Board of Education Meeting--January 20, 2026

001order and welcome everyone here tonight. Uh thank you for attending. Uh could I have Morgan Barnhart lead of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. have a motion to approve the agenda. >> So move second. >> All in favor? >> I think about it. Mr. Martin has virtually tonight. So he's here with us. Uh recognition volunteer of the month, Principal Adams from Hedesville Middle School. We're waiting for her to come in. >> Is she here? >> The recipient. I think she out there and you want me to go ahead before she comes in? >> Well, does I mean >> it's supposed to be a surprise. So, >> I would like her to at least hear what I'm gonna say. [laughter] >> Hey, Lewis

002is is the >> Mrs. Snow White. You see Mrs. Snow >> might be getting her >> car. >> She was in the conference room. >> Oh, >> she was in holding. >> Yeah, she was in. >> Okay. >> Yeah. How that goes. When she comes in, we should all clap up. Good evening. It's my honor and privilege to recognize the volunteer of the month for January. Our recipient is actually a Berkeley County Schools retiree. While working at Hedgesville Middle, her care her care for our students, staff, and the building was evident. In retirement, we continue to see her kindness and generosity on display. She now has additional time to expand upon her community service and teach our students the importance of giving to others. As educators, we often hear the African proverb, it takes a

003village. We are entrusted with not only educating our students but also with modeling positive words and behaviors and leading by example. A wise person understands that helping students reach their maximum potential requires both community connections and a diverse network of support. Jackie Snow is the true definition of it takes a village. Helping to fuel the heart and soul of our village. Mrs. Snow volunteers her time to work with Hedgesville Middle School students. For every holiday, she provides her own materials and comes to HMS and works with students to make cards for the veterans in our community. Jackie usually shares her delicious cookies with us while they work. Mrs. Snow models the importance of caring for others while allowing students to express themselves through words and art. She selflessly gives of her time to her stu

004to our students and then brightens the lives of our veterans through the giving of the card. Jackie is an asset to our school and our community. We are grateful for all she does for Hedgesville Middle School. She is truly deserving of the volunteer of the month award. Mrs. Jackie Snow. Why did you say a few words? >> This is totally a surprise. Um I supposed to be in here a meeting forever. But uh I I appreciate it. I I truly do. The vets, they they are so happy when they get the stuff. And I make sure I give cookies to the kids and stuff. They enjoy. They actually ask Miss Rigs, "When's the cookie lady coming?" [laughter] >> And so, in fact, I'll be there Thursday. We're making Valentine's cards >> and every month I

005try to think of the next holiday that we get, but they I appreciate this. And I'm sure the kids would I let them know I got this because totally shocked and stuff. But I thank you all. >> Thank you so much. Mr. >> Yes, that's you. >> I thought I had the other one, but okay. I'm gonna fly by the seat of my pants. Okay. >> Um, I just wanted to say hearing all of that kindness, I mean, your work goal tonight, you you were ready. You were ready. Okay. Um, and I just want to say what a treasure you are. My son is in the military and I know that at some point he's going to be on the other side of that as a veteran >> and I can't tell you how warm

006that makes me feel, you know, to know that there are people that love on them. >> I give the snacks. I make when I seen it open, I stopped in and said, "You don't mind if I bring them snacks while they're getting their counseling?" And then I the first celebration they had dogs. I also got dog snacks. >> Oh, there you go. But uh they they are they they love it when the public and that's and that's amazing and how you're marrying the two together between the students and then the veterans. Thank you so so much for all that. You're very welcome. I enjoy it. That's awesome. Come back. >> Thank you all. I love the back of your shirt. [laughter] Next on the agenda, the distinguished service. >> Well, speaking of surprises, I have

007a confession to make to Mr. Randall Swanson here. He is here because I asked his eyebrows. >> I had asked him to help me with a presentation about what it is to be a good bus driver to the board. So, uh, Brandy, you are actually here to receive an award tonight. >> Oh, distinguished uh service. >> Is Miss King here? I'd like to bring up Miss King. Miss King nominated uh Mr. Swanson. And I'd like to for her to read a few a little bit about um why she did. And this is her son that rode his bus. >> You beat Bethy, every once in the walker in the morning. [laughter] >> Good evening, Dr. Saxs, Madame President, and members of the board. It is my pleasure to be here this evening to speak about

008Mr. Randy Swanson, bus driver for bus 463. Yes. >> Or more importantly, my son Spence's former bus driver. Spence is currently a senior and rode Mr. Swanson's bus for only one year, but he made a profound impact on him for which I truly appreciate. During spends his time riding the bus, Mr. Swanson consistently demonstrated the hives level of professionalism, kindness, and dedication. His steady presence sets the tone for a good day. and reflected the pride he takes in his role within our school community. Spence would say that there was not a day that Mr. Swanson did not greet him with a smile and he would always ask him how his day was when picking him up from school. Mr. Swanson ensured that every student felt safe, supported, and respected from the moment they stepped onto

009his bus. He always approached his work with a positive attitude, a remarkable patience, genuine care, and he set the tone for the students day. Most recently, I experienced firsthand how just how deeply Mr. Swanson goes above and beyond for students and their families. He took the time to text my husband and me after noticing our son Spence's name on Hedgesville High School's marquee, congratulating him on being nominated as student of the and sharing what a fine young man he believes Spence to be. I was not even aware of the nomination at the time as I rarely drive past the school and his message was truly meaningful and a joyful surprise. This thoughtful gesture is just one example of the many ways Mr. response and expense kindness beyond his job description. His caring nature has made

010a lasting impact on Spence and his commitment and his character contribute greatly to the positive spirit of our school community. Mr. Swanson truly exemplifies the values celebrated by this award. I'm honored to get it and thank >> I was wondering what your presentation was going to be on that. That's be for future. >> Yeah, we'll save that for the future. But I can I say one thing? I just want to say there was no doubt in my mind that when Spence and all the other students I am actually retired for a while, but I'm privileged and honored to be a Berkeley County school bus driver because I don't do any field trips uh sports bus extra. I just do my bus run and that's it. And the reason why if I didn't do that, there's

011no way in heck that I would set my alarm for 5:00 in the morning and every day would be Saturday. So, it gives you a reason to keep on going. And the other thing that it has enlightened me to is you know it's easy to be I can remember my grandparents and my parents say you know this next generation I don't know what the country's coming to and all that. It has reinforced to me I've been in [clears throat] every single school in Berkeley County. Uh through my short career here, uh I have renewed faith and confidence that the future of this great country, what I believe is the greatest on the entire planet, is in good good hands with the students coming up. They truly are. And Spence is one of the best, but

012they're all great. and uh it's encouraged me that I have peace of mind knowing that the future looks bright in this country. So that's all I want to say. Thank you very much. >> Thank you for all that you do. Thank you so much. Mr. >> Mr. Johnson. Also, I'd like to Mr. I also like to add I really appreciate what you said because I think that's something everyone needs to hear is your perspective on what's going on in our in our country, especially in our county with how well our students are. And see, you hear so much negative, I really appreciate hearing the positive, especially from your perspective. And I I really appreciate hearing from you, ma'am, because that's that's what we really need to hear. And I and I really thank you for

013what you do in terms of transporting our students. It's not an easy job. Um, and I always say that every single position in the school system is important. You're the first >> person that they see. That smile, that greeting, all that to get them started on the rest of their day. And even when they're going home, you're the person that the last person that they see. And so you can make a huge impact. And I thank you for doing that. >> Thank you all for that. >> And I I have to say, superintendent, the message that that you have shared is inspiring. Um and uh I think Mr. Wright hit the nail on the head is is that you know every single person within our school community and our staffing community makes a profound difference

014on our students and you never know where that influence starts and stops. Um but you have made a difference in in the lives of the students on your bus and as a as an employee in the district with that perspective. I would like to invite you to go on some recruiting trips for for trying to recruit additional bus drivers because you have a wonderful message and I definitely the blessing is ours that you are a part of the Berkeley County Schools family. So, thank you sir. >> Can I just say one more 30 second because I want to I know that be I'll be very >> when you talk about you know the kids and all that stuff and what's going on in the country and I relate to there's lots of things going on

015in the country. uh you see protest and riot and all that stuff, but the truth of the reality is and it's no different than all the students in the school, but there's 350 million Americans in the United States of America today. And when you see people out protesting or causing problems, it's such an and they the news I call it the views because it's become so politicized and sensationalized and you see a camera following a a crowd of 50 or 100 people. Let's even say there's a thousand people or 500,000 people. That's less than 0.001% of the entire population. The rest are true blue, red, white, and blue. And it's the same thing with all the students. If you have one student that gets in trouble and has problem or causes problems, that's not the

016reality of what the whole, you know, student enrollment is. They're good kids. That's all. Thank you. Thank you. Next on the agenda is superintendent's announcements. Dr. Sex. >> Yes. Thank you, Madam President. board members. Um before we get started on um my my update activities that we have here, um I just want to take a few minutes to address some concerns that have been raised regarding special education services in the school district, specifically co-taught science and social studies classes for next year. I want to begin by acknowledging that the level of anxiety that this situation has created for our families, uh, our staff and some of our schools and I want to apologize. Creating confusion or uncertainty has never been the intention of our instructional team. Uh, but as superintendent, I do take responsibility for

017the impact that this has had. Over the past several months, after reflecting on our special education achievement data, our instructional and special education teams have been engaging in discussion and dialogue, as well as brainstorming different service delivery models, including how some students may benefit from a retach and enrichment approach, while also beginning early planning for next year's master schedules. At no point was this work ever intended to signal the removal of existing services. Based upon that understanding and that premise, when questions were initially raised specifically to me, I indicated that co-taught science and social studies classes were not being removed. As additional concerns surfaced uh and dialogue occurred, I learned that some families and staff had been told that co-taught science and history would not be available. and I began looking looking more closely into

