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From YouTube: School Board Meeting - 11/10/2022 - 5:00 PM
A
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2.2-3711A18-1
to
discuss
the
assignment
appointment,
performance
discipline
and
release
of
contract
for
specific
School
Board
employees,
including
the
evaluation
of
the
superintendent,
as
provided
in
his
contract
of
employment.
Eight
for
consultation
with
legal
counsel
retained
by
the
school
board
for
advice
on
specific
legal
matters
requiring
the
provision
of
legal
advice
by
such
counsel,
including
School
Board
policy.
C
E
E
I
E
K
K
L
E
E
E
E
E
M
Yes,
ma'am.
We
have
several
administrators
who
are
new
to
us
this
year,
but
we've
not
yet
had
a
chance
to
publicly
introduce
them
to
the
board
and
recognize
them.
So
three
individuals
in
the
room
today
will
begin
with
Heather
Boyles
is
Heather
able
to
join
us
here
tonight,
hey
Heather,
so
you
all
know
Heather.
She
is
currently
through
your
actions.
M
Now
the
principal
at
Thomas,
Jefferson,
Elementary,
School,
Dr
Boyles,
has
17
years
in
education,
the
last
two
here
in
Bedford
County
as
the
assistant
principal
at
Thomas
Jefferson,
Elementary
School,
and
she
was
also
before
that
at
Forest
Middle
School.
She
began
her
teaching
career
in
Augusta
County,
as
well
as
taught
in
Lunenburg
County
and
in
Lynchburg
City
Schools.
M
She
held
several
leadership
roles
in
Lynchburg
City,
including
coordinator
of
gifted
and
elementary
math,
and
served
as
an
instructional
supervisor
before
coming
and
joining
us
at
BCPS,
Dr
Boyles
earned
her
bachelor's
degree
in
philosophy
and
religion
and
her
masters
of
arts
and
teaching
both
from
Mary
Baldwin
College.
She
completed
gifted
certification
from
the
University
of
Virginia.
M
M
Kathy
brisantine,
hey
Kathy,
I,
see
you
back
there.
This
is
Kathy
brisantine
through
your
actions
is
now
serving
as
the
assistant
principal
at
Stanton
River
Middle.
She
has
14
years
in
education,
the
last
10
serving
in
various
roles
here
in
Bedford
County,
including
seventh
grade
English
teacher
Civics
and
economics
teacher
at
Forest,
Middle,
instructional
technology,
resource
teacher
at
JF,
high
school
and
Lead
Teacher
for
off-site
learning.
When
we
had
Bedford
connects
in
the
first
year
of
the
pandemic
prior
to
joining
BCPS
Mrs
brisantine
started
her
teaching
career
in
Prince
Edward
County.
M
As
a
middle
school
history
teacher,
she
earned
her
bachelor's
degree
in
liberal
studies
from
Longwood
University.
Her
master's
degree
is
in
history
from
Lynchburg
college
and
she
just
recently
completed
her
Administration
and
supervision
certification
program
from
Longwood
University.
Congratulations
to
Mrs
brisantine.
M
As
an
eighth
grade
language
arts
teacher,
where
she
also
served
as
an
assistant
coach
in
basketball,
softball
and
Trek.
She
then
moved
to
Forest
Elementary,
where
she
taught
fourth
and
fifth
grade.
Mrs
Cherry
has
her
bachelor's
degree
in
Psychology,
as
well
as
a
master's
degree
in
teaching
both
from
the
University
of
Virginia.
M
E
E
E
E
E
K
Good
evening
board
Madam
chair,
I'm,
Cindy
Young
House
of
the
recently
adjusted
District
Seven.
Thank
you
for
this
opportunity
to
address
you
and
when
addressing
you
based
on
a
new
rule,
no
one
is
allowed
to
speak
your
names.
So
if
I
were
to
address
each
of
you
specifically
by
name
that
would
be
disrespectful
of
your
preference,
it
would
be
rude,
agitating
and
harmful.
Likewise,
when
gender,
diverse
students
or
staff
declare
how
they
want
or
do
not
want
to
be
addressed
when
that
important
preference
is
not
upheld,
it's
harmful
the
yonkin
model
policy.
K
Of
course,
The
Establishment
Clause
of
the
First
Amendment
recognized
and
lauded
by
all
true
Christian
Patriots
does
not
provide
for
imposition
of
religious
beliefs
onto
students
harming
others
in
the
name
of
a
religion
is
not
Liberty.
It's
wrong.
Religion
must
not
be
established
at
the
expense
of
another
person's
well-being.
K
K
Bcps
draft
policy,
POC
section
D
number
three
fails
to
provide
any
protections
for
non-binary
students,
then
section
D
number,
six
completely
undermines
potential
policy
protections
by
permitting
willful
misnaming
and
misgendering
by
staff
and
other
students
from
equalityva.org
quote:
Virginia
laws.
Also
protect
trans
and
non-binary
students
from
discrimination
in
schools
and
universities,
including
misgendering,
using
the
wrong
name,
denying
access
to
a
restroom
that
best
aligns
with
gender
identity
or
otherwise
creating
an
unequal
educational
experience.
K
End
quote
in
conclusion:
predicating
support
of
discriminatory
policy
on
patently
false
assumptions
that
the
existence
of
gender,
diverse
students
or
staff
is
somehow
threatening
will
in
itself
cause
great
harm.
All
good
Christians
know
that
fear,
especially
non-evidence-based
misguided
fear
of
the
other
drives
out
love
when
this
type
of
fear
informs
policy
development.
That
policy
will
be
malformed
and
misapplied.
Please
revise
the
current
draft
policy
for
inclusivity
of
all
students.
Only
then
will
privacy,
dignity
and
respect
be
truly
honored.
Thank
you
for
your
time.
N
Hey
good
evening,
my
name
is
Stephen
Hill
I'm,
a
constituent
of
District
three
I'm
here
today
to
discuss
concerns
from
the
English
teachers
of
Bedford
County
I'm.
Here
speaking
on
behalf
of
several
of
them.
That
asked
me
to
come
to
speak
because
their
administrators
communicated
to
them
that
they
are
not
allowed
to
bring
this
to
you
themselves.
N
So
I'm,
here
to
speak
on
their
behalf,
teachers
at
the
secondary
level
have
been
told
that
they
must
only
use
the
new
Savas
textbook
as
their
soul
curriculum
and
must
not
use
any
other
sources
activities
novels
Etc
in
their
classrooms.
This
information
has
not
been
made
clear
to
parents,
as
the
county
is
not
being
upfront
to
the
parents
calling
the
textbook
the
new
curriculum,
but
a
textbook
in
itself
is
not
curriculum.
N
Many
teachers
have
raised
concerns
and
questions
over
the
Mandate
with
no
answers
to
their
questions
and
met
with
refusals
to
meet
with
their
concerns
teachers.
When
questions
were
asked
about,
who
made
the
decision
to
use
a
textbook
as
a
resource
and
not
just
as
an
aide
in
the
classroom,
the
it
was
told
to
them.
The
school
board
spent
seven
hundred
thousand
dollars
and
they
expected
to
be
used
every
day,
but
they're
also
told
that
they
could
not
come
to
the
board
for
their
concerns.
N
N
The
textbook
is
repetitive
and
for
each
passage,
there's
the
same
activities
and
responses.
The
expectations
for
students
are
often
over
the
grade,
level's
ability
to
comprehend
and
does
not
allow
for
student
engagement,
variety,
differentiation
or
teacher
discretion.
The
textbook
is
centered
around
an
essential
question
model
which
is
not
teaching
with
the
Virginia
Sol
standard,
as
the
textbook
was
written
with
a
common
core
standard
in
not
Virginia
standards.
Some
of
these
questions,
borderline
or
pushing
political
agendas
without
teaching
novels
students
are
missing
so
much
that
are
used
to
spiral.
N
The
standards
while
reading
students
are
also
missing
out
on
engaging
current
techs
that
they
are
interested
in
novels
to
teach
life's
lessons
following
the
moral
thread
and
in
the
students
enjoying
the
graphic
novel
to
become
lifelong
readers,
when
they're
exposed
to
techs
that
they
enjoy
the
textbook
is
lacking
any
type
of
instruction.
It
sets
the
student
up.
It
sets
up
for
students
that
have
already
mastered
that
skill
and
the
textbook
being
referred
to
as
curriculum,
and
it's
more
of
a
daily
script
for
teachers
and
excuse
any
other
sources.
N
This
removes
the
aspect
of
differentiation
not
only
to
just
a
student,
but
also
between
core
and
advanced
classes.
There
would
be
no
need
for
advanced
classes
when
they're
exactly
the
same
as
the
core.
Apparently,
all
the
English
teachers
sign
tag
plans
for
gifted
students,
they're
offering
Services
through
advanced
classes.
This
is
not
the
case
if
they're
not
allowed
to
make
their
own
choices
with
the
curriculum.
The
daily
script
requires
teacher
to
follow
standards
and
order
the
textbook
lays
down,
which
is
not
aligned
directly
with
the
Sol
standards.
N
There
are
many
standards
that
are
not
in
the
sols
that
are
taught
in
the
textbook.
Give
an
autonomy
teacher
would
focus
on
the
standards
that
apply
to
Virginia
sols
and
remove
the
ones
that
are
solely
for
the
Common
Core.
In
summary,
teachers
are
not
refusing
to
use
the
textbook.
They
would
like
to
be
treated
as
professionals
and
allowed
to
implement
materials
activities
and
resources
from
the
textbook
to
best
meet
the
needs
of
their
students.
There
are
wonderful
stories
in
the
textbook
that
align
perfectly
with
the
sols.
N
They
would
just
like
to
have
the
opportunity
to
make
those
choices.
Also,
the
rationale
for
the
change
from
the
Administration
has
not
been
shared
with
the
teachers.
They
feel
like
it's
important
for
them
to
be
able
to
receive
that
as
well.
When
the
textbook
was
chosen
last
year
through
multiple
presentations,
the
salespeople
were
emphasize
the
flexibility
of
the
curriculum
and
the
use
of
novels
to
teach
standards.
The
textbook
was
a
reference
to
teachers
to
use
as
much
or
as
little
as
they
would
need
in
their
individual
classroom.
N
We
don't
want
him
just
to
have
to
follow
the
the
textbook
every
day
the
teachers
that
I'm
speaking
on
half
behalf
of
have
already
asked
all
these
questions
to
the
administrator,
the
central
stat,
the
central
staff
and
civically
Dr
Eisenhower,
but
to
failed
to
receive
any
answers
these
managers
refuse
to
meet
or
discuss
with
their
own
employees.
I
should
not
have
to
spend
time
this
evening
discussing
secondary
English
textbooks
at
a
school
board
meeting
when
the
central
office
could
alleviated
all
these
concerns
by
having
the
common
decency
to
answer
the
questions
of
their
staff.
Thank.
O
O
We
addressed
also
the
impact
of
books
such
as
white
fragility
and
how
to
be
an
anti-racist,
critical
race,
Theory
or
culturally
responsive
teaching
still
looms
large
among
some
vocal
voices
in
Bedford
County,
whether
they're,
whether
through
premeditated
commitment
or
through
intellectual
ignorance.
Let
us
quickly
review
what
has
transpired.
O
Crt
was
developed
in
higher
Academia
about
30
years
ago.
It
has
since
grown
and
metastasized
within
the
broader
culture
government,
many
public
institutions,
a
large
part
of
the
private
sector
and
throughout
education.
The
academy
in
education,
CRT
has
specifically
impacted
school
systems,
curricula,
pedagogy
teaching,
training
programs
and
student
learning
from
higher
education
through
K-12.
O
O
Some
insist
that
premise
be
accepted
without
scientifically
based
proof.
The
underlying
assumption
in
this
premise
is
that
some
have
succeeded.
Only
because
others
have
not
been
allowed
to
succeed
with
CRT
those
who
succeed
have
always
become
the
exploitative
and
hated
new
bourgeoisie.
That
is
also
one
of
crt's
absurd
conclusions.
Of
course,
all
of
crt's
pseudo-intellectual
basis
can
be
easily
discredited,
both
logically
and
empirically,
for
CRT
Advocates.
The
remedy
for
unjust
disparity
is
always
forced.
Equity,
essentially,
Marxist
base
the
quality
of
outcome.
O
All
denizens
of
George
Orwell's
Animal
Farm,
must
be
equal.
The
quad
Equity
is
hence
the
complete
rejection
of
the
idea
of
equality
of
opportunity,
the
very
basis
upon
which
this
great
nation
was
founded.
Those
who
dissent,
who
had
the
courage
to
speak
out
against
CRT,
are
often
branded
as
racist,
sexist
and
or
judgmental.
Many
are
also
accused
of
banning
books,
even
though
it
is
CRT
Advocates
who
are
really
Banning
the
Western
tradition
and
its
books
with
CRT.
There
is
also
no
room
for
dispassionate
discussion
and
debate.
O
Why?
Why
engage
intellectually
when
a
shutdown
Smackdown
will
work?
Just
fine
the
left,
never
debates.
There
is
no
room
for
honest
critique,
including
proper
analysis
and
discussion
of
crt's
assumptions,
premises
and
conclusion.
The
conclusions
there
is
no
room
for
empirically
and
based
knowledge.
There
is
no
room
for
discovery
of
Truth.
There
is
room
only
for
Conformity
and
group
thing:
teachers,
administrators
parents,
other
concerned
citizens
and
the
students
may
be
unaware
of
the
full
implications
of
CRT.
Perhaps
the
foremost
implication
is
that
some
have
become
unintentional,
CRT
facilitators.
Thank
you.
P
Hello,
my
name
is
Kelsey
maves
and
I'm.
The
parent
of
two
students
who
attend
otter,
River,
Elementary
School
in
District
7.
I,
have
also
been
licensed
to
teach
elementary
and
special
education
in
the
state
of
Virginia
for
the
past
10
years
before
I
begin,
I
would
like
to
start
by
saying
that
we
have
loved
our
time
at
ores.
The
teachers
and
staff
are
amazing.
P
After
being
misinformed
by
someone
in
executive
leadership
for
Bedford
County
Public,
Schools
I
did
further
research
and
discovered
that
my
son's
class
is
the
largest
kindergarten
or
first
grade
in
the
district.
These
numbers
are
unacceptable
to
say
the
least.
I
have
taught
predominantly
upper
elementary
school
during
my
10
years
of
teaching
and
I
have
experienced
classes
of
this
size.
I
know
from
experience
that,
while
these
numbers
are
inconvenient
in
the
Upper
Elementary
grades,
they
are
doable
as
an
upper
elementary
school
teacher.
P
I
wholeheartedly
believe
that
this
will
be
the
fate
of
some
of
the
our
first
graders
at
otter,
River
Elementary.
