Board of Education Meeting 4/15/26

001of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> I have a motion to approve the agenda. >> So move. >> Second. >> All in favor? >> I motion. Motion carries. Um and have a motion. We have a hearing on student hearing 252.6 S00001. Can I have a motion to go in executive session? >> Question. Did they ask for an executive session? >> Uh on behalf of the administration, since we are dealing with um student records and items that would be protected under FERB, I would request that we go into executive session. I'm not sure that um the student is is here. >> Okay. >> I move that we go into executive session under 698. >> Second. >> All

002in favor? >> I motion carries. It's 305. We are now in executive session. Are we going to move to another after being executive session. So, we'll call the meeting back to order. Uh, Dr. Sax, do you have a recommendation on student hearing number 2526 S1? >> Yes, ma'am. Uh, Madam President, board members, I recommend the expulsion of DL a student for two consecutive semesters in accordance with the Safe Schools Act and violations of U State Code 185-1. >> Um, can I ask you a question? >> Sure. >> That's Did you change your >> Yes, that's Yes. >> Okay. I just want to be sure. You've heard a superintendent's recommendation. Can I have a motion? I just want to make sure the letter that goes out says that the student in question is barred from all

003property but the one place where she has an opportunity to further education but that she cannot attend any events or anything like that in the letter. >> Yes sir. >> I have I'll show move the amended version. >> Second to amended version. All in favor I motion carries. >> Thank you all. >> Um yeah, we will make a motion uh to adjourn >> recess >> a recess until 5:00 p.m. when we will back be back in regular session. >> We need a motion. Do I have a motion? So move. Second. All in favor? I motion to reset. Um good afternoon everyone. Um we uh are going to resume our meeting. We started at 3:00. Uh we will now go uh have our faculty senate presentations and first will be the elementary with Kelly Straley. Kelsey,

004sorry. Don't step on foot. >> Thank you for the warning. >> Yes. Right. Good evening everybody. My name is Kelsey Starlick and I serve as the faculty senate president at Marlo Elementary School. I am here this evening to share insights and feedback um gathered from the recent meeting from my fellow primary school faculty senate presidents. So, we met on February 19th at 4 o'clock um the fall library, I think. Yeah. Um there were eight of the 16 primary schools represented at this meeting. We discussed um areas of concern, areas of success, and potential next steps within our schools. This presentation reflects only the feedback that was shared during that meeting. So please keep that in mind um that only half of the representatives are present and this only represents the perspectives from those in those

005schools. The first area of success is um support staff and academic specialists. The first area of success discussed was the level of support available within our schools. Academic specialists, full-time counselors, student assistant facilitators in the presence of senior staff and buildings are making a meaningful impact, helping both teachers and students feel more supported. Another key success is the strong sense of school culture and teamwork reported by several schools. Staff described supportive leadership and positive collaboration contributing to a more unified and supportive environment. Staff also expressed appreciation for the resources and consistency in instruction. Access to devices such as math books for teachers and iPads for teacher assistance along with pacing guides and a clear focus on standards has helped create greater alignment across classrooms across the county. Student iPads have also been a wonderful tool

006for them to create projects to showcase their knowledge of skills. The first area concern is communication and transparency. One of the most common themes discussed was the need for improved communication. staff expressed a desire for clearer, more consistent communication from the county and school leadership, particularly regarding the rationale behind decisions being made. Some shared concerns about learning of significant changes through informal channels such as social media or colleagues from other schools rather than through direct communication from their principal. The next concern is curriculum pacing and developmental appropriateness. Curriculum and pacing were a significant area of concern at this meeting. While pacing guides provide a helpful structure, as mentioned before, many staff members feel they are too rigid and move too quickly, making staff members feel they are too, I'm sorry, making it challenging to balance

007academic rigor with developmentally appropriate engaging instruction. This concern is especially pronounced at the kindergarten level where the pace may not allow sufficient time for students to fully master foundational skills before moving on to something new. Additionally, considerable concern was expressed regarding the implementation of the I Ready curriculum and its resources, particularly the magnetic literacy program that was introduced in January. staff reported feeling unprepared due to limited access to the materials and minimal training that was provided prior to the implementation. There is also uncertainty about access to the materials for the upcoming school year which has yet to be released um and that also contributes to the ongoing concern. Teachers also expressed concern about the amount of time students are expected to spend on their IR pathways on their iPads. While 45 minutes per subject per

008week may be more manageable for older students, um staff feels that the K2 learners benefit more from direct teacher-led instruction rather than extended time on their devices. Additionally, some teachers feel that I Ready Pathways is not the most effective or efficient tool for intervention when compared to other available options. The third concern is instructional support and professional development. There is a continued need for additional instructional support for teachers and assistants throughout the school year. This includes more consistent intervention programs for tier 2 and tier three students, dedicated time for meaningful data collaboration and professional development that is timely, relevant, and aligned to teachers needs. Staff also suggested that academic specialists could be further utilized to provide targeted support to schools with higher needs, particularly those with a large number of new or uncertified teachers rather

009than being spread out to all of the schools. The final concern is educ special education or discipline remains an ongoing concern that was that was also something that was raised last year during these presentations. And while an updated discipline matrix has been implemented, challenges still persist, which are often tied to insufficient staffing and resources in special education. As a special education population continues to grow, the number of qualified and trained staff has not kept up the pace. Ensuring that classrooms are adequately staffed and that educators are supported with appropriate training and resources is essential for improving both student behavior and learning outcomes. Also, adding additional special education classrooms to schools where there isn't adequate space available nor the certified teachers to fill the classrooms is also a concern shared by the people present. Overall, these

010concerns provide a clear direction for where focused efforts can better support staff and students moving forward. And this is just a recap of what we had there. As a final reminder, these successes and concerns shared this evening reflect only the discussion on February 19th with the primary school faculty senate presidents. With only half of the representatives presence present, this feedback represents just a portion of the broader perspective. Um, thank you for your time and the opportunity to share this information and I'd be glad to answer any questions that you may have. >> Questions for Mr. Group. You you're the elementary representative now. >> The intermediate will be somebody else. >> Yes. This one. >> Yeah. I was a little bit confused. There were some intermediate people present for our meeting, but um they also had

011their own meeting. So, >> okay. Um the screen time. I I heard this in the debate the other day. Mhm. >> Um and and there were 300 minutes in the instructional day about >> Yeah. And I I'm just first I I wouldn't know what I was doing if I were in the classroom with a device. So I want to first make that known to you. But but when I hear people saying we're spending too much time in screen time and I hear 45 minutes in a week and we have 300 minutes in a day, I'm just having a problem grasping why is a fraction of the time so so much? >> Part of the I Ready curriculum is this I Ready pathway. Um and it's just a more tailored um instruction for what the students

012need rather than what the teacher is providing. Um, so to a certain extent I fully understand and support that. Um, but it's 45 minutes in reading and 45 minutes in math. Um, so that's a a pretty large chunk of the week, especially for our kindergarteners who are still learning to sit in a chair, you know, sit quietly or have someone next to them. So it's just it's it's hard. And is the 45 minutes of the two things um K through five >> I think so. Yes. K through eight different >> K through eight is 45 minutes per math and ELA. >> I mean I I see your point why why the little fits so much and the others. >> I mean we see value in the purpose of it. Um it's just that's a long

013time for our you know some students are five you know and it's it's hard for them to just focus on that or that period of time. >> I'm not making excuses but I bet they go home and spend half the evening on >> Oh um and I guess I'm uh question some people I hear it's it's 20 minutes on a device and then somebody else says it's 45. So I don't how many minutes is it that they spend on the department? >> Sure. >> I don't want to >> I [clears throat] think it's really important to to um share that you know as we heard from our faculty senates. We've also been hearing from other educators across the district um and our academic specialists um who are boots on the ground to be able to

014help provide that additional layer of support for um our educators in our buildings with curriculum resources, how to how to uh um provide certain instructional strategies, those types of things. And what we have heard consistently is that there is a request that we consider from the you know uh district guidance the district expectation to have fidelity of the curriculum is to take a look at how do we you know reduce those minutes so that there is again more flexibility in the classroom and um that is something that we're we're definitely hearing and uh uh the instructional team and I we've talked and and I believe that [clears throat] we're going to try to accommodate that request um because you know what the research uh has um is that it's the 30 to 49 minutes per

015week. So we've been asking for the the 45 um but I think that if we look take a look at our our um our youngest learners and try to make some guidance that is a little bit more specific to their needs and the consideration of screen time. Um and then we look at intermediate the same way. Um and then of course middle school. We want to be able to listen and to respond. Uh and we want to do so thoughtfully. And of course, you know, uh hearing the feedback from our faculty senate chairs on that. Um hearing some feedback from our our teachers as we're making rounds in schools. Um we have a some focus uh some focus groups on magnetic literacy coming up. We want to be able to get the totality of that

016feedback before we execute a decision um so that we can provide accurate guidance in preparation for next school year. Um, and coming from a parent, you know, who's uh, you know, my my wife and I, we also agree that, you know, we have to be very concerned whether it be screen time at school or screen time at home. It is something that that has to to be taken in consideration. And so, you know, my wife and I like we we limit TV time. Like we don't our our kids, they, you know, at home they're they're lucky if they get one Bluey show a day. um that's a big day for them to be honest with you and and so we definitely put guard rails in in our own home. We also recognize that in our

017schools we want to be able to put the same guardrails because again we do know that kids spend a significant time at home on devices and so we we don't want to contribute to that but we also want to make sure we're using technology in the right ways. Um and and um you know the guidance that you that we put out on the 45 minutes is also a guardrail to ensure that it's not overused because we also want to make sure that we don't have situations where the easiest thing to do for example let's say whether it be um a a substitute or a perm sub or something that we're still trying to build the the capacity of being a high quality educator is is that they put them on devices for you length on

018end. That's one of the reasons that we've also put those guardrails on is to try not to go over that time. Um, so I just wanted to say we hear that, I hear that, our team hears that. I know the board has heard that and I think that there's definitely some room for some improvement there from the feedback that we've received. >> And I just stepped up to kind of clarify because I know 45 minutes doesn't sound probably to you all like that much, but it's 25 true minutes. It takes them time to log on, especially the littles. Um, it takes, especially like I noticed in my class today, it took kids quite a long time to log on because of our Wi-Fi. Um, I had a little girl who I think 12 times and

019we finally had to shut her iPad down and start it back up. But even when they're on the pathway, those minutes are only count the minutes only count if they're active. So, if they're reading a passage and it takes them a while to read the passage, it doesn't always count those minutes. >> Oh. So 45 minutes, you know, when you're at Walmart, 45 minutes is a true 45 minutes. On I Ready, 45 minutes can be a lot longer, >> like an hour and a half. It it depends on what they're doing and how engaged which we're and we're walking, you know, we're making sure that the kids are are trying to be engaged, but again, those harder reading passages are going to take them some time and and so that so 45 minutes sounds one

020way, but it can be quite different when you're trying to actually do it. Does that make sense? >> And I don't think any teacher is sitting their kids down and saying, "We're doing this for 40 minutes." I know that teachers are spreading it out across the week. Um but you know it still takes time. >> So what's this? I don't want to say simple solution. What's the solution that you suggest? >> Lowering the 45. [laughter] >> I think just lessening the time even if it's just for the K2 students. Um because for the most part teachers are walking around and they're they're holding the kids accountable for what they're doing. Um, but I think I think at that age it's more beneficial to have the teacher directly teaching them rather than them staring at a

021screen that gives them time to get distracted or not pay attention. >> Go ahead. >> I guess my I guess my question is is there [clears throat] and I'd love to get teachers perspective and then I want your perspective. So love them to answer first and then you. >> Okay. No. And I and and I and I love candid candid response. Are we for our youngest K through two? Are are we at a place where we really should be looking at digital stuff for our our youngest? I mean, I guess I'm just sitting there thinking, I mean, they're they're they get shoved digital at home, you know? I I know a lot of parents will do here's mommy needs to do something here. >> Okay, I I'm not I was never that parent. So, um

022I I can identify with that, but I've seen others do that. So, um with that said, we know that that is something that that will happen when they go home. They're, you know, kids, youngest kids, kindergarten can bring cell phones to school. We've we've did the cell phone policy where that was conversations the sport had um about kindergarteners bringing in cell phones. So is are devices something that we should be thinking about using with our youngest? I think there's a time and a place. I love iPads. I've always been a big supporter of them. I think when they're used appropriately and correctly, they're a wonderful tool. Um, I worked with our kindergarteners today on making a video that's edited with a bunch of different like transition like and it was a wonderful activity that we

023did. Um, so I think using it correctly and for the correct things is fantastic. Um, but I think you can never replace a teacher. >> Absolutely. And I would never want to. However, I could see the flip side where some of our second graders are being exposed to division and multiplication on their pathways, which is amazing because their costs might not get to that in their curriculum. So, it has its perks and its, you know, downfalls. I think given the correct amount of time, if we can just figure out what that is, I think it would be great. Um, >> but I I think at our young age, it's better to have a teacher in front of them rather than staring at the screen for that. amount of time. >> And I think I could

