Board Meeting Regular Session - 2/9/2026

001Wait a minute. That's not the one I want. >> Good evening, everybody. Uh Mercer County Board of Education is in regular session. Uh it is 5:00 and it is February 9th, 2026. All board members are present with the exception of Mrs. Smith who is at a doctor's appointment. And with that, we will do the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We are uh required by statute to host and have a LSIC meeting with schools that fall in certain categories. And tonight we have two schools, uh Straley and Mercer, that are going to inform us as to all the wonderful things they're doing at their schools to help

002their students. And with that, I will turn it over to our assistant superintendent to get this thing rolling. >> Thank you, President Prudich. We are going to start with Straely. And the only thing that I will say for both of these schools, and I'm sure the principles and their staff will speak for themselves, but they are CSI schools that were identified four years ago. So, this is their fourth year, which is uh essentially the transitioning year out of the CSI identification. Um the state department refers to it as you know a year of sustainability. So they get a small budget from uh federal funds from through the state department to help solidify some of the things that they've been doing the last three years um to make academic gains in their school. So we will

003with that move to Australia is going to go first. Okay. Yeah. Yes. Just push the button. Yep. >> All right. Good evening. Um thank you for letting us switch the schedule around. Um, we have robotics going on at the high school this evening and um, we we need to get back. So, um, thank you for letting us go first. Um, I'm not sure if you all are aware, but we applied to be an exemplary practice school with the state department this year um, because of the amount of gains that we have made um, with our overall test scores and within our special ed subgroup. So, we thought there was no better way for us to um explain to you and to tell you what we've been doing in the school, but to share um just

004the short narrative that we use to apply for that award. Um Stallion Style isn't just a motto, it's a mindset. It's how we approach not only instructional strategies, but also behavior expectations in and out of the classroom. At the heart of this mindset is the belief that all students can achieve when we meet them where they are using both data and careful observation. We celebrate growth in all forms, embracing mistakes as learning opportunities, and creating a safe, supportive environment where effort is recognized and students feel valued. Despite serving an exceptionally high percentage of students in special education and those from low socioeconomic backgrounds, our results tell a powerful story. Our students consistently have outperformed district and state averages on academic assessments. In the 2425 school year, 58.3% of our third grade students achieve proficiency or

005better in math, well above district averages of 44.5% and exceeding the state rate of 53. Our commitment to equity and excellence is also evident in subgroup performance. Students receiving special education services ranked 12th out of 171 elementary schools statewide, while students from low socioeconomic backgrounds ranked 47th. These results demonstrate that when instruction is intentional, inclusive, and student centered, barriers become opportunities for achievement. To ensure that every student's needs are met, our teachers are informed and reflective practitioners who actively pursue professional development tailored to high impact instructional strategies. We prioritize multiensory activities for phonics, design rigorous lessons that remain accessible to all learners and constantly reflect on our practice to adapt teaching methods to the students. Offering after-school activities such as robotics, coding clubs, and running clubs, students are motivated by personal connections that extend beyond

006the classroom. Collaboration is central to Stallion Style. Staff members share best practices, coordinate enrichment opportunities, and plan interventions together. Setting clear learning goals is a cornerstone of our approach. Students and families are partners in this process. We use data notebooks, goal setting conferences, and weekly workpapers to communicate strengths, areas of improvement, and next steps. Students have multiple opportunities to demonstrate mastery through morning work, exit tickets, presentations, creative projects, and repeated assessment attempts. Formative assessments guide our instruction, helping us identify gaps and tailor support through small groups, interventions, and tutoring programs, often in partnership with community organizations. Our professional learning communities are instrumental in designing support plans, analyzing student data, and coordinating instruction across general and special education. Flexibility in instruction allows us to respond immediately to successes and challenges, ensuring that students receive the guidance

007they need when they need it. Leadership, collaboration, and ongoing reflection make Stallion style more than a set of strategies. It's a culture of continuous improvement. The results speak for themselves. Students are more engaged, confident, and invested in learning while teachers adapt instruction in real time to meet their needs. Growth is celebrated, effort is valued, and success is attainable for every learner. We will continue to refine Stallion style, building on effective practices, addressing challenges, and upholding our commitment to high expectations, equity, and centered learning, student centered learning that drives achievement. >> Thank you. >> That was a lot. >> Oh, yes. So, my CSI team, this is Kesha Gibson, one of our special education teachers, and Jamie Gibson, um, our third grade teacher. >> We're married. >> Sarasi. >> He's Sarasi. I'm so sorry. [laughter] >>

008Sorry. Um so we take uh we have a a walked intervention model that we call when what I need. Um so we sit down and look at I Ready results. We look at um QPS. We look at other forms of data and just teacher input and we say this is where this group is at and where this group is functioning. So um for example there are three third grade teachers and a title one interventionist and so those kids who are falling slightly below level particularly in reading um we will work with them and see like this is their focus right now. So we have a group of kids at this moment who are um there are two kind of two different groups that we're we're really focusing on. um one is a group that can

009read well um but struggles with comprehension and another group who is still struggling to read but can comprehend um oral language and so we're trying to work so each group actually my group and the title one interventionist are working really hard to be able to um push those kids and we spend about 40 minutes four days a week um getting them where they where they need to be so that way they're still receiving a block of time of of reading instruction at a third grade level um but still being able to like back up and and hit any missing missing spots. >> Are they considered pull out? Do you pull them out and put them in their group or how do you do this if you've got them mainstreamed in with everybody else? >> Yes.

010So we look at like the the whole group of third grade and we will say like this group is they're they're kind of the high highf flyers maybe per se. um and they will be grouped in there doing like more uh enrichment novel studies um reading higher level books and text and having interactions in that manner. And then we have a group of students that we consider on level um still providing some enrichment activities um but then the other two groups that we're talking about and these groups are like groups of 10 to 12 kids and they so it's not that's why we call it what I need because everybody needs something a little bit different. >> Yes. And everyone moves at the same time. So one one group will go to one third grade

011classroom, one will go to another. So the students don't really know which [clears throat] group that they they're in. [cough] >> It's the comprehension part. Obviously that's harder. I would think you know you've got they can read the word but have no idea what it means. Can you give me an example of what you're doing to help with that comprehension and understanding? >> Um yeah. So whenever we're looking at um a lot of times it's we focus on vocabulary first and making sure that we're trying to build as much background knowledge as possible. Um and so we'll hit as many different um areas especially of things that our kids aren't exposed to. Um so the example that I I can provide is like talking about cities. How many of our kids from inner city Princeton

012are going to like see skyscrapers? Like that was a phrase that the kids didn't know. Um like walking and seeing a metro like they didn't understand that. So, we'll we'll focus on building that background knowledge first. Um, and then going through and reading the text and analyzing the text and hopefully that within itself will fix and remedy some of the things, but again, you can't predict everything they're ever going to read and come across. Um, so we do our best that we can. Um, but then the next step is focusing in on like specific skills um and strategies. So, um, we'll spend a lot of time talking about specifically how authors will set up a text and um, break it down step by step. So, for example, if we're they've designed that text in um

013a cause and effect manner, like a non a non-fiction text, and so we'll break it down and showing them like this is specifically what's happening here and the author is showing that this is the response to this event. That makes sense. We we break it down step by step. >> Thank you. >> Paul, >> so just a couple things. Jean Bailey would be so proud of you guys because of all the years we served with him, he talked about this. It we called it ungraded approach where you just take kids where they are and move them from there instead of saying, "Well, you're a third grader, so this is what you're going to do because you're in the third grade. It's we need to get you there." Uh, and he he really really liked that

014and I whenever I hear it, I think of him because we talked about it for years. Uh, so commend you on that. Uh, it sounds to me like, and correct me if I'm wrong, a lot of this is expectation. You don't accept anything but the best. The best effort. Uh, and of course, you know, the best effort sometimes for kids is I'm doing the best I can. It's not great right now, but we'll get there. But that sounds like part of what you're doing. Is that part of this process? >> Absolutely. Um, and that's our stallion style is that's what we call it. The kids know we need to show our stallion style today. Um, we do affirmations every morning as a whole school on our team's meeting. Um, and just kind of set everyone

015up for success and we we tell our neighbor we believe in you and I will hold you accountable today. Um, things like that. So, that's that's an everyday thing. Um, and even the expectations for our teachers and for our staff that, you know, we we will hold each other accountable. Um, one of the things that I'm most proud of is that every teacher in the school has um signed up to complete letters. Um, and I think that that's that's going to make us even stronger as far as our um reading approach and you know, how we're working with our students. So what >> letters >> the the training that the state department's offering? Yes. That um they I'm sorry. The science of reading. Yes. >> I I think just on an aside, I think Mercer

016County has one of the highest percentages of people taking that mistake. >> Yes. >> And Greg, I expect nothing less. Yeah. Um, when we were typing our exemplary practices uh application, I honestly I said to Ashley, I appreciate the approach to leadership that she takes because you cannot have that approach with kids where you're going to be flexible if you have a [clears throat] micromanager because I might not be teaching what's on my lesson plan for that day if the kids, you know, need something else. We may go in a totally different direction. And so I just I want to thank her again because you know you don't always have the flexibility and the opportunity to do that. And I and I appreciate being able to meet the kids where they are. >> Well, the

017dynamism of a of a well functioning organization would include flexibility. I I would think >> absolutely >> a little bit of room to to do what needs to be done in that moment. And and I think that's actually fairly common in the classroom. If you walk in, you might find that why why aren't you doing this right now? And the teacher goes, "Well, let me tell you why. You see these five kids over here? We need to do a little extra for them." And so we did. They're they're over here in small group and I'm dealing with this right now. And that's success. So u the exemplary practice score, give us a little bit of info on that. >> We did we did not get the award. Um but it is something that the state

018offers that if you have shown improvement um over the course of a few years [snorts] and they they look back through your data and you have to find a practice that you have implemented that you're willing to share with the state um that can help others achieve that same same growth. Okay, that le that leading into the question I have and is there can you pinpoint one particular thing or a a a a group of things that are similar in nature that have accounted for this success or is it just all the whole thing? I think when we started our the stallion style approach that started out as something very small and it's just evolved and it has changed the culture of our school. Um it started out as just being our stallion style is

019going to be this is how we teach writing. This is how we teach um >> like reading and math >> reading and math problems and um you know every kid is responsible for doing a prove it sheet and now that has evolved into our PBIS program. Um just the like I said the culture of the school and the the expectations that we have I feel like has really made the kids step up and the parents know what we expect. Um so they they have we have a better way of communicating with them if you know we've already set set that up set that stage I guess for later on. >> Do you if you know you may not any particular time what is your uh percentage of low SCES students? >> Um I did not

020bring that. I think it was 78 and a half% this. >> What's your that what's your percentage of special ed? >> I think I have 45 students total which that includes speech only students and Emily can look it up. I know she's got her computer back there. Um from October >> huh% >> I'm sorry >> 19% which does include speech. All right. >> And I was going to add um just kind of I think what cemented my my thoughts about kind of like the exemplary approach and the stallion style that we discussed is I was talking to my brother on a Thursday night and he and he lives in Virginia and we were chatting and he said, "Isn't Friday easy for you? That's test day." He was like, "That's the way it always is, right?

