001Education for Tuesday, August 19, 2025. All members of the flag to the flags indivisible delegation have a delegation. Number four would be the draw for direct training regarding county protocols and conduct Dr. Le Samuel Gibson and Emry Don't need a moment there. recognition. >> The first certificate that we have tonight is going to go um to Charlie Hughes and Nathaniel Barkley. Um the drama club repainted the stage at the high school. Um, it looks beautiful. It's the center point of our presentation today and I was so proud. So, thank you very much. You come up here with the Lord. Mom, do you want to be in the picture? Are you sure? One, two, three. >> We actually met 18 in some and came and work really hard. Um, but I'm just kidding. So, they're all
002hands and they were very, very pleased. Thank you for volunte. Thank you. Thank you guys. >> So the next group of certificates that hand out is from um the school board association. That's your certificate for your advance training. >> She's graduating. >> You graduate. Thanks for getting your diploma. So the first one will go to Miss Julie Dunlap if you want to come up and join the board members. The next one, Miss Sarah. Thank you, Sarah. That's okay. The next one is for for president. >> Thank you. >> Dr. Sue. >> Next one is for Mr. Morgan M. >> The next one is for Mr. Frosty Andrew McN. Thank you. >> Thank you. >> The next one is for Mr. This is [Music] >> Did you not get one? >> I did, but I'm not.
003>> All right. And this one goes to our superintendent, Dr. Letha. Congratulations. >> Thank you. Thank you. And I also want to say that I don't know why Mr. Hall did not sit on Hammonds, but I will request Miss Hammond, who is behind the camera, participated that night. If we can scoot in here, baby. >> All right. Count. One, two, three. >> All right. Thank you. >> Are you sure? number five is improvement updates. >> I do. >> Okay. >> So, um I just want to give you an update on principal academy and our teacher leadership academy that we have today. both are doing very well. Um and Matt participated today for our opening session. So what we're really working on is together stronger is our theme. So today we talk about relationships. We talk
004about saying good morning to students. We talk about saying goodbye to the end of the day. We talk about letting letting students know that they are important to the learning process. And then for our principal leadership institute um miss participated in that we did training on co-eing. We did training on the LSIC process. We talked about standardization of our bus procedure and bus tickets. We talked about attendance and we talked about how we engage our community and our schools in our business. So, I think we are coming along and um getting all of our stuff together as a as a group and moving forward. I feel really confident in the process and there was nothing but good things said about today. >> It was good. would you like to have anything else because you know
005very his sessions he was from California he was a very good presenter he kept it flowing he kept it entertained and the the staff really were all speaking freely and it was good good thing Yes. And I would like to say thank you to our local business partner of >> Pendleton County Bank. They gave ours all a little surprise. They brought refreshments. They stayed there for the entire time that we were getting set up. So it was a great day and they part of that community. We've never had any problem in this county with the community. >> Okay. >> Yes. So, we're going to go over that. um our results when uh President and Vice President Dr. Holland's words and I went to the state board meeting to present out for our county um they
006released the state assessment results or the summit of GSA and the SAT school day assessment results. So what I prepared for you today is a presentation where we can look at last year's assessments, this year's assessments and then we can compare the two years. Um here presentation so that you will have a copy with us. So if we want to look at overall performance for the 2324 school year compared uh for math and reading compared to 2425 school year in 232 24 ELA had 45% of our students profession and then 24 25% which is an overall gain of plus 4%. For the 23 24 math we had 36% and this is counting overall and for the 24 25 um math we had 45%. So he had a nonpoint gain in math from one year to
007the next which is just an exceptional gain. So um in looking in when you look at score results you look at overall proficiency and then you want to look at the performance indicators. So what I have up on the screen for you for the performance indicators let me explain the colors. So red is does not meet standards. So that's the lowest performance level. Uh yellow is partially meet standards and that's superintendent. This will be the area of kids, the group of kids that I will focus on because this is the group of kids that you remove. Blue is meet standard and then green is exceed standard. So they're performing at the very top. I want to say that it is unbelievable the amount of students that Pocahas County Schools has in the green level. So
008there's some exceptional things going on in our schools for our um brightest students. With that said, if you look at the lowest performing level, we have 25% of our u in math as in the lowest. We have 22 in reading and then we have almost 29 in science. So the next slide is going to really break down and look at proficiency by grade level. And this is the number of students that met standard and are actually in the blue level. So for third grade we had 57 and 51. 57 in math and 51 in reading. Fourth grade 61% in math were proficient and 50 55 in reading. Fifth grade we have 43% in math and 50% in reading. Sixth grade 30% in math, 43% in reading. Seventh grade 39% in math, 44% in reading. Eighth
