Board of Education Meeting--March 3, 2026

001One nation under God, indivisible, with liberty and justice for all. They were supposed to be here. for the nation educator Martin from Mountain Hill. Good evening, Dr. Saxs, Madam President, distinguished members of the board. It is my privilege this evening recognizing Mrs. Shirley O'Neal as a parent. Mrs. O'Neal served my middle school as a special education teacher in our all class and in addition to her classroom responsibilities to lead her special education team and provides student support for our mathematics. Throughout each day, Miss Mrs. O'Neal fulfills many roles. While teacher is her primary title, she's also a mediator, a source of comfort, a leader, and a constant problem solver. Her classroom serves students across multiple grade levels with diverse behavioral and academic needs, requiring individualized supports and thoughtful responsiveness. Her qualitative demeanor allows her to

002navigate complex situations with professionalism and care, consistently guiding students back to the place of readiness and success. Beyond her exceptional work in the classroom, Mrs. O'Neal is a visible and active member of the Mountain Ridge Middle. She regularly attends after school events, assist with fan supervision, and has even supported our basketball team this year with behind the scenes help. Her commitment to our students extends far. When her name was announced this month as this month's recipient, the response from her colleagues were unanimous. Well, does it perhaps there is no greater testament as her peers witness firsthand the dedication, compassion, and excellence she brings to her each day. In every sense of the awards name, Mrs. Shel O'Neal truly what it means to be a caring. Mrs. O'Neal, congratulations on being named this month's Berkeley County

003Caring Educator Award recipient. We are proud to celebrate you and grateful for the difference you make in the lives of us. It's an honor to welcome you all. Perfect. An honor to receive this ACE award. Um, special education is in my heart. Taking care of my students is sometimes can be challenging, but it's always a pleasure every day to come to work and to see the faces of my students and not only participate in my classroom, but also other duties accomplish. So, thank you. somebody has the board of thank you especially teacher we know how that can be a very special person with their family thank you Uhoh. I'm here today to represent Bington Elementary and one of our wonderful students, Lucy Armstrong, and I had the staff and I came up with some great

004things and that Lucy's done about why we chose her school. Um, Lucy Armstrong represents the very best of what Bington Elementary School strives to instill in his students. Through the dedication of our founding staff, she consistently demonstrates a positive attitude, kindness, she's creative, and she's respectful to others. Numerous staff members have shared why Lucy is so deserving of this award. her classroom teacher, Mrs. Leslie, and she's back there. Just support her. Um, describe Lucy as a true leader. Each day, our students recite the Bennington pledge. Today, I will learn. I will respect others and I will do my best. Lucy lives these words every day with a smile on her face. >> She takes pride in her schoolwork and is always in her children. She volunteers to answer questions. She embraces challenges and puts forth

005her best effort. However, what truly sets Lucy apart is not just her strong academic performance, but her genuine kindness and her willingness to help others and she's always help her classmates are. She's also ready to lend a hand and lift up her classmates when they are feeling discouraged. Lucy reignates positivity throughout her community. Her art teacher shares that Lucy is both creative and thoughtful. Over the years, her creativity has continued to grow as she develops and shares new ideas through her artwork. She approaches every project with determination, enthusiasm, and a positive attitude. Lucy is respectful to her peers and serves as an example of what it means to be a better student. Her library and computer teacher who is also here. I've had the privilege of getting to know Lucy over the past three years

006in many capacities. She enjoys sharing book recommendations, offers thoughtful insights during technology class, and brings joy through her kind conversations at breakfast and lunch. Lucy has also participated in numerous extracurricular activities at Benefit, including Spanish club and our first annual Bennington spell in 2025. So Lucy's character, her leadership, creativity, and compassion make her truly deserving of this award and this honor. We are proud to celebrate her achievements and the positive impact she continues to have on our school community. She makes Bennington Elementary an even more special place to be for all her peers. She is a positive role model for all of her students to emulate. To conclude, a quote that one teacher stated that best represents Lucy is a quote from my angel. You can't use up creativity. The more you use, the more

007you control. Shake your hand. She doesn't want to shake. >> Can I get a high five? >> Lucy, one of the things I recognized uh when you walked in, I walked in with confidence. and you were directed to sit in a chair, separate from your family, and you didn't look back to see where they were sitting. You knew they were behind you supporting you. She never looked back. That quiet confidence is what I think you guys see in her and what I quickly saw in just a few minutes of just watching her. And so along with that, you guys are raising an exceptional. In just a few minutes, I think all of us were saying that congratulations on your daughter and congratulations on your life because I think this is keep going. Let's drive it.

008Got this from women on the board. You got this. I love the leadership. >> Congratulations. Great job. >> Thank you so much. >> Thank you, Mom and Dad. You're done. Thank you, guys. Thank you, Madam President, board members. We >> think >> um so today is read across American day and I had the privilege of reading the students at Tusora Elementary School and Inwood Elementary School this morning. Dr. Sue once said, "The more you read, the more things you will know, the more you learn, the more places you'll go." Boy, did they take me places today. Uh, I can confirm that. Uh, you know, it definitely took me a lot a few places. It took me to rooms full of laughter to some very dramatic character voices that I was able to convey. Uh, probably

009shouldn't attempt to do that very often. And possibly in a serious debate as to whether anyone would actually eat green eggs and ham. Reading is one of the few things that can transport you anywhere without a permission slip or even a bus. I'm so happy to report that no cats and hats were harmed in the reading of those stories today. Um, however, I did read to two of our classrooms if I ran the school by Dr. Seuss, which was a a very interesting thing. And I think that probably the teachers and the principal that were in there uh probably said, "Thank goodness." Because there will be way too much fun taking place. But in all seriousness, it was incredible to see the classrooms across Berkeley County filled with guest readers, volunteers, community members, and of

010course staff sharing stories with our students. I want to extend a heartfelt thank you to all of our volunteer readers who visit the classroom today. Your time and enthusiasm send a powerful message and that is that reading matters, stories matter, and most importantly, our students matter. So, um I think that moments like today remind us that literacy isn't just about the skill. It can be an adventure. And if you look at up here, we have pictured on the left one of our classes at Bunker Hill. And then of course, I'm reading from one of our classroom classrooms at Tusora on. So again, great things happening all across Ker County Schools today on ReadAcross America Day. Some dates to remember. Um this week and month bring several important recognitions. We celebrate National Social Worker Week, honoring

011the professionals who support students social and emotional well-being. It is also school breakfast week, reminding us that nutrition plays a vital role in student readiness and academic success. You can see here Bettington Elementary's the quest for school breakfast in the photo here. Um, uh, let the adventure begin because every hero needs a great breakfast. Absolutely couldn't agree more. The governor has also proclaimed this week as teen mental health week, reinforcing the importance of supporting the whole child. And then of course on March 6, we observe maintenance worker appreciation day uh recognizing those individuals who work um behind the scenes to make sure that our facilities remain safe and operational. Those are one of those that you never know how important they are until you're in crisis mode and they're able to take care of some

012of those most meaningful most needed issues within our schools. So we want to thank our Berkeley County maintenance workers. March is also music in our schools month. Youth art and theater in our schools month. The arts are not extra. They are absolutely essential. They build creativity, confidence, discipline, collaboration, and voice. We are proud of the vibrant art program arts programs happening across Berkeley County Schools because we know that without the arts, we can't offer a well-rounded education. Uh February, the February edition of the Berkeley County Schools, I'm sorry, BCS Insider was released last Friday. I want to encourage everyone to take a moment to read it. It's uh on available through our web app as well as on our website and uh your email inbox. This month's insider highlighted two outstanding Hedgesville High School student

013Julianne Hatterer and Caitlyn Hall who were named honorary secretaries of state. A tremendous accomplishment. We also released the February edition of Pathways in Action which is if you haven't already seen it is our monthly career and technical education publication. This edition for February showcases the incredible work happening across our CTE programs and features Martinsburg alumnist Lily Ryen Weber who has been selected as the main anchor for work at Wu News. Her story is a powerful example of how RCTE pathways right here in Berkeley County prepare students with real world skills that translate directly into career success. Both publications highlight the impact of the work happening across our school system. And I encourage everyone to take a look at these two publications. Again, that's the February BCS Insider and Pathways and Action, our CTE newsletter. We

014have some upcoming board meetings. We have our board workshop on March 11th, 5 p.m. where we will be discussing our most recent local job market analysis. This was a two-phase job market analysis which is going to help shape the CTE program development and and advancement here in Berkeley County. This will help us identify what types of CTE programs we may want to consider adding um as we want them to align directly with where um the job market demand is taking place for high paid highskilled jobs. Uh we also will be reviewing our second budget workshop. These uh discussions during our budget workshops are critical as we align our financial planning as well as our workforce data to our long-term strategic priorities as a school system. Our next regular board of education meeting will take place

015on March 16th at 6 PM. We look forward to um again moving through the important work we're going to be having coming up there. I do anticipate on the March 16th board agenda um having the contractor bid for Inwood Early Learning Academy on that agenda. So that was something. Before I close, um I also wanted to make sure that we recognize that uh Berkeley County Schools has officially filed for a bond call measure that will appear on the May 12th, 2026 election ballot. Our campaign theme is building for growth, building for kids. This bond call represents our long range plan to address continued enrollment growth in Berkeley County. It includes expanding workforce development and career technical education programs to meet local job market needs like what we're going to be discussing on the 12th or

016on May on the >> 11th. Thank you. Um, it includes a new building for Hedgesville Middle School to support capacity as well as modernization and it focuses on replacing modular classroom with permanent learning spaces and expanding school facilities to accommodate continued growth across our district. We have launched anformational web page where community members can review project details and stay informed about the plan moving forward. This is about planning responsibil responsibly for the future of our students and our community. So to learn more, go to blandountychools.org and you will see where we have the 2026 bond call information. Um I know that I said that last but not least we would discuss that. But I also want to give some breaking news for our students out there. Um I have been uh in close contact with

017the National Weather Service out of Sterling and also in close contact with our fearless transportation leader, Mr. Keyctor. And we have uh made the decision that we will be on a 2hour delay in the morning. So we will be on a two-hour delay. And then any decision are you excited? >> I saw a bunch of heads shaking back for any decision on whether or not we need to close will be made by 7:30. Decide to advance something and a message will go out no later than 7:30. So, with that being said, you know, we uh want to keep everybody as safe as possible. We want to be able to track weather as it advances this evening. But breaking news, twoour delay for Berkeley County Schools, Madam President, board members. Um, one thing I have is

