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From YouTube: School Board Meeting - 7/13/2023 - 5:00 PM
B
C
A
D
B
E
Chair
make
a
motion.
We
go
into
closed
session
pursuant
Dakota
Virginia
2.2-3711a1
to
discuss
the
assignment,
appointment,
performance,
disciplining
and
release
of
contract
for
specific
School
Board
employees,
including
the
evaluation
of
the
superintendent,
as
provided
in
his
contract
of
employment.
F
A
Now,
therefore,
be
it
resolved
that
the
Bedford
County
School
Board
hereby
certifies
that,
to
the
best
of
each
member's
knowledge,
only
public
business
matters
lawfully
exempt
it
from
open
meeting
requirements
by
Virginia
law
were
discussed
in
the
closed
meeting
to
which
this
certification
applies,
and
only
such
public
business
matters
as
were
identified
in
the
motion
convening
the
closed
meeting,
were
heard,
discussed
or
considered.
Yes,.
A
H
This
is
a
topic
that
we've
been
discussing
for
many
months,
so
what
we've
prepared
for
you
tonight
is
a
review
of
the
information
that
we
have
presented
over
the
past
several
months,
how
we
got
to
the
decision
that
we
got
out
in
the
direction
we
received
from
the
board,
so
Dr
Woodford
I.
Thank
you
for
your
quick
turnaround
and
putting
some
information
together.
Just
for
our
review.
I
So
first
excuse
me
in
the
October
board
meeting.
That
was
the
first
time
we
began
to
discuss
Staffing
standard
changes
based
on
board
feedback
that
we
were
getting
with
expected
cost
I
want
to
remind
you.
This
was
a
discussion
that
we
had
after
a
concern
was
brought
to
us
about
a
class
of
27
students
at
otter,
River
Elementary,
and
in
that
meeting,
Dr
Calvert
and
Mr
Hagler
explained
how
funding
was
provided
for
the
staffing
standards
and
what
the
cost
would
be
to
add
staff.
I
There
was
a
long
discussion
about
what
number
is
too
large
for
a
class.
Where
should
we
split
classes?
At
that
time,
we
were
using
cares
money
to
provide
three
additional
staff
members
at
otter
River,
and
we
had
really
looked
at
that
situation
and
felt
like
the
principal
had
a
had
a
really
good
supportive
Staffing
model
in
place
to
help
those
students.
I
At
the
April
6
board
meeting,
the
elementary
Staffing
standard
report
was
given
on
options
for
elementary
Staffing
and
class
sizes.
At
that
time,
I
presented
information
on
options
for
elementary
Staffing
standards,
I
also
shared
that
we
had
some
possible.
What
could
we
do
if
we
had
some
concerning
class
sizes
and
I
asked
the
board
to
provide
some
direction
on
how
they
wanted
the
executive
team
to
handle
large
class
sizes
moving
forward,
so
options
included
at
that
time?
I
If
we
were
to
do
revocations,
these
are
the
classes.
These
are
the
schools
that
I
have
concerns
about
on
May
the
11th
we
had
another
discussion
about
elementary
Staffing
standard
and
action
was
taken
by
the
board
at
that
time,
and
the
action
was
that
we
would
have
no
more
than
27
students
K-5.
We
would
then
use
revocation
of
Zone
transfers
where
necessary,
then
we
could
look
at
larger
class
sizes
closer
to
soq.
I
At
that
time,
we
discussed
that
we
would
have
to
hold
class
sizes
at
25,
as
we
worked
in
the
summer
to
allow
for
student
movement
in
and
out
of
schools
over
the
summer
and
so
again
in
in
a
Wednesday
memo
I
shared
later
on
the
actual
numbers
based
on
what
we
actually
had
in
PowerSchool
of
the
classes
and
the
schools
that
were
going
to
be
affected.
Again.
I
When
we
looked
at
numbers,
we
were
looking
at
25
as
the
cut
off
so
that
if
we
had
students
coming
in
or
out,
we
had
some
room
so
that
we
wouldn't
have
to
come
back
to
you
and
say
we
need.
You
know
additional
money.
So,
on
June,
7th
I
sent
that
Wednesday
memo
giving
you
a
little
bit
more
information
on
July.
I
The
5th
I
sent
another
Wednesday
memo
with
a
new
regulation
of
how
we
would
do
Zone
transfer
revocations
I
sent
the
letter
that
was
going
to
be
sent
to
the
parents
to
make
them
aware
of
the
revocation,
and
then
the
number
of
students
were
removing
from
each
school
and
the
grade
level.
As
of
that
day,
Mr
Blankenship
and
I
had
to
wait
until
we
did
the
actual
PowerSchool
rollover,
which
was
the
last
week
in
June.
I
We
needed
to
be
able
to
see
how
many
kindergarteners
we
had
registered
before
the
end
of
the
school
year
and
we
needed
to
see
which
students
were
moving
in
and
out
and
then
the
rollover
gave
us
an
accurate
number.
We
were
meticulous
in
trying
to
look
at
where
their
students
lived.
If
you
know
we
thought
we
might
have
a
student
moving
out,
we
did
not
want
to
send
letters
and
upset
people
if
we
were
later
going
to
come
back
and
say
you're
on
a
wait
list
and
your
child
might
get
back
in.
I
So
the
letters
reflected
these
grade
levels
and
schools
that
were
affected
at
Bedford
Elementary.
We
had
to
revoke
eight
fifth
grade
transfers
at
Boonsboro.
We
had
two
in
fourth
grade,
one
in
fifth
grade
Forest
Elementary.
We
had
one
in
fifth
grade:
otter,
River.
We
had
three
at
first
grade
five
at
second
grade
four
at
third
grade
Monita
in
third
grade.
I
We
had
four
with
the
possibility
of
adding
two
more
and
actually
we
stopped,
because
we
started
getting
questions
from
board
members,
and
so
we
have
not
done
those
extra
two
revocations
we're
waiting
to
see
if
there's
additional
guidance
that
you'll
provide
to
us
and
New
London.
We
have
one
first
grader
stewartsfield,
two
third
graders
one
fourth
grader
six
fifth
graders
and
at
Thomas
Jefferson
for
fifth
graders,
so
that
was
a
total
of
42
zone
revocations,
so
I
I've
been
asked
to
just
possibly
give
some
options
of
what
we
can
do.
I
First,
we
can
stay
with
the
decision
that
the
board
made
in
May
I
mean
that
that
was
a
decision
after
months
of
thinking
about
it
that
the
board
wanted
to
follow.
So
that's
one
option:
I
do
think
you
could
remove
the
caveats
to
the
Staffing
standard,
especially
the
no
multi-age
classes
or
multi-age
groupings
and
the
limit
of
27
students.
I
A
couple
of
things
I
want
to
point
out
for
the
last
10
years
or
so.
We've
had
Staffing
standards,
and
this
is
the
first
time
we,
as
a
staff,
have
not
been
given
that
flexibility
to
kind
of
work
through
issues
during
the
summer.
What
is
happening
as
students
are
coming
in
and
going
out
and
coming
in
and
going
out
every
Monday,
Dr,
Calvert
and
Mr
Hagler
and
I
look
at
what
is
the
actual
enrollment.
Do
we
have
a
concern?
What
are
the
resources
already
at
the
school?
I
Is
there
a
resource
where
we
have
a
small
class
over
here
that
we
can
move
a
teacher
to
where
we
have
a
larger
class?
And
honestly,
we've
been
able
to
handle
that
really
when
we've
had
issues
of
high
enrollment
I
think
what
probably
was
a
little
bit
more
difficult
was
that
we
were
trying
to
get
that
down
those
classes
to
25.
I
So
we
had,
you
know
we
had
to
make
a
cut
off
decision
where,
typically
in
the
summer,
we
are
making
decisions
with
the
fluidity
of
enrollment
and
we've
always
been
able
to
really
manage
that.
So
you
can
remove
the
caveats,
give
us
a
little
bit
more
freedom
to
do
what
I
think
you
know
our
staff
is
pretty
good
at
doing
looking
at
our
resources
and
looking
at
what
options
we
can
provide.
I
I
We,
if
you
don't
want
to
do
a
Zone,
revocation
I,
think
everyone
may
need
to
realize
that
we
might
have
larger
class
sizes
class
sizes
that
get
up
to
27
28..
Again,
we've
always
tried
to
avoid
that
and
we've
always
been
able
to
kind
of
work
through
that,
just
like
we
did
last
year
when
there
was
concerns-
and
we
came
to
you
with
some
solutions
of
how
to
deal
with
that.
If
you
do
that,
you
won't
have
to
add
any
more
money
to
the
budget
or
you
can
fund
additional
staff.
I
I
You
know
we
can
be
creative
as
a
staff.
You
know,
classes
that
are
a
little
larger,
putting
some
support
in
using
title
dollars
differently
and
when
I
say
multi-age.
You
know
I
shared
with
you.
If
we
were
to
do
that,
it
would
take
a
lot
of
training.
I
think
we
would
know
that
we
had
to
put
our
best
teachers
in
those
classrooms,
and
maybe
those
kids
are
not
in
a
multi-age
all
day,
but
maybe
we're
grouping
for
reading
and
math
we're
bringing
in
some
supports
they're
together,
maybe
for
Science
History.
I
I
think
that
I
think
it
is
doable
at
any
grade
level.
I
think
you
you
hit
the
key
there.
Is
you
want
to
put
your
strongest
teachers
there?
We
don't
want,
to
put
you
know
our
first
year
teachers
in
a
class
like
that,
because
we
need
that
experience
and
those
will
be
conversations.
We'd
have
to
have
with
the
principal
to
say
we
might
need
to
move
some
teachers
around.
We
might
need
to
do
something
different.
We
might
need
to
use
other
resources
in
our
school.
I
If
given
some
freedom
and
flexibility,
I
do
think
that
there
may
be
some
of
our
smaller
schools
and
I
do
say.
Otter
river
is
one
that
is
kind
of
sticking
out
there.
They
hover
on
that
26,
27,
28
and
and
for
instance,
if
we
would
have
revoked
first
grade
Zone
transfers.
You
know
the
parents
who
were
upset
with
the
27
in
first
grade
last
year.
I
If
we
would
have
revoked,
we
could
have
gotten
them
down
to
23
in
a
classroom
that
would
have
made
some
parents
very
happy
and
some
parents
very
sad
because
their
children
had
started
at
otter,
River,
so
they're.
Every
every
situation
is
different
in
a
school
and
again
I
think
I
think
the
tighter
our
hands
are
tied,
the
harder
it
is
to
be
flexible
and
make
decisions
and
try
to
do
what's
best
for
kids,
because
I
think
there's
so
much
to
look
at
experience.
Other
resources
in
the
class
are
there
other
funds
or
you
know.
I
J
What's
going
to
lead
me
to
my
next
question,
not
to
put
any
school
on
the
spot,
and
you
don't
have
to
do
that-
you
could
just
maybe
tell
me
the
number
of
schools
that
we
have
that
have
such
low
enrollment
that
potentially
they're
not
meeting
right.
You
know
our
class
size
right
now,
they're
below
that.
I
The
ones
I
can
tell
you
almost
all
of
our
schools
with
kindergarten,
our
kindergarten,
enrollment,
Mr,
Blankenship
and
I
can't
tell
if
it
is,
people
just
haven't,
come
to
register
their
kindergarteners
they're
waiting
closer
to
school
and
we're
going
to
get
this
big
influx
or
they're
just
naturally
lower
for
some
reason.
So
we
have
a
lot
of
schools
that
have
very
low
kindergarten
enrollments.
So
you
know
we've
talked
about.
Could
we
move
a
teacher
to
another
school
again?
