001Get my glasses on so I can see back there. Are we on? >> We are on. Good evening everyone. It is September 8th, 2025. It is the regular session of the Merch County Board of Education. It is just shortly after 6 PM. All board members are present along with the superintendent. Uh so let's have the pledge. 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. >> Yeah. The flag keeps moving around because we can't figure out the best place to put them. >> Okay. So, we have them up, then we moved them back. >> So, we're sorry if anybody's blocked, but we'll we're going to figure it out. >> All right. So,
002uh we got some recognitions. The best part of always of our board meetings. So, if board members will come out here and superintendent will acknowledge some students who are doing awesome things. Mr. >> You got Okay. As President Brutish said, it's always our favorite part of every board meeting when you have the opportunity to recognize um our staff or students for excellence. And the award that we are going to recognize this evening is certificate of achievement for a perfect score on the Western Union summit of assessment. We are proud to recognize >> perfect score Western Union on the writing part. Yes, I'm reading Amy. >> Yep. On the writing. Yes. Uh we are proud to recognize the outstanding achievement uh of the following students who attained a perfect score on the writing portion of the
003West Virginia assessment. Strong writing skills are essential for success in school and beyond. They sharpen critical thinking, strengthen communication, and provide a foundation for future opportunities. These students exemplify the power of clear, effective expression, and we commend their dedication and accomplishment. So, we have four students that were at Athens Elementary last year and they're now at Pike View Middle. And if they can come up now, we have Hudson Adams, Sammy Butler, Ela Arguo, and Eliza Buyers. [Applause] your dad. >> Yeah. Come up here. >> A little bit more right there. I'm in the middle. >> Okay. I'm >> look [Music] don't move yet. So, Do you guys like writing >> or are you just good at it? You like it or you just What about you guys? Little bit of both. Okay. Well, that's good.
004So, what kind of things did you write about? >> Remember, it's been a while. >> Sorry if you don't remember. I just want to tell you we are so proud of you and I'm willing to bet if we gave that everybody in this room, you guys would still be perfect. most challenging thing that you've done. So excited work. So we're going to spread all over social media with the acknowledgement of the parents and let everybody know how proud. Keep up the good work. Okay. [Applause] Love anybody. Okay, we also have for a perfect score on the writing portion of the West Virginia Assembly of Assessment for Mercer Elementary School, Emry Bezier. [Applause] >> Wow. >> I talked to dad earlier today. He's like, "Yes, we're so excited." And then I just make smart choices. >>
005It's okay. But Emmery is incredible. He was just a couple incredible proud. Okay, next we have students from Mountain Valley Elementary uh that are now at Bluefield Middle School, Summer James, Zoe Brown, and Haley Elely. [Applause] question. Do you like writing and are you good at it or bad? You remember what you wrote about either of you know that's all right obviously work [Applause] Okay, our next group for a perfect score in the writing assessment is from Melrose Elementary. And now at Princeton Middle School, we have Addison Sarver, Eden Ninsky, Tegan Fuller, Jacquellyn Sedarth, and Madison Deskens. [Applause] So proud All right, folks. I'll tell you the same thing I always say at this point. You are welcome to stay. You're more than happy to stay. But if you're going to leave, now's the time
006to go. We'll take about a threem minute recess. They never stay. >> I mean, I wonder why. Turn their mic on. >> I've got a comment thing on um >> the girl in >> that gag the call >> the suicide call. >> Oh, that's me. >> After we'll do that her after Jess. >> Okay, that sounds good to me. >> Thanks. And then we're going to do your LSIC training that you're required by the state right here. It's 10 minutes to show you the slide. We're going to play it and then it'll be on our board. So you got train board members. >> Good deal. >> How's that? >> That'll be under 2322. >> Just like that training we got the state. Um Jessica, good evening. >> Thank you all for coming. Okay. All right.
007We are at the point in the meeting where we discuss the superintendent's opening remarks >> and I'll go uh with the um presentation by Mrs. Sers. We'll do that now and then I'll after we're done with these uh presentations I'll go through mine if that'll work that way. Presentation I got Jessica Sers from Princeton Senior High School >> with the social studies standards that she presented. Thank you. Thank you. Welcome. >> Okay. Can you all hear me? Microphone. >> Are we m we need to be miked because of the streaming? >> For the folks at home. >> That's right. >> And I thought you said and at the state parks. I was like the state park. Um so I'm gonna present on the social studies rollouts, the West Virginia social studies rollouts. Um, and I
008will start by saying that this was kind of a a shock when we went up there. Um, there were two different ones. There was one in the northern part of the state and then one in Charleston over the summer. And I was at the one in Charleston, which was second. And the social studies rollout plan, we had kind of felt like when we were going up there that they were going to ask for us to comment on the standards that they were working on. and um to look at them and dissect them and figure out how they would work best at our schools. But after we went up there um you'll see that it was kind of just the first five minutes were about the actual standards and the next three days were about how
009we should change what we're doing in our classroom to make sure that we're instituting inquirybased design modules. Um I'm a social studies teacher. I teach everything right now. I teach honors, world history, a push and psychology. Um, and it did not highlight a lot of the changes, but rather collective goals. So, some of the social studies indicators that it wanted to push, developing questions through investigations, applying disciplinary concepts and tools, evaluating evidence, and communicating results, and taking action. So when we see these when you see those buzzwords those of you a lot of you all were teachers those buzzwords kind of tell us that they want projects they want students to do something with the information and one of the things that they want us to do is to use that inquiry based design which
010I'm going to kind of explain in a minute and that there are common themes yes there's a civics course yes there's an economics course yes there are geography courses but every social studies class should be talking about these themes. Every social studies classroom should mention government. Every social studies classroom should mention economics, geography, and then of course implement literacy education. Now, my main focus was on world studies. We had someone else go up from the high school and his focus was on civics and he said that nothing really changed in the civic standards. Um, but in world studies and I know Mr. Mr. Hodes is probably going to feel my pain on this. There was a big change. No prehistory, no agricultural revolution, no river valley civilization. So, uh, part of the reason why this
011kind of stabbed me in my heart is we all have as teachers like jaw-dropping moments in the classroom where our kids are like, "No way." And mine is when I show them um this virtual autopsy on King Tut and the findings are that King Tut is the actual like son of his mother and her brother and everybody's like what? No way. And then it's like we just figured this out now. And so that's one of my jaw-dropping moments. But now that is cut. They want us to start with classical civilizations. and actually classical civilizations through World War I. So Greece and Rome through like >> getting to modern history. Yeah, I heard that. Yeah, me too. I'm I'm so sorry. I should not admit this, but I'm probably not going to get to World War
012I, but I will try my hardest. Um, and all that was done in five minutes. So, we went to a social studies standard training, and within the first five minutes, they that's all they talked about standards. Um the big thing that they wanted to impress upon us was that they are creating this kind of hodgepodge of inquiry design lessons. And in these inquiry design lessons, they want us to focus on how students can implement that information, which was great for me because that's my big thing. I'm not much of a book teacher. They get the facts, they get the information, but then we always have to do something with it because that's when you pull kids in. Um, so I was all about this. Now, some people in the room did not come back after
013lunch. I will admit that. I was not one of those people because I was in it, man. I um love this this inquiry design. Here's what it kind of looks like. And this is not >> I'm going to go forward one and go back. Um, this is about creating wellplanned units. Kind of like backward design. Bless you. Kind of like backward design mixed with student centered learning. pulling those two together and then developing your lesson, your goal, your units, and then going back and starting with your lectures. So, these are not going to be um lesson plans that you can leave for a sub. These are not daily layouts, but at the end of every unit, they suggested maybe four, starting with four, maybe five in a school year. They kind of want to do
014this. So you give them your information, you teach lecture-based or however you teach student center them exploring and finding the information and then you have a big unit at the end that's maybe a week long, maybe a week and a half and you have this overall milestone question. Their goal was for us to develop them and they're supposed to be on the state website at some point in time where teachers can pull from them. The one that I created was, "Was the fall of Rome inevitable?" And with this, you start with a hook, something cool, something to get the kids interested. And my question, and I have like copies of mine that I will leave with you all if you all are interested up here. My um my hook question was, "Could the collapse of
015One Direction have been prevented or was it inevitable?" And I've already changed this. I'm gonna say, could the fallout between Kendrick Lamar and Drake have been prevented? Why or why not? So, it's always changing. You're always manipulating it. And then it goes into expert question, expert task. Those are very much give them the information and then they regurgitate it to you. Um, apprentice question, apprentice task, that's maybe you give them some information and they have some autonomy about what they create. And then expert question, expert task, they're doing the research, they're creating a product. And then that milestone question, the milestone question is the unit question which takes you back to the overall question. Was the fall of Rome inevitable? And um for me, my milestone question was answered with an essay and with a
016rubric that I had Magic School AI create for me. Um, and then going forward, the extension activity is them doing something with it. In this instance, when I looked at my extension activity, it was students creating um a debate and time traveling. What would they have done to stop the fall of Rome? And then the taking informed action, which is my favorite part of this, because this seems like a lot. You can't do this every day. I could not do this with every lesson. When I get to Rome, I'll be implementing my first one. Um, you can pull bits and pieces of this instead of making it this big long unit, but the biggest part, the taking informed action is what they really want us to impress upon our students. And this one I'm really
017excited about. Um, their action is to create a survival plan to help their modern-day entity avoid a fall and overcome those challenges. drawing evidence from the themes of Rome's fall, including political, economic, societal, and military. So, they are going to create a survival plan for something that they are fearful about in this world, something that they want changed. They create the survival plan and then in groups, so they'll do that independently. In groups, they choose one to support and then they'll write a letter to some local entity or state entity that they feel like can make a difference in it. So that's the taking informed action portion of it. And like I said, this is not for every day. This is a unit thing at the end. The goal of this training was really to
018create a library of units for teachers to use in their own classes that had this inquiry design module. Um, and just a few cool connections um to our Gear Up speaker that I noticed before this summer. I had never really spent time looking at John Hadtie's effect size, but both at the standards training and when we had our pull out session with him, they really looked at John Hattie and how you have to be cognizant of how you are reaching students. It's not just about giving them the information and having them do something with it. They have to be engaged and you have to know what works. And so the John Hattie effect size for the inquirybased module is very very high. And of course there are other things that you can do with it.
019And then you are more likely to implement those things into your everyday teaching. Um and then also knowing your profession. This is a profession. It was mentioned when we were up there um at the standards training and at the um west pull out classes. And then planning with a purpose. There has to be a goal. Okay. But my best takeaway from it was this Magic School AI. Magic School AI is a really cool tool. Um, and I have the free version now. I think that I will probably end up purchasing the actual version of it and it kind of makes the teachers life so much easier. I teach I have um three preps right now. Sometimes I've had four. I have classes of 38 and 36. Um, and so it's very difficult for me to
020grade and to make plans for all of these classes. And it helps me. I literally could put in this PowerPoint in there and it would make a guided reading to go along with it if I needed differentiation in the classroom. It creates rubrics. I have an example of that on the back. And it has some really cool engagement ideas. Like this is one that I put in there. I gave them the prompt. I told them the information I wanted them to include. And then it said, "What's your students interest?" And I said, "Tik Tok." Of course, we are very rural and they like funny things. And I'm not very funny. So, I needed a little bit of help from Magic School AI. And here's what they came up with me. A meme creation contest activity.
