Board of Education Meeting--August 18, 2025

001as much, but to listen to what some of the the feedback is through that facilitated uh work. But um it's an aggressive timeline, but it's a necessary timeline in order to apply for school building authority matching funds for any of our potential funding mechanisms. >> Um Carla, didn't you send us something out about the strategic >> um I that was strategic plan. So that's on September the 10th. So this would be for CFP. >> Yes. Um yeah, it'll be >> I just want to make sure they Well, you read that also. She expects us to comment back. >> Yeah, we have two concurrent initiatives unfortunately just because of the timing of things. We have the CFP update and then we also have uh work that surrounds starting um a revised five-year strategic plan. And so

002those two things will sort of be going on a little bit concurrently. The strategic plan will take us beyond December. Um, but to start off with, there'll be some concurrent work. >> No, I'm excited. >> I was on the tail end of the last CF the very very tail ends. As exciting as >> do it. >> I appreciate your support. One of those. >> Exactly. No, I'm excited about it. I'm glad that we're starting that now. >> Sounds like Michael might like to be on the stairs. Sounds like >> we would welcome that if you had the opportunity. So that >> board announcements. >> Uh I just want to tell everyone that I'm excited for the first day of school. I know many employees have been in their building for the 11th start date and

003have been working teniously to get the rims ready and our construction projects have been and Mr. Tyson have been working tediously to get the u some of the renovations finished and I think as Dr. sex sad. We have the right people in the right places and I'm looking forward to this year. So, um, everyone knows how to reach us. So, I hope it's a great first day of school for the kiddos and the staff. So, any other board announcements? Okay. Uh, that being said, uh, citizens forum, U, Miss Christine Joy, >> uh, I just want I I don't think I said this the last time we used to vote. um citizens form, we allow you three minutes >> and um the board cannot respond. So, we just want to make sure >> Oh, you can't

004interact with the people. >> No, >> but depending upon what um you had to share, we do have some staff that will be happy to speak with you afterwards. >> Okay, great. If you want if you want to speak with any of them information or we have your email address and the phone number. >> Yes, you do. Well, good evening and yes, it's back to school tomorrow for the kids, so that's great. Um, so, um, President Long, I guess, Vice President Howard online and member Martin, he's online, too. >> No, he's from here. >> Is that you? Oh, okay. And then member and member Wright is online. Oh, hi. >> Okay. Um, last time I was here, um, Governor Mory's executive order number 725, uh, was not shown on the school website for enrollment after,

005um, my request at the citizen forum for the August 5th meeting meeting. Uh, so Bley County schools failed to inform parents of their religious, philosophical, and mental rights there. That really isn't on the vaccination form. I think it should be there. Um uh for the minutes who knows the minutes who who okay so um please know for the citizen forum section of the minutes that I'm speaking about executive order number 725 not only vaccinations because I think it's important to um write it down that you've been informed about the executive order 725. So why am I here? Um, I'm a parent in Berkeley County and I want religious, philosophical, medical exemptions for Bley County students and the students of West Virginia. That's why I'm here. Um, and why are the forward members here? Uh, do

006you have children or grandchildren in the Berkeley County schools? Now, I thought that Berkeley County School Board represented the parents and children attending Berkeley County schools, but in fact, it seems to represent the West Virginia Board of Education. It appears that the parents and the children of Berkeley County are being discriminated against by denying them religious and philosophical and medical exemptions. A measured approach would have been to accept religious exemptions this year following Governor Morris's executive order. I believe that those who continue to not accept religious exemptions following the executive order and possibly since West Virginia 35181 was passed in 2023 making liable for discrimination in any vaccine injury incurred by following vaccine. In fact, I believe mandating mandating vaccination to attend school with no exemptions as in the history of West Virginia is unconstitutional.

007Thank you. Next on the agenda, monitoring items in structural uptake um without just the code section should >> I think Jessica has it. It's part of Governor Mora 181. It's in the um Governor Morrison's executive order number. >> Okay. >> Thank you. >> Yeah. Thank you. Good evening, Sloan, Dr. Saxs, other members of the board. I'm here tonight to provide the instruction update. And I know I just passed you out a summary of the recent survey that we we gave out. But before I get to that, I'll first start with um the academic success and promotion plan, the overview that you should already have. Um so I know that um over the last couple months, hang on one second. I want to make sure that they actually have that. Uh that was in the board

008docs that were shared with you by Jess. Um so it's actually attached to the board agenda. There we go. >> There we go. It's posted up here. Okay. I just want to make sure this Yeah, that's the old one. If you give me a second. >> Okay, very good. >> Yes, that's the one. >> That's the wrong one. He's We're going to pull it up for you. You'll have to work at it up here. It should. You should have a printed copy. I should have a copy. >> Yeah, here we go. Here we go. >> Thank you. All right. Bases on the same page. Now you know what we go through. >> Is this the right one? >> This is Thank you. >> All right. Thanks. All right. So, um I'm here tonight to uh

009provide just the instructional update regarding um our academic success and promotion plan. Um what you have in front of you is just a small but brief uh summary over um some of the conversations and this the next steps that we would like to have um here in the district as it relates to that. So, um, what we're looking at is, um, initiating the development of a comprehensive academic success and promotion plan, um, to establish clear, consistent, and trans transparent criteria, um, for student promotion, retention, academic progression, and participation in advanced level coursework across all grade levels. Um, this plan will serve as a district-wide guide aligned with the state policy, including um the K through three, third grade success act while addressing local priorities for academic performance, student readiness, and instructional aotment. Uh we've defined

010expectations u excuse me the plan will define expectations for evaluating student performance providing appropriate um instructional support offering opportunities for advanced coursework and ensuring that grading practices are fair and consistently applied throughout the district. The plan directly addresses stakeholder feedback regarding concerns about current grading systems, student achievement, and the promotion of students who have not demonstrated readiness for the next grade level. To support the development of this plan, we propose establishing um task force at each programmatic level at the elementary, middle, and high school comprised of educators, administrators, and other key stakeholders. These task force will review existing practices, gather input, and provide recommendations to ensure the plan is practical, transparent, and aligned with both state expectations and the acade academic needs of Berkeley County students. Um once finalized, the plan will be presented to

011the board for approval and will serve as a consistent guide for school-based decisions regarding student um advancement and academic success. And um we tried to list out just several um kind of buckets or key key components um that we we feel would be part of this plan. Um you know, first and foremost, having information for for all families as it relates to admissions and enrollment, making sure that's very clear. uh making sure that we have our general curriculum expectations. Um also have the promotion and grading alignment. Um and then also um making sure we reinforce and establish what those exam and weighted components would look like at the high school level. Um scroll down a little bit. Apologize look like sorry it's a little space there. Um and also the proposed approval and implementation timeline.

012This is a tentative timeline, but we just wanted to be able to provide the board um with an idea of once we kind of start these conversations what we would look at like the next steps over the next several months. Yeah, I think board one of the things that we hope one of the reasons we endeavor to take this on is that um I think that we've we've seen um and heard from not only this board but from our surveys that we've done uh across the our school district over the past year, even feedback that we've gotten from parents and and educators um is that you know when we think about um for example um grades or grade inflation, you know, putting specific metrics behind, you know, how um grades shall be calculated at the

013high school level or at the middle school level or elementary level. and one that also perhaps um is indicative or inclusive of um uh assessments um whether it be semester exams or state summitive assessments where students have you know a little more skin in the game as you if you if you will uh behind those things and so before we um from the district perspective arbitrarily put those things out I think it's important that we engage um some stakeholders in determining what those metrics may be so that the board can consider that for for approval. Um the same thing, you know, goes for, you know, when we talk about curriculum expectations. Um specifically thinking about things like a homework policy. Um you know, making sure that if if we're assigning homework, it's with purpose, not

014just for busy work. Um you know, there's intentionality behind it and um that it's consistently applied across across the school district. so that whatever the policy is in one school, it's the same if you're going to go to another Berkeley County school. And so sort of uh you know, again, identifying these things so that whether it be a school or a family or a parent um has something to to go back to and say, well, this is why we're doing it this way. Um and again, not doing that in isolation, but doing it with uh some of our stakeholders through this very intentional process is is one of the reasons that we've been looking at this >> questions for Dr. the first I I read about there. I like the original because even more we

015I >> that's my fault. I didn't want to get too far on this first. Oh, I I think it was a good mistake. But just just on the point you just made about homework, you can't have a consistent policy about homework because you don't have a consistent environment in the families of our students. uh you have you have Aussie Harriet where the children are in a nurtured neighborhood and home but we I think we also and I didn't call up Mr. Pucker to find out this question but I would would not be surprised if we have children living in tents >> and and when the sun goes down they're in the dark. Um I I remember talking to a principal who may bring Jackson about that one. So you have to be aware of the

016home lives of our children. And so when you try to have consistency in that area, uh what I think you have to have consistency is the classroom. Everyone is in the at the same time in the classroom and you have to try to build that build that uniformity there. And I am glad I I left Brook County because I was tired being summoned to the office because certain percentage my students had D's and Fs. I was using the county grading policy. I was using the county approved textbooks for the most part. But I was I was doing things and I knew that if I gave them all A's, I wouldn't be c I wouldn't be called down there to account for myself. But because they had a certain percentage of D's and Fs, they they