024speak probably for RK and one teachers. I think they would love to be able to use it as a resource, >> okay? >> And not necessarily a this is what you're going to do for this amount of time every day. I think they would find it as a great resource to be able to use. >> Okay. >> When it when it aligns with what they're doing. >> Okay. >> Don't we test with iPads? >> We do. Well, I mean, so >> and I know the the Ready assessment is extremely long. It's over 30 some questions for students. Um, so our teachers have to break it up over, you know, the week or whatever to accomplish that. >> That's the beginning of the year. >> Yes. I mean, so there's some aspect that we do have

025to show them how to do that. But at the same time, I'm also hearing from our >> from the littles aspect >> that turning the page, that ability to physically read the text style, the like there's there's aspects to this that I don't want them to lose. I mean, >> we um we did a project at my school for our librarian um for the librarian day and so we had the students cut out their handprint. We had to trace it and cut it. >> And those hand prints were scary because they spend a lot less time cutting these days. >> And we realize, holy cow, we need to learn. So some of those basic skills, >> yeah, >> they they just kind of take a backseat. So >> and we got to see evidence of

026that just in that little that little exercise. >> Yeah. >> You probably don't realize don't know this. >> That's okay. critical is uh do they not learn to cut in prek >> or is that too early? >> But not all of our students in kindergarten go to prek. That's not a requirement. >> Yeah, that's true too. >> And prek has it's very um hands-on, but it's like manipulating things and and play based and Yeah. >> No, I I I am in complete agreement with everything that um our representatives here have said today. I mean, I I think that you're first of all, nobody wants a a device or a program to replace good quality teaching and instructional strategies. And what that means is engaging students with manipulatives and and uh uh activities uh that are

027aligned to the the skill building of the standards. Um and but at the same token, I think you're right, it has to be a balance. Um and of course you know um some things are also uh required by the state like the so obviously here in Berkeley uh we have um I ready which I think is most of the state has I um as their diagnostic tool. Um one of the things we wanted to do this past year was actually delay the kindergarten first diagnostic. >> Much appreciated. But we didn't get but the challenge was we didn't get to delay it as much as we hoped for because the state requires for the third grade success act >> that the the diagnostics for K1 and two and three be reported to the state. Um and

028I believe it's the first the second is it this first and the second Mr. Mullax diagnostics >> that we have to report to the state. >> Is it the third one? >> The end of year I think the end of year we have to do as well. So, because we have to be able to report to the state that we're tracking students that may be below grade level by the third grade and that that we have evidence that we're trying to provide, well, one that we're monitoring. >> And so, um, but so the students do need to have exposure to being able to do those diagnostics well. And so, I do think that the balance truly is finding a balance on that instruction, on that time that would be um on that personalized learning path.

029And again, whether that be um you know, uh 30 minutes, 35 minutes, or we give a window to for flexibility purposes, those sort of things, I think that's what we want to be able to flesh out with our teams over the next the next couple weeks um with our our our practice. I do have a I do have a question though that I think would be very helpful. You know, one of the things that that I think has gotten a little bit lost, at least from the conversations that I've had with with some of our stakeholders, is that in the past, the district had Scholastic um as a resource. And one of the things we learned is that there was not a lot of fidelity being used in the Scholastic resource. Now, we loved our

030level readers and those types of things, but the actual curriculum component, a lot of it was sort of sitting on the shelf and people were sort of outsourcing some other things. And so, um, it was very difficult for the the the district to be able to provide consistent professional development across the spectrum of our 32 elementary schools. I'm sorry, our of our not of our 32 32 schools total, but of all our our elementary and intermediate schools. And knowing that the adoption for the state was delayed and so on and so forth, do you think from your perspectives and from sharing with your colleagues that the frustration over the roll out of magnetic literacy which magnetic reading that product was ending magnetic literacy was to try to fill in some of those those gaps, right?

031um if magnetic literacy, you know, if we could iron out those kinks that we had in the in the roll out and be able to address concerns over the supplemental resources that folks need to be able to use to because no curriculum is perfect, you know, and I and and I I feel like I have to say this publicly, but every curriculum you have is going to have some level of scriptedness to it, right? So the question becomes to ensure teachers have a true autonomy in the classroom is is that you have a sort of a an architecture of the curriculum resource and then you know where there are places that you have the flexibility as a seasoned educator to say I know that I can teach this skill not just using this core resource

032but by also doing X Y and Z right >> do you think that that is a better path for us to continue down is we've invested in this. Let's continue to refine and learn from our mistakes. Let's figure out what professional development we need to support both our and differentiate it for our seasoned educators that that are that know what know all there is that that is is true to teaching high quality instruction. And we differentiate that so that there's a greater level of of of support for let's say our newer teachers or or perm subs who are are you know wet with appetite to to sponge it up rather than to say okay we don't want to continue this anymore. We'd rather go back to Scholastic for example and support that as a resource.

033What just from your all's perspective, what do you think from hearing from you know other teachers that the the desire would be more in the direction of >> curriculum or professional development? >> The the curriculum you >> I think that I think now that we've kind of gone into the magnetic literacy people were more like oh okay because before we had absolutely no idea what it was going to look like. It wasn't created. It wasn't online. and we weren't able to even investigate what would it what it was about. Um, but now that we're in it and we have the materials in front of us and we're getting into the routine of it, I hear at least at my school like, oh, like I I like this aspect of it or we could really, you

034know, use this piece. Well, um, so I think just we just needed the materials and access to it. Um, so thinking about next year, it's kind of like we're in the same boat that we were in December where we're like, we have to start this curriculum that we have not seen and we know nothing about. Um, and also we were provided professional development the day before students started. So that was kind of like super overwhelm. >> Sure. >> So one of the things you're asking for is is that you know because I'm sitting here super I'm just going to be very I want people to be I want to be very transparent with people. you know, I hear frustrations. And so my question is is are we in a position that I feel like I

035I could bring to our board the renewal of this resource, you know, and of course we have, you know, we have assessments coming up and you the board's heard me say this, you know, I want to be careful we don't throw the baby the proverbial baby out with the bath water, right? Because, you know, I think we're going to see I think we're going to see games this year for the hard work that our staff have been doing. And so, but at the same token, I also want to make sure that the board is well informed to say, okay, we recognize where where our challenges were. We we recognize where we could have done things better in the roll out, but do we want to continue down this? Because if the if the if the

036qu if the statement is yes, but we want our resources sooner, then I need to be able to bring that to the board for approval so we can get those things in. Well, and I understand that like some of it is not even created yet. So, that might be difficult to do that. And people understand that that it's not created. >> It's on the pattern. >> It's on the page. >> Oh, is it? Well, the manuals and things are, but I I for once like to see the slides. So, when we use our teacher toolbox, >> units one, two, and three, we don't have access to those. We only have access to units four, five, and six. And >> I was gonna say because they're creative. >> Yeah, he said his stuff. >> So, and

037I am a planner and I know a lot of people at my school that, you know, even over the summer like we're thinking we're making spelling cards, you know, I I've heard and I don't know how true this is, but I've heard, you know, some things about the spelling curriculum not being complete and and I tried to get some answers from Blanca and and it wasn't complete. Um, so I think um I I also don't want to throw the baby out with the bath water, but I want the bath water to be done. >> Yeah. >> You want to be warm and soy, right? Yeah. >> Is finished. >> Are we going to get all of the parts because we we got parts the day before kids came, but then those parts went away the

038day we got back from Christmas break and we got different parts. >> Okay. >> And who uh who creates those parts? Magnetically visual. >> Well, it's Curriculum Associates. So, Curriculum Associates had magnetic reading and and really the core of magnetic literacy really is the is is magnetic reading with other components to it that were filling in some of the the literacy holes that that again they got feedback from stakeholders on. So, I think that's really good information for us. We and we we have implementation calls of course we have the the focus groups but that's information that we can make sure like hey we need this stuff now >> and I think we're already committed like we are invested in what we're doing and it would be a shame to have started this in January

039and then come August be like we're something I think that would feathers >> and I'm not and I'm not suggesting that I just wanted you to know that >> I I need as you know as the as the superintendent of schools I I hear the feedback and I want to make sure people know that I'm listening because I I absolutely am. I mean, uh, we all want to be able to do what's best for our kids and we all have different, I guess, ideas of how to get there. And when it comes to this kind of feedback, I want to make sure that the board understands that that we recognize there could be some things that we could do better, but is it is it to the point where, you know, people are so frustrated

040they're like, "Oh, heck with it." I I want I would want to see it through personally, you know, and then when the adoption comes up, which is in another year and a half for reading, then we can have that conversation of okay, well, >> is it smooth out? Is this what we want to keep or do we want to look something else? >> Who is responsible for getting units one, two, and three done? >> Well, because the magnetic lit so magnetic literacy was not completed in the fall, it was ready for roll out in January. They knew that they would not be a you in a sequence you would start with u modules four, five and six. So the focused on getting those first completed for a January roll out for any school district that

041was using it and they're finalizing one, two, and three for the fall. But I believe those things have been finalized according to Lewis. >> Yeah. >> The are the presentations finalized? >> That's curriculum since you said yes. Okay. Before the horse, [laughter] >> it was it absolutely was a car before the horse. And we were actually we were chomping the bit to the company to say we really need this. We really want this. Um and there's 18 states that are that are piloting it. Schools across it, 18 different states. We we meet regularly to discuss these kind of things, get feedback. Um but it was one of those things where they did build it like using the parts that they had. We asked the county and as a district purchased their parts in the very

042beginning, put that together ourselves to help get us through the first semester. So that was the work of Berkeley County trying to get us through to that point. And then afterward then the curriculum associates gave us four units four, five, and six, which is the new curriculum that they're going to present to the state for adoption in the next adoption. So they are just like every other company they're getting ready to to prepare for the state adoption but we've kind of pushed them a little fast say give it to us as soon as you can because we would like to like use this so that's why and at the end of May beginning of junior should be finished >> oh and to answer your question any question like that that you have we really need

043to get timelines out to teachers so they feel and they know so they're not just left out there we need to get them so they have a timeline >> and who's willing to prepare in the I I know I know hers. >> So unit four would be like where you would be mid year in a regular school year. So that's why they gave us unit four because that's where we would be in the regular curriculum. >> But some students weren't weren't to the level of four, five, and six yet. Correct. >> Yeah. That's just where according to the pas. >> Yes. >> Mr. Martin, >> you have a question? >> I have more questions. >> I was talking about the science of reading. I thought I like to go together. That's why >> Mr. >>

044Um start off with this one. So you said that only half of the faculty senate was able to participate in February. Since that point um what if any feedback have you received from the others and there's anything additional that the other faculty senate may have provided that you can you don't have to say who say >> I personally know teachers have it's a lot of what she said is it was those were our major concerns >> right and I mean no one personally reached out to me um it was just kind of whoever was at that meeting who were asked who would like to to give a a summary of what that discussion was about. Um so I'm not sure that the the people who weren't there really knew to reach out to share any

045other concerns. So I'm not I don't want to speak for anybody. >> All right. Um another question. Um I saw that um several senior management people were in the faculty senate from the board office. Do you ever feel that you can't be open and honest because you have senior stamping? The reason is because talking >> well I mean >> honestly so um I feel like I mean Dr. Sax Dr. Woods all nice everyone is very personable and open and I think they truly do I felt very listened to at that meeting. Um, and I know when they come to our schools, they're genuinely asking or they seem to be genuinely asking, you know, for feedback or input. Um, and I've never been met with like a eye roll or anything like that. I always feel

046like what I'm saying is listened value. But you have anything [laughter] because I mean I know on my job sometimes I'm senior >> man you really know how to put her on the spot tell you would like to stand here and say but I also know that I am I am pres I'm representing a whole staff of people >> and that's what I'm not saying just you person as a representative right >> of our staff I I I would have to say and don't anybody hate me, but I sometimes it's hard to be honest and not that they've done anything to make me feel that way, but >> I I'm from Fairmont, West Virginia. I'm glad to have a job here and just be teaching West Virginia students and I don't want to do anything

047to jeopardize that. >> Well, that never happened. >> Like I I know that's how I feel. That's I know that's all me. Nobody has said it. >> But that's why I asked the question. The reason I asked is because say for instance Dr. Sack came with with an idea and if you all hate it >> but you're like I don't want to say this because he's a superintendent but I wouldn't be I would have I wouldn't have a problem saying it amongst ourselves and doing it as a presentation. Then I can say well we don't really agree with this. Well, and I think sometimes we just um we feel like the board is is some like up on a mountain >> and we're down here and that's just we talked about the communication. I think

048if if communication was improved, we may feel more open, >> okay, >> to that. Um some of the things he explained at the meeting that we were at, it was like, "Oh, okay. That makes perfect sense." But they're they're probably thinking they don't need to explain that. like we might already know or but sometimes the explanation that comes with a decision they've made >> helps us >> and I need you just as much as you need me. >> I can't I cannot do my job. And I and I'm I'm I'm gonna speak for me, not for the rest of the board, but I need I need you guys to help me because I can't sit up here and make a decision for any of you guys, for any of our students, for anybody in this

049community if I don't have you guys telling me what's going on. And I'm going to tell you, hearing that you guys didn't have some of the information that you needed until the day before you got into your classrooms, your students, I'm sorry. >> Well, the good thing is you you employ some real rock stars. >> I know you I know. I know we do, but I need to say that to you. >> I say finish. I know. I know. We interrupt each other all the time, >> but I think we need to be able to say that wasn't definitely was not the intention. >> We know it wasn't a county thing. We know it was curriculum associates. It was from >> We need to be able to say that. >> Thank you. >> We need

