Lincoln County Schools Board Meeting ｜ February 20, 2024 [UkNcFmt9-z8].mp3

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[00:00:20.000 --> 00:00:39.320]   >> According to the leadings of the five of the United States of America,
[00:00:39.320 --> 00:00:44.680]   including public for which it stands, one nation under God,
[00:00:44.680 --> 00:00:47.860]   indivisible, with liberty and justice for all.
[00:00:47.860 --> 00:00:53.920]   >> There's four board members here tonight.
[00:00:53.920 --> 00:00:59.420]   I understand that board member Butchie Burns is in the hospital, and
[00:00:59.420 --> 00:01:03.320]   hopefully going to get out the next day or so.
[00:01:03.320 --> 00:01:08.240]   Had some issue that cropped up with blood pressure.
[00:01:09.240 --> 00:01:16.520]   All right, we're at the organizational part of selecting a vice president.
[00:01:16.520 --> 00:01:21.640]   I checked the county policy and had Robin check it as well.
[00:01:21.640 --> 00:01:26.640]   We really don't have anything as far as how it go about electing.
[00:01:26.640 --> 00:01:31.880]   Robert's Rules of Order gives us a great deal of leeway and
[00:01:31.880 --> 00:01:33.640]   for a small board like this.
[00:01:34.840 --> 00:01:38.200]   So we'll let him from now to go.
[00:01:38.200 --> 00:01:43.800]   First of all, we can maybe save ourselves some back and forth.
[00:01:43.800 --> 00:01:49.080]   If we just say, is there anybody that does not want to be, what's up first?
[00:01:49.080 --> 00:01:54.880]   Vice president of the board, Donna does not want to be, all right?
[00:01:54.880 --> 00:02:01.000]   So how this nomination process works is that you can nominate yourself.
[00:02:04.360 --> 00:02:10.320]   Someone else can nominate you if the floor will be open for nominations.
[00:02:10.320 --> 00:02:15.320]   If person A is nominated and then person B is nominated.
[00:02:15.320 --> 00:02:22.640]   We'll vote on person A first and if they get three votes, they're the vice president.
[00:02:22.640 --> 00:02:27.640]   If they don't get three votes, then next person's up for a vote.
[00:02:27.640 --> 00:02:33.240]   So that kind of clear to everybody how we're going to do this.
[00:02:33.240 --> 00:02:38.120]   Okay, if that's so and a nomination does not require a second.
[00:02:38.120 --> 00:02:40.520]   It can just, like I say, you can nominate yourself.
[00:02:40.520 --> 00:02:44.400]   So with that, the floor is open for nominations.
[00:02:44.400 --> 00:02:48.920]   >> You could do the first part, but do we have to do this part right here first or not?
[00:02:48.920 --> 00:02:54.080]   To go into the organization action, I've got no way to set up.
[00:02:54.080 --> 00:02:55.200]   Do you know what I'm saying?
[00:02:55.200 --> 00:02:56.800]   >> Yes, no, that's the actual.
[00:03:01.720 --> 00:03:04.400]   >> Well, that's the way we used to do it.
[00:03:04.400 --> 00:03:06.240]   I don't know, that's.
[00:03:06.240 --> 00:03:10.080]   >> I make a motion that would go into the organizational action.
[00:03:10.080 --> 00:03:11.520]   >> Okay, I have a second.
[00:03:11.520 --> 00:03:13.240]   >> Second.
[00:03:13.240 --> 00:03:16.440]   >> All in favor say aye.
[00:03:16.440 --> 00:03:18.320]   Any opposed?
[00:03:18.320 --> 00:03:21.920]   Okay, now we're up again for the vice president.
[00:03:21.920 --> 00:03:25.560]   So the floor is open for nominations.
[00:03:25.560 --> 00:03:27.160]   >> Dana Snyder.
[00:03:27.160 --> 00:03:28.760]   >> Dana Snyder has been nominated.
[00:03:30.080 --> 00:03:31.160]   >> Any other nomination?
[00:03:31.160 --> 00:03:37.920]   If not, I will ask, does the nominations be closed?
[00:03:37.920 --> 00:03:44.120]   If that will have Dana Snyder up for vice president, all in favor say aye.
[00:03:44.120 --> 00:03:48.480]   Well, first of all, let's have a motion and a second.
[00:03:48.480 --> 00:03:53.200]   Do I have a motion for Dana Snyder as vice president?
[00:03:53.200 --> 00:03:54.040]   >> Yes.
[00:03:54.040 --> 00:03:54.560]   >> Martin?
[00:03:54.560 --> 00:03:55.560]   >> Yes.
[00:03:55.560 --> 00:03:57.440]   >> I'll second.
[00:03:58.880 --> 00:04:00.360]   All in favor say aye.
[00:04:00.360 --> 00:04:00.960]   >> Aye.
[00:04:00.960 --> 00:04:02.560]   >> Any opposed?
[00:04:02.560 --> 00:04:03.840]   None.
[00:04:03.840 --> 00:04:11.200]   All right, well, same process for the election of the Mountain State Educational
[00:04:11.200 --> 00:04:13.880]   Services Cooperative Representative.
[00:04:13.880 --> 00:04:22.400]   That's meeting once a month in Dunbar for two or three hours, kind of in the middle of the day.
[00:04:22.400 --> 00:04:28.000]   I can tell you right now, I can't make that.
[00:04:28.800 --> 00:04:31.120]   I can't do that myself, so I'm out of that.
[00:04:31.120 --> 00:04:35.120]   >> Can you do it here?
[00:04:35.120 --> 00:04:36.320]   >> No, not during the day.
[00:04:36.320 --> 00:04:37.120]   >> Mr. Wilson.
[00:04:37.120 --> 00:04:39.280]   >> No, I can't.
[00:04:39.280 --> 00:04:40.000]   >> You can't make it.
[00:04:40.000 --> 00:04:41.040]   >> Not during the day, no.
[00:04:41.040 --> 00:04:42.000]   >> Okay.
[00:04:42.000 --> 00:04:50.160]   So you two, what's the question?
[00:04:50.160 --> 00:04:50.880]   >> You agree to run.
[00:04:50.880 --> 00:04:51.840]   >> Okay.
[00:04:51.840 --> 00:04:53.280]   >> I'll make a motion.
[00:04:53.280 --> 00:04:55.360]   >> That's not what the other one looks like, so.
[00:04:55.360 --> 00:05:00.640]   Mr. Snyder has dominated Ms. Martin, and it does not need a second.
[00:05:00.640 --> 00:05:05.600]   So with that, any others?
[00:05:05.600 --> 00:05:06.800]   Any other nominations?
[00:05:06.800 --> 00:05:09.360]   If not, I move its nomination to be closed.
[00:05:09.360 --> 00:05:15.920]   And so we have Donna Martin as the nominee for Mountain State Representative.
[00:05:15.920 --> 00:05:16.800]   Do I have a motion?
[00:05:16.800 --> 00:05:18.640]   Mr. Snyder.
[00:05:18.640 --> 00:05:19.600]   >> I'll move second.
[00:05:19.600 --> 00:05:21.520]   >> Wilson makes a motion.
[00:05:21.520 --> 00:05:22.640]   Snyder seconds.
[00:05:22.640 --> 00:05:23.920]   All in favor say aye.
[00:05:23.920 --> 00:05:24.720]   >> Aye.
[00:05:24.720 --> 00:05:25.520]   >> Any opposed?
[00:05:25.520 --> 00:05:31.360]   All right, I need a motion and a second to adjourn the special session until 30 seconds.
[00:05:31.360 --> 00:05:32.320]   >> So moved.
[00:05:32.320 --> 00:05:33.200]   >> So moved.
[00:05:33.200 --> 00:05:34.000]   >> Snyder.
[00:05:34.000 --> 00:05:34.640]   >> Second.
[00:05:34.640 --> 00:05:35.120]   >> Wilson.
[00:05:35.120 --> 00:05:41.440]   And the time is 6.05.
[00:05:41.440 --> 00:05:43.760]   All in favor say aye.
[00:05:43.760 --> 00:05:45.120]   Any opposed?
[00:05:45.120 --> 00:05:51.840]   All right, that takes us into, I call the order, the regular Board of Education meeting.
[00:05:52.800 --> 00:05:57.040]   Again, taking place on February the 20th at the county office.
[00:05:57.040 --> 00:06:02.240]   We will forego the pledge because we just had that.
[00:06:02.240 --> 00:06:06.080]   We've got representations and reports.
[00:06:06.080 --> 00:06:10.080]   I don't see Mr. John Smith here.
[00:06:10.080 --> 00:06:14.560]   We'll, maybe he'll come in later.
[00:06:14.560 --> 00:06:19.280]   >> I can tell you a little bit about as far as the vape detectors.
[00:06:19.280 --> 00:06:21.760]   We have vape detectors up and running in three buildings.
[00:06:21.760 --> 00:06:25.920]   Guy and Valley is going to take a little more love and care because they have to,
[00:06:25.920 --> 00:06:28.560]   we have to hook those up wirelessly.
[00:06:28.560 --> 00:06:32.960]   There's something, something networking issue over there that we couldn't get them to operate properly.
[00:06:32.960 --> 00:06:37.440]   But the vape detectors that were donated to us, they're up and running in three,
[00:06:37.440 --> 00:06:38.640]   in three of the four middle schools.
[00:06:38.640 --> 00:06:39.120]   >> Okay.
[00:06:39.120 --> 00:06:40.880]   >> Three of the four middle schools.
[00:06:40.880 --> 00:06:41.440]   >> Snyder.
[00:06:41.440 --> 00:06:44.880]   >> Hey, up next is Joanie Shortridge.
[00:06:44.880 --> 00:06:45.440]   I ready.
[00:06:45.440 --> 00:06:48.240]   >> I'm ready, I'm ready.
[00:06:48.240 --> 00:06:50.080]   >> Yeah, I'm back, right?
[00:06:50.080 --> 00:06:58.320]   >> So, we recently wrapped up our second diagnostic for the school year.
[00:06:58.320 --> 00:07:03.440]   And I just wanted to kind of come and present the data, gave it to you in a couple of ways.
[00:07:03.440 --> 00:07:09.360]   I know you had requested first grade from last year and this year.
