MCS - Board Meeting 1/20/2026

001Good evening to everyone. Those of you elementary, thank you for hosting us this evening. Uh roll call has been passed around at this time. Would you please stand for the pledge with me? 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. >> Board members, you did receive an agenda with some personnel and some checks. um draw your attention to personnel. Um there is one item that I need to delete under 3B. Uh the words longterm need to be removed. And that is on the agenda, not the agenda. So may I have a motion? Actually, I'll make that motion to amend the agenda. May I have a second? >> Second. >> Thank you. Comments or concerns or

002questions? All those in favor saying I. >> I post. No. I carry it. First up are good things. >> Yes, sir. I've got a couple things to share. >> Nice. >> Um first of all, we've had we've had two audits in the last I guess month, month and a half. U first uh talk a little bit about the prek audit went really well. uh they praised us for uh our collaboration and the creative ideas that we have had um in our preK program especially with pairing with Head Start. Um also no findings which that's the kind of the meat and potatoes of it. No findings in the prek audit. And then secondly we also had a financial audit and met with the uh gentleman Michael >> the city. Yes, the city yesterday also very clean

003audit as you would expect with Ann Bell as our treasurer and uh no findings there either. So we will find out more details on that as uh we move forward. But both audits great and I just want to thank Ann and Summer for all their work. PreK is a beast also. There's a lot of uh thought to that and um they were here. They're very thorough and summer's fairly new as you know and so just really pleased with both of those audits and both programs in the right direction. And then finally um this is going to be a good thing at the February 3rd meeting but I wanted to announce tonight that uh this is a mouthful. So here we go. the 2025 American College Application Campaign School of Excellence. Pop Hall High School received

004that award. The only school in West Virginia to receive that award. So, it's chosen by um I think it's the College Foundation of West Virginia. Is that correct? And so, Papa received that award. Um, and we're going to ask invite the principal and counselor to come to the meeting next time and honor them. Uh, we do know that they'll be heading to Charleston at some point in July to receive that award. So, those are good things. >> Please pass along our congratulatory and thanks to them. Look forward to seeing them February third meeting. >> Board members, any good things to kick off? Well, I was just thinking about all these wonderful banners around here. Very good awards. >> Nice teacher. >> Had a few teachers in the year. Service teacher of the year. Thank you.

005Well, at this time, I will turn it over to the principal of Pleasant View Elementary for our annual school strategic plan update. think she is loved by her staff. >> Loved by her staff. All right. Sorry. I thought I thought that Aaron had control of that part. Um, thank you for visiting Pleasant View Elementary this evening. Um, I'm glad to have you here for me to present our annual strategic plan update. The first thing that we are going to start with is good things. Um, I have three good things from here which I'm going to get to. Uh, but before I go into that, a good thing, not in here, but I just feel like it needs to be made mentioned, is I am very appreciative of my staff here. Um, that is definitely a

006good thing. They all have great working relationships with each other. They care about the kids. They have supported me as a newcomer coming in last year to them. Um, and I could not do what I do without them. They are all fantastic and I cannot say enough good about them. So I appreciate them being here tonight and I appreciate them every day working as hard as they do. Um so my good things for school, three things that have been successful at our school this year. The first thing that I noted was our capturing kids hearts program. Uh this program affects our school culture in multiple facets from discipline, student empowerment and family involvement to staff and student relationships and much more. I'll be speaking more about our CH data and the CKH survey slide later

007in the presentation, but we've made uh positive gains this year with our CK implementation and that's going to be seen in our survey data and I'm very proud of that. Um the second thing that has been successful at our school this year is goal setting for students. So last year as my first year um listening to Mr. Banks and the way that he wanted things to work as far as teachers and students goal setting was important to have. So we started last year first thing uh setting students goals and that was a new thing for teachers. Um the teachers had the autonomy last year to choose their own platform of information for goal setting data and they were able to select their own goal charts. As a school, each grade level was doing something a

008little different in most cases for ELA and math, but I just wanted everybody to get a feel for goal setting. So, we did set I didn't know where I wanted to start or go at that point being new with the curriculum and everything that I needed to learn. Um, so this year being our second year, this initiative has strengthened collaborative collaboratively the teachers decided to be consistent with each other. Um, and everybody's using the same goal chart and the same platform of information for goal setting data. This year, I feel that they're more comfortable with implementing the goal setting process and the meeting process with their kids since it's the second year. And additionally, the students who set goals last year now know what to expect, making this initiative very successful this year. Students set

009their academic goals for math and reading based on I read. They uh complete 45 minutes per week and a minimum of two lessons per week. And doing this work in the Ire system helps them improve where they are as far as their grade level learning. So that is how they make their form from beginning of the year to middle year to end of the year is they work through this program as part of their um goals. Students can verbalize their strengths and weaknesses as they meet with their teachers and discuss progress growth towards their academics. They can also verbalize their strengths and weaknesses to their parents when they take the reports home from high because they're familiar with what is seen on the charts and what their teacher has talked with them about. In addition

010to academic goals this year, we added that students would track their attendance. So they have an attendance chart and it helps them to see when they are attending, when they are missing, when they become chronically absent and then they can also verbalize this to their parents because they are aware of how many things and sometimes that adds up very quickly and they just don't see it unless it's on a chart for them. Our third successful initiative this year is our parent and family involvement. That was a successful um thing that we had last year. We we have parents that support us. Um but this year we have a new PTO president and she has been growing our PTO and getting more parents and families involved in our school activities and events throughout the year. and

011additional specific PTO information will be listed later in the parent and community involvement slot. So that is my three There we go. Okay. Our school leadership team consists of myself, Mrs. Bridget Christie, There we go. Which is our K through2 team leader. And this year we have Miss Morgan Golden, which is our 3 through5 team leader. We have team leader meetings on Wednesdays weekly. And then we have a K through two team meeting on Thursday and a 3 through 5 team meeting on Thursday. This year, our team leader agendas are being emailed to our entire Pleasant View staff. And I felt this was important because sometimes in the past, our service personnel, um, our cooks, our janitors, our aids, our nurses, they didn't know all the details of everything that was going on. And we

012list a lot of detailed information on those agendas. So it shows our attendance, it shows um our growth for academics and all of those things. And as a school, we all need to be a part of that. So they have, I think, appreciated now being included in receiving those agendas and knowing what's going on schoolwide. Our meetings include data analysis, professional development, team planning, required trainings, and quarterly recordkeeping. For school demographics focused on ethnicity, our um enrollment is 90% white and 10% other which is multi-racial based on 139 students. Although we have minimal diversity based on ethnicity, we have an inclusive culture here and I contribute that to the implementation of our CH program. Focused on economic status, our enrollment is 52% low SCES and 48% non low SCES. We have an abundance of support

013for our students in need in the form of clothing and school supply donations from various families in our community, parents, local churches which include Union Chapel, St. Vincent Depal, and Snider's Bible Chapel who donate to us regularly. This year also, the West Virginia Being Present Matters Initiative provided us with a $1,500 grant to purchase a washer and dryer set to help keep our clothing closets stocked and it is also going to teach our students how to care for their clothes at home. So, I think that's very important with our economic status. An additional significant demographic to be noted that is not one here um but it definitely um affects our community is our special education. We have 33 IEP students um 24% of our populations have IEP 3 and4 students which is 2% of our

014population. The increasing diverse special education demographics have led to our need for an autism aid two years ago an LPN aid last year and this year a temporary extra kindergarten support person. Another thing to note from the demographic slide and it states that our current enrollment is 139. As of today it's 134. We have a lot of students who move in and out. We have foster families. Um, so kids will come in and kids will go out. We also have a lot of families that move around to different counties and then come back to us. So this plays a part in our attendance and it also plays a part in our um academic scores as well. Um, with the small classes we have, it only takes one or two students, if they are moving, um,

015if they are missing school, if they're not focused on their academics because of their family background, it uh, has a large impact on sometimes scores in grade levels. When we have classes of 21 students, um, even with that, our enrollment over the past couple years is increasing. So in 2021 and 2022 we had 124 students. Um 2022 23 we had 123. 23 24 we had 128. Um 2425 we have 135. And so now we are like I said up to 134 again. And we usually around this time see more students moving in. So there are different times throughout the year we see students moving in, moving out. So I am uh anticipating by the end of the year we will be back up to about 139. Um our class sizes with that sometimes are full.