050to be able to say it. >> Yes. We need to be human. We all said that at our meetings, but I feel like like you're saying like if somebody would have just taken the accountability for that at the beginning and and sent that out to staff so everyone was on the same page. >> And whether I whether I maybe whether I was told it or not, I'm going to be very transparent. I could have been told it, understood it, and digested it. I'm going to take ownership of that and say I I didn't maybe comprehend it if I was told it until today. >> And that's okay. And so I'm saying to you guys right here, right now, I'm hearing you. Please, please, please understand, we we might be quote elected up here, but I

051can't do what you do. I can't I need you guys just as much as you need me. I need you. And I need the bus drivers. And I need the cloaks. And I need the school secretaries and I need the janitors. I don't want to clean toilets. I'm sorry. I need you guys to help me on that. I I I need I need everybody. I I just And that's where I sit as a board member. So, I'm I'm done talking. I'm done off my elevator speech. I'll let somebody else talk. But I just wanted you guys to know I hear you guys. Well, thank you for saying that. >> Well, I just want to say that I when you say we're down here, if that's the way you feel, I've been down there. So for

052my >> I think there's just a hierarchy and like it's just so to say that >> I didn't mean anything to them. No. >> No. No. >> No. But um we I mean this we don't feel that way. We feel that why we're here is because of you all. >> We want to serve you. >> Yeah. Well, if there's one other thing [clears throat] that when I go back to [laughter] know that I've done my best, um I I know we are really concerned about the amount of um am I going to say this right? When we see students who are struggling and we want to further them along, we um we feel like there's a lot more stress put on the computer, the I Ready art than there should be. That is a major

053concern at least at at our school. I we we kind of talked about it at the meeting, but um since I have this spot right here, I may be fired tomorrow. But >> but like for example, if I have a kid in my class that is really struggling and I want to see, you know, perhaps this kid has a learning disability, maybe we need to have them tested. The first thing they look at is I scores. And that tends to dictate no matter what I say like they're really struggling, you know, uh but they scored in this percentile. Okay. But I work with them every day and and this student is really struggling and I'd like to we we would like to see more of a balance in that area. >> So So that sort

054of um goes to my my last question. >> Oh, good. See, he was bring I wanted Dr. Saxs to clarify or help me understand what she's talking about a little bit more. >> I think referral for special education like through the NTSS process. >> Okay. She's saying emphasize I think she's saying that it's not that they're putting them on the the iPad more. It's there it's the results of the diagnostic kind of their their progress monitoring is that their concern is that the progress monitoring might yield that the student is doing well but she sees the student struggling and she wants to make sure that that's taken into account. So >> wait that number on professional experience. I'm sorry you had to someone had to explain that >> but that's occurring within like the MTSS

055uh state the MTSS meetings and like with the psychologist and the special ed team and that sort of correct okay >> and yeah >> no so it's sort of related to I already but based on what you said earlier about u and other options so what you said there were other available options other than I already what are those options and what would you suggest would work for the majority of our staff >> so some of our teachers I'm going to tap into Louis what is the program we're piloting for math >> the intervention >> bridges bridges we're piloting bridges um and the teachers in our school that are using it have said wonderful things it's hands-on um there's actual things resources to use whereas right now our tier 2 intervention is the I Ready

056Pathway. >> I'm laughing. I'm laughing because I'm gonna have to own something. I apologize. I'm gonna own this. I I was very conscientious of more new stuff. >> And so when Lewis and his team had brought this to Dr. Woods, I I I sort of said no because I was so worried that it's going to be yet perceived as another thing. And of course, we we've talked about it's used for intervention. you know, I was very conscientious of that. However, if you all are saying we we we want to continue to explore it, >> then that's something that I'll back up on. Um, but I was trying to be conscientious of one more program, one more thing. So, >> we said earlier having the teacher sit there and give that direct, especially with the students

057who are struggling, that's our most vulnerable population. >> We shouldn't have them on an iPad for their intervention. I would rather do a face toface work with me type of thing. Um, so I think any anything available like that is would would benefit the students more than saying just go on your path. >> Well, do are are all the schools bridges or just >> No, we have we have about 30 people and there were teachers and different people throughout the the district were using it. We have a couple teachers, interventionists, different type just around we just got a mob of people to let us give feedback on it. Okay. For instance, I know Sarah McMillan, she's a reading guru at Milbury. She loves it. She said, "I think I want to do math now." So,

058we were just we were trying to find the right resource for the teachers that they would they would if they would see the benefit in it and that we were doing something good. And where we first came across it was they're using it in other counties across the state. And it's something that's been used in multiple states to help improve math scores, which we all know about our math scores. And we're trying to look for something to support and help. And it's also it's that it is the MGS process that we we need to revamp that and the whole state itself is looking at revamp, but it is it is all public. So if we indicated to staff that um this is going to be something else that they could use, would that be negative

059that they think oh one more thing? >> Well, we like said what what we've been doing right now, Miss Long, is the the plan right as of now is for the interventionist to to be doing the bridges because of some of the additional testing and some of the components behind it. Um because one of the things we've also the the team and I we've tried to do is make sure that all of our interventionists have access to resources that the interventionist. So then when we're saying we're going to plug in an interventionist, albeit a reading interventionist or a math interventionist, we have something to look at the effect size to see like is that intervention actually doing something to then assist when the students are going back in with the teacher. Um but that is

060something that we can look at. We we had like Louis had said exposed it to some of the teachers too just to get their input on it so we could kind of test out if this is an option to go with the interventionist but it would just be something that we'd have to look at. Um it would be additional professional development. I was just going to ask that could there be if that's the case then be early PD on it not something say okay tomorrow we're doing this but the tomorrow morning at 8:00 you'll have your PD and then we'll start on it at 9. >> I mean I think that would be a great like back to school session. >> And I can honestly say too I love hearing from other teachers who've actually

061used it. Like if Kelsey came to the school and and showed us what they've been doing and how much they like it way more buy in. Yeah. >> Than just hearing about it like actual people who have used it. I love that. >> Dr. >> The only other thing that we would have to kind of factor in is there are these um uh I guess they're called those kits. >> They have these manipulative kits that that come along with bridges. And one of the things that we would have to kind of factor in is it would be a difference between getting for the interventionist and then if we said we want every teacher to to to get them. So, one of the things the team and I had talked about is if we did that

062for teachers right now, um, like budget-wise, it would have to be like a set of kits for like every two or three teachers. And then we were trying to behind the scenes work out logistically what that would look like. >> Um, if if we were to go that rout. >> Yes. >> I'm in full support of an intervention program. >> Great input. But I guess the question I have is is that that that would mean if it's an intervention program, not only is the interventionist using it, but the regular teacher may also be using it >> tier two >> for tier two to track students, >> right? >> And is the is it going to feel like it's something that they're that's my concern is is it going to feel like something else they [snorts]

063have to do in the classroom? this week. I we have two teachers at our school that are using it, a first grade and a second grade teacher. And they had said like everything is very straightforward. There's not much to learn. You just kind of print the material that you need. Um and then you just work with the kids. So it's not something like taxing. It takes a lot of prep work. Once you have it, you have it. You can just keep it in a binder or a folder. Um I I and I think we are in desperate need of an intervention something. Um, so I think telling people that we were doing that I think it would be more appreciated than seen as a negative. >> Okay. >> Yeah. >> Well, it definitely has to

064be done the right way. I mean the role anything roll out has to be >> and it would like Melissa just said it would be consistent data. So if a student from Bunker Hill moved to Marlo, we would be able to understand the data that they're bringing with them. So that would be something also to consider. >> Any other questions for them? Yes, you've you're people. So, you've had this aids being phased in and we are now we can hire an interventionist instead of two aids or something. Is that what >> Yes. >> Which how how is it which is better the interventionist or the aids? >> I think it depends on the grade level. Um, our kindergarteners, I know my kindergarten teachers would probably say they I mean they depend very heavily on their

065assistance. Our first grade teachers also, I think once you get to second and third grade, they could they're utilized not as heavily as they are in those the younger grades. Um, there's benefits to them, you know, but there's also benefits to interventionists as well. Um, ours we ours do a great job, but that's not the overall I can't speak for everyone. Um, we've seen great things from our assistants, but I think training and giving them resources and materials and not just saying, "Here's a class, right?" >> Um, uh, because a lot of assistants, that's what they do. They show up and they just kind of fumble along until they hit their stride. Um, I think giving them consistent professional development and actual tangible resources to kind of create like a toolbox would be very helpful

066for them. Well, that's one thing I've asked for for the last couple years. I thought we were doing some professional development. We're not weren't we for they are receiving some professional development because we include them and it actually it's required through the third grade success act that we include them in what the teachers get. >> Okay. >> But again, some of them are new and we also have Amanda that has been like provided um every month she provides a different staff development for them. >> Okay. Good. just like >> the walkthroughs >> our principles I think have to do 10 a week or something and plus all of their duties >> and I know you're not here to speak for principles but you see the principles >> I try my best >> and and I'm

067just wondering when I I at the beginning of the year I did a walkth through with the here just too sinc. And then we did a survey of this [snorts] principles thing and I remember them saying questions four and five involve so much work. What's four and five? >> Uh so it would be the hips um hip form hip five. Um they're just uh more in depth like using manipulatives or the writing process. um not every teacher is going to be using the writing process every single time you're doing a walkth through. Um so I could see how that would be a more challenging thing to assess or to do a walk through on. >> I just I just I don't remember seeing it and I I saw these negative comments about the time that

068it's consumed. One thing that uh this board has taken a very active role in we were seeing the decline of Berkeley County >> and we said as happy as everybody is we can't keep being happy and going down the tubes and so this was the math the reading was >> perhaps sports tests is that >> yeah yeah this is the countywide >> okay >> this is countywide but we I just want you to understand Berkeley County could not continue going downhill. We had to we had to bring in a superintendent and who recognized success from these previous camp and we had to um we we said we can't keep doing the same thing >> and and uh uh so that's that's the thing. The other thing is like I used to personally visit a lot

069of schools >> and be out there. Now I can't get in your classrooms because everything's locked down. >> It is and I don't want to knock on the door and say your lesson stuff. So that's something else that's inhabiting the circulation of people and I know the board office is out there. We can carry in the glass door, but >> let us know. We'll get you a little heat. >> It's a different interview. >> But my last my last question. >> Well, hurry up. [laughter] >> Pacing is not conducive to the feeling being able to master the word. >> And I don't mean to bring this up to Um, the most creativity I ever saw in Berkeley County teachers as a whole were the posters at the strengths. I've really sold a lot of creativity

070and I don't wish to see that again, but >> do you have time in your class to be creative and just do what you like to do? >> Well, that's that was the point of that. No, it's not. is um that was something that we talked a lot about. It's that Monday through Friday, every minute is accounted for. Um and we like to I mean we're elementary, we have literal babies in our schools. We want to celebrate holidays. We want to cut some hands out. We want to be able to do those things. >> Even if you can't recognize, >> even if you can't trace, we still want to be able to do that. But it's just all of the time is accounted for, which is great. I understand accountability. I know we are declining

071our scores. I understand that. Um, but they're also kids and I think we need to give them a little bit of wiggle room to be kids. Like just let's have some fun. Let's do a project. Let's color something. It can have purpose behind it. It could be attached to something, but there's truly no time to do that with the curriculums that we're with we're the pacing guys, I should say, that we're using. I I that's that was my point not to go straight but to have >> although I know a little bit but I I I do think that we are suffocating >> a very valuable resource and not to say we're going to give you so many minutes. I don't that's up to them, the administration, but I think that we as a board

072I I've just felt this this suffocating uh drive and and you have the county has turned they have turned. Sir, I don't want to I want to see us continue in that direction, but I think there's times when we should back off >> and let you all have a little bit of time to show your show a moment of enjoyment with your children and that enjoyment will be will be caught by the students and will be a look forward to activity. >> I just don't want to see it the whole day. >> Yeah. I mean, we became teachers. I think I could speak for us to say like we love to be creative and we love to create projects and tie our learning into to some beautiful project but we are very restricted now with

073what we can do and what we have time for. Um and I just when I started teaching 10 plus years ago is a completely different world than where we are now. And it's it's sad and it is kind of suffocating to be honest. It's extinguishing the joy. >> Yes. >> You talked about teacher retention. I think we just hit on a on a way to retain some teachers. >> I think though that's not Berkeley County that's the way of the world. >> It's the way of the world. I agree. It is. And it's it's the iPads and all of those things, but just trusting the people that you're employing, giving them just a little bit of breathing room to to add some of their personal touch to to what we're doing. And I'm very blessed

074at the school that I work at where our teachers are able to incorporate those things, but I know other people might feel they they can't they're not allowed to stray at all from the curriculum. Um, so I think just maybe I don't know letting people know it's okay to like >> I think it's it's an understanding process that some don't understand that they can spray somewhat a little bit, >> right? still was it was it was totally strange and u but I'm going to end on Mr. Murphy's posters comment and go to the intermediate grade. >> Okay. Well, thank you all for your time. >> Just fix that to There we go. >> Uh, my name is Laur and I am here on behalf of the intermediate level Pathway Senate this evening. um similarly to

