001Mr. will lead us to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Have a motion to approve the agenda. >> So move. Second. Motion carries. Monitoring items. Comprehensive education facilities plan update. Uh Mr. Le Scott's online and >> he should be. >> Yep. I'm here. >> Yes. >> Can you guys hear me? >> Yes. >> Okay. Great. >> We're ready when you are. >> Okay. Ryan, did you want to give me any intro or you want me to just go? >> Well, sure. I'll be your gesture. [laughter] Um uh madame president and members of the board um as you are aware we have been working with um HPM Enterprises and more specifically
002Scott Leupold um and his his counterpart Matt who um have been working with Berkeley County Schools and all of our stakeholders on taking a look at um our current CFP and going through what I would call a very comprehensive reflection of what the the schools uh need, what school needs we have as well as what our stakeholders uh perceptions of what we need would include. Um, as each of you all are aware, uh, we have been actively pursuing the completion of the 2022 bond projects. And as we, um, get ever closer to completing those, um, we have to take a reflective look at what other projects do we need to be able to focus on to ensure that our buildings are up to date. um that that we are staying current on um any of
003the uh systems that that make make sure our buildings are are comfortable and are clean and are responsive to the instructional needs of our students. Um and as well as our capacity challenges we have with a growing school district. And so Scott has led this uh this effort both uh with surveys um in-person meetings um and so he's going to talk about that here this evening and present what the recommendations are from the steering committee as well as some additional district boundary changes that are also warranted um as we move closer to uh the next school year. So Scott, I'm going to turn it over to you. >> Great. Thank you, Dr. Saxs. Uh so here's our our overall agenda for this presentation. We'll review kind of the overall process and timeline quickly touch on
004those specific uh CFP projects and priorities that were kind of the starting point. So this would be the LA the latest revision I think we had in 2022. We'll talk about the educational futures conference and that was that kind of kickoff meeting that we had up the holiday in a few months ago. talk about the work of the advisory committee, our community meetings and survey, and then we'll go into the uh recommendations from the committee with revised CFP priorities. Um, kind of as a part of this, we've also taken a look at proposed boundary changes for, you know, the Inwood and Mountain Ridge primary areas. So that whole muscleman feeder pattern we've taken a look at and that also has uh the reason that we're really bringing this up is because one of the themes
005that we kind of discussed and explored with the advisory committee and with the community was that concept of going to uh you know K through five schools instead of the current split K235. And so there are ramifications in that particular feeder pattern if we choose to do that. And so we've got some detail for that for you on that as well. And so here is >> like to say that >> Sure, >> Scott. I just wanted to I apologize. I I just wanted to share you know most of our board members I think were able to attend the educational futures conference and I think that was a really good kickoff to this project um or into this process. I think we had over what was itund uh >> at least 120 >> 125 participants that
006came out. Um and that was a really good spectrum of parents, educators, school building leaders, business leaders, community members. Um you know, we had members of the county commission, the economic development authority, all all in attendance. So I thought that was a really good good jump off point and foundation for the work that that we we were able to do. Sir, I apologize. >> No, no worries. I would expect nothing less. >> Okay. Uh, so again, here's our here's our kind of starting point. We had the uh the new Mountain Ridge Area Elementary School, which is Mountain Ridge Primary. We had the uh you Hedgesville Area PreK coming online, the Inwood replacement, and then a performing arts edition of Martinsburg High School. And then the last major project that we had on here uh to
007be funded was the falling falling waters area which was initially a primary but you know the primary and intermediate were combined to be a K5. And so those are the last funded major projects. There's still additional small you know HVAC and roofing projects that are getting done but these are kind of those big rocks. And then the next priority that were published in this original plan that were not funded were a new South Berkeley area intermediate school to relieve uh Mil Creek. And we'll talk about that as we get into that boundary discussion. A replacement for Hedgesville Middle School and then an addition at Hedgesville High School and an addition at Musleman High School and then a new Mountain Ridge Area High School. And so these are kind of an either or, but it's one
008of those things that everything was placed on the plan because if you want to have any kind of state match or state funding, it has to be in the CFP. >> And so that's just something to kind of consider as we go through this. Before before you leave this slide, uh I'd like to make a correction. I believe building a new mountain bridge area high school and my notes said 90 million. You have 50 million here. Am I correct? >> Well, this was the original CFP. So in the presentations that we have done with the community, we've updated that cost, but when the CFP was done in 2020, >> that was what they had estimated for it. These these numbers reflect estimations in 2020. >> Okay. >> Yes sir. >> Thank you. >> Good question
009though. >> Yeah. Very good. >> What I see though that slide it indicates that starting in 2025 doesn't imitate anything that like that I know that she's giving the year. I guess that's why both. >> Sure. Yeah. I think that again that the um those were again estimates back in 2022 and we're just trying to capture what what was communicated at that point in the past. >> Correct. >> Okay. And now moving on to just kind of quickly review the futures conference. Again, this was held in early September at the Holiday Inn. This was again that that kickoff uh meeting to start the process. Uh the output of this was really to get people thinking future forward. Again, we had over 120 participants and there were discussions about the future needs of Berkeley County. So
010the impact and importance of expanded CTE programming, the need for the fifth high school and also other programmatic needs. But again, the intent of this was to really kind of kick us off, get us thinking objectively and future forward uh so that we could get into our advisory committee work. So the advisory committee convened four times. Uh we had an introductory meeting in midepptember where we just kind of introduced everybody. Uh went through group norms. We had a discussion around middle school and high school scenarios on September 23rd. And then we kind of rounded it off with elementarymentaries on September 30th. And then in the middle we had two community meeting opportunities October 13th and 14th. Uh one of them was at uh Hedesville High School, the other one was at Muselman High School. Uh,
011and I think both of those we probably had between 20 and and 30 or 35 people show up to those. Uh, and all of our feedback was driven into an online survey. And we'll go over that on future slides. And then the committee met for a final time on October 28th uh to discuss and digest that community feedback as a group and then arrive at uh final recommendations to the superintendent. Uh so for the c the community meetings and the survey that again the survey was open from October 12th through the 24th just about two weeks. We had over 2100 total responses collected. Uh we had a student survey that was uh focused around CTE that had about 1,600 responses. I'm not going to spend out a lot of time going over that today uh
012just because there's some more work to do there. we know that we've got to communicate CTE opportunities uh with our, you know, students a little bit, you know, a little bit better so that they know what's out there. Uh but it it was a lot of good information to collect. And so as we start talking about the results from the survey, uh the first thing that we asked was elementary uh concepts and so we asked for feedback around what we had in the original CFP, which was again constructing that new intermediate school in South Berkeley. uh there was more support for this in the South Berkeley area because they kind of feel the pinch and the and the need uh at Mil Creek. Other areas of the county were were, you know, mostly pretty supportive
013or neutral. Uh the one thing that I'll point out is that uh as we look at all of the survey data, let me get my laser pointer here. You'll kind of see this consistent like 15% that's, you know, in opposition to just about every scenario. That seems to be pretty uniform. It's it's typically the same people over and over that are opposed to just about everything. Uh so, you know, I wouldn't focus on on that. I would compare the level of support that we see among these different scenarios, but overall 50% support and we'll have some more information on this uh as we see what the prioritization is. Okay. The other piece that we that we asked about uh regarding elementary schools was just general feedback about moving towards the K5 model. Um it is
014it is it is kind of odd almost. It is pretty much a 50/50 split and uh you know we've even drilled down you know to the school level to see you know are there any schools that are much more in favor of it than others or much more opposed to it. And uh even when we look at it that way, I would say it's plus or minus probably 5 to 7% within 50% by school. So there isn't one particular area that is uh you know grossly in favor or opposed to the current configuration or moving to K5. It's it's pretty much in the middle. And the other thing that I will point out is that we kind of intentionally left this question without a lot of elaboration. like we didn't talk about the pros and