016Right now our kindergarten class is full. Um our first grade class is full. So if students come to enroll then we have to direct them to Meyer or we have to direct them back to Berkeley County. So, now we are going to look at our student achievement. Um, we're going to look at our WBGSA scores from this past year. Um, first we have our reading proficiency. So, we have grade three, we're at 45% proficient. Grade four, we're at a 22% proficient. and grade five is a 62% proficient and then average as you'll see in our trend data that's 44% proficiency. Um and looking at this you see that 22% in our fourth grade class is very low. Um, so when we see that, that's when we need to start looking backwards as to has the

017cohort continuously had those struggles and so when we do looking back at that fourth grade class in third grade, yes, they did. In ELA, they scored a 20% proficiency. Math was at a 37% proficiency. There were a lot of students struggling in that class. We had a couple students change as far as moving in and out. as I said. Um, so we don't make excuses. We had to look at those students that we had and see what we needed to do for them this year. So, we had one that actually needed enough help that was qualified for the IEP. We had a student that was chronic absenteeism problem and we had to go down the SAP process with that student. um be very firm with mom and there have been a lot of improvements now

018with that student. When you have a kiddo that misses 2030 days in a school year though, it's making a huge difference. So overall, that class had some things with a group of students that we need to address. We have slowly addressed this. So I'm hoping this year we see some improvement in those things. Um, I do give a lot of credit to Miss Golden though. Even though 22% water her end of the year scores, she worked diligently all year from the beginning of the year to the end knowing that certain kids had struggles and building those kids up. And even though you don't see it on here, if they did in their eye ready to make it for us. So that is a positive. fifth grade we had 62% proficiency in reading. Some of our

019strengths for our reading were for third grade writing in language for fourth grade was reading anformational text and for fifth grade was reading an informationational text. Our weaknesses for third grade were reading literacy texts. Our weakness for fourth grade were reading literacy text and our weakness for fifth grade was writing in language. So reading literacy text a little more complex than theformational because you are actually trying to look at the themes of what you're reading, you know, digging into the characters and things like that. So a lot of creative and critical thinking skills that we just need to work on. for math and third grade we were 55% proficient and fourth grade 33% proficient and fifth grade 43% proficient. So once again we have that dip in fourth grade and like I said from the

020year before they were about the same percentage proficient there. So we had to remarkable those students as far as embracing um where they had movements. Our strengths for third grade were data and geometry. I was really happy about that because most of the times geometry is a weak piece because it is not something that is filed. It's something that is touched on at the end of the year. So to see that we had talked about that at the beginning of the year and and that was a plus for me to see for fourth grade it was modeling and problem solving and for fifth grade it was operations and algebra. So thinking about how to solve problems for fifth grade, I was very proud of them. Also with that weaknesses for third grade are the operations

021and algebraic thinking. So the deeper thinking skills for math, fourth grade, numbers and operations and fifth grade numbers and operations. So looking at our issues with numbers and operations, Mr. Mr. Toby, our math interventionist, works very closely with our families on numbers and operations and he works with our teachers. When we have sat meetings for students who are struggling, he steps in on those meetings and he will provide um the families with the I Ready parent report so the parents know how to help those kids with numbers and operations. So they're not just saying, "I can't do this new math." You know, they're looking at the basic concepts of math that they need to know, the addition, subtraction, multiplication, and division, and how they can help their child be a part of the process. For

022science, we were 38% proficient. Our strengths were in physical science. our weaknesses were in earth and space science and within earth and space science um the things that we need to work on are analyzing interpreting maps and representing data and graphical displays. So that is just one thing that we um we need to touch on. The good news is, and when you look at our trends with data, it shows a continuous gradual increase for ELA and science, it shows a consistent maintaining trend for math from 23 24 to 2425. So, this is not where I want our scores to be. I was told that yeah, last year as my first year principal, don't stress with your scores to go down. That always happens. I was not looking forward to scores coming out because I had

023so many people say that to me and I did not want that to be the case. My goal was to definitely make some increases. So with that being said and with the things that I still needed to learn to help my staff and for us to work on making improvements, I feel that we did make average growth last year. So for um as you see we have continues going up right here we're the same. So this year I'm hoping that we will show definitely more growth for ELA. I feel that the increase that we had was due to teachers providing consistency with the rigorous programs for our students which includes HMH and I read Reading. I also contribute to the success to our full-time title one reading interventionist and our special education teacher who are

024using their county implement programs to target our student needs and work with the classroom teachers for science. I feel that the better students can read and comprehend, the better they're ultimately going to do on this test in addition to their reading test. So I think that as our reading scores continue to increase that our science scores will also continue to increase for math looking at why did we not have growth. I um feel that the lack of growth last year was due to having a new county adopted math series for our teachers that they had to learn um which is I ready math. I also feel that spring math which builds math fluency was not being implemented with fidelity due to myself and the teachers needing further PD for that program. We completed spring math

025PD at the beginning of this school year and since then classes are completing lessons with more consistency. I believe we'll see math growth this year due to the teachers being more familiar with the math series, spring math being completed daily, and teachers also participating this year, and professional development for unpacking math standards, which will provide the students with detailed learning targets and ensuring that teachers are teaching what needs to be taught in their grade level, not just what we want to teach. Our WBGSA tests are rigorous tests as you all know. So knowing how to navigate the tools and the test itself and understanding the instructions and vocabulary are crucial keys to students doing well. Students complete practice modules throughout the year based on our county assessment schedule to prepare them for the actual end

026of the year test. And I feel that this is a huge advantage requiring those modules to be completed so our kids do not go into these tests blind and not knowing how to navigate the test. Teachers continuing to learn how to use these modules as teaching tools for students will continue to lead an improvement in the scores. In my opinion, school discipline is something that I wanted to make some changes in last year, but I did not because it was my first year and I just wanted to see how things went that were already in place. From going through the year, I felt like that we needed to make changes with our classroom behaviors and our office referral consequences and the way we went about filling out these forms and deciding which behavior went with

027which of those things. So, we completely revamped our discipline system. In doing that, I knew that it was going to make a big difference in showing our number of incidents because they are all getting accurately reported. And I think that this needs to happen because if we have a student who has multiple behaviors in the classroom and those are not documented correctly, then those children are not going to get what they need. So it's not sometimes about our school looking good on a chart. It's about providing the information needed to give that child what they need to succeed. So in saying that in kindergarten we had many referrals and those referrals came from two students. So 20 total. In grade two, we had one student that received those two referrals. In grade three, we had