If
we
do
not
step
up
to
solve
this
problem,
I
have
reached
out
to
someone
on
this
board
and
was
given
the
response
stating
that
the
positions
for
ores
have
been
put
up,
but
that
is
hard
to
hire.
After
the
beginning
of
the
year,
first
I
have
looked
at
the
hiring
page
and
as
of
last
night,
there
are
no
positions
for
Otto,
River,
Elementary
School,
currently
up.
P
Second,
this
response
is
concerning,
because
it
insinuates
that
this
board
was
unaware
of
this
issue.
Prior
to
the
beginning
of
the
school
year,
my
son's
kindergarten
class
last
year
was
24
students,
which
grew
to
27
over
the
summer.
This
is
the
second
year
that
he
has
had
a
ridiculous
size
class,
even
with
phenomenal
teachers.
It's
not
acceptable.
P
If
this
board
was
unaware
of
these
numbers,
then
I
fear.
You
have
missed
the
mark.
I
not
only
want
to
approach
this
issue
with
concerns
for
the
students,
but
also
with
concerns
for
our
teachers.
Otter
river
is
currently
moving
teachers
around
each
year.
This
is
taxing,
tiring
and
truly
unsustainable.
My
son's
teacher
Hannah
speak
is
absolutely
amazing.
P
This
board
should
be
proud
to
have
her
as
a
teacher
she's
young
vivacious
and
can
connect
with
our
students
in
a
way
that
not
many
can.
She
is
giving
this
her
this
year.
Her
absolute
all
but
I
fear
that
our
lack
of
support
will
burn
her
out.
Are
we
going
to
pay
her
more
because
she's
essentially
teaching
two
classes?
P
How
do
you
justify
one
teacher
prepping
for
a
class
of
14,
while
the
other
has
a
class
of
27.
thanks
to
Miss
Moore,
the
principal
she
has
the
assistance
of
two
aides
who
split
their
time
in
this
classroom.
Unfortunately,
adding
more
bodies
to
the
situation
is
not
the
answer.
This
class
needs
to
be
split.
Among
two
teachers,
even
with
the
extra
coverages
emergencies
arise
and
teachers
get
sick,
so
sometimes
there
are
no
AIDS
in
this
classroom.
P
A
20
to
27
ratio
in
first
grade
at
any
time
is
not
only
an
academic
concern,
but
a
safety
concern.
I
have
heard
the
response
of
many
on
this
board.
I
understand
we
are
still
trending
with
State
Standards.
However,
I
have
also
heard
some
of
you
campaign
on
the
terms
that
parents
and
teachers
voices
matter
I
can
say
that
I
have
not
felt
heard
and
I
don't
think
my
teacher
has
felt
hurt
either.
P
Q
Q
Q
Bedford
County
Schools
should
not
be
social,
Engineers,
accommodating
adolescent
identity
crises
or
the
latest
trends.
They
should
be
respecting
the
abilities
of
students
and
teaching
them
the
subjects
and
skills
that
are
required
to
equip
them
as
Learners
workers
and
citizens.
The
proposed
2022
model
policies
seek
to
remedy
many
of
these
concerns.
They
are
fundamentally
sound
based
on
scientific
truth
about
male
and
female
sex,
biological,
Child,
Development
and
maturation,
and
the
inherent
rights
of
parents
in
raising
their
children.
Q
No
child
should
be
lied
to
or
expected
to
believe
a
lie
about
the
scientific
reality
of
male
or
female
sex.
The
science
of
the
human
binary
can
never
be
erased.
It
is
built
into
our
DNA
by
our
creator,
forcing
a
student
to
acknowledge
that
another
student
or
educator
is
not
their
true.
Sex
violates
their
rights.
No
one.
A
student
parent
teacher
or
School
administrator,
asserting
a
claim
or
trans
identification,
has
the
right
to
dictate
that
the
world
around
them
accommodate
their
subjective
perception
of
self
and
claim
a
superior
right
over
others.
It's
just
not
right.
Q
No
student
should
be
subject
to
denying
their
own
privacy
and
protection
on
the
basis
of
sex
nor
lose
equal
access
to
their
educational
benefits
and
opportunities.
Now,
we've
seen
firsthand
in
Loudoun
County
what
Virginia
has
wrought
imposing
an
ideological
Viewpoint,
an
education
that
upends
the
truth
about
the
sexes.
Q
I'm
going
to
skip
on
down
Virginia
schools
are
required
under
federal
law
to
comply
with
Title
IX
civil
rights
law
that
prohibits
discrimination
and
education
programs
and
activities
on
the
basis
of
sex.
The
Biden
administration's
unconstitutional
reinterpretation
of
the
meaning
of
sex
under
Title
IX
is
gender
identity,
rightly
has
been
enjoined
by
federal
district
court
as
executive
overreach
and
legislative
rulemaking
Biden's
guidance
from
the
U.S
Department
of
Education
and
EEOC.
Q
R
I,
really
only
contrary
to
what
you
normally
would
hear
from
me.
I
really
have
two
words
tonight
and
but
one
concern,
and
that
is
the
event
coming
in
February,
the
satanic
temple
event
and
movie
night,
with
the
Fern
Gully
movie,
I'm
not
going
to
go
into
any
of
those
details,
as
I
said,
I
really
really
don't
have
any
other
words
to
say.
R
R
R
R
Their
first
Allegiance
is
to
the
kingdom
of
heaven
for
those
who
name
the
name
of
Yeshua
Messiah,
they
are
ambassadors
of
the
ministry
of
reconciliation
and
I.
Thank
you
for
those
who
fulfill
that
call
I
ask
that
you
would
bless
them
and
keep
them
and
make
your
face
shine
upon
them
and
give
them
peace,
k
the
Lord
Jesus
amen.
E
I
have
a
motion
by
Dr.
Miley.
Do
I
have
a
second
by
Mr
Nelms
any
discussion,
all
those
in
favor
signify
by
saying
I,
I
opposed
consent
agenda
is
approved,
we're
going
to
address
items
that
we
didn't
get
to
earlier,
which
is
basically
everything.
So,
let's
start
off
with
item
3.01
Athletics
update,
Dr
Cornett,
please.
O
I
Okay
in
June
of
2022
Forest
Middle
School
had
a
request
to
add
middle
school
competition
cheer,
as
the
Athletics
team
met
to
discuss
the
request,
we
used
policy
DBA
to
guide
us
through
this
process.
Some
highlights
of
this
policy
state
that
all
recommendations
regarding
new
sports
or
activities
shall
address
these
factors:
student
interest
facility,
availability,
Staffing
capability
impact
on
existing
sports
or
activities
and
the
cost.
I
Of
course,
the
division
superintendent
will
review
the
principal's
recommendation
and
if
the
superintendent
concurs
with
the
principal's
recommendation,
in
this
case
the
BCPS
athletic
team,
then
he
would
forward
that
recommendation
to
you
as
part
of
his
annual
budget
proposal.
The
policy
goes
on
to
say
if
the
school
board
elects
to
add
a
new
sport
or
activity,
the
opportunity
for
the
sport
or
activity
shall
be
made
available
to
all
other
middle
or
high
schools
in
the
district.
Your
division.
I
The
BCPS
athletic
team
met
on
July
28
to
initially
discuss
this
request
and
plan
for
data
collection,
each
middle
and
high
school
principal
and
athletic
director.
Then
work
collaboratively
with
both
the
high
school
and
middle
school
cheerleading
coaches
to
gather
some
of
the
data,
the
team
reconvened
on
August
25th
to
analyze
and
discuss
the
data
and
the
team
recommendations.
I
So
the
first
factor
in
adding
a
middle
school
competition,
cheer
team
that
was
discussed
was
athlete
safety.
The
VHS
cell
does
not
oversee
or
govern
Middle
School
sports,
so
BCPS
policy
states
jfcj
states
that
rules
of
the
vhsl
shall
also
apply
to
BCPS
Middle
School
sports.
There
are
very
specific
rules
at
the
high
school
level
for
cheer
that
address,
which
tosses
and
stunts
are
allowed
and
which
are
prohibited.
I
So
there
was
unanimous
agreement
that
there
is
interest
and
a
need
for
middle
school
competition
cheer
in
BCPS.
The
addition
would
have
a
positive
impact
on
the
cheer
programs
at
the
high
school
level
and
we
did
not
project
any
negative
impact
on
existing
programs.
If
the
sport
is
added,
an
additional
Middle,
School,
coach
and
coaching
stipended
would
be
needed.
As
far
as
the
structure
of
the
team,
the
Middle
School
sideline
cheer
team
would
compete
in
competitions
with
the
addition
of
any
8th
grade
sideline
cheerleaders
on
the
JV
team.
I
Additional
uniforms
would
not
be
needed
and
if
any
sideline
cheerleaders
do
not
feel
comfortable
competing
or
do
not
want
to
participate
in
competitions,
they
would
not
be
required
to
do
so,
and
they
would
still
be
able
to
be
on
the
sideline
cheer.
Team
teams
could
compete
in
up
to
three
competitions
per
year.
Currently
our
varsity
teams
are
allowed
to
compete
in
up
to
five
competitions
per
year.
I
The
middle
school
team
would
utilize
Transportation
with
the
varsity
team
attending
the
same
competition,
so
there
would
be
no
additional
Transportation
costs,
so
this
slide
basically
outlines
the
estimate
for
the
cost
to
add
Middle
School
comp
cheer
in
all
three
middle
schools.
You
can
see
that
additional
middle
three
additional
Middle
School
coaches
would
cost
approximately
four
thousand
dollars
tournament
entrance
fees,
approximately
six
hundred
dollars
per
school,
so
eighteen
hundred
dollars,
the
the
biggest
cost,
would
be
cheer
mats
they're
strongly
preferred
by
the
coaches.
I
I
The
athletic
team
believes
that
the
addition
of
all
three
Middle
School
sports
cross-country
track
and
comp
cheer
would
be
extremely
beneficial
to
the
students
in
the
existing
programs.
We
would
recommend,
as
funding
is
available,
that
the
sports
be
added
in
the
order
of
request,
unless
all
three
Sports
can
be
added
at
one
time,
which
would
be
approximately
forty
five
thousand
dollars
per
year.
I
This
slide
shows
the
total
number
of
athletes
broken
down
by
each
season
and
the
corresponding
number
of
injuries
that
the
athletic
trainers
who
are
based
at
each
High
School
treat
both
high
school
and
middle
school
injury
data
is
shown.
You
can
see
the
ratio
of
the
number
of
high
school
athletes
to
the
number
of
injuries
treated
by
the
trainer
is
.42
and
the
ratio
of
the
number
of
middle
school
athletes
to
the
number
of
injuries
treated
by
the
trainer
is
.1996.
I
Although
there
is
a
significant
lower
number
of
middle
school
athletes
compared
to
the
high
school,
the
data
indicates
that
the
trainers
due
to
the
demands
and
the
number
of
injuries
at
the
high
schools
are
unable
to
provide
the
same
level
of
service
to
middle
school
athletes.
Another
way
of
thinking
about
this
data
is
for
every
100
athletes
at
the
high
school.
The
trainers
are
treating
84
for
injuries
for
every
100
athletes
at
the
middle
school.
The
trainer
is
treating
20
athletes
for
injuries.
I
Her
current
three
trainers
do
an
outstanding
job,
they're,
vital
to
the
success
of
the
BCPS
Athletics.
This
data,
coupled
with
the
fact
that
our
trainers
are
covering
multiple
High
School
events.
At
the
same
time,
often
at
venues
that
are
not
in
close
proximity
just
suggests
that
extra
trainer
support
is
needed,
especially
prior
to
adding
any
additional
Sports
and
BCPS.
I
As
Dr
Calvert
presented
last
month
in
the
Staffing
standards
presentation,
an
additional
10-month
trainer
to
split
between
each
High,
School,
Middle
School,
would
cost
approximately
two
hundred
and
seven
thousand
dollars.
Contracting
with
a
company
for
three
Trainers
for
approximately
20
to
25
hours
per
week
would
cost
approximately
a
hundred
and
five
thousand
dollars.
I
The
right
column,
estimate
of
a
hundred
and
fifty
thousand
dollars
includes
the
cost
of
Contracting
with
a
company
for
extra
trainer
support.
Please
note
that
the
cost
of
adding
cross
country
does
not
include
uniforms,
as
that
cost
was
included
in
the
track
estimate,
as
teams
would
utilize
the
same
uniforms
in
closing.
I
I
I
I
E
E
I
I
E
E
E
E
Your
sports
injury
data
now
am
I
correcting
the
assumption
that
the
numbers
for
Middle
School
are
relatively
less
because
you
only
have
three
grades
in
the
middle
school
as
opposed
to
four
in
the
high
school,
and
you
don't
have
as
many
sports
offerings.
Is
that
correct?
All
of
that?
Yes,
ma'am?
Okay.
So
so,
if
we
had
ratio
wise
we're
about
the
same.
I
Ratio
wise,
as
far
as
the
number
of
athletes
to
the
number
of
injuries
treated
middle
schools
are
significantly
less
because
the
the
number
of
games
at
the
high
school
and
the
number
of
hours
required
at
the
high
school,
the
Middle
School
trainers,
are
less
at
the
less
at
the
middle
schools.
Is
that
answering
your
question?.
M
Yeah
Mrs,
Kirby
I
think
there's
there's
injuries
that
are
occurring
at
middle
school
that
are
not
being
treated
by
the
trainer
because
they're
not
physically
present
to
treat
it.
So
these
numbers
shouldn't
lead
you
to
believe
that
there's
fewer
kids
get
hurt
at
Middle
School.
It's
just
fewer
kids
get
treated
because
the
trainers
at
the
high
school
and
can't
get
to
the
middle
school,
so
those
are
calls
to
9-1-1
or
calls
to
parents
or
the
coaches
having
to
take
that
responsibility
in
that
additional
liability.
With
the
injury
that
fairly
accurate
Josh
yeah.
S
H
I
So
vhsl
does
not
oversee
Middle
School
sports,
so
the
nfhs
they
they
write.
The
rules
for
vhsl
those
nfhs
rules
do
not
apply
to
Middle
Schools
USA
cheer.
Also,
they
work
with
nfhs
on
the
spirit
rules,
so
those
are
the
ones
that
that
do
have
recommendations
for
middle
schools.
So
when
I
called
bhsl
they
they
encouraged
me
to
reach
out
and
look
at
the
ush
here.
So
that's
where
that
came.
I
I
H
I
H
I
H
M
So
just
for
clarity,
we
currently
don't
have
middle
school
competition
chairs
sponsored
by
the
school
division.
We
have
travel
teams
and
travel
teams
are
not.
They
don't
fall
under
our
umbrella,
so
Mr
Hill
I,
think
the
travel
teams
probably
do
more
than
we
would
be
comfortable
allowing
them
to
do
because
we're
going
to
follow.
H
I
It
would
certainly
be
more
sufficient
than
no
additional
trainer
support.
