001I think everybody else. >> Good evening. I'd like to call the meeting to order. I have a motion to um Can I have someone to say the pledge? I pledge allegiance 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. >> Have a motion to approve the agenda. >> I move. So all in favor motion carries diagnostic data operating beginning of the year. >> Good evening president long board members Dr. Sax and administrative staff. Uh this evening I'm here to present the beginning of the year diagnostic assessment and the 2025 balance for bar monitoring report. Um if we could go to the next slide. The agenda for this evening we will review the district's goals and priorities.
002Uh we'll review and discuss findings from the diagnostic data. We'll discuss opportunities to address our priorities. And we will provide a summary of the 2025 balance scorecard. So, our time together will be spent around these items. Um, to do things a little bit differently this evening because what you do have in your packet is baseline data. Um, and I know that you've had the data for a few days. So, um, I'd like for you just to kind of take some time just to kind of briefly look through it, refamiliarize yourself with it if you haven't looked at it in a couple of days. And then um I'd like for us to then just have more of a collaborative conversation about the data in terms of uh anything that you know any ahogs, any notices, any
003wonders about the data as we go through it. So just take a couple of minutes and kind of review and then we'll get started. Uh the page numbers are clearly marked on the packet so uh we can refer to page numbers as we move through. Two Just a reminder in terms when you look at the kindergarten data uh they are not finished with their assessment until September 26th. That's why we have to be determined on the charts. questions for I know Mr. I'll wait till others see if it has more questions. >> And as we go through you can direct to the page numbers. Um if you want we u Leah has the first slide up. So if you want to start there or if you just want to kind of >> start there. Oh
004yeah. >> All right. So this first slide is the beginning of year uh diagnostic for uh reading. So this is the picture of the reading for K through 8 or I should say first through 8th grade. Remember this year is the first year that sixth through 8 is uh taking I ready. Prior to they had been ISL except for North. So now we have a consistent diagnostic um across um elementary and middle. Uh just always as a reminder I like to remind you that at this point the year yellow is not bad. It's because learning has not taken place. So we would expect to see higher numbers in our yellow and the green refers to our students that are proficient on grade level and the red refers to our students that are two or more
005years below. So this is our overall picture for reading. >> What is someone worrying for them or more years below for the sixth seventh? And I I realize this is early first diagnostic of it here. Well, that's our and so our goal our goal is absolutely is to make sure we can catch those students up um and you know it's not uncommon for a student who is two more grade levels below to not completely catch up to proficiency within one year. But that's also one of the things you'll continue to hear about is our goal of a year and a half worth of growth for students. Um so if we can catch those students up into proficiency um in a reasonable amount of time >> and that is that goal is reflected on our on
006our agenda because I have some subcategories underneath our agenda either. So we do have that goal there. And it also is then you always hear us talk about the stretch growth and wanting our students to to hit that stretch growth for two consecutive years because the more likely they are more likely to achieve grade level if they're if they're obtaining that stretch growth. Any other questions? >> Hey Mr. Molax. >> Yeah. last year uh you indicated that we were going to reach students closer to them and I had an opportunity to visit the classroom and I saw I didn't write down because I didn't want to reflect on our classroom but I saw students in the red and the yellow a large number in the yellow uh the red and green were about the same.
007Um, I'm just wondering now. I realize it's a diagnostic test, the beginning of the year test, but I just saw a wide range and I thought I would see an ordinary range of what we did was cluster the kids. It wasn't saying that a teacher wouldn't have some in the green, some in the yellow, or some in the red. But what we didn't want is like they have one student in the green and they they don't know what to put where to put them in a group or um what we we thought about teachers having if you think about it maybe three preps. So they might have a high prep, they might have a low but then they might have two medium groups or or two groups that are close together. So that they would
008have just three preps and that there wouldn't be an outlier within the classroom. So we did clustering not saying that you would not we in fact you still want that arrange in the classroom but at the same time they were clustered into a group so that you would have maybe four to five in a group if you were doing a small group reading or math instruction you would have kids of of you know you could put into a group and then you could have them focus on a particular lesson. So it wasn't that you would not you were not going to have a range. It was that you were not going to have stragglers out there that would not fit any of those groups. >> Yeah. What what concerns me is more groups a teacher
009has, the more diluted their efforts become trying to teach that class. And uh that that was I said we have evolved and sort of evolved evolved back to the one room classroom. Uh that that was to be a concern. >> Yeah. Uh Mattis, one of the one of the concerns is that well I should say one of the things that we need to think about um and I understand where you're coming from Mr. Murphy is is that by chunking the students where you have if let's say you have three teachers in a building three grade level teachers in a building you have one teacher that has the students that are unprofession on you know on on grade level a teacher that has the students that are one grade level below and then another teacher that
010has the students that are really struggling and then maybe you add additional support in that really struggling classroom. The problem is that we're looking at only reading right now. So, if we were to look at math, you may find that you have a student that is, let's say, two or more grade levels below in reading, but they're on grade level in math. And so, it you you that's why it doesn't really work based upon content area to group those students based upon that skill level rather than to cluster them. But, so that there are efficiency in being able to do the small groups. So you don't just have one or two students that are an outlier. And so because you're going to have other content areas where the student may excel excel in and then
011another content area they may struggle in. And so it's it's trying to marry it as as best you can. Um now some schools they'll do you know content area where a teacher you know depending upon how it's structured. Let's say it's fourth grade, one teacher teaches ELA, the other teacher teaches math, and then the the classes switch, but that is not consistently applied across the school district. >> Um, it's sort of a it it honestly the I think B, correct me if I'm wrong, Mr. Mullenax, but it's on a case-byase basis by school and the comfort level of the teacher. So if you have a teacher that's not maybe comfortable teaching fifth grade math but their forte is reading then and another teacher that they're stronger in math than they are reading they'll all agree
012to have that switch but it's but then there's other teachers that they are very comfortable teaching every single content area and they would rather keep those students with them all day long. So I don't know that there's a magic bullet. Um but uh and I don't think you and I talked about that. I don't think I ever talked to you about that that was a concern. So, I'm sorry. Sorry to give you a heads up, but I think that Mr. Molenax has explained it um in the in the best way that we know how to help with those groups to help the teacher, but it does it does have a challenge when you have multiple levels in the same class. >> My next question is in the red area >> on this slide. >> Yeah,
013slide three or slide three. Have all these students do do we make sure that all the students when they fall into the red area they've been through the s pro process? Well, they all are into the NT WBTSS process where they look at in terms of whether it's targeted intervention or intensive intervention, which that occurs first and gives the students opportunities to grow and evolve before we get to the SAP process. So the short answer is there's a tiered system of support for each of each each student based upon their level, but whether or not they've actually entered the SAP process, there's a chance that they have not. >> Yeah, that's the other observation made the other day, our smartboards is everything's visual up there. And and uh I asked Miss Sloan, cous do we
014uh do eye checks periodically of the children? I know you someone had the impression that happens in the third grade. >> I I thought it happened >> Vision screening every every so many grades like >> beginning of school, third grade. I could be wrong. >> There is going by my years passed years ago. So I don't know what they do now. I I'm just thinking back to my own children, but I thought there was more of a screening in kindergarten, but I don't necessarily know once we moved young kindergarten because they kind of did it hearing and I we moved forward with that. >> Been many moons ago since my kids were back. >> But a child who has blurry vision doesn't realize they have blurry vision. It's just normal to them. And I was
015just wondering if we did spot checking from students eye vision. So >> yeah. Well, so obviously um first time entry into school we do require that. But I would also say that our teachers um because of the methods by which they provide instruction. Um, sometimes it's going to be whole group and I'm talking specifically, I'm going to say at the intermediate or primary level different middle that's different from middle school, high school, but there's going to be times when they're up close to the board uh in small group. There's going to be times that they're at their desk and they have to see the board. There's going to be times when they're rotating. Um, and I would say that uh based upon the interactions with the teacher and the student, you know, 6 hours or
016six and a half hours a day, they're going to pick up on whether a student is struggling, especially through the different types of formative assessments that they're doing throughout the day. Sometimes it's a check for understanding, thumbs up, thumbs down. Sometimes it's a written assignment. And if they're seeing that a student is struggling, they're going to be notifying mom and dad. And uh there's probably going to be some sort of feedback provided to the family um that hey may want to get little little Jack or little Suz's eyes checked because they're struggling a little bit. But I I I would suggest I'm not pushing but I would suggest that you try just a a sampling in in a school and see if if this informal process is as effective as a formal process bringing students
017at least in the red group making sure that uh on slide number Five. >> Yes. >> Um, we've had two years of phasing in the teacher aids into the first and second grade. And in your note, you're telling us to look diagonally for the same group. And I'm just looking at diagonally. the uh first grade in 23 24 was at 14% and 29% uh grade level 39%. Is this an indication that the teacher aid process is working or could you summarize that? I I mean I think that that that's that's that's a good um hypothesis but I also think too when I look at this in addition to having that that additional support which I think is very very beneficial and probably does have impact on this but I also think in terms and Mr.
018can correct me if I'm wrong, but I'm thinking in 2022 20 or the 23 24 year we also started that might have been the first group that had you fly consistently across the district. um I with with that 23 24 so then those those students then have had that um emphasis on the science of reading and the the uh the communic awareness and phonics so I think it's it's multiaceted so I I do think that that those that additional support in the classroom with the ECADs definitely play a role in this but I also think in terms of having that that emphasis on the science of reading as well as that emphasis in those primary grades on uh the fmic awareness which was the is the hery and the youth which is the the fond
019ex >> we also served i ready 23 24 >> yes >> and I would say that we strengthened the expectations around the personalized instruction from I ready in the 2425 school year >> so I think that that's where you see those diagonal results with some improvement along with definitely youthful integrity those are the gaps that are that are you know it's covering so Um, that's a really good observation. >> Anything else on this chart? Because I think you're seeing the same thing even though it's not as as as three years worth of data, but like our first graders in 24 25 is at 19% and the second graders are at 28%. But that we did have when you kind of uh so and if you kind of look across diagonally and see anything else any
020offs or any other notices or wonders as you look at the chart, >> just the decrease from one to fourth grade. Yeah, from a huge jump >> from the third grade to fourth grade to fifth grade. >> Just remember that's not a cohort. That's so it's a different group of students. And you're right to be concerned. We we are concerned about that as well. >> I mean they didn't surprise you actually. I mean the third grade I mean they didn't correct me if I'm wrong third grade third grade got their AIDS >> This year. Okay. Yeah, >> they went from 37 and 23 24 down to 25. >> Yes. >> In 24 25. And they stayed somewhat save stable. I say somewhat because I don't know if if the 25 is rounded up in either
021fourth or fifth grade. Um I just >> and and just remember the other thing to look at this is this is correct if I'm wrong. This is comparing first the beginning of year to beginning of year. Am I right? >> No. This is trend data. So when you're looking at it on the diagonal, it is >> no. Right. But it's beginning of year diagnostics. >> Um, yes. Beginning. Yes. I'm sorry. I apologize. Beginning of the year diagnostic. >> Something else that I could add this year. Um, and we're actually right in the middle of it. The academic specialists are working on it. We're implementing that here within the next couple weeks. We're changing our intervention for our students in our third, fourth, and fifth grade. If you think about teaching phonics at third, fourth, and
022fifth grade. I was a fourth grade teacher for years. I never taught phonics. I didn't know how to teach phonics. Um something that I already has got with their um with magnetic that's that's we're going to have it in in place of is a remedial tool that if a student is struggling with phonics in third, fourth, fifth grade that they'll be providing that support with at those grade levels. And then also it's it's called phonics and it's a remediation tool that we're going to be utilizing, but it hits all domains of reading. So the teachers now have a one-stop shop that that ties into I Ready that is a remedial tool that they're going to be utilizing with those students. So and it it's on three different levels depending on where the students are at.