021It's always test day." And I said, "Yeah, but Friday is probably my toughest day." He was like, "Why? You sit back and give them a test, right?" And I was like, "Well, yeah, but we pull out our pro it sheets and we are looking." And so I'm looking at all of my students after they finish each test and I'm and I'm asking them, "Okay, so you missed two, five, and seven. Why? What was your what was your reason behind missing that?" And I'm doing that with all of my students. And so it it's Friday's exhausting because I'm doing that for a spelling test. I'm doing that for a grammar test. I'm doing that for a a comprehension test. And then we'll do it for like a math quiz like whenever whatever they line up. So

022it is and it's not just me doing that. It's everybody doing that. We're we're not going to let them go and say, "Hey, you know, you got a 50. Better luck next time." You know, we're saying, "Well, why why did you get this 50? Let's see if we can figure out why." And we're talking to them and breaking it down and taking that moment to retach at an individual level. And I've heard exact on Anybody else? Anything? >> We appreciate you coming in today and informing us that it was very uh beneficial to us. And you need go to Roblox. >> They have not put out a schedule yet. That's my job. So, thank you all. If you need anything, please. >> Thank you. Thank you. >> Thank you. >> Okay. Our next school, again,

023same and I I didn't say this before, but both of these schools were identified for the subgroup of um children with disabilities, special education subgroup, and that was four years ago. Um and our second school, same um year four of sustainability is Mercer School. So, Dr. Simpson, and if you'll introduce your team, I forgot to say that last time. >> Absolutely. Good evening. We're happy to be here tonight to tell you a little bit about Mercer and the things that we've been doing over the last year or over the last four years to help our students succeed. So, I have with me my leadership team. Chelsea Walker is a fourth grade teacher at Mercer. Amber Tilly is a fifth grade math teacher at Mercer. Wina Abahhausen is our title one interventionist. Tammy Best, special ed,

024and Teresa Dinger. So, we uh we all work very closely together to do what we need to do to take care of our kiddos. I don't have quite the formal speech that Ashley did. She told me she was going to read her um letter of application, but I do want to tell you that tonight we we wanted to provide you with some data and talk about where we are at Mercer. Um, we were seeing some pretty consistent growth up until last year with our students and we kind of got smacked with with a good bit of shock. We dropped 10% in ELA and we dropped 13% in math. Um, which was kind of a hard pill for sorry a hard pill for us to swallow. We um we hold our kids to some pretty high

025standards as well, but we know that there is no substitute for teaching for teachers, for certified teachers, and we struggled last year with staffing tremendously. We had at one point in the in the building five uncertified subs. Um some of three of those stayed the entire year. two of them. One was there until the second semester and the next one was there until March. So, we struggled a lot with instability, inconsistency with our personnel and we knew we were going to see some deficits from that just as a result. Um, despite the walkthroughs and the supports that you provide, there's just nothing that compares to highly educated, highly skilled, highly trained teachers. Um, so our focus has been on progress this year. We have reflected. We have looked honestly at our data. We're celebrating the

026growth that we're seeing. We're talking about those intentional steps that we've taken this year to strengthen our instruction and support our students. Last year, we had some real challenges particularly around staffing. But this year, we have been steadily rebuilding uh re and our systems and charting a clear course for the kids with certified teachers. Uh, we do still this year have one non-certified teacher in my low autism classroom. Um, I've had that same sub for two years in that room and I had a non-certified sub for half the year in my high autism classroom. Mr. Terry just came back to us off of medical leave. So, we're proud to say that, you know, we we're we're we have certified people in those seats and we're working hard to fill the gaps that are created inadvertently

027through the personnel that we had. Um, we work every day uh looking at our data. We look at focusing on the long-term successes and not quick fixes. And you'll be able to see from from the paperwork that I gave you guys, we are doing exceptionally well in ELA. We are still struggling just a little bit in math, but we are seeing the growth that we know it takes to get our students back where they need to be and on course. So in reading, we're looking right now at four times more students reaching proficiency than our middle of the year last year. So that comparison with six students to 24 students mid or above grade level is is pretty tremendous. Um we are seeing still in reading and math a a really large 50% big yellow

028bubble in the middle of students who just need an extra little shove to get them over the edge and where they need to be. And we know that this is the time to hit that hard. So, we have a lot of things that we are doing to make sure we get the students where they need to be. So, we'll talk about um from an instructional standpoint, we one of the first things that we did that we feel really caused us some issues was our students writing scores. So, this year we purchased top score writing with some title one funds and we implemented that. We started training hard and heavy in September with some agents from top score writing. It is a program that helps teachers teach writing with confidence and it has been a tremendous

029success. It started out as quite a headache. It was kind [clears throat] of um you know one of those one more new thing that we're throwing at everybody. But we are seeing now the gains from that as we have been able to work through the the whole writing process step by step with the guide and support of this program. It takes away any guesswork that you might have about writing and the writing curriculum. It actually gives us step by step what we need to do to get our kids where they need to be in writing. So, we're actually going to do a mock writing assessment on February 26th to give our students a little bit of experience with the writing test and with typing it. We've been practicing that. Um, Top Score writing teaches the

030kids that structure, the expectations, the scoring, and the components of on demand writing. And we have learned that doing that starting in third grade and working all the way through fifth grade using the same terminology, using the same colors of highlighters as they highlight the the sentences and the topics and the things that they are writing about is giving them that consist consistency that within three years will will give us some pretty powerful writers because they're going to have routine structure consistency and it's going to move them along grade level by grade level. We don't have and um actually talked with Kelly about this the we don't have the the same thing that K through five schools have because there are a couple K5 schools who have adopted top score writing also they start in

031kindergarten. So I think it's important for us to look at that program and implement it even in the primary school to try to get these kids where they need to be with writing because it is a pretty big deficit for us in our ELA scores. Um, instructional monitoring is something that I personally stepped up a lot. This year, um, we've always been required to do at least one a month walkthrough or observation in the classrooms. We have at this point, um, and it would be tremendously higher if we had been in school the last month and a half, but we have 197 walkthroughs already at this point in the school year. Um, last year I had 167 walkthroughs for the entire year. So, we're just increasing the amount of time that I'm in the classroom,

032seeing what the teachers are doing, providing that support to them, uh, giving them an opportunity to ask questions or or get help if they need it. So, um, we're going to continue to grow with that because it is successful and it helps us see what's happening and it allows [clears throat] me to bring things back to the leadership team and then to our grade level collaboration teams so that we can talk about the the struggles that we're seeing. What What can we do different? what can we do better? What does the data show? And what do we need to do with that data to to help our students improve? In math, we um we did um we implemented math for today this year, which is an additional spiraling review. We use uh drops in the

033bucket and we we primarily use that to try to introduce students to topics that we haven't gotten to yet, maybe teaching the standards. So we might sprinkle in some geometry or some fractions but it is also a constant refresher or review of the previous things that we have worked on so that it keeps it fresh in their minds constantly because we really see str students are struggling with converting things from long-term to short-term memory. It's like Groundhog Day over and over and over. we we teach them something, they have it today or they have it now and 10 minutes later you test them on it and it's like a foreign language to them and they they don't know what it is. So we have to continue to put those things in front of them so

034that they they will eventually be able to transfer that to long-term memory. Um, so in our math also we we worked really hard in our middle of the year data review to be real intentional about what standards we saw as gaps from our middle of the year ready testing. Miss Alhausen created calendars and then we looked at the standards uh teacher by teacher to see what in their specific class what were their five week standards. What are we going to do with those five standards? So, let's be real intentional and pick some dates on the calendar to make sure that we're putting in extra supports for that. We're also using that calendar to um to schedule dates for IMAS, which is the practice for the general summit of assessment. We want to make sure that

035the kids are exposed to the terminology, they're exposed to the platform, they know the tools, they know what to do and how to do it. And we did that so much last year. It was funny when we had kids taking the test and after the test was over a couple weeks later they were like, "When are we taking that big test?" They just thought they were doing another IMA because we had practiced them so much. But it is beneficial to them and it helps um it helps take down the anxiety level for students taking the test when they're seeing that and they're exposed to it constantly. So, we've been real intentional about that. And then just at this point making sure that we get the IMAS on the calendar that we need to do so

036that the students are getting that practice before the test comes. Um >> Shelly >> IMA. Yes. >> What is it? >> What's it stand for? >> Interim module assessment. >> Okay. >> Sorry. [laughter] It's kind of like a practice test for the general summit of assessment. >> That's what Mr. Toman said. our [clears throat] acronyms. I know [laughter] there's >> so many so so many of them. >> Um we are continuing to use reflex and fracks this year to try to help build fluency, fact fluency for our kids. We are seeing kids come to us from the primary school. Um still struggling with being real quick about addition and subtraction facts like being able to say 9 minus 5 is four and and do those kinds of things quickly. So, we're working on addition and

037subtraction, but we're also really at, you know, third grade, the standard becomes multiplication and fractions and division. So, we're trying to back up and fill the gaps with the fluency that we're seeing issues in addition and subtraction, but also add the multiplication and fractions, >> flashcards that, you know, we we've talked a lot this year and we're trying to decide what what is going on with our kids. And I've actually been uh working on a training that I'm going to do with my teachers because we're figuring out that kids don't learn the same way that they used to learn. Kids' brains are not wired the same way that they used to be. So the the practices and the things that we're doing, we think, "Oh my gosh, these [clears throat] kids are lazy. These kids

038are entitled. These kids are little turdy birds." But it's really not that. It is that their brain is wired very differently because they're exposed to a lot of different things. They are exposed to technology in their hands from birth. They're holding a cell phone watching Bluey [clears throat] or Miss Rachel. And that all of those things affect the way the brain works later when we get them to school. Even down to things as simple as we see kids still in third grade that struggle with sitting down to eat lunch. But they never when when that pivotal moment was there to teach a child to sit down and eat, nobody put that baby in a high chair and said, "We're gonna sit down and eat." Because that's when those beginning skills start. So, we're seeing lots