017had earned and and the students understood it. They I taught them how to do their own averages and I made them keep track of their grades and take those grades home every week. But I left Perk and Canon and came back as a boardman and I've been fighting this battle ever since and I'm glad it's happening. I'm just glad it's not happening this year. >> It's not happening this year. >> Yeah. Yeah. But that's that's one thing I I would commend that the legislature and uh has made a couple of amendments to the law to help the classroom teachers. One, you can't falsify change records falsify. Two, the teacher's the primary source of deciding who's promoted. I mean, not totally free and the grades that they give or the grades that the students receive and

018but it took acts of the legislature in Charleston, not Martinsburg or Ber County to make those changes and that's unfortunate. But we uh I'm looking at this and I'm just that did jump out. You you have you you just have to be careful where you are consistent. I think for the most part I like as I said the original document here that I read and I think it's on the right path. I think when you're talking about homework too, um those teachers and those principles know more about what those ch children's home life is than anybody. So they are the ones that are going to make sure if homework's required that it's not too over abundance that these kids that they know who's has a challenging lifestyle. >> Thank you. >> Whole life. that you

019but I I stood up there. You were there in the room in Charleston uh when I stood up there at the schoolboard thing and I said, "West Virginia, as long as we keep having these excuses and we don't hold the students accountable either for the behavior for their for their part in trying to work on the grade on the achievement. As long as we divert from that requirement, we're going to continue as a state bey. And I'm glad that you as our superintendent because this is what you were told when you were hiring turn this county around because Berkeley County has been slipping down over the last couple or over the years from one of the highest ranking in the top 10 I think >> till we're in the 40s now maybe even this year

020I think we're going to have been seen an improvement in that downward skid but That's that's the important thing. We have to have children. I I I've jokingly said we should instead of playing pomp and circumstance at graduation, we should be playing the theme song to wallh high keep them moving moving because that's what we've been doing. We just pushing them along and then we expect our teachers to teach a variety of levels in the classroom and they're diluting their effort with grade level they're assigned to teaching children who are four and five grades to learn. >> And we've seen that in the in the test results. How many kids are on level one year behind many years behind? We have to narrow that that gap and bring them up to level and be more

021efficient and effective like the constitution says to be making sure our students are ready to move on to the next and master >> what with like timing wise did we there's some pieces of this that's going to be this school year right Well, the we have made changes to the matrices for honors, but because there's never been a there's never been a identified board policy regarding that, we did make some internal administrative changes to the criteria for enrolling into a honors level course. Um those were based upon really um the fact that we were having ch a change in assessments. um and the fact that um we had a lot of students in our honors and um advanced placement advanced courses that were not showing proficiency on any assessment that we had. Um and so

022we did make an administrative practice change this year. Um and it was done um actually with inter and correct me if I'm wrong, Mrs. Klepner. It was done not just with the team here. We had some principles that also advised. We worked with principles on that system. What this will do is it will take the some of the changes we did this year and it will iron out any of the areas that we say, hey, this this would help improve it and it will actually increase the breadth of stakeholders that are going to be providing input. So the change um this that you're see that some people have experienced this year is just because um the the matrix the matrix to identify who gets into the honors level course um has had a couple mechanics

023behind it changed but we want to be able to iron that out in uh for the long term in this p progression. I mean I'm sorry this uh academic success and promotion plan. Like the main reason I say that is like like the timing wise day before school starts like oh now we're thinking about this stuff but like like we thought about it beforehand seeing what we can implement this school year and now for next school year this is what we're trying to do. Yeah >> like it's baby step not baby steps but >> we are trying we are trying to do baby steps. I will say that the real root of why we need to do this is actually not as much about I mean granted it's convenient that we know that we need

024to address honors level enrollment. It's it's convenient that we know we need to address address grading practices across the district. It's it's also convenient that we're taking a look at let's say generalized curriculum expectations. But the real root of why we're doing this is third rate success act. the third grade success act. This is very important for our families and anyone listening tonight um is that if and I believe it's the end of this year. If the a third grader is not proficient on the state summit assessment, the law requires that they shall uh repeat the third grade. So now there are other metrics in there in the law that allow for what they call good cause exemptions um and other things we can look at for a student that is not proficient on the

025GSA. But there again uh we need to be able to determine what the appropriate criteria is within our own county um and the exceptions that we're going to have the good cause exemptions for students in order to meet the promotion criteria for third grade. but also or it's a it's a prime opportunity to say well what are the promotion criteria for fifth to sixth grade what is the promotion criteria maybe even from 6th to 7th 7th to 8th 8th to 9th grade into high school uh because we also know that we can easily identify based upon research a student that is destined to drop out based upon their achievement in sixth and seventh grade. And so what does that mean we need to do differently in order to make sure that we prepare that student

026for success as they get into high school and they get to that closer to that grade where they can drop out if they want to. Um what I would like to be able to continue to be able to provide is more opportunities for um hands-on learning and workforce development programming and career technical education um as a supplement to helping these kids catch up also. Um, and so anyway, you're exactly right. We're trying to take some baby steps, but we also want to make sure when we do the whole the really the big plan is that it's well thought out and we're taking the whole year to design it. >> One more quick thing like timing wise, I know this says titly, but like like could students be affected this year with this plan for the

027school year? >> That's not the goal, is it? That's not >> there are certain like well both there certain honors there. Yes. >> Well with honors. Yes. But um with this plan >> it won't take effect this year. >> No. Are you refer like a third grade success act kind of part where we would look at those students that would be going into the next next school year. whatever like we come up with like what after the task force just think I'm just making sure I say it correctly like April like like would would it be in place for this school year cuz April >> I think that if it's approved in April that which is the goal is the public is is it doesn't take effect till the next school year. >> Okay. >>

028Yeah. We wouldn't be changing midstream what the expectation is once it's approved in April. It's it the the intent is to make it effective July 1 >> and people will just have a they would know that this is the plan. >> Yes. So people seeing that to say sure. >> Yeah. >> Thank you. >> Just another follow question to your comments here Dr. S. You you mentioned the third grade success act which is this the third year the aids being third >> will the state department be putting out an assessment that all third graders must take >> yeah they already do it's the GSA so the state assessment starts in third grade and to third through 8th and then of course 11th grade so they already have that state assessment however what you can use

029is you can use the GSA and they are not proficient in the GSA, then you can also use another accredited uh assessment which would be like the I Ready assessment for example. So if the if let's say they had a bad day um and they were sick on the time the day that they were taking the state assessment GSA then there's an opportunity for them to to also show mastery uh when they take the the last I ready diagnostic and if they're proficient on that then they meet all the other requirements to be promoted. Do they als they also have excuse me in they also have a minimum attendance requirement? >> That is not in the state code. However, that is something that the pupil this uh academic success promotion plan could include. And how

030that would fold it unfold is if let's say the stakeholder committee would put an attendance requirement in there and it would be provided to the board. The board could always say hey this is not stringent enough for what we believe or this is too stringent. You can always have the ability to amend that. But we want you to know take bring it to you is this is how we've gotten this information from these groups. And so that then that would be the board's u consideration as to whether or not it it's in there or it's not in there or it's rigorous enough or not rigorous enough. But we could all we could absolutely look at tenants if we need to. >> That is the attendance has been a big um issue with this board. Um

031some students have been passed on and having 10 day of school um or maybe 10 days of school. So there we find that troubling. I hope I'm not speaking out of term but what I've heard over on board time that seat time's important and socially and academically. So I had a question about the uh problem the programmatic task force. >> Sure. >> If um when when will that task force be meeting? I don't want people I don't I don't want staff to feel like I'd love to be on that but I don't think I can be in my classroom or when when will they need? >> Honestly, this is a 10 timeline. We haven't thought that too far in the week, but that is something we'll definitely take into consideration. Um because we do want

032to make sure um because that's one of the reasons why, for example, like we were saying like August to October to kind of get a good feel, you know, once the school year starts. Um and then also thinking about who would be even at the programmatic levels who would be the members of that task force if we're saying like we would like to invite um for example like parents guardians and then for example at the elementary level we said a teacher teachers from from every grade. What would that kind of look like with those schedules? Yeah. So definitely something we can look at and make sure as we're planning out those task force to um do do as much as we can to plan it in a way that we can get as many stakeholders

033as possible. >> Uh Miss Power and Mr. Wright, do you have questions? I don't see any hands raised. >> Um Damon can go first. He he was he had his hand raised before me. >> Okay. I'm sorry. I didn't see that. >> Quick quick question. Um, so what what is uh the problem that I'm going back to the beginning, not with the honors or anything else. What is the problem that we're trying to solve with this task force? And I heard Mr. Murphy's concerns regarding the um uh homework issue, but I'm just trying to figure out what problem we're trying to solve with uh this initiative. >> Great question, Mr. Wright. Um, for example, one thing, and I apologize because I do not have it right here in front of me. The team and I

034were working on it, but what we're starting to do is we're starting to analyze, for example, um, semester grades last year as it relates to like 6 through 12. And what we're seeing overwhelmingly is we have a a very large number of students that have anywhere combination of A's and B's, but then when we cross reference that with their their assessments, um we're seeing a very huge drop off. Um one of the other things, and I think Dr. Sax had alluded to it when we're talking about some of our honors honors classes. Um you know we have several students that for example would have straight A's but then when we look at their assessment assessment scores um they're not even meeting the minimum minimum mark. So it is it is a variety of different things