009grade 50% in math, 60% in reading. And then ninth grade 11th grade 29% and 41%. Overall, these are phenomenal scores. We've done a great job. However, if there's an area of concern for us to worry about, it would be that as students move from third grade to 11th grade, students become less proficient in math. Now is that a curriculum issue? Is that an expectance meeting with the students? Is that instructional issue? We know that we have some issues that we have to work on. So we have to kind of look at and calibrate where we see sudden drops in our scores and where we see growth. Those are some great things we can capitalize on and there's some areas we can improve on. So on the next slide, um I decided to break it down
010by each school so you can see the proficiencies by school. I think that's really important. So for Hillsboro Elementary, we are seeing that they only have two grades that show you their proficiency levels. And the reason for that is if you have a cohort under um 12 students and they will not count in your accountability score. So in third grade they had 83% proficient in math and 67% proficient in ELA. Fourth grade 67ic in that and 67% proficient in ELA. So the next school that we're going to look at is Marlington Elementary. from Marlington Elementary. Third grade have 54 proficiency in math in third grade, a 44% in ELA. Fourth grade is 61% in math, um 67 in ELA, and fifth grade a 41% in math and a 44% in ELA. So you can see
011that there is a dip scores there. So, we have to um do some data analysis to figure that out. For Green Bay Elementary Middle, we have five six grades of accountability there. And remember, these are accountability scores. So, any student that wasn't there for the 135 days are not included. So, for math, we have 54%, ELA 50. Fourth math 59% ELA 24. Fifth grade math 32% ELA 42. Sixth grade math 20% ELA 25. Seventh grade math 25% ELA 29. 8th grade math 33% ELA 28. Um, if we move on to Marlin Middle School, for sixth grade, we received a proficiency in math of 35% and ELA 51%. 7th grade 50% um in math and 57% in ELA. eighth grade, 57% math, and 73% in ELA, which um astronomical that is a great ELA score for
012that grade level. And then we get to Pocahontas County High School. So, I've actually switched these numbers around accidentally, I think. So math was 40 41%, math was 28% and ELA was 40 41%. So I've got those numbers mixed up there. And then science was 47%. Um no one says science >> science >> that's not just science it's mathematical science right here. >> Oh, so what you are seeing here is this starts 2014 2015. >> This is your 10 each year of performance. So that 201 15 16 17 18 Yeah. >> Yes. >> I know that's a little >> that's Yes, it is. So on page eight, I would be remiss if I didn't talk about special education. So we know that we have some issues in special education, some things that we have to
013work on. So our ELA performance across the board, we are seeing uh a gap between our students that are in special ed and our regular education students and their performance. I think the greatest concern that we have in special ed from my viewpoint right now is that mathematics we have two grade levels with 0% kids proficient and that would fifth grade and a seventh grade. So that means countywide all students that are in fifth grade in special ed and in seventh grade and special ed did not reach performance level of means mastery. So we have to kind of investigate that and have questions. I would say that great to set up our group. >> It really is. Um, so what does this mean overall? The admitting really situation for our county. Pocahontas County Schools is
014performing better in ELA than math countywide. That's kind of what our data tells us, right? Pocahontas County School students decline in mathematic performance as they progress through the grade levels apart from um, Marlton Middle School. Special education students are lower performing in ELA and math with math being our main area of concern which I talked about. Overall data is trending upward. So there's a big celebration there across the board with all of our teachers for the great job they've done. The potential for growth in proficiency rate is about 30% for math and about 28% for ELA. And what that means is that we have a percentage of our students that's on the bubble of being proficient that weren't proficient last year. So we have to target those students, see what skill dosance they have, adjust
015our instruction, and we learned about multi-tered um systems of support today, get them where they need to be, and we can move our county up that much. Um there are areas The area of greatest concern in PCHS is special ed is math. They have the most students in the lowest performance level and the least amount of students proficient at all. So what that means is that because there's so so many students in the very bottom performance level, we have to look at how we move those students to partial mastery and the partial mastery students to mastery. So something that we saw there are there any questions comments or concerns ambulance that you would like to ask me about anything I've talked about >> I think it's three when you look at this right a lot
016of times with the graphs it's kind of confusing Because when we compare we compare ourselves to school and against sight you know it seems like when you compare read it's confusing sometimes >> I think I understand what you're saying we are among the best of the states but our state is among the worst of the states in performance. So because we're the best and the worst doesn't mean you don't strive to be. You see what I'm saying? I know it didn't make sense, but >> it does make sense. That's what I was trying to say there. It depends on how you look at the how you look how you looked at >> and I went and I I want to say a little bit about our county, but I want to also acknowledge school digger.