018how this information was being communicated. Through that review, it became clear that there had been some inconsistent messaging about the status of these instructional models, which has understandably created concern. I want to be clear as superintendent, I accept responsibility for the district messaging and be and have begun to work to address this as we move forward. I also want to be very clear about this point and that is that our principles and our school staff have been working with the information that they've had at the time. They were trying to plan. They were trying to support students and prepare for next year. Right now, no final instructional schedules have been approved for next year. In light of the confusion and the concern and anxieties this has caused, I believe a step back and a reset

019is warranted. As we do that, we will return to making sure that service models and structures that families and schools have been familiar with will continue to be available for next school year. I also understand why families want definitive answers. And I want to be clear, no placement decisions or pre have been predetermined and no inclusion option will be eliminated by any district directive moving forward. If a student has previously accessed co-taught science or social studies and an IEP team determines this model is still appropriate based upon the students individualized needs, that option will remain available for consideration. Placement decisions will continue to be made by the IEP team with parent participation and in compliance with federal and state law. As part of this reset, our instructional team will be meeting with school leadership and

020district level special education staff to ensure a shared understanding and consistent communication before any further planning or discussion occurs. We will also provide the board with an instructional update as we always do at the end of at the end of the week um so that members are fully informed before any broader communication takes place. Our goal was and continues to be to improve services for all of our Berkeley County students. When we see that process itself has created confusion or concern, I think it's our responsibility to slow down, to listen, and to reset. And that's what exactly what we're going to be doing. I would also like to thank uh in advance our school staff and our families because I'm going to be asking for patience as we work through this carefully and correctly. And

021that means that if families have been uh told that services are not not available, then they'll have the opportunity to reconvene the IEP meetings to make sure that those services um are being able to to be considered. Uh Madame President, board members, uh I do have I believe Dr. Woods, >> uh he was back there. >> He pro but I have Dr. Woods available. Also, I have our special education staff that's also available if there's any questions that we can help flesh out. Um, we'd be happy to do that here um uh after. Yeah, at at the conclusion of my update, that'd be okay. Uh, the next item that I wanted to be able to bring to the board's attention is our budget approval timeline. Um so we are finalizing the proposal for the timeline

022that best fits the board's desire to have the maximum transparency to the public as we um as we consider also the publishing requirements obviously as we discussed at our workshop. Um one of the one of the challenges is that our newspaper only publishes for one day a week and so that does sort of modify what we need to be able to do for uh having the board meeting and so on and so forth. And so again, uh, Jess and I will be reaching out to you and working through you on that timeline. Um, our next regular board meeting is Monday, February 2nd, 2026. Um, at that board meeting, it's going to be a big one. Um, uh, because I'll be asking the board to finalize your recommendations for our potential bond call. Um, and of

023course as we continue to work through that, I'll have additional information hopefully from the school building authority by that time as to what their potential match may be. Um, and so I think at the end of the week I have an initial meeting with our SBA executive director and then there'll be uh potentially a meeting sometime next week with the SBA board possibly to consider what that uh what that approval will be for the amount of money that we could look at uh including in the bond. Uh, Madame President, board members, that concludes my updates. And once again, I have Dr. Woods here as well as our special education team in the event that there might be some questions that would be helpful to have answered >> later. You mean after? >> No, I was

024going to say actually right now if it would or whenever you would like >> I don't know. >> Oh, I was just making it part of my update. That's all. I apologize. >> Well, that's my concern. It's not an agenda item. >> Oh, okay. I'll ask you. Yeah, just that that room's in the >> sure question as >> uh board announcements. >> Yes. Um I have a board my board announcement is basically it's a message um that I saw during a conversation I had with a member of our staff and they gave me permission to to read this. So I wanted to make sure I read this so it gives a the board perspective uh from some of our staff. I said, "I know the state sets the pay, but the county has to do

025something to get the state on board, fight for us, fight harder, make us matter. We show up every day. Who is showing up for us? Some of the new policies set in place to deal with behavior aren't working because we don't have the staff or classrooms to use the policies. When the wait list is long and the county is overrun with behavior in every school and in the meantime, the students are just sent back into the classrooms to continue. We need staff. We need resources. The policies are fine, but without the space and people to enforce some of them, we are stuck. No, not every suggestion can be implemented, and mine may not be the best ones. I don't know everything, but I know something has got to give. I want the best ideas looked

026at and taken seriously. I want the county to realize the situation we are in. We are in a crisis and is only going to get worse. Teachers and other staff members are leaving at an alarming rate. Jobs go unfilled all year. Our buildings are short staffed every single day. I want to see a plan that addresses the very real concerns and challen challenges facing this county in a very real way. And this is in regards to our budget and just our other priorities to just encouraging us to keep the focus on the most important things. So just want to make sure I read that so that um make clear to us all. >> Yes. Thank you. >> Anyone else? Next on the agenda, assess form. uh you will each individual on the agend um signup

027sheet will have three minutes. Uh I want to encourage everybody that uh their students name will be please don't mention any students or staff's name and when and u comments and please note that the board cannot comment back to you because it's not an agenda item as Dr. Sus. So, first on the uh sign up sheet is Mercedes Yerk. Am I pronouncing that right? >> Yeah. Thank you. >> Uh good evening, Dr. Saxs. M president, board members in Brookley County Community. Um I'm Mercedes Yoner of 12 year. I've been teaching for 12 years and I have three children at Brookley County Schools. Um, I'm coming before you today to bring to light what is currently happening at Able School Intermediate and what we have been told will be happening for to the rest of the

028county next school year. At Able School, county members have entered the school and have forced a new master schedule on them. This new master schedule includes removing pull out special education services and replacing them with the push-in only model. This is for all specific learning disability students who have been receiving math and reading services in the special education environment. Teachers were told they have no choice in this matter and IEPs are being changed to reflect the new schedule. Even before IEPs are being finished, they are to implement this new program immediately. Teachers have been told this will be the new model for all Berkeley County schools next school year. And it's very concerning for many reasons. The law is clear that placement decisions must be individualized based on students IEP and not driven by convenience,

029staffing or blanket policy changes. The least restrictive environment does not mean the same environment for every student. It means an environment where students can make meaningful progress. Changing services from a special education setting to push-in model only for all students ignores in individual needs and it undermines the IEP process. Many students require specialized instruction, reduce distract distractions and targeted interventions that cannot be met in the GED classroom alone. House Bill 2499, which we are required to read aloud at every IEP meeting this year, and policy 24/19 emphasize access, inclusion, and compliance. But inclusion must support learning, not replace appropriate services. I urge the board to ensure that placement decisions remain student centered, legally compliant, and driven by data, not a one-sizefits-all approach. Allow my kids to still come to me, a place where they feel

030confident enough in themselves to want to learn. Allow them to come where they grow. And it's my promise that when they have grown enough, I will let them go because at that point, in that point only, will the pushing model be their least restrictive environment includ Good evening. I come to you as a concerned parent as well as a special education teacher with over a decade of experience in Lowden County. I am one of the parents who was told under no circumstances would my child have access to co-taught science and history at the high school at Hedgesville High School. I was told that this was a unilateral decision across the county coming from various heads in the county and I began researching this and when I contacted Dr. Saxs I was informed that no I

031was mistaken that this was not a unilateral decision that this would be a school by school decision. Despite that, I have internal emails from the school which I will happily share with you from various uh schools, various educators coming from their bosses stating that this is to be removed. Parents will have no decision on it and it will be replaced with what will be called a resource room which is going to result in another change of placement as it will be a special education service being something that is only allowed special education students who are then at that point in a general education setting. I have heard from multiple teachers across multiple grade levels in every single school in this county stating the same thing from parents stating the same thing that this is what

032they were told that it was coming not from their principles but not from the head of the special ed office but from the staff that run this district. I'm here to inform you that what is going on at both my kids school as well as what is going on at Eagle School Intermediate, which I have discussions again from another teacher explaining the exact same thing to them where their students will be losing 20 minutes of service with this change before IEPs are signed before parents are told and then parents will be told they have no choice in the matter that they sign it or they don't. It does not matter. I am being told that what is going on in this county I have no choice in and that is illegal. That is against the

033law. It is against state law. It is against federal law. And now that you guys are aware, if this is not corrected, you guys become legally liable as well. And I do not know if you are aware of that, but there is course law on our books in this nation where board members become legally liable when they're aware that special education law is being violated and nothing is done to correct it. So, I'm imploring you. This please do not do this. My son deserves to have his least restrictive environment and it should not be something that I have to go on social media and complain about and hear from hundreds of other parents the same thing is happening to them. Thank you. Next is uh Janette. I don't know what's happen. >> Good evening members

034of the board, members of the community. I am here to express serious concern about changes staff are being told to expect next year. Specifically, blanket directives to move all students with learning disabilities into general education with no pullout services and to eliminate co-taught classes by removing specialized instruction from IEPs and replacing it with accommodations or instructional assistance. Under the Individuals with Disabilities Education Act, these kinds of blanket changes are not permitted. The law is clear. IEPs must be individualized. In Andrew F. Douglas County School District, the United States Supreme Court held that an IEP must be reasonably calculated to enable progress appropriate in light of the child circumstances, not in light of staffing shortages or program redesign. Federal courts have repeatedly ruled against districts that predetermine placement or services before IEP meetings. In DOB Hamilton

035County and RLB Miami Dade County, courts found IDA violations when districts decided in advance what services they would or would not offer rather than letting IEP teams determine what each student needs. Courts have also been very clear that staffing shortages are not a legal defense. In Hefield School District, BSC, a federal court ruled that failing to implement IEPs due to staffing problems denied students a free and appropriate public education and ordered compensatory education and reimbursement. West Virginia law mirrors these requirements. State code explicitly requires that placement and services be determined by IEP teams based on each student's unique needs. And West Virginia due process hearing offers have repeatedly ordered corrective action and compensatory services when districts altered IEP services without individualized team decisions. If the district proceeds with across the board IEP changes driven by