018everybody that United Way campaign uh will be from March the 1st to the 15th. Uh, there are several organizations that are there uh that need the community's help further their goals. Uh, one of them is the community balance which is battery detention program. Uh this impact students due to the fact that some of them this group adults not How much? such a joy. So I mean at all our schools took the joy out of it the future plans and so I hope anyone else next on the agend statement U please don't address any staff members. Did I pronounce that right? >> Hello. My name is K and I'm a senior at Hansville High School. I'm here to speak today about the school walkout that was organized by head school students to protest ISIS brutality on

019February the 18th. Before I begin, I'd like to share some personal information about myself, especially to address the misinformation that has been posted online and public record. I'm not informed of a skipping class. In fact, this is the one and only disciplinary acting on my back. I'm in the top 10% of my class. I'm involved with three separate National Honor Societies, involved in AP and dual enrollment classes, as well as a CC computer, gradu of the class of 2026, president of two minority organizations at APHS. Probably most relevant is that I am running for the ACLU of West Virginia award. So yes, I am informed. Regardless of how you feel about what we were protesting against, let me remind you of the people who West Virginia holds protesting which is the 1877 railway strike begins

020the 1989 coal strike to restore health and retirement and the cheaper strike of 2018 that teachers represent better pay and benefits. Our state understands the power of flex option. Although I did not originally organize the walk out, I eventually helped to create a new plan of action to ensure the walkout took place responsibly. Organizing students to walk out during class change period to minimize instructional disrupt disruption while still allowing their voices to be heard. We made it clear to be no legal school property on not chaos but a peaceful and order. Everything took the model of protest. Two announcements, one before school and one before the plans, stated that anyone who left school property would be suspended. Many of the protesters were suspended due to failing from an inside out being asked. The sentiment among

021protesters was already being suspended why he stops. I was lucky enough to have a teacher in my life who made it clear that the only thing I was supposed to be out of was skipping class and would not be suspended. Unfortunately, people were under the impression that leaving school leaving the school building was leaving school, especially since teachers closing at the doors during the time we were walking out. However, on any given day, those same doors are left unattended. And I can assure you, we have several students leaving without permission from those same doors daily. The result as intended here and perceived disorganization by some students return to find a class only to leave again once again causing greater disruption than the original plan ever intended. I have great respect for teachers and administration. However,

022the handling of the situation was it was clear that a walk out was going to happen. It was posted on social media. Two announce announcements made that morning. Staff were stationed at exit. A message was sent from our superintendent advising families to review their handbook. Yet there is no clear section addressing peaceful assembly during the school day. What constitutes school blocking or consistent consequences for skipping class can email teachers to remain. Yet I can tell you exactly which teachers oppose to walk out because they voice their opinion openly. think there's respect for those who participated going so far as to think anyone who walked out could be neutrality cannot exist if only one feel safe expressing educational spaces and this could have been educational A civic suspend the right to proceed to speech assembly and

023petition allows them to have protest safely and respectfully. This is not consequences. There should have been consequences must be clear, responsible and consistently. >> Can I just eat my time to her? Sure. >> Although it may sound like I'm here just to complain, I'm here to offer a potential solution. I would like to suggest a productive districtwide plan action that would begin with the creation of a clear student policy outlining students first amendment rights providing protective speech versus disruption of fairness and persistent consequences. Expectations should be communicated in writing before situations arise. Second, the district should establish a structured protocol for demonstrations of the walkout plan designated and supervised on campus area for a limited time decision safety while minimizing disruption. When an incident does this occur, incorporate a brief civics based response. Hold classroom

024discussion about constitutional rights and civic responsibility. Turn conflict into instruction. Finally, staff training is essential. Teachers, administrators should receive guidance on how to remain professionally neutral while ensuring safety. Neutrality should mean protecting all students rights equally, not silencing one viewpoint while allowing another to dominate. A district plan built on clarity, safety, consistency, and education would prevent confusion, reduce tension, and demonstrate the schools to both maintain order and respect students constitutional rights. The concept of pressuring student activism is not new. And yet, there's a tension that surrounds it. But we are more than just students. We are young citizens learning how to engage responsibly in our democracy. We're not asking for conflict. We're asking for valance. As John Lewis encouraged us to get into trouble, necessary trouble. If we are not sure how to channel our

025voices productively, frustration can turn to misunderstanding. My hope is not for division but for partnership. I hope you will work with students to create clearer pathways for civic civic engagement bridging gaps through communication policy and mutual respect. whether that work includes my assistants or other students as they are ready to be part of the solution that strengthens both our school community and our shared commitment to democratic values. Thank you for your time today. Agenda first pick up these questions. I spoke earlier this year or this school year on the third grade success act as it's rolled out since its um inception in 2023 with the legislature. Um hospital 1335 has driven a lot of what we've been doing here. and um just first of all the first thing we had to do is make sure

026that we had the right numeracy um and and math program in place and also a reading program was the science of reading. So, we've done a great job in Berkeley County Schools with making sure that we've adopted a math curriculum that was um was curriculum pressed lab already. It all also we piloted magnetic literacy and then we've been putting in place over the last couple of years our ECATs in our classrooms, our first, second, and third grade. This year we have our third grade ECATs. Um but with that being said, we also had the option, the legislature gave us the option of um using interventionists for two classrooms versus having an ECAT in each one of those. Um we've also strengthened our NGSS framework and have those meetings um periodically after each diagnostic. So county

027as far as you know So Berkeley County is well on its way to where we need to be as far as the guidance is concerned. If you look up this time marks here, we are January February 26. We had our mid middle of the year screen and we have sent home our parent letters that's required to be done 15 days after we done conficting. We have done that. We actually sent home this year as a report card in January. Um, in that in the letter it we put the language in there letting parents making parents aware that they will be students will be retained in 2027 in the next school year if they haven't um met the benchmark which is the GSA proficiency on the GSA in reading. One thing that we're doing this year

028and that the state is doing is they're strengthening their um their MTSS or the WDTSS system which is our tiered um support. We haven't done that in Berkeley County. We I great position our tier one universal um core instruction. Uh you utilizing magnetic literacy focus on reading at the moment. Magnetic literacy is in place. We rolled that out here in January. It's been a great success. It does have bumps in the road because it's a new program that will roll out in the middle of the year, but I think our teachers and our staff have done a phenomenal job. We're currently working on our tier 2 and our tier three interventions with Dr. Wood back there. He has got our team, our academic specialist working on what that's going to look like and we're going

029to strengthen that toward the end of this school year for the beginning of next school year. So again, something that the state itself is focusing on. But what you get on your free and speaking of those um diagnostics that we give beginning of the year, middle of the year, and end of the year, which we have been doing for the last several years, we use I Ready. Some counties use a different product, but what we're doing with those is we're screening for dyslexia. This the the state this year um provided more screeners. So as we we fall below the kids students fall below that score they we have to apply additional screeners the teachers do and what we're doing is we're screening for dyslexia and making parents aware of that. Again it's not a diagnosis

030but it's making a parent aware that maybe they might have to seek some outside testing. Um if we see that a student needs progress what we have to do we have 30 days to identify this develop a plan. So what we do is we meet in the meetings the government administrators um set together they come up with a plan for the students and afterward then they make sure the parents are aware that a student is receiving tier 2 or tier three reinvent again like I said earlier it's mandated by law that we do and we get a physical copy of this which we sent out like I said on January it's finished this year and we will do that also this here um after our end of year diagnostic. One of the things that we

031need to keep in mind is the effective date is July 1, 216. That's going to kick into that next school year for the students who go through next school year. At the end of that year, if they're not proficient in third grade on um on the GSA in reading or math, they will be retained. We're going to follow a guideline here of like there's some exemptions to that which I went over in the last meeting and I'll briefly go over this today. Um if a student has an IEP, there's several exemptions, the very first one and they pick the alternate standards that is an exemption. if they have an IEP and have been in it for at least two years but remained. Um you also can and you've been retained also in elementary school you

032u that's a good cause exemption a student in that's in the process of special education or has a significant impairment such as dyslexia or dystopia or a disability um that is a good cause exemption for a student to go on. The thing that changed with the guidance that we were given in September versus November with these particular um standards and a couple others is that the parent had to request those in the first guidance. They've changed the guidance and now a a school is able to use those if they see a child that that meets this criteria. We then notify the parent that we use them in order for school to go on. Also again nothing has changed but we have English language learners. They also if they have not been in the system three

033years that have support given to them that that is a good cause exe good cause exemption um students that have been previously retained so that they're not retained two years prior to birth grade um is good cause exemption and review that you had some growth on um the alternate assessments but it wasn't up to grade level again that is back to students IPS that also is a way that a student could use a good cause exemption and be placed in a work. Two more things here. A student that extends extended school year um but again makes proficiency but not enough to be u on the GSA so they be proficient that student also could be using this is the new one that I wanted to focus on today that I want to make sure that

034that you understand. um it's the one that is the only one that's left that is a parent request. It is the last exemption. This is where a parent can request that a student go on to the fourth grade but they're required to attend extended year learning which is our four steps to success and they're required to take the WBGSA. Now in the lingo that has in the guidance that it's given us it does not say they have to be proficient. It does not say that they had to pass, but it says they must take the GSA the second time after ex after after attending our summer learn. So that is the last one, but it does not exceed if a teacher opted for a pin to be retained uh and it would just sat and

035the teacher determined that the student would be retained. This option is not considered to override the teacher. So the teacher makes a decision where it should be retained. But with that being said, look a little different for us. >> Yes. >> No, you you go for it because I do too. So I'll let you go for it. overlap. >> Well, first off, board policy says that uh board members basic function is to formulate policy not policy. Be careful the lines across the button under the grade success paragraph two paragraphs. I want to point out I heard your last comment. First off the date to go back you're saying it says July 1st 2026. Our first question is for the second grade teacher this spring. >> Yes. Yes. people teachers for dyslexia all the teachers the