028one student that received their one referral. In grade four, we had two students, so each student received one referral. and grade five, we had five students that received those eight referrals. The good thing is is the number of referrals in the first nine weeks was 28, but the number in the second nine weeks was up. So, I was very proud of that number. Even though from that slide, it looks like there are a lot of things going on. Um so this year total we have 33 incident reports so far. Last year there were only 19 and the year before that there were only 12. So the yearly increase is due to more severe behaviors seen in kindergarten students. I feel it's where you are um seeing that huge amount of numbers. It's also due to

029providing, as I said, the accurate data of incidents that occur. Our new classroom infraction form has progressive consequences this year. Teachers are correctly identifying classroom infractions versus office referrals this year. And we're using the elementary discipline chart created by the elementary principles last year as our resource guide and a guide to provide more consistent office referral concepts to decrease the way that we have lowered our instances. Um for students in need we're following our behavior intervention plans as required. We are using check-in checkout charts for some students. We're using morning question checks for some students, providing bricks and or sensory items, providing guidance counselor and social work support, providing peer support bodies over grade levels, and commun communicating with families when we have a student who has severe issues through the SAT process or the

030question. To recognize positive behaviors, we give positive office referrals quarterly and provide random prizes for students that are caught being our attendance. We are at 18.81% chronic absenteeism. We currently have 31 chronically absent students. that means I have missed nine or more days. Most of these students have parents and or health. So, it's very hard when you have a sick kid who is out for those days. Um, and our absences this past month, we were doing really well have got off even due to illness. So, I I'm not happy about that. But I myself was one of those people that have been out due to illness and sometimes there is not anything we can do about those students. We have 49 students with no issues and 54 that need attention which have missed several days

031based on our 134 students. Now in saying that we also have students with unexcused absences and those who are excessively missing school not due to health concerns. And the way that we help those students is we review unexcused absences weekly. Our secretary makes numerous phone calls to request parent health notes. I meet with Miss Virginia Gwyn monthly to discuss our absences and plans their actions for students and me. We hold staff meetings for our parents who have exceeded their 10 excused absences. So they know the process moving forward. They also see how the absences correlate with their student academics and in every case there is a correlation for low academics due to missing school. We currently have one MDT meeting scheduled so far for the school year to encourage students to come to school. We

032do things like providing alarm clocks, providing encouragement. We do perfect, outstanding, and faithful attendance awards quarterly. We do random attendance prizes. So, if we do have a kid that's struggling and that kid all of a sudden is here two days, sometimes I will grab them and be like, "I'm so proud of you for being here. Come get a prize for my class." Just those little things so that you know that we noticed them when they were here and missed them when they're not. We have nine week perfect attendance drawings. We have weekly perfect attendance drawings for each grade level and we're starting to do classwide attendance initiatives um brought about by our fifth grade teacher and as previously stated we are also keeping track of attendance um with students using their goal trackers. We are

033trying to do all the things. We can just keep sickness down and keep parents understanding how important it is for our kids to be in school. We'll be okay. We're going to keep pushing. Our school strategic plan goals are as follows. By June 2026, Pleasant View Elementary will show 6% growth in ELA from 44% to 50% and math from 44% to 50% as measured by the WBTS. That is my goal is to be a 50% goal. So I that might be a lot of percentage points to go, but I would rather set too high of a goal and not make it and keep pushing hard than to set too low of a goal and just to make it to make the goal. Our attendance by June 2026, Pleasant B will lower chronic absentee rate to

03415%. Last year at the end of the year, our percentage rate was 21. So I definitely want to lower um that from 21% as measured by previous to. So here is our benchmark step and this is where you can really see the growth of our individual students. We always say you can't look at one test because it's just saying it's just a snap of what that does. But when you get down into the nitty-gritty and you look at daily their growth and you see from the beginning of the year to middle year how they have progressed, that's when we really get excited. Teachers participate in an intervention day here to analyze their beginning of the year deck with the title one reading specialist and myself. That's when we also complete their house 3035 letters to

035go home to families and determine which students should be referred to the sack process, which students should continue the Zach process. And it also leads to which students will be provided with reading and math intervention and which students will graduate from intervention. teachers meet with special education teacher, the special education teacher to discuss how the IEP students are best served based on this data and they also use that day to meet with their students individually to review this data and help them set their individual goals. After the middle of the year benchmarks, this process repeated and then it also involves our math coach interventions. So due to the beginning of the year data and after analyzing we had 29 students um initially in reading intervention and we have 34 students in math intervention for the

036year. That is to try to pull up our bottom quartile numbers so that they are not so far below grade level. I am very pleased with our benchmark growth from beginning to the middle of the year which is even more clear in the next two slides as I discuss the shift in the placements for students at all levels and all grades for ELA and math. I feel that the shifts are due to our curriculums and the consistency and the entwined working relationships of our staff who in addition to formally meeting on the intervention days, they meet weekly and sometimes daily informally to discuss the students needs and continuously make changes to do what is needed to provide our students with what they need to be successful. It's like if you see a little colony of

037ants and they go back and forth from each other and they'll go talk to each other and they'll plan something. They'll go back to their room and they'll pull the student and they'll try. It is a continuous process every day with our interventionists and our classroom teachers doing that for our students and it is a beautiful thing if you are here and you see that happening. So the purpose from beginning to middle of the year is we want to grow the grain and we want to shrink the rest. So as you can see for the beginning of the year reading to the middle of the year reading we have absolutely overall grown our brain and shrunk our red and the same with math. So like I said I'm going to talk more in detail about

038those on the next two slides which are my favorites. Now, you cannot see this and I really wanted to add an extra slide in here because I would love for you to see the growth of from beginning of the year to now for each grade level. Um, that is very important. So, I'm going to tell you about it so you can visualize it. Um, so for reading for kindergarten, we started out with 9% mid or above, which is this section. we grew to 18% men or um early on we had 22% we grew that to 68%. And our approaching because the green grew so much shrunk to 4% from 14%. Um the strengths for kindergarten were comprehension and weaknesses were phonics which says little babies are just learning their letters and so that is absolutely

039what Miss Mson works with them on. So first grade they started with 4% men or above they grew that to 32%. Um they did not have z they had 0% early on they have grown that to 4%. They're approaching 88%. And then 4% two or more below. So that stayed the same. But what they did is they grew their green. Their strength was phological awareness and their weakness was high frequency words. All right. For second grade, they started with 12% and they grew to 29%. Um 24% early on to 42%. 40% for approaching to 21%. So they shrunk that much because they breathe their brain. and they started with 24% in their two or more grade levels below and they've shrunk that to 8%. So that's a these are huge gains. Um this continues. I

040could read this. It's going to take a long time. If you would like for me to give you a slide for it to continue, I would do so because I'm very proud of it. But that just shows you that we're not just pushing our little kids. We're not just pushing our little kids. We're pushing all of our kids. They're all moving. And that's the ones that you don't see at the end of the year test. You don't see these little guys here that move from three or more grades below to two or more grades or even three to a pro two. you only see the ones that have met efficiency. So, I just wanted to give kudos to our kids that are making it grow. And you can see it on other things besides >>