039of gaps that come from different parenting styles and different ways that you that children's brains are evolving because of different parent styles, because of technology. And we're having to try to pivot and come up with new ways to address that and to meet the needs of our students. Teach them how to sit down and eat with a fork. We had a student at the beginning of the year this year that came to us from another county that didn't know how to use utensils in the third grade. He just say spaghetti just hand over fist just pawing it in. So we we struggle with a whole lot of very basic human needs along with their educational needs. Um, but we want to make sure that we're addressing those the way that we need to. Um, let's

040see. I got off task there. Sorry. We are making some very intentional datadriven instructional um, decisions. We and we have met twice this year, beginning of year and middle of year with each individual teacher to look at where their students were. They have charts and they are able to look at their students. fifth grade can see their data from the general summit of assessment for their third [cough] grade year and their fourth grade year. The children are also putting that in their data notebooks and that's an opportunity for us to have that conversation with them. You know, in third grade you scored exemplary, fourth grade, you scored partial mastery. What do you think happened? What do you what do you think was a problem? So, we're having those conversations with the kids to try to

041help them pinpoint and take ownership in that before they take the test one last time for us [clears throat] in the fifth grade and move on to middle school. We're also doing I ready just a little different because we're seeing a little apathy with our kids. It's they're bored with it. Um, and that's the normal nature of the beast with these kids as well. They're only interested in something for a very short period of time. But I'll let Miss Tilly tell you actually about uh the changes [clears throat] the changes that we just made um in January for all of our teachers with I Ready and our data notebooks. >> Good evening. Um so with I Ready, they are given personalized pathway. So at the beginning of the year, they take a test. Um it's

042the diagnostic and we get the data and then each student gets a personalized pathway that puts them on whatever grade level they need to work on based on the different domains for reading and math. And then based on that, they work 10 to 15 minutes a day to work on their pathways to try and pass at least two lessons per week. Um, Miss Williamson, another fifth grade teacher, and myself, when we first started, I already said, you know, this isn't working. They were working for 10 minutes. They weren't getting what they needed done. So, we did a lot of research and we actually found another teacher in a different state that they had already. And she printed off their upcoming pathways for each student for reading and for math. And then the she would highlight

043each lesson for the students to complete. Now one student might get three hot related lessons for the week. Another one might get four. They might get two. It's very personalized to each student. And we saw this and we said let's run with it. So we tried it about three years ago. We saw immense success with it. We did it last year and we've done it this year with our fifth grade students. Um and Miss Williamson and I actually trained the rest of the staff on how to do that this year in January. And so, like I said, it's very personalized. It takes a lot of time. Um, but you are actually meeting with each individual kid for each subject and having that conversation with them and saying, you know, you passed this lesson with a

04467, but you only worked on it for eight minutes. What can we do moving forward to make sure that you might be able to pass it with an 80, with a 90, with a 100? What can we do? Um, and the kids have actually that has really helped them take ownership for their learning because they're seeing, okay, well, I'm on a grade two, I really want to bump up to where I'm at now. Um, and we have found that with our students that tested at the beginning of the year on mid-grade five or late grade five, they are working hard forward to try and reach early sixth grade, mid sixth grade, because it it is pushing them to want to do better. And we have seen um a lot of growth and success and a

045lot more of a class rate with these lessons doing that way. And I've actually talked to some of the other teachers that once they implemented it, they came to us and they said, "Wow, this actually works. The kids are doing so much better. They're actually passing their lessons. They're getting what they need to do done." >> So, it's simply taking smaller pieces of the pie and pointing it out. >> Yes. >> It's kind of like setting a goal. Like I have [clears throat] I have one of my my students data notebooks and like here's her her example. So I just took her pathway and I highlighted like the first week she had three lessons to complete. I think it gives them more of a I have to get this done whereas before we were just

046like okay you need 45 minutes you know there was no goal and now there is a goal like you have to get these three lessons completed to be able to >> move on to the next week. the old adage, chatty, you eat an elephant one bite at a time, >> right? >> They're getting one bite rather than having to >> Right. And I was one of the teachers that went to her the first week we did it. I was having some students that may have passed seven lessons all year and they had already finished their three lessons in one one day >> just because [clears throat] >> with compre with uh the comprehension or something that sticks with them after they do those do they get revisited what they've already accomplished? >> That's a good

047question. >> They do not. So once how I Ready works is once they pass their lessons they move forward. So then when they take their diagnostics it might revisit those skills because it's a lesson that they've already passed and then when they take their middle of the year diagnostic after they are tested on lessons they've already passed it will bump them into something else. So it might be in the same domain but it might bump them a grade and a half forward. It might keep them on the same pathway. Um but unfortunately no. You could go back. There are some extra lessons I know for math that can be re that teachers can assign. Um if there's a missing piece that they need to assign, they can go in there and reassign it. Um but

048once they have passed a lesson in I already it does not go back. The only time it revisits is a diagnostic. I guess the reason I ask that is if if you're and again you all it's changed so much but if you're asked right off the bat to perform a task that you really don't know how to do that can kind of turn a kid off also whereas if you go back and revisit I did this I did this it's like going up set of stairs it's kind of what you see what I'm saying >> yes >> okay >> we find that a lot also with those kids who are on like mid or above grade level. Um it's very difficult for them to make growth and we celebrated growth at the middle of the

049year. Those kids who are our gifted kids, those kids who are already um exemplary on the GSA are above grade level, they really struggle to grow 10 or 15 points because the content is super hard for them. So, we had to find ways to even try to to celebrate them and to make sure that they are getting included because they're doing a tremendous job. You know, it just I it's it's hard to not make them feel like they're not successful because they're not showing 50 points of growth where another student would be. >> Well, I don't know. We used to have this the levels of learning and sometimes their brain just may not be ready for the next step because of maturation process. Maybe a little bit of that, maybe not. I don't know. I

050think it is absolutely and I and we see it a lot with the kids for sure that are at or above grade level in Ireetti. They they really struggle with it and sometimes like the teachers will just happen to to go by and read a question that they're answering like Mr. Nestrom is one of the first. He came down he was like oh my god like he's like I didn't even know how to do that and it was a question they were asking. We're in a fifth grade. This is like an eighth or ninth grade at minimum question. But it's it's really truly assessing where the kids are and you have to ask those really hard questions and then also the really easy questions to get a good adequate idea of where they are in

051the in the process. Um doing things the way we're doing them now also has kind of really helped us a lot with those kids that have a lot of apathy that say I got 45 minutes. I'm gonna turn this thing on. I'm gonna move my mouse around. I'm not going to really do what I need to do. I'll get my 45 minutes in because you know there's a couple of those little Johnny's and Sally's out there that do it that way. Um, nobody wants to come up to the teachers desk and have that conversation. And especially when you see your peers coming up and they're like, "Okay, you got, you know, you're on, you're ready. Move on to the next one, but we hold their toes to the fire just a little bit and we're

052like, okay, you were on there for 10 minutes. You didn't pass this lesson. What's happening?" And so it's a good opportunity to make a connection with some of our students who we have a lot of apathy with. Um, and I think that's something that all of the teachers saw almost immediately. Nobody wanted to come have that conversation with them. They're like, [clears throat] "Okay, >> I I appreciate the way you did this because you have to in order to make sausage, you have to figure out how the sausage is made." And that's what you all are doing, I think. And really, >> we're digging in deep to try to get to the bottom of that. It is >> good job >> with the I Ready. I would just wanted to add one thing. You know,

053they're not always passing. So there's sometimes that if students don't pass, we have implemented at our school. Now, if they don't pass the first time, their job is to come up to us with a computer, their paper, and a pencil, and they sit with us, and we will walk through some of the lesson with them and say, you know, what happened? Did you just not pay attention or was there something that you didn't understand? Unfortunately, with fifth grade, some of it is I wasn't paying attention. I just worked through it and we were like, "Okay, well, let's try again." And they'll sit with us. Um, and if you come upstairs for fifth grade, you know, I might have two kids at my desk, two kids behind me at the radiator, somebody right next to me

054at any point in time, and they're all working on something different, but I can still give them that attention, you know, and say, "Okay, here's what we're working through and monitor them a little bit better." And it helps with accountability because then the next time they're not apt to not pass because they're like, "Oh, I don't want to sit up there with you for 20 minutes." >> Embarrassing. [laughter] >> Um, and one other thing that this has helped tremendously with us is a lot of times kids taking the diagnostic, beginning of the year diagnostic, they're brand new, back to school, we've got summer slump, we've got a lot of factors that cause them to be a little lower anyway. And then on top of that, when you have them just clicking away and doing whatever,

055it might put them on a kindergarten or a first grade pathway. And a lot of our kiddos figured out real quickly that if you just take the diagnostic, it gives you these super easy lessons. And you can just do that all day long. And it just life is just better. I don't want to do the hard stuff. I want to do it easy. So this gives us an opportunity also to take a look at when they come up. What lessons is this? Why are you on twodigit addition and subtraction when you can answer what 8* 7 is in math class? So we have an opportunity at that point to adjust their pathways. So the teachers can manually go in and take a look at the pathway and move it in the domains to where we

056know the student is actually performing so that they can't continue just to to kind of sherk off there and pull the wool over our eyes. And they they do try and so it's it's just another little safeguard for us. >> Got to be smarter. >> Yeah, it's hard to keep up sometimes. I'm getting old, >> especially [laughter] with technology. >> With technology, they're they're getting ahead of us. [laughter] Um just a couple other things because I know we've talked a lot, but we are working really hard collaborating this year. We've always had a leadership team. We've always had difficult time getting time in the day or getting time to do grade level collaboration. And that is so important because they need to be able to talk about what lesson are you on, what's the pacing,

057how's that going for you, what struggles do you see. So, we've made it a point this year, I have the duty schedule at the end of the day to where it's really fully loaded. So, sometimes you're going to see a whole bunch of people sitting out there on the sidewalk putting kids in and you're probably thinking that's overkill, but I do that because we like to use that from 2:30 to 2:50 time and have grade level collaboration. We're also doing collaboration with our ECATs and aids this year to try to help work through the playbook to try to give them some of the skills that they need. Um, I had at the beginning of the year two brand new ECAT aids that were hired after the ECAT playbook training and they really just didn't understand

