Board Meeting Work Session - 8/15/2025

001Good morning. It is August the 15, 2025 and it is uh 8:40 and the Merch County Board of Education is in special session for a work session today. Uh all board members are present along with the superintendent and if we'll start with 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. >> So, we really like the work sessions because it gives us an opportunity to have more detailed conversations and discussions about things. But I thought uh in the in order to get things rolling, we'll start with board memo number 52. If there's no objection, which is the non-resident student transfer board memo, uh Mr. Toman, just real briefly tell us what

002it is and we'll vote on >> the board member number 52, >> the transfer, non-resident transfer, >> is it into or out of Merch County? coming from Pennsylvania, right? >> into >> Okay. All right. >> I didn't She told us about last meeting. >> I knew she told us about it. >> Okay. >> Oh, that's fine. It's all right. >> So, it's into Mercer County. >> Okay. >> So, uh I'm assuming we're not going to object to student coming to Mercer County. So, is there a motion to approve? >> Is there a second? >> Motion in a second. >> All in favor signify by saying I. I oppose. Likewise. That motion carries. Five in favor, none opposed. That's the business matter that we got rid of now and we can start talking. >> I didn't

003have that agenda. >> That's fine. No problem at all. We got it. >> So, um, >> I've looked at all this and I thought, what was the best way to handle this so we're not here for, uh, longer than we need to be? And I decided that we would start with some things we could dispose of fairly quickly. Uh so let's do the finance update. I I wanted to just have a brief conversation about the uh change since the funding was approved. So Leslie, if you just kind of give us a give us a a roundabout way of what's going on now. I'll also $730,000 understand 300 students. Anybody >> have affect us also in spring, right? Where we have to give notices and look at where we're at there. That's that's the difficult part.

004So, >> you mean for staff? >> Yes, ma'am. >> Yes. Uh, are there any questions? Thank you. That was quick and easy. Um, travel policy update. >> So, what we would like to do is GSA and the rate I believe right now $69 $59% instead of very much money by this And that's a state or federal. >> Okay. >> Questions. traveling. >> Thank you. >> But that's coming from the IRS. I like that idea. >> Any any difference on uh your start? Is it always going to be from the board office if you leave from there or is it from your home like other places I've been? It's from your home. Correct. Good deal. So, that will change. Gotcha. >> Thank you. So, we're gonna be down 294 this month. >> That's good. >> Yeah,

005we'll take it. >> Yeah, absolutely. >> Um, so, so I understand better, this replaces the mileage. >> It's in addition to the mileage. >> In addition, it replaces the $45. >> It's for the only change from It just is going to follow state guidelines as opposed to our general $45. >> So when you say 75% on the first day and 75% on the last day, >> $59. Okay. >> It's like assuming you'll eat one meal at home before you get leave or after you get home. >> Well, you know, for those that eat breakfast. Yeah. >> Okay. >> Go chime right in. >> This is just some I don't think you can buy. >> No, you really can't. >> We don't need to take any action. >> I'm sorry. I didn't have my mic. >>

006Is that really what the policy is now for our athletes and stuff? >> It's not a policy at that time. It was just a directive, whatever you want to call it. >> Am I How about Well, this >> feeding them is one thing, but giving them cash for something different. >> And I think it was 15 per day, but like I said, I don't know if you all >> Okay. So, we'll just get that on the next agenda and we can address it then. All right. Let's see what else we got here. Let's jump into achievement data. This is for secondary, >> Miss Mitchell. >> Um Ashley and I went through the test scores yesterday. um they had been released. And so um we went over each of our secondary schools, middle and high school.

007And Ashley graciously put together, I think each of you have a little packet up there that has the scores and and it shows, you know, from each of the schools if we went up, if we went down, what overall we had done. The one thing that we had really hoped for was that we would have a um at least a two to two and a half% increase on all of our areas. And we did in some and others we went down. Uh the one thing that we found was from fifth grade actually fifth grade to sixth grade and then eighth grade then bouncing up to 11th grade. Those are where we saw more deficits like in those transitions. And so you know we're going to focus from our standpoint this year. We're going to focus

008more on what we do in those grade levels and what we what do we need to do to give these kids more so that when they go to the next grade level they're they're prepared. Um Ashley has crunched all the numbers and Ashley I'll let you if you don't care just go over it because you do better than I do with with the information and then I can answer some questions. >> Okay. We are above this community, but we are above the state. So, we were happy with that for their wings for. >> So, your first actual page after the title page, that is just an apples to app or not an apples to apples, but a sixth grade to the next sixth grade cohort comparison. So, just one sixth grade in 23 24 to

009the sixth grade in 2425. Um so just looking at that grade level test and the percent of change that we have in that grade level. Um same thing for seventh and eighth grade like Miss Mitchell said um noticing that um even if students have been in the same school um you know K through eight that there there are still some deficits going from fifth to sixth grade. Um, so I know that uh, Miss Alith has been working very hard with her team of counselors and um, school support staff to make sure that we can identify some students that we think are at risk and can help with those transitional years. Um the next page with data that has sixth grade to 7th grade. This is comparing the same cohort of students as they are progressing

010through middle school. So um this is where you can see it's it's almost like in sixth grade they um they have lower test scores. Seventh grade they come up a little bit. Eighth grade they lose that interest again. and then we don't test for two years. So that is definitely an issue and we recognize that. Uh with the help of Gear Up this year, we will be doing PSAT uh with 9th and 10th grade in the spring. Of course, our 11th graders will take SAT school day. So we will have some consistent um normed data uh not only from Mastery Prep, but from PSAT as well. Um going forward, you have the same thing with math um that we had in ELA. Again, comparing one sixth grade cohort to the next sixth grade cohort and

011the percentages of change there. Um the next page you do have >> stop you a minute. >> Sure. >> So when you look at the 23 24th grader >> Yes. If you look at the 24 25th grader, that would be the same group. >> Those are the same kids. >> Okay. All right. That's what I want to make sure of. >> Yes. Um so those are the same kids. Um and that's where you have your apples to apples comparison. How are we truly doing with growth and um achievement with that particular cohort. When we get to SAT, I feel like we have a lot to brag on with our high schools. Um, you know, last year was our first year with the implementation of Mastery Prep. Um, we didn't get that fully going at the

012beginning of the year, but I'm glad to say that we are ready to rock and roll with that this year. Our kids are rostered, our teachers are rostered, we are we're ready to hit the ground running with Mastery Prep. Um, we have aligned our benchmarking schedule, our beginning of the year, middle of the year, and end of the year, um, K through 12. That way there's consistency and we don't have to wait to uh report all of that data to the board as far as how we're progressing. So those dates are aligned and the same for K through 12. Um but with our SAT um I want to recognize that our district is above the state mean score. Um Mercer County is 913 um and West Virginia was 911. So, um, you know, I think

013that's something to brag about. Even though that composite score is not where we want it to be, showing um, progress that is above the state and a composite that is above the state is a wonderful achievement. Um, when we look at growth, we did have district-wide growth with our SAT. All high schools in Mercer County had positive growth um in our SAT mean scores from the previous year um just reflecting on consistent improvement in college readiness across the district. Your next sheet is going to show um the actual composite scores um in some individual school performance that we really want to point out and brag on. Um, I mentioned that the state composite mean score was 911. Pipe View uh had a composite mean score of 947. That's 36 points above the state average. And

014Princeton Senior High have 932, which is 21 points above the state average. So, we're very proud of those schools and the efforts that they made last year. Um the next page we're comparing um year 23 to 24. Of course, we can't compare 11th to 12th grade because um we have very few kids that take the SAT in 12th grade. Typically, if they know they are not doing well with the SAT, they will move to the ACT to try to qualify for promise. Um that doesn't mean we stop trying. Um, I know that Miss Lily was u really on the ball last year. I'll brag on her a little bit and she didn't know I was going to do that, so I kind of put her on the spot. But um, students who were very close

015to qualifying for promise, she called, she sent letters, she really made contact with those parents and um, it made a difference. It made a difference in scores. It made a difference in promise qualifications as well. So when you look at our ELA, every single school in our district had um positive growth there. Our district had 8% growth, which is, you know, above that two to two and a half% that we typically look for for federal guidelines and progress. Um so we're just very very proud of the ELA. I'll be honest with you, we really thought the ELA would be um wouldn't be as high because the ELA test is different and we recognize that and had some plans to do some PD with our English teachers just as far as how we uh provide instruction

016in the classroom with English. Uh but we're very pleased with those test scores and our district overall percentage change with math. Um just like with our three through eight, it is uh not as high as our English, but we did have a 1% improvement. Um looking at some changes we can make there. Um, and really focusing on using our mastery prep and changing our um, I talked about depth of knowledge on Monday night at our board meeting, just increasing that in every single content area. Um, we feel like that's going to be huge districtwide. So, not just brushing brushing the surface, but um getting down to providing a higher do um lesson to every single student and using our mastery prep lessons and SAT questioning to mimic that in the classroom. Uh we don't want

017the kids to get to the test and that's the first time we, you know, they've seen the layout of the question types. We want them to be working through those in the classroom. Um, another thing we're planning on doing to help the math and this is also um with the help of gear up is we are having Desmos training. Desmos training is the embedded calculator for SAT. Um, one big change when we move to a digital test is that the calculator the graphing calculator is available for the entire test. So they can use it on the entire math portion. So, if they know how to use that calculator, they can plug it in and not have to work it out step by step. And that may seem like um a cheat, but if they understand

018the problem well enough to plug that into the calculator and get the answer, it saves time for them to move on to the next problem. And obviously, they understand that concept and move on. We're going to have training not only for our ninth and tth grade students but um 11th and 12th grade as well so that the students understand what Desmos is, how to use it and then we will be having training for our teachers as well. Um that way they understand how to use utilize that in their classroom and we're really focusing on utilizing um the calculator to its fullest. Um, looks >> pass, can I ask you a question? >> Sure. Go ahead. >> Uh, where where do the kids where can they be exposed to using the calculator? Do they have to

019be actually in that program? Are there simulators out there? >> Yes, they can use the Desmos website anywhere, anytime. There's um, >> with what device? >> U, their computer. They can use it on their phone. And of course, it it works best if they use it on their computer um because that's going to be what they're taking the SAT on and it's going to give them the fullest >> Desmos. D S M O S >> and actually it's used for six through eight as well, but a >> you know, it's not the graphing calculator. It's a simpler calculator for them to use. The more you use a tool, the better you get with, >> right? And that we all we all know that's half the battle, knowing the tools that are in the test platform.