036staffing or convenience, it exposes itself to due process hearings, staff state complaints, compensatory education awards, and significant legal costs. I urge the board to ensure that any changes next year are made student by student through lawful IEP team decisions, not through blanket directives that the courts have consistently rejected. Thank you for your time growing board and community members. Um I'm here as a representative for my son who is a ninth grader at Barnesburg High School. Um he's had IEP since he was in the first grade and you know no problems ever since up until this past Christmas when he um when I visited with his guidance counselor and the med mediator that was present for his IEP meeting. Um what really disturbed me was that um his English and math services for the or classes

037and the services that are offered for him were going to continue to be the same for those two. However, it was then brought to my attention by the g guidance counselor that was present that he would no longer be receiving services or being in a co-taught class for um his social studies and science. Um, what really disturbed me about this is my son's one downfall is his reading. Even though he's a ninth grader, his reading level was not at the ninth grade level. If he doesn't have a ninth grade level, how is he going to be successful in the social studies or science class at next year being a 10th grader? That's not going to be a good situation for him. Um I was also told at this time that the decision was not made

038at the school level that it was made above. So I'm assuming here at board office and um you know this was really disturbing to me because you know the the IEPs that were implemented and the steps that were taken um were not going to be continuing. So then my next question was what if he is not successful in his in those classes is his options a tutor outside tutor on his own time or would it be help from the teacher? Um the guidance inform me yeah it would be one of those two options that would be available for him. Um, you know, I I really as a parent, I'm his only advocate and I'm the one that has to take what's best into consideration what's in his best interest because if I don't, then nobody

039else will. Um, I'm hoping and I thank you for your um consideration and acknowledgement of the problem and hoping to resolve it from here forward. And um I definitely plan on revisiting with his guidance to have his IEDs re-evaluated and hopefully reinstated. Thank you, >> Joanna Bond. You got >> is that is that I got a lot of this phone. So thank you. Um you guys might have to cut me off because talk [clears throat] too long. Um my name is Joanna. I'm uh not a parent. I am the president of Fund for Equal Access to Education, which is a um we work with public policy groups, uh school districts, and um most of the work I do is just an expert witness. Um I will say I'm not a universal pliff renegade. I most

040of the cases I've over 30 cases I've written expert reports for. Um I've been working for um called in out of house council on jasper school district. So I'm I'm not one one side or the other. Uh but I have heard um and I've been at meetings where this has been brought up recently. Um I will say it is wonderful to see a school board devote so much time to special education, you know, in the needs of our most exceptional students and honor uh the people at Mayheart school. was really great. But I am very concerned because IDA does stipulate that if uh the LEA is short on staff, you guys, you've got to contract out those services if they are necessary. And we do not make final and instructional um schedule structures in January.

041They are determined by student needs, not ours. All right. They um the spectrum placements, they exist for a reason. uh uh because of common sense and author by law. I was involved in the Miami Dade case you uh reference where predetermination was found to be an issue by the hearing officer at hand. Um the thing I am proudest of uh I've been more than exposed to disability. I started the company I work with with my father who wrote the LRE um stipulation in IDA. Uh he we of us we probably read over 10,000 IEPs. Um and I've been to one of the things that really concerns me and one of the things I want to really impart to the board is you hear a lot about we don't have enough staff. Um, the last meeting

042I was at with a parent for Berkeley County, there the discussion came up for a one-on-one and the BCBA, right, one of the highest ranking professionals at that meeting said, "We might have a janitor available." And the other thing I want to let you know, and I'm and I'm like again, I said, I'm not on I know that parents get it wrong, school districts get it wrong. We we we get better by compromise, right? But the other thing I want to let you know is I decided recently that I missed the kids. I'm tired of working with adults. I've done enough court cases. I've done enough of that recently. So, I'm returning to the classroom, but I am sadly not returning in Berkeley County because I did reach out to the Asia environment um with

043a very detailed email and I got an automated response back and out of five phone calls, I maybe got one back and it was a voicemail. So, you're going to be hardressed to tell people that you don't have the staff. That's all I'm going to say about that because I want to I would love to teach here. There's a reason I advocate here. Make a lot less money than I do when I'm working in Lowden County or when I'm working in Maryland. But changing final structures and telling these parents, you know, this is not an option for you. We are getting rid of this program. That is predetermination by nature. And >> could you I hate to cut you off, but can you come wrap it up? >> I'm all done. >> Okay. Thank you

044so much. >> Try not to. >> And I'm really sorry, but I have to leave early because I have a puppy. But thank you guys so much. And again, it is so nice to see the emphasis on uh on special education at >> next on the agenda monitoring items. Mr. Tom Percy, council for gold rice, Dr. Sax, and Dr. Turing may present the draft bond resolution for the board to consider. Just uh thank you, Madam President, board members. I would like to welcome uh Mr. Tom Pieru um our bond council um for drafting um the potential bond language the board have the opportunity to consider on February 2nd for for approval. um he has he has drafted that and obviously has shared that with the board and it is subject to change which he'll he'll

045highlight here in a little bit. The other thing is I think we have Mr. Nassiff on with us as well who is our bond finance council. Um and he after our work session that we had last week um shared uh you know some of the different um bonding capacities the board could consider and one was 112.5 million the other was 115 million and the other was 120 million. And of course that was just so that you all had some barometer um as it related to prioritizing some of the bond projects. And then of course depending upon what the SBA um uh permission would be uh may evolve where that number wants where we want that number to come in. Um as we as we think about bringing uh a a quality bond proposal to the

046voters for consideration to address our school capacity challenges, uh our workforce readiness programming challenges that we have. and then of course um um uh the [clears throat] uh some of the other infrastructure ch you know challenges we have in the district. So with that being said, I want to turn it over to Mr. Piery. Oh yes, sir. No, >> just one more thing. Just want to remind the public bonds are for buildings and not for staff pay. Just I know people sometimes get those mixed up and think why can't all this money go towards teachers? They can only be used for for buildings and sir physical spaces. So >> those are for right. It's a it's a great point and thank you Dr. Sax and board members. Um so so I want to be clear

047no no decision has been made. Um this is not a final document. Um of course as bond council or as municipal advisor we do not set priorities or the funding levels to the board. That is something that the the board elects and then ultimately it goes to the vote people. Um in this case we're talking about the May primary election. But what you do have before you is a preliminary discussion draft a bond election order essentially calling for that question proposing putting to the voters whether bonds should be issued and whether these projects and these priorities should be funded. And so of course we have to walk through the constitution state law and that process to get to a bond issuance that if approved by the board and then the voters uh would would culminate

048in an issuance in 2027. Um, but I I wanted to spend some time just to quickly go through this bond election order and then address any questions that you may have. I also will defer to our our friend Joe Nassiff with Piper Sandler who's uh joining us virtually for any financial aspects that that is really his his wheelhouse and area of expertise. And so um you'll see here that we've described um the amount of the bonds and in this draft it's at currently at 112,900,000. Again, that is not final. Um but then also the amount of the projects at 157,500,000 and that delta is really because of uh at least the proposed SBA funding component in the amount of $45 million and so that takes a burden off the local community and of course that

049that has not been committed to or awarded by the SBA. But uh on the basis of the project, I think uh the board of the ar architects and engineers are very confident um that at least some funding if not all of that will be available to support these projects. And so you'll see on the second page we have what we call parameters. So here we have a not to exceed amount. That's the maximum principal amount of the issuance of bonds. Of course I mentioned it 112,900,000. The date of the election which is May 12th, the primary election. Um the maximum interest rate. So currently we have that and Joe has been very involved in this process of maximum interest interest rate of 5.5%. Of course when we get to the issuance state 2027 we hope

050the the actual interest rate is much lower which would lower impact for citizens but that's the maximum rate that that we can move forward to issue bonds. And then finally the term and so we have 15 and 3/4 years maximum term bonds. In this case, we anticipate a 15-year bond issuance. And sometimes you need some some wiggle room. Uh because they're the bonds aren't issued on the semiannual interest principal. And so beyond that, as you turn to the next page, we have a list of potential projects and then the estimator. Can >> you turn the page? You're talking about the draft proposal. >> That's correct. >> Okay. So yeah, you're on the right one here. So >> yeah. So there there's a table of the projects listed that have been proposed. Is that on page

051three? >> It is correct. the estimated cost funded by SBA or other sources and then the estimated cost funded by bond proceeds. Um, of course, as bond council, we did not independently come up with this list. There's been a lot of work done, but superintendent, staff, board members, and the architects and engineers to identify needs and then provide cost aspects. So this is again not a final list, all very preliminary and subject to change, but we thought it'd be helpful to get something on paper so you can see both your your sources of funds that may be available and then also uses of what those priorities may have looked like. And so with that, I'm happy to answer any questions and Dr. Saxs, if there's more you'd like me to cover or perhaps Joe to

052cover, I'm happy to do so. Yeah, I'd just like to be able to add a little more context and I would say um a little some a little bit of homework probably for the board as we refine um the amount that we want to work from. And of course that's obviously going to be contingent upon SBA preliminary approval which we hope to get within the next two weeks of the number that they say you you are authorized to include this uh in your bond bond call is um we also want to create some some language in there that that we believe will also give the SBA um you know we want to protect oursel if if a crisis happens across the state and for some reason the SBA can't keep that commitment you know we

053don't want that to prevent us from being able to sell the bonds. And so we want to be able to have specific language in there that allows that if for whatever reason um the SBA wasn't able to keep that let's say $45 million commitment and they were only able to meet 35 million, we would need to reduce whatever projects the SBA was funding by that by that threshold. That that's exactly right. In fact, there's language to that effect that would be on the actual ballot if approved by the board uh to be considered by the voters. So what that would look like in practice, of course, the board hopes that it would receive the full amount, $45 million, and currently that amount is allocated to the construction, I think, the repurposing and renovation of a