I.
Think
I.
Think
the
the
pros
on
the
other
one
would
be
a
full-time
trainer
would
really
get
to
know
our
community
and
really
get
to
know
our
athletes
and
have
a
lot
more
flexibility
with
the
hours
than
than
obviously
a
contracted
trainer.
If
that's
what
you're
asking
okay.
I
I
E
Because,
again,
like
I,
said
we're
looking
at
a
distance
of,
he
had
happened
to
bring
a
student
from
Forest
Middle
School,
all
the
way
over
here
to
get
to
the
training
room
to
ice
and
Ankle
right.
So
you
know,
I
was
just
wondering
if
we
had
enough
Provisions
at
the
middle
school
to
have
adequate
first
aid.
If
we
needed
it.
I
I'm
not
aware
that
we
have
the
equipment
at
any
of
the
middle
schools
now
the
other
two,
the
other
two
middle
schools
and
high
schools
are
very
close,
so
that
would
be
easy
easier
to
to
schedule
and
work
out
of
the
one
training
room,
but
that
would
certainly
have
to
be
discussed
and
work
through.
Thank
you.
E
L
Yes,
good
evening
before
you
tonight
is
data
that,
as
of
September
the
first
three
months
of
the
year
and
projecting
out
how
the
whole
year
will
come
out.
So
this
is
early
in
the
year.
There's
old
one-fourth
their
way
through
so
I
do
the
best
I
can
in
in
projecting
what
the
expenses
and
also
the
revenues
are
going
to
be.
L
L
It's
mostly
driven
by
what
our
membership's
going
to
be
so
I
believe
at
the
next
board,
meeting
Mark
Blankenship
will
be
presented
on
our
numbers,
but
we've
already
reported
those
to
the
state
and
our
membership
is
up,
so
we
do
see
additional
money
coming
in
four
state
funds.
We
also
see
sales
tax
really
coming
in
strong
so
far
this
year,
so
I
did
project
additional
sales
tax.
L
The
way
sales
tax
work,
the
more
the
more
you
get
in
sales
tax.
You
actually
lose
some
in
basic
Aid,
that's
how
the
formula
works,
so
you
don't
get
all
of
it.
So
that
is
a
fraction
of
what
we
the
sales
tax
is
up
more
than
that,
but
you
lose
some
on
the
basic
Aid
side.
That's
how
the
state
formula
works
there
and
I
did
make
a
reduction
on
the
federal
side.
I.
L
Do
you
know
we
set
aside
a
little
bit
over
two
million
dollars
for
sr3
or
covert
related
expenditures
this
year
in
the
operating
fund,
but
I
only
see
us
probably
spending
about
a
million
of
that.
So
I
did
reduce
that,
but
I
also
made
a
reduction
on
the
expenditure
side
for
that
too,
so
that
Nets
out
both
on
expenditures
and
on
the
revenue
so
overall
I
do
see
the
revenues
coming
in
about
1.5
million
above
projection
once
again,
that's
pretty
early
on.
L
L
L
First
of
all,
transportation.
We
do
see
that
we're
ahead
projected
incoming
over
budget
there,
the
biggest
impact
there
is
we're
struggling
to
fill
routes
and
so
we're
bringing
in
substitutes
as
much
as
we
can
there's
overtime,
there's
overshift
and
they're
doing
everything
they
can
to
get
all
the
kids
to
school
every
day.
And
it's
it's
a
thing.
It's
an
issue
that
we're
just
going
to
have
to
deal
with
and
and
continue
to
come
up
with
ideas
on
how
we
can
get
more
bus
drivers.
L
It's
just
a
problem
right
now:
I,
don't
think
we're
the
only
district
with
that
problem,
but
going
forward
we're
going
to
be
looking
at
different
ideas
on
how
we
can
get
more
drivers
to
come
in
and
fill
those
spots.
But
we
do
see
that
what
is
not
in
this
forecast
and
I'll
speak
a
little
bit
to
that
tonight.
Is
a
fuel
escalation
and
we'll
probably
be
hit,
we'll
probably
be
realizing
transportation
will
come
in
even
more
over
budget
in
the
second
half.
L
L
We
will
have
fuel
heating
fuel
harder
to
predict
that
one
as
we
haven't
really
hit
the
winter
months
yet,
but
on
the
maintenance,
the
pressure's,
coming
really
from
the
repair
and
replace
line
electrical
is
projected
coming
over
right
now
and,
as
I
said,
heating
oil
will
probably
come
in
a
little
bit
higher,
so
we're
seeing
some
pressures
there
hard
to
tell
because
repair
and
replace
and
things
braking
can.
Actually.
L
This
could
come
in
higher
or
it
could
come
in
lower,
as
the
year
goes
on
depends
on
how
many
units,
or
things
break,
that
don't
really
go
into
the
CIP
fund.
They're
eight
ten
thousand
dollar
units.
It
doesn't
go
into
the
CIP.
It
actually
comes
out
of
the
operating
budget
as
we
repair
those
and
it's
too
hard
to
tell.
L
But
I
do
see
pressure
right
now
that
that's
going
to
come
in
over
budget,
we'll
brief
the
board
as
we
go
on
in
the
year,
but
overall,
not
too
concerned
with
our
revenues
coming
in
stronger
and
you
can
see
if
everything
played
out
just
like
it
is
our
Indie
bounce
would
be
right
around
1.6,
1.5
million.
So
if
transportation
and
maintenance
continue
to
see
those
pressures
towards
the
end
of
the
year,
we'll
have
to
do
supplemental
Appropriations
to
take
some
of
that
additional
State
money
and
allocate
them
to
maintenance
and
transportation.
L
L
L
Go
to
the
final
slide,
we'll
go
to
the
final
page.
That's
on
board
docs,
but
I'll
go
Slide
by
slide
here
the
nutrition
fund,
as
always
at
the
beginning
of
the
year.
We
have
expenditures
during
the
summer
months
when
there's
no
Revenue
coming
in.
So
we
are
at
a
loss
in
the
first
quarter.
Usually
that's
made
up
in
the
second
third
and
fourth
so
too
hard
to
tell
how
that
will
end
this
year,
but
we'll
monitor
that.
L
L
You
can
see
that
current
Bounce
About
587,
actually
the
500
000.
There
is
still
reserved
for
the
textbook
adoption
that
we
didn't
do,
because
we
didn't
have
the
state
list
and,
as
I
understand
from
the
instruction
Department.
That
list
still
is
not
completed.
So
we're
not
proceeding
forward
and
we
don't
expect
to
have
that
list
until
next
summer.
So
there's
still
some
of
the
adoption
that
we
were
going
to
go
forward
with
last
summer
and
that's
postponed
until
the
state
gives
us
some
guidance
on
what
are
approved,
approved
list
of
that
curriculum.
C
L
Maintenance
Reserve
fund.
The
maintenance
committee
overlooks
this
with
the
CIP.
This
is
just
an
accounting
of
that
there
were
a
lot
of
receivables,
so
I'll
be
updating
this
for
that
maintenance
committee.
As
a
lot
of
this
changes
over,
but
a
bounce
of
about
1.8
million
there,
and
as
some
of
these
projects
get
completed
and
spent
down,
it's
local
there's
some
local
money
going
in
there.
There's
State
money
going
there
and
there's
also
sr3
and
sr2
coveted
relief
money
going
in
there.
So
there's
a
lot
of
moving
Revenue
items
coming
into
this
account.
L
So
we'll
keep
you
briefed
on
that,
but
we
do
have
some
for
HVAC
projects
that
are
pretty
close
to
completion
still
waiting
on
parts
on
those,
and
we
also
have
we're
also
gearing
up
for
good
view
in
TJ
for
next
summer.
So
those
projects
really
haven't
started.
In
essence,
the
parks
will
start
coming
in
and
they'll
be
done
in
Earnest
next
summer
and
then
the
last
one
is
our
self-insured
fund.
When
you
start
a
new
year,
everybody's
deductible
start
over,
so
you
would
expect
in
the
first
quarter.
L
Employees
are
bearing
a
lot
of
that
until
deductibles
are
hit,
so
we
did
see
from
the
beginning
of
the
year
our
bounce
was
5.3
million
and
as
of
September,
it
was
5.8.
So
we
did
see
an
increase
that
usually
erodes
as
the
year
goes
on.
Through
the
budget
process,
we
did
go
up
five
percent
on
our
rates,
so
there
is
more
money
flowing
into
the
count,
so
we'll
have
to
continue
to
monitor
that
through
the
year,
but
a
good
start
so
far,
no
deterioration
there,
which
I'm
happy
to
report
in
the
first
quarter.
L
L
Yes
and
correction
on
that
title:
it
is
actually
in
the
CFA
cffr.
It
stands
for
comprehensive
annual
financial
report.
That's
that's
developed
and
put
together
by
the
county
we're
a
subunit
of
the
county,
so
we're
included
in
that
and
I've
referenced
some
pages
in
The
kafir
as
we
refer
to
it
in
the
financial
world.
For
you
to
look
at
that's
where
the
our
sections
are
broken
out.
This
was
actually
what
I
referenced
here
is
the
2021
audit
that
was
completed
by
the
county.
L
L
L
But
there
has
to
be
one
system
administrator.
That's
me
so,
but
I'm
able
to
give
them
an
audit
report,
and
so
that
has
come
off
the
internal
control
concern
for
the
Auditors
I'm
happy
to
report,
but
that
was
on
there.
Two
years
ago.
I
did
put
a
little
bit
of
explanation
here.
When
you
look
at
the
kaffir,
it's
very
complicated.
L
We
take
our
cash
basis,
budget
that
you
work
with
and
that
I'm
reporting
on
in
the
first
quarter
and
then
you
add
in
fixed
assets,
Actuarial
studies
on
our
other
post
retirement
benefits
and
so
a
lot
flows
in
there.
But
the
data
is
there
and
I'll
be
happy
to
answer
any
questions
you
might
have
on
the
financial
statements.
G
C
Good
evening,
members
of
the
board
tonight
I
would
like
to
share
with
you
some
first
quarter:
division
data
and
support
being
provided
to
schools
during
the
first
nine
weeks
of
our
school
year.
As
a
reminder,
each
school
does
have
some
individual
data
that
principals
and
teachers
monitor
that
is
contained
in
each
school's,
continuous
School,
Improvement
plan.
All
schools
now
have
their
csip
available
on
the
individual
schools
websites.
C
All
of
the
data
being
shared
tonight
provides
initial
levels
of
guidance
for
teachers
to
Target,
specific
learning
needs
of
their
classes
and
individual
students,
strengths
and
weaknesses.
While
I
am
just
going
to
be
sharing
the
overview
for
division
data,
schools
do
have
the
ability
to
break
down
the
data
into
much
more
individualized
categories,
to
focus
on
tiered
interventions,
remediation
and
individualized
daily
instruction
for
students.
C
Elementary
schools
do
have
more
common
assessment
data
points
than
the
secondary
schools.
However,
in
the
second
quarter
we
will
have
more
information
about
division
benchmarks
and,
at
the
end
of
this
presentation,
I'm
going
to
share
more
about
what
we
know
about
the
new
grades:
three
through
eight
Sol
growth
assessments
from
the
Virginia
Department
of
Education.
In
addition
to
this
data,
we
also
have
screening
tools
for
our
three
and
four-year-old
pre
school
programs.
These
tools
are
all
individually
scored
and
the
information
helps
Preschool
teachers
focus
on
scores
and
skills
for
individual
students.
C
So
there's
no
way
to
give
you
an
overall
class
score
for
how
students
are
doing,
because
it's
all
individualized
so
with
vkrp.
This
is
a
screener
that
we
give
our
youngest
students.
We
give
it
to
them
in
preschool
and
we
give
it
to
our
kindergarteners.
Our
kindergarten
scores
do
come
so
that
we
can
see
them
at
a
division
level.
This
test
measures
a
student's,
Readiness
and
math
self-regulation
and
social
skills
for
our
preschool
students.
C
Again,
as
I
said,
they're
assessed
on
a
rubric
indicating
a
band
of
skills,
so
students
are
marked
as
beginning
growing
or
strong
in
these
skills,
since
most
of
our
preschool
students
are
receiving
Services
based
on
qualifying
by
need.
Many
of
these
students
are
in
the
growing
and
beginning
stages,
and
so
it's
really
helpful
for
us
when
they
get
to
kindergarten
to
see.
Did
our
preschool
programs
really
help
to
prepare
them
for
the
vkrp
that
we
give
in
kindergarten?
C
So,
looking
at
our
kindergarten,
vkrp
data,
it
indicates
that
80
percent
of
our
kindergarten
students
met
the
fall
math
benchmark,
which
is
the
same
as
it
was
last
fall
in
2021.
It
was
80
percent.
Last
year
too,
the
fall
20
22
percentage
of
students,
meeting
self-regulation
and
social
skill
benchmarks
were
lower
than
in
2021.
C
My
speculation
and
our
team
speculation
is
that
there
were
fewer
students,
probably
attending
preschools
in
the
last
two
years,
and
that
may
be
why
we're
seeing
some
differences.
However,
83
percent
of
kindergarteners
did
meet
The
self-regulation,
Benchmark
and
80
percent
met
the
social
skill
indicators.
We
did
see
about
a
five
percent
decrease
in
both
of
those
areas
compared
to
fall
of
last
year
in
our
fall
2021
data
I.
Think,
what's
more
important
is
what
will
vkrp
say
to
us
in
the
spring?
C
How
did
our
students,
who
were
just
coming
to
kindergarten
grow
from
this
fall
to
the
spring,
and
that's
what
we'll
be
looking
at
while
these
screening
scores
are
lower
than
last
year?
This
is
truly
just
a
floor
for
our
students,
who
may
be
entering
school
with
no
prior
preschool
experience
audience.
What
we
do
know
is
that
80
or
more
of
our
students
are
ready
to
begin
their
Learning
Journey,
and
all
of
these
skills
are
a
focus
in
every
kindergarten
classroom.
C
In
addition
to
reading
skills,
which
we'll
talk
about
in
a
minute
for
the
vkr
p
screen
or
the
math
section
is
divided
into
four
core
areas:
geometry,
numeracy,
patterning
and
computation.
The
strongest
math
area
was
computation
with
87
percent
of
students,
meeting
the
fall
Benchmark
and
the
weakest
math
area
was
patterning.
With
65
percent
of
students
meeting
the
fall
Benchmark
patterning
has
been
an
identity
has
been
identified
as
an
area
for
all
kindergarten
teachers
to
focus
on
in
every
school.
This
year
and
Mrs
Bowyer
has
been
sharing
some
ideas.
C
C
The
IXL
diagnostic
assessment
is
given
to
students
in
first
and
second
grades
quarterly
the
beginning
of
the
year.
Data
that
is
shared
reflects
students
prerequisite
knowledge
at
the
beginning
of
the
school
year.