023Truly most of the third graders are going to fall in level A which is back to uh you know the basic phonics and awareness. Then there's a level B which you're going to find a lot of the fourth graders might fall in that they just need a little bit of those skills but they're going to focus a little bit more vocabulary. And then when you get into the fifth grade, most of those kids are going to fall into level C, which is all called phonics. It gives that support, but it's going to be focusing more on that vocabulary comprehension. We're working on that right now to get that implemented within the schools. All the books are in. All those resources came with I Ready. Um, we're just rolling it out piece by piece so that
024the teachers don't feel overwhelmed. We finish our diagnostic. We're doing our dyslexia screening right now. Then we're going to move into giving the teachers direction on how to formulate those small groups and to meet the kids needs. So h >> how are we I apologize. >> No you were asking question. Um, how are we implementing adjusting for we've got so many different things that we've done in the last year, so many things that we're doing this year and so many things that we're looking for, you know, toward for next year already, right? So, how are we understanding which group or cohort, what grade we're going to miss? And the reason why I'm saying miss is because we've had kids that went through CO in a very um I would say less than I mean it
025it it was not our ideal. We wore masks um you know they didn't get some of the the phonetics the the >> what verbally. Right. Exactly. So my get my question to that end I guess is how are we supporting those students to make sure that they aren't falling through the cracks because I can see us concentrating so much on first, second, and third grade that we're going to miss the mark with those kids and they're they are very much in need. >> I think that's where we're going to implement that. It's called phonics, but it's a remediation tool that covers everything, all all the components of reading, but it's going to be implemented this school year in third, fourth, and fifth grade. >> Okay? >> And so that should catch them if they are
026missing any of those skills. So, and that's what we're hoping that it will do. >> What about the kids in sixth grade? I'm re the reason why I'm bringing that up is because those sixth graders were third graders three years ago. >> Yeah. >> So, that's why I'm like, this is great. were doing first through fifth. Well, what about their sixth grade? How are we >> I would hope that their um their that I already pro would catch them. Um and because again, they have their individual pathway which is our tier 2, which you know, again, if you're you have a kid that's being accelerated, it's going to accelerate them. Um but if they are lacking skills, I always I tell describe it to a parent is an individual teacher. So this is now a
027scripted um course for your student to be caught up to to get any skills that they might be lacking. So I would hope that Ready Pro would be one of the things that we could put in place of that that a student at that level at that middle school level could do that and really truly on their own where they're not pulled from it to a I'm going to say this respectfully to a meridial class or a lower class. They could be grade level but then also have this built up you know around them for that support. I just want to chime in >> because Mr. Mullenax is not at the middle school level. I just want to I just want to say one thing. >> I just want to say he may hope but
028we expect so so we don't operate on >> hope is a really good thing but I want to say >> you're advancing on on a question that should be towards Miss Clubner. I apologize. I don't see her. Well, but we do have one thing in place that I think we we've hired the AC the secondary academic um specialist that can support um that work and provide professional learning for those teachers in addition to the tools that are there for the um >> I apologize interrupting you and I'm interrupting you. That's okay. This is my ADHD >> but I'm just thinking you know I mean that that that's a that's a a support >> that that we do have in place. the the the I Ready Pro Crow. Um what it will also do is as
029we identify students again, as you're going to see here in a second, you'll actually see that our middle school performance brings the average of the district down to the beginning of your diagnostic because we do have students that are two or more students that are two or more grade levels below at the sixth, seventh, and eighth grade respectively. But that's where one of the reasons that we were so much pushing for a shift from our previous resource that we used to Ready Pro because what it'll also do is it will group students based upon those skill levels so that that tiered support system for tier three intervention at the sixth, seventh and eighth grade can occur in the classroom. And so that the teacher h you know it takes a lot of the the it
030provides a lot of support for the teacher to say here are the skills that these groups of student this group of students is is lacking and here are some lesson activities that you can use in a small group setting or for enrichment to be able to help catch those kiddos out. But also too, I think the other piece to this, even moving beyond the assessment, I think it's the work that we're doing with our high impact practices that we have put in place districtwide and really placing emphasis on the standards and really working with our teachers to make sure that they understand their standards. Okay. And so I I really and creating those performance-based objectives. So we've done a lot of work around that since the beginning of the year. So in addition to you
031know having the additional support with an academic coach having I ready pro and having the the as as Mr. Malm said the the scriptive pathways for the students and that will help the teachers but also ensuring that we are teaching our standards and teaching them at grade level. I think that these are things that that I think will move us as a district. Now, when you think about that STO group that he was talking about, um it it's as easy as once you've taken the diagnostic, which is phenomenal, and I wish I would have had this when I was teaching. On once you've done that, it it your groups are built for you. It builds your groups. And not only does it do that, if you're teaching a particular grade level expectation or skill, it'll
032tell you what prerequisites these kids need before you teach that skill. So, you could pull a small group of maybe three students. So, very flexible back and forth depending on the skill you're teaching. It'll tell you what they need before you teach it. Um, it'll also teach you like show you what kids have already mastered that skill. So, you might not be what you know spend your more more time with these particular students. But when you do that small group instruction, it's all in order for you as a teacher. You click on it and there's your lesson plan. >> Okay? >> And so when you even think about the extra support we have in our classrooms, um, a teacher can run that report, click those lesson plans, and hand those off to the assistant in
033the classroom. So then you've got those immediate lesson plans for that teacher to run that small group or that assistant to run that small group. It it's that easy. So it's again to me it takes a lot of the guesswork out of what do I teach? When do I teach it? How do I know that? So it's again and it's not more re more assessing. It's already based on that diagnostic. So I I think that gives the teachers bad time so they're not always assessing something. Other than the assessments that we're doing here, what other um strategies, and this this speaks more to the administration piece, um principles, directors, that sort of thing. Um are we are we looking at to assess whether or not we're closing these gaps? Well, so this can't be the
034again the reason why I'm saying I'm asking that question is because I I'm a person who does not test well. I can guarantee you I could answer the question verbally, but if I go to take a test, I'm never going to get it. >> I psyched myself out. >> Yes. >> So, this assessment, this diagnostic is to help inform instruction. meaning that teachers uh and school support staff will modify the plan for instruction based upon these results. So it doesn't necessarily you know follow the student if you will other than identifying a student for uh between K3 for potential um retention um because it but it's a series of assessments. So how do we know we're getting how do we know that the fruits of our labor are working? Yes. >> So there's this one
035and then we do another one in the middle of the year where it will assess them again and we'll see how much you know of our students how they have progressed. Have more students been able to acquire the skills necessary for them to be on grade level or maybe instead of two or more grade levels below now they're only one grade level below. And then we do it again at the at the at the end of the year to see again what that gap's been made up. There are other opportunities where we can do uh many standards mastery assessments throughout the quarter. Um but it's they're they're many like they're only maybe six or seven questions to see how well we're we're tracking as well. Um but we are also trying to be very very
036careful that we don't >> create an environment where we feel like we're over assessing students. So correct, we we're trying to find that that balance >> where our our staff also feels comfortable that they don't feel like we're over testing and that they have are well equipped to be able to do a shorter assessment and and and perhaps pivot or shift instruction based upon again the grouping of their students and needs of their students. So I would say that for our elementary and our middle school students, we use the I Ready tool to inform our instruction and to see the extent of what um our improvement is is throughout the school year. Um and then of course remember it also has predictive analytics so that and every time you take this it gets a little
037bit more accurate but when we get to the the midyear diagnostic it will help us uh identify based upon the current trajectory where we think that our proficiency on the GSA will land. Um, and it allows us to make small pivots or maybe even major pivots in order to make sure that we're able to not only reach our goal, but hopefully uh exceed our goal for each indiv individual student, each individual class, and each individual school. >> Well, but don't you think also that giving the teacher uh some kudos? I think teachers ought to be able to tell their themselves correct >> um just by working with those students on another day. >> They do informal assessments every day and that's where and that's where that was where my brain was going was what about
038the the >> well and and and that was where I was going. Are we taking into consideration their >> their observations? they're they're, you know, they're touching the student, meaning they're they're the ones that are interacting with that student dayto day. >> These assessments capture >> a snapshot. >> They can move their pathways, too, because if you have a student that just clicked and things, which we have, I mean, we've, you know, put a smile on that one. We have that happen. But then a teacher can just watch their individual pathway and say, "Okay, I know this kid is much higher." They can slide that individual pathway, watch that. Um there's criteria to make sure you got that kid in that screen spot. Um I'll get give a pecking credit out there. They they've given
039the quick product screener to a lot of their kids that fell below a certain level to get that one on with them to go a little bit deeper. Um there are all kinds of different assessments that the teachers have given to make sure they have that clear picture. >> That's what I'm looking that that's what that's what I'm looking for because I don't I that I don't I and I didn't think it was based on this. Unfortunately, this is all we we really get into the nitty-gritty. That's why I was trying to figure out how are we closing that gap and getting it from the not just >> you have teachers and teams that are doing common formative assessment that that they're analyzing and using with the students. You have some teachers that do exit
040tickets with maybe two or three questions, something maybe five questions at the end of the week based on on a standard that they they had worked on that week. So there there there's multiple um informal assessments that are going on constantly throughout the the year, throughout the week, throughout the day. >> Um can I ask that um is it harder for uh fourth, fifth, third, fourth, fifth grader to grasp phonics at the higher level when they never started in a >> I'm sorry. I mean, >> I really think it just I think Dr. the child. >> Yeah, that's a great question. As long it depends on where the child's at. So when you hit so when a child transitions over to like third, fourth grade, >> then if you don't have the foundations for reading
041and then you start um throwing bigger concepts in front of them, if they don't have that foundation, well then they start to struggle with comprehension. So, not only am I struggling with like the words in front of me, but then I'm struggling with the content that you're trying to teach me. So, you know, that kind of plays itself into third grade success. So, that's the importance of we got to make sure we get our kiddos where they need to be at that point because once that trigger starts, you know, from fourth grade on through, you know, the rest of their lives, everything that is going to be put in front of them is something that they have to grasp. >> Yeah. And that's why you see the sharp cut off, the sharp drop off also.
042Yeah, that's a concern to me because Lewis said that they were going to start phonics in those grade levels. Are they going to be able to grasp that? >> Yeah, they will. And I tell you that's something that we should have done a long time ago, especially thinking about the science of reading. It's something we should have had in place. And I know we haven't in this county at at that level. We you know we struggled with even having phonics at the at the primary grades but then at the third fourth and fifth grade we didn't have anything even when I was teaching at the intermediate level to provide that phonics instruction and we would always assume that they had that and if they didn't have it here here we are with students and we're
043not we're not building that now. Now we have something in place where we can build that and monitor that and make sure that those kids are getting that ground. So >> and it's good for our L students by the way. Excellent for our students at that age. >> That's really good. >> Want to make sure the question >> just just for clarification when we had silver bette years ago, we did have products in the fourth and fifth grade then works. We had the schwas the whole whole but reoccurring thinking >> bathroom. >> Thank you. >> All these but goodies. >> Yes, sir. >> Yeah. But I I I personally think that we are we were talking about over testing. I think we're overpromoting suits. we're not ready to move on and we're we're pressuring the
044teachers to do that. Uh even though the law says it's the teachers call now and uh but the the teachers I think are are pressured that this is going to be a devastating experience. Uh they're going to drop down if we do this. Research shows you this. But I I think and of course we have to look at the middle of the year progress here and be fair. But I watch the same pattern appear >> year over year that as you go further along uh the numbers for the negative become greater and greater. And I think it's because children don't they realize they're going to get move on whether they're here or there. Well, I think and one last thing, uh, I'd like to have in the past we've received school by school, grade by
045grade, the number of retentions, and I'd like to see that again for this year, this past year, because I've noticed in middle school, um, maybe one or two out of four schools, and how many students is that? They don't retain students in middle school. They It's the hot potato. They're big. Got to move them along. And they go on and and the the effect of those young people in a classroom with the teacher expected to take the time to work with them is taking away from the middle and the above average students. And I I think that we need to have the accountability and the students will I think work harder when they look around and see somebody who's got a mustache sitting next to them in the seventh grade. The it's it's bad, but
046you need to do that. Now, I asked the question earlier, are we making sure the students are being served the SAT process? And I I wholeheartedly believe that we need to uh give every resource we have. Heaven knows we're spending money on special education and we have all these people with all these different remedial titles and everything but there's a point where the student needs to understand if you can do the work and you're not you're not going. >> I think we also need to make sure that our staff knows that that When I say this, it's from a supportive end that we're not asking for extra diagnosis, right? We're not we're not looking for that. We're looking at how are we best helping that student. And I know that there are many teachers who
047are in the later grades that wish that some kids I'm I know of several teachers who have said to me I can thin out pick out several kids that should have been retained earlier because it's impacted their middle school and high school life. Um so I'm in full agreement with you. We need to start looking at that. And you know, if it's if it's not necessarily a diagnosis, maybe it's just literally we need to hold you accountable. You came to school, you didn't do anything. You you didn't you you didn't do what you needed to do in order to get what you needed. >> Well, that's in our mission statement, holding kids accountable. >> Yeah. that I've had teachers tell me that student wouldn't even put his name on a paper and he was promoted
048>> I think >> and and he was playing and he qualified to basketball his freshman year last year. >> But one thing I will say is one thing I've noticed in the last year and this is a this is a you know kudos to Dr. Sachs is there is a higher accountability that is being rolled out here at the board office and I just want to say you guys have risen guys have risen to it and I I'm commend all of you guys for rising to the occasion. Um I I I love seeing you guys getting out there and hearing the stories that you come back into us and tell us about because it's it's amazing. Um, and hopefully that just continues to I don't hate the word trickle down effect, but I hope it
049continues to trickle down and it gets into our kids that we need to hold each other accountable. >> We had a a principal meeting just to share a quick I'm not trying to up you on storytelling, but >> I would never but I do want to share with you. We were at our principal meeting last week and one of our principles said that they had gotten a call from a parent um that their child had been at home and they were playing at school, you know, and that was not uncommon for our kiddos to go home and play school. But the the student made a point to in during their instruction in their playtime that they were they were um making sure the the students in their classroom knew the performance-based objective. Oh, I love
050it. >> And uh you know that they wanted to make sure they understood what they were learning and why they were learning it in that class today. And so >> uh what what we're what we're seeing is is getting to the student. I I wanted to tell that. >> That's awesome. That's good good to hear because when we look at these numbers, it's like >> I want to point out though, you got to remember that this is the beginning of the year. >> Yes. >> Sam done a thing all summer. the majority of them >> with summer slide. >> Yeah, this is the summer slide. We're starting over. So, until they get the grasp of where they are. Um and then the only thing that I was going to contribute is that with house bill
