001I'd like to call to order the meeting of the King George County School Board. Our invocation this evening will be done by Wanda Krenshaw. Thank you for having me. I I don't take this lightly when I have to stand before the Lord to open up in prayer. So, but first I just want to tell you a little bit about myself so you know who is standing before you. Let me put my glasses. My name is Wanda Krenshaw. My husband and I are both ordained ministers in our church and we have been for about eight years. I'm talking behind you guys. I'm sorry. We've been in King George County for 18 years. My husband is retired Air Force. I have some notes so I can remember. We've raised two children in the King George County system.
002We came here 18 years ago. My son was in fifth grade and my daughter was in 10th grade. And my kids were very upset that I was bringing them to the country. And my son was in fifth grade and he thought he was going into sixth grade. But at that time, sixth grade was in elementary. So he was very upset with me that he had to go back to elementary school. But my husband was stationed at the Pentagon and we had to drive this far so my kids wouldn't get swallowed up in the bigger schools school system. So King George has been the school system has been good to us. That's enough about me. So I'm going to go into prayer. Father, in the name of Jesus, we just thank you right now, we just
003usher you into this place, Lord. We ask you to have your way in this meeting, Lord. We come before you, Lord, and we know that there's nothing that you can't do. So, we thank you for this, Lord. I pray over the school board members right now, Lord. I just ask you to clear their minds, Lord, from all the distraction of today, Lord, so that they can make wise decisions concerning the schools. Father, we just thank you for wisdom and guidance. Father God, I thank you for the right decisions. Father, I thank you for clarity, direction tonight. Make your presence known in this place tonight. Let this meeting be productive and let them achieve what they came here to do. Father, we just thank you. We giving you all the glory, Lord, for tonight. And it
004is in the mighty name of Jesus. And everyone say amen. Thank you. And now we will have the pledge of allegiance. um presented by Mr. Nelson's first grade class. And after that, we will have our moment of silence. I pledge algiance to the flag of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Now we want to hear a little bit about your class, Mr. Nel. All right. Well, thanks for having us. If you guys want to. So, I thought about uh what I wanted to highlight and we do a lot of really cool stuff in first grade and I was like, "Yeah, we have so many cool things we could show everybody." But then I thought more about it and I was like, "We
005should show everybody what we do or something that we do every day because it's probably one of the most important things I think we do every day." Um, so I'm going to show everybody um one of our Youly lessons um which is a literacy lesson. And the reason I'm showing it is because um it's evidence-based and I get that evidence from my classroom. It's the most effective thing that we do every day. Um so And the reason it's effective is because it targets their phenemic awareness. And um I've had 100% effectiveness rate with it. So so far this year, the kids that I've had at the beginning of the year have um the ones that were considered at risk for um on their valves went from uh that category either to the next one or
006the the highest category. every single one of them. So, um the way it works is we go through a couple warm-ups and then um we do a lot of word work which is not only fun, it's fast-paced um and it's engaging for them. So, I'll have you guys go ahead start with the word rag. So, this kind of forces them to engage their phmic awareness. They have to sound out that word. They have to find the letters in the alphabet where those letters are. And then we start switching it up which accesses all different parts of their brain. So now we're going to take rag and we're going to change it to brag. So what do we have to do to change rag to brag? We have All right. So, at this point, I love
007this part because a lot of first graders are waiting for me to tell them what they did wrong. But this is part where I say, "Look at your words. Say all the sounds of your word. Go ahead. Say the sounds. Point to each letter. Say the sounds. Okay. Are you missing a sound? There you go. And so if they miss a sound, they get to look at it and they're um building that phmic awareness because they're correcting themselves instead of somebody saying you're supposed to have an R there. Their brain is realizing that um that word has an R sound and I didn't have one. All right. So now change it to bag. And it it's usually a lot more fast-paced and can be done in smaller groups or whole groups. Okay. And now they're
008realizing that they needed to take that R out. All right. So, let's change the B to a T. Okay, let's read the word. Good job. All right, they're like, "Why are you giving me such easy words?" All right, now let's change the G to a P. Did I give you the wrong one? I'm sorry. All right. What's your word? Tap the G. Yep. A G to a P. All right, hard one. We're gonna take tap and we're going to change it to trap. This is the part where I tell everybody to look at the poster in my room that says the only words that start with CHR are Chris, Christmas, Christian, and Christopher. Because the first grade brain hears trap, they hear chr, but it's not ch, right, guys? What makes that sound? And then
009they get a chance to go back to the word, say each sounds, and when they see that ch, they know that that's not the first sound, and they can fix it. T. Great job. All right, last one. Change the a to an I. So, I love this because there's lots of variations. You don't have to just change a letter. You could say change a sound. You could say change this word to this word. And it's now read the word. Good job. It's for it's forcing your brains to make all kinds of realizations on their own, which is the best way I think to learn anything. And again, I just wanted to highlight this because I'm really proud of these guys, number one, and number two, um, I think it's a very simple, uh, literacy strategy
010that's super super effective, and we've gotten great results, um, with this in our classroom, and I wish we could do a lot more with this because there's so much to this curriculum. So, thanks for having us, everybody. Thank you, Mr. Nelson's class and Mr. Nelson. That was a great presentation. You guys are so smart. Do we have anybody signed up for public comment? Okay, we'll just get public comment in. We'll move right to superintendent comment. Uh, nothing additional, ma'am. public. Okay. Okay. Um, do we have any changes to the agenda? Yes, Madam Chair. Like to change the agenda for the closed meeting and add the superintendent's uh review in there. Um, do I have a motion then? Do we need a motion for that? We do. A motion to add the superintendent's contract to our
011discussion. I make a motion to add the superintendent's agenda to the contract. I mean contract. What did I say? Agenda. Second. I I chair votes I. Motion carries. Next. Uh so was that presentation the presentation that was at the that was okay? You want me to start? Um hi I'm Teresa O and I teach third grade at Seston. Um, last year we actually did something that we kind of talked about and threw around for a little bit. Um, this is just a little bit about us. You're welcome to read about. Um, I've been teaching for 17 years and she's been teaching for how long? Nineish. Uh, but we worked last uh last year. She was the special ed teacher. I was the regular education teacher. Let me see if I can get Oh, okay. Did