058what their role was. And even even though you have that training and you know we do those things several times in the year, it helps to sit and talk with your peers and talk about our building, the culture of our building, the way things look for us going up and down the stairs to the bathroom and how much time that should take and what that should look like. And so we're spending time collaborating on the grade level um with and then with our leadership team with our CSI team and then we are also doing that with the ECATs and the special ed aids so that we're just making sure that everybody is always informed and that's been tremendously helpful for the aids because this was our first year with ECATs in the classroom. Um that's

059a struggle. I mean, I know you you Greg know because you guys have you have educators in your families. You have educators, you know, your classroom is your classroom. That's your domain. And you're like, uh, you know what? You're going to have to watch out here. [laughter] Don't come stepping on my turf. So, you know, it's it's important to have the teachers and the aids be able to work together and to have them be able to to sit down in a meeting together and talk about struggles or talk about things so that it's not uncomfortable and that we get through that awkward period. And we move through that much quicker once we started having those meetings. We started that for that reason because it was really bumpy. We were struggling a lot. It was every

060day. there were were just adult issues and it was really simple things. We just needed to be able to teach them what we expected and what what it needed to look like. Um we are continuing our uh PBIS program and that has been um extremely successful for us. We we use it in a way that helps our pirates learn and grow. And I know the people at the board office hear me when I make my announcements. make smart choices. It's one of our uh our top things. We start in the morning with pirate talk. We do a collaborative team meeting in the mornings. Um we do a little bit of mindful yoga. We get everybody ready for the day. We do a little deep breathing. Let's let go of all the you couldn't find your

061socks in your book bag and the dog ate your homework and mom was screaming at you. We're going to we're going to put that down on the floor in the classroom and get ourselves together for the day. We do our pirate pledge every day and we talk about what it means to be a pirate, what it looks like to be a pirate, and how to be respectful and how to be responsible. We spent the beginning of the year doing a lot [clears throat] of social emotional lessons on pirate talk, but our counselor has now been able to work in um into a three-week rotation social emotional lessons for our students in the classrooms. and she she will take the students for the teacher and give the teacher that 20 minutes to go down to our

062staff lounge where we have kind of a a cool down area for them because we all sometimes just need a minute to breathe. So, it's a little seal time for the staff member for that 20 minutes and also for the students to learn some of the important skills that they need to help them be successful. So we have um it's brand new to us but we are really enjoying that and looking forward to continuing it. Um we talked about IMAS we talked about I already data I think I mean we've we've talked a lot. >> Yeah I apologize for I asked these questions because they're probably pretty hard but from what I heard you say and I may have heard it wrong. You talked about kids brains are working different and you're having to come

063up with different ways to deal with that. Mhm. >> Can you what ways are you coming up with? How are you dealing with that? >> So we are definitely spending a lot of time um trying to target the social and emotional aspects and then the other part of it is the accountability. It is the things that we are doing to kind of sit on them just a little bit more and provide a little bit more intensive supervision with the learning pathways for example. It is changing the way that we hold them accountable and not just saying you're in third grade. You should be able to do this by now because it's not the reality of our third graders at this point. It's not the reality of our fifth graders and even a lot of our

064middle and high schoolers. They don't have the tools that they need to be able to successfully do things without a little a little more guidance in different directions. We are constantly looking for new ways. um beating our head against the wall just a little bit about how to figure out how do we get them to convert the things that we are teaching them to long-term memory. We still haven't found a successful tool, but we are looking and and working on new things every day. >> That was my second question that some besides repeating. >> Yes, we might get rich when we figure that one out. >> Yeah, you can write a book if you can come up with that. Yeah, that'd be good. >> Okay, >> let me know. I got a 10-year-old that's around

065me a lot. >> I just told you that. Why are we doing this again? Five minutes later, we just talked about that twice. Why are we having this conversation [laughter] again? Uh, and it's behavior and learning both. It's not just one or the other. You're you're constantly having to remind them you have to be on that side of the hall when we're walking down the hall. Now, we've talked about this every day for what day of the school you're in? 100 days. You're always on the wrong side of the hall. Well, after that long period of time, there's something else going on. >> It's not just I don't understand the role. It's and I don't I don't believe for most kids it's just outright define a skill deficit going on. >> It's a true skill

066deficit and it's really no difference than a a math skill deficit or a writing skill deficit. It is those behavioral deficits are there as well and that all comes from early childhood and early childhood experiences that they didn't get. And the most basic of things that we do as a parent when we're raising infants, we don't realize that that is shaping and molding a part of their brain that's going to be able to help them be successful into elementary school, middle school, and high school. >> So, I like the one of the very first things you said, and that was there are no quick fixes. I think that probably sets a a tone. We're not going to wave a magic wand, and these are suddenly going to be better. >> We've got to have a

067plan in place. We've got to implement it and it's going to take time. It's going to be beyond your school. It's going to be in the middle school or the high school. So, there needs to be kind of the the same approach in terms of what we're doing as they move along to make sure that we're reinforcing what took place earlier. Um, have you got any thoughts on the addressing the shorter attention span? Is that That's a crisis at this point from my perspective with with young kids. If it's not a 20 second video or a 20 second seminar on whatever the issue is, they're they're done. >> It is it's that instant gratification. And it is it's something that we combat every day. And it even comes down to asking them to spend 10

068minutes on already is like an act of Congress. They're like, "OH MY GOSH, are you kidding me?" You know, do we really have to do that? And that's that's just typical of kids these days. The only thing that we can do to combat that is just to to sit on them a little bit harder, to hold them a little more accountable, make them have those uncomfortable conversations that they're not used to having because kids are not even really used to having a whole lot of conversations face to face. They text, they Snapchat, they they use Instagram, they they will sit beside you on the couch and send you a text message to say, "What's for dinner?" Um because it's it's just where they are. So, we are we're working really hard to try to find

069some ways to address that and to to just nudge them a little bit and hold them accountable. Um, peer pressure seems to be the best thing that's working right now. >> I think making it mean something for them, too. Like I every year I do a novel at the beginning of the year and I feel like I get more like input from the kids and more of their interest at at that time than I do when I'm doing just the regular reading book. and they continue like it's a book series usually so they continue to want to read those things. Um I think this generation we just have to make it mean something like they either have to have interest in it or they they have to be able to get something out of it.

070I feel like >> why do I need this? >> Right. >> Yes. >> See it even with kids not not wanting to get their driver's license. Like I know so many kids now who are 17 18 years old. They're like mom going to drive me. we're fine. You know, it just it is it is something that we have identified and we really are going to have to be very creative and find some quick fast ways to start addressing that so that we can turn it back the other direction. >> It It's I I've noticed it in myself. This right here is destroying my long-term attention span. I'll start an article in a in whatever that's going to take me eight or 10 minutes to read. I'll get about three minutes in and I go, "Oh,

071seen enough. >> I'm done. >> Done. >> I'm done." No. >> And it it's a a part of it screens. And I don't we can't fix that. >> Screens are part of life. >> I think taking technology out of the classroom just a little bit more [clears throat] is is helpful as well. We've kind of scaled back even a little bit on the amount of technology that you know the time that kids are on devices. We know that when they write it, they learn it. We know that that is way the that's brain science. That's what works. So taking away the typing and putting it on pencil and paper is another way that we're trying to and trying to give them the opportunities to plant those things. >> Well, I would just comment it took

072me a couple tries figuring out that that in some places having a minus was a good thing >> and and having a plus was you know you look at it you have to look at it for a while and you have to think about it. Oh, we want minus there. uh your your uh MOI I mean you're you're successful. You're moving them up and that's all we can ever ask for is that as as I've said for many years uh if you get a kid in the third grade that's operating at the first year and a half level and they leave your classroom at the second and half year level, you did your job. You succeeded. >> And we're seeing a lot of our progress right now in those lower um the lower levels of

073two or three grades below. Those those numbers are shrinking for us and that's tremendous because that's the path to getting those kids closer to being readers and to being able to function just a little better in society. If they if we never get them on grade level, [clears throat] if we can get them the skills that they need to be productive, successful taxpayers, then we take >> Absolutely. That's the best measure of success. Can they get out of school and get a job, buy a home, have a family? If we did that, if they don't know who Shakespeare is, it really doesn't matter. [clears throat] >> I pick on him a lot. Um, >> Shakespeare. >> Yes. >> He probably don't mind. >> Well, yeah. After 500 years of death, he probably doesn't mind a

074whole lot. Um, anybody else have any questions? >> Comments. Go ahead. >> One more. Do you do you emphasize growth mindset mindset very much? >> Absolutely. Always. We we want our kids focused on the future, [clears throat] on the positive, and never on the I can't, but adding yet to the end of that. Yes, that I'm going to get there. That's important. And we talk about that a lot in the mornings on pirate talks and [clears throat] teachers accentuate that throughout the day in the classroom. And then we even are able to push that with when we're having data talks and looking at their data notebooks. You know, you're not there yet. Um, we talk a lot in the morning on pirate talk about what it takes to get there and we use our motto.