Since
kindergarten
students
are
assessed
in
math
using
the
vkrp
screener
and
students
in
grades,
three
through
eight
were
required
to
take
the
Virginia
Department
of
Education
Sol
growth
assessment.
C
C
Therefore,
we
have
implemented
a
number
since
routines
and
K5
classrooms
as
a
priority,
since
this
is
consistently
the
weakest
area
identified
through
spring
Sol
data
in
third
grade
our
vkrp
data
and
our
IXL
data
over
the
years
Mrs
Bowyer,
our
math
supervisor,
is
doing
walk-throughs
in
all
math
classrooms
and
providing
teachers
and
principals
with
a
list
of
glows
and
grows.
Obviously,
the
glows
are
what
they're
doing
well
and
the
growth
section
she
offers
some
support
for
stronger
routines
and
instruction.
C
So
some
examples
of
that
may
be
that
she's
created
a
math
question
stem
to
help
increase
math
discussions
and
discourse
in
the
classroom.
She
also
has
created
co-teaching
lesson
plans
and
activities
and
lesson
plans
that
teachers
can
use
to
just
grow
in
their
instruction
in
those
math
classes.
The
special
education
supervisors
and
the
general
education
supervisors
are
scheduling.
Joint
co-teaching
walkthroughs
at
schools
identified
as
having
these
weaknesses
for
students
with
weaknesses
in
math
for
our
students
with
disabilities.
C
Mrs
Bowyer
has
done
some
very
specific
professional
development
this
year
with
teachers,
improving
number
sense
routines
using
the
Savas
and
envision
textbooks
to
support
instruction
I
excel
training
on
how
to
use
growth
assessment
data,
how
to
analyze
growth
assessment
data
with
the
student
detail
by
question
reports
she's
also
given
information,
there's
a
lot
of
Department
of
Education
professional
development,
training
on
video
that
she's
made
available
to
our
teachers.
Each
of
our
supervisors
has
a
canvas
course
with
training
tools,
lesson
plans,
activities,
lesson
ideas,
pasting
guides
available
to
all
teachers.
C
Our
reading
screening
assessment
is
called
Pals.
It's
given
to
preschool
and
our
K-5
grade
students.
It
is
a
screening
test
for
language
and
literacy
skills
that
provide
the
foundation
for
for
performing
at
grade
level
in
Reading
before
leaving
the
elementary
school,
which
is
very
important.
Pals
data
provides
the
division,
schools
and
teachers
with
specific
areas
of
strengths
and
weaknesses.
C
As
seen
as
this
chart,
73
percent
of
our
kindergartners
met
the
Benchmark
71
percent
of
our
first
graders
met
the
fall
Benchmark
66
percent
of
our
second
graders
and
67
percent
of
our
third
graders,
as
you
can
see,
we're
still
trying
to
recoup
learning
laws
for
our
current
second
and
third
graders.
There's
a
specific
Focus
for
our
elementary
schools
to
provide
solid,
consistent,
tier
one
instruction
to
students
and
then
additional
time
in
reading
skills
with
a
specialist
or
a
teacher
that
is
specifically
trained
for
tier
two
and
tier
3
intervention.
C
Pals
is
given
twice
a
year
for
all
students
and
three
times
a
year
for
students
that
did
not
meet
the
fall
Benchmark.
So,
as
the
year
progresses,
the
expected
Benchmark
increases
as
students
skills
increases,
but
it
also
offers
us
the
ability
to
monitor
students
throughout
the
school
year
to
see
if
the
interventions
we
are
using
are
working
for
students.
C
This
chart
shows
the
comparison
of
scores
in
the
fall
of
last
year
to
this
year.
If
data
Trends
related
to
growth
for
students
from
the
fall
of
last
year
to
the
spring
stay
in
place,
we
will
probably
see
about
a
six
to
ten
points
of
gain
on
the
end
of
the
year,
screening,
which
is
pretty
consistent
for
each
year
in
kindergarten
alphabet
recognition
was
identified
as
the
weakest
area
assessed
with
letter
sounds
and
spelling
also
presenting
as
weak
areas.
C
C
These
scores
may
be
impacted
by
students,
ability
to
identify
words
automatically,
and
we
would
suggest
that
students
spend
a
lot
more
time
actually
in
text
during
the
day
in
school
students
in
grades,
four
through
five
also
take
a
Pals
assessment.
That's
called
Pals
plus,
and
this
chart
shows
the
fall
percentage
of
students
meeting
the
benchmarks.
81
percent
of
our
fourth
graders
met
the
Benchmark,
while
only
71
percent
of
our
fifth
graders
did
notice
that
our
fifth
graders
were
at
an
82
percent
meeting
Benchmark
rate
before
the
summer.
C
This
drop
may
be
contributed
to
a
lack
of
independent
reading
over
the
summer
or
the
fact
that
more
complex
skills
are
assessed
at
the
beginning
of
the
fifth
grade.
Pals,
our
Focus
will
be
to
continue
with
solid
and
consistent
small
group
tiered
instruction.
Reading,
Specialists
and
principals
are
looking
at
this
data
during
leadership
meetings
and
the
division
team
is
looking
for
strong
reading
instruction
as
we
go
and
do
walk-throughs
and
observations
in
classrooms
consistently
across
the
division
in
third
grade
and
fourth
grade
spelling
has
been
identified
as
the
weakest
area
assessed.
C
This
task
requires
students,
to
spell
words
that
represent
phonics
features
necessary
to
be
successful
at
grade
level.
These
scores
may
be
impacted
by
a
student's
lack
of
time
and
grade
level
texts
and
possible
gaps
in
phonemic
Awareness
from
prior
instruction.
This
would
correlate
with
the
lack
of
automatic
word
recognition
noted
in
the
performance
of
our
first
and
second
graders.
C
We
are
hoping
that
a
purchase
of
a
good
reading
textbook
will
give
us
some
consistency
in
that
tier
one
instruction
and
we've
also
purchased
a
phonics
program
called
Hagerty
phonics
and
all
of
our
schools.
K5
are
implementing
that
and
that
will
give
explicit
phonics
instruction
which
connects
directly
to
spelling.
C
As
you
know,
we
did
purchase
a
new
reading
textbook
for
grade
6
through
12
this
summer
to
be
implemented.
This
fall
as
part
of
that
series.
There
were
pre-tests
available
to
teachers
again,
we
did
not
require
a
pre-test
for
grades
six
through
eight,
because
they're
taking
Virginia
Department
of
Education
growth
assessments,
but
we
did
for
grades
9
through
12..
This
pre-test
data
was
concerning
and
indicated
that
58
of
our
students
in
Grade
9
through
12,
were
below
expected
grade
level
skills.
C
At
the
time
of
this
pre-test
traditionally,
I
will
have
to
say,
we've
seen
strong
scores
in
English
and
writing
at
the
high
school
and,
of
course,
Sol
test.
Since
this
is
the
first
year
we've
been
using
this
series
and
we've
had
some
concerns
about
Fidelity
to
a
secondary
curriculum,
we'll
need
to
look
a
little
bit
more
carefully
at
the
correlation
of
this
data
to
actual
performance
on
the
sols
and
performance
in
English
classrooms.
C
There's
been
a
lot
of
professional
development
in
reading
for
all
grade
levels,
as
I
mentioned,
Hagerty
phonics
using
the
new
Savas
textbook
to
support,
reading
and
writing
instruction
comprehensive
literacy
instruction
that
was
offered
through
the
Department
of
Education.
There's.
Also
lots
of
free
literacy,
instruction
offered
from
the
Department
of
Education
in
Orton
Gillingham
how
to
use
Pals
assessment
data
to
guide
instruction
and
our
teachers
have
gone
through
under
understanding
scoring
training
which
helps
them
understand
how
the
writing
Sol
test
is
scored
so
that
they
can
mimic
that
in
the
classroom.
C
Using
rubrics,
we've
had
lots
of
new
teacher
training
to
help
new
teachers.
Understand
that
tier
one
instruction
is
very
important
for
providing
the
solid
foundations
again.
We
are
doing
walk-throughs
and
classrooms
providing
feedback
to
teachers
a
lot
of
looking
at
co-teaching.
That's
where
our
general
education
and
special
education
teachers
are
working
together
with
students
in
the
classroom,
because
we
do
see
a
gap
with
our
students
with
disabilities.
C
Again,
we
have
writing
sample
collections.
We
have
lots
of
training
for
our
elementary
Reading
Specialists.
They
meet
monthly
to
do
professional
development
and
they
look
at
data
by
Zone,
and
particularly
they
look
at
what
interventions
at
tier,
2
and
tier
three
are
working
so
that
they
can
share
that
information
with
one
another.
I'm,
also
going
to
tell
you
just
a
little
bit
more
about
the
Virginia
literacy
act
in
just
a
minute.
C
So
one
last
data
point,
and
that
is
our
high
school
students
who
are
taking
Advanced
coursework
through
advanced
placement.
We
also
have
a
lot
of
them
taking
dual
enrollment
courses,
so
this
is
just
AP
is
where
we
see
a
test
that
we
can
get
scores
for
for
all
of
our
AP
courses.
Students
have
the
option,
but
they're
not
required
to
take
the
AP
test
to
score
high
enough
to
receive
college
credit.
Depending
on
the
college.
C
A
student
chooses
to
attend
a
score
of
three
to
five
may
earn
them
transfer
college
credit
as
a
freshman,
so
we
offer
27
different
advanced
placement
courses.
Last
year,
six
in
science,
three
World
Language,
two
computer
science,
two
English
three
math,
eight
social
studies
and
two
AP
Capstone
courses
and
one
music
theory
course
of
the
785
students
that
were
enrolled
in
these
27
courses.
Only
570
of
them
chose
to
take
the
AP
exam
of
those
choosing
to
take
the
exam.
81
percent
of
them
earned
a
score
of
three
or
better.
C
Currently,
we
do
have
required
alternate
assessments
given
for
Science
and
History
for
grade
levels
that
do
not
have
an
end
of
year,
Sol
test
the
these
are
rubrically
graded
and
available
to
teachers
to
use
for
grading
implementation,
and
they
do
submit
them
to
the
supervisors
for
a
review.
We've
also
had
a
major
focus
in
the
first
nine
weeks
of
assisting
teachers
with
supporting
the
new
science
textbooks
that
were
bought.
All
of
our
teachers.
C
We've
talked
to
have
been
super
excited
about
the
resources
with
those
textbooks
it's
been
a
while,
since
we've
had
some
good,
solid
science
textbooks
just
a
few
little
important
things,
I
think
you
might
want
to
know.
We
are
excited
to
announce
the
addition
of
three-year-olds
to
our
preschool
programs.
We
currently
have
43
three-year-olds
being
served
in
our
schools.
We
also
have
203
four-year-olds
being
served
in
preschool
for
a
total
of
246..
C
Our
preschool
programs
make
a
significant
difference
for
our
students
entering
kindergarten.
Our
state
officials
continue
to
discuss
Universal
preschool
for
all
students,
which
would
be
a
wonderful
advancement
in
Virginia.
The
Virginia
Department
of
Education
released
the
first
growth
assessment
in
reading
and
math
last
year
in
the
fall
they
gave
us
vertical
scale
scores
that
were
later
used
to
identify
student
growth
on
the
spring
2022
Sol
test
this
year.
C
Three
through
five,
however,
teachers
have
been
given
something
that's
very
beneficial,
which
is
a
student
detail
by
question
which
allows
them
to
identify
the
specific
question
student
students
missed
on
the
growth
assessment
and
specific
skills
that
need
to
be
targeted
in
strengths
and
weaknesses.
If
we
receive
more
information
from
doe,
which
we
have
been
expecting,
I
will
make
sure
to
let
you
know
in
the
future.
I
will
let
you
know
that
Mr,
Blankenship
and
I
have
provided
some
feedback
to
the
assessment
office.
That
more
information
is
really
neat.
C
With
these
growth
assessment
scores
to
allow
schools
and
division
level
analysis.
The
reason
we
did
not
do
a
common
Benchmark
in
Reading
in
math
grades.
Three
through
eight
was
because
we
didn't
want
to
over
test
our
students.
However,
the
data
that
we
received
back
isn't
really
helping
guide
our
supports
for
schools.
C
Also,
the
supervisors
have
been
focused
on
the
creation
of
benchmarks
for
subjects
and
grade
levels
that
do
not
have
growth
assessments,
we're
also
encouraging
teachers
in
science
to
use
the
resources
and
test
in
the
new
textbooks.
There
will
be
a
second
quarter.
Benchmark
and
I
will
let
you
know
how
those
scores
go
when
we
finish
those
in
December.
C
Also,
last
week,
Dr,
Bergen
and
I
were
able
to
attend
a
session
at
the
vast
conference
on
the
Virginia
literacy
act.
Currently,
the
Department
of
Education
is
working
in
partnership
with
the
University
of
Virginia
and
Virginia
literacy
Partnerships
to
create
teams
from
across
Virginia
to
vet
textbook
resources
for
the
components
that
Target
the
science
of
reading.
They
hope
to
release
I'm
sorry
release
a
list
of
textbooks
for
purchase
no
later
than
the
end
of
the
summer,
we're
hoping
a
little
bit
earlier
than
that.
C
So
we
can
get
these
in
our
teachers
hands
and
get
training
as
part
of
the
literacy
act.
There
will
be
an
Advisory
Group
that
will
help
determine
professional
development
requirements
for
teachers,
specific
training
for
reading
Specialists
guidelines
for
reading
plans
for
individual
students
that
will
be
required.
Guidelines
for
division,
literacy
plans
and
they'll
also
be
offering
micro
credentialing
for
Teacher
seeking
reading
specialist
endorsements,
and
they
will
be
paying
for
regional
literacy,
coaches
that
will
be
hired
to
support
our
region
and
our
local
schools.
C
So
we'll
continue
to
update
you
as
we
get
more
information,
so
just
as
our
teachers
identify
students
that
need
tiered
intervention,
the
instruction
team
has
identified
schools
grade
levels
and
content
that
require
tiered
intervention.
As
you
can
see
on
this
chart,
areas
falling
in
tier
3
require
more
time
and
more
intensive
support.
C
Five
schools
have
been
identified
through
the
school
improvement
process
for
tier
three
support
and
monitoring.
These
five
schools
have
already
had
intense
academic
reviews.
The
instruction
team
went
into
these
schools.
We
had
a
team
of
eight
to
ten
supervisors,
directors
and
Dr
Calvert
and
myself,
and
we
spent
about
one
to
two
days
in
each
of
those
five
schools.
The
primary
focuses
were
on
the
instructional
leadership
of
the
principal
and
classroom
lesson
evaluation.
C
We
looked
at
data
trackers
grade
level,
minutes
faculty,
handbooks,
faculty
training
expectations
in
the
school
lesson
plans.
