001Good evening and happy post Valentine's Day. Thank you for joining us for the February 17th regular session of the Morgan County Board of Education. If you would please stand with me for the pledge. I 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. >> Thank you very much. >> Board members, you do have an agenda and an agenda. The agenda has some personnel items on it along with some checks. Uh and some move a motion to approve the agenda and agenda as presented. >> So move. >> Thank you. >> Second. >> Thank you. Comments, concerns, or questions? >> All those in favor saying I. >> I. Nay. Motion carries. Good things. Before I ask Superintendent
002Banks here, board members, maybe had good things. >> I like the uh decal. >> Looks nice. >> Yeah. >> Mhm. >> Maybe it draws attention away from us. Camera focuses on that would be great. Correct. I like that. >> Um and then social studies fair was >> we just got some smart kids. I'm sorry. I learned a lot. Were you a judge? >> I was a judge. >> That's wonderful news. >> I enjoyed the training that I took over the weekend that was scheduled for Morgan Town, but I had to change my plans and do it virtually. I thought it was very useful. I know several years ago they were looking at how valuable school board association might be for us, but I think they certainly reclaimed I all seven sessions to me were were
003worthwhile. I learned a lot. So it was a good thing when you can get John Roland to something that go through his thick skull. They're doing pretty well. >> Schoolboard association is working diligently. >> Appreciate it. Someone also made some suggestions to um Dr. Ollle about the way Jim Brown did a few things about keeping us more colonel and he said those are really good ideas. So apparently he hadn't seen them before so he said he would make a that adjustment banks. >> Yeah. The only good thing I was going to add tonight was about the decal and especially thanks to CNB for their contribution to support that cost of that. >> That's all. >> Well, I'm hoping we have some great news from Berkeley Springs High School next up as well. So, I'd like
004to turn the floor over to Mr. Knight and his staff. I'm not sure who's going to join you, but thanks for coming to us tonight to give us your update. >> Absolutely. Okay. So, well, thank you for having me um giving us this opportunity to share out some really good things that we're doing at Berkeley Springs High School and um go over some of the our data and our processes that we put in place. So, we appreciate that. Um all right, so we are going to start out with some good things as well. Um I've got three uh big ones here. want to share a little bit of you know good things as we go. Um but here are some three things that I think that we are doing really well. Uh number one here
005if you look at our schoolwide goal setting process um worked really hard uh here lately to make sure that this process is meaningful and that has value uh to what we're doing and what we're trying to accomplish. Um and really making sure that we have proper alignment from our school goals all the way down to you know teachers and down to our students. U making sure that we are all working together to achieve the same thing. Um so in order to do that we need to make sure that our goals are aligned. Um so we start out with our strategic plan goals or school goals. Once we have set those and and we can we can go from there. Um but we also take a look at our big initiatives like capturing guitars and constructional
006environment. Those are two big things that that we do at Berkeley Springs High School and we try to work our goals around that as well. So one example that I can give um is our math goal. So we start out we know that that's a county goal. We want to we want to improve mask force in Morgan County and our school data shows that we we want to do that as well. Uh so that's an easy one for us to establish as one of our main you know strategic plan goals. Um but then from there on how to achieve that goal um we move to our departments. So our department set that as their goal that they want to do. Um Mr. Shimble's here with me tonight. Both have been that's one of our goals.
007We both have a math improvement goal. Um, and then from the department goal, we've asked that our teachers look at that as one of their individual teacher goals of doing that. We go all the way down and now we have our student goals. So, they set those in home room and every student has has a summit of assessment goal, one being math. Um so again just trying to make sure that that's that's aligned and that we are all working together collaborative collaboratively to achieve the same thing. Another thing that I think that we are doing very well is our implementation of instructional environment. Um so this year we've moved in and training our staff to to to move from model implementation level one uh over to level two. Uh so we've had some specific trainings
008on that. We're looking at focusing on more um interdependent tasks. Um we're looking at um assisting and helping create those rich discussion prompts that they can use u in the classroom setting. Um and then specifically making sure that you know we're tying our vocabulary specific vocabulary in our classroom discussions. So that's trying to get over to a lot too. And I think that we've also set a very strong um and consistent system of coaching through um our implementation of of instructional empowerment. Um and that's you know we have a system in place to get into classrooms weekly. Um and and with these weekly classroom visits we have feedback that we can give regularly and that coaching to help us all keep moving further and further along. that way. Hopefully next year we'll be moving into
009model implement implementation three uh and getting out to um it it's definitely had a very strong impact on teaching and learning. Um just our observations and my observations going into a classroom now versus a couple years ago. I mean whole classes of students are consistently more engaged and active uh during those visits than they would have been just a couple years ago. Um and then instructional empowerment has played a very strong role in helping us get to where we are and we just hope we can we can continue that progress. >> Pause Mr. N because I don't want to get off instructional instructional environments because I'm really interested to see how that has been implemented how the uh receptive everybody is to it because that is one of the hurdles that we were concerned about