036additional screening we send out each diagnos we send out which students need to have the extra screenings here criteria which ones to assign but we have people at each school that are each we have a teacher at each school that is specially trained um at the state level to help them support students with success Multiple clearance systems are support multiple tier systems. Yes, that is our tier. Are we tier one? One of the things in the past teachers have been pre and uh I I think this law along with the teacher aids the legislature is incorporated also they in the past incorporated it's again so all that for teachers grades and it's in the future but in this law 18 to 18 says this section may not prohibit the classroom from recommending the grade level

037retention of the student and any of the grades kindergarten through grade three based upon the students lack in preparation. That's one section that said, "Hey, look, I know you said it there, but all these exceptions kind of worries you, but a very last paragraph. It says that a good cause exemption all those good causes exemptions may not prohibit a the grade level retention of the student by class based on the student lack of mastery of the subject matter and preparation the subject matter just the fourth grade level being so I won't be here July 26 I got my ghost here just to sit here and formulate the policy that says we're not going to need bodies because they simply breathe. They have to achieve to to be promoted and they have to show master. Now

038we have the IEPs and everything but even in an IEP I've been involved in say you have 20 spelling words and so for that child who needs help needs to give them 10 words but in those 10 words they have to miss no more than four we've lowered our standards in Berkeley County in the past to 60% pass if you can get six out of 10 you Yes. Now I I just feel that the state department and at the local level they tell you well if you begin to think they're going to drop out. So what are we doing? We're giving them a diploma and what level of achievement are they demonstrating? and the person who takes the employer who doesn't know that this law is a good law I think and I I know

039the exemptions are there but those exemptions the good cause exemptions to that last are overridden by that >> yeah absolutely >> teacher evaluation of the child right >> yes I just want because when it comes I just want to make sure Zach I hear you. I want to make sure that we clarify from an administrative standpoint that from K through K through three teachers expert analysis of whether or not a child should be retained is one of one of the the cornerstone of what we believe. And then when you apply the good cause exemptions that if the teach if the if the parent is saying I want my my child to be advanced and the teacher says no the child needs to be detained we are leaning in on that expert. So I just want

040to I want to share I just want to make sure that that's well stated and I hope that that I hope that I understand what you're uh if there was a question what what we just reassuring. >> Yeah. I I just I don't I think the legislator passed new law and I'm just concerned that between the legislative party in Charleston the classroom and B the intent of that law is not that's that's the point I'm making and I've seen in Berkeley County in the past that releasing that responsibility The teachers teachers had to fight to retain the job. They were called into the office if they had a certain percent. They didn't give the DS. The students earn the DS and the county policy said this is what we do. And this board has has

041been putting our student ahead. We've said we want higher achieve out of our student we want our diploma high school diploma to have work that means that that student at least shows 60% proficiency we will make allowances for problems other things but we are fighting to see the stand because B county has been slipping in ranking in West Virginia I think rank in the 40s and I think that if Berby County is slipping and West Virginia overall is performing according to the name test at a very low level that I didn't see county and that is going to >> absolutely that doesn't I I'm I'm concerned that and and please please help me understand this when we're looking at the decision matrix and if you can go to previous slides from from this decision matrix

042criteria yeah go back right there criteria one and criteria two um is this an and or an or. >> Well, when you look at this, what's going to happen is if there standard, what would happen is a teacher and student assistance team. That is a it's a difference. That's what we're talking about here. Excuse me, I'm so sorry. Okay. The student would demonstrate like minimum knowledge um on the GSA. So then that that they would go one. If they did not then they would be they would meet with sat and the teacher and they would make they would look over the student that would go on and what would what would be happen >> that means if they meet the minimal understand they can progress right >> right >> yes >> and if they don't

043if they don't then the only way they can progress in the fourth grade is whether or not they can meet one of those deep criteria >> exactly and then >> if the teacher decides that no they don't meet that standard then what um Mr. Rook was saying is then the teacher is going to say that's going to be what what's determined by that child. >> But when is that >> at the end of the school year? >> Why is there no rule? >> Well, at the end of the school year, you're going to stop whether the kids retained or not. But then the the final exemption what we're working through right now at this present moment is we have to attend summer school going have to request that. So, we're going to have to go

044to SAP to make sure that we gather all that information, know which ones are going to attend, figure out which ones attend, take the GSA the second time to then determine whether that kids get gets pushed or get placed in two. But also, I think it's important was saying isn't that late, but that's when the GSA is in is in April. And luckily we're able to participation back pretty rapidly. But that's when we would go through that process of did they meet the minimal understanding and or yes >> was there a good cause that has to be that is required by law considered >> and that is when we make a decision like that anyway. I mean we we have sent out if the student is already looking at we use our diagnostic information and

045if there's a student already in jeopardy of being retained we've already notified the parents already the first time we do that again um like a little later on this school year and then we meet team a sack team with the teacher and we also bring the parents in so they have a conversation to say okay we're truly considering repaying this child we have multiple pieces of information there in front of us help make But it sounds like school >> and that's why I want to dial this long. You brought up a great point and that does kind of go into what Dr.'s about to share because >> with this with this timeline it does kind of open up that conversation about how tight because you are you are spot on. you're you're approaching that that

046right up to the finish line for teachers to make sure that like they have all their grades, they've looked at it to say, "Okay, in this case, you know, Matt is showing me a solid mastery of what talked about before we talk about then GSA." Um, but then kind of like the Louis was alluding to, you might have situations where gradewise I might not really be up far, but then I take and then that that'll need. So it one of the things we're really looking at is what that summer school window will look like because what we we've been having conversations about is do we potentially move summer school up maybe just to anticipate okay kids have finished the grades kids are now tested. We need to get them in summer school but then we

047have to build in the window of retesting those kids that are now in summer school. So, so yeah, it is one of those things that this year right now is really kind of helping us get the data and information we need to really think about going into. >> So, let me go back to my original question because I feel like >> is this an or? >> It's a combination because it depends on because I know what you're asking, but it but it's hard to say that because it depends on the student. Um like we will have students that will show grade wise for whatever reason >> okay >> they'll be like let's say like low low de high >> and then they pass the GSA >> but they should still be >> well that well

048then that will be >> right >> the conversation because if they pass the GSA and they're showing >> yeah that's my >> or you could have a student who has a B on grades and We do have students like that now and then they they don't pass the test >> or they just don't test well and we need to do alternatives. We need to do an alternative testing that conversation. >> Correct. >> And that's where I go to I like I like to see the fact that there's this alternative standardized testing piece that is considered that that is a that is considered one of those exemption pieces. Right. I I I like that and I I hear the concern that that Mr. Murphy is expressing that we want to make sure that we're doing this

049properly. and and I and I one of the things that um I am concerned that we're going to be over utilizing some the the exemptions. I I'm I'm very concerned we're going to over um especially the one that says good cause um just not that that one and the use of and I when I say this I am not I have family who has this condition. So I I'm not trying to pull this out or anything of the like. I I just I we cannot accurately read and process information how it will be accurate understanding and to discuss it and that's the that's where my brain goes. Dyslexia dystopia I just I'm just I'm just concerned that we're going to be overizing some of the exemptions. >> Understand the one thing I did want the

050alternate test is just a GSA. It's not an actual because that was actually a conversation we had a couple months ago when that information was coming out there was ourselves and other colleges >> thought it was going to be a different assessment. >> Just the TSA again. >> Yeah. Yeah, when they say alternate assessment, they're just saying no, it's just being given at a different time, which will be later in the summer. >> Well, let me let me ask clarification. Alternative assessment and alternative test is the irony diagnostic also an alternative test. >> No, according to the state, they when they in the when we asked about that the the assessment that will be given again when they use that language, it's just the GSA. So that's why um I kind of made the comment

051earlier about Dr. Long's presentation. That is why we're really trying to think about summer school now because if you to imagine we have to do summer school and then have a test window equivalent to how we have a test window during the school year because we have to properly assess those kids within the same conditions and testing environment then do it in a time timely fashion to be able to get those results on what you were saying Dr. to then I mean Miss to then say like okay now we can look at we can look at now we now we can look at like do we do we promote those kids are we still I just want to make one more I want to make sure the board is clear these good cause sorry the

052these exemptions are actually one they're in the code two we're receiving our guidance to how to apply them from policy that the state department is issuing I just to make sure that the board recognizes these aren't things that we've come up with. If we're just trying to we have to be able to follow what the state code has and what the department of education guidance and policies around how to do, >> right? >> Yes, sir. But the state code has a provisor provided that provided that a good cause exemption may not prohibit grade level of student by a classroom teach. So you have all these exemptions but people >> don't cause exemptions are not over >> absolutely >> that's the sad thing 300 minutes a day five days a talk about a war here in

053summer. But they spend all this time preparing lessons doing everything and they're the failure. They're they're deemed a failure when it should they didn't do the work. I've had teachers tell me that student and they were promoted. >> How well are we equipping? How well are we equipping their teacher to to give them the information, the support that they need in the classroom when they need to make decisions on um on support that they need when they go to their administrator, their guidance counselor, whoever that is to say this is the reason why I'm using OW, whatever that is to back to back myself, to back up these decisions. Right now with our reading, we have such amazing data on on children. Um it'll even print out like what standard they were supposed to master

054and then whether a kid has mastered it or not and then where they fell short. So it will even take them back to like you have a standard um that's in the fourth grade. It'll say well they've dropped off in the second grade part of that standard how they feel about each other. But are we giving them code? Are we giving them this information that gives them an understanding of how they're fulfilling the state as a teacher, >> what their authority is in making decision, but we give them that. >> So as a principal just out of the school, yes, we do. And our opening meetings, we go away from several policies. >> Okay. >> And this is one of the policies. In our in meetings, I always go to class. We talk about protection

055and a couple of things we talk about. Well, first of all, yes, you do make the final decision at the end of the year. But however, you start notifying that family in January that there's potential of that and then at the end of the third nine weeks and then at the end of the year. Now also too they are made aware that they do have the final say on the test and as a principal as long as they can always back that up with data and facts I don't fault that >> and I know we've got good data especially now that we're a lot of consistent I would say consistent and thanks Dr. and your staff Lewis um for really working with schools getting that consistency going but I just I'm I'm my concern was

