Board of Education Meeting--July 21, 2025

001I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> I'd like to note that Dr. Skully is filling in for Dr. Saxs this evening. Can I have a motion to approve the agenda? >> Moved. >> Second. >> All in favor? >> I have a question. >> I apologize. >> Did we Did we move the the citizens forum to after the board announcements? I just want to make sure that we did that because I think >> Yes, it's on there. >> Okay. I apologize. I the one I had looked out over the weekend didn't have it. Okay. >> In that section. I just want Okay. So, I >> Okay. Uh, superintendent announcements. >> Good

002evening everybody. Our superintendent announcer Dr. Sax is very short this evening I believe. Uh just a reminder, our birthday for staff uh back is on the 11th and then Friday for it will be the new teacher breakfast. Do you have that on your calendar? >> Is that the >> I believe so. Yes. >> Um and then there's six days of professional developments and meeting for staff and the students return back to school on Tuesday the 19th. And our next meeting will be Monday, August the 4th. You're in the Winchester Avenue boardroom. >> Not at 6 o' I think about seven now. Seven for August. Just >> it'll be 7 o'clock on August 4th. >> That is it. >> Board announcements. >> Um one announcement I have, well actually have two. Uh one is there's going

003to be a sales tax holiday uh beginning August the 1st uh in West Virginia. So, you can save on clothing up to $125, no tax, computers costing $500 or less, truck material 20 or less, pool supplies 50 or less. Uh, even sports equipment $150 or less. Uh, so that's going to start August the 1st and ends August the 4th. Also, uh, August 2nd through the 8th, I believe, is the Berk County Youth Fair this year. >> Any other board members? I just wanted to say the the last um couple of weeks have been interesting um you know out in our in our community. Some some folks are are upset about a few things that um I guess have been decided at the state level. And I just wanted to say that while we as um

004a county were kind of stuck in a and this is me speaking for me. I'm not speaking specifically for for our board. I'm speaking for me as as I'm doing this as a my announcement as a board member. Um, I feel as though uh not only did our state government, but also our state board of education place us into a position where counties, our our students and our staff are going to be placed in a position where there's a tug of war going on and um I fear that it's going to end up um causing ma massive division on some levels. And um while I support parents um I also have to stick with code but I also h have to keep in mind that of religious um freedoms that we have in our constitution

005as well as um our state constitution. So um there's a there's some lines here that we're going to probably have to cross at some point. But I just wanted to make sure everybody knows I am supportive of our parents and I'm supportive of those who uh desire religious freedom in this country. Just putting that out there. >> Anyone else? >> I fully support uh support those parents that also want to make sure that students are safe in schools. Yeah, >> like I said, like Miss Power said, it puts the board in a difficult position because we're conflicting instructions. So, >> and we're um we are uh following our instructions and our uh constitution as a board member to do what uh law says. So, that's what we are doing. So I think that about covering

006>> I agree with Miss Power in the sense that the board is probably divided >> and I won't say anymore. >> Yeah. >> Well and I think I think it's to be to be fair I think we've been placed in a position where it's you've got two waring entities and we are the for lack of a better term and I look I I'm a divorced mom. I share custody with my kids with with their dad and I can sit here and I can absolutely tell you from the outsers's perspective my kids are grown and I can say this I feel like without my kids you know about damaging my kids my kids are grown up um if they were younger I wouldn't say this but I can absolutely tell you we are in a time

007of war between two people that want custody period you have a mom and a dad they're they're they're at war with the with each other and it this is ridiculous I think we all need to sit down and a room talk to each other, not at each other. That's opinion. >> And I think um probably need to have another time for that, not a board announcement, but >> Absolutely. And I I just wanted to make sure and maybe that's something we should we should do um at a future board meeting at some point. >> Well, have a discussion. [Music] >> Maybe it's a work session. Maybe it's a work session. >> Yeah. But um board announcements that was probably beyond that. But thankful. >> Did you want to express your opinion because you you had

008you you were the only one on the board here that never said a word. So I just want to make sure you have if you don't that's totally fine. I just want >> I think Mr. M have differences of opinion >> as a as a board member. Always follow the advice and guidance of legal counsel. >> Yeah, that's exactly right. >> Any other announcements? if they don't go beyond the announcements. Um there's no no more on citizens form. So we'll move to monarchy items. Instruction Dr. Wood. Oh, there you be. >> All right. Uh, good evening. Um, Dr. Skooly, board chair, Miss L, the board members. I'm here tonight on behalf of the instructional team to provide you all with our instructional update. Stop. Um our instructional update tonight um really kind of centers on

009the conversations that we had with the principles um last Thursday. We had our first um instructional meeting with the principles. It is something that um I think we've done here in the past, but our instructional meetings once a month will just be when we have our building leaders to strictly dive into the role of being an instructional leader and looking at what we're doing about instruction, how we're diving into the data and so forth compared to our principles meetings which are generally just uh more operationally sounded. So the uh the purpose um oh go back there you're the uh the purpose of it was really to bring together our different leaders uh programmatically. So we had our uh elementary and intermediate uh principles in the AM with us. Then after lunch we had all of

010our secondary principles middle and high school and we um started the conversation um on behalf or excuse me with uh Dr. Sachs um really kind of putting in forefront our principles the charge that you all gave us which is when we talk about how we want to really dive into improving um high quality instruction but then also what we're doing as it relates to literacy. Next slide. So the first instruction meeting um we dive directly into the first um two high impact practices. Um, if you recall when we did our work session and we did an overview, we had spoken a little bit about it. It would be those five practices that we're going to um phase into throughout the district. And our um goal is to um have 90% capacity in all of our

011staff in these different practices. So the first two that we um our administrators had a chance to deep dive into is practice one and two. Practice one, if you remember, is when we talk about curriculum alignment to standards. So ensuring that we um are maintaining daily rigorous instruction and that it's also on grade level and then high impact uh practice 2 is how we then take that standard as it's aligned to the curriculum and craft a performance-based um objective. So making sure that we're um creating them that we're delivering them with instruction with clarity and with purpose every day in our classrooms. Next slide. Um, so what we did a little bit is we we had the conversations about what that would look like in our respective schools, in our respective classrooms, but then the

012the conversations really kind of stemmed on well building principles, how do you actually first help model and lead those conversations in your building um as the instructional leaders. So, um not only talking about the professional development and support that we can give them, but also empowering them with the tools and strategies so they can get get up in front of their um staff and and lead these conversations. But then also, how do we um have an opportunity to provide continuous um proactive feedback to our teachers? What will that look like? What are the resources that we're going to provide? So, you can see several of them we have up here in front of you. Um the first one on the left, that's a screenshot. Um we were able we were able to um unveil our

013new walkthrough um app. Um definitely great work by our technology department. um they were able to take those five high impact practices, take the driving questions that we're going to have that we look for when we're going into the classrooms, when we're we're talking to students, when we're talking to teachers, and we actually have now have a way that we can pull this app up on our phones, we can pull on our tablets and our computers. Um we're able to, for example, if if you can see on the screen, we can search all of our teachers in the database, including our subs. we can drill it down to the school. Um, identify the grade level and the uh the subject. Um, also when the app opens up, it'll have a one pager that shows all

014of our principles the district approved curriculum that they should be looking for. So, you know, someone who was a high school person, I can walk into an elementary classroom, press the button, and I can actually see K through five what curriculum that I should be seeing in front of the students. Um, as we go through the drop-own box, we talk to the principles um about since we're starting the year off with professional development just around high impact practice one and two. As they're clicking through, the only feedback that we're going to get for teachers is about one and two, right? So, after they're able to have these conversations in the building, help lead some of the professional development, then we're able to give uh that immediate feedback. One of the things that the uh principles

015really loved about it and which we got to test out in there is they got to um in this case I think they um I think this is was when I had the app open but a lot of them put my name in and they were actually able to give the feedback and when they hit submit within a minute I actually got an email copy of the feedback. >> So um we were just talking about how that is really going to stimulate and lead some really powerful conversations. Um, and we were also modeling and roleplaying how powerful it would be when a principal or myself or director can go into a classroom, we see something, we're able to craft our feedback, but then the moment we step out of the classroom, the teacher knows if

016they check their email, they'll get that feedback from us instead of waiting 2 days, 3 days, you know, how things can happen. Yeah, it can take time. So, they're going to get that immediate feedback. um the two um cover pages that you see on the the the far right, one is for the instructional framework. So, uh the principles got a full unveiling of it and our teachers will be getting it over the next couple weeks. Um but in that instructional framework we have our uh different contents outlined and they are high impact actions that uh teachers can model to ensure that students are understanding the content but then on the side of the document it has the student actions. So if I'm the teacher and I'm doing this action during gradual release these are the

017actions that I would see those students if I was teaching English social studies. You want us to wait for questions being >> um when you said that principal would give immediate feedback, are they in inputting that information in as they're standing there in the classroom because um when they have tons of other things to do, they might not get to that that afternoon or the next day putting that feedback in. So >> great question. Yes, the expectation is they they plug it in while they're in. >> Great question. >> Um, so like for the instructional framework and then when you go to the uh the second document there, the instructional planning guide, that is a tool that we crafted where it will have a lot of deep dive questions that teachers can use as they're