We
did
classroom
observations,
we
talked
to
staff,
we
talk
to
students
and
we
have
a
report
of
our
findings
with
action.
Steps
for
improvement.
Those
action
steps
would
be
alignment
of
curriculum.
Looking
at
lesson,
plans.
I
am
looking
at
observations.
C
That
principles
are
due
doing
on
the
feedback
they're
offering
teachers
and
I'm
giving
suggestions
each
of
us
as
directors,
supervisors
and
executive
level,
Mentor
one
school
and
we're
responsible
for
the
support
of
those
schools
and
the
the
highest
level
Dr
Calvert
myself,
Dr
Trosper
Mrs
Robertson,
Ms
Jennings.
We
are
working
with
those
five
schools.
C
We
also
have
identified
six
schools
that
would
fall
into
what
we
consider
tier
two
and
they're
being
monitored
to
due
to
a
variety
of
academic
concerns
that
include
some
subgroup,
achievement
data,
graduation
rates
and
so
we're
monitoring
them
so
that
we
hope
that
they
don't
move
into
tier
three
and
part
of
that
monitoring.
These
principles
came
to
our
team,
the
directors
we
call
it.
The
learner
support
team
LST
and
they
presented
their
csip
and
they
presented
the
goals
that
they
have
for
their
school
and
their
data
to
our
team
right
there.
On
the
spot.
C
We
offered
suggestions,
we
offered,
you
know
some
ideas
for
how
they
can
provide
feedback
to
teachers
and
we'll
continue
to
follow
up
with
them
in
their
school
Improvement
plans
and
with
support.
Eight
schools
are
currently
considered
tier
one,
so
they
receive
the
universal
support
from
the
instruction
team
what
everyone
receives
so
this
this
includes
the
basic
supports,
but
not
at
the
same
level
of
intensity,
because
you
know
we
are
trying
to
really
focus
on
our
tier
three
and
tier
two
schools.
C
Our
team
will
continue
to
bring
quarterly
data
to
the
board
as
we
monitor
School
progress
and
growth
tonight,
I
was
able
to
share
just
a
fraction
of
the
information
regarding
data
and
support
that
our
team
does.
I
would
invite
anyone
that
would
like
to
have
a
more
in-depth
view
of
the
data
to
reach
out
to
me
and
Dr,
Trosper
and
I
would
be
happy
to
schedule
a
time
to
meet
for
you
to
meet
with
the
entire
instruction
team
to
discuss
exactly
what
they
see
in
each
of
our
schools.
C
A
Just
a
couple
questions
because
I'll
ask
I
think
most
of
them
later
do
we
still
do
anything
when
you
spoke
about
math
and
the
fact
that
the
students,
if
I'm
understanding
you
correctly
had
trouble
with
you,
know,
math
talk
and
and
getting
through
problems
like
that.
That's
such
an
important
skill.
Do
we
still
do
math
talk
or
something
like
that.
C
We
do
do
something
like
that
now.
I
will
say
that
Mrs
Bowyer
is
really
working
with
a
lot
of
our
newer
teachers
on
how
to
do
that,
and
how
to
do
that.
Well,
at
the
elementary
level,
we're
also
still
using
AMC
in
the
schools
that
purchased
that
originally
and
Mrs
Bowyer
has
gone
back
to
do
retraining
of
that.
To
make
sure
our
new
teachers
understand
how
to
use
that
as
an
intervention.
C
A
C
A
Then
in
math
class
you
said
that
Mrs
Boyer
was
creating
like,
for
example,
coalescence
I,
didn't
write
down
everything
you
said
and
that's
wonderful
I
think
that's
a
great
thing.
How
do
we
keep
any
data
at
all,
or
do
we
have
any
way
of
tracking
to
know
that
these?
These
really
valuable
resources
are
actually
being
accessed
and
used.
C
We
know
more
specifically
at
our
tier
three
and
tier
two
schools,
because
we
actually
wrote
those
in
some
of
our
action
steps
to
use
a
co-teaching
lesson
plan.
We
are
also
doing
walk-throughs
in
co-teaching
classrooms
in
connection
with
our
special
education
department
and
sending
that
data.
Our
walk
through
data
goes
automatically
into
a
program
that
our
supervisors
have
created
and
that
data
goes
to
the
principal.
So
we
are
monitoring.
C
We
recognize
co-teaching
as
a
weakness
that
we
need
more
professional
development
in
and
Mrs
Jennings
team
is
going
through
a
federal
monitoring
and
last
year
they
did
an
assessment
of
where
do
we
stand
with
co-teaching,
and
where
do
we
stand
with
inclusion?
And
so
she
definitely
has
some
data
points
for
professional
development
moving
forward.
We
did
send
the
supervisors
to
a
team
training
this
summer
on
co-teaching,
so
that
they
could
provide
really
good
supports
and
tools
to
teachers.
A
C
B
You
Dr
Woodford
I.
First
of
all,
thank
you
for
such
a
thorough
report
here
that
you've,
given
us
and
I
do
want
to
visit
with
you
later,
okay.
So
to
look
at
some
other
data
that
you
had
mentioned,
this
is
just
a
comment
regarding
the
vkrp
data
that
you
shared
with
us.
Yes,
ma'am,
I'm
gonna,
be
honest
with
you,
I
think,
that's
pretty
impressive
from
these
kindergarten
or
Pre-K
kids,
that's
that's
really
quite
impressive
and
I
was
really
thrilled
to
see
the
80
percentile
in
their
self-regulations.
B
C
C
C
Mrs
Robertson
does
a
lot
of
training
with
teachers,
and
just
so
you
know,
she's
been
a
good
view
for
weeks
now
in
one
kindergarten
class
helping
to
get
some
kids
regulated
and
so
they're
lucky
to
get
the
the
expert
there,
but
I
think
our
teachers
have
some
really
good
strategies,
I
think
now
they
are
feeling
more
comfortable.
Getting
back
into
the
swing
of
things.
I
think
having
our
preschoolers
in
person
face
to
face
is
getting
them
prepared
for
kindergarten.
C
B
C
B
That's
exactly
you
just
took
the
words
right
out
of
my
mouth
is
that
in
third
grade
you
know
we
need
these
children
reading
on
grade
level,
because
it's
nearly
impossible
for
them
to
catch
up
after
that.
So
when
I
meet
with
you,
I
would
love
to
just
know
more
about
what
you
guys
are
doing
to
help
those
students
and
also
I'd
like
to
just
also
have
more
information
too.
Just
giving
you
a
heads
up
as
to
what
to
expect
from
me.
B
C
L
When
we
submit
the
annual
school
report
to
the
state
they
come
out
later
in
the
year
and
they
put
and
they
put
data
out
per
School
expenditures,
it
breaks
it
out
by
federal
state,
local
state
and
locals,
always
combine
and
then
Federal.
So
we
can
correlate
that
to
what
your
request
is
and
I'll
assist.
Dr
Redford
per
student
right.
H
H
C
In
those
action
plans
from
the
academic
review,
there
is
action
steps.
Then
there
is
who
is
supposed
to
monitor
that,
and
then
it
says:
what's
the
evidence
that
they
have
to
submit
for
monitoring
and
I
will
say
what
we
tried
to
do
for
that
was
was
support,
but
also
very
specific,
tangible
things
that
could
be
done
to
improve
instruction
so
as
part
of
the
monitoring
they
will
come
at
mid-year
and
bring
any
data.
Any
artifacts
that
they've
gathered
we'll
look
at.
Are
those
action
steps
helping
to
improve
performance,
we'll
be
looking
at?
S
E
T
As
we
developed
a
program
of
studies,
our
goal
was
to
create
a
program
that
was
more
user-friendly
and,
as
we
created
it,
we
wanted
to
make
something
that
was
informative,
as
it
always
has
been,
if
not
more
informative,
as
we
have
moving
forward,
but
also
just
understandable
and
as
we
developed
this,
we
were
thinking
about
our
families
and
community
members
who
maybe
don't
have
that
background
education,
and
so
we
hope
that
these
goals
have
been
reflected.
As
you
look
at
the
document,
that's
been
provided
to
you
just
a
quick
overview
of
the
timeline.
T
Developing
the
program
of
studies
began
this
summer
in
July,
the
instruction
team
met
with
our
counselors
and
we
basically
took
their
feedback.
We
took
their
input.
We
gave
them
opportunity
to
ask
questions
and
really
helped
shape
our
work.
In
September,
we
met
with
our
principals,
Elementary
and
secondary
met
with
the
instruction
team
members
of
the
executive
team,
and
at
that
time
there
was
requests
for
new
courses.
T
We
discussed
recommendations
for
each
subject,
area
and
changes
that
needed
to
be
made,
and
so
in
between
those
meetings
and
tonight
myself
and
the
instruction
team
have
worked
diligently
to
create
the
product
that
you
have
in
front
of
you
at
the
draft
document
and
then
in
December
we'll
bring
it
back
to
you
as
an
action
item
to
vote.
So
we
can
begin
that
process
of
enrolling
students
and
courses
for
next
year
and
then
developing
our
Master
schedules.
T
I
do
want
to
share
some
revisions
tonight,
so
we
do
have
a
number
of
changes
to
this
year's
program
of
studies
and
the
first
you'll
notice
is
just
a
redesign
of
the
format.
The
appearance
is
totally
different
from
previous
versions
and
I
want
to
especially
recognize
Miss
Allison,
kapler
she's,
our
supervisor
of
science
and
computer
science,
and
she
was
responsible
for
the
design
of
this
program.
T
She
went
above
and
beyond
her
typical
responsibility,
she's
already
working
very
hard
with
her
job
and
so
I
just
really
appreciate
her
time
and
all
the
supervisors
time
they
put
into
that.
Just
to
show
you
some
of
the
redesign.
First
of
all,
the
vision
and
Mission
was
redone
to
reflect
the
Strategic
framework
that
that
you
have
voted
on
previously
and
we
also
have
a
table
of
contents
that
was
simplified
to
allow
for
quick
reference
and
easy
access
to
some
of
the
relevant
sections.
T
Our
course
descriptions
in
previous
versions,
there's
a
lot
of
information
and
and
someone
who
read
it
had
to
search
considerably
to
find
the
information
they
needed.
So
we
created
a
consistent
format
that
clearly
specifies
prerequisites
what
grade
levels
the
course
is
offered
in
the
grade
scale,
in
other
words
the
weight,
whether
it's
4.0
5.0
and
then
the
credits
the
course
is
worth.
We
also
put
stickers
or
labels
on
courses,
and
so,
if
a
course
is
an
advanced
placement,
a
dual
enrollment
course,
a
Susie
Gibson
course,
or
an
Sol
tested
course.
T
There's
a
sticker
right
there
beside
the
course
description
again,
just
for
easy
access.
Just
for
clarity
for
anyone
who
would
like
to
know
some
other
revisions
that
were
included
was
a
standard
of
learning
testing
schedule.
So
a
table
was
added
to
give
a
visual
representation
of
what
subjects
are
SOL
tested
in
each
grade.
T
There's
a
new
section
about
the
transfer
of
Virginia
and
passport
programs,
so
this
is
under
the
advanced
placement
and
dual
enrollment
courses,
and
so
the
transfer
Virginia
website
allows
families
to
have
consistent
and
current
information,
and
it
comes
from
39
of
our
two
and
four-year
colleges
and
universities
in
Virginia.
What
families
can
do
is
they
can
look
at
the
dual
enrollment
courses
that
their
child
has
attained
in
high
school
and
see
which
of
those
courses
would
transfer
into
which
institution,
so
they
can
make
better
informed
decisions
about
school
once
they
leave
High
School.
T
There's
a
career
planning
section
and
we've
added
an
update
or
a
description
of
major
Clarity,
so
in
seventh
grade
students
complete
an
academic
and
career
plan
through
major
Clarity.
This
is
something
that's
available
to
all
of
our
students
in
grades
6
through
12..
This
program
provides
academic
advising
for
these
students
and
helps
them
explore
opportunities
and
select.
Pathways
of
studies
that
will
address
their
specific
career
goals,
there's
also
a
description
of
career
clusters,
and
these
are
a
group
of
occupations
in
Broad,
Industries
and
within
each
cluster,
there's
a
common
set
of
skills
and
knowledge.
T
T
Every
year
the
Department
of
Education
and
our
school
board
provides
changes
updates
to
policies,
particularly
this
past
school
year.
So
any
policy
update
has
been
implemented
in
the
program
of
studies
and
one
I
did
want
to
call
your
attention
to.
Is
the
public
complaints
about
learning
resources?
We've
had
a
few
conversations
about
that
policy,
and
so
I've
provided
a
summary
of
what
that
policy
is
and
then
a
link
to
the
actual
policy.
T
So
anyone
who
is
interested
in
how
to
go
about
that
process
can
access
that
through
our
program
and
then
the
final
one
would
be
science
description.
So
this
year
is
the
first
year
we
fully
implemented
2018
science
standards,
and
so
all
of
the
levels
at
elementary
middle
and
high
school
were
updated
to
reflect.
What
is
in
those
standards
again
that
were
fully
implemented
during
the
school
year.
T
Talk
a
few
minutes
about
our
sequencing
charts.
So
all
of
our
subjects
had
a
sequence
redesign,
and
these
this
redesign
emphasized
course
Pathways
that
students
can
take.
These
are
meant
to
be
a
quick
reference
for
families,
administrators
counselors
teachers,
and
they
essentially
outline
what
courses
may
be
taken
within
each
course.
Subject:
sequence
and
outlines
what
an
advanced
and
standard
diploma
path
would
look
like.
T
So
in
science
we
have
made
some
adjustments
to
the
core
sequences
in
an
effort
to
provide
students
necessary
opportunities
to
learn
science
through
number
one
through
doing
and
through
Hands-On
experiences
in
science,
in
order
to
master
and
show
Proficiency.
In
these
new
science
standards,
students
are
going
to
have
to
spend
lots
of
time
in
these
scientific
engineering
practices
again
through
the
doing
through
Hands-On
lab
activities,
and
we
want
to
provide
an
application
or
a
focus
on
application
of
science
instead
of
just
recall,
specific
facts,
so
the
sequencing
has
changed.
T
So
what
we're
proposing
is
that,
in
grade
six
students
will
take
science
six
instead
of
life
science
that
they've
had
in
the
previous
few
school
years,
starting
in
the
24-25
school
year.
They
will
take
science,
six
and
sixth
grade
life,
science
in
seventh
grade
physical
science
in
eighth
grade,
and
then
we
would
move
earth
science
to
the
high
school.
T
Students
are
going
to
take
U.S
history
in
sixth
grade
civics
and
economics
in
seventh
grade
and
World
Geography
in
eighth
grade
instead
of
world
history,
one
as
they
have
in
previous
school
years
during
the
24-25
school
year.
We
would
anticipate
moving
world
one
world
history,
one
to
the
ninth
grade,
and
this
change
was
made
after
Consulting.