[00:07:09.360 --> 00:07:13.040]   I wish I had better reports.
[00:07:13.040 --> 00:07:16.960]   As far as reading goes, first grade pretty much stayed the same.
[00:07:18.080 --> 00:07:20.080]   There was no growth, but no decline.
[00:07:20.080 --> 00:07:27.040]   And for math, we actually dropped from 24% to 20% in first grade classrooms.
[00:07:27.040 --> 00:07:31.600]   >> You know, the reason I wanted that was to be able to see if the classroom
[00:07:31.600 --> 00:07:34.000]   aids made any difference.
[00:07:34.000 --> 00:07:39.600]   >> I think during like our walkthroughs, we're out in the schools pretty much every day.
[00:07:39.600 --> 00:07:43.440]   We've seen a decrease in behaviors and concerns in that aspect.
[00:07:44.320 --> 00:07:48.480]   We are still kind of in the final stages of getting everyone trained.
[00:07:48.480 --> 00:07:51.760]   We've conducted several trainings for the ECATS in general.
[00:07:51.760 --> 00:07:54.400]   And we'll do that again for this summer.
[00:07:54.400 --> 00:07:59.040]   So, they've received some training on managing difficult behaviors,
[00:07:59.040 --> 00:08:01.120]   as well as Ashlock Interventions.
[00:08:01.120 --> 00:08:05.920]   So, they are now part of our intervention program for reading.
[00:08:05.920 --> 00:08:14.000]   As far as the county goes, we did see some positives.
[00:08:14.000 --> 00:08:18.000]   If you look at the next set of data for our reading,
[00:08:18.000 --> 00:08:21.360]   we've increased from 28% to 29%.
[00:08:21.360 --> 00:08:22.800]   I know that's not a huge growth.
[00:08:22.800 --> 00:08:24.480]   >> What grade are you looking at?
[00:08:24.480 --> 00:08:26.720]   >> That's total county.
[00:08:26.720 --> 00:08:27.840]   So, K through 8.
[00:08:27.840 --> 00:08:31.760]   >> Look after that.
[00:08:31.760 --> 00:08:35.520]   >> Sorry, I probably should have labeled them better.
[00:08:35.520 --> 00:08:36.960]   It's hard to kind of read.
[00:08:36.960 --> 00:08:40.960]   If you look at the top, it says all schools reading.
[00:08:40.960 --> 00:08:44.720]   >> Okay, I got you.
[00:08:44.720 --> 00:08:45.040]   >> Okay.
[00:08:45.040 --> 00:08:48.880]   And so, I gave you both.
[00:08:48.880 --> 00:08:52.880]   I gave you 2022, which was last school year first, so you could compare.
[00:08:52.880 --> 00:08:57.920]   And also, if you look, it breaks it down by domain and by school.
[00:08:57.920 --> 00:09:01.360]   So, I'll give you a little bit of a picture as far as that goes.
[00:09:01.360 --> 00:09:06.560]   So, we had a 1% growth compared to where we were this time last year.
[00:09:07.360 --> 00:09:11.760]   And then, we had a 2% growth in math from where we were last year.
[00:09:11.760 --> 00:09:14.480]   It's not nearly what we had hoped.
[00:09:14.480 --> 00:09:19.440]   Our strategic plan goal, of course, was to increase by 5% in ELA and math.
[00:09:19.440 --> 00:09:23.040]   But the good news is, is we didn't decline as a whole.
[00:09:23.040 --> 00:09:24.560]   >> Can I interrupt you?
[00:09:24.560 --> 00:09:25.360]   >> Sure, sure.
[00:09:25.360 --> 00:09:29.280]   >> I'm looking at all schools for first grade.
[00:09:29.280 --> 00:09:31.120]   >> The first grade, okay.
[00:09:31.120 --> 00:09:31.840]   >> Okay.
[00:09:35.040 --> 00:09:46.480]   All schools, we have 47 kids early on grade level to mid or above grade level, 47.
[00:09:46.480 --> 00:09:49.920]   We have 151.
[00:09:49.920 --> 00:09:56.640]   That is anywhere from 1 to 2 or 2 grade levels behind.
[00:09:56.640 --> 00:09:59.120]   That's first grade.
[00:09:59.120 --> 00:10:00.240]   We're mid-year.
[00:10:04.000 --> 00:10:05.680]   Those are crisis numbers.
[00:10:05.680 --> 00:10:08.000]   >> Are you looking at reading?
[00:10:08.000 --> 00:10:09.600]   >> Math.
[00:10:09.600 --> 00:10:11.360]   I'm sorry, I'm looking at math.
[00:10:11.360 --> 00:10:14.080]   >> And you're looking at this school year's math?
[00:10:14.080 --> 00:10:14.400]   >> Yes.
[00:10:14.400 --> 00:10:14.880]   >> Correct.
[00:10:14.880 --> 00:10:15.200]   Okay.
[00:10:15.200 --> 00:10:21.360]   So, you're looking at the red, meaning two or more grade, two grade levels below.
[00:10:21.360 --> 00:10:22.800]   The 10 students or?
[00:10:22.800 --> 00:10:26.160]   >> Yeah, 10.
[00:10:26.160 --> 00:10:29.360]   There's 10 that's, well, nine that's two grade levels below.
[00:10:30.640 --> 00:10:37.360]   And two grade levels below puts the first grader back in preschool.
[00:10:37.360 --> 00:10:48.560]   But we've got 142 that's still on the kindergarten level, mid-year or the first grade year.
[00:10:48.560 --> 00:10:55.040]   That, you know, we've got 47 that's operating on a first grade level or close to it.
[00:10:55.040 --> 00:10:59.760]   That's, that's alarming.
[00:10:59.760 --> 00:11:07.120]   I don't have a solution.
[00:11:07.120 --> 00:11:10.240]   I'm just, I'm just, that's, that's the math part.
[00:11:10.240 --> 00:11:12.080]   >> All right.
[00:11:12.080 --> 00:11:14.880]   Are you looking at 2023 for math?
[00:11:14.880 --> 00:11:16.480]   >> 22-23.
[00:11:16.480 --> 00:11:17.920]   >> Okay. That's last year.
[00:11:17.920 --> 00:11:18.480]   >> Awesome.
[00:11:18.480 --> 00:11:18.800]   >> Yeah.
[00:11:18.800 --> 00:11:20.880]   I'll put the, to show the comparison.
[00:11:20.880 --> 00:11:21.200]   >> All right.
[00:11:21.200 --> 00:11:23.600]   Let me get, let me get up to date with you here.
[00:11:23.600 --> 00:11:23.760]   >> Okay.
[00:11:23.760 --> 00:11:29.440]   So, if you look at 2023 in math, there's not that, you know,
[00:11:29.440 --> 00:11:31.440]   there's not growth in first grade.
[00:11:31.440 --> 00:11:34.960]   Now, remember it's a different group of students.
[00:11:34.960 --> 00:11:37.440]   We have a lot of special ed and a lot of behaviors.
[00:11:37.440 --> 00:11:39.280]   I'm not saying that that's an excuse.
[00:11:39.280 --> 00:11:42.960]   I'm just saying that is a little different group than what we had last year.
[00:11:42.960 --> 00:11:47.760]   But if you look, there's 10 students that are two grade levels below.
[00:11:47.760 --> 00:11:48.880]   Do you want?
[00:11:48.880 --> 00:11:54.880]   >> I'm, I still, I can't find a, I got one for the whole county.
[00:11:54.880 --> 00:11:57.120]   >> So, if you look at the top right here.
[00:11:58.240 --> 00:11:59.840]   So, this is last year.
[00:11:59.840 --> 00:12:00.640]   >> Yeah.
[00:12:00.640 --> 00:12:02.000]   >> And then this is this year.
[00:12:02.000 --> 00:12:04.560]   >> Oh, okay. I didn't turn it far enough.
[00:12:04.560 --> 00:12:05.760]   >> Okay. This is mine.
[00:12:05.760 --> 00:12:08.000]   And then this is reading.
[00:12:08.000 --> 00:12:10.000]   >> Okay. All right.
[00:12:10.000 --> 00:12:10.800]   >> That helps.
[00:12:10.800 --> 00:12:11.280]   Now, you're in first grade.
[00:12:11.280 --> 00:12:12.320]   >> Let me look at this year.
[00:12:12.320 --> 00:12:13.920]   >> And this is the picture of.
[00:12:13.920 --> 00:12:14.320]   >> Okay.
[00:12:14.320 --> 00:12:17.840]   >> So, this is, this is first grade.
[00:12:17.840 --> 00:12:19.120]   That's what you're wanting to look at.
[00:12:19.120 --> 00:12:19.360]   >> Okay.
[00:12:19.360 --> 00:12:19.920]   >> Okay.
[00:12:19.920 --> 00:12:21.040]   >> These two are first grade.
[00:12:21.040 --> 00:12:22.720]   That's the whole county.
[00:12:22.720 --> 00:12:22.720]   >> Okay.
[00:12:22.720 --> 00:12:23.600]   >> All grade levels.
[00:12:24.320 --> 00:12:40.560]   >> Okay. Well, I'm still looking here at 370 kids early on grade level and 1,400 plus
[00:12:40.560 --> 00:12:44.560]   one or more graded behind.
[00:12:44.560 --> 00:12:47.760]   That's even more alarming.
[00:12:47.760 --> 00:12:48.320]   >> Right.
[00:12:48.320 --> 00:12:51.680]   >> 370 kids are on grade level.
[00:12:53.360 --> 00:13:00.400]   And 1,400 plus are anywhere from one to three levels behind.
[00:13:00.400 --> 00:13:02.160]   >> You're looking at reading.
[00:13:02.160 --> 00:13:04.080]   >> I'm looking at math.
[00:13:04.080 --> 00:13:14.720]   >> 2023 and you're looking at math, correct?
[00:13:14.720 --> 00:13:18.000]   >> 22, 23 or 23, 24.
[00:13:18.000 --> 00:13:21.120]   >> I'm looking 23, 24 for math.
[00:13:21.120 --> 00:13:22.320]   All schools.
[00:13:22.320 --> 00:13:22.560]   >> Okay.