021Host a meme creation contest focused on early civilizations. And they can create it on their own. or even gave links for kids to do that. Um, this magic school AI is really cool. If you all haven't looked at it, I encourage you to look at it. It may or may not be. >> This is it. and it has very cool things within it. Um there's one where you can actually put in your lecture and it makes a song about it. Um there yes it is very very cool. There's email responders. There's also like content and just you know the extra things about teaching help. There's an IEP creator. There's ideas if you need to differentiate somewhere in here. And then multiplechoice and test help. So, that is my plug for things that I got from
022there. And I I really appreciate you. That's all. I'm sure I went over on time, but I appreciate y'all. >> Thank you. Next, um I have Miss AF uh Saleiff coming up to go over what uh we purchased this year. a support uh process, but I'll let her tell you more about it. And uh this is a thank you. >> All right. So, I have a handout here that I want to share with you all. It also has a card. >> Thank you. >> That we have been giving out to >> Thank you. >> Get your microphone so they can hear you out in the world. Okay. So, this well late in the spring, we started working on uh bringing this this service to our county. It's called Reach Out. >> Um Mr. Toman ran
023into someone at at a conference, I think in Louisiana, and he brought this back to us. And when I saw it, I just I thought it was a fabulous idea that it would work. so well in our county and for our students. And so I really really was excited about uh starting this program this year and what it could do. So reach out if you're looking at your handout. It say it's a 247 365 crisis support service for students. And while I feel like our students have great support at the school level with their counselors and social workers and teachers and principles, this being 365 24 hours, seven days a week is has already shown to be very important. So, so we have this service all the time. It provides immediate access to trained crisis
024counselors uh who are experienced in youth health risk assessment risk assessment deescalation. Um and there are several ways that students can use this. They have um a um icon on their computer that looks like this and it's on the very back page of of what I handed you and they can click on that and immediately be put into contact with the counselor. So they, you know, they're at home on the weekend, they can open up their computer and use it. >> This is on all of our school laptops. And I work with Brent um and he helped me to to get that set up and also Okay. I wasn't sure if you got reach out. Send us a lot of make sure you got it. >> That we al that we have in classrooms, we
025have in hallways, we have bathrooms, we have on buses, we have them everywhere. But he was able to get the posters as a backdrop on our computers. So the the posters are there, the icon is there, the students can click on it anytime. They can also use their phones, they can text and they can make a phone call and speak to a person one on one. So, lots of ways to access this resource for them. Um, some of the issues addressed, uh, stress and anxiety, grades, friendship, bullying, family issues, uh, and safety concerns. And I've already talked a little bit about how we've gotten this out into the schools. I sent out scripts for teachers to use with their classes so that they could impart this information to students what it is, where it is,
026how to access it um in a in a professional manner because even teachers this is new to them as well. So they're learning too. uh we are doing wellness uh Wednesdays in September for suicide prevention and awareness month and um so I've incorporated a lot of the things into that um our wellness Wednesdays um we have also um done a lot of outreach I know the principles are sick of my emails I'm sending them all the time all the time but I'm doing my best to make sure that everybody has access to this and is aware because I feel really passionate about it. I feel like it's very important and one of the biggest reasons why is this next section. Um, Reach Out sent us a uh a spreadsheet of the calls that they have
027already gotten just since we started school, just since we started making students aware of this. And this is some data from what they sent us just from just from August. >> So we have had 73 total contacts >> support >> 16 were just attempted but not connected. 57 of our students connected with counselors. >> Uh 22 there were full health sessions. Um the key concerns were physical abuse which resulted in a CPS referral that went to CPS here in West Virginia. Um there were there were some sibling and family conflicts academic stress grief, loneliness. Uh that particular student had lost her mother and really needed somebody to connect with. I was able to get in touch with the school and they are on it. They are working with her to to get her what she
028needs. >> Tell them how you're getting notified and all that or is that coming up? >> Okay. I'm sorry. >> Tell tell them how that works. >> Okay. So, what happens is is if we have a student who there's a very serious flag type of issue. Uh there are a couple of things that reach out doing. One is they are we have a we have a flowchart where it it is spread out who gets a message. So if we have an elementary school student that has reached out and they're saying that they've been abused, we are going to get an alert from reach out to say this student reported in at this time. this is what they're telling us and this is how we dealt with it and then we are able to keep up
029from there which uh we've had two CPS referrals we've had a hospitalization since this happened or two two hospitalizations since this happened >> since we got this going um and uh we're so we're able to uh follow up with students even if it's something like the young lady whose mother had passed away and needed help we were able to get that information and pass it along to the school to get her what she needed. >> Does that come to you directly? >> It comes to several of us. >> Okay. >> So, we want to make sure nothing is >> Yeah, that's a good idea. >> Yeah. We want to make sure nothing is missed. >> So, Mr. >> They're not a health We're not healthare providers. >> They're not a health Yeah. >> Yeah. Yeah.
030>> Wait, no, no, no. We're not healthcare advisors, but that is a good question. And how are they relaying information to a third party issue for the student as well as for their protection? >> Well, if it is something that requires mandated say it's supposed to be mandated if it is something that we can school system help them with. We have a flowchart. Mr. Toman's on every single one of the flows. He gets every single alert. Um the elementary goes to Dr. Atkins. Um and then the secondary goes to to Rosemary Mitchell. We also have Amber on there as well. She Dr. Bowen, she's helping us to make sure that nothing is missed. And oh, here's our flowchart. Um and then I'm on every single one of the flows as well. So I get every
031single award that comes through. I I uh speak with reach out often. And so uh we we have very good communication line, very open. They've been very helpful to help us work out and things like that to make sure that we get all the information we need where it needs to go. >> Let me ask it a different way. >> Uh and the way I want to ask it is do they report everything to us or just the things that require reporting? They they report the things that require reporting. >> Okay. >> State law. State law. >> Yeah. Yeah. If it's a mandated reporting situation, they have to report. >> So, an argument about my sibling, they may give us the information that that was one of the issues, but they don't talk to us
032about who that was. >> Absolutely. >> All right. Now, we're good. Okay. >> Yes. So, I have no idea who that who that child is. Problem with a sibling or somebody who has academic stress. We just get the >> Oh, it's only serious issues. Like if it was reported to a school counselor, they would be required to report it. >> Exactly. >> How do they know where on the school they know? >> They gather information typically from the student as they're as they're working with them. So they, you know, we've had um several that have just We know that it's a secondary issue and um that they go to Princeton Middle School because of what they have divulged not you know >> that's a great question because we had that also so we uh we
033were able to gather an IP address for that student >> well as where they were when they accessed it. So the IP address and then we They actually they did this. They sent that they called our local sheriff's department and they sent that information to >> to Steven Summers who can track >> because of the nature of the complaint >> concern. Yes. >> Yes. >> Okay, that makes sense. >> What we do are these these students regardless of they're reaching Um, what if their parents don't want CPS? How do you find out about >> Is there any legal recourse on County School System? >> No. It's the same thing as a phone number on TV that says call this number if you're having a family crisis >> and you call that number as a child
034and say we're having a family crisis. There is no that's just an offer of help. It's not it's not mandated. It's not required. >> No, I know. I know. It's a lot of the same questions that you talked about. >> Yeah, it makes sense. >> I wanted you guys to be aware of this when she presented it. We >> I think I had seen >> approved it. >> I think I've seen the Let's Talk. >> I've seen it that that's where I saw it. It's an app on my >> It is early early July. But uh again, I wanted you to see the results and that make it hit home exactly what it's >> Do we have to pay for this service or Okay. Is it is it per >> a year yearly subscription? >>
035A yearly subscription. Okay. >> Was it under >> $2 per student? >> Okay. That's not bad. >> 23,000. >> So, uh just >> well the 23 also included out pro >> and so it's about 20,000 for the service of just regular reach out. Then we also added a reach out pro which is a little bit different. >> So sometimes in maybe late November, early December, you could report back to us and say here's the new data because we want to we'd love to see what >> that's fine too. Yeah, they're going to send us a monthly report and like we would like to see the data from the very serious issues, but then we get the monthly report that has everything on it. >> Okay. Yeah. Even if you just for a report bring them
036put them >> just a paper report. Yeah. >> Um we we have had um just issues with sad grief and I mean it's it's just there >> in case they need it. So, I feel like this is a real win for our students. Um, and as as time goes on, we will see the outcome of having somebody to >> I'm glad it's being utilized. Yeah. >> Oh, I mean, I'm thrilled. I'm thrilled. And every day I get a little bit nervous if I see an alert, but at the same time, I'm thrilled. >> This went online first day of school or before? >> First day of school. >> Okay. So, we're >> we've got that many contacts and we're just a few weeks in. >> That was just August. >> That was just That was
037just the first that last week. >> Yes. That was just August. >> So, we don't even know what's going on yet this month. >> No, not yet. >> Wow. >> Well, obviously the kids need it or they wouldn't be calling it. >> Great. >> So, this is primarily for the kids, right? >> Yes. >> We were exposed to this >> just so that Well, that's we're going to talk about that. Yeah, >> that is actually >> she's she's got experience with it. >> Some experience with that. Well, it's it's on our website. Yes. >> Yeah. So, we we have that available here. Um if you have any questions about this after tonight, you want to shoot me an email or or Mr. T an email, just let us know and hopefully we can answer them.
038Uh, I did put a little card on your on your copy that I gave you that that those cards are going out to every single student in our county. Um, and it has the reach out um QR code on it and then on the back it has some other resources including the parent guidance that Mr. Godfrey was just mentioning. >> So the parent guidance is there, the Southern Highlands crisis line, the 741 741 and 988 is on there as well. So, these are cards that we produced. >> We We produced these cards. >> Like, we made these cards. >> Yeah. Yeah. We made them and sent them off to be printed and and every kid in the county should have one. And I know that it kind of seems like that maybe it's not the
039best thing for our lower grades like K2. >> But even if a student has like a death of a grandparent, the parent can call with the child and help have a counselor there to help them. through some of those issues if needed. So, it's useful for every student. >> That's awesome. >> Thank you so much. >> Thank you. >> Yeah. Thank you very much. >> Then my ready for mine. >> And we're still waiting to hear your report. You got it. You've jumped ahead. You let them jump ahead. >> Good. Good. So, just in my uh superintendent's opening remarks and update, um in my uh packet that I gave you, you have the uh Mercer County Public Schools the fifth and the ninth grade ninth day enrollment numbers. Also, uh copy of the Mercer County
040Board goals are in your slots there on your desk that we have them. Uh if you need to look at that anytime during a meeting, you have the new updated ones there. The draft superintendent goals 202526 school. you guys have uh for approval of my goals. Mr. Purich uh sent me an updated uh goal list that I'm okay with and uh they'll be uh modified at uh later in the meeting, I believe. Correct, Mr. Preach? >> Yeah, we'll be addressing them in the meeting. >> Good. Mike Mlanahanss AD the Valdum uh LLC purpose-driven management. We have small group sessions coming up this Wednesday and uh we're divided up in three groups. The 8, 9, and 10:00 group will be at the central office on Thursday the 11th. have our administrators meeting at 8:30. Orange Frog
041training, we do have Dr. Philip Pek and Miss Huddle here that are orange frog uh trainers. We're having that coming up next Wednesday and Thursday. They have the staff divided up and uh that'll be here at the tech center. And also I took part on uh virtually and uh the best I could by also attending the Bluefield Princeton uh football game. But uh anything you guys want to update uh anybody on? Uh the schoolboard association meeting was started what at Friday at noon and wrapped up at about 8:00 that night and then finished Saturday till about 11:30. So >> yeah, some of us it was like 8 till 8 or 8 till 9 >> because executive committee. >> Yeah, it was long day but it was a really good uh training. Uh there was a
042there was a a a uh a very I after hearing her she she's a quality professional in mental health and she was talking about she kept talking about trauma and you know we hear a lot about trauma but she said she said the her purpose was to talk to us about that behavior has a reason that you have to try to look behind. And I think that's a lot of what we're getting at with these things that when typically when kids act out or do things in school or around others, there's a reason. It's not just because. And she was talking she talked at length about about the way to approach that. Uh that was very informative to me. And then uh the um we had a good presentation on the the uh parent guidance.org
043a work from David Lee and uh how beneficial it could be uh and he was pushing it out. I know he's trained here because he mentioned Miss Alith specifically uh and he mentioned a person that had used it here and had talked to him about it and how wonderful it was. Um, so there's a lot of, you know, I I when we met with the state, uh, speaker of the house, I said to him, you know, we're spending an awful lot of time doing an awful lot of things that are not education, but in order to teach, we've got to do these other things. Um, and that they needed to help us with those things. Um, so I'm hopeful and I think it did get through to the people that were at that meeting that
044that that they need to listen to us about these things that we are desperate for with help. Uh, particularly these issues. You know, I it's often said, don't don't say don't talk about trauma as an excuse. And I say it's not an excuse, but if the kids's hungry and don't know where they're sleeping tonight, it's an awful good reason to not pay attention in class. Uh if you want to call that an excuse, that's fine. Uh but you go talk to that little child and tell me where their focus is. Um so we did get that thrown at us by someone from the State Department and I don't think that settled well in the room. Um having said that, the training was one of the better ones I've been to. What what say you guys?