All
of
our
social
studies,
teachers
not
only
last
year
but
in
the
previous
school
years,
and
the
sequence
that
we
are
proposing
represents
the
preference
of
the
majority
of
social
studies
teachers
when
they
were
surveyed.
T
This
decision
to
move
World
Geography
to
eighth
grade
was
made
primarily
because
geography
has
been
shown
as
a
consistent
weakness
for
students
across
grade
levels
and
understanding.
Geography
is
a
skill
needed
to
be
successful
in
all
history
courses
in
world
history,
One
World,
History,
2,
U.S
history,
and
so
we
want
to
help
them
develop
this
foundational
skill
in
a
course
prior
to
moving
to
the
high
school.
T
The
other
justification
is
that
this
actually
aligns
with
the
sequence
of
studies
for
most
of
our
surrounding
School
divisions,
and
so,
as
we
have
students
transferring
to
Bedford
County
doing.
This
will
allow
us
to
work
with
them,
help
them
to
get
the
credits
they
need
to
graduate
on
time.
This
has
been
a
challenge
previously.
T
I
want
to
discuss
the
new
courses
that
we're
going
to
offer
or
that
we're
proposing
to
offer
for
next
year,
so
we're
actually
proposing
18
new
courses
to
the
program,
14
of
which
are
CTE
courses
and
I,
want
to
be
really
clear,
with
the
board
that
to
offer
a
CTE
course,
it's
a
process
where
we
start
an
application
with
the
Department
of
Education.
It
has
to
be
submitted
and
approved.
T
Some
of
the
requests
for
CTE
courses
have
come
from
Individual
schools.
Some
are
potentially
going
to
be
offered
at
Susie,
Gibson,
and
so
the
first
step
to
offering
these
is.
We
need
approval
from
the
board
through
the
program
of
studies.
Once
we
receive
your
approval,
then
we
will
submit
our
applications
to
the
state
But.
Please
understand
that.
Just
approving
the
course
does
not
necessarily
mean
we're
going
to
have
the
Staffing
or
the
student
interest.
This
is
the
first
step.
T
If
we
don't
take
this
step,
then
obviously
we
cannot
offer
them
so
we're
going
to
begin
exploring
those
upon
your
approval
and
so
there's
a
lot
of
logistics
to
work
through.
But
this
is
a
an
ambitious
list,
of
course,
requests
for
CTE
and
it
really
reflects
our
desire
to
offer
more
opportunities
for
students
that
are
relevant
to
them
and
to
our
local
Workforce
I'm,
just
going
to
go
through
them
quickly
before
I.
T
So
I'll
explain
how
they
did
that
as
I
go
through
these,
but
really
commend
those
two
administrators
for
their
teamwork
on
that,
and
so
the
first
first
CTE
courses
career
strategies-
and
this
is
one
where
we
have
a
lot
of
our
students-
take
early
release
and
they
go
work
in
jobs
through
our
marketing
program
and
as
we've
researched,
that
we
realized
that
really,
if
you're,
not
in
a
marketing
career,
that's
not
an
appropriate
course.
So
we're
going
to
enroll
these
kids
in
career
studies.
T
So
if
they
go
work
and
they
go
get
internship
opportunities,
it's
going
to
be
called
Career
studies
and
not
marketing,
doesn't
change
teacher
certifications.
Doesn't
change
really
course
descriptions?
It
just
makes
sure
they're
in
an
appropriate
course.
The
next
would
be
criminal
justice.
One
and
two
early
last
year
we
were
approached
by
the
Bedford
Sheriff's
Department,
just
asking
us
to
explore
offering
some
courses
in
this
field
to
help
address
some
of
their
job
shortage
issues.
T
They'd
ask
us
to
consider
a
partnership,
and
so
we're
going
to
explore
this
again
a
lot
of
details
to
work
out,
but
we
do
think
that
there's
a
chance
we're
going
to
have
student
interest
and
potentially
able
to
find
some
instructors
in
this
field.
After
our
conversations
with
them.
The
next
CTE
would
be
our
cyber
security,
and
this
represents
a
four-year
sequence,
and
so
the
first
one
would
be
a
cyber
security
fundamentals.
This
course
will
be
available
to
any
student
in
grades
9
through
12.,
and
what
this
does
is
becomes
the
prerequisite
for
any
future.
T
Cyber
security
courses.
We've
had
again
a
lot
of
interest.
Had
businesses
specifically
approach
us
saying
we
need
employees,
we
need
kids
that
are
skilled,
and
so
we
think
we're
going
to
get
a
lot
of
Community
Support.
As
we
start
this.
The
next
three
cyber
Security
Systems
Technology
would
be
taken
in
10th
Grade.
Cyber
Security,
Systems,
Technology
Advance
would
be
in
11th
grade,
and
cyber
security
network
systems
would
be
in
12th
grade.
None
of
those
three
could
be
taken
next
year,
just
because
you
need
the
fundamentals
as
a
prerequisite,
but
we
wanted
you
to
see.
T
T
This
is
actually
a
course
that
we
took
out
of
the
program
of
studies
last
year,
where
we
didn't
think
we
could
find
an
instructor
and
we
had
not
for
years,
but
again
after
talking
to
them,
we
felt
like
there's
a
good
chance
that
we
could
find
some
instructors
and-
and
so
our
next
step
would
be
to
get
student
interest
and
try
to
get
some
kids
enrolled
in.
That
next
course
is
game
design
and
development.
T
So
this
is
one
where
some
students
have
expressed
interest
at
Forest
Middle
and
it
would
be
accessible
to
anyone
in
Bedford
County.
But
this
specifically,
where
the
request
came
from,
and
what
is
interesting
is
this
is
a
course
that
would
ultimately
complete
with
programming,
which
is
another
course
that
we're
recommending
and
students
would
take
at
the
high
school.
So
programming
is
really
it's
a
new
CTE
course,
but
it's
a
name
change.
T
This
is
a
a
computer
science
class
is
what
it
is,
is
the
name
and
what
we
found
is
the
course
description
of
the
computer
science
that
we're
currently
teaching
is
actually
consistent
with
programming,
so
we're
we're,
calling
it
a
different
name,
but
not
changing.
What
is
being
taught
or
the
description
note
that
while
we
are
changing
computer
science
to
programming
and
advanced
programming,
we
are
not
replacing
AP
Computer
Science
courses,
and
this
is
absolutely
done
with
consultation
with
our
teachers.
T
T
So
that's
programming
and
advanced
programming
production
systems
was
was
a
course
that
was
again
recommended
by
force
metal
and
it
completes
with
a
number
of
courses
already
offered
at
Jefferson,
Forest,
High,
School,
and
so,
for
example.
This
one
would
complete
with
construction
technology,
which
is
a
relatively
new
course
at
JF.
T
For
tomorrow,
part
two,
this
really
reflects
a
change
in
the
sequence
at
University
of
Lynchburg,
which
is
who
we
offer
due
enrollment
in
a
partnership
with
so
previously,
students
that
were
in
teachers
for
tomorrow
would
take
one
year
of
this
class
and
then
get
four
college
credits.
Well,
University
of
Lynchburg
has
restructured
it
to
now
to
where
you
can
take
teachers
for
tomorrow.
T
Three
we've
actually
had
some
requests
over
the
years,
and
this
would
be
virtual
Virginia
course,
but
we
wanted
to
make
sure
it
was
in
our
program,
so
students
could
take
that
Applied
Mathematics.
This
actually
used
to
be
pre-college
Concepts.
What
we
found
is
again
after
Consulting
with
our
teachers.
The
course
description
for
Applied
Mathematics
is
actually
more
appropriate
to
what
we
have
always
been
doing,
as
opposed
to
pre-college
Concepts,
and
so
the
name
reflects
what
we've
been
doing,
and
some
of
the
updates
that
we
think
would
be
more
appropriate.
T
Data.
Science
was
actually
a
Pilot
Course
across
Virginia
last
year
and
this
course
was
created
based
on
expressed
interest
of
businesses
that
were
looking
for
employees
that
could
actually
use
and
analyze
and
help
guide
them
and
decisions
based
on
a
lot
of
data
kind
of
like
we
tell
our
schools,
we
do
a
lot
of
collecting
of
data,
but
what
do
we
do
with
it?
T
And
so
this
is
a
opportunity
to
get
students
interested
in
how
to
use
data
for
local
businesses,
and
so
we're
going
to
offer
that
this
would
typically
be
used
as
a
fourth
math
class
for
seniors,
a
math
elective.
So
you
know
we're
going
to
offer
that
and
see
what
kind
of
Interest
we
get
and
then
finally
AP
pre-calculus.
This
is
just
a
new
AP
class.
That's
been
created,
so
we
want
to
offer
that
as
well
and
make
it
available
to
our
students
and
then
finally,
this
chart
just
shows
course
name
changes.
T
These
are
not
new
courses.
This
is
not
changing
any
course
descriptions,
but
occasionally
the
state
does
change
their
names.
They
make
tweaks
to
that
Verso,
which
is
our
CTE
program
that
we
look
at,
has
made
some
changes,
and
so
we
simply
wanted
to
make
those
changes
to
stay
consistent
with
those
updates.
So
I
won't
go
through
those
course
by
course,
but
you
certainly
can
reference
that
and
be
happy
to
answer
questions
for
you.
T
So,
as
I
said,
the
program
of
studies
will
be
an
action
item
in
December.
So
upon
the
board's
approval,
schools
will
use
the
program
to
create
course
registration.
They
will
start
to
generate
student
interest,
get
them
enrolled
in
courses
by
the
end
of
February
and
then
at
that
time
schools
will
begin
to
build
their
Master
schedules
in
preparation
for
the
23-24
school
year.
So
at
this
time,
I'd
be
happy
to
answer
any
questions.
T
H
T
I
appreciate
you
asking
that
we've
had
a
lot
of
conversations
with
the
instruction
team,
Mr
Hudson
actually
discussed
this
today.
We
really
need
to
take
a
look
at
our
CTE
courses,
not
with
the
well.
Let
me
answer
your
question.
Yes,
the
answer
is
yes
beyond
that
at
each
of
our
base,
schools,
that
is
an
area
we
need
to
improve.
T
We
want
to
make
sure
that,
as
students
start
CTE
courses
that
there's
a
clear
path
to
a
completer
and
that
there's
a
certification
at
the
end
and
as
we
shared
last
month,
our
students
are
already
doing
well,
but
we
we
think
we
can
do
a
lot
better.
A
lot
of
those
completers
have
come
through
our
Susie
Gibson
programs
and
we
need
to
get
them
in
the
base
school.
So
that
is
something
that
Mr,
Haas
and
I
are
working
on.
T
We're
going
to
be
meeting
with
administrators
CT
departments
very
soon,
just
to
share
that,
and
what
we
want
to
avoid
is
Islands
or
courses
that
are
kind
of
on
their
own
in
isolation
that
don't
connect
with
any
completer.
So
we
do
need
to
look
at
that
and
and
phase
those
out
and
make
sure
that
they're
more
relevant
and
have
a
completer
sequence
on.
T
H
Here's
why
I
asked
that
question
and
you're
going
to
start
hearing
this
Dr,
Wilford
and
I
have
talked
about
this
Dr,
Bergen
and
I
have
talked
about
this.
We
need
to
make
sure
all
of
our
students
have
options,
not
just
the
ones
that
can
write
a
check
and
and
sure,
but
we
want
to
make
sure
everyone,
and
so
what
do
we
do?
What
do
we
need
to
do
to
find
the
funding?
H
T
And
as
you
were
saying
that
Mr
so
teachers
for
tomorrow,
that
is
a
dual
enrollment,
so
they
are
going
to
have
to
pay
some
tuition,
so
I
I
didn't
think
about
that.
But
that
is
something
that
again
we
talked
about
last
month,
and
so
we
could
provide
more
information.
You
know
if
we
want
to
look
into
providing
more
tuition,
support.
H
Just
I
love
these
new
courses.
Cyber
security
is
Awesome
Everything
listed
here
when
I
saw
game
design
development.
How
do
we
get
our
students
involved
to
create
things
that
our
other
students
can
learn
with
that
they
can
relate
to
you
know
we
all
anybody
that
has
kids
grandkids
whatever
they
know
that
these
our
kids
are
into
gaming,
and
if
we
can
have
our
other
kids
develop
it
into
something
that
our
other
kids
will
enjoy.
I
just
I
love
the
the
opportunities
there,
but
I
am
interested
to
know.
H
How
do
we
make
sure
everyone
knows
about
these
classes?
How
do
we
make
sure
that
there's
not
a
a
limitation
based
on
funding?
Let's
get
creative
we've
got
businesses,
universities
who
are
willing
to
partner
with
us,
let's
figure
out
how
to
make
sure
if
there's
5,
000
interested,
there's
5
000
to
get
it.
Thank
you.
A
Yes,
I
just
have
a
couple
comments:
I
I
love,
the
look
of
the
new
program
of
studies.
Thank
you,
I,
don't
know,
went
right
out
of
my
head.
I
think
the
design
is
really
pleasing
to
look
at
it
flows.
The
spacing
is,
is
much
improves
the
look
of
it,
the
stickers,
the
color
coding
on
the
tabs.
It's
really
good
I'm,
really
anxious
and
I'm,
not
sure.
I've
ever
said
this
to
to
go
home
and
really
look
at
the
program
of
studies.
A
A
I
love
the
changes
to
the
science
and
social
studies
course,
Pathways
I
think
those
those
courses
moved
into
the
high
school
are
much
more
suited
in
the
high
school
I,
also
loved.
The
ambitiousness,
ambitious
courses
of
the
CTE
and
I
looked
at
the
gaming
and
designed
said
yeah
I
would
take
that
so
really
good
job
on
this
I
think
it's
going
to
be
a
real
it
I'm
not
going
to
be.
It
is
a
really
nice
document,
so
thank
everyone
for
all
their
work
on
that.
J
Yeah
I
I,
agree.
I,
actually
think
that
this
is.
This
is
very
well
done
and
I
think
that
all
these
CTE
courses-
it's
just
put
pulling
us
more
forward
into
the
future
I
think
it's
great
for
for
our
students
to
be
able
to
have
these
options
so
definitely
think
that
you're
going
to
get
some
really
good
interest
in
a
lot
of
these
programs.
So
nice
job.
T
L
E
L
L
G
L
And
the
finance
committee
I
think
Dr
mealy,
who
chairs
that
we'll
send
that
out
to
all
the
board
members
to
provide
feedback.
So
you
have
a
little
bit
of
homework
over
Christmas
break,
we'll
get
that
back
in
early
January
tallied
up
put
it
into
something
and
then
that
will
all
be
presented
to
the
full
board.
