001Do the pledge 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. So move >> second. All >> in favor? >> Motion carries. Next on the agenda's recognitions, uh caring educator the ACE award principal war from South Middle. >> Good evening, Dr. Saxs, President Long. Um the secrets out we work really hard. >> Find out and I didn't do it. The first comment I get when I come in the door or when she comes in the door is very very sneaky, very very just um in 2019 I became principal of South Middle School and um immediately hired my replacement Leah height who's back here today and um she became our assistant and our goal was we knew
002a lot of things needed to be improved at South Middle School and and there's lots of things out there you can do you can do and people will sell you to try to improve public education but it became clear, our our vision became clear that it doesn't matter what we put around the program, this and that and the other, we've got to do our best to hire the absolute best people. Um, and some of those absolute best people are back here tonight. One of those absolute best people are sitting in the room and going to be the um aaring educator for the month. Um, so that became the goal and unfortunately in 2019 we didn't hire we didn't hire Miss Dell that year. We hired her in 2020 in the midst of quarantine. that was
003a learning experience and things I won't talk about the specifics of hiring because we didn't really have a clue when that job was posted how that was going to be hired but that all is between she and I as to how that all went down. Um, so we hired her in 20 in 2020, April of 2020, um, to start during the brick-and-click year. But since then, once we got through that, since then, our our literacy program at South Middle School's taken off, um, she's our title one reading specialist, and there's a few things about her work. I could I could make your meeting last so long, speaking about Janette Dem, and they're already long enough. Um, but [laughter] couple things stick out my mind. her work habits, her work ethic. I I consider myself a
004pretty hardworking person. I'm not afraid of a day's work, but I get around her and I feel like I'm just lazy. Um she run circles around people. It's it's impressive to watch her go after her work and and not just do it, but do it extremely well. So, her work habits stick out to me. Um the other thing about Estelle is her willingness to pursue opportunities to get better, to not just be complacent in what she's doing and be content with what she's doing. she works to pursue the absolute best way to connect with her kids. Um, an example of that is using the science of reading in middle school. I was at a conference two summers ago and the lady I was in a room with a lady presenting who had been to our
005school and been in her classroom. Um, that room turned into a conversation around how you can't execute the science of reading in a middle school. lady looked right down at me and started talking about without saying her name started talking about to people from all over the state her classroom. Um so so the ability and the willingness to pursue opportunities to make herself better um and ultimately this this whole award is about caring um better for the kids. She she'll come to me about a kid and sometimes it drives me a little bit crazy. Um, but this kid needs and we have to do this with this kid and we probably should do this and I really need to work with this kid and I want to say just want to work with all 800
006of them but can't can't really do that. But just the care that she puts into trying to reach and connect with her kids and we talk a lot about grade level work um the science of reading and the kids that we have her working with. They're kids that right now they're not there, but when you watch the progress after working with her, they're making strides. They're not a grade level yet, but she's the one making the making progress with those kids to get those kids to to a higher level. So, your ACE award, the best reading interventionist in Berkeley County, Janette there. When I spoke to Mr. B, he just went on and on and on and I said, "Well, don't say all that because then I won't be able to say any good things
007about it." Right. He cannot speak enough how wonderful you are with those kids and that you are insistent that they can read and that they can read at a higher level and you know it and you push and push them not because um because you love them and you think that they can and you know that they can and you'll get them there and your passion for what you do. He said that that's just it's just priceless that it's fortunate and so are you. So, thank you so much for what you do. Thank you for County Schools. >> Thank you. Would you like to say a few words? Um, I too could feel your meeting and I don't I always talk about um we talk about me but I would talk all night about the
008science arena and the things that we could do. So we just be careful to whom we invite to the podium and the best place to work with the best administration and co- teachers. Thank you everyone so so very much and appreciate it. Thank you. Agreed. Next on the agenda, student of the month. Hey there, Dr. Saxs, uh, President Long, board members. Um, I'm not like Mr. Vardy. I usually don't speak off the cuff, so I have my prepared statement, right? So, I know I get everything wrong. >> Okay. Yes. But they they set me up. Yeah. Um, so what I'd like to talk to you about tonight is Marissa Blue. So, Marissa, will you join me? >> Mr. So, um, I actually wanted to use the time tonight to publicly acknowledge all of the good
009things. I wrote this, right? You're going to keep that. So, to publicly acknowledge all the good things you do for people around you. So, despite all the middle school drama, and if you've been to a middle school in a while, you know there's a lot of drama, right? You remain calm and composed. Now, excited, yes, but still calm and composed. You give of yourself all the time to benefit our school, our community, and everyone who interacts with you. I don't know if you realize you do that. You take things seriously when you have to, but you don't take yourself too seriously all the time. That's a good quality to have as a human being, right? I look, I'm not short on words also, like Mr. Barney. So, you truly embody patriot pride. So here are
010the ways I think you are deserving of this award. Number one, your positive and energetic attitude are infectious. Everyone who interacts with you is better for it. Number two, your respect for yourself, your peers, and all of our staffy is evident in all of your interactions with everybody daily. Number three, you display integrity with your decisions. Even when the decisions are tough, you usually make the right ones. And when you make a misstep, you admit that you made the misstep and you learn from it. Number four, you remain determined in spite of what this crazy world is throwing at you. So like now is a crazy time to be in middle school and high school and you are handling it so well. And five, and this is maybe the most important to me, your empathy
011for others is what allows you to be so well respected and admired by the staff at our school and your peers. I don't want to get all mushy because, you know, I don't do many emotions, but in other words, you are so very deserving of this public acknowledgement as Springville's middle student of the month. And because I couldn't get away with it, I mentioned to other people that you were getting this award and your leadership adviser wanted to share glowing recommendations about you as well. So, let me let Miss Sanchez share her remarks. >> Here we go. Marissa. Hi, everyone. Catherine Sanchez at Spring Middle School. So, I've had the pleasure of watching Marissa grow both as a student and as a leader in her three years at Springmost Middle School. Um, in the classroom,
012Marissa shines um as a student who asks interesting and thoughtful questions. She is never satisfied with just knowing or doing enough. She is dedicated to learning and the advantages that education brings to enrich our lives. um as a part also of my student leadership program over at Spring Hills Middle. Um she is the first one to come and help with planning events. Like she's done it. This is her third year in leadership and so she knows how the year runs and she's already hey Miss Sanchez what are we going to do about this and what is the theme for that and what are we going to do here? Like she's ready. Um and she also happily dresses as the school mascot um in the school. very hot in that costume >> and she does it
013and she is excited to do it and she she's really just great at it and um there's never a time that Marissa isn't there to help our school's community and I'm very happy that she's being recognized for this award. >> Thank you accomplice. So, we got you a goodie basket. So, it has some things I hope you will like. Marissa shared with me one time that she was a fan of John's Hopkins, right? >> Yes. >> That's also my honor. So, um I did collect some things for you so you could represent, right? Um and some candy treats and some spring gear. So, we are so lucky to have you as a student and you're going to do great things someday. I just know it. >> Every day. We look forward to seeing you in
014your escot. >> She was in our attendance video for September. We did see that's her that's her running around as Patriot. >> Well, and Marissa, on behalf of my office, I want to give you the superintendent's point of excellence for a continued job well done and just being an exemplar student for Berkeley County. So, congratulations and keep up the good work. Can't wait to follow your trajectory and see all of the wonderful success and the opportunity that lie before you. So, awesome. Congratulations. Thanks so much. >> I did have a question. So with all the chaos of this border, what do you attribute your ability to stay calm? >> Um my peers and my teach every single day. And I also want to thank my older sister because she's also a leadership student and she
015teaches me my parents and my grandfather. >> I was hoping you'd say your parents or grandfather. Sure. This is Megan. [laughter] >> Well, I hope you'll continue on and be an influence for all the other students as well. Continue to do that. Be a leader. We really appreciate the hard work you're putting in. >> Congratulations. Thank you all very >> superintendent announcements. >> Thank you madam and president and board members. Um, I have provided for each of you all the um uh uh SBA uh needs request um program that we uh just got finished in pitching to the West Virginia school authority. Um we made the trip down to Charleston, West Virginia yesterday. Um and [clears throat] uh Dr. Stoie uh Mr. Tai Tyson as well as President Long um were able to join me
016and uh if there was anything better than the presentation itself, it was the it was the people that I got to be with. Um and so we I think made a very uh compelling uh argument for this competitive grant. Just so you all are aware, there's roughly $43 million um that the FDA has to allocate this cycle. Uh but there was $170 million in requests. So, uh, the needs of the state, uh, were plentiful. Um, however, uh, the one resounding, uh, argument that I continue to make was that, you know, each of the school building authority members has a complicated task for them and deciding what projects receive priority. and um having school building authority member that are scattered throughout the state um you know it's it's only natural for them to be thinking about
017some of their own regional needs but as I explained to them the growth in Berkeley County with homes 1,400-800 homes being constructed per year in Berkeley [clears throat] the economic development that is occurring that we need the the SBA we need the state to partner with Berkeley County schools tools in addressing our facility capacity challenges. Um because as families move to this area, as businesses look at relocating their BIS and starting their businesses in in in Berkeley, uh for their workers to to to uh live, work, and raise a family that um one of the first things that they look at is the quality of the schools that we have. And you know, we are making strides, I think, in addressing the uh academic achievement needs of our students, but our facility needs is is