017School Digger is a resource out there that compares all the elementary schools, all the middle schools, all the high schools in all the county. So on schoold.com, Hookas County moved up to 14th in the state. That's an huge celebration for our county. We're 14th in the state of West Virginia. So, I think that's definitely something to be celebrated and I'm just going to acknowledge all of the schools and this is the last page and all of their rankings because they have come up in nonaccountability rankings and we've come up overall as a county. So, Pocahontas County, uh, Hillsboro ranked 20th of 355 elementary schools. Pocahontas County Marlington Middle School was 15th out of 168 middle schools. Huge. Um, Marlington Elementary School was 138 out of 155 school. 355 schools, excuse me. Pocahontas County High School
018is ranked 48 out of 111 high schools. So, and then Green Pink Elementary Middle is 245th out of 355. So, I think there's there's enormous enormous celebrations in our data, but there is also um a lot of potential to collaborate collectively, plan intentionally, and teach with purpose to move our students to the next performance level. Ultimately, I would like to see our county move into the top 10 counties in the state. So, what I did well got my binder mixed up here. I researched the top performing high schools in the state and there are high schools in the state that have 60 to 70% proficient in that degree. I think we have the potential for with our small schools with the right professional development and the right plan to also have that. I believe that
019we can do it. So that is something that um I'm really working hard to bring us all together moving in the right direction so that we can have another celebration next year. I think one thing we need to keep in mind is we look at the special ed because it's so low. We train our special ed teachers to teach the students where they are. >> So you may be in fifth grade but you're third grade. >> Yeah. Well, when testing time comes, even though in third grade all year long and you done marvelously, we're going to pick test in fifth grade. >> Yes. And we need to keep that in the back of our minds whenever we look at our special and think, oh, they're doing ter way. No, we're testing them all. And that
020comes from the state not from us. >> Yeah. So talking with things about spiritual education that's that's wonderfully point. Um but multi-year system of support if we are doing that correctly and I'm speaking for this is principal talk. Um I had some of the highest performance in math at the elementary level in special ed. So when I moved my school to the top performing elementary, I was like onetenth away from being uh title one school be here. People don't know what that means nowadays, but it was a big deal. Um and and the exemplar OEPA school, you can't move the school unless you move that bottom group and you've got to have a consecutive year plan. So you're right, they have to move from performing uh below not meet standards to partial. You have to
021work them up that ladder and that skills and support. And we've got to get that in place because we do not have that in place from our special education lawyer. And once we do, I think we could potentially be the top performing county. I believe that >> I want to remind you math teaching position. Maybe we need to react. >> We pay for math specialist. So maybe we need to utilize her better at that level. Yes, I agree. >> I don't know. >> I'm just curious. Does anybody ever do a comparison between the state testing scores and kids act scores at the end of the school year? >> Yes, there is. There is that graph that I'll put up last week had the state um the county and then the school. But if you would
022like for me to bring that back the next board meeting to show you how old that looks >> the test scores that they get from state testing versus the grade they get on. >> Oh, we haven't started calibrating that but that is something there. It shows you have to say They have a a on their report card. You know, I've been asking that >> great calibration is something that we have to we have to understand what a grade means. >> Right now, a grade means okay, you're getting an A. But what a grade should mean is that all the standards that were required to be taught in that class, you mastered those and you can demonstrate along the test. So there is a discrepancy between getting an A and then being nonproficient on your test.
023That's an issue that we have to think about. I would agree with you. >> I know we have a problem honor student scholarship. I agree. >> Any other questions? We still continue training for that succeed and our students our school year. Um, they do have an advisory period built into their schedule which does include some remediation and intervention activities and I would imagine that that will be part of those. What I would like to see happen at the high school is we need to expand our use of IEL for staff preparation and there's a free program on there called Con Academy that releases up to 10 previous tests. It used to be you had to buy those tests. They were $35 each, but the students have access to 10 previous tests that they can take
024and work out throughout the years and review. And then we probably need to look at our algebra standards in algebra 2 because the majority of that sold day is algebra and algebra 2. >> Well, past couple years they've been testing juniors senior testing. >> They are giving the the ninth grade the PA. Any other questions for Dr. Williams? >> Okay. Item number six, consent agenda items approval from July 15, 2025. Approval of the agenda statement subject to addition, deletions, and other charges prior to the board meeting. Payment of vendor listing 74,2645 payment of local government purchasing card 77.80 August of 5th 2025 employee payroll $269,2461 bank retaliation reconciliation for the month of July 2015 budget transfers and supplements subject to addition deletions or other changes prior to meeting do I have a motion made a
025motion do I have a second >> Dr. call for a second. Any questions on next? >> Hearing superintendent, would you ask our tra or budget is coming along? >> Are we saying within the guidelines that we should? >> Yeah, we are saying within the guidelines we should. We are still where we need to be on the on the black and not on the red. We're getting some progress going on. >> We're getting ready to see what we can do about some other >> We just got to be very careful. >> And you're going to be a little nature will be brought to you. >> We do know >> we're going to go for that tonight. Okay. >> All those in favor signify by saying I motion carries. >> Personnel matters number seven. Okay. discussion of