0513035 you know with the uh next year you know the spring 2027 assessments based on how the students perform if they're not proficient by third grade then that's when we will start looking at the uh >> retention >> the retention. So it's you know there is something there that is what you're asking for that is coming down the road. The wall shouldn't just be your third grade. >> Yeah, >> correct. But it's a start, you know. It is it is a start. >> We haven't had that, Mr. Right. >> Oh, okay. Um, my question's on the next slide. >> The next slide. Oh, and the crab kid blanking earlier because your comment about not anyone still blame happened when I was in hospital when I was in high school and don't ever >> my question
052is I was looking up if it would pull up last year's um figures for the benchmark And so the last the pink and the red >> on this assessment come to 40% for our district that are two grades or three grades below whereas last year it was 28%. So >> what what's changed? >> Yeah. any idea? I know there were more people there were more students assessed >> uh this year than last year, but just >> this is this is reflective of first through 8th grade for us and for for our district because so this is this adds in our eighth grade school or sixth through eight or six, seven, eight or middle school. So that um I think as Dr. stack alluded to earlier that you would see that it it has pulled us
053down. But once again, it's their first um exposure to I already it's their first attempt at taking the diagnostic and it it's new for them at the middle school level. We only had North involved last year. So, it's going to take them probably two to three years. And I was going to say the the diagnostic that we used the last however many years we've been using it was not up to par for where we where we needed it in the in those other grades the six seventh eight. Am I am I understanding that correct? >> Yeah. I don't I I would say that if you were to ask the superintendent specifically that the that um what we needed out of a resource for our students that that product was not able to provide it >>
054and now now we're getting that and this this is more of a tangible we're we're seeing more of a an actual number that's reality >> and and I once again that consistency that you know so now we are from K8 eight with the same tool, the same measure. So, we're going to be comparing apples to apples as we as we move forward. >> Okay? >> And we can see that on the earlier slides where you could see that that level of kids that that are below proficiency increasing at that middle school level and then that calculates in here because when I saw this slide, that's the first question I had. Whoa, what happened? Yeah, we're about four percentage points higher in the the reds than um than our West Virginia and the Nashville where we've
055always kind of been in alignment or we've previously been outshining them in some some respects on these slides in the in the past. Any other questions? >> Uh I just I I'll be the first one too. Could you explain pages uh six, seven, and eight? Just make comments. >> Okay. >> I understand the others. >> Pages six, seven, and eight. Okay. Um with with page six, what we're looking at, if you look at the first bar on the far left, this is the national norm. So, they did a sampling of students to set the norm. So, that's what that first bar represents, the norming. Then when you're looking at then the national year to date, you're comparing fall 2526 nationally to West Virginia and then to the district. So what you're looking at typically what
056we do like when we kind of combine and show we usually combine our two greens because those are our kids that are proficient then our yellow then we kind of combine the the light red and dark red with ours. But what what you're seeing here is you're seeing that the way I already presents this in terms is that the dark green means that are above grade level. So those kids are solidly solidly on grade level. The light green means they're early on. So they're they're they're moving into um you know grade level learning. The yellow is that one year below grade level and then the lighter pink is two grade levels below and then the dark is three or more grade levels below. But what you're actually looking at in terms of the bar graph
057you you start with the sampling that was done in 22 23 in terms of how the placements fell then to now then the national year to date the West Virginia year to date in the district this is current data for 25 26 for fall >> I was just I was confused about the national funded at two different columns either >> that's when they did the sampling that's when they said the norm and and you're I I didn't know what the right is this typical of us from year to year. Do you see improvement of groups for >> what you're looking at here when you're looking at the national in West Virginia in the district those three bars you're looking at current data for just the fall 25 26 what Mr. right did is he went
058back to his old data that I've given and he he looked at that chart and then did his own comparison. He was not using data from this page to to arrive at that comparison. >> Yeah. So the beginning year last year was the 30 something and it went to 40% for the pink and the red 30 something. >> That was a pride a pride moment. That's why when I saw it, I was like, whoa, what happened to us? Because it's a prime moment that we were always lowered. >> Yeah. Our top the green and the light green, they were the same. >> They say the same thing was. >> Yes. Any other questions? Okay. Okay. So then if we go to to slide seven um this is where that um I ready always shows us
059in terms of if our student is all students currently right now all students were to obtain typical growth the the the light purple and the dark purple that that's levels three and four that represents proficiency on this the projected proficiency on the summit of assessment on the GSA. So this is basically right now currently if every student across the board who's taken the assessment first through 8th grade if they receive if they achieve typical growth that what you're looking at with the the levels three and level four which are the blues that would be our percent projected proficient on the state assessment in the spring. Are you good with that Mr. We're project for the third grade, we're projected to have 38%. >> But once again, we're striving, >> right? But as a district, we're
060striving for that stretch growth because if our all students were to just achieve the typical growth, we're going to have improvement, but our gaps are going to remain. And our goal as a district is to close those gaps. >> Think of the typical like a year. So if you're in the sitting in your classroom and you just I'm gonna I want to teach my kid and just have a year of growth in that classroom. That's about t that's typical growth. We need to catch them up. So we need at least a year and a half of growth. We need more than that year and that's where you get stretch growth. >> So the next slide >> and many of our and I want to many many many many of our schools our classroom and our
061students reach that stretch go last year. Um, so >> let's see. Mount Ridge Middle was the highest >> in middle school. They they um not not only did they grow the most, but they actually had the highest proficiency in the county for uh reading. Um, and they came in close second for math. >> Okay. Well, while we're doing that, we point out our problems. Let's point out our our top performers. What was our highest performing intermediate school first? >> It was probably Tom was Tomahawk. And then our highest performing primary school was Winchester. >> Yeah. >> And school >> um high school was actually I believe Hedgesville >> they were at all the hospitals were close to the same. I think that there was a separation between head and muscleman and then Marsburg and spring
062mills there there was there was a separation um but in terms of if you think about growth and looking at growth spring mills had very good growth but in terms of your achievement and your high performers it was muscle >> and of course we're talking growth we're talking about actual increases in proficiency >> yes >> um I think I want to make sure I >> yes >> clearly state that. Um and what was you know almost all of our schools had um growth last year um and many of our schools had significant growth last year um especially at the um intermediate level um and so there was there was a lot to be celebrated from last year but we also know it's we're still below the state average. And so that's, you know, one of
063the things that we need to continue to strive for is to well exceed the state average. So, >> and I want to clarify because I know some people will be or some great, but there are some schools that had high higher numbers, but because they didn't have the growth, they didn't show it, but they had higher numbers and they were and their staff was cranking up. I think Bill would have been one of those schools. >> Say that again. I I just remember looking at the numbers >> and and the state gives her a goal of over here >> and school a I'm not going to go back to this way because I'm doing this but I remember looking at a school a having higher numbers than some other intermediate middle school >> but the
064state's goal for them wasn't reached >> correct yes So you you have you can you have >> yeah you have you have you have what are classified as um high growth I'm sorry high performance high growth schools high performance low growth schools low performance low growth schools and low performance high growth schools and we do have some I'm not trying to confuse you but there's think of it as there's four different quadrants >> but um we do we I do think that that we've had in the past um schools that feel like they're okay uh because they are the highest in the county, >> but they're not they're not achieving the state average. And so um I think that you again you'll see some schools that will surpass them and and sometimes I think that's
065what you know as they reflect upon their performance at the end of every year. I think it's it it allows them to see, okay, well, what this school over here doing where they're seeing the growth and we're not. Um, and so, um, I do think that we have seen some of that throughout the county. Yes. Uh, but I have to I have to go back and say though that over the last the course of the past what, five, four or five weeks that we've been at school, are we at five weeks? pretty quickly. Um I will say that in the schools that I've been in and I've been in um almost almost all the schools I think so far this year. Um there's just a handful that I have not. I have been so impressed
066with the um the the ability of our teachers to say, you know what, this is a shift in what we've done in the past, but we're we're we're implementing it and we're getting honestly some really good feedback where they're like, I'm I'm glad we're doing this. I'm glad this is the focus. Um and so there's a there's a tremendous amount of buyin that I am seeing when I talk to people. Um, I think, you know, obviously our instructional team is in schools all the time. Um, in fact, Wendy Gregory probably laughs at me because I'll come over and I'll pop in to talk to Lewis or to Dr. Woods or Holly and oh, they're in schools. Oh, they're in schools, you know, and so they they can definitely speak to it as well. But I've
067just been so impressed with our teaching staff and our instructional staff and and I'll also say our our our school leadership, you know, they have really been trying to um implement this shift and I think that we're going to see a very good return on that investment. It's their investment um of this shift as well at the conclusion of the school year. we have a child that's telling her >> make believe classroom here's the objective >> I mean that's that's huge. So >> yeah sometimes you you feel like you know what's the next thing that they want us to do. What's the next thing that um >> that they say will work but you know but really what we're doing is we're getting back to basics. We're coming back to what is just sound educational
068instructional practice. So, um, anyway, >> and Mr. Murphy, when you asked about slide eight, slide eight is exactly, um, the same as slide seven, except on this view, you're looking at if all students achieve stretch growth. So, if all students achieve their stretch growth, then this would be the pro projected performance on the GSA. So his an so your analysis on the third grade class reaching typical growth was at 38%. If they hit stretch growth they'd be at 60%. >> And if students hit their stretch growth for two consecutive years as we said that they would be close to being on grade level. So with the stretch growth we're really looking and pushing for this because this is where we're going to really see close the closing of the gaps that we have. Other questions?
069>> That one quick? >> Um, in slide four, please. >> Yeah, back to slide four. >> Back to slide four. >> We skipped that one, didn't we? Mike. >> Okay. >> Um, two quick things. >> Why isn't the What's the reason for the kindergarten? >> Uh, they haven't completed their assessment. They'll complete their assessment on the 26th of of this month. So, this week. Um second one is u with the children learn initiative um what opportunities do you see in this data that well have they looked at this yet one two um if not what opportunities do you guys see u with this data um >> okay >> compared to last year >> comp compared to that last year I don't necessarily know if we looked at a slide like this where we actually compared
070fall to to fall to this year in terms and we just did it for uh through fifth grade because we wanted to keep it consistent because sixth and eighth weren't all involved last year. But in terms when a key takeaway that I kind of looked at when I went that's that stood out to me and you know it's never right or wrong. It's just whatever your aha are. But I kind of looked at 345 because over the years we've always seen like all this really positiveness with our our K2 in the data. But I found it to be even though it's not necessarily significant, but it's still gain. So like if you look at our intermediates for three, four, five in our in our in our own grade level, you know, they all gained percentage
071points um from fall to spring. So where they started in the fall last year, which are different cohorts of students, they're not the same students, but we gained two percentage points in our green and third, one percentage point fourth, and two percentage points and fifth. We also had gains at fourth and fifth at in the yellow from you know comparatively fall to fall and then we also lost some percentage points in the the red from um fall to fall. So in terms of just kind of looking at the data I found that to be a positive that that stood out to me um and and a positive in terms of movement and a shift as we popped earlier. What were you saying? >> Well I was going to say I think one thing that you
072were asking like what can CLI do for us? One of the things I I got the pleasure of going to walkthroughs um with them this this past week. Um let's say one of the things that they look for that we look for are the same things. Are we using that curriculum? Last year when they came through loud and clear they were the first to ring the bell that says you have no consistency in any of your classrooms. But when they did their first walk around you know we talked to you know principles you know I might pop in or whatever else. They did that look at school to school to school to school to school and they found inequities. And there when they looked at inequities, they were like, "You you have no consistency in
073any of your curriculum." So that was loud and clear. They said, "You have to make sure that you've got something in place." This year when they came back into the walkthroughs, they were shocked at that we're already at the place that we are. They were they were very shocked that we had the um consistency within the classrooms. They saw the objectives posted in all the rooms. They saw the consistency of the curriculum being used from school to school in every place. Um, and they were things that they looked at. They looked at engagement of the teachers, engagement of the students, things that they could do to support help those schools that that were um that might need a little bit more. And it's really support those teachers to get that equity across all of our
074schools. I think that was something I'm taking away from them. She did great walkthroughs, too, about saying, I know you walked in, did you see this, this, and this? Never thought about that before. So, I think some it's it's eye opening, too, to do a walk through. You know, I live this every day. when you have some fresh eyes on that that are coming in looking at it, it's very helpful. It's it's very very helpful. And I had the pleasure of being with them every day that they went to an elementary school and but I was so proud to walk out of there and say they saw consistency and they could see where we're going. And so again, coming back and visiting us and seeing us grow where where we need to be and, you
075know, helping us to get there, it's going to be positive experience. I I think that if you were to talk to the principles, um they get tired of hearing me say, you know, we need to be a school district versus a district of schools. And I've said that for many years and every time I started to say it, they're like, yeah, we know, you know, but it's true. I feel like the work that we have put in place and where we are, I really feel that we are truly really jelling and becoming a school district versus a district of schools with the work that we have in place and the work that we've done with the consistency with the alignment to the standards, the consistent curriculum, um the consistent assessments. So, I really feel that
076that in and of itself it will will lead the charge to moving us forward. And and I know that if they're listening tonight, they're probably sitting at home rolling their eyes at me, but that's okay. >> How do we gauge virtual school from beginning to middle to end of year? >> Um, they're they're incl >> I know I'm asking. Sorry. >> I mean, they they do take the assessments or they have in the past. So they have been included in the data in the past. I know that their their curriculum has shifted and Dr. Woods can maybe or Lewis can address that. But um in terms of the expectations in terms of of using our curriculum, >> yeah, we want to make sure that they there's alignment between everything that we're doing and all of
077our programs from virtual to students that are in the schools. Um, but we can actually pull that data out if you have questions about how our virtual students perform on the same type of assessments. You know, we can get that for you. >> I know we've been very very good about getting the consistency piece and it that's why I I went to virtual because I know virtual learning can look a little bit different and smell a little bit different. So, what does that look like? So, um, I'd be curious to know how they're doing and >> I have like, yeah, >> that I can pull out as well. Their summit of data from the from the spring as well. >> Yeah, that'd be great. >> Do we have um Can you give us the GSA
078data on those schools? >> Uh, I can I have that. I just don't have it here tonight, but I but I can I can provide you with that. Yes, >> that'd be great. >> Thank you. last year. Plus, it took a longer to distribute the devices. We gave this diagnostic test later. Correct. >> Do you have the date? How much? >> Not off the top of my head, but I do have our calendar from last year that I would be able to give you a comparison. I would say maybe it was maybe we did September beginning September. >> It was two or three weeks. >> Two or three weeks. like the 17th or something else. >> Yeah. So, we This is actually a test reflect the year. >> It's earlier. >> Yeah. This is true.