075the elementary and there were little crossover was the dates on that one. We had less attendance than we would have hoped for. So these are in kind of who was there that evening um which again was three representatives from the intermediate level as some had attended previous meetings and several members from central office. >> It meant we had meaningful conversation together though. >> Yes, it did. We got to the nitty-gritty. Um, also I was sitting in the back thinking we're working with figured language right now and I might carve out 10 minutes to just play this back because we're all talking again. I like have this is perfect and I love it because I do too. Um, so topics of discussion were the same. We kept to the same three points. Our successes are areas

076for in need of improvement and our priority request. Central office shared out that uh among their successes were they considered the addition of academic specialists and to support deep dives into the curriculum which agreed we have these academic specialists in the county who do their best to get into class as much as possible. Um and that increased participation in breakfast and school lunch. um was spectacular and part of that was due to students having a choice in their lunch. So they're eating that nutritional and there's less food waste going in to each day. Uh they noted that we did have areas of improvement from their perspective of the need for increasing differentiation of professional development or increasing the quantity of qualified staff as well as improving the available availability of substitute coverage because even if

077we have a planned event or we would schedule a PD in the middle of the day, we don't have the subs to cover those classrooms. Um and then improving pay with legislative support was noted on one of the postits. And then the things that they would like to see happen were to specialize more intently on professional development based on the needs of the staff and have a specific plan to address maintenance meet needs. I raised something a little bit more in depth of from our point of view. Um so from faculty standpoint again of members in that room that evening um we felt very successful as a whole and the feedback back that we were getting from our colleagues that we had done an amazing job specifically at the beginning of the year deep diving

078into our standards not our curriculum our standards the things that we wanted our students to achieve by the end of the grade level and not just saying this is our grade level this is what we need to do but looking at the progression backwards and forwards so that when we got into our small groups, we could backfill gaps. We could see what prerequisite skills those students needed and then plan forward in a way to meaningfully enrich students who had already met those goals. Uh we had also spent a lot of time and attention into shifting the grading policy uh for our grade books instead of a lot of participation grades or overinflating and having a math assignment that we took off a point for spelling the unit name incorrectly. The grades were strictly tied to

079the standards we were assessing them with. So it's a one to one. So parents and guardians had a more accurate reflection of what their student was doing at grade level. And it was consistent of well I we had all A's in third grade and then we moved to fourth grade and we were struggling and it wasn't so much that the student had gained or lost skills. It was just the rigor in the grading that was reflected in that change. So across grade levels being very consistent with grading the standard and the students mastery of that. Um and then it was also one of our representatives this um from was an unified arts teacher who did say it was great to be able to meet across building levels with the unified arts and have relevant PD

080to their specific areas that don't so they don't really need to sit through the math instruction they they are they are masters in their sport let them work together um so we did know several areas of need And you are probably going to hear things mirrored from our elementary. Oh. Um the first being that especially in third grade because we are hit hard with that by that third grade succeeds act. However, if we are waiting until they get to third grade to say this is an issue, we have waited too long. Um we need more intensive focus on early intervention and identification of students specific needs. not pushing them off continually because they're making the baseline minimum growth and I'm ready. If a student, if a teacher, if a professional working with that student says,

081I see a problem. I see a concern. Addressing it, evaluating it and seeing whether or not is a rapid fire, the true process of MTSS. Hey, we can put this accommodation in place and get the move back up or this is going to be an ongoing issue that this child is going to need support with the rest of their academic career. Let's get that in place now. Um we also said that staff need to be again the irony in the scripts respected as educative professionals and experts from the fields. Um this year was constantly shifting the minute we would get on solid ground and be very firm and we were aligning with our standards. We were teaching our stands. We we have this down. We are working on those hips in the next breath. Here's

082your new curriculum. You are starting this in 24 hours with your students. ready to roll. Um, and just going back and forth even with spelling like we had looked at we had been working very deeply at our building and that I can speak to um, with word study and aligning to the science of reading so that our students who were struggling at that level because quite frankly at the elementary level the pacing that was set there wasn't developmentally appropriate. So they were trying to drag them to keep pace with the what was said and there were significant gaps because they weren't ready for it at that point in time. Not because Kinder didn't do it or first didn't do it or second didn't do it. It was they weren't developmentally ready to receive it and

083then they moved to the next level with the expectation of nope, you have that then here we're moving on. Um, and that the constant changing and shifting was really leading towards a lot of burnout for our teachers in our buildings. Um, I've sat on hiring committees for the majority of my career. And when we look at the individuals we were bringing into our buildings, the best and the brightest are the ones who want to go above and beyond. And I'm looking at colleagues who are used to being able to deep dive and be masters in their field. barely human has boiled water. So that's where that went. Um which was also contributed to by the unrealistic pacing of instructional expectations set by individuals removed from the classroom. Um we had spoke that on paper it

084looks beautiful. One lesson, one day, yep, move on. Um however, when you actually begin to implement these lessons, they're taking more time. those true minutes, they're taking more time than is printed on the paper. Um, not only is implementing it there taking longer, we are also in that same time frame trying to backfill uh procedures and routines that this this current curriculum calls back to, assuming that they had had it at the beginning of the year, assuming that it had been in place K12. So, not only are we trying to move forward with the curriculum, we are also trying to make up and fit back with the polls that it is operating on assuming that these students already have and can do. Um, and that midyear switch again, we had just gotten our students into

085amazing routines, deeper understanding, and they knew what to expect every day. And they come in and it's brand new, similar, um, but a change. And as any of my colleagues back here can tell you, these these littles need routine. They need to know what to expect. You cannot pull the rug out from under them because then we leave them to our behavior issues. Um they need the consistency as much as we do. Um and then outside of us and as the parents there were concerns about the shift from using plas dojo for communication in school as a grading platform really cut ties between direct communication between parents and staff and teachers within the building. Um schooly is not the easiest platform to navigate for parents. um it turns in you have to turn on notifications

086in two different places. Like if you have it set up correctly, it is a breeze. It does take effort and initiative for those parents to go in and check and grade. And it also kind of ties the hands of our unified arts teachers because they aren't in each of those classrooms. They would have to be admins on the entire building in order to get into contact with those parents quickly. Um so if there is a behavior concern or they want to call out and say hey your child is doing this amazing thing there is no time in their day because they now have to go through an entirely different system in order to become that parent. Um so those were the areas of concern or be for improvement that we had seen both in our

087buildings and expressed expressed in that room that evening. Um which leads to our priority request. The overwhelming thing was respecting the professional staff you have working directly with students as what they are. Um providing those quality materials in a timely manner. Um I said don't leave it to us to make do and mend because every grade level we are hearing backwards and I've seen them we are going to pull a resource and pull an assessment and half of the answer keys on the student version or the answer keys in the and you you from a reviewer of it you can see where it was rushed and so we were catching these mistakes on the fly as we were trying to present it to students. Um, and we do now have access to some of those

088the pilot. So that was um, but that's another popping out to one and popping back to the other and kind of crowdsourcing fixing it. Um, staffing was another one um that we needed to appropriately sacrifice with certified staff that are intentionally geared toward the level of development. I know our hands are tied with formulas and funding and things like that. Um if we have one interventionist and that's all we are allowed as somebody in the intermediate building I am asking to put them in the primary because that level that level of development is where they will be most impactful by the time they get to us is we need intentional expert and long-term intervention. that same manpower would have a greater return in the primary levels. Um, and also this came after with the moving

089building to building, we dropped two numbers on professional staff and they are amazing teachers. And I'm looking at numbers and thinking more than likely because it's cyclical. We do this every single year. We're going to end up retiring right before the school year. We have a few more students move in. We have a handful come back in. We're going to be scrging last minute for another professional to replace this very amazing individual who lost their position and now and hopefully found an amazing new placement because that is what they were and now we are scrging to find somebody to support our kids. Um and then the last one which to me is a frustration for me. Um and we express specific individuals that can see this intervention and identification. Um the way in which we

090clock students. I have friends walking for school. I say, "Oh, I need paperwork on you and there is nothing there because they just skirted along on I already enough." Um and I can start a process. I can put the request. I can say I need to be on the student please. month has been and when those students are finally getting identifications, they have moved all the way through the evaluation process. So, we made it through three quarters of third grade before the team went through the evaluation completely identified that was a need that needed to be met. And are they receiving the accommodations they need within our homes? Absolutely. Am I putting in that work so they have a safety net moving forward if they go to another voting or another district? the good beds

091go both. Um, but our policies and procedures to get students the services they need need to be expedited because it is a drug dragging our heels process every single time we see an immediate need. Um, and that goes back to using the I ready data points as set stone if they don't if they're at this they're um and not respecting that professional voice of I have worked with students. I have seen this pattern. I know where this is going. Can we get them services now? Um, and then like I said previously, if our resources are so limited and we only have so many things that we could put in place, put them where they will be the most effective. So that's >> questions. Yes. Well, my last one is for you. Yeah. Actually, I just

092wanted to this is actually a part of this procedural. I I was reminded by our team that um we have transcription services now for ADA accessibility. Um board members if you could when when you start if if if Mrs. Long you could just call the board member by name so the transcription is able to say Mr. Wright you have the floor that will help our trans transcription services pick up. So I just >> I realized that we had had that conversation. I apologize. So Miss Long want to call on M. So you scroll. >> So um Dr. Sax, >> yeah, my question is um it's related to the last part. Um can you explain uh the time and even the time delay for the assessments as well as the concerns regarding the rip and transfer

093because that happens every year like I said people are on the go then it's already back because of the changes but I think a lot of the public and even some of our staff um there's heightened frustrations regarding that and maybe you explaining a little bit more about the process it still would be frustrating but maybe not and question. >> Sure. Yeah. Um, so I'll answer let me answer the first one and then I might need you to rephrase the second part to make sure I understand what what you're asking. Um, you know, obviously, you know, as we think about uh personnel season and and our budget, um, you know, we have to take a look at different things. We have to look at how enrollment fluctuates between our schools and how enrollment fluctuates between

094our classrooms so that we're able to efficiently staff all of those all of those sites, right? Um while also saying and being mindful with a um bringing to the and having a financial responsibility to bring a balanced budget to the to the board for consideration. um as those things fluctuate, we obviously take a very keen look at the class size requirements um in policy. Um and let's say that uh you have a third grade classroom um that has uh that you that you have let's say four sections, but based upon enrollment there could really only be three, right? um or there's, you know, um just a few students over, we would be making a decision as to do we need to have an ECAP for that third grade classroom or would we be able to

095have a classroom that just has the 12 students? And the and the reason we have to do that is that it's not about that one school, but if you were to take a look at the district as a whole with all of our elementary schools or all of our let's even high schools when it comes to class size, you're talking about millions of dollars in staffing costs that if you don't pull them back so that if those students don't show up then then um you're you're going to need to be overformed from the state. So, a lot of this really comes down to, again, it's it's what we have to adhere to with the the state of West Virginia in the number of of staff or we're over formula um and being able to continue

096to balance a budget and but it also adhere to policy as it relates to not putting too many, you know, over over staff, over uh populating a classroom. Um the other challenge really also comes down to federal funding. So, while I know that you're not at a title one school, a lot of the frustration has been that in some of our title one schools, um, we've had to put some of the title one funded staff on transfer. And the reason is is because every year it never fails. We're told you might be looking at a 10, 15, 20% reduction in your federal funding. And but we don't get those preliminary allocations until usually the first part of April, midappril. Um, and we don't get our final allocations until July. Um, and and then and then

097in October, there's another one after the October 1st count, which accounts for Hope Scholarship. And so we have to be able to plan for what we think we might get from federal funding. So what we'll do is that because it's after the statutory times of notifying staff, we have to put some of those staff members on transfer in the event that we don't get the money that we were we were hoping for. This year we, you know, we were actually very very uh we were one of very few counties that that uh was able to see an increase in title one funding. We we were expecting a small decrease, but we actually got an increase and that allows us to be able to actually extend services to two more schools and it allowed us to

098go back and be able to try to bring back as and take off the transfer list as many of those title one folks as possible. In fact, I literally just had a conversation with someone this afternoon. Um but obviously you know the when you have someone who has been in a school for so long and they're part of that school community and they are sort of the fabric of that that family. It's obviously very very difficult when a decision has to be made that we have to balance things because of enrollment enrollment trends in the district. being able to make sure that we um uh take a look at the at the the whole continuum of services that we're trying to provide and say, "Okay, do we have to do we have enough here or

099do we have to bring something else in?" And sometimes if we bring something else in, it means that we might have to take away somewhere else. The the thing I will say though is is that Berkeley County Schools and this this I I hope that this does not land wrong, but we are very very very lucky in con in in comparison to 54 other counties in West Virginia and that even though in during this personnel season that there's been a lot of angst that people are are are you know being placed on transfer the number of people that at the end of this will not that that we won't have a position for is nearly nothing. Uh because everybody's going to have a place to continue to work for our school system and and have

100employment. Is it um is it a challenge because you might not be at the same school that you you wanted to be at? Absolutely. And and I that is the hardest part of sometimes being in my role is is having to be the final decision maker or the final recommener to the board I should say of this is the this is the way that we can efficiently operate our school district within the confines of 18A state policy and to keep a financial fid fiduciary responsibility of the taxpayers of Berkeley County. And if there were ways that we could alleviate those experiences on our staff that we wouldn't have to wait, you know, we we we could we could not have to be so dependent upon the timeline of when the budget is to be released