018planning out their instruction. Um, they'll be able to use those same questions when they are planning their lesson plans individually. They can use it if they're planning out for an entire grade level or through a department. It walks you through the progression of how to uh look at your standard, align it to the curriculum and then ensure you're unpacking it um for your daily instruction. Um but one of the two things I do want to say because I know we have probably teachers and things watching as well, the instructional framework will really go into play when we get to phase four. um the um instructional planning guide that can be used right now, but we talked to the principles about only encouraging teachers to use questions one through four. And the reason is if you

019read through the document and that the principles got to see the document itself for each um if I'm talking about the instructional planning guide for each content it will actually work you through a progression where you can then have conversations and look at how you can take that content and craft some type of lesson for high quality uh literacy. Um but like we talked to the principles about going back to what we had talked about in the work session that is down at phase five. So excuse me practice five. So the whole purpose um for providing these documents now to our principles and as we provide these documents to our teachers is really thinking like a pre-est and post test. We want everybody to have an idea where we're going. Um, we know we have

020amazing teachers and some will try to start reading ahead and thinking about, well, well, how can we what do I need to reflect on to get to where I need to be, but at the same time, the the portions of it that teachers need to be responsible for, the principles can lay that out for them and walk them slowly through that progression throughout the year. Next slide. So, um, I put a couple examples up there. Um and the reason why is because um the the team did an amazing job helping me craft um different activities that we are strongly encouraging principles to use over the first couple days when they're having conversations um with their respective staff. So um and I apologize I think this slide got inserted after we we had to submit it.

021Um, >> if you look at the this slide, for example, um, and you look at those three standards, one thing we did for the the principles is when we put them up there, I said, "Hey, I want you all to know what you see there is grade level instruction. The first standard is a third grade standard. The last two, for example, are fourth grade standards. And one thing we we all did is when we looked at it and put that up there, we said, "How many of our young people if we walked walked up to them now and started asking them those words, could they let us know what they meant?" How many of them really know that when it's time to take the GSA or the SAT, >> those questions are crafted off of

022these standards. So, for example, if we look at the uh last two standards, fourth grade, they're very similar. The only difference is when the standard talks about a literary text compared to anformational text. So, one of the things I've talked to the principles about is if we walked into classrooms now and you spoke to your students and you asked a in this case a fourth grader, what is a literary text? They should be able to say, well, it's a novel, it's a it's a story, it's a poem. um compared to anformational text which could be a um a lab report >> or a newspaper. Very good. Or directions. Um and one of the things that we we all kept emphasizing in there and thinking through is that when we say grade level instruction that is

023grade level instruction. So we have to be very intentional how we are um helping our teachers dive into their standards and how we are using those standards to craft high quality performance-based objectives. Next slide. So one of the examples um that we did is if you look on the left for example that is a an example of a um a diagnostic report from from IRA to give you an idea. And on the far right, that is a um overview of some of the content domains from um the SAT test. And we use the same activity form for elementary and secondary principles. And one thing that was was uh very great. So shout out to our amazing principles is that when we went through some of the strategies, they were able to take those skill domains

024and actually locate the standards that our students needed to know. So that way we can have some really powerful conversations. If we're working with a teacher and she and he or she is a grade five uh math teacher and they're looking at their their data, we talked about how you can take those uh number and operation skill domain, actually identify those four or five standards and then help that teacher ensure that they're crafting that lesson around those standards. Um but at the same time, that is actually something we can measure. So then we can really dive into did the student actually master that? If they master in this case those several standards by virtue they're going to master that skill and then when they take that assessment again that will go up. The um same

025thing for SAT um because I think one of the myths out there is that um SAT assessments don't align with standards. It was really kind of powerful to have all of our principles dive into the standards and start seeing, hey, if our kids do this, they will do good on that assessment. Um, if our kids do this throughout all the different grades, they all stack on each other, which is what our young people will need when they get to 11th grade and have to take the essay, too. Next slide. Okay. Sorry. So um like the final takeaways and steps um it was great conversation. Um we were actually here in the room. It was a lot of focus collaboration. Um one thing that really kind of came to mind for everybody was just the urgency

026in which we need to ensure we help um prepare our teachers and help give them that support. And really the next steps were then the uh principles all collaborating with each other thinking through what that will look like in their buildings. All of our buildings are unique. They all have um amazing and different cultures. So what will that look like in a K2 school compared to an intermediate school? What will that look like at your middle school level compared to the high school level? And um yeah, it was it was it was a very long day. We actually had a lot of principles. they decided to just stay either during lunch and they all worked in the superintendent's conference room. Some of the secondary folks, they all met up later to keep diving into it.

027So, we were very excited for um the the work that they engaged in and the work that we're going to start the school year. >> Questions for Dr. Woods? inform the standards that our teachers have to cover, principles have to supervise. Do we have a calendar that they have to be following by the end of the year and you've covered all these or do they progress on to the next standard after they have a certain percentage of students demonstrated to understand? >> That's a great question. So, yes and no. There there are pacing guides that we we have. Um we're in the process of updating those pacing guides. Um part of the part of the the presentations that we did with the principles, they actually got to see our new um revised curriculum apps. One

028thing that we were very transparent with them about is we are slowly starting to phase those in because that is a big task. um redoing all of our curriculum maps. But one of the things that I know the principles appreciated and even some of the teachers that we've been pulling in to help us with the work is that when we look at a curriculum map, no matter the grade and no matter the content, the template should look the same. So that way if I'm a high school person, but I want to take a peek at what middle school folks are doing, that template should look the same to me. Um, right now our curriculum maps aren't aren't like that for a variety of reasons. They're the templates are a little different and some of the

029feedback that I heard from teachers and principles is it's hard for everybody to have the same conversation because everything looks different. So, that's one of the big things our amazing uh curriculum coordinators are doing. As they do that, we're also re um reviewing our current pacing guides. We do have pacing guides out there. Um but one of the things the the team and I spoke to the principles about is empowering our teachers to understand that um it's not just a sprint when it comes to instruction. It's a marathon and we need to make sure that kids have mastered those those standards. If I say I taught something in three days and everybody takes it and only 30% of my kids pass, well, even if I'm moving along, I've got to figure out how I'm getting

030that 70% back. So we we really kind of had principles reflect and think about the importance of when we talk about these these high impact practices. Do our teachers have a clear understanding of our standards and do they know how to write a clear objective? Because that way throughout my my lesson I'm still going to go back to that grade level instruction. I'm gonna make sure that if the student isn't performing to where I need them to, I kind of know like I still have to get the kid back back to that. >> Other questions? >> Um I had a question piggybacking on Miss Long's question about the um principles updating. Are they using a is it a tablet cell phone or I mean how what are they going to be using while they're doing

031the evaluation? >> Oh, first of all um they can use their phone. it it it's it looks a little hard on the phone, you know, because we so we had them test it out in here. Um we I strongly encourage them it should be a tablet or their computer just because it um it comes up like in landscape mode. >> Um but one thing unfortunately because we had the the the screenshot in the slides, if you notice where it had the practices, they're they're drop down functions. Um, so I if I remember correctly, I think the first question when you you click down on practice one is um is the um is the teacher using district approved curriculum? Yes or no? >> You know, you can click that down there. >> Um I think one

032of the other questions is um you know does the teacher have a visible objective and is it aligned with the standards? So, one of the things that we spoke to the principles about is those are some easy checks. So, I was actually encouraging the principles, you know, those first couple weeks because you want to definitely be visible in your school. You could I was showing them like on my tablet, you could walk classroom to classroom, be visible, everyone sees your face. And what's powerful is I could walk down a whole a whole hallway and all six of those teachers are going to get feedback from me. And I just talked about how powerful is that that the teachers just see, hey, they they see me at the door waving, speaking to kids, looking for what

033I need to, but then they go back to their email and they and they see that feedback. So to answer your question, yes, it would be a device. Um, it should be a tablet or a uh a laptop, but they could use their phones if they wanted to. >> I was I was just thinking about because I'm think a cell phone be pretty difficult. I mean, some of us are better at >> Yeah. texting or using using it, but others much rather have a Well, actually, a laptop would be the best. >> Will they have time to collaborate? the principles or the the test. So, >> yes. >> Well, you said they would like all the second grade to collaborate in the >> when are they going to do that? Are they going to do

034that when they're meeting in here or when will they do that? >> But you said for the principles though. >> Yeah. >> Um we have time built into the instructional meetings. Um the the principles we had actually kind of pulled them and majority of them actually asked for a deeper dive. So, uh, next I think it's next week, um, CLI, one of the days that we're going to meet with them, they're actually going to come in and work with the the elementary and the secondary principles on, um, using the walk through and looking at some um, classroom observations, for example, and really kind of talking to them to give the principles an opportunity to talk to each other to, for example, when they're showing a video of a classroom, you know, like, what did you

035see? Did you and I see the same thing? And make sure that we're all on the same page when we talk about this is this is what we should see when we're talking about high quality grade level instruction. And then if we differ, how can we have those conversations now so we're all on the same page? >> Um are we um do we have it ironed out about the supplementary materials that they are using or are we all using the same supplemental materials? >> We are. That is actually why one of the the things that we're engaging with for the curriculum maps. Um so right now we have a a master list of our different contents. Um it's on like a spreadsheet for our um principles right now. It will be available to to the