020>> So the teachers could inevitably use uh give them lessons outside of the the classroom day as a homework project, you know, >> they could use it every day in class >> in classroom. >> And a lot of the teachers have called on to that. I I have witnessed this. I know last year at Princeton Middle um uh one of the teachers were showing kids and I said, "Oh my gosh, this is like cheating." And she's like, "Well," she said that they can use it. She said, "So, you know, we did have a Desmos training last year with a Desmos rep and um I don't remember the conflict. We had a very good showing of teachers at the training and they used it and shared it with colleagues. But I know that the teachers who

021have provided one-on-one um tutoring just focused on Desmos have helped students um go on and declare majors at WVU for the fall where with their you know original SAT score they weren't going to be able to do that. So um it does make a difference just knowing how to use that tool. Is this a service we pay for? >> No, actually. Well, we do pay for the training. We do pay for the Desmos training, but Desmos is a a free free tool. >> And we're paying for the training with gear up money. You know, Gail got all that rollover money and she just put it into, you know, Yeah. She just put it into the things that would be useful for the teachers. So, are we doing something internally this year since Desimos person wasn't

022available to work with our teachers before school? >> We're bringing Okay. So, the lady that that um has worked with West Virginia, she's worked with uh Putnham County and several other counties. She's kind of like the West Virginia Mastery Prep Rep. Um she's she's the one that's coming back in November. She um is certified in math. She has that background. Um she's she does a phenomenal job. She will be providing the Desmos training to our teachers and to our students. >> Um >> it's not until November. We've got August, September, October. >> Well, okay. So, >> and I understand that the conflict. Yes. >> But do we have you would know probably you two would know better than anyone. Do we have the capability within our middle and high schools right now that they can

023kind of help start? Absolutely. And and we do feel like we're we're using it wide enough to to more than get our feet wet um with with every single school. Um we feel like we are using that tool. Um but when we looked at the calendars and looked at when we're doing the first benchmarks and there was some uh the boot camps with Gear Up, um we didn't want to be pulling the kids out. We wanted them to be able to benchmark and have their boot camp and they're going to get a taste of Desmos in that boot camp. The kids will um and then provide a deeper um dive into just the calculator later. We we didn't want to throw everything at once. Um I know November seems late, but that gives several months

024for them to use that and practice it. Like I said, they're going to get their feet wet with that in um September, at the end of September. Um I don't think that's going to hinder us as far as using it. We've got enough people countywide using it and and helping uh younger teachers know how to use the tool. Um let me go through the last two pages in your packet. Um there's an SAT three-year trend of data there just showing where our um composite score ranges and our individual uh content ranges are. Um so you can see that there is improvement there math and ELA and then um I'm looking one of these >> they the last two pages appear to be the same. Yeah, they're the they're the same. That is my fault. I

025meant to include the uh mastery prep where we were on mastery prep, but I can send that out later. Um just what we saw throughout the year with mastery prep and um you know, the first year of any tool is not going to be completely se successful with implementation, but we feel like um you know, we've made some changes and have a plan going in with this year and we're much better equipped. the company has changed the platform so it is um more user friendly and it's easier to pull the data for teachers and district level. Do you see a correlation since we don't have the data? Did you see a correlation between what you saw on Matthew Prep and what we ultimately did >> for um for 9 10 and 11 I well let

026me say this for 11th grade I think there is a correlation because you know they're leading up to it. The other grade levels they're kind of all over the place. Um, you know, and it I think one thing we need to be really focused on is making sure that we test the majority of our students. You know, we we have to get that made up. Obviously, um, it it's more important for our 11th and 12th graders because they are taking the actual SAT and can qualify for promise with that test. um ninth and tth grade they haven't had the higher level math to to really be comfortable um with the math portion but um I yes there is correlation with 11th grade absolutely >> well I can tell you one thing I'm I'm good with

027these results especially the three-year trend I think that the secondary schools high schools should be patting yourself on the back because it's one thing to go up and down we we know you have good groups and bad groups I went through that several times in the classroom. But when you get to having not an individual but a total trend, then you feel like you're making progress and I see good progress here and I >> appreciate that. But I feel the same way we change how we're going to do things better. The other comment when you take a a small school like MCOM the loss of one teacher can really be detrimental to your test scores >> and I understand that. >> Um I don't know did we how many did we have many crystal many

028math um vacancies in secondary? >> Yeah. >> So we were good. >> We're good. We do have a couple this year. >> So I I guess where I was going with that, if we do have those individuals that are substitutes, that's where you'd want to pair that teacher with an experienced teacher till you don't fall behind. >> That's just >> common sense, I guess. >> At any grade level. >> Yeah. But especially for your testing. >> Absolutely. >> That's what we're judged by. Yes. The only >> You got to learn how to score points if you want to win the game, >> right? You figure out the rules and you play the rules. >> That's right. It looks like we're on a glide path to improvement, >> right, >> across the board. >> Yes. >>

029But it also looks like math is an issue, >> right, >> that we've got to work on, >> right? Um, >> one thing I'd like to share is we have um pulled the I Ready data and uh from fifth grade and from 8th grade and sent that to uh the next school for students so that the middle schools and the high schools can know where students strengths and deficits are. Um, and I know that several of our schools are really digging into that so that they can know where every student is. Um, I've encouraged them to use that with their grade level teams and share that data. That way, um, we know those we know where they ended. We see uh what their beginning of the year benchmarking is like and can compare that and

030then move forward. Um that way we're not starting all over trying to understand a student and their academic levels. Um so we have shared that and we're hoping that that makes a difference uh with the transition of students and we hope that it just really helps the teacher, you know, better understand their students and where they're coming from academically. >> So I want to have a comment and I want to see if you guys agree or disagree and please feel free to disagree. Um the 11th grade that we're testing is part of the COVID cohort, are they not? Didn't they end up through those years where we're really developing math skills? >> So, the 11th grade last year in sixth grade when we shut down. >> So, they got those years when we're really working

031on math. >> Yeah. >> When we start the application, >> they were doing it at home on a computer. >> Right. I I made the comment the other day when we met with the speaker of the house that that that's a group we just we for lack of a better word we just failed. I mean that that was from Char from Washington Charleston down to other district. We failed that group, >> right? >> Um and we just have to own it and try to figure out how to fix it. >> Uh because they we didn't offer them the education that everybody else is getting >> before and since, >> right? >> Uh and it's reflected here. That's what we're seeing, >> right? practice improvement. That's how we set a breakout sessions beneficial to my group.

032Well, I believe over the next two or three years, we're going to see a big jump in secondary because uh the uh things that are being put in place now, but also the fact that we've now had several years of real school, if you want to call it that, where people the kids have been in the classroom, they've been there all day, >> they've getting it the way we want to get it to Um um and uh and I I do I just think statewide this is nationally nationally this is what you're seeing is this group is right >> they didn't get the math basics and they didn't get to build the way we've done it >> for a hundred years >> right >> um and it's it's reflected in that and we've got to

033figure something out with that group. We can't just leave them flailing. We got to try something but I don't know what it is. I'm not the expert you guys are. Um can This may not be a fair question, but when you're showing the testing, especially in the 11th grade, you have um 11th and 12th are the main years for students that are coming to MCT and they're going to be welders and and and everything in blue collar stuff and there's not a there's not a stigma against that. But how do you deal with the apathy of those students that it isn't going to affect their graduation and going to work as a welder or an electrician or a plumber when they don't really care about the testing. We see that a lot. I talked to

034principles all over the county and you've got you got kids that don't show up for the day that they know they're going to be tested and then you don't tell them that well you show up the next day and we're going to sneaky we're going to sneak and put you over in a room and you're going to be tested but they don't care. They don't try and that's that skews this and I don't know if if anyone in this room because you all deal with it how you address that to make them want to care. Excuse me. I will tell you one thing like calendar, you know, they're going to know how to use what they learn. We hope that you're right. >> Yeah. Well, >> and and this may not, you know, be the

035answer that you're looking for, but this does factor in. So, last year when we did these mastery prep boot camps, and I invite all of you to come. That was amazing. I learned things from that. But we had the best trainer, and I honestly think that made all the difference. I don't remember what what was his name. Mastery Prep, Jesus. I don't know. But anyway, it was Angie and I when we walked in, he he was >> he was young. He was young, I would say. I mean, he was under 30 and he had long hair and, you know, he was dressed in very nice jeans and a polo and I was just like, >> "Okay, not not what I expected when I walked in, but he identified with the kids." so well and built

036this rapport with him right off. Not only that, he was chucking them candy for, you know, even trying to answer like I I think we bought like $100 worth of candy. Auntie and I did, >> but he was amazing and he got, you know, the last day we had Bluefield High and there were two young men helping me carry, you know, the leftover things out to the car and this one student, he said, "You know, I really this is going to help me. I didn't think I was going to do very well, but I really think this is going to make a difference. And I I mean, it was totally random. I didn't initiate that conversation, but just showing them some some tips and tricks to where they can figure things out. And, you know,

037those big passages, they don't have to read the entire thing if they're if they know what they're looking for. But yeah, I I'll let Angie. Sorry, sorry, Mr. >> Dr. Vaughn, Mr. Gristoless and Mitchell, what was the like the last Mastery Prep and the numbers? How are they coming in that like the numbers at each school? What what kind of enrollment are we having come to the mastery prep uh boot camp training? Do you have those? >> Um, so >> I asked Mrs. Mitchell the other day, she said she so this may be a good time to >> Oh, from the summer. So, we did have two sessions this summer and we invited um any upcoming 11th or 12th grader to attend those. Um we had more register than attended, but we did have about

03825 students overall that gave part of their summer to come. Um and I will tell you just knowing several of those students, they're very high achieving students and they wanted to get a jump on it and um you know, they they took it very seriously. So, um, we didn't have high attendance, but of course we'll have that for all grade levels and the opportunity to get that again for everyone. Um, so it it's there even for the ones that came if they want to attend again. >> But we offer the opportunity. That's the that's the idea here is is >> we can offer >> everything, >> but the students have to be recipients. They have to be willing to accept it and and and use it. Uh the comment about Desmos being maybe a cheat.

039I I know the twins say all the time, "Dad, engineers use calculators and computers. They don't do long math." >> That's right. >> Architects use computers and they don't do long math anymore. That's not how we work do things. And they're right. He knew how to do the work. But one of the things he told me he was worried about everything up there. So I think we'll look at that. >> Okay. Are there there other questions? >> That might be that list that you guys talk to the principles talk to the parents and get those key kids that way. That might help. So, as you see, >> I'm going to email you the the Mastery Prep um data, but I just pulled it up on my computer and every every school had had growth in

040math and ELA in each content area, you know, just using Mastery Prep. So, there is correlation definitely with that 11th grade group. >> Good. >> Board members, any other questions? >> We appreciate it. >> I think Angie didn't get that. >> No, I'm good. >> I'm good. >> If you got if you have something to add, please do so. We We don't want to leave any >> administrators. Any thoughts? >> All the secondary principles are here. If they want any input as well, Mr. P. My kids like >> um >> they they did they loved him and they I was here most of the day with them and they paid attention like athletes first three four rows all the kids were very engaged. Um Dr. Von and Miss Gross Close did a real nice job

041putting that together. And I had I'd come back to the building and the word had already spread. The seniors said, "Why couldn't we go to something like that?" >> So, and I think that's probably uniform. I don't know Anna if you want to talk. >> The boot camps were probably to me one of the best parts of Mastery Prep. Um I My kids loved it. They came I was also here for a great part of it and they paid attention. They enjoyed it. They like the tips and tricks. They like the presenter. Um I'm just a strong advocate for those boot camps. I think that they're >> they're right. They're spot on. They help a lot. >> Do teachers get to attend. >> We have some teachers there some chaperones. Yes, sir. And it's typically

042the ELA and the math teachers that we try to get here. >> I said it last year. >> Well, anytime you learn a new skill, most important part is practice after. So that's why I was thinking if the teachers see it then maybe take it back. >> Okay, let's rip off the band-aid. Talk cell phones. >> It's It's time. >> It's time. >> Well, we all know and we did put together proposal. What I did was in front of you. >> Okay. So, with the no sale phone policy, we did put together an implementation plan as to how we felt like it should be um addressed by from the administrators down to the teachers down to the students so that everybody knows what's going on. And also, I drafted a letter that would go home

043to the parents and it certainly can be tweaked and changed, but it would explain them why we're doing this. The one thing we wanted to make sure of is that we let parents know this is not something Mercer County schools, Mercer County Board is just coming up with on our own. That this is a new law now and that the legislature said you have to do something. So we're trying to to do what we're supposed to with our part. Um the only thing about the cell phone implementing right at the beginning that makes me nervous is just the fact that we've not had the opportunity to explain to people what it looks like and why it looks like it. And I think sometimes as parents if they know why we're doing something, you know, they're

044more supportive. But hopefully between the letter and how the principles would um address it at their schools would, you know, would be sufficed in order to go ahead and get it started. The one thing that we did not do as a committee is we we said in the policy that there needed to be a tier disciplinary plan. We did not do that because we wanted to bring the principles together to decide what that was because all secondary schools especially elementary it's not even really a big issue but for middle school and high school they need to be on the same page. >> Is this the the same cell phone policy has been explained to us before it hadn't been changed. >> I don't >> it's the one that was provided. >> Yes. >> Okay. So

045basic so basically I don't want to be critical but I guess I'm going to uh this is not a new cell phone policy. It's pretty much the same old thing we've already done. >> When I when I first started preaching on this a while back and I kind of back off but my main concern although I know disruption in the class is a big problem so that's good. But the other thing is mental health. >> Yes. This this thing is so bad. The cell phones constantly disruption and comparing you. You're not beautiful enough, you're bad, whatever it might be. And it's ruining the mental health of our kids and everything I've read over and over and over. We all agree to that. >> One of the things we need to do to improve mental health.