012I go? Is that the right one? So what we decided to do is get together and decided you know we never have a lot of success with having special kids uh education children really make a lot of growth or you know be able to ever really pass and so we really we love reaching kids and we came up with this kind of like a hybrid model. So the typical model that you see is one of two. It's either the self-contained where the students, the special education students are pulled out of the classroom with the um special education teacher and taught away from their peers um at a level they need because it's drastically lower usually than the rest of their peers in their class. Um while they're separated, what um we learned was they get
013a lot of great information, but they don't get everything they need. Um mainly the general curriculum. I was pulling out my students the whole hour of math. They were only focusing on their focus. It works. Sorry for so what we decided to do was that because for the hour that they're in my classroom being taught their foundational skills using a researchbased intervention which we do Sunday system they were not getting access to the curriculum within Miss Owen's classroom. So then why are we expecting them to ever pass the so if they're never being taught that information because I don't have time in the self-contained setting to be able to teach that material because we're working on the foundational skills. So Teresa and I decided, okay, what if we took some of our students on my
014case load, I had nine at the time that were getting reading self-contained fully for the whole hour. and if we were to cut that time in half to where they would get 30 minutes of self-contained and then 30 minutes of cushion and to see if we would see any difference in their MAP scores. So before that really quick we're talking about what the inclusion part is. So this is the other uh typical way that you see special education children um see the uh everything. So basically the inclusion model is is you either have a special education teacher or parah come into the classroom and they get you know extra assistance as they need it um however they need it inside the classroom. The problem with this model they don't have that specialized instruction that they
015need for a certain area. Typically it's in phonics as you saw actually it was perfect timing with him doing the model he did using you know the phonics things like that. Um they really weren't getting it because by third grade you do get phonics. you don't get it as ind depth as they need it. And so we came up with an inclusion model. Um which basically combines both of them. They for 30 minutes get pulled out with um Miss Robinson and they worked on phonics where they needed it, how they needed it, and it was very specialized for them because there's only you know a lot less children in that classroom. And then for the rest of the time, which was 30 plus minutes depending, um they would come back to my room and she
016would she would come back with them or if for whatever re reason she wasn't available, we'd have a special education para come in there to do that job where in the um inclusion method, they get to be in the classroom with their peers, experience everything on a third grade level, which they're going to experience in the world. They're not always going to be pulled out for everything. And that way they get absolutely everything they need on both parts but combined into a day. Does it make a little more hectic with scheduling? 100%. But honestly what we've seen is it's really worth it. Um this is kind of what it would look like. We have phonics um the Sunday system or Sunday system which is what um Miss Robinson did whole group and small group generally
017with me. But also the great thing about having um her come in with me, she could pull groups, she could pull small groups, which yes, they typically was just the educ, you know, the special education students, but she was also there to help out. Absolutely. She was always there to support everybody else. And so working together is key in this model. Oh, look at that. Isn't that fancy? I wrote that up. Communication is key. I think that's the key to everything really, but really in this just because it's so many puzzle pieces that have to go together at a right time. Knowing when to pull them, knowing what you're pulling them for, knowing that, okay, today we have a test. We're going to skip this part and do this. Having that communication with the person
018that you're working with is huge and it really is super important in this kind of model. Um, we're going to skip over this right now. This is a really awesome video. Yeah, it was apparently not saved. Yeah, you can skip it. Nope, you're fine. All right. So, the coolest thing that um I find in my job that's most rewarding is seeing their growth and it helps me. Absolutely. Well, what I'm And I'm going to go up there and be louder because I want to point out some things that are really awesome. Lovely. Now I'm going just shaking a lot. Um so it's really awesome to see is in these models if you look from here to here they take this test. It's a standardized test um called the MAP test across the entire country. Um
019and so it's norm for the country. Obviously red you don't want them in. The dotted line is right where they should be. It's they're it's like the average from here in second grade. They every second grader takes it here to um kind of usually test them, get them ready for gifted, seeing where they are, everything like that. So this is in second grade and then kind of like the summer area. This is beginning of third grade. If you look here, you can see the exponential growth that this child made in a short amount of time. I mean from fall to winter. using their focus on their weaknesses. And then one of the most important things if you look it says 90th percentile for growth. That means they have made out of everyone who took it
020uh only 10% of the people who took it, the kids who took it got more growth than them. So that's an amazing amount of growth. Now of course the achievement it's low. They already started low, but it's looking at where how much growth they've made in that amount of time is huge. And then we can look at the other one. This one. Oh, did it work? Oh, nice. So, this one is goes back a little further. This was second uh second grade. They didn't take it um here because they weren't here. But then if you look, you know, they're already almost up to right where they should be. The amount of growth this child made, it it really was phenomenal. And again, 95th percentile of growth. That's huge, especially with these children who need most
021help. The next one, um this is our PALS. Um it's now called vowels. Um and just showing how the child started at second grade. This was not an independent level. This was one that they basically it's right where they were learning and they made it all the way up to third grade independently. That means with no help. The little star means they were a little slower with fluency which will come. But seeing the growth there is big. Next, this is probably my favorite student because me and her, we battled out with this kid. I mean, look how far he is in in the red. But this also is a big key to building relationships. He is now in fourth grade, above average. And this is probably like these few kids that we did it with.