036teachers as well. They can click on like math, science, history. They will see the classes. They will see the approved curriculum. they'll see the approved supplemental resources. Um, we also talk to the principles about our revised u supplemental approval process and essentially there will be a a set of questions that if a a teacher finds a a great resource and they think, hey, it is something that the curriculum coordinator should look at, there's actually going to be a protocol of questions they have to go through when they meet with their principal and submit it. And then if the principal feels, hey, it meets this criteria, it will be forwarded up here to our office so we can review and ensure it aligns with the uh rigor and the expectations of the standards. does when you

037when you have a um principal or even someone from um the board office, you know, because I know that our our staffs, you know, going to be in the schools a lot more than than maybe our previous years. Um when they are going through and they're submitting a form that they have filled out to a teacher, who gets that? Just that teacher or does it go to like the teach? Let's say it's a a board office employee who goes in is looking at it. Maybe it's it's you. Let's say it's you. Does it does it go to also to the principal as well as the teacher? >> Yes, ma'am. >> And if it's the principal who's doing the form, is it only going to the teacher? >> Yes. But there's a data dashboard. >> I'm

038sorry. I >> That's where I'm going. I'm just I'm trying to figure out how do we how do we help when we're and I'm looking at it from the from a an auditing perspective >> um when we are reviewing um staff performance in doing these forms if it's expected of them do we have a a database somewhere that just says they've they've done 10 walkthroughs in the last two weeks kind of thing and they've submitted the 10 and they've provided you know general feedback or whatever that might be. um do we have that ability as supervisors or their managers to go in and see? >> Yes, ma'am. So, there will be a data dashboard >> where um essentially like myself and Dr. Saxs, we can actually see every walkthrough in the district >> if if

039that's where you're going. Yes, >> it it can be filtered by teacher. It can be filtered by school. It can be filtered by um the capacity when we're talking about these instructional practices >> by the author as well for that form. It can be filtered by that as well. >> It can it can be filtered by um the principles to see how many like walkthroughs they've done. Um but at the but that would be like the district level. The principal has the same type of overview but just for their building. >> Okay. So, if they have um like assistant principles, they'll be able to see if if I did the walkthroughs, but you two are my abs, I can still see how many walkthroughs you did, and I can see um the the feedback that

040was given. I can see um how many times this person got a yes compared to a no. And the big thing for it, like we said to the principles, is we want to make sure that we can be very proactive and providing support to teachers. So, we made sure and we we kept saying to them, hey, please make sure your folks know this isn't a gotcha. This is all about providing constant support. And when we do professional development, so like as they go through these practices the first couple days, >> now you actually have someone who's coming in, they're they're, you know, inspecting to see, hey, how did this go? You're able to get that support. The other good thing is we know that principal's jobs are hard. So the same feedback that the principal

041would give, I can give it, Dr. Alfonso can give it, Miss Clapner can give it, u Dr. Skoolie could give it. It's it's the same form and it'll be the same feedback. So that way our teachers won't feel like I'm hearing different things from different folks. They'll see how united we are in these practices to to raise the level of instruction for our kids. >> Yeah. And the reason why I was going in that direction was our teachers are only going to be as good as their supports are. Right. So our teachers need that support of their principal. The principal needs the support of their directors. it just it's this cascading event up. So that's why I was asking how do we track this if we're tracking if we're if we're trying to make sure

042our teachers, you know, are trying to do the the increase in rigor, which is great. I also want to make sure that we're giving them the support that they need. >> Yes, sir. >> From that perspective. So thank you for walking me through that. Well, in principle, I think it's a it's a talk down effect to where everybody has to have the support and they feel like that they >> can ask and get good answers and get the help that they need because, you know, a lot of this is going to be new to them. uh the curriculum hopefully isn't new to them but uh the way we're asking them to do some things is new to them and I worry about the time element that's what I worry about >> I think the immediate

043feedback though is good is good the fact that they can do it in the moment when they're in the classroom >> if they can get it done in the moment that they're in the classroom some of them don't have APS they have facilitators and then you know you've got something going on in the office but you also So, we're trying to do that walk through with um that iPad and trying to put down and you know, school is a whole different animal when the recruiters are in there. So, I got to make sure that everybody has time um to do what they're supposed to do and that they can everybody can do it correctly from teachers to principal to everyone that we're asking them to participate. I know what the end result is and you

044know I'm pleased with where we're headed. So >> what was the comfort level from the from the principles the feedback that you got from them? Were they were they liking this idea? Did they express any concerns >> for the for the walkthrough tool or just the strategies in general? the tool. >> The tool I think it it it when they all had an opportunity to kind of see how quickly the feedback got I will say universally they were like oh wow that's that's very different. You know if I put myself on the spot when I was a principal you know we say you you know you have up to 10 days we I would try my best to get you feedback within four. >> Okay. you know now and and kind of going to what

045you're saying Miss L those first two practices I mean several principles say like oh this is just this is easy a or nay are the kids using the right curriculum yes or no does the teacher have a performance-based objective along with the standard yes or no so even they were I could tell they they were kind of thinking like oh this is like a couple drop downs and I can go to the next one so now as we dive more into instructional framework Right? And we talk about now we're going to start looking at literacy. What would have taken me maybe five or so minutes to come in and look for those other things. I'm going to have to now be in there for about 30 minutes, >> you know, to to actually see am

046I seeing everything else. But the for the immediate thing like you attend Atmas law, we just want to make sure we have a good baseline is what we're putting in front of kids grade level appropriate >> and making sure everybody is doing that um consistently and then from there we're able to dive into all of the other stuff. I think it's uh as it as they get used to it >> and as uh they progress into it, it will become easier and it's like anything else new that started >> and it just takes time. >> Yes. >> Yeah. Other questions comment just like I know we're trying to streamline everything within the district and so thank you for the tech department for putting this this application together. >> Do it. >> Mr. Carver. >> Oh,

047hey Mr. Sorry for your state. Um, yeah, it's very it's very good direction that we're going. Um, it'd be cool to see the analytics behind the dashboards once everything starts populating through the year. Um, so be cool to see later down work that should potentially get working through >> like a year update eventually. >> Yeah, my team and I we we kind of plan on, you know, the first day we want to make sure, you know, we get everybody in there, but the second day we plan on hitting the ground, right? We want to be visible in the schools. So, I'll be walking around with my tablet helping the teachers like as I pop in or helping the principles as I pop in. Hey, let me go in a couple classroom to help you out.

048I know you're still trying to get stuff settled the second day. Myself, the team, we plan on getting in there just so we can kind of start seeing stuff ourselves um to make sure there's obviously no issues with the app. Um but we've already tested it out times and we've gotten amazing feedback. Principal >> I like that the support is there. Yeah, sorry. Go ahead. understand but it's like it's gonna be like almost a timesaver for administration >> and I I love hearing you say you're going to be in there doing it too so like it's it it's not just on the so and they're they're APS so appreciate it questions for Dr. Woods >> thank you >> Mr. Tyson, you're on. >> Okay. >> Have pretty pictures. >> Good evening everyone. Got your construction

049and bond updates for you. I even have uh some discussion I need to have with you when I get to Martin High School. I need your help tonight. Uh but we'll start with Hedgesville Early Learning Academy. Uh everything is progressing except for that one corner. still have not heard back from First Energy confirming that that we can move forward as uh the design has been changed. Gosh. >> Uh so that's certainly frustrating. I actually told them myself. I was very patient because I was letting Mckenley deal with that of course, but I did talk to uh to the guy that originally contacted me and uh he he assured me they'd have something soon, but uh that was uh a week and a half ago and I think soon would have been already passed. But anyway,

050that's my bad update. The good news is um everything else is progressing. As you can see from the pictures, the um exterior waterproofing is complete as far as they can go. And because of that, the brick veneer is in progress. As you can see, some of the walls are already to the top with the brick veneer. A lot of the interior partitions are finishing up and of course the steel work, the joist and the the decking is uh continuing to be in progress and it's getting closed in. So that's your Hedgesville prek update. Uh the next one is Tomahawk Intermediate Edition. This one uh almost looks like it's complete really if you were to walk there. Uh right now all the all the cabinets and the countertops are installed. The exterior sidewalks and patio. This

051is their outdoor classroom that you can see patio area. All that concrete work is complete. Um the epoxy floors and the restrooms are complete. And you can see there's a spot there where it comes out around where the water fountain is located. Um, all the painting is finishing up and the ceiling grade I think is almost finished. So, uh, next time I speak with you, Tomahawk Edition should be complete except for the potential retaining wall that we're going to talk about later tonight. >> I remember the top picture >> and what is this >> top picture? So, they know where it's at. The retaining >> out that door in the sidewalk. >> The retaining wall. >> That top picture there. Yeah. >> The area which you below that where >> Oh, yeah. The area below.