015cons to one configuration or the other, but I think it's, you know, the key takeaway from this is this is really a programmatic decision. It's not a facilities decision per se. I think that we can build the facility portfolio to align to whatever grade configuration we think is best. And I think, you know, there's definitely room to have more conversations with those specific schools that might be impacted by this to see what it is that they want. But again, I don't see anything that is really definitive one way or the other by school boundary or any specific community. Uh when we look at middle schools, the two options that we considered here uh and again uh we didn't ask the community to pick. We were asking for level of support uh from from you know
016from strongly opposed to strongly support kind of a five-point scale. What we're comparing here is the feedback around the first option, which is replacing uh Hedgesville Middle School versus uh renovating uh it in its current location and then constructing an additional middle school in Falling Waters instead. And so when we look at this, you know, the Hedgesville comm community really turned out, you know, more than 60, you know, almost 65% strongly supporting the idea of replacing Hedgesville Middle School. Uh there was still some support for the idea of the middle school in Falling Waters, but I think that, you know, you can see that the folks that live in in Hedgesville kind of see the writing on the wall that if if we get a new middle school in Falling Waters, it means that we
017just get renovated in Hedgesville. But when we look at this, you know, overall there's stronger support for that replacement in Hedgesville. Um before I go on to that page, um we also asked a follow-on question about you know where would this be located when where should this be located when the Hedgesville and kind of the uni unanimous feedback on that was you know around the Rumsy current high school area and so you'll see kind of as we get towards the recommendations that's you know that's specified in there. Uh when we look at high school, we're comparing the concept of you know replace you know uh constructing a fifth comprehensive high school and that's the bar that's on the top. So more than 50% are supportive of that. And then the bottom one is uh creating
018a a new CTE center out of some sort of adaptive reuse project of an existing commercial building. And so a little bit more support uh for that one then we have the fifth comprehensive high school. I think what's really important is that we did not give the community any real constraints when we presented these options. We didn't tell them like hey if you want the fifth high school that is going to consume the majority of bond dollars in one call and uh you know we didn't we didn't ask them to go to that level to you know try to evaluate that that's work that the advisory committee would do but again support for both of these but a little bit more support for that CTE center uh kind of the last exercise we asked the
019survey participants to do was to kind of go through and prioritize these And so, uh, I know this is kind of hard to read, so I'm going to zoom in a little bit if it'll let me second. >> We have the pages. >> Yeah, I know you guys got it in front of you, but the the print is small either way. And so, the the highest overall priority was to constructure a placement for Hedgesville Middle School. The uh second highest priority was the fifth high school followed closely by con you know the CTE project in you know an adaptive reuse setting and then adding an additional elementary school in South Berkeley was next followed by a new middle school in Falling Waters and then the last priority was the K5 grade configuration. Um, again, I
020want to reiterate that, you know, you see you see, you know, adding the fifth high school is the second priority on here, but again, we didn't we didn't give the the community any real funding constraints. And so, then reality, and this is something that again we sorted through at the advisory committee level, if you want that fifth high school, that means that you don't get funding to replace Hedgesville. And so, as we get towards the recommendation, you'll kind of see how that shakes out. And just because you know the recommendation doesn't include the fifth high school now doesn't mean that a future CFP process wouldn't include it when the you know growth would ne necessitate it. So here's the overall recommendations from the committee and uh this was unanimous among our our last meeting participants.
021We went through a a consensus building exercise. I think we had about 18 people on the committee there. Uh but this was the overall uh priority and order. So replacing Hedgesville Middle School near it near the current high school site. Uh the current estimate is around 55 million and that would be coupled with the addition at South Middle School to replace portables at about 12 million. And then considering an adaptive reuse of an existing building for a CTE center, again preliminary budget around 55 million. And we'd also be addressing small projects uh slashmaintenance issues on existing campuses as needed. And that's kind of a TD a TBD cost. We've, you know, really need to see what's available as, you know, as we refine those costs for the other projects to see what can be invested
022in the existing facilities. Uh and then future priorities. These are things that we, you know, probably still keep on the CFP just so that they're on there and so that future groups can kind of go through and then refine them again. but constructing a fifth high school. Uh we crossed off that construct an additional elementary school in South Berkeley and you'll kind of see why as we go through the uh those boundary changes and what that impact is and then looking towards more feedback and discussion around that K5 concept. And so this is really the final output from the advisory committee and you know this is what they spent a lot of time and hard work on doing. So if any of them are in the room I' I'd love it if they got a
023round of applause. They did a great job and they're a great group to work with. I don't know if we've got any of them there. >> Thank you, Ryan. >> They did. They worked very hard and they gave them a lot of their evenings, too. Very much appreciated. >> Hey, Scott, I had a quick question. >> Sure. >> Um, how did you come up with this? How did you on the previous slide how did you come up with the scores that seven and the 3.7? >> So uh the way this question worked is that uh we were asking the survey participants to it was a forced rank question. So they had to kind of drag and drop the different uh the different options uh to create their own ranking. And so you know if if
024they if they ranked it's kind of the inverse of the score. So if they if they ranked Hedgesville Middle School as f as you know with the highest priority, it got six points and then it averages out what all those uh rankings are throughout the entire survey. Sam, >> thank you. >> Kind of the last thing that we wanted to touch on is uh this is kind of related to that uh address small projects and maintenance on existing campuses as needed. So, these are those minor projects that we'd still you'll still likely see in the CFP document that we just want to make sure that we have on there uh so that you know should funding become available at the state level uh we can capitalize on that. And so this is expansion of kitchen
025and gym and cafeteria to accommodate enrollment at Tomahawk. Uh road expansion and turning lanes the Spring Mills campus repurposing and renovation of an existing building for alternative educational programming. improvements at the Queen Street office, fieldhouse at Hedgesville High School, uh cafeteria and kitchen updates at Muscleman, and HVAC projects throughout the district. And again, these are just relatively minor projects. I would say they're probably in the neighborhood of of, you know, less than a million to maybe two or three million dollars. These aren't big rocks like we had with the, you know, the middle school and the CTE construction. >> Sure. a question about small projects and I guess this is Dr. Ryan. Um the fourth bullet third missing buildings for alternative education is this transitional school. >> This is transitional school. This could be our
026focus special education classrooms. This could be uh CARES um uh it could be a multitude of things but it's basically a school for our alternative programs. >> So yes, that's the short answer is yes. That's that's what it would would be transitional school um potentially cares as well. >> Okay. And you mentioned special ed certain types of special classifications. We we have and I'd probably prefer if you don't mind, Mr. Dilly, could you come up and just explain the focus classrooms that we have which are I want to make sure I get it right because these are special education classrooms that have significant behavior problems. >> Yeah, currently we have um we have a middle school program that focuses with the students who have behaviors that are above and beyond. And also we have an
027elementary program two in the elementary program at Tusora and one's a half day program the other is a full day program in that school >> and this would be it would help us but there are out of area placements to be >> that would definitely give us the room to grow and also bring in the possible programming that we need to help those students do. Thank you. Thank you, sir. >> Yes. >> Oh, um I think we have a couple possibilities. I mean, the the one that comes to me in mind is Jared'stown. Um that's one that we've been thinking about. >> What was his question? >> Do we have a building in mind? >> He was asking if we have a building in mind. Thinking about Jared'stown because it will be coming offline um
028as a as a primary school when Mount Ridge Primary opens up. So naturally that would be a facility that would use. >> Okay. >> Let me let me let me expand upon that a little bit. If Jared's Town was to be the building that the board would approve for this type of a project, um because it's an alternative because it's going to have alternative programming, there may be additional facility modifications in order to provide the the appropriate programming for those students. Um, and so that that's the reason that there might need to be improvements to the building there. >> Some something else. >> Um, like you're talking about a fieldhouse is do we still have a job core down at the Harper? >> I don't think it was there. >> It's close. several years ago.