101or the preliminary comps to be able to make some staffing decisions. That would give us a lot of flexibility. I mean, absolutely. Um and so I I don't say those things to divert responsibility because ultimately as superintendent those things fall fall upon uh me and my team. Um, but I absolutely can can relate to the frustration that that feels and uh that's one of the reasons why I I ask our [clears throat] HR staff um to make those personal visits to to try to work through those things. And and in all honesty, there's been quite a few that we've been able to try to resolve also that we've been able to again uh uh through federal funding coming back in um being able to we'll say someone someone ends up retiring early, we're able to

102say, "Well, we got this one, so we can move this." So, it's not the it's not it's not always the best way. It's not always it doesn't always feel like it's the best way, but it's it is keeping things responsible with taxpayer dollars. Well, and this this is Jackie that um we're restricted by code that we you know you have to make decisions by April 1st what you're going to do in your classrooms for next year. So it it's a hard basket to follow. >> Do we know we're doing April 1? >> No, that's a problem. >> On August 15th? >> Yeah. We try we try to we try to we try to estimate >> asking for a friend I mean it's hard Mr. Thank you. >> Yeah. >> First off, P 18A is a

103blessing for the employees. Now, you don't realize when you get that transfer list, a lot of people think, well, I'm going to be terminated. It's transfer. We have to keep the mobility. But if you did not have 18 and and the school just had the complete flexibility that a lot of them want to have and I'm not accusing my my superintendent here of being one of those but if you did not have 18A you would come back to school in September and the kids would walk in the door and you'd only have 10 kids. they could just pick you up and move you somewhere else then and you would not want to come into that experience. So we have to by law notify the people we have to try to anticipate what the enrollment will

104be and one of the areas we haven't even talked about special ed. If you have a child who has a high maintenance and has two A's and that child moves to the other end of the county and you didn't move the two A's to the other end of county, the law doesn't allow the staff to follow the child. The law says you will you will solve the problem in April and such. So 18A all of this anxiety that's going on is is there the other thing is is that if you don't you want to move your people where you have the greatest efficiency. We have to have a thorough and efficient system and if you don't move the people around then you're you're in this situation we are in Burket County. I I don't have

105my little cheat card, but we have so many professionals above formula costing us so many millions of dollars. And we have so many service personnel above formula. Now, we need a lot of these people to serve the children because the formula doesn't meet the needs, especially in special ed. But there are people that could be better placed more efficiently and help more children than what we do now because we cannot anticipate how many children will drop out of the public school system or how many new students will get enrolled. So that's what I'm concerned about. People don't realize that this anxiety that we go through in the spring solves the problem that you do not have when you're will I have a job in the fall when I come back >> and I think it

106was thousands that was towards late I and as I said I fully understand is a formula it is a timeline like these are necessary evils it was at this point in the year that is kind of the insult of the injury after everything back and forth back and forth back and forth and then since we have had that meeting This is like the straw. Uh that salt on the wound and yes, it is this see look I'm telling you I'm playing back tomorrow as Madison for life. >> Um but so that wasn't the primary request and we understand that that isn't ongoing in a timeline. Uh >> so just just clarifying that was not that was just a >> and and I wanted to clarify I wasn't ask I wasn't asking that because I was

107trying to downplay what you were saying. I wanted people in the public and and staff members to hear the process because I've seen different things online. I'm like that's not how it works. But I so I wanted people to understand and not downplay your frustration because I it's definitely frustrating. I understand. And the other the other part was just explaining the time for the assessments. That's if you could just give a brief >> what is the and I apologize. >> What is the question? Sorry. This is Mr. right? You're three4s of the way through the year before the child is actually assessed. Is that what you're saying? >> So, it can be um if everything moves streamlined and as it could, you could have a turn around a very short but no. Um if you

108have a team that's going to run out of the clock like we have this many days to complete this observation after that observation we have this many days to meet then we have this many days to come back for an eligibility then we have this many days to come back and do an IP. So if you have a team that's constantly running the clock to the end of their time window, be it because maybe they don't see the same thing that this person is doing or because they are overwhelmed with your case load. Uh there could be multiple reasons why you're using the full extent of your days. But using the full extent of your days and that realm delay services to the child um >> faster. Yeah. So, and like this year we had

109I first week school I said I have a friend who needs help. Um and was told wait until we see their I already scores. So then we were two weeks in the school year we get the ready diagnostic we get that score then we have to wait to set the next meeting. Then even though because that print scores were just barely above where we would tier three he was placed in tier two. So I had to run out six more weeks in tier 2 even though we were still struggling to found out CBC was inappropriate. So then after that we set another meeting set another time can bump into tier three run out the timeline for another to get those data points there. Um and then meet again. Then that meeting actually got rescheduled due

110to not everybody being able to be there. So we have another time bump and then timeline for evaluation like agree to evaluate. So, we're read our timeline or our evaluation, then another meeting, then >> we've disrespected you and we've disrespected the child in a way because >> in a way because my experience with these students was not valued as important as that number that he got from being a master cliver on the screen. >> Can you explain? Yes. >> What she's referring to? >> I don't think it's special. Is that what you're talking about? Talked about the timelines of a >> for identification of identif they identify to for the referral. >> Yeah. So, uh she's referencing the timeline to it takes from the time that a student is referred for services to the time

111that they're actually determined to qualify for services. Um and the IEP is actually written so that services can be delivered and that that is a lot of times directed by um uh the process is facilitated by our special education coordinators and um our our psych school psychologists because they have to be able to assess the student. They have to look at the the data points. they they look at a gamut of things and there are timelines in there so that they can be able to write their reports and then um and of course they they too have very specific guidelines of what and I'm not dismissing it but they have I want to make sure that that that it's also understood that those folks have very specific guidelines that they have to use in order

112to say that a child meets qualifications from the state the state sets like you know this is this is what this would mean this is what this would mean and so it but I do see exactly what you're you're suggesting is that if there's a way that we could bring it to be a little bit more efficient, that would help a lot. One of the things that we had also talked about was the communication because as a parent with a child that would go through the process even when I as a superintendent, I found the process very intimidating. Like I I was like, I'm the superintendent. I I should know, you know, and and so I through my own learned experience felt like there's a something that we could do and I'm not talking about

113specifically Berkeley, but I think public education in general can do to make sure that the process by which a student is going through the identification process that there is more uh quality uh communication between the teacher in the classroom and the families as to where we are in the process because sometimes you're sort of left like Well, when are we going to schedule this meeting? What are we waiting on? Like where is where is it in the process? And uh so we've been actually using Intellispark um as a as a process to be able to try to track that, communicate with families to to to try to also make sure that if there is somebody in the process that is dragging their feet, >> Yeah. whether it be uh whether it be someone um whether

114it be one of those specific responsibilities of a team member or a family then we know where the holdup is and we can track that too so that we can try to keep things in you know on pace. Well, and two, it circles back because everybody stayed within their timeline where it's kind of in the uh 20149 of there should be no ignorance if like for an exceptionality especially like however uh everybody stay within their timeline. So it's going as it's paced by the county. But when I looked at this student and he is not a unique individual in the wide scheme of things historical data it goes back to using that I already as that point because he had hovered he had bubbled back and forth back and forth tier two tier three tier

115two tier three through since kinder he had consistently struggled a through third and because he was barely keeping his head above water with direct intervention with the services with things being heard allowed with all those accommodations in place. He was still barely keeping his head above water. Nobody had sort of a timeline because >> we have the official referral. >> Yeah. Well, >> well that's for that one. Um so but even like when we I when we say hey I would like referral we sit down for that first MTSS meeting that first that first SAP meeting for that student and say, "I need help. He needs help. This friend needs help." Um, and getting, "Well, his I already scores fine, so we don't need to do anything right this second." And then they have to

116consistently struggle. Like, we have to have them fully fall in their face. >> And >> we want we want some we want some netting >> to catch these to them if we wait until they're too hard on. >> I think it's that's definitely hurting. So, >> yeah, I got it. Yeah, Mr. Murphy. >> I think he's making fun of He's making He's making fun of me now. Trying to help us. >> No, I'm making him say their name. >> One of my one of my >> One of my repeated concerns just saying if you going to put the interventions, you have one, put it down in the primary rather than the intermediate. I I I respect your love that one of my repeated concerns here is that some children just need to repeat the year.

117They need to be held back and everyone wants to get the graduation rate that 90ome% they want. They say that if you hold a child back, he's going to drop out. So we move them along and and I just I just feel that there the teacher is the one who in the law and the third grade success that the teacher has that that responsibility and I I know it some it hurts initially but I think some children just need some more maturity and and and and readiness before they're moved on. We we had a report the other night and I'm not going to mention this school that 50% of the fifth graders are more than two years behind in that school. Now that middle school is going to get that that that process and it's

118going to be even greater. I I have used the the expression I see our high school chorus directors here. We play pomp and circumstance at graduation, but sometimes I think we ought to play the theme song and roll high keep them moving moving because that's what we're doing. We're we're not and some ch and I and just throwing a little bit of salt into the wound here. I've talked to some principles and teachers at at the intermediate level and at the middle school level and they say some children are just putting they refuse to do anything and so with those comments go for it. [laughter] So on your subs just to retain what are you going to support staff with to do differently with that child when they do second year because they didn't get

119the first year it means they had gaps that need to be filled previously and they need to be placed in a environment in which those gaps can be filled >> beyond that can calling back >> um yes we are moving them along we are moving them along We start that in kinder. We start that in prek. When we said about the pacing and you asked about the joy, can we bring that into the classrooms? And Mr. Charl said sometimes we just want to color. Sometimes we just want to cut out paper hands. It's not just coloring. It's not just cutting out paper hands. There are social emotional skills that the academic pacing and the curriculum do not allow time for that they need to be able to directly teach because matter of fact they're not

120getting at all. Especially this group of children who are either shuffled from sport to team to meeting or the ones who are hey I'm too busy. I'm overloaded. I'm working three jobs. appears to the screen. Our classrooms and our students need time to develop social emotional skills. They need that development before they're ever going to receive academic from us because that digging in and refusing to do the work. Yes, it's behaviors. It's behaviors because of overall because they had those gaps because they did not learn how to work with another individual. They did not learn how to have that conversation. They did not learn how to disagree and move on. So if we are going to pertain if we are going to implement change, we don't need to just have them do the same thing

121twice, we need to change what we're doing in a primary level. We need to give them time to develop social and emotional levels. We need to give them time to love being in school to gain that intrinsic motivation and wanting to be there and wanting to do well. And then when they get to us, they'll be ready to receive more in depth. They'll be able to go from learning to read hopefully with a more impactful science reading curriculum with you fly versus I heard bad literacy that dropped the ball when I reached out about the spelling and said this is not developmentally appropriate got back it's what we're keeping that's besides the point. Um, if we're going to invest in long-term, if we want to see our high schoolers graduate with an amazing literacy rate,

122we need to support them when they're starting and then not change things on them every year, every two years, every 3 years. They need to have a consistent model, consistent go by, a flow that is moving from where they start to where we want them to finish. But the I did hear this criticism the the textbook adoption cycles and teachers complaining about you know they we we let teachers have input but then they they feel like that the best books are not being selected and and but every five years you're going to have inconsistency because you we usually adopt a new textbook. we would have inconsistent with curriculum. But if we looked at what we were looking at beginning the year with aligning our instruction to our state standards and being professionals in the material

123that we are teaching, not signing a book, then you're going to have the consistency with the folks on standards >> and and you I I I respect your sincerity and your advocacy for the children, but I'm just sitting there and I've spent some time in some classes and I've watched is scaffolding. I did not I thought what they talking about scaffold and the the kids go over to the teachers to ask can they work the more levels we have in the classroom the more diluted the teaching is for the students all the students and we're sitting there t it's like taffy you can only pull that so far and it's going to snap you have to we have to have children working together and they're closer range than we are. I thought it was crazy

124back when I first began teaching way back when you had the the red birds, black birds, and yellow birds, whatever they were, three reading groups. Now, I think teachers have more than three groups in their classroom. And if you're dividing their time and interest uh not interest focus on more groups, I think we're harming all the groups because the time is so so spread out. The the range is so spread out in that classroom. And that's why I've been advocating for years on this board. Teachers have the authority. You are the one. You are the profession. And if the child is not ready to go on, don't push him. And I just that's that's what I believe in our respective. >> I have a question about um maybe Leah can answer this. There was a

125reason we went to schooly. >> Correct. >> What was the reason? >> There was about streamlining communication instead of having multiple platforms in touch and schooly and class being all in these areas. It was just one of contacts. >> Well, there's there's an explanation for that. >> Actually, she did a just really good job. >> What have you been drinking? Because you're just I need water. >> So, squirrels are in >> Well, you talk you talk so fast I missed it. So, that's why that's why our keeps rolling during the class. I I I will say that the addition additional information that that um was was not indicated is is that yes, it's a unified platform that that we can consistently use across the spectrum. One of the challenges was is that it also can

126um it um keeps a record of conversation between uh staff and those families so that if someone was to say I was never told this or I wasn't informed of this, it has that record that as a district we have access to. So part of it is also about it's about the security and and keeping th those lines of communication safe for our staff. Whereas with some of the other things we don't have as much control over, specifically the free version. >> Yes. >> And we could, you know, obviously um as a district, we could invest money into the paid versions that have some of those tracking abilities so that again there's a there's a a history of what was said and what wasn't said. um you know and it's not and it's always it's