052Yeah, there below that top picture is where that retaining wall would help with the steepness of the grade there. And I think I shared pictures in your packet that kind of gives you a better visual than that view. >> Um, Sabia, we'll talk about that when I get to the the action items. >> Yes. >> What's going to go in the space there with the outdoor? Uh the school already had an outdoor space like that and they had um those round picnic style tables with the umbrellas and they actually have a portable dry erase board out there too. I'm assuming they would still have that. So they use it as a an outdoor classroom space. Sometimes you'll see them doing like like a science type of experiment out there in that space. So they do

053utilize that as an outdoor classroom. And uh and also during lunch uh you know when the weather is nice a lot of times the parents who come to eat with their child they'll they'll go to those picnic tables and at the lunch. So but that's what that typically is used for. All good with Tomahawk. All right. The next one is Martinsburg High School. The painting is progressing throughout the uh ceiling grid is going in and a lot of the uh this is the band room here. You can see all the black part of the paint in the it's in the open ceiling and the upper part of the walls is complete. These uh you can see these are kind of the tilted acoustical type of uh grid and most of those are actually installed, you

054know, uh I guess it happened uh last week after I took these pictures, but a lot of that acoustical uh panels are done. The epoxy floor is complete. This is the foyer area and into the restrooms. That's all epoxy. All that is finished. and the um the uh auditorium of course a lot of the rough end is still in progress. They're kind of saving that to last because their focus is to get all this ready before the students return of course. So a lot of rough end happening in the auditorium and then what I wanted to talk to you about tonight just as a discussion since it's Martinsburg High School and that's what I'm talking about at this moment is the dance floor. Um, I was there when they were about to install the dance

055floor and I noticed that it was just the top layer only, which is a 3.5 millimeter cushioned uh vinyl type of surface which is designed for dance floors. But I wanted to at least have a talk with you tonight because um I guess I was kind of expecting to see like the um you know typically a dance floor if it's installed on concrete which it is has like a a foam uh layer which is approximately 3/4 of an inch thick and then a a almost like a a plywood over top of the foam and then the top layer which would make it more of a shock absorbent type of dance floor surface. So, I just wanted to bring it up tonight before it is actually installed. We in our contract are only doing the the

056top layer only, which is sufficient. Uh, but I wanted to do some investigation. So, I checked on it just so you know. So, I want to hear your feedback. Uh if you or we decide that it would be better to have the foam and the plywood and the more shock absorbent type of surface, it's approximately $34,000 for that additional um it's it's better than what they have now, but it's not to the level that it could be. So I I just want to bring it out there before we got to a point later on down the road where somebody might say, "Well, well, why didn't we have more of a an actual dance floor? And so >> is there a in between >> that? I don't think there's an in between. Although I like that

057question because the in between could be that we install it as it is, but then perhaps we add a a dance mat surface that that kind of we can roll out if necessary. Um so just wanted to bring that to your attention because it's I mean >> Yeah. How you dance on >> I was going to say how do you dance on that? I would be glad you you dance on the surface that's there. But if they're going to do I don't know much about dance. I barely know what I'm talking about. But if they are doing like tumbling and jumps and flips and that sort of thing, then I think that you probably then roll out maybe. >> So that's that's why that potentially could be a middle grade or >> we're fine to

058roll on as this. >> Well, I want to bring it up because I felt like it might be a >> What's the lifespan of what we're doing? I'm not sure the lifespan on that. I don't have that information. >> Well, because that's a concern. It doesn't last very long. >> Yeah, I don't know what the lifespan is. I mean, it's definitely a thick vinyl type of surface. >> Oh, it's thick. >> It's thick. It's 3.5 mm. I mean, it definitely I mean, I was brought. It's not as thick as what the quote proper. >> Yeah, it's not like you're walking on this type of floor, >> but I mean it's definitely solid surface with some minimal cushion. >> So, um the only catch is it doesn't have the foam and the plywood, which makes it

059more of a shock absorbent type of surface. >> Did we pick that? We we picked to just have the top layer only installed right on the concrete, but we paused installation of it to make sure we weren't missing something that you may have thought of or not without >> What made you sit there and go, "Huh, this doesn't look quite right." >> Because in my mind when I went to look at it before they installed it, I was expecting more of a dance floor type of surface. So, I questioned it and then that brought me to where we're at tonight. How do you know what I maybe I'm I'm missing something somewhere. I guess my question maybe needs to go back to why wasn't that considered at the beginning. >> I think that it was

060considered. >> Uhhuh. >> But and the and I looked up on the plans to confirm it. It only calls for the the resilient athletic flooring as it's referred to which is just that top layer. So our plans did not or the contract did not call for the entire system. >> Okay. >> And the other thing that made me question it, I was, you know, conversing with the contractors who were about to install the flooring and they had a paper kind of like this laid out. So you know, I'm checking these things, right? I'm looking at it and the very first page it has all these layers. So I'm like, wait a minute, didn't we get all the layers? And so anyway, I just wanted to bring it up because I thought it'd be better to

061pause than to install it and then >> come back and be like, um, hey, why why did we not get the whole system? Now, it'll it'll work perfectly fine as it is. It just will not have the shock absorbent capabilities that, you know, I'm sure that would be desired. Um, so I just want to throw that out there for you. 34,000 to get all of the components. Can you find out what the lifespan is on what we'll get? >> I can certainly find out the lifespan. I don't don't have that information with me, but I can certainly check on it. You mean the lifespan with the whole system or the lifespan if it's installed directly on the counter? >> What we're getting >> or both? What we're getting? >> What we're getting. >> Okay. I

062will find >> I would I would almost want both. What we're getting versus what would be if the alternative to know >> Yeah. Well, I know u the alternative is $34,000. That's >> that's the I would want to know what theity is. >> Yeah. And it might be different. >> But I'll certainly uh I'll certainly find that out >> and I'll let you know. Yes. >> Two things. >> We're I commend you for asking the question because we're worried about the safety of the students. >> Yeah. dance in the circus. Even though it may be designed parameive nature of the dancing could could lead to some injuries to the students. The second thing or second and third thing is one I think we should ask our architect not as representative here tonight. We should ask

063the architect about about this and then maybe go to another ask portion in county to have a school dance over there in the public school system where they have public floors to there and that's good but the bottom line is is that even though it may be minimally done and and you're trying to keep prices down I understand that >> right >> but it but the minimization of this project may cause long-term injuries to our our participating students. We should uh be worried about school. >> What do we have in the other schools? >> I'm not sure about that. >> I mean, Spring Mills High School's the newest. What do they have? >> I do have Dr. What they might have? Yeah, I'm not sure. >> I'd be interested to see if they would have

064what we're putting down and how that's >> How long can you wait for this? longer. >> Yeah, because uh they they need, you know, well, it gets a little tricky because um you would have to approve that this type change order, which wouldn't happen till the next board meeting >> and uh school starts August 19th. >> We'd have time. >> Now, we could probably get by and the dance class would meet somewhere else until the forum is installed. >> Um because it's just that one room, just the dance room anyway. So, it's probably not not the end of the world if if that portion happens to be delayed. Uh, but if I get some information and I can send you an email, maybe you can say, you know what, let's proceed as is, then we're

065good. I mean, it's stacked up in a corner in the room ready to be installed. But I just wanted to I just want to bring it up because I just felt like I should. You said the points appropriate where >> Yeah, it says that it's rated for dance use when installed directly on the concrete. It just doesn't have the shock absorbent type problems. >> Ernie has a comment. >> Yeah. >> No, I I would say I'm familiar with with what Tai is is talking about and we've used it in the past. >> Not being involved directly with the design. My first guess today was probably a cost savings measure >> because we've done it both ways because of cost and and and I'm thinking that's probably why. But I I can't swear swear to that

066right now. But >> pretty good chance there. >> I would just I would just like to know though what the uh what Spring Mills uses since Lewis High School for us. >> Yeah, I didn't didn't check it out. >> You could check that out. >> I can find out. Yeah. >> Okay. >> All right. So, that out there say that before we moved on with that project. Um and I will get back to you on that. Uh the next thing is Mountain Ridge Primary School. All of the uh cut and fill for the building pad is almost complete. I believe the blasting is finished. So I think that they are focused on finishing up the actual building pad. Like I said, um all the new roads for the uh intermediate school and the middle school

067that are connecting to the main entrance, all of those roads have been connected and they have installed the uh the concrete curbs. Uh you can see this is a reconfiguration of this is Mountain Ridge Middle School here to your left and they've reconfigured the way that that uh this would essentially be the parent drop off this part that I took a picture of. Um all of that is complete and by the time I meet with you next uh this all be paved those roads the uh red >> and of course this is just images of the cab but I'm sure it's not. Yeah, the picture might look there, but it's definitely I mean it's two lane with >> for the uh that parent drop off area. >> Question and this came to me. Previous superintendent

068was intent on having Mount Ridge Primary School on a hill to the left of the intermediate school. >> Oh yes. Yeah, that was the first potential location. A lot of work was being put in to do that. there would have been a lot of digging of the dirt and everything and someone I think wisely said let's go back to a flatter area. When was that decision made? Do you know? >> I don't know when that decision was made but I think that uh we had McKenley do a cost estimate on all of the site excavation work that would allow us to build it on that place to the left as you're referring to because of the steepness and it was a very substantial amount of cutting and filling. So that's when they went to uh