010whenever we started down that road. >> Yeah, I think uh we've come a long way. anytime that you want to you want to have anything uh with school reform, you're going to have some, you know, challenges and you're going to have uh some some folks that probably are sad and how they've been doing things. U but once we've implemented it and got going and we can see the benefits from it and we're talking about that and we're talking about the students being engaged and teachers are sharing their strategies of what they're doing and more and more people have come along. Um and and this year I wouldn't say that we we have uh too much push back. Uh I think we're in a really good place and uh you know we just want to continue
011with that. >> It it was also sold to us kind of as a content resource management platform where educators can go in and get whether it be a classroom design model for them to help implement their CSOS. But can you give me some details about if they're using that? there's there there is infinite um resources available to us. So, you know, we can >> um one thing that's great is as with the partnership that we have, you know, we we have Chris that works with us from instructional empowerment and as we're working towards our goals and we're setting those 45day goals and we're trying to achieve those, well, she's like, "Hey, here's this resource. Here's this resource. Here's this." So, she's fantastic about um bringing those out and saying, "Here's something that you could do
012at a leadership team meeting. here's something that would be good uh to do with your team leaders. Here's a good department um resource that they could use. Uh you know, we also have a book study each year. Hey, why don't you focus on chapter 10 right now? Um so, she's very helpful in helping us uh narrow that focus down and use the resources the way that we would want to use those. >> Sorry to interrupt your flow there. >> Oh, no, that's fine. Um, this is this should be uh um reciprocal. So, you got any questions along the way, just let me know. I know we have a slide at the back for questions, but it's easier just to address it now as we go. Um, I skipped something, too. I did got give you
013guys a packet uh of some some um take a look at couple of those. right now the first piece here that's not stable number one process. So once we get down to the student level, it's going to look like this for us. Uh so um this is a really terrific document that's going to have each home room teacher uh drop down menu and it's going to have each uh period that they have. Um, and that's that's going to be more for the math and the English teachers. So, when we're setting those goals, each student will have um their BOI, their MOI, and and even go back to the spring um whatever their summit of assessment was. And we've created a a goal for each student based off of their scores and a stretch goal for
014each student. um and then we can implement or we can input uh that data in there and keep using this document and showing progress towards those goals. So I wanted to show that before we move too far along. Um and then >> now those are the students. >> So the students are going to have what we're currently they have a basic um one pager that they're using. We're actually creating a a um more involved sheet that we're going to give them after the MOI and it's going to have more detail in it than than the ones that currently have. But that was just a basic here's what you know I had and here's what I'd like to see. But then we're going to kind of structure that a little bit better after this line. >>
015Then they'll see their stretch goal and that kind of thing. >> Yeah, that's this isn't out yet, but it will be after the MO line. So because the stretch go tool is that's really what we want to see for the summit of test and this MLI benchmark is going to help us get there. Um and that's tomorrow by the way. >> So I gave a staple packet here. You know I just gave my general observations on on you know what I can see. Um but we also have data that's going to support that. Um, from the very top page is our rigor appraisal. Uh, that's just simply, you know, Chris from comes in, she's going to do 10 classroom visits. Uh, she's going to talk to some kids, she's going to talk with staff, she's
016going to talk to shipping. Um, and she's going to do some interviews and then she's going to go over our processes with admin. Uh, so that's the part the process of how to get this data. And then we've tracked it here. Um, one, two, three, and four. Um and we are trending up and and this river appraisal was the DOI. You know, this is we just got back from summer. Um and then rolled this out. Uh so the one at the end of the year is going to be the one that we want to see the impact on. Um so that's this this piece here, but we are very happy with the results that we have. >> Now according to her, is that pretty average? I mean, where we are? >> She talks very highly
017of the progress we're making at Berkeley Springs High School. So, um, average, I don't know. Um, but I do know that, um, she's very pleased with the progress that we're making. Um, the next page, there's four pages here for IE data that I just wanted briefly to show you. Um, if you have questions, just let me know. Um, but I just wanted to point out like at the beginning of the year in August, if we were looking at walking into a classroom whether we could identify a learning target or not, you know, we're at 60 67% no learning target in August and now we're looking at in February there was zero at that at that level. Um, and then the student learning evidence is the one below that. again 67% not really seeing anything and
018we've, you know, got that all the way down to zero as well. Um, and that's just for you to see, you know, if you want to take a look at the data there a little bit more. If you have any questions, let me know. Um, and the next two is our live live data because we do have the official river appraisal that we do that'll be at the end of the year. But we also have our live data that we report as we're going in classrooms and I just wanted you to see the trend lines on what we were working with here. Um, they are going to e and flow just a little bit, but ultimately they're going to keep they're going to keep rising. Um so the first those two uh charts there and
019some of the things that we focused on uh like number seven on the next page um interacting with groups doing those interdependent tasks. You can see that one's um further and further up as we're getting the classrooms. Um, so that's some of the live data that we have that we can show you as well with um, and then the last thing that I wanted to share uh, things that I think that we're doing very well um, is our student intervention system that we have in place and that, you know, that's a few different things, but mainly our SAT process um, and I think we really hard to make sure that we identify kids that need interventions early and getting them in the process to get them the interventions they need. Um, as of right now,