127it's not about it it's really about when someone says that someone didn't do their job and it's like well let's let's we need to look into that right um or someone said something to me that was offensive and or you know reached out to this student and they should never have been contacting this student why would you they shouldn't have access to my child so that's why we want those portals to be used so that we can again keep it's it's a liability it's a keeping people safe I also know that the frustration is is that we want to have things that are easy to use, that are intuitive. And so that's one of the that's one of the things that our communications department has been looking into is is there something better that we

128can use than let's say Seesaw or Schooly or what have you. Uh because we we recognize that that's some a pain point. >> Revenue is working with Schooly like we had mentioned previously automatically having some of those notifications turned in so they're getting their weekly grade report. they are in like >> put it up uh training for like and trying to reach out. >> Yeah, >> we all know how frequently the full in touch is read versus skimmed. Um but that that that is a bigger frustration. We can manage it within our window and classrooms. It really comes into play when you have other staff members in the building who may need to reach out to that parent. And if we're trying to build that community, it is a trouble for that. and McKenna if

129I can speak on that for just a second. Oh member Amber, our teacher. Um I think the frustration is coming from like you were saying, we do want the accountability um to be able to see and we did have the read receipts um that when a parent read your message, you could see where they read it. Um I just think like she was saying for staff members that have the whole building. I mean, I have over 900 kids, so I used to be able to post um pictures of what the kids were working on or if I needed donations. I asked for tissues one time and I had enough to like maybe stack to the ceiling because I have some really awesome parents and I'm getting feedback from my parents now, like if I see

130them in the parent pickup line or if they're stopping by the school and they're like, I can't ever see anything you post now. They're having to dig through to find things. If let's say we're following the BCS matrix and you do have to contact a parent. Now I need to go and I need to fill this out in IntelliSpark. If I'm going to give the student a consequence like say a lunch detention, I need to go put them on the lunch detention spreadsheet. Now I also need to go search for the parents phone number or contact information. Maybe I find an email in Telespark and I email that and that's not the correct one. maybe I go to we like so they're not syncing up to have the information and then it's almost like as

131the educator that it's more of a punishment for you to follow the matrix and do what you're supposed to do than it is for the student because now I'm jumping through hoops to be able to contact the parent versus before I could just easily sit down type out what happens send it to the parent I see the parent read it they respond back and it's it's kind of solved and over with um they're able to see images. They don't have to go in and click images to get them to open like you do on schooly or we don't have to search in multiple locations to get these notifications to be able to see seen. So the parents that I've spoken to are even feeling very disconnected. I mean when you're one person with 900 plus

132kids, it's very hard to build that rapport with the stakeholders in your community when we don't have a userfriendly way of communicating anymore. And I think part of the frustration with that is it also came about at the beginning of the year when we're getting the new curriculum and and figuring out how we're going to add our standards on the board and and do all that different stuff that we were changing in the beginning of the year. I think it all just compounded because we left in the end of May feeling like, oh, you know, we can plan for this over the summer. We know what we're going to do. And then we came back in August and it's like the rug was ripped off from under everyone. Um because I mean we're not opposed

133to change. We just maybe wanted a heads up so we could have planned over the summer a little bit better, especially with the communication. I know many other teachers in my building are very frustrated by not having class dojo, specifically like our fifth grade when they were planning their field trip. I know um one of the fifth grade teachers, she told me she said, "If this would be on class dojo, I would not have to be sending out um newsletters and endouch messages and multiple posts on school the Jeep. it would have been one post on Dojo and you would have gotten more of a reaction or more interaction with that post. Um, even when I post a picture of the artwork the kids were doing before, you would have like maybe 100 200 people

134interacting with it or seeing it or viewing it versus you check on Schooly, you know, when you post something and you might have like 20 people out of a school building that's that size. So, I think that's just some of the frustration with that. And it would be nice maybe if class dojo could give us some better options to be able to actually see the items that we are needing for security purposes. That would be great. Oh, sorry. >> Um, one of the things I think was though some of those platforms are not secure. Correct. >> Well, I mean free versions >> the free versions the free versions are not are not. What I will sh what I will share though is is that um so our school website and um our app are through

135Aptigy. Aptagy has a product called rooms that we are starting to pilot with um our athletic and extracurriculars. And I had a message from Carla because she she was listening in. Um and Carla wanted to share that um rooms solves the communication uh problem that that you're actually referencing uh by allowing fine arts and clubs and athletics to communicate with families even though they're not assigned to classes like in schooly. Um, but there obviously we still have to have something for grading for families, right? Um, and we already own this, so it's already part of our our thing, but we're also again from a conscientious standpoint not wanting to add more or something new. So that's why we were starting with clubs and extracurric clubs, athletics, and extracurriculars to make sure that we can work

136out some of those logistics because we see we and we've heard the frustration and so we do sort of have a plan and and it's something that's secure and because it's because it's with our uh website and app, families already know how to navigate that stuff. The communication tool would actually be within the app, the the Berkeley County Schools app. So that that allows for continuity across all platforms and uh the security the security needs that was one of the really large emphasises of why a shift needed to occur. So definitely hear those frustrations though. So I get it completely. >> If there's no other questions from Thank you. >> Thank you. Great job. >> I'll have you. I'll have cookie food. I don't know. I want y >> I was gonna introduce you Melanie,

137but I don't think I [laughter] >> these are just my quick notes. >> Oh, look. Yes, I am >> and I am going to take up for u Mr. Murphy. We had a lot of creative moments when we I had you to feel the brave. >> I was just telling Mr. Moliness I was Mrs. Santa Claus in this class. >> Okay. So we did um the picture we did a picture story remember. >> We've heard about Mr. Murphy's role in this class and he played football on Winchester Avenue. >> I I just admire those guys. >> So u first of all Melanie Cami and I want to thank you the elected board superintendent Sachs and to the directors for the opportunity to speak on behalf of the middle school uh faculty center presidents. I represent

138Mountain Ridge, Musman South, North Kesville, Grey Hills. Together with Dr. Saxs, Dr. Woods, Dr. Skoolie, and Mrs. Clutner, Mr. Mullenex, and the factory Senate Presidents, we met on February 18th at 4:00 in the central office law conference room. During the session, we broke out um everybody's saying three segments. I think we did four segments. We did success, areas of improvement, priority, request, need, sustainability, which I think we added in Um the faculty senate presidents uh wrote their responses. We posted the these things all over the room and then we collectively talked about them and agreed. Um we agreed that successes were the SRO's in all the middle schools. We were very happy with that. We've seen discipline go down. We felt con uh the consistency with the discipline of of the BCS uh discipline matrix.

139It's consistent across the board. We felt like students do move, they understand um the expectations of each school. Um we also felt that teachers were the experts in their content areas and that they focus on the standards and they are teaching to the standards and do the pacing guides but in the end they are the experts of their classroom. Um our fourth was we were talking about Johnston's renaissance. Um we encourage because all the middle schools are involved in Joskins Renaissance and we encourage that people from the board anywhere you administrators you know go to these conferences and get energized for peer relations school culture um and it's a great way to be recognized is huge in it um Spring Mills High School's in it um we were the largest Spring Mills area, middle and

140high were the largest representation um at the conference last year. So, it was great. Um areas of improvement that um Oh, I'm sorry. And we like the positive social postings that BCS is doing. That was one thing that we do we we thought was increasing. We loved it. Students are um loving it. They're being recognized. areas of improvement. We of course communication which I think everybody said um focus was um more direct communication from board to teachers because when you hear the information from the administration to the teachers then there's some mis I'm not saying the administrators are misconring misconruding I think then the teachers start talking about what they hear and it might not be correct. So if there was more of streamline and I think that's been talked about. Um we uh again

141we've talked about uh conference and then our third was continue training on the Iron Ready especially for the upcoming school year. um using it as part of the MTSS program. I said or although we were in an agreement, I already does increase screen time which has been mentioned. Um and it distracts from core content standards where there could be more direct teaching and the teachers feel that they needed to better understand the nuances of Ire in order to drive their instruction within the classroom. priority requests at that time were we were talking about teacher salaries increase to help offset our insurance premiums, rising cost of living. Um they wanted new training to uh for the MTSS class periods that are coming into the middle school. Um additional training on the ADA uh compliance issues um

142or to be compliant. um teachers were were requesting the training um and I think skill u I guess it's going to be so-called skills u but that was a possibility and then we said we would need a more substitute teachers u the four areas of needs for sustainability for continuing with student enrollment as it is increasing in the county um of course Hadesville is maxed out spring mills middle school um we're at 900 and some kids, you know, Henburg almost a thousand. Um, everybody's proud and we were hoping that the bond will pass May 12th, so Hedgersville can get built for the new one. Um, and to start um alleviating um overcrowding and then South Middle School was has talked about that they were hoping because the seventh grade lane was going to get built.

143Um, and then of course increasing enrollments equals traffic patterns. We talked a lot about the concerns of the north end and the south end. Um especially new schools up south end too. Um the congestion and we know that it's not our it's not us. It's due DO um that can really answer those questions and help improve. Route 9 is another you know area. Um and then we were hoping the bond does pass because all school needs improvements and um we can see growth in that over the next few years. And then our last was teacher retention. Um we were concerned that we you know we are losing good teachers to neighboring states and that we were hoping our legislators would hear us. So um and then that that was it of that great day. I

144think it was very productive and very positive moments. Um I don't think we had any we were really excited more about Roth Renaissance than anything. So um so I just want to thank you very much. Um if you have any questions for me >> question for me >> not really it's it's >> Mr. It's basically when you talked about um how things get misconstrued. Um, so recently I was talking to some people and one thing that I would I suggested was um either there being a follow-up email or something from the board to the principal board or whoever's um giving the information >> um either them providing a follow-up email or the staff's some a representative of the staff saying hey this is what we heard or this is what we talked about. So then

145whoever read oh well actually that wasn't correct should be this or vice versa whatever. So there's clearly what was said so that in a group of 10 people you know people may >> thought all 10 people were going to hear the same thing >> or or pay attention might be having conversations and they they don't hear it at all. >> So they're way that way there's >> it's clear what has been said and what is expected or what happens. So >> yeah that's >> and I and I think people are quick to go to social media. >> Yes. But you know, we were talking about iron ready screen time. I said the oymoron tonight was um we talked about screen times here. You said it with laptops. >> So just saying >> and Melanie, this

146is Jack. Did you just throw this in our face? So because of the screen time, >> paper, pencil, paper, pencil, you learn better. >> Balance, right? That's right. balance. >> Thank God to touch it. >> This is me up and down. I love it. >> Thank Mr. Rose. >> Yes. I I would encourage because somebody earlier talked to them for pay raises. >> U you cannot one you you cannot look at the budget like you're going to sit on Santa Claus's knee and get everything right. >> We have to have a balanced budget. But because of growth in this county, we do see increase in revenue. And this last session, I mean this last the budget I'm working on now, this board gave money to the employees and we uh uh two years ago, we

147gave we increased the housing. One, I want you all to make sure you tell the people there will not be a November housing all rounds check this coming year. It's been rolled into your salary schedule uh the money because of the Hancock County uh issue and what we were doing was not compliant with the the law the housing. So we rolled it into the what we could we rolled into the salary schedule. So but do not give this board since I'm leading the book but do not give this board a buy there. We do have an increased enrollment because we have increased buildings and houses in the town. So don't give us a bath and say well you don't have any money. We do see more money now. We do see more needs as board,

148but you all adding pressure on us. It may not be a percent. It may not even be a fraction, a sizable fraction, but if there's money there, you need to pressure the board to give something and and something's add up over the years. So, um, the superintendent alluded to it earlier. We increase the minimum salary for professionals up to 50 and for a service up to 30, but we should not stop next year. If you see growth in the county, you see growth in the revenue that the cessor houses were going to have and you should come in and ask for it. Put pressure on the board to get some of that money. It may only be a $200 raise. Well, but a couple of them couple of them do it for the years. >>

149It it does help, but the the unfortunate thing we are competing with Virginia and Lowden County being the most expensive county in the in country really, >> you know, and Fairfax County. So, >> I know it is sad and I've >> Yeah, >> it goes to it goes to our elected officials at Charleston. So, >> and also your dad >> Yeah. was a good union man. >> Yes, he was. >> And this county because of the legislature stripped that payroll deduction reduced the effectiveness of your voice. And I >> agree with that. And I I know I'm digressing here, but I'm just saying that you all need to get and I so I just told you don't give this board after I'm born. >> Don't give this board a buy. Come in and ask for

150something at during the the first of the year when the budgets are being discussed. >> On July one, we'll hand out his address. [laughter] We'll have our creative size. >> Thank you. >> I will say this. We discussed as a board uh during a budget meeting um that that was a that's was one of the things that we wanted to do every year when we in the spring if we got increased dollars from taxes that we would uh put a percentage of that towards um salaries. But we also decided as a board since there's three seats up for election, we could make that decision for a new board that's coming on. So Dr. S, you want to decision? >> Yeah, I just [clears throat] I wanted to round off uh round keep bring some finalization

151to what Mr. Murphy was was talking about, which is the proposed budget that we're bringing to the board is uh to increase the salaries. Um part of that is rolling the housing allowance in. Part of it is is the 3% payers in the state and part of it is additional general fund dollars that the board we're asking the board to commit >> to permanent pay. This is permanent now. So it's not, you know, it it it uh will be in existence. It's nothing that is, you know, subject to one year to the next kind of thing. And that is is to get all of our starting teacher salaries to 50,000 and our starting service personnel salaries to 30,000. >> Now, what does that really mean for someone who's been in the in the in the

152role for 10 years? So, it's a across the board for all professionals um of $3,372 and across the board for all service personnel 2,730. And again, it's not where we want to be, but it is a step in a it is a step in the direction and implementing the uh concept that Mr. Murphy has just, you know, outlined is that if to is to take a certain percentage of the the revenue if it is increased in the excess levy or the levy the levy dollars we get and take it and tie it into adding back into the pay tables for that that that incremental, you know, chipping away at trying to make sure that we're always trying to to increase the salary and compensation of our our folks. So, that's the first thing. The other

153thing that I and I I would ask the board to just humor me for a second. Um is I really appreciate you you bringing up the bond. Um I think that that's a very important um uh important um piece of information that voters need to be aware of and uh and to know what's included so they can make an informed vote. My question is um from your perspective and in the schools and and talking in the schools, is there anything that we can do to continue to to better share the facts of the bond so that our voters and our employees feel well informed as to what's included and how it benefits uh students um and um you know the bonds are for buildings, levies are for learning and for salaries, those types of things.