054CTE center. Correct. And so let's for argument sake, let's say the the SBA only granted 35 million. Well, the board can use that 35 million plus the local share that's already allocated, reduce the scope of CTE center accordingly, but still move forward with bond issuance, still complete that CTE center, but that gives flexibility to allow for both the project to be delivered, but also the bonds to be issued um and not be wholly dependent on outcome of the SBA commitment. >> Yeah. And um I I just want to share that that would also give us an opportunity if that if that unforeseen situation would would occur were to occur. We just want to be able to protect us to be able to sell the bonds. Um I I would say that um you know based

055upon uh the information that I have, the SBA has never been able has never not kept its commitment to um a uh an authorization to put on a bond. when they see that the voters support it, they fully fully try to fund that. So, we we just want to be cautious of any kind of crisis that we're just not aware of that could occur. Uh but the confidence level is still very very high that that would happen. We just want to protect ourselves. If that was to occur though, it would also give us ample time to be able to seek other funding sources to maybe close that gap. That's right. But we can't put that in the bond as a commitment. But it it does give us some other I would say insuranceances to to

056allow us to do so. And maybe it's even general fund dollars we could backfill, but it does not prevent us from selling the bond. >> Yeah, just for example purposes, yeah, your your general funds available could obviously be used to to fill that gap. Um, equipment lease purchase financing could be used. Um, state or other state or federal grants, private donations or any other available sources could fill that gap. The other thing I would mention to your earlier point, there is express language that makes clear that the issuance of the bonds is not contingent on any commitment or work with the SBA. The board if approved by the voters would have full discretion to move forward regardless of what the ultimate outcome of the SBA. >> Thank you. >> Questions for Mr. Piney, Mr. Nassiff

057or Dr. Sor in the past. I'm just asking to see where the language is. If we have a project with a suit for 16 million and it comes in to 14 and is built for five or so, do we have the flexibility to shift the unspent funds laterally or even to other projects not necessary? >> So, it's a great question. So the the short answer is yes, you can use those extra funds to the extent not needed complete a project for the other purposes outlined in the bond hall what the voters approve. Now if you're in a circumstance where every single one of these projects is completed in accordance with what the voters approved and there again for example say $3 million left over then the board can use those surplus funds for its other

058general and authorized purposes by law. Um, but I want to be clear that allocation between the projects is fine if those surpluses do arise. Um, but you have to spend you have to complete every project listed until you can find another priority that wasn't approved by. >> Well, in other words, we can't take that um excess money and use it on an HBAC system that another school that wasn't in the bond >> unless all the bond projects fully complete. That is correct. Yeah. And if I don't perceive this happening, but perhaps you know how athletics get in the mix. Sometimes you can't on the front end go out and build a football stadium uh with interests for example or anything like that. You have to an interest has to go towards the projects listed first.

059until that's exactly right until they're each fully completed and then at that time there is additional flexibility but not until that time. So it's a it's a very good question but >> other questions. >> I just want to share one other piece and that is the homework side. Um if you take a look at the list that Mr. Piery has has curated with I'm sorry with with input from the team and of course a lot of that is is from the input from the board from the last work session. I just wanted to also say that whatever order you all approved in the the call is exactly how it's on the ballot. And so, um, if you want to not that one should be prioritized over another, I just wanted to bring your awareness that,

060you know, if there's a project that that you believe you really want to make sure everybody's really aware of, then you probably want to move that to the top of the list. And we've tried to capture what we think is the right way to do that. But again, it would be very important for the board to give some perspective on that as well. >> Um, and the last thing I I just wanted to share with the board is I did have a a very good conversation with Mr. Patrusi u this afternoon um as our county clerk just to make him aware of uh how this is evolving and that we expect to have a final um approval on this on February 2nd and then our office will be, you know, sending that over. Um and

061I assured him that Mr. Piery would be uh checking and double-checking that before we send it over to them so that they can check it and double check it before it uh gets put on the roster. >> Absolutely. And be well within the statutory deadlines for for the May primary election. But of course, anything we'd send over would be a final doc. The other thing I would note to your point, the order that it's currently presented and the narratives in the project descriptions that was entirely based off the work product from the work sessions that you've had, but then also what the architects and engineers put together. So to the extent those priorities, you know, they need to be rearranged or even the narrative description of the projects you think could be restated, um there's

062no pride and authorship on our side. We just simply try to reflect that work that have already been done on paper. So it's still very much draft. >> That's a very good uh listing of what the board put together and what we've done in meetings. So, >> so will the narrative show on the uh on the ballots? >> Yes, it will. So, it results in for better or worse a very long ballot, but but also it's a contract with the voters and they're fully informed on what they're voting on >> just what you're seeing here. >> That's what makes >> any other questions? Thank you. >> Thank you. Appreciate the opportunity. >> Thank you, Mr. Nassa. Thank you, Jeff. >> Thank you. >> Um, next on the agenda was going to be the FY25 audit.

063Um, but Mr. Buts is ill. >> Mr. Mr. Buts is unfortunately ill. So, we're going to move the audit report to the next board meeting. >> Next on the agenda is a monitoring item, instructional update. Um, Dr. Woods and Mix Holly Clinter director of assessment Robin overview of the middle of the year diagnostics and Mr. Dr. audience's questions regarding >> the board members questions regarding if they have any regarding the special >> m okay >> okay now moving forward with the diagnostic >> good evening as long the members of the board Dr. Sachs. Uh tonight me and several members of the instructional team are going to provide an overview of the meteor diagnostic data from our ready um assessment. And then um as always, we'll be glad to answer any questions uh that you may

064may have as we're going through. Good evening, President Wong, board members, administrative staff. Evening. Um, for the midyear monitoring report. Uh, our first agenda item is to reflect on the midyear data. Um, this will incorporate the reading and math data and we will be looking at efficiency levels, growth metrics, and domain performance. And we will also look at comparison benchmarks um both state and nationally. Um and then we will also then uh review the data through the lens of our goals and priorities uh which um are built around the five high impact practices which we also kind of refer to as tips grade level standards mastery proficiency and also um moving um having tier movement from moving our students that are in the yellow which is uh one year below to the green. So these

065are goals that we have set for ourselves and so this is how we will be looking through the data and then finally identify successes and opportunities as we move forward. So the first slide is uh the the data um by the grade level. So the green just a reminder the green is on or above grade level. So and that's referred to as tier one. The yellow is one year below grade level which is tier two. And then the red reflects two or more years below grade level for tier three. When we look at this data, we sort of ask ourselves how do student proficiency levels change across grade levels between the two diagnostic periods. So that's sort of what we're where we're analyzing it. That's that's what we're kind of looking at and what we

066want to know. So this first um slide represents our math data. Um and you can compare the first diagnostic that was done at the beginning of the year to the second diagnostic that was done um in December. Um as you look at this um once again you can see strong in the green we we can see movement between the tiers is what we what we want to see. So we can see movement from the red to the yellow the yellow to the green. So we do want to see that movement. And when we look at our um ongrade level tier one, we see our strongest performance at the primary level and kindergarten overall has this um strongest um growth. And then if we look in terms of our third grade um our third grade has

067the strongest um movement and proficiency at um the intermediate level and with our middle school the proficiency is increasing. However, over 50% of our students in grade seven and eight remain two or more years below grade level. Uh when we move over into the red, which is our two years below grade level, two or more years below grade level, uh the largest decrease occurred in um second grade at 19 percentage point. We also had a strong decrease for our third grade as well um with this. And at 8th grade they had um a 10 percentage point uh decrease in the red. So we are seeing decreases in our red and and moving towards the yellow and then we do see some shifts into the green. Um next slide. >> Wait a question. >> Yes. >>

068Um I was looking at the one before we got in the fall. Was there an adjustment made because some of the numbers just they're just slightly off from our beginning like maybe one or two% difference? >> Um I I will go back and and check. >> I'm thinking it could be because when you introduce it then that you got more data. I don't know. But >> it could have been it could have been but I will I will double check just to just to verify that. >> I feel like you had said that at our meeting. >> Oh well I'll tell you the difference. We didn't have kindergarten and you said it wasn't going to move that much but it gave us enough to that point we still I think had a few have still

069dangling but we did not have the kindergarten yet. Okay. >> Yeah. And I knew about the kindergarten but there was some others but >> well within the grade level we were still some some data was still coming in towards that makes sense at that point. I want to make sure I wasn't saying. >> Yes. >> Are we saying the impact of the eighth and the first three grades for another third grade this year's first year were there? But are we seeing an impact phasing in teacher rates? >> I would say at this point if if if there is an impact or if we're seeing it, it would just be making a hypothetical guess about that. I would say we would be more likely to see an impact at the younger grades at kindergarten at first

070grade because those um those ECATs have been in place the longest that that primary level. So we do show very strong data in in that primary level. Um this is our first year if I'm not mistaken for the ECATs for third grade. Am I correct on that? No. >> So I don't necessarily know if we can can apply that um to that. Well, we might see a more stronger result at the end of the year. >> Yes. >> Okay. Any other questions before I move on? >> Right. Uh the next slide, as I said on the first slide, one of our our goals that uh that we have set for the for the schools and and the district overall is to really focus on our students that are in the yellow that one year below

071grade level. And this reflects right now our our current data. It shows that we have 28% of our students two two or more years below, 43% of our students one year below, and we have 28% of our students on or above grade level. If we are able to move that that percentage that 43% that is one year below to the green then the slide is a projection of what the data would possibly look like in the spring for our math to where we would have 71% of our students proficient um and 28% of our students would possibly be in the red but we probably once again would have movement but this is just staying with our goal of moving are yellow to green. This is is uh what a projection could possibly look like if