022Unfortunately, we couldn't do it with the whole grade level. We were piloting it, I guess you could say, last year. We're seeing the same growth with our kids this year. So, and actually, if we go on, I have some, and again, this going from a kindergartenish level starting out to up to first grade or higher. And then one more for me. Um, again, you can see the growth. It's just to show you the huge growth right there. That is the time that we did our hybrid program. And then one more. We're good. It dishes. Okay, this is the coolest thing. We had two teams who were doing reading. We couldn't do it with one team. This is their data. So, you can kind of compare it. Not saying anyone's less, but you can see when
023they get both sides of the, you know, what they need, how it really affects them. So e this really shows that even the exposure whether they can read it on their own or not they have the assistance in there. I mean the data speaks for itself. This actually right here, they did this in fourth grade this year. They're using the model that we were using. So yes, they're making growth the other way, but not quite as exponentially as the way we do it where they're exposed to both sides of the education they need. And yeah, so there's just a few more examples. And then so why is it important for our kids? I mean relationship with staff they don't feel like they're being included by being pulled out of the classroom. They feel as though
024that they are being included as it's called the inclusion model. Um, working with Miss Owen, it was really nice because we would have service times where I would pull in for a little bit longer so that we could work on something extra. Or if Miss Own project, I would push in and still provide them services. I would just provide those services through her classroom as well to the inclusion part so that they could get that piece. So, she was doing a fun game where it was um like all the games that you do in there. If that's what the kids wanted to do, let's do it. by the system. We didn't do the same thing every day. The importance of this for our kids is because by the time they hit third grade, if they're
025not at a certain level, that that gap just keeps getting bigger and bigger. And for us on the side, get harder for us and that's why we do our job. But if we don't have this type of teamwork in our school, that's at the elementary level with all of them, we're only doing a disservice if we're not disclosing what we were able to do. We need to remember that nothing is set in stone and everything needs to be adjusted as they need it. And what we're seeing is that they need this now. They need both sides. [Music] Does anyone have any questions? Any questions? I mean, that deserves a standing ovation really. I mean, thank you for doing that. We're all on the same page as far as we're trying to reach those grades second
026and third with reading everything and you guys saw a need and created a solution and then the teamwork the vulnerability of coming up here and showing us all and bringing data and everything. Thank you for because you're making such a huge impact on those children for the rest of their lives. They won't remember you maybe but you're always but you taught them that those Yeah. So thank you so much. Yeah. Thank you so much. We appreciate it. Is this going on in all of the school all of the elementary schools are just Sealston? This is something I'm not sure about the other schools, but um usually typically they use one or the other. They don't use both or class just for class. They've just piloted it right now. It's usually it's usually inclusion or self-contained.
027The hybrid model is something that they have tried to do and through a pilot model and it's beautiful. You guys did an awesome job. This is so amazing to see and just to see your passion and energy and the way that you're going above and beyond is is notable. So, thank you guys so much for that effort. Dr. Wood, is this something we can work on with all three of the elementary schools? I think it's something we should certainly explore. Yeah, absolutely. At all elementary schools this year, we are doing a um whole group 60 minute push in where all students are exposed to grade level content and that's based on the Virginia um literacy act and the expectations because as a state level we've seen that this type of model is working across the
028state. So all three elementary schools are using it in their grade levels. Is it done with fidelity at all times? No. Due to staffing and we're managing the best we can, but when we are doing it, we are seeing the impact and the results on a regular basis. Awesome, Sandy. I think I can see an impact in this with a retention and social promotion also. I think this would have a tremendous impact there. Absolutely. Absolutely. we can get like our students that were in this Owens class and that were on my case load last year, they've been in the same bed cluster since kindergarten. So, they only know those in that group. And then on top of the social piece, they're kind of singled out being that those are the kids that have to go
029and get special ed all the time or that type of thing. So, pushing them back in and having them build relationships with other peers and then peer modeling that way has been really beneficial, too. And honestly, children learn more from each other. Absolutely. Than they do from us, you know, they get the big information from us, but they learn all the details with their their So, you know, I definitely think there's something we should follow up on and I will be sure that Good job. Thank you, Frank. Thank you so much. You're impressed. Yes. Amazing. Now it's time to hear from our student reps. Eric, would you like to go first? Sure. Um, for anyone who doesn't know, I'm Eric. I am the middle school representative to the school board. Um, so a couple things.