020we've had 87 initial SAT meetings to date. Um, our communities and schools works specifically with attendance. I mean, he's already he's got 30 on his side and he does a lot of the I know we presented that to you earlier on this year. Um, so we're not going to um go any further into that. the graduation coach has 38 on his case load. Um, and you know, we report all of our our data. So, at the end of the semester, he had had 158 meetings. He had 82 parent meetings. Um, you know, helping assist those students. So, he's on a lot. Um, and then we also have credit recovery and all that. Um, more tier three level interventions interventions here. Um, we recovered 25 credits in all and credit recovery already and I don't have
021the official number for for all that we give you tonight, but I could get that for you if you need that. So, just another quick uh sheet on your handout there. um you know these um systems we have in place and supports we have in place are really tied into uh these two things that are on our balance scorecard the graduation rate and are on track to graduate and the impact is there if we're looking at graduation rate um back to 2122 as we were just getting some of these implement um these implemented um moving from 91, you know, up to 97 to um and for our graduation rate and then on our on track to graduate. So that's students that have, you know, 12 credits that are sophomores and, you know, this we we
022were at 94% and the state was at 90 and then of course that was up from 86 uh the year before. So we had a big increase uh that year in that and again I I assure you that a lot to the systems and interventions that we have in place. All right. So those are good things leadership themes. Take a look at that. I don't know if you have any anything specific you want to ask about that. Um, and then our school demographics, you're probably going to see that type of slide on all of ours. So, if you got any questions, that's fine. Um, school discipline though. I wanted to point out a few things here. As of right now, we've had 431 referrals. Uh and uh but 110 of those are cell phone referrals
023which is you know we didn't really have very many of those before. It's not something that um we address now that it's a state requirement state off um that's I I still think we're trending down as I'll show you the next slide but if you cut those 110 off you know we're trending down and again there's the cell phone referral nothing too major >> before you jump off of that just for reference for the public's knowledge how is the students um accepting of the cell phone policy. >> Yeah, you'd be surprised. They do. They accept it pretty quickly. I know they want to try to sneak them here and there and that's how they get caught. Um, but they're just like, "All right, you know, they understand the rule." >> And I think that since
024it's a state thing. If it was just us trying to implement it and the other counties around us weren't, I think it would been different. But since it's the same for everybody, I think we're they understand that >> we had some um challenges with our pro until place came into being. How did that affect you? Is it okay? You manage relatively well without having some way stable there and how things are going now? >> I I think we're we're in a much better spot. >> Okay. >> Now, I think we're really happy. this consistency back in that role. Um some expectations that that we would have is, you know, getting taken care of and addressed. >> Nice. >> So, we're we're we're very happy where we are now. >> Okay. >> Thanks. >> And then
025lastly is there's only we've only had one level four offense so far this year. And if you look at our data from before, we've got 23 stacked on the left and then 24 divided uh on the rest of the chart. Um you know, we went from 10 level fours then to five and we currently only have one. So we're very happy with that. Here's our slide. >> Actually, I had another this one sheet there for you. You had any questions on that one? I really provided that cuz I wanted to make sure that we highlighted the the 110 cell phones there. Um, and then it just gives a breakdown if you need to see a breakdown. Um so for attendance this is they could easily presented this as one of our good things. Um you
026know we finished the year at 28% chronically absent. We're currently running at 18 so we're almost around 10% drop. Um, and I, you know, I know we've done a lot of incentives and all that, uh, has played in culture building, uh, because I do want to talk about culture here once we get the traction arts info. Um, but all that's kind of working together, and we're seeing it in a lot of different ways, especially in our attendance right here. All right. So, I already went over a lot of this in our good things. I wanted to talk about, you know, how much effort we put into making our goals meaningful. The strategic plan is something we've had to do for years, and it's is that what it is, something we have to do, or is
027it is something that's that we're going to benefit from? Um, but these are the goals. You know, we do have our our uh testing goal, and that's both for math and English, but we're really focused on that for sure. Um we we wanted to decrease chronic absenteeism. You know, it wasn't that long ago it was much higher than 28. Um and uh on track to graduate, which was fairly low. And when we when we do set these strategic plan bills, we try to run those at least a couple years, two three years at least uh to to get as big of an impact out of them as we can. Um that's a lot of action steps there. You got any questions on any of that, you know, just let me know. Um, I did provide
028our data from the last two years on each as well. It meant your your attendance data. Um, I know your 28 was EOI at the end of the year last year, but to go from 28 to 18 is pretty significant. >> So, other than the incentives you referenced, what else would you contribute that success to? >> Well, you know, pulling some of our information out of our capture sparks data that I'm going to get to here, um, might shed a little light on that. Um but you know we've worked conjunctly with you know making sure that we're properly implementing capturing these parts and that we're properly implementing instructional empowerment. Now I know um kids have given some direct voice to teachers that they really enjoy being able to work together in the classroom and that's