L
You've
already
seen
it
individually
kind
of
put
your
ranking
on
it,
but
then
the
finance
committee
will
present
that
to
the
full
board
at
the
January
12th
meeting
doesn't
mean
you're
locked
in
for
that,
but
just
the
ideas
and
priorities
going
forward
and
so
everybody's
thinking
about
that.
So
we're
Gathering
all
as
much
data
as
we
can
input
for
that.
I'll
put
cost
estimates
on
that
and
we'll
get
that
to
you
as
soon
as
possible.
L
H
A
Yeah,
we're
I
think
the
there's
not
going
to
be
as
a
ton
of
money
there
and
last
year
we
I
sent
out
a
an
email
to
everybody
saying
list
your
your
wants
and
then
I
collated
them
all
sent
them
back
out
to
you
said:
here's
the
like
top
five
pick,
your
top
two
or
three,
and
so
we're
going
to
do
that
again
because
I
think
that
worked
well.
That
way
at
least
we
had
import.
We
weren't
taking
board
time
to
do
that
so
yeah.
A
If
we
get
requests
where
we
say
you
know,
this
is
number
one
we've
got
to
do
this
then
we're
going
to
have
to
look
for
ways,
suggestions
to
say
how
we
might
pay
for
that.
But
I
will
caution
you
that
when
I
send
this
out
that
January
third
date
is
a
pretty
hard
date.
Okay,
so
I
will,
you
know,
be
pretty
good
about
sending
reminders
to
you,
but
that
January
third
date
is
is
hard,
because
we
everything
kind
of
got
moved
up
or
back
since
this
year.
So
so
we
need
that.
A
But
yes
I
think
we
we
need
to
do
that
if
we
have
to.
If
we
can't
fund
what
we
need
to
fund
I,
think
probably
you
know,
one
of
the
things
we
were
carrying
over
from
last
year
is
finishing
out
the
the
pay
steps
and
everything
that
we
could
in
all
the
groups
we
couldn't
do
so
that's
probably
going
to
be
a
priority
in
there.
So.
L
To
add
on
to
that,
yes,
sir,
when
we
present
this
in
early
January,
we
won't
have
a
full
picture
of
the
revenue.
We'll
have
the
governors
and
I
will
brief
on
that
recommendation
for
the
budget.
Then
we
wait
for
the
general
assembly
House
and
Senate.
We
usually
wait
for
that
before
Dr
Bergen
will
present.
You
know
a
revised
budget,
but
the
committee
will
meet
to
look
at
the
revenues.
L
M
M
It
suggested
that
we
add
some
language
recommended
by
our
outside
Auditors,
which
would
prevent
any
employee
from
signing
on
a
check
for
which
they
would
be
reimbursing
themselves.
That's
just
good
sound
fiscal
policy,
so
that's
been
recommended
into
our
policy
policy.
Eead
special
use
of
school
buses
is
being
proposed
that
we
update
to
allow
that
our
school
buses
could
be
used
by
third-party
entities
as
long
as
they
follow
all
of
our
district
regulations.
M
M
This
policy
has
been
updated
to
reflect
enactment
and
state
code
and
Senate
Bill
656,
which
requires
parental
notification
of
any
sexually
explicit
content
in
curriculum
materials
that
same
Senate,
Bill
656
required
that
the
Virginia
Department
of
Education
develop
model
policies
for
all
local
school
boards.
To
consider
we
have
received
that
model
policy.
We
reviewed
it
with
the
committee.
M
We
are
on
a
clock
that
we
must
update
those
model
policies
by
January
1st,
so
we're
presenting
for
information
tonight
and
adoption
next
month,
so
they'll
go
into
effect
on
the
first
of
January
relatedly
policy.
Iiab
was
previously
retired
by
the
school
board
in
2011,
and
language
was
incorporated
into
IIA,
but
we
just
believe
it's
too
cumbersome
to
have
both
in
core
instructional
materials,
IIA
and
supplemental
materials
iiab
in
the
same
one
policy,
so
we're
recommending
we
unretire
iiab
and
specify
again.
Supplemental
materials
also
require
parental
notification
for
sexual
explicit
content.
M
I'd
like
to
note
that
the
committee
members
did
have
additional
questions
about
IIA
and
iiab
other
than
this,
this
new
requirement
of
Parental
notification
for
sexual
explicit
content.
So
we
are
likely
to
continue
to
discuss
this
policy
in
January
and
could
potentially
be
bringing
it
back
for
further
revisions
after
the
committee's
review
and
their
questions
have
been
answered
and
then,
lastly,
we
have
policy
jba
for
Section
504,
non-discrimination
and
complaint
procedures.
E
E
E
E
M
Yes,
my
wife
said
one
note
to
add:
we
presented
nine
policies
last
month
for
your
consideration,
but
I
did
caution
the
board
that
the
ninth
policy,
Joc
privacy,
dignity
and
respect
for
all
students
and
parents
and
the
schools
might
not
be
returning
pending
any
potential
possible
legal
matters
that
did
transpire
the
policy
triggered
another
automatic
30-day
wait
period
for
those
legal
issues
to
be
resolved.
It
could
extend
even
further
so
the
public
did
hear
the
and
you
all
were
presented
with
a
a
draft.
Q
M
Well,
would
you
like
to
celebrate
some
kids
tonight?
Please,
oh
yeah,
so
slide
one
five
Jefferson
Forest
High
School
students
were
selected
by
audition
for
the
all
South
Central
Regional
Orchestra.
They
included
Leo
Chang
on
violin,
Angelina,
I'm,
sorry,
Angeline
I'm,
going
to
mispronounce
your
last
name,
I'm,
afraid
guo
on
violin
as
well.
Courtney
trahant
on
the
English
horn,
Jack
waters
on
trombone
and
Brianna
Yates
on
flute,
the
South
Central
seasonal,
Regional
Orchestra
event
will
take
place
on
November,
11
and
12
in
Richmond.
So
congratulations
to
those
students
and
best
wishes
on
your
competitions.
M
Congratulations
to
these
13
students
pictured
on
the
slide.
These
students
come
from
Liberty,
Middle,
School
and
Liberty
High
School,
and
they
were
selected
by
their
principals
to
serve
on
the
mayor's
student
advisory
Council
and
were
recognized
at
the
Bedford
Town
council
meeting
on
October
25th
I
know
we
had
board
members
that
were
able
to
attend
as
well
as
Central
staff,
and
we
appreciate
the
town
council's
support
and
the
mayor's
support
of
eliciting
comments
from
our
students
about
what
they
love
about
their
school
systems
and
how
we
can
make
improvements.
M
So
congratulations
to
all
of
our
cheerleaders
and
to
JF
on
their
placement
of
fourth
on
October
15th,
the
Jefferson
Forest
High
School
Marching
Cavaliers,
took
first
place
in
group
four
and
won
all
the
caption
awards
at
the
Virginia
marching
band
Cooperative
Tidewater
Regional
competition,
their
band
posted
the
high
score
of
all
22
bands
in
the
competition
which
was
for
five
size
classifications.
Then,
on
the
22nd
of
October
at
the
drums
along
the
Blue
Ridge
marching
band
competition,
they
went
on
to
post
the
highest
score
of
the
day
and
their
highest
score
of
the
Season.
M
Then
blew
it
out
of
the
stadium.
In
the
finals
that
night,
the
marching
Cavaliers
were
named,
Grand
Champion,
winning
all
Captain
Awards
and
posting
the
highest
score
for
the
second
week
in
a
row
in
the
Virginia
marching
band
Cooperative
competition
for
this
season
and
then
on
November
5th
I
had
the
pleasure
of
watching
them
perform
at
the
Virginia,
marching
band
Cooperative
state
championships,
which
were
held
at
Liberty
University.
M
We
had
an
army
of
JF
parents
who
organized
and
hosted
the
event,
and
neither
The
Early
Morning
Rain,
nor
the
power
outages
could
deter
our
marching
Cavaliers,
who
took
second
place
in
group,
four
winning
best
General
effect
and
best
percussion
in
the
preliminary
competition
before
advancing
to
the
Commonwealth
Cup
finals,
where
they
achieved
their
highest
placement
ever
in
that
competition
with
a
fourth
place.
Overall,
congratulations
to
our
marching,
Cavaliers
foreign.
M
Jf
received
special
judges
awards
for
best
costumes,
best
Ensemble
and
Technical
Merit,
and
three
students,
Carter
rice,
Anna,
Miller
and
Blake
McGregor
were
named
to
the
all-star
cast
and
Eliza
Hayes
and
Annelise
Schultz
will
received
best
performer
Awards,
also
on
November
5th,
the
Cavalier
thespians
competed
at
and
won
the
theater
Festival
for
vhsl
Section
4d2
with
individual
recognitions
for
Carter
rice,
Sarah,
Lynn,
loux
and
Eliza
Hayes
were
outstanding
actor.
The
group
will
now
compete
at
the
region.
4D
championships
in
Pulaski
on
November
19th.
M
Moving
down
to
Stanton
River
High
School,
congratulations
to
Sam
Weddle
Sam
recently
won
the
Blue
Ridge
District
cross
country
championship.
In
doing
so,
Sam
was
named.
The
2022
Blue
Ridge
District
Runner
of
the
year
last
week
at
the
vhsl
region,
3D
3D
cross
country
championships
Sam
along
with
Jack
Weddle
and
Megan
Hawley,
were
named
to
the
all-region
cross-country
team
and
Sam
and
Jack
qualified
for
the
state
cross-country
meet
which
will
be
held.
This
Saturday.
M
The
Jefferson
Force
boys
and
girls
cross-country
teams
were
recently
crowned
Seminole
District
Champions,
with
both
teams
achieving
a
perfect
score
of
15.
Junior
Zoe
lamanna
and
Alex
Jordan.
Each
won
their
respective
race
at
the
region,
40
championship
in
Blacksburg.
Both
teams
placed
third
earning
spots
in
the
vhsl
state
championship.
M
Zoe
was
named
the
region
3D
girls
Champion,
along
with
four
other
girls;
I'm;
sorry,
four
other
students
being
named
to
their
respective
All
Region
team,
including
Alexis
plaster
Alex,
Jordan,
Luke,
Gaylor
and
Megan
Smith.
Both
teams
will
now
compete
in
the
class
4
state
championship
on
November
12th
at
Oakland's
Plantation.
M
Bedford
County
public
schools,
in
partnership
with
the
Bedford
area,
Education
Foundation,
has
been
recognizing
outstanding,
BC
employees.
We
were
able
to
do
so
and
recognize
the
two
individuals
who
are
on
the
screen
here
in
the
month
of
October.
Congratulations
to
Forrest
middle
school
algebra,
1
and
geometry,
teacher
Jim,
Fitch
and
Huddleston
Elementary
School,
Bus,
Driver,
Glenn,
Hancock
I
visited
each
of
their
schools
and
was
able
to
present
them
with
a
gift
of
appreciation,
courtesy
of
the
baef.
M
M
Back
in
October
and
the
week
of
October
17
to
21
was
nationally
recognized
as
national
school
bus
safety
week.
An
excellent
reminder
for
all
of
us
to
remember
the
importance
of
school
bus
safety.
The
theme
for
this
year
was
one
bus
plus
one
driver
equals
a
big
impact
on
education,
we'd
like
to
pause
and
thank
at
this
time,
all
of
our
bus
drivers
and
all
of
the
members
of
our
transportation
team
for
ensuring
that
our
students
make
it
to
school
and
back
home
again
safely
every
day.
M
We
are
preparing
now
to
Showcase
some
of
our
best
elementary
students
artwork,
and
we
want
to
make
sure
that
you
know
you're
invited
to
come
see
it.
The
Fall
Elementary
art
exhibition
is
being
held
next
week
at
the
Bauer
Center
for
the
Arts.
There
will
be
artwork
from
six
elementary
schools,
Big
Island,
Forest,
good
view,
Montvale
New,
London
and
Stewartsville
on
display
the
viewing
times,
if
you
can
make
it
by
the
Bauer
Center
next
week,
will
be
every
day
Tuesday
through
Saturday,
from
11
in
the
morning
to
three
in
the
afternoon
and
on
Friday.
M
M
And
so
now,
if
you
want
to
give
me
a
little
drum
roll,
no
I'm
kidding
three
things,
you
need
to
know
number
one.
Our
top
three
candidates
for
teacher
of
the
year
will
be
announced
soon.
Most
of
you
know
that,
or
you
may
have
noticed,
that
each
individual
school
has
a
teacher
of
the
year
and
we've
been
recognizing
them
with
individual
posts
on
our
Facebook
page,
we're
proud
of
each
and
every
one
of
them
and
all
of
our
teachers.
M
But
we
do
need
to
pick
three
from
all
of
those
teachers
of
the
Year
from
our
Collective
schools.
That
announcement
will
be
made
on
November
17th
number.
Two
progress
reports
for
the
second
quarter
will
go
home
with
students
on
November,
17th
and
November
30th,
so
be
on
the
lookout
parents
for
interim
reports
for
your
students
in
the
month
of
November
and
lastly,
just
a
reminder:
school
is
closed
for
students
and
staff
on
November,
23rd,
4th
and
25th
for
our
Thanksgiving
holiday
break.
E
E
A
J
J
H
E
A
B
B
Start
with
you
for
your
comments,
well,
I
want
to
certainly
Echo
the
same
sentiments
that
Dr
Bergen
has
echoed
to
our
community
regarding
Veterans
Day
I
want
to
extend
to
all
of
our
veterans
in
our
community
in
our
school
division
as
well.
Just
my
heartfelt
gratitude
for
your
service
and
your
dedication
and
your
commitment
to
our
nation.
Just
a
very
special
thank
you
to
you
and
also
I,
want
to
extend
a
thank
you
to
Matt
Holbrook,
one
of
our
school
board.
Members
is
also
formerly
in
the
military,
so
thank
you.
B
Mr
Holbrook
for
your
service
as
well.
I
also
want
to
say
to
our
teachers
and
our
our
staff
that
I
wish
you
a
blessed
Thanksgiving
break.
I
know
we
have
you
have
another
week
or
so
to
go,
but
please
just
enjoy
your
your
time
with
your
family
and
friends
and
and
just
have
a
wonderful
Thanksgiving
break
Dr
Bergen
I
would
ask
if
you
would
please
follow
up
with
a
concern
that
one
of
our
members
of
our
community
brought
to
us
tonight,
Mr
Hill
I
believe
it
was.
B
I
I
can't
speak
for
every
board
member,
but
I
can
certainly
say
that
it
is
very
important
for
us
to
establish
and
build
a
community
and
an
environment
where
all
of
our
staff
members
anyone
can
come
and
speak
and
share
their
concerns
before
this
boards.
So
I'd
like
to
know
after
you
have
investigated
all
of
this,
just
who
what
was
it
that
they
wanted
to
talk
about
what
was
said
to
them,
why
they
felt
the
way
that
they
did
uncomfortable
in
which
to
come
here
and
speak.