041Yeah, it takes a while. I didn't realize how long it took for me to go through that till I started reading. So, I I'm not going to continue to be proud of it. >> I am very proud. >> Math is the state. math has made tremendous growth in every area. Um the kids that have moved some of them like I said from three or more up to approaching is just we we get so excited for them. Their scores will come in. The teachers will sit down and look at it with them and they'll be like what you did and sometimes they'll be held you know back and be like oh wow this miss this Miss R she's losing it over here. But it's because we get so excited and sometimes they will randomly you know

042send them for prize. It's because they have worked so hard that they deserve a recognition. >> So am I understanding correctly that the third grade that had the low scores at the very beginning are now the fourth graders that are doing >> it was the fourth grade last year. So, the fourth grade last year is now our fifth year. >> Okay. I thought it was the third grade. >> Yeah. >> 39%. >> Sorry. That's all right. >> No, you're good. >> Yeah, it it was um it was our fourth grade, but I did read the third grade scores. I read the scores of what they made in third grade, which was comparable to what they also made in fourth grade. >> Yeah, absolutely. I have a chart that I created that shows each student and

043it has all of their charts working everything right beside each other and then it also has their state testing and when you look at that that's when you can see the hard work that is >> we just need some more >> I don't want to throw you off on your presentation either about a question that kind of reverts back to this same benchmark data >> regarding your K through3 three and the aids in the classroom and I've asked him for the last couple years regarding it but I want to give you a platform. Have you noticed anything that you have found that works as excellently for making those two individuals be able to work well together? Because I feel like that's a portion of how some of this is also progressing so quickly. >> It

044is and I don't think there's a magic answer. I think I think that we are fortunate as to the first thing that has to happen is that their personalities have to connect. >> They have to have that relationship. Um I am very fortunate even with our annuity aid that we had in third grade last year. She came in and that relationship just worked. You know she she respected the teacher, the teacher respected her. you know the teacher asked her to do certain things she started taking initiative to do some things and love the teacher the teacher was very flexible in letting that happen I think that's another thing that has to happen is the teachers have to release a little bit of control of their classroom to that aid so that they can help they

045can pull students out can work with small groups they're not just there to make um and I can absolutely say that all of our aids here worked and and our teachers, all three of them are here that have our EPAs this year and they have wonderful relationships. Miss Meyer, Jackson, Mrs. Predator, and Miss Christie. And so I think the first thing is just making sure they have that relationship. If it's not a good fit, I think that schools need to look at maybe changing the ECATs and the teachers around. So just like students, sometimes students don't have the right to teach. So, and also I say our teachers are very good at like being direct with what they need from our cats. So, I think that they can't be scared to say what they need

046for them to do for their students. >> Thank you. >> Yeah. >> All right. So, we captured kids hearts data. This is another thing I get really excited about this year. Um, all of our data has improved this year, which was great because we really needed to work on our student empowerment at school. So, our goal is to be a showcase school this year. We have completed everything that is required for this. So, fingers crossed we will see if we have a showcase school this year. Um but basically from last year to this year um the implementation survey for the leader has improved. The baseline is four and we improved from a 3.1 to a 4.8. So we beat the baseline. Our teacher CH implementation survey the baseline was a 4.1 and we improved from

047a 3.8 to a 4.5. Our climate and culture leader survey baseline was 4.5. We increased from a 4.7 to a five. Our teacher and staff climate and culture survey results. The baseline was 4.5. We went from a 4.8 to a 4.9. Where we really needed to work was our students and how they felt that they had power in the classroom. Last year, our student data average score was a 3.7 and this year we improved it to a 4.4. The baseline was a four. So, we went above and beyond baseline. Um, and if you look at those individual aspects of the student data, the areas that we wanted to work on improving as far as students being leaders for good things, students being leaders for launches, um, students being in charge of morning readings and things

048like that have all improved. our family surveys. Even though our numbers stay the same and it was very positive, we had more families complete the survey this year. And what I did this year, we have a lot of grandparents raising kids here and they do not know how to work theater at all. I have grandparents that come in and I have to help them sign their grandkids up for anybody because they can't do the online portion. So, I wanted them to really be able to provide their input in this. So, I did paper copies and I let our representative know that I did paper copies for our families and I kept them and I numbered them. But I wanted everybody to be a part. So, we went from 63 surveys completed last year to 95

049this year. So, out of 134 students, that's a good amount. Our baseline was four. Last year we had a 4.5. This year we had a 4.5. So that makes me proud to know that our families are trusting us with their kiddos. Um, and since the families met the requirement of us having 90 surveys completed, which was my goal, the students are going to get to duct tape me to a wall. So that is to be >> When's that happening? So we should be determined we have to set a date. Um as I said our focus this year was on student empowerment and this is visible on our campus now as students now lead morning greetings. They lead good things. They lead student meetings. They lead launches and more. They're taking charge of their own personal

050goals. They're forming positive relationships with each other and with staff. And they've developed several amazing initiatives on their own. We have a capturing kindness program created by third graders where they recognize using their little clipboard students doing good and they present them with prizes for their product. And then we have fifth graders who wanted to recognize our teachers for the things that they did to show them that they cared about them. They came up with this on their own. So we have the coolest teacher of the week and the coolest teacher of the month. And we have some winners sitting in our audience as we speak. Um, and we also have fifth graders who want to do end of the year teacher recognition certificates for certain things that they do. Um, so they have very

051kind hearts and the fact that they are not afraid to come up and say, "Hey, can we start this at school?" And then we do it. That is one of my favorite parts of my day. So fingers crossed for National Showcase this year. All right, our parent and community involvement. Like I said, we have a lot of opportunities for parent and community involvement, and we have a lot of parents that are involved. And I love having our parents involved. We have a back to school carnival, an egg lab open house, Veterans Day breakfast, book fair, family open house, Halloween party, Thanksgiving, family lunch. For our family Thanksgiving lunch, we had 150 adults here for that. We have two different shifts. That is also a beautiful thing to see all of those families coming in eating

052with their kiddos for Thanksgiving happy to be in the school. That's what we want. We don't want everything to them to be, oh, I'm scared to go to school cuz we're going to say something bad about my kid. So, that is one of those things that always works out. Family math night, Valentine parties, reading nights. Um, we also have uh volunteers that come in and read to the class, volunteer in the classroom. Miss Mson had a grandma come in and volunteer in her classroom for weeks at a time because she was visiting her granddaughter. She was a retired educator. It was lovely. We hated to see her go. Um, so we're hoping that she comes back and she loves being here, not um, we have parents that come in and help during lunch and recess.

