doing all this hard work and making this change? Um what was the process we used um all last last spring we we had a process in
017which we would step through um what were our outcomes through that process and then what did our implementation look like? Um, and if you want any more details than that, I will be happy to give them to you and send you any additional information. So, first, um, our purpose for updating report cards. First, um, as Dr. Hail said, we feel like what we do needs align with our mission. We in elementary feel like we are the base at preparing our students to be able to do any post K12 endeavor. We provide base level skills. We need to know those skills. We need to share those skills with parents and we need to be able to inform parents how their child is doing with those base level skills. Um second, this is my 16th year in
018Campbell County as director. 15 years have been spent with teachers asking, can we revise our report cards? Can we revise our report cards? Right? Um our teachers have wanted this. Can we give better information to our parents? Third, we want we we believe we want to have effective communication with parents, but even more than that, I'm passionate. Our parents deserve more information from us. They deserve the report cards that we're going to look at tonight and that we want to pilot and put in place. Our parents need to have very clear communication on the expected skills their child needs to master for that grade level to be successful and where their child is in mastering those skills. And then lastly, we believe our children, our students deserve clarity on these are the skills you have
019to master. These are the most important skills. We talk a lot about, we were talking about the comprehensive plan and we were talking about student led conferences. I think some of you guys have experienced that. Um the way that we do studentled conferences is knowing the important skills and then be able to talk about them. Students have to know that in order able to lead their own conference. So those were the guiding principles of why we looked at this. Some guiding principles we took on our first being able to report highlights mastery of the most essential grade level skills in each subject area. Uh we trimmed down some places. Um we didn't put PE and music on the report card. We think those are very important areas. But really when our music teachers and our
020P teachers were grading, it was on behavior, not mastery of skills. We want those PE teachers and muted teachers to express to teachers through newsletters and things of that nature what they're doing because that's so important. But we kind of trimmed down what was the most important things we needed to put on here. Second, we wanted to look at mastery, not averages. We wanted to look at where a child is as mastering a skill, not oh, you didn't do well here and you got a 70 and then you got an 80 and let's average together. We're looking at saying where are our children? Third, like I've expressed clarity for families. We feel like we've tried to make these report cards very parentfriendly, but at the same point express the skill that they're expected to do.
021Um, and then we wanted to separate academics and habits. There is a part on our report card we kept. We think it's very important that talks about habits and how our students are engaging with each other and how they're engaging in their work habits. but we don't feel like work habits have a place in expressing to a parent how they're doing with their alphabet. Um, and then lastly, equity and accuracy. Um, we wanted we're doing some work with K through2 teachers. They're doing an amazing job. Um, I actually had a principal tell me on Friday, she said that one of her teachers, a 30 plus year teacher said to her in my over 30 years of teaching, this is the best work I've ever done with knowing where my students are and being able to
022explain it to parents. So, we wanted to produce some of that equity of how we look at things. So, what was our process in updating report cards? It was a long one. A couple people in this room were part of that. Um first myself, the specialists and the principles developed the first draft. We we actually during COVID kind of did a little experimenting during COVID when our teachers were home and the year they came back. We actually did an additional sheet for students that were the essential skills and and teachers graded towards that. And our teachers were like we want to keep on doing this, you know. So we had experimented with that but of course we had new standards that came out last year. So the first step was us to for to get
023to get together as a a core group and say what are the key skills and then how are we going to look at them? We had lots of conversations. You're going to see we have a one to four scale and we had conversation after conversation as a principal group. What does a one mean? What does a two mean? But we did some per preliminary work and then we put it out to leadership teams and we said for each school they have a leadership team and we said for those leadership teams that encompass parents and teachers um hey give us some give us some feedback on that. We made some changes and then we said let's let every PLC so every grade level had the opportunity to look at these report cards and say hey what
024about this what about that and they gave us some really key information that made us do a lot of tweaks. the report card and finally our our principles held parent meetings for K2 parents saying hey this is the new report card this is our purpose behind it give us feedback and when we got that feedback we made changes to it so that was as of spring of last year and then we spent summer kind of saying okay what are we going to do now um so that being said what do we come up with first we wanted we had grade level skills which you're going to see an example of and if you want K one and two I'll send all all um the the final of all of them, but I'll I'll give you
025a look at K in just a second. But we went through and we said we want to look at advanced and then we want to look at kids that are are not where they need to be, right? And so we came with four. Four is advanced. This means we talk about raising the ceiling for our students and our gifted students. Um four is advanced. It means you are a clear grade level ahead. you are doing this a skill, but you're doing it at a grade level ahead because we felt like we needed informed parents when they were doing that significantly advanced. Three is where we want all of our kids hopefully. Three is like an A on their report card. It means this student has independently mastered this grade level expectation. That's what we we
026love all of our students. Um two means it's developing. It says with a teacher supporting that child, they're getting there. and one is insufficient progress at this time. We do know that we have students that are here and they may have moved from here to here. They may have gone from knowing no sounds to knowing four sounds, but they're not at the mark of being able to know 13 sounds. Right? So, what will we do when we put a one on her card? We feel like it's our obligation then to say, "Hey, let me share where your student was and how far they've come. They're not there yet, but this is where they are." And then there will be cases, you'll see gray outs in our report cards of if they haven't been taught, but
027but there will be examples for some of our students that this for some reason has not been taught. So, an NA when when I'm able and you see our little note, an A proficient is the goal and it represents solid mastery of grade level skills. Celebrate. So we can't get lost in um the four um so we do believe that teachers will use and we're practicing this right now and PLC's principles and specialist are saying hey let's talk about what you would use to come up with this. I keep on reminding our specialists and our teachers when I hear this and our principles when I hear this and I said I truly believe our teachers last year if you said hey how's Susie doing with her I'm going to say letter sounds again a teacher
028would be able to tell you how she's doing with letter sounds right they would know but it is a change so our teachers have gotten a little stressed right what does this mean and how do I do it right we have the evidence and what they're discovering is they have the evidence they know this information they but they've always known it. Don't let this trip them up. But we're doing work on that. So student work, observations, and actually very clear assessments that we have, we're going to use for this one through four scale. Evidence of learning is collected throughout the grading period. So when a student masters it, okay, hey, they've mastered it. And so it will no longer be you know for our old report cards it was nine weeks one nine weeks two
029nine weeks three nine weeks four and then a collective grade well our our fourth nine weeks it will show where that student is with each of those skills right we won't need the additional right this is hey this is where you are and this is how you're growing and then we believe a principle is reassessment and opportunities for your growth are encouraged right this isn't about you failed this this is about I need to Make sure you master this skill. So, our focus areas for the report card, you're going to see in just a second, are for English, phonics and spelling, writing and comprehension, then math, then social studies, then science, and then learning skills and work habits. For each of those areas, there is going to be room for teachers to make comments because
030that's the power. So again, I will feel free to send you um the K through two report cards, but they pretty much look like this. This is the first sheet. You can tell this report card is more detailed and more rigorous than our formal report cards. I was talking to Dr. H. I was like, if I was a parent in third grade, I'd be like, I want that kind of report card, right? It is more detailed and more rigorous. So we give the the scale and then for each area it gives the skills that need to be mastered. You see the gray out that means for nine weeks when it when it is grayed out that skill wasn't taught for that nine weeks. But what you don't see in here is that and under each
031there's room for the teacher to type in a comment. The last part of this is the um the skills and work habits. which we then said we did an E, M, and Nvore, which was our really our our traditional grading habits. So for K1 and two, it really looks like this with different skills in it. But under each one, you see English and you see phmic awareness skills, you see phonics and spelling skills, comprehension skills, writing, math, science, and social studies skills. So, we talked about this a little bit. Of course, we know report cards go out um every um quarterly. Um we are going to have key grade level skills um with one through four proficiency mark for English and math. This was the teachers actually bringing up. They're like, how do we put