B
We
just
cannot
have
an
environment
like
that
for
our
staff
members.
They
should
feel
free
and
open
to
come
and
stand
here
in
front
of
us
and
share
what
their
concerns
are.
So
I
would
appreciate
look
forward
to
some
feedback
from
you.
We
also
had
a
parent
tonight
and
I
may
really
ruin
her
name.
So
please,
forgive
me
Miss
Kelsey,
Mapes
I
think
was
her
name
she's
a
otter,
River
parent.
B
She
talked
about,
and
she
made
a
very
valid
point
and
I
know
that
we
all
in
health
and
agree
that
class
size
is
so
important
and
it's
extremely
important
at
the
elementary
level.
I've
said
it
time
and
time
again
that
it's
so
important
that
we
lower
those
numbers
in
our
K3.
Those
are
the
formative
years
and
it's
so
very
crucial
that
we
have
those
numbers
at
such
a
level
that
our
teachers
can
actually
do
the
job
that
they
need
to
do
to
prepare
these
children
for
their
middle
school
years.
B
B
So
if
someone
could
give
me
an
answer
to
that,
question,
I
would
really
appreciate
it.
I
know
that
we
have
Paras
in
in
the
classroom.
I
know
how
difficult
it's
been
to
feel
teaching
positions,
but
we've
we
just
have
to
do
better.
I
hope
the
board
as
a
whole
that
we
will
really
seriously
seriously
take
a
look
at
the
our
class
sizes
and
our
Elementary
grades
and
let's
make
a
difference
and
again
I
want
to
extend
to
Mr
Daniels
a
congratulations.
Thank
you.
E
A
He
said
that
these
English
teachers,
if
I
understood
him
correctly,
were
told
that
they
were
not
permitted
to
come
to
the
board
so
and
certainly
I,
don't
want
this
public
but
I'd
like
to
know
how
who
who
said
that
to
them
and
and
make
sure
that
they
are
able
to
access
the
English
supervisor.
I
mean
they.
A
Should
you
know
if
I
understood
him
correctly,
I
understood
him
to
say
that
the
English
Supervisor
was
not
meeting
with
him
now
I,
don't
know
whether
that's
true
or
not,
but
I
also
had
those
same
concerns
and
I.
Think
I
also
want
to
know.
Are
the
teachers
able
to
use
resources
of
their
choice
emphasizing
that
they
will
use
the
boss,
but
you
know:
can
we
clear
all
that
up
that
that
was
really
disturbing
to
me
tonight
to
hear
that
from
our
English
teachers
I
want
to
also
offer
a
Happy
Thanksgiving
to
everybody.
A
B
A
A
He
was
very
young,
but
I
was
very
young
too,
so
you
know,
but
I
I
was
so
glad
to
see
him
tonight
and
it's
just
amazing
when
you
run
into
one
of
your
students
that
isn't
this
tall
anymore,
they're
big
and
they
have
a
gun
and
all
that
sort
of
stuff.
So
thank
you
David
for
taking
for,
for
reminding
me
and
for
saying
hello
and
for
your
service
too,
to
our
community
as
a
officer
that
was
really
amazing
to
see
him
so
Veterans
Day
I,
you
know
my
years
here.
A
A
and
since
the
signing
of
that
bill,
Veterans
Day
has
been
a
day
that
we
acknowledge
our
veterans
and
all
of
all
wars
and
all
who
served
in
the
United
States
military.
It's
our
chance,
as
American
as
the
American
public,
to
publicly
thank
and
commemorate
the
contributions
of
living
veterans,
to
show
them
an
appreciation
for
placing
their
lives
at
risk
and
serving
our
country
and
our
way
of
life.
A
A
A
Many
of
you
know
that
my
husband
served
during
the
Vietnam
era
as
a
helicopter
pilot,
and
it
still
makes
me
stop
when
anyone
says
to
him.
Thank
you
for
his
service
because
he
always
responds
in
the
same
way.
Thank
you.
It
was
my
honor
and
privilege
to
serve
our
country,
our
veterans,
no
matter
how
they
served
where
they
served
or
for
how
long
they
served
are
the
very
best
of
us,
and
tonight
I'd
like
to
personally
thank
every
veteran
who
took
the
oath
and
served
our
country.
A
A
E
G
G
You
know,
for
whatever
reason:
I
just
never
made
it
there.
You
know
which
God
always
has
a
plan,
but
a
lot
of
people
did
go
to
combat
and
didn't
come
back
and
I
want
to.
Thank
you
and
thank
you
for
what
you
said,
because
it
is
a
it
is
an
honor
and
a
privilege
to
serve
so
I
just
want
to
really
really
thank
everybody.
We
wouldn't,
we
wouldn't
have
what
we
have
now,
if
it
wasn't
for
that,
even
though
in
today's
time
it
may
seem
like
it's
slipping
away
sometimes,
but
thank
you.
S
J
We're
in
the
month
of
November
and
we've
got
a
lot
to
be
thankful
for,
first
and
foremost,
I
want
to
say
that
I'm
thankful
for
my
wife
and
my
kids
for
putting
up
with
how
busy
I've
been
recently
I'm
thankful
to
the
friends
and
supporters.
You've
been
there
and
prayed
for
for
me
over
the
last
couple
months
and
would
not
be
here
without
your
support.
J
I'm
thankful
for
all
the
teachers
and
staff
that
come
to
school
every
day
and
do
their
very
best
and
work
tirelessly
to
teach
our
kids
I'm
thankful
for
the
service
of
our
veterans,
including
my
dad
and
my
grandfather.
Who've,
had
such
an
impact
on
my
life.
Next
Friday
is
National
substitute
teachers
day,
and
we
are
thankful
for
all
those
that
take
their
time
to
come,
fill
in
for
one
of
our
teachers
or
staff
members
who
are
not
feeling
well,
who
are
taking
care
of
others
thankful
to
live
in
such
a
great
Community.
J
It's
it's
a
fantastic
part
of
the
country
that
we
have
here
in
Bedford,
County
and
I'm,
continuing
to
be
struck
by
its
beauty
and
the
sense
of
family
that
we
have
here.
I've
lived
in
a
lot
of
places
and
I
have
not
felt
that
in
a
lot
of
the
places,
I've
left,
I've
lived,
I'm,
just
thankful
for
the
health
that
we
have
and
and
thankful
for.
J
The
people
that
we
have
around
us
so
in
closing
I
would
just
like
to
ask
that
you
take
some
time
to
think
about
what
you're
thankful
for
or
who
you're
thankful
for
just
make
sure
that
you
let
them
know
whether
it's
a
teacher,
a
coach,
a
principal,
a
husband
or
wife,
son
or
daughter,
mom
or
dad
or
all
of
the
above.
We
don't
say
thank
you
enough,
or
sometimes
we
don't
feel
like
that's
enough,
but
just
know
that
if
it
comes
from
the
heart,
then
it
is
enough.
Happy,
Thanksgiving,.
E
H
H
Dr
Bergen
Mr,
Daniels
and
myself
have
visited
yesterday,
Forest
Elementary
School,
along
with
Charlotte
bansley
and
the
legal
aid
from
U.S
senator
Mark
Warner's
office
and
then
also
we've
got
scheduled
for
tomorrow
and
next
week
and
Edgar
tuck
Bob
Davis,
delegate,
Wendell
Walker
and
Senator
Steve
Newman
have
agreed
to
come
to
our
schools.
So
lots
going
on
with
that,
and
we
do
appreciate
our
Board
of
Supervisors
and
the
others
for
agreeing
to
come.
Take
a
tour
with
us.
H
Two
things
that
I
want
to
make
sure
are
on
the
books
for
this
year,
and
so
I'm
mentioned
it
in
November
teacher
of
the
year
recognitions.
That
needs
to
be
an
event
that
we
bring
back
it's
very
important,
and
so
we
need
to
make
sure
we're
doing
that
and
then
retiree
recognitions.
We've
got
away
from
doing
that.
The
last
couple
years
and
so
I
want
to
make
sure
we're
we're
doing
that.
Hell.
F
H
Music
to
my
ears,
I
do
want
to
Echo
what
Miss,
Harrison
and
Dr
mealy
said
regarding
the
English
teacher
updates,
that's
not
a
new
subject
for
me.
That's
certainly
something
that
we've
talked
about
and
so
definitely
disappointed
that
it
come
up
tonight
that
the
teachers
feel
like
we
have
not
reached
a
resolution,
and
so
I
do
want
to
hear
more
about
that
and
find
out
again
accountability
plan
for
what
we're
doing
to
make
sure
we're
addressing
that.
H
Thank
you
to
the
staff.
I
know
you
guys
have
been
working
very
little
diligently,
trying
to
find
teachers
based
on
our
feedback
to
add
and
to
reduce
those
class
sizes.
We
do
agree.
We
we
need
to
you
know,
make
some
attention
to
some
of
the
classrooms,
but
I
didn't
want
it
to
go
unnoticed
that
you
guys
are
trying
and
that
you
have
been
seeking
those
teachers.
So,
yes,
we
do
need
to
fix
it.
We're
trying,
but
I
did
want
to
commend
you
guys
on
your
efforts.
H
So
in
addition,
I
wanted
to
give
a
shout
out
to
my
dad.
His
name
is
William
Earl
Hill
Jr,
but
we
call
him
Billy
and
if
you're
into
hunting
field,
we
call
him
hillbilly,
but
he
was
a
Vietnam
veteran
and
you
know
it
took
me
a
long
time
to
understand
the
sacrifices
that
he
made
for
us
when
he
was
there.
He
doesn't
talk
a
lot
about
it,
but
I
do
want
to
recognize
him
and
then
last,
but
certainly
not
least,
I
wanted
to
congratulate
our
districts.
H
Our
elected
district,
7,
School
Board
member
Chris
Daniels
I,
really
appreciate
that
I've
been
reading.
Something
about
I
need
a
bobble
head
up
here
now
and
so
I.
Don't
know
what
that
means,
but
we'll
see
as
we
go
and
then
also
there's
some
kind
of
folder
going
around
with
my
name
on
it.
So
if
anybody
finds
it
I'd
love
to
have
it
I'd
love
to
see
what's
in
there.
So
but
anyway,
congratulations,
Mr,
Daniels,
so
I'm
done
Miss
Kirby.
E
E
I
hate
getting
the
text
in
the
morning.
The
bus
routes
are
canceled,
it's
leaving
families
struggling
for
kids
to
go
to
school
or
they
might
not
get
to
go
to
school
because
we
don't
have
bus
drivers
if
there's
any
way
that
you
are
willing
to
help
us
out,
please
contact
transportation,
we
sure
could
use
you
I
want
to
say
thank
you
to
our
Board
of
Supervisors
for
our
recent
joint
meeting.
E
I
appreciate
you
taking
your
time
and
listening
to
our
needs,
and
how
can
you
top
what
Dr
mealy
just
said
with
regards
to
our
veterans,
my
father
was
a
Marine
in
World
War
II,
so
we
were
taught
with
the
pride
to
have
for
family
veterans.
So
thank
you
to
all
the
Veterans
for
your
service.
We
do
appreciate
you
and
for
those
that
do
not
know
kind
of
a
public
service
announcement
here
due
to
the
100
chance
of
rain.
E
Tomorrow,
the
Veterans
Day
celebration
at
D-Day
has
moved
to
the
Moose
Lodge
I
believe
that
they're
also
going
to
have
a
virtual
option.
If
you
want
to
see
it
and
how
do
you
top
with
Mr
Daniel
said
about
Thanksgiving
but
Happy
Thanksgiving
doll?
Please
don't
forget
to
count
your
blessings
and
God
bless.
Everyone
and
normally
I
would
ask
for
a
motion
to
adjourn.
Unfortunately,
we
need
to
go
back
into
closed
session,
so
do
I
have
a
motion
to
go
into
closed
session
Adam's.
M
M
I
agree
it's
concerning
to
me
when
I
ever
hear
somebody
say
we're
there,
they
can't
approach
or
they
they
feel
concerned.
I
want
to
repeat
that
our
executive
team
has
been
sitting
in
every
school
for
an
entire
day
entire
day
to
hear
anyone
who
wants
to
speak
on
any
issue
and
we've
been
to
every
school,
and
we
have
collected
a
lot
of
data.
It's
anecdotal
data
we're
going
to
reflect
on
that
together.
M
As
a
team
and
we'll
make
reports
back
out
to
the
community
and
to
the
board
about
what
are
we
hearing
from
our
teachers,
because
we
are
approachable,
We,
believe
We
Are,
we
want
people
to
come
and
speak
to
us
and
if
they
don't
feel
comfortable,
we
want
to
know
why.
But
we'll
go
back
and
we'll
I
heard
your
questions
we'll
be
very
specific
about
what
is
it
about
the
secondary
English
language
arts,
curriculum
of
which
people
have
some
concerns
and
on
class
sizes?
We've
now
talked
about
this
many
months.
M
There
was
a
memo
to
the
board
on
9.
14.
I
can
resend
it
for
you.
If
you'd
like,
we
have
seven
classes
that
are
above
25,
kids
out
of
all
of
our
elementary
schools.
Seven-
and
they
are
you-
know
26
27
28.
The
largest
is
30
in
a
fourth
grade
class
at
Big
Island.
That's
where
we
had
all
that
discussion,
and
we
are
advertising
for
Teacher
assistance
to
be
in
every
one
of
those
classrooms.
Certainly
we
would
we'd
prefer
to
split
all
those
classes
but
and
have
classes
of
13
or
14.
M
It
would
cost
hundreds
of
thousands
of
dollars.
We
do
not
have
but
I'm
not
negating
the
need
or
the
concern
I'm
just
saying
we
have
heard
it.
We
are
addressing
it
and
I
didn't
want
that
to
go
on
without
some
comment
here
tonight.
So
thank
you
for
letting
me
sneak
those
in
I'm
so
sorry
and
back
to
reading
into
closed.
H
2.2-3711A18-1
to
discuss
the
assignment
appointment,
performance
discipline
and
release
of
contract
for
specific
School
Board
employees,
including
the
evaluation
of
the
superintendent,
as
provided
in
his
contract
of
employment.
Eight
for
consultation
with
legal
counsel
retained
by
the
school
board
for
advice
on
specific
legal
matters
requiring
the
provision
of
legal
advice
by
such
Council,
including
School
Board
policy.
E
D
Now,
therefore,
excuse
me,
be
it
resolved
that
the
Bedford
County
School
Board
hereby
certifies
that
to
the
best
of
each
member's
knowledge,
only
public
business
matters
lawfully
Exempted
from
open
meeting
requirements
by
Virginia
law
were
discussed
in
the
closed
meeting
to
which
the
certification
applies,
and
only
such
public
business
matters
that
were
identified
in
the
motion
convening
the
closed
meeting
were
heard,
discussed
or
considered.
Yes,
yes,
yes,.