075If it is to be, it's up to me. That has been the age-old motto at Mercer for I don't even know how many years, but it it sticks and it matters. And we talk about what that means. So, we you know what what does it mean? You can't just come in and sit down in the seat and say, "I want an A in math." You have to work to get that. You can't just go to the car lot and buy that Porsche that you want to buy. you know, takes a lot of hard work, a lot of dedication, and a lot of things to make that happen. So, we use some real world examples and we talk every day just for just a minute even about what that looks like and what the kids need

076to do to get there on their own. We need to help them understand life doesn't do it for you. You have got to do work. >> This is kind of off track, but I just going to say it anyhow. Uh on the radio today, I was listening. They were coming over to the staples family singing the old civil rights song, Eyes on the Prize, Hold On. And it's got a wonderful beat to it background. I just thought of maybe if every morning you play, keep your eyes on the prize, hold on. [laughter] >> That might be something that work. >> You scared me to death the other day. central office when I came out and your announcement started. >> Sorry. Sorry. Sorry. >> Did you get the M? >> What is that? Make sure to

077tell them I love them every day and we got to make >> it's mid. >> It matters. >> You know it's over. You're like, "Oh, it's almost there." Trouble breaking up the ice at your house on sidewalks or driveways. Just talk. Mine went by two days in a row and the first day I went by, I didn't even know it was bundled up like a She has a shovel just beating [laughter] [clears throat] the next day. I think she was working on a four-wheeler. I don't know what anyway. >> Yes, we're great. >> Outstanding. Well, we appreciate you coming in. We know you're doing good work. Keep it up. >> Anything you need, you can support us. You probably haven't looked at the agenda, but somewhere down the agenda is looking for land for a

078new elementary. >> So, >> it's it it's a process. Trust me, it doesn't happen. It doesn't happen overnight. >> And and we get that. But, you know, it is the oldest continuously used building for education in the state of West Virginia. You can't go in that auditorium. >> I don't I don't disagree with you. I just keep waiting for a class to showing the spot on the classroom. >> When I when I get to go there, that's the first thing I go in is that auditorium >> because it's a throwback. >> I just hope that it's future. It can still be something that's important to the community. >> It is. It is really nice. But I've also noticed that people that move from old buildings to new buildings really like the new building. >> Appreciate

079that. Listen, we either are extremely cold or extremely hot with that boiler. It's like no, there's no middle ground. We cannot find the right number in terms of that to keep the temperature where not. >> I don't think that even with new technology that's necessarily because there are there are newer buildings that have that same issue. >> Yeah. Yeah. >> We came in last week on Thursday and I groceries downstairs when that door's right there. So, it was freezing down there. >> Well, we appreciate you all. Thank you so much. You need anything, let us know. >> Um, I'm going to use the privilege of the chair to move an item that is and it is the purchase of real estate. So, we need to move that to the very end of the agenda because

080we need to go in executive session to discuss the purchase of real estate and that way everybody can go and we can discuss it and then go into executive session. Let me I just went back online. Um, let me explain all that. I had my mic off. We're going to move item number 279, which is property acquisition, to the end of the agenda because most likely we will have to go in executive session since it does include uh a matter uh under West Virginia code that permits us to go in executive session and it's important that we do that so we can get the best price possible. So uh we're going to move that to the end of the agenda. Uh, and we will move on to superintendent's opening remarks. >> Yes, President Prudich. I

081have a list there for you, but I just wanted to share that uh, State Superintendent Michelle Blat sent this out again and I just wanted to give you a copy of it. It's a targeted schools and you can look at uh, what areas of Mercer County are identified and I just gave you a hard copy of that and wanted to share that with you. Also, Jason Argonauts, I just uh since we have another board meeting, uh I wanted to let you know that that the applications for that Houston trip and uh February 16th, 2026, Mrs. Harrison has sent out information. And so we've got that out through all kids available uh 13 through 17 to go on that uh trip whether we have two students or and one teacher or two teachers or one student

082whatever the applications come and we communicate that uh through Jason learn uh Jason learning also um you guys have the school board association winter conference at Morgantown uh that's February 13th and 14th I put the agenda you have a hard copy I think you guys got that also I just made a hard copy for you all. >> Is anybody going besides me? >> I think all four of you. >> Oh, okay. I wasn't sure. >> I think all four of them. >> Check on your but I have sent your confirmations to your personal email address. >> Thank you. >> I'm sorry to interrupt. >> No, you're good. >> And also, uh, state associates state superintendent Jeff Kelly put out some information. I put in my update this morning. I sent it also to an email

083and I carbon copied you guys this weekend that they are going to review the possible waiver process later to be uh available for counties once they all the storms pass. So I just wanted to share that with you and um that's right there where the state code allows that and just want to share that. Thank you. >> Okay. Thank you. Is that it? >> Yes, sir. >> All right. >> Mr. Toman, did you want me to give them the draft of that press release? >> Yes, sir. at this time. >> Okay, go ahead and do that information. >> We've also got some uh citizens input from Carl Lily if he'll make his way up while she's giving us that. >> What what we have here is information to uh a press release on our our

084finance information that we wanted to share. Wanted you guys to give some input, look at that, get that back to Mrs. Harrison uh tomorrow. We looked over, but just thought some some points that you guys have to look at that. So, doesn't need that right now, but just if you look at that, get back with Mrs. Harrison and we'll get a press release out there on our information on our finances. That's it, sir. Thanks, Miss Harrison. I think you need to. >> Oh, he could. He's We're ready to go. If he's ready, we're ready. >> Thank you all. U for those that don't know who I am, I am Carl Lily. I am the uh educational West Virginia field representative for Mer County and a couple other counties around us. Uh and I'm speaking today

085on the solicitation policy K08. Uh we uh our team did look at it uh at the proposed policy and we do as an organization feel it's a little unclear to uh employee organizations and a little bit too restrictive as far as visitation goes by uh us and uh me when I go out and visit schools. Uh one example that I wanted to share is Raleigh County. uh their policy. The language is a little bit more clear and it allows for visitations from representatives uh during the uh planning periods without the need for scheduling. So it allows us to set up a table pretty much throughout the day. Uh and I'll read that for you here. So the principal shall have the authority to approve and make arrangements for professional and service personnel organizations that wish

086to make themselves available to personnel. However, they should be allowed to only make contact with employees before after school hours, during each employees assigned lunch period or planning period. So, that language is a little bit more broad and it allows us to set up a table and be available for our members outside of the lunch periods without the need for scheduling each individual one. Uh, this is important for quite a few reasons. So, one, face tof face communication is super important when we have important info to distribute, when there are materials that we have to distribute. There's a lot of physical things that need to go out to schools and not every school has a building rep. So, that's when I come in and I go and distribute things to our teachers. Uh, when admin

087allows, our members really do appreciate again those face-to-face conversations and the representative to come in, check on them, see how things are going, how is your day, how are things going this year. We do get a lot of positive feedback when we're able to do so. Now, again, when the admin allows and we're able to do so, and I'll get a little bit more specifics on that. So, normally what will happen if I need to go around and do some one-on-one visits, if I need to identify a new building rep, for instance, if I need to go around and just check up on people, see how they're doing, what I can do is I can check with admin and say, "Hey, I need to know uh who's in one room and when the planning period

088is." That way I can go in not disturb the educational uh process or anything like that and I can just check on check in on them during their planning period and all is well. Uh we as an organization we do not and we will not fester employees. We are not in that kind of business. We're not in that kind of mindset to disturb the educational process. We want that process to thrive and we want it to continue unabated. We're not going around kicking doors open. We're not going around when students are in classrooms or anything like that. We are going around making sure that our educators are good, they're happy, and we're really here to help. Uh so, while we understand the current climate, uh you know, we're not a safety risk. We understand the

089need to make sure that our schools are safe, but we as an employee organization, we have a very, very strict code of ethics. We are professionals and like I said, we're in in here to help public education move forward. We're not here to hinder it. So, anything that sort of hinders our ability to see our members, our people, they're our people just as much as they're they are your people. We want to be able to be open. We want to be able to be there for them in schools. So, all that we're asking is to have a uh a more broad visitation policy. You don't have to treat us the same as some private business solicitors or anything. The Raleigh uh Raleigh County policy does treat us separately and it does give us a little

090bit uh a little bit more freedom for visitation. Uh so we just want it to be a little bit more broad and less restrictive as far as visitation goes because our members need us there and it helps for uh a sense of community in their unions. It helps reduce the sense of isolation and in some cases it can help teach retention too. There's been a lot of conversation that I've been able to deescalate just by being there. So, if you all please consider that, we'd appreciate it. >> Thank you. Make sure you send a written written written comment. Okay. All right. Thank you, Mr. Lily. 2322. Well, President Bernage will lead off with Dr. Atkins. uh with uh 2322. >> Yes. Thank you. Uh Mr. Toman, I do want to start. Is this working? It

091doesn't sound like it is, but I guess it is. >> It's on. >> Yeah. Um Amber Refe was here earlier. I want to start by by thanking Amber Refe and Jenny Collus. Uh Mercer County um for the second year in a row has volunteered to host the regional science fair which is for the southeastern uh region of counties and I think we of those seven or eight counties we had Wyoming, McDow and Raleigh in addition to Mercer County today and it's a tremendous undertaking. It's the third time it was rescheduled um for weather as has many things been. Um but it went very very well and she brought me a little note here to let you all know that Mercer County had 32 total winners. We of the regional fair. We had 16 first place,

09213 second and three third place winners today. And so the first place winners will go on to states and we had um students from elementary, middle, and high school. and uh just very impressive. I know that a couple of you were judges and just amazing uh what the projects are and some of the uh some of the topics for the high school students and you know when I was a general science biology teacher I had to think a minute what they're even talking about and it's amazing um the things that that that they did. So just special thanks to them and it was a great uh a great fair today. Um, also I did want to mention, I know we heard from two CSI schools, but one on a on a a bit of good

093news and we're almost finished with MOI uh for I Ready. The weather has really uh delayed that and our kindergarten students go after the 1 through eight students. So, we should finish Wednesday and we'll have all of that for the at the next meeting for you all. Um, and also we'll give you the um, differences in the third grade uh, success act improvement plans because we always have a lot of success there. Which segus into what I was going to say um, you know, especially with intermediate schools, the third grades this year um, in our K5 schools and in our intermediate schools at BOI are the uh, highest achieving students. So what we're doing with the third grade success act. So this year's third graders were under that um intentional focus starting in first grade.