I
They
put
additional
teachers
in
and-
and
you
know
the
caveat
there
is
if
we
were
to
take
a
title,
if
I'm
sorry
a
non-title
one
school
and
we
were
to
give
them
extra
staff,
then
you
have
to
do
that
at
all
of
your
title.
One
schools
too,
which
raises
your
budget
up
again,
so
we
do
have
some
small
class
sizes.
But
that's
because
principals
have
said
I'm
going
to
use
my
title.
One
resources
to
lower
my
class
sizes
because
we're
in
a
school
with
a
larger
disadvantaged
population.
I
So
figured
in
this,
there
was
two.
There
were
two
conversations.
One
of
those
paraprofessional
conversations
happened
for
last
year.
So
when
we
were
seeing
a
few
classes
with
large
class
sizes,
Mr
Hagler
and
Dr
Calvert
said
we
could
use,
cares
money,
add
some
staff
for
the
rest
of
this
year
when
we
got
to
asking
about
what
what
was
the
priority
of
the
board.
I
The
final
priority,
the
the
last
resort,
was
to
add
staff,
meaning
teachers
or
aides.
So
that
was
not
part
of
the
final
budget
that
the
board
approved,
because
the
board
said
we
want
you
to
look
at
revocations.
We
want
you
to
look
at
multi-age.
We
want
you
to
do
all
of
these
things
first,
so
we
just
did
not
put
that
in
the
budget,
and
so
no,
we
have
not
considered
that.
J
K
It's
not
been
budgeted
for
so
you'd
have
to
go
back
to
the
budget
and
make
cuts
of
170..
I
will
say
this
and
and
Dr
Woodford
knows
this
is
the
last
year
for
user
funds.
There
is
money
in
the
operating
budget
for
learning
loss
for
this
year
that
could
be
used
I.
Let
her
speak
to
that
if
she's
already
identified,
where
we
wanted
to
spend
that
money
might
have
already
been
identified,
and
maybe
we're
already
launching
on
some
of
those
things.
K
But
we
were
trying
to
get
down
to
zero
teachers
being
used
for
coveted
money
this
year,
because
that's
the
reality
that
we're
gonna
have
to
face
next
year,
but
we
did
Place
some
money
into
the
operating
budget
for
learning
loss,
some
of
that's
going
to
be
going
for
the
distance
learning,
but
there's
additional
funds
that
could
be
used
there,
but
there's
no
funds
in
there
to
sustain
it.
It
would
have
to
be
you
with
no
more
Revenue.
J
J
The
road
I
certainly
thought
that
the
solution
to
some
degree
was
reasonable,
but
I
also
think
it's
important
that
we
understand
too,
where
our
greatest
needs
are
and
who
really
comes
first
and
it's
our
students
first
and
foremost,
I,
would
ask
that
Dr,
Bergen
and
the
team
really
take
a
look
at
any
new
positions
that
you
all
may
be
thinking
about
entertaining
and
maybe
Target
some
of
those
funds
towards
our
elementary
school
and
the
Staffing.
Here.
L
I
We've,
you
know:
we've
eliminated
secretaries,
we've
eliminated
positions
of
support,
we've
downgraded
jobs,
I.
Think
honestly,
it's
I
I
know
that
that
is
kind
of
the
first
thing
people
think
of,
but
the
other
piece
of
that
it's
very
hard
to
support
schools
and
get
scores
up
and
to
to
support
programs
and
schools.
If
we
don't
have
the
staff
to
do
it,
but
there
are
no
new
positions
that
we
have
put
in
our
budget.
We
knew
it
was
going
to
be
a
tight
year
and
we
did
everything
to
cut
that.
H
If
I
can
also
collaborate
on
that
answer,
I
also
for
our
parents,
who
are
listening,
particularly
the
42,
the
parents
of
the
42
children.
This
is
a
painful
discussion
for
them,
particularly
when
we
talk
about
it.
You
know
in
numbers
and
budgets
that
they
they
want
to
hear
that
we
care
about
their
kids
and
we're
empathetic
to
the
concerns
of
their
children.
These
are
painful
decisions
that
we're
making
Miss
Harrison
to
you
to
some
of
your
your
questions.
H
Whatever
the
decision
is
of
this
board
for
this
coming
school
year,
it's
not
just
one
budget
cycle,
but
looking
forward,
is
it
sustainable?
So
whatever
whatever
we
want
to
put
in
place
now?
Can
we
put
it
in
place
two
years
out
three
years
out,
four
years
out
and
I'm
particularly
focused
as
I've
shared
with
the
board
that
in
four
budget
Cycles
we're
going
to
have
a
seven
million
dollar
reversion
clip
so
adding
to
the
budget
is,
is
concerning
kicking
the
can
down
the
road?
Was
your
expression?
H
H
Secondly,
even
with
that
reduction,
as
we've
shared
with
the
board.
Previously,
we
have
109
positions
currently
in
our
schools
that
exceed
the
level
funding
we
receive
from
the
state.
Mr
Hagler
did
a
very
detailed
analysis
of
how
much
money
do
we
receive
from
the
state
and
how
do
we
spend
it?
The
recommendations
from
the
state
which
is
60
cents
in
the
dollar?
For
us,
we
actually
have
18
fewer
central
office
positions
than
is
recommended
by
the
state
and
the
funding
formula,
18
fewer
109
more
in
the
schools.
H
So
can
we
cut
and
add
and
make
this
about
budgets
we
can.
What
we
would
prefer
to
do
is
have
flexibility
to
address
these,
as
we
always
have
I
just
pushed
this
board
for
a
number,
because
we
spent
half
of
the
school
year
last
year.
Talking
about
how
many
is
too
many,
and
so
I
just
asked
them,
then
to
just
Define
how
many
is
too
many
and
then
we'll
hold
to
that
we
can
manage.
We
did.
Last
year
we
managed
with
28
29
and
even
30
in
some
classrooms.
H
We
did
it
with
some
Creative
Supports
within
the
school,
and
we
can
continue
to
operate
in
that
way
and
fly
well
below
the
soqs,
the
soqs,
of
course,
being
35
in
grades.
Four
and
five
we've
never
come
close
to
that.
Never
would,
and
just
for
the
for
the
public.
These
numbers
that
we're
thrown
about
in
this
discussion
we're
talking
about
it's
very
important
and
and
my
heart
thinks
of
these
42
children.
H
That's
one
percent
of
all
of
our
elementary
school
children
for
the
other
99
out
of
100
Kids,
the
class
sizes
are
fun.
We
don't
have
these
issues
and
the
the
class
size
issues
are
problematic,
particularly
in
the
smaller
schools.
You
know
as
being
a
principal
of
a
small
school,
formerly
principle,
you
don't
have
a
lot
of
flexibility.
I
mean
you
have
10
positions
allocated
to
the
school.
H
You
have
six
grade
levels
which
grade
levels
get
two
and
which
grade
levels
give
one
we
would
love
to
just
say
we're
just
going
to
have
12
or
whatever
the
grade
level
is
and
just
multiply
and
say,
but
there's
an
implication
in
the
budget
for
that
in
this
operating
budget
and
every
operating
budget
moving
forward.
So
our
recommendation
is
either
stick
with
what
we've
discussed
and
decided
as
painful
of
it
as
it
is
to
enforce
the
policy
as
it's
always
been
there.
This
policy
is
not
new.
It's
been
on
the
books
forever.
H
Stick
with
that
decision,
or
we
can
go
back
and
revisit
the
Staffing
standards
and
we
can
remove
the
27
ultimatum
and
we
can
allow,
for
other
other
Solutions
between
our
central
office,
supports
and
our
principals
and
making
a
determination
about
what's
best
for
meeting
the
students
needs
and
that
could
include
not
as
a
first
Resort
but
a
last
resort.
Some
multi-age
groupings,
as
Dr
Woodford
was
sharing
I
mean
I
was
an
elementary
school
principal
as
well.
I
think
the
boarders
are
20
years.
H
H
We
can
do
that
too,
with
no
budget
impact
and
with
being
able
to
greatly
reduce,
if
not
completely,
eliminate
the
number
of
revocations
that
have
already
been
proposed,
so
I
just
want
direction
from
the
board.
I
had
Direction
it's
on
the
agenda
tonight
at
the
request,
the
chair
for
this
discussion
and
so
I'm
going
to
ask
for
some
finality
from
the
board,
because
school
starts
in
a
month.
J
J
B
C
So
last
year
we
had
that
auto
River
class
that
we
heard
a
lot
about,
and
it
was
27
in
that
class.
Just
now
that
the
year's
over
and
we're
heading
into
a
new
year,
Dr
Woodford,
how
did
those
kids
perform
because
I
think
that's
important?
We
were
concerned
that
the
performance
would
not
be
there.
Parents
had
a
lot
of
concern
on
that,
but
overall,
how
did?
How
did
those
kids
do.
I
Overall
on
their
Pals,
which
is
the
only
measure
we
really
have
in
first
grade
other
than
teacher
tests,
but
the
the
common
between
schools,
they
did
very
well
part
of
that
was
our
decision
at
the
beginning
of
the
year.
We
did
look
at
that
and
most
of
them,
if
not
all,
of
them,
were
on
or
above
grade
level,
so
they
had
a
strong
foundation
and
they
had
a
strong
teacher
with
an
aide,
and
so
that
was
part
of
our
reasoning
and
thinking
through
that
process.
But
at
the
end
of
the
year
they
they
performed
well.
C
You
know
I,
as
we
batted
this
around
over
the
last
couple
months.
It
was
you
know,
with
the
options
that
we
had
I
think
that
we
all
hemmed
and
hard
on
it.
We
knew
that
it
was
going
to
make
some
people
happy
and
some
people
not
and
I
think
we
tried
to
come
up
with
the
right
decision.
I
think
that
people
I've
talked
to
under
I
think
understand
that,
but
it
does
definitely
does
have
some
real
world
implications.
C
C
It
was
voted
down,
but
I
I
do
think
that
that
is
something
if
the,
if
the
principal
and
the
and
the
teachers
and
the
staff
feel
like
it's
something
that
could
work
then
I
think
that
that's
something
that
definitely
needs
to
be
considered
again.
It's
Case
by
case
it's
Last
Resort.
It's
when
we
can
do
it
a
lot
of
the
parents
I
spoke
to
yesterday
when
I
had
mentioned
this
they're
like
oh,
that
sounds
like
it
could
be
a
pretty
good
idea.
C
So
if
you
could
get
buy-in
from
the
parents,
and
every
parent
I
spoke
to
yesterday-
loves
obviously
loves
their
child
obviously
wants
what's
best
for
them
and
is
very
involved
in
their
in
their
child's
academic,
career
and
I.
Think
that's
great
and
I
know
those
kids
are
going
to
be
okay,
it
doesn't
make
it
any
less.
Tough,
but
I
want
to
say
that
I.
C
If
we
looked
at
that-
and
we
could
give
you
the
tools
that
you
needed
for
that-
and
you
guys
think
it
could
work
I
would
before
that
I
believe
in
flexibility
so
and
I
believe.
If
you
have
the
best
teachers
again,
we
we
they
know
they're,
they
know
they're
good.
They
know
they
can
do
it.
They
wouldn't
put
themselves
in
a
position
to
say:
I
can
do
it
and
I
can't
and
we'd
be
able
to
support
them
from
the
administration
level.
I
think
it's
something
we
should
consider.
M
B
E
Hill
yeah
I
have
one
comment,
so
I
would
definitely
support
removing
the
cap.
You
know
whatever
we've
got
it
set
as
long
as
you
feel
like
we
can
be
successful.