046That's one of the things in there. And to increase student engagement by having this in place and doing and you're right, we made very few changes. We took out some sentences and we put in some new ones. But I mean, and I think I think somewhere along the way I addressed it once, you know, during the school year that the one thing the committee would say is we've got a good policy. Our policy wasn't bad to begin with, but and I'll be the first to say when I was at the tech center, I didn't enforce it the way it should be enforced. So what we tried to do was go through and just fine tweak it, but then put it out here on the implementation plan as to how we're going to carry that out

047so that we do look at mental health. >> I I would say the policy wasn't bad 10 years ago. >> Today's world >> and the policy is not adequate. To me, I wouldn't be in favor of anything or ever vote for anything that allowed the phones to be in the kids' pockets or the kids purses to have them available to them during the day. At the very least, it ought to be in the locker all day long. And >> best would be it be taken. >> You see that? That's what we're saying. They have to be um let's see students may use a cell phone before after school and that may be something you all want to change but phones must be stored in the students locker or a secured locker or lock box kept

048by the teacher and and the teachers will have these >> did you bring one let me let me >> yeah go >> see if I can guide this a little bit so the board can absorb it better. So I know the administrators been talking and I know they have thoughts and I think that's where we need to start. Okay, you guys have to be the implementers. You have to do it dayto-day. You understand your buildings better than we do. So, you need to guide us. >> But here's the things that I think the board wants to know is how do we avoid disruption in the classroom when a kid becomes entrances and just says I'm not doing that. I'm going to keep it in my pocket and you can't stop me. How do we deal

049with that without disrupting the classroom? I have my own ideas, but I want to hear what you guys think. >> Let me see. >> What do we do with the phones? Do we do we say when you walk in the classroom and I know that's the idea you guys have um and how do we discipline when we particularly you know the first offense I'm I'm never huge on slamming people on the first offense when you get the third offense you know you know you're just you're being defiant and saying I'm not going to do what you're telling me what do we do then >> so with that I'll turn it over to the administrators and you tell us what you think I'm being told back here I'm the most senior. I don't know if that's

050the most senior. I shaved my beard. I shaved my beard off to look younger for this. Well, guys, first let me say and you all know this and it we had committee meetings and we talked about it, but my mindset changed a little bit when I heard Jason Long talking and I said we need to do something. But I can think I can speak. I know every high school in Mercer County is different. We have different kids. We have different but I think we'd all agree that cell phones are very disruptive at our schools. I and speaking of Bluefield, you know, a lot of our drama, altercations, we don't have a whole lot of fights, but a lot of verbal things, a lot of different things that happen is I I don't know the percentage,

051but I would say it's a very high percentage that a cell phone was involved. Um, not to mention, you know, Paul talked, Mr. Hajes talked about uh the mental health and, you know, I'm very big on that. You can, you know, us as adults sometimes see things that other people are going on vacation and we're sad because we can't take our own kid families on the vacation. You know, it's all the way across the board. But anyway, you know, a lot we and as staff members, you know, last spring talked about that we need to to somehow get rid of them. Um but I know that that is a big task and I know that um but again, it's very disruptive to our school. Um, but after speaking to or listening to Jason Long and

052what our legislature wants and what you all want and and what the governor wants and others that, you know, we would like to be able to remove them from at least instructional time. Um, you know, at the minimum, I know it'd be a very hard task. We were talking and guys jump in if I say something wrong, but it'd be a hard task to find time first thing in the morning, take those and then find time at the end of the day to then pass those back out. Uh other school systems have done that. But I and you know talking to Wheeling Park and some of my friends in North Carolina and Florida, you know, that have already implemented this. What they do is they have a system to where during class time bailto bell

053they have some kind of a device or box or sleeves or something to put those cell phones in while those kids are in class. Um, and then they do allow, some allow it during lunchtime, during class changes, which I wouldn't be opposed to that, but um, but during that class time, you know, we talked about getting boxes that, you know, there they have assigned numbers. It's a part of their pro teachers procedure to come in. They put those in those boxes. They're numbered. They lock those. Um, and then at the end of the day, they take a minute or two, you know, as they're closing down their lessons to give those back to their students. Um, you know, I I tell a quick story. My my daughter went on a mission trip with West Minister

054to South Carolina and when they got off the bus, they had to give their cell phones up for seven days. Now, my daughter just graduated from Bluefield High, but probably like a lot of kids and grandkids and others, they live with their cell phones. I asked her when we couldn't speak to her. We didn't know. We just got updates from the leader and um that they were okay and so on. But I asked her, I said, "What? How was that? You know what?" And she said, "We struggled the first day, but day two we talked to each other. We sat and she said acted like old people is what exactly. But she she said we had conversation and we had to learn to talk to each other to the adults in the room to the

055people we were helping. Uh because you've seen it many times when they're helping people or doing things they have their phones. You see some of them are working and some are looking on their phones. But I think that in my opinion I think it'd be the same in the classroom. I think we would get back, you know, as we just talked about test scores as we're striving to all get better. Um I think that that would again it's it's going to take that disruption because even when they have them in their pockets and my kids were good kids, but I know for a fact when they were in their pockets and they get that buzz, they get that ping, it's distracting them. Um, so >> I I mean I don't I don't I know it's

056going to be a big the problem is it's going to be a lot of heartache on us when we implement this because it's whatever we decide to do. Uh, but Miss Mitchell said, you know, we had a a good policy at the time and, you know, it was hard to, you know, we could, you know, we could talk to teachers and we can do some, but then, you know, I'm sitting here, you know, this would be the second year I've had a full math staff for, you know, six years before. I didn't have a full certified math staff. So, I'd have it, you know, I'd have, yeah, I want to drop the hammer when the teachers don't do what they want to, but I also don't want to, if my math teacher lets them use

057cell phones, am I gonna get rid of them? Um, so or push them out the door or tick them off so they'll move to Pike View and Princeton or whatever. Um, I'm just being honest. So, yes, we weren't the best at, >> you know, doing that. But I think this would if we did something like putting them in some kind of a box or a device that that kind of takes it out of the teacher's hands. And it's way easier if we walk in and Gail Web the students sitting back there on their cell phone. That means number one, the teach student didn't do what they were supposed to and we can very easily then talk to that teacher and have convers fierce conversations about what the policy is and what we're supposed to do.

058>> So what are you proposing to us? >> My guys should care or I'm proposing that we let them use them during uh breakfast time or during the morning when they come into the gym. When they come into class they you want to show them a box, you know, that's a similar box. They'd have to put them in this this box. >> But it's just got 36 slots in it. They just slide them in it. You lock it. Teacher can put it behind their desk somewhere that it's not easily accessible. And then if there's an emergency or something, you just pick it up and roll with it. It takes about 20 minutes to build it. That's about what it took me. And I'm not crafting. So would at the end of class would the teacher

059dispense the phones >> as they're leaving the room? >> Just what's your number? Here's your phone. What's your number? Here's your phone. >> Okay. >> I think that I mean I don't know. And most of us I talked to most of us and we have the ISA money to purchase them. It takes about two days to get them from Amazon. >> That same I wanted to share and >> if you get an otter, >> he got a um >> he got a message from a friend that teaches in North Carolina and I hope he's okay that I share this that they went to instruction like no cell phones during instruction and he said it was the best first three weeks he's ever had. >> So that makes sense. >> Anybody else want to see >>

060I got she showed me yesterday. >> We have talked to several other something completely off, >> right? We're all trying to figure it out. >> Yes. >> So, so the next question, and this one's very important. So, teacher sits down. Everybody's put their phones in the box. There sits James. His phone's out. I'm not giving you my facts. >> What do we do? >> I kind of like what you and I talked about yesterday. I think that we had this conversation that we just >> get that fill out that sheet, turn that into the office, and then >> one of the assistants or myself bring that student down individually and talk to them so that it's not a major disruption in a scene >> and don't waste time. Right. Right. So, so what what we

061talked about was you just have a form on your desk and it says James refused to turn in phone. You sign it, date it, and send it off to the office and then the administrator >> or they could just put it in wee us too. >> You could do that. So you're not well yeah >> because it pops up on our it pops up on the dashboard >> right >> and we watch the dashboard. we could just get them and bring them down. >> And that way you're not spending time as a teacher fighting an issue that you can't win because you're not going to wrestle with the students to take their >> And I think Chrissy, Mike, Beth, and I in the middle school, I think what Miss Mitchell said is correct. We need

062to get together and make sure that we're all following the same >> exactly the same thing. >> Yes. >> Right. I told Anna yesterday, I was involved in that conversation as well and I told Anna yesterday I I really think in order to enforce that you're going to have to involve parents and that you're going to have to take phones and make parents come and get them. I mean, I just because if you're giving them back to the kids, if you make it difficult for the parents, then you have a better chance of them making sure their kid I mean, not every parent's going to, but they're going to be mad that they have to come down. They're going to be mad at you, too. And I apologize for that because I know that's going

063to be the case. But hopefully that will help prevent it if they have to come down there and get it as opposed to the kid just getting it back at the end of the day or whatever. >> So I would agree >> where you've got one of the things on this policy for high school that I think agree needs to come out. >> Can't put them in students lockers. They won't do it. >> Some of them don't even use a locker. or the girls will slide them in their, you know, their tops and the boys will put them in their pockets. So, this and I got a a message from a friend that that reached out about a school that did it and they were expecting the worst and they've gotten good results. You know,

064kids are talking, they're not dealing with them. And you know, when when they've got five minutes from this class to the next class and they're in the hallway, I mean, I'm surprised there aren't a lot of bumping into each other because they're walking like this. >> No, they are. >> Same thing Same thing with lunchtime. You know, we can't I went I used to go to some of the primaries and when the kids get too loud, they flash the lights off and on and the kids get quiet. Well, you know, this is the only time of the day except between classes that they have to to talk. And if they want to look at their phones, that's in my opinion would be a little a little bit easier way for them to to deal with

065it. But then you guys, the principles, administrators, they're the ones that are going to have to deal with the the tough stuff. But you've all got to do the same thing. You know, we don't want we don't want somebody poor. Be Beth can appreciate this. They don't on a on a good day. They don't have service at Montcom High School. Some days they do, some days they don't. But, you know, Bluefield, Princeton, Pike View, you've you've got service and the kids are going to want to use it. So, if they don't have access, and since we're already talking, we want to improve our ELA and our math. If you've got 4550 minutes of time to teach them how to use the Desmos or whatever they're doing, then you're providing a better atmosphere. And like Mr.