072we accomplish that. >> What's What is your confidence level? >> Pretty pretty good. Um when you think about a lot of these kids when when when it says they're one year below, there is a skill deficit. But what we're trying to to factor in and have to engage the principles on is if a child only has one or two skill deficits right there. There's enough time that we feel like we could wrap our arm around and get them over the the finish line. >> Okay? >> But we don't want this to get misconstrued and say that we're not trying to move any of these students. Okay? What we're trying to say is like if there's only a skill or two deficit here, there is enough time for interventions and supports and instructional pivots to grab

073those kids and pull them where we need to while also moving moving some of these children up as well. >> That 71 that is not a reflection of annual or stretch growth. >> No, that that's in a later slide. Correct. So that's just if we were to meet the goal of moving all students that are in the yellow category to green which is the one year or below that that's what we're trying to accomplish. Yeah. Right. And >> and we will see as I said we will still see movement in that 28% in the red. There will be a change there. >> Well so that's just a hypothetical one. >> Yes it is. It's a projection that if if we're able to address those one or two skill deficits with those yellows that it it

074we're projecting that this is what it could possibly be. >> All right. This is the same information, the same slide um that we just looked at for math. Although this is the rating once again the green is that on or above grade level for tier one. The uh yellow once again reflects the one year below and the red is two or more years below. uh you will see once again that we see the strongest performance in K2 uh with fourth grade having a a 40 percentage point difference from the beginning of the year to middle of the year. Um once again we will see that um third grade also has the strongest growth at the intermediate level. Uh when we look across in terms of decreasing our students that are in the two or more

075years below, uh we see this a strongest decrease at in in third grade and we also see a very strong decrease in in fifth grade um in moving students from the red. Um across all middle school um approximately half of the student population remains two or more years below grade level. uh very reflective and similar to to the map >> on on that issue. You know where I'm coming from. >> We've been doing this dance a long way. I get beyond dancing. >> I mean, maybe we can when the mayor president >> I like your attitude [clears throat] >> two or more years later. Yes, >> we have I was reading the policy about retaining students, >> but and I've been expressing over the years social promotion and my concern about that >> and >>

076I was reading a state department report. It said of the children who are behind two or more years, this percentage is labeled with learning problems, but this percentage is not. Are we are we going to address the problem the students who Refuse to do the work. Now, I'm not saying if they have a a diagnosis, an IEP, I understand that. But we we have students I've talked to teachers over the years who refuse to put their names on the paper. I know I'm talking about ethnic that rebellious stage, but there are no there's no accountability. So, what And I was on your committee there watching. Maybe Dr. which you can help me where are we and they're addressing their students who've been moved along know they don't have to do the work they know it

077>> and they're just p pushed along what are we doing when are we going to hold them account >> yes sir so as you had referenced you're um a member of the elementary task force and we programmatically appointed middle school and wanted high school um but I think like I had shared with you and I'll share with the board to um universally from all the task force, they all recommended some type of weighted categories or assignments to to address what you're saying to make sure that when a student takes um some type of test in the class or whatever that assignment is that if it's a a portion or a category of that that grade, they they would like to see some type of weighted percentage on that. Um, I know we're we're still having

078the kind of discussions on what that'll look like at the primary level due to our our our standards based uh grading report. So, so that will look a little different compared to um 3 through through 8, but then also for those kids for 8th grade if they're in a high school or they're taking a high school equivalent course than those 8 through through 12. So that is one thing that you know that feedback that we got that um folks would like us to consider and it's something that we're going to put in that tenative plan that we're going to push put back out in front of you all but then also share with the community to get their input. >> Any other questions? Um the next slide once again this is similar to what we

079just looked at for the math but once again if we stay with our goal of moving our yellow to our green then uh you can see that what the projection could be for our reading in the spring. Um so even though we are starting our reading 14 percentage points higher than our math um they would possibly if we move and are able to accomplish our goal of moving the yellow to the green they would be almost very comparable in performance if we if we were able to accomplish that because math was at 71% and reading would be at 33% proficient. Um this next slide u once again we just focused on the proficiency. Now this is looking at that typical and stretch growth. So if we if we look at this um the top slide

080shows the percent of students that half of their typical growth. So you can see our percentages or percentages there and you know mid-year math growth data shows strong performance in the early grades. That's kind of reflective of what we were seeing in the um proficiency data. Um and we uh then when we move down to our stretch growth, you can see that um as we move up in from three to eight, it begins to to um decline with our with our stretch growth. Keep in mind, just a reminder when we're looking at typical growth and what the expectation is, typical growth keeps a student on track. But if we want to uh close our proficiency gaps, we really need to be looking at and and pushing our students and to meet the stretch growth or

081exceed the stretch growth. Um because if we get our students that to do that for two consecutive years, you're closing that gap and getting them almost to grade level if not all grade level. So this is our picture right now at the midpoint for typical uh growth and for stretch growth in terms of math. >> Just one quick question and I think this wait [clears throat] why the 566 on kindergarten and all the rest 12 or 13 countries. the number of students included >> the number of students included um because for for the kindergarten students I I would have to go back and and and check the check the data on that. So I I don't have an answer for you for that. Uh this is a slide that um was shared with us by

082IE so a curriculum associate. So I will go back and and and check and check on the number of students. >> I know we have three three year olds. Maybe that's about that. >> Yeah. >> Ramen, can you um define for those watching online what what typical growth means and what stretch growth means? Well, typical growth is the students that are on track to make a year's growth. Um for the students, if they're if they're on that track for typical growth, the stretch growth is where we're asking students to make more than a year's growth. And in terms of really trying to close, as I said, our proficiency could that gap, we really do need our students hitting that stretch growth. And if they're able to hit it two consecutive years, that that the research

083says that they will be close to performing on grade level. >> Well, and we've set the we've actually set the metric for stretch growth at a year and a half. >> So typical growth is one year one year's worth of growth. um uh that uh students in a third grade classroom would uh the skills that they would acquire within one year under traditional uh when compared to other other third grade students, the stretch is a year and a half of that same metric. So the conversations we've been having with principles has really been looking at the stretch for other students like how much are we stretching them and um we we've seen a lot of progress especially when we are actually honing in on different classrooms like you know we have a variety of teachers

084where uh for whatever reason the school year started off there all their kids were like two grade levels below and there are several teachers I can think of half of their kids are already on grade at that pace. So, we're really trying to to take this data and then really kind of look at those specific classrooms and those teachers to kind of figure out, hey, what exactly are they doing to get this kind of success, but then how can we replicate that with their with their colleagues? >> I would be curious won't be here, but um reason at this session, I hope to be here somewhere. >> You have to go back to ask your question to find that. >> Yeah. And I yeah I don't want to be but anyway I'll be curious to

085see how the schools which are reorganized K through five stack up uh versus the schools that still have to transition and see if there's any difference. >> That's that's a very good point. And then this is the same data for for the reading. So once again we're looking at um the the typical growth. is the top chart and the stretch growth is the bottom chart. And um once again, you know, we see strong performance with typical growth with second and third grade. And then when we look down at the stretch growth, second grade and third grade once again is showing strong performance. And then 8th grade is showing probably the best performance in terms of our our middle school. >> And I will say I see your eyes, Mr. B. You probably looked at kindergarten.

086I just realized how that number jumps up. So, I'm wondering if um >> when you look at all the other numbers >> when you I'm wondering when when they they submitted the data if there was something that was accidentally kind of filtered out or admitted. So, I apologize for not catching that that sooner, but I caught your eyes because I glanced at that. >> But, but we will get that clarified and we will make sure that that you have the correct information. So, I I'll send it to to just manual. She can send it out to you so that we can explain that. Yeah, it looks like the other numbers are only off by like one or two, maybe four. >> Yeah, >> that could be that could just be the difference of a student

087that didn't get a chance. >> Exactly. But there's a huge >> on the first screen >> sort of related to this. Um what do you all foresee in terms of our reading especially in terms of uh the way artificial intelligence in a lot of cases will summarize things? So now you might ask if you read this book or whatever. Well now they may not develop the reading skills because they can just put it into something and it'll give them a summary and they don't really have to read to >> help develop help develop their their skills. Have you all thought about that in terms of maybe helping our teachers to uh test differently so that things that the AI may summarize it will not what they test on is it only if you actually read

088the material because a summary won't get the details what did some such and such mean by this oh I didn't read that page you know you know you get where I'm trying to come like so we really >> it's one thing to be able to read words it's another thing to be able to get context and understand what you're reading. >> Well, right, that's when you're truly reading because if you're just calling words, you're not a reader. You have to make meaning to be considered a reader. So, I understand what you're saying. >> Um, I don't necessarily know if I have an answer for that, but AI AI is is is here. Yeah. And >> I'm not saying it's not bad. It's just how do we >> Well, it's bad in that nature. >> In

089that nature. Yeah. >> But I think it it's about how we hone it, how we craft it, how we set expectations. >> Yeah. I I'll I'll agree. I think one thing that that we have noticed um and then we'll start conversation principles on is for example like when we look at release tests or like excuse me release questions from the GSA one of the things the team and I have talked about is when we're doing walkthroughs and we're seeing um different examples that that our kids are doing in class or uh different assessments that the kids are taking. Are we seeing examples that mirror what we know the GSA is going to look like? And some of those questions where I'm going with Mr. Wright are um what some of us would kind of consider

090very complex because I'm thinking of an example we showed the principles one time of a released question and a lot of them were shocked when I said hey this is a third grade released question just by like you said the the the body of the text um what what they were asking the kids to do. you know, for a lot of folks, they initially thought this was maybe a middle school uh middle school level question and it was an end to third grade question and there was some some manipulating that the students would have to do in it. So, >> that's probably the closest thing that we we've kind of started seeing and started those conversations. >> Well, I just like to also say I believe and I think maybe this would be another potential