029what we call you just interament task and making sure that um they're actively engaged in that. Um, I think they're being challenged a lot more than they have been. Um, and I think that plays into it as well. >> Okay. >> Um, we've done some bigger schoolwide incentives that I think they wanted to to be a part of. Um, so we've tried to balance some things out to where, okay, you might have to accomplish something to make this incentive. Um, but then we're going to provide another incentive that's just attendance. Just come. If you come, you can meet that one. So, everyone's going to be able to meet something. Um, and you know, with capturing kids hearts, we've we've hammered out the importance of relationship building and doing that from, you know, day one. And
030you know, if if kids have adults that they that they like and trust and want to be around, they're more likely to be here. I think that they're challenged in the classroom, they're more likely to be here. And if they're given little incentives of things that they want to do, they're more likely to be here. So, I think just tying that all in together. um helps play a role in that. All right. So, achievement, we are held solely accountable for our SATs at the junior level. Now, we do test the PSAT9 and PSA 10. Um we use those as official benchmarks. um because we're working towards this one. Um from this data, you know, we're slightly behind the state average on both. We do have um a lot of things in place for this goal.
031It's actually your last handout that I provided. Um and you can just take a look at that real quick. a lot of the things that we're doing and I don't even know if that's a comprehensive full list but a lot of the things that we're doing um but we're having a lot of conversations a lot of discussions a lot of meetings on our data what we're doing our action steps um and benchmarking that the after school tutoring that you've got on your goal steps, you have good attendance at that. >> So, it was slow getting up and running and we only have probably a few um per night. I know we've got about 15 signed up now. Um but on this step here, um we are taking signups in math classes right now. Um and
032that's going to be available to all grade levels, but we we do want to target the juniors if we can. Um we're going to start on the first Tuesday in March. We're going to run all March and into April um and do some specifically PSAT SAT related tutoring. Um we're going to have some practice tests. Dr. Robert's going to come in. Um so we're taking sign up for that right now. So that's the piece that's specifically going to be tied into this goal. Um but uh we do still have general tutoring um with Miss Lan and Miss and that will happen on Mondays and Tuesdays as well. Is that is that for anybody or are you asking for referrals from teachers to ask people ask students to go into tutoring? >> So tutoring is for
033anybody and it is an intervention that we go over on our SAP meetings. >> Okay. >> Um we can't require it. >> Okay. >> But we strongly recommend it and we put that in place that we you know in in our documentation how we recommend tutoring for you. We'd like to here on Mondays and Tuesdays. >> Okay. >> Um some some some of them are um but some of them don't come. Um but it's open to anybody. Uh we do take referrals um and it is an intervention uh that we give and now now we're going to do specifically uh SAT2. All right. So, our trend out of there, you know, we are trending upwards in English. Um, and then math is up and down. And, you know, that last handout shows you some some
034of the major things that we're going to to address this. Uh, we do test tomorrow on the MOI and really excited to see, you know, what we've done so far. Um then we'll go from there. We'll take that data and those discussions and um start preparing for the summit of past in April. This was just our BOI. Again, it's at the very beginning of the year. We haven't really have any instruction yet. Um the important piece is going to be what happens tomorrow. Um but we did have uh some brief surprising results I thought for nth grade reading um for that early in the year. >> So I put you on the spot regarding math because math is a challenge across the whole state. Are the eighth graders not seeing standards that they are expected
035to know when we get to nth grade or are they just not fully understanding the standards and standard? I think because we've had several discussions on this um prior grade levels we would say they are lacking skills that they need. >> Okay. >> Um the students that are coming that group there and the students that are coming behind them are um at a much higher level. >> Okay. >> Um so we are we're definitely excited to keep pulling these kids in and working with them. Um so we've done a little talk about that you know eth nth transition um maybe how we could collaborate maybe a little bit more um on talking about specific skill deficiencies. Um we have used ISL a little bit there as well. Here's here are some skills we need to
036get you up on um while while we're while we're instructing. Uh we've identified um some some areas in math and English because this is all tied together of just as we're teaching this skill. Here's a prerequisite. We're going to teach that at the same time and we've done kind of bursts, you could say. Um just to help get them up to speed. Um so we've done a little bit of that as well. Um doing some prior skills as we're teaching uh to try to get them, you know, up to where we want them to be. So again, um, with everything we've done, I'm anxious to get them through that testimony. >> Well, math is an interesting phenomenon. I'm not trying to get into the weeds of this conversation and I guess more to get to,
037but you've got different specialties with geometry with algebra and wondering what is on each of these assessments to when our students are getting into those specific classroom. And I'm uninformed of pathway that you walked these kids through with that. Is that still aligning with what we're looking at in this or is it not? >> So, algebra, algebra goes into a freshman year. I'm not sure this answer or not. And that's where the weeds are. Algebra they're doing freshman year. Are they going to geometry the sophomore year? And are they seeing geometry problems in a freshman in a freshman assessment that they haven't seen yet? on the PS89. >> Yeah. I think if if you look at the breakdown, there is certainly some some geometry on uh on the PS89. >> Oh, sorry. Am I right?