I've
said
it
time
and
time
again,
I'm
after
results,
it's
all
about
results
for
our
students
and
as
long
as
you
guys
feel
like
we
can
make
that
work.
I.
Absolutely
support
that
one
of
the
other
things-
and
we
can't
solve
this
tonight
but
I
want
to
ask
you
guys
to
start
looking
at
it.
E
E
So,
for
example,
if
you
took
Otto
River
and
TJ
and
team
those
two
schools
up,
if
you
took
a
Forest
Elementary
in
an
Otto,
River
and
team,
those
two
schools
up
big
island
and
Boonsboro,
and
you
drove
those.
What
is
the
efficiencies
that
that
drives
for
those
students
in
K
through
two
and
three
through
five?
E
What
is
the
outcome
of
that?
If
it's
the
wrong
model?
That's
fine!
But
I
think
we
owe
it
to
our
community
and
to
our
taxpayers
to
say:
we've
looked
at
every
option
to
drive
efficiencies
and
to
make
sure,
from
a
student
standpoint,
we're
keeping
the
classroom
sizes
based
on
what
we've
heard
and
what
we've
agreed
to,
but
also
being
able
to
afford
it
and
do
the
right
thing
in
each
of
those
schools.
E
I
Absolutely
and
I
I
would
just
like
to
say
I
think
that
the
staff
could
possibly
come
back
with
some
suggestions
for
the
long
term.
For
instance,
we've
always
closed
schools
that
are
at
or
close
to
capacity,
but
what
we
might
need
to
consider
and
when
I
say
close
I,
don't
mean
shutting
the
building
down
but
closing
to
Zone
transfers
schools
in
the
future
that
are
teetering
on
those
numbers.
I
So
if
we
and
again
I
don't
want
to
keep
picking
on
not
a
river,
but
it's
one:
it's
not
a
title
school,
so
it
it
it's
harder
there.
Maybe
we
need
to
close
that
in
the
in
the
future
to
Zone
transfer.
So
we
get
those
numbers
stabilized,
but
we
don't
hurt
kids,
who
are
there
and
have
been
there
for
four
or
five
years,
and
so
maybe
there's
some
tough
decisions.
We
as
a
group
need
to
start
thinking
about
early
fall
for
the
future.
E
But
I
I
want
to
make
sure
you
guys
understand:
I
support,
removing
the
cap,
the
multi-classrooms-
if
that's
what
it
takes
to
resolve,
what
we've
got
ourselves
into
right
now,
but
it
can't
be
a
long-term
fix.
We've
got
to
figure
out,
you
know
how
do
we
make
it
work
if
we're
successful,
which
Auto
River
shows
we
were
last
year
in
doing
that,
you
know.
Maybe
there's
a
way
we
look
at.
If
you
have
a
teacher
who
has
more
than
that
25
or
27
or
30.,
how
do
we
ins?
I
J
G
I
was
just
gonna,
say:
I
kind
of
I
agree
with
what
Marcus
was
saying
and
what
Chris
was
saying.
I
think
we
still
need
a
cap,
you
know
because
I
mean
obviously
what
what
happens.
You
know
we're
in
this
situation
now
because
of
you
know,
Zone
transfers,
but
we
could
be
in
this
situation
because
of
legitimate
people
moving
there.
You
know.
G
I
think
it
needs
to
be
a
cap,
but
but
for
the
situation
we're
in
you
know,
I
know
it
got
voted
down
with
the
multi-age
classroom.
You
know,
but
I'm
pretty
sure,
I
voted
for
it.
You
know
I'm,
not
a
teacher
and
I.
Don't
know
a
lot
about
it
either,
but
you
know
it
makes
sense.
You
know
not
to
use
it
all
the
time,
but
when
needed
for
situations,
because
it's
like
what,
if
you
do
get
to
28
now,
do
you
get
two
teachers
and
now
have
two
classes
of
you
know?
I
Know
and
I
think
what
we've
always
tried
to
do
is.
Our
cap
has
always
been
the
highest
point
of
the
soq,
but
in
our
minds
we
know
I
and
I.
Think
Mr,
Hagler
and
Dr
Calvert
will
tell
you
that
when
I
was
seeing
27
28
in
first
grade,
I
was
advocating
for
a
smaller
class
because
I'm
an
elementary
person
so
I
think
some
of
that
is
just
knowing
what
the
resources
are
and
knowing
the
students
and
trying
to
keep
those
class
sizes
under
you
know
30,
but
there
may
be
some.
I
You
know
we
have
to
make
some
hard
decisions.
Our
kids
are
coming
in
and
out
and
we're
having
a
hard
time
predicting
I
think
the
cap
of
27,
even
though,
in
my
mind,
I,
agree
and
that's
as
the
deputy
superintendent.
That's
what
I'm
thinking
about
having
it
so
strict
then
made
us
have
to
revoke
down
even
farther,
because
we
don't
know
what's
happening.
G
I
Got
to
have
a
little,
you
know
and
trust
us
that
we're
going
to
try
to
do
always
what's
best
for
kids
and
we'll
bring
you
those
class
size
numbers
in
the
fall
as
we
get
going.
And
if
you
have
a
concern
you
know
you
say
Karen.
What
are
you
going
to
cut
in
your
budget
that
you
can
give
us
what
we
need
and
and
I'll
do
it.
J
I
J
I
think
I
would
like
to
say
that
if
we're
going
to
do
some
reversing,
then
we
certainly
need
to
include
the
transfers.
I
think
we
need
to
if
we're
gonna
reverse
what
we
all
voted
on
and
agreed
to.
It
needs
to
include
that
that
includes
transfers,
that
we
are
going
to
go
back
to
what
we
did
before
and
reverse
and
revoke
those
letters
that
were
sent
out
to
our
parents
and
students.
J
It
concerned
me
that
we
had
fourth
and
fifth
grade
students
who
had
been
in
an
elementary
school
all
those
years
and
and
to
have
them
taken
from
the
school
or
having
to
go
to
the
school
that
they
are
zoned
for.
I
have
to
admit
that
that
was.
That
was
very
concerning
to
me.
So
if
we're
going
to
reverse,
let's
make
sure
we
also
include
the
transfers
and
if
I
also
can
say
this
and
I
promise
I'm
going
to
be
quiet,
but
I
think
it's
just
my
experience.
J
A
school
or
a
classroom
is
successful
for
there's
to
me
one
or
two
key
ingredients
here,
and
that
is
is
that
you
have
a
good
strong
teacher.
You
have
a
teacher
or
teachers
that
are
committed
and
they're
willing
to
go,
that
extra
mile
to
ensure
that
the
children
are
learning
and
also
they
have
to
have
that
support.
J
They
have
to
have
the
resources
so
otter,
River
for
that
first
grade,
classroom
that
we've
been
speaking
of
they
were
successful
because
of
the
teachers
and
the
parents,
but
they
were
also
successful
because
there
was
support
given
to
them
the
help
of
that
extra
individual.
That
paraprofessional
made
a
difference.
E
Yes,
Michelle
I
think
it's
important
to
to
be
clear.
We're
not
saying
we're
revoking
there
we're
changing
everything
that
has
been
decided.
What
we're
telling
you
is
we're,
giving
you
additional
tools
to
go.
Look
at
for
each
of
these
locations
to
see
where
we
can
include
more
students
based
on
the
fact
that
we
had
capped
you
at
27
and
that
we
had
told
you
no
to
the
multi-age
classrooms
based
on
certain
locations.
So
I
don't
think
the
overall
statement
is
we're,
reversing
everything
you've
said
and
done.
E
I
think
what
we
need
to
do
is
say
we're
taking
a
look
at
it
and
then
put
it
publicly
to
let
those
parents
know
hey.
We
may
have
a
different
option,
however:
caveat
change
is
coming,
and
so
you
can
either
change
now,
while
your
child
is
in
kindergarten
or
first
grade,
or
it
may
happen
to
you
in
fourth
grade,
and
that
has
to
be
the
parent
decision,
but
we
can
provide
additional
options
to
say:
hey
based
on
what
we
have
are
deciding
tonight.
E
You
now
have
these
options
that
may
help
the
fifth
graders,
who
are
being
moved,
but
I
think
it's
imperative
that
we
share
with
the
parents
hey
first
and
second
grader.
You
may
be
able
to
stay
this
year,
but
it
doesn't
confirm
that
you're
going
to
be
able
to
stay.
Third,
fourth
and
fifth
grade
I
mean
it
just
changes.
It's
based
on
the
the
amount
of
students
that
we
have
in
the
locations,
but
I
think
we
owe
it
to
our
parents
to
be
very
clear.
E
These
are
the
options.
However,
you
need
to
be
aware.
They
can
quickly
change
next
year
and
that's
for
every
school
I
mean
there's
no
guarantees,
but
I
I.
Don't
want
to
publicly
say
that
we're
reversing
everything
that's
been
sent
out,
because
that's
not
fair
to
the
work
that
you
guys
have
done
based
on
what
we
instructed
you
to
do.
E
You
know
I,
think
it's
fair
you've
brought
us
options
to
say:
hey
I,
think
I
can
fix
some
of
this,
but
you're
not
telling
me
you
can
fix
all
of
it
without
just
saying.
Well,
we
wasted
how
many
months
and
that's
not
fair,
and
it's
the
right
thing
to
do,
for
the
students
that
are
supposed
to
be
at
that
school
and
in
those
classrooms.
But
you
know
again,
I
want
to
welcome
as
many
as
we
can
at
each
school,
but
there
comes
a
point
where:
how
are
we
successful
and
that's
what
I'm?
E
I
E
Based
on
the
conversations
I've
had
with
parents,
they're
telling
me
they
just
want
to
understand
why
the
decisions
we're
making
were
made.
Point
Blank,
not
just
because
the
school
board
set
the
the
top
number
as
27.
Well,
how?
How
did
that?
How
was
that
decision
made
at
X
elementary
school
right?
That's
what
they're
looking
for
and
I
think
as
long
as
we
can
say
that
to
them
and
here's
why
we
decided
here's.
What
we're
doing
you
need
to
understand,
though
it
can
change.
That's
what
they're
looking
for,
based
on
conversations
I've
had.
H
Sure
the
the
adopted
Staffing
standards
in
the
operating
budget
has
was
on.
One
of
the
slides
here
says
that
we
will
not
exceed
27..
If
we
do,
we
have
to
add
staff
and
that
we
will
not
use
any
multi-age
groupings.
So
what
would
be
changing
is
we'd,
be
removing
that
artificially
determined
27.
It
could
be
28.
It
could
be
29,
not
that
we
want
it
to
be,
not
that
we
hope
it
will
be,
but
it
could
be
in
very
few
classrooms.
H
I,
don't
need
any
action
from
the
board
to
do
that
that
that
has
always
been
the
policy
we'll
just
start
using
it
more
effectively
and
we'll
be
targeting
schools
where
this
has
become
problematic
based
on
you
know,
years
of
data
moving
forward,
children
that
are
in
the
school
we
can
accommodate
in
these
other
ways.
If
we
have
that
flexibility,
so
the
only
action
I'd
ask
from
the
board
tonight
is
to
remove
those
lines
from
the
Staffing
standard
strike
the
cannotic
c27
and
strike
that
you
cannot
have
multi-age
groupings.
H
J
H
I
I
We
were
trying
to
say-
and
this
this
school's
already
closed
his
own
transfers,
but
what
if
we
get
more
kids,
so
we
revoked
down
to
25..
If
we
had
some
flexibility,
then
we
would
look
and
say
we
will
watch
those
numbers
and
we'll
say
all
right.
Well,
maybe
those
that's
okay,
they
have
the
resources
we
talked
to
the
principal
they
feel
comfortable.