045>> I enjoyed it quite a bit. The me highlight was also the mental health first and the things that today's kind of interesting I went to a funeral today and it kind of I'm there with 70 and 80 year olds and just out of blue one of them was talking about kind of how we how we don't how we don't um get together anymore. And it kind of hit home because of what we talked about up there. We don't we have all this technology, but yet we are so isolated today. Some of these people when they were growing up as kids, they they were together all the time either through church or family. And today we rarely see each other unless we do, you know, go to church or something like that or a funeral.
046And um so it kind of I I thought about that the trauma piece and being isolated. Isolation for a human being is trauma in itself. >> No doubt. >> So, and then you know you wander and now I'm thinking about the cell phones and I'm thinking that perhaps that's a big contributor to being isolated and maybe when kids start interacting together again maybe we'll know how to communicate. But that's pie in the sky but just rambling of an old 65 year old not an 80-year-old. But anyway, I'm not sure that was a shot or not, but >> I don't He was with some other me. >> There you go. Since y'all since y'all brought the topic, I assume I can ask these questions and I thought of them at the time the lady was speaking
047and but some questions some comments but um a few years back I don't know time passes for maybe three four years there was a movement in the county was huge into it in terms of traumainformed >> schools. I just wondered are we still doing that or is that one of those things that's kind of faded away? >> We're seeing head shakes. >> I think >> which way is it shaking? >> Yeah, I think that all schools are fully invested in that. You know, we used to do trauma informed trainings, but you don't have to do that anymore because our staff, our our teachers, and uh we have more mental health support staff in schools probably than any district per student. And now we do trauma invested, which is kind of the next level. So I
048think that uh we're operating at a very high level that >> sounds very good. So I assume the other another part of that was the alternative school people. I assume they have they're really into this. >> Yeah. Both of our uh well we have a new teacher in one of the rooms but we focused on they are mindup certified which is a social emotional curriculum and uh Haley Hinkis is a secondy year teacher there and also the Keru program which is trauma invested uh type piece because that's what those children need. Greg's right. I mean that's there's it's a reason you know and that and we have to address those underlying things. So that is huge in all schools but especially in early childhood. >> Okay. One more comment. You mentioned the the isolation thing
049when she talked about the isolation and stuff where she mentioned anxious generation >> the book that I sent y'all information. But >> all the stuff I sent you on that was related to cell phones. At least half of that book is is about this isolation thing. how kids don't play, how they don't communicate, all that stuff. So, if you haven't had a chance to read it, I I urge you to read an actual generation. >> Yeah. Just to follow up on that, that's why play is so important. >> Yeah. >> In the early years, it is so very important. And and really good teachers when you watch them, at least my observation is is they're teaching and playing at the same time at the at the early ages. And it's really really exciting to watch
050when they do that because it's it's um I think even in even in the higher grades sometimes you can watch it and you can see that playfulness with the class and it it just it's exciting to watch >> and the key things there give them recess and leave them alone. Let them do it yourself. >> Exactly. >> I got a wonderful education on that. So I remembered that pretty vaguely. Our teachers let us go out. We had a big old play area out in the woods. Anything you want. I I swear I think they left us out there half an hour to hour sometimes. So they might got criticized for it. But we learned lots of stuff of how to organize. >> Well, Mr. Hodes, it's kind of interesting because I've told this story before.
051There's a lot of things I can tell you about my elementary school. But I can tell you that recess was at 10:00 if you're on the bottom floor and 10:15 if you're on the top floor. And you had lunch and you had recess at lunch. And then at 2:00, guess what? you had recess again. And I'm again 65 and I can still remember being a young man looking up at that clock waiting for 10 o'clock or two o'clock or whatever. >> So it's definitely important. >> I don't think my teachers ever came out. They just let us go. >> Oh, they had to at my this was in the dark. >> I I was going to say, yeah, they definitely came out cuz I remember. >> Yeah, cuz at Montcom they needed to come out,
052right? same reason. >> Um, okay. Is that all you got? Thank you, Mr. Toman. Um, next action item or next item on the agenda is citizens input. We have two this evening. So, we'll start with Deli, who is the co-president of the new teachers association. Since you were here not long ago, I'll remind you, you got about three minutes. >> Well, Everybody else >> now it says you got to sign up five minutes because I'm like now wait a minute >> before my time starts though. Uh a few words. >> You're exactly right about the mental and emotional needs of these kids and the reason that the the discipline they're acting out for a reason and that's uh the message that we've been giving at the legislature for the last several years and I always
053refer back to 2011 2012 when innovation zones were an item in West Virginia. And we had one in Mercer County where we put an alternative setting in a couple of the elementary schools where a student could be disruptive. You could pull them out, work on their academics, work on their behavior issue and all that stuff. And what we saw was academics go up 72%. Behavior improved 74%. But in our infinite wisdom in West Virginia, we quit funding innovation zones so we could have charter schools and home scholarship. Just just to jump in real quick there, my wife taught in one of those classes as an aid and she said very clearly. It definitely works. We rarely see the child a second time. >> And if you catch it in the elementary school, if you wait
054until they're in middle school or high school, you've lost them. Uh and that's why that we continue to advocate and push forward this in in the elementary set. This kids are coming with so many more problems today than ever before. And that will lead me into where my minutes start now. And um that is one of the things that at the beginning of schools I went around the state and talked about and the need to address these mental emotional issues of our kids. But what I came here tonight to talk about is that the last time I came I talked about the policy of no recording and since then I saw a second email that went out with the policy but it didn't change. So my remarks will be anytime someone is facing an disciplinary
055action, they have the right to have their representative there and that would be the time that you could be recording in case your representative wasn't there. So since we're not recording then I will say to you what we've said to all of our members here is if you're in a meeting and disciplinary action starts you have the right you have every legal right to stop the meeting and say we won't continue this until I have my representative here and our representatives will be there and will come and be a part of that which leads to the second part since we now are only allowed in school at the beginning of school, the end of school, and at lunch. if a disciplinary action is coming up and uh as a as an educator I'm notified during
056lunch that I'm called into the principal for a meeting and my planning period comes up next. I have the right to talk to my representative to before I go into that disciplinary hearing. But if my representative is not allowed there, then that alienates that right. And so it is important that we come to an understanding. We certainly don't want to disrupt any learning. We've never wanted to do that. We've never asked to do that. We understand that planning is a part of the instructional day. But how many times are are our educators pulled out for different things for planning? And that's uh important, I'm assuming, at that time, but it's also important to have your rights upheld. Last time I was here, as I said, I was I was said um I was told, was
057I going to call my board members? And once again, I'm going to say no. I didn't call any of the board members before I came to speak again tonight and I won't do that. I'll come in person. And the last time I also asked that we need to get some resolved. I know it's my time's up. So I ask that uh we have an executive session to get some things resolved. I will ask that every time until we have that. So thank you so much. >> Thank you. Thank you, Mr. Lee. And you know this because you get you speak a lot to public forums. The reason we stick strictly to the three minutes is because if we don't and we give somebody else more time, then somebody else comes in and they go, "Well,
058you gave that one four and a half minutes. I'm going to take four and a half minutes." And then pretty soon it's all out of control. >> Um Samantha V, Sports Medicine. board. Please excuse me as I read um from my paper so that I can >> Thank you. >> It's an honor to be in front of you today. I'm Dr. Samantha Vault, a sports physical therapist and owner of Level 33 physical therapy. I'm here today to shine light on a serious problem and to assure you that there is a solution. One that we made it our mission to create for this community. I'm a proud product of Mercer County School Systems as an Athens Trojan and a Panther. We intentionally chose to open our facility here in Princeton to address the elephant in the
059county, the sports medicine system for our student athletes or lack thereof. Our current situation of sports medicine coverage, care, direction are decades behind. These children are being sidelined, mismanaged, or simply ignored. Up until now, we have not had the privilege of a reliable option, and it's time for that to change. Currently, our teams in our area rely on coaches, parents, volunteers, or guesswork to manage injuries. And this leads to high liability, poor recovery outcomes, increased risk for catastrophic injuries, poor performance, unsupported coaching staff, and the list goes on. We don't have a lack of talented athletes in our region, but we do lack the support, which leads to lost potential. Every delayed injury is a lost game, lost scholarship, lost future. Student athletes suffer because expert care isn't always there when they need it the
060most. Injuries that start small can spiral into season ending or lifelong problems without timely intervention. The biggest issue, our county does not have a system established to support these athletes. Yet, we are proud to be the first sports medicine resource of our kind in this region built by athletes for athletes. We are here to support schools, coaches, families, and student athletes to provide them with the access to a level of care that they have never had before. We believe that all athletes, not just those in larger cities or on the football team, deserve expert care, support, um to prevent injuries, recover fully, and reach their full potential. We built Level 33 to solve this problem, to protect athletes, support coaches, and create a reliable system to make sure no athlete falls through the cracks. It's
061well overdue to start this conversation that sports medicine in our county schools and access to real medically informed oversight by professionals who know athletes and their unique needs, not just volunteers. What we need is a reliable system, more coverage, less chaos, and a new culture of care for our student athletes because they deserve it. So, I will leave you with this. Just because we have always done it this way does not make it the best way. Are you willing to be the person that simply does the bare minimum for our county's student athletes? Are you willing to stand in a room full of their families and raise your hand to say that you did not find their sports health as a top priority? Or are you ready to position Mercer County as a leader in
062student athlete health, safety, wellness, and success through a system that builds a safer future? You timed that pretty good. >> Thank you. >> I tried. >> I wasn't going to interrupt. I knew you were closing, so I I gave you about 10 extra seconds. >> Thank you so much. I appreciate that. >> Sure. Thank you for your information. >> Yes, sir. Thank you. >> Okay. So, um I've got a long list of things that we want to discuss in a um work session which includes Mr. Lee's comments and we can add yours as well. Uh so, we'll be getting a work session time together that we can all hit. Uh see what we can do about a variety of things that we've talked about. When you put four board members together in a room for
063two days straight and they have to listen to people talk, you end up coming up with things as they're talking. It's not always good, it's not always bad, it just always happens. Um, so, uh, so we have some things we'd like to probably work on. You know, work sessions are different than our business meetings. They give us a little more opportunity to talk about things. So, okay. Thank you so much. So, I'll give you that for your notes. >> I think that takes care of that. So, we're at 2322. >> Mrs. Mitchell is not with us this evening and I have Dr. Atkins. >> Do you want me to give the introduction about the LSIC? You got that? >> I do. >> Thank you, sir. >> Want to start with that? >> Yeah. >> Okay.