066Collins said about Annabelle, I can imagine those kids being good thing is they were at Hilton Head. Bad thing is they still couldn't be on their phones 90% of the day. And >> this will come from the parents a little bit too because one of the things that the parents always say is that my kid's not going to be without their phone. My kids's not I don't feel safe if my kid doesn't have their phone. Well, they don't have it in their hand, but it's still in the same room with them. And it's going to cut down on those crazy video cameras. I mean, we used to have to pay to develop pictures and we used to have big huge video cameras. They want to film anything and everything. Yeah. >> And that's going to

067cut down on that. We're not going to have all that videoing. We're not going to have all the social media in class, the Snapchat and that kind of thing. But again, if there's an e situation, the phone's still in the room with them and they're going to have access to it. >> You have a landline in your school, Anna? They still work out of piping, don't they? >> Yeah, there's still a phone in the room. But >> I mean, um I think that hopefully the parents will be still be remotely comfortable because the phone is going to be in the room with them. And um also one of the things that I looked at because I started thinking if we lock their phones in a box during instructional time are they just going to transfer

068to one of the Christian schools. Um not I'm not saying anything negative about that, but I looked up Abraham helped me. We looked up their cell phone policies and they can't have them during instruction either and they have to have parents come and get them. And so I mean going to using the hope scholarship or whatever and going to another school is not going to be an answer for him either. >> I keep seeing a hand pop up back here. >> Miss Roberts Roberts, go ahead. >> Um I wanted to address on behalf of middle school just a different viewpoint um the policy that we currently have in place for middle school which is that uh students can have their cell phones before the school day. They put their cell phones and these kids have

069their cell phones eight times a day in the hallway. That's going to be a disaster for us. And the parent does have to come and get the cell for the first time. That's the way that we all do that in their locker. We're still going to have those Just like with the lock that refrass and again this is because middle school policy is working for the most part the things that we see with our cell phones that are causing the fight and the disruption happening either in the morning or at home the night before. It's not that they were on the bus coming to school. It's not you know most of our kids just like you two most of our kids are we teach that expectation at the very beginning of the year. We give

070multiple reminders at every classroom door. That phone in your locker, the phone in your locker. And I think we have a that policy, the policy we currently have works well for us. If we give those kids cell phones, you know, put them in a lock and take them out of the lock and they get to carry them in the escalate things for us. >> Well, we've we distinguished we the policy distinguishes elementary, middle, and high. So they can be a little different without it being a problem. Uh I mean MCOM's going to be unique because MCOM's got middle and high together. Uh so it's got to figure that out. But um >> we certainly need to be uniform across across the grade levels. Whatever we do in elementary, everybody needs to do. Whatever we do

071in middle, everybody needs to do. Whatever we do in high, everybody needs to do. >> Um middle class. It's the ones who um are obstinate about it and don't want to do it and the other kids will even look at them and say like put your phone up. Put your phone up. No, mom. My mommy said I didn't have to. And it's that mentality that we have to let those parents know and fight. It's it's and that's not the majority of kids. I mean you we say turn your phone off, give it in, but our middle school I mean our high school kids and maybe it's because you we see that every day um with high school and middle school, but your middle school kids that'll become more defiant. Our high school kids act more

072responsible than the middle school kids do. That's why the middle school kids don't need their phone, but they're also the biggest write-ups. Um and then the parents always going to give you grief about having to come get it. And it's like not like a new rule. And then they, you know, they accuse you. Oh, you're not looking at my kids phone. I don't I tell them I always say turn your phone off and hand it over. Um but it's it's um it's the this mentality that kids have this civil justice right. Yeah, we all have the constitution, but we can also we also have laws and policies in our schools that work. But people don't get that. >> That's not what they see. >> So it's clear to anybody might be listening. You do not

073have a constitutional right to have a phone in a school when you're 15 years old. >> Just don't. >> It's not part of the constitution. There is nothing in the Constitution that says anything about that. >> I can't even like >> I just can't even fight it. I'm like, "All right." >> So, and this is being recorded, so you can go back and look. You don't have a right. Where's the camera? Right there. You don't have the right. >> I I don't think cell phones were around when the Constitution was >> No, I don't either. I think you're right. >> I knew that was I knew that was coming. >> So, uh So, I think we're starting to develop a plan. Now the hard part. >> Can I have a quick get too far? Please

074go ahead. >> Need I'd like to make a comment. >> I would like high school. First of all, let me say this that whatever we do, we really need to do a superelling job to the parents. I clicked at this letter real quick. It's a good letter, but I think we got to do more than that. I don't know. I'll leave it to somebody else to make the plan. So, we need to social media, TV, longer letters or whatever. But the key thing, if you can get the parents to understand that their kids are going to be better off without these phones in there and have their support, then it'll go a whole lot smoother. And the other thing I wanted to ask, Mr. Roberts, high school principles, would that work in your school? And

075so if not, why not? Seems like to me that's the best solution what we're doing in middle school. >> Why? Why? Why? >> Why not? They make all kinds of rules that they do obey. >> It's in the con. I think somebody she said back there a while ago that that basically I guess kids have changed but when I was in school we made our I made my procedures beginning of the year and made that clear and hey they just did it. They're going to hide their >> Maybe maybe you get there. >> Maybe we get there eventually. >> Things things can change. Other schools have done it. I don't see why we're so principles. >> Well, I've got I've got a question, Greg. And you >> go right ahead. >> Anyway, it my understanding

076is when the state establishes a policy or if we establish a policy that we still the principles still have the opportunity if they want to they're adhering to the policy, but they're making it a little bit stricter or tougher. Can they, you know, we've got in here students lockers or secured lock box. Um, >> well, this isn't the policy. >> Okay. Well, but it's what, but right now what the governor proposed, we can be tougher. We can't be less. >> We can't, according to state law, we cannot allow phones during instructional time. Period. >> And then how we handle that is our business. >> How we handle it is up to our policy. And counties are all doing it similar, but there are differences between them. Could you repeat that, Greg, before I ask my

077question? What did you just >> The state law is clear. You cannot have a phone. A student cannot have a phone on their possession during instructional time. >> Here here's my question, and I I honestly don't know. So, you all probably know more about it than I do. >> Um, there's technology, I think, is a is past the phone. I see these things with earbuds. I got a buddy of mine, we fish, and he's talking. He's got his phone somewhere in the boat and he's talking through these earbud things and then they got smart watches. I've understanding the smart watches can talk. I got I've got a 30 year old citizens here. >> It sometimes keeps time, but these smart watches can you talk through driving me crazy. >> Yeah. And they're going to communicate.

078Those boxes are not going to block that. I guess what I'm saying is >> do we you need to use other terminology other than cell phone? >> It includes that number one. Okay. >> It includes that. >> But and the other thing is the question I was going to ask how does the smartphone and >> do they still have to have a cell phone close by to communicate with or is that how it works? >> Well, if they have their own service Okay. >> It depends. You can have your own service or it can go off your phone. So, so my phone can be in my bedroom and I can be in my living room and I'll get notices. >> Some you can get your own you can get a service plan on your watch,

079>> right? If you do sell service on your phone, which I'm too cheap to do. >> Yeah. I don't >> I don't really want it that much anyway. >> So, I guess have we talked about watches and stuff like that? Because those are pretty common. >> Earbuds, watches. >> But, I mean, are you going to take them and put them in the box? That's what I'm saying. I'm talking about practically if we talked about it. >> Now, this might change that. >> Yeah. >> But the watches are pretty expensive. >> Yeah. Yeah. >> Compared to $1,200 iPhone, >> well, they're only going to be able to control so much with an earbud when they don't have their phone. So that does >> Yeah, >> those are really pricey. >> Yeah, they're not we're not >>

080we're not going to have I don't think that >> if they can buy $1,200 cell phone, they can get a $200 set of something else. >> This is a We have to keep in mind this is a transition. We're not going to >> We're not going to eat the elephant in one bite. We need to take half the elephant, eat it, and then figure out what works and what doesn't and move forward and and fix this. It's going to my view as we go. It's a several year process. >> Once everybody becomes comfortable and realizes it works and it's it's successful and the kids are doing better, then it'll be easier. Yes, ma'am. >> One of the big things with the cell phones and the earbuds is of course their music. they love their music.

081Um, and sometimes those earbuds help some students kind of go into their bubble and they're able to either write an essay or do their math problems or whatever. So, my suggestion to get rid of those earbuds, like first of all, we need to tell them you can't have your earbuds, but we need to order just the little small cheap earbuds they can hook into their computers. And I also request, and I've talked to Brent about this, but I haven't made an official letter, but we need to unblock some music apps. Um, the censorship in high school for music, um, I mean, their parents let them listen to it. And if we send a letter home saying this app is open and you don't want your kid part of that, then we can deal with that.

082But I feel like the music is something that will help the cell phone, the restriction of the cell phone. I think that will help a transition go more easily. >> Can you Brent, is there a way to if you're going to allow it to use the PG version versus the X-rated version? Because I hear the language that's in some of that stuff and it, you know, it it embarrasses me and it offends me. Well, our bandwidth as well,000 >> you're not doing the thing you tell everybody else to do. >> Yeah, >> I am. So >> goose scander >> one one thing that I thought of that um when they mentioned about something to consider is the these um physicians orders for medical reasons. I know like with a window tent now you can go

083to a doctor and get a an excuse basically to have your windows tinted at a less than legal limit just because of your eyes. Um that's going to happen too. There there's going to be parents >> they have like a diabetes dexon. Well, and that we've always allowed those. The diabetes ones we've never questioned, but this would be more the the anxiety, the sensory issues, the um the the mental health type things. Just just be ready that they'll the physician's notes will come and you know the exceptions that are made there and how do you address that? We we we need to make it clear in our policy that the medical exception is not a prescription pad that says he needs to be able to access his phone all day. That's not sufficient. It needs

084to be a narrative as to why that is. Not just it's okay, but here's the reasons why. And this is the medical documentation. It's not sufficient to send a letter saying he he needs it. feels better >> or she needs it because the truth of the matter is is >> phones cause more anxiety. >> Yeah. >> than they alleviate. >> The other I agree with the I agree with the music idea. A lot of times, you know, you put some earbuds in and you can kind of get out of whatever's going on and do whatever work you're doing. I understand that. But I think that's part of a transition. I think if we start there instead of moving to there, it's going to create more problems than we're able to manage. Back in the stone