038They're on algebra than geometry. >> Algorithm. >> Okay. To make sure. Thanks. >> So, they are going to there are going to be some things that they haven't seen much of >> or very little of. Um, so that's why, you know, when we're looking at these benchmarks and going from the SAP 9 all the way up to the SAT, you know, that's all designed just to get them ready for that SAP have it all. >> Okay. >> Um, so how they get there, you know, if we have to regroup and do a little more algebra even in geometry, you know, we might have to deal with that. >> Um, >> you're diving into all that. You're looking at that. Wow. >> Yeah. We break the test down and it breaks it up and shows you
039the percentage of how much of each content is on it. >> Okay. >> Um and we can take a look at it that way. But again, you know, like we said, some of the kids are going to see things that they've never seen before. >> Okay. >> And that's going to reflect in the score that they get. >> Okay. >> That's enlightening. Thanks. And then this slide, what I'm what I'm really excited about this slide is, you know, again, this is the beginning of the year. You know, we want to get them on, you know, on grade level or proficiency, I should say, by the end of their year here. We have a very large number of level kids here to work with. Um, especially in English, they're almost 50% of just getting them them
040up. um and a fairly large number for math there for the beginning of the year. So again, once we get to the MOI in tomorrow, we'll see, you know, where we are and and uh you know, keep working towards that that sum of test at the end. All right. So, one of our big good things, and I think this is going to tie back into Dave's question, and we're going to, you know, go over some of our results here. Just take a look at that here. Um, while you're looking at it, I will just point out that if the question is highlighted in green, or not the question, but the standard is highlighted in green, um, that was at or above the national average. And if you look at 22 23 baseline, that's all white.
041Anything moving from year to year that's green increase. Anything is red, a dip. Um, and this is our student survey. Even your reductions are very minimal. I mean, they're >> Yeah, slight dips. >> They're slight. They're nothing even. >> Mhm. >> And some of these don't pertain to high scores. They're not really >> I like to go I like going to school most days. >> So, some of these are not high scores. You're going to get down. >> You're going to get a positive response from so which is okay. >> Um, so A couple things that I would point out there. Uh 23 of the 26 improved this past year. Um six have improved every year since we've started. Everyone but one and 26 is at its highest. So, that's the student one. I did
042include the family one. Um, and I'll give you a little bit of information about the teacher one. The same thing if you want to take a look at that one here real quick. You got 268 family surveys. >> So we set one of our LSIC goals >> and we gave the kids an incentive that they got. >> I thought we were tracking people down athletic events. >> And of course we posted the QR code online too. Um, >> you went from 30 to 268. >> It's pretty impressive. >> That is a lot of incentives. >> And the scores got better >> in doing so. >> So, all 14 of 14 improved. >> Mhm. >> All of them are at their highest. >> What was that incentive? >> Except the one break before Christmas. >> Yeah.
043>> Christmas break the last day. >> I think it was. >> Yeah, I think I think so. Did you fill one? Did you fill one out there? Yeah. >> Did you fill one out? >> Uh, yeah. I believe I did. >> So, at least one of them's legit. >> All right. So, last one here on that is just, you know, all three surveys, including the teacher one, have improved. Um I was I wanted to give you the samples of what they look like there for the family and the and the students. Um 11 of 18 when the teacher went through five of theirs was at the national average or above and that's just going to be our trend lines. Those are just some things we've done. I mean, there's a lot of things like this.