032a four for social studies and science when it's contentbased? I'm not teaching next next year's content. So for social studies and science, it will be a one through three with three being the goal. But that was something we hadn't thought about when we did the report cards and teachers were like, "Hold up. Are you telling me I need to do this?" And we're like, "No." Um, narrative comments will highlight students strengths, progress, and next steps. And conferences and prog progress updates provide an ongoing communication with family. So it's a loop. So when we look at conferences coming up, and we have conferences coming up in our elementary schools this week. This is the base of it. let me talk to you about your student and how they're doing with the base skills. This gives them
033the conference notes, you know, and what we talk from. When we call our parents, this is what we can call and say, "Let me talk to you about." I've encouraged our principles and our specialists when when talking with teachers that for the good for this rolling out, I believe they really need to talk to two groups. Well, the students that aren't achieving that may get a one and we need to make sure we're we're communicating also the high above the high level kids because those high level kids it's like their parents are used to to A's and they may be getting threes and we need to make sure the parent knows that's a that's great that's awesome right but we've got to be communicating about how their their children are doing so teachers will communicate
034with parents weekly through weekly folders class dojo those kind of things teachers will update their grade books every four weeks so they will go into the grade book and for each of these skills put a one through for again with the with the heartbeat being the conversations they're having with parents but they will update to say hey this is where your child is midwe mid nine weeks and then new report cards will be sent to parents each nine weeks what have we done to support teachers because again this is a change they've asked for but it does take some difference in thinking so we have given them a document that identifies the nine weeks and the select skills that are taught to mastery in each nine weeks. And we have done a document that provides
035example comments. For example, hey, Ashley mastered four letters at the beginning of the nine weeks and now she's mastery of seven letters, right? She's progressing. However, we want to be at 14, right? So, we've done some some example comments that aren't fill in the blank, but give teachers some things to think through and use. We don't want them all on their own. Um, and then we co we're coaching on using the student work to determine the scale one through four. Um, and we've been doing that this this year as we walk into the school year. So, we're really passionate about what we're doing, how we're doing it. Um, and we know that it's going to produce some great outcomes. So, our next steps, so before we have some time for questions, our next steps, we
036are piloting this for the first nine weeks for grades again K through two. I do want to remind you all that kindergarten has already been here. So, we're really talking about first through 2 grade as the next group. And again, our first grade parents would have seen a similar approach last year when their child was a kindergartener. And we will be asking for an update for policy JA. It was actually last updated in July of 2013. So, it is in need of some updates. That's the the month I joined Campbell County. So, I remember that date when I returned home. But we do want to revisit our grading and student evaluation policy um and make sure that that matches our practices as well as what we feel is best for kids and supports our teachers
037and our principles in doing this work. Um and just a reminder again as this one we do have it updated. Um this is prek through 12. Our goal is to really ensure that students have the skills that they need so they do have all of the opportunities um that will continue to be available to them. Okay. And we'll be happy to do our very best to answer any questions you have. >> When will we do third, fourth, and fifth? >> I think um it was an interesting conversation. Dr. Hail was in it. Um we were in um a room right down the hall and we were with our principles deciding what we're going to do and u most principles wanted to do K through five this year. Um one principal had some concerns and I
038stood up and said, "Guys, we need to master like a part of it, right?" And so I would say if you ask our principles, they want to go for it next year. We do we do want to figure out what we need to do better. I think we're going to have to probably do even more communication with parents um when we do three, four, and five. Um but we would like to do that next year, learn some lessons, figure out what we need to do differently and how we do that. um and explore 3 through5 again with the thought that we truly believe this ripple card is more detailed and more rigorous than our standard report card. So in our initial policy review we'll be focused on K through2 you know for this school year
039and then make any necessary updates for the following school year again with clear communication. So you'll have your second grade parents doing the new one and third grade they're going back to old school. >> Correct. >> Why don't we just move through? >> Yeah. So you correct. So that would that was actually brought up in the meeting that we had of they're going to get comfortable, right, and used to this K through two. So then really expanding three through five to us would be our goal. We really want to do this well um this school year. So that way we are prepared and also listen to say are there any other things that we need to be prepared for? Um simply because we'll have four and five fourth through fifth grade parents who would have
040seen a different report card. But it's a great point Mr. Maddox. >> Thank you. >> Anybody else have questions? >> Can I have my report cards back? >> I do know Mr. Mr. Max, you brought up a great point in your conversation with um Miss Miss um Thomas Bennett with the regard to parents. Um what we're going to talk about at our principal meeting on Thursday is giving teachers choice on how they document that every parent received the report card but but notifying the teacher that they have. Some of our teachers use class dojo really well. That's a perfect way they could use it. Some may do it a different way, right? But that that is something we want to make sure we do as well is just documenting our teachers and our parents are
041affirming they're communicating together. Well, >> thank you. >> Definitely. >> You may have already said this. Do you have a you said you've got a memo or something going out to explain this for parents that may not be at the conferences so they don't get this new report card and not knowing what >> actually this afternoon I did a blurb um that I'm going to ask principles to put in a newsletter. Um, and then I would like whatever parents don't come to the conference, our teachers reach out, do a two-minute conversation with them. Hey, I want to talk about Ashley and how Ashley's doing before you get this report card. This is a conversation. That is something we've always expected for teachers and at risk students, but I think if a if a parent hasn't
042come to a conference, how do we because we do know this, when we make changes, and I keep on saying this, when we make changes like this, we can communicate and I I believe in that, but it's about relationships. It's about a connection. Now, we got to be careful how much, but but we do I do see we have a September um um PD day coming up. We, you know, we're going to do a whole day of PD in some areas. In elementary, we're not. We're do four hours of PD and then I want to give teachers time to plan and contact parents if they hadn't come to a conference. So, we're going to give that time to them honoring our teachers for the hard work they're doing. But I agree with you. If if
043a parent came now, that would be second grade parents are the ones we're worried about the most because those are the ones that saw first grade report cards last year. Um, kindergarten report cards are con >> touched on it, but you'll need to >> strive to push that mindset. Everybody's going to want their kid to get a four. >> I agree. >> Just because four I agree on the scale. >> Yep. And we struggle with the same thing with job performance evaluations where everybody thought they were supposed to get and exceeds requirements. >> Yep. >> And that's not the case. And it's just an easy >> trap to slide into when people are >> my kid only got a three. Why didn't they get a four? And it's uh >> so you already mentioned that
044I ongoing >> I agree >> thing to keep an eye on. So >> yeah. >> But you may have kids that are a four in math but a three in English. and a four in a certain skill and a three in another skill even within math. That's that's the amazing thing about this report card, I think, is it really shows, hey, where is your child on individual skills and just because you're good in fractions and math doesn't mean you're great at numbers sometimes, right? So, that's that's the that's the beauty of that. >> I think you'll see more and more school divisions go to this model. Um because it does it's more of an accurate reflection of what we're teaching and the conversations we're having about where kids are. It's just more accurate. Yeah, I
045think I know the answer, but did y'all develop this? Is this like Campbell County custom report card or did you kind of work off of something that you had seen elsewhere? >> I've researched a lot but really it came down to a Campbell County card because again we said what do we think are the essential skills? We wanted teachers insight on it. Um so there was a lot of research to what's the best practice in that and again as as I said earlier I kind of experimented with this during co when we had time to like hey teachers were like hey what do we do and that was a great thing because teachers were like this is great um still freaks grades in itself freak freak them out right is as a as a as
046a a teacher you want to have plenty of evidence right and what we try to encourage is have the evidence but you don't need to have 10 pieces of evidence have a good piece of evidence where where is this child with this skill so we're excited about it. We think it will make us stronger um as a collective group. >> So, I'll also say a major thank you to Mr. Hudson and the technology and the data team because there's also the behind the scenes of what this looks like within Infinite Campus of custom building this. So, that has been a big help as we have been going through this process as well. >> So, if you have questions, if you have suggestions, please feel free to reach out. >> And your presentation was included a