085age when I was a teacher, um I get tickled at how things have changed. So I'll just relate this to story. I used to always keep a radio in my classroom and different on different days different rows could decide what station we was going to listen to. I decided the volume for the day after and this was during their work time. I guess that's what I was talking about. So now we have all individual music that we but I find that humorous that didn't change that much. >> Another thing on the tech side is that we're dealing with now is the requests from staff for cell phones to be used. So we do need to address in the policy staff cell phone use as well even from a parent perspective. If I know my students

086would give me feedback, well, if if the teacher's using their cell phone in the front of the room, but all the students phones are locked up. >> The teacher can drive a car, but the 13-year-old in the classroom is not allowed. It's just how the world is. Adults get to do things that kids don't. >> But there's my leading by example as well. I I I'm I'm not suggesting that you should that we have teachers in the classroom using the cell phone at free will whenever they choose to text some about something. I'm simply saying there are different rules for the adults than there are for the children. That's always the way it's been and that's always the way it will be. Um >> but I agree with you. We need to have we need

087to have rules. Well, and we need to address policy. >> It's standardization >> teachers using their we have a pretty good policy in place for teachers using their cell phones in class. And >> yeah, I think one of them is an emergency situation. Most they're not allowed to use them during instruction time. >> I can think of a couple instances where we have >> but if somebody has an e if Miss Gmore has an emergency with her mom or her I mean I don't think anybody in this room would say she would be >> Oh, no. Absolutely not. Yeah, >> I mean that's more that's more of a supervisory issue for you guys. If somebody is abusing it and just scrolling Facebook or whatever during class time, that's something that you guys would have to

088address. >> Our kids are ready for I mean I will say that we did have some students last week that asked us what when they were coming in to buy parking passes, they said, "What's the cell phone policy? We I know we're changes are coming. What is it?" And of course, we just kind of answered, "It's being worked on." They know something. >> So, they know something's I don't I'm sure they do it. >> Obviously, >> we need to certainly acknowledge that we're going to have a transition period where we don't need to to um clobber them too hard going out of the gate. Repeat offenders certainly, but those that Oh, I'm sorry. I forgot. You know, we have to use some discretion, but there has to come a point when it's that's the rule.

089Here's the rule, and we're all enforcing it 100%. We're we're we're we're going to do this and again, you know, it's this is not discretionary in the county school systems. We must do this. We don't have an option. So, we need to do it in the way that is manageable for our schools, acceptable to our students, and uh doesn't disrupt instruction, which is the exact opposite of what we're trying to do. >> Let me go right ahead. want to ask make a comment first and this is apparently coming from back in the even more stone ages than his but back when students were reasonable my students must have been miraculous I don't know talking about the music thing I would put on while they're working I put on classical music and that was so quiet

090and they worked so well and they didn't complain because it wasn't rock and roll uh but nice smooth and classical music my question is it's tell them back on the same old thing. If these kids can go through sixth, seventh, and eighth grade, putting those things in the lockers a bang pretty well. What triggers between the eighth grade and ninth grade that makes them absolutely unwilling to listen to anything that you ask them to do? What What happens in that one year that they won't they've been conditioned for three years. Why all of a sudden, yeah, we won't >> observation is because they've been using it for three and four and five years now and it's become part of them. That first few years, it's not part of them. It's not part of them yet.

091They're not they're >> but once they get in the summers and they're using it more and more and they've got it in their hand now. It's just like with adults. You watch adults. You can see some that cannot. I went at the state fair the other day and it was wonderful because most phones were put away, but this one woman I kept crossing over. She couldn't put that phone down. She had little kids with her. They're standing in line. She's doing this. >> You took it away. >> She's doing this. She's doing this the whole time. It becomes an appendage. I exactly what I observed. >> I think the example Mr. Collins gave of his daughter. When you do it, they live with it and they like it. I've read it over and over again.

092>> At first, oh gosh, everybody really hated it and I don't like it. But within a week, the kids like it more than they did when had the >> And you go in the cafeter and the kids are talking to each other and they're, you know, that's one of the problems we have today. Our kids are coming up in society which they don't >> get to play just free very much. They don't get to interact with each other very much because they're always on their phone. We're losing the social skills that come from just being open with somebody and you don't want to be bored and look at each other. So, you talk to each other. We're we're our kids are losing so much by being separated and I think we should be bold and

093do something about it. But any Okay, I've said my piece. Well, what what Robert said, but if that program seems to be working to their satisfaction, you know, we can transition this policy at some point in the future to the high schools because the kids, they're used to it in the middle school and then when they get to the high school, it's the same as it was in middle school. But right now, It's a cluster. They're all over the place. They're hiding in their places. They're dealing with them in class. I was I was shown a text last year that the kids sent a group text for a fight. Everybody come to room 114 at 10:00. There's going to be a fight. So, we cut that kind of stuff out starting this year with our

094with our high school. And then we got a that's been in middle school sixth, seventh, and eth. They should already be used to it. They're going to have >> That's what I'm saying. They are now. >> But we can't start with that. >> Why not? I mean, when when is it going to be different? If it's if if we don't do it this year, then how's it going to be different next year? How's it going to be different year after? >> You're moving slowly toward that so people have time to adapt >> and change. >> Let the administrators figure it out. They want to if they want to do it, they've got the ability. >> Yeah. Sound like here. The attorney attorney was there and those kids suicide. and he said everybody attorney They get

095used to >> I think there's nothing that we shouldn't try. >> Well, certainly couldn't hurt, you know. So last part of this is what do we do when they're violating the rules? And it's if you look at policies throughout the state, it's all over the place. Um I'm not convinced just personally that uh one day in school, two days in school, three days out of school is the least bit beneficial. I've said it in several meetings. We need to hit them where they live. This is your third offense, quarterback on the football team. You're not playing next week. Don't complain to us. You knew the rule. Uh, you're a cheerleader, aren't you? Yeah. Not this week. You're not. You love going to sporting events. You can't go to sporting events this week. Oh, the prom's

096coming up. You're a fivetime offender. You're not going to the prom. Now, yeah, there are kids that we're going to have to figure out because not all of them are going to fall into those categories. We need, you know, as parents, we hit our kids where our lives. Give me your electronics. That's what we do. And it works. It's effective. So, we need to we need to hit our teens where they live. The the the idea that the parents got to come pick up the phone the first time, that's going to aggravate some people. But someone told me a story about a kid who showed up the next day after his phone was taken. The parents didn't come in get it. He had new cell phone. Okay. So, yeah. So, some parents are just going

097to blow us off on that. But if you tell them >> Yeah. Well, you know, some people got more money than cents. Um, so what do we do? How do we how do we administer this? because I I just it's hard to believe that in school suspension is going to be sufficient to deter the people that really are going to try to ignore this policy. Well, basically again you all help down remember you had levels of offenses what they call level one two three the simple progression would be go through that progression would it not to what your possible consequences are now maybe the policy needs to be more standard um from you guys how you're going to handle so there is uniformity throughout the county but >> yeah but if you look at policies.

098None of them talk about hitting them where they live. It's in school suspension, out of school suspension. >> I've got a Greg, I got a different viewpoint than you. >> Um, how would I put this? I kind of think just because my kid plays soccer, they shouldn't be treat have a different punishment than some kid that doesn't do anything. So if if my kid is a third time offender and say is the sus there's a suspension or in school suspension then they wouldn't be they wouldn't be playing soccer that day anyway. So they're just going to hit twice because it's extracurricular. That's my viewoint. I don't want >> I'm concerned about consistency as well and also just the practicalities of administering that from a administrator's perspective. Maybe we can get some of their thoughts on

099that. But We ask you a reasonable request and that's one thing we're pretty hard on especially with that we ask you to do something pretty heavy. >> Well that's in subordination, right? >> Not um not um telling a teacher no, telling an administrator no, us having to empty a classroom because you know you're you're refusing to do what we say. We've done that a couple times in 14 years, but we really don't give them that option. So in my opin at our school, I'd like to be pretty hard on them. But again, suspensions, Mark, you know this, you've lived it. And everybody else, it's suspensions that they don't have much teeth like they used to to some kids. Not to some. Mine they get they got suspended. It was there was some consequences, but you

100know, but some there's not a lot of consequence when they get suspended. So, >> could we ban a phone? You know, at some point once you get to a certain point, you're not allowed. We used to, we would say you weren't allowed to bring your phone to school anymore. You keep it at home, but that's pretty strict. >> They just hide it. We already talked about that. You're right. >> They'll just hide the phone. >> Yes, sir. >> We lost. I totally get that, Mark. >> 2016 because we sat three football players because they third time having their cell phone. M Roberts and the brothers that were here probably remember that. But we probably lost to Richlands that year because we parked three guys. So we're not afraid to do that. But um but yeah,

101I mean there's got to be con I mean I don't know. I mean we have but we do have to be consistent because it's it's Well, but the only way we can do that because here's where you get in trouble. The policy says it's a tiered discipline and then the parent sitting in front of us peeling it and says, "Well, at Bluefield they do this and at Princeton they do this." And you don't have anything in your policy that says what what the period is. That's where you get in trouble from a legal standpoint. You lose that argument because you don't say what the punishment is in your policy. >> I'm not saying that I'm saying >> as a group they do that, >> right? as a group they decide that's >> we all >>

102it needs to be in the policy. It can't it can't be well this school does this and it's a little different over here and this kid got set out of a football game but this one didn't. It's got to be the same across the board. We're going to find ourselves in trouble. Um >> because that's what that's what courts don't like is inconsistent application and vague roles. You got to and and that's the thing about children is they need to know what the role is. You need to look at them and say, "Here's the role. Third offense, this is what's happening. There's not going to be a a grace period. Third offense, this is what happens." And I and I do believe, we talked about this. I think parents should come get them on the

103first offense. Maybe not when we start this transition, but I think right out of the gate. >> Oh, I think we should start it from day one because you got to hit hard and be firm. I think >> I think day one if they have them the parents come and get them because otherwise then it's too loosey goosey and left open for interpretation and >> as long as they know ahead of time that's the rule. >> Can y'all hear me? Can you hear me? >> Yeah, we hear you. All right. So listen, this is the way I see this and this is just my thoughts on it. No matter if you do the lock box, you do the locker, whatever we do, I think that there's going to be kids that find ways around this.