053Beginning of the year, the kids are squirly. They're learning rules. They don't know how to not touch each other and, you know, get on each other's nerves. So, we needed some extra eyes and ears and so we got that. So, I think that was very beneficial. um they can be chaperrons and they can come eat lunch with their child whenever they want to throughout the year. Academically they can attend our pair teacher conferences. They attend SAC meetings, IEP and 504 meetings and then as I said this year they can join our PTO and attend meetings, help with fundraisers and help with all of our activities um that we've had going on. Our current community involvement includes the Steely Foundation. Um the CELI Foundation has been really a big part of the success for our school

054for reading and math. The past several years they have funded what's called Battle of the Books and it gets kids throughout the whole school excited for books. So there's a competition. Each grade level gets a box of books and the books are read to the kids and at the end of the week like there's two books and they vote for their favorite and then we have a bracket that narrows down to the final two out of the books and then the winner we make a day out of it. There's all kinds of activities and you know everybody then gets that book. So it's just a way to get kids excited for people for reading and we could not do that without CE Foundation. CE Foundation also has funded our math interventionist which I'll talk about

055in the next slide. Um so we are very appreciative to them. We have National Guard buddies that come in and work with our kiddos. We had one last week that came in and helped our kiddos work on several kiddos work on social studies fair projects. So come play Uno. We'll talk to them about being good citizens. So, I just love having them here. We have Omega-3 sardine club still going strong. Um, we have three4s of our students in sardines. That is an amazing thing and I love it. Once a month we have sardines. Berkeley Springs High School um will send kiddos down here. We've had a dance visit. We've had Sky therapy dog visit. Matt presentations. Um so our community is really great to come in with programs and provide opportunities for our students. Our

056longterm school improvement as I said back with discipline there are things that are evolving quickly within education as far as the needs of students. We are seeing needs of students as far as behaviors and academics that I have not seen in my whole career of working with her. Um it's intense and when you have teachers that have started off in a classroom where you are teaching whole class and you are teaching mostly the same grade level kids and now rapidly in the past five 10 years it has progressed to where we are doing interventions. We're doing small groups targeted in the classroom. We're proide pro providing charts for these kids for behaviors in the classroom. This is all news, not stuff teachers learned when they went to school. And for many, it's it's a lot

057to wrap your head around. And a lot of times we expect them to know how to do these things. We say, well, you've got this group of kids at this level. You do a small group in your classroom and they're what does that mean? What does that look like? We are still at the what does that mean? What does that look like? So we need ongoing and I only see this this is long term because I only see this is progressively increasing as far as needs that we need to have support for our teachers. So that is one of the main things that came because I sometimes don't even know what to tell them to do. I don't have a specialized psychology degree or behavior degree. So, it's hard. We do the best we can

058do. It's what we're gonna continue to do, but I feel that we can do it. Um, the second thing that I would love to have is a need is our physical space. We're running out of space um because of our behavior and our special education students and their needs. and for us to be able to provide these restrictive environments for some of them. We have some of them that now flex in and out of the classroom. So, our guidance counselor and social worker gave up their office which is now a classroom for that which leaves them without a place because we don't have even an extra closet for them to go to. So, we have a rotation where then I give up my office and sometimes they will use that to meet with students. If

059a social worker or a CPS worker comes in and needs to meet confidentially with the kid, we have to scatter to figure out where those people can meet. Um, our school psychologist when they come for testing, our BCBA, I have a picture of her sitting out here in a chair with a clipboard because there was not a place for her to be to make her. We don't have a nurse's office. There's no place for when we have dinner revision screens. We have to just block off an area. Library is in the hallway. There's not a teachers lounge for lunch for planning. So the teachers plan outside of the hallway because normally during that time the classrooms have related arts in their classroom which would be music which is loud and they cannot play in that

060hallway. Um there's not a conference area for large meetings. uh PE and R are in the cafeteria. So you say, "Oh, well the teachers could go play in the cafeteria." That can't happen because this is being used as well. Our reading interventionist, our speech, our OT, and our special education share a portable with temporary walls. So I would love to have some sort of portable building. And I know our sewer will not support any kind of condition there, but we would love to have some space to be able to just continue to provide what is needed for our staff and for our students. The other thing that concerns me is in making this growth in our teachers learning how to provide interventions. We have these specialized people that help do that. They pull kids out

061of the classroom. They go into the classrooms and they work with our teachers. We have a reading interventionist who is full-time who is luckily still paid by the capital. That is not the case with our math interventions. Last year we applied for a grant because the funding for Title 4 and Title One was minimized. We luckily got a grant for him. Thank goodness for us. He only wants to work part time, so it's great. He spends so many hours looking at our standards, relating our standards to what the issues are with the kids, working with teachers and what they can do in their classrooms. Um, and the Celely Foundation, as I said, is the one who has funded that. Last year, um, we had $10,000 for our math interventionists. This year we have $11,000 from

062the CLE grant for a math interventionist. And then we also took it up a level. We applied for another separate grant to see if we could get math enrichment to provide something for those kids that needed pushed up because that is one thing that I keep looking at that I want to help our kiddos do. So now our math interventionist is also teaching a group of math enrichment students which I'm very thrilled about. So altogether this is still part-time work but my two concerns long term number one grants year to year are not guaranteed and even though this year and last year CL was gracious enough to provide us with those grants who is not to say that next year even though it's successful and working somebody else doesn't come along that might need that

063grant and they want to try something new they want to give it to somebody different and I get that but then our kids are going to miss out. Um also due to this grant based position intervention can't start at the beginning of the year for our kiddos he needed for math. um except for in the classroom with our teachers who are still struggling with that aspect um until several months after the start of the school year because of getting the grant money and then because of waiting for that posting to go up and go through the board office process and then Mr. for Toby to start working, which doesn't happen then until October or November, you know, when these kids could have already been needing some special intervention. So, those are my long-term improvement needs.

064All right, we are at the end. So, thank you for visiting Pleasant View Elementary. Uh, I hope you have enjoyed learning about our students and our staff in our schools and our initiatives. And I also wanted to say happy school board appreciation month because that is this month. So, does anybody have any questions or comments? >> Before we get to questions, just want to say thank you. Thank you for hosting us and a wonderful presentation. Uh, it may only be your second year out here, but you received to be a veteran and know your kiddos and staff very well. >> So, she paid you to do that. >> I'll take money. >> I feed them a lot. >> Don't we all? >> Wonderful job. Thank you very much. very comprehensive. A couple things that I

065just have uh go back to your student goals, which is a wonderful idea and um very good to hear about. I'm curious if they are two things related to do you have them pick a book level and they try and push themselves up to a higher book level or do you also and do you also communicate those goal setting agreements with parents and caretakers? So, number one, um, they do not pick a book or a reading level. Last year, we had a teacher that did that, okay? >> And she did she did a great job with that B, you know, her goal. And the kids got excited and they read books in her classroom and they did they did go up levels. Um, but like I said, this year they decided to, you know, be

066on the same level and everybody do the same goals. So, it is based on their eye ready performance. >> Okay. So, their work that they do on the platform, on the computer, um because they can see that it it shows them a little chart that shows them how many minutes per week they've got completed. Um and they can't mess around because it it does not um take that into consideration. You know, it knows when they're working, it knows when they're stopped. They actually have to be working. And then they can also see the lessons that they have completed and passed. So, that is what their goal chart looks like. Um, and as far as families, I don't think that that is something that they actually discuss with the families, it's not something that we bring

067up in a sack meeting. I know that. >> Okay. >> Um, but taking that into consideration, that would be a good thing, especially since we're all doing the same thing now. It's universal to share out >> at a parent teacher conference possibly. have that in and add it to your >> Now I can't say that doesn't happen because they have goal folders and I guarantee go you share your goal folders with your parents teach your conference. So yeah your answer is yes teacher conferences. >> Um back to the I ready to 45 minutes. Uh tell me a little about your operation for Chromebooks. Are they the 45 minutes happening mostly 90% in classroom or is it are Chromebooks going home with kids? >> Chromebooks do not go home. They stay. Um if they have something

068that they need to work on at home, they will sit at home. Okay. >> Um but as far as like social studies fair projects, science fair projects and things like that. But they are kept at school and they are housed here. It um keeps a lot of incident reports down for breakage. keeps a lot of charges from being lost. Um, keeps them from being on things at home that we don't want them to be on. Um, so they work on it in class, but that is for the whole week. So it's about 15 minutes per day per subject. >> It is not at your time. which my last board members >> I I just want to say I thought your goal setting for attendance I think that's genius. Um do they tend to hold themselves

