October 6th 2025 King George School Board Regular Meeting

001George County School Board meeting and I need a motion to invite David into the meeting. >> I would like to make make a motion to invite David Bush virtually into the meeting. Uh he is at home in King George. He's virtual because of an illness. >> Second. Any discussion? All those in favor? I chair both eye motion passes and David is now invited in. Okay. Um we have Miss Whitney Kilgore here to um present the invocation. >> Good afternoon everyone. Um my name is Whitney Kilgore. I have a student here in high school in um King George High School. I am I have a club at the high school um a mentorship group called the Christlife Club and I'm going to lead us in prayer this evening. So let us pray. Father, in the name

002of Jesus for those of you that um pray in the name of Jesus, I'll be doing that. So, Father, in the name of Jesus, we just thank you for this opportunity. We thank you for the freedom to come to a place and communicate um and just come to some agreements and um to to pray over our schools and to come together collectively to make the best decisions for our children. I pray God that you would give us wisdom on the decisions that we make today. I pray that we will be slow to speak and quick to listen, slow to get angry. And I pray that we would all be able to come together and put our um and and have the ability to communicate effectively with one another about the things that are brought before

003us today. We pray for peace here and we pray that you give us wisdom to make wise decisions. In Jesus name we pray. Amen. Amen. Um >> please stand for the pledge of allegiance and then a moment of silence. Wait. >> So, we want to have the uh King George Elementary School Safety Patrol come up front for the pledge. >> I'm sorry, guys. >> You guys are going to start the pledge. Yes. Thank you. Sorry about that. Wait for everybody to come up. We still got more coming. >> That was a lot of you guys. >> Is that everybody? All right. When you guys are ready, >> start us off. >> Aliance of America to the republic, one nation under God, indivisible, with liberty and justice for all. Okay, >> thank you. If you guys

004want to stay for a second. Um, the I almost said paw patrol because I have little kids. It's safety patrol. Um, in case any captain and the captain over here to the mic. >> Thank you. >> Yes. >> Captain and co- captain over here to the mic. >> If you guys want to just kind of spread so we can see them too. Kind of like separate. Step back. >> Yeah, there you go. Thank you guys. >> Okay. So, this is our safety patrol and if you guys would like to ask them a couple questions, they're prepared to answer your questions about what they do in the schools. >> What are the what are the requirements for you to be a safety patrol? I mean, when I was in elementary school, I always tried and I

005never made it. So, >> well, you got to be a good leader and you got to be able to step up into >> into like big moments when somebody's not like well, they need and they need help. Say that last part you said one more time. I'm sorry. Like >> when somebody's not like not doing well or something, you got to help them and to get to where they're needing, like if they're missing a classroom or they don't know where to go, help them get to where they need to go. >> Awesome. >> Okay. I have a question. As a person that was on safety patrol, when I was in elementary school, I had so many favorite memories. And my favorite was probably like getting out of class early. I'm sorry, PTOIC pul. What is

006your guys's favorite thing that you guys do? >> Um, probably being able to um check what everybody's doing and like just walking around. >> Yeah. Do you have anything recently that has happened? Oh, would you like a chance either one of you anything recent that has happened that you can share a story of how you've helped somebody? It's kind of on the spot, so it's okay. Um, >> do people fall a lot? >> Uh, if they're running. Yes. >> Yeah. And then and you got to tell them to stop running, right? Yeah. >> Yes. And I feel like it makes me happy to see people like not getting hurt and stuff because I know it doesn't feel good >> and you're helping with that. Yeah. >> Hi. Thank you guys for coming and saying the

007pledge of allegiance. It was really good. Mhm. >> Um, so what grade do you have to be in to be a safety patrol? >> Fifth. >> And how many people are on your team here? [Laughter] >> Yeah. >> More than this. >> So, do you take turns with duty stations and things like that? >> Um, not really. Most of the time they get assigned a certain spot in the school at the start of the year and if we have to move them we will and make adjustments. >> So did different people have different jobs or is it just the same job in different stations? >> Um kind of the same job at different stations but if you're at a certain post and you got to do a different job than a different post. >> Got

008it. Thank you. So another question really quick. So, when you guys have to tell students to stop running and then they don't listen, does that help you listen better to your mom and dad at home or whoever you is that frustrating though when they don't listen? >> It's a little frustrating, >> but for the most part, they do, right? >> Awesome. Thank you guys. a little bit taller. David, I'm going to move so your parents can take pictures He's not so cute. There we go. >> Thank you guys. >> Thank you. >> All right. Did I skip something? No, >> no, you didn't skip anything. Now we have recognition. >> Okay. And that that'll be Dr. Burns. >> Wait for a second. So Dr. Burns will make this presentation. >> Okay. >> David, I'm sorry

009I didn't I forgot to ask you. I know you love talking to the kids. >> Oh. Oh, we can see you. >> Oh, okay. All right. We're just waiting for everybody to exit and then we'll move on to the next. Okay. And then next on the agenda is the National Merit Scholarship Program from Dr. Travis Burns. Let's go ahead. >> Good evening members of the board. I have the distinct honor and privilege to recognize Marcus Andrews. Why don't you come up here, Marcus? So Marcus has been named a commended student in the 2026 National Merit Scholarship Program and about 34,000 students are known as commended students throughout the nation. So this is a pretty unique honor. So he's being recognized for his exceptional academic promise. um commended students placed among the top 50,000 students who

010entered the 2026 competition by taking the 2024 preliminary SAT national merit scholarship qualifying test. So he's one of a few students across the country who did an amazing job and he's representing King George. So round of applause for Marcus. Hi, Marcus. >> Hi. >> How are you? >> I'm doing well. How are you? >> I'm good. Thank you for representing King George so well and your family, too. >> Thank you. >> Yeah. >> Did you want Do you have anything you want to say or >> um I mean, if I I may, I want to thank my teachers. I think that's a big thing. My teachers helped me get to this point. And my parents and my sisters, right, for keeping me on track. >> Mhm. Thank you. >> Yeah. >> Any comments from the

011board? What a great accomplishment. Congratulations. >> Thank you very much. So awesome. Um so thrilled for you and your f future. So just amazing. >> Thank you again. >> Yes. Congratulation, Marcus. Thank you. >> Yeah. Awesome. >> Parents want to take a photo. Yes. >> Yeah. That's awesome. Yeah. >> What an honor. Have to stand sideways a little bit. Marcus, you're covering me over here. >> Not worth. >> Thank you. Awesome. Yes. Oh, I don't have my Hold on. public comment thingy. >> You don't want >> I just >> We have one right here. >> I didn't want to. Okay. Okay. So, moving on to public comment. If you would like to speak during public comment but have not yet signed up, please see the clerk now, which is right here, and you can sign

012up for that if you still want to if you haven't yet. Public comment is an opportunity for community members to share matters they believe deserve the board's attention. It is a time for a one-way communication to the board, not a forum or a dialogue or a debate. All speakers are treated equally and comments should be courteous, respectful, and related to the school division's services or policies. Audience members are expected to maintain proper decorum. Speakers will be recognized by the chair and asked to state their name, their connection to the school division, and their mag and their district. Each speaker has up to three minutes to comment. And our first speaker this evening is Ian Scott. >> Hi. >> Thank you. Good evening. My name is Ian Scott. I live in King George and all three

013of my kids attend King George Elementary. My oldest is in fifth grade and will be moving up to the middle school next year. I'd like to say that I think it is a shame as a society that we feel a need to normalize and encourage participation in sexual thinking and behavior in kids at all, much less at younger and younger ages. Having these conversations with our kids is the sole responsibility of the parent and not the state, not the schools. As parents, we have the God-given right. And yes, we do have rights given to us by our creator and not the government to raise our kids as we see fit. Under the misused term tolerance, we are often told to accept others beliefs and lifestyles without question. But that term usually means tolerating and encouraging

014any and all intolerance towards Bible believing Christians. As a Christian, I do not believe it is necessary or appropriate to have any club in our middle school involving accepting lifestyles and behaviors opposed to these beliefs any more than having a kids club focused on using drugs or a kids club mocking other religions. We can't keep moving the line of what's acceptable and normal, and we can't keep pushing them onto our kids at younger and younger ages. Thank you. >> Thank you, Ian. Okay, we have Rachel Scott. Hi, my name is Rachel Scott. I am in Shiloh District and I have three kids in um King George Elementary School. Um my oldest is in fifth grade, will be ready to move up to middle school next year. Um, I'm here to comment on the GSA club

015that was mentioned and discussed at the last uh meeting. Um, I don't believe that the GSA club is an age appropriate club for the middle school. It plants a seed in kids' minds that maybe they aren't who they thought they were or that maybe there's something wrong with them and needing to explore other um sexual orientations. It's just not something that sixth graders or even all the way up to eighth graders need to be thinking about. Um, there were some comments last week from some parents about using having the GSA club would be a safe space for kids who otherwise weren't comfortable sharing at home. Uh, for me that was a uh very concerning and a red flag. Um, just because they use the word safe doesn't actually mean it really is safe. It just

016means comfortable. Um, the fact that it sounded like they were trying to hide something from parents uh or not discuss important topics with parents uh really means that they're driving a wedge between that relationship and that absolutely must not happen. Uh parents need to be involved in all aspects of their child's rearing and especially important topics um that the GSA club would probably be discussing. Uh, thank you. >> Thank you, Miss Scott. Julie Gibson. >> My name is Julie Gibson. I live in James Monroe District. I do not have any children anymore in the school system. My kids are grown, but I am a taxpayer. Um, I was unable to attend the last board meeting. I was out of town. Um, but I did watch it. So, my comment is about the proposed GCA club