029>> I I know in the past we were able to as when I was on the county commission, we were able to provide the materials and they built the original animal place there on Queen Street, the pound or whatever for the >> animal shelter. >> Yeah, the animal shelter. But the uh I mean they provide the labor we provide materials but that option is no longer available. >> Are the these listed up um small projects are they in order by desire? >> No. >> Okay. >> No, these are just and again these are just again these are our administrative thoughts on things that we know have come to our uh that have been sort of informally requested. are we going to focus on these some of these things? And I think now is the the
030time to say, okay, we want to put these into our facility plan. >> Um, and I think that, you know, as we think about the amount of money that it's going to take to do everything, there are still other items that are on the CFP that, you know, if you go back to the one of the the earlier slides where Mr. Leupold had shared what additional projects are still left, those are major projects. Yes, >> there is a significant number of smaller projects that are still in the CFP that we didn't really >> identify here this evening. >> Um, as an example, there is the expansion to Rosemont. There's um, uh, Justin, you probably helped me a little bit. >> HVAC projects, >> HBAC systems, we have all those sort of things. Those don't necessarily
031go away and these are just added to it. And many of those items, we don't have an identified source of funding yet. And that would be how these would fall. Unless as we move toward a funding source for some of the bigger projects, we want to tie these things into let's say a bond call. The board would need to prioritize how they how they would want these to to be listed in the CFB. >> Sort uh sort of as what we did with the last bond when we had those 105. There's no small. >> Yeah. >> Well, they weren't small, but >> you know, they were they were smaller, very much. So that's what I like in that group. >> And and we recently worked with um Dr. Skoolie and Mr. Leupold was also able
032to be a part of the conversation with um CMTA on sort of some of the outlooks on those HVAC projects across the district. Um, and it's pretty extensive um, based upon forecasting what may need to be done over the next 5 years, 10 years, 15 years so that we can get into what I would call a sustainable cycle of making sure those things are are maintained. Um, and so, you know, making sure that we don't get to the point of no return on an HVAC system to where, you know, it's compromising the comfort of our, uh, students and potentially having to, you know, put band-aids on while we try to fix. We don't want to get to that point. We want to be proactive and >> um [clears throat] making sure that we're very thoughtful
033on how we >> which is the reason one of the reasons why I was wondering if some of these were like are they in the order of and and you've answered that question. >> Well, we've been in that situation before um bandating it >> and we don't want to get back there. >> Your bond your bond language do we have to actually list the projects that we would put in that order? Mhm. >> So, well, the the bond, you know, if the board was to move forward considering a bond um you know, for uh to to fund some of these projects, the bond has to be the language has to be specific as to what projects are funded. You don't necessarily need to prioritize them in the bond because once the vote is approved, you
034got to do them all anyway. Um, however, and and just because it's prioritizing the CFP a certain way doesn't mean that something lower on the list of the prioritization for the CFP can't be included on the bond. Um, because it's also about making sure that you recognize your bonding capacity and maximizing what that is with the projects that you have. Um, as an example, if the, as Scott had mentioned, if you, if you were to choose to do a high school, that would eat up uh uh the lion share of a uh what I would call what I would say is a bond uh funding that would be commensurate with what voters have approved in the past. It would eat that up and then you wouldn't be able to really be able to fund out
035of that out of that bond a middle school, for example. Um, so you may in that situation you might skip a middle school and go to one of the smaller projects in order to maximize, you know, what you can get out of the bond. I don't think that that's what we're recommending. I'm just giving that as an example. >> And in the 22 bond call, Dr. Sto, you help me out. I think we put language in there that if we we listed the the projects and amount of estimated cost, but if we save money on projects, we put in there that we could ship those monies to other projects. >> Yeah, that's and that's not uncommon. >> Yeah. um council would probably tell you you want to be you still want to put some uh
036uh guard rails on that a little bit just so that no one could say in the future we you shouldn't have spent money on this but yeah >> I mean like if we passed a bond and somebody said we want to build a stadium which wasn't on the bond >> we'd be we'd be in a gray area there >> well yes especially if well first of all you'd be in a yes that yes the sort you'd be in a gray area. The other thing is is that that language is intended that if you were able to complete all the projects and you still had money left over that it could be used for the benefit of XYZ. Um I think you still would be advised to keep them within the scopes of the projects that
037were listed. So as an example, let's say you were adding on uh I think one of the recommendations is >> South Middle School. Yeah, additional addition to South Middle School. You complete that. you complete all your other projects and let's say you have a couple million dollars left over. I would I would actually look at going back to South and making an improvement at South, you know, adding another couple classrooms. It's uh doing some sort of outdoor space or something like you want to invested at that site. >> Yeah, we you did that at Hedgesville Academy by adding the four extra classrooms. >> I'm not sure that might be before my what now? Yeah, we're at the learning center. >> Oh, um, yes, that is correct. >> Right. >> I'm sorry. I understand now. I
038thought I thought you're going to high school. >> Early learning. So, I just had a question. So, if say for instance um I know Jackie and others went to the SBA to ask for money for Hendersville. If we get none of that then would that would fall under these other projects. >> So just this is a major point I don't I want to make sure I'm very clear these administrative projects and even the the even the the future priorities that are listed um in the previous slide. Um and the recommendations from the committee um all we're asking is to put them on the CFP. we're not really making any decisions as to what would be included in a bond. And so if you look at the administr the the small projects, um there will be
039a multitude of small projects that are in the CFP, both potentially what you all would approve to add and what is pre-existing. There there is there is there is no indication that any of these would be in a bond, >> right? No, no, I'm not asking if they're going to be a bond. What I was saying is they would be added to the list of possible future things. Not >> yes, >> this is what's these things may not may or may not. >> So yeah, those two projects that you're referencing are already in the CFP because we could we can't go to the SBA and request those funds if unless they are so they would remain in the CFP and remain a priority for us to come. >> Right. I say I didn't see them
040here. So I was just thinking >> you didn't want them to go away, >> right? I make sure they reflected somewhere. Yeah, they >> Yeah, there's no there's no reason for us to really remove anything from the CFP. >> Yeah, I intend all but one of those are brand new. The fieldhouse listed in the current CFP of this slide. >> So, these are all new ideas. I know how we sat down a little bit putting in a so >> I think it would be helpful because Mr. Wright brings up a very good point. I I wouldn't want anybody to think that something was coming off that these are just additions. I think when we bring this to the board uh next Monday is having an addendum which is all of the projects in the current
041CFB listed in addition to what we're adding or taking away would be helpful so that as they see Rosemont they would see still Hedgesville High School's additional classrooms those things would remain as as functional uh priorities. I just I one thing I don't want though to get everyone confused when we lump all those together that those are the entire list of things we're >> we're going to be asking. >> some clarification on especially for the public on that it's listening >> um what we're talking about. Yeah, I think that it's important, very important context that all we're asking for the Monday is to add items to our facilities plan. Uh the next step is to do additional work with this board in prioritizing what projects we um believe should be included in a bond measure.
