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From YouTube: School Board Meeting - 9/8/2022 - 5:00 PM
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K
This
report
replaces
the
disciplined
crime
and
violence
report
which
we
have
been
doing
annually
for
a
long
long
time,
and
the
change
was
made
at
the
state
level
over
a
period
of
years
and
finally
kicked
in
last
year,
so
that
to
really
emphasize
the
impact
that
student
Behavior
has
on
the
school
environment.
To
raise
awareness
of
you
know
both
the
behavior,
its
impact
on
others
and
also
the
needs.
The
students
have
both.
K
You
know,
victims
and
if
there
are
victims
and
also
the
the
students
responsible
and
it
really
because
most
incidents
at
school
are
not
crimes
and
I.
Think
the
the
state
just
kind
of
rebranded
that
as
an
effort
to
to
rethink
how
that's
reported.
So
the
the
system
requires
that
any
discipline
incident
that
happens
at
school
that
we
report
is
categorized
into
one
of
six
categories.
K
K
So
for
us
last
year,
this
is
what
we
reported
to
the
state.
We
had
this
number
of
incidents
in
each
of
those
categories
and
that
involved
that
number
of
kids
for
for
those
incidents,
one
of
the
things
I'll
say
here
is
that
these
are
these
are
Big
Numbers.
You
know
anytime
you're
getting
into
the
hundreds
and
thousands
of
behaviors
that
you
don't
want
to
see.
K
You
know
it's
substantial
and
one
of
the
ways
that
one
of
the
things
we
discovered
as
we
were
pulling
all
this
information
together
at
the
end
of
the
year,
is
that
we
think
some
of
these
incidents
were
double
reported.
In
that,
the
way
a
fight
is
supposed
to
be
reported
is
as
one
incident,
but
there
there
might
be
two
or
three
students
involved
in
that
the
discipline
crime
and
violent
report
required
us
to
put
three
different
entries
in
and
I
think
some
schools
were
still
in
the
habit
of
doing
that.
K
We
pulled
we
caught
some
of
that
and
we
we
think
we
addressed
it
and
certainly
that's
part
of
our
ongoing
training.
So
this
is
a
baseline
number
for
us.
We
don't
really
have
anything
to
compare
this
to
in
previous
years.
This
is
the
first
year
of
the
report,
but
I
will
say
when
you
do
the
numbers
of
about
8,
900
kids
times
180
school
days,
this.
K
This
works
out
to
an
average
of
like
less
than
a
quarter
of
a
percent
of
our
students
involved
in
an
incident
on
a
given
day,
so
the
numbers
are
big,
but
when
you
kind
of
look
at
it
that
way
it
kind
of
plays
out
in
in
that
manner,
so
in
total,
and
because
some
incidents
are
also
covered
different
categories.
So
you
know,
for
example,
a
fight
might
also
involve
a
a
threat,
and
so
those
are
two
different
codes
that
go
into
that.
K
K
So
there
were
1600
of
our
kids,
who
were
involved
in
at
least
one
incident
through
the
course
of
the
year
that
could
range
from
a
class
disruption
to
a
bus,
referral
to
a
fight
or
something
more
serious
and
in
all
of
those
cases,
students
are
meeting
with
an
administrator,
they're
being
held
accountable,
they're
having
to
answer
for
themselves
and
explain
themselves.
Parents
are
contacted
in
each
of
those
incidents
and
and
in
many
of
them
17
suspension
was
used.
An
out-of-school
suspension
was
used
as
a
consequence,
so,
and
what?
K
45
percent
of
the
time
our
schools
were
using
in
school
suspension
or
an
alternative
to
suspension
program.
So
what
that
means
is
they
were
assigned
to
come
to
school,
but
to
be
in
a
much
more
locked
down
environment
where
they
didn't
have
privileges,
they
didn't
have
their
cell
phone
available.
They
were
still
held
accountable,
restricted
movement,
somebody
monitoring
them
closely,
making
sure
they're
doing
their
work
because
many
times
on
out
of
school
suspensions,
those
things
aren't
happening.
K
I
think
in
some
families
an
out
of
school
suspension
is
a
wake-up
call
and
it
happens
once
and
that's
the
last
time
it
happens.
But
then
there
are
other
times
where
students
are
finding
themselves
getting
suspended
on
multiple
occasions
and
it's
really
not
working
and
so
having
them
more
accountable
at
school
and
to
answer
to
people
every
day
through
the
day.
We're
hoping
allows,
for
you
know
more
accountability
on
their
part
and
in
all
other
incidents.
So
about
another
third
of
them.
There
were
some
other
strategy
used
by
an
administrator
to
hold
them
accountable.
K
That
might
mean
just
taking
away
a
privilege,
Talk
calling
home
or
to
having
a
you
know,
changing
a
schedule.
You
know
something
like
that
that
keep
keeping
kids
from
coming
to
extracurricular
activities,
things
like
that.
That
would
be
a
consequence
appropriate
to
what
what
they
did
so
looking
at
all
those
numbers,
just
some
takeaways
that
we've
had
in
in
analyzing
all
this
is
that
you
know
over
almost
96
percent
of
our
students
didn't
have
a
suspension.
Last
year
they
stayed
in
school
and
only
missed.
K
You
know
when
they
were
sick
or
had
some
other
some
other
reason
to
be
out,
but
they
were
they
weren't,
because
we
asked
them
not
to
come.
We've
had
we
had
regular
use
of
our
alternative
to
suspension
programs
and
about
three
times
more
often
than
we
did
out
of
school
suspension,
programs
and
again
I
think
that
was
School
staff
feeling
as
though
they
could
hold
kids
even
more
accountable
for
their
work
and
for
their
behavior
when
they're
monitoring
them
and
on
them.
K
We've
also
seen
that
there's
really
an
importance
of
regular
school
level,
tracking
of
incidents
so
in
the
school
analyzing.
Well,
what
kind
of
offenses
are
happening
here?
What
kind
of
incidents
are
happening?
How
often,
where
are
they
happening?
What
can
we
do
about
them
is
what
we're
doing
effective
and
really
analyzing
that
and
studying
that
through
the
year,
so
we're
looking
at
it
at
a
big
level
at
you
know,
at
an
annual
basis,
but
really
on
a
school
level
on
a
regular
basis.
H
Thank
you,
Dr
Douglas.
First,
let
me
just
make
a
comment
and
for
some
of
you
I'm
sure,
you're
probably
going
to
say
well,
we
knew
you
were
going
to
say
this
Georgia,
but
I
have
to
really
applaud
the
intervention
specialist
program
and
those
individuals
who
work
and
to
support
our
students.
Everybody
knows
that
I
certainly
am
a
strong
advocate
for
that
program.
H
I
know
that
it
works
and
I
think
we
have
some
evidence
here
to
see
that
it
has
been
very
beneficial
so
kudos
to
everyone
who
has
supported
the
program
and
who
work
in
that
role.
I
do
have
a
question
regarding
our
middle
in
our
high
schools.
So
do
we
have
an
in-school
suspension
program
at
all
of
our
middle
schools
and
all
of
our
high
schools?
We.
H
H
Fantastic
I'd
like
to
ask
if
I
could
have
a
breakdown
in
each
zone
of
this
data
I'd
like
to
see
you
know
the
breakdown
in
each
zone,
so
our
Liberty
Zone,
our
four
Zone
and
the
Stanton
River
Zone
in
terms
of
the
discipline
information
here,
I'd
like
to
just
kind
of
see
those
different
areas.
There
I'll.
F
K
K
G
K
G
Okay
and
then,
when
sent
to
the
alternative
program,
whether
it's
in
school
or
here
at
this
site,
do
we
have
a
percentage
of
those
that
had
additional
issues
reported
so
I
know
multiple
students,
multiple
issues
but
I'm
interested
to
know
out
of
the
ones
that
worked
with
the
ones
at
the
school
right?
Did
we
have
another
issue
where
it
eventually
turned
into
having
to
come
here
so.
G
K
G
G
K
G
G
B
B
Would
I
would
reason
that
we
would
see
an
improvement
in
the
numbers
this
year
only
because
every
student
and
every
teacher
can
see
each
other's
face
and
there's
something
to
be
said
about
the
how
it
humanizes
each
other,
humanizes
you
and
be
able
to
be
able
to
interact
with
someone
like
that.
So
I'm,
just
wondering
coming
out
of
you,
know
the
two
years
that
we've
dealt
with
and
having
a
normal
year.
B
K
A
good
one
and
I
think
anecdotally.
We
could
all
say
that,
with
the
number
of
students
we
had,
who
were
out
of
school
for
one
reason
or
another
both
when
schools
were
shut
down
for
that
spring
and
then
many
were
virtual
for
the
next
year
and
there
was
a
little
forgetting
about
school,
routines
and
expectations
and
how
to
work
together
in
a
in
a
classroom
and-
and
we
may
see
some
of
that
reflected
here-
so
this
will
be
a
good
Baseline
year
to
really
to
hold
those
numbers
and
compare
them
going
forward.
K
D
You
mentioned
something
because
I'm
looking
at
the
data,
you
mentioned
something
about
the
double
report,
that's
kind
of
concerning
to
me
because
when
you,
if
you
have
double
reporting,
when
you
shouldn't
have
it,
this
is
faulty
data
right.
So
this
isn't
reliable
or-
and
you
said,
you're
doing
training
for
this.
How
soon
will
that
become
effective?
And
how
soon
can
we
have
a
guideline
for
everyone
county-wide
to
keep
it
even
in
every
Zone
on
how
to
do
this
properly.
K
C
K
So
I
I
think
there's
some
degree
of
it
in
there
and
that's
what
I
was
at
the
point.
I
was
trying
to
make.
The
double
coding
also
includes
the
fact
that
some
incidents,
you
know
were
categorized
in
more
than
one
of
those
offense
categories,
and
so
some
schools
routinely
with
label
of
behavior
is
covering
three
different
codes
and
others
would
pick
the
main
one.
You
know
and
kind
of
stick
with
that.
We
that's
the
kind
of
thing
that
we
did
training
on
to
try
to
say:
let's
don't
go
overboard,
but
let's
be
thorough.
K
You
know,
let's,
let's
try
to
find
that
way
of
just
of
doing
that
consistently,
and
so
we
did.
We
did
a
pretty
extensive
training
of
that
in
the
summer
going
into
this
year
for
our
administrators,
and
we
also
continue
to
work
with
our
secretarial
staff,
who
many
of
whom
do
a
lot
of
that
entry,
so
that
they
know
the
right
questions
to
ask
and
and
can
catch
things
if,
if
they
don't
appear
right
before
they
go
in
so
well,.
D
I
guess
then
one
thing
I
would
you
know
ever
the
ones
I've
spoken
have
said
something
they
would
like
to
say.
I
would
like
to
know
like
which
ones
of
these
do
fall
in
a
number
of
incidents
that
do
fall
into
multiple
categories,
because
to
me
I'm
looking
at
okay,
so
we
have
a
number
of
incidents
period.
That's
it
not
the
fact
that
it
could
be
operations,
safety,
concern
and
potentially
dangerous
one
event
being
logged
into
three
different
categories.
So
if
there's
some
way
in
the
future
and
I
know,
this
is
a
this.
D
Is
our
pilot
program
as
well?
I
would
like
to
try
to
iron
up
things
before,
if,
like
in
parentheses
after
you
have
the
academic
progress
line,
somehow
designate,
which
ones
how
many
were
reported
in
multiple
categories.
Does
that
make
sense
to
everyone,
because
to
me,
if
I'm
looking
at
this
and
you're
seeing
number
of
incidents?
Well,
if
you
add
these
numbers
up
that
that's
a
pretty
high
number,
but
if
you
like
I,
said,
if
you
have
one
incident
in
three
different
categories
that
cuts
the
number
by
a
third
right.
D
So
if
we
could
have
some
type
of
designation
there,
okay
and
again
I
I
worked
criminal
law
too.
So
so,
if
you
excuse
my
reference
here
for
a
lack
of
better
words,
I
would
also
like
to
see
a
column
for
the
number
of
repeat
offenders:
the
number
of
students
who
have
done
this
more
than
if
it's
a
one-time,
offense,
okay
yeah.
You
made
a
mistake
but
I
like
to
know
how
many
have
been
in
multiple
incidents,
multiple
meaning,
three
or
more.
K
D
H
Do
us
I
would
just
like
to
say
that
having
served
as
principal
I
certainly
think,
one
of
the
points
that
you
made
Dr
do
is
in
terms
of
the
training
and
helping
the
principals
understand
the
coding
aspect
of
it
because
oftentimes
you
know
we
do
kind
of
double
cold
so
that
training
that
professional
development
is
is
very
crucial.
It's
important
I
was
happy
to
hear
that.
A
Yeah
doctor
do
is
because
I
think
there
are
many
times
as
a
principal
when
you
might
have
a
fight
break
out.
That's
also
becomes
a
disruption
to
the
learning
environment,
so
it
becomes
a
decision
of
you
know
which
one
do
I
choose,
which
you
really
don't
want
to
choose,
because
you
want
to
say
there
was
a
fight
that
and
that
the
consequence
was.
It
also
impacted
the
learning
environment
and
that's
important
to
to
know
now.
I,
don't
know
if
there's
still
a
text
box
there
that
that
can
be.
The
incident
can
really.
K
D
K
We
we're
in
a
year
that
follows
some
strange
years
regarding
School
enrollment
and
the
impact
of
you
know
the
coveted
State
policies
and,
and
and
and
and
the
availability
of
virtual
school
and
all
of
those
things.
So
we
were
very
interested
to
see
how
we'd
start
this
year,
with
our
enrollment
and
and
and
then
just
in
context.
What
we've
seen
over
the
last
five
years
is
a
decline
in
our
enrollment
of
about
7
000
students.
K
Excuse
me:
700
students,
I'm,
sorry
from
about
9
500
in
1718
to
8804,
reported
last
fall
and
that
had
been
a
pretty
steady
decline
and
you
can
see
between
in
the
year
2020
in
the
between
the
spring
and
fall
of
that
year.
That
was
our
largest
drop,
and
that
was
when,
when
school
looked
the
most
different
from
how
it
had
been
before
our
projected
enrollment
for
this
year
was
to
have
based
on
that
Trend
and
birth
rates,
and
other
factors
was
to
have
88
787,
kids,
87
87,
and
we
reported
that
last
November.
K
K
They
want
you
to
have
an
aid
in
the
classroom
when
you're
at
24..
So
you
can
see
we're
well
below
that
on
average
in
grades,
one
to
three
the
highest
is
thirty.
Four
to
six,
the
highest
is
35
we're
well
under
that,
and
even
under
that
average
that
the
state
asks
you
to
have,
and
second,
the
only
secondary
requirement.
That's
there
is
that
English
classes
be
average
across
the
district
at
24
and,
as
you
can
see,
all
our
classes
average
under
that
and
and
we
work
to
make
sure
we're
meeting
that
requirement.
K
So
just
some
takeaways
from
that
information.
You
know
we
have
120
or
so
more
kids
than
we
projected
and
that
that
has
some
Revenue
implications,
because
there's
State
funding
associated
with
each
kid
we
have.
So
if
that
number
stays
steady,
there'll
be
some
additional
state
revenue
that
we
didn't
plan
for
coming
in
and,
of
course,
some
of
that
is
used
to
hire
teachers
in
areas
where
there
are
more
students
than
we
forecast.
K
Sometimes
those
students
are
spread
out
across
schools
and
grade
levels
and
and
and
so
it
doesn't
necessarily
require
a
teacher,
but
in
some
instances
it
has
our
kindergarten.
Enrollment
is
less
than
projected
and
you
know
it's
not
it's
not
unlike
what
the
grades.
One
two
three
numbers
are
it's
in
that
range,
but
it
is
lower
than
what
what
we
projected,
but
the
the
kids
who
are
coming
in
are
in
grades
eight
to
twelve.
A
A
The
Elementary
classes
you're
saying
that
the
average
class
size
is
19..
How
many
classes
do
we
have
above
that
average?
We
never
want
to
shoot
for
the
soq,
because
it's
so
large,
usually
compared
to
what
we're
used
to
so
how
many
actual
classes
do
we
have
that
are
above
what
we're
saying
here:
Elementary
19
middle
23
and
high
21.