[00:13:23.280 --> 00:13:40.320]   >> And when I look at reading 23, 24, we've got 547 on grade level or above.
[00:13:40.320 --> 00:13:46.720]   And we've got roughly 1,300.
[00:13:46.720 --> 00:13:49.680]   That's not, we're mid-year.
[00:13:49.680 --> 00:13:52.400]   >> I'm a little confused of where we are.
[00:13:53.360 --> 00:13:54.240]   >> Let me show you.
[00:13:54.240 --> 00:13:54.560]   >> Okay.
[00:13:54.560 --> 00:13:56.320]   Sorry.
[00:13:56.320 --> 00:13:59.920]   I was trying to go first grade and then into the whole school.
[00:13:59.920 --> 00:14:01.520]   >> This is all schools.
[00:14:01.520 --> 00:14:01.760]   >> Okay.
[00:14:01.760 --> 00:14:04.480]   >> All schools.
[00:14:04.480 --> 00:14:05.280]   >> Yes, reading.
[00:14:05.280 --> 00:14:05.440]   >> Okay.
[00:14:05.440 --> 00:14:06.000]   >> Okay.
[00:14:06.000 --> 00:14:07.840]   >> We've got 20.
[00:14:07.840 --> 00:14:09.920]   This is your.
[00:14:09.920 --> 00:14:11.120]   >> 947.
[00:14:11.120 --> 00:14:12.720]   >> These together, correct?
[00:14:12.720 --> 00:14:13.040]   >> Yes.
[00:14:13.040 --> 00:14:18.000]   >> And then here we've got 619, 242, and 479.
[00:14:18.000 --> 00:14:20.240]   It comes approximately 1,300.
[00:14:20.240 --> 00:14:21.520]   >> Total student.
[00:14:21.520 --> 00:14:25.040]   >> There's more to that person behind the rest of them.
[00:14:25.040 --> 00:14:25.600]   >> That's right.
[00:14:25.600 --> 00:14:32.880]   >> Folks, that's crisis numbers.
[00:14:32.880 --> 00:14:37.920]   And I know at least we hope that will improve for the rest of the year,
[00:14:37.920 --> 00:14:42.080]   but we're not even going to get half the kids on level.
[00:14:42.080 --> 00:14:46.960]   >> Well, so one thing that I wanted to point out is that last year,
[00:14:46.960 --> 00:14:51.360]   the beginning of the year for iReady, we were at 9% proficient.
[00:14:51.360 --> 00:14:54.560]   And math and 19% proficient in reading.
[00:14:54.560 --> 00:15:00.480]   So I know it doesn't, it's still not great numbers,
[00:15:00.480 --> 00:15:06.560]   but what I just, I try to find positives and I try to find patterns.
[00:15:06.560 --> 00:15:12.000]   And so one thing that we've kind of noticed is that there's lots of good things happening.
[00:15:12.000 --> 00:15:15.760]   That's why I gave you the school, the individual school reports,
[00:15:16.320 --> 00:15:21.360]   because you can kind of see some patterns with that with principals.
[00:15:21.360 --> 00:15:26.640]   The last document that I gave you was what we recently did at a principal's meeting.
[00:15:26.640 --> 00:15:33.120]   So we dove into our data to see patterns of why certain groups are not growing.
[00:15:33.120 --> 00:15:38.160]   And what we found was lots of turnover for staff.
[00:15:38.160 --> 00:15:40.880]   So some of those grade levels that aren't growing,
[00:15:40.880 --> 00:15:47.360]   they've had multiple years of substitute teachers or uncertified teachers,
[00:15:47.360 --> 00:15:52.160]   which, you know, we now have really, we have a lot of certified teachers.
[00:15:52.160 --> 00:15:54.000]   You know, the high school at one point was a concern.
[00:15:54.000 --> 00:15:57.120]   There's lots of places that were concerns.
[00:15:57.120 --> 00:15:59.920]   And so what we tried to do was with our coaching,
[00:15:59.920 --> 00:16:02.800]   we're trying to really provide more support in those areas.
[00:16:02.800 --> 00:16:04.400]   So those what we call hotspot.
[00:16:04.400 --> 00:16:08.400]   >> You know, I'm not faulting anything that we're doing.
[00:16:08.400 --> 00:16:09.120]   >> Right.
[00:16:09.120 --> 00:16:11.760]   >> I'm not faulting the teaching that's taking place.
[00:16:11.760 --> 00:16:12.560]   >> Right.
[00:16:12.560 --> 00:16:17.680]   >> I've seen enough people come through here and talk to me about it,
[00:16:17.680 --> 00:16:19.920]   that I know that they've got a handle on it.
[00:16:19.920 --> 00:16:22.720]   But the numbers are just alarming.
[00:16:22.720 --> 00:16:36.960]   We've 547 kids throughout the county are on level midway through this year
[00:16:37.600 --> 00:16:39.600]   for close to being on that.
[00:16:39.600 --> 00:16:42.960]   >> Which they are tested for end of the year standards right now.
[00:16:42.960 --> 00:16:47.520]   So you're getting a picture of if they took the general summative assessment right now,
[00:16:47.520 --> 00:16:50.560]   those are how many kids that was score proficient.
[00:16:50.560 --> 00:16:52.640]   So we do have a little bit of time to grow.
[00:16:52.640 --> 00:16:55.120]   And that's why we're working really hard.
[00:16:55.120 --> 00:16:58.960]   We, when we met with our principals, we've been out meeting K through three,
[00:16:58.960 --> 00:17:03.360]   especially I've met individually on their appeal and planning times with schools
[00:17:03.360 --> 00:17:07.120]   to just kind of talk about the science of breeding and intervention.
[00:17:07.600 --> 00:17:09.680]   And what supports they need.
[00:17:09.680 --> 00:17:16.960]   We heard a lot of vocabulary and comprehension is support that teachers are still asking for.
[00:17:16.960 --> 00:17:20.080]   So we're bringing in professional development as far as that goes.
[00:17:20.080 --> 00:17:25.840]   The knowledge base piece is what it's a different kind of student.
[00:17:25.840 --> 00:17:27.200]   So figuring out what works.
[00:17:27.200 --> 00:17:31.520]   We have ishlock, we're seeing growth with that.
[00:17:31.520 --> 00:17:33.040]   If you look at hearts of scores,
[00:17:34.160 --> 00:17:38.320]   you had a class that was pretty much zero percent.
[00:17:38.320 --> 00:17:43.840]   That's now in the 60s because of the intensive intervention that's working there.
[00:17:43.840 --> 00:17:46.640]   So that's why I gave you the individual school reports as well.
[00:17:46.640 --> 00:17:49.680]   As we've got some really good things happening everywhere.
[00:17:49.680 --> 00:17:52.400]   It's just there are pockets.
[00:17:52.400 --> 00:17:54.080]   You talk to some principals.
[00:17:54.080 --> 00:17:55.680]   >> I can see the good stuff happening.
[00:17:55.680 --> 00:17:55.920]   >> Yeah.
[00:17:55.920 --> 00:18:01.920]   >> But we're sitting here with these were taken somewhere up through the end of January.
[00:18:02.560 --> 00:18:04.640]   And maybe some maybe in February.
[00:18:04.640 --> 00:18:10.000]   >> The week extended it should have ended around the end of January.
[00:18:10.000 --> 00:18:12.000]   We extended it because of the snow.
[00:18:12.000 --> 00:18:17.120]   And there was a couple of schools that had pretty much a flu epidemic in their school.
[00:18:17.120 --> 00:18:19.440]   So they'd requested a week extension.
[00:18:19.440 --> 00:18:21.920]   But January end of January.
[00:18:21.920 --> 00:18:23.440]   >> Well, I'm looking here.
[00:18:23.440 --> 00:18:25.920]   We've got March and April.
[00:18:25.920 --> 00:18:31.440]   Which would be 40 instructional days roughly.
[00:18:31.440 --> 00:18:37.600]   And we all know that May is a different kind of month.
[00:18:37.600 --> 00:18:42.000]   And there's a lot of interruptions in the month of May.
[00:18:42.000 --> 00:18:43.040]   >> What?
[00:18:43.040 --> 00:18:44.960]   >> And the testing, I guess, takes place.
[00:18:44.960 --> 00:18:51.440]   >> So one thing that's different this year is the writing assessment is the first two weeks of March.
[00:18:51.440 --> 00:18:54.880]   There's a new scoring system.
[00:18:54.880 --> 00:18:56.000]   It's a new format.
[00:18:56.000 --> 00:19:01.040]   We also have a new prompt style, which is an narrative writing prompt.
[00:19:01.040 --> 00:19:02.640]   So there's been lots of professional development.
[00:19:02.640 --> 00:19:03.760]   But that is a concern.
[00:19:03.760 --> 00:19:08.000]   Students are going to be tested almost two months earlier with writing.
[00:19:08.000 --> 00:19:10.560]   And that factors into our ELA score.
[00:19:10.560 --> 00:19:14.160]   So that's what Ms. Delopp's been focusing on with her coaching.
[00:19:14.160 --> 00:19:16.560]   Because it's so early.
[00:19:16.560 --> 00:19:20.880]   We want to make sure that those kids get good instruction and they get it earlier.
[00:19:20.880 --> 00:19:23.600]   The regular window is May.
[00:19:23.600 --> 00:19:29.600]   So it's the whole month of May for science, ELA, the second ELA portion and math.
[00:19:30.640 --> 00:19:35.360]   So that's why we've been out talking to schools and at principals meetings we talk.
[00:19:35.360 --> 00:19:42.000]   It's because if you look at the yellow, those are the students that almost have it.
[00:19:42.000 --> 00:19:48.240]   So if we could push those students with rigorous instruction and with interventions,
[00:19:48.240 --> 00:19:56.080]   and we've given several tips or tricks maybe to certain groups for sure.
[00:19:56.720 --> 00:20:00.560]   There's testing blueprints that are out now tells you exactly how many
[00:20:00.560 --> 00:20:03.920]   test questions that the kids are tested on as far as standards go.
[00:20:03.920 --> 00:20:07.840]   So really hitting that, providing good instruction, test taking strategies.
[00:20:07.840 --> 00:20:13.760]   But if we could move those yellow kids, we could see some really good things.