018a huge issue. And just as an one example, in the northern part of the county, uh we had approximately 100 families that chose to not enroll or stay enrolled in prek because there was no prek room uh in the north end of the county. We had prek space in perhaps the southern part of the county, but the logistics for a family to transport their child all the way down to the southern part to to a location or wherever it may be just wasn't didn't make logistical sense for the family. So, they chose to not enroll their child into into the voluntary prek. Um, obviously, we're going to be addressing that need with the opening of Hedgesville Learning Academy. But that's just one example of the challenges we have. If you look [clears throat] at the
019program, uh you'll see that one of the things that we outlined was the third grade at Rosemont has to be um over o um o over um >> no um overflow say I say overflown. I was like sorry have we overflowed the eagle because they're at capacity. Um and so that was that was one of the the major points that I got. And so my my argument was is that an investment in a partnership with Berkeley County Schools and improving the the capacity of our schools has a direct return on the economic development for the entire state of West Virginia. And um so my hope is that resonated. If that didn't, my hope is is that the uh apple butter that made by the Hedgesville High School FFA hit a sweet spot with them. And
020if if I wasn't compelling, hopefully the apple butter sweetened them enough to to to have them think twice. So, we will see. Uh, but I felt very good about our presentation and the questions being asked of us by the school building authority. So, I'd like to to give a special thanks to Dr. Skoolie um and Mrs. Carla Tropman and helping me prepare for the presentation. Um, they did a great job. Um, and then of course, Mr. Tyson and making sure that all of our information is accurate along with what our current projects are was also extremely helpful. So great team effort and I just want to thank everyone for for that. But if board members if you have any questions regarding the presentation, I'm happy to try to answer those. Uh we want to give
021a huge shout out to uh Musman High for winning the program for winning the first tournament of bands Atlantic Coast Championship program marking the first time in state's history. uh Mr. Neper's competing in the tournament tournament's largest division group four and most advanced category the open class our students delivered a performance full of musical excellence uh discipline and absolute heart. Uh their hard work and dedication truly shined and I tell you what Berkeley County schools could not be more proud of our students uh and and what they were able to achieve. So congratulations goes out to the Muslin Band and all of our students who participated. I want to use this moment to share that we are scheduled to have our first recognition event highlighting the successes of our students and staff the first part
022of the year in December. Um and uh uh Mrs. Tropman and Mrs. Manuel Wil are working diligently to finalize those plans and we hope to have some invitations and more information available soon to uh those schools and students that we plan to recognize. So once again, congratulations to Musman High School uh marching band. Some dates to remember. Some dates to remember. Um, November 3rd through the 7th is National School Psychologist Week. We want to thank our dedicated psychologists all throughout Berkeley County schools uh that are making differences for our students and helping identify services that they may need, but also working with our families. November 11th is Veterans Day. Um, so that there is no school that day. Um and uh I hope that all Berkeley County schools and board members who join me in
023thanking um our veterans uh for the service that they uh and the sacrifices that they have provided um so that we can enjoy the freedoms of being Americans. So uh and I want to give a special shout out to our very own Pat Murphy. Mr. Murphy, thank you for your service. Very much appreciated. >> November 17th through the 21st is American Education Week. followed by November 24th through the 28th. One of my favorite holidays of the year and that's Thanksgiving. Um so um we do have a meeting scheduled prior to that. So before I I won't um give my Thanksgiving message quite yet. Um but I will say that that will be at the November 17th meeting uh which will be scheduled right here um at the Winchester Avenue board room at 6 pm. Uh
024we also have um our um board workshop on November 12th um here in the boardroom as well. And there we will be talking about um the draft uh CFP amendments along with um the prioritization of projects and looking at some district boundaries um and also sort of fleshing out some of the feedback that we have from our steering committee. So that should be a very productive hopefully board workshop and we're looking forward to bringing that information to you. >> It's at six. It's at five. I just wanted to be sure that people knew that >> including myself. >> Uh madam board madam president board members that concludes my update for the senior. >> Thank you. >> Board members announcements. I wanted to make sure everybody is aware there is um on November 10th um at
025Holiday in Martinsburg. Did I steal somebody's? I'm so sorry. >> I apologize. You know, I I typically don't have announcements. Um so um the PEIA finance board wants uh input um for plan year 2027 and on November 10th at Holiday in Martinsburg off Foxc Avenue they will be holding um um an event for public for public input from everybody. So if you have some public input you would like to um you know bend the ear of the PEIA finance board that would be the time to do it. Um, November 10th at 6 PM. >> Registration's at 5:30 and it starts at 6. >> And boy, do they need some ear bending. >> They do. They do need a lot of ear bending. A ton. They uh this on also on November 10th is the 250th
026anniversary of the Marine Corps founding >> and that's a it's a big event for Marines. I uh uh the moose on Woodbury Avenue will have a little ceremony at 1:00. So I just want to take this opportunity to let any Marines out there or supporters of SE do that. And I'd also like to say um his parent son is at Fort Sil in the army and u our concerns and prayers and support for our veterans serving today are important and we're touched by one member here right at this but Monday November 10th one o'clock at the m will be a little singing celebrating the 250th birthday in the Marine Corps. So, always a big day of course. He got two days off. Uh he had to do a lot of work getting ready for it,
027but uh he got the 10th and the 11th and it was it was big big formal cere. >> Thank you. Anyone else? CS forum. Is there anyone just did the video show? >> Okay, moving forward. Um, Don Hu, the third grade success. Oh, wait. Don't wait. I got you. Good evening. Good evening, members of the board. Dr. SS, I'm here tonight um to provide an communication update as it relates to the um third grade success. Thanks a lot. or the right. Um so just a [clears throat] recap of the third grade success act what it is. Um it started with the u the house bill 3035 passed back in 2023 and over the last several years um has given guidance on establishing those requirements as it relates to um our students um achieving reading and
028math proficiency um by the end of third grade. So over the last several years, you know, when we think about the training that has been conducted around the science of reading, um the implementation of our diagnostic assessments and things like that to get us prepared as we transition into the act um going into um into effect next school year. >> Um so just how we do our screens or our assessments. Um, as you know, we use the I Ready Diagnostic. Um, we give that assessment administered within the first 30 days. Um, we have traditionally done it at primary and elementary levels. And now, as you know, we've expanded it up to the member school as well. So, now K through eight. um within the next month, month and a half, I'll be um myself and
029Miss Lopez will be providing you with that uh midyear uh progress check so you can see how our students are doing as it relates to that uh winter diagnostic and then obviously as we get to the end of the year when we take the final diagnostic and we'll be able to see how our students have progressed from the beginning of the the school year to the end of the current year. stuff. Um we are still following our tiered uh systems of support um as it relates to um like MTSS um you know we have put as you know a lot of emphasis this year wrapped around our tier one instruction. So how we have rolled out um or in the process depending on where the school is at um in the progression um the five
030hips um for our tier one support. Then obviously as we um assess our students and we go through those levels for tier two which would be more small group and then obviously tier three which would be more intensive if they need some type of individualized support. >> Um one of the biggies right now is um trying to get all of our uh K through three educators through the letters training that the state offers and then just recently they've actually expanded it now to fourth and fifth grade. So, we're in the the process now working with those administrators trying to help identify those teachers um and administrators to get them into that training as well. I apologize. I know that is that is is pretty pretty uh pretty small. And one thing I do want to
031point out is um at the top we're just um reiterating that the timeline beginning next school year um when this will officially go into effect any third grade student who does not meet um that that metric will be retained. One thing I do want to point out is the good cause exemptions. Um, as early, excuse me, late as last week, we actually got guidance from the state department that they're actually reviewing some of these exemptions and then there might be um potentially an eighth exemption. So, >> an age >> an eighth, I'm sorry, eight. Yeah, currently there's seven there's seven good cause exemptions they call this long. They're um looking at adding an eighth one, an additional one. So they have actually asked us to pause sending out any um explicit information regarding these exemptions
032to to any you know parents or community members as it is being um reviewed. But um these will probably still be the same. It's just we're waiting to get guidance on what that date. >> Can I go back? I actually you I'm a little slow here on the process. But uh do we do we actually do after school um support programs for tier 2? >> Yeah, depending on the school and how it's set up. So um that is actually something my team and I will be working with the schools um as we transition into um into the spring semester. We really want to take a hard look at it to make sure we can be as equitable as possible um how we allocate funds. Right now, schools do have a pot of money that they
033can pull from if they do have staff who um are doing after school tutoring, but we do want to um tighten up that that process just a little bit to ensure that all students at the various schools can have access to it. Okay, >> that was my concern. um cuz the funding not that I don't think that's important but how we were distributing it and um were we were those were the funds going to the teachers in that school that wanted to participate with after school instruction is that the way that's working >> can I just clarify a little bit so normally it's a lot easier for our title one schools to provide those after school programs and so as we look at how do we support all schools across the county with that let's
034say potential afterchool enrichment component. um we may have to look at how we allocate some of the I would say limited funding from u the third grade success act that that we receive um to be able to provide I would say some of those support services and then title one funding can supplement uh in those schools that the additional staff that may be needed but those would be positions that are that go to school staff the staff within that school first and foremost And so, um, yeah, they would be compensated, um, you know, for that work. Um, so I just wanted to clarify, it's going to be usually title one, yeah, >> it's the easiest. the non-title one does, you know, has some other challenges to it, but that's where um some of the third