069the alternate location, but I don't know exactly when that decision was made. >> Okay. Um the next list of items that I have to finish out my presentation are just the HVAC projects. Uh and essentially all of them are at the same place. Burk Street. I listed all the details for you, but basically everything is installed and later on the end of this week, all of the units will be started up for operation and then they will be doing the finishing touches uh wrapping up the very day before uh teachers come back. So that's uh Burke Street. Same thing at Martinsburg High School. All of the units have been installed and Wednesday and Thursday of this week is the startup of the system to make sure all that is operational. Um, Hedgesville High School auxiliary

070gym. >> Can I ask you a question about Burke? >> Yes. About which one? >> Burke. >> Yes. >> Uh, the window in the front or there on the side on on Raleigh Street. >> Yeah, there's still a couple to be installed. Yeah, but that big window, which I thought was going to be one window, it looks like it's going to be four windows. >> They built a frame like they built a four panel frame. >> Uh yeah, I'll have to look at that again. I don't remember specifically what what that looked like. >> Yeah, let's just I'll be anxious to see what it looks like. >> Oh, got you. Okay. Um >> I thought you might know. >> No, I don't know. The Hesville High School auxiliary gym, unless you remember, is getting one

071of the HBAC upgrades. This is B1 that will not be ready when school starts. Everything is like ready to for it to happen, but they have to install the unit on the roof. The unit that goes on the roof uh has been ordered, of course, but it's been delayed in production. So, all they have to do, of course, is install that unit and connect everything. But to start the year, um, they that one is the only one that will not be ready. >> Any idea when it will be? >> I actually contacted CMTA before this meeting to see if they had a date and as of this afternoon, they still did not have a delivery date on that unit, but because of that, they said it will not be ready when school starts, but it

072will be be there soon. And then Hedgesville High School will actually have air conditioning in the first time ever in that gym since 1977. >> Wow. >> Um Hedgesville Middle School, that one is almost ready to do the startup. Uh the unit just has to be installed on the roof, which is that curb there on the roof. That's where the unit goes. That's going to happen this week. And then Hedgesville Middle School will be ready. Uh Mustin Middle School, same thing. Um I took a picture of the gym for just because it just got refinished. look really pretty. But uh the rooftop unit uh needs to be installed this week and then the middle school will have HVAC up and running. And then Tomahawk Intermediate, remember we're doing an entire system replacement of all the

073piping that goes throughout the entire school. All of that is complete. All the units are installed and the startup is later this week, also on Wednesday and Thursday. And then they're going to go through put all the ceiling and the grid back in. and it'll be ready uh just before the teachers return uh in August. That was it. >> Right. >> The dance floor, it's pretty much size situated like a regular classroom. Has desks in half the room. >> Okay. Well, there's one answer for you. So, what kind of floor is it? >> Just a normal >> just regular I don't think there's anything like I think. >> Okay. >> On the wall for the dance class, but that was >> Yeah. >> All right. Well, we repeat that. It just has the normal flooring.

074>> Oh, okay. That we're gay. >> Yes. >> Okay. Well, >> so yes, if you think we're good with that, >> kind of a >> thumbs up or something and it'll happen like this week. >> So, >> thank you. >> Okay. Consent agenda. kind of a motion to approve this consent agenda as presented. >> So move >> second. >> All in favor? >> I motion carries. >> Uh action items. Um Jennifer sent to the products and distribution of K12 child nutrition program. >> Good evening president members of the board. Dr. Foley. I'm here this evening seeking approval for several items related to child nutrition. The first item is competitive similation by the panhand the wave cooperative for food products and distribution for K12 child nutrition programs for FY26. The panate 8 cooperative with B which

075Berkeley County schools is a member of exercises right to extend the term of the ingredient with HPS board's food service for one year effective July 1st 2025 through June 30th 2026. This is the first optional extension. The panhandle 8 has an additional two extension options remaining as well. I'm recommending that Berkeley County Schools award the food products and distribution for K12 nutrition programs for FY26 to HPS food service in the amount of approximately $6.5 million funded out of the 61 child nutrition account. Please note that prices can vary based upon meal participation and the board members were provided a copy of the FY25 usage for the HPS board bid from last year. Does anyone have any questions? >> Two questions. >> Yes sir. >> And all these banks on the federal level how that impact

076The only cut back we've seen for our program was the local funding or the local funding for local sourced foods that we saw. That was a grant that was no longer in existence. But >> in the second question, >> well, we will future years if SN benefits get cut back, the direct service get cut, the number that qualify through that direct ser will then in fact the percentage of low income in the county would think could affect CIF in future years, but right now we don't not see anticipate anything for this coming school year, but future years you could see. >> So are we I think you're anticipating a certain question here, Dr. Um the last year we qualified we were 200 only one of two counties should take advantage of the >> for everyone.

077>> Are we going to be able to continue that this year? >> You approved that in your budget for FY26. We approved the budget for the school division. >> Okay. I was just worried that if you know these clawbacks and everything might be fair. I will will state the caveat what the federal government does and we have to react to we'll handle that on a case by casis when that occurs but at this point in time the budget's been approved and our application for to participate in the national school lunch and school breakfast program has been approved by the West Virginia Department of Education child nutrition programs we're slated to use C districtwide for next year >> just for the record and your knowledge I came across a statistic that I think we should be

078aware of. This is West Virginia not West Virginia ranked third highest for residents using emergency food assistance by the Ka Family Foundation. So it's not like everybody's trying to help families nowadays and this I think helps our students families very much. But I I wanted to point out we have a big problem in the state with our people getting nutrition. Thank you. >> Did um do you see any um projection that we might go this amount? >> I'm sorry. I'm just cranking my head. >> I can't guarantee because it's all based upon participation. So I don't have numbers in front of me. I'm guesstimating based upon previous history and meal participation what we've done C from November through the end of the year. This is my projected number of my best guesstimate. That's why I

079always have the caveat that it can vary based upon meal participation. So if we have more or less kids participating, food costs go up or down depending on those numbers. But then also if we have more kids participating, we're receiving more reimbursement. So, it's a give and take relationship. >> How much did you say it was? I tried to find my budget. >> 6,399. >> Okay. Thank you. >> How much is uh we don't get enough reimbursement to cover the meals. Correct. >> Correct. Well, what do we lack on that dollar-wise per meal? >> It would vary based upon the cost of every meal, how many people are participating. >> I get that, but there's got to be an average. >> What did we Let's Let's ask this question. What was it last year? >>

080Well, Mr. Right now, you also have to put in are you including labor, not including labor. There's many variable factors like that's not one of those just off-the cuff questions you can answer very quickly. I can get that information to you and I'd be happy to provide that to you but we got to factor in do you want labor how how would you like that number what we get reimbured from the federal government versus what our meals cost us to to fix minus labor. I can get you the >> because the labor comes we get reimbured from the state for the labor on most >> I know that I like better finish. She said she she was there. >> Well, that's fine. I'm sorry to put you on the spot. >> No, you're just thinking

081how much because we're always in the red. >> Um seems like we always had a decades of the lunch program. Do you want us to vote uh separately on these? >> Yes. >> Other questions for Jennifer on this? >> If there isn't any, let's vote on this um particular line item food products and distribution K12 from Gordon's food service amount is 6.5 million. >> So move second. >> All in favor? >> I opposed. issue. Next, >> so the second item I have for you is our milk and dairy bid for FY26. This is also a bid that is bid out of our panhandle 8 cooperative extension. We've exercised the right to extend the terms of this agreement with Gallagher Company for one year effective July 1st, 2025 through June 30th, 2026. And this is another

082first optional extension with two additional extensions remaining. I recommend that Berkeley County Schools award the dairy bid for FY26 to Gallagher's Dairy Company in the amount of approximately $1 million for Berkeley County Schools funded out of account 61 child nutrition amount can vary based upon me participation and extra milk sales. Are there any questions? >> Questions on the milk and dairy bid second. All in favor? >> I opposed. Motion carried. >> Bid. >> Next item. This is also a panhandle 8 cooperative extension bid and we exercised our right to extend the terms of the agreement with Hillmer's Farm Market for one year effective July 1st, 2025 through June 30th, 2026. This is the first optional extension with additional 2-year extension options as well remaining. It's recommended that Berkeley County Schools award the produce bid for

083FY26 to Kilmer's farm market in the amount of approximately 1.5 million for Berkeley County schools funded out of account 61 child nutrition. The amount will vary based upon yield participation. Local West Virginia produce will be sourced when available and child nutrition is working diligently with Kilmers to better advertise to students and parents the use of local produce in our schools. We're committed to showcasing local farmers when produce is used from farms in our area. >> Questions regarding the produce fair bit? >> How closely do you work with WB extension office regarding build table? >> We don't we only work with them usually in our summer programs when we do summer food markets. They're not part of the the bid here. >> Yeah. Do we know where Kilmers works with them? >> Um, I don't believe