017at the middle school. Last meeting, multiple speakers, including one child, commented over and over. This is not political. But yet, the former chair of the King George Democrats called people speaking against this club bigots. I am against this club, and I can assure you I'm not a bigot. But sixth graders coming out of elementary school, two months into a school year, aren't asking for this club. Someone else is steering this ship. There weren't groups of kids speaking out. And I believe this club is supposed to be run by kids with a teacher sponsor. Being gay or straight doesn't need to be celebrated. Being gay isn't new or odd. It's just life. Putting labels on kids, boxing them in will make them exceptions instead of the norm. Letting be kids and figuring it out at this

018age should be handsoff. Kids don't need to say my black friend, my gay friend. They should say my friend. Why do we need to marginalize kids with their sexuality? Doing s so smells vaguely familiar to activism to me. No student should know their teachers political views. Period. Their job is to strive for academic excellence. Period. It's a parents job to teach kids to be good people. I trust this board will sight on common sense. Leave the politics and the activism out of our schools. Thanks. >> Thank you, Miss Gibson. You have Miss Whitney Kilgore. Hello again everyone. So my name is Whitney Kilgore. Again I'm a master sergeant active duty in the United States Army. Been in for 18 years and I'm actually an equal opportunity advisor. So I am all about people having the

019right to make their own decisions being treated fairly and things like that. Also inside the school I host the Christ life club which is if if it was up a debate about taking that away just because someone didn't agree with it, I wouldn't agree with that. I think I would like to start with saying this. As an equal opportunity leader in the army, I spent a lot of time advocating for fair treatment of all people. While God is clear about things like gender and sexual orientation, I do believe he gives us the free will to choose. The the question today is more about when should that freedom um to choose be allowed within our school system. I think as parents and leaders of the school, we have the we have the response to make we

020have the responsibility to make wise decisions about when we allow that to take place officially in our schools. I think middle school is too young for anyone to make that type of decision. Schools should not be allowed to encourage these decisions without a parent knowing what is being taught or encouraged. For example, if a teacher if a parent wanted to know what was being taught at the at a Christlike club meeting, they could they could come and they could find out. They could even sit on one if they wanted to. It's not a anything that we're trying to hide. I think we should not be allowed in middle school without parents being fully aware of what's being encouraged and instill. This would not be a safe space. I repeat, this would not be a safe

021space, but a dangerous place. Another approach could be the school hosting some type of meeting after school where you allow these students to come and they have someone that that deals with these types of thoughts and behaviors and we're a and they're able to to talk about it collectively in a group where you could have eyes on and be able to understand how people are feeling and and and hear as a parent what's being told to their children. I think that would be a better approach than putting a group of teen of teen pre-teens into a room and expecting them to make good decisions about their sexuality and their gender and things like that. I think as adults um we wouldn't allow I don't encourage my son to go and get advice from his if

022he was getting advice from his 12-year-old best friend just because he made a few good points and I don't think that any parent would allow would would appreciate them getting um advice about their sexual orientation and about maybe some feelings that they're a little bit of confused about or 100% certain about at a time as critical in this in that stage of development. So, as a parent, I am against this club. I don't think it should be allowed to be started just for the simple fact of of where they are in their in their development and the the way that it's being presented as a safe space when it's really when I don't believe as a parent it sounds very safe to me. So, I think it should not be allowed and um that's my

023stance. Thank you. >> Thank you, Miss Kilgore. And then I have Carrie Weaver. My name is Carrie Weaver. I'm a taxpayer. I don't have any children in the school system, but I feel it is my duty to make comments. I wasn't here for the previous meeting to hear exactly what went on. But if I feel that if it's during school time, um, why isn't it required of a parent to okay it? They can't give a Tylenol to a child without parents approval. And you're going to allow a club like this when they they shouldn't be making up decisions and it's not a teacher's responsibility. It's the family. It's the church's responsibility to be doing this, not the school system. And I find it as a taxpayer a waste of money and certainly wrong. I would

024think that the school board needs to consider these thoughts and uh come to us the decision not political, not because it's right, but because it's um going to represent the people of King George County. Thank you. >> Thank you, Mr. Weaver. Superintendent report. >> Uh yes, Madam Chair. Thank you all again for coming out tonight uh to speak at public comment. I think we've had a very good uh open and honest and and collegial discourse in the last couple weeks on this particular topic. Uh it's refreshing honestly to see everyone in our community come out and and be so involved and engaged and invested in our schools. Uh later this evening we're going to continue to talk about uh this in relation to policy. I can tell you there's been no decision that has been

025made. There has been a lot of conversation. There has been a lot of research uh from our board members, from myself. We've explored what other schools are doing. We've taken a look at policy and legal precedents uh and and we've heard you all loud and clear. One of the things that we kind of hope to get accomplished tonight, you'll see in our agenda moving forward, is a a a more formal process for erecting clubs uh both at our at our middle school level and our high school level. I think that alone would provide some filters in place to really vet these type of things before they get um you know on Facebook and public and everything else. providing our principles, uh, our school staff, myself, and our school board an opportunity to really slow down

026and make these, uh, decisions very consciously. Uh, I can tell you, I don't want to speak for our board members, uh, but the the application uh, for the GSA club right now has not been acted on and and there are some things in it most certainly that when you see the application that or excuse me, the regulation that we would approve tonight would raise some red flags for us. Uh so we hope to move forward with the process of formalizing clubs at both at our at our uh middle school and high school uh and giving us the vehicle and the avenue we need to make informed decisions about uh you know not only our high school students but students that are 10, 11 and 12 years old. So uh thank you madam chair and um

027I can stop there for now. Thank you. >> Great. Do we have any board comments or comment? No. I just want to say something. Um, one thing that we all can agree on is something one of big changes we made was parental involvement is super important to us and that's one of the changes that we made in clubs going forward. So, um, is making sure that parents are involved. Um, and that's it. Okay. So, any changes to the agenda? >> Yes, madam chair. So this evening when we do review policies, there is a policy that I would like to uh take out. We do need we have a little bit more work to do. I'm pulling it up right now. I'm sorry. I should have had it pulled up. Do you have it pulled up?

028>> CDB. >> Uh I'd like to remove JH CDB and JHCDB-f. This is just a revision to the forms that we've been doing in the last few weeks. It has to do with the number of AEDs that we have at our school buildings. We'd like to update this policy uh before we bring it back before you to admit the forms, but we'd like to make sure it's in better form before we bring it to you. So, if we could admit that tonight, I'd appreciate it. >> Okay. And we'll do that when that part comes up. >> Okay. >> Now, well, you can uh you can change the agenda. Uh make a motion to change the agenda. >> I get a motion to change the agenda. >> I make a motion that we change the agenda.

029>> Second. We have to state what we're changing. >> Uh just as presented, you can say >> as presented. >> Second. All those in uh any discussion? All those in favor? I >> I chair votes I motion >> I >> David. I'm sorry. >> That's okay. >> Goodness gracious. Okay. We have any um the presentations technology advisory committee annual report by Miss Hillary Half. >> Good evening. Thanks for having me tonight. Um on behalf of the technology advisory committee tonight we provide a division technology update and to give you some updates on where we are with the technology department where we're headed and some of our highlights and challenges. So the purpose of tonight is to just share sorry Miss Higgins can you go back one that was my fault. It's my favorite time of

030year when I have to stand at this podium. The purpose of tonight's update is to share some of our current priorities and progress and reflect on our highlights and challenges as well as discuss some of our next steps and future focus areas. As you all know, advisory committees usually are made up with several different stakeholders and groups of people. Um, we have a really well-rounded committee this year. We just met on the 18th of September and had, I think, 22 members um, attend and it was great. We had really great conversation and a lot of good things came from that. So we meet roughly four to five times per year. Um and I feel it's very productive for the division and it's really productive for myself and the department to to get a feel for

031what's going on out there, especially when we have parents and community members um sharing their voice. So this is a chaotic slide and it's kind of meant to be a chaotic slide. Last year we had some students fill out a form. What three words come to mind when you think about technology? Right? And the most popular words that came through the form when you create a word cloud like this, this is what our kids are usually thinking about when they hear the word technology. And not everything up there is positive. You see things like annoying and blocked, right? So, it's a really good um overview of how our kids feel about technology. Obviously, computer is helpful. The phone is always going to come up when a kid talks about technology. but also in our committee

032meetings it can get a little chaotic too because it's such a broad it's such a broad area and a broad topic. So I thought this really exemplified you know there are so many things that we touch in a day that have to do with technology and especially thinking from a student's perspective. I just thought that was kind of cool and we handed that out last year to our last um at our last meeting everybody got like a card stock poster of that to take home. So, this chart comes straight out of our technology plan, our five-year plan. Currently, the tech plan is from two 2023 to 28. So, we're about halfway through our five-year plan. Um, we use this to make sure that we're staying on target with our refresh update and our refresh schedule.