154Is there any suggestion that you or anybody else in the in the that's representatives here thinks that we could do to help improve um the getting the facts out? Well, the one thing um when you were, you know, we were advertising what different things were going the improvements that were going on in the buildings um and I think people were shocked like oh what what's happening in there and um people would make comments just in my school was middle school you know we had evidential like we you could see the constructions that were going on and people would ask like how are you affording that and they don't remember how it's tied to levies bots. >> Yep. >> Um so >> just always advertise about what's going on in that particular school. >> Great. >>

155Um are you always going to have backlash? Yeah. >> Sure. Sure. >> Um you know the social media just getting it out there talking about it. Um like the new schools at the south end of the county. Um the new school coming down at the at Fallen Waters. Um, you know, that's all needed stuff and a lot of people that are and we're becoming more transient county. >> Um, I very only a few of us are natives. Um, sorry, Dr. >> No, I get it. I listen. >> Still I'm still a West Virginia boy. So, >> um, >> I like my pepperoni rolls and hot dogs with hot dogs on. >> Got some colelaw on there and that's a plus. So I just think when we have people come in so I think that they're

156they don't understand what that bond is and so the more advertising talk about social media >> town halls maybe you know I don't know >> okay that's great that's >> well I know that the Facebook >> Amberler >> Amber [laughter] >> I know the Facebook page for Berkeley County does get a lot of interaction but I'm also thinking like maybe if that the county considers progressing further. A lot of the younger generation that is going to be getting out voting is using things like Tik Tok or Snapchat, things like that. So, it might be worth considering if the county comes up with their own like Tik Tok page that people could follow because then you could have like short videos of going to the schools and showing what's going on and how it was funded

157and it could just be short little snippets because if we're being honest, a lot of the attention spans are, you know, shorter now with the screens like we were talking about. So if it's something shorter and more condensed, it's more likely traffic and things like that. >> This is this thing right. >> So if we were going to do that, how are we going to um get Mr. Murphy to dance? That might actually be a really good like it may get trending if we do >> because here's the other thing is that we could do we could take a picture of he's resistant to it. We could just take a picture of put him in AI and it could be Mr. Murphy doing the dance. So >> yeah dancing. >> Well I >> I don't

158know how we do this. My girlfriend who is now my wife. >> I was gonna say that >> my high school sweetheart had to teach me how to dance. >> There you go. >> I was very end on that. We'll end on that. >> Thank you very much. >> Listeners here. I think too um it's been a long time and since some of the voters have seen Pedesville Middle um that some of them may not drive that way and see the building. So some of the improvements um actually I was looking at them online today. They look great but people don't see what they are now. >> They don't see how crowded Pedesville is and how old the building is. >> So sharing before and what could be after. That's a great idea. >> That's

159a great idea. >> Yeah. >> Okay. >> That's a great idea. And again, I'm not I'm not saying how people should vote. I just want to make sure they have the facts. >> So, thank you, >> Mr. Miller. >> All right. >> Mr. Miller, I just want you to know that you have some really big shoes to follow from the the three ladies that have presented this morning, this afternoon. So, >> he's already bringing it. Look, look how he's dressed. He's already bringing it. >> Got my power jacket on. Oh my gosh. control. >> Now, let let me just say when we do the um school board um agenda, the consent agenda, and we have the trips, >> Mr. Murphy, >> this guy does a lot of trips on his own time with these students.

160Yes. >> And of course, all over the east coast. >> I went to Boston two weeks ago. Yes. So, so I I I'm >> just trying to make sure everybody identifies their self or they >> see. So, uh >> oh, >> there you go. >> Oh, is that it? >> Yeah. >> All right. There we go. >> So, all right. So, I am uh James Miller. and the choir teacher at Baltimore High School, but also uh speaking on behalf of the high school uh faculty center presidents. There's um we have one big meeting with Dr. Saxs. I think there's a lot of it's blur to me, but I'm pretty sure was there. There was a lot of people there, but Dr. was there. Lots of people were there. And uh we had some we had

161some positive things. Of course, we have some things um that actually, believe it or not, the elementary school kind of alluded to, but the problems there or the similar things similar things have um happened with us. So, but let's start. You guys want to hear what you did? Well, first, right? So, let's start there. So, um we commented we really like the monthly employee newsletter. That was a really awesome uh thing that makes you feel good. There's there's something there that makes it uh very good. the uh professional development because a lot of times we would have some person from some corporation come in give us a professional development and you could tell about whenever their PowerPoint is black and white that they haven't been teaching in there and so we've had some really weird

162professional development. So we appreciate that like our principles and there's in-house uh professional developments. Those are very nice because also gets to know your principles more. the principles actually get to reach out and have professional development kind of give you kind of how they want the building to be run. that that's a very positive thing we thought. And then going with more increased visibility with principles, um the walkthroughs, um the walkthroughs, at least in our school, and I think of a couple schools, uh we get to see our assistant principles more cuz part of sometimes part of the problem with being a principal is they're in their they're in their office with their door locked them all a lot of times and you don't get to see them. But now that they have all of

163those things to look at, they actually get to see them more. So those were the things that you put them up. So that's what we thought uh whenever we done. So now we have some things that um gentle things that are um needed for improvement. Um, while the finish development was good, we could probably use a little bit more uh differentiated um uh we always used um in our lovely uh uh music our arts uh faculty center chair or our arts chairs and she always jokes that like sometimes they'll have a faculty they'll have a meeting with all the department chairs and they'll talk about all the things that their math teachers need to do in their classroom and all these things and it's like you're all the way down and it's like what does

164the what do the certain teachers need? And so most of the time we're not there. So sometimes we've had to sit through um math with Khan Academy trainings, English literacy trainings. Okay, you're shaking shaking your head. Yes. Um which is lovely. I've become I've become proficient in con and proficient in lots of these things. Um and it's wonderful. It seems like a great time uh for us teachers. Um [laughter] What do you think? >> It sounds great. So it's it's lovely. But sometimes with the differentiated velvet maybe a little bit more would be the and then Okay. So for academic specialists I think here was one of the things whenever they whenever this was first rolled up. So you guys added more academic specialists. So we rolled out two things. And so this is a

165matter of perception um that we were talking about is that we rolled out this uh you rolled out you need to have this objective on your board which is fine and once you needed to and the order twos all of that so we would roll out these things and then we had new specialists coming to our room and then suddenly it was like oh no the bell ringer police is here and so rather [laughter] rather than so rather than um I don't think that was the intention but it just seemed It was not, but it it seemed like okay, we implemented like we implemented this thing and then we also had more specialists and so a lot of so there was like this pain because this as as a lot of type A teachers that

166are that are in the buildings they're not whenever you roll out a change and then you roll out a change with different people coming in getting a little nervous and so and so and then whenever I talked about it so I don't think people actually know what the role of the academic specialist is so so so people think that the academic specialist is like the spy like um because it hasn't been clearly explained. So you have this person coming in here that's looking at you teach math. You think you know them but they're they're typing some notes on the computer and you don't really know what their notes are. And usually what the acting specialist I think they the principal is actually trying to use them to um help out others but sometimes it comes

167across as they're the board office spies. So it's just a matter of perception and trying to figure out a way to ease that concern uh for others. Okay. Now I had to uh I had to get really explained on to um con which I'll explain that one a little bit better where they have issues with con but we'll talk about that in the further slide. Uh we were talking about Kexus. So that's for the for high school that's the uh graduation uh rate program. So we need to look I think we discussed it with the before teachers that sometimes with that it becomes becomes [clears throat] like okay I can fail my class I can fail my class for about 16 weeks and then I get thrown into a room with a computer and I

168get to take all of the classes and then I am able to suddenly pass by like by having two weeks. It's not that's not what it is like all the time, but like some students some students that's kind of how they operate >> that's kind of how they operate some sometimes that's how they graduate is that and while it's a tool to help struggling students just like every tool there is sometimes that it becomes a major crutch and so it's and so for some students it encourages and they'll just sit there and so the teacher will try to motivate them they'll do all these motivational strategies and it's lovely and then they're like well I know because I've heard from people because it's tough and wrote it down that connect says oh I just I

169go in there and they just push next there's a couple questions on the computer I can complete it in two days that's one of those maybe we need a little bit of rigor in that >> in that particular I don't know much about exactly what says I just know that there are there's usually it grows um at the end of the first semester and it usually grows the end of the second semester because I've had it covered I cover a lot of classes. So I could see I could see like one time I'll cover that class and we'll have like four people and then instantly it'll have a lot more. And that's so that's what they were talking about is sometimes the accountability and rigor with that is a little while. And then for the

170two-hour schedule um and I don't know if I I don't know we so we have the opposite problems in elementary and high school >> we support but we don't like the 2our. >> Yeah. So sometimes a 2-hour delay schedule for high school um we it's the lowest attendant days cuz high schoolers >> you're talking about for the you're talking about for you're not talking about 2-hour delay for weather you're talking about two-hour delay for the faculty make sure >> yeah yeah say just close you know we got to make it up so >> yeah the two-hour delay schedule um going off so for high school what happens is is senior that's like senior skip usually because they drive. I don't feel like I don't have to go to school because it goes in. Also, there's

171also people that take um I think it's there's certain classes that because they're they're shorter that they don't have. So, like if you're like a Rumsy or something, you get thrown into an auditorium all day um because it's a two hour two-hour delay schedule. So, it's kind of ineffective. So, it's also like what's the purpose of coming if we're going to be just shoved into an auditorium all day. And >> that's a good suggestion. >> Yeah. So, and then also for like the teachers watching it um that you throw a bunch of kids um with nothing to do for hours at a high school level, you got pencils thrown, you got all sorts of things that could inevitably happen. So, that's just something that we thought maybe we could look at. >> Well, let me

172ask you this. Are you suggestion suggesting for the calendar committee to put the twohour schedule for faculty senate at the end of the day? >> Yes. >> Well, I want to make sure people stay because that's been the problem in the past. So, >> yeah. Yeah. So, yes, that would be the suggestions, you know, for the end of the day. Um, and then we Yes. So, we'll just have to tell everyone Jackie Long said no. I used to really like you now behaviors on those days like that's what our elementary kids like saying they're so used to routine. So when you're coming in two hours late, oh my goodness, I've been able to eat all this sugary breakfast. My mom usually doesn't have I bus with my friends. We're coming in late. we're all just

173ready to like, you know, party and have a good time. Versus when they get out early, they're so used to their morning routine. They get everything done and then they go home and get to eat all the sugar they want. >> And they go home and they can be wild and crazy. High school is just growing up growing up elementary school. There's not much difference. >> Those are good suggestions for the calendar because they'll be working on well years old. Well, >> yeah, but we can change that. Please, I do have page. >> Madam Madam President, yes, this is this is Ryan. >> Um, >> uh, the the calendar for next year has been approved, but it does not dictate in the calendar whether it's a two-hour delay or early release. And so, we have

174the flexibility from an administrative standpoint to dictate that. And that's that is something we've been talking about. So, we've heard that loud clear. >> Mr. Mr. Wright, >> I don't remember. We we had the discussion previously about the two-hour delay versus early dismissal >> and we heard >> Yeah, we heard the other thing. We heard the other thing. >> Well, so that's why I'm like >> Yeah, I mean, >> well, we can definitely that could be something we put on a on an agenda and and discuss it or, you know, if the board wants to get some public voice on how to handle that, I'm fine with doing it that way, too. >> Because you're right, for every action, there's a reaction. I think I I would propose that we send out a very short

175survey that gets feedback from all staff about their preference. Sure. of before school or or you know or at the beginning of the day versus end of the day for the delays, get their feedback on what their preference is and then we bring it that gets brought back to the board for consideration for potentially amending the academic calendar for 2627. >> That correctly said it >> well I was gonna say though I also think we need to share with our families. I think our families need to be able I mean our staff and our families. But >> I I I agree. I guess my thinking is if it's not going to change from staff's perspective. Do we do we need to put it out to the families at that point? >> I see what you're

176saying because either way it's two hours. They're going to have to adjust their schedule. Correct. >> So to them it doesn't really matter. And I think going back to what you said when we were talking about it before, I know that some of the service personnel were concerned because some of the kids weren't getting picked up. But in the same perspective, some of them aren't at the bus stop two hours late. >> I'm not dismissing families. I'm just trying to gauge. You guys are you guys are the ones dealing with with children coming into school, instructing kids in the school. I think it's valuable to hear your feedback. I want to gauge what that thought is before we implement any change. Before we go outside of our atmosphere, what does our inner atmosphere look like?