035grade success act and some step seven money will have to be, you know, resourced appropriately to make sure that we same it's the same bucket of funding that we also do for our summer enrichment for third grade success as well. >> And we do have like Dr. Sax alluded to within the step seven budget, we do allocate funds to the schools, but the schools do have some um discretion as it relates to what some of those enrichment activities currently are like depending on tutoring or clubs long as they're having some type of interaction with students. So, we have started the the conversation up here internally about um maybe trying to to help um guide them into having something more kind of tailored to this. But, you know, we want to that would be a conversation
036with the the administrators because we don't want to take funding away from like an after school club if we're trying to push them into that. So, yes, ma'am. >> And I I have some other questions about the exemptions, but I'm sure half the most of the board does. So, >> I was more of a comment. I'm just because we've had a lot of and I know Mr. Murphy and and several of the other board members have expressed concern over not retaining students when we feel that they should be retained. Um I don't want I personally and this is I'm speaking of my own view of this. I don't I would not want to see this used as a crutch, as a way to further a student when they really should be retained just because they
037quote meet an exemption. Um, I guess my question is how are we navigating some of that? Because if I have a child who has an IEP, um, and I say as a parent, I want them to progress forward, but we've got teachers and staff, you know, that are saying they should be retained. How are we navigating that? How are we supporting our staff to be able to fundamentally say, "No, we need to retain this student." >> One of the things that we're going to do after the winter diagnostic, um, we're actually going to essentially roleplay what it would look like now, like looking at our students now to say like, okay, how many of our students, if this was in effect right now, would would qualify for these exemptions. Um, are we clear on the
038criteria if we're saying if this student would fall in this, this could cause exemption if the parent or the guardian initiated it? Because we do want to make sure that that communication we don't um we don't properly misidentify a student. >> Correct? Because you could have you could misidentify as the parent who's technically um to use a lack of a better word way of saying this, right? Because it's it should never be about right versus wrong. It should be about what's best for the student, right? And I know we all know that, but >> yeah. And I'll also say that there'll be a committee um that of of folks that look at every student that is that is not on grade level to determine where they fall on whether or not they meet that good
039cause exemption. And obviously there's going to have to be some form of um you know appeal process of some sort that a parent either disagrees with the fact that their child's being retained because they didn't meet a good cause exemption or that they're that they that they were they were below grade level but they met a good cause exemption and so therefore they should go to fourth grade. I mean, there there's going to be an appeal. There's going to have to be an appeals process for those situations. Sure. >> To where that where something like that doesn't fall crack. >> Okay. >> Especially when it's the parents desire. >> Well, my my concern was that um and we're adding more to this list. We said one more one more concern. >> Yes. uh that um
040the list is so long and that that we'll be making exceptions that we'll just be rolling along like we always have been. And >> well, again, these things are these are things are outlined in code. And so we don't have and I'm not trying to say, you know, there's nothing we can do about it, but I I I think that the code has established what these good cause exemptions are. Um and if you look at it a lot of times it's um you know for for example a student who the alter first of all the alternative summit of assessment the alternative summit of assessment is for a student who has severe severe disabilities. We're talking like >> students with feeding tubes. Okay. So that's not that's not for a student who has a learning disability
041is on an alternative assessment. If you look at the students with an IEP or 504 that has received intensive intervention for two or more years, you know, meaning that that that we have been working with them to get to catch them up. um and they're making good progress, but they may not be right there quite yet. You know, because there's a lot there's a there is a significant amount of research out there that does talk also about the um the ill effects of holding students back. And you know, especially when you if you have a third grader who has repeated their grade level twice already, >> you're you're going to have a 12-year-old in fifth grade. And um that you know is also something that we want we want also to be cognizant of of
042um maturity level and physical ability and you know in those in those areas too. So that's not saying that we're making excuses for why we can't, but we do have to, I think, have some um guard rails. And I think that that's what these guard these good cause exemptions provide are the guard rails to ensure that there is a fair consistent metric being applied for every single student as to as to what that promotion would have to look like. So and and there's some of these things that we will hardly ever use. Um, you know, obviously the one on uh the second the second good cause for students with IEDs is one that will probably be used. Um, the the L's for students that are L's, that's another, you know, another one. Um so again
043um guardrails I think are going to be important but I will promise you there [clears throat] will still be a significant number of students that we are going to have to look at for four third grade placement again because not every not a lot of students will not qualify for the good college exemption especially in year one. Well, not and I it's not that I want it's like okay we're going to do high fives because we want to retain students. >> It's that some of these students need retain for their own success. >> And u and for their future, not by the time they get to 12th grade they can't read. >> And and that's why this law we want to be proactive looking at if this was in effect now, how many students are
044we talking about? Um, one thing that this will also factor into that I wanted to uh point out is when you look at number seven when it references an al alternative standardized assessment, we were actually told by the state that that actually is the GSA again. >> So I know that was like myself and other um instructional folks around the state. We had a meeting with the state to kind of clarify like you know are you talking about we make our own alter alternate assessment? Is there something that we can give? they actually are talking about when those students would take the GSA again. So obviously that will be something that will impact how we do summer school because now we're actually starting to have the conversations what will summer school look like this coming
045up year and what potentially if that schedule needs to be modified because we're going to have to build in a uh testing window for those students hypothetically if this was next year. So, just to kind of show you all how how we're trying to to start putting the pieces in place to kind of, you know, go through the growing pains this year to make sure operationally we have everything in place that we need to so once this goes into effect for following year, we can have a smooth transition. I like the planning that you guys are doing ahead of time and I applaud that because I one of the things that I feared when this was originally passed was that we were going to wait till the last possible second to do anything. So hearing
046about this now and understanding that you guys are looking at this a year in advance and starting to have those for lack of a better word roleplaying moments. you know, that I think is pivotal and and being able to present this so that everybody, including parents and staff who are watching this are able to see what this looks like and the steps that are being taken. >> So, Dr. S, he's very he's he's been on us asking us, hey, what is this going to look like to be proactive? So, we've been, you know, planning out accordingly. Um, I do we do have a kind of a potential draft letter. I'm kind of holding it right now, especially after some of the changes they asked for it. But, um, we will be communicating something out to
047parents for any student that if this was in effect now, they would kind of match this criteria just so parents can kind of understand, hey, we need you to start having these conversations um with your students to be thinking about it, but most importantly to be able to show some of the things that we can offer now to um hopefully get those students where they need to be. So then when we get to this point next year, we won't have as many students like that. >> Questions for Dr. Woods on this particular subject? You have >> I was waiting for that committee that is working on >> the task force. Yes, sir. >> Yes. When when's the next meeting? Has that been >> It has not been determined. I was actually working on that this
048evening. Um, it it'll depend when they put a when the state tweaked or said something about the exemptions, it kind of put a tweak in the draft that I was going to present back to you in the task force. So, as soon as that piece gets cleared up, we'll we'll schedule those um dates and then I'll actually submit a draft of what we have currently. >> I just want to make sure it missed the next meeting. >> No, I would. >> Okay. uh on on the slide about the three tier support system, you're talking about the intensive uh uh intervention with the students, right? Goes back to that. There you go. Um and this I've always we call them pull outs. Kids were pulled out of class. Um, one point I I always thought about
049was they would pull them out when you're teaching math or when you're teaching, you know, they go to math for pullouts and then they come back, they still took the test and everything that you had in class, but they they miss the instructions. So, that was a concern. another in the IEP process or 504s when you're writing up the things uh following up on the first point about they pulling out of your class when you're teaching a subject. um or why couldn't it's probably against the law or against probably a rule of race but if the students have four or five special classes we call music or PD during the IEP process could we ask the child okay what's your favorite special class gym so why couldn't it be pulled out music and art now
050I know all the art teachers and the music teachers going to be the nuts and but I think that you have to put a priority on what you're trying to accomplish reading and math. We're trying to have our students proficient. So why would we why shouldn't we be pulling or why couldn't we be pulling students out with specials that are of not as much priority for the student? show the students, give them some choice here. But by doing it, that's that's that's been always a concern that we're sitting there saying math and reading is important, but yet we're undermining math and reading and other uh another point on the next slide. >> Mr. Murphy, did you actually have a question with that that you wanted? Do you want to respond to it? >> Um, I
051think um I think I think you bring up some good points. As you know, you were you were involved in one of those meetings and um those were actually some of the feedback that we got and I think that was when you were at the elementary task force and then the middle and high school one. Um one of the things those conversations did bring to light regarding that is when we talk about um our our school schedules at the different schools. And you bring up a good point because to do some of those interventions depending on how the school schedule currently is, it looks radically different. Um, and I think um I think I remember when you and I actually did a walk through and we were in there when we actually saw some some