026county personnel making involved ination as provided Virginia to a personal exception andor 69 a-b privacy exemption. The board majority must vote to have an executive session. No action will be taken during this executive session. Do I hear a motion for an executive session? >> Make a motion. Do I have a sec? So Mr. Gibson second. This will be an executive session for personnel. We'll now go into executive station 635. Yes. Okay. I have a motion of executive station made a motion. Do I have a second? >> Mr. Gibson seconded. All those in favor signify by saying I. Motion carries. We come back in regular 712. Okay. Superintendent updates. We haven't finished. We got to go match. >> Yes. >> Personnel number seven. >> Yes. Agenda for August the 19th. Recommendations. Janette Wagner transferred to assistant
027principal high school position 46676 Christine from Christine Campbell where she went to the principal's position. The following were not filled the same agenda. You don't have to read the >> We do have some weed out of personnel technology instructed out teacher fifth grade elementary teacher multi grade mult green teacher special education with green bag teacher science Greenbank counselor. Greenbank, teacher of alternative education, Marlington Middle School, a Greenbank Elementary Middle School, teacher of social studies, Poconus County High School, the special education teacher, Poconos County High School. The second special education teacher high school teacher of special education/ele multi subjects at Hillsboro special education classroom bus county high school office and secretary three account secretary two account to green bank will be Michaela Malcolm pending background Okay. Then employment of our coaching staff as part of the
028agenda. I would have to look that up in the third grade successful. Does anybody have any questions about personnel? >> All those in favor signify by saying >> I super. >> Okay. So updates I want to go to Senate Bill 199. The West Virginia Department of Education has released uh information on that. You should have that in your packets. looks like this. So basically I'm going to summarize um this information for you of what deal is and what we were looking for that you know Okay. So, actually I can't see that. So, we're looking at the law. So, I just pulled up uh Senate Bill 199. So, teachers may exclude from his or her class any student who is guilty of any of these infractions. Disorderly conduct. Who in any manner interferes with the orderly
029educational process in the classroom. Who behaves in a manner that obstructs teaching of others or learning of the learning process or others in the classroom. who threatens, abuses, or otherwise intimidates or attempts to intimidate a school employee or student who willfully disobee and who uses abusive or profan language directed at a school. So if any of that happens, a student may be shall be excluded and placed under the control of the principal or the school designated as principal. So returning to class is a process. The excluded students may be admitted to class or school or the school bus only after a school counselor, school social worker, school psychologist or behavior interventions develops a behavior u behavioral plan for re-entry into the classroom. These plans have to be implemented available each time that they are done.
030If the principal finds that the disciplinary action is awarded, he or she shall written and if possible telephone notice to the action to the parents, the guardians and teachers. When a student is excluded from a classroom or a bus two times in the same semester after exhausting all reasonable methods of classroom discipline provided by the school discipline plan, the student may be remitted to the classroom or the bus only after the principal, teacher, school counselor or school social worker and if possible parent or guardian custodian of the student have a conference to discuss the students disruptive patterns. a student social worker, behavior specialist, board certified behavior analyst. There's a list of people that have to work with the student to develop what's called a behavior intervention place. This is something that we have to work
031on companywide behavior intervention plans. Um it was a finding in our special ed monitoring that we are not doing this part of the >> thing. Well, it's part of the IEPs, but it's also part of disruptive behavior for students. So thereafter, the students disruptive behavior persist upon teachers request the principal may to the extent feasible transfer the student to another setting. Um, and then here are the processes that's in your packets. The important thing about this is we do not have a countywide system of alternative education. So we have to start looking at some restructuring of our alternative education programs to make sure if we have students that we are going to exclude for a grading period for 9 weeks, we have to have some place to stand. you have to set that up. So,
032I haven't posted a couple of positions because I'm looking at and thinking about realigning how that alternative education program looks. Where can we put a behavior classroom for um elementary education that's appropriate? Where can we put a behavior intervention classroom for the middle school students that's appropriate? and the high school already have a behavior classroom, but we also have to look at who's going to administer that. Who is the principal that's overseeing the processes that's going on in that place? Um, the law also says if they return to the bus, if you pull them out of the classroom and they're excluded on that classroom, then the principal or a principal death indeed or an adult assigned by the principal has to ride the bus with the student or they can't ride the bus. So, there's
033another caveat. So I believe this was rolled out to us and I believe we have about 90 days to get this fully implement is Miss Dunlap's duties to be over disciplined. I know she's super excited about that. Um that's all over there. Um I have asked her to work with Mr. Gibson and we've kind of batten around some ideas. We don't have anything solid, but she will be preparing a plan and bringing that proposal to the board for us to discuss together in the next couple of meets. So, we have this in place for our students. But I wanted you to know that we do have to develop a plan and we are it is at the front of our stove for cooking on it. But we've got to we've got to get our ducks