With
that
we
can
make
this
work
and
we
come
up
with
a
plan
and
then
we
say
kids,
you
can
come
back.
I
We
have
a
lot
of
extra
kids
because
we're
trying
to
get
to
that
25
number
to
give
us
wiggle
rooms,
so
I
think
in
most
cases
we
can
make
it
work.
I
don't
want
to
promise
a
hundred
percent
because
you
know
I've
been
looking
at
the
opposite,
for
you
know
a
couple
months,
but
again
I
think
Dr
Bergen
said
it
best.
If
we
can
just
have
the
flexibility,
let
us
see
what
we
can
do
and
if
we're
having
an
issue,
we
will
let
you
know.
B
I
Based
on
the
regulation
that
was
the
last
revocations,
we
would
do
so.
We
looked
at
if
the
teacher
taught
in
that
school
we
if
we
could
help
it,
we
did
not
revoke,
and
we
didn't
have
an
instance
where
we
had
to
do
a
revocation
for
a
teacher
in
the
school.
We
do
have
two
situations
where
we
have
employees
who
are
in
another
school
who
have
kids
in
an
elementary
school
that
are
kind
of
on
our
list
of
we
might
have
to
talk
to
them
about.
B
H
H
It
would
be
multi-age
groupings
before
classrooms.
I
mean
there's
a
difference.
A
multi-age
classroom
is
Children
of
two
different
grade
levels.
Spending
the
entire
seven
hours
together.
Multi-Age
grouping
is
in
a
very
targeted
way
for
a
portion
of
the
day,
removing
some
number
of
children
and
placing
them
with
other
children
who
have
similar
needs
for
reading
and
math
instruction.
B
I
I
Are
low
and
in
some
of
those
schools,
because
Mr
Blankenship
does
it
a
lot?
We
have
a
couple
of
schools
that
we're
surprised
about,
and
then
we
have
a
couple
that
we
know
those
kids
are
gonna.
They're
gonna
flock
in
as
soon
as
they
see
back
to
school
night,
we're
going
to
get
them
outside
the
door,
so
I
think
they
will
come
up,
which
is
why
we
haven't
done
a
lot
with
kindergarten.
We
haven't
we're
watching
those
numbers.
I
We
also
did
not
approve
any
new
Zone
transfers
in
any
of
the
grade
levels.
We
had
concerns
about
that.
We
identified
two
months
ago.
We
didn't
bring
anybody
new
in
we,
we
said
we're
not
going
to
bring
them
in
and
then
tell
them.
They
can't
be
there.
So
we
also
have
certain
grade
levels
that
we've
closed
internally
to
Zone
transfers.
B
B
I
So
there
are
some
schools
that
are
closed
to
Zone
transfers
anyway,
and
then
the
schools
that
are
not
if
the
grade
levels
were
problematic.
We
did
not
accept
any,
for
instance,
if
we
were
revoking
at
third
grade
at
Monita.
If
we
had
a
Zone
transfer
request
for
a
first-time
transfer
in,
we
denied
that.
So
we
didn't
let
anybody
new
come
into
grade
levels
that
were
problematic.
We
did
not
do
that
for
grade
levels
that
were
low.
We
have
allowed
those
Zone
transfers
in
now
we
can
do
whatever
the
board
wishes.
H
Well,
we
we
have
a
I
I
I'm,
not
asking
for
any
action
for
the
board
on
whether
or
not
we
should
approve
or
not
approve
our
waivers.
The
policy
already
clearly
states
that,
if
it's
problematic
at
a
grade
level,
we
disclose
it
to
New
waivers
we'll
do
that.
We've
been
doing
that
we'll
continue
to
do
that
where
we
have
room
will
allow
for
additional
waivers,
because
it's
always
been
the
policy
of
this
County
to
allow
parents
to
pick
it's
not
true
in
other
counties.
H
That's
a
somewhat
unique
for
Bedford
County
that
you
can
pick
the
school.
You
want
your
child
to
attend
and
we're
certainly
supportive
of
that
when
there's
room
so
in
these
very
particular
situations
that
we've
spent
so
much
time,
analyzing
and
there's
been
just
countless
hours
by
Mr,
Blankenship
and
Dr
Woodford
and
others
in
in
coming
up
with
this
data.
No
more
wave,
no
new
waivers
into
these
situations,
and
with
this
flexibility,
we're
going
to
do
our
level
best
to
not
have
to
revoke
the
waivers
for
the
42
children
with
whom
we've
already
communicated
I.
H
H
meaning,
we
could
have
classrooms
of
28
and
29
and
will
Dr
Woodford
just
gave
an
example
where
we
have
28
children
in
two
different
grade
levels
in
one
particular
school.
There's
going
to
be
other
situations
like
that,
and
if
we
have
the
flexibility
in
working
with
the
principal
and
the
teachers
to
consider
if
multi-age
grouping
would
be
appropriate
and
helpful,
because
under
the
currently
adopted
standards,
that
is
not
permissible.
That's
what
has
driven
us
to
where
we
are.
B
Another
statement
is
that
I've
ran
on
and
I'm
here
on,
the
premise
of
wanting
smaller
classrooms
for
our
kids
I
think
that's!
What's
best
for
them
to
be
able
to
have
more
individualized
attention
from
the
teacher
and
with
all
of
the
numbers
of
Zone
transfers.
We
have
flying
around
I
think
in
the
future
for
a
couple
of
years.
B
It
would
be
good
if
we
close
all
the
schools
down
or
down
to
Zone
transfers
and
to
see
what
their
real
numbers
are
for
a
couple
years,
just
to
see
where
we
are
standing.
What
we
can
do
and
I
don't
think
that
we
should
take
any
more
kids
in
by
Zone
transfers
and
let
that
start,
but
I
do
think
that
the
ones
that
are
here
in
a
Zone
transfer
at
Ida
River
at
Monita
at
Huddleston,
at
Bedford
Elementary.
B
So
let
them
go
ahead
and
finish
out
elementary
schools
and
then
move
on
to
middle
school
and
then
start
taking
action
with
upcoming
kindergarten
class
is
what
I
would
like
to
see,
but
right
now
from
the
number
of
parents
that
we've
heard
from
I
believe
that
we
need
to
do
something
to
help
everyone
out
and
procedurally,
since
it
was
a
unanimous
vote,
anyone
can
bring
up
emotion.
However,
this
is
not
our
normal
procedure
is
that
we
hear
something
one
month
and
then
we
vote
on
it
the
next
month.
B
This
is
being
presented
to
us
tonight
as
an
informational
item
or
a
staff
report,
which
is
what
I
asked
for,
which
is
I
knew,
which
I
knew
we
had
to
do.
So.
If
we
want
to
take
an
action
on
this
tonight,
then
I
would
need
someone
to
make
a
motion
that
we
suspend
the
rule
to
wait
a
month
to
vote
first
and
foremost.
C
A
Madam,
chair
I
make
a
motion.
It
was
me
Madam,
chair.
Yes,
if
I
could
just
add
to
that.
Yes,
Mr
Daniels,
that's
correct,
but
I
would
also
suggest
in
the
motion
when
you
make
the
motion
to
wave
the
two-month
cycle
for
the
purpose
of
and
state
exactly
what
your
the
the
item
that
you
are
waving
it
for.
Does
that
make
sense
for.
B
F
B
E
C
B
H
Administratively,
without
the
burden
of
27
and
no
multi-age
grouping,
we
can
be
more
flexible.
I
am
not
going
to
make
any
assurances
that
that
doesn't
mean
that
we're
not
going
to
have
to
revoke
some
transfer
somewhere
and
I'm
not
going
to
make
any
assurances
that
we
can
grandfather
children
in
for
the
next
six
years,
because
they're
in
a
school
right
now,
because.
H
That
was
not
part
of
the
motion
and
I'm,
just
echoing
that
so
I
I
I
feel
confident
that
we
can
address
most,
if
not
all,
of
the
42
revocations.
With
this
flexibility
for
now,
I
can
make
no
predictions
Beyond
tonight,
because
things
change
you
know
we
talked
about
some
kids
haven't
registered
in
a
minivan
could
pull
up.
You
know
in
front
of
one
of
these
schools
and
it's
just
going
to
throw
us,
but
if
we
have
some
more
flexibility,
we'll
go
back
and
we'll
communicate
with
these
42
families
about
what
our
options
are.
B
N
J
J
I
I
certainly
think
that
that
is
something
that
many
of
our
parents
I've
heard
from
them.
You
guys
have
heard
from
them
as
well
that
they
are
greatly
concerned,
and
so
that's
part
of
the
concern.
That's
why
we're
here?
That's
why
we're
discussing
this
and
I
think
it
needs
to
have
a
little
bit
more
clarity
for
our
parents,
but
the
Motions
on
the
floor.
So
I
just
that's
my
comment.
B
M
M
B
H
I
Good
evening,
members
of
the
board
again
tonight,
I'm
going
to
just
share
some
end
of
the
year
results
for
elementary
students
on
two
screening
assessments
given
in
the
fall
and
spring
I
want
to
just
tell
you
that
a
screening
tool
is
only
used
to
identify
students
who
are
at
risk
of
needing
additional
support
throughout
the
year,
so
that,
hopefully
we
can
identify
them
quickly
for
remediation
instead
of
waiting
several
weeks
or
to
the
end
of
a
nine
weeks
before
we
start
intervention,
a
screening
tool
is
just
that.
It's
an
early
warning
system
for
student
difficulties.
I
It's
not
a
cumulative
score
given
at
the
end
of
a
year
like
an
Sol
test.
It's
not
necessarily
a
tool
that
gives
us
achievement
data.
The
best
way
to
compare
that
data
is
really
to
look
at
cohort
performance
over
time
or
simply
from
where
that
student
starts
to
where
they
end
in
the
spring.
So
with
that
being
said,
I
want
to
look
at
our
first
tool,
which
is
the
pal
screener,
also
known
as
the
phonological
awareness
literacy
screening.
This
screening
test
is
used
to
identify
students
at
risk
of
reading
difficulties.
I
At
that
time,
obviously
we
expect
more
skills
in
a
first
grader
when
they're
leaving
first
grade
and
going
to
second
grade,
then
when
they
first
enter
first
grade.
So
the
benchmarks
change
you
can
see
here
that
our
kindergarten,
we
had
a
good
improvement
from
fall
to
the
spring.
We
had
more
students,
Meet
The
Benchmark
same
at
first
same
at
second
same
at
third
and
same
at
fifth.
We
did
have
a
drop
in
the
fifth
I'm,
sorry
in
the
fourth
grade
benchmarks
and
the
percentage
of
students
meeting
that
Benchmark.
I
However,
when
I
compare
that
to
the
students
who
actually
met
the
Sol
Benchmark
and
the
Sol
pass
rate,
they
met
the
Sol
Pass
rates,
so
they
performed
much
better
in
the
actual
achievement
test
portion
than
they
did
on
the
pals
data.
That
could
be
because
our
fourth
graders
had
a
lot
of
Sol
tests
and,
at
the
same
time
we
were
doing
Pals
testing.
They
could
just
be
weary
of
testing,
but
I
think
it's
important
that
they
did
do
well
on
their
Sol
test.
I
I
As
I
said,
this
is
a
screening
tool,
so
data
for
cohorts
is
really
a
better
indicator
of
their
improvement
over
time.
So
I've
provided
some
cohort
group
results
and
really
trying
to
get
five
years
of
data.
I
started
looking
at
cohort.
Sorry,
the
cohort
that
started
school
in
2017-18
and
then
I
really
tracked
the
percentage
of
students
meeting
the
benchmarks
at
the
end
of
the
year
at
each
of
those
grade
levels.