052children being pulled out during it and you had asked me some questions. So it it did kind of open up for me and the team and then also some conversations we're having with the principles now about master schedules and like hey you know how will this look at your school compared to this school? Um is it equitable if it doesn't look like this at your school compared to this school? Um, so you are correct that did th those conversations did kind of spark some bigger conversations here and it is actually something we're working with the principles now as we're um looking at all of their their schedules honestly and to see like what these intervent but what these interventions look like at each school and [clears throat] how we can ensure some level of consistency
053as we're trying to offer that across the district >> and in the same way as as I sat in the one class when we walked through >> and I've seen it in other schools >> the kids the kids that are having problems the red area test takers you know she br I I I was looking I was at my daughter's house looking at her national education association magazine and they were talking about placement of students and and we and Now, even thinking back when I was in school, where was the slowest kids seated at the last seat in the last row? And I and and um I have to get that magazine article, but student plays I I've noticed kids who are slowest if you're in there the longest and you see you'll see some
054in some classrooms. I don't know if all of them are negative starting back, but the kids that are the slowest sometimes seem to be the furthest away and they're not in that hot zone of instruction. Uh, you know, the the kid who's always raising his hands is in the middle center half head half head half head half head half head half head half headway back in the room. So I just wonder if there's been any research done about where do you place your spies on the fringe out of the out of your site and out of the other side of West Mill. Um >> is that a question? >> That's that's just an >> okay here is a question. In 18546, it says the teacher's recommendation related to whether a student should be promoted to
055the next grade letter shall be a primary consideration when making such a determination. Then when you start reading 35 you read I'm not going to get the section number here because there's so many different numbers here amaze. It talks about the student assistant the students classroom teachers recommends that further additional academic help is needed for the student be successful at the next grade level hope. My concern is and this section was passed after this section. So I would imagine that when there's a conflict in code, it's the latest section that takes predominance. But it just seems like the classroom teacher who works day in and day out, does all those paper grading on week nights and weekends, does the preparations and everything, works with that kid, and then you throw it into the great democracy
056of inacting. So who has predominance? Does the classroom teacher still have predominance and whether the child is there or is it done like this committee and then the teacher has one vote versus eight other people who may who may or may not see that student even once a week. And so that's my concern is classroom teachers once again are undermined. They they're given the responsibility and accountability and it's their name that's up there. G whatever a GSA is is given and and I and this is not a question it's just an observation I think that uh we've undermined the code where the teacher had to had the predominance in the decision and then then you get to 17 I've sat in rooms where a student and I wanted to hold the student back and the
057principal said well let's go around the room and so they all went around the room and I said Thank you for your input, but I believe I still make the call at that point at back in the day. And I'm just I just express a concern that you may get some SAT team that doesn't have the insight that the classroom teacher does and the classroom teacher gets the short hair of the stick and thereby the student is deprived of an extra accountability that they they haven't been able to bust. Just an observation. Go ahead. >> I guess I would just like to know how teachers feel about uh I mean if if the classroom teacher feels like they can work well with the SAT team and they have input uh and the SAT team and
058that their input is taken seriously I guess that's what more or less what we need to know >> and it and it absolutely should be >> yes exactly >> you know the SAT team is made up of other educators in the building and um you know I think that that would be a very frustrating situ scenario that you just explained, Mr. Murphy. >> And I try not to have blinders on. I would hope that a teacher that was advocating in that in that manner that um the colleagues in that in that school um would do their their due research to ensure that that either the the the teacher's expertise is being backed up or to give the teacher a reason as to why it should it should be the alter the alternative. um it should
059be a collaborative process and um so what I would say is if that is occurring in our school districts to this still then we would want to flush that out and determine why uh because um that would be that would be a concern. Now I want to give I want to give Dr. Wood's an opportunity to respond to that because >> all the people who were involved are retired now. >> That was probably 25 or 30 years ago, but still we need to make sure that that's not >> that's not occurring. >> Yeah, I think it depends on the situation like like Dr. Vacax said and I wholeheartedly agree. I think but even though you weren't I guess really asking me the question, I guess I can kind of answer it. Um those are some
060of the the conversations myself and some of my colleagues around the state are having with the state department like like we role play what you just did like hey if I look at this but then I jump down here and we role play as if like a parent or someone's asking me how would we respond to some of these things um and I will say the state department has been very good because they have like um leaned into me leaned into some of my colleagues like hey just role play with us what will some of these scenario of things look like. And I think uh what is very promising is that when we actually got that guidance last week that hey based on some of these conversations, some of the things y'all brought to light,
061we need to take a look at these exemptions again and there now might be an additional one to try to answer some of the the questions. Um I don't want to say concerns, but more of like just thinking through the process to make sure that when it does go into effect, everybody's on the same page. >> Mr. the right pointed out something. Would you share that point? >> The only thing that I point out was um when you were reading that it said the student assistance team or the students classroom teacher, but like you said, it's still if we have a SAT team or the teacher. I guess we still got to work out how in which instance would the teacher override the SAT team or just or we this school uses just a SAT
062team. This this school uses teacher. In any case, can the teacher override what does that say? >> I thought the teacher was generally going to teach you, >> but they are, but if the teach they're saying they were sort of outvoted, >> and I think that goes begs into another another area here where if if there is the situation that Mr. Murphy is is is posing, what are the supports that we're providing that teacher well before a SAT team ever is assembled regarding the case? because that because that that's a bigger concern in my in my mind with that situation is where are the supports there for that teacher prior to this ever becoming an issue at a SAT team. There should already be the collaborative efforts put in place to help the teacher get
063to a place where the SAT team is required. There is a need for that that conversation. So I'm looking at it from a different perspective than maybe what you are Mr. Mr. Murphy, but at the same time, I can see the the concept that you're talking about because if we are missing the mark in supporting that teacher, they are going to feel like they are the lone vote in the room. And so, I don't want any of our staff to feel that way. I want them to have that support. And I think this year especially has been um I have heard more teachers say that they feel a little they they they feel the that there's more support now than there has been previously. So, um and I'm proud of that. It shows that our
064hard work, especially you, Dr. Woods, you know, in with your teams um over the summer, have really been able to to flesh out stuff um you know, in providing that support in the schools. So, so thank you for that. But at the same time, I think the concerns Mr. Mr. Murphy is raising are valid, but it brings in different I think not necessarily from the SAT perspective. I look at it from a foundational what are we doing for sports? I guess that's where what I said where it goes back to are do teachers really feel that they don't have input in the SAT team or are they not um they're or is their input not valued and is it are they overruled by SAT team that's those are the things I think we need to
065find out >> well I just want to ask a clarifying question are we under the impression that we've heard from teachers that they're not being listened to >> that was actually you made my We meant a generalization. >> Two years ago, I would say that there were teachers that I think felt that they weren't being listened to. I'm not hearing that today versus what I heard two, three, four years ago >> when I when I ran, you know, several years ago. I heard a lot more grumblings from teachers that they weren't being heard. >> I'm just thinking about being just being proactive in terms of plan just in case. >> Yes. Yes. I think >> definitely >> I think the other thing that is different in in our world today is that we have a
066lot more data to support what the teacher is saying >> with our diagnostics our formative assessments that we have um obviously this the state summit of assessment as well. So we have a we have a lot more accurate summit of informative data than what I would say are maybe potentially arbitrary grading that would have been probably more of the norm 20 years ago. Um so I think that helps. But Dr. Woods, I wanted to I want to make sure you had an opportunity to to respond to all that because >> we kind of ambushed your >> No, no, no. It was a lot. I love it. I love it. I mean the the big thing though it it is it is I just want you all to know this is guiding a lot of the
067work that that the team is doing right now to ensure we have that tight alignment. Um the other thing that I think we we really should highlight is ensuring like Dr. Sykes had alluded to the different assessments that we do before we get to the GSA are all in alignment because the last thing we want to have happen is then if we have a situation where um student gradewise it appears to be very well but then they're not meeting the mark on these assessments. You know it then kind of takes us down kind of a different rabbit hole like hey where is there a disconnect? Um, so it is guiding a lot of the work, not only just kindergarten through K through three, excuse me, but as you know, uh, Mr. Murphy, as we're working
068on the academic, uh, success and promotion plan, looking at how we can follow that same trend all the way up. And that's the benefit of that plan is that those scenarios that you all pulled out, we can make sure that there is guidance in the that academic uh uh success plan that gives additional uh guard rails to ensure that teacher the teacher's voice is heard. So >> one thing too we need to remember is this is familiar. Um, >> you know, we haven't we've done this before and we're on on ground level trying to figure out what's best, where to go next. I'm sorry, Mr. I I just wanted to point out that in the code it says the bill, paragraph H, there probably could be H's in this. Lot of H's in this bill.