033Certainly with technology, you don't want any two projects to happen within the same year for budgeting purposes. Um, some of these are handled through federal gr federal grants and state grants, but we're in a really good place right now. You can notice that your switches and access points were replaced last year. That's a really huge project. So, we're happy to have that behind us. Um, something big that's coming up next year, our high school teachers will receive um new laptops because they were the first folks to get them about four years ago. So, we're going to try to get five years out of those laptops and start a refresh. Chromebooks is ongoing every year. Um, we are having to refresh those, but it gives you an idea of these are the big ticket items that

034we really have to focus on to stay on target. This slide's purpose really is to just show you, you know, inside the day-to-day of technology. No day looks the same. If you look at the two pi graphs, you know, we could go through a two-eek period where building security is our top priority and then maybe that calms down and things are performing the way that we need them to and Chromebook management, you know, steps up or something goes wrong and it takes three of us away from the department and away from our time to to handle those. So, it just goes to show you that we have a lot of different categories that we cover. And, you know, every season is different. Summer always is going to look different than fall and winter. We're very

035busy right before our students come back to school. Um but you know we handle a lot of things and um it's kind of fun to be on the department where every day you just don't know what's going to happen, right? So some of our highlights as everybody knows we we put into place the weapons detection systems. You have 15 units across the school division. Um dedicated support to strengthen the safe learning environment. You know, not only was this a technology highlight, but I think bringing our folks together, we had central office staff, we had schoolboard members pushing into our buildings for those first two to four weeks. So, it was really cool to see us all come together and get to know each other. You know, we're getting a chance to learn our teachers and

036to talk to them and get to know them. So, it almost became a team building activity for us and for our employees. And it was it was really refreshing, I think. And I, you know, I speak on behalf of schoolboard employees to have school board members standing alongside of us going through the the issues and working those things out. And I think, you know, when you look at us now, we're in a really good place with that and they know that we're always still here if they need us out in those buildings. Um, enhanced wireless connectivity, you know, we're we're still working through some bugs, but overall, we really have improved our wireless connectivity. And you know, something to speak to testing as it's so big in our division um with state testing that we

037now have the infrastructure to support, you know, up to 2,000 kids testing in one day. And we couldn't have said that three and four years ago. So that's a really big deal. You know, Dr. Nice can test all 10,000 kids in one day as long as everything's, you know, going according to plan. Student devices, this is always a highlight for us. We always work really hard to make sure that on the first day of school, our kids are distributed with um Chromebooks. So, we we pretty much gave out 200 devices within three business days this fall. And that's a really huge undertaking. And the fact that we usually pull through and we make it happen is certainly a highlight. And then interactive panels, you know, these are like they're much like your Smartboard, but we

038don't use that model. We use a different model. Um, currently every secondary almost every secondary math teacher does have a panel in their classroom because we partnered with instruction and we wanted to support the new math curriculum that you just um saw come through. So, I think we're really pleased at secondary to know that our math teachers are equipped with what they need digitally to help with that curriculum. Um, as well as we have those in our K5 classrooms. Three years ago, we had less than five panels and right now we have somewhere in the 80s about 84 panels. So that's that's really big. And then just a couple quotes from our teachers at the advisory meeting last month. Certainly along with highlights come our challenges. Um as everybody knows this is no surprise. Rising

039technology costs is certainly a fear. Um device repair and replacements for onetoone can get really hairy for us because we don't always know how to plan for for what our device damages are going to be yeartoear. um preparing for the future and adapting to emergence emerging technologies such as AI in safe and responsible ways and planning for long-term growth and sustainability. Network security is also a big deal. Ransomware, fishing attacks, some of you noticed we went through that Friday afternoon and and uh had a compromised email address and it's just it's going to happen and we just have to know how to respond to that as quickly as we can. um protecting student and staff data requires obviously ongoing investment in tools and training and then of course instructional alignment. You know we want to

040make sure the technology supports the teaching rather than distracts from it. So we're always looking to maintain that balance and then of you know of course offering professional development opportunities and getting in there and finding time throughout the year to do that from the technology department. So I spoke last year a little bit about generative AI and how a number of us had gone to some trainings on how to push this in and how to support our teachers and our students. Um over the last week and a half we have visited with the middle school and the high school department chairs to talk about how can we support you from the instructional department and the technology department. you know, is there something a teacher can do when they're assigning an assignment and specify do I

041are you going to use AI for this or are you not? Because if we don't specify that and our kids use AI, are they really cheating? Is it really plagiarism until we say you may not use AI for this assignment or you can blend your AI in this assignment? So, what that tiered approach is is it's kind of and it it could almost be made into a poster for a teacher when they're developing a rubric. here's your guidance when you assign this assignment and be specific and be clear with the kiddos. Um, there's some PD that we've pushed out, the generative AI for education that is through our Google workspace. It's roughly a two-hour professional development and it's a really good overview for educators. We're pushing that out through our weekly memos to our staff.

042And then just you know a statistic there seven out of 10 of these students have used at least one type of geni and that's from genai and that's from 2024 and then of course our focus areas right what are we really spending our time on over this next year currently we are looking at implementing a new asset management and work order system to streamline our inventory. Currently, we're running off spreadsheets and we're doing some man-made things and we're getting too we have too much equipment to be able to to do that. So, we have invested in an asset management um system that we're just getting ready to um put into place and do some piloting with one of our schools. Building level presence, you know, technology is a we're often behind the scenes and that's

043good, but we also need our teachers to know that our technicians are out there and they're visible and they're in the hallways and that they're welcoming. So, that's a really big deal to me. Um, digital wellness and balance. I say this every year, providing a balance for our students, so we're not looking at a device all day, but that we're using it appropriately. Um, and just helping with the instruction department to to maintain that balance. And then certainly our artificial intelligence, it's not going away. It's only getting bigger. So being able to support them and our strategic plan um technology is really woven into goal two of the strategic plan which is focused around instruction. So we're kind of embedded with them. But two of the big things that have come along is supporting the

044implementation of computer science and digital learning integration standards, promoting digital citizenship uh curriculum, you know, and just again trying to provide as much professional development as we can and certainly on our side uh staying up to date with our technology plan. Every year we try to update that to keep it on on track and be ready for that refresh in 2028 when we will build another five-year technology plan. So that is all I have for you this evening. Thank you for having me. Dr. Nice is here and he is also a member of the the committee and Miss Hoover is our school board representative. So we thank her for her time. Okay. Can we ask if anybody has any questions for you? Uh Mr. Bush. Give him a minute. He's unmuted. >> No, I know

045that I'm okay now. Yes. Um I know that Miss Half is doing a great job and I thank you for all the effort and work that you put in a few about past couple months and I just appreciate your interest and thank you for everything that you've done especially this is a great looking plan. Great. >> Yes. Thank you. and Miss Half is wonderful and very helpful and we appreciate you so much. I will also say those comments that were just made were uh true for sure. I did have a question though. Um on your presentation you were saying that there's an increase in fishing um for the schools and I I'm just curious if you your opinion on it like why would they be fishing schools? So, I had a conversation with our technician

046this afternoon and he's like, "This isn't fishing, it's whailing." And I was like, "Here's the thing, and we're going to talk about this. Dr. Boyd doesn't know it yet, but it's on tomorrow's agenda with the supervisors. The teachers that they're hitting and the employees that they're hitting do not have two-factor authentication on their emails. So, it makes them a little bit more vulnerable to this. And it's not necessarily just in schools. Think about your personal accounts, right? You never want to leave your email wide open overnight because there's more of a chance of someone getting into that. I think what happened this last time and what's happening is teachers do see things that are like free download here and they click on it and it's an it's an executable file and that usually is what

047h what creates that vulnerability. I can't get into the weeds with you about the whole backend thing. I can certainly find out more from my network engineer. But once that does happen and once that email is compromised and someone is now in that person's email, they have access to all their contacts, whether they're school email accounts or their personal email accounts. And this is why we saw like 400 emails going out to all these people and we were trying to redact that. I think and the other big one is administrators, right? Your superintendents, your administrators, your central office staff, they like to get in there because we have more contacts. we have more availability to send staff emails. And when you think about your teachers, if they see an email from Dr. Boyd, they're right

048away like, "Hey, send me your cell phone number. You know, I want to help you." A teacher is going to respond to that because, "Oh, that's that's Dr. Boyd." Right. So, a lot of us get targeted more so when you're in an administrative role. >> Yeah. Thank you. Help. >> Yeah. We do have the like the test like that we send out. Yes. >> Emails that will see if we can How can you describe that better than I? >> So, we are part of a staff awareness training software that basically every so often it'll go out in batches to our staff members and it'll be a fishing email, but it'll be a safe email because it's from us, right? And we test our teachers to see if they're actually going to take it. Hook, line,

049and sinker, right? So, if a teacher goes for that email and it says, "King George County Schools has sent you a Visa gift card, click here to get your award and they click that button, they'll see a little icon that says, "You've just been fished. You shouldn't have clicked on this." And then it does kind of make them do like a two-minute video sometimes in a module. They have to answer a question and move on. So, we're doing what we can to to help our teachers understand, not to trust everything that comes in through an email. Today, everybody's going, "Miss Half, is this legitimate? Is this a legit email?" Because they're they're nervous now, especially those that were affected on Friday. So, they're really it's in their forefront, which is good. You know, we want

050them to be a little nervous about clicking on these things. >> Yeah. And they're getting better, too. Yeah. At at fishing. >> Yep. Yep. >> Yeah. Something >> Miss Half This is David, uh, Mr. Bush. But, uh, our mission does the same thing. And only when we get caught, it's a two-hour training. you got to go through. And after that happens about three times, boy, you get better and better at it. >> Yeah, I don't think our staff would love two hours. So, we're gonna stick to three minutes. >> Frank, I just want to thank you for all you do. Uh I was in this schoolboard office a couple of times last week after hours and I still saw you running up down the halls. So, I know we all know the work that you

051put in and the and the things that you do. you mentioned uh preparing for the future and one of the things that that we have to prepare for is AI which uh I don't know about I mean you're the expert in it but I think it's probably one of the scariest things that's going to uh come into society in the near future and it's it's it's going to change a lot >> it is and honestly we're not the experts these guys are the experts right these students know long before we know they're on to the next we're still on chat GBT right? Helping us write an email. There's 14 new AI sites out there right now that we don't even know about, but I can guarantee you our kiddos do. So, >> I should tell

052my students all the time, if it doesn't have a trigger, I can't use it. So, I sure can't use technology. >> Something funny, you know, our internet at home, we just got like a year ago and King George, so it it feels like a totally different life. But one of the words that popped out to me about was reliable. It was so tiny because it's gotten a lot better as far as even my home, but even here I take night classes at the high school and it's better. >> Yeah, I noticed it was a lot better. So, thank you for all your hard work. Yeah, >> Madam Chair, if I could just take a minute with this audience and this opportunity, I do want to thank Miss Half for all that she does with all