035Mr. Wright that we're looking at. Um, and then also as we um are starting to go through, like I said, our GSA and our SAT data as well and really starting to unpack that um for the last several years, we are seeing what Mr. Murphy had alluded to, a very large discrepancy in what our our students are getting in our classes, but then we're not seeing that um on their assessment scores. >> Miss Power, Mr. Wait, wait one second. I I said I had a follow-up question. >> Um, sure. Sorry. Has have we considered that um for example some of the students that are doing well on homework and test and things like that since they know that summitive really doesn't they don't really have any skin in the game with this the assessment versus

036their A's and B's that maybe they're not putting forth their full effort like they would say for example um the SAT or the ACT. it it could be that's one of the reasons why I think for the task force we want to have a combination of different stakeholders. Um I can tell you firsthand some of the um data that I've looked at it it is a combination. You know, I've seen some students where when we peeled back their grades, they they'll have, for example, A's and B's and even if we look in the grade books, we'll see A's and B's on the um the variety of for example the test that the the teachers are given or that they will take throughout the year, but then we see a significant drop off, for example, on

037GSA or SAT. Um, you know, for some of them, depending on how the the child is being graded in class, you'll we could see evidence of what will look like a participation grade and that kids are getting a variety of points that way, which, you know, depending on how you crunch the numbers, it could um overinflate or or inflate up a grade compared to what the child is actually getting on some of the formative assessments and summitive assessments they're taking for the for the class. So, it is it's it's a very it's a very it depends on the student, but like Dr. Sax had alluded to, we're seeing a lot of different discrepancies, and that's one of the reasons why we definitely want to collaborate with a variety of different stakeholders so we can hear

038all the different perspectives to come up with the best plan to put back in front of you all on um how we can um establish some more consistency. >> Thank you, Miss Power. Yeah, I just wanted to give you guys um you know kudos quite honestly um because I know that this is we've we've just gone through you know a year of um transition um we're still doing transition and um I just wanted to let you guys know that I am very appreciative of the work you guys are putting forth for this not just in doing this with a balanced approach but also with an agile mind. Um taking care of one thing while also trying to address another part of this so that when we can all get on the same page and um

039at the end of the day it'll be for the betterment of our kids. Um I don't really have any other questions so much. I I do want to well maybe maybe one question um as it relates to us hearing recently that teachers um some teachers not all teachers um are are not teaching towards the standard um do you believe that this will end up closing that gap of what we're seeing in the classroom and on the GSA meaning you know they're actually going to be more aligned with each other and therefore these new parameters are actually going to be more effective and understood as to how we determine honors and placements and that sort of thing. >> I'm sorry. I was you know it's from um definitely I think um anytime that we're ensuring that

040you know if we start if we talk about like what the what the standard or the standards that students should be learning regardless if it's um lower level upper level or even AP course if if we know that we're starting our instruction centered around that standard we have a very solid uh way to help identify is the student during are, you know, daily instruction or weekly instruction or so forth. Are they achieving mastery in those skills that that they'll ultimately be assessed? Um, like you said, as you relate to the the curriculum, ensuring that whatever we're putting in front of children is u like Dr. Sax has alluded to being grade level appropriate. Um, that it has been um aligned to to the best that we can with those standards. Um and from there that

041gives all of our um our our teachers, our administrators, it gives everybody a a very solid start. So that way as we start unpacking these different standards, we dive into our instruction. We know that we have that consistent um baseline across all of our schools and across the district to ensure that we're doing our best to maintain that alignment or that um ultimate assessment, whatever it is the kids will take. And then one last follow-up question if I can, Miss Miss Long. Um, would this inherently uh well, let me maybe let me rephrase that. Um, we hear all the time we don't want to teach to the test, right? And we've we've gotten away from even doing to the standards when we've done that. So, how is this not going backwards in teaching to the

042test or teaching for the test? Does that make am I am I do you understand my question? >> Yes, ma'am. Um I I think it's one of the things that um I think it will kind of lead us when we talk about some of the survey data that we got when we're designing our um daily instruction to ensure that we're we're we're making sure we're building it off of that standard. Nothing said that we can't go past the standard. the the the standard is just that bare minimum of that skill that they're saying a um student should cover. So long as we ensure that at a minimum we've met that standard um you know our hopes and dreams is that our our teachers are taking it past that level for our students. I think it's

043just ensuring that at a minimum if we know that if this is the skill for that content that students are going to be assessed on, we have to all ensure that that is at least what we're we're meeting. You know, once we have met that metric, then obviously we want to drive that instruction even higher uh to build on the rigor, excuse me, the rigor and build on those skills. But we at a minimum we have to make sure that we're doing that daily. Now, can I please ask a question? I um Mr. Are you finished? >> Yes, ma'am. You may go ahead. Thank you. >> Um what Mr. Right. Um, part of his question was perhaps the students do not try hard enough on the U GSA or otherwise because they know it's not

044going to mean anything or but that Mr. R Mr. Murphy will tell you also in his years of experience that that's nothing new. So there has there's there's something from 15 20 years back to where we are now. While we keep dropping, it's not just that to me, this is personal opinion, that these the students don't feel like this isn't going to mean anything, so I'm not going to try. there's a definite um gap to where what's happening sometimes at maybe the classroom level to versus um where we are with the test taking and so forth. So that's why I want to make sure that the general curriculum expectations that everybody that we get to a point where um and starting now that everyone's under the um understanding of what is expected and what what

045this board wants from them and and what um the board office wants from them what their principles want from them and that they everyone's working together to come up with the same um expectation and end result. >> Yes, ma'am. >> That's a lot of words. I hope you understood what I'm talking about. >> I did. >> Well, one question, Dr. Saxs, the uh when you're working on the assessment tool, the reports, and the communicating to parents. I was looking at the revised paper and it says here the October program act task force at the different levels of your middle class. Uh you you should also in doing that I have three different tools so that parents understand when they look at the elementary report cards they're going to see basically the same thing when they

046look at the middle school have different to power u I was sitting here as you you mentioned and I don't wish to push your button man but allow Here we go. >> Push away. It's fine. You do it all the other times, so it's fine. >> We We respectfully >> disagree on it. Um technical students are going out to take driver's ed. They're going out there to get their license. They're breaking their insurance, but they're getting they're being geared towards passing the written test and then driver's test. it's oriented. If we sent them out there and the and the instructor said, "Here is a diagram to build a bicycle." Then they would be digressing from what the goal is to get the driver's test. I I personally think teaching to the test is a goal.

047It's not to be apologized for. All too long we've tried to avoid saying but I think that you need to have goals that uh and the test should reflect those goals. Now that's another question. If the state department tests are not are out of touch with reality but if your expectations for what a fifth grader should do at the end of the year then the assessment should reflect that. I saw your light up so go for it. >> Okay. Um, what I would say is, and I've heard um, Dr. Woods and Dr. Saxs talk about this, is that your desire when you're in the classroom is teaching skills to the students so that you can achieve that standard. And guys, correct me if I'm wrong when when I say all this. Um, and when we're

048talking about a driver's test, we the the driver's test literally is about skill. It's asking you skill skill-based questions. Some of these the GSA questions, if I'm understanding correctly, go beyond that. It goes beyond just the skill. It takes it takes what that skill is, but then the students are supposed to think critically and be able to extrapulate what those answers are. So, I would dare say that the the written test is skill-based, but the driving test that is going to be the final administration is actually going to be the standard by which you are actually going to get your license. You're just getting your your learner's permit just by fulfilling that skillbased um activity in in the written test. That's my only point, Mr. Murphy. Great, great job pushing back, but I'll push back

049even further using your own example. >> I you come up with a good report. >> Well, and I'll even add to that though, but if you're on a road driving, you don't have skill, Miss Power. I'd be a little bit scared there. >> Correct. Correct. But you need the skill in order to get to the standard. >> It is a combination. >> And that's why thanks I mean praise of teaching to the test. Um, as Mr. Murphy said, don't apologize for that, but we need to go beyond teaching to the test and teach to the standard. So, >> any other questions for Dr. Woods? >> Oh, yeah. >> Um, the last piece up here, I've um passed out the survey. Um, as you all know, um, and and I think it was at your request

050last meeting. I apologize if I'm incorrect, Mr. Murphy. Um, we pushed out a survey. We, um, I initially sent it to all of the principles and I asked that they shared out with all of their instructional staff. Um, and it was just a survey to really kind of get the pulse over the last several days as it relates to the conversations and the professional development that the um, our principles were leading their various schools in. Um, I do apologize there is a small typo. It's it was only like seven big things. I think I mistyped and put eight by accident, but there were seven things that that kind of came out of the data that I provided for you. And behind the the one pager, um what I did was I actually printed off the

051uh spreadsheet for all of the the responses that we got. So for for any um teachers and staff that are listening, we do appreciate um your responses, letting us know um opportunities where where you saw it was very successful, but also giving us some of that critical feedback to kind of guide our conversations past that. Um some of the some of the initial themes that came out um of full transparency was one where where folks um felt almost like a lack of trust or or possibly even disrespect thinking about for some of these concepts that we're talking about. Um and and I do want to make sure that that myself and the team um address that. um that is not the intent of of the professional development or the theme is um all of the