069Okay. [laughter] But it says, "This section may not be construed to prohibit a classroom teacher from recommending the grade level retention of a student in any of the grades kindergarten through grade three based on the students lack of mastery." >> I hope this paragraph doesn't mean that you can't be you're unable to retain a student grades four through 12. >> I think you're just clarifying this clarific. Yeah, >> we have a lot of mobility of our students in schools and they're both moving from kinderg prek on and we do screenings for students like vision and hearing and all that but I I sometimes think and I sat in the classroom with the smartboard and everything trying to see and I couldn't see the board very well the smartboard and I I was back in the
070corner and said sometimes I think when these students who have reoccurring low scores from the GSA we should screen them for the basics like especially vision because your classroom is visual activity and I I think that we shouldn't just say well we we pre-screened them when they came into prek or K and that's it. We we should be constantly looking for physical deficiencies throughout the throughout the process. Say I I don't know if when you go through adolescence your eyesight changes, everything else in your head changes. But but the u I I think that we should be uh checking spot checking students and seeing if we're if they're having problems because when you have poor eyesight, you don't know. >> You know, it looks normal to you. I think a lot of times teachers recommend
071that the child so checked. >> Yeah. And I think a lot that will come to the instruction too. Um you know as teachers are constantly assessing checking for understanding doing those formative assessments. Sometimes they'll pick up on stuff where it's like hey I don't think this this isn't just my instruction right now. Like I I don't think this child can can see the board. I mean, I was a high school teacher and I caught kids that had vision issues where I started realizing like they they don't they don't see me from here to here. There's something going on here. Um, so yeah, th those are things that that our teachers can check, but that is something [clears throat] Murphy. Oh, I'm sorry. Go ahead. >> I say Mr. Murphy, I want to encourage you that
072when when you are in classrooms observing, um, if you just raise your hand, I'm sure the teacher will move your placement so you can see the board. Okay. I was impressed by Mrs. B. >> Yeah. Oh, fantastic educator. >> Great teacher. Great teacher >> and but she was not there to meet my name. [laughter] >> Right beside her death. >> I'm sorry, D. You're right. I apologize. Um I had a few questions actual questions. >> Um approximately you mentioned that the educator and principal training. Um but there's still some people that need to be trained. Uh >> some of the letters trained. >> Yes. >> You said there are some principal educators too that still need to go through the training. Do you know um how many more they'll need to work? Maybe what percentage
073they'll have to >> I could I could get that that number for you. Um I when I had referenced it earlier I was talking about that um currently the state has different cohorts that we can um pretty much so many slots of folks that they're like hey if you're you're K through three or an administrative you can rotate through the training. One of the things myself and others have advocated for is, you know, if you follow our data trends are are intermediate. You know, um I've actually made an argument that even middle school needs it when you look at our data and some of the needs of our students. So, um on the I think it was the recent superintendent update, they talked about now having a cohort for fourth and fifth. Um and it
074looks like the state is gradually trying to you know catch different groups of teachers and administrators to work up that progression. So when I said it earlier, Mr. Right, I was referring to now we're going to open that up for our fourth grade and fifth grade. >> Um, so another question um I had uh talking about the tier 2 interventions. Do you have any idea or are we tracking yet how what percent of our students are receiving tier 2 intervention? So that that will depend on the the school >> and [clears throat] it will also depend on how the intervention is being offered. So if it's um if they're pulling kids by a skill deficit, that small group would be considered tier 2 or if you just saying like I want to pull students that
075met this threshold >> to be tier 2. So that is one of the things going back to um what Mr. Murphy had referenced when we were having these conversations with task force members and actually having teachers and administrators together and they got to hear from each other how different some of these interventions look and that was one of the things where I kind of leaned in and said well if as we're we're making these progressions and putting these steps in place we have to ensure some level of consistency how we're saying we're offering the support and what the support looks like because if like Mr. Murphy brought up if a student goes from this school to this school and now that support looks a little different that that kind of complicates how we're trying to
076track that progression student. >> Yeah, I was asking because I was also I was thinking say the name of school say school A has a very high percentage of tier 2 support versus school B. And maybe there's a reason why that's happening. Maybe if we're tracking maybe the percentage of students that are receiving support, it may be an indicator or something. It might be um that's why I asked like well they're not tracking it yet. Maybe we can start just head off problem before because maybe maybe it's poor education. Maybe the it's the student learning environment at home. It could be all kinds of different things that are contributing to it. But at least we maybe can nail it down. I see. >> How can we school district help? >> The other important component here
077though is that we don't look at tier one, tier two, or even tier three as a year-long uh diagnosis or or activity. Sometimes you a student may be getting tier 2 targeted instruction because they are just lacking skill in one portion of a standard. >> Right. Um, so, so now granted when we do an I already diagnostic and we have students that are one or more grade levels below, are we going to be providing them targeted instruction around those deficiencies? Absolutely. But as they as they uh progress and acquire the skill, they will be it can be very fluid where they move back into tier one uh instruction. So, as Dr. Woods was explaining, it can differ by school, but it can also differ by the time of year it is. Um, and that's where
078the importance of those schoolbased instructional leadership teams, the professional learning communities, this is the type of data they're looking at. And those groups that would be able to say, here's how many students that are currently this week receiving tier 2 instruction. Here's how many students are reading receiving intensive tier three instruction. And and that's a number that continually will should it should evolve because again we need to modify our instruction based upon the formative assessments that we're conducting. And how we modify instruction is either modifying how we're providing in universal support to all students because we're seeing a trend for all students that are deficient in a specific skill or a portion of the students at a skill are deficient. So now we're provide t, you know, tier two or a student who continues to
079be deficient in multiple skills over time would be receiving that tier three. >> Mr. Murphy and I, you know, have done some school business and tell me if I'm wrong. >> You're wrong. >> You're not happy. I >> I felt that the principles felt pretty confident about the tears and what students were placed in there. I didn't think there was >> because it could like Dr. Ser saying it could be fluid, Mr. Wright, and and if it's done um appropriately, it should be fluid. So like I could be tier one for math, but I'm tier two for reading comprehension. But then once that skill deficit gets gets increased, well then I'm back tier one. But then uh tier um I might fall then tier two for math cuz then I'm struggling with um uh numbers.
080So we we want to kind of what we're trying to help our our our schools kind of see is like what Dr. Sax is saying like like that student could have u multiple facets depending on what that that actually skill is. So then it's it's not necessarily saying well this is just a tier one kid this is a tier two kid. It's like, well, Matt is tier one for XYZ, but getting tier 2 here, but how do we get all the kids back over here? Just tier one across the Okay. >> Um, another question is about the um the letters. So, right now, we're currently sending out parent notification that their student is deficient, but we're just not sending letters in terms of the cause of damages or >> we we will send it after
081the winter diagnos. >> Okay. Yeah. >> Maybe Mr. D. >> Sorry. >> We have students like they have they give a speech once a week, right? 30 minutes >> what we have to do. >> But academically they're they're all right. They're for the most part. I mean, they're just having speech >> difficulties in speech. >> But they would be in a 504 IEP, right? >> They would Yeah. would definitely have I was just thinking there are students who could do the work, who have an IEP because of something like that. But now they will be exempt for good cause exemption. >> I think that's what we're going to do. We're going to flesh out this kind of information. I know Dr. Woods has spoke a lot about that tonight about what uh what we're going
082to try to do and I'm part of that team. So, we're definitely make sure that some of that stuff is definitely worked out because if they're having that kind of academic trouble, there should probably be some other interventions going at that time. Okay. >> All right. I I was just >> Yeah. >> And my final question, >> the students who I'm thinking my colors would have tested the kids who are in the red areas probably. >> Not necessarily. Yes, sir. >> Not necessarily. >> Okay. Well, do you anticipate the state department and I shared with you a little work did [clears throat] a and I'll bring it and let let you reproduce it and share one of our trainings they they broke it in and they said in West Virginia we have so many thousand
083of these students >> and of that thousand these have have are in the exemption class and so the possibility of retaining students just limited this number And that that was that was a difference to make. Uh and I I was just sitting there thinking, well, what do you anticipate the kids who are in the yellow areas on the testing will be the ones who will be retaining them? >> We'll have a much better idea of that after our winter diagnostic. >> Yeah. Well, it's pretty good discussion. I appreciate >> Yeah. I mean I I you know we will have a when that we have that second diagnostic we'll be able to we'll be able to do two things. We'll be able to see how many of our students are on on grade level or are
084uh let's see it's on grade level approaching grade level one grade level below or two or more grade levels below. We'll be able to identify those students but we'll also be able to see predicted proficiency of those students based upon their growth track. And so that will also yield for us potentially how how students would fare. >> This is going to be very interesting um when we get to this point of uh enforcing these uh exemptions or good causes or >> it's not just it will not be just one point in the year. It'll it'll be in May >> after the GSA, but then it will be again at the end of the summer. >> Oh, >> because you'll have summer school that those students required last that'll be the last one. >> Mhm. >>
085So, it's good. >> So, they won't know that they're returned and retained until what? >> Well, they'll still be retained. >> They'll be retained, but then they can be promoted once they met the requirements. So that's why um that's why when I make the comment about summer school and how we're trying to be proactive and look at adjusting like that uh that summer school window because we're trying to build in hypothetically like okay if that group of kids um is at summer school >> and then they have that test window to take the GSA again well then they pass it. Well, then we have to to kind of scramble and tell the the the schools, hey, now that student is being promoted, so now you need to look at your roster. Now you need to
086look at your class size. Now you need to look at placement of the kids. So these are the the conversations I've been having with the state because we're u we're so much bigger than a lot of our counterparts and then how for some of us, you know, we have the the primary intermediate school. So even having the conversations to talk about like like if a class was here that actually might shift to a whole another building possibly. >> So we're we're really probably compared to some of our counterparts really having to dive into it from an instruction and operations standpoint to >> the real reason they're looking at the eighth. I mean let's just let's just own it. The whole reason that that the state is having to consider an eighth good cause is because
087we asked a question that they >> didn't they weren't aware of like well it says this >> you know but and so it's actually you know >> so I would actually say that that we are we are so far ahead in the planning of this that >> the state is actually looking at us to see what we come up with and how we communicate it with so that they can replicate it for the entire state. So >> excellent. >> Yeah. exciting. >> I love it. I love it. >> Thank you guys for for putting all this together. I know that this has been I I'm just I I'm I know I've said this before. I just I'm I'm very very thankful for you guys being able to put stuff like this together, being able to
088con concisely articulate what you guys are doing and where your thought process has been and what that future looks like. I I'm just I'm I'm impressed. So, >> but but the big hole in this whole thing is is the counties of this state which do not have an excess levy and do not have flexibility of money. >> They're going to have a court case where they're going to say our children because we're going to have to swallow the cost of summer school. Correct. There is there is some third grade success act funding that helps us with summer school but >> but it it doesn't cover the entirety of the cost. >> So so the counties which do not have ability to do that are going to have a complaint about protection >> violations. But you
089know everybody can have an excess. Oh, I Oh, I hang out. I never my neck, but it's it's all either I can pass through. >> Yeah. >> And I I'm just thankful that we have a group of folks who have put their heads together and had conversations, ask proactively, ask questions that maybe are lending itself to having an eighth exemption um with the with the state board. So, I appreciate it. You guys have done excellent >> job. I'm trying to >> I was also going to say that you know our principles are very uh involved in this process too that um they they want to know too I'm sure they ask you the question >> they they ask us all the time on when what will this kind of look like? So, as soon as
090we can kind of have a to kind of, you know, brainstorm and say, "Hey, this is what it could potentially look like." Want to make sure we put in there. >> Okay. >> So, now has a question. >> Yes, he has a question. >> Are you all having your own meeting over there? I've noticed. >> I think so. [laughter] >> I'm just making sure he has a chance to ask his question. Just >> the other thing comment. >> No. Well, um about capacity um cuz like you mentioned it a bit after your 26 or the what's that spring 27 okay got capacity because we won't know really how many are actually retained until late that summer. So looking at even like transfer this it sounds like it's going to be a very hectic time. Well,
091very confusing as well. >> That's a really good insightful question. So, that is a concern. What we will probably end up having is is that we will end up having situations where we as soon as summer school is over and we know how many actual students um are are modified. We would be switching um we would have the the ability to move teachers um between third and fourth grade based upon how many students are actually going to stay in third grade. how many are being promoted to fourth grade because we can we can actually move staff up into the second month for un I forget the exact language but it's um >> unfortunate >> for unforeseen student enrollment challenges and it's not something that has been exercised in the state very frequently but this is
092a prime example of how that would be exercised but it would most likely be for all intents and purposes limited mostly to third and fourth grade teachers I >> imagine Any other >> please hold down until later on? >> Yeah. Another question or just you just want >> Okay, good. Good job. >> Were you actually finished or did we? >> No, I was I was >> Good evening everybody. Yeah, I've got your uh construction and bond updates. Going to start with the Hedgesville Early Learning Academy and that particular project is back on track. All the approvals from First Energy are complete and so a lot of site work is taking place. Uh the um the corner, you can go to the first slide. the the corner that was in question. Uh you'll see a picture
093on the bottom right hand uh where the footers have been poured and they're doing the utility work in that area. >> Um you'll see it eventually, I promise. On the bottom right and then the a lot of the site work is progressing because you might remember underneath of the power line was the storm drain pond and that cannot be there and so that has been moved in the last week and relocated to where it needs to be. And so I have a picture of the school that you might be able to see here in a few because prior to uh the dirt removal. Yeah, we couldn't move any dirt on this project. So there was a mound of dirt in front of the school and that has since been moved. It kind of looks like
094starting to look like a parking lot now. So you can actually get a better visual of the school. And if you want to stop by the school, it would be a good time now to do that because you can actually walk through the building and and get a very good understanding of the classrooms, the office spaces, uh different things like that. And uh so if you want to stop by, let us know and we'll give you a tour. >> Yeah. >> So you need to see the pictures. >> Okay. >> One archive, too. Nice. >> Do you have any questions about Heisville? Because I think you you got a glimpse there of what what's going on. >> All good. >> Yeah. >> Okay. Next project, Martinsburg High School. There really have not been um changes
095to talk about since the last meeting because we have to wait until all that sprinkler system installation is complete before we can move on to anything else. And so, uh, today we actually had a progress meeting and they said that most likely the, um, the sprinkler work will finish up this week. >> Once that finishes up, they can drop the scaffolding to a lower level, which will allow them to then start installing the lighting pendants that hang down, the acoustical panels, the speakers that are throughout the space. So, we can't do any of that until all of that sprinkler system is complete. So, that's going to wrap up this week and then they'll move forward with uh the the other trades being able to move in there. What's that scaff? >> It really looks good.