K
A
K
A
F
A
G
G
L
Could
be
a
class
higher
than
that,
but
we
take
the
total
enrollment.
And
then
we
calculate
how
much
staff
to
give
to
a
school
and
we'll
look
at
those
grade
levels
and
what
we
project.
And
then
we
do
the
calculation
on
how
much
staff
to
give
to
schools.
And
then
we
like
look
at
what's
actually
coming
in
and
then
we'll
adjust
if
they
have
more
coming
in.
G
L
How
we
staff
the
whole
school
it's
up
to
the
principal
to
maneuver,
there,
kids,
don't
come
in
nice,
even
packages.
That
means
you
could
have
a
class,
so
some
of
these
classes
have
13
and
14
in
them,
because
the
principal
decided
to
put
that
put
two
teachers
in
at
a
grade
level
that
had
26
and
it
breaks
down.
So
there's
no
guarantee
that
all
classes
will
be
low.
That's
not
how
the
Staffing
standards
are
written.
That
can
be
changed
in
the
budget,
but
it
will
have
implications
on
how
much
staff
we
hire.
L
F
L
L
So
if
you
look
at
the
soq
levels
that
the
state
has
prescribed
there,
a
lot
of
these
schools
say
that
they
have
to
be
23
or
less
instead
of
29
or
less
we're
meeting
that
across
the
board,
so
we're
qualified
to
get
that
money
and
HR
and
also
the
principals
are
aware
of
that.
So
if
there
had
to
be
a
class
that
was
a
little
bit
heavier,
it's
probably
going
to
happen
in
fourth
and
fifth
and
probably
K
through
three.
So
we
meet
that
obligate
meet
that
requirement.
M
The
per
pupil
allotment
per
school
and
all
of
that
has
to
be
posted.
It's
a
mandatory
reporting
category,
so
it
is
posted
on
the
website.
If
you
go
to
students
and
family
and
you
go
down
to
required
reporting
by
school
there's
the
tab
for
every
class
is
posted
and
the
averages
per
School
are
posted.
H
M
M
M
F
H
H
M
F
M
H
B
I
understand
that
we're
doing
better
than
the
state
standards
here,
but
26
and
27
first
graders
can
be
pretty
tough
I've
been
reached
out
to
a
couple
times
already
about
parents
that
have
some
concerns
about
that
in
these
schools.
I
know
it's
up
to
the
principals,
but
maybe
Dr
Woodford
can
can
answer
as
well.
But
what
is
the
procedure
for
if
there's
a
full-time,
you
know
Aid
in
the
in
the
classroom?
How
would
they
work
that
with?
Are
they
splitting
off
into
smaller
groups?
M
Before
she
starts
I,
think
if
you
look
at
the
the
tab,
that's
out
there,
you'll
have
an
understanding
because
a
lot
of
times
what
happens
is
it's
a
Singleton
class
and
other
classes
have
been
split
into
like
15
and
15
and
15
and
16,
and
then
you'll
have
a
Singleton
where
you
just
you
can't
split
everything.
Sure.
B
B
N
They
do
have
the
ability,
because
their
class
sizes
are
so
small
and
the
other
grade
levels
to
be
able
to
put
an
aid
in
there
all
day
long.
So
you
know
we
definitely
have
been
looking
at
that
when,
when
we
look
at
the
numbers,
it's
about
a
half
a
million
dollars,
if
we
were
to
add
teachers
to
all
of
our
classes
that
are
kind
of
in
that
area
and
the
other
issue
I'll
just
be
quite
Frank-
is
it's
really
hard
to
find
certified
teachers
right
now?
N
B
You
know
and
I
think
it's
important
for
the
parents
to
if
they
have
a
concern
about
their
child,
to
make
sure
that
they're
communicating
with
their
teacher
and
saying
I'm,
seeing
this
at
home
and
I
just
wanted
to
bring
it
to
your
attention.
I
mean
that's
the
collaborative
effort
that
you
would
you
would
want
and,
if
you're
very
proactive
with
that,
the
teachers
can
can
pick
up
on
that,
especially
in
the
younger
grades.
Right
thanks.
H
H
Don't
think
we
do
our
students,
despite
the
fact
that
the
teachers
are
working
extra
hard,
we're
not
really
doing
our
students,
Justice
and
and
having
a
large
classroom
like
that
and
I
certainly
understand
you
know
all
the
parameters,
how
difficult
it
is
for
us
to
find
teachers
I
get
that
I
certainly
do,
but
I
do
think
that
it's
important
for
us
to
take
another
look
at
as
a
board
as
a
board.
We
owe
that
to
our
community
to
revisit
our
so
cubes.
L
So
if
there's
going
to
be
any
major
changes
in
that,
then
when
that
would
flow
into
what
I'm
doing
on
calculations
and
then
we'd
have
to
budget
that
money
into
the
future
year
that
wasn't
in
this
year,
which
no
those
stat
those
those
standards
have
changed
over
the
years,
they've
gone
up
and
down.
You
know
if
you
look
all
the
way
back
to
2009
when
the
recession
hit,
they
went
up
and
it
was
drastic.
We
had
to
cut
a
lot
of
personnel
to
get
through
that.
L
D
L
Projections
for
our
but
Mr
Blankenship
will
do
a
once.
We
do
our
fall
following
with
the
state
on
our
enrollment
numbers.
These
are
preliminary
he'll.
Do
a
presentation,
usually
November
I,
think
maybe
December
on
what
we're
projecting
on
our
enrollment
I
take
those
numbers
plug
them
into
our
model,
and
then
we
say
how
much
staff
goes
to
each
school
and
then
I
can
make
adjustments
to
the
budget.
L
D
I
would
like
to
see
this
on
the
agenda
to
review
our
staff,
our
standards
of
quality
again
next
month,
because
that
will
put
us
into
October
and
have
us
a
month
to
talk
about
them.
Is
everybody?
Okay
with
that
Ms
Johnson?
Will
you
make
sure
that's
on
the
agenda
for
next
month?
Please
Dr
Maley!
Yes,.
A
A
So
I
just
think
in
light
of
what
our
teachers
and
our
students
have
been
through
in
the
last
excuse
me
two
years
that
we
really
need
to
to
think
about
that
and
make
sure
that
classes
are
very
close,
at
least
to
those
average
sizes.
That's
how
we're
going
to
fix
learning,
loss
and
and
and
help
students
achieve
not
by
saying
you
know.
Well,
it's
an
average
yeah.
This
class
does
have
30
kids
in
it.
G
Madam
chair,
based
on
that
I,
would
like
to
ask
the
budget
committee
to
come
back
with
us
on
where
to
find
five
hundred
thousand
dollars
in
to
cut
it
from
our
current
budget
and
what
the
recommendation
is
to
be
able
to
supply
those
teachers.
If
the
board
should
decide
to
do
that,
but
I
think
the
first
step
should
be
at
the
budget
committee
for
them
to
find
five
hundred
thousand
dollars
in
our
current
budget
to
cut
well.
G
D
Didn't
hear
any
dollar
figures,
but
what
I
was
going
to
suggest
and
ask
if
we
could
possibly
do
and
I
understand
that
we
are
in
the
middle
of
a
teacher
shortage.
A
national
crisis
I
understand
that
we
have
saqs
I
ran
six
years
ago
and
two
years
ago
on
the
platform
of
lowering
class
sizes,
which
I
want
to
see
done
because
I
know
that
that
is
what's
most
beneficial
to
our
children.
However,
I
understand
our
extreme
circumstances.
D
What
I
would
like
to
see
also
too,
if
we
do
look
at
this
when
it's
presented
next
month,
if
we
could
have
a
potential
dollar
figure,
a
projected
dollar
figure
with
that,
but
also
at
the
possibility
of
lowering
the
soqs
for
the
number
of
AIDS
in
a
classroom
to
help
with
the
larger
classrooms.
I
read
in
here
that
the
AIDS
for
a
class
sizes
were
like
one
and
two
per
class
size.
D
L
We
can
come
up
with
several
options
for
the
board
to
consider
I
will
say
in
managing
the
budget
that
there
are
still
coveted
dollars
available.
That
could
be
used
to
do
some
of
this
for
this
current
year.
The
caution
there
is:
that's
not
always
going
to
be
available,
so
if
you
make
a
change
to
the
Staffing
standard
long
term,
that
is
going
to
be
local
and
State
dollars,
not
coveted
dollars,
but
in
the
immediate
year
you
do
have
some
flexibility
to
use
those
Esser
funds
if
the
board
so
chose,
but.
D
D
The
road
well
and
I
guess
what
I'm
saying
too
is
is
with
with
the
redistricting
that
we're
going
that
we're
still
looking
at
too.
How
would
that
possibly
affect
it?
I
mean
because
that's
going
to
come
into
what
we're
going
to
have
to
consider
as
far
as
our
standards
of
quality
as
it's
a
temporary
situation,
or
will
this
be
fixed
by
the
reversion
or
by
the
redistricting.
K
Well,
I
think
this
I
think
staff
would
still
be
allocated
by
the
number
of
students
in
a
school.
So
so,
if
more
students
came
to
a
school
they'd
get
more
staff.
If
fewer
students
came
to
school,
they'd
get
less
so
you
know,
theoretically
that
would
that
would
work
out,
but
you
know
each
year
you
look
at
that
number
and
and
and
apply
that
you
know
apply
that
standard
class
sizes
shouldn't
change
a
lot
based
on
that
shift
of
population,
but
I
will
say
in
larger
schools.
B
If
those
covid
funds
are
there
and
that's
what
they're
there
to
do
and
we're
concerned
about
learning
loss
in
these
bigger
classes
and
we
could
get
the
AIDS
to
help
to
help
get
these
kids
caught
up
I
think
in
in
the
short
term.
That's
what
you
want
to
do
is
get
them
caught
up
so
when
they
advance
to
the
next
level
they're
caught
up
to
their
peers,
I
think
it's
something
we
really
need
to
consider
is
using
those
funds
now
and
with
the
understanding
they're,
not
always
going
to
be
there.
N
N
Good
evening,
Madam
chair
members
of
the
board,
Mr
Blankenship,
Dr,
Trosper
and
I,
are
looking
forward
to
sharing
some
of
the
data
they
have
been
compiling
related
to
the
standards
of
learning
tests.
But,
more
importantly,
what
are
we
doing
with
that
data?
We
acknowledge,
as
a
team,
that
we
have
experienced
some
areas
of
decline
that
need
to
be
addressed,
but
we
also
celebrate
the
hard
work
of
our
staff
for
the
progress
that
has
been
made
during
this
Global
pandemic.
We've
tried
to
provide
an
overview
of
the
data
in
simple
terms.
N
N
One
system
looks
at
aspects
of
teaching,
for
instance,
performance
by
subgroups.
The
other
system
looks
at
growth
data
from
one
year
of
testing
to
the
next
year
of
testing,
for
individual
students
and
groups
of
students.
So,
for
the
purposes
of
this
presentation,
we're
going
to
be
using
raw
data
scores
with
no
adjustments
for
growth.
We
believe
the
raw
data
reflects
a
best.
N
The
areas
we
need
to
focus
on
for
continued
Improvement
tonight,
Mr
Blankenship,
will
be
sharing
information
regarding
our
Sol
scores
from
the
spring
of
2022,
compared
to
the
state
of
Virginia
scores
for
2022,
and
also
our
spring
2022
scores
compared
to
our
own
scores
from
2021
and
2019,
2019,
obviously
pre-pandemic.
As
just
a
reminder.
There
was
no
Sol
data,
No
Sol
test
given
in
the
spring
of
2020,
and
so
the
scores
for
2021
were
not
used
for
accreditation
rankings.
So
we
had
two
years
of
scores
not
used
after
Mr
Blankenship
presents
the
data.
O
So,
as
Dr
Woodford
mentioned
on
August,
18th,
I
guess
I'm
driving
the
slide
there
we
go
on
August
18th.
The
state
released
a
news
release
which
I
have
here
and
the
title
was
2021-22.
Sol
results
show
continuing
impact
of
school
closures,
so
that
is
kind
of
what
we
modeled
some
of
this
data,
after
is
the
report
that
came
out
from
the
state.
O
First
of
all,
reading
we
went
by
subject.
So
this
is
the
first
one
is
reading
and,
as
you
can
see
there,
We
Are
The
Gap
is
four
points
for
Bedford
County.
Five
points
for
the
state
we
are
actually
last
school
year
was
a
pretty
good
year
in
terms
of,
if
you
compare
to
the
state
with
three
points
higher
than
the
state
average
in
Reading
still
below,
where
we
were
before
the
pandemic.
O
O
O
That
one
is
also
low,
as
you
see,
pre-pandemic
or
2019.
Both
the
state
and
Virginia
were
81
percent
Pass
rates,
both
dipped
quite
a
bit
in
2021
and
and
have
recovered
some
we're
about
at
where
the
state
is
in
terms
of
our
2022
Pass
rates.
But
it's
still
well
below,
where
we
were
in
2019
and
history,
pretty
much
the
same
thing
we
we
were
below
the
state
average
in
2019,
both
dropped
pretty
much
to
very
low
54
52
percent
there,
and
then
we
rebounded
about
10
percentage
points
to
13
percent
age
points
lower.
O
What
I
would
say
in
history
in
particular.
Is
that
there's
a
lot
less
students
taking
history
Sol's
than
than
years
ago,
because
the
state
has
put
in
some
some
they've
discontinued
some
sol
test
and
they've.
Also
at
the
high
school
level,
said
that
if
you
have
already
met
your
verified
credit
requirements,
you
do
not
have
to
take
the
Sol
test.
O
So,
some
of
that,
if
you
look-
and
this
is
not
broken
down
by
a
level
in
terms
of
elementary
middle
high-
but
some
of
that
is
a
lot
less
students
taking
the
test
and
the
ones
taking
the
test
are
sometimes
the
ones
that
have
struggled
and
still
need
to
take
it
for
for
graduation
purposes.
So
some
of
that
history
and
science
I
think
is
skewed
a
little
bit
in
terms
of
you've
got
a
lot
less
students
taking
those
tests,
so
just
wanted
to
throw
that
in
there.
O
In
terms
of
that
data,
it
is
basic
Pass
rates,
that's
what
was
released
by
the
state.
There
is
a
timeline
that
the
release
scores
for
different
things
like
for
graduation
rates
and
Dropout
rates.
It's
released
at
a
certain
time.
This
was
this
was
on
the
the
next
thing
on
the
list.
Preliminary
accreditation
and
is
is
what's
out
there.
Now
it's
going
to
be
publicly
released
on
September
22nd,
but
looking
at
what's
there
preliminarily,
we
see
that
all
our
schools
would
be
accredited
and
don't
think
that's
going
to
change
before
the
22nd.
O
So
our
three-year
averages,
if
we
don't
improve
and
and
have
some
strong
scores
this
coming
year,
there's
some
areas
where
we
are
potentially
in
trouble.
If
we
don't
have
a
strong
year
this
year,
also
Dr
Woodford
said
something
about
recovery
and
growth,
and
that
is
added
into
accreditation.
Just
simply,
recovery
is
a
student
who
failed
the
previous
year,
who
we
work
with
remediate
in
our
schools
and
who
pass
the
test.
The
following
year.
O
I
can
report
on
that
that
just
looking
at
those
we've
had
about
a
12
to
14
percent
increase
in
the
number
of
students
who
are
passing
as
recovery
students.
So
that's
a
good
thing.
We
did
have
some
more
failures
to
work
with,
but,
as
those
kids
are
doing
better
in
terms
of
passing
the
following
year
and
on
growth,
we
had
a
really
large
increase
in
the
number
of
students
showing
growth.
O
There's
debate
on
that,
but
our
our
growth
numbers
in
math.
We
had
147
students
that
showed
growth
over
the
2021
year
and
the
2021-22
year
we
had
627
students,
so
that's
like
a
320
percent
increase
in
in
the
number
of
students
showing
growth
and
in
Reading
the
number
of
students
showing
growth
in
2021,
20,
20
2021
was
137
and
that
increased
to
404..
O
So
we've
got
kids
not
only
going
from
a
failing
score
to
a
passing
score
with
remediation
help,
but
also
students
who,
even
though
they
still
failed
in
2022,
they
showed
growth
throughout
the
year
and
that's
based
on
the
growth
assessments
that
are
given,
which
we've
already
given
our
first
round
for
this
fall
or
we're
finishing
up
right
now.