079>> We actually got it in October of last year, the the beginning of >> I think we finished I think we finished in September, >> right? I'm just saying like we're actually getting it a lot sooner than we typically have been able to. >> And that's that's taken place in our classrooms. I mean, it's we were just getting out the MTSS materials to the teachers and they were already starting small groups. they were already moving into that because they had the diagnostics so early. Here we are, we were struggling just a little bit to get the things out to the teachers in a timely fashion because they were already starting. So it it we had to kick some things into hide here in order to meet their needs because you're right, last year we didn't
080have to have that out until October. So I mean we were doing small group meeting the kids right where they're at in in October versus now we're in September at least a month later. >> Any other questions? Any other questions? Thank you very much. >> I know you have a lot more slides. >> I do have a lot more slides. >> So, um >> I think we've already what I would do is I would just show them the the math sections which is very similar what we just went through. >> Um and I think the same questions sort of apply to those sections as well. specifically what we're doing differently. Um, so if you want to just go through those and and if there's any pauses, we just go have get them to con. >>
081Okay. All right. So, this has been the the beginning of the year uh diagnostic for first through 8th grade for for math. So, you can take a quick snapshot look at this. You have it in front of you. As we go through this, if you find out that you have questions that just email me later and and we'll sit around, Lewis and myself, Dr. woods. We'll we'll look at the questions that you have if you need to or want something addressed. The next slide once again just shows you that falltofall comparison fall 24 to fall 25 in terms of of how we're doing um from last year to this year. Uh the next slide once again this shows you the the uh vertically it's same grade different groups of students diagonal it's same students different
082grades in for our math you can have that as a and once again this is that comparison um separate the national norm and then nationally how we're doing uh to West Virginia to districts. So it shows the same information but we're just looking at math this this time. And then the next slide once again this is then the uh typical growth if all students achieve typical growth for math um how we would perform on the state assessment. The next slide shows if all students would achieve stretch growth. This is uh how they would perform in terms of proficiency. Um in the blue >> look at that look at that third grade. >> Oh yeah. We worked really hard in second grade to get that. >> Yes, you do. >> Um, so next slide, please. >>
083This year, uh, we have implemented, and I really probably should have put con and con MIGO implementation for grades 9 through 12. I do know some of our schools, high schools have dabbled in con. Uh but this year this is replacing the ISL component at the high school level in terms of the work that that we're doing with um uh working with our students making sure that they're they're on track and looking at how they are not only mastering the content but also in terms of how they are growing. This has been spent a lot of time with us talking to us about our implementation in terms of you know how quickly we've onboarded everything. So you can sort of look by September 9th we had the majority of our teachers students and activated with
084having um been on the platform and then students that started the uh activities and actually Mrs. Cler and I had a conversation around this that probably some of this is the numbers are low just because um of our students that are on the alternate standards are not a part of this. So we probably feel our numbers in terms of activation is higher. Uh the next slide What what would be common refresh? >> Il very lightly used at the the for just high school though. >> This is just for high school. This is for grades 9 through 12. Um when you look at this um pawn has um an enormous amount of courses that our students can be assigned and can work in. And there's a direct correlation between uh the coursework to our standards. We
085saw a very direct alignment there. And this is just a screenshot of just a few. So you can see like ninth grade reading and vocabulary and the some of our students with some of the work that's in there. You sort of see where the proficiency and the master is in terms of the work that's been done. Algebra one 10th grade reading um and vocabulary in US history. But this is just a quick snapshot of of just a smidge of what's available to us to work on by court by grade level by course in in con. Um, what is unique about this, if you click on it, but we're not going to tonight, but if the arrows out to the side, those are drop down arrows. So then you can see by school, then you can
086drop down and then you can see by student. And so there there are student reports for usage, teachers reports for usage, teacher reports for in terms of um our students mastering the the the course content. And the goal is as our students delve into this and and work and spend more time working in this is that uh working towards mastering 80% of the course standards. So when teachers choose uh what they're assigning to our students within that course, we're looking at that 80% of of course mastery. >> How well are the teachers adjusting to using this? >> Um I I would say we're in the early stages of really working through this. Um I know that our um academic specialists have put together a very useful document for for our teachers for support. They've had
087some professional learning but you know we'll we'll be providing more professional learning as we go. So it's a transition period but they are you know um you better. Yes. The more opportunity they have to use it the better it will be. And it's very similar in terms of like our other assessments with like the I already you know the sweet spot in terms for the week is 30 to 45 minutes for the students to be working in their courses. >> Yeah. Like I was going to say the big takeaway is that's the feedback that we're that we're getting from the principles and that um like Miss Clubner and I are working with academic specialists um putting together resources and training just to get the teachers just more accustomed like you said to using the platform
088because it is a great resource. it is very aligned like the skills and things are very aligned to our standards. Um but it's just one of those things the more you use it the more you you get used to it but then also the the great feedback that they give us on something that if we need to go back to Khan and say hey we need some some more assistance in this or we picked up on something that could support our teachers. So, it's been a lot of collaboration, but um but so far we've got a lot of positive >> and once again just like our others that I ready, it's really been about using the data to drive our instruction in the classroom with our students. So, it's it's not just assessing, it's then
089doing that leveraging into the instruction into the classroom. Um, next slide. Uh this slide is just sort of showing you the con and como SAT prep. This is just this is sort of a sequence in terms of of what the expectations were. So for ninth grade, you're really getting them ready for SAT SAT prep, which is new. We've never had that. So this is kind of really working with the PSAT information for nine and 10. And then when you get over to grade 11, it's definitely the then the SAT prep. And uh they did share uh with us in terms of especially working with the math that the majority of the questions for math on the SAT school day comes from the algebra and the advanced algebra uh of the advanced math the algebra and
090the advanced math. So that was something that they shared with us that this if we follow this this is a direct alignment to the eventually to the SAP school. Uh the next slide, this is just sort of giving an indication of like when you would do the assessments. Um so for example, uh when you finish unit 10, they recommend doing a blue book practice test from college board. Um or the PSAT NSQT. Two things that we're keeping the same uh or one thing that we're keeping the same um our grade 11 students will still take the PSAT NSQT this fall in October. um because that also allows them to qualify for scholarships and and things like that. So our grade 11 will still do that. And then just like um years past uh our grades
091nine and 10, they will do a beginning of the year blue book coming up in October and then they will do an end of the year blue book in in October. So that just pro provide the practice in terms of that's for moving towards the uh PSAT and um SAP school day. >> Blue book is the diagnostic in essence. >> Yes. >> That helps inform the instruction and the support that the student gets. >> Yeah. So basically what we're doing is we're replacing the PSAT 89 and the PSAT 10 with the blue book >> which actually not only is it more streamlined with con but it also saves us money. >> We don't have to pay for the PSA assessment which is >> um next slide. >> We're gonna actually pause there. Okay. talk there.
092So, >> um we're >> questions >> the I just wanted to clarify that the um balance scorecard which is that we're going to cover that during instructional update. >> Okay. >> Thank you. >> Have a question. >> Next on the agenda is our recessions. almost all of them. What's a surprise? these other >> service. Brilliant. >> Are we ready for >> Hello. Thank you for being with us. >> Hi, friendly along, Dr. Sack, members of the board. It's my honor to recognize Shannon Juicing as our volunteer of the month for Muslim and Middle School. >> Shannon is all >> seems surprised. >> Shannon is always ready to step in and help with whatever is needed, benefit our students, staff, and community. She is given her time to support school dances, run concession at basketball games,
093show appreciation for our staff, and serve on committees for school improvement. Beyond her own efforts, she has the ability to rally others, building a true village of support. I call Shannon and say, "I need a team for this. I've got a team for it." Shannon was also instrumental along with her group in reestablishing our PTO last year, which has been just a blessing to Musma Middle School. Her continued dedication has had a lasting impact on our school. We are grateful for her commitment and proud to celebrate her tonight as our volunteer. on the board. Uh she tells me what a strong advocate you are for you both in school building but and with your church and they you know they all play hand in hand with each other. So you just continue you just continue
094your mission. So that's so very much appreciated and and I know you are on the CFP. Yes. Advisory Council. >> Yeah. And that what you do for our community means give back. So very well much appreciated. Thank you. >> Thank you. Thank you. Thank you. I think there's a >> Yes, there is. >> Yes. >> Thank you. >> You Thank you so much. >> Thank you. really >> and next on the agenda is our DSA and that will be Mr. President Long, Superintendent Saxs, members of the board, it is my pleasure to be here tonight in front of you to recognize one of Kirkley County's finest, not only as a bus driver, but just as a person who really cares about our students. Um, this is Mary Joey. Um, she was nominated by Miss Nicole
095Crowy. So, Miss Crowley has a few words that she would like to say. >> Yes. Just don't make me cry. Good evening. >> If anyone could be named a superwoman, it would be Mrs. Mary. And that's what we call her. Every morning and night, she is gearing up ready to make a difference for her students. She goes above and beyond for everyone. Whether they ride her bus or not, it is so impactful that our office staff calls her the goat because she is truly incredible. It is very rare to have an evening when we do not listen on the bus radio and you cannot hear Miss Mary's voice. She isn't a driver who speaks because she is struggling. It's because she's helping everybody out. Typically, she is running more than one bus run. She has
096done three solid ones in the past all in a row. I have nominated her year after year because of how incredible she is. So, I'm so excited and so touched that she is getting this award. She has doubled up buses. She has tried to find where students live. She is constantly there saying, "Just give me an address. I'm going to deliver them to their house." And it's amazing. She dresses up for holidays. She makes special trips to our special events and always makes sure to lend a hand when needed. For 25 years, Miss Mary has been a star and I am proud to recognize her along with Mr. Escer tonight. So thank >> and I just want to add we tried to keep this a secret and a big surprise but she touches so many
097lives that really hard to do that. So >> was so were you able to do that on Friday's in trouble >> meeting on Friday or on Monday and she's like am I in trouble? I said no Miss Mary. >> So with that Miss Mary please accept the plaque. isn't a very surprise. And by the way, I got my Halloween outfits for every day. >> It's been 25 plus years. >> I know. Well, I'm old, so I The gratefuls I have are from my children behind me in all the years I've driven. It's from a lot of laughter and a lot of worry about after what happens when they're not on my bus. >> Well, from talking to Mr. Kuffer, he tells me what exceptional individuals you are, not just with the kids, but with the
098staff, uh, and with your other drivers that you have great influence over them. I try to help >> and you are so kind and caring and you make us proud. >> Thank you. Thank you. >> Believe me, this is something I never ever expected. So, I thank you guys so much. Daddy is really excited that she didn't let the >> cat's a secret. >> Thank you. Thank you. >> And I told her I was probably retiring this year and she told me I couldn't. So, >> not wow. Not after that. I mean, we need to see all your outfits. >> That's right. >> Well, wait till Christmas. Maybe I'll make the front page of the paper like I did years ago. Thanks to him. He has got a knack for taking good pictures. >> And
099we'll make sure we'll make sure that happens as we connect. Christmas. We don't have any present for >> we are um we don't have anybody to speak at systems form so we're moving right on to the instructional update and um Amber Barry from Orchard View. >> Yes. >> Yeah. Welcome aboard. Luke's been principal at Orchard View Intermediate and it is my supreme pleasure to be able to introduce and recognize Miss Cassandra or better known as Cassie Barry. She has served our students and community and multiple roles as a prek teacher and now currently as a library media specialist. We're very proud and excited to have her here this evening. With no further ado, I'll let her accept to the podium. >> Ladies and gentlemen of the board and Dr. Saxs, thank you for having me
100here tonight. Um, I'm excited to share with you about our recent award of the Laura Bush Foundation Library Grant. Uh, I feel like school librarians have one of the most important jobs in our school system. Our libraries are where kids find their passion for reading. When a student walks into a library, at least a majority of the time, they're seeking out the book that they want to read, something that they're they are researching what interests them or traveling to magical places they can only find inside those pages. I get to see kids every day fall in love with reading. When I accepted the role as a librarian, I had one goal. I wanted to put books into the hands of our students. I wanted students to come to the library and find what they are
101interested in and create a personal passion for reading. As I began in the library last year, an area that I felt was very kid-friendly was our non-fiction section. Books were arranged in a very traditional format organized by the Dewey decimal system in continuous rows. The system was appropriate, but the presentation did not pull students in and make them interested. And this is kind of a picture um of how it looked before. Very traditional library look. Um, in order to change this, I spent the bulk of this 2024 summer remodeling our non-fiction area. Um, are now organized by Dewey still, but they have little dividers that are separating the books. So, for example, in the 700s, there are separators for div soccer, football, baseball. In the 900s, there are separations for World War II, The Titanic,
102US Geography. Um, so this is kind of what we have. Last year, I increased our circulation of non-fiction books. Um, I doubled it, which was a really big thing. And I think it's because it was it pulled kids in that could be stuff and understand it better. >> I like it. >> As I worked through this project, I put my hands on every single book in the non-fiction section and realized that many of them were outdated or in rough condition. Once students started checking out, I learned that there were several areas that lack books that were high interest to them. And this is where I decided to request my Bush Foundation rank. In April, I received the best email that our school had been awarded the grant. I'm excited to share that we got $5,000
103and we're using it to make our non-fiction section better. Um, the first two weeks of this past summer, I spent inventorying our library and I used that data to help me guide purchasing decisions. At the beginning of August, I placed a large order and added over 300 new books to our non-fiction section. One of the best parts of getting to these new books in is sharing them with students. A tradition I started last year was what we call unboxing, like social media videos on YouTube that the kids watch. Um, I open the boxes with students and get them really jazzed up about the new books. I try to do this with as many different classes as I can throughout the school year. Um, these are kind of a few pictures of our unboxing. Um, it's
104pretty exciting like to see kids literally falling out of their chairs and they're seeing these books come out. Um, a lot of the books that we order are books that they request. So, they have a lot of personal interest in it. >> I just want to thank the board and the superintendent for the continual support of our libraries at Berkeley County School. I recognize winning this grant is quite an honor, but it's also very rare kind of opportunity. The funding and support that this county is giving our library is helping our students not just learn to read, but to develop a love for reading. Some of my biggest wins this last school year is when a kid would come into the library and say, "I love the book you recommended for me." And that's ultimately
105our goal to create a world where our students don't read because they have to, but read because they want. So, thank you very much for supporting our libraries. >> Thank you so much. Thank you. question this question. I'll get the de somebody in the room >> at your level intermediate. How much money do you receive per >> um we get $5 a student in our building right now? And that's based on the your prior's data. Um, and I guess I just say that because this year our students increased by about a hundred. Um, but I was got money from last year's student numbers which again I'm not ungrateful for, but just >> is that consistent across support for >> I believe so. Yes. >> How much was the grant? I know >> $5,000. Well, one
106of the things that I I wanted to commend you on is is that um you saw a need and you know, you had you had your annual allocation, but you took it upon yourself to to seek out additional funding. And that is that is to be so commended um because you took matters in your own hands. Said, you know what, I'm going to go out there and I'm going to get this for my kids and for our students. And so, um that is just that is just awesome. So, >> thank you for thank you for what you do and making sure the needs of our students are being met at or review. >> Thank you. It's it's it's pretty awesome that like I said, most of the books we get in are what our kids