042And that will that will be work that is very transparent with the community and that we we will uh share information so that everyone is explicitly clear as to what's making the the what what's making a a bond uh call request. Um and then there'll be opportunity for public input as to what the board should consider also. So >> okay any any other thoughts on the CFP? Yes. Um, we're talking about, you know, my old favorite projects here and I appreciate our conversation earlier today on K5, >> pros and cons and everything. Um, Matt, uh, I I I'd ask you a question and you you were right, Scott. Basically that issue is a policy question, not a bricks and mortar question. >> Correct. >> There could be some bricks and mortar issues in the K5
043process. Matt, I asked you that question earlier. Could you repeat this? If we didn't if we did include the K5 issue, what would be the brick and mortar issue, not the policy issue? This is Maddox. >> Matthew Scott with HBO. >> Matt Scott. Yeah, we got a Scott up there and a M. >> Yes, sir. Yes. The uh the facilities um improvements that would be necessary would be relatively minor bathroom additions uh improvements within the elementary schools for the lower grade levels. And some of those improvements could also be done as priorities regardless of whether we would go K5 or not, but they they could be facility enhancements that we could include also as small projects. Is that right? >> That's right. And I'm sure Scott will touch on it too. I think there's some
044intermediary steps that that lead us in the direction of the K5 without fully going KOD. >> I don't want to. >> No worries. >> Exactly. >> Okay. Thank you. >> Great. Thank you. Um before before we move forward though, I would like to get some feedback for the board just so that Dr. and I have some guidance. Is there anything in the last two slides? So if we could go back one slide there, Scott, to the recommendations from the committee that anybody feels strongly um that that that they think that we should rethink rethink something as we bring a formal formalized recommendation to the board um next Monday. just feedback for us that we might want to go back and say, "Okay, we need to modify this a little bit based upon some of the
045input from the board." Are are we all comfortable with the recommendations on this from the committee to that for me to think about putting together as a package to bring for your consideration next Monday? >> I think I think you need to put down on future priorities the present estimated cost for our fifth high school, which was 90 million. Okay. >> Yeah, >> sure. >> That's good. >> Because, you know, there's nothing on that at all. So, >> yep, we can. So, so Scott, you capture that? >> Yeah. >> Okay. Uh, anything else on that slide? >> I'm I like the wake slides. I I I was not a voting member because I'm not a member of the committee. Um I still want to keep K5 in the running. I I I agree with everything
046that's been said, but I'm pushing it to the side there if I just say more feedback as we discuss it. I want to keep K5 in the pack. >> Absolutely. Okay. >> Okay, Michael. Just with with South Middle, I got some questions around like why South Middle uh schools replace their portables as well. Why like Sound South on here? Well, when we look at the middle schools, I and I may be incorrect here, but South Middle School is the one that has the most portables and the oldest portables. Um, our other middle schools like Mountain Ridge Middle School does not have any portables. I don't think Martinsburg North has any portables. Spring Mills does not have any portables. Muscleman Middle School has portables, but they don't use them. I don't think that they're they're really
047using them for anything. So, this at South these are portables that are used every day. Um with uh I think it's is it eighth grade? >> It's the entire seventh grade wing is portables. So yeah, >> it's 15 classes >> which is a variance from all the other middle schools we have >> and south have never had any renovations >> a long time. Yeah, and I think that's north has been renovated in in hearing feedback from a couple of teachers >> one that currently uses a portable >> it is sorely needed. I'm not saying that you're saying >> I'm not saying it's not >> Yeah. You just wanted to understand the rush now. >> Yeah. Like they're portable in the county. Why say >> so? And I think it's a great question and I think
048it also it's a worthy question because you know you're going to have other schools that are going to say why why are maybe certain things that we would like to have not being considered? Um, you know, I think that when you look at this package of what additional requests, thinking that perhaps the requests for like the portables be replaced at Rosemont, which is an SBA request, the portables at Hedesville Heights will be replaced, which is the other SBA request. Our hope is that those things get accomplished. So then the next progression would be to address portables at South and South is not currently listed anywhere on the CFP to have those portables replaced. If if we were able to take care of those three big items, the other locations that have a large number of
049portables would like most mostly been addressed because the portables at uh for example Marlo, those will those will be completed. We want to use those once the new falling waters opens up. The portables at Hedgesville Elementary will come offline or no longer needed specifically what they're being used for. for Hedesville Elementary when Hedesville Early Learning Academy opens up. The few remaining we have are as an example Bunker Hill and there's I think two at Mil Creek and again those might end up becoming small projects that we would look at prioritizing for the future and of course the purpose is to get note portables having to be used in Berkeley if we if we can if we can >> and when you think that the entire seventh grade entire seventh grade is importable. >> Yeah, >>
050that's >> significant. >> Actually, the Hedgeville Mill replacement and the additions themselves are included in the 22 amendments to see. >> Oh, okay. Thank you. >> So, this would just be increasing the prioritization of those projects because we've accomplished all level ones with the previous bond. So, this is kind of like saying all the twos and threes, what comes next in that prioritization? >> Thank you. What about the on the administration across some potential small the next slide? >> Yep. >> Small small projects if >> I can get there. There we go. >> Yeah, there you go. But we have costs for those items. We will actually so um one of the things that um we are going to be asking the board to approve is uh pre-bond architectural services and part of that part
051of that process is to actually assign uh realistic costs to this. Um, HPM actually is is part of that uh their cost estimating service so that we have an accurate reflection of exactly what those things are are going beyond just a square footage cost because when when anytime you're doing a renovation or an addition, you know, looking at a square footage cost can be a little bit limiting. And so getting a a more refined measure is something that we hope to be able to accomplish. I don't know that we will be able to other than just generalized uh hypothetical numbers on these for Monday, but we can endeavor to do so. >> Yeah. Yeah. I I just I just thought that there's something there on that list that we could add. I personally when I'm
052looking at a bond I'm trying to look at geographical dispersement of the bond >> and I just if something if an area were missing that I felt we should include I'd like to know the hallmark number what we'd be putting on the street. >> Well yeah we will have that we will absolutely have that. I want to make sure that what I'm what I clarify is that for the approval to add any of these project any of these let's say administrative recommendations to the >> to the CFP on Monday the number that we would put there is a rough number it will be further refined over the next month and a half >> with our cost estimating uh practice so that when you have the information to make a decision on what's in the bond
053you're going to have the most accurate number possible. Well, and well, that's >> when we put a number there and we don't exactly know. I mean, we have we have expansion of kitchen and gym, cafeteria to accommodate the room in a town hall. Um, we're just giving estimates right now. >> It would be b it would be based upon square footage. >> Yeah. So, I mean that needs to be clarified even put that in the fine print somewhere. So, >> yeah. >> And we can do that. That's a that's a good request >> because we definitely know now even from things what we have improved in the past in the bond the cost uh of the lines or cost where we build u on any project has increased drastically. So, >> there's a there's a
054commercial uh from back in my hometown for a RV dealer and the tagline is is that you need to you need to buy now because the kids are going to grow up and the costs are going to go up. So, I think that's very applicable here. You know, the kids are going to grow up, the costs are going to go up. So, >> okay. Um, how about potential boundaries for Mount Viner? >> Oh, I'm sorry. I apologize. Are there any is there are there any changes or additions? Is there is there something out there that you're you're like, you know, we've been thinking about this. It's not on this list. I really think it needs to be, you know, considered um for addition um for a an ancillary project. I just want to make sure
055if there is anything and you don't have to tell me now, but if between now and my recommend my formal recommendation on Monday that changes, please let me know. But if you if you know right now, that would be helpful. I'm sure Mr. Nor would find that he needs bathroom somewhere. I was gonna my my assistant here helped me out with bathroom. >> There you go. Thank you. >> Appreciate that. >> No, I got your boundaries for Mount Coach Farmer. >> Okay. Uh so we we took the time to basically go and we we were able to geocode all of the students and pull them into the maps and uh we use GIS or geographic information systems to kind of mock up some scenarios uh to to look at that we think make sense for
056this area. Uh what I want to start with is this is our current um I got to switch here so let me do this. Hold on. Uh this is our current boundary map for the basically Muscleman High School feeder pattern. And so kind of the real lime green, this is the boundary, you know, currently for Valley View. The pink is Inwood and the blue down here is Bunker Hill. Jared'stown is in this kind of light olive green. And then Back Creek is in this, you know, kind of light blue over here. And then the intermediate and middle school boundaries are kind of in this green and orange line. And everybody feeds into, you can't even really see the map, but the purple boundaries are the uh the Muscleman High School boundary. The only thing I
057really want to point out on this is that Bunker Hill feeds 100% into Mil Creek Intermediate and then Muscleman Middle School, Muscleman High School. Same with Inwood. Valley View is currently splitting. So basically the half of Valley View that is north of the building, they actually go all the way out to Mountain Ridge Intermediate and then Mountain Ridge Middle School and then they go to Muscleman. And then the southern half they go to Mil Creek and they go to uh Muscleman Middle and then to Muscleman High. And so this feeder pattern chart kind of illustrates this split. And so you see all of the Bunker Hill kids and all the Inwood kids go together to Mil Creek. And then we see Valley View splitting and then Back Creek and Mountain Ridge Primary feed into Mountain