094So they've had that for two years and they're coming in as the highest achieving students um compared to fourth and fifth. So we are seeing students coming in more prepared whether that's coming from a primary school or coming from within. And then next year is the first group that will have had you know that intentional focus K1 and two prior to coming to third grade. Next year is also the year that has that retention piece. So within this spring, we'll be bringing a lot of that to you all. There's requirements for us to have that in policy and what that means and what the exemptions are. And there's quite a bit to that. So we're going to look at combining our elementary grading policy and our elementary promotion retention policy and integrating that third grade

095success act information as well. So that'll be in the coming months. But you know, just a bit of good news. our third grades, including at these two schools, are are our strongest um at BOI and coming in ready to go. In addition to that, I just wanted to share that we do have um our Title One Tuesday uh professional development tomorrow evening from 3:30 to 5:30. You are always welcome to attend. We have kindergarten through 2 grade teachers here in the seminar center, grades 3 through 5 at Princeton Primary. And we are going to focus on small groups, uh, big results. And again, that, uh, is much to a lot of your all's questions of, Mr. Bailey talking about what do you do when a kid's not on grade level. You know, that's what small

096groups are about. That's what targeted instruction is. And so, we're going to place a focus on that. This Friday afternoon, the two principles earlier spoke a lot about ECATs. One of uh one of my personal goals this year and one of our focuses in elementary uh was to provide additional training and support for our ECATs because we've added those to first, second, and third grade over the last three years. And that is a cultural change, but it's been uh very very beneficial. And we started off by training all of them with their teachers together in August. We brought the ECATs in um only in October. And then we're going to train ECATs only again this Friday afternoon. Just giving them some additional uh support. We do have a playbook. Uh we did not want to

097call it a a handbook that's uh uh HR. A playbook is more about what the teacher's job is, what's an assistant teacher's job and those types of things. So we do have um a ways to go with that, but I think we have come far and beyond where we were a year ago. So very excited about that. And we have a ECAT walkth through that the principles complete when they also when they do the teacher walkth through that's between them and the ECAT and that's every principal individually. Um when I met with them during MOI I said that's been hugely successful. PreK um Amber Reich and Emily Smith will have them on Friday afternoon the preK ECATs at Bluefield Primary and they'll be reviewing the playbook. they haven't had as much time to do that

098with them because they have other requirements that they they have to follow. I mentioned that MOI will be complete uh this Wednesday. >> Could you for people that might be watching the streaming, what is MOI? >> Middle of year. Um thank you, Mr. Prudish. We say those letters real quick. Um I probably need to say what an ecat is too. Um MOI is the middle of the year assessment for our I Ready, which is our formative screener. That's what teachers use to um see how their kids are doing. At the beginning of the year, we do BOI and see where they are at the beginning. And then the middle of the year, we do MOI to measure growth um and to target their needs. And then at the end of the year, we'll do EOI

099to see where they are at that point. And and we heard the the principles talk about that earlier. Um and an ECAT is an early childhood classroom assistant teacher. So these are what were historically known as AIDS, but they have additional training requirements and are also at a higher pay grade because of the additional training requirements. And then we've tried to provide additional support for those staff and we feel like we're having success, but again that's an ongoing process. Ernie, the ECAT piece was something that was a requirement that came out of the um K3 legislation and then we we've kind of tiered it in on a yearly basis. >> Yes. Last three years. >> Yeah. >> Yes. >> So this is the first year we've had all three. >> This is the first year

100that we added third grade. So this is the third year for first, second year for second, and first year for third grade classrooms. from your perspective, the the grade ones and grade twos having the ECATs in the classroom, can does a lot of that or can can you attribute some of the increases and improvements in our in our numbers because you've got an additional person in the room helping the kids. I think that everything that we do has uh has helped and so always having that additional uh person uh is valuable but it's only as valuable as the training that we provide and the work that uh is put in for that culture piece um between the two and again um I'm very proud of what we've done this year with that and it's something

101we'll continue to do because it was a greater need than even we realized but after we got into it it's really been huge and then sometimes you know there has to be some changes because it is it is tough. But um I think that most teachers really appreciate having an extra set of eyes and ears and hands in the classroom. >> Is that it? >> That's what I have. >> Board members, any other questions? >> Mrs. Mitchell, [clears throat] >> I want to thank Jenny and Amber as well. They did a very nice job planning and organizing the event that we had today with the science fair. Um it was it was a nice place to be and Dr. Atkins and I did both discuss how smart those kids are that were doing those projects.

102My goodness, the stuff they were talking about was was very impressive. So that was it was a good day for Mercer County. Um in secondary we of course through middle school are doing the I Ready and then the um 11th grade's mastery prep and our middle of the year benchmark showed improvement in every area math, English, language arts and writing for every school. We we actually so far and and we get the official once the all the I readies in after the kindergarten everything goes in as well but we had two students at one school in math that had dropped like two points but other than that everybody showed some growth and I I think a lot of that is attributed to the um extra time extra help that um the um gear up and

103mastery prep folks are all working together. Jenny and um Jenny Collus and Gail Webb have worked with Concord to set up a lot of nighttime activities. They've had parent nights where parents can come in and just ask questions. They've had two of those here. Um they are going into the schools and um giving out literature to counselors showing them ways to talk to the students about preparing for the test. We have boot camps scheduled. We did that last year through Mastery Prep and we gave each school one day where the students that would be tested came here and spent the day um with a trainer from Mastery Prep and the test scores with those kids definitely showed improvement. So, we have that scheduled again and we also this summer are going to do um two

104boot camps during the summer just as refreshers, you know, pull them back up if they've started missing out on some stuff or they're forgetting um just to touch base. Of course, it is of course voluntary, but we are going to make that make it days that they'll want to be there. >> For those that might be listening, what's a boot camp? >> A boot camp is for the students who are going to take the test, we bring in a representative from Mastery Prep who works specifically with SAT testing. And what they do with those students during that time is they have hands-on physical activities in addition to learning techniques to use with the computer, with the different tools that they use while they're testing. and they take sample tests. And as they take those tests,

105the more answers that they get correct, the more it takes them forward. If they don't do as well on it, then it backs them up for like a remediation. And then our our folks in the county, our supervisors, myself, um, our coordinators will be here to help with the students that you need to back up and go back over something with them individually. U, we do see where nationally that's working. other states that have used it. You know, we just started with the mastery prep last year. So, next year will be a real true testament of of being able to evaluate the three years. We're just comparing the two right now. Um, but it is it is being used. The teachers are using it. The principles are following up to make sure it's being used.

106You know, most of you, I think, know we had horizon u before we had u Mastery Prep and I don't think it was utilized like it should have been. People who used it used it well, but not everybody used it. And with mastery prep, it's become part of the strategic plan, part of their curriculum. And so they are they're doing that. Um today we u I met with um the folks from school mapping that we have to do our um safety plans with. I had Leslie uh Wellman, Tom Atkins, Brent Murphy, Melissa Clemens, Dr. Atkins. We met uh we did a Zoom meeting with our representative. I had tried to do some follow-up with them. They had requested um back in December. They wanted our floor plans and they wanted our emergency contact information. They

107said if we could give them that then they could move forward with some things. So that was sent to them in December. The week we came back after Christmas, I got in touch with our representative, Mr. Cox and he had received it and said, "Yes, this is what I need. I'll get back with you to let you know what the next step is." Well, we didn't hear and we didn't hear. Mr. Tomman and I were talking last week or I guess the week before now and you know it was like we haven't heard anything. So, I tried to email Mr. Cox over and over and over like seven different times at different email addresses. They kept kicking back. So I finally called Zach Query who is the head of of the school mapping and that

108gentleman had quit and our stuff had kind of got lost along the way. So today he actually met with us through the zoom as well as the representatives that we're going to have working with us. And just today um Miss Wellman and Mr. Atkins and Mr. Murphy worked to to get information that they need so that we can send it to them. We have set up some timelines now of when we're going to have something done this Friday. We'll have stuff ready for them and then we're going to meet again next month. And um Miss Wellman did ask about, you know, the length of time that we're going to be doing this because the state says we have to have this in place in September, all the schools in the state. And they have told

109us that they feel like three and a half months we can have it completely ready and they'll be ready to to turn it over to us. And I know they know more than I do when it comes to, you know, what all is included in the school mapping and what all they need. But we have that and that was really good. >> Yeah. Did I not say I did? I'm sorry. >> Yes, definitely. Yes. Um and then tomorrow we are going to talk to um the company is called Intellis Park. Some of the counties in the state are using them. They are a company that is geared towards increasing attendance. and how to deal with chronic attendance. Um, some of the counties that are using them have gone with the whole county. Some are doing

110some piloting. Mr. Collins at Bluefield High School would like to pilot if we decide we'd like to try that if we can find the money to invest in it. >> It's called Intellis Spark. Intelis I N T L L I S. Capital P A R K, but it's one word. and they have a lot of different incentives that they're using and and not just, you know, with the kids and and I know it's not this way everywhere, but what I hear from the principles is if we tell our students, you know, we'll take you to the park for a day and we'll go to Camp Creek and have a cookout or whatever. if you attend and we have you we raise all of these things. Well, the principles are saying that you with our kids

111today that doesn't really mean that much to them because most of them can get to the park themselves if they want to go. If they want to go to a movie, they can go to a movie. So these are um ideas and incentives of things that they do that come back to the school like a movie night at the school where you have large screen you know movie playing popcorn kids who have games to play things that would bring the kids back together and make them be kids and work together instead of just on a phone or on a iPad or laptop. So I'm anxious to hear what what they have to share and I we'll be able to give you that information at the next meeting. But um we are we're planning that tomorrow

112morning at 9:00 as well. Um other than that, I think that's about where we are right now. >> Question board members? >> Yeah, I have one. >> Sure. >> When we listen to the elementary people, they were talking about the kids have to be prodded and set goals and all that stuff to use the I Ready. What are you hearing from teachers in the middle school with Ready? Well, it I'll be honest, they start the same way at the beginning of this year that you know, we were hearing the same things that the kids just didn't really want to do it. We were hearing that the teachers felt like it was one more thing to do. And through our breakout session meetings with the administrators, we have put the emphasis on how important it is

113and where we are with with academics in the county and where we need to be. And I think the principles have truly incorporated it into it's part of their observations when they go to around and do walkthroughs. They're making sure the teachers are using it. So the teachers have kind of bought into it. And you know, if the teacher has a positive attitude about it and they make it fun and the kids don't mind to do it, then the kids will do it. And they really are. I mean, they're doing good. I can't really say I can't say anything negative right now about what we're doing with our Ready. I Ready has been good for middle school. You know, we tried it last year with like one group in high school and it it just

114was not a good it just was not a good fit. But through elementary and middle school, I mean, I've seen a lot of improvement this year and the kids are getting on there and using it. >> Anybody else? Anything? >> Thank you, Miss Mitchell. >> All right. >> Any anyone else wanted to give an update? I know u Dr. Bowling has a quick uh info on the policy through SCESC. So I think you told Mr. Purich right at the beginning with it, but if you could just give him a quick update from Jason, >> I sure can. >> Butcher with SCSC. >> Um I had a teams meeting with Jason Butcher along with um Mark Hansshaw who is the IT that has been working on the policies. Um they have created the database where the

115policies are housed um the the actual like hard copy of it as well as any updates that are passed down through legislator. they will be put there. Um I have to get with Mark Hansshaw um in the next few days to begin working on the Mercer County platform part of that to see how exactly we want it to look and what um that we're going to do. And then once we have that set up um will be any updates that happen will automatically go into the SCSC and then I'll pull it down and it'll go straight into our Mercer County part. Um, right now the procedures are not in there. Um, but that is something that I will have to do and I have to add in. I've talked to Mr. Prudish. Um, we want

116the policies or the procedures in there, but I it can be done two ways. Um, I just need to see how you all want that to be done. I can do it and have it incorporated within the policies or we can do a hyperlink and have a separate procedure manual. Um, but it would be hyperl. So it would be just a click to get to that procedure should should we want to do it that way. Um right now the policy manual is like 154 pages without the procedures in it. So that would be however you all would want me to handle that and if you want to think about it and let me know that will work too. >> Yes absolutely. >> Anyone else? Mr. Wman uh Dr. Bill Peek, >> Miss Huddle, anything else

117you guys want to add for 2322 with the accountability? Okay, we'll hit administrative updates later then if that works. Is that >> the only thing I wanted to say? Thanks Dr. Bowling. She posted our financial statements and audit on our website. So that has been updated. Um I will also say that we um I did send out the form for um budget requests for next year. We've gotten great response. So the we requested for five-year planning purposes for the budget. What are their needs within the next five years um any essential needs or emergent needs this year? And a couple of principles said give me a little bit more time with the snow days. So so that's a little bit delayed, but we're moving forward on that. And then we started the playground equipment grant.