052things that we are talking about are are strictly tied to our analysis of our data and also of um a lot of the things that Dr. Saxs alluded to that we'll be diving into under the academic success and promotion plan. So really making sure that we equip all of our teachers and we have that solid um district capacity in in all of our classes to ensure that we are always meeting that standard and going beyond it. Um some of the other things that came out of it was um questions about some of the curriculum materials. Um we did get some some great feedback. Um there were several things that got brought to um our attention that we that we um did not know quite frankly. Um there were several things for some of our um

053fine arts and and other programs. Um some curricular materials that um we actually needed to get a new license on. There were several things that um teachers brought to our attention that have um actually expired and that that was news to us. But because of that, the team and I have gotten hard hard at work on it. and we're actually having some conversations with some of those chairs to figure out what do they need, what do we need to go ahead and purchase and put before you all to go ahead and get approval. Um, one of the other areas that came out um was a lot of our special ed staff reached out and talked about the professional development thing. When you think about some of our students, not just um that receive accommodations in

054some of our general education courses, but some of them who are in some of our um self-contained courses, asking us for um support on what some of those strategies and things that they need for their children. So, um the team and I have had conversations with our academic specialists to really think about what those next steps look like for them. Um, I know one of the things that came up was um, restrictions on supplemental resources and creativity and um, to be honest that is something that I'll own because I think maybe there was some confusion on there. So, I actually put together or excuse me, the team and I put together a one pager that we have already shared with our principles to help redistribute. And for any teachers and things listening, I want to

055make sure that we if you hear me, we want to make sure we clarify that. So, when we're talking about supplemental resources compared to activities, the supplemental resources are essentially supplemental curriculum things that can be used in addition to the curriculum. Um, a lot of the questions that we got either on the survey or I know that as I was bouncing around checking on um a lot of the buildings over the last couple days was uh teachers interpreting that when we were saying supplemental resources, we were talking about activities. So, um, there was a lot of teachers that even even in the survey, they emailed me. I even gave my phone number out. Some of them called me personally saying, "Hey, can I use a graphic organizer?" Yes, you can. You know, that's an activity.

056Or, "Hey, um, are are you all now mandating which tests we use?" So, I I apologize for any confusion that might have caused. Um, and like I said, your your principles, if you have any more questions, they receive that one pager that they can also share out that gives out those definitions and examples of those things that we're talking about. >> Hey, Dr. Woods as it relates to the uh that one page that you're referencing that sort of defines >> what's core, what's supplemental, that sort of stuff. >> Have have we or are we planning on sending out um also like what those are those appropriate supplemental resources like things like our novels or those types of things. Have we distributed that? >> Yes, that is actually for the literary andformational text that is actually

057going out first thing in the morning. um the um all of the principles already have access to that list of approved curriculum and supplemental resources and I know a lot of them also forwarded that on to their uh teachers as well. So um all of that information by tomorrow morning if if for any teachers listening if you still have questions or concerns about it if you if you reach out to your principal um or one of us here we can push that out to you to make sure that you have what you need. >> Yeah. And again, if there's any confusion or if uh someone can't find it, whether it be a teacher or a principal, definitely reach out to Dr. Woods or uh your executive director. Um we can provide you an updated link

058or attachment or whatever that may be. Just, you know, just remember that there's there's no wrong question to ask and we're here to here to support you. So, >> uh I think this is great. So, and and I I hope that um teachers and staff feel comfortable if they have any additional questions to email you or or Miss Clint or Mr. Mullenex um concerning any issue that um our superintendent u regarding anything else that's on their mind and this is a work in progress and we'll continue to work on it. So, >> yes, ma'am. >> Any other questions for Dr. Woods? I I I too and appreciate well first you said you know there was some misunderstandings about what you said >> and I I appreciate you stepping up and saying that I know we

059have to make sure we're not ambiguous maybe sometimes a questions asked that maybe you just need to say I don't know right now I need to check on that I'm sure you are do but I I was just reading through here and I don't even know the page number but uh well it's comment 68 those you are following you along yeah 68 I'm not going to read the preface here but they say I you know they're I think it's a matter of trust who can see here they're they're taking this they feel like I'm getting trust and they call this experience but they do ask a question here about I uh they have to go through a two-step process. My administration at school will go the board office for the things the board office and

060the school administration are taught are tasked with are they really going to have time to watch a bunch of videos and read a bunch of supplemental books, papers and worksheets waiting 59. >> Oh, you said 68. Well, that's that's the number I have out the side. >> What is it? >> 69. >> Oh, 69. Excuse me. >> Okay. But but they're asking a legitimate logistical question. Mhm. >> Uh they found something that they feel addresses one of these schools, but yet the bureaucracy that we're going to have to check out the the avail the allowance of this thing could could take a while. Now, and of course you as a class as my memory as a classroom teacher, I'm not planning for two months down the road to get something approved. I'm planning for the

061next two or two weeks at best because I have to look at what my students are doing, the pace that I set with them. Um, so they're just asking a question here. How long will it take for my supplemental material to be approved? >> Um, we do put a a little disclaimer in there that we do say it could possibly take up to two weeks. Um, but for the ones that have come across our our desk up here, there there's already been like maybe a day, two day turnaround. Um but but I do want to address that one of the main reasons why we wanted to make sure our our amazing building principles are involved in this process because as the instructional leader one of a lot of the conversations the team and I have

062been having is making sure that as the instructional leaders they always have a pulse of their building and they know what's coming what is being put in front of children right and I will say I was actually having several conversations with principles today who actually said to me, you know, Dr. Wood was I didn't realize some of the things that we that we've been using. And it also gave us the power to have the conversations like, "Hey, I I see what you um you were attempting to use, but here is something that's more grade level approp." Um, but the principal today said, "Hey, there was something that came across my desk. When I actually looked it up myself, it was um two to three grade levels below." And it's something that have been being used.

063So it is empowering our principles but also our teachers too because it's really causing all of us to really think and reflect on what exactly you know what are the things that we are using and if we're seeing something that our teachers want to use. It's helping us start the conversation with them. You know I see what you want to use. let us help guide you or have conversations with you to show you something that is grade level appropriate that you can still use to to meet that mark that you want to show. >> Can I can I add to that though? I think I think when we look at just this example, the other thing that's important to pull out is that the supplemental resources that we're saying need to go through the approval

064process is something that you plan to use on a a consistent basis to supplement your instruction. Just by this example, if there is a video uh for example on YouTube that reinforces a concept that's being taught in the class and the teacher wants to use it for creative purposes, that that's perfectly fine. Um if it's even to help scaffold instruction a little bit, you know, that that one time. It's more so the concern is that if you plan to go to a specific website that has videos on a consistent basis to teach instruction every single day or three times a week, that's when that's when that resource needs to be appropriately vetted um to ensure you know consistent alignment because you're consistently using it. Again, if it's a if it's a if it's something to

065enhance that daily le that day's lesson or something like that that is a resource out there that maybe you've been accustomed to using, if it's not being consistently applied every single day, then that's not really that's not really what what we're saying you have to have approval for. Am I correct in there? Okay. So, it's it's really under that situation, I think that teacher is perfectly fine in being able to say, you know what, I have multiple grade multiple um grade levels or skill levels in my classroom because it's a special education class and you know, if I if a stu I think the example was if a student came said, "Hey, this really reinforces this. What do you think?" Then that teacher should have the discretion to say, "You know what? I think you're

066right. Let's show it. Let's, you know, but again, if it's if it's a if it's a specific website out there, as an example, I'm just going to say it. Teachers pay teachers. prime example is that if you're using teachers pay teachers on a consistent basis to drive your instructional practice, that is something that we really have to pause and we have to say, you know, are those resources that are either free or you're paying for because the district's already made a significant investment in the curriculum that is strongly aligned. Not nothing is 100% aligned to the standards and we recognize that. That's why for example at the elementary level we have poor reading adoption but we also have youth fly um you know and so using um let's say teachers pay teachers as your sole

067source of curriculum every single day to provide instruction to our students. That is that is something that we want to be able to help the teacher move away from to ensure that they're using the curriculum the in the what the the taxpayer has said is you know given us the trust to be able to purchase the curriculum that is aligned significantly to standards that we're providing training and support around that is where uh we want to focus our energy. Um, and I'm not and I'm not saying that that is not I think rampant um when when we talk about teachers you you know uh going offkilter from what's core adopted but we do want to make sure that that is the minimum expectation is that when we're thinking about standards of line instruction is that

068you're using core adopted resources that have been purchased through the district um being supported through the district through professional development and coachings and then of course any of the supplemental resources that we that we treat the same play. Um and and so like you fly as an example. Um so I just wanted to reinforce that that teacher should have no pro that in that situation where hey I want to use a YouTube video today just to reinforce but it should probably be no longer than you know we're not talking about 45minute video either you know it needs to just reinforce the specific you know standard or skill. Um >> it should be an entire class. >> Exactly. Right. the the uh the textbooks that which we adopt, the teacher language have a list of supplemental