058Ridge Intermediate and then into Mountain Ridge Middle School and then into Musleman High School. We'd like to get it so that everybody feeds, you know, everybody at one elementary school goes to one intermediate or one middle school and then to one high school. And so what this next slide shows is this shows us what a potential boundary could look like for um Mountain Ridge Primary. And it's in, you know, it's in the same Jaredstown color here, but it's the kind of light blue. And what we end up doing is we end up pulling kids basically all the way from the railroad tracks or Winchester Avenue in some cases. We pull them west to fill Mountain Ridge Intermediate, but we've fixed the split with Valley View. So all of these Valley View kids would go to
059um Mil Creek Intermediate and then Muscleman. No one splits anymore. And by, you know, basically sucking in this, you know, western portion of Bunker Hill, all of these Bunker Hill kids will go to Mil Creek and then to Musma Middle. And then all of the Mountain Ridge primary kids will go to Mountain Ridge Intermediate. It's nice and neat. Oh, come back. >> And so here's what the enrollment numbers would look like for next year. And so Back Creek is going to be about 150. Uh we it's kind of an outlier. It's just out there on the other side of the ridge. So it kind of is what it is. Mountain Ridge Primary would be about 381. Mountain Ridge Middle is 509. I'm sorry. Mountain Ridge Intermediate 509. Mountain Ridge Middle uh 639 and then Bucker
060Hill would still have prek next year before Inwood opens. It'd be at 283. Valley View would be at 410. Uh Mil Creek would be pretty close to what it is now at 668. Muselman Middle 627. Uh the one thing I do want to point out is that kind of in this area you can, you know, you can see that the larger grades tend to be a little larger than the incoming grades. And so we would expect some of these numbers to go down over time. Like we're showing Mil Creek at 668, but as those larger classes leave and smaller classes replace them, it's probably going to be down closer to 600 at Mil Creek. But you can see, you know, >> Oh, go ahead. I'm sorry. >> No, I interrupted you. You go ahead. >>
061Okay. >> My question was that that when the prek get leaves Bumper Hill and Valley View um we will be districting a little more. Correct. >> No. Uh I mean th those students those students would go to Nwood when it opens >> and so those >> just increase their capacity. >> Yeah. PreK isn't district like K2 is district because they can be assigned coming from Martinsburg to in some so you can't take those kid K kids pre-K kids move directly in >> part of where they >> where they may be coming from other zones >> because they some parents transport those kids from wherever they can to just to get them in a prek correct >> so you can't just move them straight into your K into that building. So, we actually don't know even
062if prek's taken out of Valley View and Bunker Hill how the population would um decrease. >> No, we would. We know that Bunker Hillers I think two No, I'm sorry. >> I'm sorry. >> Yeah, five. >> So, they would lose roughly 100 kids. >> Yeah, they would be down around 200. Yes, Scott. Um, you mentioned you were explaining that top enrollments are anticipated to trend down. What what I understand you understand that you've said is the fourth and fifth grade numbers are higher now than the first and second grade numbers are now. >> Correct. That's correct. So what we have coming up u but I don't get off into a gray area here but you have a storm and a bunch of babies are created and then we have enrollment numbers up I mean it's
063we've seen it happen. >> Yeah I think well I think there's a there's a couple different things. There's the there's the the storm >> and your your your numbers can go up. I think that our our enrollment study indicated that this would happen. Uh it was it it showed that there was a dip before it starts escalating again. And I think that that's one is due to birth rates that they were able to project out. The other thing is is then there's the hope scholarship which affects definitely more elementary uh students from our experience and then what happens is they go hope but then they come back. So that's one of the reasons I think you're also going to see your upper grades have higher enrollment because you get those kids back. Um, and so
064I think that again I think that this is, as Scott explained, this is a lull, but we know that we know that under our enrollment studies is that we're still going to be projected to gain 20 2200 students over the next uh, seven or eight years uh, by 2034. And um we will have uh adequately prepared for that based upon at least in the south in any way um how that how that how that capacity can be handled. So >> yeah and to your direction and credit we may be in a position to be more competitive to reattract the alternative choice students. Absolutely. >> If we all true if we offer innovative programs like you're proposing tomorrow >> couldn't agree more and and the credit really goes to the team. I mean the the stakeholders
065that have come up with these ideas uh the great team we have here at the district level between u Dr. Skoolie and Tai and Ken Ken Pac who's sitting here right now with his the work he's doing at CTE is just tremendous and and I have to also say Mr. Dilly in coming up with some of these um opportunities for different types of special needs pro types of programs and supports is something that no one else in the state's really being able to be charged with and that's what makes us an attractive uh first best option for our families. So I do okay I do >> stress that this example does again just go I want to go back does provide a direct feeder pattern under the current structure and as as we move forward
066with um the I don't I don't want to put the cur before the horse but if there was to ever be a switch with between K5 K2 K35 or K5 this same structure can exist So just >> how how many students are involved in this? Read this one. >> Do you have an idea how many parents how many children will be getting a letter or parents? >> Well, everybody everybody inwood for sure. Everybody at Jaredtown for sure. Um and then that's probably about it. I mean there would be some middle there would be some intermediate middle. I I uh I I can figure it out. I can count it. I can let you know exactly. I just needed some time to do it. >> You also have Valley View. You'd have Valley View students that
067would be getting a letter. >> Yeah. >> Bunker Hill and Mil Creek. >> We looked at this once especially in primary about 120 changing. I'm just going to pull in the maps at one point like 120 be moving this way. There was a wash enrollment wise for each of the schools, but there was there was some changing um from like Valley View and then the new mountain range and >> this area would change and then this Valley View area would also change at the intermediate and middle school level in order to fix the feeder pattern. So these kids that are currently going all the way up to Mountain Ridge, they would then move into uh Mil Creek and Muscleman. And so I can detail how many kids would get letters by grade level and by
068school and we can we can have that for Monday. >> People will be getting those letters out shortly. >> Yeah, that's why that's one of the reasons that we wanted to be able to bring in the boundary conversation with the CMP also is that um it's twofold. One is we want to let parents know as soon as possible that their child could be redistricted to a different school than what they were expecting for next year. But also, excuse me, staffing. We want to be able to make these decisions so that we understand how we have to go through staffing season. um especially as it relates to adequately staffing the new Mount Bridge primary and um how those uh options for the faculty senates to vote would need to be explained. >> You have a second
069graders I I know in the high school we did spring medals we had just juniors becoming seniors. we let the seniors finish their year. We would not join that. >> Well, I personally speaking, what I would encourage that we we do is that we allow grandfathering um because it's only going to be for a year or so, but that does not mean you grandfather transportation. >> So, what that means is that the transportation will will will be affected. And so if you're a parent that drives your student to school, as long as there is room at those schools, then we you can still do transfer just like you would anywhere, but you have to transfer. You have to transfer back to the school that you want your child to stay at. Um but and we
070would try to accommodate those grandfather requests. Um but we wouldn't be able to do so for trans for public for school transportation. And what I I don't know the the services in this, but sometimes you have daycare centers. Do you have any large daycare centers that are that would be impacted by this? That's something uh parents, you know, finding a daycare centers one an issue and two sometimes they shop just for the for the school in that neighborhood like Rosemont or something like that. The the short answer is is I I don't know all the daycare centers that are down there, but we would be giving them ample notice so that if a if a parent needed to do something different uh that was best for their their family, they would have an opportunity and
071ample time to prepare for it. >> You probably need ask your principles for this concourse just just to anticipate if if you have to back. >> Yes, sir. Good point. Okay. Detailed feedback on the K5. Is that where we are next? >> Well, I just want to make sure Scott, is there anything else that you feel we need to discuss uh in preparation of a recommendation from the board other than getting them the number of students that would be getting a letter, etc.? Is there anything else that you think we need to know in order to formulate that more formalized recommendation on boundary changes? I I mean maybe the only thing I I think is worth pointing out is um the enrollment number at Mountain Ridge Primary is 381 while the intermediate is 509. And
072the reason that they're not in proportion is because we've got Back Creek also feeding the intermediate. >> Does that make sense? >> Oh yeah, definely. >> And Mountain Ridge is being constructed, I think, for 450 students. So it will have room which which is a good thing. Um so I think that's an important factor. >> Yeah. >> One other one other thing um board members I want to make you aware that you know we've been uh Dr. Skoolie and Mr. Molax have uh worked diligently to try to make sure that the faculty at Enwood have been you know sort of updated on the progress of the new Inwood project. um you know, getting your all's feedback tonight on this potential rebound districting uh of the new Mount Ridge primary. Um I think it'd be incumbent
073upon us, you know, after tonight is to make sure we meet with that staff, let them know that there's here's the preliminary suggestion. Here's what we're going to be recommending to the board. Um try to answer any questions they may have. Um so that if they have concerns that they can make sure that they uh are well informed and that they they can bring those concerns to us. But I think we also probably want to have a conversation with uh Mountain I'm sorry uh Valley Views as well. Um so with your all blessing u I'm going to ask that uh Dr. and Lewis go and meet with those staffs sometime over the next couple days um just to make sure they're aware of what the recommendation that's going to be forthcoming looks like. >> Yeah.