069accountable for that like the students like >> so I think that it's brought more of an awareness to them for sure. um even this month in even with kindergarten she sits down with them and you know people see them and like I said it's easy because it's one sheet >> and they can look across it and see so I I do think that it helps them be more aware >> my other thing I loved um being in elementary school and being one of the ones that um got to lead things and and I saw my kid do that at the intermediate school led to the pledge of allegiance and did the announcements and and I I think they do those as well. I just think that's great. It it it um just teaches them to

070be leaders really >> and we need more leaders >> for our community. Yeah, that's why I love when they have ideas and get excited. You know, I want them to be able to run with it. >> You know, we might not be on board 100%. They It is there. >> Yeah, that's neat. >> Thank you. >> Yeah. >> I I love the way you presented your data and and there were a lot of >> I read through it in depth and I had probably six questions for you and you answered them all as you went. >> Okay. And I appreciate the extra charting and then the individuals. I've always been impressed with you ladies as a staff. I was I did give you food once. If you remember, I brought you candy bars. A little

071props for that. I figured I'd be in here for about half an hour and I enjoyed my visit. I was here probably an hour and 45 minutes and had a ball because my heart is is an elementary guy because that's what I did. uh thought I was going to be a secondary guy, but there's a long story behind that, too. Um and I, you know, we went around all over the place meeting um actually knew a lot of the teachers and some of the subs cuz they've been at my school once upon a time. And you're right, every nook and cranny. I didn't know some of those places existed and you got people in them. So, I I can see what you're saying. You know, at one point I'd go by here once in a

072while and see so many pe so many cars in the parking lot and I said, "What are they doing there?" And I didn't realize that's all people here working. Yeah. I had no idea. Um I get really bugged about attendance because the state just went off on a tangent as far as I'm concerned. If a kid is sick and has a doctor's note, that should not count as part of a ban. And a couple years ago, we had a girl in high school who had just a a terrible illness at one point. And technically, she was, I think, the liquid kid. You know, she was valid Victorian. And I don't think she's seen a bee in her life. You know, attendance is important, don't get me wrong, but sometimes we just have kids that need

073to stay home and they shouldn't be penalized. I know some parents will will fudge on things once in a while with notes. We all know that that's realism. But if you got doctor's note, maybe you just have to test, you know, you have to look at the pro and say, "We're going to try test the trust the doctor on this." You know, we shouldn't be penalized that you have an outbreak or you yourself catch it or something. I Lord knows I caught plenty of things. That should not be a penalty. kids or staffs or the way my students situation operates like the idea of leadership among things because that's what I did at Greenwood. My oldest kids who wanted to be those leaders have done an awful lot force because we had a very limited

074staff and uh the growth that kids get in leadership is because you put some out there and you trust them and you guide them a little bit and you let them go with it, you know. And I like the creative staff. I got here early because I'm I'm a habitual early person. I talked to a couple of ladies out there and they're apologetic about the things they're doing out there and they said, "Hold on. Don't you apologize because you're getting things ready to work with kids." Math math. One of the bugging boos of course is always timets. You saw some ideas there I never thought about. talked about how important timets are to division and all those other things. Just um when I was in here, I had a great time talking to the cooks

075and they were talking about theund I think it's 150 at Thanksgiving >> and your janitor and your secretary. You have a great staff. You have great teachers, >> but you also have a great leader that's to your credit. I will tell you I started the the first LSIC stuck with us, did every year, enjoyed them at the time to talk to board members and and present things. And I will tell you, this is one of the very best mail. Pardon me, it should be other acronyms, but I'm not going to use those. Yes. Yes. My wife pointed that out once, too. Anyway, that be that is amaz one of the best presentations I've ever seen, including the ones I gave. So, thank you very much to all of you. >> Appreciate it. >> There's so

076much more there. We could have been here. >> What's your max capacity number? >> Oh, I don't want >> Not not that sign over there, you know. I don't know. >> Kids in rooms >> and in classrooms. >> Yes. So 25 >> 28 actually. Yeah, >> that's 846. >> 156. >> Yes. That would that amount would include like paying our teachers over over charges. So when they get to 25, they have a max they're pay for those. So that would be >> that's a great a great bell ringer for your students to max capacity if these are the race. >> Yeah. I thought you been at our school. I was like wait are we are we there yet? There. >> All right. Banks. >> Yeah. I just want to also, Mr. Roll, you're right. This

077is a great presentation. Phenomenal. I can tell you put a lot of effort into it. You probably didn't get much sleep last night and uh you were very thorough. You really know your data. Not only do you know your staff and your kids, but you know your data. And that's really impressive. I liked how you broke down your data not just by green and red, but by skills that students are weak in and that they're strong in. uh that has come a long ways towards improvement. Um also I also like how you um presented a little summary of the changes from the last 5 to 10 years because I think that's important to know that what our classrooms used to look like and what they look like now. >> Yeah. >> A lot of small

078group, a lot of differentiation, a lot of managing behaviors, changing procedures. And one thing I know about Pleasant View is that if something's not working, they're going to try something else. And they're going to keep trying and keep trying, whether that be something in the classroom or working with a parent to find something that works. And I appreciate that a lot. Um, next thing I would also say is I really was impressed. I look back at your teachers and the ECAT partnerships that you have. That's not that's not true everywhere. It's it's it's difficult to put uh an employee in a classroom with a teacher who's never had anybody in there >> in their whole career. It doesn't always work. >> And I appreciate you working at that. It's like a marriage, you got to

079work at it, right? And and I appreciate you um really putting effort into making those relationships work. And finally, I just thank you for being here. It's cold, it's dark, and appreciate you coming out and being here to support your school. Thank you very much. >> And that light, you're going to give me 10 more minutes so we can go through these next two presentation items and then I will stand at ease so everybody can go home if they wish to see. >> All right, so this is our first one. Uh just real quick like here this is just sort of a recap of what we did last time and I just wanted to let you guys know that if you had any other questions about the calendar proposed calendar for next school year >>

080anybody here for the public that wants >> pretty much the same as this year I mean >> yeah other than just surveys miss that's all we got back was surveys >> I just since this was a public hearing if anybody I know what it's going to say. >> All right, we will jump into here to attendance real quick. Um, so this is our second nine weeks uh data is where we where we currently stand. Um, let's see. So on this right here, um, in your packet right there, there should be a copy of this. And, um, so this just compares the last, uh, four school years. So, as you remember, we always talk about 22 23 kind of being the baseline data because of CO and all stuff we went through with that. So, as

081you can see, we've kind of done like a little bit of a dip with the or kind of up and down roller coaster with attendance. Um, this year um as of right now, we're the lowest we've ever been since 22 23 um at the semester mark. So, really really happy with that. Um so, again, we're at 18.39 as as a county. And um this is this is uh by school next. So again this is at day 90. So um and I would I would add a caveat here that we had some issues with Zoom WBE. So we had to revert back to the old weas way of getting this. So it may be off by a couple percent a percentage point or something like that but it's not too far off. But we did have

082to revert back to that. But um on this you can see here across the board where we're at uh we have Paul High School right now which is currently meeting our county goal of 15%. But we have uh you know again I go back to this every time I our secondary schools have been really really performing really well this year across the board with that. Orange Springs Middle School is lowest they've ever been. Uh the um Burkus Springs Rings High School again below 20% at this time of the year has never has never happened uh that I can remember. And then as a district again we're 18.39. Our elementary schools are also performing very well. Uh I think all of them except for Paul is below 20%. So that's where we currently stand. Uh this