064We are going I know that uh you all heard some about LSIC and uh Amy Harrison is the person that takes the lead on that for us as far as the training of administrators and sharing information. So this evening she's going to provide you all with some of the resources that we have from the WBDE about the requirements and responsibilities of the LSIC. And part of the new bill requires that board members be trained as well, which is simply watching a 10-minute video. So, I think that Amy plans to share that information this evening. >> We're gonna do it now. It'll be in the minutes. It'll be under 2322. It'll all be covered and we were able to document it that way is what we thought was best. But if you guys want to do
065it another way, we can do that. >> No, we had to get our training on on special education and they did it at the at the uh the weekend training. Uh so, we got that that that taken care of, too. So, we're going to be consistent with well trained and consistent with the statutory requirements. >> Miss Huddle and and her staff uh participated watched some of that also that day. So, that it was not during the afternoon there that we got it. So, >> and I'm not picking on State Department people, but they they're you know, they're presenting fairly dry information. It's hard to >> think. >> It's hard to make it exciting. So, >> but you had to log in. you would have to log in to get this with your uh web ID
066and all those things, the web pops. So, we thought this would be an easy way to have it taken care of. >> You're fine. >> Also, you have the resources that it does list at the end to give you resources regarding LSIC too. You know, at back in the one time they all the schools came and reported out. Now you have a requirement of which schools do, but you guys can always request more if you chose to. So >> not so many more hearings, it's just more information from the LSI. Yeah, that's >> that's what we want. >> Yeah. So that's >> this is a good idea. >> I thought time might as well document around 232 when they're looking at that. Barney and I am a coordinator at the West Virginia Department of Education
067in the office of accountability. Today's training will be on the local school improvement councils, also known as LSIC's as a result of the passage of Senate Bill 172, policy 2322 has changed regarding LSIC's. for policy 2322. This rule requires training of county board of education members and the development and operation of LSIC's in West Virginia public schools. The purpose of this training is to inform principles, county boards, and others deemed appropriate of the roles and governance of LSIC's. LSIC's help develop and promote the schools and county's vision, encourage involvement from all stakeholders, and represent the voice of the community. Voting membership of the LSIC consists of the principal, three teachers who are elected by the faculty senate of the school, two service personnel who are elected by other service personnel at that school, one who
068may be a bus operator who transports students enrolled at the school. Other voting members are three parents, guardians or custodians that have a student enrolled at that school and can be elected by other parents, guardians or custodians in a manner determined by the principal. Parents may not be employed at that school in any capacity. The three atlarge members are appointed by the principal. At least one must reside in the school's attendance area and one represents business or industry. The atlarge members are not eligible for membership under any of the elected classes of members. For CTE schools in comprehensive middle and high schools, four additional members are appointed by the principal or CTE director. For students in grade seven or higher, the student body president can be a member or another student in grade seven or
069higher elected by the student body in those grades. Parents, guardians, or custodians, teachers, and service personnel each serve a term of two years. All other members serve a one-year term. Elections for parents, guardians, or custodians as well as teachers shall be arranged so that no more than two are elected each year. Elections for service personnel shall be arranged so that no more than one is elected each year. Reasons for replacing a council member include resignation, absence from three consecutive meetings, changes in personal circumstances, or death. Filling a vacancy depends on whether the position is elected or appointed. For an elected position, the chair of the council will appoint a qualified individual to serve the remaining term. In the case of a vacancy for an appointed council member, the principal will appoint a replacement as soon
070as possible. After the election of council members and no later than October 1st, the principal shall convene an organizational meeting of the LSIC. At this meeting, the LSIC elects from its membership a chair and two members to assist the chair in setting agendas for each meeting. The chair shall serve a one-year term. If the chair's position becomes vacant for any reason, the principal shall call the meeting to elect another qualified person to serve the unexpired term. Once elected, the chair is responsible for notifying each member in writing five business days in advance of any LSIC meeting. The principal shall not serve as the LSIC chair. General operational procedures involve the county superintendent monitoring principles to ensure all LSIC meetings occur as outlined in policy 2322. All meetings must be open and announced to the public
071in compliance with the provisions of the open governmental proceedings act. LSIC's shall ensure that minutes are taken at every meeting and made available to the public on the school's website and upon written request made to the school's principal or council chair. Each LSIC may adopt a set of bylaws that are consistent with state and local policy and West Virginia code. The West Virginia Department of Education provides resources and technical support to help conduct effective LSIC meetings. The council is required to hold specific meetings. The election meeting and the organizational meeting are necessary for establishing the LSIC. Additionally, the council meets every nine weeks for equivalent grading period. Both the stakeholder meeting and the county board meeting with the LSIC of low performing schools qualify as required meetings within the 9-week time frame. Resources to assist
072with all meetings are available on the West Virginia Department of Education website. Principles must organize the election of members to the LSIC before September 15th. A meeting notice shall be given at least one week in advance. During this meeting, parents, guardians, or custodians of students enrolled at that school will be nominated and elected by their peers. Parents, guardians, or custodians elected to the LSIC cannot be employed at that school in any capacity. The organizational meeting will be held after the election of council members and must take place no later than October 1st of each year. The principal is responsible for notifying each member through written or electronic means at least 5 days in advance of the meeting. An agenda will be provided to all members prior to the meeting. During the organizational meeting, the council
073will elect a chairperson from its membership along with two additional members to assist the chair in setting the agenda and taking minutes for each meeting. Additionally, the principal will ensure that all members complete the LSIC training, show members where to locate the LSIC resources, and provide each member with policy 2322 and the relevant West Virginia code. The LSIC will hold at least one stakeholder meeting each year, announcing it at least 10 business days in advance. The purpose of this meeting is to facilitate a positive and interactive dialogue among all stakeholders regarding the school's academic performance. We recommend scheduling this meeting in October utilizing the West Virginia balance scorecard data. During the meeting, stakeholders will have the opportunity to provide specific suggestions on addressing issues that may impact the school's academic performance. These issues include parent
074and community involvement, the learning environment, student engagement, attendance, behavior, support for atrisisk students, curricular offerings, resources, and the capacity for school improvement. The LSIC will ensure that a report detailing concerns, suggestions, and points raised during the meeting is produced and made available on both the school and county websites. This report should also be submitted to the Office of Accountability at the West Virginia Department of Education, preferably before the start of the next school year. Resources to assist with the completion of this report can be found on the West Virginia Department of Education website. County Board of Education members are required to meet at least once a year with the LSIC of each school identified as low performing under the West Virginia accountability system. This applies specifically to comprehensive support and improvement schools. The principal and
075the LSIC chair should be prepared to discuss topics that the county board requests outlined in the meeting agendas. This meeting also provides an opportunity for the county board to offer suggestions for addressing issues that may impact the school's academic performance. Following each school year, the county board of education members must report the details of their meeting with the LSIC's to the West Virginia Department of Education with a deadline for submission no later than September 1st. Other LSIC activities include proposing alternatives and promoting innovation. The council can request a waiver of rules and policies of county and state boards. The LSIC can also receive school of excellence and competitive grant awards. County superintendents are responsible for ensuring that principles and members of the county board of education complete the required training. >> Principles must ensure that
076all members of the LSIC also complete this training. Once all trainings have been completed, the superintendent will verify completion for the entire county on weas. Therefore, principles must inform the superintendent when all LSIC members have completed their training. Guidance on how to verify the training can be found on the West Virginia Department of Education website. You can visit the West Virginia Department of Education website for LSIC resources and guidance. For additional information, questions or concerns, feel free to contact me by phone or email. I appreciate your participation in this training and wish you all a successful and safe school year. >> Thank you so much, Mr. >> Okay, everybody get out a paper and pencil. >> Take your question. >> All right. >> Go ahead. Anything else? I'm sorry. >> No, no, go ahead. >>
077Questions. >> Okay. Thank you. And Amy's going to also we have our first admin meeting this Thursday. So going to be sharing that with all principles and central office level admin. And of course the principles received that in August and probably already ahead of us, but we're going to do that so that we can assure the training. I did give you all a couple of additional handouts. The first one that I will talk about is just the RPD schedule. I had mentioned before that we're doing a little bit less this year because we have 78% of our eligible teachers and staff signed up for the letters training which is a science of reading training. That's part of the uh third grade success act and being funded by the WBDE. We do have the highest percentage
078in the state of participating staff. Um, Amber Refe is also working with the newly hired teachers to see if they we can get all of our new hires into cohort 3 that will start after this cohort. What I provided you is our professional development just for this fall. Um, August, of course, has already passed. Tomorrow we have our first Title One Tuesday. So, the only in-person PD will provide will be those Title One Tuesdays monthly. That way the teachers can focus on their letters training that's self-guided, self-paced ba uh from home and they can do it what's comfortable for them. Um but we are doing AI instructional practices tomorrow be right here if any of you all would like to attend. It's 3:30 to 5:30 with Heather Farley and Kayla Harden. And Kayla sent me
079she's going to do a lot of really interesting things. I heard Mrs. out or talk about magic school. But to uh tomorrow they are going to to go over different topics about AI um generative and AI adaptive applications. They have Microsoft co-pilot which is free with our platform Gemini Chat GBT and Apple AI. They're also going to be sharing notebook LM Magic School AI which is what Mrs. Serder was talking about and uh school AI and Canva AI. So, a lot of really, really good things and Kayla and Heather are excited about those things and um Kayla actually went with Mr. Toman to somewhere in California and they learned about uh AI and uh uh some of the things that we've done. You can see that this year we do have a middle school as
080a title one school again and we have talked about that. So, they will have the um title one Tuesday opportunities as well. So, but they're going to actually have those at Bluefield Middle School because that is our title one school and they have an academic coach there, Tia Griffy. And they're going to do things similar to ours unless they have a different need and we'll talk about that. But they're doing the AI tomorrow, but Joseette Cooper will be there to provide that. And each month when they offer something for middle school, they're going to invite the middle school teachers from Glenwood to attend if they choose to because it's also a title one school. In October, we have uh for our Title One Tuesday, we have more training with our math. And when we talk
081about the GSA scores in a little bit more detail, just in a moment, it will justify why we're doing that. It's the unpacking the lesson PD. And I know that some of you all have heard that there's requests for that and bringing in trainers again from the company. Um very expensive endeavor, so we're trying to do it in the most efficient and affordable way possible. And then we're going to provide the middle school aspect as well in October. And then in November, back to grade level PLC's. That's one hour of PD and one hour of collaboration. And again, focusing on math. And we have our um numerousy leaders with Emily Smith, Kim Yaya, Shelley Whis, and Katie Carter that have done incredible trainings um over the last two years, including uh mathematical mindsets, the building
082thinking classrooms, and now the new uh ready math curriculum. And then they're going to do the same thing at Bluefield Middle. So, just wanted to share what we do have scheduled. And then you can see this is something that our MCL group came up with that for re-imagine days or days that we have opportunities to do additional training especially with service personnel that we can't bring in after school. We have some self-guided PD using the ready read write West Virginia um resources and it's something that we've done before but just exposes them to some really good science of reading professional development and has a lot of good video examples and different things because we're trying to train our assistant teachers and support them along with their classroom teacher in a better way this year. We
083did that on August 18th. It was uh very successful. I was at Straley and we had third grade and it was a really really good good opportunity for the teachers and they're the first time they've ever had an assistant so that was even a more interesting situation and get them to interact together was really good day and we're going to do more of that um the October I think it's on the chart there as well the October faculty senate afternoon we're going to do the same thing get them all together I think probably in the same locations so any questions about those PD you're welcome to attend any of them and then I will give you. The spring's not finalized, so we just kind of did get did get did get did get did get