096>> Yeah, I did get a If you're looking at your pictures on your uh brochure there, they did finish up that one for your entrance area. So, took a picture that is that was kind of unfinished when we took our tour and since then it's it's kind of uh it's came together. So, I wanted you to to see that. Um, next project is the Mountain Ridge Primary School. And on that one, it's very similar to update that I shared with you the last time. The underground plumbing is progressing. And as they move through the different sections, finishing up the underground plumbing, they're putting the concrete slabs and the masons are following along right behind uh putting up the walls. So, there are a lot of walls that are being installed all the way to uh
097the top that you'll uh you can kind of get a glimpse of in those pictures. Uh if you look at the bottom left picture in your handout, you can see the the walls are up. Uh and these steel girder uh choices, truss joistices were delivered this week and they'll be setting those. Uh so I have different update for you next time. We'll see some steel joist uh installed. And then I try to get a picture down along next to Jarretttown Road. You can see I took a picture of the sign. Yeah. >> And uh they have brought the access road down to that point. uh they can't go any further until the DOH approves the the permit for that entryway, but the road has progressed to that point and they're still, you know, doing upgrades
098and eventually they will go ahead and pave it as far as they can. So, it is totally ready and so all they'll have to do is connect it to Georgetown Road once all that approval takes place. There also is a water line that goes beneath the entrance that has to be upsized um in order for it to I think it's a six inch line right now, but it needs to be a 12-in line. So, there's some of that kind of work that has to happen on site. Uh there also is a u a dilemma you might remember with the water pressure at this location. And so, uh we had a discussion today. haven't heard all the final information, but we're going to have to put a fire pump, a fire suppression pump, and a storage
099tank uh on the uh property to to basically supply Mount Primary in the event of a fire because there's not sufficient water pressure at this site. So, I'll keep you posted on that, but it's likely that it will be the 80,000galon tank with either a diesel or electric pump uh for the fire suppression. So, uh, those are a couple little issues that we're facing in Mountain Ridge. Um, but they're working through them and I should have more information, uh, on that at the next meeting. Do you have any idea how much that might cost? >> Um, yes. It is likely that the tank and the fire suppression combination probably looking at half a million dollars, maybe more. >> Was it just the tank? >> Just the tank is half a million. So, I don't know
100what we're looking at total, but I'll have that for you soon. Well, you know, there's not much else we can do. We don't >> Yeah, we're Yeah, there's not much we can do in this case because this is another fire marshall type of situation and we can't have uh inadequate fire suppression if there were a fire. So, it's it's one of those kind of deals. And there's not uh a a water tower being installed soon enough that would accommodate and increase the pressure in that Dartown area that would allow us to just rely on that. So we have to put our put in our intank the county commission as the fire fire service and the impact fees they're pretty responsible. Have you thought about approaching them about sharing in the cost? >> We we are
101um exploring funding sources that might help us offset costs. Yes sir. I can't believe how far they've come with the school. >> Yeah, it's moving along very nicely. It's still on schedule based on the uh you know, they started from July 31st backwards and the schedule is still on track, but there are a few things that you know, like I said, I just mentioned that we want to make sure those things get worked out real soon and I'll keep you posted on that. >> Mr. Tyson, could um you and Dr. schooly work out a a time that if any board member would like to tour the Hedgesville uh site um >> before the weather turns too cold. I know they're starting to get that building pretty wrapped up. >> Yeah, it's good and enveloped. But
102it might be if you're interested in seeing some of that construction progress making its way. Um and then of course we could also do the same at uh at the Mountain Ridge site if if anybody has any desire. And if you want to stop by on Thursday, we do have our progress meeting. So Justin likely will be there and I will definitely be there. Uh we'll be there Thursday at 12:30 for our progress meeting. And then after that progress meeting, we always do walk the site. And so if that time slot works for you, 12:30, 1:00, uh we'll be there this Thursday to do that at Hedgesville. >> Did you have a question? >> Yeah. Is the is the access road going on the if you're looking at the signage is going access road going
103on the left or the right side of the power lines >> it is >> are you talking about >> if you're standing if you're like standing on Jtown Road it would be to the left of those lines that you see there >> how long do you think um it's going to take for DO to look I'm asking the questions we we asked that question every time at our progress meetings and I don't have an answer yet for you because they don't have an answer yet. >> I don't know how to answer if anybody has any contacts with the DO that would >> Yes. Yeah. If you got some contacts that would be fantastic. >> I will say I I wanted to make a comment. You know, I when I worked at a construction company, the
104the one concrete um company that we used sometimes would always send out different pictures that were taken at just the right times and they always wanted people to vote on best picture. And I'm going to tell you, I would have put that bottom right picture up as an as as a very very uh good picture of the mountain. Oh yes, >> for mountain ridge. Oh my gosh, that is like such a good picture with the sunrise coming up behind it. I mean, it's phenomenal. So, >> I cannot take credit for that picture, but I found that picture and there it is. >> Well, I'm just I'm just saying like that is a that is a phenomenal picture and to show how much work goes in to pouring concrete. I don't think a lot of people
105understand what that looks like. And so, that gives a good a good glimpse into what this entails. And they're pouring a tremendous amount of yardage at a time. I mean, they're pouring like 40 yards a day. >> Yeah. >> Or sometimes more. It's insane. It's pretty pretty amazing. >> And I love how they're able to use that like crane neck thing. It's >> Yeah. It's very interesting to see that. >> Good picture. >> Um, okay. Ready for the next one? Winchester Avenue. Okay. So the retaining wall is I don't know if you've been past there but the the wall is formed up with the the the concrete forms and they started pouring the concrete this week. Um I have on this particular slide project completion November 7th but they have experienced some delays with the
106different rock and all that and so it's more like end of November was when this project will wrap up. But they are pouring the walls uh this week and once they finish that up then next week they're going to start forming up uh for the stairs because remember we're replacing that stair system and so that'll progress after next week. >> So that's where we are on that retaining wall. There was definitely a lot of rock removal >> uh which did delay this project uh by about one month. And then the last slide I'll just share with you. It seemed like a good time to give you an update on where we are with the 2022 bond projects. And as of uh today, we have 10 to go. So out of 112 projects that were on
107that list from 2022, uh 102 are complete and we can check them off the list. That's awesome. >> And then you see the ones that are remaining, which of course are the bigger projects. There's a few athletic stuff to wrap up and of course the Barnesburg edition. uh but 10 uh of those projects remain from 2022. >> That's amazing. >> Do you have any questions? >> Questions? >> Yes. >> All right. Thanks. >> Uh next on the agenda, can I have a motion agenda? May I have a motion? >> Second. >> All in favor? Motion carries. Action items. Discussion. um replacement of the carers at the print shop, Mr. >> Good evening, Superintendent Sect President Long and members of the board. I'm here this evening to ask um for your approval for funding to purchase
108uh two new printers, printing presses um at our print shop. Our current two color printers have expired um beyond their lifespan. Purchase price for two new printers is $260,64922 I believe. Um I know it's a big purchase. Um just to give you an idea of volume that comes out of our um print shop. Last year our requests um for our print requests were 1300. This includes um you know anything from business cards, attendance information, poster, emergency plans, graduation, prom. Uh we also have a lot of required documents that require um printings such as special education, things like that that have to be provided um you know in print form. I do realize we live in a digital world. It does make it um you know we do try our best to also make accommodations to
109have you know all our information in printed form as well. Some people don't have access to um online materials. So we want to um to be able to accommodate that. And then also our classrooms still use a lot of printed materials. Um and we you know our the lifespan of our printers were sort of coming to an end. And then with the adoption of magnetic literacy and trying to get us um through um the beginning of next year, we printed um 100,000 booklets that went out into the schools. And I'm not saying that instruction and learning holder printers, but that set us over the edge. [laughter] Um which is why I'm here to ask for u funding for replacement of those >> questions. Oh, no. I did. Um I was trying to find I was
110looking up the price. So that the 200 some thousand that's for the machines and what additional because the machines from what I could find weren't that much. >> So that is for two machines, >> right? >> Um and um we did receive two quotes. Actually, I can tell you the machines that we have now are also color machines, same vendor. Um, those were purchased in 2023 at a price of 270,000. Um, so we have negotiated a price um a very extensive um you know due diligence was done in in gathering um the best price and the best fit the print for the printers for our print shop. Um we do there will be a monthly maintenance agreement that covers um the toner and um maintenance that we need on that um parts and labor. Um
111but otherwise that you know includes the the training, the installation, the delivery of the machines and it's you know it's technology. I mean they're just they're they're big machines. So the so the toner is that when they have to put new toner in are is that included in the price? >> So that is the maintenance agreement. So that is priced out per copy and the um the company that has um provided the best package for us that have presented um this evening currently holds our copier agreement and they were able to give us a price of um less than um 1 cent on um on black and white copies and two cents on color um per copy. >> I thought this says no monthly maintenance fee. So, there is not a monthly minimum maintenance fee.