034in a row and we've got to get a policy. We've got to look at our policy and make sure the policy is out. It's got like that search other place and see if any language that we can use in what we've got in place and the direct language will accommodate this. I want to make sure I'm doing >> these students. I've seen a lot of students pulled out of the middle school and stuck in the bed of high school and I've read this. They stuck up there with no instruction just sitting in that room. >> Do we still have to have big cast? >> Yes. The virus. Yes. >> Yeah. He that's that's a plus. >> Yes. Yes. >> I mean, you know, that that's a good way. >> But we really to to be
035doing this effectively, you should not have middle school students with high school students and high school students with middle. You should be mixing the programmatic levels. So we got to come up with a plan that addresses each of the programmatic levels and how we're going to support them in those services. So we have to have an intake process and an integration back into the school environment process. >> Yes. >> So um that is all I have for updates. Any other questions? >> Do we have any? Okay. Old business >> aid policy 5136 personal complacent comment that's a policy for 30 minutes policy 75 technology accept discussion for development vec and how Why handwritational classroom management solution tree keto speaker >> professional learning Alex that last name >> Kennational all year long and D is discussion
036and review of gymnasium floor that have a second. Okay. Now, we going to take these one at a time or you want to this is our own comments. >> So, we This is our policy comments that we have up here. Um I read through these comments, but the law's pretty clear on what we can and cannot do. Students cannot have their cell phones out in the classrooms. Um, we do have a caveat in our policy if they are using it for a verification code for virtual course. We do have some flexibility in the hallways, but they still have to be powered off. So, when we start looking at the comments, some we can uh I will look at and see if I need to adjust the policy. Some of them are not. we can't do
037anything about them. And then we have our uh staff policy um which is 7540. Um the use of AI was not selected. Does that mean students can use AI to complete their daily assignments or projects? No, we are not saying that we have to do a training on AI and I can't remember exactly how it was in the policy, but it specifies when and they can use AI and I can email these. I should put these in the court packet, but I will email these. Um, this is Hammonds and I, Miss Hammonds and I have talked about we should not have policies that are anonymous. So moving forward, the name of the commenter will be provided. We need to make sure that's people in our community. We need to make sure that it's not students
038that are just commenting. Um so names and emails and then we can see we have two that actually can do. I've done it before down under that's 75 >> 75. We already have one on. There are several teachers who use the internet for more than just intent. Well, we don't need um cuz that's those are things that we'll we'll address as we come along. But if there's people not using internet um for things that are appropriate, we will address that. With that stated, um I do want to let you know that I did speak to the technology department today, um Jimmy, and I have a little chance to speak with Chrissy today, but one of our monitoring findings at the high school was they don't have walkie-talkies, they don't have a consistent intercom system, and
039they don't have um any way to access cell phone service. So I spoke with Jimmy and they Jimmy and Christie if you can help me out on this if you have anything to add. They have created the closed yes network that we could put their cell phones on to allow them to have their cell phones for emergency services if they need and we can monitor that on the network as well. So that is probably going to be the resolution to that part of the plan until we can look at the intercom system and make sure that it's high. They have football, >> but not every classroom. >> Yeah, true. They have in rooms, right? Yes. >> So, you know, that's not working. >> That's what the report said was reported. >> So, we have to
040do some investigation. >> Yeah. There is also Wi-Fi at house. Some of the teachers I can do so >> right and I'm saying if we have a if we narrow the bandwidth and we set it down to uh low graphic density then we can logging on to social media and things like that but still have text service and call service. Yeah, they was concerned football got something they got down there. We got that last year put down there too line working with us on that too. So that's got the line runs on top of the ground from the school down past the serious man across the unless it changes. I had been coach I think I think I was in there last year and well maybe the phone was there. I didn't work because we
041got on the same line last year as somebody talking in the coach's office radio. Now we got the Wi-Fi. I think we have >> I just want to be c cautious how I say this. I I don't know that the line that we had legitim was a legitimate line. I don't know. Either way, I want to be cautious about what I say there. Um we are getting a legitimate copper line installed. >> Okay. And >> once we start really digging into safety, we haven't started that. Mr. Gibson's been very busy, but um once we start digging into safety, all of our fax machines, if our phone goes down, should be set to immediately convert to an emergency line that you can >> They used to do that. >> You can call out if they're not
042callers. They still do. We have >> used to be hook and then we hooked up. >> So we have um we have some look into but I just wanted to let you know if cell phone service that's something that we have to think about. >> Okay. and C is the presenter that you're going to have for the teachers. >> It is the presenter we are going to have um one of teachers. We had Alex today stay inspired and motivated year long. He did a phenomenal job presenting to the teachers. He outlined several great things. He talked about various strategies um for student engagement and schoolwide forms. Uh I'll just start at the top. Larry Bell will present our opening day the 28th. Uh after Larry Bell tomorrow, Zayer Blosser will present on the how the