084did get did get did get did get did get did fall and then we don't do anything in December because there's too many band performances and choir concerts and family uh things. It's hard to get people out on that. If you look at this chart, it's our GSA data comparisons. And of course, this is grades three through eight and 11. So, it's GSA and the SAT uh SAT for grade 11. And this is just an ongoing chart. I think you received it the first time last year. And so I just added another column. And we'll just quickly go down through there. You can see that at the top and we go back to the first test that we had after COVID. And uh in that amount of time for the ELA side, you can see
085that we have grown as a district 7.9% with never having a year that we had a dip. Um last year for math we have grown 7.6% in that length of time but last year we did have a dip of 0.9% on the GSA and you know we had a new curriculum but I still think we would have had strong growth but we had a couple of couple of places that you'll be able to see that caused some issues there and again went back to teacher certification and we have a plan for that. I won't go through each little number there, but you can see the difference between us and the state level. I think it's important for us to uh not focus on the percentage as much as how are we performing in comparison to
086the state because this is our state uh our test and how is our district performing on that same test with their peers. So, you can see that we are a little bit farther away than the state average than we were last year. But, I do think that we'll be able to close that gap. For ELA and math, we did fall a few spots in our placement. But in science, we grew sixth places. So, we're now 20th um in the state in science where two years ago we were 41st. So, you know, we do have a huge STEM focus as a district. And we do a lot with that. And you can see that that is paying off. Year-over-year we had a growth in ELA of 1.8%. uh we had a dip again in math at
0870.9 but our growth in science was 2.7% uh on the GSA year-over-year and science is measured in fifth and eighth grades. So that was something that we are proud of and um we did have a dip of two spots on school deer on any questions about the first page. >> We don't just it is a >> it's a thing >> don't get it. I don't understand it. It doesn't When When you value I'm sorry, but I'm getting on my soap box. When you value >> whether a school is good or not based on a one test score, it's essentially what School Digger does, >> right? >> They have no clue about what public schools about or what education's about. None. Zero. >> And and for that, >> I know that school I know the tests
088are what we're how we're evaluating. >> That's how we're measured. Yeah. But I want them to go out into our community and see all these fine people. How many people from here are from Mercer County? I'll go to Mercer County public schools pretty much. Tada. >> I'm upset. Go ahead. >> And for that reason, I did not include the school digger measurement for each school this year. Um only the county placement >> and also we have niche. >> Fine. It's fine. >> We have US News and data also. So all three that we up there on the data wall. So just >> just something to kind of keep track of. On the second page uh you can see is ELA and I again this is the third year. So we have a third column. So
089you can see you know many schools have grown you know year over year three years in a row which is wonderful. If it is green it is a school that grew um that had a positive. If it is not a color they fail but they're still far above the state average. If you look at the state average at the top, the state grew 2 and a half% in ELA. Mercer County grew 1.8% in ELA. Both very good numbers. But then, of course, our first school fell four and a half% which is Athens. But they're still 20 points above state. So, I could not bring it to myself to put a red on on that. Even though we put red if they fall, I didn't think that was fair because they're still 20 points above the
090state. Um we do have a few schools there that you can see and we group them by feeder schools. So the first one would be your Pike View feeders in the middle. We have Princeton and then Montcom and then your Bluefield at the bottom. So we grouped them so that you could see the the elementary schools that feed into the middle that feed into the high schools and where you've had growth or not. Um in the ELA we have four areas there that we four schools that did not have growth. So you can see that um something that we are doing well I I'll get to that in a minute. But then for the next page on math, same thing that um the state grew equivalent amount in math 2 and a half% but we
091had the the dip in the 0.9. We noticed in lots and lots of schools we had several schools that had over 60% of their kids that were yellow on the GSA. When the principles broke it down to teachers, they were one or two questions away. And that's common in the first year adoption of a new of a new curriculum. So we really expect to see strong growth. And you know we started mathematical mindsets two years ago probably. We're ahead of the game I think on this style of instruction. And so we really think that we'll see that. Um most most grew. We do have some areas of concern with the red and you know something that we're doing for the schools that have had that type of a of a drop particularly if it was
092two years in a row is we're going to do some individual um support plans. I hate to call it that u but just something to to put on paper beyond their strategic plan. How can we as a central office provide better support for them? It's very proactive. It is very supportive and positive. nothing punitive about it. The principles um are aware of that and we're going to create something formal. You know, that will could be uh additional instructional supervisor support. It could include additional professional development opportunities and different things to help those schools um get the help that they need and the growth that they want. Um, and for so many of them, it was the situations where we had non-certified teachers that uh not always, but it it uh over and over. One thing
093we do find with with our achievement data is there's nothing more important than the value of a certified classroom teacher, and we see that that over and over again. But, uh, the principles are very committed to, uh, to working toward that toward that growth. But we're we're proud of our overall growth and we do expect to make up for the the math and then some this year. We really do. >> Question. >> Just one further note. If you look at US News and some of those others that evaluate schools, they do have a broader assessment of school success. Do you know what they never mentioned? >> CTE. >> That's true. It's not rated by man >> because we would knock that out of the park, right, Daniel? >> The reality of it is, >> Daniel's
094the next group of millionaires in our society are going to be plumbers, electricians, contractors. >> That's the truth. because that's desperately needed and you've had a need for one lately. You know, >> I think CBS I may be mistaken in network but uh weekend before last they did a whole segment on um the next millionaires. I don't know if you watched the same >> that one. I read an article. >> Yeah. Well, if it I mean and and they talked about the immunity because you know there's a fear of AI replacing jobs and they pointed out CT heat jobs. They're AI is not going to go in underneath your porch and or your house and repair plumbing >> or fix your air conditioning unit. >> Well, you know, robots are great, but somebody's got to
095fix them, too. >> Exactly. But it was very interesting and they said basically the same thing. The next group of millionaires will be these type of people in service sectors and then who also graduate and move on to starting their own small business and things like that. So that's why we and we do it very well, but we need to continue to do it to the horn about the things that we do, the opportunities our students have uh to do pretty much anything they want to do. And it it's reflected in in what we're seeing. U what was it? 3200 credit hours. 3,100 credit hours, college credit hours. >> They uh also >> the number stuck. It's 31 or 3200. That's unbelievable, >> right? That was a semester, >> right? That's a semester. >> They
096had students there. And I know we've had a push from my time frame till now about females and how they've made great gains in education. But they were pointing out that a lot of your male students who enjoy, not saying that males are the only ones, but they probably enjoy a lot of hands-on more sometimes than some the majority of females. And they were talking about um the very thing we've talked about, Mr. Bailey mentions it often where uh if traditional school, you talk about it, is not your thing, then there's still plenty of things you can do in this world with your hands if you learn the trade and the basics. So they had some boys there uh young men working on cars in this particular article and their f they were grinning from
097ear to ear because they enjoyed it and they said they could see themselves doing this kind of activities the rest of their life. So pretty neat. >> That's as that's as that's as that's as that's as that's as that's as that's as that's as that's as that's as for the millionaires one that just had a whole house air conditioner installed. Amen. >> You can vouch for I contributed >> their first meal. >> Any others to report on 2322? >> We swelman >> we well we have to come back to one. >> Go ahead after that. >> What? >> Senate bill 199. >> Okay. You doing that one now? >> Yeah. >> Actually have that one >> later >> for uh work session. >> I'd like to do a deep dive on that. >> We've got
098a pretty good checklist that we wanted to share, but we're going to do it principles Thursday, too. You want to wait? Whatever you guys want to do, >> I'll just share it with you then. Doesn't matter. Whatever. >> Yeah, we can wait. >> Okay. All right. >> Yeah, that's the very first thing I have on my list to work session is Senate Bill 199. >> Um, that's it. >> That's it. >> I think everybody's good. >> Okay, then we'll get into the business. >> 322 hard. >> Hey, we keep after it. Um >> you guys got two at the meeting too with the school board and we did relations and superintendent and all that stuff. >> Yeah. >> So uh next action item on the agenda is the approval of minutes for August 25th, 2025.
099Is there a motion to approve? >> Move. >> Is there a second? >> Second. >> Motion and a second. Questions, comments, or discussion? Then on the motion, all in favor signify by saying I. >> I posted likewise. That motion carries. Five in favor and none opposed. Under the consent agenda, make sure I've got my list right here. Okay, so board member number 79 is non-resident student transfers to Mercer County. We have four students that want to enter Mercer County from Summers, Taz, and McDow County. Uh, superintendent recommends approval. Is there a motion to appro? Oh, sorry. Consent agenda. Never mind. >> Get in that routine. Board member number 80 is bid number 959, vending of snacks and drinks renewal one. Renewal one, pricing for bid number 959 was requested from Quick Cafe and Mountain Vending.
100Uh all commissions remain the same. An addendum was added uh where they agreed to move any products that violate the prohibition against certain dies under House Bill 2354. Superintendent recommends approval of bid 959 renewal one to Mountain Vending and Quick Cafe for the 2526 school year. Board amendment number 81 is renewal of the college contract for services for clinical experience. We do this routinely where we have agreements with colleges universities that they need to sign relating to the placement of student observers in Mercer County schools during the 25 to 26 school year. All teaching placements are pending the receipt of a candidates's background check and a site site supervisor being named by the college. This one relates to WVU School of Medicine, Department of Communication Sciences and Disorders. Superintendent recommends approval. Board amendment number 82
101is a placement of student from WBU. Um they're requesting that we place a student uh to complete four to five hours per week in speech pathology under the supervision of Lindsay Schaefer through taotherapy for course 612 clinic 2. The course runs through December 12th, 2025. As always, placements are contingent on the appropriate forms being completed, receipt of an acceptable background check, and the university naming a site supervisor. The superintendent recommends approval. Board amendment number 83 is request for approval for guest speaker Emily Kandraella. I'm slaughtering that. >> Kalandrelli. >> Kendrelli. Okay. >> I don't know. >> Using Gear Up South Southern West Virginia funds uh in in compliance with school policy. Uh, Gear Up is seeking approval to invite this nice lady as a guest speaker for Mercer County Public Schools on November the 4th
102of 2025. She's a well-known science communicator, author, and host of Emily's Wonder Lab on Netflix. It's an engaging presentation and inspires students. The cost is $25,000, which is fully funded through Gear Up Southern West Virginia. Superintendent recommends approval. Board memo number 84 is a placement change from student from Liberty University. They're requesting an individual placements from Spanishburg Elementary to Lashmate School for the 200 hour internship in school administration during the fall 2025 semester. Placements are contingent on the appropriate forms, acceptable background check, and a site supervisor being named. Superintendent recommends approval. Board amendment number 85 is the come on is the placement uh a request from the University of Cumberland's requesting placement uh of a student to complete 20 hours of classroom observations for edu 235 basic concepts concerning education. that'll be placed at Montcom
103High School and the placements always contingent upon appropriate forms, background check, and site supervisor being named. Superintendent recommends approval. Concord University. This is board amendment number 86. They are requesting placement of a student to complete hours of clinical experience for initial licenser through the fall 25 season. Placement will run through December 525. Placements are contingent upon the appropriate forms of capital background check and site supervisor. Superintendent recommends approval. Board memo number 87 is Concord's annual request for honor scholars for Concord University. This is for the fall of 25. Uh we place students in Mer County schools to complete their community service hours which are they're required to complete an average of 8 to 10 hours per week per student. We have four placed in various schools in our county. Superintendent recommends approval. Board memo number
10488. And I hear some cheering out there somewhere. Uh, in accordance with West Virginia code 233C, the director of uh, our information technologies requested a license renewal pricing from EXL Learning under a cooperative contract. The renewal cost is 86,38125 and the renewal the renewal period is August 2925 to August 2926. Axel is used in grades K through 12, primarily in math and English language arts as a learning tool to help achieve proficiency goals. Uh, this targeted license renewal approach has resulted in over $100,000 in savings. Superintendent recommends approval of a one-year renewal of ISL learning for 86,38125. This funding is provided by a 21st century technology grant. Board memo number 89 is student placement from Concord University. Uh they're requesting placement uh contingent upon the completion of forms, background check, and university naming site supervisor.