053of those things that uh were challenges and accomplishments and everything that she does on a daily basis. when we rolled out this weapon detection system and as far as implementation, she took it and ran with it and really provided an intricate role in making sure that that got done on time. So, I just want to say thank you for that because it really meant a lot to me and I think all of us. Yeah. Thank you. >> Thank you. >> Yes. Thank you. Okay. Uh, state accountability and accreditation by Miss Sandra Duff. Good evening everyone. Um thank you for this opportunity to prevent pres present this data um to you. Um this data is based on preliminary reports still. Um I was hopeful that I was going to be able to give you official state

054numbers. Um they are now telling me later this week. So we are still working off of preliminary data, but I will keep you in the loop as stuff changes and more information comes out. Um, there are going to be potentially some small changes that come when the official data is announced, but this data has been is the information that I presented at convocation was very preliminary. This has a little bit more meat behind it. We know a lot of that data. So, the next slide, Miss Higgins, thank you. Um, the accountability framework is completely different than the information that I presented to you guys last year. This changed at a state level. Um, I went to all the schools last spring and presented to administration and teachers what the new framework was going to look

055like. It is slightly different at an elementary versus a secondary level, but our schools will be categorized by one of the four labels in the framework as distinguished, on track, offtrack, and needs intensive support. And that is going to be on a 100 point scale. So 90 and above would be a distinguished school, 80 to 89 would be on track, 65 to 79 would be off track. And then below 65 would be intensive support. Those 100 points are gained by the three categories you see on the left of the side. So mastery, growth, and readiness are the categories for the elementary schools and the middle school. The high school does not have growth, but that is where the graduation rate goes. Readiness at the elementary schools is just chronic absenteeism right now. The middle school

056does add another category of advanced coursework. So, right now, that's our math kiddos that are are taking high school level courses and above in middle school. And then the high school does add a six-year graduation rate and the 3E readiness, which is um all of the CTE certifications and the workplace readiness that we do. The state is still producing an annual pass rate. So, they're still producing the subgroups that I presented to you guys last year, but they are not a part of this accountability framework. It go it aligns to the federal accountability. This is just state. So if you look at this first chart, this is King George Elementary School's data. You can see right now it is sitting at a 79.75 which is 0.25 off of being on track. Um they do not

057round. So they round to the nearest 10th. So it's 79.8. Um we are this is data that is sitting right on the line. It could it could tip over to an ontrack school. We just don't know what that final data will be this week. But next to the mastery, growth, and readiness in this framework, you can see that 55% of the data comes from mastery, 35 from growth, and 10% from readiness. The reading performance is points earned is the numerator, the denominator would be students, and then it works its way across to how many points would add up. So those four mastery categories, um, only three of them count into the matrix because the EL progress is only 13 students. It has to be 15 in order to count in the data. So the three

058math, reading, and science performance total up to that 49.55 out of 55 total points. Growth is measured for fourth and fifth graders at an elementary school. So it's compared to how they did the year before. Did they make growth in their so and that growth comes from whether they passed or failed the year before? It is just growth from year to year. The readiness is chronic absenteeism. So that shows that 21.91% of King George Elementary School students were considered chronically absent. It is 7.8 total out of the 10. So that totals up to that 79.75. The next chart is the same information. It's just BTOC Elementary. Um again their EEL denominator is not 15. So their mastery category comes from reading math and science. They earned 51 out of the 55 points in mastery growth

059because the EL is is at zero. Growth is the 35% here and then readiness is the 10% totaling up to that 86.3. Seal Sealston elementaryaries is different because their EL population is over the 15. So that 10% gets attached to mastery and becomes 65% of the mastery numbers. growth goes to its 25 and readiness stays at 10. The EL population progress is K, not K, it's first grade through um fifth grade because students have to be in their it's the WEDA test access test that they do and they have to have taken the test twice in order to measure their progress. So kindergarteners don't count in that, but it is going to be first, second, and third and fourth and fifth grade at an elementary school. The next one is the middle school. The middle

060school's mastery is a little bit different. Their total is 60. Um, their EL progress, they did have 21 students, so that counts as their 10%. Growth is only 20 for a middle school level matrix. And then the readiness is 20 because chronic absenteeism is 10% and then the advanced coursework is another 10%. If you look at the numbers here, they are are the points earned is based off of the student performance uh in in reading for sixth, seventh, and eighth grade. Denominator is the next student column and then you get the percentage of points possible and then index value which totals up to the 49.36 out of 60 possible points in mastery. Um their growth for is just for reading and math. It is all three grade levels that can get growth. It just has

061to be that the student was a Virginia student who took the test the year before and their readiness is a little bit higher than the elementary schools because of that advanced coursework. But that is 108 students based off of their seventh grade so were eligible to do advanced coursework in eighth grade in in seventh and eighth grade. And all 108 were scheduled advanced. So we got 100% of that category which brings them to an 81.58. the high schools is a little bit different looking in that um first you have to realize that this is not the whole high school. This is just our senior class last year. So they do not do every test in the in the school each year. They do cohort data. So this is based off of our graduating class of

062cohort 2025. Mastery and graduation and readiness are not whole numbers because our EL population was not at 15. So that becomes 0% and they distribute the 10% that would have been in EL progress equally to all three of the other remaining categories. Whereas in the elementary and the middle school they just put it with growth. So that's why those numbers are a little off. Um the high school is coming out as a 97.41 which is a distinguished number. Um if you look at the chart closely you can see reading performance. um we had so many students at that graduated last year that scored an advanced pass that we actually got over 100% on that category. And then the 3E readiness is again so many students got above the the norm the standard one point they

063got a 1.25. So that's over 100%. So those two categories carried this to the high school coming out as a distinguished school. Um, I will take the opportunity to point out that it does hide other things that we should be concentrating on. The chronic absenteeism numbers on all five charts are are we we our chronic absenteeism increased from last year to this year. So, we are that is something that we need to focus on. It does get hidden by the other wonderful accomplishments in each school, but it is definitely something that we should focus on and look at. And then our EL population is constantly rising and that is going to it affected Sealston in the middle school this year. Um King George L is very close to having their EL population be above that

06415 where they would have that 10% shifted there as well. The next chart um is as Dr. Wright says it's his favorite one to look at. It is our federal pass rates. So these are not the polish numbers. These are just straight number of students who passed divided by the number of students who took the test. Um, and these numbers are the state is across the bottom and King George is across the top. And then our the rest of our regional schools um that we usually compare ourselves to are through throughout the rest of that chart. Um, I checked the math on this a million times because King George hit the state average in all four subject areas and mathematically that didn't sit well with me. Um, so I I double checked us and we

065we definitely are sitting right on the state average in all four categories. Um, we did not do that last year. We were one or two points below in math and I think three points below in science. So those are gains that we made from last year. And the final slide that I have for you doesn't really have a whole it's not about our accountability or accreditation. It's about what's coming in the future. The state is making constant progress and changes and at the September board meeting they approved new cut scores for reading and math. So we have been sitting at for years now a 400 is a passing on an so a 500 is an advanced pass a 600 is a perfect score. They with the new standards they did they did a standard setting

066committee this summer and they have reworked those numbers where and it was approved at the September board meeting that these would be the new cut scores. So a third grader the 400 is no longer a passing score. It will be a 444 for the reading so um this is something that we know that is coming. We don't know what it's going to look like though. Their October board meeting is when they're going to decide. They've been getting stakeholder opinions across the state to figure out how to implement this. Do we phase it in in three years, four years, five years? Do we um set it up so that students kind of phase in at the high school level? They want to make sure that they protect the class of 2026 that this isn't a huge

067change for them in the the final hours of their senior year that they're going to have to make that change. So, there's a lot more information still to come on that as the board, the Virginia um board of education makes those decisions in their October and probably November meetings. Um, but I have a feeling that we have a lot more updates coming from them with that. We'll get state information later this week that we'll be able to update with you guys hopefully at the next meeting and give you more concrete answers. These numbers are more firm than than I've given in the past, but they are still small changes are possible. Thank you, Mrs. Duff. Um, do we have any board comments, Mr. Bush? >> No, thank you. Your your report was very thorough and

068I appreciate it a lot. I know that's a lot of data to gather and to report on. Um, just uh your opinion, we uh definitely made some small improvements over last year. Do you see that continuing or what are your big concerns for the future? Obviously, absenteeism is a huge one, but areas do you that we're concerned with or that you see we're going to be improving on? >> Um, I think that we the chronic absenteeism is definitely something that we need to work on as a division. Um, I think focusing on our EL population that is rising. We're going to have to pay attention to that. Um, we also made gains. If you look at the detail of the charts, we definitely made more gains across the division in math than we did in

069reading. Um, I think that the the Virginia Literacy Act and the new plans that everyone's doing, elementary schools did plans last year. This year it's per the state it's elementary and middle. I think it's going to take us time, but we'll see gains from that as well as teachers do all those modules and learn how to prepare our students for tests that are more difficult because the standards have changed and they're expecting kids to analyze on a different level. And I think there's a learning curve there for the students and the teachers. and we are we are making good progress towards it but it's going to take the time to get there. >> Good. Thank you, >> Mrs. Cleveland. >> Yes. Thank you. Thank you, Miss Duff, for this information. I I do have a

070couple questions just because I don't I I don't see the historic data and I don't know if you do you have the historic data that you >> Absolutely. I can share last year's presentation with you and anything else that would help you kind of fill the gap for the last year or two. Okay, >> I would say too that this is the first rendition for this accountability system and this data. So, we can give last year's presentation and cut scores and things of that nature, but that's a point I did want to make is that this is an entirely new accountability system that the state is pushing out along with cut scores and a number of other changes. Miss Duff and I have set in a lot of professional development from the state level. There's

071a lot of changes going on and a lot of thing a lot of moving parts right now. So we can tie historical data to those cut scores, right? And and chronic absenteeism and things of that nature, but there's also a lot of new >> and we can still look at the subgroup data from a federal level. They break down. They have a three-year pattern that they do. They they report the last three years of that. So that information would be available. But it's definitely I spent time last spring educating our staff on the new accountability, but our parents are going to need it now, too. our community is going to need it because it's framing the same data in a different way. >> Yeah. Yeah, I understand that. So, can you are you able to