074>> Sorry. Probably should have told you. >> No. Um and the other >> they hear it from >> absolutely >> staff and hear it. Yeah. >> And one more thing is that um I will put together a school locator so that community members can enter their address and it'll tell them if they're impacted or not what the what the new assignment would be. >> That's correct. >> What did you say the total will be for Bon Ridge? Perfect. >> The capacity will be 450. No, no, no. Never mind. >> I'm glad now detailed feedback on five. >> Okay. [clears throat] >> Uh so what this what this next slide shows is I just wanted to kind of parse out. Um, and this just kind of illustrates what we've been talking about, how how it's really
07550/50. And so this this shows kind of what the feedback was from surveys that were associated specifically with Valley View, Bunker Hill, Mil Creek, and Inwood. Uh, 53% maintain the current and 46% move towards uh, K5. And just just for reference to compare again, it's it's close to 5050 based on the sample sizes. You know, I I I still think it's a statistical wash. Uh and this is something that I think that we can have conversations with these communities speci specifically and see if this is a direction that they want us to go in. And so Scott, Scott, I think it's I want to just reiterate though that when the survey and these scenarios were sort of uh provided to the to the community for feedback. We didn't really go into the pros or the
076cons as to >> you know what would be the pros of going K5. What would be the the pros of staying intermediate primary? And and so I think that that's a really important nuance that as we think about this, the board is is well-versed and and educated on on what I think um successful models all across the country look like. Obviously getting feedback from the community is is very important, but I think that any direction that the board was to go in uh will be, you know, very defendable and and be able to communicate to our stakeholders the the benefits of moving K5 as an example. >> Absolutely. I think it it will be uh just as it was when we moved to intermediate trying to um educate those families why we were going back.
077It's will be important to educate them why we would be going back. >> Sure. >> If that would be the case. >> Okay. So, I knew you guys were going to ask, so I ran the numbers of what it would look like if we went K5. And so, real just real real quickly just to confirm, you know, just to make sure everybody's clear, this is completely independent of Mountain Ridge. Like the Mountain Ridge boundary is is what it's going to be in either scenario. This only impacts Bunker Hill, Mil Creek, and Valley View. And so Bunker Hill as a K5 would be 396. Valley View as a K5 would be 374. And Mil Creek as a K5 would be 489. And we didn't we intentionally didn't show the map on here because we can play
078with those lines to see what they look like, but this is really to kind of show what the feasibility of this looks like. And yes, it works. And I think in some cases it might work better than the split because when we try to fill Mountain Ridge Primary, we have to pull kids from so far east to fill it. We end up dropping the enrollment at Bunker Hill quite a bit. And this keeps the enrollment at Bunker Hill higher. And so this gets our Bunker Hill number up closer to 400. And so >> it really balances the enrollment of other schools. >> Yeah, I think so too. there's a stabilization almost I mean just in just that appearance I >> have been reading the feedback as a side note I've been reading the feedback from
079um people who have taken the survey and and a lot of them great great points things to consider things that we've said as a board even um there are some that are quite laughable um in the comments only because it has nothing to do with the infrastructure of our schools um things that are totally out of a school board's hands. So, it's very interesting the dynamic of of of the different conversations, but one of the things that I got out of this is those who are making their voices heard to go one way or the other. They both sides, they feel passionate about the position that they're in, which is very interesting. Um, there are some that are very passionate it needs to go back to being K5 and there are some that are very
080passionate it needs to remain, you know, separated. So, it's going to be interesting to see what happens. I guess from us old stores uh we remember when um Bunker Hill Valley and >> uh it worked well heights >> and I think that's it. It worked well except the only reason we switched was the pivot to implement full day in the mountains. >> The uh back when we were we weren't K. Yes, we weren't. Yes. And uh and the old day kindergarten I think forced the administration to go uh to the split. I mean that wasn't a choice that they could avoid. But one thing that when I first ran on the school board, we had we sat at open classrooms >> and which was very detrimental to instruction especially for the students who sat in
081the back of the room furthest away from the teacher because they were they were listening to the teacher behind them as well as the teacher in front of them. Uh so they got walls and then when the school system went with the CMTA uh energy uh the heating systems in those open space schools this had one point controlled and CMTA allowed this to have individual rooms controlled thereby allowing the classrooms then to have doors on. Of course, we had walls behind our schools, but we still had the open probably the width of a triple three doors opening. So, you still had that distraction in that area plus the noise infiltrating. So, when we went with CMTA on the geothermal process, we were able to entirely close off our schools. I always said the school we
082we should have a ceremonial glass door put from the last open space classroom just because uh it was it was detrimental to instruction. >> It was rough because I was a jerk. Yeah, it was it was rough. And if you had a teacher who was loud, which I was, um, you you you uh you were basically competing to get your students to hear you and thus you're doing it. I remember the one teacher, I'm not going to mention the name, used to bang, we did have one wall in each school. only had one wall over the sixth grade area or whatever, one wall made up of chalkboards and he'd be pounding on the wall and I'd be writing on the other side of the chalk bowl and I'd be sitting here trying to write that
083way and and I could I mean I just laughed about it that he basically just just u had a subpar environment for instruction. But when we went to K5, I mean split I think originally with Bid one of the principles I remember asked him, "Well, what's the disadvantage?" She says, "Well, you no sooner get to know the kid those two years and he's gone." And >> we heard that a lot. >> Yeah. Yeah. We heard it. We heard that. But on page 21, I haven't had a chance to read this, but I appreciate it. on it 21 is Peter Sy's u teacher said I teach in a third through fifth grade and it's nicest staff to focus on just few grades however for students and that's what we're supposed to be focused on for students
084I believe the K5 model is more beneficial staff will better know the students needs and students will get the sense of community they need more so than ever before and um and I've I've seen a couple and I've seen some that you know people have at the top of the list. We fight change. So everybody's kind of comfortable with what they have, but they might change. And but what we're missing a couple of things. Parents get involved. We have 16 primary schools. Parents get involved. They're really interested in coming to the school when they're in those primary grades. But you lose something when you go to the fourth and fifth or third. I don't know. I think Berkeley Heights has excuse me B I mean Orchard View. I think Orchard View has either 10 or
08512 classrooms per grade. Now, just imagine you go into a school that you had three or four grades, classrooms per grade, and then you're in a situation with 12 and you want to be in the choir. So, what does the school have? Tryyous. So, kids get picked, kids get rejected. That's too early. We're talking about children and we need to keep it small. I remember talking to you, Dr. Saxs, about that study where about 125 people. >> It's a desirable group size and uh this guy had a factory and and when he expanded, he wouldn't expand the factory, he'd create another factory of 125. They function. We we have a responsibility. I was reading the treasures report here earlier. Yes. Got my little post note here. >> We're going to move on. When did you
086make your last post notes going away for you? But uh you have to be the key players of the board member. You have to be able to separate the politics from what really matters in all of this which is providing a thorough and efficient education. And that's it. I mean I I just I just think the K5 model, you have the third grade test, you have the fifth grade test and we have the present model where K2, you need to create a family area of responsibility and accountability as a unit, as a school, for those two tests. And I know people say, well, we don't teach for the test. We better be teaching for the test otherwise we're going to keep going down in our scores. We need to have the challenge. I I sent