107want. So, a lot of this is what our kids wanted and like September 11th was a topic we didn't have anything on. We have a whole section now. Our kids are so excited about that. And that's to me that's a piece of history I took for granted because I lived it. They didn't. And so, they are so thirsty for that. So, it's this kind of stuff that's really special that they're going to get to learn about through their own choice, which is really neat. My dad was was an art teacher and so he got a very small stipend just like you and you know to spend in his classroom. So, I know the effort to go in and get a grant that he put in, the extra hours, the long the long long nights and
108waiting, hoping and praying that you you get some of those extra funds. And so, I just want to say thank you um from someone who who used to see their dad do this, like I know the extra work you put in and I I I see it and it's it's evident in the pictures. >> Well, thank you again. It's my pleasure. >> Keep going. Thank you. >> Well, with that being said, on behalf of my office, I would like to present you with the superintendent's coin for going above and beyond for your students and for our school district. But thanks. Congratulations. >> Thank you. >> So, you have I see you have some little ones here. >> I do. This is my son. The one who can fit Tyler's five and then three is two
109and a half. So, just to make you feel better, when I was sworn in a superintendent, my two-year-old was here and he was very much like your little one outside and then my older one just like this big guy right here. How are you, buddy? Are we proud of our mom? >> Yeah, we are. >> Thank you so much. Congratulations. And thank you for you and your family being here tonight. >> Thank you. And I I I do this because these boys are coming through this this matters to me. Portrait view matters to me. It's our home school is >> Can I just ask you one question? Um, do you find that when students come to the library, they don't want to leave? >> I I do and we have lots of conversations about, you
110know, you can only have one book right now like, but I have a lot of frequent shoppers that they get to come multiple times in the week because I want to make sure that they're never without. >> They they do. And I've held off on checking out books a little bit this year to get them better train. I swear every day I'm going to check out my books. check out like the energy is so big right now. So >> that's right. >> It's pretty awesome. >> When they can read, they can try. >> Absolutely. >> Do you like to read? >> What's your favorite book? >> Rabbit. >> Peter Rabbit. That's awesome. >> There you go. >> Thank you so much. Are they instructional? I assume. I'm not sure. >> All right. I just wanted
111to make sure. Um, so we are myself and Robin. Yeah, we're back in front of you um to talk about the balance score card. Um there are a variety of other slides on there. I think there might be 15 20 plus. So we apologize for that. We wanted to make sure um as we provided this update to you all this evening that myself and Robin and other members of the team at Navy can answer any questions that you have about um our latest balance scorecard. Um just as a reminder for the slide that's in front of you. Um here are the indicators for uh grades three through eight and then for grades 11 as it relates to how our schools are ranked for the the balance scorecard. Um and just as a reminder that when
112it comes to that ranking, so essentially like the points or the criteria that we get for every student, um it can be as high as 1.25, which would be exceeding the standard all the way actually to a quarter of a point if um a student does not meet that criteria. So next slide. So this is our overall balance scorecard for the county um for our our cluster of elementary and mount middle schools and then also our high schools up there. Um and just as a reminder the different colors correspond to um the metrics. So red if it does not meet standard, yellow partially meets standard, blue meet standard, and then the green for exceeding the standard. >> Please. >> Yeah. Thank you, Robin. And then um going from left to right, the more that the
113uh the color of the bar that that goes closer to the right let you know that for um where we would fall or we're close enough to actually go into the next category. Next slide. Then I apologize. I know this is pretty small, but this is all of our elementary um elementary, excuse me, intermediate and middle schools um where they rank on the balance scorecard. One thing we do want to make note of and I think Dr. Sax alluded to it earlier is if you look for example at the metric where you see the check marks that u lets you know for the schools in those corresponding categories where they met their annual target. Um what I one of the things that board members I just wanted to to ask you to do at some
114point is um it's interesting if you take a look at this year's balance the 25 balance scorecard compared to the 2024 balance scorecard. While when you you know upon first glimpse when you see the 2025 scorecard you know the fact that we see um a lot of partially meet standard and does not meet standard in the red. One of the things I want you to look at is the level in which the red is moving to the yellow and then where the yellow is beginning to move to the blue. Um, as well as the check marks and compare that to 2024. In 2024, I believe and I do you have those numbers for the check marks? >> 11. >> We have 11 now. >> Yeah. >> Right. both. Yeah, I think there was three in
115English language arts this year or I'm sorry, there was only three in mathematics this year. There was 11 comparatively speaking. So, the the point I want to make is that um our schools met many of our schools in mathematics met the um indicator set forth by the state more met this year than they did the previous year. So, that's that's a that's a win um for both ELA and math to be quite honest. um we know that we have a long way to go. Um and of course when we sit there and talk about growth and where we're where um the improvements were that that established our GSA scores this past year, you remember one of the things I said was is that we're still not anywhere where we need to be. Uh because we're
116not one, we haven't even hit the state average. But this is why I'm saying that is this is a very indicative of this is not what we want to see in the future. We're moving in the right direction, but um I fully expect based upon the things that we've implemented this past year that we're going to continue to see um improvements where we're going to see more yellows and blues and hopefully um through the work we're going to see more greens specifically in our English and mathematics performance. Excellent. And then this slide right here is that overview again, but this is our hospitals I guess that's where I was getting to the question when when he asked about whether high schools all on the same level pretty much uh anywhere. I guess what I was
117looking at was the math in terms of the mathematics. Uh I think that's what I was looking at >> and yeah I mean that that is an area where we have an opportunity to grow but as Dr. sex was saying we are moving towards the right direction you know moving towards moving into that partial mastery there but the does not mean to the math um the one really strength as you can see in terms of we've always been very strong with the graduation rate cohort of the fouryear and uh the state target is 95% and uh our schools have met that target graduation rate um but uh even though in terms of the scorecard. There's similarities, but there is definitely u as we indicated earlier u strength in the two high schools. There's a there
118is actually a report. Can can we make sure we send it to them this this week? And that's the one that actually has the school profiles that compare, you know, in Berkeley County specifically. It's that report where it it actually ranks the schools who who Yeah. If we can get that to them, that'll be very telling. I I apologize. I thought we had provided that. I think the reason we had not is we wanted to make sure schools saw it first and then once the school saw it, then we wanted to share it with you all. So, >> we'll get that to you. >> We're seeing here our students are walking across the stage receiving a diploma with the mastery of the graduate. And it's wrong to place all of this criticism on the high
119schools because it's it's systematic. They have people who are who were were tops and graduates who were not tops and graduates with a uh with with the knowledge the uh that's and that's misleading the public when we say we have such a high graduation rate and then they hire graduates go off to college and they have to pay for medial classes and and spend running. So once again I I just think that the active as earlier indicated by other members we have to have accountability instilled into the students as well as the teachers the teachers are under a lot of pressure teach but it we're sitting there moving them along and it indicates here to me that we're moving them along and we're we're not as a system meeting the needs of a prepared workforce,
120prepared uh adults to go into the military, to go to college, or to go into life itself because we have this area. And I I just I know I'm not the one voice up there expressing that, >> right? And I know that the concern is out there as well. But this indicates that we're passing out rubber like a letter check and that's that's a strong accusation. >> That's right. >> I'm sorry, Leah. I emailed something. You pull up on the screen here. That's what I'm trying to say. >> I I have the list and we can pull it up. So give her a second to She's gota she's got to pick it up in her email. It would take one second for me. >> So this is what we'll share with you so that you
121all can see the school by school comparison performance. way to make >> but we can answer other questions while >> I did have a question from earlier um so your question last presentation and then this one as well we're seeing the mass scores and how low they are you how are we doing this may even be an HR question in terms of certif certified math teachers or having enough teachers that are competent in their math in their ability to teach math because my concern is that it's very difficult already to get math and science teachers as it is. Um but if our staff are not confident in their skills that then that will make it difficult for our students to learn as well. So, I'm just trying to see where we're at. How if anybody
122knows how below how I mean how many more we would need or I know we have a lot that aren't certified to go. >> I I'm Dr. Skully. Can you address that? >> You mean like staff is there? Yeah, that's I think >> I'm thinking is because we have so few staff that may be certified here that could have a direct you know correlation to why it's scoring so low because I mean I can teach math to a certain level but once again then I you know spend a long time physics. Well, I think that's a great point and that's why um with the work we're engaged in this year when it comes to professional development, we're trying to meet everybody where they're at and also make sure we capture um everybody in the room.
123So, for every certified person, also those folks who may not be certified, but they're in like a longterm sub position, we're trying to make sure we bring them into the fold within our professional development, you know, working either with the Ames or academic specialists on the support that they may need. Um, but it's really making sure that as uh like Dr. Sykes alluded to, myself, other members of the team, the administrators, when we're able to to get into classrooms and then just provide that that feedback, but then also just be another voice and a set of eyes and ears to let teachers know like what we're saying. Um, because, you know, it can get lonely just being in the classroom by yourself. You know, I tell the story all the time. I went through several
124years in the classroom and I think only two folks ever came to check on because they they said I was just doing so good. But but what does that mean? What what could I have gotten to to improve on my craft and get that feedback to get better. So those are the conversations we're all engaged in. Um as it relates to the specific staffing thing, I I would have to lean on my my colleagues to get those numbers first. I would also echo though, one of the things that I've been very impressed with this past year is the support that the tiered support we have for new teachers and our our perm subs or uncertified folks. um you know we we're able to I would say really provide a a very comprehensive level of support
125based upon skill and ability throughout that throughout that um the the breadth and depth of what they're what of what we have and but the receptiveness of those folks to get the feedback to get the coaching to implement the the HIP excuse me the HIPS and the performance-based learning objectives have been exceptional. I mean, it is actually very refreshing um to be able to see how how much they're wanting to absorb it um and to see their level of commitment, which um gives me a lot of hope. Um so, >> and I want to say, is it that in the last year we've seen more permanent subs um become certified? And that's I think that's the testament because they're seeing the work that we're investing in them and that's one that's causing them to then
126go and get that put in that extra not that they didn't before they absolutely did but it's just that extra step that extra need and I think that that culture piece of supporting our staff is huge that and it's evident in that >> I still uh it's still difficult So if if um math isn't your thing or you're not worse than to be to have to teach math could be very difficult. Mhm. >> I like that some schools have been able to actually partner like they have the co-eing maybe one person takes the reading and the science and the other person's taking you know specific exactly because of because of that and then you now you're calling out the strengths in those in those teachers. I I like that the the teamwork the co-eing with
127that. I mean, it's great that our uh principles recognize that and bring staff in here recognize that >> that's a way to go. So, I'll >> Yeah. Any other questions specifically? >> Dr. Yeah. So, I'll just This is this is what I'll share with you. This is um you know, again, we are so fortunate to have Mr. Lopez who when I when we go and say hey can you can you crunch it or organize it this way she'll say absolutely um and so she's always makes very quick work of it but this is just you know by ELA and math as well as science how our schools fared in comparison to each other um so as we talked about before you know we want to obviously congratulate Burke Street uh for having the highest performance
128in the district for math um in at the primary level Winchester Avenue for the highest performance in reading at 66.7%. And then of course when we moved to our intermediate schools, Tomahawk uh was across the board um the highest in in math and reading as well as science. And then of course as we move down to middle schools, Mountain Ridge Primary, again, they were the the top for math and reading. Um and so, you know, that's a and they they were not before. So they made enough improvement to be able to to be the highest rank. And then um for math at the high school level, Muscleman High School, again, this is based upon the SAT school day. And then Hedgesville High School um became was the highest in reading at 54.7%. Um if you
129see the science column that is not that while it's assessed, it is not used in accountability. um which from a personal standpoint I I kind of think is a travesty. I think it's one of the reasons that we we see that it is not the scores aren't higher than than uh what they are. Um because it just doesn't get as much love as what it probably needs to and that's something that as we strengthen I think our math and ELA working in the future then we'll be able to be able to balance out the additional support that we need to provide for science across the district. It's evident that they need work work in math. >> Yes, ma'am. You're exactly right. Um, you know, we we are pretty we're pretty fairly consistent at the primary
130level, but you'll see as we hit that fourth grade, >> that's where the disparities start with mathematics. That's where you're getting into more complex equations and those types of things. Um, and then of course it only seems to get a little bit, you know, worse as you progress. But uh there again um I think that that with the Annaski as well as our math academic specialists that we have, we're providing more and more content driven uh professional development um as well as um having contentmies. We this past summer we actually had several different contentmies led by Carnegie Learning which were were they twoe workshops or oneweek workshops? >> I think one week during Skillshare. Yeah. Um, and those are going to be areas where we continue. Again, for those teachers that know how to teach
131and they have good instructional practice, but maybe um because they haven't taught as much in the mathematics realm, we want to be able to support their content development also. Um, that also goes back to making sure that we're using the curriculum that's been adopted to ensure that they may be teaching math very well, but it may be that they're not hitting the most appropriate standards for the grade level. So that's why it also goes back to making sure that we're providing grade level uh uh grade level grade standard uh instruction um every day. >> And Dr. Stack, I think if I'm not mistaken, last year was our first year with the new math curriculum. >> Yes. Yes. >> And and so and it is much more rigorous and with a conceptual understanding of that >>
132and you see a deeper understanding now that the teachers have had a year under their belt. you see much more of that discourse going on in the classrooms because if you look at like the workbook pages, if you don't know how to teach from that and you don't fully understand it, it's a little difficult to understand. But but you want to have that math discourse that that conversation that the kids are having to solve that problem and work through that. It's not about a bunch of problems on a workbook page. It's about really having that deep conversation, understanding that math. And it's also important to point out that um this year, which is new to our district, um we have an I Ready math coach um that is being provided by curriculum associates that is
133in the district four days a week literally able to go from school to school or classroom to classroom to help model um high yield math practices that are aligned to the I Ready lessons. So again, it's it's really reinforcing that fidelity of what we've invested in to build teacher capacity in those areas. >> I was looking at the standards between the standards and I was impressed by looking at the standards and then looking at the teachers math and seeing the standards verbatim listed there. sort of the textbook gives that trouble matching. And the other thing I was surprised the wide scope of areas taught in a fifth grade manner this it's a completely new space for 30 years. I couldn't agree more. And um and you know, like I said, we have a dedicated staff