118And I think the principles were very excited about that. Um I did have to tell some of the new newer schools, don't get your hopes up. Um, you know, if you're a new school and and you want $100,000, you're probably going to be delayed a little bit. Um, but I think some of the schools, Bluefield Intermediate, we're going to go ahead. We have funding available. So, we're already we've already done the purchase order for Bluefield Intermediate's playground. Um, they'd raised about $20,000 themselves. So, we're matching that and that that has already gone um is in process. The other thing um we are I'd actually misspoke. I thought the gym bleachers have been replaced at Bluefield Intermediate. They're being replaced right now. So, kids are making this week a little bit of alternative arrangements for PE,

119but Bluefield Intermediates bleachers will be done with with by the end of the week as well. And I'll update on FEMA in that MOA section. >> Okay. >> Anyone else? >> Okay. Presentation. >> All right. We'll move into the business portion of our meeting. Uh the next item item on the agenda is approval of minutes for January 26, January 30, and February 3rd, 2026. Is there a motion to approve those minutes? >> So move. >> Is there a second? >> Second. >> There's a motion and a second. Are there any additions, corrections, or deletions to the minutes? There appearing to be none on the motion. All in favor signify by saying I. I. Opposed. Likewise. That motion carries. Four in favor and none opposed. Uh onto the consent agenda. Board member number 58 is bid

120number 953, milk and dairy products. This is renewal number two. This pricing was received from United Dairy. Uh delivery fee pricing has increased by an average of 1%. The total cost of milk and dairy products is fixed by the USDA. Uh last year we paid $478,6752 for milk and dairy products. Superintendent recommends approval of renewal number two, bid number 953, milk and dairy products to United Dairy. Funding is provided by child nutrition. Board memo number 269. Give me a second here. Ah, >> that's engine replacement. >> Yeah, I've got it, but I can't see the whole page. Uh board member number 269 is a purchase of replacement engine for bus number 659. Pursuant to policy, our transportation supervisors request authorization to purchase a replacement engine for bus 659. Quotes were obtained from three vendors. Uh

121Worldwide Equipment, Matheni Motor, and Commons. Uh superintendent recommends approval of the purchase of replacement engine for bid bud bus number 659 to the low bid worldwide equipment. Princeton West Virginia county funds are used for this purchase. Board amendment number 270 is a contract uh for placement of students with a college for clinical experience. This being Radford University. This agreement establishes responsibilities relating to the placement of student observers and student teacher candidates for their clinical experience placements in Mercer County for the 2526 and 2627 school years. As always, student teacher placements are pending the receipt of each background check from the student and the college naming a site supervisor. The superintendent recommends approval. Board a memo number 271 is placement of students from West Virginia State University. They are requesting the placement of a student to

122complete hours uh in various courses during the spring 2026 semester. Placements are contingent upon completion and submission of required forms uh acceptable background check and the university name is site supervisor. Superintendent recommends approval. Board memo number 272 is gymnasium equipment and bleacher repairs 2026. We requested RM Huffman under their under their contract, their tips contract to inspect all gymnasium equipment, outdoor and indoor bleachers. They've indicated to us that repairs are needed at Bluefield High, Bluefield Middle, Oakville Elementary, Pike View High, Pike View Middle, Princeton High, and Princeton Middle. Total cost to proceed with all repairs is 29,98592. Superintendent recommends the award of the repairs to RM Huffman for 29,9852. Excess levy funds are used for the repairs. Board amendment number 273 is the 2627 school calendar. All Mercer County School student uh employees received an

123online survey uh with a deadline to get back to us by January 20th, 2026 to cast their vote for the 2627 school calendar attached as winning calendar, a calendar summary survey. Superintendent recommends approval. Board member number 274 is gymnasium equipment upgrades. Again, RM Huffman supplied upgrade recommendations to replace antiquated b basketball equipment at Bluefield and Princeton High. This is under their tips contract. Upgrades to backboards, backboard winches, breakaway golfs, and the like. The cost for Bluefield High School is $22,220.60. Princeton High School is $18,95252. the total being 41,17312. Superintendent recommends awarding the upgrades to RM Huffman. In that amount, excess levy funds are used to uh pay for the upgrades. Board member number 275 is the listing of student placements from Bluefield State University for various courses. Um they're requesting placement contingent again contingent upon

124all forms being uh uh submitted proceed of an acceptable background check and the university naming of site supervisor superintendent recommends approval. Board number board memo number 276 is out of out of county student transfers pursuant to western code. We have to approve uh transfer of students from other counties to our county. Two students are requesting transfer from Summer County Schools to Sun Valley Elementary. Superintendent recommends approval of the non-resident student transfers. Board member number 277 and this is last action item on the consent agenda. Uh is the payment of invoices. You have a list of those payment of those invoices. All vendors are listed in the amounts. Uh actual checks have been written or being held pending consideration by the school board. Superintendent recommends approval. That being the last action item on the consent agenda,

125are there any questions about the consent agenda? >> I have a comment I want to make. >> Go right in. >> And I probably should have asked for this to been taken out uh but I didn't and I'll vote for it anyhow, but and I know this is not going to be popular with y'all or with the county people out there, but I believe it strongly. We frequently as a board say our actions are determined on what's good for the kids. That's the first thing and most of the time that's exactly right. But I think on the school calendar that is not right. I think that we should be considering a year round calendar. We all know that every summer kids lose a lot of their learning and we have to start over again the

126next year. If you went to a year- round calendar where you had three or four two week schedules for breaks, they would not have that loss. I think that's important. We also know that a lot of our kids suffer from food insecurity. Now, we try to deal with that during the summer, but that would be a whole lot easier for the kids to deal with if you just had a couple had the two weeks vacations periodically and not a whole two months or more for them to be out without the food because I'm sure that a lot of kids need it don't get it in the way it's done now. There's also that element. I'm not sure how to define this, but a lot of kids in our county come from homes that are drug

127parents are drug people or their parents are in jail or they're suffer. They don't even have a home that they suffer from all kinds of horrible conditions. And they get the mainly the support and the love that they need from their teachers. And to take that away from them for an entire summer, I think it's detrimental to them. So I think if we're thinking about what's good for the kids, we ought to give consideration in the future to year round calendar. So with that said, >> okay. >> Is that anything that we as a county can do or does that have to be approved by the state? >> We have authority to do that. There's one. Is the elementary in Canoa County still year round or have they they got rid of it? >> They

128never did get the whole >> Is it was it Mary Was it Mary Snow Elementary? There was >> they they did it for a long time, but I don't know if they're still doing it or not. >> They still are. >> Okay. >> I think that I think the issue a lot of times with secondary are sports and u practices and things like that. I've always been a proponent of the year- round calendar. It's something I've always >> survey staff, >> but if we survey staff, usually they are not for that. And you know, it always goes out for a vote. Um, you know, but I think it would be a good idea to have one. >> We did have a few years we had we did. >> It always came in dead last. >>

129Yes, it did. >> Yeah, I thought so. which goes to my point that this is an action that's done for the adults, for teachers and maybe parents, not the kids. >> I think my question about the calendar is do we did we build any more snow days in by chance to this one? >> We're required to build in six snow days and we did. instead of putting them at the end of the calendar this year, we kind of sprinkled them in like we used to in March. Uh it it's easier to understand, I think, as we start taking those away. Um but this calendar looks a lot like uh the calendar we've had the last couple of years. Full week at Thanksgiving, uh a good um winter break, and a week at spring break. But

130of course, uh, any kind of mother nature fiasco that we have where we have to be out of school quite a bit, we can bite into that spring break. >> We're putting in putting in less than primary because people don't want to start early. >> Exactly. >> And we also have the five reimagine days. Um, and I do know that uh in the legislature they're talking about increasing that to 10. Not sure if that'll pass, but um you know, if we could have five extra reimagine days, that that could help as well. >> There's a lot floating up in the legislature. There's one that requires only 160 day >> I saw that >> school year. Uh so I mean, who knows where it's all going to end up. That right >> that's the that's the

131thing about it is you don't know what's going to move and what isn't until it's happened. >> You're right. >> Uh so okay, anybody else on the consent agenda? Uh Lesie, you know me. I asked Nosy. Perry and Associates will write him a check for $23,000. Who's Perry and Associates? >> Perry and Associates is our auditor. They performed our auditor. Our audit. >> But we paid them to give us a good finding. [laughter] >> Just kidding. Just kidding. But the other one was uh >> um No, that was uh absolutely not. They they make our life difficult. They're very very thorough and very good. So, um, >> I was just kidding. I didn't know who it was. >> Yes, that's it's Perry and Associates. >> I saw the audit that you gave us >> and

132I didn't remember who it was. The other thing, 269, those engines, there's two of them at 19 almost 20,000 and one at 40,000. Why such a $20,000 difference? Is one a new one and and two of them are remands? >> I I didn't do that bid. The the um transportation supervisor did that on his own. I I didn't do that. >> There is literally a $1 difference between the low bid and the next bed. >> Red flag would >> and typically that's why they come through purchasing, but we have been decentralized a lot and and they they did that themselves. >> I was wondering what did it do or >> obviously our people do it. Uh, Caststone Technical Services. >> They're mechanical boiler. >> I don't know which invoice that is specifically. >> How much

133we paid right off hand? >> 15,000. >> It's probably worked uh for Mercer Gym. The last time we used them was Mercer Gym and we used them at Princeton Middle as a subcontractor to build the boiler that we bought and that was damaged last year. their second board. somehow adjun. >> So that was theou that we approved a couple of weeks ago. Um that is for our probation officer, our schoolbased probation officer. That's a bill that's also working its way through that we would get half of the re we would get the half of that reimbured. >> Okay, that would be good. >> And I think that one's actually moving. >> Okay, >> so that one that one uh it's optional. It gives counties the option to do it, but if they do it, they