044Um, we got dancing in the park. We've got one of our groups of day daycare and kids. Um, we got organizations that that participate in the park decorations. Um, we had one fast night. We've got another fast today coming up. Um, picture on ourformational arena there. Um a lot of things that we did this year with freedom week and uh so Hope Church there um they fed our faculty on one of our PL days and they're actually going to come back in March and uh provide the lunch again. Uh the main thing is our LSIC goal, our main goal, and we're working this year to establish a functioning PTO. We haven't had one. Um so we are well on our way with that goal. Uh just a couple more steps and then we'll be able
045to get it front. All right. Uh academically, you know, we're really just hoping to be able to continue this partnership uh with the short environment. We've made such huge gains in such a short amount of time that we would like to see that continue. Um, and it's no secret that we we need storage buildings for a lot of different reasons. Um, I think we got a couple ideas and then special awards. I mean, we did a lot of our big awards at the, you know, the December meeting. So, anything that's come up, you know, between now, you know, then and now, um, you know, Cameron Spade is a national merit semi-finalist, which is a big deal. Um, Abigail Close first place in Golden States in the science fair. We had uh so we had 12
046first place winners um at the county social studies fair. Now that was projects some of them were doubles so more than 12 kids who are going to advance the region and hopefully we'll get some first places that that can go on the state in that group athletics I mean volleyball first time ever hosting a regional match and they advance to the semi-finals that's that's awesome girls soccer they went to the regional championship Kad state qualifier cross country boys team were state qualifiers and then uh this would be two um cross state qualifier >> always have seem to have good runners >> individual sport they you and you alone can make that happen. >> Yeah, I mean they they do well. >> They do. I know we have some questions along the way. Are there any
047others? >> Before we get into questions, I'm going to give you an opportunity to introduce and just say a couple words about our future approval we have tonight. Sure. Got somebody joining you here. >> We have to. So, if you know back there, that is coach. He's hired on as our new uh football coach. So, we interviewed eight applicants. Um, you know, we put a lot of time uh into making sure that we find the right person and uh we had a few shots and we were just blown away uh after we met him. Uh he's very enthusiastic. Um comes highly recommended. Kids at Hedgesville are going to be very upset to see our kids are going to be very excited to get him. Um, but no, we he sharing the vision that we want
048to see for Berkeley Springs High School football. I mean, he's the guy that's going to make that happen and he shares our enthusiasm for making that happen. Um, so again, we're very thankful to have. >> Congratulations. Thank you very much for stopping in to see us tonight. Uh, so I'm assuming coaching football at Hesville, coach anything else as well? I have coached baseball for the last four or five years there now. >> Wow. Okay. With that great staff and great program they have over there. And I've coached football for the last three at the varsity level um with the position group of the O line. Um but no, I'm excited to be here. Um that athletic accomplishments kind of drives me even more and I think that program listed um for notable achievements. So that's
049something that just chalkboard material for me to be driven to have successful young men in your county high school. >> You got a first kickoff or event or activity kind of thinking chewing on to get the kids attention for a minute? >> Yeah. So I plan on using player interest at the school meeting. I would also like to have parents later in that same evening or soon to introduce myself to parents with the road up schedule of what our plans are of having offseason lifting and then eventually the use of flex days. Um also plan to do team bonding things throughout the year months that invites families out to watch their kids compete, right? I want to build a competitive program. So the mindset's got to be competitive edge. Um, even if it's just a,
050like I mentioned, a whipple ball or kickball game that parents can come watch their kids participate that seniors have drafted on teams. Um, I'm big focus in the weight room. That's my goal right now is to get kids out and conditioning and get involved with that. Um, plan on going maybe watching a few athletes participate tonight's game, uh, the basketball that they have going on tonight. Watch coach Brener as well. Um, he's been awesome in this program. But no, I plan on having a lot of offse excitement built up with youth camps, team nights, bonding nights, community events that it's like a little tailgate thing where we meet the team night, things like that that we can host here. >> Nice. Well, welcome. Welcome. Appreciate you coming tonight. Thanks. >> Thank you. >> He's a
051Petersburg High School graduate. >> Okay. >> So, he's from a small town and has wanted to coach in a small town and he found his home right here. So, >> good. And I think Petersburg's on the schedule this year. You're >> definitely definitely used to playing with not a bunch of athletes then. You play kids both ways down in Petersburg just like Berkeley Springs. >> Yep. All four years. Both way player there. Yep. Um and I see a lot of potential here um with kids that did earn all state awards, but also I've seen potential that builds out with the roster that's still coming through. Also, my one thing I want to have too, I didn't mention it, but the middle school eighth grade night signing their letter of intent to continue their four years