So
good
things
in
terms
of
overall
Pass
rates
and
those
accreditation
scores
will
be
coming
out
soon.
So
I'm
going
to
turn
it
over
to
Dr
Trosper.
At
this
time,.
N
D
D
F
D
Good
evening
everybody
I'd
like
to
reconvene
the
September
9th
of
September
8th,
regular
called
school
board
meeting
for
Bedford
County
Public
Schools
I
stated
earlier
that,
unfortunately,
Dr
Bergen
could
not
be
with
us
tonight
due
to
illness.
Mr
Hagler
is
up
here
in
case.
We
need
guidance
and
I'm
going
to
ask
that
everyone
in
in
the
audience.
Please
silent
your
cell
phones,
if
you
have
not
already,
and
if
you
would
please
join
me
in
the
Pledge
of
Allegiance.
D
C
D
D
D
D
He
leaves
behind
a
legacy
of
respect
and
admiration
from
his
players
and
fellow
coaches.
His
longtime
assistant,
coach,
Andrew
Kelso,
said
that
Chris
is
not
leaving
big
shoes
to
fill
that
his
shoes
will
be
impossible
to
fill
but
he's
leaving
a
great
example
to
follow
coach
Watts.
Now
moves
on
to
coach
the
safeties
at
David's
College,
a
division,
one
college
football
program,
I
would
like
to
say
Chris
and
Shelley.
D
D
J
G
Next,
we're
going
to
recognize
coach,
Jed
zaring
following
the
2017
season,
Jefferson
Forest,
High
School
boys
soccer
coach,
Jed
Zarin,
stepped
down
from
the
position
after
25
Seasons
developing
the
program
into
a
soccer
Powerhouse
in
the
state
of
Virginia,
but
a
little
about
that
program
first,
to
develop
this
program
into
what
it
is
today
was
no
small
task.
The
JF
program
was
in
its
early
stages
and
soccer.
Wasn't
a
major
sport
in
America
in
1993..
G
Those
two
facts
made
it
so
much
harder
to
get
kids
interested
in
playing,
but
coach
zering
never
quit,
and
when
the
dust
settled
his
career
was
nothing
short
of
remarkable
coach.
Zaring
helped
start
a
Youth
Rec
program
in
Bedford,
which
eventually
fed
in
the
varsity
ranks
and
still
pays
dividends
at
the
high
school
coach.
Zarin
also
started
the
Blue
Ridge
Soccer
Academy
and
served
as
the
program's
director
from
1993
until
2013..
G
The
Cavs
routinely
had
big
success
under
his
airing,
but
in
2011
everything
came
together
perfectly
and
zarin's
team
won
the
state
championship,
including
time
spent
coaching
boys
soccer
at
other
area.
Schools,
coach,
zarin's
record
is
412,
wins,
75
losses
and
24
ties
an
incredible
winning
career
following
his
stepping
down.
He
handed
the
reins
over
to
another
person.
He
had
mentored
his
son
Scott.
The
calves
have
already
been
to
States
twice
in
Scott's
short
tenure,
coach,
Zarin
retired,
from
BCPS
this
year
as
the
JF
athletic
director.
G
F
H
D
D
We
also
ask
that
speakers
keep
their
remarks
objective
and
about
the
school
in
nature
and
refrain
from
personal
references
to
board
members
or
staff
or
about
their
families.
This
is
a
public
meeting
for
public
matters.
Mr
Edwards
will
serve
as
timekeeper
for
individual
speakers
with
a
ring.
A
bell
indicating
the
person
has
30
seconds
remaining
and
a
second
bill
will
ring
indicating
a
person's
four
minutes
have
expired.
D
D
E
R
R
R
Thank
you.
We
know
that
budgets
reflect
priorities
and
this
year's
budget
prioritized
trying
to
keep
and
reward
dedicated
workers
who
remained
with
us
through
the
Great
Recession.
We
also
thank
you
for
other
considerations.
You've
recently
granted
employees,
including
acknowledging
that
bereavement
days
were
long
overdue,
that
ensured
that
staff
are
to
be
paid
if
they
lose
their
planning
time
for
duties
beyond
what
should
be
required,
and
we
thank
you
for
working
to
hire
more
site-based
substitutes
to
help
ease
the
burden
on
teachers
and
parents
who
have
to
cover
classes.
Q
I'm
Dave
Dietrich,
the
fourth.
Ladies
and
gentlemen,
education
has
evolved
profoundly
since
the
dawn
of
the
Progressive
Era,
which
began
in
the
late
19th
century.
Educational
Evolution
has
impacted
culture.
The
age
in
which
we
live
is
now
said
to
be
post-modern.
Post-Nation,
State,
post-nuclear,
family
and
post-christian.
Truth
is
now
relative
to
whatever
one
claims
truth
to
be
new
standards
of
behavior
and
social
mores
are
promoted,
often
without
critical
thinking,
dispassionate
discussion
and
scholarly
debate.
Q
Sadly,
the
current
educational
administrative
complex
seems
to
facilitate
this
new
era
of
learning,
if
not
enthusiastically,
embracing
it
CRT
and
other
controversialisms
subsidized
through
certain
approved
and
promoted
books,
ideas
and
pedagogy
confirmed
that
activists
seem
to
view
descending
parents
and
other
concerned
citizens
as
controversial
non-factors.
Who
must
remain
silent
for
teachers
and
administrators
who
also
understand
what
has
occurred.
They
too
must
remain
silent.
Q
Q
Must
they
may
mainly
teach
the
standardized
tests
tragically?
Had
they
been
forced
to
become
talking
dogs
to
borrow
upon
an
unofficial,
U.S
army
of
race
under
these
pressures,
a
school
board
can
also
become
the
rubber
stamp
of
Conformity
and
hidden
agendas,
and
many
have,
as
we
have
witnessed
in
other
areas
of
the
state
and
Country.
Q
Yet
this
prevailing
Collective
voice
on
the
current
Bedford
County
school
board
has
been
doing
its
job
and
doing
it
extremely
well
most
on
our
school
board
understand
it
sets
educational
priority
in
concert
with
proper
laws
and
regulations
and
with
the
best
interest
of
the
students
parents
concerned
citizens
and
overall
community
in
mind.
The
board
does
not
exist
to
promote
trendy
Educational
Theory,
nor
does
it
serve
to
protect
administrative
interests.
Moving
forward,
the
board
would
be
wise
to
consider
alternative
approaches
to
education.
Q
An
alternative
approach
to
consider
is
the
K-12
educational
curricula
developed
by
Hillsdale
College
Hillsdale,
directs
education
away
from
critical
theory
the
latter's
so
destructive
in
its
various
manifestations,
K-12
also
redirects
education
towards
truth
and
Discovery.
These
are
the
foundations
of
the
classical
education
and
the
overall
Western
tradition
of
educational
Excellence.
Thank
you.
E
S
Hi,
my
name
is
Leslie
Loucks
and
I
live
in
District
Five
I
wanted
to
speak
tonight
about
a
concern.
I
have
with
some
recent
incidents
that
have
occurred
in
Bedford,
County,
Public,
Schools
and,
more
importantly,
how
some
are
responding
to
them.
In
the
last
month
and
a
half,
we
have
witnessed
public
bullying
of
Staff
members
and
most
troublingly
students
and
former
students
by
certain
members
of
our
community.
S
These
incidents
are
beginning
to
follow
a
distinct
pattern.
Somebody
typically
an
adult
doesn't
like
a
fundraiser
being
offered
by
a
former
student,
the
pronouns,
a
teacher
chooses
to
use
an
inclusive,
Icebreaker
assignment
offered
by
a
teacher
or
what
a
student
chooses
to
wear
to
school,
sometimes
and
I
can't
even
believe,
I'm
saying
it.
It
is
a
ridiculous
rumors
about
things
as
absurd
as
kitty
litter
boxes
being
offered
in
our
school
bathrooms.
S
These
same
adults
then
turn
to
social
media
in
private
and
public
groups
that
are,
in
some
cases,
making
very
targeted
efforts
to
make
our
schools
less
inclusive
and
more
restrictive.
They
gather
allies
in
their
cause,
with
total
disregard
regard
for
the
impact
they're.
Often,
nasty
and
dehumanizing
comments
have
on
the
staff
members,
students
and
former
students
directly
impacted
by
them.
These
are
not
concerned
parents
trying
to
make
our
schools
more
safe,
inclusive
or
welcoming.
They
simply
want
their
own
point
of
view
enforced
on
others.
S
S
I
am
asking
tonight
that
you
please
put
in
place
policies
and
procedures
to
prevent,
giving
giving
this
bullying
oxygen
on
the
subject
of
policies
and
procedures.
I
also
have
concerns
with
the
way
in
which
BCPS
policies
are
being
written
and
with
the
content
of
some
of
our
most
recently
passed.
Policies
urge
caution
and
future
with
presenting
and
worse
passing
policies
that
contain
language
that
violates
the
U.S,
Constitution
and
state
law.
S
Finally,
I
want
to
thank
the
board
for
at
least
attempting
to
find
common
ground
with
regard
to
giving
parents
an
option
to
be
notified
when
their
children
check
out
a
book.
I
still
have
some
remaining
concerns
with
the
IE
policies
that
I've
expressed
to
all
of
you
and
I
also
appreciated
that
at
the
last
meeting,
moms
for
Liberty
took
a
step
toward
expanding
our
library
circulation,
rather
than
attempting
to
restrict
it
by
donating
a
book
to
our
libraries.
S
S
Q
T
Good
evening
my
name
is
Cindy
sheldrake
and
I
live
in
District
Seven
in
the
Foxwood
neighborhood
in
dude
I'm.
Here
tonight
to
talk
to
you
about
my
son,
Caden
sheldrake
he's
an
11th
grade
student
at
Jefferson,
Forest,
High
School.
One
of
you
knows
Kaden
very
well.
Miss
Harrison
was
his
principal
at
Otto
River,
the
entire
time
he
was
there
from
kindergarten
through
fifth
grade
and
I
feel
very
confident
that
Miss
Harrison
would
agree
that
he's
a
very
kind
compassionate
and
intelligent
young
man
over.
F
T
Last
several
years
in
talking
to
Kate
about
his
future,
he
made
it
very
clear
that
he
he
did
not
foresee
himself
having
a
career
behind
a
desk.
He
rolled
out
becoming
a
teacher
pretty
quickly,
as
he
had
a
front
row
seat
at
home.
My
husband,
Kate's
dad,
has
been
a
teacher
and
coach
for
30
years
and
I've
been
a
teacher
for
over
25
years.
Many
of
these
years
here
with
Bedford
County
for
both
of
us
Caden,
is
a
very
well-read
and
informed
young
man.
T
He
knows
the
value
of
the
trades
and
decided
to
apply
for,
and
was
accepted
into,
the
electrical
program
right
here
at
Susie,
B,
Gibson,
Science
and
Technology
Center
a
week
or
two
before
the
school
year
started.
We
received
a
call
that
the
instructor
for
the
electrical
program
had
left
the
county,
and
this
position
was
unable
to
be
fulfilled,
which
we
understood,
as
this
is
a
very
difficult
position
to
fill.
T
T
Cade
could
have
set
aside
these
next
two
years
and
just
attended
JF.
He
could
have
transferred
to
Heritage
High
School
and
attended
cvcc
for
free
or
we
would
pay
out
of
pocket
5
367
dollars
for
him
to
attend
the
program
at
cbcc,
Bedford
County
told
us
they
would
pay
for
his
books,
which
are
about
two
hundred
dollars.
T
Kaden
really
wanted
to
pursue
this
program,
so
he
applied
and
was
accepted
at
cvcc,
leaving
us
to
figure
out
the
financing.
As
stated
before,
we
are
both
teachers
and
not
planned
on
this
expense
of
over
five
thousand
dollars.
I
know
that
this
position
has
not
been
filled
yet
here
at
Susie,
B,
Gibson,
so
I'm
here
to
ask
that
you
look
into
and
consider
doing
for
one
more
student,
what
you've
already
done
for
these
seven
seniors.
T
From
my
perspective,
the
county
has
paid
over
thirty
five
thousand
dollars
for
these
seniors
to
attend
cvcc,
which
is
great
and
I'm
so
glad
that
happened
for
them.
I
figure
there's
still
some
of
this
teacher's
salary
sitting
there
from
this
unfilled
position
that
was
already
budgeted
for
so
I'm
asking
you
to
consider
to
do
for
one
more
for
my
son.
What
you've
already
done
for
several
and
what
I'm
about
to
say,
is
not
to
get
your
sympathy
at
all.
It's
just
the
unfortunate
reality
of
our
particular
situation.
At
home.
T
We
are
going
to
be
incurring
some
significant
medical
expenses.
This
next
year,
I
was
diagnosed
with
breast
cancer.
Two
months
ago,
I
had
surgery
three
weeks
ago
and
chemo
starts
in
12
days,
so
these
bills
are
coming
in,
and
so
the
last
option
that
I
sort
of
already
mentioned
is
that
we
are
considering
having
Kaden
transfer
to
Heritage
High
School
as
they
pay
a
hundred
percent
for
their
students.
Lynchburg
City
pays
for
20
students
to
attend
in
only
10
of
these
spots
are
being
used
currently.
T
So
if
Kaden
were
to
attend
Heritage
where
his
dad
works,
it
would
be
paid
for,
in
fact,
all
of
the
area
school
districts
pay
for
their
students
to
attend
this
program
at
cvcc,
Lynchburg,
City,
Campbell,
County
and
Amherst
County.
Of
course,
we
would
love
for
him
and
he
would
love
to
stay
at
JF
and
graduate
with
his
friends
next
year,
those
friends
he
started
off
in
kindergarten
with
At
Otter
River.
T
Lastly,
we
are
working
with
cvcc
to
see
about
any
scholarship
money
that
may
be
available,
I
actually
emailed
Mike
Rowe
from
Dirty
Jobs
and
asked
him
for
help,
but
we
missed
the
deadline
by
a
few
months.
He
has
a
scholarship
program
and
if
everything
I've
said,
doesn't
help
our
situation.
If
there's
an
electrical
company
listening
and
would
like
to
sponsor
our
son,
that
would
be
awesome.
Please
contact
me,
but
I.
Just
thank
you
for
considering
this
and
for
your
time.
U
U
U
U
It
becomes
very
personal
when
it's
your
child
or
your
grandchild
and
he's
already
suffered
through
preschool
and
kindergarten
with
mask
wearing
when
they're
trying
to
learn
how
to
read
and
covet
has
caused
a
lot
of
problems
for
a
lot
of
kids.
But
I
think
you
would
agree
with
me.
It's
really
tough
on
kids,
that
are
that
age
kindergarten
first
grade
because
they
couldn't
see
their
teachers
mouths
when
they
were
talking
in
kindergarten
and
preschool.
U
My
children
went
there
it's
kind
of
like
a
private
school.
They
never
had
any
issue
with
these
large
numbers.
Thank
goodness,
but
what
ends
up
happening?
I
know:
you'd,
have
a
number
system
and
I'm
not
very
familiar
with
it,
but
I
think
you
have
a
system
that
each
School,
depending
on
their
enrollment,
gets
so
many
teachers,
and
you
can't
answer
me
but
I'm
just
going
to
guess
that
I
might
know
what
I'm
talking
about
I
don't
know
for
certain.
U
But
when
you
have
a
small
school,
those
numbers
are
hard
to
work
in
to
something
like
a
first
grade
having
26
kids.
Now,
if
you're
at
Thomas
Jefferson
Elementary,
those
numbers
can
be
worked
around
and
it's
easier
for
it
to
work
out,
but
in
a
small
school
it's
tough
I.
Just
don't
want
us
to
be
mechanical
and,
like
an
engineer,
thinking
about
the
numbers
I
want
you
to
think
about
the
kids
and
I'm,
not
just
speaking
for
my
grandson,
there's
26
kids
in
there
that
need
your
help
and
I
would
really
like
it.