069materials to reinforce the lesson. Are they blanket approved? Of course, they're part of the approved. >> Yes. >> Do they need to be run through this too? >> Yep. Yeah. And actually that's what's really nice about you know a lot of the the resources a lot of the teacher resources the teacher manual that come with the uh core adopted curriculum have not only um you know they have like a lot of times they'll have the the the core lesson activity that that they suggest that the teacher follow but it also has um expansion opportunities. How do you expand upon this? how do you provide additional enrichment or or how do you how do you scaffold instruction for students that may not have mastered the concept? So, there's a lot as you learn to dig into

070that teacher manual um or those teacher resources. And honestly, what I have found is a lot of times um the reason that those uh supplemental resources or expansion opportunities or those types of things is because the teachers just don't know that it exists within the manual. And so that's where our academic specialists, our Ames, the coaches that we have, um even the PD specialists that for example, you know, we have we have two PD specialists that are going to be in the in the district helping coach teachers through for iPod ready um this school year. That's what they're there for is to make sure that teachers know fully what is at their disposal and what we have invested in for them to provide exceptional classroom learning experiences. And I I I know that anytime you're

071talking about you have when you you're setting an expectation of of using the core adopted curriculum and saying, "Hey, we have a teacher guide and so on and so forth." The first thing is is well, what about my autonomy as a teacher? And I I I I absolutely hear that. I understand that. We we do not want to take away our teachers creativity to provide exceptional learning opportunities for our students. But what we know is that if you can if the the minimum expectation of saying here is the here's the core adoptive curriculum when you teach that nothing says that you can't expand it and make it a creative lesson. Nothing says that if if uh I'm going to use an example that you're teaching the lion the witch in the you know lion the

072witch in the wardrobe in fifth grade or what have you that you're not having creative memorable learning experiences for your students as part of that lesson. um you know and there are plenty of areas where we can expand upon that. So I just I just wanted to share that. >> Good point. >> Other questions for Dr. Wood? >> Thank you, sir. >> Next we have, >> by the way, I love the line. >> All right. Mr. Tyson constructive stat. >> Uh yes, good evening everyone. I'm going to start off with the Headsville Early Learning Academy and you'll see a picture here shortly and a summary. Uh currently they are continuing with the brick exterior veneer. the bar joist and roof decking is in progress. And um as they are finishing up the bar joist, they

073are putting on the roofing system. And also on the interior, a lot of the HVAC duct work is uh is actually moving along very nicely and almost complete. um that and the you know we have that concern with that easement and all of the uh materials that are necessary for the change in that corner are ordered and will be available and ready as soon as uh we are given that official move forward. Uh so that's where we are at Hedgesville Tomahawk Intermediate that project is complete. So Tomahawk now has the additional 10 classrooms, four restrooms, total of 9,500 square feet. And at Tomahawk, uh with those additional classrooms, every single classroom in that building will be occupied by students this year. So that's where we are at Tomahawk. It is a full house just in

074time. The Martinsburg fine arts edition, the band, choir, and dance spaces are complete. And as you're aware, some of the uh extra work in the auditorium has bumped that schedule. So the auditorium work is in progress and I'll have a schedule more detailed for you in the near future. And of course uh well you saw at Tom Hawk we have a ceremony and at Martinsburg uh an opening ceremony for that new new addition. I uh I'd asked the gentleman there, the direct center about the suspension system and everything and he was talking about the LED lights and everything will be up there pretty long. Yes. what what I was concerned about and in the background that Miss Bang uh prepared for us and talked about when the CFP was being put together the public concern

075and everything. Um the poise that came the suspension system will there be that sort of thing about the state or >> there will not be that sort of thing. Uh it's my understanding that the new lighting system is just a stationary in place system, but like uh when you talk to I think you talked to W. Harley Miller, uh the lighting is LED. So um if there's ever a time I mean I'm sure that those last you know significantly longer uh than the regular bikes that we're probably used to. But uh if there is a need to change any of that, we would just have to take a lift in there. We're not going to be able to lower these lights to the stage four. We were bringing a boat to do. >> Okay. Yeah,

076there was there was no pulling system manual or mechanical. Yeah, the u um what will there be a catwalk up there? >> Uh there is a catwalk up there. Yes. And that's that's permanency, right? >> And that's safe for the students to be. >> I don't think we have steers on that catwalk. >> Oh, you have been in the past. >> Um that may change. I'd have to double check on that. >> Okay. I don't think it would be necessary for them to go up there because everything be done from you know the back. >> Yeah. That that there will be no mechanical uh use of that anymore. >> All right. The uh the next project is the Mountain Ridge Primary School and basically they are wrapping up the building site. uh all of that

077pad for the building is essentially complete and I think uh they're starting to do the surveying so that the actual building footers will will be happening probably the next week or two >> project is still on schedule by the way. >> When do you think they'll start laying blocks down? >> Um it won't be long after the footings take take place and get all that board. So probably a week or two after that. Very cool. And of course, you see about my last point, uh, we were a little bit delayed getting the permit for the access road that goes from Route 51. Uh, that since the last time I spoke with you, we do have that permit now. So, uh, we're getting some pricing to figure out uh, moving forward to complete that access route.

078>> We have to bid that out. >> Uh, I guess to me, >> okay, >> I'll keep you pictures of that. And then the last thing I have is just a summary of the 22 2022 bond projects. Um, if you remember, we actually have a total of 112 projects and there's how many we have left, most of which are the buildings and remodels. Uh, you can see we have three uh, schools that were security cameras will be finishing up. Uh, just a few athletic uh, facility things wrapping up and of course the Martinsburg Auditorium. So, of that bond, uh there's that's what's left. >> Well, and I think it's really important to point out that we have Mount Ridge Primary already under construction. Inwood, Hedgesville is under construction. Um obviously, Bennington and Marlo will begin

079as quickly as we can after Mountain Bridge opens up. Um no, I'm sorry. I'm sorry. That'll happen after falling water. Sorry. It's >> but in in Inwood, we we are actually moving uh very quickly on that project. Um now that we've acquired the property, um we're just working out the finer details with the architectural firm on timelines. Uh we're we're leaning in and pushing on a little bit more. Um I think one of the concerns has been, correct me if I'm wrong, is is bidding it during the holidays is sometimes a concern. However, um I'll be honest with you, I I think if we give the contractors that we've been working with, you know, heads up that, hey, this is coming so they can prepare for it, I'm I'm leaning toward going ahead and putting

080it out for bid. Um and that's what I'm sort of pushing on our um architectural partners on um so we can get get moving on that project quicker than sooner than sooner than later. So, right now, I think that they're hoping to potentially put it out for bid in what, December? Is that right? January. >> Put it out in January and and so I'm pushing on them to try to get it out a little bit couple months sooner than that. So >> be great. >> All right. >> Well, and we had excuse me, we had Burk Street dedication to that. >> And we had Burke Street dedication. >> It's Oh, it's so nice looking up there. >> It turned out very nice. >> She made it look good. >> I I know I've said it

081before, board members, but I have to commend um Mr. Tyson uh he has done an exceptional job in uh these projects and keeping them on track. Um and sometimes I I have to I have to say he has the patience of Jo uh because I'll come out and I'll say why are we doing this? He's like, "Well, uh, you know, he'll and you know, he he, uh, he'll he'll provide me an answer and it's always very thorough, but at the same token, there's times when, um, he's able to push back on the on the architects or the contractors when he sees something that's going in that he knows is not going to work." And I think that's one of the the advantages of having a successful building principal who's also he knows how these buildings

082operate. He knows the challenges that they're going to be seen. And so he's truly an asset to our team and I I can't thank Tai enough for the hard work he does. And of course Justin Skoolie, Dr. Skoolie who has stepped into his role to help with the oversight of these projects is and of course everything with operations. Truly a great team. So >> you appreciate um consent agenda. Can I have a motion to accept the consent agenda as presented? Second. >> All in favor? >> I motion carries. Action items. Um, >> where'd he Mr. Tyson? Where'd he go? >> I'm coming back. >> Maintenance. >> Listen, I just gave you a compliment. They need to get slack off. >> The change order for the Tomahawk HBAC project with CMTA. >> Okay. So, at Tomahawk

083Intermediate, they have certainly outgrown their kitchen. And if you were to walk in that space in the gymnasium, uh, which is also the cafeteria, there are four freezers lined up in that gymnasium to accommodate the need. And so because of that, uh, we're trying to help them out, of course, and make that space more improved. So they were in need of a a walk-in freezer, which we had one in the old warehouse that's still operational. So we are relocating that freezer. We have actually already relocated that freezer to tomahawk so that we can eliminate all those freezers lined up in the gymnasium and but in order to make that happen uh where that freezer had to go there was only one possible location location for it and that was where the old cooling tower was

084for the HVAC system. So I met with CMT and we had them move that cooling tower to a new location so we'd have a space for the cruiser. As a result, uh they had additional concrete and fencing that was necessary. And so that's the change order here for 17,663 for them to accommodate the new uh location for the the cooling tower so that we could provide Tomahawk with the freezer space. >> Questions for Mr. Tyson change order? >> If not, no one has any questions. Can I have a motion to accept the change order amount of $17,663 for the Tomahawk HBAC project? >> So move. >> Second. >> All in favor? >> I motion carries. Next on the agenda, that's still you, Mr. Tyson. Possible action and discussion on Winchester Avenue Elementary retaining wall. >>