105And this is at Melrose Elementary and Bluefield Middle. Superintendent recommends approval. As we've heard in the past, Pike View needs some new HVAC units. So, our maintenance director on board a memo number 90 is requesting authorization to purchase five HVAC units for the high school from Ferguson utilizing a cooperative contract. Total cost is 86,252.88 and they will be installed by our maintenance department. Superintendent recommends approval of the purchase of the five units from Ferguson. Excess levy funds are utilized for this purchase. The last action item on the consent agenda is board member number 91 which is the payment of invoices for the month of September. Uh the checks have been written are being held pending consideration by the school board and they will be issued upon vendors upon school board approval. You have the list
106of those uh in your packet. That's the end of the consent agenda. >> Move that be approved. >> Okay. There's motion and a second. Are there questions, comments or discussion? There appearing to be none on the motion. All in favor signify by saying I. >> I. Oppose. Likewise. That motion carries. Five in favor and none opposed. The next action item on the agenda is the superintendent's goals for 2526. Uh the board passed around emails strictly related to the goals. We didn't discuss them or talk about whether we were going to vote for them yes or no. We just passed them around. I put them all together in a format that we're trying to do. that's new based on the guidance we're getting from various people that talk to us about things in sessions. Um, and
107we think it's actually a pretty good setup. It it gives deadlines. It gives uh metrics so the superintendent can look at the metrics and he knows exactly what is expected instead of more vague or broader goals. They're more specific. I I'd note the first one which is increasing our growth was something that we did with Dr. acres for a decade or longer. And obviously it's a go. It's not a >> And you had those in mine also. 2.5 or 2%. >> We have we have So So those things are just um they're there to um and and improving attendance was one that we put in there that we thought was appropriate. >> Communication and u and then also the u finance quarterly that way. I think it was five of them correct or four. One,
108two, three, four, five. >> What was one missing? >> There's six. Um, let's see. We talked about increasing them. Strategic plan, which Ernie was talking about this evening. >> Yeah. >> Um, and then, um, personnel essentially, um, keeping us advised, which has to do with the thing that we're hearing the mantra over and over again, oversight, oversight, oversight. There's how many? Seven schools currently, seven cool school systems currently under uh management by the state department because of things like lack of communication or a failure to do this or a failure to do that. Some of it is very serious. Some of it seems less less appropriate for intervention, but they did anyway. Um so we're just trying to tighten things up. Uh I think you said earlier you're good with them. >> I'm good with
109them. >> All right. >> It's what we do. I have comments question. >> Go ahead. >> The very end of it, >> these are supposed to be the superintendent goals, right? >> Right. >> Where we talk about what we're going to do after it's done and how we're going to reach a conclusion, how we're going to write an evaluation. Those are things fine to do with, but should that be listed as one? >> Well, if you look at the policy, if you look at the policy, yeah, they probably should be in there. how we're what we're going to do after the goals are assessed. It the way you read the policy, the state department's policy, it actually anticipates you setting the process in there. So even though they're not goals, it just sets forth the
110process. It's a pretty it's what we've done every year for ever, but again, just trying to make it clear and tighten it up so anybody looks at it, they can go you following the policy. I >> see what you're saying. Yeah. And state board policy 5309 has that criteria on there, Mr. Hodgees, that you guys go over that with me. You come up with a statement to come out in the in the public to do that. But I think that's >> it's not that been picky, but it's not worded like you would say it. It's worded like we would say. Is it not? I don't know. >> It's his goal. It ought to be worded >> like what his part of >> Well, >> we we can adjust that. Look at >> how he meets
111his goals >> is in his discretion. That's like looking at that part. That part's I'm okay with. >> Okay. >> Let me read a little bit just so you know what we're talking about here. And uh at the end of the prescribed period, the five members of board will an executive session consider the superintendent's performance and its progress and results of meeting the goals using the district approved evaluation. that was up there before and we would create that evaluation >> at the collusion board conclusion board's deliberation while still an executive session. >> We will address this and come up with a thing we're going to say right and we're going to >> publish it and go forward. >> That's all in the policy. >> Okay. >> That's all in state board policy. The requirement there
112right pretty much where I got it from. again. >> Still don't sound like his goals, but I'll go along with it. >> It's not part of his goals. It's what happens. >> He can say, "I don't object to this happening." >> It's what happens in determining whether he met his goals or not. >> If we objected, then we'd have to get this West Virginia Association of School Administrators together, the West Virginia School Board Association, then come up with a plan to get those together. I am good. But there's a whole action thing if if you don't agree. And I am good with what u >> Okay. you all submitted to me today. >> I like to think of it as like you know what your goal is. It's just which way you're pointing the ship.
113So it gives you direction in the end if you follow what I'm trying to say of where you're going to wind up. >> Yeah. Something >> and who's who's pulling the ship? And the goals that you guys uh approve here soon will then be spread out across our staff to continue that way with the two assistant superintendents along with the all the other departments. So we'll we'll carry out that way. It's very good. >> Okay. Anything else? >> Thank you Mr. Hodgees for your question. >> Then on the motion, all in favor signify by saying I. >> I oppose. Likewise. >> That we don't have a motion. I'll I'll make a motion. >> Paul, you I'm kuruffleled here, buddy. >> Okay, I'll second that. >> All right. Now, on the motion, all in favor signify
114by saying I. >> I oppose. Likewise. That motion carries. Five in favor, none opposed. >> All right. Board amendment number 93 is our needs project, which we've already voted was MCTech phase one, but we wanted to come back and figure out the county's contribution. Um, superintendent is recommending that the county contribute $4 million to the project, bringing the total amount from the schoolboarding authority to 11,43, 32 or 33. I'm not sure which. Uh, superintendent recommends approval. Is there a motion to approve? >> Is there a second? >> Second. >> There's a motion and a second. Questions, comments, or discussion? >> Then on the motion, all in favor sign I. >> I oppose. Likewise, that motion >> submitted next Friday. Is that right? Uh this Friday is the 17th. >> 12th. I got you. Very good.
115I didn't have my calendar. I just brainstorm. >> Five in favor, none opposed. Like our project. >> We got the anniversary. >> Day before my birthday. I wish it was on my birthday. All right. The board member number 94 is discussion andor action regarding the purchasing policy. As we discussed at the last board meeting during discussion, there have been comments or discussions about changing the amount of authority without board action. It's currently $25,000. Is that right? Then we started when we when we changed it, it was 10. Is that correct? All right. Is there any desire by the board to change, alter, increase, or reduce that amount? What's the treasur? >> Well, that's >> I mean I do think with recent funding stressors that it is not a bad I mean we seem to be
116okay for this year but the future doesn't necessarily look bright. So I I do think we need to start taking a more active role and which is nothing against Leslie at all. I mean, we totally trust her, but just us taking an active role to be able to answer for our judgment on spending. >> I think the question also was mentioned too about the memos and putting those together are a timeconsuming issue. So, just want to share that with you too that uh that was a concern and uh I was going to make >> I'll speak up about that. >> I was going to make note of the email >> how how many action items you guys going to have after that. that puts the agenda a lot of things there and again uh I
117watched the you know I am the CEO the superintendent so to bring those to you that that accountability there I just want to state that that was that was said to you by Howard Sufer's office all those things but that's again up to you but I know Leslie's office has mentioned that and Mr. Atkins had his hand up. >> I raised my hand and in maintenance $10,000 doesn't go far. Uh, and I'd hate for students or schools to be without something, heat, cooling, whatever it would be for a couple weeks for us to have another meeting. Um, I I can't give a specific example, but anytime I replace a large circulating pump like on a a cooling tower, it's well over $10,000. >> Well, and and and I acknowledge that. In practice, what's happened in
118the past is in situations where it needed to be done, it was done in an emergency situation and then we approved it the next meeting. So the emergency thing we can deal with. >> So >> it also doesn't have to be either 10,000 or 25,000. It could be somewhere in between. It could be somewhere in between officers. So, >> could we condense it so that it's more like, and I know I mentioned this already, it's a personel agenda that we want to make instead of having to type a wordy email or a board memo that we say this is what we need to purchase, it's a bid or it's a co-op and we give you facts that are not quite so wordy. Um, >> you mean like one report instead of individual reports? >> Yes.
119More like a consent agenda for purchasing items that that you could include. >> Probably not a bad idea. >> I think that's a good idea. The only thing that we would need to do is is is if there were things that became questions, which happens from time to time, absolutely, we would be pulling them out. >> Um the other thing that this board needs to be aware of, and this is in discussions with uh Mr. time and Leslie and that is is because of the addition we eliminate a position and now we've got the addition of billing the the homeschool and the private school people for their services when when they use them here. If we reduce this significantly, it's probably going to require us to at least do a part-time hire. So, you got
120to be aware of that, too. You need to know everything going in. And then when you look at the enrollment projected, it could be anywhere from you see those numbers on there. That's uh that's a tough time when we meet with Dr. Philip Peek and our administrators of what we're looking at. We're >> I'm just going to say $3 million. We're going to lose $3 million. That's what we're going to lose. >> We just need to plan. We just need to plan for losing $3 million. That's part of the issue to I understand all sides of it, but it's also part of the issue of responsibility of the money is >> tighter. >> I'm saying we're not being responsible, but to take a closer look just like our transportation situation we had earlier this year
121where >> there's questions raised and it was able to be >> Yes. >> trimmed. >> Yes. >> Substanti. >> So sometimes those things are important, but >> I don't know between I think I agree with Mr. Atkins. $10,000 doesn't go anywhere now. So, I definitely don't think it should be at that point if we want to look at it. But, uh I don't see a problem. I I just want is there a possibility of doing like Leslie said and maybe between 10 certain amount up to 25,000 um and then maybe over 25,000 we continue the way we're doing it and then up to 25,000 then do the tier a tier there where we can have it on a form and I definitely like knowing what it's for. I still when I look at these and
122I see >> something and all it is is repeated. I I never have like that. You all know I don't like that in my checkbook. >> I need to write down what it's for to remind me. I know, >> you know, but but that's a where the funding comes from. And it's just like what what Brent did with the ISXL and what he did with the transportation. every one of these things. I mean, not every but we question >> and there's others that we're spending money for that if we question, you know, we're throwing so many resources at the teachers that gives them the ability to improve what they're doing with their kids, but there's only so many hours in the day. And oh, by the way, you've still got the state curriculum that you've
123got to be teaching in addition to this one and this one and this one and this one. So, I I would feel better if we had some kind of uh not a rubrics, but some kind of a a thing that that we could look at and like to know how it's being funded because I every time I see a big one and and it it says funded by the levy, I get nervous. I mean, that money is only going to go so far. And now we're already we already know we're going to be $3 million less from the state next year, give or take, because of of headcount. We know that. So, you know, when it comes time for Crystal to look into her magic, you know, her crystal ball, and the crystal ball about
124that, uh, to come up with a way, you know, with the teachers we're going to have to have to take care of the kids. It's I just think it's it's fiscally responsible. And like Greg said earlier, we sat in this meeting this weekend in Charleston and you heard them talk about the I thought there was nine school, but it's only seven that have been taken over. >> Oh, well, there's some there's some that are in, you know, that are >> financial. >> Well, there's there's there's the the straight out takeover where they're running the county, which is like five, I think. And then you have several where they've intervened on a specific issue. Um, and inevitably it's something that's happened. If they're telling us it's the board every time, the board, the board, the board,
125the board. So they're looking at us and going oversight, oversight, oversight, oversight. Uh, and so that's why this is here because we're getting pounded and that's what they want us to do. And uh Merch County to my knowledge has never engaged in a in any kind of intervention and for any reason and we're not going to start now. >> Going through on my watch. >> Well, again, I like the idea of the of maybe having a shortened path to look at those things up to $25,000. I don't know. >> Well, you don't want to do from zero to 25,000. That would we couldn't do that. >> You would you would we wouldn't want to read that. >> I said a tier 15. I I think 15 or whatever to 25 >> 15 seems reasonable. >>
126And I tell you the one thing that I like to look at too and I don't think we always get well I know is I really think utilization is important. So when we're making these decisions on the software there's a difference in putting an air conditioning in or heating unit. You know you need that but some of these softwares and things are I mean pricey pricey pricey and I'm thinking are we really using them? So I think utilization's important when we make decisions. Um >> so it >> and back to Mr. Aken's point, I mean we certainly don't want any school students or teachers to go without anything. So I mean I I don't think any of us are going to have any issue with >> with um >> Mr. Toman approving something and coming
127back retroactively. So you don't don't feel like you have to >> kids in the cold because we have to approve it. do what needs to be done >> even if it's still at that level. The important thing is that we follow policy 8200. So regardless of whether you're you have oversized or not, we still have to do our part here that it's our job is to make sure that we have these certain things met. And again, we can't use soul source now. So that has added a lot of work. MTE has struggled this year because they've never had to get curriculum approved before because it was soul source. But we still have to bid it. So there's layers of difficulty. That's >> when I hear this. I wonder why did we cut that position then?