U
If
you
would
consider
putting
a
teacher
second
teacher
in
that
classroom,
one
of
the
things
I
wanted
to
point
out
is
a
study
just
came
out
which
I'm
sure
you're
aware
of
that
nine-year-olds
fell
dramatically
during
the
pandemic.
The
reading
scores
were
the
largest
in
30
years,
and
the
first
decrease
in
ever
in
math.
The
reading
scores
dropped,
five
percent
and
the
math
scores
dropped
seven
percent.
Now
this
is
all
over
the
country,
but
you
know
it
also
had
to
affect
Bedford
County.
Thank
you.
Thank
you.
Ms
Moore.
D
D
P
Good
evening
so
previously,
Mr
Blankenship
and
Dr
wordford
Woodford
gave
an
update
on
our
student
achievement
scores
from
the
previous
school
year
and
so
tonight
I'm
going
to
continue
that
presentation
and
provide
an
overview
of
the
work.
The
instruction
team
has
done
and
will
do
to
support
schools
during
the
school
year.
P
So
we
are
proud
of
our
students
and
we're
proud
of
our
teachers
and
the
work
that
has
been
accomplished,
but
the
instruction
team
does
recognize,
there's
much
work
to
be
done
and
the
worker
preparing
for
the
school
year
did
begin
long
before
these
scores
were
released
in
the
spring.
The
instruction
Department
administrators
and
teachers
started
analyzing
specific
data
points
to
further
Advance
the
division
Pass
rates.
P
The
strategies
we
will
use
to
improve
the
student
outcomes
include
a
continued
focus
on
aligned
and
data-driven
instruction,
implementation
of
new
resources
in
English
and
science,
professional
development
for
school
leaders
and
teachers
and
new
teachers.
Support
I
want
to
start
by
talking
about
Universal
supports
that
we're
offering
to
all
schools,
and
so
these
are
the
supports
that
would
impact
each
classroom
and
each
student,
the
instruction
Team
Works
on
to
to
try
to.
P
As
I
said,
supportive
schools
and
improve
student
outcomes,
we
do
have
a
division
assessment
schedule
which
provides
a
timeline
for
giving
division
supported
assessments.
The
purpose
of
the
schedule
is
to
have
common
data
points
across
the
division
to
help
the
team
know
where
supports
are
needed.
We
will
work
with
principals
to
address
issues
based
on
what
the
data
tells
us.
After
reviewing
assessment
data
content,
supervisors
have
also
created
pacing
guides
for
each
grades
level
and
subject.
P
So,
while
they
were
available
last
year,
all
subject
areas
have
been
updated
with
teacher
feedback,
they've
also
been
updated
to
align
with
the
new
science
and
English
curriculum
that
were
implemented,
starting
at
the
beginning
of
the
school
year.
We
have
curriculum
guides
that
are
available
for
teachers
as
well,
and
these
guides
support
rigorous
and
aligned
instruction
by
providing
a
variety
of
resources
for
unpacking
the
standards,
so
that
students
gain
a
deeper
understanding
of
the
content.
P
Some
of
the
examples
embedded
are
online
activities,
meaning
activities
that
can
be
used
with
our
Chromebooks
and
technology
and
offline
activities
that
we
can
use,
and
we
do
not
have
that
technology
or
choose
not
to
use
that
during
class
activities.
We
also
provide
Department
of
Education
provided
lesson
plans
and
they
even
have
co-taught
lesson
plans
in
math,
which
are
exceptionally
high
quality
and
we're
appreciative
of
the
doe
for
creating
those
lesson
plans.
P
The
curriculum
guides
also
identify
key
vocabulary
from
curriculum
Frameworks
and
they
identify
similar
standards
from
other
grades,
so
teachers
can
vertically
align
their
instruction.
The
team
will
be
involved
in
new
teacher
support.
For
example,
during
teacher
work
week,
the
instruction
in
special
education
teams
collaborated
with
professional
learning
team
on
training
topics
like
unpacking
the
standards,
objective,
writing
co-teaching
and
basics
for
getting
started.
P
As
a
new
teacher
during
the
year,
the
team
will
continue
to
check
on
new
teachers
and
conduct
informal
walkthroughs
and
coaching
visits,
and
just
want
to
note
this
is
done
in
support
of
the
work
of
the
professional
learning
team.
They
certainly
have
a
great
system
in
place,
but
we
want
to
support
their
efforts
and
really
help
those
new
teachers
as
they
get
started
as
they
continue
throughout
the
school
year.
Each
Supervisor
has
connected
with
departments
and
grade
level
chairs.
P
They
will
attend
leadership,
Department
grade
level
meetings
throughout
the
year
and
then,
finally,
the
team
will
plan
on
conducting
walkthroughs
in
schools
to
assist
principals
in
developing
their
instructional
plans
and
help
them
make
adjustments
as
the
year
progresses
during
the
summer.
The
division
instruction
and
special
education
teams
were
involved
in
training
principles,
topics
included
setting
expectations
for
instruction
during
these
trainings.
We
encouraged
and
we
challenge
principals
to
clearly
communicate
expectations
for
what
they
want
to
see
in
their
classrooms,
and
we
challenge
them
to
reflect
on
how
they're
going
to
monitor
implementation
of
these
expectations.
P
The
focus
was
on
building
their
capacity
as
instructional
leaders,
by
training
them
on
components
of
high
quality
instruction,
essential
practices
for
improved
student
outcomes,
components
of
quality,
lesson,
planning,
effective
feedback
designed
to
improve
instruction
best
co-teaching
practices,
objective
writing
and
using
division
resources
available
to
them.
Another
topic
was
on
creating
and
sustaining
a
data
culture.
In
their
building,
this
was
a
continuation
of
discussions
that
started
last
year,
and
this
time
they
received
additional
training
on
using
our
assessment
platform
masterconnect
and
reflected
on
setting
a
vision
for
growing
a
data
culture
in
their
school.
P
Continuing
the
theme
of
instructional
leadership
principles
were
trained
on
how
to
improve
the
quality
of
feedback
to
improve
teacher
Effectiveness
and
ultimately,
student
achievement.
The
team
provided
trainings
on
the
new
science
and
secondary
English
resources,
and
the
message
was
that
we
expect
implementation
with
fidelity
as
the
year
started.
We
are
supporting
principals
and
teachers
and
implementing
these
programs.
P
Dr
Eisenhower
Miss
kapler
are
communicating
regularly
with
administrators,
Department
chairs
teachers
to
continually
support
them,
and,
finally,
the
team
shared
resources
for
developing
comprehensive
School
Improvement
plans,
which
all
schools
are
required
to
do
on
an
annual
basis
and
just
as
we
would
expect
our
teachers
to
differentiate
instruction
to
meet
individual
needs
of
students.
We
also
offer
additional
supports
to
schools
where
the
data
shows
it
is
needed.
P
Our
team
has
prioritized
schools
based
on
student
performance
data
from
the
spring
and
from
last
year,
and
as
we
as
we
develop
and
gather
data
throughout
the
year,
we'll
adjust
those
plans.
The
team
will
be
checking
in
with
principals
and
teachers
frequently,
especially
for
schools,
who
will
show
a
need
for
additional
support.
We
will
partner
with
schools
that
conduct
walkthroughs
in
classrooms.
These
will
be
done
with
principals
to
determine
what
to
look
for
and
what
recommendations
for
improvement
will
be
discussed.
P
Once
final
School
quality
profiles
are
available,
we
will
engage
in
monitoring
with
guidance
from
the
Department
of
Education.
This
will
involve
reviewing
goals
and
action.
Steps
from
our
school
Improvement
plans,
monitoring
implementation
of
these
plans
and
reflecting
on
the
effectiveness
of
plants.
Once
these
steps
are
implemented,
some
schools
have
academic
reviews
plans,
and
this
will
require
division
team
to
thoroughly
review
instructional
practices
in
these
schools.
P
These
will
be
conducted
in
the
fall
semester
and
recommendations
will
be
adopted
as
part
of
the
school
Improvement
plan
depending
on
the
subject
area
need
each
core
content
supervisor
is
working
with
principals
leadership
teams,
departments
and
or
grade
level
chairs
to
support
through
coaching,
assisting
with
writing
plans
and
through
professional
development
and
finally,
I
want
to
talk
about
some
of
our
content.
Specific
supports
each
content.
Supervisor
knows
their
data
very
well
and
they
know
where
the
supports
are
needed
and
they've
already
begun,
that
work
of
supporting
our
teachers
and
schools.
P
So
in
math,
our
data
shows
that
number
and
number
sense
is
an
area
of
concern,
particularly
in
our
grades
K
through
five,
so
Mrs
Boyer
has
embedded
daily
routines
in
our
pacing
guides,
and
she's
also
purchased
additional
resources
using
Title
1
funds
to
address
these
areas
of
concern
during
intervention
time
for
the
schools
that
have
shown
they
need
this
extra
support,
she's
partnered
with
IXL.
This
is
a
frequently
used
instructional
platform
to
train
teachers
on
using
reports
from
Fall
growth
assessments,
to
provide
individualized
instruction
for
students
and
for
middle
school.
P
So
first
of
all
is
elementary
and
master
schedules
were
developed.
We've
worked
with
principals
to
provide
that
dedicated
science
and
social
studies
time
in
an
effort
to
improve
those
achievement
scores.
Both
supervisors
are
continuing
to
focus
on
content-specific
reading
experiences
using
Newsela,
which
is
a
platform
that
provides
leveled
reading
passages
focused
on
content
related
to
science
and
social
studies.
P
They
will
also
be
conducting
frequent,
walkthroughs
and
subject
areas
where
scores
are
the
lowest.
They
have
revised
our
pacing
guides
to
provide
cross-curricular
support
for
Science
and
History
in
the
Elementary
grades.
Division
assessments
have
been
revised
to
gather
more
data
points
in
these
subjects,
to
better
inform
our
instruction
and
Remediation
and
history
and
science
and
overall,
especially
in
these
two
subject
areas,
but
in
all
subject
areas
our
focus
is
on
alignment
of
curriculum
instruction
and
assessment.
P
So,
overall,
as
I
said,
our
performance
data
from
last
year
is
a
reflection
of
our
hard
work
of
the
previous
three
years
of
our
teachers
in
Bedford
County.
We
are
in
a
good
place,
but
we
recognize
there's
a
lot
of
work
to
be
done
so
with
a
focus
on
aligning
our
instructional
practices,
aligning
our
division
resources.
We
hope
to
see
continued
growth
for
our
students
during
the
upcoming
school
year.
So
at
this
time,
I'd
be
happy
to
answer
any
questions
from
the
board.
A
Thank
you
all
for
this
presentation.
First,
I
want
to
say
that
any
questions
I
have
are
not
reflection
on
teacher
performance
or
our
students
or
our
parents.
I
think
everybody's
working
really
really
hard
to
under
really
extenuating
in
extreme
circumstances
and
have
been
for
the
last
two
years
and
I
realized
that
there
are
factors
that
impact
some
of
the
questions
I'm
going
to
ask,
but
again
clearly,
this
is
not
a
a
evaluation
of
anyone.
A
The
the
information
that
you
all
have
presented
and
thank
you
for
that
is
kind
of
a
30,
000
foot
view
of
of
this
and
several
times
during
both
of
your
presentations.
You
mentioned
that
there's
a
lot
of
work
to
be
done
and
certain
things
that
you
know
that
you
need
to
work
on.
Is
it
possible
for
for
you,
you
may
not
be
able
to
do
that
tonight
and
that's
fine,
but
what
specifically
in
grade
levels
attached
to
these
Sol
scores?
What
trends
are
you
seeing?
A
P
To
improve
I
think
I
can
answer
your
question
and
I'll
say
the
middle
schools
essentially
across
the
subjects
are
the
biggest
concern
for
us.
We,
while
we
did
see
some
improvement,
there's
certainly
some
areas
to
celebrate.
We
we're
particularly
concerned
about
writing
at
the
middle
school
level.
We
do
think
this
new
curriculum
is
going
to
help
with
that.
But
but
we've
we've
got
some
work
to
do,
particularly
when
you
look
at
our
achievement
groups
for
that
the
math-
it's
it's
not
quite
as
as
concerning,
but
we're
still
concerned
there,
but
I
certainly
would
say.
P
Middle
School
is
our
biggest
area
of
concern
and
then
you
kind
of
break
it
down
by
Zone.
We
math
for
for
K-5
over
in
Stanton
River
Zone,
we're
concerned
with,
so
we've
definitely
done
some
extra
work.
There
we've
used
our
Title
One
funds
to
help
with
that,
and
then,
as
far
as
social
studies
and
science,
it's
it's
kind
of
more
subject
specific
and
science.
Our
biology
students
did
really
well
we're
really
pleased
with
them,
but
the
other
science
areas
were
concerning
and
what
we're
doing
is
we're
looking
at
those
subjects
to
really
think
about.
What's?
P
What's
where
the
deficits
are
and
as
I
said,
with
math
it's
that
numbers
and
number
sense.
That
is
that's
something
that
our
students,
as
you
know,
it's
foundational
and
if
they
don't
get
that
they're
going
to
struggle
as
they
develop
and
go
through
their
careers,
their
academic
careers
in
English.
As
I
said,
it's
it's
it's
the
writing,
but
also
we're
just
continuing
to
focus
on
on
the
writing
skills
that
they
need
we're,
offering
additional
opportunities
in
their
classroom
and
so
on.
So
I
can
certainly
talk
specifically
about
that
with
science.
P
It's
the
scientific
investigation
and
that's
one
of
those
standards
that
they
can
use.
Frequently
and
again,
our
new
curriculum
with
the
elementary
schools
has
has
provided
lots
of
opportunity.
It's
been
really
exciting
to
go
in
science
classrooms
and
just
see
some
of
the
the
labs
and
the
Hands-On
that
they're
doing
and
then
in
history.
It
tends
to
be
the
geography
that
gets
us,
and
so
those
are.
Those
are
skills
that
we've
embedded
in
our
pacing
guides,
where
they
can
practice
daily
to
try
to
support
it.
So
I
hope
that
answers
your
question.
P
P
Seeing
we're
really
proud
of
our
high
schools,
quite
honestly
and
and
once
the
the
final
scores
come
out,
we're
going
to
have
some
real
areas
to
celebrate,
and-
and
so
it's
not
to
say,
we
don't
have
Works
to
do,
but
in
terms
of
of
English
in
the
high
schools
they
did
very
well.
Math
was
phenomenal,
particularly
one
of
our
schools,
that
we're
celebrating,
and
did
you
want
to
add
to
that?
No.
A
N
A
N
Well,
I
know
that
our
so
at
the
beginning,
we
don't
get
the
overall
School
broken
down
by
category,
so
our
supervisors
spent
a
lot
of
time
digging
into
individual
teacher.
You
know
student
data
to
kind
of
put
some
things
together,
but
they're
really.
Looking
at
the
student
question,
you
know
student
performance
by
question
reports,
school
performance
by
question
reports
and
that's
really
how
they
have
developed
all
of
the
support
they
put
inside
the
pacing
guides
with
resources.
N
I
think
we
also
found
in
science
and
history,
because
teachers
were
really
trying
to
make
up
for
the
reading
and
math
laws.
They
were
cutting
those
subjects
really
short
at
the
elementary
level
and
we
feel
pretty
certain.
That's
why
we
saw
such
a
sudden
dip
at
the
elementary
level
in
in
those
scores.
So
we've
worked
with
the
principals
to
make
sure
they've
got
enough
time
in
their
Master's
schedules.
That
they're
really
focused
back
on
those
skills,
and
so
it's
been
a
variety
of
data
as
we've
gotten
it.
N
It's
been
just
raw
scores
and
then
we
started
getting
growth
scores,
I'm
still
trying
to
kind
of
figure
all
of
what
the
doe
is
looking
at
they've,
given
us
preliminary
reports,
but
not
final
reports.
So
we've
looked
at
accreditation,
we've
looked
at
growth
rates,
but
the
probably
the
most
helpful
are
the
student
performance
by
question
and
the
category
reports
that
we've
looked.
A
What
what
specific
in,
in
this
analysis,
you've
done?
What
what
and
you
again
probably
don't
know
them
all,
just
one
or
two,
what
specific
professional
development
have
you
targeted
like
you
spoke
of
number
and
number
sense
I'm,
also
assuming
that
going
with
that
would
be
computation
and
estimation
they
go
hand
in
hand.