043why of handwriting. It's a very short handwriting is strongly in place because I said the print is essential read. Um and I think every student should be able to write in cursive and should be able to print and should be able to read books. That's a fundamental skill. So, we're going to train our teachers on how to do that, what that looks like to support that. Jordan Simpkins is going to talk about relational classroom management. He's going to talk about um posting expectations, having norms for how you do things. He's going to talk about how when we say to students, we're going to do something and then we don't do it. It hurts our relationship with them. So, say what you mean and mean what you say and do it. So, he's just going to
044really refresh us on some of that um relationship thing and communication. And then we have David T. I can't say you got messed up. No, we David is going to work with all the related arts and all of the CTE teachers. And what he's going to talk to them about is classroom management in non-traditional classrooms. He's going to talk to them about setting high expectations for reading and math because technically those should be integrated in all of our core areas. So, we're really going to get some great things out of. And then D, uh I'll go ahead and bring that up. And Christie, can you bring up that graphic for me, please? >> Yes. I'm trying to see what we're talking about. The gym floor, right? >> It's the gym floor plans. Okay. So, uh,
045several board meetings ago, you um asked me to get you graphics for the gym floor. So, I emailed our SBA folks and asked them if they could come and meet with us and Mr. Gibson and I met with them a couple days ago. Was this when you meet? >> Last Friday. >> Last Wednesday, I think. >> Was Wednesday. >> Last Wednesday. Yes, >> we met with them last Wednesday. Do you want to meet Indiana stuff? >> Okay. >> Oh, perfect. So, >> bring them. >> Yes, that's who it was. Um, so why don't you kind of talk about the the the state and why don't you just give them a brief overview, Mr. Gibson, of this. >> Well, we started off they had warriors with spheres across the center and you couldn't see the arm
046very well. So, there was some concern about that. So we started discussing logos and that kind of different things and different stain colors. So he's come up with an idea of the tomahawks. We had two sections of the tomahawks cut out of that floor at the high school and saved. And right now if anybody in here knows why we did that, let me know because I wasn't involved in it. Nobody knows where they're supposed to go. Nobody knows who want them to cut out. But anyway, um, so we sort of copied that logo and he come up with a center logo design for the tomahawks and positioning of this could be turned because basically right now if this is the u um locker room side that's usually been the home side would this one be
047turned where you're looking at the tunnel from there because usually the visitors are setting over here then we're home people here. So anyway, we've, you know, looked at the decals for the Pocahontas. Of course, our, you know, student support groups, the tribe. So we have a tribe over here right now. And then we had different stain colors. This is, you know, we have the normal stain color one, which is just a plain maple. And then stain color two, a little darker, and then the uh stain color three for the sections there >> and around the corner. So yeah, around. And this was this is actually I think was a paint around the perimeter. paint around the perimeter or different color wood >> around the around the perimeter. >> Yeah. >> Uh >> they got they
048got they got they've got some paint colors. What does he have? >> Yeah, it's paint color number four, which is the darker maroon color. >> So, it was painted. >> Oh, that's cool. >> Is that the Tomahawk's feathers? That yellow? >> Yeah. Great feathers. Can we >> to the three different school colors? >> Oh, each of the feathers. >> Yeah, >> that's that's good. Orange. >> So, is it blue, red, and orange? Is that what you >> were thinking about green? So, it would be Well, >> yeah, I guess. >> Is gold blue. >> So, blue, green, and orange. There's three patterns, right? >> Okay. We could do blue, green, and orange. Yeah, >> you could even have well you going to put the logos of the schools in those or even the initials on
049those feathers. Just taking off what said if you took them three feathers and changed them three different colors and then run kind of the era of the middle and then put your that means combine that them three makes one as they go into the high school. You understand what I'm saying Dwayne? >> So you want the air open come up where the feathers are. >> Yeah. Yeah. between the tool hawks. >> Yes. >> So, >> what do you all think? I mean, takes the three schools combined. >> These three schools make this big. >> It might do color 23 written in that one instead of three. >> So, you do like the tomahawk set. >> Yeah. I think I think put the air you might you might Yeah. Yeah, that's true. >> We have the
050spheres on the sides. >> Yeah, that's fine. >> We could make There was a suggestion Mr. Gibson and I talked about writing uh Pocahontas Warriors over here. Putting warriors after this on the guest side >> like over here. Yeah, we had talked about that. >> Well, they coach, you know that most of your coaches are coaching from both from the one side anymore. >> You got say you're the scores table should be right there. Yeah. >> Yeah. The scores table is usually here. >> Home side coaches here. Side coach is here. >> But which way would we want that logo? I think >> like it is because the home side is sort of over here by the locker room. >> Not really. It doesn't really matter. >> As you come in, as you come out
051the door anyway, >> you come in the door of the gym, you're looking at it. So, >> and they've been if they film it, they usually film it behind. >> Okay, >> that's fine. Okay. >> And then the third one is just basic. We didn't put anything on it. >> Yeah. There's nothing in the center. I personally don't care for that. That's >> it. Does it have volleyball marks on it? What? >> Yes, it does. >> Yeah, the volleyball standards are showing on here. I mean, they say >> you want to go back through and see you like the second best, but you follow the color three. >> Yeah. Here's a question. >> Should it say tribe or just tribe only? I think you change the colors. We want red, >> red, orange, and blue.