[00:20:13.760 --> 00:20:15.440]   But it's crunch time.
[00:20:15.440 --> 00:20:19.680]   Well, here, you know, I keep beating a dead horse here.
[00:20:19.680 --> 00:20:23.600]   But this is what we do in the school system.
[00:20:24.880 --> 00:20:32.400]   This already gives us the clearest picture of what we have.
[00:20:32.400 --> 00:20:37.760]   And I'm looking here at all schools and reading.
[00:20:37.760 --> 00:20:46.880]   And I'll repeat the number 547 are on or near grade level.
[00:20:46.880 --> 00:20:50.080]   And we're over halfway through our school year.
[00:20:51.280 --> 00:20:59.680]   But we've got 1300 plus that will be from one to three levels behind.
[00:20:59.680 --> 00:21:04.560]   That's crisis stuff.
[00:21:04.560 --> 00:21:15.440]   Now, I keep talking about doing more summer school or whatever for these kids in one through three.
[00:21:19.280 --> 00:21:20.880]   If they don't get it now,
[00:21:20.880 --> 00:21:27.920]   they're going to fall farther behind every year.
[00:21:27.920 --> 00:21:38.240]   And we don't have the finances to have a summer school if parents want to send them this and that.
[00:21:45.040 --> 00:21:52.080]   Here's what I'd like for you all to consider is that this is all part of their instructional day.
[00:21:52.080 --> 00:21:59.440]   Is that from talking with the parents or when they would come in here,
[00:21:59.440 --> 00:22:06.560]   we would have anywhere from 20 minutes to 40 minutes of allotted instructional time
[00:22:06.560 --> 00:22:09.200]   for our ready skills.
[00:22:12.640 --> 00:22:15.920]   That's three 40 minute blocks, we'll say 40 minutes,
[00:22:15.920 --> 00:22:18.960]   three 40 minute blocks for language yards in a week.
[00:22:18.960 --> 00:22:23.280]   That's what is that, two hours and a half.
[00:22:23.280 --> 00:22:33.520]   And we had two 40 minute blocks, an hour and a half for math.
[00:22:33.520 --> 00:22:40.880]   I just don't think that's enough instructional time to work on kids' skills.
[00:22:41.520 --> 00:22:48.800]   If I were an elementary principal, I would say time out.
[00:22:48.800 --> 00:22:56.800]   We're going to work on these skills that these kids don't have.
[00:22:56.800 --> 00:23:00.720]   Right now, we're going to do it all day long.
[00:23:00.720 --> 00:23:04.560]   Someone had said, oh, kids get frustrated
[00:23:06.720 --> 00:23:11.440]   when they're on doing the I-ready or for the remediation, they get frustrated.
[00:23:11.440 --> 00:23:16.240]   But they're frustrated when they're presented work that they don't have the basis for.
[00:23:16.240 --> 00:23:18.560]   That's the frustration.
[00:23:18.560 --> 00:23:26.560]   We need to go back to square one and reteach these kids to get them the skills.
[00:23:26.560 --> 00:23:31.680]   If they don't get the skills in the first grade, that's what we're looking at first grade.
[00:23:31.680 --> 00:23:34.560]   If they don't get them here in the first
[00:23:34.640 --> 00:23:38.160]   class, we don't have that many kids.
[00:23:38.160 --> 00:23:40.960]   That's all kids.
[00:23:40.960 --> 00:23:42.720]   If they don't have those skills,
[00:23:42.720 --> 00:23:47.920]   they're going to get into that high school and not be able to do it.
[00:23:47.920 --> 00:23:50.560]   They're going to get in the fifth and sixth grade and not be able to do it.
[00:23:50.560 --> 00:23:58.720]   We need to go into crisis mode and say, we need to teach kids skills in this part of their
[00:23:58.720 --> 00:24:03.920]   instructional day, and it's more than 40 minutes or 20 minutes, three times a week.
[00:24:04.240 --> 00:24:04.720]   Right.
[00:24:04.720 --> 00:24:15.920]   This is just alarming the number, and even if we improve for the next two months,
[00:24:15.920 --> 00:24:22.720]   I don't think we can expect to get halfway half the kids on level,
[00:24:22.720 --> 00:24:28.400]   and then we're going to promote them to the next grade, and then they're farther behind.
[00:24:28.400 --> 00:24:31.280]   This is what we're paid to do.
[00:24:33.360 --> 00:24:38.400]   Somebody had made this statement that, well, it's parents at home.
[00:24:38.400 --> 00:24:42.160]   Got to have that parent support.
[00:24:42.160 --> 00:24:48.320]   Let me tell you, my philosophy is, if there's a pothole in front of my house,
[00:24:48.320 --> 00:24:52.400]   the state road doesn't expect me to go out and fix that pothole.
[00:24:52.400 --> 00:25:02.080]   Parents and taxpayers organize the educational system to teach their kids.
[00:25:02.080 --> 00:25:08.640]   We can't say they don't have a good support book at home because that's the reason they're
[00:25:08.640 --> 00:25:16.080]   not learning. We have to make sure that we're providing what they need, even if they have no
[00:25:16.080 --> 00:25:22.880]   parental help at home. I just want to impress upon all of you that this is a crisis.
[00:25:24.320 --> 00:25:35.920]   This is, we're not looking at raising 34%. We're looking at 547 kids on level and 1,300 not.
[00:25:35.920 --> 00:25:38.400]   That's what we're looking at.
[00:25:38.400 --> 00:25:50.800]   I think that's where we've been talking with principals. I think no one disagrees that there's
[00:25:50.800 --> 00:25:55.520]   a need. That's why we're talking the talk of walk to intervention time next year,
[00:25:55.520 --> 00:26:01.280]   where across the school, a set time 30 to 40 minutes is already in their schedule,
[00:26:01.280 --> 00:26:06.160]   where everyone in the building at that time is doing intervention because it worked before.
[00:26:06.160 --> 00:26:12.080]   It's nothing new. We're not teaching anything but reading and math here,
[00:26:12.080 --> 00:26:16.160]   or at least we're going to teach it at least a half a day on their level.
[00:26:17.200 --> 00:26:23.680]   I take these kids that's one grade level behind and put them with other kids that's one grade
[00:26:23.680 --> 00:26:29.120]   level behind and you teach them that masculine. I don't know how you do that. I'm not an elementary
[00:26:29.120 --> 00:26:34.800]   person. I don't know how you begin to schedule that, but I just want to impress upon you that
[00:26:34.800 --> 00:26:39.440]   we have a crisis here and it's not going to get any better. It's going to get worse
[00:26:39.440 --> 00:26:45.760]   as these kids progress through the school system. I quit preaching. Again, I'm not faulting you.
[00:26:46.960 --> 00:26:54.000]   We have a lot of these folks. This is not a new problem. This is a problem that Mr. Sider and I
[00:26:54.000 --> 00:27:01.920]   had. We dealt with it at the high school level, but we're here now and we've got to find a solution
[00:27:01.920 --> 00:27:10.720]   for this. If we can't give them the summer school, the organized summer school, we need to be given
[00:27:10.720 --> 00:27:16.800]   them more of it during the day, during the regular school day. That falls under the house bill, 3035,
[00:27:16.800 --> 00:27:22.480]   so summer school is included. We are required now for the third grade success act to offer summer
[00:27:22.480 --> 00:27:27.680]   school for those students. Those intervention plans, they all receive intervention now for
[00:27:27.680 --> 00:27:33.120]   English language arts and mathematics if they get those letters and they have those cut scores
[00:27:33.120 --> 00:27:40.000]   according to the universal screener, which is our ready. Our interventionist, we've worked a lot on
[00:27:40.000 --> 00:27:45.920]   trainings as far as how to schedule that and provide all those services and how to be creative in
[00:27:45.920 --> 00:27:51.360]   the classroom. Small group instruction is going to have to happen. We're going to have to change
[00:27:51.360 --> 00:27:57.120]   our mindset because those yellow kids are just as important as the red and the dark red as far as
[00:27:57.120 --> 00:28:06.080]   moving them. We've got to change a little bit of our mindset, but our goal is a walk to intervention.
[00:28:06.080 --> 00:28:12.480]   Like I said, K through eight would be great as well as they get the eye-ready instruction,
[00:28:12.480 --> 00:28:17.360]   which is personalized learning and then they have ishlock time that's not counted in the
[00:28:17.360 --> 00:28:23.120]   intervention time. That's a research-based program as well based on the science of reading. If you
[00:28:23.120 --> 00:28:29.120]   look at our scores and they do clipboard checks and various, there's various data as far as
[00:28:29.120 --> 00:28:35.280]   ishlock. If I could come back and talk about that as well, but if you look, our kids are making games
[00:28:35.280 --> 00:28:41.280]   and the skill-based part of reading, the learning to read, the phonics, the phonemic awareness,
[00:28:41.280 --> 00:28:47.040]   it's when we are hitting that knowledge and comprehension that we're having to switch our
[00:28:47.040 --> 00:28:56.560]   gears and we know that that's a need. Yeah, I just use math as an example. We can teach the
[00:28:56.560 --> 00:29:04.400]   procedure of math all the time and I know we teach it differently in some cases than we used to.
[00:29:05.360 --> 00:29:11.760]   But if kids can't use that math to find a solution, they don't know math. If they can't find the
[00:29:11.760 --> 00:29:17.280]   solution to the math problem, they don't know math. Finding the solution is the purpose of math.
[00:29:17.280 --> 00:29:24.640]   Anyway, I'll quit preaching here. Again, I just want to stress that I don't fault anybody for
[00:29:24.640 --> 00:29:32.960]   their work, their approach. I think we've got the right mindset, but I'm just calling
[00:29:33.680 --> 00:29:40.640]   an alarm that we have a crisis and it's not going to go away unless we do something differently
[00:29:40.640 --> 00:29:52.560]   than what we've been doing. I would say that the elementary principles need to find a way to get
[00:29:52.560 --> 00:30:02.400]   these kids taught on their skill level more, more time. I'll just leave it at that. I will say,
[00:30:02.400 --> 00:30:07.360]   we just had a principles meeting. We had some great conversations. We dove into their data.