052in county high school. >> Yeah. >> Cool. >> That that's something to build excitement at that level too to make them feel part of the program as well and then eventually get them into the weight room as well with the future sophomore, juniors, and seniors that will have. Yeah, that's always moving from eighth grade to ninth grade is always a kind of a >> nerveacking to nerve-wracking time. Perfect. And having that core group of your teammates is a great blessing for them. So, >> I would like to have like the present team there >> to watch the signing day. Um because you've gone from being the oldest kids on the teams, now you're back the youngest kids. So, it's like you got to build that acceptance and then we're going to be a tight bond
053group um player le um on and off the field. I lead by example on the field but also in the classroom with your other teammates, right? I'm big on I want young men uh great young men that are going to succeed outside of the sport of football, right? All aspects of lives, future and careers, education, all that that they yet to have to achieve in their young lives. >> I appreciate your enthusiasm. Appreciate Thank you. Thank you for coming tonight. >> Thank you. >> Sorry board members. Back to regular schedules annual strategic plan update. Questions for Mr. Naida. >> I say good luck tomorrow. >> Yeah, we're excited to see. >> Do you think the lack of cell phones has aided in some of this culture building stuff? You know, kids aren't walking to class
054with their heads in their phones and >> Absolutely. >> Yeah. Trying to sneak it out to see what was said or >> boyfriend, girlfriend said to them or whatever. Yeah, we can take that out. >> I will say it's been a problem though. I've had to text my kid a couple times. I'm like, "Well, he ain't even going to see it." >> So, I guess I just would like to ask I don't know how quickly you get the um middle of the year scores, but if we can see those >> just to see the good news. Yeah, we I'll make sure get everything Mr. Banks here. >> Thank you. >> We still have a lot of math teachers that are long-term subs or have been corrected. >> Yeah, I've got I've got two that are
055long-term subs. >> What grades? >> So, that's sophomores um and then sophomores and um seniors. >> Yeah. side. They talk about that training at all. I'm curious if you're >> just that it's a statewide >> I know. >> Yeah. >> Okay. >> I think it's something we're just going to have to live with unfortunately unless we're we can get >> more people to come in and you know there's there's talk about trying to get starting salaries for teachers >> up to a much much better level. I know the governor's really interested in nobody's going to get the money, but one thing at a time. So, no, when you see these people, even even when it's visually, a lot of times, they're they're shaking their heads. They're doing the same things that we are too. And
056I know Dave and I know Jackie Long who's the board president in um Berkeley County and Pat Murphy and I go back forever and they were just really pounding into the state officials. Look, these are things that just have to change because some of the things are being asked by the legislature just aren't realistic. >> Trouble with politicians and and education. It's never has worked real well when you get right down to it. So, >> but there's a lot of optimism, too. >> Good. >> I think math and special education have kind of risen to the top of the most difficult teaching positions to find right now. U science was up there. I think we've been here in Morgan, we've been able to find a few science teachers, but still science is pretty high as
057well. But, uh, I I don't know that even as you probably know, science, I'm sorry, math and special education teachers get an extra amount of money paid to them for choosing that line of work. And there it still doesn't make much of an impact. And I think one thing we have to remember is that there are certain content areas and certain grade levels that are accountability areas. And not every teacher wants to jump right into that when their GSA scores are reflection of their, you know, performance, whether it be 11th grade or whether it be 3 through 8. Um, sometimes teachers shy away from those and want to take uh positions that are not the accountability areas. So that's we've seen some shifting there, too. Super turn backs, any comments on BSHs? >> No, your
058data looks really good. I think from capturing kids hearts to instructional empowerment, uh, we see significant improvements. I really like to see the improvements in the student survey data that you showed that students um, despite Mr. Linton says like to come to school. I'm just kidding you, Mr. Linton. Um some um I don't know about that that week of snow and how they came back on Monday, but uh that must have been hard for high school kids to get back up and go to school after being off for a week. Our neighbors had a fog day, a two two-hour delay today for fog. >> We didn't quite see the same fog that they did over there, so we didn't have a delay, but um yeah, was bad in some spots. >> I got one more
059thing for you. uh the misconduct. So, uh previous years we've had issues with the vaping. Is that still a consistent uh driver of these numbers or >> Yeah, we we we definitely got several vapes in that in that number there. >> And do those sensors and everything help out? >> Yeah, and you know the camera won't activate. So once once the sensors go off the camera and we can see who's in there. >> But the problem is there could be multiple people in there. >> There are but you can you can sift that out and track you know well student A has been in there four times. >> Yeah. >> As like you can start to catch patterns, >> right? >> But they they're crafty on hiding it right >> still. So >> yeah. Thank