072say without having the data here, are we up or down at these schools? Are you able to it's it's different for every school? I can say that our growth is is strong at PTOAC and the middle school. There was definitely growth there. Um, Celson and King George L made growth. Um, King George Elementary's growth last year was stronger than it was this year. So, growth becomes difficult if you're getting more and more students to pass and they keep growing. It It's hard to keep that pace up, if you will. So, I think that that is a factor in King George Elementaryaries. Um, but I think that one thing to definitely be proud of and and to say that we are up is that traditionally as an educator throughout my entire career when you put new

073standards in a new test in place like reading and math, you always see a dip in the data because the teachers are learning new curriculum and so are the students. And we didn't dip this year. The work that we did last year, we didn't see a dip that other divisions did. You're fine. >> She's not done yet. >> Um, this is my ignorance, but what is 3E readiness? So, 3E readiness is the part of the accountability that takes into account our enrollment, enlistment, and employment. So, the enrollment numbers are based off of we get the the division gets points and different different bonuses for students who take AP courses, students who take dual enrollment courses. Um, enlistment is going to be based off of the ASVAB test which students can choose to take. That is

074our military aptitude test. And then the what am I missing? Employment is all of our CTE certification classes. So it is students who took um whether it is workplace readiness or it is a um the certifications that they take that are associated with those CTE courses. depending on how many students take an exam, we get credit and then depending on how they do. Um, so they fall into four categories where they are, I hate to use the word worth, but the points that these students give us either are 1.25 into the matrix, one 75 or 0.25. And that's why in the reading and in the 3E readiness, the high school scored so well because so many students were worth that 1.25 that it took us over 100%. >> Okay. And then just one more question

075on your on the cut score slide. >> So are these this is the proposal for the cut scores or this is what they are now? >> They were approved at the September board meeting. >> So is the passing is pro um proficient. Is that where you pass? >> Yes. >> Okay. >> Thanks. >> Yeah. So we had a meeting today Sandra and I a virtual meeting. Those cut scores are passed right now. They're playing with this idea of an approaching category as well, which is not on here, which will be a temporary fix and it'll be a score lesser than proficient, which will also count as passed. What they haven't decided yet is how long they want this implementation period to to last. They're throwing around three, four, five years. So, uh, and and also

076holding, as I think Sandra pointed out, holding certain classes harmless from these changes. We certainly wouldn't want our seniors right now who are accustomed to getting a 400 on an so to all of a sudden have to have a, you know, 443 to pass. Uh there there's a lot of superintendents and a lot of school divisions right now wrestling with w with what this means and there's a lot that's uh still left to be explained from the state level. >> First off, thank you for all you do. I mean, I was saw you for years around the high school making sure all the kids got, you know, everything passed and last year I saw uh Dr. Trusslo doing the same thing and yes, >> I saw the tears in her eyes when two kids weren't

077going to walk across the stage last year and but the high school is that distinguished because of the of the the passion that you two have for what you do and for our young students. Now, saying that, and Dr. Wood and I have talked about this uh quite a bit, uh the absenteeism rate, uh I mean, we had the allin, is that still working? I I mean, I even went around to a couple houses visiting. >> Uh is that still is it did it work at all? And then what are the next and maybe Dr. Boyd can answer this. What are the next approaches approaches to our absentee rate? Um, I mean, we can change a calendar and do things like this, but I mean there's got to be we've got to do something there

078to get these kids in the classroom. >> All-in definitely allowed us to So, all-in one of the components of it allowed us to put record flex hours for students. So, students who at an elementary level and a middle school level participated in after school tutoring or at the high school level went to the Saturday um sessions that they had roughly what five or six in the spring. But I think those students were allowed to earn hours back basically that would kind of help with their absenteeism. Um so I think for certain students if you if you can get students to commit to after school or a Saturday it definitely helped them. Um across the board I I don't know that I can say that all-in has done a huge amount of things for us because

079it has our chronic absenteeism is still a problem at all five schools. Um I can tell you that we have worked with um technology and Dr. right has looked at reporting in power school that gives us a clearer picture partway through the year that allows us to monitor those kids starting right now we've been in school nine weeks who's chronically absent who's who's already on track to keep that up for the end of the year and I think my opinion is the answer is partially individualized you have to meet with those kids you have to talk to those families um I pulled data for King George Elementary just today asking they wanted to know out of the 131 one kids that were chronically absent for them last year, what grade levels were they in, who

080were those students and and just trying to see patterns of families or if it's one grade level more than another. And I think that that has to happen on a regular basis in all the schools. And that's just part of it because that's the individual side of it, but the other side of it is making school engaging and fun in a place that kids want to be. And our teachers are constantly trying to do that for them. >> I think that's the key. if we can, you know, get the principles and teachers to to work on that. Um, however, Jeff Smith is the only person we have that checks on all of this. And with with the number of of kids that we have that are out there, maybe we need to give him some

081help. >> We can add that to the budget when we that'll be real soon here. >> And I can tell you as the human at the high school who used to try and pull the data, P school didn't really help us do it very much. And we now have new better real-time reports that are going to show us a report almost at a click of a button versus a massive amount of analysis. And at the high school level where that is converting from meeting attendance to day attendance, that will be a very useful report for that administrative team >> and counseling and all everyone who would be pitching into that process. >> Again, thank you for all you do. >> Yes, sir. >> Yeah. I I'm so blessed to have Miss Duff in the position

082that she's in. There's a lot of changes right now on the state level and and to be able to interpret this data and really dig it down to the roots of it and and really do the state math before the state even does the math and give us this type of analysis. That's amazing. and and for Miss Duff to be able to do that for us and show us where we are and where our trajectory is is I I truly appreciate it and it's a wonderful accomplishment and I thank you for all you do. >> Thank you. >> That's what that's what I was going to say. Like there's a reason you're in this position because you're just it's it's here and you're just saying it and I mean I can tell you're really good

083at what you do. So >> makes me nervous because I want to be able to explain it. I live and breathe it and I want to make sure that other people understand it as well. >> You're a good speaker as well. So you're doing both a good job at both. But I wanted to say something that showed on the graphs reports there was not only did we are we showing state average, but we're also showing we're leading the entire region in most of it and and a couple of them. >> We are there's four, but there's there's one number on the chart higher than us and it is West Morland's math and they're doing some very out of the box things. We've already disc we re reached out to talk to them about their plan.

084So, but across the region we're definitely strong. >> And the other thing was is like the the teachers have been we have the state has kind of taken away their individuality the the ability to have all this fun stuff in the schools. So, it's very challenging for them to get all this done and still make it fun. >> It is. >> Yes. >> Absolutely. with the new math and reading curriculum happening in the same year, they're still struggling with that process and and and learning how to get the kids where they need to be while having fun doing it >> without you don't have to answer it, but if if you know of anything that you can send our way that maybe we could cut out, you know what I mean? I know you guys

085work on it, but I I don't get to hear all that, you know? >> Um, please send it our way because that is that is a goal of ours as a board is to like get the teachers to have the ability to make class fun again. >> Okay. So yeah, >> thank you. >> And thank you. [Applause] >> Okay, now we are moving on to our student representatives. Um, is it Zach? >> Logan. Sorry, Logan. >> Logan's up first from the middle school. >> Hi, Logan. Um, this is his first time on the um I believe at the board being student rep and he's from the middle school. >> Go ahead. >> Okay. Um, good evening. My name is Logan Samuel and I'm one of the student reps obviously at King George Middle School and

086I'd like to just share a few things going on. So, they have this cutest fats oh cutest pets of fall contest and you supposed to submit like a photo of your pet at um and a fall themed photo like pumpkins or Halloween cider Thanksgiving and it's kind of cool I guess But but um >> you okay? >> Did you guys send them in already? Submit. >> I I don't exactly know when they're due, but I think it's sometime around October. >> Okay. >> Sometime around maybe >> there could be one. >> Um I think it's like a gift card or something, right? >> Okay. >> Something like that. Um, another thing is that the quarter quarter one's ending on Friday. And I mean, my grades are pretty good, but I know some people are not

087doing well. But >> I'm really excited that we're finally done with quarter 1. I think they have the assembly sometime. I think next week, maybe on Tuesday, Wednesday, like those kind of things. >> Okay. Thank you. This is Brooke. >> Good evening. I'm Broo Hayden. I'm one of the student representatives for the high school and I'd like to share a few updates about our school. First of all, our fall our fall sports are in full spring swing and cross country will be celebrating their senior night this Wednesday to recognize the senior runners. Our field hockey team has also been very active, not only competing hard this season, but raising over $4,000 to improve their program. They recently won against a game from at Courtland High School, marking the first time that this has happened in

088over a decade. A new addition to the high school is the girls wrestling team, making King George one of the first schools in the Battlefield District to offer the program, and they have already started conditioning. The King George Royal Regiment competed over the weekend in Maryland and won first place in the 4A division. Congratulations to the members and their hard work. We have we have experienced some challenges during dismissal from the students point of view. Car riders would like to leave about 5 minutes before the 2:15 bell to house to help reduce congestion in the parking lot and bus loop. We know that it would take out hours of throughout the whole school year, but it is something that we truly think would be beneficial. Currently, students are often having to wait for the bus

089buses to load, which delays their exit until around 2:30 or 2:45. This not only makes it difficult for students to get to their cars quickly, but also to continue to this also continues to the significant traffic on the streets. On the club side, our Chick-fil-A Leadership Academy is planning on an exciting outreach program. Members will be be visiting all three elementary schools on October the 19th to hand out books and encou encourage reading. Finally, our DECA program will be hosting its initiation ceremony this Wednesday at 10:00 a.m. And Miss Charles specifically asked me to invite you guys to it. and multiple clubs at at the high school including DECA National Honor Society and Were setting up stands at the King George Fall Festival this Saturday to give students opportunities to volunteer in the community. And