091good workshop to do in the future is around AI. Uh but you know we are a school AI district and um Mr. Ol has been doing a lot of work and being able to roll that out. um you know and it's my understanding I could be wrong but I believe that when we allow students to use school AI as the platform as they're working through their work that the way that it is structured is if let's say that they're trying to you know let's say it's an essay question and they're reading to kill a mockingberg or whatever and they're trying to answer the essay question if they were to put that into school AI school AI knows hey wait a second you know this this the student is asking for me to answer the essay

092question for them so they can just not have to regurgitate it. But it but the way that we the way again the way I understand it is is that um we have told it though to not answer the question but to ask prompts that >> sort of that guides the student to be able to formulate their own essay response by sort of thinking of it as if you were to ask a teacher. You know, if you were to ask a teacher, >> this is asking this is asking me based upon this prompt, you know, to do this. Well, the teacher's not going to give them the answer, but the teacher may guide their thinking in order to be able to answer it. And that's the benefit of going with a a an AI platform like

093school AI as opposed to allowing students to access for example chatture that's exactly what we said. >> So, that's just another example though of how we want to make sure that when we have the resource and as Mrs. Lopez says it's not going away is that we teach responsible use also, >> right? >> So that it's not um um it's not supplanting the the expectation for students to think critically. >> It's a concern though. >> Oh yes, >> it is a concern. Yeah, >> very much so. >> Any other questions? >> Um the next slide just to make sure we understand what we're looking at. We're looking at the domain performance. So when our students are tested um in math, we're looking at how they perform in numbers and operations um algebra and algebraic thinking,

094measurement and data and geometry. So when the scores are combined, they're using these domains in terms of reporting. Also, when you're looking at this data, this is just your green students. Uh and this is your upper tier of your green students, your your mid or above grade level students. Now, the way to look at the chart is you're really the chart's designed to compare 2025 2425 winner to 2526 winner. So, when you're looking at the chart, you're really just staying within the column and they're basically looking at same grade different cohorts of students. So um and then looking at that comparison and then you can see the key at the bottom that the darkest color it means that they've increased greater than five points. That more teal color they either remained with no increase or

095up to 5%. And then the solid gray is a decrease of 1 to 5% and then the the gray with the flash the diagonal marks is a decrease of greater than five 5%. I'm not getting it. >> You're not getting it at all. >> I'm not I'm not getting it. >> So, but okay, look at this. So, for example, in in 2425, >> right, >> that group of kindergarten students were at 24 21% right >> in numbers and operations, right? At the beginning. >> So, at the beginning of the year, well, no, this is still their midyear. >> Their mid year. Okay. >> And then the current kindergarten for is at 24%. Right? So these were different students. >> So they're comparing different students and saying that we >> same grade. But I'm putting arrows

096because when we've looked at this chart in the past, you guys always ask for cohort. So if you want to look at cohort, I put the arrow to help you see the cohort because I think Mr. Wright, you ask about cohorts and Miss Powers, you ask about cohorts. >> So yeah. for example. So as there so that sixth grade is now that current. She understands it. She just hates it. >> I hate it. It's just shaded. It's the way that it's shaded. Not and I love that. I love that it's shaded, but it's shaded wonky because if I go from prior year in on one at 25% to current in second grade at 20%. Ain't no freaking way that went up. That went down. >> Well, it didn't. It went down. It went down for

097it. went down for same cohort. It went down for same cohort, but it went up for different cohorts in grade. >> Who cares? >> Well, I I think I think in terms of the way I look at it, it's kind of I will get it more. >> Am I wrong? >> We can we can talk to them. That's the way the company >> way the company pushes out the report. But the thing is is >> then get me on a call with them. I have no problem because I'll tell them it's stupid because it confuses. Oh, no. And I'll be I'll be honest. It's going to confuse people who are who who do not understand to break this down and are not listening to our meeting. If we were just to hand this out to

098somebody on the street and say, "What do you think?" They're going to sit there, "Oh my gosh, you guys are doing great. You've increased. You've increased. You've increased." >> I don't think No, we don't. No, >> if you look at the at the color coding, yeah, they're going to sit there and go prior, current, look at the color codes. I I'm having a problem with how they're presenting the data to us. And I think that is that might be where my gripe is because it doesn't make sense to me. You go from 25 to 20 and supposedly it increased. No, it didn't. You're looking at two different looking at two different cohorts. >> Well, watch the dark green. school that the dark green means that we increased by five percentage points from the prior year.

099So if you look at second grade that different cohort of students different group of students last year in 2425 14% of the students in second grade were proficient in number and operations. This year 20% of the students in second grade are proficient in numbers and operations. in algebra and algebraic thinking. Prior year 2425 15% of the students were proficient in um algebra and algebraic thinking. This year 22% of the students in second grade are proficient. And so as you look down, but once again if you stay within the column you're looking at same grade, different groups. So when I look at this, I'm thinking to myself, what have we done instructionally different? that that's sort of what that that sparks in my mind. What are we doing instructionally different to make these these increases? >>

100Then maybe I would be saying a different question >> at the top. >> Okay. >> I guess I guess it says which math domain showed the largest proficiency increase. My problem is >> what are we doing differently to show the mark to increase? That would be the question I would ask because then the chart makes sense. The problem is the way that it reads right now. It's like um supposed to go from prior to current show how much growth there ain't growth in some of that >> but let's let's pause for a second though because I think it's also very important is that we share with them what are we doing differently to see to see this but also secondly what are we doing with this data >> at the middle of the year what

101is the school district doing >> to to address the data uh performance that we see at this at this stage so from the instructional side when we look at math what are we what are we prepared to do differently because of what this data yields for second semester >> definitely so when we pull it or when the team and I have pulled it um by school we cross reference it with their not only just their typical but their stretch and then for um several programmatic levels so far we've already provided um what we're calling almost like an instructional pivot guidance where we're saying like hey based on your midyear your data and what the diagnostic is showing us. Here's where if you're on track to meet that stretch road or not, here are the the

102strategies and things we've already recommended. What type of pivots now do you need our assistance in to make to either stay on track or to catch up where where you're supposed to be at. Now, that's a more of a holistic um conversation because when we're doing that, we're actually pulling it by your whole school. But then with the principles, we're having the conversation. So then what does the communication look like when you talk to the teachers? Like what does that look like if I'm pulling um a cohort of of sixth grade teachers? If I say at the school, okay, here's what the sixth grade overall shows, but but are there certain specifics within that sixth grade I need to need to tackle? Is it a specific domain? Um is it um having conversations teach by

103teacher? like like what exactly is the data telling you to kind of drive those instructional conversations moving forward? >> So, how bad are we doing in eighth grade? >> Well, if we look at >> we're looking at it from that perspective. If we're looking at it from that perspective, if we just take the numbers and operations, the first one for perspective, if we if we stay just within the column and look at different students >> um last year in 2425 21% of our students um were proficient on members and operations and currently 9%. So there was a significant decrease there. So in terms of so that well that that's that's always the question why you know that's the question we want to answer that helps us drill down to the root cause >> but and

104not to be confusing and and and we thought that by adding the arrows because I know you guys sometimes wouldn't deceive the same cohort so that we were trying to help with that. Um but if you look at last year's seventh grade they were at 6% proficient in numbers and operations. So they would be this year's current eighth grade, they're at 9% uh proficiency significant, but if you're looking at same cohort, you had a slight increase in numbers and operations. >> But if the whole idea behind this was to be able to look at what are we doing differently, >> I'd say we're screwing up pretty bad. >> What are we not doing? >> No, you're want to ask the question. the the staff get charts like this. >> So the that guidance that I

105talked about that just went directly to the the principles because that is just saying like here's what holistically when we look at your data for the school like this is what we see as we've engaged them in the conversations we're getting them to to drill down to the teacher level. Um, some of the principles I've personally talked to them about because over holiday break as I drilled down into it, some of the teachers know, they actually got a personal email from me when I just said, "Hey, I just want you to know like I see what you're doing if you if you've met met this mark or not." So we tried to do a good job of of trying to model that out for the the principles. So then at their respective buildings as they're

106having these data conversations like like how do you drive those conversations to like you said bring attention to any type of positives and things that you're seeing maybe in small pockets but then I mean if we're being honest like okay there's a there's a huge concern right here like like what exactly is going on like where are we missing the mark and then what do you need from us to kind of get us back on track like we had for some of these other >> well because I would like to know what they're thinking as what the issue is. One thing that we noticed at the middle school when we were doing walkthroughs, we noticed that that the pacing was way off. >> So, they hadn't gotten to the the information that the students were

107being tested on yet. Go. >> So, that's a and that was just, you know, you're going in and you're seeing good things and the kids are doing, you know, doing well on the quizzes, the tests, and then we find out that the pacing's off. So that's a big adjustment that we're working on right now. >> So we need to >> speed it up. >> Yes. >> Question. Are we for professional development or any of our trainings or anything? >> What are the discussions like in terms of um how to >> develop relationships with the students? The reason I'm asking is because if students aren't connected to their teachers or their principal or the staff, they may not really care. I mean, you may be a great instructor. Oh, this is do it this way, this

108that way, but they feel don't care about me, care less, then why should I care about what I'm doing? Versus the teachers that are able to connect with their students and they want to do well, not just with themselves, but to show Mrs. Smith while Miss Smith show how great that they're able to do because they want to prove themselves to Miss Smith for example. So are there conversations on with the staff about how to connect with students um appropriately? Well, there's a variety of different um professional developments and and offerings that we've done. Some of that will um be very differentiated like especially like if like if a principal says and I've had some principles say hey I'm I'm seeing there there's like a disconnect here like I'm going in the class I'm seeing