So
what
kind
of
professional
development
are
you
looking
at
providing
or
you
have
provided.
P
Well,
one
thing
I'll
say
is,
as
as
we
go
through
kind
of
what
we
have
gone
through
the
last
few
years.
Typically,
the
first
thing
to
go
is
that
alignment,
and
you
hear
that
a
lot
is,
is
that
we
need
to
make
sure
that
our
instruction
is
aligned
with
the
curriculum
and
our
assessments.
So
a
lot
of
it's
just
really
back
to
the
basics.
You
know
it's
and
we.
P
Absolutely,
and
so
that's
one
of
the
things
that
we're
really
focusing
with
our
new
teachers
is,
is
the
unpacking
the
standards
writing
good
quality
objectives,
just
really
defining
what
a
good
solid
lesson
plan
looks
like
and,
and
so
I
I
do,
believe.
That's
going
to
probably
give
us
our
biggest
biggest
score
leads
just
in
terms
just
teaching
what
we're
supposed
to
the
way
we're
supposed
to
and
then
as
we
get
into
it.
F
N
The
re-implementation
of
our
professional
development
courses
that
we
offered
from
the
University
of
Virginia
for
beginning
reading
and
for
building
math
skills,
and
so
we
discussed
partnering
with
the
universities
once
again
to
possibly
bring
those
back
in
a
little
bit
with
the
reading.
The
Virginia
literacy
act,
we've
gotten
some
information
updates
that
they're
going
to
be
providing
and
paying
for
reading
classes
and
reading
specialist
certifications
and
that's
coming
in
the
next
two
years.
So
we're
kind
of
looking
to
see
what
they're
going
to
offer
first,
because
we
don't
want
to
do
anything
contradictory
to
that.
N
But
we
are
looking
at
starting
to
offer,
especially
our
new
teachers.
You
know
we
have
80
brand
new
teachers
this
year.
That's
a
lot
of
just
basic
support,
but
how
do
we
also
give
them
the
professional
development
they
need
for
their
grade
levels
that
are
just
very
specific
to
to
beginning
reading,
beginning
Math,
middle
school,
math
skills,
Middle
School
reading
skills
and
how
they
change,
and
so
our
focus
is.
A
You
also
spoke
of
implementation
Fidelity,
which
I
think
is
absolutely
important
and
that
you
would
you're
going
to
be
doing
a
lot
of
monitoring
in
reality,
I
I
haven't
done
your
job
I've
kind
of
done.
Some
of
yours
and
I
understand
the
complexity
of
what
you
do.
So
how
are
we
actually
going
to
do
that
so
that
it
makes
a
difference
because
there's
time
in
people
you
know
well.
P
A
big
part
of
our
summer,
training
with
principals,
is
really
growing
that
capacity
as
instructional
leaders
and
we've
really
tried
to
emphasize
that
message.
That
principles
are
instructional
leaders
in
their
building
and
and
you're
right.
We,
we
can't
be
in
in
all
schools,
and
so
what
we
can
do
is
is
be
a
support,
and
so,
as
best
as
we
can
train
them,
provide
the
resources
they
need.
P
A
You
also
mentioned
a
in
development
of
a
data
culture
and
and
I
applaud
that
I
think
data
is
the
key
to
to
a
lot
in
education.
It's
easy
to
collect
data,
it's
easy
to
organize
data.
What's
harder
is
trying
to
analyze
what
the
data
is
indicating
and
then
even
harder?
How
are
you
going
to
make
a
difference?
So
how
are
you
helping
our
our
principles?
I
guess
mostly
learn
how
to
do
that.
It's
it's
a
difficult
skill.
A
P
Are
we
using
it
to
really
inform
our
instruction
and-
and
that's
been,
the
message
with
once
we've
rolled
out
our
new
assessment
platform
is:
are
you
data
collector?
Are
you
a
data
user,
and
so
we've
really
challenged
our
schools
to
think
about
taking
those
next
steps,
and
and
as
we
make
decisions
about
what's
best
for
students,
we
don't
base
it
on
perceptions
or
feelings
or
hope,
but
we
base
it
on
what
the
reality
says
in
front
of
us
and
that
way
we
can.
P
We
can
really
support
where
the
support
is
needed
and
so
and
again
I'd
be
happy
to
meet
with
anyone
just
to
kind
of
show
some
of
the
tools
that
we've
had.
But
we've
tried
to
give
tools
to
principals,
so
they
can
set
expectations
with
their
departments
and
and
we've,
given
them
tools
to
kind
of
ask
guiding
questions
and
there's
just
been
I
mean
it's.
This
is
essentially
two
years
of
training
and
challenging.
How
do
you
involve
your
staff
and
how
do
you
set
that
Vision?
N
I
would
like
to
just
say
sure
something
I
think
is
is
very
important,
and
you
talked
about
that
time.
So
when
we
first
started
looking
at
the
raw
data,
we
prioritized
schools
just
like
teachers.
Do
they
prioritize,
you
know
the
students
who
need
the
most
support
and
that's
that's
a
criticism
of
the
school.
It
may
be
things
that
they're
dealing
with.
N
They
may
have
a
large
group
of
brand
new
teachers,
so
they
just
need
a
little
extra
support,
and
so
everyone
on
the
executive
team
and
all
of
our
directors
have
taken
one
of
those
top
priority
schools
they
visit
at
least
once
a
week.
They're
doing
we
are
doing
I
should
say
that
we
are
doing
walk-throughs,
we're
trying
to
attend
leadership,
meeting
things
and
faculty
meetings,
but
we
are
connected
to
one
school
because
we
realized
we
were
trying
to
spread
ourselves
too
thin.
So
I
have
a
focus.
N
That's
in
my
specialty,
which
is
reading
and
so
I'm
working
with
one
school
on
that,
so
that
I
can
be
the
consistent
I
can
hear.
I
know
what's
coming
from
us
at
the
division
level,
but
also
hear
what
the
teacher's
questions
are.
I'm,
seeing
the
implementation
and
we're
all
doing
that,
we
all
have
our
our
priority
schools
and
we
feel
like
that,
will
will
give
some
connection
we're
also
we've
already
scheduled
academic
reviews
and
that's
just
a
priority.
N
So
we've
cleared
our
calendars
schools
that
are
going
to
get
academic
reviews
who
have
tier
two
tier
three
concerns
and
subgroups.
We
are
spending
a
full
day.
They
are
looking
in
classrooms,
observing
teachers
looking
at
their
data
looking
at
their
continuous
School
Improvement
plan.
Looking
at
the
data,
we
already
know
helping
them
with
professional
development,
so
we're
really
working
hard
to
just
be
a
part
of
that
school
for
the
last
two
years.
N
Unfortunately,
our
Focus
has
been
pulled
off
a
lot
to
just
managing
the
the
crisis,
and
so
now
we're
excited
to
be
back
in
the
schools
and
in
the
classrooms.
Just
the
instruction
team
has
been
able
to
do
that
and
they've
done
a
great
job,
but
the
executive
team
is
also
part
of
that
effort
in
on
a
day-to-day
basis,.
A
You
know
part
of
the
reason
I
think
you
all
understand,
but
part
of
the
reason
I'm
asking
so
many
questions
is
because
it
it's
important
for
us
as
a
division,
to
to
understand
where
our
weakness
is.
It's
not
enough
to
say
well
all
our
schools
accredited
if
you're
doing
that,
you're
scratching,
just
maybe
top
surface
of
of
what
you
do
to
educate
children.
A
It's
important
that
we
understand
who
who
needs
what,
when
and
and
what
grade
levels
across
the
division
aren't
being
successful
as
successful
as
we'd
like
it's
like
the
the
three-year
average
coming
up,
and
you
know
we're
going
to
lose
those
high
scores
and
that's
going
to
impact
us
negatively.
If
we
don't
get
those
scores
up
or
the
the
you
know,
I
think
Mark
Blankenship
said:
627
kids
had
an
increase
and
believe
me,
I
am
all
about
growth,
because
I
had
lots
of
kids
that
worked
their
behinds
off
and
still
failed.
A
So
I'm
glad
that
we're
recognizing
children
for
growth,
but
those
627
are
still
failures
that
that
we
need
to
work
on
and
that's
part
of
it's
it's
not
enough.
Just
to
you
know,
check
off
school
and
say
Well
they're
accredited
because
you're
high
kids,
you
know.
If
you
have
one
child,
two
class,
two
people
in
class
on
a
90
and
a
50,
then
you
got
an
average
of
70,
but
you've
got
a
kid
who's
failing
so
which.
N
A
C
A
H
P
Little
points
absolutely,
it
start
one
of
the
things
we
challenge
our
principles
and
we
just
talked
about.
What
do
you
see
in
a
good
quality
lesson?
Is
you
know
when
you
have
your
post
observation
conferences?
Every
observation
ends
with
a
meeting
with
the
principal
and
the
teacher,
and
we
just
asked
the
question:
did
your
students
learn
the
material
today
and
if
so,
how
do
you
know?
Let's,
let's
talk
about
what
that
data
shows
not
not
I,
think
or
I
feel
it's.
P
P
It
could
be
we're
going
to
form
a
group
and
we're
going
to
try
to
Target
a
skill
that
this
this
group
probably
didn't
get,
and
so
that's
where
that
differentiation
comes
in
is
how
did
it
impact
tomorrow's
instruction,
based
on
the
data
you
collected
today,
and
so
there's
there's
just
that
kind
of
daily.
The
other
thing
that
we've
done
is:
we've
spent
a
lot
of
time
with
that
division
assessment
schedule,
and
so
that
is
going
to
give
us
division
data
points.
P
So
we
can
look
at
a
date
and
say
this
assessment
was
given
by
this
time.
Our
team
can
sit
down
and
we
can
look
at
that
and
we
can.
We
can
break
that
down
and
analyze
and
say
this
school
needs
some
help,
or
this
is
the
area
as
a
division
we're
struggling
in
and
so
that
kind
of
gives
us
a
strategic
framework.
H
And
and
I
will
meet
with
you,
because
I
certainly
would
like
to
I
have
a
few
more
questions
now
in
terms
of
The
Specialist
and
how
their
role
in
helping
these
new
teachers
I'm
really
fixated
with
our
new
teachers.
I.
Just
think
that
you
know
I
know
how
hard
it's
been
for
you
guys
to
get
to
fill
those
positions,
and
so
with
that,
there's
a
lot
that
these
new
teachers
are
having
to
learn
and
that
support
is
just
very,
very
crucial.
P
So
they
worked
with
a
professional
learning
team
at
Swiss
and
Miss
Simmons
and
again
they're
doing
really
good
work
and
I
certainly
don't
want
to
suggest
that
we're
doing
anything
in
place
of
them
they're
doing
phenomenal
work,
but
but
it's
really
important
that
we
support
them.
So
it's
part
of
the
the
teacher
work
week
we
did.
Our
team
did
help
lead
trainings
like
unpacking
the
standards
and
objective
writing,
and
you
know
just
what
do
you
do
as
a
new
teacher?
How
do
you
get
through
that
and
they're
going
to
be?
P
P
Okay,
sure
all
right,
yeah
and
I've
met
with
principals
I'm,
almost
finished
meeting
with
them
and
I'm
actually
asking
what
teachers
need
some
additional
supports,
and
so
every
week
I'm
bringing
that
back
to
my
team
and
saying,
as
you
go
into
buildings
check
on
these
teachers,
we
know
who
the
new
teachers
are.
They
share
that
list
with
us.
F
F
B
Yeah
it's
a
statement
and
then
I
guess
a
question
thanks
for
putting
all
this
together,
I
appreciate
that
you've
understood
the
reality
of
what
happened
over
the
last
two
years
with
covid
but
didn't
use.
That
really
is
making
any
excuses
saying
this
is
the
reality
on
the
ground,
and
this
is
how
we
need
to
get
better
one
of
the
things
I'm
doing
a
school
tour
earlier
this
this
year
with
Mr
Hale
and
Dr
Bergen.
B
We
were
at
JF
with
with
principal
Wilson,
and
he
had
mentioned
that
there
was
a
program
that
they
had
started
where
they
had
seen
some
of
these
kids
coming
in
I,
guess
from
from
middle
school,
and
they
were
behind
in
reading
and
by
doing
that,
he
said
that
they
were
increasing
like
two
grade
levels.
You
know
pretty
quickly
so
I
guess.
My
question
is
that
hey,
that's,
obviously
great
and
that's
a
best
practice,
but
what
are
we
doing
as
a
as
a
as
a
county
as
a
division
to
encourage
best
practices?
B
N
So
one
thing
that
is
very
important
with
our
principles
that
they
have
really
missed:
our
our
face-to-face
collaborative
meetings
and
so
Dr,
Cornett
and
Dr
Calvert
lead
our
monthly
principal
meetings
and
in
each
of
those
meetings
we
try
to
have
collaborative
time.
So
the
high
school
principals
talk,
the
Middle
School
principles,
talk
and
the
elementary
principles
talk,
so
they
can
share
ideas
because
there
are
boots
on
the
ground
and
they
kind
of
know
it
as
it's
happening,
and
they
just
really
have
a
good,
collegial
relationship.
N
We
spent
a
week
with
them
this
Summer
just
sharing
ideas.
How
are
we
going
to
recover?
This
is
a
reality
in
in
my
school.
What
are
you
doing
in
your
school?
So
they
kind
of
automatically
share
ideas.
That's
another
nice
thing
about
us
trying
to
focus
on
a
school.
We
also
can
share
ideas
and
sometimes
I'll
hear
something
and
I'll
say
you
know
to
Dr
Calvert
I
think
we
need
to
to
get
teachers
from
this
school
to
come
over
to
this
school.
N
So
we're
trying
really
hard
to
make
those
connections
and
I'll
just
be
honest
with
you.
We
are
back
in
school,
we're
doing
school
as
normal
and
I
expect
we're
going
to
see
some
increases.
Just
because
we're
doing
our
small
group
remediation
we're
looking
really
closely
at
data.
We
are
trying
to
regain
the
last
two
years
with
just
very
focused
targeted
remediation
at
the
elementary
level
they're
creating
reading
plans
for
students
who
are
below
Benchmark
and
Pals.
B
Maybe
that's
because
you
know
they've
they've,
they
knew
what
school
was
like,
and
so
they
they
had
some
of
those
skills
already
and
it
also
again
it
goes
back
to
the
same
thing
that
I
brought
up
with
the
behavior
issue
that
we'll
see
Improvement
there
just
simply
because
we
can
to
each
other's
faces
and
I
think
that,
especially
at
the
lower
grade
level,
that's
really
going
to
help
them,
especially
with
all
the
extra
stuff
we're
doing
to
get
them
caught
up.
I.
Think
that's
going
to
make
a
very
big
impact.
Thank
you
nope!
That's
it.
G
First
of
all,
I
want
to
say
thank
you
to
the
staff.
You
guys
have
done
an
exceptional
job,
putting
this
together
an
exceptional
job,
working
with
your
teams,
team
teams,
lots
of
teachers,
lots
of
input
and
I
really
appreciate
that
what
I
will
say
is
that
these
results
should
be
no
surprise
to
anyone
in
this
room.
These
results
should
be
no
surprise
to
anyone
watching
this
streaming.
G
What
happens
when
you
have
a
majority
board
who
were
retired
Educators
and
a
post-secondary
employee?
Who
has
the
majority
of
the
board
and
they
force
our
kids
into
mask?
They
force
our
kids
out
of
our
schools.
They
force
our
teachers
into
masks,
we're
going
to
see
these
results
and
that's
what
we're
paying
for
and
so
I
want
to
say
kudos
to
our
teachers
and
to
our
team,
for
these
results
they're
not
the
best,
but
they
certainly
are
not
the
worst.
And
so
you
were
handed
a
bad
deck
of
cards
and
you
played
it
and
I.
G
G
When
they're
put
out
for
public
view,
I
mean
I
know
the
public
can
see
them
now,
but
for
for
future
I
think
one
of
the
keys
that
we're
doing
or
that
we're
is
going
to
help
us,
and
you
guys
mentioned
it-
we're
back
to
normalcy,
we're
back
to
a
normal
schedule,
we're
back
to
activities
for
our
kids,
we're
going
to
see
a
difference
because
it
makes
a
difference
and
so
again
I.