052We can just make that smaller. >> They could probably come down a little bit. >> The school downtown was always marlin. Timber walls on it. But you know the timber wars seed into the to the middle school. Middle school into the high school. I think >> I say middle school the high school has elementary that middle school then feeds to the hospital. So focus and one le one one feather would be a high school color >> Dr. Sue leaving the red out. The red devil's good luck. >> You don't have anybody that play high school basketball. >> Okay. What What do you think about the feathers and then the purple or the gold? So I can't tell you what >> it looks red the whole thing looks red >> blue and red >> whatever >>
053it's blue and red >> so >> okay >> that way you got All right. So, is there anything else you would like to change or adjust or >> once we decide it's done put on public comment to be done now? >> Okay. So, we will do this. This will be I'll get it back to you. >> Any questions? >> You talk about these come up on the >> red on those that be the two elementary schools. Okay. >> Any any business we need to discuss? >> Hearing none. All those in favor signify by saying I. I. >> Motion carried. New business. Approval of between County Schools and Southern Educational Service for the West Virginia Mountain State Academy and Primary Learning. West Virginia code 18A-2-7B statehood rule. Discussion of possible action of PCS parent drop off
054and pick up procedure. D. Discussion of changes to local government improvement dates assessment information. October the 7th elementary school. October the 21st at Middle School. November 4th, Hillsboro Elementary School and Greenbank Elementary School. November the 18th County High School. Discussion of Senate Bill 199 disciplinary action. and F is discussion approval of fundraising request. Do I have a motion? >> Mr. McCome makes a motion. Do I have a second? >> I'll second. >> Mr. McNab second. I start out with number A. >> That's just our for proximity learning. Um it was included here. We do that every year um for our students that have virtual classes. >> Okay. Now we'll go down to number B 18-2 that we need to start and this is in your packet. I'm just going to kind of tell you a
055little bit about it. This year I would like to I'll let you get there. Anyway, I'll just read it to you. Okay. So, the state rule allows the superintendent of the school system to say once school has started and once professional development has been provided that all employees will stay in their position. So what this means is I would like to it has minimal impact on anything else. So Pocahontas County School Systems will begin following the state put rule as outlined in Western Virginia code 18A-2-7P for professional employees. While this code has been in place for several years, we have not aligned their professional practice with this. And that's what allows teachers to move from school to school to school throughout the year, which is not best for students. It's best for students. If I
056train you to be an elementary teacher, then you stay an elementary teacher. If you're fifth grade, stay there. If you're first grade, stay there. So, it will also apply to all of our service employees assigned as autism mentors and aids working with students with autism, pair professionals, um early education classroom assistant teachers, aids providing one-on-one services as required in their IEP. Uh it will also be required to remain in their current roles throughout the 25 26 year that the bidding and the hiring process stays the same but it says that they cannot move into that position until the beginning of next school year. Nor am I willing to allow an employee that we invested time and money on to leave and go to another county. >> So that's that's what we're saying. It does not
057apply in code to bus drivers or extracurricular positions. Both will be exempt. >> That mean you make a decision all week. >> That's correct. >> But yes. >> Yes. >> Sometimes immediately it's the best option. >> It is. If I think it's the best officer, then they come and talk to me and I feel like it would be best for our student will do that. But generally I feel people moving two, three, four times within the school year is not an acceptable. It's disruptive. >> Yes. >> I'll send this out tomorrow if approved by the board tonight to all staff to let them know. >> Number three, discussion of possible action. PC desk drawback. Mr. G, would you like to go on the next class? >> Okay, sir. Transportation polic 36 have a duty section
058in it. Um, concerning pay third grade students parents have to be there to get the kids on the bus. They have to be there to get the kids off the bus. But the latest added section says that each board of education shall establish a written policy for operators to follow the guardians or dest fails to be present at the bus stop. We've had that happen three times over the past year or two. Um we have individual parents that fail on a regular basis. I'll say it that way. So, grabbed a procedure. I'm not calling the policy just yet. Um, so do you all have this in your packet? >> Yes. >> I need to read it to you then. Anyway, so if a parent fails to be able to stop to get their kids prek
059through three select free strike outside. So consequences could be as follows. First, the parents will be given documented verbal document um where most driver say I wanted to document that next time what happens not drivers will let me know driver process then the second violation let me know have a letter of experience say okay this is the second time third time that point we've got some options we refer to his school assistance fees. Um being transportation for the child to more dependable making sure the safety of the student and the third option really could be refer authorities for the child protective services. You don't want to do anything for the student where you put them off the bus or they're not going to come to school. The parents aren't responsible enough to get them off
060the bus or they going to get him to stuck which is going to hurt attendance. So I've reached out to transportation directors around the state reply back what they had. >> What is your procedure right now contacts not there? Our procedure stays at the bus driver stays there. the bus driver continue to keep the child on the bus radio try to radio to school and get a hold of principles and then contact the parents say hey you know you need to pick your kid up you know after school or bring him back to the school you can pick them up you bus drivers got to continue that route he's the other kids to take care of one of the most conventional problems we had is one of the last kids to get off the bus