047lot of information. I wrote down something and you said and I don't know whether you were talking about the teacher's role or the parents role. >> You said I need to make sure you master this skill. >> Now so if you get a two or one is it the teachers see that score and say is that who you speaking about the teachers? I think we have we have a partnership in which together we want that child to master those skills and as a teacher our teachers want our students to have these skills mastered. Again, we recognize that sometimes a student in a certain grade level is not going to master the skill required of that. But it is our responsibility to say but we've taken Suzy from here to here. Um and I think it's
048something that our our teachers take very seriously already. I think this report card only helps us verbalize that to a parent. Um because sometimes our our students aren't mastering the skills, but they've mastered a year and a half worth of skills. They're just they've been far behind. How do we catch them up? So for our students, and we've worked, you know, when we look at some of our sped students, when we look at some of our atrisisk title one students, right? Those students, we're playing the game. How are we catching you up? How are we moving you? And so this report card is going to document you may not have mastered this skill but you have gone from here to here and I believe we are doing great work in that regard. >> I'm sure
049some parents will have some questions. I mean and like what David said you know they don't realize that being proficient is what we want. that other step is just it's there and it's great but I I don't know parents >> and that may something we take a look at you know that's K through doing it K through two it may be that we revise um do I I think that the concept what we have is real but we may revise them after K through two I think when you get to three three and five three through five you know it it becomes even more people are thinking and how so we may say hey we're going to revise this I I you know we have talked about We want the glass ceiling. We want we
050want to raise that glass ceiling for kids. And so this is one way of showing where those students are. But you are right. I do have interesting um thoughts on how does that look cuz as you spoke and you spoke to now is we have parents saying if they don't get the highest there's something wrong when that's not the case. Three is where we want them all to be and that's a huge celebration if you're there. Um, but that may be something that we get feedback on from parents and if we do we'll come together as a group and we'll process and make some some changes to that and then look at three through five and say what are we going to do? How do we want to do it and we take we'd like
051gladly take thoughts and suggestions. >> Yeah, I think that's one reason why we want to kind of do this as a pilot to begin with. We want to roll it out there, see what kind of feedback we get, see how it goes, make any changes that we might need to make, >> and then we look at our policy because right now, this would not be in line with our policy. >> Um, once we feel good about it, then we revise our policy and and bring it to you for official change. >> I think this goes hand in hand with our odyssey. >> It does. It does. We're we're you know we're recognizing those that are going to be the fours and now we're we're identifying them and now we're doing something with them >> but
052it might not be the same kids >> you know I mean it's not going to be the same but it might bring attention to some of them that >> maybe need to be tested as we've talked about doing an older >> an older um identification process right our kids are older for that >> I mean I'm just wondering if that if that is an issue right if we pilot this and that becomes an issue. Is it a plus sign that you add to a three plus to where parents are like, "Oh, well, you know, plus sign, not whatever." It's not the four, right? It's not the >> right >> because essentially that select few that get the four is that >> we're all speaking. We're all speaking as parents. >> I mean, I do agree
053with you. If I'm a parent, I want my child to have four, right? Um the power in that I think is um >> conversations and relationships. teachers and and still we may still even with those relationships and those conversations still have this come out. If we do, we'll make adaptations to it and then we'll move on. We just want to communicate well. Like you said, we may make a plus, you know, hey, they're fine, but but we do want to have clear communication and this is about skills and this is about us making sure we're prepping our students as we as we have them enter into middle school. um they're well prepped and we and parents clearly know what skills their their student has not has mastered and what skills their child hasn't mastered yet.
054Right? Together I think we can do great things and I think this will take us in the next direction. Um we will be open and listening ears as we approach this. We know we want to do this. I think you know principles in the audience would say they want this right. The little tweaks in between >> we'll figure it out. We'll listen and we'll make some tweaks as we go forward. So, feel free to reach out if you hear things or you want to give suggestions. Um, and we'll keep on journeying together. >> Okay. Thank you. >> I I wanted to say real quick that I really dig this as a parent or grandparent because some of the goals are on here >> like almost like an IEP. >> So, like I know if my
055child can't count up to $2, I've got something I can be working on. So, I think that's awesome. >> But I completely concur. I'd love to see the four be an A. Um, and then you said I think it was math and science where they're not teaching anything above the three >> Social studies. So there should be no four column on the form. >> That's a great I'll see if Matt Carol can take care of that. >> We're meeting tomorrow. >> Yeah, just one of those little things. I'm like, okay, if the blocks are blocked out, >> but it look I think it's awesome. And yes, I was so glad too to hear, you know, from the thanks for having the principal call too and hear that they're on board because something that is more
056work. I mean, goodness gracious, all the data they have to collect already. >> But um so it's great to hear that this is something they also want and appreciate instead of just something extra they have to do. So I really I'm just glad to hear it. I do appreciate, you know, and I think our teachers would say this report card aligns with the work they did every week when they come to a PLC and they're saying, "Where are students and how are they moving forward?" This is the work at hand they're doing every week >> in our PLC's. So, >> kind of like doing your taxes monthly instead of annually. It's already you already have it ready to go. >> No, it looks great. Appreciate it. >> Thanks for the feedback. >> Nobody's nobody's asked
057this question. And that's Mr. Bennett back here. Is he? >> Of course. Oh, I see. I see. >> Tell me again the answer you gave to me when I asked you, is this more or less work on our teachers? >> I don't think it's any more work. I think it's different. So, every time you do something new, it's a little more challenging until you figure it out. But the time it takes to do it, I don't think it's any more time to do this than it is the grading of the old traditional way. Okay, that was that was fantast, >> you know. And yes, everybody wants A's on everything, but if we're going to be open and honest, we need to talk about each standard and where they're at. And that doesn't always make everyone
058happy, but I think we're honest, we're we're doing our job better than things get hidden weed sometimes. >> Yeah, I agree. I think one thing that Dr. Dr. Boyd and I talked about was it it gives that clear picture to where you know like she had said it's not you're not grading them for their homework completion right that's a task that's a work task that's a work habit but so many times that gets added into their math average that gets added into their reading average their spelling I mean it's the homework part which is irrelevant on whether or not they can master the skill right just because the parent helped them complete the homework doesn't mean that they knew how to do it um just because it was done you know that makes a difference
059Very true. >> That was a that was a good conversation that we had that really brought to light why it was so important to have everything written out and to be able to identify what their master was. >> Will we be able to we will you be able to um coordinate this or or see how this compares to what is it our MAP testing or you know some of our testing >> should be in align in reality should be in alignment with this. Will you be able to to um track that or compare? >> I think we'll be able to do some compare with that and then I think especially when we get to the three through five, we should really be able to do some comparison, right? Because what we're chasing after is these
060masteries of these skills and then like we've been having conversations about and you know the SOS being part of students grades, right? The why the reason they're chasing after that is exactly what you just said is when you add in homework and you add in these other things that aren't part of it, it it waters down the grade, right? So honestly, if we can get to three through five as well, it a lot it should be aligning then their SOS if we can figure out what this is doing. Um but literally because they're changing pet scores, but it's like, hey, here's your child with skills. >> Um and if they're mastering all those skills, then there we are. So I think we definitely do some things with that. >> Should pass the test. >> And
061if not, we got a problem. >> I mean, we're we're not align. So it is to be more in line with those assessments with MA with MAP um as well as the more rigorous standards that we have. >> I think that would be a good thing to pay attention >> and again the work we're doing in PLC's when we look at map data and PLC's when we look at our standards from last year and PLC's it's the work we're doing and I think to Mr. point, right? The work we're doing is how are students doing with these fundamental skills. That's the work teachers are doing as we look at PLC. So, and they're doing a fabulous job of it. I'm really proud of our teachers and how we journey through last year with new standards.