104Okay. No matter what we come up with, >> absolutely. >> We got to have a system in place. I agree with that 100%. We all agree that it is a problem. I think the two most important aspects of this is number one, let's get proactive with it on how we roll it out to the parents because the majority of the kids are going to adhere to our policy. We got that select few that we got to address and then the other aspect of it has got to be the consequences that come with it. So that's the two main things that we got to worry about. Not as much about whether it's a lock box or it's a locker. It's got to be being proactive. how we roll it out, getting parents on board, and then

105what are we going to do when it doesn't happen? >> Just my thoughts. >> Yeah. And and I think getting the message out >> I just feel like it's a lot of >> in the middle stuff right now. >> Well, it it is, you know, making sausage isn't a pleasant thing to watch, but it can be it can be pretty good when it's all done, right? >> That's my two cents. >> Well, this is making sausage, guys. It's the hard part. Um, >> so >> it's not so bad. We're used to grind it out at home. >> Yeah, I know. So, um, my suggestion is that we take all of what we've talked about today and we put it in a policy that the board can discuss and act on. Um, and I think it's

106probably good to to get out the message now that the policy is being formulated, but cell phones will not be allowed in classrooms during instructional time. Period. >> Period. >> So, we don't mean move forward with purchasing the purchasing. >> Can we proceed with purchasing the box? >> Is that what the administrators of the four high schools want to do? >> Question about the boxes. Are they what? Just a scenario. I can just predict it being a former BD teacher. What if you have a whole box lifted out of the school and sold? There's they're they're pocket. They're they're stealing them in big cities. They warned you all over the place about pickpocket and all that. They're selling for what? $150, $200 off the black market when you steal them. But we got one kid

107leaves with that box. >> I mean, >> yeah, but I mean but yeah, but we don't we we don't catch them. They're out there. I just So, just be aware of that one. I just want to give you that. I didn't Right. I want to be in >> the classroom. >> Well, we have some current high school teachers here. So, let's hear your thoughts. or the prince Mike wanted to say something too that Mr. Collins >> I was just going to say those boxes secure to the wall >> they are able to do that now Mr. time. And as far as individual phones getting stolen, that could be an issue. But I guess we >> as long as the teacher handed them out, >> I would think a teacher, they're just gonna and again, they're

108here and >> I always say I' it's been a while since I've been in the classroom, so I usually tell teachers how to how to do these kind of things. But um yeah, I would just think they would have to keep a little better eye on and have them strategically they can keep an eye on them. But >> does it have a key? >> It does have a key. Yes. I can just take the >> Now, the other question we'd have to answer is if we have an emergency situation, >> you know, do they >> do they take the box with them? Do we allow the kids to grab them and go? I that's something we would have to discuss. >> I think they lift up off. I don't know for sure. I haven't Anna's

109can answer that one, but >> I can't answer that. My thing was just take it and go with them. >> Sure. >> So you wouldn't have any issue with taking a few minutes at the beginning of class to get them in the box and then get them out at the end. You guys would have to facilitate that. >> True. >> Oh, that's a good idea. >> That's a great idea. >> Okay. >> Right. I always sit or if you're in lockdown, same thing, right? If you're in lockdown, same thing. >> Right? And then all this this mic on and off stuff. When the parent says, "I want my kid to have that cell phone." If something bad happens, there's your answer. Well, we're I'm taking all the cell phones and we'll hand them out to

110them if there's a bad situation. Wouldn't take but a second or two, I think. I I like this idea. I tell you one other little thing as a former science teacher. You put these together. I'd take about three layers of aluminum foil and I'd make a Faraday cage out of it. And that way it's not going to be buzzing and they're going to turn them off because their battery's going to be dead looking for cell phone signal when they get back. >> Oh, great idea. >> I love science teachers, man. I learned something at Virginia Tech, let me tell you. >> That's all right. >> Go hook. >> Okay. Go hook. Okay. So, one quick thing just that was brought up germs and I hate to, but it Yeah. When you put them in a

111box like that, you've got now you've got a combination of if there's a way to make them some >> Yeah. Don't touch don't. But whatever. I'm just thinking about parent complaints. So, if if my child's got their phone in there stacked on top of 29 other phones, Right. Right. And that's just something to think about that we >> sticker thing. >> Well, in our communication to parents, they're going to they're going to come up with some excuses and that's going to be one >> we can get some UV lights and put them in. >> I think one of the things this does is alleviate parents concerns about >> right >> if it's in the locker my kid can't access it >> in an emergency. in an emergency setting. Even though we have phones in all

112of in most of our classrooms now and all all of our schools have them in the the office, which is the way we used to communicate. Your dad called. He's going to be picking you up at two. >> Okay. >> One of the problems. >> Oh, I'm sure. So, so I I think what the board if and correct me if I'm wrong guys, but we would like the administrators and Rosemary to take the plan that we've talked about and come up with something that is defensible that is clear that parents can look at and students can look at and go, I understand the rules and I understand the consequences. >> So, with school starting, kids coming in the building on Thursday. So, what if I understand what you're saying is They have you walk you

113administrators and Rosemary and whoever else has to be in that circle. You determine what you want to do, but when the kids come in on Thursday, you tell them at the next school board meeting, the board is going to act on a new cell phone and make it here's what it's going to be. So, you're not wake taking the second week of school and having to take the educational time to pull everybody in the auditorium to tell them what they have going on. I have a suggestion too with that letter. I think this letter is too much. Like I I think parents are not going to read this. I mean I would but like 99% of parents are not going to read dear parents and guardians. That's one in the trash. But last week Miss

114Hypes gave us this >> Carol County policy, right? Were you the one that gave it to us, Alicia? Um, I I personally think something like this is better because it's it's broken up. It's got some graphics. It gives some interest to it. I mean, I'm not saying we have to copy this exa. Exactly. But you you're not going to get people reading a letter like this. They're just not going to do it. >> I think you make it simple and easy. Yeah. >> Cell phones will not be allowed in classrooms during instruction. There will be consequences. >> Boom. >> Well, and this has on here like what's it? I mean, I'm not saying you have to put everything that's on here, but I can even envision this being made like each little thing can be

115made into a slide that we when we post it on Facebook as a graphic, you can scroll through and see each little thing. That's just my personal >> opinion. The policy we currently have will cover us while we're doing this. >> Yeah. And they don't need to know all that. They just need to know how it affects them and how it benefits them. They don't need a history and a blah blah blah. They don't care. I mean, I'm just being honest. I just I know from dealing with parents and seeing what parents pay attention to and don't pay attention to. The vast majority, we just need to tell them how does it affect them and their kids, how is and with emphasis on what the benefit is to them and their kids. So that I

116mean, I don't know if anybody else has any feelings about that, but that's that's my suggestion about that part. And then it can be like I said it can be transition consistently into social media signs whatever we got to do. >> Yeah. Well the the the I would recommend notices in the buildings in prominent locations. Cell phones will not be permitted in the classroom during instructional time. >> Whatever you decide to do. Please don't let those that are going to break the law stop you from doing anything. And we have laws against murder. Guess what? People still kill you, Joe. I mean, we don't want to get rid of that law. What he said back there, >> I love it. >> So, make make a law that the majority will will obey and then deal

117with those who don't. You're going to have that no, like you said, no matter what you do. So, >> it's a valid point. >> It it'll get hard then it'll get easier. just that's >> actually their legislature put some teeth to their policy and um parents are charged $15 when they have to come to school and pick up their kids' phone. >> I tell you what, if if you could convince the legislature and of course there's some constitutional issues, but I would love to be able to take the phone and hold it for six months. That'd be awesome. Six months probably too much, but a week if you could say to them, you'll get it back at the end of a week. >> But you know, you got 24 hours. A lot of them >>

118you got some taking issues there with the constitution. So I don't think we can get away with that. >> I saw a remember where it was, but a school district that told the kids they could have phones, but they had to be flip phones, not smart. >> Oh, that's funny. You could have fit right. >> I do like the idea. A financial penalty would be interesting, but then how do you collect it? there's, you know, >> they don't, you know, >> computers now. >> We got the whole thing with the computers not getting covered. So, oh, we're getting better, though. We're doing better. It's just, it's a challenge. Not easy thing. All right. So, >> and I will say that you're going to see the laptop. I've said that for a while. The next thing

119that you see when we see it from middle school, high school, where the abuse and the comput [Laughter] out loud. I was very for you to come away from the education of our students to do this. >> Maybe we need to ask if we can do that. I'm not sure we can. I don't know. It's pretty broad. The the statute is pretty broad in us creating a policy. I mean, we if you damage a computer, we hit you. So, I don't know. >> But that >> that fine of 10 or $15 that would be devastating for some parents and nothing to others. I'm not sure if that's >> true, too. >> So, um All right. So, we've got a plan and we'll see where we go with it. One quick question, >> please. >> No,

120that's a that's an administrative situation. >> And you said you guys have money to be able to do it, right? Mark. >> Okay. >> Well, I'll be honest with you. >> All right. Yeah, true. >> Okay. Yeah, I think that's the discretion of administrators in enforcing the policy, it's already in place. Um so this one's some of us probably more than others but since the administrators at the high schools and middle schools are here and that is uh the fact that uh the I guess local people that are streaming are making all the money off of the product that we're producing. You know the NFL MLB uh NBA mindset comes to matter. You know, the reality of it is is our finances are going down and we need money to to do the sports that

121we do. And you know, you look at the the streaming and I I I think it was the Graham Bluefield game last year. I was watching it on streaming and I'm looking at those ads and I'm thinking 100 bucks, 200 bucks, 500 bucks, thousand bucks. And I'm thinking, what did we get out of this? Because these are our kids. we have to put uniforms on them and we have to we have to pay a significant amount of money to use the stadium and uh that applies across the county. Um it's a way to help fund those programs and and assist in the programs that aren't income producing like golf for example which is popular but and it's not extraordinarily expensive but it does cost us something. Um what Do administrators think about the county having

122a broader view or input or um connection with these people and saying, "Look, you know, we want 50% of the ad revenue. We don't want $100 or $1,000. We want 50% of your ad revenue. If you don't want to do that, you can't stream." >> I think whatever we do, it needs to be like uniform across the county because and they start like when you when you start talking with your person that does all your videography and your streaming, they're like, "Well, if you're going to charge me this and Bluefield isn't going to charge me this, then I'll just go over to Bluefield and do it." So, it needs to be very uniform because we had a discussion last year um a couple of us did with some of the people that we work with

123and that was that was a question that was brought up. Is this going to be uniform across the county or is this just school by school? Because if you're going to charge one thing and then I can do something, save money with, you know, pipe view then I'll just go do pipe view stuff instead of doing their stuff. >> We use huddle. So we're totally different from Mike and Christy because they use what do you use? JR1. >> I use >> JR1. And you use >> video productions and I use Huddle. and my athletic director and I talked about just a flat fee of like $8 per game and we can do that through Huddle. Um, but there's no way using Huddle and they're using JR1 and they're using video productions that it's going to

124be different I think depending upon which platform we use because we can control it. We don't have commentary on everything. We are going to have commentary on football this year, but we still think that, you know, if we're just charging one ticket price to view it, we're still going to be making some money off of it. >> Well, the reason I bring this up is because Jason Butcher, who runs the SCSC, has been disclosing to me what they're making, what the streaming services are making, and they're making bank and they're giving us very little. And uh you know there comes a point in time when you start looking around going you know it it's it's not a public service to make sure that the streaming services are making a lot of money. The public service

125is getting it streamed out to the public but if we need to get some we need to get a fair share of of the resource that's being created. Mike, >> course of course our end, you know, we got a couple big games at the beginning of the year and as you mentioned, um, but I in talking to Martinsburg and a few other people that I had contacts with and I did this this year, so just we haven't announced it yet, but we'll be streaming our games through video productions, but there will be a subscription and then video productions is going to give us way more than what they have in the past. you know, they would stream our games. It's free and we saw very little. I mean, it's public not I mean, we got

126a $500 check from them. So, uh, which was less than a year before, uh, when we were state runner up in basketball and a little better in a couple other play things, but this year they are going to give us a percentage of the subscriptions that they are going to we haven't released that yet and I'm people are already unhappy about other things, but uh, with the the Beaver Graham game, I needed to make sure you knew that it's Beaver Graham, not Graham Graham Beaver. Needed to make >> So, so here's the deal. It's it's only 10:30 in the morning. I'm only partially awake. >> How will we monitor what their revenue is? Like how what are they going to because that's very >> to send it this year. It's probably just going to be