177and then go out if we need to. >> That's my thought. >> Is it 6040 one or is it 9010? I mean, >> is it 50/50? >> Yeah. [laughter] >> If it's 50/50, I mean, well, I know, but I'm just saying if it's if it's 50/50, I mean, >> right? >> Well, actually, I think we could also get the faculty sus. >> That's fair. >> Yeah. >> Okay. All right. So other areas that prevent we were talking about so sometimes um in the decision making and I think this goes with this goes with kind of what the elementary schools and intermediate schools were talking about is that sometimes um when it comes to curriculum decision making sometimes um it sometimes like the companies kind of make it because you because you're buying curriculum from a

178company. Um, and so sometimes there's a disconnect between whether between the teacher voice like the actual human curriculum and the people that get paid a lot of money to give the curriculum. And so there's sometimes a disconnect. And so we're trying to ask for a little bit more decision making uh autonomy, a little bit more on like the teacher voice of decision making. That's kind of some of the suggestions they brought. I >> also think on that when you when you send in the teachers to pick your curriculum. You need to >> Yes. >> Um that's who's making the decisions that's brought to us. So >> Okay. >> I think the teachers need to talk to them. >> Yes. >> No. Um and then um so some of the just just like and I think

179this year must have been the year that like the implementation of directives like from elementary to high school was a little shaky. um because um when we talk about concavulator that's the that's the big one that that people talk about but I think there was so much like change and there wasn't exactly like okay we're changing there wasn't like a lot of why I mean you probably explained but it wasn't fully explained to everybody and it was it was a lot of time it came out like in July or August as opposed to May so like a lot of the implementation things we were ready to go to do one thing and then oh we're got told it'll kind of change at the last second. Um and for those that are not like the type

180Z like I am for me it was okay but for like there's a lot of people that are like they've got their they've got their binders ready um I would love to be these people that have their binders ready they have their binders ready in May of what they're going to teach for the entire year. Um and those kinds of people are the ones that get kind of hurt whenever whenever the change happens. So, um I think that's and I don't know if there's any any more coming or whe whatever is happening, but I think that's one thing to just be careful of in terms of like what we're talking about with the fact presidents is that we're just whenever there's change maybe if we try to do it. I know some things are out

181of your control, but if like May, I'll be good. And that's because there's some pacing guides and curriculum maps with that that kind of they had their pacing guide set up and then it was like, oh no, it's not going to be the same anymore. So, those are the things that they're kind of concerned. Um, and I know for high school high school teachers um especially the math and English teachers. So we get this we get this lovely teacher work day at the end of each nine weeks. I think is I think that's what it is. Um and so they're ready to do they're ready to do their um ready to do their workday. Everything's great. And then we get this lovely we've got this 2hour training with funky letters and then we got another

182two-hour training. And so then the day to get their grades ready that they're really excited about turns into a lot of uh training and professional development. So I don't I don't know what the rules are on professional development. I don't pretend to know those, but they were trying to but the discussion was maybe focus more on work days and then less on trying to give us training on those days if that makes sense. Um so yeah that's areas of improvement. Okay. So let's talk about um some priority requests. So um oh we're going to go we're going to go bottom up instead of top down. Okay. >> So we're going to mix it up. Okay. So um for Khan Academy Cathy so uh what what a lot of the teachers were saying the teachers were

183saying secondary wise is that we were implementing Khan Academy which was great um again I think that's the one with the arenas I don't know but then they tried to explain to me um what ended up happening is is that we rolled it out and there wasn't like a time implementation so they didn't know like how many minutes or how many hours or what what it was supposed to align with cuz it kind of came out quickly because probably not probably adding a control v came out quickly but it came out quickly and so then we get to December and I remember the general studies teachers talking about this they so it came out in December and then so I don't remember it was like two weeks before exam week they were like you need

184to have your con special event I don't know what it's called but there's like this special event that there's like this special thing that that you you learn on time that that eventually tells you what um like assessments and things you need. So, they didn't know that they had this in like two weeks before exam week, which is really tough for them to plan. They got it was kind of like this weird change where they had to suddenly change to uh make sure you have your midyear first like um benchmark day. I guess there's the midyear benchmark day and so then but there wasn't much detail on anything other than that. So there was the there was that implementation and then for Khan Academy a lot of the activities do not always align with the

185West Virginia standards. So um or I think science was the big one with this one where like science it it like it had had middle school things with the Khan Academy but it didn't have it all. Um and some there's some math and English standards that are not fully aligned on Khan. Um and then um this is on another slide. They were explaining to me that um that for math um that the kids so unlike um scaffold where you can like they will take parts of the problem like if you miss something they will they will figure out which parts of the problem they will uh they will drill you on. With Khan Academy you could just take the test as many times as you want and so you achieve mastery that way. is kind

186of how they were explaining this to me. Now, I could again, this is um I'm a I'm a music teacher trying to explain what the secondary teachers are explaining to me. So, that's kind of what they were saying is that um while they didn't love, they at least knew with the data actually was they were actually able to track the data with it. They were actually able to track. So with they were able to see exactly where the student was uh progressing with they were all but with Khan Academy um you can't really tell because if the kid is just is just figuring out how to get mastery with it it's hard to actually tell what the kid is >> struggling with and learning. So I um I'm sure you probably know a little bit

187more about that Dr. Saxs more than I I didn't I don't know much about that. That's what they were suggesting. Um, and then so the the big fear with kind of the the um employment things um is that they're afraid that the larger the class sizes go because I know we I think I think they were averaging 28. So if we go much higher than 28, the worry is um 28's already really crowded. So the worry is if we add even more to it for a math English class that we're going to we're going to run into even more we're going to run into even more problems with that >> and then so the top so um elective courses so this is something so and I don't know how personal finance I don't know where

188that's going I know we were there was a personal finance course being implemented and when it was first implemented it's yet another it's yet another non-elect. It's a it's a primary course that they need to graduate. That takes away from some of their electives like like myself and other and like other ones. And so the worry is is that the kids have so many so many things that they need and that it's very just kind of like you guys were saying like it's it's almost like the grown-up version of can they just color some days? Can they just take an elective class some days too? Because the focus kind of is okay. So, we're focusing on getting prepared for college. We're getting the focus is getting prepared for um CTE with like getting um you're

189going to get your professional certificate for graduating. But there are some kids that kind of just want to kind of have like do I like art? Do I like um I think another non do I like any of the non >> Agriculture like something that's not necessarily CTV. >> Yes. just just something like that because with when the when the the things that they need to graduate increase and the electives decrease then it becomes really hard for goes really hard for like other elective classes to prosper. So that's kind of the concern we have with personal finance. We struggle with that in the arts every year is like how do we balance how do we balance the kid getting getting all of his classes plus they want to take every choir and every band and

190every art. We have to balance that every every year, but like it seems um none of your all's control or anything, but it seems like there's more things that they are forced to have that kind of takes away from these. >> Well, isn't personal finance now requiring the legislature pass that. >> So, yeah. And that was kind of when that came out that came out about a month before we had our meeting in like February. So, we it was really fresh on our minds when we talked about that. Um, and so one of the things that we talked about, and Dr. Sax, remember my joke on this? I didn't know that there were people that were on the bottom right corner of the salary scale, the 30 years um doctor, like the the last category

191that you possibly could. One of the things we talked about, because you guys talked about how everyone is going to get um $50,000 more. >> Nope. No, I did not. >> I want to do it. I >> think you just ended your presentation. [laughter] >> He was going to start out at $50,000. Um >> very welld deserved and I would love to. Yes. So, um but what um some of the some of the teachers are saying is that okay, if I've been teaching in a school for 20 years, I know um I know at Muscleman there's this weird and then it seems it seems silly. Okay, it does seem silly, but doc Martin will know is that you you look up you look up on the top of the wall and you see the Apple

192wall of fame and you see the 20 years with their apple. They've been here for 20 years. you've seen a couple people in 30 years and you see the poor person that's been there for 40 years um that I've God bless them I haven't seen anyone that so 40 years of teaching in the same school which is >> I was teaching but I was service personal >> yes so that so but that's kind something like that to some sort of incentives for people that have been teaching a long time I know sometimes um we not that you mean to take them for granted but there's a lot of things that you're doing it would be really nice to maybe reward those people that have been teaching for 20 years. Maybe have like a nice banquet

193or something just every year when you reach a certain milestone. I think it'd be really nice to honor them. I know you can't give them a bonus, but something that really or just honor them every year. That's kind of one of the things we discussed. Um I know uh let's see, we talked about um maintaining the the integrity of the activate programs with the low enrollment. So there's some certain classes that I'm sure we go through. Um that the one the one class the one elected class used to be really huge because this teacher made it really huge and then 10 years later we're just kind of keeping it pushing it along. It's kind of re-evaluating um those classes, seeing which classes the students are still enjoying. Um and I think that is all that

194I have. Uh Jackie Long questions for Mr. Miller. >> You finish this out of the style. [laughter] >> Thank you so much. >> That's not a comment. >> Mr. >> Yes, Mr. um mentioned about reevaluating the low enrollment classes and I was actually talking with someone last night and they think one of the things that we can do as uh a board or the board office is promote a lot of those electives because some of our students don't know and that's why they're [clears throat] not attended as much and also like you said keep adding all these the primary classes. So to me, choir, art, all those things are needed because if we only have our students just learning reading, writing and arithmetic, but they don't know how to get along, they don't know how

195music can help you in math and everything else, then it it hinders them. It's just like some places are cutting out sociology where you don't understand other cultures. It really impacts you in the long run when you go to work in a workforce, right? So all these little things and these these electives that may have low enrollment sometimes they may be low because the students don't know and and they they don't know how exciting some of these quests will be. >> Yeah, I agree like a better promotion. I think that's more of what I was asked better promotion of some I don't want to this isn't I don't want to take away from CT that's not what it was. It was more of a >> it sometimes I think we need to promote those two

196because there is sociology and psychology and other other courses like that that I think people would want to take but they don't I mean they see anology and they're like oh I don't want to take another biology they get they get scared they don't know that it is actually you know you get to study some fun things I agree >> how do you we're excited about the idea of the CTE building uh impro that we have in the bond from your perspective Ed was a high school teacher. I know you get stu students select to come into your class, but what what observations or anticipations would you have with with having a CTE centralized program for 200 of your students? First off, you all have the largest high school with 1700. You're proud. So I

197know that would be a positive just getting rid of 200 students every day. >> I don't think that was the way to get rid of that >> reduced to another location. So our campus drive >> so uh and then so I know um well for some of our kids a lot of times they they want to go to James Rumy but I think James Ramsey >> is limited >> is very limited. Also, James Ramsey um is great for Hedgesville and Spring Mills, but for Muscleman, that is a long long drive to James Ramsey and back. So, so some of those kids that will actually uh that will actually help having being able to go to the to the CTE building. Um and it could it would never hurt to have a few other students um

198go there. Um the only thing that we would probably need to consider is is Mos High School is very big on this and a lot of the high schools are very big on this is how do you keep the students still feeling engaged with what their school is. So like how do you still have your Apple pride or your Eagle Pride or your Patriot Pride or your Bulldog Pride while not really being in that school as much. So you have to that's the only thing that we would the one of the things that we worry about is that okay so we take these students out and and then we put them in in the CT building all day are how do we still keep that um going to the pep rallies going to this doing

199those sorts of things being able to participate in other things that's that would be the only worry that how to make them still feel that way but it would I don't think I think and all with as many people we have as many a lot of options is is good. >> But I just like to share, you know, my experience in having a centralized county system um that uh in and when I was in Caval, we had Huntington High and Caval Midland and we would have full daytime program students. We'd have some that would be half day program students, but they still had a very much a sense of they were Highlanders or they were knights. And part of that was accomplished because we would operate um simulated workplace environments. So they would come up

200with company names and those sort of things but they would all have uniforms and and you can like for the example of the uniforms if they were if they were a knight then their uniform would reflect that they were a student from Cal Midland >> you know so it it it keeps the it keeps the homage of that school and of course they can still participate in extracurriculars after school or athletics those types of things and that is part of what also helps keep them connected. So, you know, you're a student in the welding program, but you want to play baseball for Muscleman. Well, you can do that. Um, and obviously we work on schedules and those sort of things and logistics, but keeping them, you know, um, rooted in that home high school experience

201is still very, very important. And there's a way to blend it to where there's camaraderie because now they're a Berkeley County CTE student, right? >> Yeah. >> But they're also a Muslim. uh you know a bulldog uh an eagle and so on and so forth. So >> a muscleman you made an apple. >> Did I say muscleman? Apple. I apolog and I want to say thank you all for such great presentations and such interaction with all of us. that was very much u appreciated. So, >> and I also just want to say thank y'all for the feedback. We the team and I have actually started to look into some of the feedback as well even after we attended some of the sessions already individually. But, um like Dr. Sax alluded, it's already stuff we're looking

202at and we plan for some app and remember this dialogue is required in the law and I appreciate Mr. Long and Dr. stacks schedule and going to all the trouble but this some superintendent in the wouldn't do this and this is a very been a very positive experience >> thank you all >> thank you >> having said all that can I have a motion to >> adjourn Second.