030Uh, the Scholastic Book Fair begins at the KGMs library on uh tomorrow on Tuesday and runs through Friday. They will be open from 5 to 7:30 uh on Friday for the uh Back to the 80s play which will be at the middle school. Um right on top of that uh Back to the 80s the middle school play will be on from April 9th to 11th. So this Wednesday, Thursday, Friday, uh starting at 6 PM, um we have concessions and dinner is just $5. Um, the rising sixth grade parent night is April 23rd from 5:30 p.m. to 6:30 p.m. at KJMS. Um, and obviously like a part of the page program, which is why I was gone for a few months. I missed a lot of the high school preparation stuff that was done throughout January
031and February. And I can already feel that sort of making an effect on my preparation for high school. I didn't get to go visit. I didn't get to do the information stuff. I had people gather that information for me, but it's definitely a difference. So, I'd highly urge if you have a rising sixth grader that's entering the middle school next year, please attend because they have a lot of information. The middle school is a lot bigger than any of the elementary schools. It'll help them find the way around and it's just all around a great thing. Finally, um the eighth grade dance will be on April 25th starting at uh from 6:00 to 7:30 p.m. Um tickets are on sale at lunch uh for $15. Um it is a semiformal event, so you don't need
032to come in in a tuxedo, but we don't want to see, you know, sweatpants. Um additionally, it is Marty Groth themed. So there will be Martyrath beads that will be provided for each student at the dance, but if you want to bring something themed, a themed outfit, that's uh not just, you know, accepted, but we would love to see that. Um, and I think that's about it. Thank you. Any questions from the board? I have a question. When did you say was the middle school open house? the uh uh uh April 23rd from 5:30 to 6:30 p.m. Thanks for that plug. If you would like a tour of the high school, I'm sure you we can arrange that with I can help you out, Eric. Yeah, you didn't miss the opportunity. We can still do
033that for you. Okay. Yeah, I I visited one time during TAG in seventh grade, but that's the extent of my Yeah. Okay. Thank you so much. Thank you. Savannah, thank you for your input tonight. Good evening, ladies and gentlemen. I'm Savannah Nelson. I'm one of the high school representatives alongside Chad Brown. So, we're coming into near the ending of fourth quarter. A lot of students are getting excited about that. And one of the big things on everybody's list is prom is coming up, which is going to be a great night for everybody. Um, students are getting excited but need to stay in class and try to keep engaged at the same time. As for sports, we're rolling heavy into our spring season. All of our spring sport seasons such as track, softball, baseball, soccer, they're
034all off to a really great start. Games are typically on Tuesdays and Thursdays. So, I encourage all of you if you have the time, come out, support our Foxes. They work really hard. These student athletes are very talented and they could use the support from our community. As for NJC, we had our military ball this past Saturday. This was an amazing experience for everybody that attended and it's cadetled, meaning that the students in the program were the ones that put on this ball for people to show up. We had 281 guests show up and among those were representatives from our uh sheriff's department, fire department and the VFW also showed up for this event. Along with we were able to recognize some of our graduating well all of our graduating seniors which there are 13
035of. We have one cadet who will be attending a military academy, the Merchant Marine Academy. Um, we have nine cadetses that will be attending various 4-year universities. One cadet will be attending a two-year school. One cadet will be enlisting in the United States Air Force and one cadet is on a full ride scholarship to Virginia Tech where he will then become a um officer in the Navy. As for our CTE department, they just had the reverse career fair. Now this is an amazing experience for these students. This is comprised of juniors as it's mostly in our economics department that this uh reverse career fair is put on by and it's for different people and different jobs to come in talk to our students and the students have their presentation of this is who I am
036this is what I want to do in my future and this is how I plan on getting there and then other people in these professions come in and interview them. So, it's a mock interview for them that can prepare them for the future. It's also great for them to get that resume builder, especially as a junior is important because they will be applying to college soon. Now, band just recently had their um huge assessment and they they received an excellent score. So, that's great for our band as well. And we have the feet meet coming up this Thursday, which will be during school. This is a great great uh event for our students, our uh special needs students to come out and showcase our athleticism. And our school has multiple volunteers that are going to
037be out there helping out. And that's all I have other than SOS are coming up, the AP exams are coming up for students. So, they're really working hard studying for that. And we're looking forward to wrapping up the school year strong. Thank you for your time. Thank you, Savannah. Does anybody have any questions for Savannah? Do I have a motion to go into close session? Yes, madam chair. Pursuant to state code 2.2-371A 2-371A of the code of Virginia. I move that the board convene in a closed meeting to review hires, substitutes, and regulations and for review specifically the superintendent's contract estimated under 2.2-3711 uh of the code of Virginia. Second. All in favor? I chair votes I. We're now in close session. [Music] Do I have a motion to return to open meeting? Motion to
038return. No, you have you have to read that. Go ahead, whoever's on there. I move that the King George County School Board return to open session and certify that pursuit to state code section 2.2-3712D 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. Second. Oh, and certify. So, certify. Certify. Chair votes. Certify. Uh, motion carries. Um, do I have a motion to accept the results from the the actions resulting from the closed meeting? Madam Chair, I make a motion that we accept the actions resulting from closed meeting. Second. All in favor? I. I. Chair Bod's eye. Motion carries. Okay. Now,
039let's move along to the consent agenda. We have our meeting minutes from the 10th and the 17th of our our regular meeting, our joint meeting, and then we have a disciplinary hearing um minutes as well. Does anybody have any objections to any of those minutes? No. and we approve them all at once. If so, can I have a motion to do so? Yes, Madam Chair, I make a motion that we approve them all at once. We've already got that. Okay. Yes, Madam Chair, I make a motion that that we approve the minutes from the March 10, March 17, the dismal air hearing and the March 17 regular meeting. Second. All in favor? I chair votes I. Motion carries. Now we have a presentation regarding the I'm sorry, not a presentation. We have a grant that