085Uh yes. So, if you've been past Winchester Avenue Elementary and the front of that school, you'll see that the retaining wall is uh it's in pretty bad shape. There's a lot of uh voids and you can see over the years where it's been patched multiple times, but it's beyond patching. It it's in need of replacement. And so, uh we advertised this project for bid probably in early July. And the apparent low bidder was W. Harley Miller for a complete replacement of $257,000 for this project. In order to replace uh to remove and to replace this retaining wall, uh the sidewalk along the street needs to be removed. The retain the old retaining wall itself needs to be removed. The steps leading up to the school that are off of Route 11 would need to be

086removed. Uh and the sidewalk, I believe, when you have those steps to the left also needs replaced. So, uh, seems expensive, right? 257,000 for retaining wall. There is a lot of, uh, work needs to make this happen. Uh, which, like I said, is replacing the sidewalk, uh, removing everything and putting back all as brand new. Uh, plus they're going to have an expense, the contractor will, and managing the traffic uh, that is right along that space because it's a tight space, difficult to get the equipment in. Uh we actually did a price comparison uh which is why I'm just now presenting this to you even though we advertised it and opened the bids in July and here we are August. Um we did a price comparison got another quote uh just to make sure that

087we were you know getting a reasonable price and it came in very similar to this price. So um if you so desire to move forward this is the low bid 257,000 for W Hardy Miller to replace that retaining wall. questions for Mr. Tyson. >> That's where you have to destroy the trees. >> No, you have to destroy the trees. >> And the gray area that's marked here >> the gray area. >> That's probably the sidewalk you're referring to. Oh, yeah. That sidewalk off to the left is also part of that project. >> The walkway leading up to the left hand side here. Um, that's going to be replaced, right? >> Uh, which part is that? >> Right. >> To the left. No, just to the right. >> Yeah. This part here will be replaced. That's

088going to left. >> Yes. >> Oh, yeah. And that was a reason is that it's in very >> while we're there. Yes. over there. >> A lot of route Winchester Avenue was once the primary road >> for route 11 before 81. So you had all these trucks there and you had two patrol two sets of P patrol boys, one of them in one and they would stop huge track and Mr. Bush would stand out there watching kids crossing Winchester. It was very dangerous road, but fortunately I don't think it was the storm. But uh when they stairs back in the day, Winchester Avenue went first grade through 8. And the eighth graders when they graduated got dressed up, the girls in white, dressed up, the boys in suit. They stood on their steps and >>

089had to picture them. >> At any rate, I knew that we approve it. >> Aman has a session. >> Okay, Mr. Wright. >> Yes. Uh just a quick question because I know when the community here sees that price, uh the question is going to be how can some a retaining wall and sidewalk cost as much as a home. >> Um that is a good question. I think probably it's a lot of concrete that is driving this expense. Uh there is like I said the entire sidewalk will need to be removed and replaced. The design requires a rather substantial uh footer because of the height of the retaining wall. So there's uh quite a bit of concrete involved in this project. And I think the other expense and I don't have the actual breakdown. I guess

090I would need to get that to you so we can see more clearly. I don't think I have it. Um is the the management of the traffic during this project in order to make sure that the safety is provided. >> Yeah. And I' I'd also like to add that um when when there how many bids were on this? >> I think there were three bids. Yeah. Um >> we have the >> Yes, >> there were there were three bids and of course when when this was the apparent low bidder um you know we we had the same sentiment, you know, because we were not anticipating that this project would come in um where it did. And so we actually asked both the architect and the contractor, the the uh apparent low bid contractor Harley Miller

091to look at ways that um because of the fact that it was so costly um that we could be ve it meaning value engineer certain components to save money. Um, and so they actually went back and and uh took a look and they they got with their brick layer to see if actually laying instead of doing poured concrete form, which is what this project is designed to do and uh keeps the it's very similar to how this the current wall was built. Um, probably where the this wall has failed is it doesn't have as deep footers and those types of things because it's tied directly into the sidewalks >> and it doesn't have drainage and it does not have drainage >> additional drainage necessary. um is that instead of poured concrete forms where they build,

092think of how they build like a gunnite pool for example. They build forms and they fill it with concrete um and of course they have rebar and stabilization in it. As opposed to doing that, we would do a cord footer and then do a block wall. Uh that was was explored, but it was going to end up costing more >> significantly more >> to do a a constructed block wall. Um, we even went as far as with some of the contractors that have done uh similar, you know, work in the county uh to say, "Hey, can you give us a quote that, you know, didn't participate in the bidding process? Just what what do you think it would cost?" And um that estimate came in very close to what the lowest bid was, but they

093had not added on or tacked on their um uh bids in or their bonding insurance and those sort of things, which would have basically taken it to the threshold of what the the lowest bidder and the approved bidding process had come up with. So, we we actually took a lot of time to vet this to make sure that um that there was really no other way in order to accomplish this project. And of course, one of the concerns has been is that we we've gotten citations. Am I correct? >> Do >> two citations. Are there fines associated with that? >> Uh yes. >> What's the cost of the fine? Just out of curiosity. >> It was uh $200 time. Um, but you know, we want to be good nick good partners with the city of

094Martinsburg and um and we want to be good rule followers, too. We want to take care of our property. Um, and we have done this in accordance with um the requirements set forth by the state for appropriately bidding this out. Um, and the the good thing is, you know, there's a silver lining to this is that the uh low bidder that we're asking you to approve tonight is a local contractor employing local people right here from Berkeley County. Um, and uh, while it's more than what we were hoping, while the scope of the project is probably uh, much more involved than what the lay person would expect because what you see is a you see a concrete wall and so you're like that that's simple enough, but the engineering that goes into making sure it's

095built appropriately, it's built safely, um, and that it will and of course with the sidewalk that the public is going to use, the safety aspect effect of traffic. When when you're there and you have an excavator tearing out a wall and you have the concrete pumper trucks that are going to be sitting there blocking traffic, that that all is cost. And um and so we we have definitely we've definitely looked at ways we could save money on this one. And um but we have we we've yet to come up with anything and we need to we need to be able to complete the project. So, >> we have to remember too that uh I'm sure that wall wasn't there when the school was first built. >> I'm not sure how old the wall is, >>

096but it's I'm sure it's very very very old. It's lasted all this time. So, hopefully this wall will last another 100 years. So, >> well, the other the other thing is people walking, a lot of people do walk these town that side of the street. Um, if you go on the other side of the street, you have the traffic turning in what we used to call Rocky Lane going out to the mall and then up on the next corner there, you have a light which may be safe to cross, but it's it's dangerous on the west side of Winchester Avenue to walk there that people walk there and I I was surprised we by the house the Wilt House pass. If there's no other questions from Mr. Tyson, I have a motion to accept a

097low bid for W. Harley Mill for the U concrete wall at Winchester Avenue Elementary replacement wall. >> We have a 164T wall. >> Second. >> All in favor? I >> motion carries. Next on the agenda is the Marksburg High School change order for the uh what is it for Mr. >> It's a variety of change or not? >> And the biggest ones are as a result of the u requirement from the fire marshall to redesign the auditorium space. And so I'm just going to go down through each of these and then I guess at the end you can uh ask any questions. >> Yes. >> So the first one uh you see it says PM credit. That essentially is a countertop system and cabinets that were in the band room that we eliminated because we

098decided to put blockers there instead. So that's a credit for the $6,617 because we no longer needed that space. Second one is to relocate receptacles. Uh that's because they would have been covered by the lockers that we put in. So we had to have a few receptacles moved because they were already installed whenever we ordered the lockers. So that was the $679. The corridor window that you see listed there is if you remember since you some of you were there recently when you are going down the ramp from the main hallway that goes to the new band room. There is a wall at the end of that uh ramp and there was some reconfiguration of design that had to happen um that we weren't aware of. The contractor nor the architect was aware of until

099we removed all of the existing space. So they thought that there would be a wider window there, but it was not room for it. So they had to they could use the same materials and make that window more narrow. That's the $2,210 to redesign that window. The um next one is the electronic strike for the exterior for you and that did not have an electronic strike, but that is a main entrance necessary. That is where you swipe your van so you can get in that door. So, it did not have that feature and it seemed like that was a space that's very necessary, especially for a band coming in and going back and forth. So, that uh hardware plus the strike is $3,653. The next one um is the electronic strike for the band room.