090King George High School has also launched the project kind through character strong programs which is a mandated character educated initiative and students will participate in 10 sessions throughout the school year. This week, our counseling team is coordinating a series of fun and meaningful activities during all lunch periods to promote kindness, connection, and awareness around bullying prevention. And Red Ribbon Week will happen from October 27th to the 31st with the theme life is a puzzle, solve it drug-free. This week is dedicated to aware to raise awareness about the dangers of drug use and encourage students to commit to a drug-free lifestyle. And the school counselors will also be hosting a spirit week during that. And that's all that I have. And thank you. Thank you, Mrs. Brooke. Uh any Where are we at? Would any of

091the board like to comment or is that later? Let me see. >> Okay. Uh consent agenda meeting minutes September 22nd, 2025 disciplinary hearing. And then uh that was for September 22nd and then the regular meeting. >> Yes, madam chair. I make a motion that we approve the minutes from the September 22 2025 discriminator hearing and September 22 regular meeting as presented. >> Second. >> Just any discussion? All those in favor? >> I chair votes I carries. Thank you David. Uh B is we're going to talk about the donation um from Bobby Mclofflin. >> Yes, madam chair. So, in in this uh since our last meeting, we did receive a donation from Four Elements Electric. This is in relation to our electrical apprenticeship program in the amount of $15,000. And I would request a motion this

092evening to accept that payment for that program. >> Madam Chair, I make a motion that we uh accept the donation of $15,000 from >> Elements to the high school. >> Second. Any discussion? All those in favor? I >> I >> chair votes eye. Motion carries. >> Isn't that a blessing? Like $15,000 from Goodwill and then 15,000 from Bobby to start our program. >> It's amazing. 30 off. Yeah. >> 30 total. Yeah. Okay. Um on to action items. Acceptance of the title three final grant allocations for 2526. Miss Aaron Cable. >> Yeah. U Madam Chair, I I can uh handle this and if you have any questions, Miss Capable is here. Uh so annually, we we receive funds from our title programs. Tonight, we would ask for acceptance of our Title 3 uh final grant allocations

093for the uh school year 2526. The amount is uh in the amount of $7,740.85. So, the recommendation this evening, this these are funds uh that support our English language learner students that we receive annually from the federal government. Uh I would make the recommendation this evening to accept the funds in the amount of $7,740.85 to the title three grant funds for the 2526 school year. >> I move that we approve $7,740.85 85 cents to the title three grant funds for the 2526 school year. >> Second. >> Any discussion? All those in favor? >> I chair votes eye. Motion carries. All right. And now we are moving on discussion items. Policy manual updates. >> Yes, madam chair. Uh I'm going to go ahead and break out the first one because that is the one that uh

094has garnered the most conversation. It's our uh policy on uh student organizations or our regulation. Uh if you open IGDA-R2 uh this is titled student organizations uh student organizations whether curricular or non-curriculum based that wish to organize under policy IGDA must submit the application for forming the student organization to the building principal. prior to soliciting interest from the student body. The submitted application should have the following things uh included in it. Uh name of the organization, a general statement of the purpose of the organization and whether your organization is curricular or non-curricular, parental permission form completed and signed for initiating the organization. name of a faculty sponsor or supervisor for curriculum related organizations and for non-curriculum related organizations the name of the professional staff member who will be attending the meeting in a nonparticipatory capacity.

095Next is proposed constitution or bylaws. F is a description of the qualifications for membership. G. If applying as a curriculum related organization, a statement of the relation of the organization to the regular school curriculum is required. H. A list of proposed officers. I, a list of 10 students who wish to serve as members of the club. J, proof of written parental permission to form and or join such student organization. And then K, a tenative meeting schedule, including dates and locations of the meeting. A lot of these things were required in the past at different uh different levels of of uh responsibility at different schools. Uh it was it was a less formal process. I'm hoping to formalize this process and really allow us to uh go into the initiation of clubs with our eyes wide

096open in terms of um all that's involved in a particular club application before uh we allow students to make a decision on whether or not they enter a club. A and then bullet two there is just um once a club has been approved there is a process for renewal and it it has uh less bullets but uh still the bullets that we need in order to allow for that club to to uh renew. Below what it says uh is uh if the the third bullet there is if we do not uh if you do not let the principal know that you'd like to continue the organization then the the club would be dissolved. Uh the application process I'm not going to read this in full but basically the principal is the is the first person

097to approve or consider the application. uh there is an appeal process. If if the uh student is not happy with the principal's decision, uh then there's an appeal to the superintendent and that that that appeal to the superintendent is final. I can stop right there for any questions that uh the board may have on this regulation IGDA-R2. I have a question. Okay. So, are we saying so this is saying that the principal is going to be the ultimate decision maker? Then >> the not the ultimate decision maker because there is an appeal process. So, the principal will have Yeah. So, the principal can make a decision uh to approve or deny um and then the um if if it's appealed, it would be appealed to the superintendent. So if the principal is making the decision,

098do we have any guidelines of what that decision should be based on? >> I was just thinking >> um >> I think we need to come up with some >> you you mean I got you >> I think it wouldn't be acceptable. >> So we can work with our principal. I don't know that that would be we can try to put it in the regulation but it would probably be more of a these are judgment calls that we make every day in terms of you know what's appropriate and what's not appropriate on particular levels. We can try to codify it in the regulation but it might get it might get pretty involved. >> You know what I'm saying? >> Madam Chair. >> Yes. >> Go ahead David. >> Um Dr. Boyd, do you think it

099what about if you ask the uh principles what was just mentioned? Um how do they feel about having some sort of guidelines or do they want it to be totally subjective? I mean how that >> uh M Dr. Burns is here and he's coming towards the dasis. >> Well, I would the clubs that probably would be the most challenging to approve would be your non-curricular clubs that don't have bylaws. those would probably be the ones that we would probably scrutinize the most uh in terms of accepting. Uh a lot of our clubs currently are that are curriculum based may not have bylaws but they're curriculumbased which makes it easier to approve them. So I think any organization that comes forward with uh that's non-curricular that doesn't have any substance behind it in terms of um

100you know whether they have bylaws whatnot would be a little bit challenging in terms of what I'm thinking of in terms of approval. Do you think it would be beneficial for us to create um some guard rails in terms of >> Well, I'm saying that that you know in terms of the questions that you currently have there are that would be a guardrail because when you're reading that and and someone comes forward with a club and they don't have any substance behind it in terms of bylaws, constitution expectations, well what are you what are you meeting about? What what what's your I mean that's the basis of your purpose. So I think having guidelines would be very helpful, but in thinking about what you currently have, if I have an organization that comes forward and

101they don't articulate that, then I wouldn't be approving that particular club. >> What if they did articulate all that, but it wasn't something that might be appropriate for that age group? I I would say that that would be another reason to not approve a particular club if it's not appropriate in terms of age group. >> Okay. >> Um so yes >> and the question is is are we you know are we comfortable with the the discret that discretion being you know at the building level or if you do you want to codify it in in in code or in in a policy or regulation and then how how detailed do you want that to be? because right now we're talking about a specific, you know, we're so you know what what could be next that

102um I I think at some level we are going to have to rely on our principles to make some judgment calls with with certain clubs that may come forward. >> Yeah. And I'm not even looking at this as far as not trusting the principles. I just feel like would help them make a decision to protect them. >> Yeah. No, I don't think that either. Madam Chair, let's just be sure that we're careful not to make a policy based primarily on one situation, too. I think it's already been stated, but it's it's um it's important that whatever policy we make should be uh able to be relevant for whatever the situation might be, including the current one we're talking about. >> Madam Chair, I do believe that age appropriateness is important and that would be probably

103number one concern of all of them. when I think about um I mean I don't even want to mention another club because I don't want to give any ideas but there could be some other clubs that came before us that not not necessarily is it not age appropriate but it's not appropriate for school right um so I'm I'm just concerned about that being a decision that the principal is taking I mean they could for example if there was a gun club well maybe the principal likes guns oh so we'll approve that but is that appropriate for school does that make sense I'm concerned about that >> so this sentence here is is the one that we either want to leave general or or flesh out with specific examples so so the it's it's bullet four

104it says the principal shall review the application and such other information as he or she considers appropriate and shall approve or disprove the the recognition of the organization within 10 school days after receipt of the application. So, we're beginning with giving the principal the the the opportunity to make that judgment call. If we want to add something there, you know, where it says the build the the building principal shall review the application and such other information such as age appropriateness or or whatever else. I mean, we could include that there. It's just it could be a very exhaustive list, I think. >> Yeah. >> Well, that's my point is that it doesn't make, you know, it's like when you begin to try to to um I don't know to dictate or to start to write

105some even the age appropriateness. It's um we have to trust our principles because at some point they're going to have to make a decision. We can't write everything down. Um I I agree that the age appropriateness is very important, but um hopefully they wouldn't be a principal working for King George if um we didn't trust them to make those kinds of decisions. Um and I just I'm a little bit Larry to try to put more criteria down. Um which we'll never put enough criteria. Does that make sense? >> Yeah, >> I do think it makes sense. I'm just really stuck on this age appropriateness. I think that's really important because we have three different schools. We have our elementary Well, I guess we're not talking about talking about those, >> but you have your middle

106school who has 10 year olds in it and you have your high school that has, you know, more older kids in it. So, I'm just concerned when we think about age appropriateness that we think about those smaller kids, too, and what is appropriate for them and what is not. I don't I don't know. I don't know. What do you guys think? you're concerned that we're what if the principal and the school board is not on the same page as far as what is appropriateness and there's a like >> well and the parents too. >> I think that's a good curve is getting parental per permission but there's parents that would be all about things that we don't feel are age appropriate. >> Yes. Yes. and schools >> where the government feels like the you know