087you an article about reading levels. We need to we need to challenge our students and we need to keep the unit together and and have a sense of ownership for those children when they take those tests preparing them for the test. Right now >> it's like and I told you it's like Lucille Ball and Ethel on the candy line the chocolate line. We're sitting there and those kids those kids are like those little chunks of chocolate on those back and we need to restructure the the model. I know Dr. Sax you you you talked about successful models where there's cage behind and you brought up a lot of good points but I I've been fighting this for years. I was glad to get the door see the doors put on the open space classrooms and
088I'd like to see us go back to a model where we have total our commitment and um but I don't want to do it countywide all at once. I think we should see it succeed and then buy into it as we as we do it. >> No, I don't think we would be able to do it. >> I agree. I think >> do you have something to do? Yeah, I just first of all um two two things. The the first point is is um there there's not a greater vision of the scenario you talked about than Lucille Ball standing at the chocolate factory watching those those kisses and and trying to get them all and end up in her mouth, you know. Uh but that's a great analogy. Uh, the second part is is I
089would be remiss if I didn't just express how appreciative I am that we have a board that continues to [clears throat] put kids first and that we think about what it is that we need to accomplish in order to uh uh have our student performance reflect the ability of our our true ability of our students and to make sure that that's for that that is at the forefront of our decision. Um, I will tell you that that is not something in my experience that every single board continues to put forward, but that is something that I see this board always doing. And >> Mr. Murphy, your comments just reinforce that tremendously. And I am so appreciative that I have the opportunity to work for a board that is is putting those things first, is putting
090the uh academic improvement of our students first. And so, so thank you for that. Um and I share your belief that the one of the most uh effective models of making sure that students can be successful is surrounding them in a place that that they are cared for, they are loved for and there's a culture of supporting the student and we know that that occurs in the K5. We know that it occurs in the K2 and a 35, but the transition the transition alone does cause a disruption um that can be a challenge for a young learner or for a family in providing continuity. And so I think that you're you're spot on that you start off in a place where there's buy in that it can be success that it can be successful and
091then that will spread. Um, I was going to ask though because we had individuals on the steering committee uh that represented other schools that I think had a desire to explore the K5 model to be honest with you and and they're not on this list. Scott, could you explain one of the reasons that we focused on these schools in particular and and not perhaps if if we're looking at moving to a K5 model as an example, we didn't focus on let's say other schools in the county. And I'd like you to just sort of point out some of the logistical challenges that that we we saw. Uh the the bottleneck to going K5 is Berkeley Heights and the the reason for that and this all it's all kind of related. You know Berkeley Heights, Winchester
092Avenue, Rosemont, Orchard View are all in pretty close proximity and um what ends up happening is if you wanted to go let's just say you wanted to go K5 at Rosemont. Rosemont is is a you know it's in a pretty isolated location. It's got major thorough affairs kind of in a triangle around it. We could very easily go K5 at Rosemont, but that would basically not leave a lot of kids at Orchard View because Orchard View gets most of it, you know, gets the majority of its kids from that that area. And so if we went K5 at Orchard View, we basically have to pull kids from east of 85 out of uh Berkeley Heights all the way over to Orchard View to fill that school. And then at the same time looking at Berkeley
093Heights, there's a lot of kids right in and around there. And I think that if we took the, you know, basically what is the Berkeley Heights primary boundary and just counted the K5 students in there, I think it's close to 900. And so we would need we would need to focus capital dollars in order to make it happen in that area. Whereas the three schools that we're talking about, Bunker Hill, Valley View, Mil Creek, they're they're relatively properly sized for their population. And so we can easily go K5 in that area without much facility implication. Did that answer your question, Ryan? >> It it did. I I very well actually I think that [clears throat] thinking about that those centralized schools and Berkeley Heights being the bottleneck in order to make it happen there's there
094will be there will be a struggle adding on enough room at the current Berkeley Heights and part of it is it's not just Berkeley Heights as a facility it's also Berkeley Heights as a location >> and so uh in order to resize that school let's say 900 K5 five, we really need to move that that population based upon its density um further down. Is it is it 11, right? >> Or nine, we would need to move it on down nine a little bit more so that you're able to capture those boundaries in in a more efficient way >> to be honest with you, and we're just talking hypothetically here. If that was to occur down the road and we were to make that kind of an investment, you know, the pre-existing Berkeley Heights would make
095a great prek center. um you know and might actually be a replacement for like Pike Side for example, >> right? >> So, uh just because it's all one floor, it's flat, it's you know, it's centrally located. Um so I I just I wanted to share that that's one of the the reasons that we focus on the southern end was just that it just logistically makes a little bit more sense. Now, Scott, if if the board was to consider a K5 in the future, especially in the south south end or even across the county in totality, we've also talked about that it does require some additional staff. Is that correct? And if so, how many more staff would you would you expect? And what is the reason that we would have to have more staff? >>
096So, looking, you know, looking at at Bunker Hill, Valley View, and Mil Creek, maybe five to 10. And the reason is is that the you know when we get into those intermediate schools we have those much larger class sizes uh not class sizes those cohorts where we have like what did we say that we had at Valley View like eight or 10 sections per grade and when you have when you have a larger number of of students per grade you're less likely to get those oddball cohort sizes where you are one more student over than the limit and you end up you know you can't have 26 kids in a room, so you end up, you know, you you can't have 26 kids in two rooms, so you end up having 17 across three. And
097when you get to these smaller enrollment sizes per grade, you're more susceptible to that numbers issue where you've got an awkward class size that requires you to step up the number of sections per grade. And when you have large uh just more sections per grade at a building, you're less susceptible to that. Thank you. I just want to >> Yeah, it sounds funny, but it's it's a math problem. >> Yeah. Now, I don't know. I think the law still allows the classes in elementary up through sixth grade to be up to 28. Uh, >> no. >> Are they we stop there? >> Are they certain grades? Yes. >> Fourth and fifth grade. >> Fourth, fourth and fifth grade. They stop or push through. >> Yeah. from birth to third, it's up to 25. >> Okay,
098I'm wrong. >> But and I I don't do I don't say that as a deterrent at all. I just I think it's an important factor that um it just needs to be stated because again [clears throat] adding five to 10 staff members for a concept that could actually, you know, benefit students in a in a more comprehensive way is a good investment in my opinion. Um, I do think that if we were to go K5 across the district, except for the the campus, the campuses that have, you know, schools next to each other already, it was it was closer to like 40. Is that right, Scott? >> I think something like that. I What you're I mean, where we're struggling here is if you just look at these these total numbers, like 450 is roughly
099three sections per grade. 600 is going to be four sections per grade. Like I think if you can get to 600, that's probably the sweet spot. I think that the three the 450 is probably okay. But like when I look at these three schools, they're going to have uh you know, Mil Creek is is going to have three sections per grade and it'll probably have a couple that are four. And Bunker Hill and Valley View will probably have three section sections per grade, but they might be lower as far as class size goes. um you just kind of have to weigh that staffing challenge versus the other benefits from going K5. Um and I I would just say that your current configuration is a little bit more resistant to staffing issues with lower enrollments because
100you have larger numbers of classes per buildings when you have fewer grades in them. One one thing that um and I I saw this in the survey comments. They were people were worried about lower grades being near upper grades. Well, with the wings we have, we can have a separation. But what a lot of people who do who are observers of this process don't realize is that our students are all grades K through through five on the school bus at the same time where you have the less less supervision because the driver is trying to watch the road as well as the students in the mirror and and uh if you don't have a bus driver who is able to get the school principal at one school to help out with bullying at another school.