I
So,
for
example,
you
can
see
here,
The
Kindergartners,
who
began
School
in
2017,
had
89
percent
of
the
students
meeting
the
spring
Benchmark
in
the
first
grade.
As
you
move
to
the
right
in
the
chart,
85
percent
of
them
met
the
Benchmark
in
second
grade.
They
did
not
have
pal
scores,
because
that
was
the
year
school
closed.
In
the
third
grade
we
had
78
percent
a
rise
at
82
and
then
fifth
grade.
74.
I
I
do
think
that
what
we
see
in
the
pattern
here
of
our
cohort
data,
we
do
see
the
effects
of
the
spring
of
2020
to
the
spring
of
2021.
When
school
just
looked
different,
we
shut
schools
down
at
the
end
of
20
the
2020
school
year,
and
then
we
had
a
very
different
model
in
2021.
So
it
does
show
us
that
our
cohorts
do
continue
to
keep
working
they're,
trying
to
build
that
learning
loss,
but
I
will
say:
I'm
really
excited
to
see
the
number
of
students
coming
into
kindergarten
meeting
benchmarks.
I
I
Our
next
group
of
data
is
the
vkrp,
the
Virginia
kindergarten
Readiness
program.
It's
given
to
our
preschoolers
and
kindergarteners
every
year.
It's
only
for
kindergarten
and
preschool.
It
builds
on
a
more
comprehensive
understanding
of
School,
Readiness
and
success,
and
it
looks
really
at
three
areas:
math
Readiness,
self-regulation,
Readiness
and
social
skill
Readiness,
the
last
two
sections,
the
self-regulation
and
the
social
skills
are
scores
that
are
given
through
teacher
rating
scales
for
each
student
on
skills.
They
feel
students
have
mastered.
I
That
can
sometimes
be
a
little
difficult
when
teachers
are
just
meeting
kindergartners
for
the
first
time
and
they're
trying
to
rate
them
where
they
are
on
regulation
and
social
skills.
So
I
do
think
that
we
have
to
remember
that
when
we're
looking
at
the
data
here
this
year,
our
kindergarteners
in
math
improved
one
percent
from
the
fall
to
the
spring.
I
Self-Regulation
skills
stayed
the
same,
and
social
skills
dropped
two
percentage
points
when
we
look
a
little
bit
deeper
into
that
data.
What
we
do
notice
is
that
the
mass
section
of
bkrp
it
has
four
subsections
geometry,
patterning,
numeracy
and
computation,
where
we
have
a
significant
concern,
is
that
numeracy,
subsection
geometry,
patterning,
computation,
they're,
looking
fairly
solid
and
the
percent
of
students
passing
those,
but
we
see
a
definite
deficit
in
numeracy
and
that
dropped.
I
I
Also,
for
you
know
in
Pals
we're
identifying
the
reading
skills
that
need
to
be
worked
on
and
our
real
Focus
this
year
is
Fidelity
to
that
brand
new
reading,
curriculum
with
Benchmark
advance
that
we
just
purchased.
We've
already
done
training
for
teachers,
we're
going
to
do
new
training
for
our
newer
teachers
using
that
curriculum,
and
we
believe
that
that
Focus
will
help
us
get
on
track
with
our
reading.
We
also
have
done
principal
training
on
how
to
use
data
to
improve
student
outcomes.
I
These
tools
give
us
the
best
window
to
see
what
students
will
most
likely
struggle
with
in
schools.
However,
sometimes
we
only
look
at
just
the
the
high
level
data.
We
look
at
the
score,
so
we
spent
time
within
our
leadership
conferences.
How
do
you
look
deeper
at
your
data
so
that
we
can
move
our
students
forward
we're
also
implementing
a
new
math
intervention
tool
at
the
elementary
level
for
struggling
students,
especially
for
our
students
with
disabilities?
I
We
implemented
a
reading
program
last
year
that
had
a
lot
of
success
and
we're
coming
in
this
year
with
a
math
intervention
so
that,
when
we're
doing
remediation,
we
have
a
strong
program.
We
also
have
been
focusing
with
our
principals
and
administrators
and
leaders
on
continuous
School
Improvement.
I
Our
theme
this
summer
was
focusing
on
best
practices
to
improve
outcomes
for
all
students.
Really,
our
message
was:
the
pandemic
can
no
longer
be
our
crutch.
We
have
an
expectation.
We
have
a
duty
to
our
students
to
keep
moving
forward
and
get
better
and
better
and
better.
So
what
are
our
long-range
goals?
Where
are
we
going
and
how
are
we
going
to
get
there?
We
also
are
working
this
summer,
developing
a
division-wide
writing
plan,
which
is
really
important,
because
the
state
is
moving
to
writing
that's
embedded
in
reading
skills.
So
how
do
we
build
comprehension?
I
A
B
O
H
Yes,
Madam
chair:
if
I
could
kick
off
before
we
invite
some
of
the
students
up
on
the
stage
per
usual.
We
do
have
some
administrators
who
are
new
to
the
school
Division
and
it
has
been
our
tradition
to
introduce
these
new
administrators
to
you.
So
these
individuals
have
started
over
the
past
weeks
or
months,
but
I've
just
not
had
a
chance
to
introduce
them
to
the
community
and
to
you
so
we'll
start
with
Kristen
borak
and
there
she
is.
H
H
She
came
to
us
with
many
years
of
experience
in
Communications
and
in
public
relations,
mostly
with
law
enforcement,
but
she's
transitioned
and
those
are
transferable
skills
that
she's
now
ably
using
to
the
benefit
of
our
student
staff
and
community
she's,
the
mother
of
an
almost
seven-year-old-
and
you
know,
when
you're
almost
seven.
It's
important
that
you
throw
that
in
named
Scarlett
and
a
Golden
Retriever
named
Frank
I
haven't
met
Frank
yet,
but
welcome
Kristen.
We're
glad
to
have
you.
H
He
and
his
wife
have
two
daughters
that
attend
one
at
Force
middle
and
one
at
Jefferson,
Force
high
school,
and
he
is
a
very
proud
and
active
father
with
his
daughters,
heavily
involved
in
dance
and
volleyball.
Toby
is
a
graduate
of
South
Dakota
University
Minnesota,
State
University
and
Lynchburg
College.
He
began
his
career
in
education
20
years
ago,
as
a
school
counselor
five
of
years
at
Jefferson,
Force
high
school
before
becoming
the
assistant
principal
of
Brookville
middle
school
and
most
recently
as
principal
of
Tomahawk
Elementary
School.
H
H
H
H
I
was
gonna,
say,
that's
a
that's
a
painful
journey
to
road
to
O,
but
he's
a
lifelong
Bills
fan
since
that's
where
he
lived
prior
to
attending
Liberty
University
in
his
spare
time,
he
enjoys
spending
time
with
his
wife
and
his
two
sons,
as
well
as
home
renovation
projects.
Welcome
to
you
Dr
again.
You
also
live
right
here
in
Bedford
County.
Is
that
correct,
just
happy
to
have
him
back
home
too
teaching
and
living
and
working
and
serving
the
community
where
he
and
his
wife
live
so
welcome
Dr,
Garrett.
H
P
P
P
P
P
B
Congratulations:
everyone!
Okay.
Moving
on
to
the
public
comment
portion
of
tonight's
meeting,
the
public
comment
portion
of
tonight's
agenda
is
limited
to
40
minutes.
Speakers
are
asked
to
State
their
name
and
voting
district.
The
school
board
is
here
to
listen
to
your
comments,
but
will
not
engage
or
respond
to
speakers
during
this
40-minute
period.
B
Please
keep
all
comments
limited
to
matters
related
to
the
public
schools
and
any
comments
that
are
harassing
are
amount
to
personal
attack
against
any
identify
any
indef
identifiable
individual,
whether
board,
member
or
staff
or
student,
are
having
the
potential
to
cause
unnecessary
delay
or
disruption
to
this
meeting
or
prohibited.
This
is
a
public
meeting
for
public
matters.
B
If
a
speaker
is
not
present,
when
their
name
is
called,
we
will
proceed
with
the
next
name
listed
on
on
the
list.
An
individual
who
is
not
signed
up
to
speak
may
not
substitute
for
that
time.
Slot
individuals
will
have
four
minutes
to
address
the
board.
An
alarm
will
sound
when
an
individual
has
30
seconds
remaining,
and
a
second
alarm
will
sound
when
the
allotted
four
minutes
have
expired.
B
D
Good
evening,
members
of
the
school
board,
my
name
is
Jamison
Strasberg
I
teach
at
Jefferson
Forest
High
School,
now
coming
before
you
tonight
to
speak
about
paraprofessional
pay,
Bedford
County
schools
has
a
problem,
a
problem
rooted
in
false
hope
and
empty
promises,
a
problem
which
ultimately
fails
our
most
important
stakeholder,
our
students,
the
division,
touts,
a
vision
of
bringing
and
retaining
the
best
and
brightest
to
Bedford,
but
that
promise
does
not
extend
to
our
classified
employees.
As
a
classroom.
Teacher
has
spent
the
bulk
of
my
career
working
with
Paris,
sometimes
too,
in
every
single
classroom.
D
For
many
years
I
know
the
importance
of
these
employees
with
one-on-one
help
that
they
provide.
Yet
we
compensate
the
staff
below
the
state
average
of
nineteen
dollars
per
hour
as
I
researched.
My
remarks
Paris
in
this
division
have
been
promised
significant
pay
raises
for
over
a
decade
with
no
result,
I've
heard
these
promises
firsthand
at
the
end
of
the
21-22
school
year
during
the
meet
with
Central
sessions
in
our
building,
and
they
spoke
abundantly
about
pay
scales
and
Restorations
of
steps.
D
We're
told
sped
pairs
had
to
wait
until
22
to
20
23-24.
Here
it
is
23-24
with
nothing
except
for
Cola
again
another
year
more
false
promises.
Perez
are
leaving
in
droves,
who
is
the
ultimate
victim?
Our
students,
when
pushed
I
was
told
there
are
fringe
benefits
in
this
economy.
What
are
those
benefits
not
being
able
to
afford
gasoline
to
get
to
work,
to
afford
food
to
afford
the
three
thousand
dollar
deductals
per
family
member?
Our
insurance
provides
to
afford
aep's
ridiculous
energy
rates
after
this
winter.
D
To
me,
it
seems
the
only
benefit
remains:
are
Zone
transfers,
yet
those
are
being
denied
due
to
numbers.
Why
are
these
employee
employees
not
being
compensated
fairly
when
they
spend
the
most
one-on-one
time
with
our
students
with
highest
needs?
More
than
us
the
subject
matter,
teachers,
sometimes
more
than
the
case
manager,
without
adequate
pay.
These
vacancies
remain
unstaffed
and
unfilled.
Students
will
fall
through
the
cracks
needs
will
go.
Unmet
frustration
levels
will
rise
with
students,
teachers
and
parents
alike.
When
pushed
as
to
why
these
employees
are
paid.
D
So
little
we've
been
met
with
the
same
answers.
They
work
192
days,
so
do
we
they
get
insurance,
they
can
seek
extra
employment,
that's
not
possible
for
secondary
pairs
that
have
children
of
Their
Own.
Now
the
students
are
parents,
sir.
Our
parents
serve.
They
can
work
part-time
and
make
more
than
our
parents,
sometimes
five
to
seven
dollars
an
hour.
More
I
have
a
student
today
that
works
at
Mr
Goody's,
making
18
an
hour.
D
D
This
helps
teachers,
not
students,
it
reduces
case
loads.