040we have to I would like to hear about. Yes. So we have an action item this evening. So we were we King George County Schools were awarded a summer virtual Virginia tuition grant. Uh there was a competitive grant process and King George County schools had received funding for free course enrollments available through the virtual Virginia summer session 2025. This uh achievement highlights our commitment to supporting students, particularly those taking high school credits or credit recovery courses needed for graduation requirements. So what this is is the opportunity for us to support tuition for students that take summer credit recovery courses through Virtual Virginia. My recommendation is to uh approve uh the funds for the virtual Virginia grant for summer tuition. Do I have a motion to approve the grant? Yes, Madam Chair. I make a motion
041that we accept and award the terms of the Virginia uh virtual Virginia summer session 2025 grant. Second. Any discussion or questions about this? Yes, Dr. Boyd. Yes, M. Yes, sir. Does this this doesn't lock us into virtual Virginia, does it? Uh, for this grant uh you mean in what fashion? Well, we had discussed that. No, this is not for the virtual Virginia Academy. This is just for s this grant is just for students that are interested in taking summer courses through virtual Virginia for credit recovery. So this is an entirely separate Okay. Madam Chair, do we have to add the amount? 5,625. Yes, please do add. You want It's on the second page, Mr. Frank. $5,625 in the amount of $5,625. Second. Second. Maybe I'll have to vote on it because it's second. Okay. All
042in favor? I I chair votes I. Motion carries. Now, um I understand that we need to appoint a superintendent designate. Yes, madam chair. Each year around this time, we are required by the Virginia Department of Education to approve an authorized person to sign all Virginia Department of Education reports, documents, requisitions, and other official correspondence in the absence of myself. Uh my recommendation is to authorize and approve Dr. Troy Wright as the designate for signature in the absence of the superintendent for a term of July 1, 2025 to June 30th, 2026. I make a motion to approve author to authorize and approve Dr. Wright as the designate for uh superintendent from July 1st, 2025 to June 30th, 2026. Second. All in favor? I I chair votes I. Motion carries. Next, we have a discussion regarding legisl
043legislative positions for the VSBA. I don't think that we had any interest in that, but that's all we need to know, Madam Chair. So that we just uh make sure that the board is aware of this. If there's any particular legislative positions you would like to take, this is the time of year where we consider those. We have not done that in the past. However, we wanted to make sure that you guys were aware of the process. What'll happen next is we'll receive notification of Virginia School Board's uh legislative positions, which we will discuss and vote on. And then uh Kathy, I think you're the representative that goes to the BSBA conference to cover the legislative agenda as far as King George is concerned. So I think we're good there. Thank you. Okay. Now moving
044on to the policy updates. Um let's start with the student lays on to the schoolboard policy. Yes, madam chair. So, uh, again, we, uh, went through the VSBA policies through the consent agenda last time that were not really substantive in nature. These policies, I think there's a total of one, two, three, five, eight of them tonight. They have a little more substance, not a whole lot at all. Uh, but we will go through those individually and get the consensus of the board before we move forward. So, the first one is student representatives to the school board. Uh if you go down you can see that um they've changed the word student liaison to student representative. Uh and then the underlying title there or the underlined sentence in the second paragraph. The school board establishes the
045following procedure related to the appointment of student representatives from enrolled uh students in the school division. That is our practice and policy moving forward. Not a lot of substantive change there but uh it is a VSBA update. I make a motion to approve the revised policy of BBB as presented. Second. Any discussion? All in favor say I. I. I. Chair votes I. Motion carries. Yes. I'll just continue to go. Madam Chair, I'm going to DN next. Okay. Next policy is DN disposal of surplus items. Again, a not not a lot of change here. They just changed um where it said he she in that third paragraph to the actual title of the purch person, which is the purchaser. Uh they added school in front of division. And honestly, the other items are not much different
046either. You can see at the end they capitalized school board. So again, we're familiar with this. I think at this point this is a VSBA update that's uh not a whole lot different there. I move that we accept the policy revision for DN as written. Second. I votes I motion carries. Next policy, Madame Chair, is GBA. This is drug and alcohol-f free workplace. This is one that we have updated uh but now VSBA has updated on top of our updates. So, uh you'll see the stuff that we've already looked at before. VSBA has put it put in that um title of that first full paragraph uh prohibited conduct and the notice of any type of conviction is responsible to be reported to the school board. Um there is a there is a a notice down
047there or a change down towards the end of that first paragraph which is uh discipline as outlined below. I won't go through all these because you guys can look at them. Uh there's not a whole lot of substantive change. You can see they're just capitalizing things and changing some smaller words that really don't change the substance too much. Make a motion to approve policy revision GBA as presented. Second. All in favor? I chair votes I. Motion carries. Next policy is GBLA, third party complaints against employees. Again, not many uh not much of a substantive change. You look at the very end of this policy. And that last paragraph, the complaint should be filed as soon as possible after the alleged incident, usually within 15 school days and will be processed promptly, usually within 15, it
048was I think days and now they made sure it said school. And then you've got some updated legal references and cross references and all of that checks out. Make a motion. Go ahead. Make a motion to approve GBLA as presented. Second. All in favor? I have a question about this one. So, Dr. Boyd, what happens if there isn't 15 school days left? Good question. Um, we would treat those as business days, I would assume, leading into the summer, Monday through Friday. You think? That is a good question. Yeah, probably need to be fixed. We could adjust it. School. Well, it could also be addressed the following year when school starts again. 15 business days would be well we would probably want to do it before the following year though it I would say business days
049we could change it to business days days because business wouldn't even really be come into play if there was no school right or I guess there would be we're still we're still in SE you know we would still be under business yeah yeah business would be appropriate does that sound appropriate to the board we can make an amended motion want to do negotiated motion. Um, I'll make an amended motion to accept the accept the policy changes for GBLA with the exception of changing 15 school days to 15 business days. Oh, second. Second. All in favor? I chair writes I motion carries. Okay. Next uh policy is uh GCB-R. This is our current policy titled procedures for receiving prior credit. Uh if you take a look at this policy, we've changed procedures to guidelines and really