Don't
want
this
to
be
Doom
and
Gloom.
I've
had
conversations
with
several
of
you.
G
N
Sorry,
my
glasses,
on
at
the
July
board
meeting
there
was
a
discussion
during
the
approval
of
policy,
klb
public
complaints
about
learning
resources
regarding
the
formation
of
the
division
level,
Review
Committee,
which
we
refer
to
in
that
policy
as
dlrc
and
the
selection
of
its
various
members.
At
that
time,
I
told
the
board
that
I
would
work
with
the
executive
team
to
discuss
this
further
and
provide
some
specifics
about
the
selection
of
committee
members.
N
Just
as
a
reminder,
the
division
level
Review
Committee
is
formed
at
step
four,
when
you're
looking
at
the
regulation
for
policy
klb,
which
is
entitled
requests
for
reconsider
reconsideration
of
learning
resources.
Step.
Four
says
that
the
committee
will
consist
of
three
teachers:
three
parents,
three
high
school
students-
if
it's
at
a
challenge
at
a
high
school
one
from
each
of
our
three
zones,
we'll
also
have
one
principal
one
library,
media,
specialist,
one
Community
member
and
one
School
Board
member,
so
to
ensure
selection
for
the
dlrc
is
not
biased.
N
We
are
going
to
use
a
random
selection,
generator
application
for
the
Parent-Teacher
student
and
Community
member
selection.
There
will
be
an
announcement
made
on
social
media
on
our
website
and
on
the
school's
websites
that
a
book
or
Learning
Resource
has
been
challenged
and
that
that
has
been
submitted
and
that
a
committee
is
being
formed
to
review
that
material.
All
parents,
students
remember
just
High
School
only
if
it's
a
high
school
challenge,
teachers
and
community
members
wishing
to
participate
on
the
committee
will
submit
their
name
and
the
school
zone
they
live
in
for
consideration.
N
The
names
will
then
be
entered
into
the
random
selection,
generator
application
to
be
chosen
for
the
committee
and
I
practiced
with
this
just
putting
in
random
names,
and
it
really
is
just
a
random
I
put
in
all
the
names
and
it
just
randomly
selects
who's
chosen
for
anyone
not
selected
for
the
committee.
I
also
feel
it's
really
important
to
gather
their
feedback.
So
anyone
that's
not
selected
through
the
random
generator.
A
Yes,
since
this
was
this
policy
was
brought
up,
I
have
had
several
phone
calls
from
parents
and
I
think
it's
probably
necessary
for
us
their
complaint
or
their
concern
is
that
this
happens
at
step.
Four
in
this
policy
and
parents
are
concerned
about
me
being
notified
of
an
individual
challenge
to
any
resource
anywhere
in
the
county
or
any
book.
Anything
that's
used
in
the
educational
programs
of
their
children
in
step.
A
N
N
You
know
if
the
board
wishes,
we
can
add
something.
I
I
do
want
to
say
the
reason
that
we
have
that
first
step
is
if
a
resource
so
we're
talking
about
Library
resources,
we're
not
really
talking
about
curriculum
resources,
because
any
any
parent
could
say
I'm
not
comfortable
with
my
child
having
that
resource,
and
then
the
teacher
would
find
an
alternative
assignment
or
an
alternative.
You
know,
reading
material,
so
we're
trying
really
hard
to
be
sure
about
all
of
those
curriculum
pieces.
N
This
is
really
for
library
books,
where
it's
much
more
open
and
I've
spent
a
lot
of
time
with
the
library
media,
specialist
and
just
really
trying
to
understand
that
they
are
trying
to
offer
diverse
options.
They
are
looking
at
suggested
readings
from
teachers
who
might
say
these
are
books
we'd
like
to
see
at
the
high
school
level.
They
ask
students
or
there's
some
particular
books,
you'd
like
to
have
in
our
libraries
the
only
time
we
would
pull.
N
Something
is
if
we
we
just
totally
got
it
wrong
like
if
there
is
a
book
in
an
elementary
library
that
got
by
the
librarian
and
once
the
librarian
sees
it
and
looks
at
it
from
a
different
perspective
or
the
principle,
and
they
say:
oh,
that
might
not
be
age
appropriate.
So
it's
not
in
essence
Banning.
It's
just
we're
saying
we
probably
need
to
just
reevaluate
that
resource,
and
so
so
many
of
those
things
it
rarely
happens,
but
there
is
some
we.
N
We
also
want
to
give
our
professionals
the
ability
to
make
those
decisions
and
work
those
things
out
with
parents.
Before
we
removed
a
resource
from
the
entire
School
Division,
it
would
have
to
go
before
a
division
level,
Review
Committee.
We
would
never
say
this
is
challenged
at
you
know:
Woodford
Elementary
and
now
we're
going
to
take
it
out
of
every
Library.
You.
A
N
N
But
the
official
challenge
where
a
parent
says
this
is
something
I
won't
remove
from
all
the
shelves
comes
a
little
bit
later.
I
would
just
say,
as
we've
kind
of
looked
at
lots
of
different
scenarios.
I
don't
have
a
problem
with
any
of
it.
I
mean
I
can
easily
put
something
on
the
division
website
and
say:
there's
been
a
concern
with
a
resource.
If
that's
what
the
board
wishes
to
do
that,
that's
easy
for
me
to
do.
N
N
If
there
are
a
lot
of
challenges,
I
don't
want
to
slow
the
process
down
and
people
think
that
we're
we're
trying
to
slow
it
down
so
that
we're
not
answering
their
concerns,
because
we
have
put
some
deadlines
in
here
with
times
so
again,
if
the,
if
the
board
wishes
to
put
a
notification
in
at
the
beginning,
I
would
suggest
it
be
just
at
that
school
because
that's
the
only
place
the
resource
would
be
looked
at,
not
a
division,
wide
concern.
But
this
is
a
concern.
N
D
A
F
A
N
Yeah,
what
you're
asking
I'm
just
looking
at
the
regulation
in
essence,
if
the
decision
was
so
I
want
to
be
clear.
So
if
a
decision
is
made
that
something's
going
to
be
removed
everyone's
notified,
so
they
can
have
input
or
if
somebody
challenges,
because
I
mean
if
I
come
in
and
I
just
talk
to
the
librarian,
because
that's
what
it
says:
I'll
speak
to
the
school
librarian
about
the
concern.
As
a
parent
I,
don't
know
that
we
we
need
to
notify
everybody.
A
A
A
Right
they're,
saying
they're
asking
now:
how
do
we
know?
How
will
we
know
as
parents,
because
we
have
a
right
to
be
notified
under
your
parent
resolution?
How
do
we
know
as
parents
when
a
challenge
is
made?
We
don't
want
to
get
to
step
four
when
all
of
these
things
have
already
been
done,
and
we
don't
know
anything
about
it.
A
Shelf,
that's
not
their
issue.
Their
issue
is
they
want
to
be
notified
if
something
is
challenged
and
we've
said
that
they
have
the
right
to
be
involved
in
their
child's
education
and
make
decisions
regarding
their
education.
Any
resources
in
our
library
are
could
potentially
be
part
of
that
and
they
have
a
right
to
say.
You
know
I
want
to
fire
a
counter
challenge
to
this.
A
B
A
F
A
A
G
I'm
saying
that
we're
going
to
let
our
Professionals
in
the
media
center
or
Library
make
that
decision,
because
they
may
not
have
wanted
to
put
that
book
in
there
anyway,
based
on
conversations
with
staff,
they
don't
always
have
time
to
read
them
before
they
put
them
out
and
once
they
read
it,
they
go
you're
right.
It's
not
age
appropriate.
That's
our
professional
making
the
decision
not
to
have
it
on
the
Shelf.
N
I
was
just
going
to
say:
I
mean
it
would
not
be
difficult
if
at
step,
one
or
step
two,
the
librarian
or
the
principal
decided
that
a
resource
was
not
appropriate
to
notify
parents
in
that
school.
I.
Don't
know
that
we
need
to
notify
parents
if
there's
a
challenge,
but
only
if
the
book
would
be
considered
for
pulling
exactly.
The
other
thing
we
could
do
is
before
any
book
is
pulled.
We
could
go
to
a
division
level.
Review
Committee
I
mean
there
are
options
to
get
so
that
everyone
is
satisfied.
It.
A
D
D
Oh
only
if
it's
being
pulled
I
think
that's
a
good
compromise
for
both
sides.
I
personally
would
like
to
see
this
reworked
and
brought
back,
because
we
have
put
so
much
time
into
it.
Thus
far,
I
want
to
make
sure
it's
done
right
and
we
can
compromise
and
come
up
something
that
will
appease
both
sides
of
the
argument.
D
H
H
If
there
is
if
it's
brought
before
us,
if
there's
no
resolution
at
the
committee
level,
then
we
as
a
board
collectively,
will
have
to
make
that
decision
and
so
I
I.
Just
don't
think
that
we
should
be
a
part
of
this
process.
I
think
it's
very
similar
to
some
degree
to
matters
that
we
deal
with
as
a
board
as
a
whole
when
it
comes
to
attendance
and
other
Personnel
matters.
I
really
don't
see
a
difference
here,
it's
gonna.
R
N
But
I'd
be
happy
to
to
look
into
it.
I
think,
our
honestly.
Our
thinking
was
that
there
would
be
a
board
member
who
would
hear
everything
everything
from
parents,
everything
from
students
without
having
to
recreate
that,
so
that
board
member
would
really
represent
all
of
the
thoughts
throughout
the
process.
That
was
our
thinking,
I
I
think
our
thinking
was
that
that
person
would
have
the
most
information
and
could
represent
all
the
viewpoints
rather
than
rehashing
that
for
the
entire
board
later
on,
but
honestly
that
I
can
check
with
the
attorney
happily
and.
D
B
That
meeting
could
also
abstain
if
they
felt
felt
that
too,
that
that
would
be
something
that
you
could
then
say,
because
if
it's
3-3
it
doesn't
get
removed
and
if
it's
4-2
then
then
it
does,
and
so
that
could
be
something
to
to
consider
in
you
know
Educators
as
your
career
as
a
principal.
Have
you
were
you
ever
in
a
situation
where
parents
brought
this
up
to
you
and
you
guys
made
a
decision
to
say
yes,
that
this
book
is
not
appropriate
and
it
was
removed.
B
F
H
Should
recluse
ourselves
from
it,
we
should
not
be
a
part
of
that,
and
I
would
like
to
see
the
board
as
whole.
All
seven
of
us
participate
in
the
discussion
that
may
be
presented
to
us
about
a
book,
because
the
committee
didn't
reach
the
resolution
or
resolve
it.
That's
a
board
member's
responsibility
as
a
whole.
D
I
D
I
All
I
was
going
to
say
was
that
I
don't
see
where
it
would
be
any
kind
of
conflict?
It's
not
like
somebody
getting.
You
know
going
to
be
privy
to
evidence
or
or
information
that
no
one
else
has
I
mean
we're
just
reviewing
a
book.
So
there's
really
no
conflict
of
interest.
You
know
what
I'm
saying
I.
I
N
D
D
D
D
D
N
D
Do
I
have
a
motion
to
approve
the
policies
presented,
I
have
a
motion
by
Mr.
Hill
do
I
have
a
second
by
Mr
Nelms.
Any
discussion
call
for
vote.
All
those
in
favor
signify
by
saying
aye
aye
opposed
motion
passes
9.02
approval
to
the
update
to
the
school
board.
Bylaws
policies
and
procedures
that
was
presented
at
the
August
11
meeting
do
I.
Have
a
motion
to
approve
I?
Have
a
motion
by
Mr
Hill
do
I
have
a
second
second
by
Dr
mealy
any
discussion.
D
D
D
K
K
K
Second
condition
was
that,
because
the
properties
being
split,
there
is
a
remaining
portion
that
would
stay
under
the
school
board
ownership
that
still
would
need
to
be
mowed,
because
it's
a
playing
field
and
they
would
agree
to
to
do
that
mowing
as
they're
currently
doing
under
a
lease
agreement.
But
they
would
continue
to
do
that
for
25
years
as
well.
D
D
G
G
So
Madam
chair
I
make
a
motion
that
we
accept.
The
HVAC
bid
results
as
presented
company
is
Waco
Force
middle
3
million
580
000
Moors
Boonsboro
Elementary,
one
million
four
hundred
ninety
seven
thousand
Waco
for
Montville
Elementary,
one
million
eight
hundred
three
thousand
Bedford
Elementary
2
million
four
hundred
eleven
thousand
Thomas
Jefferson
Elementary,
two
million
five
hundred
ninety
six
thousand
Goodview
Elementary
2
million
five
hundred
and
twelve
thousand.
K
When
the
numbers
came
back
and
we
looked
at
the
available
Esser
funds
and
y'all
did
you
know
had
that
whole
discussion,
only
four
of
them
were
able
to
go
forward
so
farce.
Middle
Boonsboro,
Montvale,
Bedford
Elementary,
are
all
nearing
completion.
They
most
of
the
work
was
done
over
the
summer
and
because
of
some
supply
chain
issues
and
other
factors
they're
going
to
be
finished
up.
This
fall,
the
remaining
two
Thomas
Jefferson
and
good
View
Elementary
were
not
able
to
be
funded
at
that
time.
K
K
There
was
a
big
need
for
these
to
get
done
last
time,
and
the
need
is
only
worse
now.
We've
had
a
very
humid
start
to
school,
we've
seen
air
moisture
issues
and
air
quality
issues
in
both
schools
and
in
order
to
provide
enough
lead
time
to
get
this
work
done
next
summer.
That's
why
we
felt
like
we
could
revisit
those
initial
bids
with
a
with
a
couple
of
of
tweaks
here.
Waco
has
agreed
and
they
were
the
low
bidder
on
on
both
those
two
remaining
projects
to
honor
those
prices.
K
K
We
would
be
doing
that
separately
anyway,
and
so
that
could
be
removed
from
the
the
bid
and
the
roof
can
be
bid
separately
as
well,
so
really
they're,
they're
agreeing
to
honor
their
their
overhead
and
labor
costs
and
all
of
those
costs
in
the
project
and
if
the
board
approves
a
bid.
That's
what
you're
really
approving
we'll
go
after
the
owner
direct
purchase,
save
that
sales
tax
money
and
purchase
the
equipment
ourselves
and
then
bid
that
roof
out.
K
K
I,
don't
know
what
the
overall
dollar
amounts
will
be
I
do
what
we,
what
your
approval
will
allow
is
for
us
to
go
into
the
you
know,
to
deal
with
the
contract
with
them.
We
certainly
know
that
we
don't
have
unlimited
funds
here
and
we're
going
to
approach
that
figure
overall.
If
we
can
we're
just
uncertain
of
that,
and
we
certainly
will
keep
our
facilities
committee
updated
on
the
progress
there
and,
of
course,
if
we
do
that
roof
bid
separately,
that'll
have
to
be
approved
by
the
board
anyway,
and
those
big
purchases
as
well.
K
K
D
G
D
A
C
A
L
Fret,
if,
if
the
Sheriff
accepts
this
and
the
school
board,
and
also
the
Board
of
Supervisors
Ms
Ford
and
said,
moves
forward
with
this,
if
they
hire
all
14
officers,
then
that
will
be
something
we'll
have
to
deal
with
in
the
budget.
This
would
be
on
the
sheriff's
budget,
not
ours,
so
that
would
mean
that
probably
the
way
this
would
function
is
our
funding
would
get
cut
and
shifted
over
to
the
Sheriff's
Office.
For
this.
L
L
It
may
trickle
in
a
little
bit
slower,
so
that
would
have
to
be
worked
out
with
the
county,
but
per
their
discussion
and
from
what
I've
heard
since
the
resource
officers
would
be
in
the
schools
part
of
the
year,
and
then
they
would
use
them
during
the
summer.
75
percent
of
the
cost
would
be
ours,
they
would
pick
up
the
rest
and
the
sheriff
office
said
that
they
pick.
It
would
pick.
R
K
If
you
don't
mind,
I'll,
just
add
on
to
what
Mr
hagler's
just
said,
I
think
this
also
is
planned
to
be
a
large
part
of
the
discussion
at
a
joint
meeting
in
October
between
the
two
boards,
which
is
of
course
prior
to
the
next
budget
cycle.