107going to watch a movie at you know you have to be 13 to watch this movie so it's not just >> there's guidelines >> so I'm I'm trying to I'm thinking speaking from the hip here you know um you know how we usually provide information to the school board um as an attachment religious exemptions things of that nature we could do that for approved clubs and put a clause in this regulation saying pro you know providing an opportunity for the school board to um make uh you know to to weigh in or make an ultimate decision or something of that nature is is a possibility. I'm yeah I want to protect our principles from what just happened and also like the chaos that happened to them you know and then also our students and our

108community prevent that from happening again. I'm not sure if David isn't aware of what went on but that's what we're trying to prevent again. >> Yeah. So >> yeah. No, I was I'm very I got in fact I was the first one that contacted >> Madam Chair. I've been, you know, hours and hours of research on this stuff. And the one thing that was at every level that I did and almost on every paper was that it's a schoolboard superintendent are the ones that have to approve these things. Uh, and I don't want to micromanage. Believe me, there's no way I want to micromanage principles out there. But the responsibility falls ultimately on the school board uh and the superintendent. So if Dr. Boyd wants to put something in there that says uh you know

109schoolboard approval, I think that's fine and that may be a way uh that may be the way we should go. >> So maybe a maybe a simple fix if we're looking at this right now. Now, if you take a look at bullet six, it currently says the principal may wrote revoke recognition of any student organization at any time upon his or her own initiative or on the complaint by any student or staff member for good cause, including any violation to policy IGDA. Revocation may be appealed to the superintendent or his or her design in the same method and under the same time limits as provided above. Maybe we just update that to the the superintendent. Uh and then I don't know if you guys would like to be I mean the second part of that

110is the revocation may be appealed to the if it was appealed from me it would be to you. So that that's an option to update it that way if you think it would be better. I mean it still gives our principal on the front end the opportunity to make a a decision. Uh and then ultimately we could make you guys aware of what clubs and organizations you know through our through through board docs. Uh and then it gives you an avenue at the end to um revoke with good cause uh any any you know represent any student organization that we see fit. >> Madam chair asking Mr. Frank, were you thinking that you, based on your research, would like to see us uh approve or disapprove any um new student uh club that uh is

111being is applying for a position? Is that what you're kind of recommending? >> That's not that that we could do that. That's not exactly what I'm recommending. I mean, I think it would be best if it went to the superintendent level because it would have to if it got appealed, it would have to come to the board. Okay. Good. Good. Well, I'm glad I'm glad I cl you clarified. That's agree with that. >> Oh, Mr. Burns, >> just as a note that the the high school has a master list of clubs that that you know have the purposes, the sponsors, everything stated. I mean, we certainly can share that that list with the superintendent and others forformational purposes so that you have the names of the clubs that are currently in existence at the high

112school. We have that and we can make that available to you sooner than later. >> Yeah. I it it's not a control thing that we're trying to do. It's the fact that when like this whole thing went out, guess who got all the emails or a lot of the emails and how dare you let this in our schools and what are you doing? And we didn't even know about it. like we had no way to react to it because we weren't even aware of it. We're all learning the same thing together. >> Well, I think you know as a school board you should know what clubs are in existence in each of your schools. >> Yeah. I'm not necessarily I don't think we need to necessarily approve every club that comes through but maybe be

113aware of what clubs we have. >> Absolutely. And we can provide that. >> Yeah. >> So I I think that's what we do. I I think as we talk through this and I think it's a good conversation. We provide for you as we do with other information you request. Uh just like this evening with the attachment for the religious exemptions and we update bullet six here that says the superintendent may revoke uh recognition of any student organization at any time upon his or her own initiative or on the complaint by any student staff member. I I would just take out that all. I would I would take out I would I I wouldn't personify that at all. I would I would say student organization at any time upon his or her own initiative or on

114the or on any complaint for good cause including a violation of policy IGDA and then revocation may be appealed to the schoolboard in the same method and under the same time limits as provided above. I think that that provides that extra layer of of safety to our schools and it gives you guys an opportunity on the front end to know what clubs and organizations we have. And then really for somebody that's trying to start a club, they have multiple opportunities to be heard. Uh they get heard at the building level. If they don't like that decision, they can appeal it to to me. If they don't like that decision, they can appeal it to you much like we do many other activities. >> Mrs. Cleveland, >> Dr. Burns, do you do you feel like it's

115appropriate as a principal to to be the person that's going to say yay or nay? >> Yeah. I mean, that's why we get paid the big bucks. >> Feel comfortable about it. And >> absolutely. I mean, we have to weigh the, you know, the politics, the the the ins and outs and Yeah. Absolutely. >> Because what I the reason why I asked that is because if if you say a decision and then we're like, "Oh, we don't like your decision, it we ha we have that um conflict now." So I just want to make sure that that's okay with principles. >> Absolutely. Absolutely. I mean, so yes, I mean, you know, that's what you pay us to do to make those decisions. And sometimes we may make good decisions and sometimes we may make the

116wrong decision. And you certainly can tell us if that's the wrong decision and we won't take it personally. >> And that's why we get paid the big bucks. >> Text in the mail, Mr. Bush. >> For yourself, Mr. Bush. Yeah. I I didn't like how it went down. mostly because I love our principles and I respect all of our principles and I and I hate when a community who is not aware of everything just goes straight into attack mode. I appreciate that they're aware, but I wish they would send those emails, those positive emails of all the good that these principles allow in our schools and do and protect and and so um that's mostly a lot of my questioning is just to I appreciate you coming up and and like basically saying it's okay

117that you know the clubs that are in the schools because that's our job. Um there's a lot of push back with that believe it or not. So thank you >> or do we want to approve this tonight or do you want to come back with that was changes >> or m Yeah, Madam Chair, I think I'd like to see Dr. Boyd maybe um change um item six as you had discussed and then bring that back to us next time. >> I I can certainly do that. It's just going to slow down some club stuff at the school level, but I think that's okay right now. I Let's get this thing ironed out. Are you guys principles? Are you guys good with that? Yes. Okay. So, yes, I' I'd like to make sure that we make

118this uh solid and then we'll bring it back to you next meeting. >> Thank you. I appreciate the uh good conversation. >> Yes. Thank you. >> Thank you. >> All right. And now we are Oh, we're still going on pause. Uh so we're we're moving down now to um JEC-R2. Uh this is just a uh regulation that we need to strike out of our policy manual. This was a regulation that was included with our school admission policy that uh came about through COVID. And if you see the last line there of that policy that says the emergency regulation will be revisited when the state of emergency associated with CO 19 pandemic is declared ended. Well, we have ended. It is it is officially ended. So we we need a motion to strike this regulation from

119the policy manual. >> Want to do them all at one time or >> Yeah, let's go ahead and do them all at one time. I'll just keep going. Uh, we did remove tonight uh JHCDB and JHCDB-f. So, I'm going to skip those. The next three up are um or excuse me, four uh because we have a policy and we have uh or excuse me, we have a regulation and we have three forms. So the regulation is on fundraising and soliciting and then the three forms that we have and will continue to use in the school division we we use now we would just like stricken from the policy manual. So I would like uh JL-FA JLF-B and JLF- C stricken from the policy manual. So I think that concludes uh all the changes for this

120evening and I I'll take a motion. Madam Chair, I move that we delete policies JEC-R.2, JL-F A, JL-FB, and JLE FC as presented >> and update JL-R. >> Thank you. >> Second. Second. Any discussion? All those in favor >> I >> chair votes I. Motion carries. >> And now >> you second that. Who second that? >> Okay. Committee reports. Mr. Mr. Bush. >> Dr. boy and I visited ATI week and a half ago and um it was the report was excellent. It was the beginning of the new year and um they uh the scores were excellent at the end of last year and the beginning of this new year. Everything is looking so positive. So um it was going to be my last board meeting with them, but um I've just been so impressed and

121so has everybody else that's been involved with this whole project at ATI of how well Dr. Towry has done in taking this off the ground. And I think that um I think the students that will be attending this ATI in the future of course will be two more years of eighth graders coming into ninth and eventually a full school will be there. Um I think it's going to um um bring a kind of statewide recognition about um how valuable it is to have things like this and the value that King George Elementary was part of this pilot program. So, um I'm very proud that we chose to be part of this and that became evident at the last meeting. Um and that's all I have. There's a SEAK meeting, I believe, uh first week of

122November, but um that's all I have. Thank you. >> Thank you, Mr. Bush. Mrs. Cleveland. >> Yes. Um I do not have anything to report. My meeting is later this month. So, >> thank you, Mr. Frank. >> Yes, I had two meetings last week. One was Title One. uh very good meeting. Uh title one is the money that we get for kids that are struggling. Uh and the principles are using that money wisely. They're they're uh putting it into the math and uh reading initiatives that are there. And then we talked about what are the the things that would help most. and uh everybody concluded that the thing that we could do that would help these students the most is get parental involvement. So um you know we did we just need to find ways

123to get parental involvement. We have a we got some parents here tonight but most of it was politically uh rather than you know it's politics rather than than you know education and we need to try to separate that as much as we can. Uh but Title One is doing uh extremely well. They're they're doing good things that we explained like you know you've got the cupcake, you've got the icing on the cupcake and then title one is coming in with the sprinkles that are on top the the little bit of money that's there to help out uh on the on the for the kids that that really need it. But you know getting parental involvement uh if we can figure out a way to do that uh would help immensely. Uh the other meeting I

124had was a uh health and safety advisory committee. Uh always always good. Uh one of the key things that uh elementary teachers, you may not like this at all, but one of the key things that was there was uh Mr. Dave is talking about uh candy giving out to kids for rewards and doing the Skittles giving out the thing giving out to kids for for uh rewards. Uh you know you stand in line or you do good on math or you know different different counting of you know the different colors of the Skittles. Uh it's pro probably not a good idea. Not only that, but you know they're masking a lot of the hard drugs this time to look like Skittles. So that's uh that's an issue there. Also, uh we talked about uh the