050bullets as I go through them one through four remain the same as our current policy. When we get into bullet five, that's the one that's going to change. Okay, that current policy is non-classroom experience. This is what it was before. Non-classroom experience may be given credit according to need and judgment. Two years of work experience will equal one year of classroom experience. If you skip down quickly to six, it references military service. One year of uh one year of credit may be given for every five years of military service. Go back now to the underlying section. What we want to replace five with which would which would um consider both of those scratch sections are five would now be other work experience. A credit may given for credit may be given for teaching positions for
051non-classroom experience according to need and judgment. Two years of full-time experience will equal one year of classroom experience. This includes years of military service. B. The superintendent or supervisor of human uh resources may make exceptions for good cause. And C this becomes effective July 1, 2025. Finally, at the very end, deviations from these guidelines require the approval of the division superintendent or designate. Madam Chair, yes. Um, Dr. Boyd, do you worry that be the superintendent supervisor of human resource may take exceptions for good cause might open a door? like I guess give an example of that if so what we would probably consider there is every year the state of Virginia pushes out a list of critical need uh teaching shortage areas uh there's a top 10 list so good cause in that instance would
052be if we're having a very difficult time addressing needs that we have in critical shortage areas then good cause would be to consider uh that bullet a where we would give previous credit line with that okay yeah thank you Uh, I make a motion to approve document policy GCB-R regulation. Sorry. GCB-R as presented. Second. Any discussion? All in favor? I Mr. Frank, did you vote? I I chair votes I. Motion carries. Next policy or next regulation is I UA-R. This is the one we've had a lot of conversation and discussion about. This is the promotion and retention procedure for promotion and retention of students in elementary and middle schools. So, uh if you remember last time we took a deep look at our policy. We had the presentation from our instructional team and they asked
053for our support in uh providing an update to this policy. Um we have provided those updates with the feedback the board has given us. Uh, and we've also run those updates back through the instructional team and also back through student services, Mary Fiser, and uh, folks in the schoolboard office to make sure this checks out. And at this point, we feel pretty comfortable with this policy having the the teeth we need to move forward, this regulation. Excuse me. Madam Chair, I have a question. Um, so where it says where it crossed out the child's resources teacher and it put other school personnel as needed. So the question is um the child's resource teacher um and I'm understanding that it's like their um their specialist that they're working with if that so that's why it was
054crossed up. if they're special education students, they typically have resource teachers and and really resource teachers is an older term that's not used anymore. What we thought was other school personnel as needed kind of created that open-ended um you know, if we see it appropriate to invite them to the meeting and usually if they're special education student that would be their case worker, uh maybe anybody that works with them outside of the classroom. So my my the reason why I brought attention to this is because it's crossed out and it's saying as needed. So we're saying that it's not needed like they're if they are special education their case manager is not needed unless these people think that it is needed. They will be needed. Um but if you would feel feel more comfortable with
055I just wonder if it just says other school personnel if that doesn't get too inclusive. I think as needed means that if they're if they're involved in that child, you know, in making a decision for that child, they would most certainly be invited. But I also see the way you're interpreting it as well. You think it would be better said if we just put other school personnel as as required. Um I I just would so for the reason why I'm saying this is because if if it is a special education student they their case manager or or the teachers that are you know working with them should be attendance in attendance of this. So I I think that saying it as needed is is leaving it up to interpretation for these other people to to
056say whether or not they should be invited. How about if required? because it's a requirement for a special education student but not a requirement for Yeah, I think as required it meets that need. Would that do it? Yeah, that does. Dr. Boyd, this policy addresses retention, but I don't see anything in there about social promotion if that's the right. You know, this it says promotion, but promotion is different from social promotion. Well, we in we will not socially promote. We moving forward that so the intent there is to not socially promote. It's to go through this possible. Um would you prefer it said something about not socially promoting because we don't want it to I mean we we want that really not to be part of the process. Okay. So approve as amended. I would
057need as a as Yeah. Yes. I would need a motion to approve uh this policy. Is it a policy or regulation? Regulation. Regulation with uh the suggested change. Second. I a R. Yes. Who made the motion? Kathy made the motion. Seconded by Mr. All in favor? I I votes I. Motion carries. Okay. Uh, next policy is JECB. Again, this is a VSBA update. This policy is titled admission of non-public students for part-time enrollment. Again, it looks like what they've done with this policy is just change some some, you know, uh, definitions. So instead of and and I understand why you know in that first or excuse me third paragraph it says the parents of students attending private school and they've scratched private and put that into non-public because it's not always going to be a
058private school student but it could it's always going to be a non-public school student. Um they've changed the word homeschooled instead of it being two words to one word. Again I won't read through all of these but if you work your way down that's mostly the substance of this of these changes. And then you have some cross references that are that are checkout as well. I think private's more fitting because even private schools are open. What? I think you know um let me it could it could be in today's uh there's a number of different schooling options that aren't necessarily private uh virtual homeschool. There's diff there's different options. Got it. Yeah, Madam Chair, I make a motion that we approve policy JCB as presented. Second. All in favor. I chair votes I. Motion carries.
059Madam chair, final policy is LC or excuse me, LBD. This is the uh home instruction policy and again this is a VSBA update and again it looks like uh they've just reordered some words. Um for instance that first paragraph says any parent of a child who is five years or older and they have scratched uh a parent of any child who will have reached the fifth birthday as opposed to five years or older. So again you know it really means the same thing. They've just uh changed the wording. Just changed it in February. Yeah, they want to change it again. Uh and again cross references at the end which we uh which check out. I move that we accept the policy changes for LBD. Second. Second. All in favor? I. Chair votes I. Motion carries.