So
I
think
there's
certainly
an
opportunity
for
the
school
board
to
talk
with
the
Board
of
Supervisors
about
that
funding
level.
What
where
it
should
come
from
how
it
should
be
worked
out
along
with
CIP
and
other
you
know
and
other
needs
that
need
to
be
discussed.
A
Well,
Madam
chairman
A,
very
wise
educator,
I'm.
One
of
my
teachers
once
told
me
that
nothing
trumps,
the
Safety
and
Security
of
our
children,
nothing
I,
I've,
always
lived
by
that
I.
Think
I
know
it's
kind
of
cliche,
but
I
think
we
have
to
find
a
way
to
make
this
work
so
that
there
is
an
SRO
in
every
school
Dr.
D
D
D
L
Be
less
than
that
I
mean
that
would
be
for
the
sheriff's
office
and
I.
Don't
know
if
there's
a
differentiation
in
what
they
pay
there
I
think
what
was
to
explain
to
me
that
in
SSO
would
be
only
employed
during
the
school
year,
so
that
75-25
split
is
really
non-void
at
that
point,
we'd
pick
up
the
entire
cost,
because
they're
only
going
to
be
employed
while
school's
in
session
I,
don't
know
the
difference
in
what
the
two
can
do.
L
Probably
escalate,
as
you
know,
salaries
go
up
and
you
don't
know
what
year
or
how
much
experience
somebody's
going
to
come
in
with
just
like
with
our
teachers,
you
could
hire
a
first
year
teacher,
a
15-year
teacher.
It
can
vary.
So
this
is
an
estimate,
so
you
know
roughly
an
800
000,
a
thing
that
we're
going
to
plan
out
for
you.
You
know
four
years
out
in
our
budget
and
I
and
I
know.
L
D
And
and
I
understand
that
you
know
our
children's
safety
is
price
Priceless.
We
don't
need
another
Sandy
Hook,
we
don't
need
another.
We
don't
need
another
Uvalde
in
Bedford
County.
We
need
to
do
the
very
best
we
can
to
protect
our
kids
at
all
cost
and
I
do
hope
that
somewhere
along
the
lines
yeah,
we
can
come
up
with
some
help
with
this
money
later
on
down
the
road,
because,
if
I
not
mistaken,
won't
this
hit
about
the
same
time
that
we
lose
the
reversion
money.
D
N
N
N
Gcbdc
sick
leave,
donation,
we've
added
some
changes
to
the
policy
language
to
allow
for
donation
of
leave
to
a
specific
designated
employee.
Additional
language
was
added
to
expand
eligibility
outlined
by
the
family
medical
Evac
to
include
maternity
leave,
igae,
slash,
igaf
health,
education
and
physical
education.
There's
a
new
requirement
that
any
physical
education
class
offered
to
students
in
grades
seven
and
eight
include
at
least
one
hour
of
personal
safety
training
per
school
year.
N
So
we'll
update
our
curriculum
guides
to
match
that
policy
also
IGA
for
drivers,
education,
we've
added
policy
language
to
include
a
new
parent
component
to
classroom
driver
education,
and
it
requires
that
the
driver's
education
program
include
an
additional
minimum
of
a
90-minute
parent
student
training
to
our
driver's
education
curriculum
and
then
the
last
one
I'd
like
to
bring
your
attention
to
is
jfcj
extra,
slash,
co-curricular
participation.
We
added
Middle
School
sports,
because
we
had
added
Middle
School
sports
to
our
County.
N
V
N
L
Yes,
ma'am
I
have
several
things
to
celebrate:
I
want
to
say,
congratulations
to
Jefferson
Forest
High
School
on
their
50th
Anniversary.
The
school
had
a
celebration
of
the
past
present
and
future
to
sell
to
celebrate
this
Milestone.
The
celebration
last
week
included
an
Arts
night
special
events
at
the
home
football
game.
A
color
run
an
open
house
Carnival,
a
Gala,
silent
auction
and
a
golf
tournament
to
wrap
up
the
Extravaganza.
Congratulations
to
the
school
for
50
years
of
serving
our
students.
L
As
you
know,
the
first
day
of
school
was
last
what
school
was
Monday
August
15th
we've
had
an
excellent
start
to
the
school
year.
Dr
Bergen
was
able
to
visit
each
school
during
the
first
week.
We
are
truly
excited
about
the
work
of
our
staff
and
the
and
the
learning
that
is
occurring
in
our
schools.
All
of
us
certainly
look
forward
to
the
great
things
that
will
happen
in
Bedford
County
public
schools
throughout
this
year.
L
Patriot
Day
also
called
911,
is
an
annual
observation
to
commemorate
those
who
were
injured
or
lost
their
lives
during
the
September
11
2001
terrorist
attacks.
It
is
also
a
time
to
give
thanks
to
all
the
brave
First
Responders
who
risk
their
own
lives
to
save
others.
As
we
look
ahead
to
Sunday,
we
want
to
recognize
those
who
lost
their
lives
and
all
the
families
impacted.
We
also
want
to
recognize
and
send
our
sincere
appreciation
to
all
of
our
First
Responders
who
serve
our
country
and
strongly
contribute
in
making
Bedford
a
wonderful
place
to
live
here.
L
L
To
know
we
are
very
excited
number
two.
We
are
very
excited
that
we
can
come
together
for
little
feet
meet
on
September
29th
from
10
a.m,
to
1
pm
at
Liberty,
High
School.
We
haven't
held
this
event
for
the
past
two
years.
Feet
meats
are
a
way
for
preschool
and
elementary
schools
to
engage
students
with
and
without
intellectual
disabilities.
During
a
training
session
and
culminating
in
feed
me,
the
little
feet
meet
is
for
preschool
and
Elementary
children
to
help
help
them
Reach
critical
developmental
Milestones
through
weekly
sports
training.
L
And
finally,
we
are
very
excited
to
say
that
our
new
HVAC
program
at
Susie,
G
Gibson
right
here
at
Science
and
Technology
Center,
is
up
and
running.
We
currently
have
12
students
enrolled
and
are
looking
forward
to
seeing
the
program
grow
in
the
future.
A
ribbon
cutting
ceremony
will
be
held
on
October
11th
and
we
will
also
highlight
our
other
CTE
programs
offered
at
Susie
G,
Gibson
Science
and
Technology
Center
with
that
Madam
chair.
That
concludes
our
celebrations
and
recognitions.
Thank.
D
H
Thank
you,
madam
chairman,
so
on.
Let
me
find
my
notes.
Sorry,
the
Laurel
School
Board
held
a
meeting
on
August
the
31st
at
10
o'clock
at
the
Lowell
School,
and
the
primary
focus
of
the
meeting
centered
really
around
providing
us
with
updates
on
personnel
and
enrollment
reports
and
also
the
calendar
for
this
school
year.
The
board
also
approved
the
reorganization
of
the
Lowell
School.
H
By
voting
in
a
new
chairman,
Dr
Scott
Miller
will
now
be
the
chairman
and
I
passed
that
baton
to
him
for
the
22
through
2024
school
year
and
also
Dr
Robert
Johnson
is
the
superintendent
in
charge.
Now
Dr
Sharon
Carter
will
serve
as
our
vice
chair
and
Dr.
Donna
Lewis
will
continue
as
a
clerk
of
the
board
and
Susan
Landis
will
also
be
the
deputy
clerk
in
our
next
meeting.
It
will
be
held
on
December
the
7th
at
10
o'clock
at
the
Lowell
school,
and
they
got
off
to
a
really
great
start
understanding.
H
So
the
facility
committee
met
on
August
the
26th
Mr
Hagler
shared
with
us.
The
finance
committee
had
met
and
talked
about
the
HVAC
systems
at
Thomas
Jefferson,
and
a
good
view,
though
that
was
discussed
today,
of
course,
and
so
he
just
kind
of
gave
us
an
update
on
it
and
the
facility
committee
after
listening
to
Dr,
do
Us
and
other
members
of
his
committee
share
with
us
their
concerns.
H
We
also
received
updates
on
various
projects
and,
of
course,
there's
been
some
delays
with
parts
and
things
like
that.
We
also
toured
the
school
administration
building
and
I
can
say
that
each
of
us
as
board
members,
we
can
be
really
really
proud
of
the
decision
that
we
made
to
address
the
problems
of
of
the
Asian
building
and
providing
all
of
the
new
safety
and
and
just
the
upgrades
that
we
have
made
to
that
building.
H
It's
a
it's
a
safe
environment
for
our
staff
and
employees
to
work
in
now
and
I
have
to
admit
it's.
It's
really
beautiful.
It
is
just
so
beautiful,
I
think
my
favorite
part
is
the
restoration
of
the
wooden
floors
in
some
of
the
offices.
Just
to
see
that
you
know,
I
got
sort
of
emotion
and
all
just
kind
of
thinking
about
the
other
students
years
ago,
many
years
ago,
those
students
who
attended
there
they
walked
on
that
particular
floor
that
actual
surface.
So
for
me,
it
was
very
emotional.
H
I
can
get
that
way
at
times.
I
do
have
a
little
bit
of
a
soft
heart
when
it
comes
to
those
things.
I
just
think
that
our
community
as
a
whole
can
be
really
proud
of
this
building.
It's
a
significant
historical
building
and
to
take
care
of
it
for
years
to
come
and
for
it
to
be
such
a
pride
in
our
community
I
just
want
to
I
applaud
all
the
board
members
who
voted
in
support
of
it
and
for
the
committee
and
the
team
that's
working
to
achieve
those
goals.
Thank
you.
H
So
much
I
also
attended
both
public
information
sessions
that
were
held
at
JF
high
school
and
also
otter,
River
Elementary
School.
Regarding
our
rezoning
proposal
that
the
facility
committee
has
for
some
time
been
that
we've
brought
to
you
all,
we've
discussed
about
the
rezoning
I've
spoken
to
each
of
you
regarding
it
on
our
proposal,
I'd
like
to
thank
the
parents
who
attended
I
thought
we
had
a
good
turnout,
particularly
just
knowing
that
it
was
open
house.
It
was
a
very
busy
time,
but
we
had
a
good
turnout,
particularly
At
Otter
River.
H
We
had
quite
a
few
parents
who
showed
up
and
I
just
want
to
applaud
them
for
just
the
the
candid
conversation
that
we
had
the
open
communication,
the
really
expressing
their
concerns
and
and
also
providing
us
with
suggestions.
We
had
a
really
good
discussion
and,
of
course,
the
facility
committee.
When
we
met
on
August
the
26th,
we
did
discuss
our
next
step.
A
D
G
Report
Mr
Hill
gov
school
we
met
yesterday
we
did
review
the
physical
year
22
audit,
it
is
not
finalized.
Everything
looks
good
tuition
and
enrollment
report.
We
currently
pay
4
700
per
student
at
that
gov
school
and
the
director
gave
us
a
notice
yesterday
that
not
next
year
but
the
following
year,
so
a
two-year
notice
that
it
does
look
like
they
will
be
going
up
for
those
so
did
not
give
an
amount,
but
just
FYI
that
that
dollar
amount
will
be
going
up.
G
Stem
Academy
we
had
our
meeting
last
week
or
the
week
before.
Excuse
me,
we
had
one
seat
that
was
not
filled
by
another
County,
and
so
we
were
able
to
get
that
seat
and
one
of
our
Bedford
County
public
school
learners
was
able
to
take
that
slot
and
be
at
the
STEM
Academy.
So
glad
we
were
able
to
feel
that
IGA
next
meeting
is
September
26th.
G
B
Reports
we
met
at
the
seaac
on
August
18th
Kelly
Jennings
was
there
with
me.
We
discussed
some
marketing
and
some
community
events
that
we'll
be
putting
on
throughout
the
throughout
the
year.
Had
a
nice
nice
one
at
the
end
of
last
year
had
a
lot
of
vendors
there,
good
resources
for
parents
and
and
for
and
for
and
for
kids.
B
We
also
reviewed
the
results
of
a
survey
that
they
did
towards
the
end
of
last
year,
just
seeing
how
we
can
get
better
things
that
we're
doing
well.
They
surveyed
teachers
and
and
and
staff,
and
also
parents
with
that
and
also
discussed
some
ideas
about
some
fundraising
and
Any
Grant
ideas
to
try
to
develop
more
special
needs
playgrounds
throughout
the
county.
We
meet
again,
I
think
September
22nd
and
that's
the
report.
Okay,.
B
Pretty
long-winded,
so
you
know
again
I
appreciate
when
we
were
talking
about
all
the
the
test
scores
today
and
and
the
emphasis
that
I
feel
was
put
in
to
not
just
get
to
a
certain
level
of
proficiency,
but
also
like
just
striving
for
excellence.
I
think
that
we
don't
want
to
be
in
the
middle.
We
want
to
be
at
the
top.
B
The
road
I
would
hope
that
the
town
would
look
to
do
some
sort
of
upgrades
and
I
think
that,
based
on
comments
from
members
of
the
seaac
and
throughout
the
community
them
looking
into,
maybe
some
sort
of
you
know
special
needs
access
and
Equipment
would
would
probably
be
a
good
thing
for
them
to
take
a
look
at
Park
centrally
located.
It
makes
sense
for
a
lot
of
people
in
the
county.
B
You
know,
I,
think
that
the
public
may
see
certain
times
that
up
here
things
may
get
a
little
heated
and
that
we're
not
always
all
smiles
I
think
that
I
I
could
speak
for
everybody
by
saying
we're
all
passionate
about
our
districts
and
what
the
public
doesn't
see
is
a
lot
of
the
private
sessions
and
the
kind
of
behind
the
scenes
stuff.
Where
you
know
we
do
get
along,
we
do
work
together
and
we
work
independently.
B
You
know
we
work
well
together.
I
think
I'm,
pretty
sure
that
the
Continental
Congress,
when
they
were
debating
issues
I'm
pretty
sure
it
got.
It
got
heated
there
as
well,
but
we're
a
better
country
for
that
and
I
think
that
will
be
a
better
County
for
it
as
well.
I
think
iron
sharpens
iron,
it's
you
know.
We
all
have
different
experiences
and
we
definitely
want
to
just
make
a
positive
impact
for
the
community.
B
A
lot
of
people
you
you've
heard
and
you've
seen
that
there's
a
I
think
a
lot
of
people
in
the
community
have
a
lot
of
good
ideas.
We
always
encourage
these.
These
fresh
ideas,
however,
when
certain
ideas
come
up
and-
and
you
know
people
ask
if
we
read
things
on
Facebook
and
and
different
comments-
I
for
one-
don't
really
read
them
or
engage
in
them.
We
have
to
remember
that
when
it
comes
to
our
kids,
we
want
to
model
our
behaviors
for
them
both
in
person
and
online.
B
B
B
Finally,
I'm
I'm
happy
to
say
that,
along
with
other
board
members
and
and
Dr
Bergen,
we've
fulfilled
part
of
our
teacher
resolution
with
the
on
under
the
on-site
visitation
section
and
we
visited
some
schools.
I
was
at
Liberty
High
School,
Liberty,
Middle,
School,
Otto,
River,
Jefferson,
forest
and
Manita.
B
It
was
several
days
filled
with
tasty,
treats
teacher
conversations
and
great
feedback.
It
was
great
to
see
the
kids
firsthand
after
last
year.
I
think
we
took
for
granted
seeing
the
student
smiles
each
school
as
the
kids.
These
days
say
we're
a
VOD.
It
felt
lighter
in
them
the
Halls
were
filled
with
optimism.
I
was
most
impressed
by
how
organized
and
prepared
the
teachers
were.
I
know
there
are
many
late
nights
with
your
friends
and
family
helping
pitch
in
to
get
your
classrooms
ready.
B
We
see
you
and
we
see
the
difference
that
you
can
make
in
creating
a
great
start
to
the
year
for
the
students.
Thank
you
for
taking
the
time
to
prepare
and
have
a
successful
entry
for
our
children.
A
big
shout
out.
It's
got
to
go
to
the
principals
in
these
schools,
I'm
sure
that
what
I
witnessed
is
happening
elsewhere
in
the
county
as
well.