127a an honor system, you know, that that they're going to tell us how much the percentage is. And we hope they're being honest. But I agree, Greg, that going in to you give us a year maybe to >> Well, sure. We can't do it this year >> to come up with a county policy. Our challenge and Abee's here and I guess would be the challenge of the schools. If we do it ourselves, then it's, you know, finding the people to do it, finding to do the >> lot of work, >> you know, and and equipment, which we have at Bluefield. We have a we've got some very good because we use box cast for graduation and some different things that we could do it but then it's finding the manpower to do that. Um and

128and what's that >> access then you get into technology and bandwidth and you know we're at different sites. We don't play at home mostly. I mean, we're not at our site, so would that would be an issue, but >> Well, I guess I I guess I'm sorry to interrupt, but my thought would be you do an RFP, >> and you say Mercer County is going to have a streaming, you've got four high schools, and and you've got some middle schools, and you're expected to do them all. And >> oh, you think >> we want to see your we want to see your plan. We want to see what you got in mind. >> That's basically what Martinsburg did with their group. And that was kind of what the conversation I had last week with video

129productions is we're the product. You need us, >> right? >> I mean, and bottom line and and this is probably not a popular thing in the community, but we only started streaming because of co >> and we we are seeing less people come to our games because they can stay home. What happened to high school sports where they come and watch support our local teams? Um, and we're not seeing that anymore. And again, uh, we've not been as I mean, football's, of course, it drives everything, but it we've not been as successful. So, we've seen our numbers drop, especially if you go 0 and2, Jim, we're we're uh our we can count how many people are sitting in the booth. So, especially if they can just sit at home and watch it on TV. So,

130Mike, you >> for free. I guess you remember you and I had this conversation, three years ago and I was able to do the counter on YouTube and there were certain games you were close to a thousand viewers and first thing I'm thinking >> let's say yeah that's that's a lot of money to give up when you have to pay all that money to field the football team. I mean, it's a major cost. And how many of those people are would maybe actually come to watch the game in person if it wasn't being streamed? You know, I I know there's people and some of my friends probably healthwise and stuff wouldn't be able to come, but still still there should be some cost involved because I can't I can't really get a a major league

131baseball game or any other athletic sports unless there's some uh ESPN plus or whatever. But what what I'm wondering is the states model when you go into the playoffs and your radio stations have to pay a per game fee, a flat fee. And it was different from single. It's different from single to double to triple A. I don't do they still have that system in place. You have to collect $100, 125, 150. >> Maybe if some that kind of model could be in place where there's a flat fee. Something's better than what we're getting now. Like you said, nothing. But >> that's kind of the >> You got to check, >> Mr. Bruce. I'm thinking that we need to pay Mr. Look at it. >> Look at it >> long term. >> Oh, yeah. This

132is not this year. This year's set. We need to be But we need to start talking now. We need to get serious about it. >> I think we should commit to have some policy in place by next year. >> By by the time we're scheduling games next year. Yes. >> Right. Well, Mike and I talked about, you know, our schools are the they're the product, >> right? >> And with with that being the product, the radio stations and the streaming people are the ones that are making all the money. So, we've got to look at what's practical to be able to to continue to be able to do that. And, you know, some people now don't come. If we if like Mike said, we go 0 and two, the attendance is going to go way

133down. We expect to be two and 0 at the beginning, >> but um that remains to be seen. But you know, we are the product. If if they don't have us, then they don't have anything they can sell. And if you look around Mitchell Stadium and Chrissy Stadium and and some of the others, they've got banners that somebody has gone out and sold. I know in Bluefield, the radio station does it. And then they sell on on during game ads in between for advertisements in between timeouts and things like that. So if it wasn't profitable, they wouldn't be doing it. >> I guess we make this policy and they say, >> "Well, that's why you do the RFP. There's money to be made. there will be people coming in to do it. >> The well

134and yeah that the concern that I had was we've heard the feedback from the the two video productions and JR1 that streaming when you say all schools it's very difficult for these to get out to all schools because sometimes the game night on Friday night you might have multiple schools and they don't have the manpower to stream all of our schools all the time. >> But if they have the I mean we have cameras in place already. All they got to do is tap into that feed. Is that not correct? They don't want that feed. They do their own. >> Well, I get that. But part of the deal is you got to feed you got to do everything and we'll work with you. >> Well, if we had Yeah, if we're using that feed,

135we don't need them. >> If we prepared, as Mike said, that it's all or nothing. It's not a line item RFP. It's all or nothing. And then we will have nothing if no one bids on everything. That's something that you all will have to deal with and the principles. So we can work at all and see all but I mean we could definitely >> sure I mean you you everything's got to be flexible when we do construction projects a lot of times we go nope we're starting over >> I can I can work on an RFP for next year. I I will ask other counties if they have one as well. >> Well apparently Martinsburg is doing it. So, I mean, I get that the soccer match at a certain school between someone, it's going

136to be a it's going to be a thumping. You know, our team's going to beat them by it's going to score six goals, eight goals, 10 goals to nothing. Uh that the streaming service may go, it's not worth it. Uh but it's it's not it goes beyond this. It goes beyond everything and everybody that's making money off our product. That's people that get credentials and are on the sidelines with with cameras. That's we, you know, Dr. Acres always had this policy. We're not doing advertising at our venues. It's time to do advertising at our venues. It's a resource and it's money. It's time to It's time to allow banners put in place that they're supporting us and that banner costs this much and the school gets the money for their athletics. >> Well, now you've

137got high school NIL. >> Well, yeah. Yesterday we got high school NIL. The SSAC is changing its policy on credentials on sidelines. So they're they're enacting their own roles that are going to come down to us and say, you know, you can't just have anybody roaming the sidelines anymore. >> And Mr. P, you mentioned it, too. I just want to reiterate the the photographs are the same way. The photographers that come in, if we're doing the RFP for video, we got to do it for photos. Same thing. I mean, it it's got to go across the board that that people that are making money off of Mercer County Schools students because that's what they're doing >> have to share that money with the students because that's where the money's going to go. It's back to

138the students. Uh, and it it's just it's expensive. You guys know more than I do how expensive sports are. You know, I haven't done travel for a while, but I remember just what travel cost. Uh, and I know a lot of people are doing travel now. I know a lot of people are doing travel now. It's pricey, but we're doing it on a much bigger scale. We got bus transportation, we got fuel, we got to pay the operator when we can get one. Um, we've got facilities we got to take care of. How much did we spend on our groundskeeping the other night? >> What was itund >> $106,000 to take care of our fields? >> Well, you know, if somebody else is making money off of that, it's time for them to share. I

139mean, I I'm just being blunt about it. you know that it's time for us to get our share of that resource for our children. Um so we need to start planning and we need to start planning soon so we can put this in place next spring and roll into the fall and then the streamers know and again we can tell them like we're going to tell the kids it's coming. There's going to be a uniform policy and we'll see where it goes. Um and we'll figure it out as we go along. I mean, there there things might work, things might not work, but we'll figure it out. But it's it's time to share the revenue. Um, and again, I don't know how everybody else feels about selling ads at at venues, but you know, some

140people think it's tacky. I quite honestly just see dollars. The little leagues do it all the time. You go to Bluefield Little League, go to Prince Little League, the fields just all the way across the back, it's ads. And you're looking, well, that was 500, that one's 300, that one's 800. We just bought a new batten cage. That's how it works. Now, uh, and the businesses like to like to connect with the community that way. So, >> that's that's the point I like to see the ads because that gives me an idea of which places I do want to shop at. Be quite honest. I do and I look at them. >> Okay. >> I decide which attorney I'm going to use at WBU football games. >> So, we set 11 o'clock as our time

141and we're on schedule. We're not going to get to everything, but I'm going to get some things that we can do quickly. Uh, the board goals. Did anybody or everybody decide we we need to make changes? Want to make changes? I mean, I'll be honest with you, I like the goals last year. >> I liked them. I thought they were good. I thought they were thoughtful. >> I made two minor suggestions on goals last year, but I don't have them with me. >> We Oh. Oh, you don't have them with you? >> Dr. has them. Is this a cup? works for me. >> Because basically if they're doing for that they're being held responsible already. It seemed like redundant to me that we had both statements in >> that makes it clear. Yeah, >> it

142does. Sounds good to me. >> Y >> let's bring it to bring it as an action item on the next agenda. >> Okay, >> that works. >> And I'll So, I swear I don't know who got my phone number, but they're killing me. Um, real quickly on the policy manual, uh, because we do have a property thing we got to go in executive session for, and I figured that would be the last thing. Um, the policy manual is in pretty good shape, but there's a couple things we need to talk about. Uh, the first one is, do we want to put because it's it is just policy. there is no procedure. Do we want to create an entirely separate document that has the procedures or do we want to integrate the procedures back the way

143we've done it forever at the bottom of the policy? So you see the policy and then here's the procedure. >> I think the procedure should be with the policy >> right below the policy. >> I kind of have evolved into that position too. Wheic >> it having a separate document makes it more complicated >> I think. So um there were and I know this we still haven't heard uh Dr. Bowling we requested what was removed because I want us to see what was removed because we may look at it and go we don't want that removed. Jason's the one that you know. >> Okay. Because Dr. Okall is now fully ingrained in the WBSBA. So, >> Jason, >> gotcha. We just need to see what was taken out in case there's something there that we

144want to leave in. >> The folks, the new policy thing is going to be awesome. You're going to actually be able to find things without getting a headache. Um, and it'll make sense. It's all set up very well, but we've got to get things cleaned up. Um, there might be some revisions that we want to do. They've warned us if we make revisions and they're not going to protect us with the legal part, but I think we're adults enough and have enough lawyers we can handle that. Um, so the next step will be to get it to a stage where we can actually talk about it at board meeting and start working on it. But we need the the removed ones first before we can get there. Okay. So, with that, that gives us about

14510 minutes for a and we still didn't get to everything, but we'll get there. Um, we need to go in executive session on a property. >> Please go right ahead. It's not looking at >> 300 boxes. >> 400 Then we probably should cover that. What do you guys think? >> I think so. >> Well, there you go. I think we'll follow our guidance from our treasurer. She's the guardian of the >> administrative decision. >> Administrative. Well, this is an administrative decision at the superintendent level. >> He's heard the board. He's heard all the board go. We're okay with it. So, now he can make the decision. I don't know how long that's gonna go. I just don't know. Okay. >> Because we're we're pushing it here. >> Okay. >> Um All right, folks. Is there

146anything else? >> I don't know how long it's going to take. You got them all right here. That's everything. That's good. But the principles just >> It's more of a It's more of a I mean, I get that. >> But I thought we were going till 11:30. >> I thought we were doing 11:30. >> We said 11:30. >> Well, that's fine. That's >> You can you stay till 11:30. >> Okay, we're good then. All right. So, apparently it was 11:30, not 11 o'clock. So, that's fine. Um, so let's talk expulsions. So >> the process of expulsions quite honestly I'm fine with we're doing a lot of them but it really informs at least from my perspective it informs me and I understand what's going on and I'm getting the perspective of the kid and their

147parents and the administrators. Uh the purpose I wanted to discuss was I'm just not convinced they're real effective and and is there a better way than just expel? Can we come up with some alternative? I mean I jokingly said what we need to do is have a room in the school. You walk in the door, you're escorted to that room. You sit in that room until bell rings. You're escorted to your classroom. Obviously we don't have people to escort but you you go to your class at lunchtime. You go back into that room and you eat by yourself. Well, I think particularly for we're talking about for THC vapes when they're not like a physical danger to anyone, those expulsions are different, but where we're doing so many for THC for possession. Is that >>