056giving that support and Dr. for for clarifying that that is given to staff. That was my concern of you thinking that adequately to we had school children at the primary level support was there through data. Um, and get all 30 children for retain. I'm rounding that number, but it's it's like right 30 32 something. >> Um, I'd like to see the list of >> ELA or math like this is something between one and criteria two, >> but I'll just point that out. You could be sufficient in math and not ELA, right? you can still be retained or you can be in. So it doesn't I just want to make sure that's clear. It's either that's or >> um this is because some of it will be in the summer right >> before we scream. uh

057>> for the you mean for the kids that we decide to go to summer school or the ones that are in summer school and then if they don't don't let me clarify this I think I want to clarify the lateness of identifying to the child that you're going to be retained in third grade unless you do summer school right >> so okay then if they do summer school they're successful or they're not successful the teacher there. So, how does this circle back to them for them to make that decision? Was it made automatically um pass or or go back there? >> Well, that is still part of what we're we're trying to flush out this summer because we're trying to figure out like what that what that time frame will look like because that will

058be such a quick turnaround. And like you said, um I might be Louis's teacher, but then I'm not working summer school. I'm not there. So then who is like, yeah, who is that gonna fall? So that is that is part of what we are we're trying to iron out look when we look at the process. But one of the things that I do want to make sure with regular attention is we also have to keep in mind and something that when we talk about those standards and that grading consistency is addressing if we we have students where grades have been inflated. So then no one has sent me a letter. You know, my parents are under the assumption I've done well. Well, then I don't pass. And then the conversation becomes, well, we're requesting their

059child to summer school. Then the parent is like, well, but you know, my baby has a B or a C, right? That doesn't make sense because they mastered. So, we we are the team and I are really trying to make sure when we're thinking about this criteria, thinking about all the different ways this can be applied and how that would um how that could trigger different different groups of kids and make sure that we have a plan in place that we brought that so we don't have a student that falls into an situation like the example I just used. Um because based off some of our data we actually have some students like that that they would have not have received a letter um gradewise they appear to be A B or C but then

060when I pull their assessment and in the previous GSA or I'm sorry in this case be operated by you go by how that would track and that's not that wouldn't be >> but you okay here's semi achieve master grade. You're in a third grade level. How does that achieve your GSA based on that grade level? >> Yes. I'd also like to take a stab at making making from a superintendent standpoint what I believe would be the accurate course of action that you all obviously want to make sure is well um and I think this brings up the reason I want to say is because I think it's good to hear from thoughts on but once the teacher if I have a third grade do and they are not proficient on the GSA and my recommendation

061is that they be that they master standards that are expected of third grade and they opt to participate in summer school through our remediation program. They're going to have a summer school teacher at that point for a given amount of time. that teacher is now that student teacher and they will be providing instruction and support necessary for the student to do the best that they can on that alternative assessment in the summer. If that student takes the alternative assessment and is now deemed to meet the requirements for progression based upon that standardized assessment, meaning that they're now proficient and that summer school teacher agrees that they should be able to move on, that becomes the teacher who now preparatory to sign off. Um, that's how I would envision it working because that is the most

062that is the most recent instructor that that teacher has. Um, going back to someone who has not been able to be with that child for a given number of weeks while they were in remediation, I think would be very difficult for us to to say because the last teacher of record has experience with the student and they signed off on it to go back. that would just be my my standard especially if the child was able to prove on the alternative assessment that they have mastered sufficient. So that that's sort of where I I would be coming from. I think anything else would become very very logistically challenging to be put in. That's that's where I would go. probably just maybe for the state department and I'm sure 54 at the same time for us

063to satisfy the collaborative >> there's like a once every two week >> meeting to think that a child and I don't want to say this but might be lucky that we are lost because they should be >> I think I would fall back on our NTSS system so they're not where they need to be. we can still remediate some of those skills, right? I understand a lot of times what you have as you wonder where did that come from. It's very rare that you have very struggling every single day in class and then just go in there on test day and just excel. But that that's that would be that would be a would be a >> first you have to make sure that the the teachers are not arbitrary personality driven number. So a

064little more student, but I I think I respect disagree. >> I know. I I I question the teacher that has worked with the student question for a year and a student for whatever reason for four and then you have a summer school teacher for five weeks two hours a day and they're concentrating on math and reading that I I I question whether their their interaction that the students should trump what the teacher worked and pulled the out is over. I just think I just think that the classroom teacher of the year could be the deciding factor and and I and here's the second thing. What do you want to do if you have teachers in summer? teacher is sitting there and they have and and they retain six of them and then next year they

065apply for jobs back during the school year didn't do the work week four days a week that retain half of those I I think it would be a factor whether they didn't do it A couple things, but also that What? I wasn't right. What does it have to do with you said it the just the right way at the right time and it clicked and it could have been something in how Miss Long said it that Mr. Murphy said it five times over the whole entire year and just click this off one time. For whatever reason six time it just clicked and aha it opens the door and all of a sudden I I understood everything back and now I'm getting everything now. I'm getting it. I'm understanding that one thing but a lot So

066I I'm I'm cautious about saying that that couple of weeks it's you know raises a whole year with one particular teacher or that that one teacher or I I I'm just cautious about how we reflect on one teacher whether it's that whatever during during the summer or that one teacher that nine months out I'm very cautious about how do you're a really bad teacher or you're a really good lad. Sol How would that change? Thank y'all. I think you're asking like how many how many got the letter word that said like your own notification. Now keep in mind all I guess in this in this we can we can I have it there's a proficient That will show you about the way. that you want to make sure that parentsight That's what What we did

067together so they didn't start out like something changed all they started magnetic foundation which is something very similar by the same company and we transition. It was a little different but we tried to also remember multiple times when we got there got there so ask question whatever so we train January but let's say our teachers we have listened what they said especially they answer all the questions and you go to our schools our energy. One of the things that I've heard is a lot of folks from the concepts that like there's maybe in our previous curriculum that we had maybe there would be like one or two concepts that we covered and it almost feels like four or five concepts like um and the other big piece that I've heard is also The number one

068thing heard is that hey very and it's really the feedback that I've gotten from teachers principles from and then the feedback I've given academic professionals So, we're actually in the process, but we're going to have a really hard with the curriculum. Are there any gaps that have recognized andor like how are they? What does it look like? They've been getting here on just specifically the magnetic literacy. We actually have that we're already setting up somewhere about it. So we're we're trying to make sure they're different. because they are uh they they feel like there's they have to give more background because the kids are behind in order to like catch them up to where they need to be. versus had had we've been doing this for several years, they would not have to necessarily give

069some of this as intense like could you get did you do you see where I'm going with this? Where my where my question's coming from? >> That's definitely going to happen after we've been with it for a while. The kids aren't going to understand routines um the rigor that's within the curriculum. So, it's going to develop on itself. Okay. >> Um and right now, yes, we do have some of that. We gave some schools permission to to do a little altering to it because they we didn't have the first part of it at the beginning of the school year. And what we tried to do also was to teach the standards that were covered in the first part of it because when we landed in the second part of it for the second part of

070the semester was after January, we're covering those other skills that that were already covered in the first part. So yes, there is a little bit of a transition um concern, but again, like I said, I think we've done a remarkable job of making it happen. Um and I think beginning of next year when this the teachers are rolling into they've got the math curriculum down. They've got the new magnetic literacy. They know how this works. They know what it's going to look like. I think we're going to be interested to a great >> It is. Yes. >> So getting used to it right now this school year they're going to know how to plan for the beginning next school year what they have to get through and even we're we're looking at master scheduling and

071when we were looking at formulating formulating these master schedules we had some extra pushing time in there where off a little bit and they go over it doesn't interrupt their small so we're trying to even accommodate them with the master the slide Step three. One of the I know it tends to be terrible. that's beneficial for all children. But I think one of the things to parents get updated at the beginning of the year and end of the year and we do it year after year after year. A parent knows that we've been communicated three times a year since your child's been in kindergarten where they're where they're at and what's happened. And then we have some reverse like I've had some parents reach out to me. My child didn't bother with us from the

072beginning of the year to the middle of the year. What's wrong? What should I do? I start to look into it. Call the principal. What's going on about that? I love when they're inquisitive about that data. >> Yeah. >> We rely upon the electronic communication. Some of these parents don't have paper. >> Do we do we have the parents sign anything saying that they acknowledged it and have them send something back? >> No, it goes on with their sometimes goes on with the report card, but if it's on from the report card, it does not. We have no acknowledgement on whether or not they've actually received anything that we're sending home regarding this. >> We do a return communication that they're coming home and then we send them home. >> So I don't know what

073else something >> right. I understand that. I guess where I'm sitting is is if you at least get it signed back, there is no wiggle room for the person to say they never received it when you've got something sitting in the file that shows that they've signed it. >> That's a little concern. >> That that's all that's all I'm saying. Whether you get it back or not, that's your that's that's neither here nor there. But if you've got it back, >> yeah, >> maybe like we did the report cards, you have an envelope >> tears off send it back to school way back when school, >> you know, you send it back with the kid, you know, and you give it to the teacher. >> I mean, it's just, you know, tear off the bottom

074of page. >> I acknowledge that I've received this signature line. parents parents signature. It it's just a thought that says, "Hey, I've received this. I've acknowledged that that I've received it." It's just a thought that's that and then they there is no wiggle room for the parents say I've never received it or you know or anything like that. >> Um a couple more questions. Okay, just a quick the individual improvement plan. You have a 30day mandate. We won't be able to make this 30 days from next. That's a plan. That's not an like that's a plan for after you get to a kid and they are not making progress or you see that they're not making progress when they fall into our tier system. So we have 30 days to meet describe what we're going

075to do for that kid. That's not an idea for us. I'm just saying do we have a plan for this kid? We're going to put this kid too. I'm going to get this kid three times a week. We check it off. We send home. >> That's good because I was concerned one of the points in our training by doing give the system a chance to and privilege before and that's what would be happening right there. >> Okay. Any other questions? Let's talk about summer school. First of all, I want to say that Dr. Woods, post Dr. Alonszo, Mrs. Pal, and Mrs. Lopez, we're all on the committee. Um, and we all work to change. changing what we are currently what we're coming on to what we're going to do this summer and every um and