134get half the money back. >> If there if there's funding, as they like to say, [clears throat] that's always the catch. If there's funding, you'll get half your money back. If there's not, you'll get a prorated share. So, who knows? But anything is helpful. Daian Company, >> they're also mechanical contractor. Okay. >> They have the given the amount that it was it was that's what it was. >> They're they're actually working on um the problem that we had at Mercer School with their condensate lines and they're also doing the one section we didn't do with the RFPs funding at Bluefield High School. They're doing the fine arts center. >> Okay. >> And and that was a huge project. Cranes and and lots of what six different units. Um so [clears throat] other than Pike View,

135that's our last major HVAC project. >> Yeah. Fingers crossed. >> Well, >> okay. Tom is knocking on wood back behind me. >> All right. Are there any questions other questions on the consent agenda? Then on the consent agenda, is there a motion to approve? >> So move. >> Is there a second? >> Second. There's a motion and a second. Any further discussion? Then on the motion, all in favor signify by saying I. I. >> Opposed? Likewise. That motion carries four in favor and none opposed. Additional items on the agenda include board memo number 278, which is anou with region one planning development corp. and we were to be provided with more detail on that. >> Actually, I'm going to ask you to withdraw that item from the agenda. Um Tom and I had meetings with

136them and West Virginia EMS and um Keith Geno with e our local emergency services. We had meetings last week and again this week. And in essence, it is highly recommended that we have someone run this project that we either outsource this or we have anou with region one. Um we could also we did meet with the SBA today as well as um oh yeah, West Virginia EMD. Um, and in essence, there's going to be a tremendous amount of work up front for the next two to three months, they said, and then there will be a lull if if we're approved for funding. So, it is our recommendation that we do not hire anyone. Right now, we are going to issue an RFP for an architecture engineer to help us manage this entire project. So, we

137have a clean RFP, someone that is um we have been using our contracts we already had in place and it's recommended we do a new one. So, we'll do that. Um, but we've met as a team and eventually we want to transition this over under facilities, but for right now, I think that we don't need anou at this point. I will do it. Um, but I will ask I do not typically get a substitute when I have people out that I would like to get a substitute when I have people out so that they could help me file, scan, do a lot of things like that. I don't don't have a secretary. It's just a lot of paperwork if they could help me organize that. So, I would just like authorization to get a sub

138when I have someone out who can help me with this. >> Well, I mean, >> I have a choice. You would normally get a sub. It's just a matter of ro of >> normally. We do not get subs in central office. >> That's but that's a choice. That's not >> Well, they're professionals. Most most of us are professionals and and we try not to take take away from the schools and we're very limited on ourselves. So, we try to manage. I would just like um we do have some an agreement with SCSC that we can we can use them for subs for experienced people. We don't a lot of times because what we do is trained and specialized paying bills. I can't get someone to just come in and pay a bill. But when they're

139out their work piles out up and I could get them to file scan just a a sub to help with those types of things. Okay. My my concern, Leslie, is after the conversation with you last week, knowing really not knowing but expecting this to be just a humongous proc project with everything else you have to do. We that region one Jason um >> but in essence they said they don't have the manpower either. A lot of what they do for projects is what the SBA will do for us if we're funded which is file for the draw downs. uh and reimbursements, but we have to provide all the documentation still. So, if we have to still scan it and SBA will file that at this point, they they don't have the manpower or service leg

140work ourselves. >> I'll say each time we have a meeting with them, we learn more about the process. We obviously we don't know. We're not trained in in FEMA, for lack of a better term, but we're learning more. And while while we are apprehensive and we don't want to drop the ball on anything, we we're we're even um facilities director for the state Michael Whit today told us he he everyone on the call thought we are definitely on the right path and you know both Leslie and I we don't want to drop the ball and she's I think she's busier with with I I won't say more important things but she has a lot more on her plate than I do on the larger scale of things. So, I told her once we get through

141this, she and I are going to work together and we'll transition more of it to to not just to me, but to me and my team and and and I think that going forward, we will have the place and and EMD already has anou in place with region one. So, we we can rely on that as that their expertise when the time comes and if we need. >> Okay. So, for those people that are listening, don't know what we're talking about, this relates to the flood that occurred at Spanishburg Elementary, the damage that's taken place, and the need to go through the process with FEMA to recover uh uh monies so we can move forward with fixing the problem or replacing the school uh depending on what FEMA determines because it's really their call, not

142ours. >> Yes, it's 100% we're waiting on FEMA. A and I will also tell you at this point we still do not we have still not received a quote for any insurance um up to the four and a half million. So we're still in limbo waiting on if if we can find in insurance >> and that would be repair replacement would be >> in in the current location. >> Yeah. Yes. That that is a critical factor is if we can get flood insurance if we rebuild. >> All right. Then we will not take any action on that board memo per the discussion we've had. Uh the next action item on the agenda is board member number 280. It's personnel. Um you've got the personnel agenda in front of you. There were no addendums this week.

143So is there a motion to approve? >> Move we approve. >> Is there a second? There's a motion and a second. Questions, comments, or discussion. Then on the motion, all in favor signify by saying I. >> I oppose. Likewise. That motion carries four in favor and none opposed. The last action item on the agenda is for amendment 279, which is property acquisition because we're going to go in executive session to discuss that pursuant to West Virginia code 6-9A- >> 4B9. We're going to put that at the very end after administrative updates. We're going to do administrative updates and then everybody can go home. Let us do that and then when we come out of ex executive session, the only thing we will do at that point is adjourn. So with that said, let's talk about

144>> administrative updates. >> Any other administrative updates? I said we had 2322, but uh Dr. Philip Peek, I think had something Mr. Atkins and Miss Huddle, did do you have any updates from special ed? >> I got you. Very good. So that's what we have. Pres. >> Okay. So, um, with the weather that we had the last couple weeks, we've kind of bounced around, um, our staffing dates, but we did finish our staffing meetings. And so, I would like to thank all the, um, individuals, Leslie, um, Emily, Ernie, Rosemary, and Mr. Toman um, for their leadership in these meetings for us to figure out what staff is needed for next school year. Um, and I have to say walking away from there, I was very satisfied on our where we've landed with the cuts in

145personnel. While we none of us want to cut personnel, um unfortunately we're faced with the task of cutting positions this year based on our funding. And so in our lack of student enrollment, which has caused um us to have less funding and so um we have we feel comfortable with what we have moving forward. And so now it's just the task of processing all of those positions to identify names and to get letters out. And so we're anticipating um the second week in March to deliver letters to employees. Um, and so that's kind of what we're tasked to do moving forward right now. >> Are are you you know what I'm going to ask because I always ask it every year. Do you feel like no one is going to be out of a job

146when when when the dust settles? There'll be a job just it might be in a different building. >> I um I can't say with 100% accuracy this year that we will have that. Um my hope is that we'll have a lot of employees back to work. Um with our service employees if we're making cuts, you know, we always have the flexibility or they have the flexibility to go on our sublist and still continue to work. Um it's just not in the same capacity that they were as a regular employee, but they also are captured into that recall list where they will be the first people or persons to be recalled um for positions as well. So, you know, I don't know that we'll have all the positions for the cuts that we have, but um

147I they do have the safety net of being on that recall list. So, we'll recall them first um as we move through this process. Um, for professional personnel, I would say there is more of a likelihood that they'll all be employed back with the exception of maybe one or two positions because they're specialty positions that um I'll just leave it at that. Specialty positions early >> March 1st. March. >> Yes. >> You have better >> uh on the information that I collect from principles also. I always have a a space there for anticipated retirements if they've heard it and maybe I haven't heard or my staff or anyone at the office then u principles usually are more in tune with their employees and so they'll list those individuals on those sheets. Um but as of

148right now we don't have a lot of retirements. one or two. >> Yes. >> Right. And we may get more as we move through this process and it may adjust, you know, what we're looking at for employees, but right now I I'm basing it on what I have right now. >> Thank you guys. >> M >> um I just have two things. Um, we have two trainings coming up that are grant funded. So, one is our transition for IEPs and that's through our guidepost to graduation grant. So, Sue and Mono will be doing that on February the 24th here at the seminar center. And then our other one is instructional strategies. So, we have five teachers that are going to present instructional strategies for teachers to walk away with, five different strategies to use in

149their classroom. And so that will be February the 16th um from 4:00 to 5:30 here at the seminar center. >> Thank you. >> U mine's kind of just circling back to some a conversation that was had during a meeting and it was the dedication of the gym at Bluefield Middle for for Miss Miller. Um we we haven't gone anywhere with that and I'm kind of seeking more direction. um maybe something to eternally memorialize her as opposed to a gym floor signature, which was what was done previously. And um I'm I'm I'm not sure if you're aware, we did take that down to hardwood last year, completely down, $25,000 renovation last year, and each time we take it down, we'd have to take it all the way down again to do that memorial memorial. But if

150we if if you're all open to the idea of something different, I would we would like to have that discussion. Not not necessarily now, but I think it's something. >> Okay. >> Coach, teacher, >> correct? That was their last year. It's not on the agenda. >> So, I just I wanted to see something we might in the future. We put it on the agenda for I just I didn't want you all to think that that was forgotten, but we would just want to circle back to >> it. Wasn't. And we knew we had the issue with floor. >> Sure. >> And we don't want to spend uh because every time you take floor down. You're also >> that's you're reducing the life of the of the floor. Correct. >> So, you don't want to do

151that, but yeah, we need to do something. >> Absolutely. >> Okay. >> Absolutely. >> That and that's all I have. >> Okay. Thank you. Anybody else? Administrative updates. >> All right. Then, uh on the matter of board number 279, which is purchase real estate, is there a motion to go in executive session? >> Move it go into executive session. >> Is there a second? >> The motion and a second. All in favor signify by saying I. I. Oppose. Likewise. That motion carries. Four in favor and none opposed. We're going in executive session pursuant to West Community Code 6-984B9 relating to the purchase of real estate. Uh and when we come out, we will be adjourning. So if everybody that needs to stay will stay and everybody else can go home. >> [snorts] >> We are

152out of executive session at 7:18 a.m. We have had a discussion as we said when we went in on the purchase of real estate and we have concluded that conversation. There are no other action items on the agenda or further discussion. Is there a motion to adjourn? >> Is there any objection? >> We're ajourned. Thanks everybody. Good night.