062Um, they know their students. So, I compliment for that. >> Awesome. >> Thank you very much. >> Thank you guys. >> We have anybody asked to speak? No. Okay. All right. Well, then we will move to approval of the August 11th minutes and then we will also approach it. So, I entertain a motion on our August minutes. >> Motion approved. >> Second. >> Motion second. Any corrections or comments on the minutes? If not, all in favor, please indicate by saying I. >> I. >> Any opposed? >> Okay. Approval of the August 7th joint committee meeting minutes. >> Motion. >> Second. >> A motion and a second. >> Whoa, whoa, whoa, whoa. >> Who second? >> I don't hear Karen because he can't second. He can go to meeting. >> Do what? >> We can't vote
063on the meeting. We can >> That's why I second him. >> But David second, so I'm just >> Thank God. >> Tell Dave, be quiet. >> Trying to keep y'all out of jail. Robert's rules. Thank you. >> All right. Um, do we want any comments on the um the meeting at all or >> joint? We talked last meeting August 11th. Yep. >> All right. All in favor, please indicate by saying I. I. >> Any opposed? >> All right. Uh, payment of the bills. Mr. Chairman, I've reviewed the bills as presented and make a motion to approve. Motion >> Second. Any questions? All in favor, please indicate by saying I. >> I. >> Motion carries. Action items. Mlanahan. Acceptance of donations. >> Tonight, you have a list of donations for approval. Unless you have any questions
064on those, I ask that you approve them as presented. >> Motion >> second. >> A motion a second. Any questions or comments? All in favor, please indicate by saying I. >> I. >> Any opposed? Motion carries. Non-resident tuition. >> Tonight you have a list of non-resident tuition students. Ask that you approve that as presented. >> Motion to approve. Second >> a motion and a second. Any questions or comments? >> Are the numbers about what they were last year? >> Yes, sir. >> Thank you. >> Are we still accepting students at Tomahawk >> employees children's uh children? That's pretty much it. >> All right. All in favor, please indicate by saying I. >> Any opposed? personnel report. Miss Hunley, >> thank you, Mr. Chairman, members of the board. The personnel report is short and sweet this
065month, which is a good thing. We had a couple of teaching positions that we had to fill at the very beginning of the year, which we have done. So, we are fully staffed with our teachers except for the few that I told you that we weren't filling at the beginning of the year, but we have a plan for those. And then we have less than 10 classified positions open across the county. We have one in the works. Um and then I believe we'll be at eight openings and that's um aids and custodians. So we're in really good shape to start the school year. For transportation, Dr. Reinella let me know that he's still sitting same as last month right at about seven positions between full part-time and special ed positions. So unless you have any
066other questions, I'd ask that you approve it as written. >> Any questions for Miss Hunley? >> I will entertain a motion. >> Motion. Second, >> you got to be fast cuz I know everybody's jumping on me tonight. >> Any last comments? All in favor, please indicate by saying I. >> I. Any opposed? >> Motion carries. Thank you, Miss >> Dr. Wilson. Chairman Miller, Dr. Stanley, board members, we have three families requesting consideration for a religious exemption. Unless she have questions. I would recommend we approve as presented. >> Motion to approve. >> Second. >> Motion in a second. Any questions on the religious exemptions? If not, all in favor, please indicate by saying I. >> Any opposed? >> Thank you, Dr. Wilson. >> Dr. Hail, second reading of the proposed policy revisions. >> Good evening, chairman,
067members of the board. you have a much smaller list this evening of second readings. Um, again, they include EBBC as well as three policies that are related to our acceptable computer use. Um, if you have any questions, I'll be happy to answer them, but this is a second reading with a request for an action item of approval. >> Any final questions on the revisions for Dr. Hail? >> If not, I ask for a motion to approve the revisions. Motion to approve. >> Second. >> Motion is a second. Thank you. >> All in favor, please indicate by saying I. I. >> Any opposed? >> Motion carries. Thank you. >> Thank you, >> Dr. Stanley. >> Thank you, Mr. Chairman. At our last meeting, I brought to you a u a recommendation to consider changing an attendance
068bound that stretches from um right really in Rusburg, right beside Rushburg Elementary School down 24 to Callahan Road. If you're going down I mean yeah, if you're going down 24 towards 29, it would be all the property on the right. Um right now the corner of Callahan and 24 um is going to be developed and we feel like there's going to be significant number of single family homes going into that development and we'd like to go ahead and get this attendance boundary changed before the first house is built. Um we did find one family that has students at the elementary school right now at Yellow Branch. Um, I called that family and told them what we were considering and said they could continue to stay at Yellow Branch, but they would have to provide transportation.
069So, we just think this is being proactive and uh a smart thing to do. I mean, if you walk outside and look at the our our the property next to us here at the tech center, you see there's an awful lot of town homes and and um developments going in right there. And this is just being, I think, strategic and and proactive. So tonight, I would ask that you approve that boundary change. >> Dr. Stanley, was it the little area to the right? Um like right short of Crows Haven there. They were going to That was District for Yellow Branch. >> District for Yellow Branch. Right beside Rushburg Elementary School. >> Look across the road and see Rushburg. >> I wouldn't have believed it if if I hadn't looked it up. And And >> I
070didn't catch that last time. Correct. >> That's exactly right. Goes across the road tracks to fast road to the building. >> Um so again, it's just one family that lives in that whole area there and uh before those houses are built smart to go ahead and move them to Rushburg Elementary. >> Okay. >> Motion. I'll make a motion to approve. >> I'll second. >> Right. So we have a motion and a second. Any other questions for Dr. Stanley concerns. If not, all in favor, please indicate by saying I. >> I. >> Any opposed? All right. Thank you. [Music] >> Annual conference. Mlanahan. >> Just the reminder that it's time to register for the conference. If you're going, please let us know, Tracy or myself, by the end of the week. >> How about you? GW.