076I do feel we are ahead of the game I feel like this year coming up as a test drive for next year when it really matters and it will be mandated so let's talk about it first of all Lewis just talked for quite a long time about the third great success a long time he answered your um about the third grade success act. This is aligned with third grade success act. Um it provides an early intervention to ensure grade level readiness. Um it allows secondary students to recover credits, group credit recovery, and stay on track. Also, there's a competitive summer school that ties into our core classes such as personal finance and driver's education. It supports on-time graduation and provides students with CTE opportunity. So, here are the levels of how we're going to do

077that. First of all, at the K through 20 level, it's all about intervention and we're going to have targeted literacy and math support. I'll get into that. Grades four and five are enrichment. Now, those are those are from outside sources. They are going to come into the same school that we're having our 83 summer school in and those will be paid classes that students can attend. Um they'll be steam or STEM the arts and experimental. Next we have in the middle school grades intervention again skill skill skill remediation and then finally at high school on time graduations. All right. So let's talk a little bit about our programs. First of all our K through five program K through three steps to success been around for a couple years. We are tweaking it to make to

078make it more academically rigorous and we have to because What we're going to do is we're going to focus on standard facing stuff. What we need to talk about is say us three are in our second grade students. Um we'll talk about reading. You'll have a class for two weeks on a certain standard. Then you'll go to the next class have two weeks worth of class on a circle standard and so on. We want to make it skillbased and standard. Um again it's also going to address the skill deficits and we are going to have small group intervention support. First of all as I'll talk about the classes are only going to be 10 to 12 students in each but we also also want to have an interventionist at each grade level. We can pull

079from those classes or push in and work on a small group instructional basis. Next one. And we've talked about this. Um, these programs could be these programs do nothing without meaning if you're going to come into the program, we need to know where you're at when you came in, where you are when you to see if they are successful. So, we are going to do that for fourth and fifth. Again, enrichment activities, enrichment opportunities. Um, our local colleges um help with that as well. um they're going to be going to the theater um and they will have many many opportunities to learn and have a little bit of fun. Um the K through3 program will be much more academically based. So who attends? Well, I don't really need to get into this slide because you

080guys just got into it for about 45 minutes. So that is who attends and that is why they will be attending. So that's nothing that's that you just didn't list a little bit. Um our program dates. So they are going to be about a month long. They will be from June 15th to July 17th. We'll have two days worth of staff training on the 15th and the 16th and students will attend for an entire month. Now I heard somebody say Monday through Friday. It is not a Monday through Friday program. It's a Monday through Thursday program. And I believe um those from HR in the room can speak to that if there are questions, but I believe that gets down to uh the retirement system and and things like that about days work. Um I

081did mess up here, but we have kicked around some ideas for times. Um and they are ever changing. Um it was originally 8:30 to 11:30, then just last Friday we changed it to 8:30 to 1:30. Um, we are not really sure what time it's going to be right now, but I can tell you this. Let's say it is 8:30 to 1:30. Instruction will be from 9 to 1. There be a grab and go breakfast and a hot dog for >> Yeah. Well, you won't be here till 11. >> No, that will be tough um to do. >> I I just Yeah, I I saw that. So again, small class size, 10 to 12 students. Each classroom is going to have a teacher and support. Now the support is this. There's going to be an an

082interventionist at each grade level and a loading teachers assistant at each. The interventionist again pull out push in services and it's going to be skills based and it's going to be targeted. That's something we have not done in the past with so what we have what we are doing is we are trading classroom assistance for everybody. >> Okay. So that's all >> you wish to do. >> Yeah. So this is an estimation of our uh our ST level that's based off the last. Now again I believe we're inviting more students this year and I will have those numbers in about two weeks. So that could change but that gives you a little bit about how we're going to do staff. Now since it is fewer days principles are the group principles will locate on a

083weekly basis. One thing that we want is consistency. And one thing that's hard to get consistency is if let's say six of you are principles and you're there for two days, then you come on Wednesday for two days, then you come on Monday. So while this doesn't have absolute consistency, it does have consistency for that week. All right. Dr. funds at all and some others are handling the enrichment activities but you have your various schedules there for your enrichment activities again partnerships theaters rich community college does a lot of great things with STEM and you'll have your STEM and experimental learning and again typically many of those are housed actually in a school where you success all right so our second day programs everything this year is going to be truly focused out of Marksburg

084North. For middle school, you have intervention and support for struggling students. For high school, again, credit recovery for students and potential acceleration. Now, again, as I said, you're going to have personal finance, PE classes, and PE classes and golfer as well as drivers in that would be at the driver driving range that won't be middle school. Um, but a fee of $150 per credit to be paid by the Martinsburg North Middle School is going to serve as the traditional secondary summer school site as well. And that's the sampling of their staffing that they had last until I get back to the numbers. Um but our goal is to give the number the next couple weeks. Um the principles have been made aware today. So this isn't going to be a shock for any of them.

085Um I have danced around the idea of having four regional sites but for now we're going to do three um views primary and mountain secondary program is again north middle school or now we don't do transportation program that's just honestly impossible the standard that we would need um But what we do do is transportation time. So what happens is if I then say by elementary school I'm going to take my son and daughter at the required time. They'll get on the bus there. They will go to um in that case and then they'll get back off the bus. >> Yes. lines. Um they're probably off by about a week. I'll be honest, but student registration invitations are going to be emailed and mailed very soon. Um I've got the rules done already of all the

086students who are below the benchmark on your uh assessment. Also too, I've compiled a parent letter and a drop form for them to sign sign up. Teacher hiring, we'd like to have the postings in a few weeks in 10 placements by the end of April. And then service personnel, we will hire the majority of the staff after we get home. All right. So, how do you pay them for this? That's a good question. So, that's a combination of ECS general funding and the early literacy funding. That's for the elementary schools. And again, parents will be charged with the personal finance. I want everybody think the enrichment courses for three, four, and five. There will be a fee assigned to those as well. Y >> um now we're going to try to see if we can't

087get sponsors to help support and offset some of that um that cost for families. And then the other one which is the CT summer camps, there are federal funds that help pay for the teacher salaries for that. So, um, just wanted to share share that with the board. Did you talk to them about the the I said that you mentioned about the cost for STEM, but I'm just we didn't say we didn't say price. So, I'm just curious what how much >> we don't that would again talk about how much sponsorship we have. Um, but we we do know the price for as I said the credits for those $150 question. >> Okay. Um, how much last slide? How much the general fund cost? I know you don't have a fixed price, but last year

088was about500,000. So last when I checked when I got the budget last year, >> and I anticipate it being somewhere. What I'm wondering is you have some looks like grand. How much do we take down? >> I don't know that number off the top of my head, but we certainly can address it next Wednesday. >> Any cost way to break it down making difference that maybe we forces who make cuts in other areas that they don't want to make. >> That's what I know what we're doing before we say, "Okay, let's do this." that >> and I think that's one of the reasons why when we had talked last correct me if I'm wrong one of the reasons why we talked last year um one of the things that that we were at least I

089I was concerned about was experiential learning some of those things that were um not necessarily always so focused on academics Mr. Murphy and you know where where is that money coming from and should there be a charge that that is charged to parents >> um some of those things and I think that's where the the academic piece the K through this you know some of those things that are for the remediation um those are things that we're we're trying to pay for um out of our funding but those other pieces that are academics that that parents need to start like paying for and start looking at that that extra those extras that look more camp like things those are things that that need to be paid for by by parents or or looking at from

090a a funding the the grant funding something like that and I think that's where the concern that you're expressing where we can get that money I think that's where we're talking that >> yeah I just want to clarify if you can go back summer learning pathways just so there's clarity what I'm >> there we go is so the grades four through five STEM arts experential experiential learning those can fields that our enrichment base is that um in our design of those programs, there would be no Berkeley County cost to them from our general fund. It would be either picked up through sponsorships or through um uh an enrollment fee that the parents would have to have to pay for. And then um the uh the other things um like that Dr. what we mentioned that

091we traditionally charged for in the past, financial literacy, the the gym, the PE, the driver debt, those would still have a cost. Um, now, now I think the question becomes the the middle school skill remediation and the credit recovery in high school. Has there been a fee associated with that in the past? >> Not to my knowledge, but Dr. Woods and I have talked about charging for that. >> Yeah. So that could be something that we definitely take a look at. And then of course the CTE is is grant funded. And then of course the K through three um intervention which is required by the state. Uh we would hope to be able to take as much of the literacy grant as much as possible. But there could be there could be um the option

092for us to say okay this is what the the board feels comfortable putting in the budget to cover the the expected costs here or um wanting to charge a fee there which I would have some concern in high school. I think I believe like last year and I apologize. I had to check my notes. I think that was the year brought back charging at the school. So that would have been like this summer when I when I arrived. But yeah, there is a charge for last year there was a charge for high school summer and we had planned to maintain that but we are we are very conscientious and that the board has not approved anything for the cost for summer programming. This is just where we're at in our planning so that if the

093board is to approve it, we're ready to move forward. But I wanted to be clear that that we are planning on charging fees for some to make them cost neutral. >> And I can go back and present closely. But right now >> precoid we did charge for all credit recovery. um you mentioned the learning teacher and staff. Um we're going to have a teacher and learning. >> No, we're going to have we're going to have the follow. Okay. We're going to have a teacher in each classroom. We're going to have a teaching assistant for let's say we're in second grade. We will hire one teaching assistant and they will go to wherever the need is that day or they can go to several classes throughout and then we are going to have interventions someone who

094can come into those classrooms and work with students who need >> well another support. >> Well, they don't necessarily have to be interventionist. They have to be >> they can be a regular classroom teacher intervention. >> Okay. forget your question. Um I I appreciate the piece like it's a paid piece almost like summer camp program that is there a reason why we're not like any support for struggling students. >> I want you to be honest. >> Well, thank you. I want to be honest with you and first of all I'm glad you really enjoyed the enrichment. But I will say this. Okay. Um this is how it has been structured in the past and this is what we went with. Um I will say this as a formal primary school principle you have to put

095so many more resources into K1 two and three because you don't know the foundation of skills by the time you get into unfortunately you'll have a shot and that's just that's just how it is. So I do think that one of the reasons this county in the past put a lot of a lot of resources and intervention strategies into the model was that that would be my that's exactly I look I look at it from like from some students second grade might not have been where they are but it could be that we're given this opportunity for these two brands just want to have that little bit of achievement. >> If I have a child in the fourth grade, >> okay, >> that failed the math portion of the GSA and Miss um um Leo