083is just a review of our chart that we send out that we put out on everything. Again, this kind of gives you a look at where we at, where we are grade level per school and where they stand. So again, red is they're over uh 20%. Uh yellow is between 15.1 and 19.99. And then we have a light green is they're beating that and then dark green is they're beating our overall goal of 10%. Our next slide is all truency based. Sorry, I got trigger happy with that. Um this is all truency based and again as I've said the last you know few times we are doing really well at truency um this we have we did we did our attendance meetings last week with um individual schools and um truency wise you know we're

084not hardly happen to have any meetings at the courthouse which is kind of what we've been trying to get to is to have those have those meetings more based at the school level keep those things in house as much as we can and then ultimately work with family members on you know work for families when it comes to those sicknesses and I agree with Mr. Roland said that you know the fact of the matter is we can't help it sometimes and we and that's that's been our shift is is is understand that there's some things we just can't control. Um and I think that our schools are doing really well with that and trying to work with families to be more mindful of that. So again, truency wise, you know, I I go back to

085when we first started this, we were doing 30 40 meetings a day. And you know, we're we've only had eight meetings up to this point in the school year across the county. And that number like we only have we're done before noon on uh this Thursday and that's from 9:15 until noon. So that's every 15 minutes. So that that number is not really going up a whole lot even considering the fact we're we're into January. Um so that's really good. Uh this is something that um is we're really happy with on this too. This is again just students that have qualified for these three categories. Whether it be perfect, whether it be outstanding or whether it be faithful. We have over 1500 students, 152 students uh fit in this fit in any of these buckets

086in one of these buckets. So that's that's really really good that there's been that many students that are falling in some of this. And again, we're not just, you know, kind of getting away from the old perfect attendance thing and to outstanding whether they're there for they miss one or they miss two days, but ultimately recognizing those students because we we do understand that things do happen, sicknesses and trips and what have. So that's where we stand with those numbers. Uh the last thing that we just want to do an update here is uh we always do a home school and hope just to kind of see where we stand at point of the year. So we dropped 20 students in home school. We only gained three hope since the last time we we gave

087this information out. So major on that still kind of we knew this number would continue to grow but it's not grown around yet. So any questions on What numbers? >> So the the 20 that we lost from school I see where part of it was verifying them and then are any of them coming back into the school system. >> There are um a lot a lot of that is where they will it's what we've seen is they will go virtual what's virtual academy if they can't find the right online program they will jump at the back which is another route. There's just so many options now that's out there that maybe get some schedule. Thank you very much again. Appreciate you all coming. We're going to stand at ease board for about 5 minutes here.

088You all are free to go home for the evening, but you're also welcome to stay for the rest of the agenda if you wish to see what's going to happen, what the next things are to approve. but want to be safe going home. Thank you again for coming out tonight to support your wonderful principal. There it is. >> I know. I didn't think it was there. >> I use it in the auditorium. That's the only place that I use it. >> Um factor a regular schedule bed for ports of communications. I don't have anything. Board members, >> I'm sorry. I'm going to jump back into there. The legislative session is open if you didn't know. And please pay attention to the wonderful education bills that are coming through >> and voice your support or opposition

089as much as you wish to to our legislators via emails. They do respond typically. >> So that's all I have. Board members, anything? Uh last week at Newton County Partnership meeting Friday morning, uh Quinton Thompson presented, you know, what the CIS workers do uh to the partnership. And one of the things that he lifted up, you know, just as a general need amongst our high school boys is shoes for gym class. uh and that he will often uh you know go out and purchase shoes that you know basically get used multiple times per day until they're just worn out and then as you so just some very uh interesting things that he presented some good things uh also some needs that our kids have. So appreciate him for doing that. Superintendent Banks. >> Yes. If

090you haven't had an opportunity, you should go to Warm Springs Middle School's gymnasium. Mr. Harris's very proud of the the maps that are there. U gym looks phenomenal. You probably have a hard time finding another middle school that has a gym that looks like that. It's a lot of hard work from him. Hopefully, >> we can keep it that way. >> Yes. Yes, definitely. Um, Mr. Douly and I had the honor of going around to schools on Friday to hand out extra mileers. We had a total of >> you asked me to. >> Yeah. A lot. >> Yeah. 30. >> No, I would have probably a little more than 20. >> And the plaques are made in Mr. Aig's class. So, it was a really nice thing to go out and recognize our staff. >>

091I don't want to negative. It's a wonderful honor. But could we put their names when we do their pictures? >> Yes, we should be able to >> please. >> Yes. >> When you do that pose. >> Yes. >> Glad you said that cuz I knew a few of them, but there was one or two. I didn't know. >> Thank you. >> Mhm. >> Sorry. >> I wasn't there. It was an idea. to email you earlier. >> Um, I also want to thank everybody for being at the science fair. I thought it was a great event. A lot of fantastic projects at the county science fair. Um, and uh, our new coordinator, Virginia Wind, thought did a really good job coordinating all that. getting the judges there is half the battle as you know and sometimes

092people cancel at the last minute and uh it's just wellrun and a lot of again just a lot of phenomenal projects well thought out I remember two specifically one was about um can AI help with cancer research and of course the one about the best burger forget that one somebody did a study on where the best burger is actually >> I think it was five guys I think if I remember correctly. Um just a comment about the weather. Uh if you know seen forecast for next weekend, um as a reminder, our first five snow days are snow days. And then when we hit day six, those are non-traditional instructional days. Um so um I I think a max of 15 inches is forecasted for next next uh Sunday and that could put us out for

093several days. So uh we are working right now on our non our NID plan making sure that those are up and ready to go especially if we be have happen to be out all week which sometimes when you have a lot of snow and a lot of cold temps that can happen. So, uh, one other thing about the weather, um, just as a reminder, uh, text board members about this last night, but, uh, calls about, uh, delays and cancellations with temps are very difficult. We rely on the National Weather Service, which is what's in the Department of uses, too. Uh, last night we saw the forecast of + 3 at 5:00 a.m. and zero at 8:00 a.m. Those are wind chill temperatures. So, it might make sense to a lot of people to delay, but

094it doesn't make sense to delay if it's going to be colder wind. So um knowing that it was plus three and above zero from 5 6 7 where kids would be out uh catching the bus we decided no on time. So I just wanted to clarify that it's not an easy call. Some districts um the the line was right Hampshire Morgan line was one to the east I'm sorry to the west south was a winter weather advisory and in the panhandle was not. So we made a call in the best interest and safety of our kids and I know not everybody's going to agree with it but our practice is if it's zero wind chill it's below zero windchill we will delay or close school and so that's the numbers that I used to make

095that decision and I just wanted to clarify that >> I do also want to add on that though making that decision there this is also a place of warmth for a lot of these students And that needs to be kept in the back of everyone's mind as well. Um, yes, it may be cold out, but it's fine. >> And of course, just just so you know, we work with families who when, you know, parent calls in and says, "It was too cold. My child had to wait too long. I can't decide to keep them home." We work with those families and I think we know that, but it's worth mentioning. Um the uh comment you were making about legislation um the school a funding formula is something that's up for discussion. Um I don't know