071>> Okay. >> Let you know right now. >> All right. Okay. I'll just um inform Miss Cranahan of your intentions. Um Dr. Stanley reported as superintendent. >> Yeah. I think at our last meeting, it was the day before the first official day of school. So, I just want to report that we had a great opening. Um the first month of school, I think, has been fantastic. A lot of principles have said it's one of the smoothest ever. Um we did have a few hiccups, just to be transparent and honest. Uh Concord, they didn't have um air conditioning for the first two weeks of school. And uh and if you'll remember, it was hot. Okay, it was pushing 85 90 degrees. And I just want to compliment um Mr. Bennett and his staff and students. I
072went in there, I think on the on the during the first week on that Tuesday and said, "My gosh, it's hot." And uh I didn't hear any complaints from them. Um however, we did have a couple days where it was just it was just too hot for them to be there in the afternoon. So, we had a couple days where we did an early dismissal and then we had Southern Air bring in a temporary chiller. Okay. >> Um on a on a flatbed trailer and it's parked outside the cafeteria. And of course, as soon as we got it hooked up, the weather broke a little bit, but um you know, really Keith's leadership and and the leadership of the staff there, you know, made it bearable. The kids were okay as long as the adults
073are okay, and they were they were troopers. So, thank you for that. And uh and then our modells at Brookton Elementary School, they they were not ready when school started, but they are ready now and they have been uh approved for occupancy, so we're good to go. That happened Friday afternoon. So appreciate everybody's hard work and patience for that. And I know that your fifth grade teachers are eager to get in if they're not already. And then of course we have the normal at Brookville High School. Um monumental effort to get everything ready for school to open. Um but then as you know, I mean it's just like with everything else. It's just it's one bump after the other and and again I appreciate everybody's hard work there. It's progressing but it's slow. two steps
074forward, one step back, but really getting that building ready to open was was like I say, monumental and uh and I appreciate everybody's efforts. All right, tonight I had uh I got two pieces of property I want to show you that I've been approached by the county um about doing something different. Um so if you look at this first picture, that is Dennis Riddle Drive and you see where it says Google down at the bottom, that's the tech center where we are. So, as you come down Dennis Riddle off of 24, the county is proposing to put a public safety building, emergency services building right there where I've written EMS and and boxed it in. And what they would like is an easement from that building to come out onto Dennis Riddle Drive. Um, apparently
075from from what I was told, VOTE won't let him put the entrance on 24. Um I'm not sure why. Um but they've asked about having an easement coming onto Dennis Road. So I told them that I would bring it to you tonight and kind of show you what that looks like and then when they give me an official request, I'll bring it to you to approve. Um, they would also like to take control of the strip of land that runs along the side of Dennis Riddle and clean out all the trees up to the corner of the tech center, which I think is a good idea. >> Right now, >> a good sound barrier though. >> What's that? >> Those trees will be a good sound barrier for them. >> Well, it's a sound barrier
076and it's also um when when that development is finished over there, it' be a little bit of a barrier for the lights when softball games and things like that are going on. But if you look at it, it's a lot of of scraggly just I don't know. They're not very attractive trees that we're talking about there. So, I would recommend they go ahead and take it and clean it up and make it look nice. >> Do they want to replant a nicer tree? >> I I don't think that's in their plan at this point, but maybe at some point. >> Certainly something I can recommend. >> So, they want to clear all the trees from 24 all the way down to the to our building. >> Correct. They're all along Dennis Riddle Drive. >> So
077why wouldn't you just make that an EMS only lane? >> They may choose to that's not that's their decision. >> Yeah. I So I didn't know if like that was their V dot or it's all still in baby step right now. >> Correct. >> Okay. >> Correct. Our bus. >> So we don't own that land. >> On which land? >> The actual parcel. >> No, not over there where the mess building is going. So >> just to Dennis Riddle is correct. So, right where the trees are is where we stop. >> That's right. >> Cool. >> Do the buses exit that road when they leave? >> They do. >> So, how's that going to be worked out if there's a call? Do they come Do they They don't come in that road, though, right? That's
078just an exit. >> No, they come in. >> Yeah, depends on where they come from. >> So, they may have to widen it. Um, they may have to do some work to make it a little more um I guess usable for this situation. So, is it ambulatory? What are you talking emergency services? Ambulance. >> Correct. >> So, are they going to move the one from right there elementary school out to this sort of? >> Not that I'm aware of. >> They're adding because of new business >> because of development >> and the potential growth in this area. So, >> well, I'm not opposed, but I I just I see the potential for a little bit of a problem if, you know, at the beginning of the school day or at, you know, dismissal. >> Well,
079again, they they've not given me an official request yet. I thought what I would do is put it on your radar, okay? Between now and next month, if you've got any questions or concerns, you know, I can certainly ask them. and uh and get to the bottom of them and then we come back with an official request from them and we'll take a look at it. >> So that's the first. The second one >> is on the other side of our property here and right now that is uh the Humane Society >> and what the county has asked is if we would consider deeding over to them two acres um really where the Humane Society is now. You can see the the rough sketch of what they would like for us to deed over to
080them so that they can um begin building a new Humane Society. Bark. >> The school board owns that property that the right side is on now. >> We do. >> Huh. We do. So, the lines may not be exactly the same. We might we might have to negotiate that a little. Um, we certainly got to keep access that access road's got to be something that we have um rights to. So, we might have to do an easement with the D. Or you could tie it into the parking lot. >> So this is the same deal. Further >> development of plans and then we'll revisit this. >> Correct. >> Okay. Correct. Just showing to you. Go out there, take a look at it, and if you got any questions, let me know and then when I
081have the official request, I'll bring it back. >> Okay. So I I just asked Miss Tanner, they've gone and raised all this money and all this publicity about building a new >> animal shelter and they haven't asked us for the property, >> right? >> Does that sound a little like >> maybe they didn't even say they may not have known. >> Huh. >> Well, they know how they pay your taxes. I mean, I knew I knew we were paying the water bill, but I didn't know that the whole building and everything was properly. >> I didn't either. Excuse me. >> The only caveat I would have for both is that any type of infrastructure improvement to the roads does not fall on our budget >> at all. And I I would anticipate for the EMS
082they would need a second lane >> something. >> So I I think that should be very clear. >> And I'd like to see MS only use 24 >> in and out. Don't come through here >> strictly off of 24. >> They said VOTE would Oh, off of 24. Yeah, >> they bumps come 29. They don't cut through Dennis Riddle to get over there. They come 24. >> Absolutely. >> Yeah. Yeah. >> I'll take those comments back and >> Steve also >> continue dismissal. Yeah, that'd be a question. >> Yeah. >> Thank you. Anything else? And Clay, you said they are willing to take that water tower down. >> That was mentioned in in a conversation to a side conversation if we would like that. >> Thank you. >> So, the only other thing that I
083have for you is um last week I did send you out um so scores. They were released by the state. Um we do plan at our next meeting in October to present those scores to you um along with the new accountability and support framework and show you kind of where we stand um on that rating scale and then do some uh um have some conversations about our comprehensive plan and where we are and what we're doing about it. Okay. So we're going to we're going to bundle all that up for you next month. >> Can we have hard copies of those >> scores? Yeah, >> sure. Let me just go back back to the doll thing again. >> Mr. Hardy, if if you do keep doing so great over here, we need to expand this