096and maybe didn't do so well was great. So, there's support for criteria one and two. I paid attention to the slide. Um, and I'm potentially going to be held back. >> What are my options >> for summer school? >> Okay. Next year, I anticipate that we will be running for the fifth grade very similar to how we're going to. >> Okay. Okay. So in future there is going to be support. >> Okay. >> I mean that's something that wants us to explore when we can actually do that. >> I don't know how we can't I don't know how we can't. So in other words I see we're doing seminars and experiential learning. I I think that's great. I think I I'm going to go back to something here. I I don't want to promote so

097much STEM, arts, and experiential learning and sacrifice the academic. I don't want to fail our kids. I don't want to fail them and promote them or not promote them or make or retain them for something for a skill that they could have gotten. I don't want to look at a parent and say, "Well, because Johnny didn't have an opportunity to master this skill during a month of potential potentially a month of of, you know, summer school because we didn't offer that for fourth graders. So, I'm concerned." So, if that's what you guys want to do, I have no problem with that. Only thing that's going to do is probably change the budget for the program. It's not going to change the program structure itself because you're going to run it very similar to how you

098locate. >> Well, you have to remember too the the enrichment poster does a full parent. So, we need to try to take that out a little costwise. I think I think the suggestion is that we want to enrich. So be it's cost neutral and it's we can also do four or five interventions or or ting versus you know six classes that are in for three. I don't know what that looks like and I'm I'm just throwing out wild numbers. Please don't put me. I'm just I'm concerned that we could have several students who could potentially be retained because of one skill, two skills, three skills that are holding them back. And I and I would hate to see that happen. >> We could do it to do like a fifth grade, sixth grade. >> Oh,

099here's the thing. >> You know what I mean? I don't think it would be difficult at all. I'm all for all that. This is terrible, but coast always is a factor in all. I mean, we could just do everything, but there's a cost. It's a shame that we have to put money or what we feel like we need to do. We don't do that. But >> yeah, I mean, I don't think the structure is going to change. It's just your budget's change. >> I don't like a great plan we put together cost $600,000. >> The other the other way that we could also explore is we could we could talk with our federal program director, but we could pilot something um at our few title one schools that were the title one funds could pay

100for the fourth and fifth grade just to see how well just to see how well it would work. if if we have schools that have that in their budget where they could offer um so we could we could sort of pilot something for fourth and fifth grade um students and like I said I sort of look at it as like a a fifth grade and a sixth grade prep >> I can see that >> I I just I'm I'm I'm looking at if I'm looking at our numbers from our academics the the middle the beginning of the middle year numbers that we've been been looking at. And you start to see fourth and fifth grade starting to go down. And then you hit middle school and it stinks. And high school, it's I we're on

101a downward trajectory and I'm sitting there going, we got to we we've got to stop the bleeding somehow. And if stopping and bleeding is figuring this out this year, figuring how to how to do this, then I I say we try to figure out how to do this. We got to bite the bullet somehow. And our kids are working. >> I think we could do that. I mean, we've been planning this as a test drive for next year. So, I mean, we're really >> Well, as I said, let's say 1100, 1100 by 200. >> Yeah. >> And that's and that's and that's something to take into consideration how many >> and that's why last year exactly how did these are numbers spread out over three states. These are not numbers just that one school, >>

102right? >> Well, that's not school. Well, and that's and that's um to that point. I I would be curious to find out if we're literally only talking one two classrooms. What is that actually for? And we're only talking one or two classrooms. I say you absolutely should be going for it. So, if I can remember correctly based off the numbers when I was looking at last year, you are correct. Like first grade, it is only one maybe two classes at at each school. How do you get more classrooms? >> First, I'm going to compliment you on one sh previous and that was you're going to check before what they really are requires you an extended year running program at third grade and as questions and and we're selling this thing as the solution failure 36

103weeks. Uh another point that I'm just sitting here listening and talking about we're going to send out00 the middle of your benchmark for this. That's just K3. >> That's just free. Correct. And we're not even talking about all the students who deficiency one year or more and the other and I just sit here think we should be talking about year round school 45 because we're talking about students who are so far behind and we're not going to be meeting 900 students needs let alone all the other students. >> I'm glad that I think Dr. amount of the beginning is our vision of summer school was essentially year round school and also knew next year we were up to start I believe June 8th so yes traditionally it would almost be around school I know it'd

104be a shock to the system people I don't want to do that but anyway but I do think that the summer learning And they and plus we have still those 900 students who will not be attending. We're not plugging our students this year, but but they're going to go into the school this next year and they're going to take the teachers time and the teachers not be doing level work all the time because they're going to be doing meeting the needs of these 900 students and so I do think at some point I don't know you have to be away from the state or what innovative program but I do think we wouldn't be spending all the extra money for summer if we had year round school we could be stretching the resources out another

105service but we're also running a summer during >> and anyone can come Now I I'll be honest with you. I don't think school work. I think we go through a lot of trouble. We're trying to make up and I just think it is a placebo has little or no impact. And I know that people out there working disagree with me. watched it over the year and we're still our performance level is still down. I think you're trying to incorporate some things like post testing and doing things. I'd also like to know and if we do this I mean I do this um I'd like to know what the attendance is. I think the attendance drops off as he as I can be honest last year one of the things I always had to do when

106I first my position was to go observe the various levels of soft and I would go into class and then I teachers and they say we started off but you know this is where you are vacations and then it's sometimes >> and people just they get tired because I've been in school long enough I want to stay home the I can understand the parents point of view they just kind of fight some but I you've answered my questions I I still say that 36 weeks and I'll be made up in five weeks Even though you have increased the instruction also appreciate that I just believe that if you don't know what I do you go back and do it before you start I I I do believe that we are making mistakes and going from

107September and we know in January where they are. We should start in January and go back to September for those kids who are just lost because the rest of them it's just it's a snowball and then they are already behind and we should just go back to at least try to get a hand but we're going to just push them along to June and then June and say well they're too old to be retained. We're going to push them off and then the deficit just bounc itself. I will tell you that schools do kind of do that with their MPSS because a lot of the kids you're talking about are by a an elementary and they meet those kids at their level. So while it's not going to make up for the seven and a

108half hours in school, they are pulled out for these kids an hour a day. And so they are getting that instruction based on where those kids are actually at. And a lot of times like your son might be in second grade. So they're working on the bare bas of excusing students meeting some of the special for school or I don't believe they That's that's a good feeling. >> Any other questions? Unfortunately, we can scratch the update starting the Pville Early Learning Academy. and to kick this thing off. I'm gonna answer your questions and answer regarding the change order and the solution that that we have for that have a picture to illustrate the solution. >> All right, here we go. Turn on should techny's having trouble. But basically the playground area you refer to previously

109the the path of the U shape of the tunnel the sidewalk is to go straight across from the one side to the other to close in that. Fortunately that sidewalk has not been poured yet. So the simple solution is we're going to shift it in a few feet which will accommodate the appropriate square footage that was budgeted for the port. So it will not then be a perfect straight line from connecting the one part of the U to the other part. It would kind of shift in across. So that's the solution which would eliminate any additional expense for the place surface. So I just wanted to mention that. And of course you can see a layout I guess it straight. So there's no change >> Even for the sidewall because it's essentially the same amount

110of concrete. We're just solved. >> So problem solved. Okay. So here's an illustration. You can see the sidewalk was designed to go straight across connecting the one way to the other. Here's a picture of it. Here's a picture looking at the playground. this up. >> And then this picture here kind of shows you course hasn't been for yet. So instead of going straight across, we're just going to weave it in a little bit and then go straight across. It still accomplishes the same thing. This all this area here is just grass. >> So we're just moving that. >> Um so here's what else is going on at Heavenville. the painting in the classrooms is uh changing from the primer coat to the more the finish coat. You can see kind of the pale yellow color

111that goes along with the the metal panels are still being installed. A lot of the different spaces like this have the metal panels for the accent type wall. A lot of that is still finishing up. This is the angled part that is being redone that's being closed in with the roofing membrane which is very critical step of this process because a lot of the electrical equipment happens to be in the space and they end up at a standstill not able to install that equipment until that is closed in with a weatherproofing membrane and that just happened the block layers are on the interior all the mason mason work is happening in the kitchen space because there are several partitions walls around the like for the freezer and the cooler on. So right now they're getting

112all that wrapped up and then as soon as that's finished we're going to move out here and install the brick and then that that piece will be back up the bottom for the rest of the buildings. So um that's where we are with Hedgesville. You see the project completion date that's the substantial completion is May 5th. Um we are pretty sure delivery extended for May 18th I think it was and then the actual completion of everything will wrap up about the first week of so this is a good schedule still holding here. >> Any questions on that one the next project is I think was that Martinsburg? Yeah, Martinsburg. Uh a lot happened because the scaffolding could finally be removed. So you can see now a bunch of ridiculing in the way. Uh they're finishing

113the lightning throughout the different spaces. Um the reason they didn't finish the lighting with all the other lighting is because there was a delay in the order, but all that lightning is now wrapped. So they're able to finish the lighting. Um the stage platform is you can see it was extended and is being installed. This could not be done because the scaff was in the way. So now they're making headway on the stage platform. the plaster repair can resume. Um there were a couple of windows that are now wall space that that was over here on the right hand side. Remember there were windows those have been inbuilt. They could not do the plaster until the scaffold was removed. So they're working on that now. Um the flooring has started here in the balcony. Here's

114a a picture of the flooring that it's kind of like a a rubber grippy type of walk area. And then that's like in the walk place. And then the rest of it is carpet. So it's combination of that type of flooring and carpet carpet squares. Uh that is being installed as you see. Um the balcony railing need to be upgraded to code. It is the proper height of 36 in. Um but there's a a space of you know maybe 18 in of a void. And so the code of course would require that we run some cables through there to for safety purpose. Um so that is uh scheduled. They're finishing up a lot of the trim hanging and then the seedling installation is still on schedule for mid March here basically uh next week or