125new flag conditions that are coming out for the state. I think put those out. Flag conditions being green, yellow, and red. And uh getting flags to fly at the the two fields uh so that coaches will know exactly what's out there. Uh we also talked about the CPR classes that are coming up and the the number of people that we need to be certified as CPR. Uh and I again brought up the the you know NARCAM, you know, how many kids do we have that I mean I know we have students in the high school that are trained with Narcam. Um, you know, and but you know, I would, as I mentioned last year, I like to see a NAR, you know, every teacher have a NARCAM um kit in their desk in case a

126student uh happens to to overdose in their class. And uh you know, years ago, Mr. Perry had one overdose in his class. It's not pretty, you know. So whenever we can uh we can you know do to get those NARCAM there I think that would help out also that and that's all. >> Thank you Mr. Frank. Um my meeting's coming up so I don't have anything to report at this moment. So we'll move on to the superintendent report. >> Yes. Really quickly Madam Chair I have a few bullets. We do have the fall festival this Saturday. So I look forward to you all that can attend jumping in the back of the truck and throwing out tons of candy. So kids be ready. This is not for academic incentive. This is for Halloween or fall

127festival. So secondly, we do have a um a board policy right now that says the division must present a report to the public by November 1st of each oddnumbered year on the extent to which the objectives of the division comprehensive plan have been met during the previous two school years. Uh so we we intend to have for you at our next meeting October 20th an update on our strategic plan. Uh, and as you all know, we typically do this around the first of the year. Uh, but we want to give you guys in in order to stay on the right side of this policy, an update on where we are. And then, you know, it's just two slides for each of the four um for each of the four uh goals that we have in

128our strategic plan. So, we'll give you where, you know, what we've accomplished and where we intend to go moving forward. So, that'll be good uh as we shape policy and practice moving forward. And then finally, uh, since we last met, the county has released their capital improvement plan and budget calendars. So, that's a big factor for us as we, uh, go into play with, uh, the budget season. The first thing that we'll do, and really the first thing we'll accomplish is the capital improvement plan, uh, process and and we'll we'll have a kickoff meeting at the schoolboard office tomorrow for that. But you guys be ready for our November meeting to approve the capital improvement plan that we have coming out of the school division before I deliver it to the county. Okay. And that's

129all, Madam Chair. >> Thank you. Um, moving on to board comments, Mr. Bush. >> First of all, thank you for being patient with me. Um, as was mentioned, I am home ill and um I I have the flu the A1 and so I definitely did not want to be contagious with anyone else there. Um, still coughing a lot, but I'm should be fine by the end of the week and not contagious. Um, I did ask if I could attend this board meeting tonight, but the doctor said absolutely not unless you want to give the flu to everybody around you. So, I said no, I don't think they'd appreciate that. Um, I appreciate that. Um, congratulations to U. Marcus on the National Merit Scholar finalist. That's uh being a principal for many years of highlight of

130how many National Merit Scholarship uh finalists did I have and it's always a huge uh uh positive u remark about what's going on school when you have national merit scholarship finalists. Thanks to Miss Half for all of the work that she's doing that's so clear in her report and appreciate very much everything that she's done and continues to do. And then I agree with what everybody said about Mrs. Duff. My goodness, we're so fortunate to can have somebody who can interpret all of the data that comes at us because it can be so much and look so complicated that it's very hard. And Miss Duff, you make it so precise and clear and easy for us to understand. And thank you. We are very blessed to have you. um and uh student rep here today.

131Appreciate both of them very much and the way and the others that come, the way that they report on their schools and what's going on and um you know, thank you for my board members for only three of you being there. You had a lot to do tonight and I appreciate all three of you. That's all. >> Thank you, Mr. Frank. Yes, as always, I want to thank all the staff and and and teachers for all that you do. Um, and I want to thank uh Maten Kilgore for her um invocation tonight. Uh, and I understand she's leading some mentor groups which I am definitely uh interested in. So, I'll get with I'll get you to get with her. Uh, and we can we can talk about those. Uh as I as I said earlier,

132you know, I I the title one uh when I had that meeting, we were talking about what's the best, you know, the the what was needed most in getting these kids over the line as far as math, as far as as reading goes, and that's parental involvement. And uh and I was thinking then, you know, all the people we had speaking last week or last meeting at the board and we had a few here tonight speaking, if we could just gear that into, you know, education rather than politics, it would be so great. Uh there um I had the opportunity to the pleasure really of visiting one of my former students who's a teacher now at Sealston uh fifth grade teacher Mrs. Redmond at Steelmon at Sealston and she wanted me to come in and

133watch her do the the uh trebuche experiment uh and it was it was really really great. you know, they threw tomatoes and cabbage and, you know, uh, golf balls and tennis balls and see how far they went and then measured the the positive and the negative distances that was there. And, uh, it was it was really exciting. Uh, and you know, you were looking at I was looking at fifth graders uh that are there and I mean they're they're tiny kids still and you know ne I was just thinking you know next year they'll be in middle school and you know there's there's got to be a lot of things that we can do there because they're still babies uh and you know they don't they don't need to face some of the things that

134that that that we're talking about right now. But again, thank you for all you do. I I really appreciate it. Thank you, >> Mrs. Cleveland. Thank you. Thank you to all the speakers and the present presenters tonight and thank you uh for the staff um and principles and the staff for everything that you do for our students and for this community. Um, one thing that I wanted to just bring up with the board is I've and we received an email collectively, but also I've re been fun been funneling um a bunch of concerns from uh parents for the challenge of the new math curriculum that was presented. This is particularly in the sixth grade is the is who have we've been hearing from. Um we have been seeing that students um are struggling with the

135new curriculum and that their grades are struggling because of that. Lots of challenges with um keeping up the motivation because they're not I guess um being able to perform on the tests as well as what they were expected to do based on the classwork. And I bring this up because I I think that um with the number of complaints that I've been receiving that we should look into how those students are performing and what can be done possibly for the transition for the new curriculum. Um I'm not saying that it shouldn't be the new curriculum because um we know that the math scores need to improve um not just in King George but across the United States. So, I'm definitely for the new curriculum and for the um more intense, I guess, um math problems

136that are being presented. However, um I I don't want our children to lose motivation and those bad grades that are coming in are they're really struggling with. So, I'm I know that uh Dr. Boyd has been looking into it. Uh my ask would be that we try to do something to help the teachers with that transition um so the students don't suffer because it's only the first quarter. >> Thank you, Mrs. Cleveland. We're always fighting for those kids in those grades. Um yeah, I want to thank Miss Whitney Kilber. She is a a new friend of mine that I've met in the county, but she does big things for anywhere she's at. and um she does the club at the high school and I can tell you that it went from a classroom, outgrew the

137classroom to the library, outgrew the library, now they're in the uh lunchroom which is full now and and it's not just what the club's about, it's her and her leadership skills that she has and that and that she develops these relationships with these students and um she just makes important and deep long-term changes in their life. So, I want to give her a shout out and I'm thank thankful thankful that she was willing to come here tonight and um do the invocation. The safety patrol, I literally have Paw Patrol in my head right now because I'm looking at it. But safety patrol, that was I always love seeing kids. I think we all love that. That's like the best part of the schoolboard meetings is when the students come to the meetings and and do

138their presentations. Um Marcus, is it Marcus Andrews? Andrews. >> Okay. I mean, what an amazing thing to do. 50,000 students apply for this and you made it. I mean, that's amazing. That's so awesome. Thank you for all that came out to speak. Uh, just like the rest of the board said, it's encouraging. I do enjoy both whoever comes out and and speaks. Um, we would like to see you more more involved if you can. I understand people are involved doing other things in life and busy do fighting other battles and paying attention in other areas, but it's nice to see people more than just when it's a bad thing in their mind. Um, Hillary and Mrs. Duff, thank you for your presentation and the time you took to do those and bring it before the

139board and update us. That's greatly appreciated. Always looking out for us. Um, and then I think that's what I got. Yeah. Is there anything else? Oh, I do want to like I am very thankful for the board that I'm on, my team. I think that we we it it must be like I couldn't imagine not being on the board with you guys because you just it seems smooth. We don't always agree, right? We're we're different, but we're I think we come together as like-mindedness. Um and and I can honestly say that, uh the students do come first in our heart and mind when we're on the board. And so, um I'm very thankful for that, that we're not always fighting and not getting along, that we see things how we're supposed to see and what

140we're here for. So, thank you guys. and our student reps. Thank you for coming and being so brave. I know that was your first time and it was nerve nerve-wracking, but thank you. That's huge that you showed up and did that. So, thank you. And you too, Miss Brooke. Thank you. And then can I get uh um a motion to move into close meeting pursuit to state code section 2.2-3712A 2-3712A of the Code of Virginia. I move that the board convene in close meeting to review hires and substitutes as permitted under 2.2-3711A number one of the Code of Virginia. >> Second. >> Um any discussion? All those in favor? >> I motion carries. Thank you, David. Okay. I get a motion to open, please. >> I move that the King George County School Board return

141to open session and certify that pursuit to state code section 2.2-3712D, 2-3712D only public business matters lawfully exempted from open meeting requirements under this chapter and only such public business matters as were identified in the motion by which the closed meeting was convened were heard discussed or considered in the meeting by the public body >> any discussion all those in favor I >> I >> also certify All right. And then we have to do the action resulting from closed meeting. I get a motion to approve. >> I make a motion we approve the action taken to a closed meeting. >> Second. Any discussion? All those in favor? >> I motion carries. Can I get Can I get a motion to adjourn? The attachment is just for us to see. Um, a motion to adjurnn. >>

142I make a motion we journ to 20 October 5:30. >> That's right. >> Second. Any discussion? All those in favor? I go >> attorney.