084place. >> That property is >> expands on right or wrong. I mean, >> does it do you have any concerns about limiting your ability to grow this place or >> Well, I think it's it's the board's place to >> I I know that. I know that. >> You were asking my opinion on what could be done. I think that you do have to look at property in the complex or talking about county property. County owns all the property on the other side of the parcel. >> So just keep in mind there's more potential for the county. That's just >> I think that's something we need to keep in mind. >> I I don't either. Um, I would say that I have personally said to people who are with BART and and and all of that
085that I actually see that as potential opportunity to even partner between the county and the school system for something like a um a small animal care class or veterinary style class where it's an expansion of our egg programs in CTE where you would have a supply of animals for students to work with, but yet you have people to take care of them during the day. That's just me being a creative think about opportunities that I've seen. Uh so yes, either way, whether it's the land or whether it's a facility, I still think that there's opportunity either way, Mr. I appreciate the question. I would say this um depending on format changes and things like that. One of the issues with being bound is our parking. Um as you know society's more mobile than ever before
086right now as it stands only in the the beginning part of the day because it's with uh that's when we have our second year classes and things of that nature with our current programmatics here at the technical center. I do not parking spaces as it is for all the students who would like to drive here. We have a a waiting list of students. Um and I have a full parking lot in the morning. So, um that's that's one thing. It's a minor obstacle. Not everybody gets every privilege that you want and our kids deal with it just fine. But, uh but space certainly is always a premium wherever you're at. school complex. >> Thank you. Thank you. >> Do we have much room behind the school? >> Pardon me. >> Do we have much room
087behind the school? >> Uh there is property behind the school. So if you look behind the school, um I can't promise you how far it goes back, but I think GIS does go behind the school. There is a creek and some other things that you would have to navigate if you were doing anything behind the school. and it uh does the the the land gets soft back there. So, it is very soft. So, like if we were having um a wet winter, things like that, um a car could very easily get plugged back. >> Now, do we abandon some land back there or give an easement? >> We gave an ement last year for the subdivision that's going going in. Is that corner? There's a corner over there. >> So if we want to expand,
088that wouldn't interfere with I mean it's more on 24 pole. >> If we were going straight back, I think it would interfere. >> It would >> straight back from this building. Yes, I believe it would. >> I would say when the supervisors originally purchased the property across the road, I think it's roughly 25 acres across the road. Um the for was public safety station and then that would also include um as I have seen some sketches and things like that which are just sketches but that would also include fire trucks just >> that's across the street. >> Well, I've seen that for this. >> Yeah, correct. >> Okay. So, to your concern with the entrance and the ability to hit 24 board of supervisors looked at purchasing the property across the road to know that
089it had 29 access and 24 access um was certainly a reason why the board was interested in it at the time >> but B do nixed that potential use >> I would not uh no that's not the case I think the only thing that B do has expressed is not allowing an entrance on >> and it's private because the driveways are so close to the site already there as somebody works in the complex saying uh some of the concerns that have discussed are very valid ones um and that also an internal road from Dennis Riddle to a neighborhood via public safety building could offer lots of cut through potential for parents and people to get to Yellow Ranch Elementary School because all students as you look and think about it I believe it is um
090coming to the planning commission next month or the end of this month as far as for >> Yeah, I'm glad that Barry asked about that because the 25 acres across the land, I mean, that's also on Ansty. So, why wouldn't you just put the EMS there where you're flanked by roads instead of lock it into this little corner? >> So, Mer Yeah. Um that is >> I I appreciate just thanks for sharing. I'll look into >> for the public to deliberate. >> Yes. Thank you information. >> I appreciate that. >> I would I would do >> I don't think V dot will let them do it on the other side either. >> So then you're not going to have access to 24. So anybody leaving on a fire call or whatnot is going to have
091to go north and then >> do a U-turn and go south. So this is probably a better location for them because they can go anywhere. Oh, >> I think that you know you have a view by the service. So I appreciate your insight and you know it's a val and to everybody when um these possibilities are being considered in this. I think it is a unique space for the county in general. It's an intersection of two or three major roads. >> Yeah. >> So, it's a very important intersection to get some infrastructure pieces right whether that is public safety schools and other public safety services. >> Well, I would just ask if we have this discussion maybe you can have the GIS where we can look at what we own and >> Sure. >> Thank
092you. I mean my cons my concern is if our growth in career tech keeps growing and we expand this place to me the likely place for it to go is I don't know which way I'm facing that way. >> I mean and I mean that's just thinking down the road >> I'd be long gone. I hate to I'd hate to >> We'll let you tell them. >> Huh? >> I said we'll let you tell them that they can't. I mean, they're going to be sorely disappointed that they can't have it. Yeah. >> I'm not saying I'm just saying I'm just saying. >> But you make a valid point. >> Yeah. >> They probably thought the more land. >> Yeah, I'm sure they did. >> More land to where we are. >> Yeah. What I'm saying
093convenient. >> Contiduous, I think, is a word. Okay. Bring back more information next week. >> All right. Anything else, Dr. That's all. Thank you. >> Huh? >> All right. Okay. >> Yeah. >> Where did I start last month? >> Yes, Mr. Maddox. >> I don't have anything. Carry on. >> Okay. >> Mr. Phillips. Um, let's see. A few things starting at Brooksburg Elementary. So, somebody already mentioned parent teacher conferences are coming up later this week. It's hard to believe, but halfway through the reporting period. Um, and also they're having a family literacy night on the 11th also, uh, 4 to 7. Um, and at Yellow Branch Elementary, I think the only thing she passed on was Brown again was parent teacher conferences. But I want to thank the elementary principles, including uh, Mr. Bennett. They
094all reached out and I think you guys probably got reached out as well in regards to the report cards um, and gave a good heads up. And Keith, sorry I didn't get a call back to you, but uh I did talk to Miss Brown and Miss White um and had a lot of information by the time I got your message. So, but I appreciate everybody reaching out and informing uh myself and probably other board members on that topic and Miss Walshaw did a great presentation as well. So, thanks for all the information on that. Um, thanks for the teachers for the gifted program. That was great news tonight. Um, donations. Uh, I'm not going to name people or places, but uh, businesses and individuals alike made some nice donations particularly in the Rustburg district uh,
095this past month. So, thanks for all those folks. You know who you are. Um, and then Rossburg Middle School, uh, family partnership night on the 23rd. Uh, National Junior Honor Society induction ceremony on the 11th of this month. And Barry, I'll beat you to the punch for that. Egg Department sponsoring their annual fall plant sale. I'm sure that was on agenda tonight. Um, and then at the high school, they had a Chick-fil-A leadership academy. Um, students took part in an inspiring seminar focused on building leadership skills. That was back on the 4th. So, thanks to Chick-fil-A for sponsoring that. They got lunch out of that, too. Of course. Uh, I wanted to recognize coach Gerald Mosley. He has already been recognized at football game on the 29th for being the Virginia High School League state
096coach of the year for boys track and field. Um, Mr. Mosley and I ran together back in the dark ages and it's great to see he has stuck with the sport all these years and is uh continuing to push that forward this year uh and continuing forward. So congratulations to him. And lastly, uh congratulations to Bianca Reeves who's been selected as one of the 2025 financial literacy ambassadors. This award recognizes the top five high school students in the nation who not only scored 95% on the financial literacy test but also demonstrate exceptional enthusiasm for promoting financial knowledge. So maybe she can go give us a hand on how to invest our um money in the future. But congratulations to her. That's a great achievement. >> Thank you Miss Vaughn. >> All right. School is in