112Um, and the contracts that we're in now, we do have kind of a minimum threshold of copies that we have to produce. If we go um under that, we pay the same price. If we go over that, we pay that price plus whatever else. >> So, they said the ones we're replacing now, we bought those two years ago. >> We bought those in 2023. >> How many printers >> ideally? Well, >> um I would not hear at that point, but I but I do think that the decision was ultimately made by price point and not made by what was the best fit um for us and what um you know as far as volume for our organization. I think that the options presented to us in that last process were maybe also not the best
113fit for us and our print shop manager was not involved in the process of purchasing um that equipment u two years ago. So I think all three of those contributed you know in addition to the volume and especially the volume that we've experienced since July with the the reading materials that sort of sent us over the edge but um you know as I shared in some of the numbers we you know we operate a very large no business accommodating the school 32 schools and all our administrative offices and we're not outsourcing for printing. So, one thing I I do want to make sure that I think can help with understanding the the price on this. Um, one of the things that this printer also has on this are our bypass trays that are not typical
114to a typical um printer. What like what we would see in an office setting. They're like this is >> these are these are massive. I know. I know. I know. But I'm I'm saying this not necessarily for you, but I'm also saying this for for those who are listening in >> and and not not understanding what this this concept looks like. >> The mass printing that that has to be done and requires is like the the bypass when I say bypass trays, I'm talking about the area in which it collects all the printing paper, the printed papers. And so those are the th those are have to be a certain um not style you you have it has to be a specialty way in order to to be able to accommodate the massive printing that
115that you're talking about. The other thing I I wanted to make sure um is understood is is there are some fiery components to this which is which helps organizing all of the print jobs that they're going to be sending to this printer and that actually is a huge it's like the it's like the brains is the brains of of printing and that actually is a huge component. So, I I don't I don't want the public to hear $260,000 and go what the Hockey sticks and not understand that it's not just the printer. It's all of the other things that go into having the ability to have a print setup for a shop of this magnitude. I just want to make sure people understand. >> Plus, I mean, if anybody has any questions, they need to
116go to a print shop and look at the monsters of the machines. >> Monsters. Monsters. Well, and the price that we would pay to outsource and the um the turnaround time would just would not work for us. >> Um but yes, the um the good thing is too that we are you know we are switching um uh vendors but the um the business vendor but the manufacturer equipment is the same. So we do not we did not you know need any additional training. It is just a basically an upgrade of the two machines that we have. >> I'm glad to know that print shop was involved in it. They were very involved. They were so involved that the um the um our print shop um manager wishes she could be have been less involved. >>
117How long do you think these or are they anticipating these will last? >> Um I think the lifespan should be between five and seven years. Okay. But again, it always depends on the usage. >> And correct me if I'm wrong, Mrs. Tropman. um when we went back and bendied out uh the company we've been doing business with actually lowered their price. >> They did they lowered their price um significantly with um you know around $100,000. So >> yes, so the fact that I I just want to reiterate that because there is obviously some particular job, but the fact that we recognized we had a problem and we rebid this >> actually saved the taxpayers $100,000 in exp annual expense that that the previous contract had. >> Yes. So >> and our you know our purchasing
118department, we've kind of been at this um since July. We noticed that the, you know, the printers were sort of approaching the end of life and we started um vetting, researching, meeting with um with different business supply companies and um our purchasing department has done a really great job. I don't know how they they go to this level of investigation with everything that we purchase because this has been kind of all consuming um for a couple months. So, but I am proud that the end result as um Dr. Sax said did save us, you know, significant amount of money in this purchase. >> Well, we save a sign significant amount of money by doing our own printing. >> Correct. Correct. >> I mean, we're essentially doing commercial printing. >> Yes. So, to that end, I'm
119curious >> uh if we are able to actually say that these are two commercial color printers when we are going to vote for this instead of just saying they're two color printers. say that they're commercial. >> Okay. So, so I'm going >> your fancy. >> Well, [clears throat] look, I this is I mean it is >> that that's very true. >> That's and I want to make sure that we are appropriating this correctly. So, so see this. So, I would move that we vote um um to to purchase the um replacement of two commercial color printers um with doing better business at the price of $260,6492. >> You heard Mr. P's motion. Do I have a second? >> Second. All in favor? >> Well, there's question. >> Well, yeah. On page six slash6, the last
120page of your paragraph nine, they talk about the warranty lubrication following up the right and I don't know if this is usual or not. I guess like you get 50,000 miles in the car or something. That's that's one concern. I just was reading Yes. >> What number is it on >> last page of the Well, that seems pretty normal. I mean, it's sad. Yeah, I didn't wear a bill or should not be responsible for direct in incidental or consequential consequential damages including but not limited to damages arising out of the use of forwards of their or the loss of the use of the >> I I just warranty which are sold. >> Oh, do you have any I do not have any additional information um on that? I know that they um they service it
121um you know as part of our our agreement. Um they you know can come same day service and know that does include um parts, equipment, labor, toner. >> You heard Miss P's motion second. Second all in favor motion carries second >> uh Mr. Key sucker water makes the system for the bus off the bus the operator. >> I like that. That's as good as indispensable breakfast. >> That's exactly right. I second that one. >> Good evening, President Long, members of the board, Superintendent Sax. I'm here tonight uh to discuss a water reclamation system for our bus marsh. um uh in learning a lot of things about uh our department and our facilities um our bus wash state-of-the-art absolutely state-of-the-art however we use a lot of water so in thinking about what can we do as
122a department to reduce the amount of money we're spending on water um and and and be good citizens of to the of the community. Um, we put our heads together and we feel that a water reclamation system is the best way to go. Um, and there there's several and speaking with Mr. Martin before, he's very familiar with water reclamation systems. Um, there's two ways to go. You can go above ground or you can go underground. But there's no way we're going underground in our our facility because we already have fuel tanks there. We had um a bunch of storage tanks and stuff like that. So we investigated um or did the research on above ground systems. Um there are several there are several companies in the United States that would provide this but not many.