061one particular around. So I have had that child dropped off to middle school. The very last day of school after they called me to go to middle school kids to get get that child out. So try to radio communicate and get a hold of the parents. We've been pretty successful with that. You just stay there. Somebody stay somebody with that student until parents get not called the police yet or anything like that. And the last time this did happen and I told the parent when they came I said we haven't called CPS yet this next year was the last day. So said next year things are going to escalate you know you have to be doing what you tell the bus to be >> well look at other policies through 12th grade before that. So
062that's what another county had 6 to 12 sound reasonable. Um this document the third one parent bus stop designate form our lawyer to find out some information to me suggest this way so that a six sixth grader get off the bus. The sixth grader can take a sibling with him off the bus. So prek to three can get off with an older sibling than a 6 through 12. My dad should be an age that could have almost three different ages. I know as a parent if my sixth grade child couldn't get his little brother off to the neighbor sixth grade child was two years younger than my child I wouldn't be happy. You see what I'm saying? something like 6 through 12 policy I was reading or thinking if you're if you're in the sixth
063grade you have characters >> we could put an age there >> but if you're left >> well that's a whole year difference >> it is it is yeah I think from the parent stand you need something concret that you can't argue about. Say, "Well, this kid's doing this. Why can't you attach an age to it? Don't matter if they're third grade. If you're in the sixth grade, you're 6 years old, you're 10, 11, whatever. >> Yeah, we can do that. >> We don't have this procedure we're going to use. We're going to rewrite our policy. But we have to have a procedure in place. >> It's a procedure. >> No. Okay. >> 4336 says we have to have a policy written policy. So we get >> policy has pretty much other counties going well this
064is what we're thinking. So this set the third page that our lawyer prepared I guess two years leveling off of Well, my kid supposed to be a fourth grader held back. I think whatever it discussion chang >> of the local school improvement dates assessment. >> So for local school improvement, I had mentioned at the last board meeting that I would like for us to report out at every benchmark and it's required by law three benchmarks. So they'll come here for the first two after the benchmark. So what we're going to monitor is where were your kids at the end of last year? Where did they perform on the benchmark? How many bubble kits do you have? and monitor their name. We won't say their names. We'll monitor the attendance rate. We're concerned about the attendance
065rate and we will monitor the discipline rate. All of those are things we need to be monitoring. So the first one will be comparing the first benchmark has to be given within the first 30 days of school and then the second one will be comparing first benchmark to second benchmark and then the third one is the and all the principles has been provided with the training and all the drivers everybody should be on the go to schools. We will the last one just like you always did. But I think it's important for the principles to come to you and say this is my data >> and you get to ask questions of them and say what are you doing to improve it? What do you need to make it better? Uh just so that we
066have this constant eye on student achievement. We are all working on it together and you have an opportunity to have a direct connection with the school. Very good. I like it. Uh this bill 199 discussion and approval fundraising request. Uh and this is a fundraiser right here number. >> Yes. Football boosters. All those in favor signify by saying I. I. Motion carries. We're good. Board members remarks. Mr. Gibson. >> Mr. Price. Before we show to the service recommendations to work. We need to make sure that we get request to transfer Adam Taylor. He went to Taylor's rest and employment of Cody Grass Road for that position. That's all you got. I seen that on the bottom. So, it is an agenda item. >> Yeah, we can't add an agenda item, but okay. Board members remarks.
067Mr. Gibson happy. Everybody I talk to is happy. Sports is doing real good. Saturday. Mr. I'd like to thank all the staff that showed up today for the training up high school. Uh I was very impressed with it staff and the the speaker and like I say I'm very impressed with Dr. Williams. U we'll just continue to grow together and we will we'll make things happen for our youth >> that's been said I'm sorry I didn't get there high today more construed [Music] to make positive changes. People are not happy with some during personnel, but it's along and uh I think it was last Wednesday that we Charleston with the state board of education. It was uh Dr. Hollinssworth and Dr. Williams and myself. And I will say this, I give rough time down as
068much as I could. She seemed pretty nervous, but she done a absolutely terrific job down there and everything well with the state and you know, I was associated with Pocahontas County and her representing us. She done an amazing job. Thank you. And uh it's like I told you down there, you know, you've done a great job in here super and I think I can say this for the board if you all but we're behind you 100%. And uh we want to see Pas County schools and our students be very successful and that's our job is to get our students to be successful as they can and others. But you've done a great job and we want to thank >> because they cut off this is you did such a good job. >> You can go
069back and watch it if you if you need to. In fact, they I think one of the news outlets had a thing on it and I posted it on Facebook the other day had your picture on. Miss Fine didn't say much, did she? She wrote two sentences and they said, "That's enough. Let's vote on this." And it was all because we done the job. So, thank you. We are hereby