097full swing and it has been wonderful to see our events and athletics back in action. We have a BHS home football game this Friday night. So, I encourage everyone to come out and support our Brookville Bees. I recently toured Brookville High School and construction there is progressing. While visiting, I was able to see the cafeteria during lunchtime for the first time since renovations. And let me tell you, finally seeing it full of kids and like the lighting is just right, it was just kind of like there it is. >> Nice to see. And it was also really uh refreshing to see students gathered together talking, playing board games, and genuine genuinely enjoying one another's company without any phones in sight. Um last week I attended the Laurel board meeting on behalf of Mrs. Tanner. At
098that meeting, we voted to appoint Lynchburg City Superintendent Dr. Christy Somerville Majette as superintendent in charge of the board. We also heard from the regional council representative, Miss Ashley Burks, who shared several legislative items for us to monitor, including House Bill 1806, which addresses emergency planning in IEPs. House Bill 1892 which relates to dual en enrollment courses. House Bill which addresses assisted technology ensur ensuring these tools remain integrated in classrooms and that teachers are trained to use them effectively. I also wanted to highlight an innovative use of technology happening in our schools. Christina Smith, a teacher at Rusburg Middle School, shared with me how she is using Magic School AI to better serve her students. For her Spanish-speaking students, she uploads reading assignments into the program, not to translate the text, but to identify difficult
099words and create a bilingual word bank in English and Spanish and definitions. This gives the students support they need while still learning in English. And it saves her hours of prep time. Instead of spending four to five hours creating these supports by hand, she can now do it in 30 minutes. Time she can either spend with her new baby at home or time she can reinvest into creating more differentiated lessons for her students. She's also been using the program to write highquality substitute plans in just 15 minutes, a task that usually takes hours. As many of us know, sub plans can be such a burden that teachers often feel they have no choice but to come to school sick. So, this tool is giving teachers back valuable time while ensuring students continue to learn effectively.
100And I continue to look forward to hearing more about the creative and innovative ways that our teachers are going to be using Magic School AI. >> That's a great report. >> That's it. >> Thank you. That was good, >> Miss Tina. >> All right. Well, I want to thank Kristen for attending for for me to Laurel. um that date was changed. It was supposed to be the end of August and it was changed the first week of September. And I was a little busy last week. I completely unplugged from regular work um and through a dream wedding for my daughter. So that was um I really appreciate you attending for that and and keeping me up to date as soon as she had finished it all. But um Brookville's on its way to to getting
101there step by step. I bravely went to the stands at the last home football game and just to kind of expecting that I'd have some questions or concerns and it was actually quite delightful that they were thrilled the parking lot, you know, lights in the parking lot. They appreciated having those brought in which sounds like they might be there um for Friday night which will be great. Um that was the only concern I heard is when we're going to have lights and I assured them that they were coming. So I'm glad to hear that they are um for certain. But other than that, they were excited about um they heard the white room's beautiful. I heard a lot of compliments on that. Um, of course that the cafeteria up and running and and working working
102well. It's growing pains, right? It's just a transition. So, I was I was pleasantly surprised um as I walked the stands that it wasn't there wasn't a lot of concerns from the parents at all. I think they knew that that was expected. We are celebrating our hundth year of excellence with Burke High School. So, we kicked off that last um or first our first home official home football game that wasn't a scrimmage with that commemorative coin. So, um, that was really, really cool to see Peggy Worley come out and do that, um, do the coin toss. And so, we'll be doing that at every home game. We'll have a a special guest that is to do the coin toss from part of our our history at Brookfell. Um, so that was very nice. Since we've
103got Dr. Boyd here, is there anything that you want to update? Because I normally would contact, but I was a little busy last week. I didn't call the administrators. Completely did not do that like I typically do or come in and visit. But, I did give you a little bit of a heads up that I might I might pass it over. um if you were there. So, >> we do this on occasion. >> I know. I did fill her in. I promise you on the spot. We would like >> I promise you I told her that we we have done it on the spot at first. But the fact too that you are new and welcome and I think has been extremely wellreceived to our community. So, we're we're very thrilled to have her um
104as our new administrator. >> Well, I had a great first day of school. Um I feel like we had a great opening to our school year at Legal Road. Um, of course I don't know anything different, but I am extremely impressed with our staff and the way that we welcome their families and students back with our theme of the LS playbook and play stands for preparing leaders all year. So, it was a sports theme and which the boys at school love. Um, we had Miss Vaughn and Miss Tanner come out. Dr. Reella brought a couple of buses out because we really wanted to focus on bus safety for our prek through two students. So they joined us and Miss that hot. >> So we do appreciate >> they didn't put the windows down. >> Um
105we are pushing our parent conferences a little bit later this month to fair obvious reasons and we have our first spirit day coming up later this month also. So there is a healthy buzz in the year. >> Great. Thank you so much. Yeah. >> And I think that's all I have. I will say that I welcomed a new son-in-law that is a Russ into our Brookville family. Um and it was fantastic. And then it's, you know, we can we can make that joint effort there. It was hard. I thought for someone who's our entire family runs Marine and Gold and we're we're loving a little red and black now from this point on. So we'll we'll welcome that. We're red and white. Wow. That's true. It shows you. I'm telling you, I don't run I
106don't run Russber typically. There was a short time in my my professional career that I I wore some Rusber red but um and that is actually the time that the two of them met. So, ironically um but but I I do have a little bit of Rusberg in there. I told them though, however, that any any children it's it's going to be really old. So, we'll wipe that one out, but here we roll. So, thank you. >> That's all I got. >> That's all you got. Uh before I turn it over to Mr. Bennett cuz I told him I said if you if you plan on coming you just stand up and talk about concords. I know you got plenty of good stuff and tell us about how it is working in the heat. So
107I'll turn the floor over to you for tell us about the early transition class progress as well. >> Um well first of all we have a couple events coming up. We have parent teacher conference next week and the end of the month we have our first title one event to be camp cones tied into what parents said they wanted to see. So, it's a little more social, emotional things and working with some things like that. That's what was requested when we sent out a survey. Um, honestly, the best thing I can say is the beginning of this year has been phenomenal. I've been an administrator in C County 14 15 years. It was the best opening I've had, even with the heat. Um, >> you say that every year, but >> it's getting better. Maybe
108I'm learning how to do it on It's getting better. It really is. Um, I felt like went really really smooth um with our class. Honestly, it's gone about as well as can be expected. It's, you know, we're always learning. We're going through different scenarios. We had some kids who um have doing really well. I mean, we're already talking about sending some back to their schools. Um >> one of the kids on paper, you see papers before you see the students. Um, and they can be very scary sometimes, but honestly, the one ch student that we're already talking about going back to their base school, we haven't had one issue the whole time. And even including things where we're trying to push him to see where that limit is. So, what will be the issue? Um,