[00:30:07.360 --> 00:30:13.840]   I gave you an example of what we did, but they also are finally stepping out of their comfort
[00:30:13.840 --> 00:30:19.280]   zones and talking about what's working, what's not working in their buildings. We have some good
[00:30:19.280 --> 00:30:25.840]   things going on too and hopefully they make that bridge and communicate. Mr. Bernan always says,
[00:30:25.840 --> 00:30:31.680]   don't work in silos. I think we're finally getting there as far as being collaborative.
[00:30:31.680 --> 00:30:37.760]   I do encourage you to look at the individual schools because if you look, it's broken down
[00:30:37.760 --> 00:30:43.280]   by grade level. You'll see there are some schools, certain grade levels especially,
[00:30:43.280 --> 00:30:47.520]   that are doing some pretty great things. We had a conversation the other day about
[00:30:47.520 --> 00:30:53.600]   putting our egos in check. If something's working for Kim Blair at heart, let's reach out to Kim
[00:30:53.600 --> 00:30:58.240]   Blair. If something's working for Sue McCommis at Midway, let's reach out to Sue McCommis.
[00:30:58.240 --> 00:31:04.320]   I've seen that starting to happen, that they are reaching out to their peers and their colleagues
[00:31:04.320 --> 00:31:11.680]   and adjusting schedules accordingly. The Short Regist team has gotten together and that's what
[00:31:11.680 --> 00:31:18.480]   they've been working on is changing that paradigm with the elementary principles and even the middle
[00:31:18.480 --> 00:31:24.800]   school principles to look at rearranging schedules, to look at double blocking English and math,
[00:31:24.800 --> 00:31:28.640]   to look at things that nature so that they can, there can be more intensive instruction.
[00:31:28.640 --> 00:31:37.520]   So that's her team's heart on top. I wanted to mention that I think parents do play a part in
[00:31:37.520 --> 00:31:47.120]   this now. Early reading, as you know, rests so much on language development when they come to us
[00:31:47.120 --> 00:31:52.080]   from the home. And it's so important when I was principal, I would tell my parents when they would
[00:31:52.080 --> 00:31:56.880]   come into kindergarten, well, what can we do? Do we, you want us to get books before they come?
[00:31:56.880 --> 00:32:02.640]   I said, just talk to your children, listen to them, have them talk and sentence us. If you can
[00:32:02.640 --> 00:32:09.760]   develop that in their mind, reading is so much easier for them. It's hard to read something
[00:32:09.760 --> 00:32:15.040]   you have no concept of what that is in your brain. Okay, that word, that sentence. So.
[00:32:15.920 --> 00:32:20.240]   Yeah, that's part of our science of reading. We just did training. That's what I've been
[00:32:20.240 --> 00:32:25.440]   going around to schools talking about because our kindergartners are coming in with less vocab
[00:32:25.440 --> 00:32:31.760]   and background knowledge than they ever have had. And we have the data to kind of prove it.
[00:32:31.760 --> 00:32:37.760]   And one of the things that research says is that that's how we acquire vocabulary is not by reading,
[00:32:37.760 --> 00:32:42.720]   it's actually by listening. And we've been trying to talk to our teachers, bringing back those
[00:32:42.720 --> 00:32:48.560]   read alouds, the readers, theaters, that rich vocabulary from text, because we've gotten away
[00:32:48.560 --> 00:32:55.040]   from that. You know, the state took a kind of a turn and now we're back to, you know, reading the
[00:32:55.040 --> 00:33:00.240]   kids using that on grade level text, whether they can read on level or not. And I think that's in the
[00:33:00.240 --> 00:33:06.000]   data across the state, not just in our county, unfortunately. And have them talk. Yeah. Talk,
[00:33:06.000 --> 00:33:12.000]   where they talk, the point of a note. Yeah, kids score. The first, of course, is those that can
[00:33:12.000 --> 00:33:17.840]   read fluently and have a background knowledge of vocabulary comprehension. But the second highest
[00:33:17.840 --> 00:33:23.680]   score as far as kids go is kids that have a background knowledge and no fluency. It's not
[00:33:23.680 --> 00:33:30.080]   those kids that are fluent readers. So language plays a huge role. And that's why, you know,
[00:33:30.080 --> 00:33:34.240]   we're really trying to talk that talk to our teachers to remind them, don't forget. And,
[00:33:34.240 --> 00:33:38.160]   you know, just the other day I was walking in the halls here and I heard a kindergarten teacher
[00:33:38.160 --> 00:33:44.160]   reading a reading aloud and it just, you know, it makes a difference. Kids were using some pretty
[00:33:44.160 --> 00:33:49.600]   awesome words. So, Johnny, I hope you come back when you get the end of the year result. I hope
[00:33:49.600 --> 00:33:58.960]   it's better. You know, bad news is not always terrible news. It gives you something to aim at.
[00:33:58.960 --> 00:34:06.160]   The kids who are going to be behind at the end of the year, bad news for them. Yeah.
[00:34:07.600 --> 00:34:13.280]   I'm confident that we've got the team, that Mr. Barnett has got a handle on it. You certainly
[00:34:13.280 --> 00:34:19.120]   have a handle on it. I think almost all those principals have a handle on it.
[00:34:19.120 --> 00:34:27.840]   We've just got to strike this as a sense of urgency and find a solution now to teach those
[00:34:27.840 --> 00:34:33.600]   kids on their skill level. Yeah. And I think the good thing about our people as far as board
[00:34:33.600 --> 00:34:39.520]   office, principals, teachers is that they're Y people. They're not going to just settle with
[00:34:39.520 --> 00:34:44.320]   these scores. They want to know why. Yeah. So, and that's what our conversations have been about.
[00:34:44.320 --> 00:34:49.280]   Thank you, Joe. Yeah. I appreciate it. Thank you. I have one more thing I'd emailed. It's not really
[00:34:49.280 --> 00:34:56.560]   about I Ready, but I'd emailed it's about testing. Mr. Barnett a few months ago about the SAT school
[00:34:56.560 --> 00:35:03.520]   days coming up. And that's what the 11th graders take at the high school. The date that is set is
[00:35:03.520 --> 00:35:09.520]   April 17th. And I wanted to bring something to your attention. We did the PSAT and students
[00:35:09.520 --> 00:35:15.760]   did not go virtual. They stayed in the building and 300 out of 800 students that day were absent.
[00:35:15.760 --> 00:35:22.240]   So, it really affected our attendance. And I just wanted to see if you would consider maybe letting
[00:35:22.240 --> 00:35:29.200]   everyone be virtual on that date except for 11th graders. One reason is it's all digital this year.
[00:35:29.200 --> 00:35:37.040]   So, it affects the access point as far as taking the test. And the other Mr. Barnett call as far as
[00:35:37.040 --> 00:35:50.960]   I'm okay. All right. Thank you. Mr. games. Thank you, Jones. Good evening. My name is Mr. Steve games
[00:35:50.960 --> 00:35:57.760]   director federal programs. Miss Martin, welcome. So, I'm going over two different items. One is the
[00:35:57.760 --> 00:36:03.520]   summer school plans summer school for this year and the summer Academy. So, we'll do summer school
[00:36:03.520 --> 00:36:10.640]   first sheet right here. The less colorful sheet. So, first of all, this is our fourth year offering
[00:36:10.640 --> 00:36:17.440]   a district wide summer school. We've used ester funds for every year. This is the last year for
[00:36:17.440 --> 00:36:25.120]   ester funds for summer school. So, as we think about the future and the third grade act, what
[00:36:25.120 --> 00:36:30.400]   kind of figure out ways to provide those services for those kids. But in terms of
[00:36:30.400 --> 00:36:35.920]   ester funding, this is the last go around for summer school in that capacity. I'll go over a
[00:36:35.920 --> 00:36:40.160]   couple of highlights. We're going to have four different sites. We're going to have hearts. That'll
[00:36:40.160 --> 00:36:46.000]   be the ranger and hearts kids. We'll have the midway site as K five program for midway and Duval
[00:36:46.000 --> 00:36:51.680]   kids. We'll have a central office site that'll be Hamlin and West Hamlin. And then our last site
[00:36:51.680 --> 00:36:55.920]   will be the high school, which is our credit recovery for nine through twelfth graders. The
[00:36:55.920 --> 00:37:00.560]   high school kids will use edge annuity, which is an online learning platform. They're currently
[00:37:00.560 --> 00:37:05.440]   using that right now. So, we'll continue that over the summer. Of course, we'll have free
[00:37:05.440 --> 00:37:10.240]   transportation, free lunch. The dates of summer school is going to be Monday through Thursday,
[00:37:10.240 --> 00:37:15.040]   July 8th through August the second. And for students, that'll be nine to two o'clock each
[00:37:15.040 --> 00:37:20.880]   day from Monday through Thursday. All go down a little bit farther. All summer school students
[00:37:20.880 --> 00:37:26.000]   will have access to their iPads, which is the first time for this year. Students will continue
[00:37:26.000 --> 00:37:32.240]   to work on iReady over the summer. We just got permission to keep that platform open. Students
[00:37:32.240 --> 00:37:36.560]   not attending summer school will also have access to their iPad. Parents will need to check those
[00:37:36.560 --> 00:37:42.240]   out the last two weeks of school at their specific school site. And once again, iReady will available
[00:37:42.240 --> 00:37:48.000]   for those students as well. Parents will also have access to a list of activities to enhance
[00:37:48.000 --> 00:37:53.120]   reading and math skills. The county will have some instructional videos through Armstrong,
[00:37:53.120 --> 00:37:59.360]   Schoology, Facebook, including interpreting iReady results and the Ashlock Reading Series and of
[00:37:59.360 --> 00:38:06.080]   course some Schoology tutorials. Each site must have a following. One that must have a theme. So,
[00:38:06.080 --> 00:38:11.200]   if you look on the next page, this is just a sample of a theme and a curriculum from a past
[00:38:11.200 --> 00:38:16.080]   summer school site. This was two years ago, Guyant Valley Ranger site. So, this is just
[00:38:16.080 --> 00:38:21.280]   basically what happens during the day and how things work. Of course, every site must have a
[00:38:21.280 --> 00:38:27.680]   daily schedule. Teachers must have daily lesson plans. Of course, the focus must be on ELA and math.