134that we just need to make sure we get we have the right resources for them and that um that we support them in whether it be the resource or the content or the instructional delivery in order to make sure that it all matches up. I mean you look at the schools there to make is the biggest intermediate school but students I never a top performing school for a number B street the quiet little miss used always talk about the little engine that could Burke street that little engine >> yeah No, in Winchester. >> Yeah, in Winchester. Now, they they will not be in a ranking next year because they no longer have third grade. >> Rosemont will continue to to to be in that in that area uh because of the third grade. But, um
135Winchester and Burke, I believe Burke only had one classroom as well, right? >> Correct. Yeah. >> So, they both only had one third grade classroom. Um and uh and of course that's one of the reasons that you know Winchester I think made the the significant turnaround that it did was because we we poured into that third grade classroom quite a bit. So except central feature Mrs. Barry I've checked on her multiple times. She's she's happy over there. So we were able to maintain her even though we had to move her. >> That's important. >> Yes. Any other questions for Dr. Woods? >> Thank you all. >> As Dr. Woods is city guy, I just want to reiterate uh board members. The reason that we wanted to be able to share this information with you at
136this time was is we want to be fully transparent with you about where our strengths are, but also where our weaknesses are as a school district when it comes to our our academic performance. Uh we don't want to make excuses. uh we want to acknowledge uh where we have room for improvement and but to also bring the rationale as to why we are pushing and focusing in the certain areas and it's specifically to address uh our academic achievement performance and I I just I want us I would be remiss if I did not say how proud I am of all of our teachers and our ECATs and uh our school leadership for taking this and um owning it and again working in concert in the right direction so we can see what I would say
137the need um and realize significant improvement in Berkeley County schools >> in your evaluation process at the school leadership group are you uh putting a major emphasis upon the enthusiasm the buy in that they're doing that you're seeing from them with this process >> um I'm not sure I understand the question. I apologize. >> Well, I mean anyone if someone's dragging their feet in their regarding >> Well, first of all, I don't see anybody dragging their feet. That's the f that's the first thing. Um and um I I do think that, you know, one of the things is that if there if there's an area where let's say there might be reluctance for any reason, it's it's most likely or or it has been because of confusion. Um, and so, um, our our role has
138been to better understand where that confusion lies. Um, and then to offer that additional support, whether it be through with Dr. Woods or Lewis or Holly, um, or I should say, I'm sorry, Dr. Woods, our deputy superintendent of instruction, or our two executive directors over our programmatic levels. But then it's to also bring in those additional supports, those academic specialists. And one of the things that we have found is is that, you know, one is hearing from the principal where the some of the the struggles may be, but then it's actually getting in and talking one-on-one with teachers um to triage those areas of confusion or concern or or misunderstanding so that again we're we're unified and and sometimes we agree, sometimes we may disagree, but the one thing I think that everybody can agree
139on is is that um there is a consistent expectation across the district from one school the next school and that is something that I think has been a shift. >> Thank you. >> Are we going with >> I'll do that toward the end but um Leah has are we operational now? Yes. I'm sorry. So I can do whatever you want to >> but it's way down there. It's whatever you have. >> I fine. >> Miss Bass operations um radio technology update. >> Hey, good morning. Dr. >> Summer take home. >> Last month you all asked for the number of devices that did not come home after the summer take home initiative. So, um, the TSS's organized that information for you along with our girls that work out of the warehouse. Um, at the end of
140the year last year, we had 5,875 opt out of the summer take-home initiative. So, using that enrollment number at the end of last year, um, that was about 29% that opted out. So, we estimated that 14,111 went home. Um, as of last Thursday when the board documents were due, 155 did not return at the start of summer and that is now up to 164. Um, still that's just a little bit over 1%. Um, some of the pros, we gave us students the access to a learning tool all summer long. Uh, students that walked back in were ready to go with an internet connected device on day one. cons that we saw. Um, we did have students that took the devices home and just kind of tucked them away even though Carla and her team work
141very hard to remind students to turn them back on, charge them so we can push updates. So, one of the major things we saw when devices came back that had been off for a long time was the I Ready um app did not update. Uh, so that created a little bit of a traffic jam and some devices needed to be reset. Um, also we have we don't have all the same device across the district. So we did have some work once students came back that walked into a school that had either a different device or a different case on that device. So I mean there were definitely pros and cons. I don't think we lost comparatively to all of last year we had lost 280 and I'm speaking for devices only not not chargers. Um
142and then over the summer again we're at 164. >> And and there were some schools that didn't have any losses um at all. Um I'm seeing here it was Back Creek, Pettington, Berkeley Heights, Burke Street, Jartown, Inwood, Marlo, Opacen, Rosemont Blunt, Valley View, Winchester Avenue, Springville Primary. I think where we saw the the largest um impacts of non- returnturns were at the high schools. um that was the the line share and I think that we even established that nth 10th grade even that that's where we where we saw that. So you know the um when you hear that you know overall number um you know muscleman had the highest of of all schools of 25 devices not returned. Um, >> do you think at that um when you get to high school that you'd be
143able to keep track of your device better? >> Well, I I don't I would also say I don't know that it was necessarily students that came back. It was more students who left the district. >> I'm sorry. >> And we just we haven't been able to acquire the device yet. We're still >> working on it. Correct. >> But as of day one, we just we didn't have a device. >> They have trackers on they have to be connected to network. Oh, so the SS's can now put a device into lost mode. Last year, they had to actually contact our office to do it, but because they have so many extra contracted days, we were able to train do a lot of training over the summer. So, they can actually lock down a device. >> That's
144good. >> Right. >> But they do sometimes we get calls that say, you know, can you track can you track Damon? We don't know where he is by his device. We don't >> We've never had a call to track Damon. Yeah, we have to >> they actually have to hit a wireless connection to to be put in they were fell. It would be a little bit different. >> You never be able. >> So you can forget that one if he has it. >> So B. >> You talked about device return, but we had device returned. Did you have a much maintenance problem with what came back? >> Just the I Ready app was the major issue and it's it students that did not have their device on to get that app. Um I Ready was
145proactive so they released a back to school update but if the device was closed and off then it didn't receive it. Um, so we did find that resetting devices was the way to correct that if they did not act eventually pull down the app from one of our servers. And I think that was a lesson for us that we know that if in the future, you know, we we follow the what we had done and try to work through some of the kinks that when they come back, we want to make sure that we've turned them on and allowed for an update before we begin the diagnostic process >> because it it did delay the diagnostic, you know, a day or so because, right, >> they're ready to start the diagnostic. But oh, got the
146the circle where it's updating, you know. Um so >> and what about uh you like when they go from the eighth grade to nth grade they go to a new device or old device uh what's the benefit other than in this clearly they can use it as a exiting eighth graders but u I didn't look at the chart see what you what you lost on eighth grade 15. I was just I was just wondering if if you're going to give them a new device when they come back as a freshman, why take home the device as an eighth grader? >> Well, I think that again part of it just consistency, you know, um second is um you know, giving students the ability to have a device for whatever their learning needs may be over the
147summer. Um, and I think that's probably the largest reason knowing that not all students are going to use it obviously. Um, but I think that that that's that's one of the primary reasons. Um, I I know that we have um some advanced classes and honors classes at the nth grade level. What I cannot answer about our school district here is whether or not our ninth grade honors classes require any type of summer work in preparation for the school year. um in other places I've been I know that we had that expectation but that would be that would be one additional reason um not the only or the totality of the reant but I think the big one is is giving them access um over the summer doesn't mean that we can't pivot on that and
148shift it a little bit personally speaking I would like to see that we have the same device districtwide just for consistency sake but uh we also want to make sure that what teachers at those respective programmatic levels feel like they need for their students that's also there as well. So could they just jump ahead with the ready uh you know work ahead and if they're on so >> yeah if they're on some level when they leave school and they work on I already over the summer >> oh giving them ability to work on I already >> yeah and they jump ahead >> I don't know that although they they wouldn't be able to jump ahead but if they were behind there may be access that we could provide where they could go on and do
149their personalized learning over the summer. I think that would be something that we want to look at, but I think that there's some other opp obviously for students that are, let's say, retained or students that are going into summer school, we want them to be able to have they will have access to iating as well. So, Louis, do you add on that? >> Well, I did check into that. One of the things that you don't want to see is like if a kid would go home and a parent would start to utilize their iPad and it's going to mess their pathway up. So we would have to educate our our whole community on not assisting or helping because you know when they get stuck and they bring the iPad to mom or dad and they
150help and assist is going to then alter their pathway. So you don't want that to happen. So really truly it's not designed to be a piece to be at home but we do offer it during our steps to success that part of their their learning over the summer. >> Could it be? >> It could be. That's the I think I think we want to be able to put parameters around it. I think we'd also want to be very intentional that because they're still I don't think the diagnostic when they come back. >> Yeah. >> And the diagnostics are going to level set them. So I think it's something that's worth exploring for sure. And and that was the other purpose behind the the um summer learning toolkit. Uh because we had hyperlinks for specific apps
151and learning um learning modules that they could use with their device or to get them to the directions of how to do something that did not involve their device, but it was a tool so that they could go and they could be whether it be Moby Max or they could be whatever it may be they would have access to over the summer. Not just I already but one of the things that my hope is is that for next next summer is that we only we just continue to build upon that summer learning toolkit for families so that again that we have what I would call exceptional learning resources available to our students and our families over the summer months. Um, we have a uh Travis Williams is our new parent family engagement uh coordinator and
152that's I think part of what we hope that he's going to be able to accomplish is is being able to use utilize the expertise in our different departments to have those resources for summer learning toolkits in the future and then little little videos that share with our families how they can um provide those enrichment activities with their students over their summer months as well. How does that just like real quick ballpark percentage wise how many students like engage with those like hyperlinks that we have >> engaged with the the hyperlinks? >> Yeah, I don't know that we have a way to track that. But that's an interesting that's an interesting thought is is there a way for us to be able to track how many times one of those hyperlinks is used over the summer
153months. The problem is is that a lot of those resources are thirdparty resources that have been vetted um they're not necessarily going through our Clever portal. We could probably track it if it's through Clever. So there's likely >> Yeah, we'll have to get with my tech team. It's a good thing that you have somebody that's techy standing in front of us here. >> There we go. Great ideas like Mr. Like Mr. idea is an interesting one to actually explore. >> Give them >> like the ability to then put obviously puts out >> I mean that's the purpose of it. >> That's right. >> I hate to have a resource that's not be able to be utilized. >> They can work over the summer and work out the yellow area in the green area even with
154the help of their parents and the diagnostic test reflects that they they're performing and we're ahead. there again and keep it. So don't be afraid of parental health. It happens to science fair social and and it's and it's positive while it's not a negative that parents help the child get a get ahead. I >> they still have to come in and take the test on their own. I know there are some parents that like to be helicopter parents come in with them but they can't they can't take the test. >> I see what he's talking about that that their pathway >> we said you did great over the summer then your first diagnostic you show you didn't >> it wasn't you >> exactly that. So then it's it starts. So then that first in your
155diagnostic you'll think oh well here's when we start >> I still rely on >> Thank you. >> Next agenda is um Mr. Carson. Good evening everyone. >> Good evening. >> Hey, I have three construction updates for you tonight. Uh first one is the Heatherville Early Learning Academy. And if you look at the um when you get to that next slide, the upper left corner is the foyer area, the front entrance of the school. And right now they're progressing with the ceiling joist and preparation of the uh the finished ceiling panels that go in that front foyer area. Now you can see also in these pictures the uh the painting of the primer is progressing throughout the entire interior space. That's the primer coat that you can see there. Uh the HVAC electrical and plumbing is
156also still in progress. Um and bullet point number four, I've been waiting to talk to you about this since February. The first energy approval has happened. So we are able to move forward with the construction of that corner of the building that was impacted by a easement issue. Um the that's part one of the approval. Part two is some of the site work in regard to uh storm drain pond and things like that. So we're still waiting on approval for that part from first energy, but the part that involves the building is has been approved in writing. By the way, um the substantial completion is still likely to be March 31st. They don't feel like the uh changes and the different approvals have impacted the schedule. Other than that, I know it's impacted it because
157it was going to be in December, >> but now it's bumped to March 31st and it's my understanding that we will open the school in August of 2026. >> Questions on Hedgesville? Oh, I want to make sure hang on. He he you went I want to make sure that the board is comfortable with that because with your preliminary approval tonight then we want to be able to communicate with families that were expecting to potentially move at Christmas. So, um >> you said August be ready. >> Well, it'll be ready. >> It'll be ready. It'll be ready in March. >> And then of course, school starts in August. Last thing is open. So, the I'm sorry. The original plan was that we would actually be moving in in January. >> Oh, okay. >> That was and
158that's what our families in Berkeley County were expecting. >> So, because of the because of the the power line issue, the the project's been delayed. So, we could theoretically move families at Easter, but I don't know that we really feel like that that's the wisest choice. And so we wanted your blessing to say we we should have substantial completion March 31st, but we're not going to actually move students or faculty in the summer. >> I think that's a huge disruption to move that in >> correct >> April month and a half school. >> Yeah. Um however, once it is completed, there will be um many opportunities for tours >> um for people to see what the one of our newest facilities looks like. So we can schedule some events where people would like to be
159able to see what a new school in Berkeley County looks like and >> plus what our other prek centers will >> I was going to say that that's going to give them opportunity the parents to to see where their kids are going to be entering. >> Yeah. >> Okay. >> Yes. Proceed. >> Okay. Next project is Martinsburg High School auditorium. The electricians have moved from the way up past Kathleen down to underneath the balcony. The picture in the middle is showing you underneath the balcony that we decided remember to not put the ceiling back in, but to leave the uh the structural beams exposed. Uh it's painted black. Uh as you can see there in the picture. So right now the electricians are working in that space. And as and as they moved down to
160the underneath the balcony, the HVAC team moved up on the scaffolding to uh start finishing up the duck work. Uh, so the other pictures you see are from up in the balcony area. Just capturing some glimpses of the ceiling that has been completed. Well, I say completed, it's 96% uh painted black. Uh, as the HVAC team finishes the duct work, then they're going to come in and paint the duct work black also. Uh, so that's kind of where we are at the Martinsburg Auditorium. Uh, and the last update tonight is Mountain Ridge Primary School. And at this school, all of the uh footers have been poured. They are progressing with the foundation block as you can see in some of these pictures of all of the um the the rough end of the plumbing as
161it progresses and finishes. They they are coming along behind pouring the concrete slabs and then the uh storm piping is in progress and the access road is is within 100 ft of the Jertown uh road is is where we are with that. And uh that sums up our construction updates. Any questions? >> How are lead times looking right now for the cereal? >> So far for Mountain Ridge Primary, everything is on schedule and lead times are good and fall within the schedule. U the only dilemma was as I mentioned probably in a previous meeting back to the Hedgesville prek, the steel uh being ordered for that reconfigured space was like a 60-day lead time. So that was the hangup for that project. But Mount Ridge so far is on pace and on the correct schedule.