It
helps
maximize
IEP
writing
in
IEP
meetings.
It
does
not
ease
the
load
in
the
classroom.
It
doesn't
help
with
the
actual
implementation
of
the
accommodations
that
these
students
need.
Daily
paraprofessionals
deserve
to
be
paid.
What
they
are
worth,
so
we
can
retain
quality
employees
and
provide
the
best
for
our
students.
Now,
please
consider
in
the
next
budget
cycle.
L
Members
of
the
school
board-
Dr
Bergen,
my
name-
is
Joanna
Strasberg
I'm,
a
special
education
paraprofessional
at
Jefferson,
Forest,
High
School
working
with
special
needs
students.
It's
been
the
most
rewarding
and
challenging
role
of
my
life
and
it's
a
job.
I
look
forward
to
every
day
this
evening,
I'd
like
to
address
the
issue
of
fair
compensation.
Yes,
it's
true
that
I
currently
earn
less
than
twenty
thousand
dollars
per
year,
which
is
barely
over
the
minimum
wage.
L
To
put
things
in
perspective,
my
19
year,
old
son
earned
it
above
this
hourly
rate
wage
working
as
a
cashier
at
Food,
Lion
Baristas
at
Starbucks,
are
in
between
15
to
17
per
hour.
Walmart
cashiers
start
out
at
approximately
sixteen
dollars
per
hour.
Even
Bedford
County
Schools
substitute
teachers
make
more
per
hour
than
I.
Do
I,
don't
even
make
enough
to
have
federal
taxes
taken
out
of
my
paychecks,
causing
a
nightmare
at
tax
time.
However,
I'm
not
here
to
complain
because
I
do
really
love
my
job,
why
do
I
do
it?
L
Why
did
I
sign
my
contract?
Knowing
that
we
have
sped
paraprofessionals
were
once
again
Passover
for
a
significant
pay
increase?
Why
do
I
volunteer
my
time?
Why
do
I
go
above
and
beyond
every
day?
It's
because
I
truly
care
about
our
sped
students
and
I
work
with
the
most
wonderful
people.
Let
me
shed
light
on
the
vital
role
that
we
play
a
special
education
paraprofessionals.
L
We
provide
educational
support
to
special
needs
students
implementing
accommodations
outlined
in
their
IEPs,
a
responsible
responsibilities
range
from
supervising
small
group
testing,
subscribing
a
test
reading
and
to
assisting
with
daily
tasks
and
offering
social
and
emotional
support.
We
are
the
ones
who
encourage
our
students
to
pursue
their
dreams.
We
are
who
they
count
on.
We
are
the
ones
they
trust.
L
We
greet
them
in
the
hallway,
with
smiles
and
encouragement,
we
create
special
bonds
and
build
lasting
relationships
and
so
much
more
I'm
fortunate
to
work
with
the
most
amazing
team
of
dedicated
individuals,
each
contributing
their
unique
strengths
from
tutoring
students
and
math
to
organizing
schedules
to
attempt
attending
outings.
We
go
above
and
beyond
every
day
as
a
Titanic
historian,
I
sponsor
shipwreck
club
last
school
year,
where
both
General
and
special
education
students
explored
shipwrecks
worldwide
through
virtual
sessions
with
renowned
experts,
even
when
faced
with
challenges
every
day
we
persevere.
L
We
volunteer
our
time
for
graduation
after
school
Events
sports
events,
proms
wherever
presence
could
be
provide,
could
provide
support
to
our
sped
students
we're
frequently
short-handed.
However,
we
work
together
to
make
things
work,
no
matter
what,
throughout
my
over
25
year,
career
I
have
held
diverse
positions,
ranging
from
office
manager
to
stay-at-home
mom.
I
have
worked
in
various
Industries
gaining
experience
in
fields
such
as
food,
retail,
Dentistry,
physical
therapy
and
life
insurance.
L
L
This
is
not
just
a
job
for
me.
It's
personal
I
have
a
son
who
is
in
the
on
the
autism
spectrum
and
he's
about
to
begin
his
sophomore
year
at
UVA.
He
was
also
just
hired
by
Government
Contracting
agency.
I
know
he
is
the
man
that
he
is
today,
partly
because
I
wouldn't
give
up
on
him
and
also
because
of
an
amazing
educational
team,
including
exceptional
paraprofessionals,.
L
I
am
inspired
by
him
every
day
and
I
want
to
be
that
person
who
makes
a
difference
in
someone's
life
I'm
not
unique.
They
are
qualified,
dedicated,
hard-working
sped,
Paris
employed
all
throughout
Bedford,
County
I'm
sure
that
you're
struggling
in
this
current
economic
climate,
just
like
I,
am
my
co-workers
and
I
reached
out
to
Human
Resources
before
with
no
recourse.
L
In
conclusion,
I
urge
you
to
recognize
our
invaluable
contributions
and
address
the
issue
of
fair
compensation,
our
way
just
to
reflect
our
dedication,
responsibilities
and
experience,
not
how
many
days
over
a
year
that
we
work
by
investing
in
US,
you
invest
in
the
education
and
well-being
of
our
special
needs.
Students
together,
let
us
work
towards
a
future
where
we
can
ought
that
we
can
all
live
with
special
education.
Paraprofessionals
of
Bedford
County
deserve
a
livable
wage.
Thank
you.
O
Good
evening,
I'm
Dave
Dietrich
from
the
fourth
June
school
board
meeting
was
an
eye-opener.
We
witnessed
yet
again
the
methods
of
special
interest.
We
saw
more
clearly
the
division
and
educational
philosophy
among
school
board,
members
and
administration.
Finally,
we
got
to
see
further
hints
of
what
kind
of
education
our
youth
are
receiving.
O
Special
interest
appeared
in
the
form
of
advocates
for
claimed,
oppressed
groups,
truth
dispassion
reason
or
dispassionate
reason
and
scientifically
based
empirical
evidence
were
absent
from
the
discourse
yet
emotionally
driven
comments.
Certain
self-righteousness
and
illogic
were
evident
throughout.
O
There
were
several
breaches
of
informal
logic,
appeals
to
pity
and
fear
and
homonym
attacks,
cherry
picking
facts
and
Hasty
generalizations
at
no
time
was
a
reasonable
case
made
as
to
why
special
interest
views
on
social
justice
should
be
institutionalized.
How
would
this
even
improve
learning
different
views
of
certain
school
board?
Members
and
administrators
were
also
evident
report
for
special
interest
by
some
seemed
in
opposition
to
pro-student,
pro-parent
and
pro-community
positions
held
by
others.
Lastly,
we
got
glimpses
of
what
kind
of
education
our
youth
are
receiving.
O
The
first
was
apparent
in
the
comment
made
regarding
the
ancient
Greeks.
It
is
true
that
Greek
society
was
highly
stratified
with
only
wealthy
and
learned
males
able
to
participate
in
democracy,
but
history
must
always
be
studied
in
proper
contacts,
especially
the
context
of
the
times
such
a
limited
ancient
Greek
democracy
was
present
at
a
time
when
the
rest
of
the
world,
safer
periods
of
Republican
Rome
knew
only
absolute
rule
in
crushing
tyranny.
O
O
Yet
some
of
the
subject
matter
seem
to
reflect
a
theme
of
social
justice
that
seemed
attract
and
institutionalized
educational
bias
that
social
justice
will
transform
the
world.
So
the
problem
does
not
rest
with
our
exemplary
students.
Neither
does
it
probably
rest
with
most
teachers
and
administrators.
The
problem
is
systemic.
O
The
problem
is
top-down
curriculum
design
that
favors
so-called
social
justice,
discovery
of
Truth
virtue,
avoidance
of
vice
and
recognition
of
god-given
natural
law
and
natural
rights
are
now
irrelevant,
yet
what
our
students
learn
and
how
they
learn
are
critical
to
our
future
as
a
nation
as
a
people
and
to
our
continued
Liberty.
Thank
you.
Thank
you.
Mr
Dietrich.
Q
Thank
you
for
this
opportunity
to
speak
I'm
from
District
Six.
My
name
is
Jess
Lloyd
and
I'm
speaking
on
behalf
of
myself
and
husband,
Stevie
Ray
Lloyd,
in
regards
to
our
Rising
third
grader
at
Monita
Elementary,
who
has
just
had
his
Zone
transfer
revoked
due
to
a
capacity
reasoning.
We
live
five
minutes
from
Stayton
River
middle
and
high
school
and
are
zoned
for
Liberty
High
School,
which
is
25
minutes
away.
Our
road
is
the
cutoff.
Q
We
chose
to
start
our
oldest
at
Monita
Elementary,
knowing
that's
what
would
be
best
for
the
future
of
our
family
and
ultimately,
what
made
the
most
sense.
Never
in
a
million
years
did
I
think
we
would
run
into
a
capacity
issue
in
the
state
and
River
District
and
be
revoked
as
Mr
Blankenship
stated
this
week.
This
has
never
happened
before
and
based
on
all
the
information
I've
learned
over
the
last
few
days.
It
hasn't
happened
because
it
shouldn't
ever
happen.
Q
My
first
area
of
concern
with
this
careless
decision
that
has
so
easily
been
made
is
when
was
the
social
emotional
well-being
of
these
42
kids
taken
into
consideration
for
my
third
grader.
This
is
supposed
to
be
a
critical
transition
year
and
academically
rigorous
up
and
rooting
him
from
the
school
he
has
been
at
since
kindergarten
is
not
going
to
help
him
socially
or
emotionally
in
any
way.
In
fact,
I
have
not
even
had
the
heart
to
tell
him.
Q
This
decision
not
only
affects
the
social,
emotional
well-being
of
the
students
receiving
the
revoke,
but
also
the
remaining
students
who
have
tight
bonds
with
these
students.
These
Revo
keys
were
leaders
in
the
classroom,
studying
the
standard
of
hard
work
and
always
pushing
to
be
their
best
and
pushing
everybody
else
to
be
their
best,
not
to
mention
students
who
devoted
themselves
to
being
inclusive
to
all
the
different
types
of
students
in
that
class.
Q
Sol's
start
for
these
third
graders
this
year,
removing
them
from
the
learning
environment
they
are
most
comfortable
in
makes
zero
sense
for
the
future.
Success
on
these
tests
once
again,
I
ask:
did
anyone
anyone
stop
and
think
about
the
children
when
making
this
decision
this
decision,
the
board
has
made
for
minid
elementary
is
not
a
school
capacity
issue,
which
is
stated
in
fine
print
for
possible
reasons
to
revoke,
but
it
is
a
quick
fix
to
an
ongoing
budget
issue.
Q
Q
Now
I
have
to
reference
back
again
to
mental
health
and
how
important
it
is
moving
forward
for
these
third
graders
to
receive
consistency
of
learning.
They
don't
deserve
any
more
disruptions
within
their
education.
Your
decision
does
not
end
Aid
in
this
at
all,
I
have
four
kids
I'm
gonna
make
it
short
here.
What
does
this
look
like
for
all
the
ones?
I
have
a
second
grader
going
in
into
third.
What
does
it
look
like
for
the
fourth
going
into
the
third
going
into?
Fourth?
Q
R
R
Did
anyone
on
the
board
consider
that
this
decision
would
be
more
detrimental
to
these
students
or
what
was
money?
The
only
thing
at
the
Forefront
of
the
discussion
we
are
a
month
out
from
school,
starting
kids
are
getting
excited
to
see
their
friends
and
familiar
teacher
faces.
Put
yourself
in
these
parents
positions
of
having
to
tell
them.