[00:38:27.680 --> 00:38:34.880]   Student and staff attendance is taken each day. K5 students will have access to a pre and post test
[00:38:34.880 --> 00:38:39.360]   assessment. And probably the best thing of all, we'll have two or three field trips per summer
[00:38:39.360 --> 00:38:49.920]   for each site. Any questions about summer school? So, over the last three years, about two to two
[00:38:49.920 --> 00:38:55.680]   hundred and fifty students come to summer school. We wish us a lot more, but we've tried a lot of
[00:38:55.680 --> 00:39:01.520]   different things, a lot of fun activities. It's Lake and County students just do not like to come
[00:39:01.520 --> 00:39:07.040]   during summer school. So, we try to make it as fun as possible, but still we still struggle with that
[00:39:07.040 --> 00:39:10.160]   probably less than 10 percent of our students enrollment comes summer school.
[00:39:10.160 --> 00:39:19.120]   You know, Steve, enlighten me on the credit recovery. What's the parameters of that?
[00:39:19.120 --> 00:39:25.440]   So, in May, all those students who have failed a course at the high school will receive credit
[00:39:25.440 --> 00:39:29.600]   recovery through Edgenuity. Edgenuity is an online platform that has all the courses
[00:39:29.600 --> 00:39:36.880]   that the state offers. So, if they fail science 10th grade or science 11th grade or math
[00:39:36.880 --> 00:39:41.440]   8th grade or 9th grade, 10th grade, we have that on credit recovery Edgenuity. So, they log into
[00:39:41.440 --> 00:39:48.160]   credit to Edgenuity. Each course is about a hundred hours long. So, they'll take the course,
[00:39:48.160 --> 00:39:53.200]   there's checks inside Edgenuity. They've got to pass this lesson for this quiz and they
[00:39:53.200 --> 00:39:58.640]   take it to the next level to the next quiz. So, what we did last year when we first bought it,
[00:39:58.640 --> 00:40:05.200]   we try to find the most rigorous program we can and it is rigorous. Our credit recovery numbers in
[00:40:05.200 --> 00:40:10.080]   terms of credits received have gone down dramatically over the last couple of years
[00:40:10.080 --> 00:40:14.640]   and that is a true testament to the hard nature of the program.
[00:40:14.640 --> 00:40:26.560]   Paying for this with COVID funds? Yes, there are funds, yeah.
[00:40:26.560 --> 00:40:33.360]   What's our plan next year? We have a lot of new discussions about how things are going to work
[00:40:33.360 --> 00:40:38.960]   for next year. Our credit recovery program costs about $25,000. That's our funds. So,
[00:40:38.960 --> 00:40:42.720]   we have to figure out and Austin and I have been talking about this for the past six months about
[00:40:42.720 --> 00:40:49.360]   how to fund things. So, we're going to have to be very creative and kind of see what's the most need
[00:40:49.360 --> 00:41:01.520]   we have. Honestly, if a student would take the time and dive into it, they'd be much better
[00:41:01.520 --> 00:41:05.360]   off just to do what they're supposed to do during the day because this program is very rigorous.
[00:41:05.360 --> 00:41:18.000]   Our old program, they could test out, they can't and they have to pass on courses.
[00:41:18.000 --> 00:41:23.200]   No, I may have fallen down because they could take the test over and over until they passed it
[00:41:23.200 --> 00:41:28.480]   without completing any of the coursework. Now, they've got to look for the coursework.
[00:41:28.480 --> 00:41:34.880]   So, did the dropout rate increase? Well, I wouldn't say that it's increased but
[00:41:34.880 --> 00:41:42.480]   I would say it hasn't improved. One thing I was noticing on here says free transportation main
[00:41:42.480 --> 00:41:49.840]   roads only. I mean, has it ever been figured out or studied that if it was open more access,
[00:41:49.840 --> 00:41:56.480]   there'd be more people coming? Well, a couple years if we have a set of students or who live in a
[00:41:56.480 --> 00:42:00.560]   offset of the main road and we have the site coordinator who will hire probably the next
[00:42:00.560 --> 00:42:05.280]   couple of months and say, hey Peggy or Mr. Gaines, we have this group of kids who want to come,
[00:42:05.280 --> 00:42:09.040]   they live a little bit in a different section, then of course we'll get a bus for those kids.
[00:42:09.040 --> 00:42:12.160]   It's all based on need. Yeah.
[00:42:12.160 --> 00:42:22.400]   Have we had this summer school for K-5 last year? Yeah, for the last, this is our fourth year for
[00:42:22.400 --> 00:42:30.560]   that. Yeah. The thing that you said something that struck me is that we have fun activities.
[00:42:30.560 --> 00:42:38.240]   If we're enticing them getting there and having fun, they might as well just stay
[00:42:38.240 --> 00:42:42.480]   home if they're not working on skills. Well, I mean, there's kind of a two-edged sword.
[00:42:42.480 --> 00:42:48.480]   If you make a summer school that's just ELA and math oriented, it's just like regular school. Kids
[00:42:48.480 --> 00:42:53.920]   won't come. So what we do is we entice them with different activities and our field trips are
[00:42:53.920 --> 00:42:59.280]   educational in nature and a lot of these kids and our site coordinates will tell you this is the
[00:42:59.280 --> 00:43:04.160]   only time they have access to places outside of the county. So every year we make sure we
[00:43:04.160 --> 00:43:08.960]   take them to Books a Million and get them books and reading materials and those kids have never
[00:43:08.960 --> 00:43:13.360]   been there or if it's the swimming activity or bowling activity or even the state park,
[00:43:14.080 --> 00:43:19.360]   places like that those kids never attend. So if we can offer something that will make a lasting
[00:43:19.360 --> 00:43:25.760]   impression, I know it has to be ELA and math all day, every day, but summer school should not be
[00:43:25.760 --> 00:43:26.320]   regular school.
[00:43:26.320 --> 00:43:36.320]   [no audio]
[00:43:36.320 --> 00:43:44.320]   [no audio]
[00:43:44.320 --> 00:43:56.320]   [no audio]
[00:43:56.320 --> 00:43:58.320]   [no audio]
[00:43:58.320 --> 00:44:00.320]   [no audio]
[00:44:00.320 --> 00:44:02.320]   [no audio]
[00:44:02.320 --> 00:44:07.600]   the after school programs that are in session now. What's the funding source for that?
[00:44:07.600 --> 00:44:14.560]   We have every school has an after school program. Hearts and Duval have a 21st century grant for
[00:44:14.560 --> 00:44:20.480]   another three years and everyone else is pretty much on Aster funds. So that runs out as well
[00:44:20.480 --> 00:44:24.560]   for next year. So we're applying for new grants for after school in the next couple of months. We
[00:44:24.560 --> 00:44:29.680]   hope we get them. But once again, without the Aster funding, a lot of our programs are going to have
[00:44:29.680 --> 00:44:34.640]   to be shelved or find new ways to kind of offset the lack of funding.
[00:44:34.640 --> 00:44:46.800]   So for instance, the summer school sites between $20,000 and $30,000 for a site.
[00:44:46.800 --> 00:44:53.600]   And we'll have to come up with something for like, like Ms. Shortridge said, the third grade act.
[00:44:53.600 --> 00:44:57.920]   We have to provide some type of summer enrichment for those K-3 students. So
[00:44:58.960 --> 00:45:04.720]   it won't be cheap. We got teachers, bus drivers, cooks, service personnel.
[00:45:04.720 --> 00:45:10.160]   Well, funded me for that, for that from the state. Or did we just, no, just their budget?
[00:45:10.160 --> 00:45:12.000]   As a, yeah, budget. Yeah.
[00:45:12.000 --> 00:45:15.360]   So why are they not funded? Yeah.
[00:45:15.360 --> 00:45:26.320]   They said be creative. So we're going to try to be creative as much as possible.
[00:45:27.040 --> 00:45:34.880]   Okay, Mr. Barnett was telling me that you all have the approach. Kids can have the iPad if the
[00:45:34.880 --> 00:45:40.960]   parents come and physically check them out for the summer. Yes, sir. And then they will have
[00:45:40.960 --> 00:45:46.400]   instruction. The iReady thing's open for them. They will have some instruction to do that.
[00:45:46.400 --> 00:45:52.880]   That's a start. That's actually, that's a very good start.
[00:45:55.120 --> 00:46:03.680]   We need to let parents know early that iPad will be available for them. And I don't,
[00:46:03.680 --> 00:46:08.640]   I don't know, again, not being elementary, I'm handicapped.
[00:46:08.640 --> 00:46:16.960]   They can get on this and progress the iReady themselves and do that.
[00:46:16.960 --> 00:46:22.320]   Yes, sir. No, it's, but you got to be a little hesitant. You can't be on iReady more than 45
[00:46:22.320 --> 00:46:27.920]   minutes a week. It's, it's a week, a week for ELA and then 45 minutes for math.
[00:46:27.920 --> 00:46:33.600]   Why? That is the, the foundation of iReady is in terms of the benefit. You get more benefit
[00:46:33.600 --> 00:46:39.760]   with a 45 minute per week session in ELA and math than if you did five hours that day.
[00:46:39.760 --> 00:46:44.080]   That's just what the data tells us from iReady. So this is what iReady has told us.
[00:46:44.080 --> 00:46:45.040]   Makes no sense to me.
[00:46:45.040 --> 00:47:09.760]   Yeah, that's what I'm talking about.
[00:47:09.760 --> 00:47:27.120]   It's domains. So they have the games and there's scripts that the parents can read.
[00:47:27.120 --> 00:47:31.200]   There's actually games that they can print off and play or pull it up on the iPad.
[00:47:31.200 --> 00:47:37.360]   Yeah, that's what I think we need to be doing, Joanie, is I say iReady because I don't know
[00:47:37.360 --> 00:47:45.520]   what I'm talking about. But those programs, the parents need to know what those programs are,
[00:47:45.520 --> 00:47:52.480]   whether here's math programs that you can get on and do and work on your, on your level. Here's
[00:47:52.480 --> 00:47:57.920]   language arts programs. Is there, is there going to be an opportunity for parents to
[00:47:57.920 --> 00:48:00.000]   actually come in and learn those things that Dave just talked about?