109a disconnect between the teacher and the students for whatever reason and like myself miss Clevener some of us we kind of went in behind them and said like okay let me see what we see and what kind of supports and offerings can we provide um but one thing that you did touch on Mr. Right. This something that we're trying to do is as the principles are pulling this data, really trying to encourage them to to find those those bright spots in their school and then we're trying to get them to push in there and say, "Okay, like when you're seeing like what Miss Lopez is doing there, but then you don't see it when you do a walk through in this class, what can be replicated there? Most importantly, how can we get the teachers

110to see what we're talking about? Because one thing that we we try to tell the principles, you know, a lot of us are are school like we we have a key in a badge, so we can bounce around every classroom, but the conversations are very different when folks aren't actually seeing like what we're saying. So, like we're we're really trying to work with our principles to say like how do you engage all of your teachers, but to actually get them to feed off each other and like when you see a a bright spot, how do you get other their colleagues to say like, "Hey, we're not saying we need you to copy this person, but if if if you're having struggles with building those relationships or or teaching that domain or concept, you can lean

111on this person right here because like we we have proof for data now to show like something is going on in here that we want to try to replicate over here >> and it really will come through. I think there's an emphasis on on PLC's and and really re not reinventing but embedding our doing PLC work again to be able to exactly provide them the opportunity to do what Dr. Woods just described. And currently at at K5 with the third grade success grant, we have um done some PLC work with our K our K3 principles. I I think that's probably easier on the middle school and high school level for them to connect with each other because they have the team concept. But when on the elementary level, that you just have a single teacher

112out there. >> But then wouldn't that come back to having good leadership at the top that can connect then with the students >> because but they're also not in that classroom. >> But our and our but our our K5 principles are very good about uh figuring out ways that their teams can meet to have conversations and to have the kind of conversations that Dr. was was talking about with with PS and looking at at at work and performance and and how to build relationships with students. >> I I want to revisit middle school data for just a second. >> Okay. >> Look at sixth grade, seventh grade, and eighth grade for the prior years. It's 182, 165, and 116 respectively. That's North Middle, correct? >> Yes. >> And now we're ing it. I We're comparing

113it to then the rest of the county for this year. >> Yes, >> because the rest of the county didn't have I already list >> because the rest of the county did not have I already list >> and I was going to bring that up. Yeah, because the way the data is filtered. So, um, we can we can pull out and we've looked at it just based off like what have the other middle schools >> done right now, but like Dr. Cycl, we don't have anything to to compare it to because this is their first their first go around with. >> So, we really can't have that conversation about eighth grade >> to a point >> because you're comparing just north and technically we aren't really comparing north, let's be honest, right? Because north in

114sixth, seventh, and eighth grade for current year is embedded in all those percentages. We have no idea. >> That's right. If there's any wiggle on those things, can can >> we can just pull out >> I think that might be the better idea and then next year we can take a look at the full prior and current just >> well actually what we can do what we can also do is that >> that's just this chart and that's a good point. We could provide >> for all middle for each middle school their actual data for you to look at too. We could have just so you know you could look at spring mills and you could look at muscle but just so you can see the differences >> and you can at least compare from

115beginning. Well, we can at least for example even power from from beginning to middle. >> Yeah. I I'm just I I just want to I know people are going to ask the question because there's people that are out there that are going to be numbering and they're going to be sitting there going one 182 like how how does that work when the next year is 1250? >> Yeah. Uh >> oh. That's true. Yes. Very good. Very good. Have you start move on to the reading? All right, please. All right, then this is then the same uh picture only but for reading. So I think we spent enough time to on how to read the chart and what the chart's reflective of. Then this is is the current picture for reading that you can look at

116at your own conveniences. Why is reading? [clears throat] >> That is a that is a statewide trend in West Virginia. Um and um I wouldn't say it's a national trend because when I was in Florida, it was the other way around actually, interestingly enough. Um, but I think it's it it I think it comes back to West Virginia um has been an earlier adopter of literacy initiatives before a lot of other states. And just as a prime example, uh the letters the letters program, um the science of reading, um are all prime examples [clears throat] of what where West Virginia has been, I think, ahead of the curve in in trying to address uh uh specifically reading in in our school systems. Um and maybe not so much on mathematical concepts has been another struggle.

117So that's just been my experience, but >> and and probably they they had back very early together. They have a reading cohort of the distinguished reading teachers from the around the state that provided professional learning and so it has always been a very strong >> but it's and it's usually at the it's at the foundational levels that we've been strong. um we slide off really quickly after fifth grade and that that has been probably the Achilles heel is is making sure that we and I think that and I'll be honest with you I think for a long time we focus so much on fictional text notformational text uh as well as writing and that has been again I I I call it our Achilles heel is is that we weren't exposing students to enoughformational texts

118and that is when you get into the as you progress from third grade on, but specifically fifth grade, sixth grade, seventh grade, the reading passages that students have to be able to show comprehension and answer questions around are allformational text. And uh that also exposing students toformational text sometimes um if you haven't built that that um intrinsic love of reading can become very challenging for students to find reading interesting. if all you're exposing them to is informational text. Um, and so that's where a lot of times, you know, we want to build that level of leap reading. So, we try to provide them as much fictional text as possible or, you know, that type of thing. And we just have to find that right balance and we have to be able to do a really

119good job of incorporating writing into the the process as well. So, and again, I just I just want to say that these are all skills skill specific um levels. um you have to be able to put all that together to be able to share exactly where the student is on the the spectrum of on grade level one year below or what have you. And this once again just like the domain the math these are the domains that are tested in in ranking. >> I think the other thing that's really important to say is that you know we we ourselves are not happy with this this where this data is um and uh we recognize I I think we recognize where we've come from over the last year while we while we do see improvement and

120growth that is not what's going to define us. And what's going to define us is where we want to be. Uh, and I think it's really important. I know that it has been said, but I I think it's worth reiterating as as the district folks and the district instructional team as as we take a look at the data from benchmark one to benchmark two and as we prepare for the GSA, we are having those conversations and bringing our our principles in as instructional leaders to disagregate their own data to reflect upon it by whether that be by grade level or by standard, but then to go back and have those conversations with their staff. The, you know, we really do not want this to ever be a district coming into the school and saying, "Here's

121what's wrong." It really should be reflective upon the school. And so empowering and building capacity for our principles to do that work. And I would also say for our principles to do the work, not for our principles to assign it to someone else within the staff to lead those conversations. It's really important for us is that our principles are the instructional leaders and and giving them the the tools necessary to have lead those conversations whether it be through PLC's or in making sure that they're able to pull this data out and flesh it out so that they can make those instructional pivots are really really important. And I think that the other thing that has been a gamecher this year and it's we're only in year we're only in month three or four of of

122implementation is the concept of our academic specialists as well as our asims working collaboratively to work in those classrooms to be a part of the data team meetings um and to be able to help provide teachers the resources necessary to make some of those instructional pivots. I just think that's really really an important component here because um you know we're not going to be satisfied until until um we exceed uh the state average and even at that point we're not going to be satisfied because we want to there's no reason why Berkeley County schools should not be um in the top 10 or top one or two school districts in the state of West Virginia. >> All right. And then this is how we compare >> [clears throat] >> um nationally and to the state.

123And then here we are as the district. So you can then see um we have 28% of our students early on or above grade level. Um and as a district, the state is at 30% and nationally we're at 32%. That first bar over there on the far left is reflective of when they set the norms. And so when the when they did the norm setting it was at 30 it's 36%. Um and then you can then see comparison across u the students that are reflected in the yellow that one grade level below across um nationally in West Virginia in the district >> and that national population is based upon the second the first and the second same students from the beginning of the year to the that I'm sorry just for the winter distribution of

1245 million students and then of course in West Virginia that's 65,000 students uh compared to our school districts 12,000 190 students >> and then then you can see then how we compare with students that are two or more um below grade level. So this is our our map picture in terms of comparison and then uh once again this is just a reminder of in terms of what we are shooting for with moving yellow to green. Um and then here is the same information um only now with reading of the comparison um you know seeing what what the initial warning was in 2023 to where naturally we are at the winter uh benchmark to the state and then the district. So then then this is the picture in terms of how we compare um with the

125reading. I think the I think it's the next slide is the one that I think is probably I believe it's the next one. Yeah, it's the one that I think is the most impactful for us currently. So, but no, not that one. I'm sorry. >> Um this this shows once again um if there's no growth no growth um from now till the end of the year in terms of what that percentage in terms of that projected efficiency relief for reading and math. It shows you then what that projected proficiency would be if we reach typical growth in reading and math. And then it also shows what the stre the projection is with stretch growth if we reach stretch for reading and math. And then the very last column is reflective of what the state annual

126target is for 2026 for the summit of assessment on 2026. So I think it's I think the big key we want y'all to take away is that and even for the the teachers that are in the audience, the ones that that are hearing this, if you hear your principles are engaging you on stretch growth, the whole why or the purpose behind it is so that we can meet our annual target. If if we're just keeping the conversation in typical growth, we're still going to be behind. And the principles know. So then we fast forward to next year and I said, "Hey, if you start the conversation with typical growth and you say typical growth, we're going to come back to this point next year and say, guess what? We're still behind. We're never going to

127move the kids." So the reason why so much emphasis is being put there is because yes it we are saying yes we're trying to stretch every kid but what we're also trying to get the the principles and our educators understand is once we've stretched kids enough if we can get on target then we just need to typically keep them there and stretch them as they come. But right now we're we're essentially just in a hole that we're going to have to do something to get those kids um to where we need need to be or we're just always going to be behind. >> Well, a critical point is trying to get them to stretch. >> That's right. And that's where that's where um it's not a one-sizefits-all model. That's where we uh you know as