R
N
N
My
daughter
was
entering
third
grade
and
my
son
into
kindergarten,
but
his
Zone
request
was
denied
due
to
capacity
issues
in
the
future,
even
with
having
a
sibling
already
at
the
school
two
months
after
school
had
begun,
the
policy
had
changed
and
siblings
were
grandfathered
in
if
they
already
had
a
sibling
in
the
school,
but
that
was
two
months
too
late
for
us
I've
already
disrupted
one
of
my
children
to
change
schools.
I
won't
do
it
again.
N
My
husband
and
I
have
always
wanted
our
children
to
attend
small
schools.
So,
since
otter
River
didn't
work
out,
we
decided
on
Moneta.
We
had
discussed
moving
there
in
the
next
couple
of
years.
Anyways
both
kids
were
approved,
and
my
daughter
started
third
grade
and
my
son
Kindergarten
now
here
we
are
going
into
four
years
later
dealing
with
another
Zone
issue.
We
do
live
in
Moneta
now
and
have
a
Manita
address,
but
our
house
is
right
on
the
line
for
Moneta
in
Goodview,
we
fall
into
the
good
view.
Zone.
N
F
B
B
E
I
E
I
I
E
E
I
We
have
our
instructional
supervisors
have
been
looking
at.
You
know
correlating
math
Sol
data
with
the
krp
with
sols,
and
we
can
probably
give
you
a
much
more
detailed
I
mean
we
know
that
we
needed
a
reading.
Intervention
Program.
We
also
purchased
a
summer
school
program
for
elementary
school
so
that
we
had
targeted,
specific
math
and
reading
interventions
that
I
think
our
summer
school
teachers
have
really
enjoyed
because
it
kind
of
took
some
guesswork
out,
and
so
our
goal
has
been
to
have
programs
with
Fidelity
that
you
know
meet
the
skills
that
we're
struggling
in.
I
We
definitely
have
some
subgroups
we're
concerned
about
with
our
special
education,
population
and
I
know
that
Mrs
Jennings
team.
You
know
they
have
purchased
this
summer,
a
math
Intervention
Program
to
Target
some
specific
skills.
I
can
I
mean
I
can
give
you
a
more
detailed
data
analysis.
If
that's
what
you're?
Looking
for
specific
here's.
E
And
then,
if
we're
seeing
results,
great
I
know
we
mentioned
having
the
different
elementary
schools
or
different
principals
come
and
make
presentations
as
we're
in
the
different
zones.
I
think
that
would
be
something
that
would
be
beneficial
for
us
to
hear
directly
from
them
and
maybe
some
of
their
team
of
what's
going
on.
What
are
they
doing?
What
are
the
things
they
need
from
us
and
I
know
it
comes
through
you
coming.
E
I
E
Then
I
wanted
to
say
thank
you
for
putting
historical
data
that
helps
us
to
know
where
we
are
I
mean
and
it
identifies.
We've
got
some
some
growth
issues,
but
again
looking
forward
to
hear
what
you're
putting
in
place
to
help
drive
that
I
do
think
that
you
know
we're
seeing
that
the
learning
loss
is
truly
an
issue
and
we've
got
to
figure
out.
How
do
we
attack
that
but
I
appreciate
you
putting
it
together
and
I
look
forward
to
more
information
after
do
complete
root,
cause
analysis.
E
J
J
I
mean
they
are
quite
impressive
and
I'm
sure
that
a
lot
of
hard
work
and
effort
went
in
to
help
get
to
those
scores
and
and
also
praise
to
the
parents
as
well,
and
our
students
and
looking
at
your
data
for
the
vkrp
data
social
skills.
That
area.
Can
you
just
speak
to
the
root?
Calls
are
just
what
you
all
have
found
to
be,
perhaps
maybe
problem
areas
with
the
social
skills,
because
there
was
a
decline.
You
know,
I
realized.
I
We
are
seeing
a
little
bit
of
dysregulation,
more
so
than
we
saw
pre-pandemic
and
I
know
that
Mrs
Robertson
and
her
team
have
been
looking
at
how
they
can
support
the
students
and
how
our
counselors
can
support
students,
new
training
techniques
for
our
teachers,
just
to
deal
with
things
that
we
might
not
have
had
to
deal
with.
Prior
to
that,
I
know
that
in
August
we
are
sharing
some
information
about
school
climate
data
and
she
will
be
sharing
some
things
that
her
staff
is
doing
to
address.
I
I
There
was
nothing
that
really
stood
out
in
the
data
other
than
you
know,
pretty
much
this
the
things
that
they
are
working
on
working
in
Cooperative
groups
sharing,
you
know
being
able
to
have
quiet
time,
knowing
when
they
should
be
engaging
others
wanting
to
be
up
and
moving
and
active.
So
there
was
nothing
that
when
we
looked
at
it
was
alarming
or
that
stood
out
as
things
we
wouldn't
normally
be
dealing
with
and
addressing
with
our
kids.
C
I
So,
looking
at
the
analysis
that
Mrs
Perdue
provided
to
me
and
just
looking
at
some
of
the
issues
when
students
first
enter
kindergarten
every
day,
they
do
a
calendar
type
activity
where
they're
looking
at
patterns
and
they're
looking
at
shapes
and
things
like
that,
and
so
traditionally
we
spend
a
lot
of
time
on
that
in
kindergarten
where
they're
struggling
more
is
being
able
to
say
these
five
individual
things
make
a
group
of
five
and
so
we're
going
to
count
by
fives.
How
do
we
count
by
tens?
I
How
do
we
skip
count
by
threes
so
really
being
able
to
have
those
higher
level
thinking
pieces?
Not
just
that
concrete
shapes
patterns
counting
one
two,
three,
four
five,
so
where
they're
struggling
is
being
able
to
make
those
bigger
leaps
in
math.
Our
goal,
then,
is
to
move
some
of
those
skills
so
that
we
start
really
focusing
on
them
earlier,
along
with
patterns
and
along
with
shapes
and
all
those
things
they
did
really
well
on
spending
a
little
bit
more
time
there
and
doing
some
really
intense
intervention.
I
We
spend
a
lot
of
time
intervening
for
reading
difficulties
in
kindergarten
first
and
second,
and
so
our
team
is
really
trying
to
refocus
and
say
just
like.
We
need
those
reading
remediation
skills.
We
need
those
math
remediation
skills,
so
I'm,
sorry
they're,
like
fruit
flies
I'm.
So
sorry
I'm
sure
the
people
on
TV
are
like
what
is
she
doing
so
really
focus
on
good
interventions
in
math
that
really
get
kids
thinking
about
math
outside
the
concrete.
If
that
makes
sense,
sure.
C
Okay
and
then
you
talked
about
the
root
cause
analysis
for
factors
that
impact
student
scores
and
I'm
sure
you
look
at
those
to
say
well,
what
can
we
get
better
in?
Are
we
also
looking
at
those
and
saying
we
really
excelled
here
and
let's
take
that
and
are
you
looking
at
it
from
the
positive
aspect
we.
I
I
We
want
to
increase
that
collaboration
between
schools,
so
we're
sharing
our
ideas
and
sharing
good
curriculum.
We
have
done
the
supervisors,
I
say
we,
but
our
instructional
supervisors
have
put
a
lot
of
time
into
bulking
up.
Our
pacing
guides
adding
concrete
activities
that
teachers
can
easily
pull.
So
there's
a
lot
of
work
going
on
behind
the
scenes
with
those
curriculum
supervisors
with
not
only
support
but
just
resources
that
they
can
constantly
use
that
make
it
easier
for
teachers
to
find
the
resources
they
need.
F
H
Turn
this
right
over
to
Mr
Hagler
the
information
that
he's
going
to
be
sharing
in
reference
to
the
kafir,
the
comprehensive
audit
and
the
end-of-year
financial
report
he's
already
viewed
with
your
committee
members
on
the
finance
committee.
I'll
just
lead
off
with.
We
have
another
clean
audit
and
that's
because
of
Mr
hagler's
exceptional
work
as
our
chief
finance
officer.
K
Yes,
good
evening,
this
is
actually
the
audited
financial
statements
for
FY
end
of
year.
Fy
22.,
we
just
ended
FY
23
a
couple
like
a
week
ago,
so
we're
in
the
process
of
doing
that
and
that
should
be
completed
in
June
sometime,
so
I'll
bring
that
one
to
the
board
at
that
time.
So,
in
regards
to
the
FY
22
comprehensive
annual
financial
report,
otherwise
known
as
the
kafir
in
accounting
circles
in
public
education,
it's
it's
put
together
jointly
by
the
county
and
schools.
K
So
our
data
is
part
of
the
the
overall
report
that
the
county
puts
out.
So
when
you
look
at
the
report,
166
pages
long,
it's
on
the
Bedford
County
website
not
on
our
website,
but
there's
a
link
you
can
get
to
that.
A
lot
of
that
is
a
lot
of
I'll,
say
accounting,
jargon,
notes
to
the
financial
statements,
statistical
reports
so
to
make
reference
to.
Where
can
somebody
look,
and
what
is
the
data
that
pertains
to
us
is
on?
First
of
all,
page
one
through
four.
K
The
external
Auditors
make
an
opinion
on
the
overall
financial
statements
for
the
whole
County,
including
us,
and
pleased
to
report
that
it
is
an
unqualified
opinion,
which
means
statements
are
presented
fairly
in
all
material
respects,
with
no
adjustments
or
irregular
irregularities.
So
that's
yeah.
That's
that's
wonderful
news
for
both
the
county
and
for
us
number,
two
on
page
94
and
98.
They
do
break
out
our
financials
separately
from
the
the
county,
so
you
can
get
a
good
look
at
what
our
financial
statements
look.
K
K
But
for
presenting
financial
statements
to
the
banking
or
lending
community
and
what's
required,
is
that
you
have
to
get
to
a
modified
accrual
basis,
which
includes
a
lot
of
journal
entries,
a
lot
of
notes
and
a
lot
of
adjustments
to
move
to
modifier
accruals.
So
to
correlate
this
back
to
the
cash
budget
is
problematic
and
difficult
because
we
are
doing
Actuarial
studies
and
we're
doing.
Projections
to
book
journal
entries
to
kind
of
reflect,
maybe
unfunded
liabilities
and
things
that
are
out
there
so
on
page
94
through
98,
are
are
broken
out.
K
Financial
statements
on
the
kafir
and
then
another
part
that
would
pertain
to
the
school
board
and
to
the
school
on
pages
126
and
128.
There's
some
statistical
data
that
we
present.
Those
are
some
statistical
charts
that
I
keep
up.
Most
of
that
data
comes
from
our
annual
school
report
that
I
submit
to
the
state.
K
There's
some
staffing
level
FTE
counts
on
there
student
accounts
and
some
other
data
glad
to
report
also
when
they
do
our
external
audit
they're,
looking
at
internal
controls
and
other
things
that
are
both
in
the
county
and
for
us
for
the
school
system.
No
corrective
action
for
the
schools
was
noted
in
their
report
and
no
inner
control
in
internal
control.
Weaknesses
were
noted
also,
so
we're
in
sound
shape.
There
be
happy
to
answer
any
questions
on
this.
K
A
K
K
I
will
say
in
the
third
quarter.
In
the
fourth
quarter,
I
saw
our
financials
tighten
up
drastically.
Expenditures
were
coming
in
higher
than
I
had
projected
in
the
first
half
of
the
year
and
revenues
were
looking
pretty
strong,
also
mid-year.
We
went
to
the
Board
of
Supervisors
to
re,
to
do
a
supplemental
appropriation
on
sales
tax
because
that
was
coming
in
so
well
and
to
put
it
into
the
operating
fund.
K
They
decided
to
move
that
over
to
the
school
maintenance
Reserve
so
that
910
000
probably
would
have
been
part
of
my
ending
balance
that
I'm
presenting
tonight
but
was
moved
mid-year.