060you again. Thank you very much. >> Board members on to reports and communications. Uh I don't have anything board already said it all. Um, I'll I'll you Mountain Movers and Empower You, a couple of uh the middle school groups that uh go in and volunteer shed some try to build some positive uh masculinity and and femininity, womanhood, manhood stuff. Uh both groups have been going really well. We've had some, you know, staffing, I guess, issues at times, but, um, we seem to have resolved some of that. And, uh, it's, you know, at the middle school, uh, just the way the, you know, permission slip process works at times, uh, the kid, it's an active permission slip, not just the passive. And so, uh, the past couple years, kids have not been too active in really,
061you know, getting that permission slip signed, whereas this year, we've got a really good group of kids, uh, young men that, you know, are engaged, that want to be there, that aren't just there to goof off. Um, and so it's been a really good experience with Mountain Movers and Empower You. >> How often you do that? >> Once a month. Superintendent Banks. >> Yeah, I just we are doing our third round of walkthroughs. The county office does walkthroughs in schools that starts tomorrow at Warm Springs Intermediate, Warm Springs Middle. Um so we do IE walkthroughs at the middle and high school level and we do our standard county walkthrough document at the elementary schools. Um, we also finished up our fir our second round our MOI data review meetings with all schools except for the
062high school as they're doing their MOI uh currently. And um lastly, um personnel planning where we meet with principles to assess what staffing needs they have and if there are any places where we can reduce. Our last meeting with principles is Thursday. Um, so we'll have a good feel for what our staffing needs are for next year. Um, as an example, uh, we also look at policy. So, personal finance is something that we have to teach in high school next year and we'll have to find a way to teach that. And no, there is no funding source to teach that. It's just a requirement that's added on. >> So, it's a challenge because at the same time, what we want to do is we want to expand our programs at at the high school level.
063We want more opportunities for students to be able to choose their path and not restrict. And so, uh, I certainly hope that the funding formula gets addressed so that we can expand programs for high school students in Morgan County. Feel like we we have a lot of dual credit options, some AP options, but as far as CTE goes, I think that's where we really need to expand in Morgan County. So, that's all I have. >> Any questions? Thanks. No public comment. Moving on to consent agenda. The superintendent recommends approval of the following consent actions as presented. Minutes of the February 3rd, 26 regular meeting, payment of bills, budget adjustments, and some volunteers. >> I'll make that motion. >> Thank you. >> Second. >> Thank you. Any concerns or comments? All those in favor of saying
064I nay. >> The eyes carry it. Item 10, personnel. Superintendent recommends approval of the following personnel actions as presented. Good evening. >> Good evening. So on the agenda there under professional personnel, uh we bring on a a restricted teacher and also I believe back there in the back of the room, we have our new uh director of technology. >> Took my thunder. I was going to introduce her after you're done, but fine. >> Sorry. Sorry, >> not getting my seat yet. >> Go ahead. >> Thank you very much, Joe. Nice to see you. >> Absolutely. >> Welcome to the new position. Um, >> I'm sure Tom gave you a few things left to do down there, right? >> Just a few things to build, that's for sure. >> I'm sure you'll do a fine job.
065Thank you very much for willing us to step up to the position. >> I'm looking forward to it. That's for sure. And then um under extracurricular there we are bringing on uh instructional materials options may there and then also as we introduced earlier coach Watts is our new football coach at Berkeley Springs High School. Um under professional staff development number one is for unpacking the standards. And that's wraps up the agenda. And over on the agenda we'll bring on a substitute teacher. Still trying to just get in as many of those folks as we can. Um, we're bringing on a title one reading specialist which will start on March 16th and then under extracurricular we have a resignation the weight room coach at Berkeley Springs High School and then also assistant softball coach at Berkeley
066Springs High School. Um, under professional staff development number one is for curriculum planning pacing. Uh, number two is there for the NAPE educator training. Number three is for literacy task after school workshop. Number four is for the same thing. Number five was for Appalachian storytelling project. And then number six is for um the sword communities. Thank you. Entaintain a motion to approve the personnel as presented. So move. >> Thank you. Thank you. Any comments or concerns? Congratulations again. Congratulations again. Thanks for coming tonight. All those in favor of saying I. >> I. I. >> Oppos? Nay. Eyes carry it. Uh, I don't have anything on finance and budget, right? >> Okay. Program planning. We're on the calendar of events then. Board. >> Goodness. >> We are at Woodmire. Please make a note of that. and
067the beginning of March and Aaron gets her first opportunity of midyear financial review at Woodmire. >> She's very excited about it. >> I think you're putting words in her mouth, >> but you'll do fine. >> Yes, you will. >> Uh, any questions or comments in regarding the calendar of events? Entertain a motion to adjurnn then. >> So move. >> I'll second. >> Thank you. Comments. >> All those in favor saying I. >> I. Nay. We are journ. Thank you all very much. Enjoy the last couple hours of the warm evening. >> Yeah, cuz it's supposed to snow on Sunday. Yeah. Just snowing.