162>> Mr. Mark, did you say you had a question? >> Dr. Sax, I was reading the newsletter update, right? And the following orders. Uh I I don't remember it off top my head here, but the blueprints are being drafted now. And >> um well actually um uh we are meeting with McKinley um and a group and a different group of stakeholders tomorrow. So, we'll meet with transportation, food service, um the different the different I would say operational departments tomorrow. But then tomorrow evening, we have a design team meeting where we're bringing in representatives of um uh uh Marlo and Bett >> and BTOC Marlo Bettington and BTOIC including there's teacher representatives, there's administrative represent representatives and they're going to talk with Mckenley about what they would like to see as staff in this new school.
163Um, and then, uh, you know, it'll be things like, you know, um, restrooms. It's going to be things about like cubbies and lockers and where do we want power, you know, like do we how do we want power supplies with the devices we have? Do we want shared learning spaces? Really, it's hearing what their dreams are and trying to be able to fit it into the plan so that there's ownership and buy in this new school that we're going to have here in Berkeley County. Um and then from there they will do a preliminary design of a building that we can look at. Um that uh the big priority I I have given um the the focus is that we want to be able to have ideas from our stakeholders into what's in this building.
164But more than anything is it cannot go over square footage. It has to be within the parameters of the school building authority guidelines of 6200. Um which is a challenge but it is is doable. Um, so they're going to draft those things and they're going to bring it back and we're going to let the the design team see it. Um, and you know the so so tomorrow it's more about dreaming. What would we like to see? And then unfortunately I've got to be the Mr. Dr. Skoolie and I we have to be like the the the bad guys. We have to be able to say well this is what we can live with. This is we don't you know this is how we live within our means. But we'll bring back uh a final design
165for the board to see and for you all to give your blessing before they go to um what they call is it DND? Is that right? >> DD. Yes. >> Yeah. PD. >> It's similar >> design develop. >> Similar to what we did with Fountain Ridge. >> Yes, ma'am. >> Yes. >> Other questions from >> We're going to do the same thing with Enwood tomorrow, too. By the way, sorry. >> Do you handle I know you're handling the construction. You're also in charge of maintenance, right? >> Oh, yes, that's right. >> Okay. Do we in our work order process track vandalism? Uh, we do not officially track vandalism. I had a I had a parent ask me that question. We could we could pull that data because the work order system, you know, everything is
166housed in there and we probably could extrapolate that type data. Uh but we haven't quite >> but if there is vandalism, we're usually turning it over to BRIM. >> Yeah. >> So we would have a a report with BRIM as to anything that we had that significant damage. >> Yeah. Right. >> And if a parent asked you what type of activism are they referring to? Well, the parent u was aware of a school that somebody does for I think it's a contract of after hours sort of thing and they just they were just concerned about the amount of work that their family member was reporting that they had to repair and I thought well if we have a tracking system I'm not I don't want to name a school or anything >> but I mean
167I I'm glad cash out, but I'd like to get a pound of pressure. >> Well, it depends on I mean they pound it out for a certain >> Yeah, it's going to be >> It's got to be something that is significant damage. I mean, if someone really >> Yeah. It's not like replacing the surface strep dispensers pulled something like that. >> I thought that's what you're [Music] call Okay, call me. Well, call me and then I'll >> uh next on the agenda consent agenda um of pool 8.17 the gifts and donations to schools policy >> 88 >> I think the one >> oh that the complaints yes that's exactly what I have written here but I read the wrong line >> which 8.18 18 policy KN complaints. We're pulling that. So, uh, with that correction
168to the agenda, can I have a motion to accept? >> Agenda. >> Second. >> All in favor? >> Motion cares. Uh, next on the agenda is action items and that's the discussion call to action on the West Virginia personal day proclamation. >> Thank you madam president. >> Board members. Uh I stand before you this evening um to recognize a very special group of employees uh providing what I would say is exceptional service to our students, our staff, and to our families. And so um I would ask if you are a service person in Berkeley County Schools, would you please come up here and stand with me as I present this to the board if you don't mind? >> What about 4x retired? So, um, >> Madame President and board members, uh, it is really quite
169my honor to issue um, a uh, proclamation recognizing West Virginia Service Personnel Day in Berkeley County. Whereas school service personnel are involved in nearly every aspect of education by maintaining buildings and grounds, preparing and serving meals, keeping school facilities clean and orderly, and assisting in the classroom, as well as providing administrative support functions, safe transportation, and many other specialized services. And whereas school service personnel are instrumental in West Virginia's responsibility to educate all students. And whereas these dedicated individuals serve the children of West Virginia in our public education system and have an important role of non-instructional service to the educational system. And whereas it is fitting we recognize the outstanding work these individuals do for this state, their communities, and the students enrolled in West Virginia schools. Now therefore, be it resolved that we proclaim
170September 18th, 2025 as West Virginia School Service Personnel Day, especially here in Berkeley County Schools. And so, Madam President, board members, I ask that you formally approve this proclamation. Um, and then after that, we'll have you sign it and um we'll recognize these fantastic individuals with us. >> So, can I have a recommendation to approve that proclamation? >> Second. Second. All in favor? I motion carries. >> Excellent. Thank you and thank you for what you guys did. So, um, at this time I'm going to pass this around if each board member could sign it. >> Um, I have a really pretty blue pen for signing. >> I just want to say this. I know I'm more than anyone up here as well on a daily basis >> what you put into your position, what you
171do for our kids, what you do for our staff. Um, it's very much appreciated and definitely should be celebrated as it has been. Thank you so much. Earth for you. Probably should have kept And then um after I sign this, we're going to do a quick picture. Sorry. >> Not the best. >> Um, >> well, let's just try I have high >> and then we'll do a photo. Sure. >> I'm gonna let you be the in the center and then we'll give her [Music] >> Okay, you're gonna have to find a window. >> We got to wait for her. Where's David? >> David's call now somewhere. >> He had an emergency. I mean for the second, >> can we move the flag? Someone grab the flag and move it to one side of the field.
172Thank you. >> Okay. >> All right. >> Is that microphone going to be in this picture? >> It is. Unfortunately, it is. Okay. Mr. Right, could you move a little bit to your curtain? >> Okay. Are you good? Okay. >> All right. Thank you. Can the tech people cut that out? >> They can. They can do some photo editing. [Music] I I asked Mr. Butts to to turn down the air conditioning. >> Turn it down. >> Well, turn it, I guess. Turn it. Turn the heat on. >> Okay, guys. Come on. have [Music] >> Mr. But is going to provide a financial annual financial statement. >> Good evening. Good evening everyone. Tonight before you is the fiscal year 25 year end financial statement about 76 pages that includes everything from financial data and notes about
173financial data. I'm not going to go over the entire report for time but I would like to point out on page 17 that is a listing of all of our funds. We have a general current expense special revenue school activity a debt service bond construction capital project. So for the year to date uh or for the year we had 334,937,153 million in revenue expenses we had $361,774,793 and then we had other financing lease 416,975. With that being said, our net change in fund balance for the entire year for all funds was at $26,420,665. And that's mostly due to our capital projects, our department capital project as we spend those uh money for the building from actually decreases in those funds. And I do want to point the first comment that a general current operating expense
174fund and that's what we kind of control spend. and the others are either restricted for debt service or capital projects or special projects. So our general current expense for the year we had $278,247,344 in revenue. We had expenditures of $272,78 and or $272,78,989 [Music] in expenses uh which gave us a net change in fund balance of a negative 3,585,224. If you recall when we did the budget in 24 for fiscal year 25, the board had approved you 6 million in reserves. uh we had actually received additional revenues from taxes, increased enrollment and interest which brought that number down to 3.5. So for the year we used 3.5 of our reserves to balance the budget 0.5. So if you flip one page earlier page 16 I know Mr. Murphy always asked this question is what is
175our unrestricted fund balance forward? So that again will be in the first column towards the bottom there where it says fund balance or total fund balance in the general fund is 43,384,570 but of that some of it is restrict or committed. During the budget process of this year, the board had a year mark $4,572,627 to use that reserves to balance the budget in 26 and then we had a signed uh fund balance of $3,410,122 and that's mostly for incumbrances. So most of that is four plus 11 or not committed yet. So that uses an unassigned fund balance of $35,41,821 which is about a 13% reserve. >> That's pretty good. >> Yeah, that's my presentation. I mean there's a lot of data here. So if you re question better than what we were thinking it was
176going to end up being down. >> Yeah. So that's actually really good. >> I feel like >> Yeah. >> So trust us. Well, we got >> So, if you really believe what we spend, >> I figured I'd throw that in there because I know you gave us a little bit of flack when we were going through the budget. >> If our revenue didn't increase, people would actually spend $8.9. >> Well, listen to >> So, this needs to be approved by the board. We'll get a newspaper. These are audited. Our audit timeline is around November to get the auditors in and then once they do the audit, we'll bring back the final audit report. That should have been a change happen. But we need to get this to the state before September 23. >> I'm going
177to ask this question because it is floating out in our um county social media land. I know social media equals truth, right? Um uh it does not. But I wanted to to ask this question very directly to you, Mr. Buffs. um these these financials and when we go through our auditing process is that an internal audit or is that an external audit that takes a look at our book? >> It's an external associates like they'll have to out again. >> Okay. And um what is the reputation of of that that that school board state of West Virginia that firm has to be approved by the state auditor's office. So there's a list of clients like us who want an audit. There's a list of firms that can provide the audit. We put out a solicitation
178of bid and those responses we uh the company. >> Perfect. Thank you. And just because I'm I'm going to ask this question and I apologize for putting you in this this spot. Sorry, Dr. Saxs. You have had no influence on what the outcome of this report looks like. Correct. the numbers and numbers. >> Numbers and numbers. Thank you. That is perfect. I knew you were going to say that. I just wanted to be able to say that we've asked that question. So, I appreciate all that you do to provide all this to us, including pointing out stuff, you know, for Mr. Murphy and the rest of us. >> And you know, as she said, we make it clear that those are for other. >> Correct. Correct. >> And once the audit's done, we also post
179that in the federal account. you know publicly the state website has it as well that we use on our website as well. >> Yes. Thank you. >> I just had one question just >> Yes. That's the total. Yes. >> And I'm on your side. Thank you. [Laughter] >> We do not have to vote on this. We did. >> I'll make a motion. >> Yeah. Mr. Murphy made a motion. Second. >> Second. >> Mr. Martin. All in favor? I motion carries and this has to be to the by the 27th >> the 29th collect. >> Thank you Mr. Butts. Very very I know you crunch numbers all day long. So appreciate it. >> Thanks to put that report together. It's all I do in the summer. >> Yeah. And and it's greatly appreciated. Thank you. >>
180Thank you. Uh, next on the agenda is the Head Start contract. >> Um, I'm going to remove myself since my daughter works for Head Start. Let me know when I can call back in. >> Good evening, President Long, Dr. Saxs, and members of the board. Remaining members of the board. Um, tonight I am putting before you the Head Start contract for the school year. It's part of our universal prek program in Berkeley County schools and it provides up to 10 classrooms for four year olds and three-year-olds. The total cost of the contract is estimated to be $884,610 >> question. Are they all located within our schools or like some of them used to be with Heights here at Detroit? >> They're spread out. So there's um at Spring Hills Primary, we have some in the
181school. Hedgesville has its own little center. Berkeley Heights still has its um separate little pod center there. And there's a couple out like daycare. Inwood Family Worship has a Head Start program. So they are spread out throughout the county. >> Bunker Hill, I think. Do they have >> uh Bunker Hill has the Berkeley County prek at Bunker Hill this year? We have five classes right >> 66 I believe this year. >> Other questions for Mr. So, can I have a motion to accept the um the Head Start prek program, universal prek program at a cost of $884,610? >> Second. >> All in favor? >> Motion carries. And Kelly, you're going to do the next one for special ed contract with students. >> Yes. Let's vote for Go ahead. >> Okay. I will not have the
182nice British accent that Sam Turner has. Um, >> that is a little disappointing and I I apologize. You do not want me to try it. It It doesn't come out with the bud. Um, the next item before you is an bid for vision services including orientation mobility. Due to the increase of our number of students and we had two of our teachers leave last year, we've been unable despite our postings to fill these positions. So, we are going to need to rely on contractors for vision services. We do have two certified vision teachers, but it just does not meet our current need. >> Is it because we can't pay enough or they're just part of the they're harder to find that particular area of specialty. They are a little more difficult to find. Um, and
183the level of specialty service that we need, orientation ability in particular. Right now we have about 72 students that receive vision services at different levels, but many of those students receive double services because there's orientation and mobility which helps them with their navigation and understanding um environments and then we have the vision service itself which may be braille instruction and things like that. So, it really is a very particular and specialized service and we just have not had um the amount of certified applicants that that we would like. >> Do we have any uh sign language specialists ourselves um service personnel? >> Not at this time. >> We had one I want to say three years ago. She stayed with us for one year and then I decided to move. >> Um, other questions for
184>> Can I have a motion to accept the vision services? Um, sign language as presented. >> Second. >> All in favor? >> I motion carried. Thank you so much. S let's say priorities. >> Thank you, Madam President. Board members, um as you may recall from last year, um we we put a lot of time and effort into creating um our legislative priorities that we wanted to be able to advocate with um our uh members of the legislature. Um, and we had some really productive meetings with I think our representatives. Um, as a result, you know, moving into the 2026, uh, I'm sorry, the 2027 leg legislative session, we wanted to be able to start a little bit earlier in one being able to establish what our priorities were going to be moving forward so that
185um, we could perhaps meet with our delegation sooner um, uh, so that if there's anything that they feel um, warrants uh, their commitment from our priorities that they could start working that out well in advance of the legislative session. Uh we asked for some feedback based upon last year's priorities and any potential modifications. There were a few, but everything really was consistent with, you know, the priorities that were established last year. Um, you know, obviously the the biggest one that we continue to hear and that um our our administration, I think, and this board continue to support is um the recruitment uh and retention of our workforce um by prioritizing locality pay and competitive compensation for our dedicated staff. Um we, you know, obviously believe that that's one of the most important things among others.