100That one was a lot easier to retrofit because it's just one door instead of one with a panic bar like the other one. And so, that one is $571. Um the next one is related to the uh the auditorium issue and the redesign of that space. the um it's required to demo the duck work that's up there and to make it more suitable for the new space. That essentially is what that one is describing. $54,974 for the uh change in the duct work for the HVAC system in the auditorium. The next part is because we removed all the plaster in the ceiling of the auditorium and we're making it more of an open industrial look. The entire ceiling needs to be painted and also cleaned and cleaned first and then painted. That's the 38,865. Next

101one. In the dance room, there were um when they started pulling up the old flooring to prepare the concrete for the new, there were a few ramps. It looked like they were old ramps or something that needed to be addressed. And uh so it required floor patch for that entire space. That's the 6,774. >> Which floor patch? floor patch is to level the floor and to make it a uniform uh nice level surface plane all the way throughout. So, it seems as though that may have been where years ago there was a a shoot for the perhaps coal because the coal fired furnace that's underneath of that space. There were these ramps leading down to it. All those have to be filled in and then that leveled out across that entire space. We're just guessing

102that's what it was, but that was the result is we had to make that level. Um the next one, elevation change issues in the hallway. That is the space that I referred to at the bottom of the ramp where that window was located. And so basically that was additional concrete work that needed to happen to make the levels match up to the same. Uh that was 3,993. The sprinkler work as I mentioned the volume few meetings ago the volume of the sprinkler system was not adequate. It was a 3-inch line running into that space but it need to be a 6 in line and then branch off from there. So the 87,162 is the necessary upgrade to make that sprinkler system in the auditorium to code. And then the final change order for this round

103is the auditorium electrical upgrade. Uh remember we could not leave any of the electrical in that space. It had to be removed and all brand new put in. And so that's the 35,5008. So total change orders for uh Martinsburg High School edition for this presentation is 227,772 if you so approve. >> You think this will be all the change orders for over there? >> No, it will not. I will be back. >> You won't be? >> I will be back. I'll be back with more. She was really hoping to say that. Sorry. >> Questions for um Mr. Tricson. >> Well, in the blueprint approval process, um I'm assuming the fire marshall wasn't aware of the undersiz plumbing for the the and I perhaps it was grandfathered in as long as we didn't disrupt the ceiling.

104But when we >> That's correct. That's when we had to >> other other questions for Mr. Tyson >> or comment. >> Oh, just comment. >> Yes. >> Related to this to the balcony coming in from the second floor and just see what those doors do when you let when you walk in the noise. Perhaps we get inhouse staff to put different hinges on those doors so it starts so loud. It's just a big bang noise every time somebody walks in and you have a performance there on the stage. >> Well, we we talked about that when we were over there. >> Yeah. I I said remind me just go up there and see what the doors do. >> Yeah. >> I don't want to change >> just I don't want to change. If there's no

105other uh questions or concerns from Mr. Pson, can I have a motion to accept the 227,772 change order for Knoxville High School uh the edition? >> Second. >> All in favor? >> I motion carries >> Mr. Mullen. Thank you, Mr. Tyson. Does this work too? >> Oh, hi. Good evening. Uh, prek contracts. >> Yes, we have four prek collaborative childcare contracts for approval this year. The contracts this year with Step Ahead Preschool, Little Equal Child Care Center, Norborn Preschool, and Kids World Incorporated. Um, the contracts mirror last year's contracts. on the change is to help our partners address increasing operational expenses. This year's contracts include a reasonable adjustment in compensation which was factored during staffing and budgeting this spring. So the contracts outline payments not to exceed 64,000 for the 2526 school year for Kids

106World and Little Eagle each and payments not to exceed 23,400 for SE ahead and Norborn. >> I apologize for asking this question because I should have given you a heads up on it. Is this less uh classes than what we had last year? >> Yes, last year we had St. Joe's that we collaborated with. >> Okay. So So that's just one less then. Okay, thank you. >> Questions, >> Mr. Martin? Anybody? Uh, Mr. Wright, Miss Power, questions about the prek contracts? >> No. >> Hearing none hearing? None. I have a motion to accept those contracts in the amount. Oh, >> I don't have it. >> It's 1748. >> You sent it to us separately and >> 174 800 >> 174800. >> So move >> second. All in favor? >> I motion carries. Thank you. Uh

107prayer contract for school I have Dr. >> Good evening President Long text. Uh this evening uh we put before you the contract for the copers printing in Berkeley County. Uh doing uh business better. has had this for 3 years and using the uh cooperative purchasing omni agreement uh they have agreed to continue their copier cost at the exact same cost of 0824 for black and white copies and.7 cents for color copies uh for this coming year and I've alsated all of our copters in the schools as well for brand new machines uh so we're recommending that we continue uh with doing business other copier contracts. >> Where are where are they at? >> Herstown. >> Okay. Questions for Dr. Skoolie about the um printer contract. Since there's no questions, can I have a motion to

108accept the proposed contract at $240,000? That is a uh for 187 printers and seven 180 black and white printers and seven color. >> Second. >> All in favor? >> I motion carries. >> Thank you. >> Personnel actions. Mr. Kowski. >> Uh good evening members of the board and Dr. Saxs. So personnel actions dated from Monday, August 18th, 2025 or as follows. We have three coaching appointments and two corrections of coaching appointments to reflect the correct school on those. Uh we also have one correction of an interim appointment of a ball games manager. We have five removals of coaches and three coaching resignations. We have 100 extra duty appointments and 10 resignations. Um on line 126, we have one unpaid leave of absence for your consideration this evening as well. Um, for professional personnel, we have

10913 professional appointments and two change of assignments for the 2526 school year. Um, one of those, um, I'm sorry, I'll get to that one here in a second. We have four professional resignations and we have three transfers for the 2526 school year and one employee who was removed from the transfer list and assigned. One of those transfers is the new assistant principal at Orchard View. She is in attendance this evening. I'll let Dr. Sax speak to that here in a few minutes. Um, for service actions, we have 21 >> and the director. Oh, and the director of prek. Yes, I'm sorry. I'm sorry. Um, we have 21 new service personnel appointments and one correction appointment. We have also rescended two service personnel appointments and we have 10 change of assignments of service personnel. We have

110three policy 5000 and administrative reassignments of service personnel. Uh, on line 187, we have one revised ratification of an unpaid suspension to employee is Lord Greg. We have six service resignations and two service retirements. We have 10 transfers of service personnel and one service personnel employee that we are correcting their removal and assignment from the transfer list. Uh we also have 13 new appointments of substitute service personnel and four resignations of substitute service personnel. For professional substitute teachers, we have 11 appointments of professional day-to-day substitutes and five renewals of substitute contracts. We also had seven substitute teacher resignations for a total of 245 professional service and substitute personal actions for tonight for your consideration with superintendent sex's recommendation. >> Question for Mr. >> I don't see any hands up. >> Okay. Um I was looking

111through the list and I I forget some of these titles we have. >> Okay. School-based mentors are they teachers who are also doing mentoring? >> Yes, sir. >> Okay. And we have quite a number of them. Do we have a ratio with plan? How are they paid? That's sort of >> supplemental. >> Yeah, it's it's a supplemental. And um typically depending on the school, you know, the more new employees or probationary employees that a school has, the more mentors that they're going to have. Um so some schools you'll only see maybe one, but in other schools you'll see, you know, a bigger number, but it really just depends on um the new personnel and um I believe we assign them to perm as well. Um, anybody who's kind of new to the building get one.

112>> I think you definitely How many What's the ratio like one mentor mentor? I would have to find that. I don't know how I don't know what the assignment is for that. I would have to find out um what that is. >> Okay. Now, do these mentors work for the Ames? >> Yes, they all work in conjunction with one another. Yes. >> Sorry. >> Yeah, >> you were asking a question I wasn't sure of. So, >> the the Ames are county based and of course they are itinerant. So they, you know, they may cover four or five schools depending on, you know, what the region is. But then they have a school-based mentor and the schoolbased mentors are more of a touch point for those people, you know, if something comes up, you know, just

113during the day and maybe their aim isn't in the building during that time. um you know and and they are actually more likely to meet with them you know sometimes on a weekly basis whereas you know really depending on the Ames cake at a different school um you know they may they may be there bi-weekly um but they do work in conjunction with one another yes >> okay now they ask why SOS >> yes I am going to guess how you pronounce it >> their background >> so those those are people that help out in the school and like a technology piece. It's also a supplement. It's an extra duty contract. So those people just provide technical supports um at the building level and we don't have the the Tisses anymore. We have TSS's now

114um and they're also itinerates. So they are, you know, different buildings, but this is somebody who's actually in the building to to help out with those sorts of things. And Leah, are they still the web master too? Is this >> K2? K2 they're the web master. >> Okay. So for K2 they're also the web master for the school. >> Okay. So but they and Dr. S question for you but we we took people and oriented more toward instructional support than some of these other old jobs. Correct. >> Uh repeat that question sir. I apologize. We we uh we re in a reorganization we have more people who were in other jobs now more instructionally supported in the focus. >> Um but we actually reduced the number of district level positions, >> right? >> Even even

115with adding the academic and special name aims. >> Um >> I'm not sure if that's answering your question though. I >> it's it's more they're more out in >> Oh, they are in schools. Absolutely. So while they are a district level, not a school-based position, they're a district based position, they have um consistent responsibilities in schools. I'll be honest with you, I think the person that's best equipped to answer that question for you is actually Dr. Woods. Um to talk to to reinforce what these positions do on a on a daily weekly basis in our schools. So I don't know if Dr. would you be able to speak to that real quick besides Mr. Camelowski? But to answer his question, those academic specials and names, you know, even though they're a district level person, not