084Derek works with them directly. He works with the farmers directly. >> Okay. Well, this is not part of this, but the legislature passed the law. Were you having problems with that? >> No, we all of our menus have been adjusted to comply with those regulations. And any food products, we use very minimal of them have been removed from our menus or the manufacturers reformulated the product in order to meet those regulations. And one example would be strawberry milk. It's now used they're using a beet juice now to the color yellow the pinkish color. >> That's one that's one of my color questions. 9.1 like there's like fruity pebbles on here and like uh like charms. >> Those were all products that we used in FY25. That was a usage report from there. So either they

085will now be compliant with regulations removed from that list for the upcoming school year. >> Okay. >> Any other questions regarding the produce bid this morning that we accept the produce >> and they have 1.5 million. >> Yes. >> Second. >> All in favor? Opposed? Motion carries. USDA commodities. >> The next item I have is the West Virginia Department of Agriculture donated food purchase in the amount of $1 million. The USDA foods and school program supports domestic programs and American agricultural food service purchasing 100% American grown and produced foods for use in the schools participating in the national school lunch program. USDA foods includes a wide variety of high quality fruits, vegetables, dairy products, whole grains and proteins. USDA foods are available via one of these three methods. direct delivery bulk for processing in USC

086Department of Defense fresh fruit and vegetable program when we use all the following. The funding is allocated by the West Virginia Department of Education in March for the following school year. Funding is to cover the freight processing and foods ordered and shipped paid for out of account 61 child nutrition. It's my recommendation that we award the West Virginia Department of Agriculture a purchase order in the amount of $1 million to cover the cost for the USDA donated foods. >> Question. >> How often do they deliver? >> Sometimes twice a month. Um and then they do fresh produce. So the amount volume that we get, they usually split that up split it up into two trucks. So they deliver twice a month with that. And then they also deliver fresh produce almost every two weeks when

087we order it. >> Where do they come from? >> Charleston. >> Wow. >> That's quite a delivery. >> We have enough storage in the cold the locker area. >> Absolutely. With the new freezer edition. That's why that's why this is now coming to the board for approval because prior to having that storage, we weren't able to take 100% advantage of this program. This helps cut our food cost with all these other vendors that we're approving because we're just paying the freight to deliver it from Charleston or the processing fee to have those foods converted. So, it's a cost savings to the school. >> Good. >> To participate in this. >> Other questions for Jennifer? >> I have no m Second. All >> in favor? I motion carries. Fresh and recycling. >> This was an item

088that we had to take out to bid. So, this is a new bid, not an extension. So, Berkeley County Schools received two competitive solicitations for the trash and recycling services for the FY26 bid. Now, this bid is going to be prrated because it ran September 1st and I'm going to run it on the fiscal year. So this first term is going to be prrated. So it's going to run September 1st 2025 through June 30th 26 and then it'll start on the regular cycle with all of our other bids. So the two bids were reviewed by purchasing and child nutrition and it's recommended that the trash and recycling service for FY26 bid be awarded to the parent lowest bidder waste management at an approximate cost of the prorated cost of 275,000. And this is the base

089bid. 248,000 we paid out of child nutrition account 61 and 27,000 out of the general account 11. And the cost will vary based upon extra trash pickups and services needed. I've attached a little snippet of the cost difference from the two bids that we've had. And just to give you an idea, last year the whole total trash bid, including extra pickups, um, maintenance projects for extra construction and everything. We paid a total in FY25 of $340,8254 cents for trash. >> That's a lot of trash. Just because I'm curious, it our documents are saying August 31st, 2026 um as the end date for the period, not the June 30th that you're referencing. >> The cover sheet of the action. >> Yeah. >> Right. >> Yeah. It's on the detailed agenda. for my explanation we have June

090September. >> I just want to make sure when we go to >> I'm sure what she's talking about. >> I'm sorry what your reference. >> So on the detailed agenda the cover sheet it says that um for this bid it's for fiscal year 26 with 275,000 with current bid pricing for one year September 1st 2025 to August 31st 2026. That's probably a copy and paste from last year. >> I'm just actual the actual cover sheet does say. >> Okay. It does say June. >> The board the board agent itself. >> Yeah, I thought you >> No, it's not you. >> I'm just making sure. >> It was actually me when I copied and pasted. >> So, just so the board is aware, this would be a different company than what we have currently. So, our

091current provider is Republic. So, we would be transitioning to a new vendor, staging dumpsters out at 50 Coastg Guard Drive to make this change. >> We have to buy all those dumpsters. They're going to put the rental. >> It's what the price included in the bid. >> It's like a when your home mortgage can every time you change distributor, you got to buy new luggage can. >> But that's included in this cost that I provide that you made. Gotcha. question. >> Well, just one um we had such a volume of paper I know in the past only recon I think that's what it was called. Do we have and I know Mr. Barney itself has always been very actively cited. Do we have >> you know I don't cover within the building. I handle the

092trash once it comes out to the dumpsters for the trash bid. So what the building chooses to do is on is it the building level with the building administrator. >> Any other questions? Have a motion to accept the bid for the trash and recycling. >> Second. >> All in favor? >> Oppos? Motion carries. Disposables and chemical. Final item I have for you this season is the child nutrition disposals and chemical custodial supplies for FY26. We participate in an Omnia partner contract and it was awarded the RFP was awarded to wife's brothers part of Brady Quest to purchase child nutrition supplies and disposable and chemicals and custodial supplies for FY26. It's recommended that child nutrition disposable and chemical and pastial supplies for S526 be awarded the Weiss brothers part of Baby's Brady Plus and approved Omnia

093Partners National Contract and the total amount of 1.5 1,510,000 to be paid out of two accounts. 455,000 to be paid out of account 61 child nutrition for disposables and chemicals and 1,ion55,000 to be paid out of the general account 11 for custodial supplies. Questions on sorry I have a motion move second >> Mr. Murphy second. All in favor? I >> oppose. Motion carries. >> Thank you. That work. Uh Dr. Skooling policy related to school board effect. >> Uh before you this evening, you have the policy BBG, schoolboard effectiveness. Uh this is one of the policies that's required to be reviewed annually and we've set the time before August 1st. Uh this has went through legal counsel. uh and they've made some revisions to this policy to be more uh in line with the West Virginia

094code 185-14 and also changed the revisions to the end uh with some agency names and brought that more up to date. Um it was put out for review and comment back in June the 17th through July 1st. Uh there were no comments. So, the superintendent recommends uh that you accept revisions to policy BBG, school board effectiveness. >> Questions for Dr. Ford? >> Hearing none, can I have a motion to accept Bley County file BBG school board effectiveness? >> So move. >> Second. >> All in favor? >> I opposed. Motion carries. Mr. Tyson, >> you're with us again. Okay. >> Dance your way up. >> Yeah. Speaking of dance floor, it's a 10-year warranty whether you install it on the concrete or on the other system. And it's a 20-year lifespan. >> Good. >> All right.

095So, uh, I have some change orders to finish up tomahawk edition and I had to update my spreadsheet. Did you get the updated version? >> Just in case. And so I can go down through these uh or if you want me to talk about a specific one, how would you like me to proceed? >> I just want to copy. >> I can give you a quick summary of each one. Is that a good way to go? >> Yeah. >> All right. So the first one I'm going to start it's kind of backwards. Uh change order number 22. The flooring change that you see there for the 1,644. That was to bring the epoxy floor out and sweep it around the water fountains. uh because whenever kids fill up their water bottles, there's always water on

096those floors and we want to protect the this type of floor and instead of having epoxy. So that was the 22. Um should we pause for questions for each one of these? >> All good there. >> Yeah. >> Next one is the retaining wall. That's the big one. And that uh of course, you know, includes some pictures so you can get an idea as to why we think we need a retaining wall. I met on site with Dr. Skoolie and Dr. sacks. Uh because you remember I brought this up a few weeks ago and we had some discussion, you know, could maybe we use rip wrap stone or something like that instead. And after looking at it on site, uh we do feel like the the best and safest option to, you know, with this

097steep bank, however, which you're looking at, uh would be to do the retaining wall, which would make that bank less steep and then um we could actually mow it and keep it groomed because it would be more of a natural uh incline. Um, and it's headed right down toward the back stop. So, the retaining wall would essentially serve as the back stop. And then on top of the retaining wall would be the fence, uh, which would provide additional back stop protection and safety so that you don't just fall off the retaining wall. Um, so after looking at it, we kind of felt like uh that would probably be the best option. Now, you do see like a plate that I'm in there. That's just temporarily there. It goes back up on the playground. That's actually

098plate. Um the retaining wall also would include once the final grading is complete there. If you remember in the pictures earlier, there was a sidewalk that came out of this door. And if you come out the door, it would head to your left toward the um outdoor uh like classroom space. This 67,000 or whatever also includes a sidewalk that would head from toward the right on this ladder area so that um people who park over on that other side would be able to just walk around on that sidewalk. So the 67,000 also includes that just so you know. >> And this is a view kind of looking from the top of the hill down. Um, the 67,000 also includes all of the fill and landscaping that it takes to complete that part of this project.