060That concludes the policies. Thank you, Madam Chair. Okay, moving on to committee reports. Mr. Frank, I have none. Cleveland, um I'm thankful for Mr. Bush who attended the uh governor's school board meeting in my absence, but now he is absent, so I do not have a report. Thank you, Miss Davis. Um, just announcing that for the Ches Bay Governor School, the director, he's the director, right? Yeah. Yes. Jason Strong is moving on to a different school, so that's an opening there. Or I don't know what's going on there, but I know that he's um accepted another position at Richmond County Schools, so we'll miss him. Um, that's it. it. So on the 19th of March, I uh went to the gifted advisory committee meeting and talking about what's going on this summer and the number
061of students that are being evaluated. This is a very busy time of year for for the elementary and secondary schools in terms of figuring out who's going to be where next year. Um and summer enrichment camp will take place the same time once again as um summer school. That will be 8 days the 2nd of June to the 12th of June. And registration should have been sent out the first week in April so that um identified students parents will be aware and rising third grade will be included as well once they're identified. Um, we have the uh governor school students identified uh in grades 6 through 12. I think pretty much all this is OBBE now. Everybody should be have applied and gotten there um by the 15th of April. So, it's coming up. Um
062lots of good stuff going on there. And then we had Steam night the same week which was a huge success. I understand there was a lot of people and I'm disappointed that I missed it, but um thank you to everybody who participated and for all the great events that were had that night. Dr. Boyd. Yes, Madam Chair. So, two things uh quickly that I think the board charged me with last time. I believe it was special use of school buses. I do want to provide an update to the board. I have worked with our director of transportation and worked out a policy and procedure that we put in place for special use of school of school buses and traditionally this is things like fall festival. This is things like um I think in the past
063they've done uh tours of the base with school buses sheets to sheets run is one that has come up in the past. Uh this is typically community events in which they ask for uh permission to use school buses through the school division and it's most certainly just a a King George um no one outside of King George. So we went back reviewed our our current policy. The current policy is written in a way that requires superintendent approval ahead of time. Uh the individual requesting use has to pay the uh fee for the bus driver and also the mileage for the for the school bus. They have to provide proof of insurance uh similar to a rental car agency and then they have to provide a statement that holds the school board uh harmless if if
064anything were to occur with the bus. So we have that in order now and just wanted to say that publicly so that those entities are aware uh that that you know is is the process moving forward. Uh the board did charge me last time with some questions about the fentanyl activation grant. I think those questions, if I remember correctly, were uh could anybody besides the counselors deliver the lesson? Uh could the lessons be delivered on the middle school level and when will the lessons be delivered? So, I reached out to Mrs. Fischer. Uh the lessons from this grant are are specific to high school. Uh but it is important to know that they are intended to be supplemental to the SO. So they are on top of the things that we already have to cover
065uh in the in the classroom. Uh which is opioid awareness is part of an SO right now. Uh anyone can teach these lessons after they complete a one-hour training video. Counselors were selected for the from the gr for the grant because uh it was a very short application turnaround period less than a week and that's what Mary had the ability to work through at that point in time. The grant period is from January to September. So the lessons are being taught during that time, but they're talking about how to continue those moving forward even when we move beyond the grant. As we move forward, we intend to continue to add more supplemental lessons. Uh and it'll be a propri priority to do those through the PE and health classes. Okay. Uh now I wanted to
066provide a brief budget update. So on the state level where we are is the general assembly as I said last time sent the budget to the governor. The governor reviewed the budget had until I believe it was the 23rd of March I think it was before sending it back to the general assembly. He sent it back to the general assembly with I believe over 2,000 re or 200 re uh amendments. The general assembly took one day to review those amendments. send it back to the governor. Uh so there's a lot of things in flux on the state level right now. The only two cow tools that we have on the school division level to work from is the governor's c tool and the general assembly's council. The governor now has until May 2nd to decide
067to do a couple things. Either accept what the general assembly has delivered him, veto the entire budget because it's a two-year bienial budget. So if he vetos, they fall back on the budget they agreed to last year or he can break things out line item by line item and address them that way. So we're waiting until May second unless he acts earlier before the uh we finally get the final count tool which is going to give us some good information. Now why is that important? Because on the local level this Friday we have a work session. I have a work session with the board of supervisors. They've requested some information and they want some ballpark figures on what uh some things will cost. Specifically, they've asked us to come forward with the 3% salary increase,
068the cost of the health care, uh the cost of compression, uh and and really a very limited budget builder that we've discussed all um amongst board members. I will deliver those things. However, it's a I can only give rough estimates in terms of cost because we're operating on two C tools right now that we know are inaccurate. So, um if if we're operating off of the governor's cow tool, the additional funded needed is $2.2 million. And again, that's that's an inaccurate one at this point. If we're operating on the general assembly capital tool, it's $1.2 2 uh million dollars over uh what we're asking for this year. So, this Friday, I will go and discuss that with the the board of supervisors and see what else I can provide them so they can um make
069decisions on on the local budget. Uh and again, they're they're attempting to make decisions on the local budget, maybe without state input, uh which is very difficult for the school division. Any questions about that? Is that a Friday night work session? That will be Friday from 8:30 a.m. right now. Scheduled until 5:30 p.m. and uh as far as I understand it, I will be there at 10:00 a.m. ready to probably speak around 10:30ish and it's here. Uh there's been some conversation and discussion about the bonuses that uh teachers are um afforded. Right now, the bonuses have made it into the budget from the general assembly to the governor and from the governor back to the general assembly. So, we we do believe the bonuses are going to be in there. There's a lot of leverage
070right now on how those bonuses can be paid out. Again, as I mentioned last time, those bonuses are provided to SOQ positions. So, we need to get an idea of how much how much funds are going to be afforded King George to provide those bonuses. Uh they are advertised right now as thousand bonuses. However, the state has given us leverage to um change the amount of those bonuses to cover more individuals. Uh I'm in contact with our other superintendents around the region to find out what they intend to do. Uh whether they're going to find additional funds or whether they're going to make those bonuses a little less. Uh, and I can tell you in the past we've done a a a particular number for a full-time employee, a particular number for a part-time employee,
071and there's some other things that we're taking a look at that we see other school divisions across the state considering right now. Some school divisions are considering that bonus a retention bonus, uh, meaning it will be for those that are um that intend to stay with King George County Schools moving forward. So, we're weighing all those options and again, we're making those plans under the assumption that it's going to be in the budget when it finally passes. Any questions about the budget? Any questions about uh the bonus right now? Just to clarify, we don't have that money yet. We do not have that money yet. Thank you. We do not have that money and I can promise you as soon as we get it, we will discuss it and work through it because it it's
072uh it's certainly something our teachers deserve and are interested in. Thank you, Dr. Boy. Uh yes, Madam Chair. And then I just wanted to provide an update on our CIP. Uh really quickly, last year we were afforded five projects in the CIP process. That was um reconditioning the King George Middle School athletic fields, which we're working on right now. School bus replacement last year, which we have purchased those school buses. Tomic Elementary School sidewalk replacement was done over spring break. Uh and and I've heard good good reviews from that. King George Elementary School gym floor replacement, which was also done over spring break. And the final one is the replacement of ramp and decks for the modulars at King George Elementary School, which we're still working on. I mentioned those because we're going through the
073CIP process for this year. Currently, the CIP process and working with the board of supervisors, as I understand it, they've approved um two buses for this CIP process. They've approved the uh turf replacement at the high school and also the catwalk for the middle school. So, I've already uh made the maintenance staff aware and the um athletic department at the high school and we're beginning to lay the groundwork for those projects moving forward. Uh and then finally, we have um secured the uh feasibility study for the vocational school and we're working towards getting that complete before the end of this fiscal year. And that was a lot, Madam Chair. So, I'll stop there. Thank you. Thank you, Mr. Frank. Uh, yes. First, I'd like to thank all the teachers and staff for all they do.