115the week after. >> Is there people Is there going to be a um wheelchair accessibility? >> Uh yes. Yeah, they're they're building a couple spots where uh there are platforms in the I think there's one or two toward the front of the stage. >> Okay. also in the back and then also in the balcony there's one I think it shows up in this picture but you can also access Oh yeah it's over here you can see um right there there's on that corner if you went on the elevator and you could come in and sit in the balcony wheelchair >> access this lady miss Adams has a large be able to have a concert with some people on the stage. >> I don't know how many stage, but I I can imagine she could fit

116a lot on there. Definitely a much larger space than I would have got a chance to stop in there and see. But this is additional changing door. Oh yeah, that actually I did. I meant to get a picture from that for you and I forgot. But that door is actually a brand new door. It was replaced of course with worry about that a little more. Anything else? The next project is in Mountain Ridge Primary School. And so still working on the geothermal well drilling. I told you there are 60 wells as of today. They completed 15 uh of 400 ft depth for each and all those get tied together too by the way because it's a continuous loop of water flowing through is how that works. Um they are you know working simultaneously with laying

117the block the um put in the electric conduit plumbing all that is progressing from one wing phasing out through the other and then as they finish a wing they're placing it in with the steel bar joist and the roof decking. Uh here's a glimpse of that. You can see it also the uh the mechanical guys will come along behind them. Um, this is the part that's being closed in is the very part along Warner Solomon Road. That's the kindergarten ring. And the roof membrane will be installed uh beginning March 9th. So, that will be closed and dried in, which means they'll be able to put the electrical equipment, that sort of thing. So, it's a very uh strategic process they're working through to get this thing moving and uh and finished on time. Um the

118Ptomic Edison has completed all of the installation of uh the power lines and the they will energize the power I think later this week. Um and then of course there's still a timeline for you on the the schedule for the road uh entryway from Jtown Road. Um, I think that's it for now for that. Any questions on that? >> All right. I think No, I'd like to go for it. >> It is a very tight timeline. >> Very tight. And um while we have had continued assurances from the contractor um that they they're on time right now um I would be remiss if I did not say that um we're a little anxious, a little nervous. Um so we are developing contingency plans. um that if in the event that um the completion date is

119not July 31st or let's say the start of school, what what our contingency plans are for Mount Primary. We're still exploring some of those things. Um, and we're still working with McKinley to make sure that we bust those things out, but I I wanted to share with you that we are trying to make sure that we have a backup plan in the event that we're not able to um meet those those projects. Well, I think what you could say is that we've been assured by the contractor that we're on we're on schedule and completion is very tight, but that um you know, contingency plans are being developed because that's the right thing to do, you know, that's to make sure that we um you know, we we can spur school when we need to. So

120we can try to minimize any kind of transition disruption. >> Um how many with the um remaining wells that um barring that other snows? Um what is the what is the completion of this well drill that I mean is there only what doing? >> Well they're doing approximately two per day but they're bringing in two other drilling rigs. They're about to up that daily quota. So I don't know when they're expected to complete all the joining but it's about to change because you know two a day is gonna probably be six per day here in about >> having 13 completed is a little scary. >> We're actually not concerned about the actual our actual big concern is the water >> um the water line service to the school. That's actually where the bigger concern we're

121having to work through. But the geothermal wells probably there's any >> there's no concern yet with that. Matter of fact, like I said, they're they already have plans to bring in more drilling which are in the works, >> but the there's more information that we will learn next week regarding the water line. So until we know more details, we're still sticking to July 31st. We report on >> the water line. It's a combination of the contractor, the lead time on the pipe that's required, the water department. It's a it's quite a team that's working together. Well, part of this part of the challenge is the water department wants us to upgrade the infrastructure by the school as part of our work. And so that is one of the things we're just having to navigate. Um

122both both the water company and >> we always get um you always have to upgrade someone else's mistakes. tired of that. We always have to if something's not right in this county water line, sewer line, whatever, when we go to do something, we have to make it adequate in order to um move forward our plan. And I'm nervous that in our haste to try and get this completed by July 31st, we are going to miss something big and could end up with some issues whether that work. >> I am >> That's what I'm found. But then I go back to in our case of doing something getting something done something and I'm not that doesn't that's not saying something against you. I'm just we just have to take advantage but what we're doing we're trying

123to hold everybody in line but at the same we do have we're developing >> trying to figure that out you guys. Okay. So, anyway, bid opening was March the 5th. I already have on your information, but the bid opening is now will be March the 10th and uh still presenting to you guys on the 16th once that these bids are revealed. And the groundbreaking ceremony is March 31st at 11:00 a.m. Mark your calendars and we shall see you there. And then uh early April before or during spring and break is when the site work. >> It was supposed to be March the 5th. Uh there have been many questions coming in from contractors and some other things some addendums that are taking place and updates on the bid documents. So they funded it to March

12410th, which is still apparently just in time for the March 16 presentation. The groundbreaking ceremony is at 11:00 a.m. and it will be behind the school um basically on the lake. Dr. I I don't know if you had a chance to see or not. Uh the existing building cost of some money by selling bricks. That's actually something that Cara has been working through, see what might be available. Um and then of course if those bricks could be used and part of the pavement or something like that. Um, so we're exploring that for sure. If anything, we would make sure that there's an opportunity for available initial fundraiser for school or just >> Yeah, that was that was the thing. And then the last slide is flinging waters elementary. We have tremendous meetings with McKinley working

125on the schematic design. That part of the process is complete. And here's where we landed on that schematic design. And so now McKenley is working on the next architectural phase of design development. And so um on that site right now the the trees are in the process of being cleared. There are approximately 4 acres of trees that need to remove. Uh that is almost complete. Um the demolition of the house is going to happen next. Remember there's a rancher house on the site that needs to go. That will happen in the next probably within the next three weeks. Then you see the site package. remember how we're going to start this uh project is to advertise the bids for that first issue March 24th so that beginning early April through summer all of the site

126work will commence and then um July do the bid for the actual facility >> that's twotory configuration the four wings will be two stories Three of the wings will be twotory. I think these three will be two story. >> No, this is going to be a very attractive building. What all you're seeing right now is just building. There are some really I'm I'm I'm really um excited for some of our future that that will not >> I'll be anxious to see >> you can't see this represented here real well but the plan also is to make sure that we have really thought out how the parents will drop off their students how the buses will flow through >> how stack stack parent cars Yeah. So the intention right now is for the bus off to

127the right hand. This is the front >> which is kind of facing out toward the level and then there will be two separate type of drops. One will pass this and another that will drop off as well. Any other questions? >> That's it. Miss Daniel shared with you a copy of the previous super update from January that talked about our phased approach to the K5 transition. I've provided that to you again as well as what the actual phases were and from the activities that were doing K5 transition where the South Berkeley schools are affected by this uh change from K2 and group five to the K5 school. So this has been a joint effort including the two divisions of instruction and operation. Each of us had our past during these phases. We started off together,

128went out and did our work and we have gotten back together since and okay, here's what I found. So we see with sharing of curriculum materials where they need to be stored within the warehouse within the schools how we're going to get from school to the next and looking at what furniture might be needed what works at extended class and will not work with students during that time period. So hopefully this will be able to provide you with some information of what the two teams have been working on as well as what's going to take us through the summer. the activities. You kind of notice we started off with okay, what do we need to do with our staffing foundations and that occurred a little bit last week and preparing for that in the month

129of February to get staffing that then allows uh Mr. Mix to work with principal about their layouts of the school classrooms be located how to group them and save rooms around for additional growth as we come through that period in the future. Uh Mr. Tyson has worked with facility readiness and working for that programs. We've again talked about instructional materials in phase three where those are going to be located, how to transition uh the two schools that will be closing during this time where those materials may be repurposed within the new school of the primary school or within some transition of the K5 phase four. really not in the same order. It's just a phase that we had to go through. They're working with the school of choice for the N1 center and the prime

130fill up those communications along with working with those individuals during that time to see where our students are going to go to and do the bus routing and working through that efficiency there. And then five is really the final preparation of getting things ready for our students be able to attend. What are the final things that need to take place in the classroom? We've also talked about, okay, what is it going to take extra that we need to recommend or or seek from you in the budget to help teachers be able to pack up classrooms, be able to move to a different school versus classroom that no one will be moving into because they left the district where we material. And then again, when we go to open these facilities, uh what is needed to

131be able to get things organized from a a fifth grade classroom into a kindergarten classroom and how much time they're really going to need to set these up from the very beginning. But those are the discussions that's occurring. I think you'll look through and see the information here before you this evening. We're able to ask the questions. We're constantly asking each other questions all the time. So, have you thought of this? Have you addressed this? where do we stand uh on these materials or items? So, we're excited. We're working hard on these items, but really do appreciate the team approach and from both divisions in the school district as well as outside individuals such as our library coordinators helping us weed through those and figure out what we actually need in their library to grow

132through this. So, there's a lot of outside cooperation and what went on. um staff and >> that's suggested. I mean, we're still working through the normal staffing procedures because we haven't notified individuals, working with HR now to be able to say, okay, do we uh hit that preferential hiring, get those out of the way so we don't have to put the entire school on transfer on the proposed transfer list in the month. So, those are the type of stuff we're working on now when that date approach. So, we've discussed that with principles and everything. So now we're ready to pick up the regular staffing approach to make those issues work. >> If you have any questions, feel free to reach out for us. I have a question. Um, I feel like a bugger. um 9.6

133school property request. Um when I was reviewing it, I got back up. Usually things in red are that I should have sent that in the email. I just wanted >> is the date that they submitted the book. >> Okay. >> I just wanted to clarify that if anybody's like want to look at it or viewing it. I just wanted to make sure that we're all on the same page >> for approvals. >> Motion. >> All in favor? All right. So, the action item to present to you here is for the refinishing of the gymnasium floors and all of the middle schools and high schools. There are three schools that need to complete sand and refinishing. That would be the Martinsburg High School auxiliary gym, the Muslin Middle School gym and the South Middle. And for

134just so you know, for each of these, this will literally be the last sand. There will be no more service left. There's this number, but then the next time it will be a full replacement on each of those three. Now, a complete sanding could should be good for like the next 8 to 10 years, but just wanted to at least mention that. But this is this is it. We're getting down to the very end. The rest of the schools listed are all um just screen and recodes, which is a yearly maintenance anyway. >> And we are now caught up to date with our schedule of complete sands. So, we're we're in pretty good shape for several years. to say that. And if and if we do need to replace the wood floor in the entire