148is that helping? I mean, it doesn't seem like to us that it is because our numbers of expulsions are not decreasing and >> about the same, right? >> So, if what for that particular issue is mainly what we're talking about, right? like if somebody's violent or whatever, get them out of the school. But um but for those nonviolent possession particularly, do you all have any thoughts on any alternatives >> to expulsion that would have more impact on the student to make them not do it again? >> I mean, because the problem is they're bringing drugs into the school. That's the that's the problem is you're like, you know, you kind of got to whack them. >> But do we have an alternative? I one of the things I thought about and I and I mentioned

149it to Mr. Toman was was a uh we're going to expel you but put you on probation kind of thing. And in other words what the courts do sometimes. Here's your sentence but for the next six months here's the things you have to do. If you do these things then we're not going to expel you. If you do one thing wrong, then the expulsion takes place. I don't know if we can do that legally or not. >> That also assumes that they don't want to be expelled because some of these kids, I get the feeling when we're in hearings that they are happy to go home because they're not being penalized outside of school and they're happy to not be at school. Do you principles think that's the case? >> So that so putting them

150on probation is not going to help with that because they're happy to go home. You know what I'm saying? Well, that's I get that, but >> but I mean some kids it would. >> Right. Right. And but again, I'm not even sure we legally can. I don't think you could. I don't know if we can expel and then suspend the sentence pending probation. I'm just not sure we can do it legally. But I'm just throwing out ideas because, you know, we all know if kids expel, they're not learning, you know, because we know we also know that our our uh program for kids that are out of school is is it's adequate. And if they work, they can do okay, but a lot of them just don't bother. So, >> can I can I get

151the can I get a opinion from the principles from the middle school and high school level? Normally, not elementary, and maybe we just had a couple of them, but uh the the expulsions, the hearings, if we have a young man or woman that comes in with a a THC DAP and we're going to expel them. that recommendation right now if it happens the first day of school we're going to look at what uh first semester or nine weeks or first semester probably right instead of the year if that parent would agree to that I'd love to do the waiver thing of that so and then I could bring to you a number that uh student agreed to expulsion and that would save the principal's time of the hearing and everything else would be huge we

152could focus on instruction that's what I did in other places I know you all want to hear all the hearings, but if I got a waiver on that like we do on a termination or anything like that or a suspension and it just be those ones, anything that was a hot topic if they didn't. I think Mike, Anna, Chrissy, Beth, middle school principles, they would love to have that if if uh Tanya gave me a recommendation. I'm looking at the end of semester. I would have that conversation, bring that waiver to you. I gave you a sample before, but I just want to propose that out there. It would save a lot of time of administrators, your alls, I know you guys, you know, it's a meeting and all those things. You'd like to see

153who that is. I can go over those later with you. I don't know. But that that's my proposal. But again, it's up I think that would help the principles. They have brought that to me. And uh but again, that's that's a brief thing. I know you all like to meet with them. That's huge, too, to have that hearing with them, but that's an hour hour and a half. It's an hour out of my time meeting with them already. uh it's an hour out of them meeting with them prior to that. It's uh look at the instruction time. If you look at what the 70 some if you look at that and then you act look at our >> if you look at our time of on that not long I look over and see Miss

154Aliff what she spends time with all those things that we're working on on a kid that's just not following the rule and the parents that aren't following the rule with that parent or with that student or the or the vape shops. Now, it seems like lately here Mercer County is jumping in on that now that Greenbryer has got a little aggressive on some things. So, that's coming around the corner that maybe the vape shops may >> Yeah. >> And I know that's what Yeah, >> I've got that right there. I said the principles and you got Melissa Clemens that's got to come that she's also out there security with her when she's in here. She's got that great job to be out there to make sure our schools are safe. We got legal times, cost,

155and then uh instructional leadership that we're missing also that we need in our schools. So any way you could consider that, I just put that out there and we and and you guys add to that. But I just wanted to share that >> same punishments that we give out here. >> That's how we I get that I get that from the principles. I do the recommendation and long as the recommendation is uh what the principles give me normally what we give you very rarely you guys went against that >> for whatever >> but we did >> sure and I >> we did >> and I know what uh >> but also >> right the board has to approve expulsions >> so yeah >> we have to the first might >> we we have we have

156changed some things with very rarely with the principles and said no we can't do that we had a conversation I don't know if we you guys remember any that we didn't we sent back to you said we're not going to expel maybe very few but uh I >> think a couple >> yeah that didn't get to the board that we stopped at our office or my office but uh that's that's uh that would save >> some time but that's again that that's what you guys been different with that. >> My perspective is we don't do the grievance hearings anymore with employees. It was extraordinarily valuable to have those as a board member because you learned a lot of things that you had no other way of finding out. You just never knew. And so we

157don't get any of that information now. Unless someone calls, we don't know. U the thing about the expulsion hearings is is it does give you an opportunity to look at a student, figure out hear from them, find out what they're doing, what they're thinking. That's just my view. And if I'm if I've got to be the quote jury and agree to expulsion, then I I kind of like to hear from the the potential exfoli exfoli. And what? >> Yes. Thank you. That's a better word. >> Are you proposing this for all possible expulsions or just the THC? >> No, just the ones. No, just the ones that I feel that the parents agree to that and we talked with the principles. We did that. We had a we we had agreeable uh uh >> but

158only only for possession though. >> Yeah. I don't I don't think if it's a if it's a major one that I think that you guys need to do, we can we can adjust that. I >> I and you know, if they agree to it, then that gives me the right to to call and say, "Hey, they agree to that." And I can give you the information, you know, but if they don't agree to it, then you got to have that due process. That's a problem. >> So, >> I'm going to tell you that myself. Well, >> but you want to get the opinion from the principles. I don't want to sometimes sitting up here, they they may not want to speak on that, but I'd rather you guys speak up and say, "Tell me what

159you what you think to help you guys out. M county the superintendent doesn't even have the hearings that the Adam Henkins hears all those with the parents and then they do the same thing just put the official approval to the board and they they do that where the superintendent doesn't even hear them so >> then it goes further to the board. Yes. for that, right? It would be very secret and the majority of them are thousand We're taking multiple multipo shops or the legisle or somebody comes down on some of these places we're going to continue to see that it takes a lot of people out. >> Sure. >> We appreciate your honesty. >> No decision. Just wanted to give you guys that information. Go >> ahead. >> You do that in person, Mandy? >>

160Okay. and support. But I feel like a lot of way of what are their body after school. I would love to see the option for the child if they program quality. with a lot of education about 25 years old. And I think I mean they're high to me more of a too. >> Do you feel like most of the families you meet with would be receptive to something like that? or quality learn. put them in alternative >> and we would pay for drug testing as well. No, he's talking about she's talking about leaving them in >> family. May. >> It's a may, not a shall, right? >> Yes. >> I feel like we are doing Well, that's where they got the vape. >> Can I get my vape? What do principles think about that? A

161lot of what I read is even we're sending them home and we have the ability Mr. within the limits of the law to require some type of training, some type of education. >> We pay for it. >> Well, then you go to community connections and places like that. Well, I think the drug screening you could make part of it would be the responsibility of the family. >> If they don't want they don't want to have sitting at home, >> we'll pay for the program. They pay for a random drug screening. >> Well, that's what I was >> and we are the ones that assign this drug screening, not the parent. We say you need to get your kid, >> we're taking your kid down today. They're going to be drug screened. And could we do

162that, you know, like for example, instead in lie of expelling them, could you put them on that contract to say for the rest of this semester, you can be randomly drug tested? >> See, that's the that's what I'm talking about. That's the that's the thing that I want to really get into is this idea that that putting them out of school I mean we saw 70 you said last year a good half of them a good half of them >> 53 >> are just knuckleheads >> doing something dumb >> okay so those 53 kids at least 30 of them were knuckleheads that shouldn't have been doing something they were young they were trying to figure out the world they did something stupid and uh um we put them out of school and that doesn't benefit

163them. We had multiple families plea with us, please don't do this. They need to be in school, not out. I'm going to monitor them now. But if we can do the drug screening randomly, it's a different it's a different thing. But again, I'm not sure if we drug screen them and they're negative, then we can expel them based on what we did. That's the legal part we got to figure out. >> That I don't know. And I will say one thing as we're talking about it. There is value in a child sitting there with the five of us, the six of us up here and him listening to the testimony. How many have cried and and and wanted to give a a sorry apology message to us >> or written us a letter. >> It's

164like it's like getting dragged in court. You know, a lot of people you got that happens one time, they're never in court again ever because they didn't like the experience. It was it was horrible. Some are like it's routine, whatever. But a lot of them, it stresses them greatly. They come in upset, they're not happy, they don't like the process. It sends a stronger message in my opinion. Yeah, they're already a little overwhelmed. Yeah, >> because I think we had Did we have two recidivists last year? Anybody remember? I think we had two that had been we'd hit before with vape and they were we caught them again. Yes, >> we had a few, but most of them we don't see again. >> That's the point, right? I mean, to me, that's the point. >>

165It's it's So alcohol >> for their age. >> They used at their age. It is >> vape vapes are they illegal for that child? illegal period if they're not medical if there's not a prescription. >> I understand what all the f guilt then I don't see us sign I don't like voting on >> this is what I gave you that's what I had I gave that to you but I had coffee what the example I used Yeah. >> Yeah. >> That's one And we've had that happen many times. I don't know if we stick to what we're doing if we're getting any better this year or not. If it's not getting any better, then obviously the trend last year, we started out slow to low the end of the year >> after after the middle

166of the year got here, you know, escalation. one Friday or Thursday, we had seven in one day. So, you know, this is this is a real issue. >> Mandy, could you look for a program like what you're talking about and see >> what would be involved logistically and monetary wise and all that. >> I mean, if you can find it, I think that'd be much better than what we're doing. >> Been there for years with the parents. True. >> Yeah, the I I agree with the the sending home has just never been satisfactory. It's just not it's just not the way to do it. >> I still think we should send them home with the caveat that we have this program. You go and do this. >> But I like the idea of I like

167the idea of ongoing. I mean, if you're going to if you're going to say I think a semester is good. You know, you're going to have to do random drug transfer semester >> if you want to come back. >> Greg, you're the one best. We've all made >> this is not new. That's what I'm saying. >> Smoking areas. >> Oh, yeah. >> When I was in high school, we had smoking. >> I remember it. Well, >> you can smoke here. >> Every time I walk through there still, I think this is smoking. It's >> crazy. Yeah. >> Um, okay. >> So, it's 11:15. We're going to need to do an executive session for property. We got to almost everything. Um, because 11:30 Jim's got to leave. We need to get that done. >> Do you

168need a motion? >> Uh, >> he's ready. >> We do. I move we go into executive session for potential the potential of purchasing property. Is that correct? All right. All in favor signify by saying I. Post likewise. >> I just need >> All right, everybody. >> We need >> Leslie and Ernie. >> Well, you got everything. I think we should give them away. We can't give them away. >> We had a lengthy conversation during executive session about the purchase of real estate and we are back out of the executive session. There was no other action items on the agenda today. There's a motion to adjurnn and there's a second. Any objection? All in favor? >> I. Let's go. >> Thanks everybody. Good evening. Good afternoon.