116a school level person, they're not assigned here at the district office. They're not they're not, you know, regular here. They're gonna be regular schools. Mhm. So, um the the Ames, for example, they um are specifically tasked with working with our um teachers that have less than three years experience. So, we're pushing them into a variety of different buildings. Um working with anything from instruction to classroom management, you know, the whole gambit of different things. >> They're in a regular schedule. >> And they're on a regular schedule. Our academic specialists, they're more content specific. So they're actually working with um for example like our English academic specialists or like our math and science academic specialists. So they're helping to lead a lot of the professional development that we've been talking to the principles and teachers about

117and then helping them for example co-e some of their classes to to help um do some walkthroughs to help give them feedback about the PD that we do to to help increase their capacity. >> What about the referral agents? Are they What do they do? >> Is for that's for special education. >> You know that's completely that's separate. Yes. >> I have another >> go ahead. >> Well on position number 128 baking and pastry. I just want to say that that class was offered a couple years ago and I had a granddaughter who signed up for it and wasted a year of her time in school, never baked a cupcake. And it wasn't the teacher's fault. It was whoever was in charge of having access to the ovens that for some reason of some sort

118of territorial crumb. And I just >> Why good news? I just don't want to see a class where baking and pastry never turn on enough. >> I have I have good news for you. Um we've actually renovated that space over the summer. U Mr. um uh Oh my goodness, Ken. Thank you, Mr. My goodness, I'm embarrassed. Sorry, Ken, if you're out there. Uh but Mr. pack has worked with our CTE programs to actually just like we did at Muscleman last year, they're actually in the they're toward the end of renovating that space. So, it's there's actually a better lab for those students to actually cook. So, >> we just make sure the baking and pastry teacher has access. And it wasn't the teacher's fault. >> It was beyond her control. She never got those kids

119into a class for none other. We will make sure that happens. >> All right. >> We'll get some calcul. >> I don't want to be soliciting companies. >> I will. >> Yeah. >> I'll take that. >> Years past that um the mentors had more than one staff person. They can >> they can Yeah, they can. >> But at other schools, but if these are schoolbased, then they can't. >> Typically, no. I mean, no. in my experience as a as a principal like the people that were building level mentors for me were specifically for my staff in that building. Well, maybe that was principal mentors because they we used to have >> that could be that probably >> once in a while you would have a mentor if they needed someone that was more content based

120with the old school the old mentoring program where they would say okay you're a PE teacher touch board come over to B street and help that new P teacher >> but >> now these schoolbased mentors really there to learn more about the this is how we go into the cafeteria this is how you turn your attendance >> sure >> not necessarily to work direct directly with the instructional activities that the county ames would be helping more with. >> Okay, that makes sense. >> Are the people receiving the the help the guides given a tool to evaluate the relationship with the mentor at the end of the year >> like in the way of like a mentee? Could they help you? there there's feedback from in the way of a um like evaluation from the mentee

121as well. Is that what you're asking? Is there like >> Yeah. Yeah. >> I don't I don't know if the mentee I know the mentor will give feedback um you know based on their feedback you know sometimes they determine if that person will continue to mentor or not even though might be in their first like a building level mentor even though they're might be in their first three years. If their building level mentor feels they're, you know, doing well enough, they may say, "Hey, you know, they don't need a building level mentor." Then we may provide them with an aim. Um, I don't know if they're reciprocated with a mentee. >> The building mentor has turned out a lot of what activities they worked on in order to get their stipen paid twice like each

122semester that >> so that they show >> the instruction department what they worked on before they could get the stipen. I just want to make sure there's contact made and people just aren't simply growing their >> I think those mentors work pretty hard from >> they meet pretty regularly and you know it's a lot like Dr. school. We said first aid procedures, even schooly, you know, just how, you know, who do you go to for what? A lot of times they >> was a question we had um I had somebody um concerned about schooly and or perm sub who teaches them that how do they learn that? Well, I certainly didn't know that. Um I I told her perhaps the principal. Well, that that's not true at all. So, I said, but you need I

123can find out for you. So that was one of the questions that I had gotten an email >> that I mean to schooly so the professional development um that would be a combination um like the schoolbased mentor or the aim could help but if it's something about um like the overall training of that access that is some of the like the district PE >> I think I think the you and I talked about is that the the question was is when do firm subs get schooly training. >> I think the question was is that that um their concern was they didn't feel like they had received it. And so I think that we have for our new teacher on boarding there's a session that we have on schooly but for a perm sub that may

124be a little bit different. I would encourage any perm sub out there that needs additional training or support around schooly to reach out to one your aim because you're going to have an assigned name and you should know who that person is. If you don't know who that aim is, then I would say ask your principal to reach out to find out who your aim is. That aim can provide comprehensive uh professional development and support around how to use school. >> And Dr. Aonda, some of that >> and some of that >> during the orientation for new employees and the firms touched the surface of it with some of the tech part, not in a few depth, but there they did touch on it to get them started. >> Yeah. Well, she did reach out

125to me, Dr. asking me who it was, which I did not give that name, but um I think it wasn't just one person, it was just that question in general. Um making sure that firm subs get that training because at least this one person hadn't had it. So >> when a lot of the have a tech background, a lot of them, you know, have came from a test position to get into. So they should be able to be very well versed on on schooly. I'm sure they'd be willing to help out the problem. >> Yeah, for sure. >> We need to make we need to make sure that that's important. >> I know they give us some positions and do we have any classrooms in that future? We we do but with shades of gray.

126Um we have done the special department did a great job this week and and towards the end last week because I sent an update to um beyond what we put in the newsletter. I I typically send a more specific update um to some senior staff members just saying this is this is what we're looking like where and so they've they've worked with principles to um move some kids around and kind of bridge the gap. You know, I would say going into tomorrow, maybe two classrooms um where where we need some some coverage, some help. But I've worked with Dr. Woods on that that he is aware of where those places are and we will have people out helping out there and we're continuing to look. I mean, we have we have really bridged the gap

127quite a bit even in the last two weeks. And we continue to do that. You know, I'm still sending names to people um that are coming through even on just the substitute teacher posting. um you know, anybody that we see who might we think on paper might look like a decent fit for for a long-term sub position. Um we send that to the principal and we say, "Hey, reach out to this person to call." You know, sometimes it works out. We hire two people that way Friday. Uh and you know, other times they just say, "Hey, I'm just interested in day-to-day subbing." But we continue to look um you know, the spreadsheet that I keep, I pull it up first thing every morning. First two things I do is pull up my spreadsheet and pull

128up the job board to see who's applied for things overnight to try to to bridge that gap. But there's a lot of communication the last couple weeks especially went on between the principles and me and Mr. Dilly and his staff and Dr. Woods and Dr. Saxs trying to make sure that we've got people in front of these kids tomorrow. Um and you know I got to really say our principles did a good job of bridging that gap the last couple weeks especially. They've done a great job. >> Great. How about the bus drivers? Okay. We have you want to say >> there's still some resignations on there but or we have we have >> right now as of today we have 14 bus operator positions open but I believe >> enough >> yeah I mean

129we have enough subs to cover that so there should not be runs tomorrow without a bus driver won't be a wait >> should not be >> and I don't want to I don't want an answer to is that we need to know how are I was at the new teachers and we have stu we have teachers from international student people I was just wondering could because you don't want to talk about how people were doing public I'd like to know how last year as far as their performance and are there the same people back this year or >> they're all back except for one um and she relocated to Colorado. Um but we did manage to get two more in. One is from Ghana um and the other one is from the Philippines. They are

130settling nicely. Um we we learned a lot of things last year with the with the international teachers in terms of what supports they need. So I think it was a little bit easier this year and of course we didn't bring in as many this year. Uh but we had a lot of people helping them out with housing, transportation, things like that. Um you know, I I've seen all of them. They were all they all came to teach orientation. You know, they're close with my family, which has been a nice, you know, nice thing for us. And they seem to be doing very well. I mean, a lot of them have brought their children uh and their spouses over. Um you know, I know at least one of the spouses is looking to maybe get a

131service personnel position with us, so we're trying to work through that with him right now. Um, but I mean they they seem to be doing very well. I'm happy to be here. You know, they were thrilled to be back. They were all smiles at orientation. Um, you know, >> with the process to get >> visa, you know, come into the country and that's that's working out. There's no threat of them being yanked out of here by ice or >> No, no. they I mean they go through you know their own consulate and their own country and then they work with with our people and we we got email communication with the company that we work with about that very thing. Um but throughout the whole process they said we're right on track you know we

132don't anticipate any issues and they they were both here you know for orientation at the start um actually the one the man from Ghana got in the night before so he flew in at like 10:00 and he was at orientation the next morning you came up introduced himself I could not leave you know he was like yeah he actually stayed in the holiday last night so uh they are incredibly resilient people >> if there's no other questions for Mr. Pam or Dr. Woods. Can I have a motion to accept personal options as presented? >> Move. >> Second. >> Favor. >> I >> thank you so much. >> Thank you. >> Madam President and board members, I would like to congratulate our new uh director of prek, Mr. Sarah Wolf. Congratulations. and our new assistant principal

133for Orchard View Intermediate, Mrs. Callie Jenkins. >> Thank you. >> Exciting times. Um, legal update. Um, I need a motion to go into executive session under West Virginia code 6-9A-4 to discuss a legal legal update. So we >> second. >> All in favor >> I won't have when we come out. So we will adjourn when we come out and leave with that. Thank you all. >> We'll contact Mrs. Power here shortly. >> Yeah. Somebody