128>> Yes. >> Yeah. >> Seriously, I mean doesn't realize she >> We got that much more work. >> Tom Tom was your mic holder. He was your mic. >> That's why everybody was laughing. I thought I was being really not funny. >> We were laughing cuz he was holding >> I'm serious. I'm a little bit panicked here. >> You were focused and reaching around. Yeah, this is coming. >> I'm looking for Melinda. She's all already She's not allowed to leave because um she's picked up a lot over the past couple of weeks. A lot of people have. Marsh Dena, I mean, they really have. And and I I told Mr. Toman, you know, fiscally, we don't want to riff and transfer anyone. I completely understand that. We'd rather do that through attrition, but our jobs
129don't go away. We still have the more halftime people or itinerate people, the more work it is on the business office to have to pay them to have to track their mile, you know, mileage and pay them that. Um, so we save money in one place, but then um it is and I know Miss Huddle has had the same thing. It costs a lot more when we we do this because there's more administrative work. Um, so I I told him we would look and see what we can do. I understand that we don't want to cut anyone's jobs, but I I can tell you right now at central office there they're administratively everyone is working very hard as efficiently as we can right now. >> So we haven't started billing yet for the classes. >>
130No, no, there's going to >> 240ish students >> I believe. My understanding was about 200 in dual credit and then um >> 40 did you tell us here? >> That's a lot of work. No, >> about 240. >> So, I started looking at software to invoice, but we also have financial close and we also have a million other things that are going on. Um, >> so do you have enough staff to be able to handle that? Just >> be honest. >> Not right now to be honest. No, not to pick up billing. I I I will have to research it or someone who understands accounting enough will have to research the software and set up the time to do that to >> So, we may need to look at a new position. >> We may.
131We also have to have a form developed. So, you know, we have >> the whole system. Yeah. >> Yes. It it h we have to get the names of those students to us so that we can invoice. So, there's some leg work that has to be done. Um so, realistically, it will be >> and even though it's 200 students for dual credit, if each one of those kids is taking multiple classes, it's not 200. It could be 600. >> It could be. It could be >> lots. Yep. >> It could be lots. Okay. What have you do you have any resource within your statewide organization that you might be able to share this with or put it out put out an inquiry to see what others are doing now? So you don't have to >>
132I have reinvent the wheel. >> The a lot of counties are still not billing yet because they're in the same situation we are. Um >> well I mean this this >> we have clothes and >> a new baby so we're going to have to figure out how to diaper it. >> That's it basically. Um, >> I mean, this is so soft. Oh my gosh. >> Harrison County has been doing it the longest and they use QuickBooks. So, they use QuickBooks. It's basically just another accounting software that >> um maybe somebody from >> We actually did. Um Chris Constantino did used to work there and and he has volunteered to help us connect and and Jenny Collis and I talked about that as well that that's our goal is that we could somehow partner with them.
133So you know it's an expenditure but we hope to build a relationship at that point as well. >> Okay. What's the pleasure of the board? I mean, I think the plan we talked about with moving to 15, but doing more of a one form as opposed to individual memos to eliminate less work. I would personally be comfortable with that. >> Is that a motion? >> Yes. >> Motion. >> Is there a second? >> Stating exactly what we're going to do. >> We would we would lower the threshold for approval to 15,000, but between 15 and 25, we wouldn't have individual memos. We would just have some type of list or grid format >> like we did with the purchase >> agenda or like where we would see individual items but they wouldn't have to prepare
134a whole memo for each. >> Is there a second? >> I want to be hurry. >> Greg, I'd like to talk about it for a while. Second. Okay. >> Something written out. >> There's a motion. >> Well, I guess he's want to see >> a second preference. I don't know. Yeah, but but we're not just saying what preferences are. We're voting tonight. And that is unusual, right? >> What do you mean? >> It doesn't say anywhere on this memo. >> It's because the superintendent's not making a recommendation. >> The memos are from him to make the recommendation, I guess. Right. >> I assume we'll still have to change the policy because that's in policy before. So, my understanding is you're making that change. That's right. >> Right. So, we're only voting to recommend. >> No,
135we're voting to change. >> All right. Go ahead. It is. You have to admit this is unusual. I can't recall having this where we discuss and vote the same night. >> Look at everything else we got on there. It tells what's >> Did you know anything about L renewal until this evening? >> At least it tells us something about it. We we've discussed ex many times before, have we not? >> We've discussed this policy before, too. >> Okay. >> We know what the policy is. It's just a question of your philosophy. Do you want to do it or not? I mean, truthfully, that's what it boils down to. >> But we didn't know the policy because you just made that motion, that motion. >> You guys know what we were talking about. >> Was why
136are we moving if we already have it? >> Because we're changing it. >> We're changing it, >> right? So, we didn't really know because you're changing it. So now we know the new policy. >> Well, what point would you want to know about it? >> Never mind. >> I don't know. I mean, I'm I kind of understand what you're So, you're saying you think we should discuss it tonight and vote on it later. >> That would be normal procedure. I'm willing to go ahead and vote for your motion. I'm just talking about our procedure. Our normal I'm not just trying to get somebody to admit this is not normal procedure. Normal procedure. We have a thing written out. I think it's different because most most things like Greg said are being proposed by the superintendent
137and that's what's on the agenda and this is coming more from the board which is not and we don't write the agenda. >> Okay. >> Does that make sense? >> The president does do the agenda. We >> we check that. So that's >> right. >> And we discussed it. We actually did discuss this at the last board meeting toward the end >> that this was coming and that's what we would be discussing. >> So this isn't the first >> same thing. >> This isn't the first time we talked about >> Sure. You have the right to say whatever you choose. >> All right. So there's a proper motion and a second. >> Yeah. >> Mark. >> Any discussion? Then on the motion, all in favor signify by saying I. I. Oppose. Likewise. Motion carries. Five
138in favor and none opposed. Last action item on the agenda is the board memo number 95 which is personnel. And I will be stepping out of the room. My daughter is on that agenda. >> Okay. So board memo number 95 is um personnel. Do I have a motion for approval? >> Some move. >> Thank you. Do I have a second? >> Second. >> Thank you. Any questions or >> discussion? >> Um I thought there was a of course it's me Crystal. There was a conversation at the meeting on Saturday that was discussed and the gist of it was that when someone retires they can't do they can't come back until after 60 days. >> Yeah. We've talked about that. >> Yeah. >> Okay. Um there is a what would it be? 60 days from ma
139June when school was out >> July 1st >> if their effective date >> beat by 15 days, didn't you? >> Pardon? >> There's one on here you beat by starting her effective September 15th. You beat it by 15 days. >> I don't know what you're talking about. >> Well, there's there's a lady that retired. >> Yes. >> We're hiring her back. >> Yes. And it's u 75 days. >> Yes. >> Since return. So that's >> So we did good. >> But that was my question. >> Okay. >> But Crystal followed the rules. >> Yes. And and we tell employees like if they if they do something like this, make sure you're checking with the retirement board to make sure this is not going to negatively impact you in any way and that you are following
140all the guidelines. I mean, we we know that she is, but for the employees sake, we want to make sure that they feel comfortable moving forward with their employment with us. >> Okay. >> Yes. Yes. Okay. All in favor indicate by saying I. >> I. >> Okay. So, that passes four to zero and one not voting. >> Thank you for keeping me on track. >> Thank you. All right, that's the last action note on the agenda. >> Mr. Pman, >> do you have discussion items? I believe is that >> uh LSIC wish lists. That was one of the things we talked about when we were up there is in the past when we met with all the LSIC's, which we do not want to go back to. Uh but >> do not want to go
141back to seeing all of them. No, that was a that was uh a lot. Uh but we always got a wish list from each school telling us what their needs were from their perspective. We don't get that anymore because we don't have those meetings. So I think the board would like to see what those wish lists are just so we have an idea what what it is. I we as as is usually the case we can't get to onetenth of them but at least it gives the board itself some idea of what people are concerned with out there and what they need. Um so if we can find a way to when they're having their meetings for the this the LSIC. Yes ma'am. >> After you emailed me I started thinking about a way we
142could do that. Um, I could easily create a form on Microsoft that goes out to the principal, but then they, you know, they're in the LSP meeting and they could fill that out. It would come back into us with the school name, their wish list that we get Excel sheet that we all have. >> That'd be awesome because it's just for information purposes. Is that something? >> Well, it's something that occurred to me is um sometime in the future, maybe a proper presentation of those for discussion would be a work session, >> right, >> where we can maybe prioritize things inside the county because those are important. I know one of them that we had at Pike View years ago is probably uh was a a walkway between Pikeview and the middle school because I
143mean it's you need a that's a safety issue and that was something that I think we finally got it done. >> But that was something was really kind of to me was a critical need. You didn't want those kids either walking in that swamp and you didn't want want them walking in the bus loop where the traffic's at. So, I think you know those sometimes those things that we're not aware of and maybe we don't think about are pretty important. So, I think that'd be a good place to do it. >> Okay. >> Amber, you have a good idea. So, that'd be perfect. >> Um, >> one of the other things we talked about was was having quarterly work sessions where we do a deep dive on finances and maintenance and personnel. So we're not
144at the end of the year having all this information turn at us, but as we as we go through the quarters, we can kind of say, okay, this is where we stand. This is what we need. This is where we are. This is our finances. Dr. Atkins has already told me you've already or five positions, five are gone, right? U so he's already started on reducing our staff, which we don't have any option. I mean, it's the problem with losing that many students. So, we've got to start that process and it helps us it helps keep keep us up again under this mantra that we're being pounded on on on oversight, oversight, oversight, oversight. Um, so I I when I asked Leslie what she thought about it, she said, "Fine, but can we put it
145off?" >> Because she's in the middle of the mess. And I suggested maybe >> end around the end of the first semester. so we can get them started, but gives everybody time to see what's coming and prepare just so they have an idea. Uh, and we can get more specific as we get closer. Uh, so so we have an idea of what it is we're talking about because it again the the things that everybody gets in trouble for in these takeovers is finances and personnel. That's the main two over the years. That's the main two. And then behind that, behind those two is is where are you spending the money? Are you focusing as we were discussing before the meeting, one county got in trouble because they absolutely refused to close a tiny school. Just
146refused. And we're not doing it. And the state department said, "Well, you're $3 million deficit. You have to." Um, and those are decisions we have to make if we have to make them. So, those are why we need a deeper dive in those things. The business meetings that we have are are good, but they you know the great deal of it is information at the front end and business at the back end. It's hard to do the things we do in work sessions, which I think most of the board members would say the work sessions. We seem to get through a lot of good stuff when we do work sessions because they're they're just discussions and it helps us a lot. So that's possibility of coming uh down the road. And then of course we
147had the the conversation with the financial secretaries. All right. So inform the board what our options are to increase the financial secretar's pay please. >> I got multiple >> Dr. Philip might need to join me on this, but we did research this before staffing last year with the board attorney and the issue is there is not a financial secretary classification and the law is clear. You cannot pay one classification more than another person in that same classification. So we have financial secretaries. We call them that because those are really the duties that are assigned to them. But they're a secretary accountant like every other secretary accountant. So we do not have the option legally to do that unless we would riff everyone that currently has that position and then make everyone reapply >> which I