074Uh, like to thank the Domic Elementary School first grade class for the for the pledge of allegiance. I thought it was great. And the little demonstration they made with their boards. I I love the one little girl that kept a lollipop in her mouth. uh the hi h h h h h h h h h h h h h h h h h h h h h inclusion presentation uh I thought was really great and I think that's going to help us out as far as uh social promotion and and retention goes along or retention goes along that line. Since we don't have social promotion anymore, I don't have to use that terminology again. Uh, I had the pleasure of being with a a group of people on Thursday uh to hire the new football
075coach. Uh, I'd like to thank Mr. Watson for putting that together and doing a fantastic job of uh running it and gathering the people that were on the committee. We had former uh former coaches that were there. We had the athletic uh oh not the the physical yes hall of famer that was there. We had the um the what it called the physical theraper. There you go. We had a trainer that was there plus a few other people that that really really made it good. We had six candidates. They were all great uh that were there. We have selected uh one uh I guess is still going and maybe an assistant uh that's out there. We'll see how that how that goes. Uh I guess we're waiting on um Beth to do her thing there.
076Uh so that that and and hopefully hopefully we can get that uh that done as soon as possible so we can get this thing rolling uh and get the uh the coaches with the players. Uh on Saturday night I had pleasure again of going to the ROC ball which is always fantastic. Uh Mr. Watson was there, Dr. Boyd was there, Dr. Boyd had all of his three three kids there. So, uh it was really great and it's really done in a professional manner. Uh parents love it. Again, there was a total of 281 people there. Uh which which was great. Uh and uh the students, the seniors that were there, I think nine out of the 13 are going to a four-year college. Uh so that that that always makes it makes it good. And
077that and that's all I have. Thank you. Thank you, Mr. Frank. Miss Cleveland. Yes. Good evening. And I I believe that it is assistant principal appreciation week, right? So, I just wanted to acknowledge our assistant principal's um commitment to our kids in King George. Um really appreciate everything that you do. I hope that you are being spoiled this week for appreciation week. Uh also um really like to see um Mr. Nouse's class give the pledge of allegiance and also the instructional highlight for the literacy for the literacy strategy that he implements in his classroom which I think is just fun and I love to see the kids excitement with reading. So uh those are stretch little highlights. I always very much enjoy so I can see you know what kind of strategies are being done
078in the classroom. um the presentation for the hybrid inclusive um and I know that uh Miss Owen was here. I wasn't sure about the other teacher's name, Miss Robinson. So I I recognize Miss Owen because my son had her and she is just an outstanding teacher. But that the data was just um profound. Uh we can see the difference between uh the hybrid inclusion versus uh the the regular I guess separation of the student. So, I hope that we take that pilot that they did and did very well and try to implement it in some of our other schools. Um, I'm a data driven person and seeing, you know, that they took their time to do that and seeing the results of it. Um, we we can see that that there was success and should
079should really consider um that for our other school divisions. And that's all I have. Thank you. Thank you, Miss Cleveland, Mrs. David. Um, I just want to give a shout out to Mrs. Krenshaw who did the invocation. Um, that I I enjoyed that. Um, Ashton, he's a student at Ptoic Elementary in fifth grade. He was really super excited to be here tonight to um do the pledge of allegiance in front of the board and it touched my heart and good job to his parents um for instilling that in him. Uh, I loved seeing the kids and being able to have it basically like the te Mr. Krauss N Mr. Nouse almost in a little class session in front of us. So, we got to see with our own eyes how he teaches and how the
080kids are improving with that skills that he's teaching them. So, that was really neat. So, thank you for coming out and doing that. The inclusion as Mrs. Cleveland said and and Dr. Frank or Mr. Frank probably is a doctor somewhere in there. Um, that was incredible. That just says a lot, the data and everything like that. So hopefully we do continue to work that throughout all the schools. Um, and that's it. Thank you. Thank you, Mrs. Davis. I just want to thank everybody that um came out and presented in some way. And I want to uh say how much I enjoyed um Eric and Savannah every time they come and they do. The student representatives I think are a huge um wonderful addition and thank you to everybody still in the audience. The principles and
081vice principles who come and sit through these exciting meetings every time we have them. Um only a few more weeks of school left and let's go out strong. Thanks again. Do I have a motion to I make a motion that we adjourn? Second. All in favor? I I We are ajourned. I'm sorry. Chair