[00:48:00.000 --> 00:48:04.000]   Those are one of the things that we're also doing. We're looking at when we're talking about
[00:48:04.000 --> 00:48:10.320]   the videos through Armstrong, through our website, through just, you know, I'll put them out on,
[00:48:10.320 --> 00:48:14.880]   are you, we're creating a YouTube channel so that these parents can have access to.
[00:48:14.880 --> 00:48:17.600]   Here's how we do all this. Here's what you need to look for. Here's what.
[00:48:17.600 --> 00:48:22.880]   Regardless, if they get on it, it's called iReadySend for, we've already done a video on that.
[00:48:22.880 --> 00:48:27.120]   It should be posted. The parents can get in there and there's resources for free. You don't
[00:48:27.120 --> 00:48:32.160]   have to log in. You don't have to be text savvy. You just go to that website and there's resources.
[00:48:33.200 --> 00:48:37.680]   If you log into iReady, it's way more people just want us for your child or your student.
[00:48:37.680 --> 00:48:44.960]   Sorry. Yeah, I keep using iReady for those. I don't know these other programs are available,
[00:48:44.960 --> 00:48:52.560]   but we need that. You know, you can get on YouTube and look at Thomas the train for preschool kids,
[00:48:52.560 --> 00:48:57.920]   and they can be ready when they get preschool to just watch Bob the train, not Thomas the train,
[00:48:57.920 --> 00:49:05.920]   Bob the train. So yeah, that would be a good idea to offer them different resources that
[00:49:05.920 --> 00:49:10.720]   it doesn't cost us anything to offer them resources that's already out in the the ether,
[00:49:10.720 --> 00:49:17.040]   so to speak. So parents need that guidance as educators. We sometimes think everybody knows
[00:49:17.040 --> 00:49:32.960]   what we know. They may not realize it really can impact that regression or recoupment that's
[00:49:32.960 --> 00:49:38.080]   going to happen over summer break. Also listening activities at our local libraries, they have
[00:49:38.080 --> 00:49:43.120]   wonderful activities and using our community resources a little more. I don't think a lot
[00:49:43.120 --> 00:49:47.760]   of people really realize how much goes on in the summer and things like that. So
[00:49:47.760 --> 00:49:52.560]   we've talked about doing something like that with any of those posts on the school's websites.
[00:49:52.560 --> 00:50:00.240]   Well, I have faith that you all will get it worked out. I do. You know, it's kind of my job to point
[00:50:00.240 --> 00:50:09.840]   out what we need to do. Here's a problem. It's your old job to fix it. So I'm confident that
[00:50:09.840 --> 00:50:15.840]   we're going to get there. So thank you all very much. You have the board members have any other
[00:50:15.840 --> 00:50:21.440]   comments. Thank you all. I learned something every time you all talked to them. Oh, I'm not done
[00:50:21.440 --> 00:50:28.160]   yet. Oh, I thought you just finished. Next is Summer Academy, our teaching academy. That's the
[00:50:28.160 --> 00:50:35.120]   colorful little sheet right there. The yellow and blue. So our summer academy is going to be
[00:50:35.120 --> 00:50:39.600]   June 10th through June 15th. We're hoping to have at least 100 teachers. That's pretty much half
[00:50:39.600 --> 00:50:45.760]   our staff. If we get that, that many is going to cost us about $15,000 today for stipends.
[00:50:45.760 --> 00:50:50.480]   We'll use title one money for that four or five or six money. We'll take care of that.
[00:50:50.480 --> 00:50:55.920]   If you see the yellow, yellow represents in county presenters. So we're trying to have at
[00:50:55.920 --> 00:51:02.800]   least half our presenters this year as in county talent. And the blue is out of county personnel,
[00:51:02.800 --> 00:51:08.720]   for instance, like Carnegie and Khan Academy. So it starts June 10th. The first session is going
[00:51:08.720 --> 00:51:15.280]   to be technology and behavioral modification on Monday, Tuesday and Wednesday going to be Carnegie
[00:51:15.280 --> 00:51:23.440]   math and reading. Thursday is going to be classroom management and CPI. And Friday we have a couple
[00:51:23.440 --> 00:51:29.120]   of different sessions of science of reading. We have Khan Academy, Schoology, STEM activities,
[00:51:29.120 --> 00:51:34.800]   and social and emotional learning. So that's kind of a tentative schedule for our summer academy.
[00:51:35.440 --> 00:51:40.400]   We may change some things up or may add some things based on staff personnel. So
[00:51:40.400 --> 00:51:45.120]   any questions about our summer academy? Is that here? Yes, ma'am. We have the high school.
[00:51:56.960 --> 00:52:13.680]   Yes ma'am, we did. We had about 75 to 100 people show up, you know.
[00:52:24.240 --> 00:52:28.800]   These are just general sessions that any teacher could benefit by, regardless of the grade.
[00:52:28.800 --> 00:52:35.680]   Ms. Shortridge's team put together actually a survey with Mr. Gaines and asked the teacher
[00:52:35.680 --> 00:52:42.160]   what's going to benefit you, what got their input from it. And then I wanted them to make sure that
[00:52:42.160 --> 00:52:48.080]   we take a look at our people that we have here locally, our homegrown talent, to do a lot of
[00:52:48.080 --> 00:52:52.560]   these presenting. And some of the ones in blue like the Carnegie and Jennifer Ashlock, those are
[00:52:52.560 --> 00:53:01.920]   services that are included in what we purchase as programs. So we're using mostly our people
[00:53:01.920 --> 00:53:06.560]   to present to our people. Very cost effective this year.
[00:53:06.560 --> 00:53:16.400]   Any questions? That's good. All right. Thank you. Thank you. I appreciate you and Joni. Thank you
[00:53:16.400 --> 00:53:21.760]   for taking your evening and coming and talking to me. I don't say any time we'll have you around.
[00:53:21.760 --> 00:53:33.520]   All right. Moving on, item four, approved minutes at the February 6th meeting. Do I have a motion?
[00:53:33.520 --> 00:53:36.240]   Correction. You've got a correction?
[00:53:40.080 --> 00:53:47.840]   I'll just last comment from the minutes from last time. Okay.
[00:53:47.840 --> 00:53:57.360]   Third page of it. Yeah. Under comments. Yeah, under comments. So we need to finance another three
[00:53:57.360 --> 00:54:05.200]   million there. And we're actually not financing it. We need to contribute. Okay. So contribute
[00:54:05.200 --> 00:54:15.040]   to million, right? Correct. Okay. Okay. We got that down. So I'm going to
[00:54:15.040 --> 00:54:23.280]   approve through that one. That's second. Okay. Emotion. Emotion. We also made a motion.
[00:54:23.280 --> 00:54:28.880]   Martin seconds. All in favor say aye. Aye. Any opposed? And four zero.
[00:54:30.560 --> 00:54:36.640]   Under number five, administrative, we have several items. Any discussion?
[00:54:36.640 --> 00:54:47.040]   Oh, but I'm on section eight. Is that matter? Section eight is volunteers. I'm on that. Oh,
[00:54:47.040 --> 00:54:51.600]   that's okay. Okay. You won't have to recuse your error. Okay.
[00:54:53.600 --> 00:55:06.560]   Oh, they're going to pay you there, Jerry. Let me see. So this includes the policies, correct?
[00:55:06.560 --> 00:55:13.840]   Yes. Okay. Yes. Can I ask, Mr. Davis, you deal with the policies. Are you the main person?
[00:55:13.840 --> 00:55:22.160]   Yes, I'm the main person. Well, okay. So can you explain the procedure of these policies?
[00:55:22.160 --> 00:55:30.400]   Do this, where do they begin at the state level? Yes. And we purchase the OLA. And anytime there's
[00:55:30.400 --> 00:55:38.320]   legislative changes to the policies, the OLA updates those policies. And then we have to
[00:55:38.320 --> 00:55:46.080]   take forward action to when we approve whatever changes were made, be it a OLA service.
[00:55:46.080 --> 00:55:53.920]   So what if you wanted to add something to one of the policies? As long as you can change the
[00:55:53.920 --> 00:56:01.200]   policy, if you don't change, the end of it. Yes. Yes. It's on public. Right. But as long as you
[00:56:01.200 --> 00:56:07.440]   don't change the end of it. We meet the dog. We met. Okay. We met probably two months ago. Okay.
[00:56:07.440 --> 00:56:12.720]   We probably need to do it again. So how many more policies do you got to go through, Robin?
[00:56:12.720 --> 00:56:20.560]   Hundreds. So these first three here, you're rescinding these. So they're gone. Right. And
[00:56:20.560 --> 00:56:26.800]   there's new policies replaced. Okay. But not necessarily listed on this page right now. Correct.
[00:56:26.800 --> 00:56:35.360]   Okay. So the new policies for 30 day public review are these listed, those five, right? And then
[00:56:37.200 --> 00:56:43.360]   the next group are just policy revisions. They're not new policies. Right. No. Okay.
[00:56:43.360 --> 00:56:50.480]   Okay. So when I was looking at the one concerning
[00:56:50.480 --> 00:57:03.920]   CPR. Okay. On that one, that's this whatever color this is. This is salmon or something. I don't
[00:57:03.920 --> 00:57:14.400]   know what it is. I noticed at the bottom, the AED is marked out, that instruction and AED. Do
[00:57:14.400 --> 00:57:26.320]   you know whether that's covered anywhere else? I do not. I know that we do the coaches and even
[00:57:26.320 --> 00:57:33.520]   staff members, they get that drink through the SSAC because you have to have an AED closed.
[00:57:33.840 --> 00:57:40.320]   And at that point, it could be in some practices. And so they there's a training online that they
[00:57:40.320 --> 00:57:45.840]   have to take that's required for them to take. But that our staffs are not. Yeah. Yes, they do.
[00:57:45.840 --> 00:57:50.160]   All our staff take AED course by state school. It's all state school. Okay. Every year that
[00:57:50.160 --> 00:57:54.240]   becomes a freshman every year. Okay. It's not necessarily covered in this policy,
[00:57:54.240 --> 00:58:02.080]   not this policy, but maybe in another policy. But you don't know. Yeah. That policy is we have
[00:58:02.800 --> 00:58:07.040]   several trainings, several hours worth of trainings that the staff have to complete every
[00:58:07.040 --> 00:58:12.400]   year in school. But that's included with the CPR. Yeah. Okay. And we even have to pass that.