186Um but there are some additional a few additional things that um se several of you had asked to to be included. Um so the the key priorities um for the 2026 um fall u moving into 2027 legislative session pended pay and benefits advocating for locality pay and remaining competitive with surrounding states stabilization of the PEIA funding to ensure affordable reliable employee health coverage and providing targeted recruitment retention incentives for teachers, bus operators and service personnel. Uh, in addition, um, student support, special education, things like expanding behavioral and alternative programs, including behavior technicians in all preK through two schools. And this is not just allowing for it. This is asking for funding of those positions. So, not unfunded mandates, but assistance in being able to provide these resources. Uh, adjusting the school state aid formula to
187reflect the true costs of serving special education populations, specifically with outofstate placements. um you know, being able to to um supplement um school districts that can't meet the needs of these very very challenging students and where we're having to to spend a tremendous amount of money in out of state placements. Being able to have some reimbursement or a portion of those costs to help us cover those costs would help tremendously in the operation uh and the support of our of our meet most need students. um improving access to homebound services by recognizing physician assistants and nurse practitioners as being able to uh sign off on those. As it relates to facilities and safety, increasing school building authority funding and raising the maximum investment program cap um um so that it's larger than a million dollars.
188Um currently they only issue about $5 million worth of funding and and the m the most you can ask us for is a million dollars. So raising that cap um funding a school resource officer or safety officer at every single school. U Berkeley County Schools continues to lead the way in this initiative. However, it is part of our our budget. Um we don't get um additional assistance through um any other agency like many other districts sometimes have partnerships with, but they also are only able to fund like one or two people in the whole county. Um, we recognize that our families send our stu their students and their children to our schools and they expect them to be safe. Um, and we know that having a well-trained school resource officer, safety officer in every school
189um, helps us um, keep students and faculty safe and as well as our community. Um, also expanding the ratio of state funded school mental health professionals. Um, and then when we think about policy and accountability, broaden student accountability to include multiple assessments beyond just the SAT school day. Um, as we've went through the assessments today, you know, when we think about the performance of our high schools, it's based upon one single moment in time, one test for a student that, you know, metriculates through 9th, 10th, 11th, and 12th grade. They're only getting assessed in their 11th grade year. And that is the end all beall for our high schools. So adding additional assessments that will go into determining the effectiveness and the quality of our schools I think is extremely important. Uh providing greater flexibility
190and teacher certification to address shortage uh address shortages and then strengthening governance, accountability and code to clearly to add clarity and better support for schools and students. The the one thing that I did not um add here um that is in the the the the meat and the potatoes if you will of the legislative priorities is also um my request and I believe that um there there's some shared interest in this one and that is is that um public school districts be able to operate under the their own umbrella in providing um child care options specifically for employees that would not be under the umbrella of the DHHR. Um the DHHR provides greater level of restrictions, but you know, as a public school district with certified people, quality training and resources, um I think that
191it would be advantageous for us to to potentially pilot something where we could offer um as a recruiting and retention tool, uh possible uh child care options or something that helps with the cost of child care. uh being by being able to provide it in-house um could be a possible solution but what makes it very difficult for us to do is the fact that we would have to be we have to be operate under the uh the opaces of the HHR. So that's qu a quick and dirty summary of the executive summaries which you all have full access to um and unless there's any modifications I would encourage approval um so that we can begin scheduling meetings with um key members of our our legislative delegation. It's >> a great list of priorities. Um, anybody
192see anything additional they want to add or anything that feel like taken off? But I think it's pretty specific to this area and a great list. >> It's exhaustive. >> Yeah, I I do like that. Appreciate it. >> None. >> Yeah, there there's a typo on page three. We I was just conversing with Jess about it. Okay. If Jess knows about it, we can have it fixed. >> Yeah. >> It It's got like a de period that's not >> Oh, yeah. I see. >> Oh, that's that's correct. >> In l. Um if there's no other corrections besides that motion to approve the legislative priorities >> second all in favor >> motion carries thank you second related to that just give me some times time frames that work better for you guys don't work was going
193to fill inside. >> Well, Jess, why don't you u well give us give you some but you know how we are. So she has to pull it out of us. So why don't you give us some dates and say um >> this is it. >> We'll go from there. I think that's kind of what we ended up >> a little bit. But if you didn't have like planned vacations or anything, you're going to be out of town. Let me know those. >> Oh yeah. >> Okay. Next, Mr. Austin. Personal actions. Ste, there's something that may choring members of the board and Dr. Saxs. The personnel actions dated for Monday, September 22nd, 2025 are as follows. Uh, this evening we have seven coaching appointments and six coaching resignations. Uh we have 33 extra duty appointments and
194one resignation. We have 109 healthcare appointments and one revised healthcare appointment. Uh beginning on line 159, we have six unpaid leave of absence for your consideration this evening. For professional personnel, we have eight professional appointments and one 17th appointment for the 2526 school year. We have one change of assignment. We have four professional resignations and one correction of transfer um for the 2526 school year. that was to correct um the schools that that um employee was or is serving currently. Um for service actions, we have 15 new service personnel appointments and 14 midday appointments. We also have three change of assignments of service personnel. We have one mutual agreement of service personnel. Uh tonight we have seven service resignations, two midday resignations, and two retirements. We have five transfers of service personnel and eight service
195personnel upgrades. Uh this evening we have two nurse resignations. We have 16 new appointments of substitute service personnel and we removed six substitutes from the sublist. Uh we also have one resignation of a substitute service personnel member. For professional substitute teachers, we have six appointments of professional day-to-day substitutes and we rescended the appointment of one substitute teacher. We also have one renewal of a substitute contract and six six resignations of professional substitute teachers for a total of 274 professional service and substitute personal actions for tonight for your consideration of superintendent sax's recommendation. >> Questions for Mr. Campos? We have five special education aids reserving. Are are we having problems with physical harm being done to these employees? >> I don't know. >> I know it's a tough area for working, but I'm just wondering if
196they're being harmed. I would have to talk to Karen about the specific reason. A lot of times when when people resign, they don't necessarily say for for one specific reason. They just turn in the resignation. Um I'd have to talk with Karen and see if she knows that. Are there any details around those resignations? >> I think a lot of times it's my position is not what they thought it was going to be. >> Sometimes early in the year that is the case for new hires >> because these are zero years, zero months. So >> yeah, >> questions for >> hearing none. I have a motion to accept the postal actions as presented. >> Second. >> All in favor? >> I oppose. Motion carries. Thank you. >> Board announcements. Um, I'd like to compliment Mrs.
197McKin. I watched her uh in the hearing the other day parents on the vaccinations. And I I didn't want to take anything away from the parents who were appealing the judge. about the case, but I would like to say that Mrs. McKinn was under a lot of stress and uh she answered the questions. She had the the material before. She knew the rules and rates, the footnotes, and I was quite impressed by how she understood the uh the pressure and presented the case on bear's school system and just like for that to be noted. you know, we're very honored and pleased that she's and our our staff here. >> Um I had to announce um just wanted to say um happy Rashashana to this community that celebrates that as well as next week is Yapor
198where those that celebrate that as well not celebrate Yapur but um participate in that holiday as well. wanted to say happy birthday to our board president. >> Oh, thank you. >> And happy birthday to our superintendent. >> Yes, >> thank you. >> We're very close in birthday dates, but happy birthday. >> You better have to talk a lot, so you can tell >> like yesterday or the day before. >> Yeah, you guys got to keep up. >> You're you're in HR. Don't worry, you were the only one. >> Let's keep Dr. Sax. >> Having said that, Dr. Sax just made the superintendent thing. >> Dr. Since uh we got a very nice hand out from the county commission but uh one omission uh on Oakrun Battlefield Park >> they didn't mention that the van was
199heated to them from the department of education >> and I I'd like for them to be reminded >> how they got that >> pardon >> how they got that line. >> Yes. It would have been nice to have been recognized that we were in partnership and trying to provide them something that would benefit the community. >> Well, I just just >> I'll ask them for a full head. >> Yeah. >> No, I don't want your I just >> I do. >> We work in today's legislative package. We picked up one of their concerns about infrastructure. >> Yeah. And right here, we we do try to work with our >> colleagues and other branches, >> both city and county. >> Yeah. >> Superintendent's announcements. >> Thank you, madam board. Thank you, madam president and board members.
200Uh I want to congratulate Muscleman and Hendersville High School um be being named one of the top five high schools in the state of West Virginia uh for CTE programming. Uh, you know, this accolade highlights the hard work and dedication of both programs, both the students and educators, as well as Berkeley County Schools support for career technical education. Berkeley County Schools has touted the importance of current technical education pathways for years, and we continue to develop new options for our students who prefer non-traditional pathways and to prepare them for the workforce. This accomplishment, I think, recognizes um both Hedgesville and Musleman's excellence in career technical education. um including high accountability measures and indicators across the board. Um so I want to thank the administration u I want to thank and congratulate the administration the uh
201career and technical education teachers and most importantly the career and technical education students um at Hedgesville and Muscleman um and we're going to have our CTE program present at a board meeting the near future. um thinking about our comprehensive educational facilities plan and some of the amendments to uh that that plan. Um we're going to have our next advisory committee meeting um which will actually be tomorrow evening from uh believe it's from 6:00 to 8. Um this group's going to help steer possible amendments to our CFB um as a variety of stakeholders are represented and sharing their voices and thoughts. Um, again, we're going to be uh reviewing the educational futures conference um information um and feedback that was provided. Um, we'll also establish some norms and look at some data as well as future
202meeting plans um that will encompass uh options that um uh we'll be considering and bringing to the community for their feedback. Um, we're going to be hosting regional meetings in the north and south ends of our county again to provide this this information for public input and to gain more more uh information in developing solid recommendations prior to our November meeting where we'll ask be asking for approval. So again, this steering committee is bring about options for the community to provide us feedback. Also coming soon, uh, Berkeley County Schools will be hosting design meetings this week um, uh, for some of our buildings. As I mentioned earlier in the board meeting, um, again, we're going to be talking about Falling Waters and Inwood. And again, I want to in advance thank our stakeholders, our teachers,
203um our administrators, some of our service personnel, as well as some of our district offices in helping shape the um the future of both Falling Waters and Inwood Early Learning Academy. We our next regular regular meeting um is scheduled for Monday, October 6th at 7 p.m. here in this boardroom. Um I think we have a special meeting that we have also scheduled for next Wednesday at 4:00. So I thank you all for um uh your availability on that. That's uh to conduct an employee hearing. Um and that concludes my updates. >> Thank you. >> So the next school board meeting is >> the next school board meeting. Yes. >> Okay. But we do have a special board meeting next Wednesday at 4 o'clock. >> What date? What um date is >> Wednesday? >> October 1st
2044 p.m. here. >> Okay. Next on the agenda is a legal update and we're going to I need a motion to go into executive session under West Virginia code 6-9A-4 uh to discuss pending litigation. Move. Second. All in favor? I motion carries. We'll >> no decision decision will be made. So you can leave us and be happy about it probably.