101Uh the students, you have that that problem. And and the other thing is is the gridlock on our roads here in Berkeley County. we have to run buses from uh Orchard View to Berkeley Heights uh and other schools and and it's only becoming more dangerous to try to meet that schedule with the uh the amount of traffic on our on our streets. So, uh that is not being factored in the the safety of our students on buses being transported between two different sites uh in the same instructional day twice during the day. >> Yeah. And I I would say K5 is a a national model that um has has been tried and tried and true especially with you know the mixing of of those grade level students. In fact I would even say that schools
102that are K8s we have a significant number of K8s in the state. Um there were when I was in Florida we had a significant number of K8s in in Florida as well and um none of those concerns ever materialized. I I I never you know witnessed it and I was a K8 principal for a while believe it or not very short stint but um you know you what you actually find is is that again it's that it's that community and that culture that is developed. So, um, one of the last points I just wanted to be able to make on this K5 though is is that what it also does is as we think about growth, it allows for more growth at those three schools, Bunker Hill, Valley View, and Mil Creek, because it's improved
103its efficiency, meaning that we're we would not have to be looking at adding on to those schools um as the growth in South Berkeley continues uh especially in those in those population in those reg or those boundaries. So it it it actually and that's one of the reasons that both if we were to keep what we have but if we were to move to K5 that the addition of an intermediate in South Berkeley was not warrant is not we do not believe is warranted and that's why we were recommending taking it off of CIB. So >> I will add to what Mr. Murphy said well have discussed uh that the drawback with K2 and now somebody was 435 um especially during co they knew that they didn't know their students at all >> because they
104weren't in school with them long enough to even recognize those kids. We heard that tons. So um even on even on years when um his kids weren't in school they they perhaps did not have a good relationship or or as best relationship as I would if they were there. So we will end on that then >> I I actually I this doesn't necessarily specifically have anything to do with K K through Bud. However, it is um relevant to to some of the um information we have touched on here and there. Um and to assure those who have taken the survey, we are reading I am reading every single comment. Um there are several comments in here about transportation um and you know potential studies and what that looks like. Um I know that in Hedgesville
105tomorrow night there's supposed to be a hearing from 4 to 7 with department of highways. Is that something that that you know the board office is looking at to in attending in any way, shape, or form to gather information because it looks like it's supposed to be a circle right there at the um high school and um new prek center. I'm just trying to figure out like are we are we having conversations with them? >> We've actually been have we've actually had uh preliminary conversations with the DO about what they might be recommending. And so we've been on the front end of that, but we also have um representatives from our transportation department that will also be at the hearing tomorrow. >> There's no formal presentation. >> Go look at the maps and ask the
106question. >> I say I I they say I think presentation right hearing or whatever that's there. But anyway, it doesn't either way. It's a meeting of the minds and it's we've got two schools right there. Um, and we're talking about a middle school, the Hedgesville Middle School that's in here. And so this is where I'm like, and then the K through five. And just thinking about all of those things logistics wise. I didn't know how you guys were working through that. So >> what I what I read because they sent the letters to me and then I forwarded or maybe you all got it, too. But, uh, it was just a, okay, we're going to present the maps and then if you have questions, you can ask. That's that's what I got. That's more information
107than what I have seen. So, >> and I would also add that our so the the again to reiterate, we have been in contact with the DOH. They've actually reached out us to some, you know, on some several different things for >> to make sure that we were aware. Um, but also in all the scenarios that we have talked about here, um, transportation has been involved in what that would look like if those boundary lines were changed. So I just these have not been done these recommendations haven't done in a been done in a vacuum um and uh because we want to make sure we have the logistics correct as well. >> Okay, next step, Scott. >> Okay, so we'll make those couple uh adjustments and suggestions that you guys made to, you know, put
108in front of you on Monday and then uh I think we're also looking to get some action on the boundary changes for 2627 on Monday as well. And that would just be for the kind of that first slide for 20, you know, uh, 2627, not the K5 piece. Uh, and then we'll be working on preparation of CFP documents for state submittal in December. And then we'll have to look at some additional boundary changes for schools opening in the fall of 2028, which should be falling waters. So that's it. Whatever. Thanks for any comments that you have. >> I did. I I got an email while we were here and it had to do with some of those small projects. So, I would like I'm sorry, sir, but you emailed me. So, you're going to have
109to come up and explain it to the board's aware of what you're asking. Um, and I know that that that has been something that's come up, but can you talk about the one potential need for the C some some CT programs that on this list? >> In 2005, the current meat house that's that's housed at Muscleman High School that served all four high schools, and you know, 2005 is just three high schools. One of the projects I'd like to be considered is a second meat house, which would be at Pedigel High School. That mean house could serve Springvilles and Hedgesville as well as then the muscleman would be for Marxburg and Muscleman. With that being said, we are in the process of having a meeting with James Ramsey and looking about the possibility of having
110a farmers market located at the Hedesville a area. Um, so it's really going to be a unique thing. Now, with that farmers market, that's when we be all of our CT programs will be able to have displays or items to sell at our farmers market. And with having a meat house, again, just allows that process from um from a meat house straight into our store. We're looking at um having a pole barn. Um, I'm not sure if anybody's been to seen Preston County's farmers market, but it's a very successful [clears throat] a lot of collaboration going on there. >> So, board members, if it's okay with you, I I'll further work with Mr. Pack just to learn more about that project and it may it may make it on the list. I just wanted to
111give you a heads up. Um, would it be something that would help with the handbake and egg program? Definitely definely because we have totally outgrown um that facility with our handbag and that that raises probably the most money in the state um with the amount of buyers that we have that participate in that auction. >> So I guess if we're looking at estimated costs for >> we would need to estimate that as well >> an estimate for that too. >> Is this refrigerated or >> It is refrigerated. Yes. But it's um it's a process when the students and they're starting just uh they've been down at Musman High School. Each each high school has to have a do do a rotation of when they can uh show up at Muslin. Um they take this out
112of um of the big and start processing it. It's very crowded so they can only take some of the students at a time and just work with it from there. >> Yeah, I've done it while I was in high school. I did it. is very obviously very information and I raised my pig. My pig was in there. Um are you think like the size of that for the same size? Okay. >> Yeah. Because then then it's just for two high school. You know, we're we're not talking a large facility. We're just talking a facility that um >> it's still expensive though. >> Yeah. Don't you >> you're basically doing a commercial res a commercial kitchen here. So >> would you say the building's almost size of this room? >> Yeah. Yeah. So it's not but
113it's right it's the it's the u totally sanitary settings it's just not a wall ceiling. >> Thank you sir. >> Thank you for the moment that's all I have. >> Uh any other questions? I saw last night on Marilyn, the public television just to go along with the idea of a CTE area uh over in Frederick, Maryland. They build a submarine CT. Now, they had they had an engineering class. So, I was I was watching this. the point of that CTE is not just blue color. >> Oh yeah. >> It can be >> Yeah. >> a preparation for college like going to MIT or something like that. So and and but they said >> this this school and they >> they built a submarine and and I think they came in seven place >> but
114it was I just caught it but they just said we're trying to hit CTE. Maybe we need to go over and check there, >> please. >> If there's no other questions or concerns, can I have a motion to move? >> Second. >> All in favor? >> I thank you. >> Thanks everybody. >> Thank you. >> Hey Scott, I forgot to mention you regarding the story. What did What did I say? >> You were talking about programmatic K5 as opposed to brick and mortar. >> Right. >> Thanks, Scott. All right.