What
I
witnessed
was
a
ton
of
high
fives,
Smiles
pounds
and
hugs,
given
out
the
principals,
knew
their
T,
their
students
names
to
principals,
Wilson,
Tucker,
Lee,
Moore
and
Graham.
B
Thank
you
for
that.
I
know
that
we
preached
that
we
hold
kids
accountable
but
sharing
in
their
victories
and
letting
them
know
that
you
care
is
just
amazing.
I
think
that's
all
what
they
really
need
to
learn
have
how
to
interact
socially
understanding
that
people
genuinely
care
about
them.
The
kids
that
came
up
to
these
principals
and
teachers
they
care
they
want
to
show
that
they'll
be
successful
and
they
will
take
it
to
heart
if
they
ever
let
them
down.
B
V
Short
and
sweet
as
a
product
of
this
beautiful
school
and
trades,
my
heart
goes
out
to
miss
sheldrake,
who
spoke
earlier
about
her
kid
not
being
able
to
attend
the
new
electric
program.
Well,
the
existing
electric
program
because
of
tuition
issues,
I
think
as
a
boy.
We
need
to
do
what
we
can
do
to
try
to
help
them
out
as
much
as
possible
with
funding,
because
I
mean
we
need.
We
need
those
trades
to
stick
around
and
kids
like
that.
They
have
they're,
passionate
about
it.
So
with
him
you
know
having
that
opportunity.
V
We
need
to
see
what
we
can
do
to
make
sure
he
gets
that
chance
at
this
program.
Here
also
prayers
for
her,
because
she's
going
through
breast
cancer
and
so
I
understand
the
cancer
stuff
and
then
I'm
gonna
piggyback
off
of
Miss
Harrison.
That
was
the
first
thing.
I
noticed
in
the
administration
building
was
the
floors
I
really
like
that
gray
and
white.
That
contrast
there
it
was.
It
was
beautiful
and
then,
of
course,
the
refinishing
of
the
old
hardwood.
V
I
F
I
Gonna
Echo
Mr
Nails
on
on
the
on
the
vocational
school.
You
know,
I
think
we
need
to
look
into
that
see.
You
know
she
met
a
very
good
Mr
sheldrake
made
a
very
good
point
that
you
know:
they've
spent
35
000,
which
is
a
little
less
so
right
at
half
of
what
the
teacher
would
have
gotten
paid.
So
why
not?
You
know
some
of
these
students
that
were
signed
up
and
because
I've
heard
from
several
students
or
parents
of
students
that
were
very
disappointed
that
it
got
canceled.
I
You
know
some
of
them
went
to
HVAC,
but
you
know
some
of
that's
not
for
everybody,
so
I
think
we
definitely
need
to
need
to
look
into
that
and
see
see
what
we
can
do
and
yeah
I
would
have
to
say.
I
did
not
vote
for
the
administration
building,
but
it
does
look
good,
so
I
would
have
to
say
that
that's
it.
Thank.
A
I
just
wanted
to
thank
you,
know
piggy
off
piggyback
off
of
Mrs
Hairston
earlier
in
our
meeting
about
that
and
give
a
shout
out
and
lots
of
thanks
to
our
Interventional
design,
Specialists
our
staff
and
our
principals
Miss
Harrison
and
I
from
day
one
when
we
got
on
board
wanted
some
mental
health
supports.
I,
think
this
program
allows
and
we
we
asked
for
forever
and
and-
and
it
finally
happened
and
this
program
allows
for
Meaningful
accountability,
while
keeping
our
children
in
school
and
I
want
to
thank
Miss,
Robertson
again.
A
F
A
Can't
say
enough
about
it
and
all
the
people
who
participate
in
it
every
month.
I
say
that
I
appreciate
the
teachers
and
staff
and
I,
but
I
don't
think
it
can
be
said
enough,
thanks
to
all
of
you,
for
making
sure
that
our
school
year
got
off
to
a
good
start.
You
have
had
mountains
to
climb
in
the
last
couple
of
years
and
you
have
done
a
it
so
well.
A
Please
know
that
you
are
very,
very
appreciated
and
that
I
think
of
you
often
I
pray
for
you
all,
because
you
have
a
mountain
to
climb
and
I
know
you
can
do
it.
We
keep
asking
a
little
bit
more
and-
and
you
keep
giving
even
more
so
just
thank
you
so
much
for
all
of
your.
Your
work.
I
too,
just
want
to
say
a
quick
congratulations
to
JF
for
their
50th
anniversary
of
50
years
of
serving
the
community.
I.
A
Think
that's
great
and
I
mean
I
have
to
say
the
floors
too
I'm
in
the
administration
building.
It's
really.
If
you
haven't
been
in
there
just
like
what
everybody
else
said,
it's
really
pretty
it's
just
so
welcoming
it's
one
of
those
buildings
having
worked
over
there,
it
was
kind
of
really
dark
and
dank
and
not
a
really
inviting
place,
and
when
you
went
in
I,
never
really
understood
how
much
a
place
could
impact
how
you
felt
about
your
job
until
I
worked
in
those
buildings,
and
you
just
you
just
didn't-
always
want
to
be
there.
A
H
Thank
you
for
a
great
start
to
this
new
school
year
and
I
know
like
Dr
mili
has
said
it
isn't
easy
and
so
I
applaud
you
each
and
every
one
of
you
for
all
of
your
efforts
and
your
hard
work,
and
also
our
teachers
and
our
our
students.
I'm
just
super
excited
about
this
school
year.
I'm,
looking
forward
to
hearing
all
about
the
wonderful
things
that
our
students
and
our
teachers
and
all
will
participate
in
and
the
continued
academic
success
that
I
believe
our
students
will
receive.
H
F
H
Congrats
to
you
all
as
well
again,
I
want
to
just
simply
say
that
I
I'm
concerned
regarding
some
of
our
Elementary
class
sizes
I
think
that
it
is
very
important
that
we
address
this
matter.
I've
talked
about
it
already
I'm
not
going
to
go
over
that
again,
but
it's
so
very
important
that
those
formative
years,
those
foundational
years
are
crucial
to
our
students,
future
success
and
so
class
size.
It
matters
it
matters
greatly.
H
We've
heard
from
many
parents,
I've
heard
from
lots
of
people
in
the
community,
and
we
had
a
parent
here
tonight.
Our
grandparent
to
address
that
with
us
and
so
I
would
just
ask
every
single
board
member
to
strongly
strongly
consider
and
support
what
your
constituents
are
saying
regarding
these
Elementary
School
size
classrooms
and
for
Mrs
sheldrake,
I've,
known
Cindy.
H
H
The
tuition
cost
to
cover
this
electrician
class.
We
need
electricians,
we
need
them,
it's
a
very
important
and
viable
occupation,
and
so,
if
other
divisions
that
are
smaller
than
our
division,
if
they
are
funding
and
providing
this,
then
why
can't
we
do
that?
We
should
be
able
to
do
that.
So
I,
don't
know.
Madam
chairman,
you
tell
me
what
I
need
to
do
or
what
we
should
do
in
terms
of
moving
this
forward
for
the
board
to
consider
it
and
prayerfully.
We
will
approve
it.
D
N
We
have
not.
We
have
some
of
the
largest
groups
in
our
early
college
program,
our
governor
schools
and
we've
never
put
it
in
our
budget.
We
have
talked
about
offering
some
scholarships,
but
it
has
to
be
a
budget
item.
There
were
several
students
who
we
had
to
ask
because
our
teacher
quit
and
we
couldn't
find
a
teacher
to
consider
a
HVAC
program.
We
are
funding
our
seniors
because
without
us
funding
our
seniors
they'd
had
their
junior
year.
They
wouldn't
get
their
certifications,
so
we
did
fund
them
in
the
CTE
Academy.
N
It's
not
a
one-year
commitment.
It's
a
two-year
commitment
and
I
think
it
would
be
a
commitment
we
would
make
to
multiple
students
and
I
would
also
like
to
say
I
think
you
also
have
104
Early
College
parents
who
might
have
the
same
concern,
because
because
we
don't
pay
that
tuition
I
mean
I,
think
all
of
those
things
are
big
budget
items
that
we
would
have
to
discuss
and
and
look
at
all
of
our
programs
that
you
know
we
we
can
and
can't
fund
just
because
of
restrictions
like
our
early
college.
N
D
D
N
D
N
N
N
I
think
that
one
of
the
things
that
we
kind
of
know
looking
at
budget
for
these
programs,
we
try
to
offer
a
lot
of
variety
and
with
that
variety
comes
less
of
ability
to
pay
and
I.
Think
that's
why
some
school
divisions
they
don't
offer
as
many
opportunities
such
as
the
dual
enrollment
at
the
school
level,
and
so
you
know
they
have
some
additional
funds
and
we
can
compare
ourselves
to
other
school
divisions
and
and
report
back
to
you.
N
D
H
Chairman,
if
I
may
just
clarify
what
I,
what
my
request
is.
I
certainly
know
that
we're
looking
at
the
bigger
picture
and
we're
looking
at
what
we're
doing
for
other
students
and
other
programs
but
I'm
speaking
specifically
for
one
student
and
the
electrician
program
that
he's
in
he
is
a
junior
he's.
A
junior
this
program,
I
believe,
is
correct
me
if
I'm
wrong.
Is
it
a
two-year
program.
H
N
F
D
Because
I
mean
I,
I,
I,
understand
and
I
can
honestly
sympathize
with
Michelle
sheldrake
in
in
her
dilemma
and
I
get
that,
but
also
too
I'm
sure
that
there
are
other
students
and
the
county
that
need
the
same
opportunity
and
and
ones
that
you
know
luckily,
Michelle
Drake
was
was
brave
enough
to
come
here
and
speak
to
us
and
ask
us
for
help.
But
there
are
some
that
don't
know
how
to
come
here
and
ask
us
for
help
how,
while
and
again,
with
all
due
respect
to
Ms
sheldrick
and
her
family.
F
H
V
D
D
C
N
A
lot
to
think
about
and
I
I
mean
it
is
a
it's
a
two-year
commitment.
It's
not
a
one-year
commitment.
Even
if
we
got
a
a
an
instructor,
we
would
be
moving
them
out
of
a
program.
I
mean
I,
just
I
think
it's
a
lot
to
think
about,
and
a
lot
of
those
students
did
take
the
option
of
going
into
HVAC,
so
we'd
kind
of
have
to
go
back
and
see,
and
do
you
I
mean
please
jump
in.
Thank
you
back.
P
Well,
we've
had
lots
of
conversations
with
cvcc
and
their
CTE
Academy
and
really
talked
about
programs
they
do
offer
and
that
we
offer,
and
so
we
are
trying
to
work
together
on
that.
But
there's
a
lot
to
consider
are
we
presenting
next
month
with
CTE
updates,
I,
don't
know.
If
there's
we
can
certainly
present
that
too
and
there's
just
I.
P
To
consider,
for
example,
for
the
juniors,
if
this
year,
if
they
go
through
that
program,
I'm
not
sure
they're
even
going
to
need
I,
don't
know
that
we
can
meet
their
needs
here,
because
that's
a
dual
enrollment
course.
We
don't
offer
that
here.
So
you
know
I
just
I
need
to
meet
with
Mr
Haas
and
cbcc
and
we'll
kind
of
work
through
that.
So.
N
H
Or
you
know,
I
I,
certainly
understand
and
I.
Think
Madam
Turner
makes
a
good
point
that
there
are
other
students.
You
all
make
a
really
good
point
concerning
that
and
I
believe
me
get
that.
However,
we
have
a
parent
who
came
here
bravely
stood
before
us
and
requested
what
I
feel
is
a
doable
and
reasonable
request
that
we
as
a
board
should
honor
and
I
think
moving
forward.
We
need
to
gather
the
data
that
we
need.
H
O
L
Us
look
we're
trying
to
think
off
the
top
of
our
heads
of
any
hurdles
or
potential
downfalls
or
other
parents
getting
upset,
so
we're
trying
to
think
very
quickly
here.
But
let
us
explore
that
and
get
something
out
to
the
board
in
a
Wednesday
memo
and
then
place.
Then
the
board
can
make
a
decision
on
that.
If
you
could,
if
you'd
like
us
to
do
that.
Okay,
thank.
H
L
K
L
F
L
G
I
had
asked
to
comment
on
the
cvcc
from
my
understanding:
it's
a
one-year
program
at
cvcc
for
electrical,
so
it's
a
one-time
fee
of
5
000.,
just
sharing
that
information
so
do
with
it.
What
you
want
comments
from
the
board?
Congratulations
to
JF
in
their
50
years.
It
was
great
to
see
Mr
Nelms
and
Mr
Daniels
there
Thursday
it
was
a
Thursday
through
Sunday
activity.
G
Thursday
was
about
the
Arts
in
improv
Friday
football
and
fireworks.
Saturday
was
Color,
Run,
Carnival
and
taking
tour
of
the
school,
and
then
Sunday
was
followed
up
with
a
golf
tournament.
So
thank
you
to
our
community
in
Forest.
It
was
a
great
turnout,
lots
of
celebrating
and
lots
of
events
since
the
last
meeting
in
an
effort
to
meet
my
commitment
of
visiting
our
schools,
as
promised
for
the
40
hours
per
year.
G
D
D
The
first
day
of
school
for
22
2022
2023,
is
behind
us.
Of
course
there
were
a
few
glitches,
but
they
seem
to
have
worked
things
through
now
and
they're
moving
along
pretty
well,
but
I
understand,
there's
still
ongoing
issues
with
bus
routes
and
having
enough
drivers
so
I'm
going
to
put
in
another
one
of
those
Shameless.
Please
we
need
bus
drivers,
please.
If
you're
interested
call
Transportation
we'll
get
you
hooked
up,
we'll
get
you
on
the
road
I
sure
do
appreciate
it.
D
If
for
those
of
us
who
have
been
here
a
while,
there
was
an
efficiency
review
several
years
ago,
that
efficiency
review
had
standing
enough
and
was
thought
of
enough
to
be
able
to
close
two
of
our
schools,
but
within
that
review
also
it
said
that
we
needed
a
out
outdoor
maintenance
crew
for
each
Zone
and
we
need
to
get
this
happening.
This
happened
eight
years
ago
that
this
review
came
out,
and
this
has
been
long
overdue.
I
understand
that
we
are
getting.
D
There's
painting
to
be
done.
Weeds
in
the
flower
beds
gets
grass
out
of
the
cracks
of
the
sidewalks.
That's
the
first.
The
first
impression
people
get
of
our
schools
is
from
the
outside,
and
my
mother
used
to
tell
me
you
never
get
a
chance
to
make
another
first
impression:
there's
plenty
of
work
to
be
done
to
keep
the
crews
busy
all
year
long
and
it's
not
just
seasonal.
D
To
quote
the
original
teacher
resolution
presented
the
existence
and
continuation
of
a
strong
and
effective
system
of
public
education
to
for
all
of
our
children
is
essential
to
a
democratic
system
of
government.
End
quote
and
Bedford
County
Public
Schools
quote
understands
that
a
high
performance
that
high
performing
schools
are
necessary
to
the
continuing
growth
and
the
quality
of
life
in
Bedford
County,
both
today
and
in
the
future.
End
quote.
D
My
husband
and
I
could
have
chosen
to
send
our
children
to
private
school,
but
we
wanted
a
public
public
education
for
them.
We
wanted
them
exposed
to
to
the
diversity
and
education
received
outside
the
classroom
that
public
schools
offer
sure
I
want
to
protect
my
children
as
much
as
possible
like
everyone,
but
as
my
wise
15
year,
old
son
tells
me
I
can't
protect
him
forever
and
I'm
grateful.
They
are
exposed
to
different
things
now,
while
they
are
with
me
so
I
can
offer
guides
to
them
to
process
their
ideas
and
feelings.
D
D
D
D
These
are
kids
you're
talking
about
you're
talking
about
Someone's,
Child
and
I
thought.
The
premise
behind
the
work
that
is
being
done
is
to
protect
the
children
while
I
admire
the
work
and
the
determination
for
Fighting
For
What
people
believe
I
strongly
disagree
with
the
latest
methodology
and
I
strongly
suggest
that,
instead
of
being
critical,
keyboard,
Warriors
volunteer
at
the
schools
join
the
PTA
get
involved,
be
a
part
of
the
solution
and
quit
adding
fuel
to
the
problems.