099>> Is runoff gonna be a problem? >> Uh, no. Not not having the retaining wall because it's going to make it a less of an end. It would be a problem as it is. >> Well, but I know for it's going to run off and then you have a retaining wall, but that retaining wall there's going to be water could go down behind that. >> There's a uh there's a drainage system that goes behind it. water seeps down to that drainage system. >> Oh, here's where the >> sidewalk around. It'll divert around the >> vertical. Yes, divert it around. >> And then the sidewalk ends here. And this kind of takes you to the the parking lot that's on that side. So, that's why we suggested that let's go ahead and bring that sidewalk around

100to that that corner. >> Um, I think that pretty much sums it up. You can see that's heading over toward that additional parking on on the side. >> So, they're going to put padding on the maintain wall. >> Uh, there won't be padding, but it'll still serve as the back stop for the, you know, baseball or kickball or whatever. But on top of the retaining wall, will there be the fence, which also kind of serve as Yeah. for foul balls type thing. >> I was thinking of a kid running to try to get a foul ball and then bam running to the retaining wall. >> Oh, gotcha. Yeah. wouldn't uh wouldn't necessarily have any pattern but as >> how far is that from >> what's that >> how how far is the that where they'll

101be >> from home plate >> 15 ft and that's the regulation that's what like at the spring high school they have a brick wall behind the uh as their back stop and that's the that's the specified length that it should be away from home plate >> okay that makes feel right doesn't I just I just don't want a kid. >> No, I don't. >> Yeah. Um All right. So, any other questions on the retaining wall? >> Where's the fencing going around? >> The fencing goes Do you have >> the It goes along the entire length of the the concrete. >> Okay. Oh, good. >> And the concrete, you know, it's it's a certain level. I can't remember how high. And then it tapers down almost to nothing. >> And that fence goes all along. >>

102Okay, that'll be good. >> That's >> So, uh, is this coming out of our completion? >> This is coming out of the contingency. Yeah, I tried to show you the total there. And, uh, 150,000 was the contingency. >> Okay. >> The highlighted portions are the ones that I previously have proposed to you for approval. And then these are the remaining ones uh, left to be approved. So, we would be $19,529 under the budget >> if nothing else. >> Nothing else. And I don't think there's anything else. So, I guess things almost done there. >> Walkers next week. Yes. >> Other questions for Mr. Tyson on the change orders? >> Well, that was just the retaining ball. >> I guess summarize the rest. >> Okay. Now, Mr. Murphy, I think you almost said that. Go ahead.

103>> Okay. Next one is the patio, which is that outdoor classroom space. >> Um, there was in the design, I believe, one drain. And with all the rain that we've had recently, we noticed that there's a lot of water that showed up in that space. So, it was recommended to add a second drain. We can shoot that out of there. So, the rain was good for us to know that. So, that's that one. um eliminate the handrail. The 5,500 is um well that's in the negative that's back to us because if we do the retaining wall then there's no read for the no need for the handrail at the top of that. So that's coming back. Um stone for the parking area that you see listed there is because of the rain. Um the contractors

104were tracking mud out into the parking lot. So they have to add another layer of stone to pick up mud before they drive out and exit on the parking lot. That's what that is for. The cubby modification is >> stone in the parking lot. So we now there's a >> Now we're going to pay for it. >> Well, you don't have to approve it. It's just on That's ridiculous. They put a spare driveway around to the site and that's where they went in and out for the entire project. >> So, we had a construction entrance. >> Uhhuh. >> But with all the rain, it started getting muddy. So, they were tracking mud onto our parking lot and we were like, can't have that. So, they had to add more stone. >> Okay. >> So, it's

105up to you if you want to pay for that or not. Or we can say the contractor basically added >> it's already added, but we haven't paid them yet for it. It's but it's a potential change order if you so approved. >> That just seems I I I would agree and you know in all the construction experience I have had working for a construction company that was hours to eat. >> So I'm not willing to pay for that in my opinion. At least I'm not approving that. I'm going to say no to it. >> It sounds good to me. >> The staff is also planning to use this during the school year. Mr. Tyson talked about the staff walking around. They're with uh the third grade aids being added to the school. They don't have

106enough parking in the front of the building. So that side will most likely added benefit for us. >> Yeah. So most likely the side will become parking for staff at the same time. He may have to add even more for them. >> Yeah. And as as the as this project is wrapping up and they're on their way out, >> they're removing the stone. They're taking it back with them, but we're asking them to not remove the part where the main entrance was because we're going to use that for additional parking. >> Okay. Well, then have to put into it. >> That doesn't really have anything to do with this. The reason this is on here >> and fuel >> is because of the mud. That's the reason it's on there. So, it's up to you

107if we approve it or not. Um, additional exit signs are we did a walk through with the fire marshal and there were a few other places that he required exit signs that I guess uh weren't caught originally. The sewer line changes are because the where the portable was um it it didn't tie in it was in the way of the addition. So all that all those lines have to be rerouted. Uh and that was not something that was caught on the original design. That's sewer line changes and the additional wall blocking was to accommodate um all the the cubby modification. >> That's it. So >> now why are we having cubby modifications? We are having cubby modification because in the design there were 26 cubbies but fourth grade classes can have 28 students. So we

108were too short. So uh we added to make sure we had 28 in each space including the other wing which probably will start out with third grade but just in case there'll be fourth grade in there we wanted 28 coverings. >> So that was that additional modification. So that's two more for each of the classrooms. Oh, and I skipped one, but I think infill the existing window. This is where um we added some additional restrooms. This is Pat Murphy's fault. So, when the when the restrooms expanded over it, it went into where there was a window in the hallway. So, we had to fill that window. >> Sorry, Pat. >> Yes, it is your fault, Mr. You're going to [Laughter] >> I think that was it. Now it's your turn. >> Questions for Mr. Tyson?

109We've already questioned him, but that's >> I'll move the approval of the change. >> Um I have a question though. Yes. Ask about >> the gravel. The gravel. >> Yeah. Um mine is about the sewer line chain. >> Okay. Yes. So in the design, no one noticed that that was going to be an issue. I don't know what happened, but in the design, it was not accounted for that we had restrooms in the portable. So the portable had a serial line coming out of it, of course, and then whenever they went to tie in the serial line from the one wing and pick up the other wing, they had to delete the serial line for the portable and reconfigure it. That's what that is resulting from. >> Yeah. >> Other questions? >> I I would

110love to um amend this to remove number 17. >> Um I have a motion. Miss Miss Power motion is to approve the change order minus the uh 2425 for the stone parking lot area. Have a second to that. Second. All in favor of approving it minus the 24 25 for the parking area. >> I oppose. >> No this we're with this car. So motion passes. That's it. >> Thank you. >> Early learning academy >> uh before you this evening uh with an anticipated opening date uh in January of 26 of the Hilo facility. Uh we're looking to use the uh cooperative purchasing agreement APA uh for meteor education furniture. uh in the amount of $254,7884. [Music] Uh this furniture that you see here took several revisions with staff uh locally. You have some of the

111renderings in your materials uh to look through. They're also providing a sample classroom um at Pikeside this coming year so that staff can start to see what this will look like uh within this facility with some of the educational tools uh within the furniture and what's there. U so the superintendent is recommending approval for the furniture or meteor education. We don't have any pictures >> in the administrative. >> It's in towards the back of the packet >> pages. >> It's like 50 some pages here. >> That's just a >> go to page >> um you you said that there was input from staff. Um well, what staff was was the input? >> Like the prek started with their staff, the prek department. Uh, example would be the rug. When I look when some of the

112staff looked at the rug that had like the colored squares, uh, we would say go set on A, B, one, two. They didn't want the letters. Staff actually just wanted the colors on the rug. So, they provided that. Miss McHugh was involved in making sure that the nursing facility was designed with the needs of the nurse. So, there was I mean, this was several months of >> Yeah. Yeah. Absolutely. I'm just trying to I I've talked with a couple of PE uh prek teachers. um today and um both of which said that they had never been asked any questions about this. So that's why I'm asking was it a select group and I just happened to choose the two people that wasn't part of it. >> I came in in the middle of it as

113well. So I know that the prek staff had worked >> okay >> at some point get to that point and know and they start the colors already >> and they listen to them as far as like the colors and all that kind of stuff. And you said this to me like >> and that Yeah. And that's fine. I just was I just was curious that's all. >> The igllets with the blue and the gold. So that's why you see a little bit of that color. >> You said that they're going to have an example of this side. >> Yeah. Like such. >> Nice. When would that be? I don't have an estimate date when it's going to arrive, but >> do prek spott. >> Yeah. And I I just didn't see facilities for kids to

114take naps. I mean, I tried to look and I saw a nurse's bed, but I just wondering [Music] mats. >> They usually are the mats on the floor. >> Okay. >> It might it might just say like a mat on here. I didn't look at every single line item, but >> I saw it earlier. >> Some areas that do have matches. >> Yeah, they do at that time. I was trying to look at if they use the new CS >> like the CS. Yeah, that's where I was >> when I visited there. Congrats on the floor. Any other questions? I have a motion to approve um a hedges bill early learning center. So move >> second. >> All in favor? >> I motion carries. >> Personnel action. >> Good evening members of the board and