148do not recommend. >> Did you say that louder? Were you agree? Okay. I agree with her on that as well. That would be a tremendous amount of work. just to be more informed, how would that work? I mean, what I understand that the reposting, but what benefit would it provide the finance secretary? >> Every I if we did try to put like a stipen or or an increment, not a stipen, an increment on that position, >> like a county funded portion. >> Yes. A county funded portion. Every person would need the ability to to apply for that whether they have that position now or not. We cannot just give that pay raise to someone >> without making it available to everyone >> to everyone. Exactly. Our other option is >> with the raise with the
149raise because we would have to give everyone that opportunity to bid on that higher paying job, >> which I mean that kind of that makes sense. >> It is the law and and he's very very clear on that. The other what he said is the way you do that is through extending the contract terms. >> And who is he? >> Our attorney Jason Long. Okay. um we hand most of the school law issues we we go to him. Okay. And personnel or finance that that's a legal issue. >> Okay. >> So really Dr. Philipe those were the two options that that he gave us. We had we extend contracts >> and >> longer days long >> number days and there's options with that but we would need to do that during staffing season um during
150riff and transfers >> and that would apply to everyone also and some may point that and some may not correct >> well not necessarily um we have adjusted maybe Dr. Philipe can speak to that better. >> So, anything over a 200-day contract with service employees, we can increase their amount of contract days through a mutual agreement. However, if we decide that this is where we're going to go and we have some that says, you know, I don't want to do that, then we have the the opportunity, we can put them on transfer or reduction in force depending on their seniority date and then readvertise a position. But we would need to be consistent on days for that type of position. Is that what you're saying? >> Yes. >> But if someone was in it, didn't
151want to increase their number of days, they could move to a different position and hire somebody new for that one. >> Yes. We would have to put them on transfer if that's, you know, >> uniform category for >> high school, middle school, all four different divisions from primaries all the way up through high school. They all have to be the same if you're going to extend the number of days. Meaning the 260, 261, whatever they are for high school and a two whatever for middle school or primary K through six, K through five. >> That's typically how we do it. We actually internally talked about potentially doing this um to to marry the number of days with an assistant principal, for example, so that um they would come back about the same time. Um it
152it's just tossing ideas out that that are legally >> financial secretaries. >> I'm sorry. >> But are elementaryaries classified as financial secretaries? >> They're classified as both. Most of them do, but understand we have everything from a school that has 80 to, you know, schools that have hundreds and hundreds. So, and most of them do have two secretaries at at the smaller elementaryaries, but right now we have a couple of elementaryaries that have assistant principles, but primarily middle and high school. >> Could I ask something just off on the left lane a little bit? Um I know with our custodians and I can't remember the particulars of but I know that uh during the winter season for example they have extra duties with that there's can be given hours to do building checks and things
153like that. Is that first of all is that only with your head custodian? Is that part of the head custodian's job um to either accept or turn down because that's extra pay at that position. So if that's the case, then could there could but it obvious obviously it involves more time and let's say during football season and you've got financial secretaries that have to count enormous amounts of money. They're obviously going to be spending more time. So, is there a way to look at um during certain seasons, particularly basketball and football, where you could do an extra duty contract for the person that's doing the finances on the extra time they're going to be spending is like we have with our custodians during the winter season. Just >> so typically with custodians, we look at
154the most senior, >> right? And you know that may not be the case with our secretaries. You may have a financial secretary that has um less seniority than the regular secretary that's there. So in my mind, I think theoretically, yes, you could do something like that. Um but I think it would be problematic if you got into situations where you didn't have the most senior person as your financial secretary. >> Excuse me. that they're not counting money anymore either right now. >> We've got the GoFan. >> Well, but that shows my ignorance, but uh >> which is >> they still have to reconcile the books for it. It takes time. Not only that, but your financial secretaries off also have to do and it may be just you may consider part of the job, but
155I don't. If you go to a school that uh if you go to a school that runs say deep in the football playoffs that financial secretary is doing anywhere one week, two weeks, three weeks or four weeks extra work, which is extra time that the other secretaries are not doing at the other schools if but I know you couldn't really look at it like that. But there's obviously to me, and that's part of the problem I have with the way we do it in that the workload doesn't fit the hours that these people are putting in. And it happened. I even remember years ago, again, I've done it a long time, we paid the financial secretary a stipen to come in and reconcile the books for um like if I was the tournament director, I
156would get paid through the through the uh process of the tickets and all that amount of money. So, as tournament director, I would also pay the financial secretary. and they made me quit doing that even though they were clearly doing probably two or three hours of extra work. So I I just I understand the need and I really wish we could find a way to do it and I was just throwing that out uh since they are doing extra work, a way to help these people uh financially. I I'm going to tell you quite honestly and I maybe I shouldn't do this. They're working more hours than in my opinion they're getting paid honestly. And that may be a a sour thing to say, but I in my heart I know it's true. >> Service
157personnel personnel laws are very difficult. And under Fair Labor Standard Act for LEAs, we are held to different rules as to exempt and non-exempt payments. um that that's the federal law and then our compliance with with that at the state level. Um you know, I certainly appreciate all they do. I do understand that there's an extra level of stress that doesn't stop at night. They do POS a lot of time on weekends and and they shouldn't be. I know that um most principles adjust hours. They do. Most of them adjust their their schedules a little bit because it, you know, sports start and after July 1, lots of different projects and programs start. We try to cover that at central office as much as we can. We do POS for principles all summer long. >>
158Yep. >> Um, >> and we try to plan ahead, try to get the summer stuff done. I know that, but we also know things happen. >> We do. We understand that as well. and and you know it's a difficult decision. I understand that. Um but there there are also repercussions in other areas as well. Um you know they don't give us an index for school size. That's how we pay the principles and assistant principles is based upon the school size but service personnel are not included in that. >> Perhaps we can relay the options to the financial secretaries. ask them what they think. >> I have re related to to some very um and I know I during the the last meeting I know she said that you know she doesn't want the additional days
159but I I have to follow the law. I have no choice with with that. >> We're going to follow the law whatever it is. We also need to make sure that our legislators are very clear >> absolutely >> issue that we're facing here and Hopefully they'll understand that it's it's a reasonable request to just make that simple adjustment in the in the code. It's not a complex change. >> Agreed. Especially since we teach accounting in in high school. I've been a big proponent of this. I'm an accountant, so I think that you should know accounting. Um you know, we we've struggled with this. It it is very different understanding that this is a checkbook, but it's got all these accounts in it. And you know, we're we're coming up with kids now who've graduated that
160have never written a check, don't understand it. So having some accounting would absolutely help 100%. >> Okay. So why don't we hit the financial secretaries as a group, >> okay? >> And just say currently these are our only legal options. Here's what we can do. What say you? You know, >> okay. >> And we can't do it. We can't make individual decisions. >> It's got to be one way or the other for everybody. >> The option if they choose not to what happens at that point >> and we and we can't do it until next year. >> We cannot do it till next year. Absolutely. >> our our delegates and our senators to tell them, you know, this is a fairly significant issue that needs to be changed. This is statewide. This isn't just here.
161This is everywhere. >> Okay. Thank you. So, uh, while we were sitting here, it's funny what happened. This is not on the agenda, and if I take a beaten over it, I'm just going to take a beaten over it. Okay. So, for the past 10 years, the West Virginia School Service Personnel Association has requested a proclamation to honor service personnel from the governor of the state of West Virginia. It's usually the third Thursday of September. >> It has not been no proclamation has been issued. However, we think that we should continue. I'm reading this by the way. That date is not going to change regardless of proclamation. So, while technically we can't take action on it, I'm going to read this to everybody and it's going to be on the next agenda to approve, but
162I think the board will acknowledge we'll all acknowledge what we always do, which is we agreed. Whereas school service personnel Oh, I don't even have my mic on. Jeez. Whereas school service personnel are involved in nearly every aspect of education by maintaining buildings and grounds, preparing and serving meals, keeping school facilities clean and orderly, and assisting in the classroom, as well as providing administrative support functions, safe transportation, and many other specialized services. And whereas school service personnel are instrumental in West Virginia's responsibility to educate all students. And whereas these dedicated individuals serve the children of West Virginia in our public education system and have an important role of non-instructional service to the educational system. And whereas it is fitting we recognize these outstanding work of these individuals to do the the outstanding work these individuals
163do for this state, their communities, and the students in West Virginia schools. Now therefore, be it resolved that we proclaim September 18th, 2025 as West Virginia School Service Personnel Day. It's on our calendar that way. I don't remember a time when we haven't approved this. Um, it will be on the next agenda to officially approve, but uh I am Am I fair to say that this board unofficially approves this agenda or this uh uh resolution, I guess, would be the right word. Proclamation. Yeah, >> I thought so. Go figure. That's all I can say. Um, administrative updates. >> Any other administrative updates? I know I'm gonna just speak for Mrs. Huddle. She did a on-site the other day, correct? >> I'll put you on the spot on that. >> Looking for the mic. >> Yeah,
164I'm sorry. >> Um, yes. So, I did um on-site monitoring for Lincoln County schools and so it allowed me the opportunity to go into several different schools in their county and I came back with I think Mercer County Schools is doing a great job um with everything that we do. We're very fortunate with all the resources that we do have um here. And then I'll just finish up. Um so, we've talked about spending money. Um I've received the following grants. A guide posted graduation grant for 19,000. um a prek grant for $3,600 and then an assist an assist of tech grant which I wrote for an egress store because that's an expensive need that we have for the county and so that was at $6,800 and that egress door will be for Valley. Thank you
165for your hard work. >> That's awesome. Anybody else city? I'll just put put it out there if anybody wants. >> I just want to take one second and just say we did have Ran County schools visit our uh elementary alt ed program take two academy at Mountain Valley today. So the word is getting out across the state. It was recommended to them that uh the quality of the program that they're getting ready to start one. They see a good one and so very proud of Miss Suil, Miss Hinkis and the work they're doing there. And uh we want to be a leader in the state in that area and I think we we are and we will have the best one uh in the state. just proud to host them today. >> That's great. >>
166Wonderful. >> And President Prudich is also on the committee that's selected by the state board, correct? That the state board with you and uh Dan Mets and all gather. >> Oh, you're talking about the training. Yes, sir. Yeah, the training committee. >> So, that was on an email that the we're on this >> No one announced that here yet. Correct. >> The state basically we have to approve training for board members and it's me and and Mr. Mets and or and uh uh oh gosh >> a couple state board members and all appointed by the state >> board and it does give us an opportunity to meet with somebody from the senate and somebody from the house. >> No, he's not on it. U so it does give us that opportunity and we use it
167when we can. Uh so unfortunately the meetings are virtual and you really can't do the smooing you'd like to do >> when uh when you're virtual as opposed to in person. Okay. Anything else to come before the board this evening? No. >> Is there any objection? We're adjourned. Good night, everybody. Good night.