123Um so we did get two companies come out and give us um what they thought would be their best system. Looked over our facilities and [clears throat] a shout out to the purchasing department. They played a vital role in helping us get the process together and send out all the information. And if you'll see on your um that paper there, uh there were actually five biders, but only two met the status of what we needed. Um and the winner was uh So Brightite, which is renowned for their systems. Uh the nice the good thing about this system, number one, it's above ground. It can fit uh with some modification to our building. A little bit of modification to our building. It will fit inside our building. We don't have to worry about we already have
124heat in the the um bus wash, so we don't have to worry about heat. Um and we're going with basically state-of-the-art filtration. Um we're not using a lot of filters. We're going to be using a blue light for sanitation uh for a lot of what we're doing. This is very intense. It's eight different size tanks with pumps going to each one. Um and the prediction is theirs is that we will be able to reclaim 75 to 80% of our water that we use >> which which is fantastic. So, if I'm understanding this correctly, it um it retains the water, stores it, and then re renews it. >> It goes through a system of filters and tanks >> and and we use it again. >> And so, we're only going to be what we would have
125used um will now only be 20%. We're hoping to save 75 to 80% of our >> Yeah, that's great. When you say that there's modifications that need to be made, >> my question, there we go. I know you guys are, you're ready. You know where this is going. What other things are going to be presented before us or additional monies that are going to be on top of this? >> Well, the good news in the future, >> the good news is the modifications will be less than $100,000. So, I won't have to come uh for that. But we did uh get several quotes on what is needed to make this uh reclamation system in an enclosure. It can't just be out in the open. >> So, we would have to add on and we included
126some sketches for you in your packet. Uh it's kind of like a a shed type of structure to add on to the end of the the where the bus wash is now. It goes out from the building 8t and it's a length of 60 ft. and that will house all of the different tanks. So, um, we're going to take care of this as much as we can inhouse, but of course, we're going to have materials and labor. We're going to have to sub out like the concrete slab, some things like that. So, we're looking at based on all the quotes that I've put together to complete that addition that you see in your packet. About 60 65,000 will accomplish that out of maintenance funds. Um, so that's my part. Is there any kind of grants
127we can get or anything that >> Oh, well, we were able to reduce our transportation costs to getting reimbured, but we could be reimbured by the state for it, but I'll have an update for you on that. Okay, I got some numbers 35. >> Oh, yeah. Oh, there you go. >> We're looking pretty good. >> Look at Hey, look at you. Look at you. Very good. >> Hey, a little surprise there on be indispensable. [laughter] >> You know what? You're going to really put that word to good use tonight, aren't you? >> Well, Um, so I was talking to Dr. Skoolie earlier. Um, I did communicate with some colleagues of mine that had bus washes and an an unforeseen cost savings that wasn't as big as I is bigger than I thought it was was
128the our bus wash cleans the underside of our buses. So, uh, I spoke to our parts, uh, supervisor and got the the number of parts that we would actually replace if they corrode from the road saw and grime per bus, it's up to $2,500. >> Wow. >> That we would have to replace. Yes. So, [clears throat] and we we've done that before. Uh, back in 2012, our inspector got under our buses and saw the corrosion that that was from road grime. We we had to pay overtime to our mechanics to go in the bus arch itself, rent a steamer, and go through every bus to to get that away. Now those buses are gone. So I think it's in our best interest to protect the buses that we have. >> I I agree. It moves
129us to to make sure that when we purchase a bus, we're taking care of it from, you know, one mile to 99 million miles. Questions for Mr. Peeper that we haven't already asked. Can I have a motion to approve the smart earth technology doing business as so bright for the water reclamation system for the bus wash at the cost of $123,98042 >> second? All in favor? I >> thank you. I'm just >> Well, you just now have an indispensable system at the ready. So, >> I love it. Thank you very much. uh discussion and the possible action on the playground brand awards. >> Uh yes. So uh you can see in my documentation there that Rebecca Hudson, Brian Fry, and Katie Worthington uh got together, teamed up, wrote a grant to get playground equipment installed
130at Pikeside and at Marlo Elementary and they have secured a grant. uh Pikeside the grant was right around 86,000 and Marlo was right around 120,000. So they have worked with um a couple of different vendors. This case I'm coming to you tonight presenting Bluegrass Recreation as the vendor that uh seems to be most suitable to provide the playground system that they need that also falls within the grant funding. So um the money is already there. So this is more of a formality for the approval of a purchase order that of course will be a totaling $25,4532 so that we can purchase this new playground system. Two new systems uh one for Pikes Side and one for Marley. >> Question. >> I see that the Steely Foundation this is from the Steelely Foundation that is where
131the grant is coming from there. the furniture makers over in >> No, the Steely Foundation is a a local foundation, philanthropic foundation. The contract is with Bluegrass Recreation. >> Yeah, I just look at a source of money. This is non tax dollars being spent. >> It is non-public school dollars. Yes. >> It's from grants. >> It's all from grants. >> It's a p It is a private grant. >> Fully funded. These are fully funded by the grant. >> Yep. But these are not state tax. These are not take state grants. These are private uh private philanthropic. >> I was just thinking of a letter from the board thanking people. >> Oh, absolutely. >> Yeah, definitely. >> Yeah, absolutely. I mean, I'm just looking at the sensory stuff for for pipes. That is like >> I
132want to go play. I mean, >> it's gonna be real nice. Very nice. Yeah, >> that's awesome. >> Is there a timeline on this? >> Uh, yes. If you approve this tonight, I'm calling this guy first thing in the morning. He said he can have the equipment here and ready to install within eight weeks. So, the goal is to get it here as soon as possible. So, >> approximately eight weeks. >> And and by the way, I I wanted to share Bluegrass Recreation is also the vendor that has been selected for the uh Hesville or Learning Academy. I don't believe we've also bridge >> um they they have been a very good company to work with so far um and um I think they understand our expectation um and the quality that we expect. So
133>> and the other thing that uh is very beneficial is the timing of this grant and the request that we put out to Bluegrass Recreation. Uh apparently the equipment at the end of year is uh very much on sale and if we make this purchase prior to December 31st then we get the pricing that you see listed here tonight which means that these schools are getting more for their money essentially. So it was very good timing as far as that goes too. So it's a pretty good system that they're going to have for these kids. >> Yeah. actually the they had uh used the vendor for the grant process um and they were have to use some of their own local they would have to use their own school money in order to accommodate what
134they were looking for. Um and I I requested that the principles give us the opportunity to to to share it with some other uh playground equipment vendors that are through cooperative purchasing to see what we could do that would be competitive. Um, and they were able to accommodate both all of the all of the the styled equipment they were looking for plus some um, and reduce the cost. So, I'm I'm I'm very pleased with it. And of course, we made sure that the principles were okay with this uh, that they that the preferred uh, playground equipment um, that was in the original, you know, scope that going in this direction was okay. And I think that they they're both in agreement. Correct. >> Very much so. Absolutely. Uh with that being said, can I have
135a motion to approve the uh Blink Grass Recreation to install playground systems designed for ages 2 to 12 at Pitside Learning Center at $85,96125 and Marlo Elementary at $119,491.81 grants from the Steely Foundation. So move >> Second. All in favor? >> Opposed? >> Motion carries. Thank you, >> Mr. First. >> Good evening, members of the board and Dr. Tax. The personal action dated for Tuesday, November 4th, 2025 are as follows. Uh this evening, we have eight coaching appointments and one coaching resignation. Um we have 11 healthcare appointments. Um for professional personnel, we have three appointments and we did resend one appointment. Uh we have two resignations and one resignation of an epic contract. Uh we also have one transfer of professional personnel this evening. For service actions, we have five new service personnel appointments and
13611 midday appointments. We have seven change of assignments of service personnel and one mutual agreement. Uh we rescended one policy, 5,000 reassignment, and we have four service resignations. Uh this evening we have four transfers of service personnel and four service personnel upgrades. Um, we have six new appointments of substitute service personnel. We removed one name from the substitute list and we have one resignation of a substitute service personnel employee. For professional substitute teachers, we have 10 appointments of professional day-to-day substitutes and four resignations of professional substitute teachers for a total of 90 professional service and substitute personal actions for tonight for your consideration with superintendent Sax's recommendation. >> Questions for Mr. Kavowski? >> Mr. Koski is the the business office for the SH2. >> No, I did not get a name. >> No, no, no,
137no. For the resignation. >> Yes. Yes, it is. >> Is it Is that the second one or the first one? >> It is the >> I'm not speaking code. I just want to make sure I'm not divuling too much information. >> It's the second. Well, it's actually Let me take it back. There's two, but it's the same name, but it would be the >> the payroll, correct? Yes. Yeah. Can you just I just want to make sure the board is aware that is this the second payroll or >> it is the sec. Yes. >> So we've had one. Yes. >> We've had this is if you I just want to make sure that the board is aware that we have had two uh payroll resignations. Um the the one of the the first one I
138believe was to um for a job that was bettering themselves and more money those sort of things. Um the second one is for I would say similar personal personal reasons which is perfectly fine. However, I just want to stress that this is a very important position that we have in the district uh payroll um and uh that having two people down and trying to fill those is a challenge um and it is presenting a challenge because there are certain qualifications that are required um and so I just want to share with the board that we are working diligently uh Mr. about HR is working to get those fit. >> So, uh the first week >> uh they actually interviewed um today and last week they I'm sorry, two weeks ago they interviewed. So hopefully we'll
139have at least one name for the next um meeting. And the the good thing is this second person did give us she gave us essentially seven weeks notice so we have until December. >> Okay. Um >> yeah, I did see that. Okay, she gave us some time. Um, but it's there's going to be even with that, there's going to be there's going to be a big adjustment period payroll. So, >> and that's that's one of those that that um you know, making sure that you're getting someone who has the capacity to do that role and and have the the eye for accuracy and those things is just fundamentally important. The other thing is is that that that's a position that really requires a um the ability to to work well with people and personalities because
140a lot of times if they're having to work with one of our employees, it's usually because there's been something wrong with their pay their their paycheck and people are naturally elevated when something is miscalculated or that they're or they're under the impression it's miscalculated. They've got to explain to them why it is. And so, um, making sure that we, um, vet these individuals that are applying for these roles is also extremely important. So, >> when does the housing allowance get addressed or or >> they they are this is a big payroll month for them because they have the one payroll run. I think next week they'll work on the housing allowance payroll. >> So, it has been it's been a stressful couple weeks. >> I will work with Mr. Butts to get you a date
141so that you know what we're working toward. But it's usually the week or right around the week. >> It comes out, right? >> And I believe he said November 21st. >> So right before either the week between or the week of Thanksgiving. >> So they can shop for good. >> Yeah. >> I will make sure that we get >> definitive clarity on that. >> I just want to make sure that they have the support that they need to get through that because I know that that I know Mr. Buds has said several times that that is it. They've got the payroll, then it's that, then it's payroll. >> Very good. >> Saying until the 12th be thank you to that person. Yes. I don't want to say the name right now. >> When will the
142certified list be available? >> It's available. I mean, we we turned in our final edits. >> The state the state has hasn't sent out what's official, but we have certified everything to the state. when it's available. May I have a hard copy? >> Absolutely. >> You want a color? >> I think it's always black. >> Yeah, it's always black. >> Um, since we're >> Let's get back on the personal first. >> Um, I don't know where I was, but I I ask for a motion. >> Second. >> All in favor? I >> oppos. Motion carries. Thank you. >> Okay. Next on the agenda is legal update. Um can I have a motion for board executive session to talk to discuss civil action CC-35-47 under what's code 6-4. >> So move second. >> Second. >> All
143in favor? We'll do a vote after >> No, not so we >> that's up to you all. >> I don't think they're >> so shall we say >> okay >> sorry. All right. the email from that one that one applicant >> if I send you to turn audio on. Guess I better. >> Yeah, >> we might want to sit down. >> Okay, great. >> Okay. Can I have a motion to adjurnn? >> So move. >> Second. >> All in favor? I >> first motion carries it is something >> you