115Dr. Skullie. The personal actions dated for Monday, July 21st, 2025 are as follows. Uh we have three coaching appointments and two coaching resignations. We have four extra duty appointments and one resignation. Uh on line 12 we have one unpaid educational leave of absence and on line 13 um we have one um just regular unpaid leave of absence. On line 14 we have one revised unpaid leave of absence for your consideration this evening. Uh for professional personnel we have 10 professional appointments and we are rescending two appointments. We have two change of assignments and two policy 5000 uh appointments for next school year. We have 14 professional resignations and two retirements. We have 10 transfers for the 2526 school year and three employees who are removed from the transfer list and assigned. For service actions, we

116have 16 new service personnel appointments and four change of assignments. Uh we have one mutual agreement and on line 81 we have a correction of a mutual agreement from last October. Um, so for that line, we have a correction. It should read that they're going from a secretary 3/AC accountant2 for 220 days, not 200 days. Um, to a secretary 3 accountant 2 for 215 days. Um, the length of service that was listed in your colony shouldn't even be there. Um, >> 124 years. >> Yeah, that that should not have been there as that is not a resignation or a retirement. Uh, thank you. >> It's just a mutual that should not even be there. So, you can disregard that on your copy. Um, we have seven service resignations and one retirement. We're also rescending the

117resignation of one service employee on line 89. Uh, we have 20 transfers of service personnel and 14 service personnel who have been removed from the transfer list and assigned for the 2526 school year. We have two employees who we are rescending their removal from the transfer list and they will remain in their positions. And we have 64 service upgrades. We have 11 new appointments of substitute service personnel and we rescended the appointment of one service substitute. Uh we also renewed one substitute service personnel contract and we rescended the removal of one person um from the substitute service uh personnel list. For professional substitute teachers, we have four appointments uh professional day-to-day substitutes and three renewals of substitute contracts. We also had one substitute teacher resignation and tonight we also have one correction of a summer

118school appointment that is on line 213. We have 24 summer healthcare appointments and one summer school resignation for a total of 237 professional service and substitute personnel actions tonight for your consideration with superintendent Sax's recommendation >> questions. Um how um are we with filling position? >> Uh so last time that we met I told you we had 102. We're down to 53. So we >> 53 53 >> that's for 53 professional classroom teachers. Um, and I anticipate that number getting lower in the next couple weeks. >> Um, service. >> I don't know what the number I'll have to get you the permanent sub number at the next meeting. I can get I can get you where we're tracking towards. I don't know how high the number is going to get to. Um, but the principles

119have done a lot of work in the last couple weeks, which I anticipated. Uh, whenever they got back from their kind of twoe hiatus, I anticipated them sending me quite a few recommendations. So, we've been working pretty closely with them. Um, on the service side, she has posted 230 jobs. Um, she has 76 openings, 49 of which are A's. But, I mean, Karen's doing the same thing. She's working really hard with the principles right now to make sure that, you know, we get those filled ahead of um, you know, staff coming back. So, >> and there's no service transfer list left. Everybody, >> everybody, >> I think on the professional list, we have two, but I've reached out to everybody that I've not laced yet. And there are the two that I haven't heard from.

120I I I believe they're going to end up. >> So, the third grade aids um is that a lot of these aids or is it special needs or do you know? >> I do not have a breakdown specifically of the AIDS, but I can get that. I can send that to you. >> Curious how many third grade aes did did a lot of those special needs aids go to the third grade? >> I can get a breakdown of that for you. >> Just curious. Think you can send us an email of that? >> Yes, I can. Um can I send it tomorrow? >> Oh, yeah. >> Okay. I thought you said tonight. Better than Freddy later, >> huh? >> Better than Freddy. Like Sarah's off this week, so it'll take us a little bit time.

121>> I can get it for you. >> So question um would be where when we're talking about those openings um we had the advantage of last year recruiting international teachers. Where are we are we still able to recruit international teachers? I know there's been some, you know, federal kafuffle about things. So, >> we are hiring two. >> Okay. >> And I will tell you that what our agency has told us is that um there was a kind of a time period in June where things were a little up in the air. They felt good. Um one of the new ones is actually coming next week. So, she will be here next week. Okay. >> Um and then the other one, he had his um appointment with his consulate to get his visa. So, I think

122he'll be here probably the first week in August. >> If we were to hire them now, I mean, we looking probably October before they'd get here. >> Okay. Um, I don't think we're going to need to go that route this year. You know, I'm hoping we don't have to dip that far into it. Um, you know, I know it seems like we don't have much time, but honestly, in the hiring realm, we're still, what I would say is a little bit early in the process here. I know it's a lot. >> That's what I try to get across to people. Even when I was working, it wasn't unusual to have um of course we didn't need as many people as we do now, but still tons and tons of service people that that >> still

123needed to be hired and and uh teachers. It's it's summertime. It's the hiring time. >> It is. And a lot of people I mean I've talked to principles even today. I mean they're scheduling interviews for this week with people trying to get people in. So I mean it it's it's a cyclical thing at this point. I mean hiring anymore is obviously 12 months a year. >> Yeah. My guess is we are sitting a little bit better than where we were last year. >> I would say accurate. >> Um and my other question would be the 53 positions that are still open those that is there are there more positions that technically are open be but we have permanent subs in those positions or is it 53 total? There is no It will have to be

124filled with a permanent sub if we don't have a body. I'm trying to >> They could be filled with a permanent substitute if we don't have anybody. Uh I do know that. I mean, like I said, we have some people that are going to be interviewing, you know, candidates over the next couple weeks, but yeah, they could be filled with permanent substitute, >> but there aren't positions right now being taken by permanent subs and not being advertised. I'm asking specifically for a reason. I will any position that is filled with a permanent substitute. >> The next time I will advertise that position at this point will be the third week in August. >> Okay. >> I I and then we will advertise every nine weeks. >> Okay. >> For the no matter if they're already

125been hired or >> Okay. >> So that is the next time that we will advertise for those. >> Gotcha. So it's uh 54 professional and 76 service but um we are still filling position. Yes. And we are you're going to tell us later how many of >> I give you complete on the professional side. I give you a breakdown tomorrow morning. Um service I need to peel through a little bit but Karen's on vacation. So >> did you say 53 or >> 53 classroom teacher down 54? That's dead >> and 76. >> Yes ma'am. the resignations. I know I saw three from Val Bridge, I think, right there. Do we have any claims with a larger number of reservations this year retirements? >> Off the top of my head, I I would have to go

126back through and look. I mean, I again, I can send you a breakdown of all of that. I've got it all on on a spreadsheet. Um, you know, on the professional side, we've we've had almost 500 hostings, you know, and that and that's for a variety of reasons. Some of it is transfer, some of it are people coming off transfer, some of this resation. I mean, but I can break it down all 32 schools based on resignation, retirement, transfer, what I've posted. >> Yeah. I just want us to be aware we have schools with their undercurrent and we're hemorrhaging specials or service. I'd like to be aware of it and find out what the state administration is going to check into and find out what may be inspiring. >> And I I don't I don't

127get the sense that it's any different really than it's been in the three years that I've been doing this. I don't I don't feel that there's any one school that's really any different. I mean, you know, some schools just geographically speaking, like the north end, you know, they get hit a lot with just where they're at because of what's >> I do remember an incident where we had a massive turnover at one school, not yours, but in the north end of the county, and it was a problem of leadership, I think, and and it needed to be addressed, but I don't know if it was, but it was a problem. I think now it's um benefits and so that's just my opinion probably think that's a large >> it's typically the feedback we get I

128think people like working for county in general but >> sometimes there's factors outside of our control >> I had a question about um line 25 um send appointment um was that person the appointment was rescended Um, have they been placed somewhere else in the county or they took a job somewhere else? >> Okay, that's that happens. >> And you know, employees think that they Well, I'm not going to I'm not going to resign till school starts because I don't want to lose my insurance. Well, that's not the way that works. So, you don't lose your insurance because you've already had it taken out, right? Right. >> Yeah. So that >> we carry the boys at the end of the summer regardless >> have insurance up until so I I I don't know I just you

129can't get that through I think and and I I get it they want to make sure that but it's hard when people don't resign until right before >> and there's a lot of communication from our office. I know I know a lot of times when people resign the question we get is you know is there anything I need to do and you know typically I direct them to our benefits department who you know handles the retirement things and I say hey if you have questions they can you know help you specifically >> um you know because some of it's just for what we do in our department is daytoday you know things that we're aware of but for a lot of employees maybe the first time they've ever resigned for a position you know they

130have those questions so we're happy to answer those >> greatful >> it is it's nervous >> any other questions One have one other thing. Um I wanted to say thank you to Miss Johnson for 20 years at North Middle. Also Miss Sandra Mari 34 years and then also on the service side uh Miss Fowls 29 years of service. Some of those were students from >> other questions about personal elections. Have a motion to accept. >> So move. >> Second. >> All in favor? >> Oppos. >> Motion carries. Um next is our legal update. Um we're going to executive session. Uh we'll we won't be taking any after so we can dismiss now and um Dr. School let it anybody know what time we finished executive session. So can I have a motion to go in

131executive session to discuss a legal update under West Virginia code 6-9A-4? >> Second. All >> in favor motion approved. Sorry. >> Okay. Um, where do we want to go? Um, and the law library >> the law library see.