109we haven't we've seen him grow academically, which we're excited. Still way behind, but we have seen significant progress there. Uh, the parents have been, most of them have been very supportive. Uh this young man, his mother said she sees a big difference at home. So um I wouldn't say it's easy all the time. There are some things um that don't always go our way and we're shocked what wow we didn't see that one coming. Um but overall they've worked really I mean it's I think it's about as well as it could be expected. Um like I said it's a learning progress and hopefully we'll get a lot better at it. um it definitely hasn't had no negative effects on anybody else in the building. And I know that was some of the concerns. Um any
110issues been contained to that room, but even though they've been pushed into classrooms quite regularly, we have had not a single issue in the classroom with them and they're in there with an adult. So, it's not like they're just being left alone totally in there, but they're there with another adult. But they've actually it was really fun today to watch one of the students who the one we're talking about going back. He stayed in the kindergarten classroom almost the whole day um without an issue. And so he got to come back to to that classroom for lunch and he's like, "Well, I'm going to go back to my classroom." He wasn't talking about the the small classroom of those students. He was talking about the class he' been in the rest of the day. He's
111been pushed in a lot before, but today was his first day he spent almost the entire day in the classroom without the single issues. So, is there is there a I guess a written plan as to how to get these kids ready to transition back to their >> We do have I think it still always will change things as we learn more, but we do have a plan and you know like I'll be calling that whole principal, but I was telling another principal is uh actually it was Miss Thomas who I used to be her assistant principal. So, we're pretty close. But I said anytime we get a kid, you should already be prepared for them to come back. >> It may be six weeks, it may be six months, we don't know, but you
112should be starting on that plan because it depends how that student reacts and what we learned and um some students would be easier than others. Um the student was talking about her come from another school district, so he weren't in her building very long. Um so they didn't know the child that well, and we've seen success. I don't think he's ready to go back, but we've seen success with and we want to have that conversation so when they go back and we do have a written plan that u Dr. Wilson has sent out to us and we've all talked about Dr. McCormick um Dr. Hail was involved in the meeting. Um so we do have a plan that we hope to get them back in but I want to stay in conversations with the a
113school and and the teacher they're going to return to so the time they come back they know that child really well. Okay. Is there a minimum stay? >> Why are you looking at him? >> I think the minimum stay until they're ready. But I think I mean realistic we're looking at four and a half week increments. And that's just >> I mean you're not getting them in two weeks later or sending them back. >> No. Then the transition itself we talked about taking up four to six weeks. So it's a gradual in gradual out kind of thing. Um because I think to make a successful transition you have to have all this effective between a lot of different folks. So that kid goes back, he feels at home there as well. So I think even
114even the going back is probably four and a half week. >> Thank you. >> That all you got? >> That's all. >> Thank you so much. Did a lot better job than I'd ever do. Uh I would just like to add the successes and the dulyd deserved awards for Mr. Mosley for the track program at Rusber. He's been there a long time. He's been tremendously successful. The gifted program, great presentation. New report cards. Thank you for that. And finally, um, last but not least, Miss Kirkman, thank you for the nice articles that you put in the news about, you know, the STEM and all that. It's been really, it's really good to read good stuff in the newspaper about us. Thank you so much. >> Yeah, I appreciate it. >> That's all part >> uh
115Yes. So, I'm looking forward to our first student advisory council meeting that's coming up the end of this month. Can't wait to meet the new up andcoming juniors and see if we have repeating seniors because I didn't think to ask that. Um, from our inaugural back in the spring. Looking forward to that. As well as um the 19th, the VSBA legislative conference. Uh the main reason that I wanted to attend that is because they're going to have a student school me member panel. Uh so I'm looking forward to hearing from students from other schools. Um and I'm also looking forward to everybody. I mean it's been great first start. Everyone's having a lot of fun. September is always really busy and everyone knows how passionate I am about Constitution Day and I reached out today
116to check to see I'd never even thought about if we recognize 911. So, uh, Dr. Hail got back to me and said, "Yes, we do." And so, I'm looking forward to hearing about that in October. You know, how we, um, you know, just make sure our kids know about some of the struggles that have happened and how our country comes together and, you know, can do some really awesome things, uh, and take care of each other, right, when in the face of adversity and all those wonderful things. So, looking forward to hearing hearing about that. Um, I also am looking forward to sharing. I have not had a chance to share it. I literally took this class right before I was out of town for a week. Um, but a program, it's a federal program
117called Respect, and it's about actually encouraging students religious beliefs in their schoolwork, but not, you know, as a teacher, but encouraging um students to not be afraid to express themselves. So, I can't wait to share that with everybody. It's more of a PDL thing. I mean a a PD thing for the teachers, not like lesson plans or anything like that. But um and the 19th, not only is the legislative conference, but I wanted to let everyone know, you know, how passionate I am about elect elections. It's the first day of early voting uh on Friday, September 19th at the registars's office. And if anybody wants any voter registration drives, please let me know. Be happy to come to school and do any if you need them. And that's all I have. >> Thank you. >>
118Well, good. I'd like to also um just echo uh report cards and the gifted program. These are important important uh items and and the presentations were excellent. So, I appreciate that, too. I'd like to um personally thank the Lions Club. They have Rustber Lions Club has started their annual vision testing at the schools. I helped at um Rushburg High School last week and um just bunch of old men volunteering, but we really appreciate it. Um as far as our schools, I'm sorry. Let me get Mr. Harrison graciously sent me an email. I will Our teachers and students are working hard and improving every day. Our trailers passed inspection on Friday. We're hoping to move into them next week. Is that a We're going to have the kids in there next week. Yes, sir. >> That's
119excellent. I'm going to get down there to take a look at them. Yeah. And the playground's been updated. >> Yeah. So, that was a generous donation from Fosters and >> Electrical. >> Yeah. So, um have lots of new swings. >> Yeah. And the other really bragging rights for Brookne Elementary School, and I'm very proud, 96% attendance rate for the month of August. >> And this is the highest average daily attendance that we have had in August in four years. I know that's been a concerted effort. It was concerned. Mr. Bennett and Mr. Harrison, you've done an excellent job and and um and it's shown up and and thank you so much. We have our upcoming Rock Your School spirit event on September 25th and William Campbell Combined School is hosting Brookne Elementary um Brookne Elementary
120School night at William Campbell School football game on September 26th. Anything else to add to all that? >> Yes, sir. Thank you. >> Thank you. And then Mr. Cartwright, our middle school football team will take the field today for the first time in 13 years. Wow. >> When they take on Dunar. So, exciting things happening down at the southern end of the county. >> Last Friday, our yearbook staff spent the day pitching ads to local businesses and successfully secured more than $2,500 in advertisements. Also, William Campbell will host the Campbell County Marching Band Showcase on September 16th, featuring performances from all four county schools. And then he also commented on hosting the elementary school kids at their football game. So, good job down there. And I think that's all I have. Dr. Boyer, welcome. Thank
121you for your two cents. I won't pick on you too much, but we appreciate that. [Music] Anything else? We cover everything. I will entertain a motion to adjurnn. >> Motion to adjurnn. >> Second. >> We have a motion and a second. All in favor, close your laptops. [Music]