[00:58:12.400 --> 00:58:17.280]   We even have to take the course and pass it ourselves on AED. Okay.
[00:58:17.280 --> 00:58:24.160]   She comes, she comes through the machine, she comes through the whole process.
[00:58:24.160 --> 00:58:30.960]   The other discussion on administrative items.
[00:58:30.960 --> 00:58:38.800]   It's required courses of instruction. It says new policy. This is the yellow. Okay.
[00:58:38.800 --> 00:58:45.360]   Now all this is some additions to the required courses of instructions. Right. Because this
[00:58:45.360 --> 00:58:51.200]   covers, this is the yellow. It covers one year of instruction and history, West Virginia history.
[00:58:51.200 --> 00:58:59.520]   And it goes on to talk about health education 6 through 12. And then it talks about a full week
[00:58:59.520 --> 00:59:07.040]   of instruction called freedom week. Okay. Now, this is just that's in policy.
[00:59:07.040 --> 00:59:14.640]   Okay. This is just in addition to that. Is that correct? Correct. Okay. All right. Any more questions?
[00:59:14.640 --> 00:59:21.360]   Anybody else? If not, I'll ask for a motion, a second to prove administrative items. So
[00:59:21.360 --> 00:59:29.120]   Snyder makes the motion. Wilson seconds. All in favor say aye. Any opposed. And it's 4-0.
[00:59:30.080 --> 00:59:33.440]   I bring this to the finance section. Any discussion?
[00:59:33.440 --> 00:59:40.080]   Just that I would, I think I've already talked to Mr. Lucas. I had some questions on this monthly
[00:59:40.080 --> 00:59:44.880]   statement, but I think he's going to try to cover, I asked questions on Friday about this,
[00:59:44.880 --> 00:59:48.400]   because we're going to be talking about that. So, so I don't have any questions.
[00:59:48.400 --> 00:59:56.480]   I'll ask for a motion and a second. Martin makes the motion.
[00:59:58.400 --> 01:00:04.720]   I kind of talked about it. Yeah. A second. Oh, sorry, go ahead. Snyder seconds. All in favor say
[01:00:04.720 --> 01:00:11.920]   aye. Any opposed. Bring this to the personnel section, the blue sheet. Any discussion?
[01:00:11.920 --> 01:00:21.280]   If no discussion, I'll ask for a motion and a second.
[01:00:24.800 --> 01:00:33.680]   Don't be shy. Wilson. Martin. All in favor say aye. Any opposed. Done.
[01:00:33.680 --> 01:00:39.920]   Before we go into the executive session on student discipline, we're going to drop
[01:00:39.920 --> 01:00:46.400]   down to talk about comments and concerns, and we'll ask Mr. Barnett to address those items.
[01:00:46.400 --> 01:00:53.680]   The, obviously if you've seen the Duvall building is on the ground and they're hauling, hauling things
[01:00:53.680 --> 01:01:00.800]   off. So that's always, you know, that's, that's good. They've really done a fantastic job of
[01:01:00.800 --> 01:01:05.920]   getting that thing down quickly, and I was up there, stopped by the seating on the way down,
[01:01:05.920 --> 01:01:11.040]   and they had a, had a big baler there that they were using for the, all the scrap metal. And that
[01:01:11.040 --> 01:01:15.040]   was pretty impressive to watch for that thing, just grab that metal and wrap it up, but then
[01:01:15.040 --> 01:01:23.680]   the load into the trucks. The, we have a pre-construction meeting scheduled for next week,
[01:01:23.680 --> 01:01:28.320]   for the new school. We're doing, we'll, we're doing back-to-back meetings. We're doing a
[01:01:28.320 --> 01:01:32.640]   progress meeting on the demo and a new construction meeting on the same day.
[01:01:32.640 --> 01:01:39.760]   So we'll have that meeting and that will get the ball rolling there as far as when start times are,
[01:01:39.760 --> 01:01:46.400]   and just get it, get it moving. It's, everything's going as scheduled. I think the demo team's
[01:01:46.400 --> 01:01:52.080]   actually a little bit ahead of schedule. They've, they've worked tirelessly, and it's, it's been,
[01:01:52.080 --> 01:01:56.160]   it's been good. We've put out as many bricks as we can possibly put out, and you know,
[01:01:56.160 --> 01:02:04.160]   we've had folks come by and get carloads out. So we, I hope everybody that wanted one got one.
[01:02:04.160 --> 01:02:08.560]   Of course, again, we couldn't, we couldn't promise that. I know the news said last week
[01:02:08.560 --> 01:02:11.760]   we were selling them and by no stretch of the imagination are we selling them.
[01:02:11.760 --> 01:02:21.280]   But they, people have, have been very supportive. A lot of good comments on, on the new building
[01:02:21.280 --> 01:02:27.120]   and the renderings that they see on our website. So we're all excited about it. I, these, the kids
[01:02:27.120 --> 01:02:32.320]   deserve it. Although I got to tell you, I was asked the question by one of the reporters if I would
[01:02:32.320 --> 01:02:37.680]   miss, or if it would make it easier on us to run a board of education without a school in here.
[01:02:37.680 --> 01:02:42.000]   And I said, I got to tell you, I'll miss my little, little ones giving me high fives and,
[01:02:42.000 --> 01:02:47.120]   and, you know, coming up and saying hello to me every morning. And that's, that's been,
[01:02:47.120 --> 01:02:51.920]   that's been pretty enjoyable here with these little guys here. It gets a little noisy from
[01:02:51.920 --> 01:02:55.360]   time to time. We might be trying to have a meeting and they're in there having lunch and,
[01:02:55.360 --> 01:03:01.680]   you know, and it sounds like a locomotive, but by and large it, you know, I feel badly for them
[01:03:01.680 --> 01:03:07.920]   because they're in rooms with no windows and, and, you know, very little extra things. They're
[01:03:07.920 --> 01:03:12.640]   having, they're having lunch in a building with a garage door in it and, and, you know,
[01:03:12.640 --> 01:03:18.720]   temperature fluctuates so much in there. And, but these, the teachers here and the staff have been
[01:03:18.720 --> 01:03:24.480]   very diligent. They've been, they've just been troopers about taking what they have and making
[01:03:24.480 --> 01:03:31.600]   the best of it. And the, the kids feel safe. They, what I see, the kids are happy. But I'm just
[01:03:31.600 --> 01:03:36.800]   looking forward to the day when they can walk into somewhere, a brand new building and just be really
[01:03:36.800 --> 01:03:44.240]   excited and, and build that sense of their own school spirit. Good. Can you give us an update
[01:03:44.240 --> 01:03:50.560]   on the playground status? Playgrounds as far as I think the one at West Hamlin is getting ready to,
[01:03:51.840 --> 01:03:56.800]   they're getting ready to demo that one. There's some other pieces of equipment we're looking at
[01:03:56.800 --> 01:04:03.760]   here in the next few days. Then as they finish that one, they'll move on to the next one. It'll
[01:04:03.760 --> 01:04:14.960]   be a process. All right. I know social media was hot on playgrounds today. So, anybody have anything
[01:04:14.960 --> 01:04:25.120]   else? If not, PSAT and GSA is what Ms. Shortridge referred to a while ago and just allowing those
[01:04:25.120 --> 01:04:30.240]   students who aren't testing to, to, to be virtual, I think is going to be beneficial to us and the
[01:04:30.240 --> 01:04:34.320]   students who are testing because there are no disruptions. The bandwidth, we don't have to
[01:04:34.320 --> 01:04:39.360]   worry about it going in and out and while they're trying because everything's online. And the, you
[01:04:39.360 --> 01:04:46.400]   know, if internet goes out and it locks them down, then, then we've got issues. And the technology
[01:04:46.400 --> 01:04:52.000]   team actually, we had that issue early on because if the power would go out here, the internet went
[01:04:52.000 --> 01:04:57.680]   out across the county because all the servers are housed here. But we purchased a Generac
[01:04:57.680 --> 01:05:05.360]   just for the technology so that the power goes out. It doesn't affect everybody across the county
[01:05:05.360 --> 01:05:09.600]   that it kicks on and still run the servers and people can still be on the internet.
[01:05:09.600 --> 01:05:12.960]   But when are these dates of these? Do you know?
[01:05:12.960 --> 01:05:14.480]   Yes. Ms. Shortridge?
[01:05:14.480 --> 01:05:24.400]   On April 17th, 11th graders only. It's the SAT school day. April 24th is the PSAT. It's not
[01:05:24.400 --> 01:05:29.200]   required, but we'd like to use it for the data. So that's for ninth and 10th graders.
[01:05:30.560 --> 01:05:37.040]   The GSA for three through eight and the DLM, the alternate assessment windows are the same. So
[01:05:37.040 --> 01:05:43.200]   it's the whole month of May. Okay. Usually, most teachers or most schools chose the second week
[01:05:43.200 --> 01:05:49.520]   of May for their windows. Those do did for a little and then the writing assessment, again,
[01:05:49.520 --> 01:05:52.640]   it's different this year. So it's the first two weeks of March.
[01:05:55.200 --> 01:06:01.600]   We have a couple schools also taking the name assessment and that's coming up. So Midway,
[01:06:01.600 --> 01:06:08.960]   Hearts and Hamlin. It's within the next three weeks. I can email you those exact dates. They're
[01:06:08.960 --> 01:06:14.320]   on my desk back there. I'm just curious where they were in the school year. It's four grade mostly
[01:06:14.320 --> 01:06:19.920]   that's taken name this year. Anybody have anything else?
[01:06:22.240 --> 01:06:27.280]   If not, I'll make a motion that we enter in the executive session to discuss the student
[01:06:27.280 --> 01:06:33.520]   discipline issue. Second. All motions, Wilson seconds. The time is
[01:06:33.520 --> 01:06:44.560]   seven oh six. All in favor say aye. Any opposed? None. And we will adjourn to go into executive session.
[01:06:44.560 --> 01:06:46.560]   Thank you.
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