128we think about um how do we ensure that we have appropriate interventions in place to be able for those students that are one or more grade levels below how do we help catch them up with the resources that we have and that's also where the professional development Dr. Dr. Alfonso who I see over there you know is she and her team are trying to make sure that there are is quality professional development around how to utilize the the uh instructional resources uh through the toolbox. [clears throat] Um so that when students are grouped based upon skill level or skill deficit that it gives the teacher the resources to be able to help them with those small group instructional uh opportunities uh in their in their schedule. in addition to the personalized learning path that the

129students have. And you know, uh I I also want to say that through the implementation of the the the five high instructional I'm the um the HIPS uh >> help me high impact practices. Thank you. the the five high high impact practices that we're rolling out um and the focus on um academic vocabulary and academic language. Um making sure that our curriculum resources are aligned to the standards and that we are explicitly teaching the standards. These are all things that have started the the improvement process this year. And when you think about the school improvement process, it is a it is on average a three-year turnaround before you really see the fruits of that labor. It doesn't mean that you're not going to see incremental growth, you know, you know, progressing, but where we expect

130to see the biggest bang for the buck is three years out. And and so, um, I just want to reiterate that again, even looking at at hitting the the 49% the 46%. That's what we're that's what we're targeting because it's a realistic goal, but it's not where we want to land up. But if we can hit, if you look at uh the if we can hit the 35 to 49 and 26 to 46 every single year, we're going to be well on our way to again being that premier school district in the state of West Virginia. And that's our goal. uh we as a board have to watch the schools that are on I think it's called the watch list >> and uh this is a countywide assessment that we're we're not seeing where the

131schools are individually. Uh will we see that in the next presentation? >> I can put a packet together. >> I think he indicated earlier that we could Yeah, she could send us all the >> I can I can put the packet provide an overview right now but yes we can absolutely send that over we can we can provide that. >> How many schools do we have on the watch that says assessed last spring? >> We have one that is a is a CF high school which is a comprehensive school. So we have one and then we have eight that are ATS schools that that are looked at in terms of being deficient two years in a road with with subgroups. >> Okay. And I don't need to hear hear them individually, but overall are those

132eight schools that are on that secondary list and the one that's individually are we seeing improvement in their schools? >> I understand that we're seeing improvement. One of the things though, like Miss Lopez said, is for for someone on that list, we also have to pull out their subgroups. So there are some that when we're we're looking at trends for like EL um >> special education we're not seeing the the kind of growth that we need to um and one of the things that I'll actually be talking to the principles about um in in the next couple days at our instruction meeting is u some of the data that we've gotten from handover helping us dregate our data. Um, when you look at some of our subgroups over the last several years, even though overall

133it appears our our students trend is going up, like our subgroups are actually going the the complete opposite way. So, even just this week, Mr. Murphy, like you're saying, we're going to have to have some really targeted conversations with the schools to say, hey, you know, the last um four or five years, your your special ed um subgroup has actually went the complete opposite way. Um, so it does require us to really take a hard look at like what is going on and what can we do to support their students. >> And just one observation, I visited North Middle, which was the CSI >> and they're doing so great. I mean, they're doing have made such improvements they lost the support of a from the state of an assistant principal. So sometimes >> they were

134removed. So sometimes success you but uh that's that's an indication that I just want to make comment but I believe Winchester Avenue's progress last year >> which they were both in that category they've improved their performance and it should be noted >> Orchard View and Martinsburg South also were target car target schools and they they were also able to they were actually able to increase improve their subgroup in special education to be able to come off that list. So kudos to those staffs as well. >> Um and what now this current list it would be they it's a three-year cohort. So the schools that we currently have identified um will be identified and be for the next three years and until the next cohort and then at that time a determination will be made in

135terms of their improvement. >> Thank you. >> You're welcome. On the agenda is a consent approval of the consent agenda. I have a motion move. Second. >> Second. >> Oh, thanks M. Favor. >> I just want to make a comment. I >> just consent on the travel. I'd asked for a report on one of our high schools that had some troubles a couple years ago on a field trip >> and I got a positive report on that switch. So all in favor of the motion say I >> opposed. Motion carries. Next on the agenda is action items and that's uh passive acknowledging that overview of the broadcast are in support. It's coming out step seven. >> Yes. >> Good evening madam president members of the board. Dr. Saxs, thanks for having me this evening. Um

136I bring before you the renewal of Broadcom VMware which is the software that we run on the hardware at our data center. Um this software is critical for all of our operations from badge access machines to security cameras. Um printing uh some of our CTE students actually use desktops that run off of this software. So imagine having a class of students and you're teaching Photoshop. Instead of them each individually having a desktop that could be any version, we can push out the same version across the board to that group of students. Um so about half of these resources actually impact our CTE program. Um the total for this renewal is $159,000758.40 and it will actually come out of step 7B funding and it's again critical to our infrastructure. Does anybody have questions? >> How long's

137the contract? One year, three years. >> This is one-year renewal of a three-year agreement. Um, our hardware that we have, give you a little bit of backstory, and our friends from Broadcom are probably watching. They're excited about this board meeting. Um, VMware was actually purchased by Broadcom and the hardware that we have, they will only offer us a three-year agreement. So, that was how we arrived at one year or one year of a three-year agreement. I did ask for a one year and they told me that was not enough. >> So, so the price locked in 150 bucks. >> Correct. >> Each of the three years, >> correct? >> And this is the first year, >> correct? Okay. >> Now, it's my understanding and you say in your explanation that this is a critical piece

138of hardware because it also deals with our >> table and everything we run on the back end. Anything in our buildings actually runs off of this particular software that is running on the hardware at our data center. That is correct. >> Other questions from Miss Bass? >> Well, I did have a question. So, I guess in the future if we did not want to re-uper them would the hardware that we have are we already looking at potentially a replacement just in case that we're still working with our current >> that's a great question we do have a new systems engineer in place in the IT department um this is his second year but first year in this role we're constantly evaluating what we do have in place when we did build out our data center

139we did future proof so we have extra room for memory and things that we can add in on the back end. Um, I don't know if I answered your exact question. >> I just want to make sure that we're we don't have to keep using them just because I don't want to be locked in this. >> I understand that is a question that we actually reached out to our legal team about. Um, >> so I'm sorry about >> it's just because it's not ours. It's like it's not our supplying the hardware, >> right? If I'm understanding what you're saying, >> this is the software piece that run on the hardware. So, it's it's kind of like the the Microsoft Office suite that runs on your MacBook or Windows or Chrome devices. >> Okay. >> Yeah.

140Want to make sure that we're looking at we want to see. >> We do. Yes. >> Okay. >> Yes. >> We actually are meeting with one of our vendors tomorrow just to kind of discuss if if we would ever try to make a change, what would that look like? Um but at this point because of the hardware we have in place, this is the software piece that we have to have to utilize that hardware. >> I explained that correctly. >> No, this I know as a as a company you you want to try to make it more difficult so that way you can continue contract. >> You Yes, you're exactly right. >> So that's >> okay. >> Other questions from Miss Pass? Um, as you've seen, it's coming out 7B at a cost of $159,75840.

141Do I have a motion? >> All in favor? >> I motion carries. >> Thank you. >> Next on the agenda is uh personnel actions. Mr. Gos. >> Uh, good evening members of the board and Dr. stacks. The personal actions dated for Tuesday, January 20th, 2026 are as follows. Tonight, we have three coaching appointments and three coaching resignations. We also have three healthcare appointments. And on line 18, we have an unpaid leave of absence for your consideration. Uh for professional personnel, we have two professional appointments, one resignation, and two retirements. Both of those retirements are effective at the conclusion of the school year. For service actions, we have eight new service personnel appointments and four midday appointments. We have seven change of assignments and four resignations. And we also have six transfers of service personnel and

142seven service personnel upgrades. Uh this evening we have 17 new appointments of substitute service personnel. Uh we rescended the appointment of one substitute service member and we have one resignation of a substitute service personnel employee. For professional substitute teachers, we have 12 appointments of professional day-to-day substitutes and one resignation of a professional substitute teacher for a total of 92 professional service and substitute personnel actions for tonight. Pure consideration with superintendent sex recreation. questions for Mr. Kosi. >> I see in the Friday newsletter >> we officially have 15 people that are enrolled in in the grow your own program I talked about the other day >> a couple weeks ago. Yeah. So they are enrolled and they are starting now. So awesome. Can can you also share the um Department of Education the I guess this

143was it was the ECAP the aid um program >> share what >> that um oh shoot I'm sorry the one that where they get the certification and or the additional credit hours >> well the certification program for EAS >> no I'm sorry the >> you're talking the pair professional >> yes the pair professional >> yeah so that's yes so how many people so um electrons who I worked with at the state department there and she was fabulous because we actually had a wait list and for whatever reason some people you know couldn't do it. So we actually were adding people the the original deadline they set was um I think it was January 7th but she was allowing me to add people all the way up till last Thursday. So we I was actually calling

144schools and I was calling principles saying hey can you go down and talk to this teacher and see if they are willing to do it. So elective was awesome to work with. Um we added like three people last week um through her help. So and I sent all that information out to the Ames so they can support them. Um and so the program timeline for them is they start in the next couple weeks with the actual coursework. They take a break. They work from now until June and then June I'm sorry July and August they take like a six week hiatus from the program and then in the fall they they finish up. Now, they still have to pass, you know, a content practice test to go along with this, which in the program, they

145encourage them to do that in the summertime because they're not taking the actual coursework when they're not teaching. Um, but the goal is by next year at this time to have them certified. We can hire them full-time, you know, and get them off the terms of status. So, >> any additional questions? I have a motion to accept the personal actions. >> So, move second. Second fer next on the agenda is a legal update. Uh can I have a motion a legal update to discuss property matters? Can I have a motion to go into executive session under West Virginia code 6-9A-4? >> So move. >> Second. >> All in favor? any decisions after that? >> No decisions. >> Will there be any action here? >> So, um, we will journ. We're in there. So, technically just

146leave after that. And this manual recorded. So, did I have a motion to >> vote?