135gymnasium, you're looking at approximately $220,000 to replace and completely redo per floor. >> Per floor. >> Yes. But right now, we're good. And so the total cost with Charat Sports through a cooperative purchase agreement. This is the same company that we used last year to do all of our floors. Um, total cost to do what needs to happen for this summer is 231,322 and 74. >> Last. >> Yeah, this is a yearly. Yeah, last year most of them were just a screen it and reseal it. And that's what all the ones on the the left are. And then these three are just are the ones. And once we do that, we we're caught up for several years. >> And then but I'll still come back over to you to do the screen. >> Um kind

136of a question for current and then future. Um, is there the the ability for us to um, while we can't anticipate inflation, what would it look like? >> Um, is there a way that we can start trying to figure out like a savings category to deal with $750,000 possibility for the that it's going to be in 10 years for I mean that you said $200,000 >> depends on the size of the gymnasium but the average you know approximately 200 to 220,000 if it's a complete replacement >> so at least $600,000 >> I'm I guess I'm just I'm thinking 10 years down the road I might not be here others on this board might not be here I'm trying to think ahead of savings and planning and >> well but that that be something future board

137might want to put in the bomb with that 10 years down the road. I mean it's be hard to plan but I don't know how >> well I think that at least I can provide to the finance uh team when the next complete is going to happen. So, I think it will report on, hey, here's where we are with these scores. Here's what we're looking at in the next five, eight, 10 years. >> Yeah. >> And I I hear what you're saying and be fiscally respons I I hate hate I hate having to go back to the taxpayer for more money when when even I I understand that that it can go part of your bond. I get all that. But even if it's, hey, look, we were able to save $100,000 over the next

13810 years, and it's it's $100,000 less than what we had to come to you with. I'm just in my head, I'm thinking, is there any way we could possibly do something that we know 10 years from now, we're going to have to do this. And what can we do now? We know 10 years from now, this is what's going to happen. >> So, um, >> what can we do? That's all that's all. >> Well, I think the best thing is that we have to have a refresh cycle. We have a refresh cycle where we know exactly how many times the floor at Martinsburg or main gym has been re has been sanded down, right? >> So because we know that when you have a new floor, you can get three sometimes four sandings out before

139you have to replace the floor gets. So that's the first thing is is that that we have a refresh cycle that is in place that we know we're not going to have to do all these floors at the same time. Now sometimes you know, the sanding goes a little bit deeper than you expect and then you're only able to get, you know, three three sandings out and then and then when you first see that nail head, you're like, well, we got to fix it, right? So, that's the first thing. The other thing is is that we have, you know, capital outlay to make sure that we just like with a roof or with a hback that you have to be able to schedule out. So, it's again it comes down to the degree, but I

140know Mr. Buck had something he wanted. >> Yeah. And however much you decide to put aside is this needs to come out of the general budget and we then move it to the capital projects fund. And in years where we've had excess at the end of the year, we have moved it over to the capital projects fund. And right now I think there's 12 million in it, but it's for projects that we're doing now even though we saved for it a few years ago. >> But but you have to build it into your current operating budget to set money aside. >> I'm just I know we're in budget season. I'm just Yeah. >> The uh once the floors are done, they will have social service there. science fair project you do wear certain shoes certain

141things take away the life of the walk things allow this to happen I know on the track >> you can't having trucks across speaking from experience, you really don't want high heel on those uh those floors. >> You don't want heavy heavy duty work boot, those types of things. You really want sneakers. A lot of times when you have them refinished, you know, get on the outside. There are protective overlayments you can get. So that if you're, you know, for example, you want to have chairs and tables and those sort of things in there, put them down, you know, put them down to protect them. And some of our schools may have that. I don't know. >> Oh, yeah. No, >> they're getting they're getting a little more aggressive. Yeah, I mean it's getting it's

142getting a little bit more >> and I guess question is it like the reason why you do it every year is it by warranty like saying maintenance keep them fresh I have a motion for sports. >> All in favor? I not >> good evening members of the board. This evening we bring before you the furniture package for Mountaineer Primary School. Uh the total cost being recommended from Perch Furniture is $678,6158. Uh this has been an ongoing project for several months. Um it began with putting out an RFP or proposals from the furniture vendors uh to give us a recommendation on their sites of what they think would be possible for Mount Bridge Primary School along with estimated cost of certain classrooms. Based upon those RFPs, we interviewed those companies and looked at that. All the

143companies did come in on different type of cooperative contracts. Based upon those presentations, the committee selected Herz Furniture and that's where we've come today. Once they've designed their classroom recommendations and ideas, uh the purchasing department, uh along with myself, we actually met with teams from each of the grade levels of Inwood and Jer show what the suggested ideas of furniture was, got feedback, and made several changes throughout this process. This was an ongoing process. Once we got things back to work, let's try but then reach out to some of the teachers on that committee and say, "What do you think of this? What do you need in here?" A prime example would be the kindergarten classroom tables. Originally, they suggested for six people. And then we went back and forth and said, "Well, what would

144it look like with table for four kids to the advantage of that also allowed us to get both boxes attached to that table so they don't have to have bags on the back of the chair to hang their pencils and their crayons ready at their table. So, it benefited us in several ways. Another example was the type of rugs that are in each of the classrooms, preference, different grade levels, whether or not they were ABC or whether or not they were just squares or blocks. Uh, in the same way with the music room. Uh, so we feel like we've got a great communication collaboration during this time period. uh especially teachers wanting more of a work area that they can move around and some of the materials we got for them through their request during

145this project. The original budget for this was uh furnitureures uh and equipment. The line item was just under $900,000 in the original McKinley budget for this project. So even though we're saying we're coming in at 670 or $679,000, we still have items to purchase trash cans and objects like that. The teachers, their pens, their staplers and their tape dispensers cost some other storage shelves and stuff for some areas for be additional cost for that budget, but we are still under that budget based upon the items that they collect. for classrooms and other office areas within this period. >> Uh the actual like board and stuff like that that was actually in the contract later in the project be provided by the contractor and whiteboard will be in there as well for taking care. Yes. >>

146Which one? Some of the rocky chairs in the library and the special ed rooms for the adults to sit on while they're reading and things. They're not actual student chair. It's actually related reading rugs in the special classrooms as well as I want to say the teachers. We we included the teachers. um from chairs with discussion the furniture preference that they would have like so much rocking chair. Would you prefer a traditional wooden rock chair or may this traditional rocking chair before the grade level >> features someone closer for the look like a rocky couch? Yeah, >> they're vital and >> stand up and everything. >> Yeah, I like that the you guys used the teachers to get their input. um well under help with that buffer trash cans and state and whatnot. Not so

147really worked for is in the design and the color scheme. One grade is a more of a yellow, one the red and one the green on the grade level and they incorporate that into the grade level. a little bit question 254. Thank you. Some of these are in the storage room. Um, I have to look, but I'm guessing that there's also a what we do. That's my step. Is that good? >> Uh, good evening members of the board and Dr. Saxs. The personal action dated for Monday, March 2nd, 2026 are as follows. Uh, tonight we have four coaching appointments and four coaching resignations. We also have five new healthcare appointments and beginning on line 15, we have six unpaid leave absence for your consideration. Uh for professional personnel tonight, we have three professional appointments. We

148have core resations. Um in board actions, there are eight retirements. However, the employee on line 28 called me today and told me after we had already published that she wanted to resend her retirements. Um so >> uh 28 that is Mary D. Yeah, she called me. She was a nervous Nelly on the phone. She called me. She's like, "Can I do this?" >> Absolutely. So, speaking of um we also have two uh transfers. Both are effective at the beginning of this school year. One of those is for the new principal Early Learning Academy. That's Dr. Ryan. Um tonight, he is in attendance. As well as the new principal of um the Inwood Early Learning Academy, if we approved the last board meeting, um Miss Barb, she's also here tonight. So they um for service actions

149tonight we have one appointment and three appointments of midday assignments. Uh we have one correction of an appointment and two change of assignments. Uh on line 45 we have one ratification of an unpaid suspension. That employee is Kayla Stalks. On line 46 we have one ratification of an unpaid suspension termination employment. That employee is Freddy Star. We have one resignation and four retirements. We also have one transfer of service personnel and one person consideration this evening. We also have four new appointments of substitute service personnel. We removed five service substitutes from the substitute list. We have two resignations of substitute service personnel as well. For professional substitute teachers, we have seven appointments of professional day-to-day substitutes and three resignations of professional substitute teachers for a total of 73 professional service and sub personnel action. Thanks

150for your consideration of superintendent. Um 137 we're transferring from a school into the office of special education. What does that mean? >> So that is an itinerant prepaid teacher. So what that person does is they are a certified prek paid teacher for special needs. So what they do is they either push in the classrooms if we have someone not there that day or they help with the process for some of these people that aren't certified. >> Um I think we have four of those positions total time but we have not I mean I think this is the only one we are very open. Yeah, they are very hard to build. >> I was just looking at the Wonderful lady. >> It's just If you look I mean there's you know 45 well I guess you

15122 years 17 years that's 20 years 19 years >> don't let it question. Madam President, board members, I would like to congratulate our newest uh principal. I'm sorry, I got that backwards. Wait a second. I'm sorry. Inwood Early Learning Academy, Miss Barb Ferguson. And then for Early Learning Academy, Dr. Congratulations. >> Thank you so much. They have they are going to have two of the the most uh forwardinking state center in the state of West Virginia. I think as I I said to both of them, you need to be prepared because people are going to go visit these buildings, see what we're doing. And I couldn't think of two finer leaders to to be this foundation principal. >> Very excited. And he's going to be in the room for basketball age appropriate. >> I also

152want to say thank you to Dr. They asked Liti to get uniform and I as I was leaving they were like you need to stop over because uh we heard that you were upset that you wanted to be invited to a popcorn Friday and because even though it was a Friday when they knew that I was here I was coming as a superintendent pop in that they were going to do popcorn for me and I was able to have some popcorn staff. Please extend my thanks to them because that was a nice big >> Did you see the signs? >> Thanks for popping in. >> They definitely put the alert out. The superintendent was coming to >> trying to sell bricks from your old building. by the time you get enough. >> I'm sure this

153lady a long time. >> Thank you. We don't have anything. >> Motion to motion to adjourn.