096what the name of the company I think it was Rand I believe that was doing an independent study of our school a formula which I think is a good idea. Um, and I think one of the things that point they pointed out which has been a problem for districts everywhere in West Virginia in particular is you get the amount of money that you are uh given as part of the formula, but it does not account for some of the students that this bud is referring to. A student who might need an extra aid or an additional behavior plan or PCBA or an additional aid on a school bus. that's not part of the formula and we have to find a way to be able to pay for those needed folks on uh in our schools

097and on our buses. Um and I thought that was a really wise uh comment that they made and very astute uh that the districts need to be able to fund those and that's the big reason that a lot of districts are in financial trouble because they do have students move in. You could have a one single student with them. That would require a dietician, could require aid both on the bus and in school and could require additional staffing, professional staffing in addition to if they go above case. So it it is something that is definitely needs to be considered. So glad to see that. And then finally, uh just wanted to as an update on the levy call that was presented last meeting. Um, so, uh, I haven't heard any additional followup. Uh, the board

098seemed like they were very much in support of the levy call as it was last time. Uh unless there are any additional comments, I'm going to send them on to our attorney for review, which is included as part of our requirements to move ahead and then uh bring it back on on February 3rd for a third. Could I comment on the short? You pro you may have the toughest decision of any superintendent because Morgan County has three different distinct weather patterns every day. And you get the pawpaw pattern, but it also seems to hit South Morgan. >> Yes. >> Then you get a a majority of the county gets one thing and then you come down to this area and you can have the third pattern real easy. So you're trying to juggle a golf

099ball, a basketball, and a chainsaw all at the same time. on these things. It's just it's just insane trying to make these decisions. So, of course, I look out for what we're doing out there, but I know it can be very different on the other end, right? >> Yep. And we were checking Pope in the National Weather Service, too. They were about a degree uh lower than than we were on the forecast. And then I looked again this morning at 7 a.m. They were at five above and we were in Berkeley Springs where our office is we were at six above. So, uh, it actually wasn't as cold as the forecast had predicted, which thank goodness the wind wasn't blowing quite as hard as people thought it would. Thank you very much. Public comments. Item

100nine, consent agenda. The superintendent recommends approval of the following consent actions as presented. minutes of the January 6, 2026 regular meeting, payment of bills, budget adjustments, and volunteers. Entertain a motion for the consent. Thank you. May I have a second? >> Second. >> Any concerns or comments? >> All those in favor of saying I. >> I. Personnel superintendent recommends approval of the following personnel actions as presented. Sir. >> All right. So under the personnel agenda there, we are bringing on a mobile implant specialist. Uh they're working our tech department. They will be starting tomorrow. We have a resation as a head volleyball coach works high school. We are classifying some folks there. We are classifying one here sub to fulltime and we are also classifying or restricted substitute to a substitute teacher uh for for

101the county. We also have an unpainting of absence. Uh that will allow us to coach that to have a long-term sub in that position that we have in some other service personnel realms. Under extracurricular, we're asking for specialized healthcare procedures for that individual transportation. Then we also have a resignation as a student assistant team chairperson high school. It's effective not to be in the school. On the agenda, we have resignation and substitute teacher effective January 14th bringing on a long-term substitute teacher at sign at Middle School. We also have a resation as athletic game supervisor and head roasting coach at Perkins Springs High School. Uh under number two there, uh we are bringing on these folks as instructional materials adoption committee. One is for art 612. Uh, letter B is for PE wellness 612. Letter

102C is for music K5. Letter D is for music 612. And we're also named interim head wrestling coach be effective tomorrow through the end of the the remainder of the uh 256 rest of the season. >> I move we accept personnel presented. >> Second. Thank you. Concerns, comments, or questions? All those in favor signify by saying I. >> Nay. Vice carried. Item number 11, finance and budget. Approve the contract of education consulting team LLC for treasure mentor services effective February 1, 2026 through January 30th, 2027. Um so this is a consulting team that we are recommending for mentor service for for our CSPO treasurer position. Uh we are required to have a mentor for three years for that position when we have a new person start. Uh this is also um funded through the department

103of education at a certain rate and then if you are uh want to go above that the districts can choose to do that but it is funded at a for a period of 3 years while our requirement is in place >> trading only >> um >> I had a I had a question about that. We would have now >> I'm sorry. >> Um on the funding conversation, do we need to apply for the funding from the Department of Ed with any type of application or is it a retroactive where we basically send them the bills that we have paid towards the training? >> Yeah, I don't think I details that. I talked to Uriah Cummings about it and they are aware that we hired Aaron and I asked that question is that no application will

104be releasing the funding to you. It's at $20,000 per year. It's there. It's the state level step 17 funding. >> I would follow up that has not been released yet next budget cycle anyway. Is it going to hit this budget cycle or would it be next budget cycle? >> It should start actually in February. >> February. Okay. >> Yeah. I think he was probably waiting for someone. >> I have a motion. I have a second. >> Second. >> Motion to second. Any further comments, concerns, or questions? All those in favor signify by saying I >> opposing nay. Eyes carried. Thank you very much. Program planning first reading. >> Move that we dispense with the first reading. Reading of the motion >> consider considerate read. >> Thank you. >> Any objection? No. No. Motion is read.

105Those policies will be posted for 30 days. for comment >> on the calendar of events. Uh we are at the intermediate school next meeting at 5:30 board. >> I have a couple things. >> Yeah. All right. So, um we do have a conflict April 7th. Um spring break and I think we did have a meeting last year during spring break but I don't know um I'm not sure that I would be here. I don't know about Mr. Douly. Um I don't know about you guys. I may take some time off. I would propose especially if folks don't know if they may be here that we have a meeting on March 31st which would give us three in March. uh then we would have a a extended uh period of time from the 31st to April

10621st without a meeting. But uh Ann and I feel comfortable with that um knowing that we would have that. So again, that's up to the to the board, but I I do see a potential conflict with April 7th being during spring break >> on the 31st. I don't have a conflict and I'm fine with that. The only comments that I would have would be do you need to accept or we need to do our check posting that meeting as well and accept resignations or >> should be good for that. >> Okay. >> Should need that till summer time. >> Okay. >> Yeah. >> Board member, any conflicts with the 31st and not meeting on spring break week the 7th? >> Fine with me? >> I'm good. I'm good. I consider that change and we will

107make that in the calendar events on the next meeting. >> I do have one more. >> So the week of May 4th is the first uh opportunity that Aaron will have to go to an ASBO meeting. Um the meeting is scheduled for Tuesday the 5th. I'd like to propose that we meet on Monday if people are available. so that Aaron could attend as well. >> That's the day the budget scheduled to be presented. >> Could you say that louder? >> May 5th was the day we scheduled the budget to be presented because then it would be adopted on the 19th. Correct. Yes. >> So would anybody have conflict with >> would a problem would it be a problem to have them meet at the regular scheduled time? 6 a.m. >> on Monday. >> That would

108not be a problem. >> Any concerns? >> No problem. >> So, um, Tanya will make those changes in our calendar so that you'll be able to see those for next time. I think the only other thing is we talked a little bit about the retirement dinner, right? And that's scheduled for >> June 10th. So, we'll have that in there also. Any comments or questions about the calendar and the edits? Hearing none, I'll request a motion to adjurnn them. >> So move. >> Second. >> Thank you. Thank you. Concerns or comments. >> Are we closing? Should try to hold this six. >> All those in favor of saying I. >> We are 77. You got it.