So
when
you
see
our
ending
balance,
it's
a
lot
lower
but
that
900
000
was
moved
mid-year.
So,
on
the
revenue
side,
you
can
see
that
we
came
up
378
000
below
the
revised
budget,
and
just
to
remind
you
on
that.
Those
are
supplemental.
K
Appropriations
are
already
taken
into
consideration
and
had
been
added
into
there,
and
you
can
see
our
supplemental
Appropriations
approved
by
this
board
and
all
those
also
the
Board
of
Supervisors,
was
over
a
million
dollars
so
compared
to
sub
the
revised
budget
and
where
we
actually
came
in
about
378
000
less
than
projected
that's
point
three
percent
off,
so
it
was
a
nervous
tune.
It's
a
it's!
K
A
big
budget,
116
100,
116
million
dollars
and
watching
the
revenue
come
in
and
a
lot
and
I
will
say
this
to
the
rest
of
the
board
and
I
explained
this
to
Mr
Nelms.
There
are
like
four
or
five
budget
line
items
from
the
state.
I
do
not
know
our
actual
numbers
that
I'm
going
to
get
until
June,
so
there's
not
much
time
to
maneuver
and
some
of
those
came
in
lower
I've
already
talked
to
staff.
K
Some
of
those
were
just
at
the
state
had
over
projected
and
when
they
revised,
they
revise
down
so
I'll
be
watching
that
this
year.
But
I
need
to
be
mindful
for
that
in
future
budgets
and
stuff,
where
there
can
be
some
erosion
of
Revenue.
We
were.
We
were
able
to
bring
the
budget
in
this
year,
but
I'll
have
to
watch
that
very
closely
next
year
and
maybe
in
the
next
budget
cycle,
maybe
kind
of
come
back
what
the
state's
projecting,
because
if
this
continues
it
kind
of
leaves
us.
K
I,
remember
that's
the
first
on
the
expenditure
side
you
can
see.
We
came
very
close
to
Budget
on
there
we're
about
410
000
below
budget.
So
when
you
put
those
two
together,
our
ending
balance
is
projected
at
thirty
two
thousand
dollars
in
the
operating
fund
of
116
million
dollars
doesn't
get
much
closer
than
that.
So
I'm
glad
we
were
able
to
bring
the
budget
in
so
close
and
and
bring
it
in
this
year.
K
Okay,
the
next
few
pages
gives
a
little
bit
more
details
on
those
major
categories,
but
if
you
turn
to
the
last
page
and
I'll
go
over
the
other
funds
outside
the
operating
fund
and
how
those
finished
up
the
year,
as
I
said,
this
is
pre-audit.
These
are
projections.
They
should
be
final,
but
there
may
be
adjusting
entries
if
something
was
missed
so,
but
this
should
be
what
what
I
expect
on
the
nutrition
fund
over
the
last
few
years.
K
That
fund
has
ballooned
and
gone
up
quite
a
bit
when
we
were
doing
feeding
all
children
with
federal
funds
and
stuff,
so
the
state
actually
is
mandating
that
we
spend
that
money
down.
We
were
doing
quite
a
few
expenditures
on
upgrades
to
our
equipment
and
that
will
probably
continue
into
this
year,
as
we
continue
to
evaluate
that.
But
you
can
see
net
profit
loss
just
over
the
years
about
six
hundred
thousand
dollars
down.
K
We
expected
it
to
go
down
because
what
we
were
doing
on
expenditures
on
equipment,
so
we're
down
to
any
amounts
of
about
2.8
I
would
say
our
Target
is
to
be
between
1.5
and
1.8
million.
So
we
still
have
a
ways
to
go
to
spend
that
money
down,
that
money
has
to
be
spent
on
nutrition
and
the
nutrition
fund,
with
the
cost
of
living
increase
in
raises
for
this
year.
I
expect
that
to
erode
on
the
salaries,
also
as
we
go
forward,
so
no
big
concern
there.
K
So
we
started
off
with
about
1.1
million
ended
with
about
327
thousand
dollars
so
with
the
local
money
and
state
money
going
in
there.
We
typically
do
not
spend
on
reusable
materials
or
textbook
expenditures
outside
of
adoptions,
all
that
money.
So
we
build
that
bounce
up
for
an
adoption
year
and
we
have
with
Dr
Woodford
we
track
when
those
adoptions
should
take
place,
so
we
should
be
in
good
shape,
building
up
for
our
next
adoption
year.
K
The
next
one
is
the
maintenance
fund,
a
lot
of
moving
Targets
on
this,
because
we're
still
spending
down
a
lot
of
the
covet
sr3
money
should
be
done
with
that,
pretty
close,
probably
the
next
few
months.
As
we
finish
up,
the
Thomas
Jefferson
also
good
view
HVAC
projects,
so
hopefully,
but
you
can
see
the
ending
balance
I'm
projecting
there
available
for
projects.
K
That's
me
taking
out
money
for
ongoing
projects
is
4.3
million
dollars
once
that
rolls
into
the
new
year,
then
we'll
have
another
influx
of
local
money
into
that.
We'll
make
that
that
amount
go
up.
I
will
work
with
the
maintenance
committee
as
of
right
now
we're
kind
of
on
hold
waiting
to
see
and
make
sure
we
can
get
the
projects
for
the
auditoriums
and
the
canopies
going,
and
then
that
committee
will
go
forward.
K
Look
at
the
CIP
that
was
passed
by
this
board
start
prioritizing
and
start
spinning
that
money
down
and
scheduling
those
projects
as
soon
as
we
can
right
now.
We're
not
doing
any
of
that,
because
we
want
to
make
sure
that
this
the
board
has
the
funds
necessary
to
do
whatever
they
need
to
do
to
the
canopies
and
also
auditoriums,
hopefully
we'll
be
moving
forward
with
that
very
quickly,
but
a
very
healthy
balance
there
that
will
carry
over
and
then
an
influx
of
an
additional
I
think
for
this
year.
K
It's
about
for
what
we're
putting
aside
in
the
county,
another
3.3
million
coming
into
that
fund.
So
you
can
see
that
will
blow
in
almost
up
to
about
seven
million
dollars
from
the
CIP
plan.
There's
a
lot
of
projects
that
need
to
be
done
and
that
money
will
be
spent.
We
looked
at
it
over
the
next
seven
eight
years
and
that
will
go
for
a
lot
of
the
replacement
items
that
we
need
to
do
not
for
expansion,
but
for
replacement,
so
that
fund's
in
good
shape.
At
this
point,
any
questions
so
far
on
this.
E
K
Is
what
no
sir?
There
were
some
that
we
did
not
get
to,
and
so
those
would
be
the
first
ones
that
we
and
I
can
bring
that
list
back
to
the
board
as
far
as
what's
next
on
target
for
those,
there
are
a
couple
smaller
ones,
but
the
major
ones
were
are
either
in
progress
being
designed
and
have
to
go
out
for
bid
or
in
progress
right
now.
K
Well,
I
will
say,
with
with
the
TJ
and
good
view
projects
and
also
the
HVAC
projects.
It's
a
cash
flow
issue
also
because
those
projects
are
going
on,
you
have
to
spend
the
money,
and
then
you
got
to
wait.
You
have
to
wait
to
get
reimbursed
for
those.
So
part
of
this
is
the
balance,
goes
way
down
as
we're
making
our
expenditures,
and
it
could
take
a
month
or
two
to
get
the
cash
back
in
so
I'm
not
allowed
to
really
go
negative
on
the
cash.
K
So
I
have
to
wait
for
those
revenues
to
flow
in
before
I
can
really
start
expending
those.
So
somehow,
sometimes
it's
just
a
cash
flow
issue
that
we're
spending
in
a
given
month
on
some
of
those
projects,
we're
spending
a
million
point
too.
It
goes
down
and
then
a
month
or
two
later,
I
get
1.2
million
back.
So.
E
K
E
E
K
Just
you
know:
they're
the
ones
that
control
the
Appropriations
and
the
cash
flow
on
that,
and
in
addition,
as
I
said
earlier,
I
know
the
priority
for
the
board
were
the
canopies
and
the
auditoriums
and
not
knowing
what
was
going
to
happen
with
you
know
the
Board
of
Supervisors
or
anything
like
that.
Some
of
this
was
being
held
back
and
not
moving
forward.
To
make
sure
your
number
one
project
number
two
projects
could
be
fully
funded.
K
This
money
could
have
gone
for
that
and
we're
hoping
that
what
the
county
did
with
the
tax
rate
will
go
for
that.
But
if,
if
that
didn't
happen,
what
I
was
hearing
from
the
board
you
wanted
other
you
wanted
funding
that
you
could
pull
the
trigger
on
that
to
get
some
things
done.
So
some
of
that
is
like
we
postponed
on
purpose.
The
other
reason
is:
there's
a
certain
amount
of
projects
that
we
can.
K
We
can
actually
get
to
in
a
given
summer
with
our
maintenance
staff
so
yeah,
if
you
yes,
we
might
have
the
money
to
do
12
projects,
but
how
thin
can
we
spread
ourselves
in
getting
those
done?
We'll
start
tackling
that
very
quickly
and
I.
Imagine
a
lot
of
this
stuff
will
be
spent
down
between
now,
and
you
know
the
summer
of
24
and
we'll
get
these
started.
A
lot
of
these
projects
will
get
going
pretty
quickly.
K
So
we're
going
to
get
moving
on
those.
It's
just
that
you
know
when
you
look
at
the
23-year
projects
that
we
didn't
do
in
the
23
year
probably
amounts
to
three
or
four
hundred
thousand
dollars.
Maybe
now
that
we're
getting
into
the
next
year,
there
are
some
years
that
have
a
lot
more
in
cost,
because
it's
a
bigger
project,
for
instance,
you
could
be
in
the
given
year.
E
F
E
Accomplished
what
are
we
saving
money
for?
So
people
don't
have
this
misconception
that
well
they've
got
4.5
million
dollars
they're
sitting
on
you
know,
I've
heard
I've
heard
a
couple.
People
come
and
stand
and
say
that
when
it's
not
a
true
statement,
we've
got
it
allocated.
We've
got
those
dollars
committed
to
things
that
we
as
a
board
have
said.
That's
what
we
want
to
go.
Do
yes,
sir,
so
I
just
want
to
make
sure
that
we're
being
very
transparent
and
insane
yeah.
E
K
K
Why
are
you
sitting
on
that
money,
because
next
year,
I'm
gonna
have
a
1.2
million
dollar
expenditure
right,
similar
to
the
CIP
that,
if
there's
a
project
in
the
24
year
and
I,
don't
have
it
in
front
of
me
right
now,
but
there,
if
there's
a
project
and
next
year,
that
we
have
slotted
that's
going
to
be
a
five
million
dollar
project.
If
I'd
spend
all
this
down,
I
wouldn't
have
5
million
next
year
to
launch
on
that.
So
it's
banking
money
up
to
do
the
bigger
projects
also
I.
K
It
is
the
whole
CIP
plan
is
on
our
website
and
you
can
see
the
projects
and
what
the
order
is
and
we'll
continue
to
update.
But
anybody
it's
on
our
website,
the
CIP
plan
and
you
can
see
what
projects
and
where
they're,
slotted
and
kind
of
see
what
we're
banking,
our
money
for
and
what
we're
saving
up.
So
we
can
get
going
on
that
answer.
F
E
K
It's
probably
as
easy
as
taking
the
CIP
plan
for
the
replacement
cycle
and
showing
and
showing
exactly
that
and
saying
we're
it's
on
the
plan
we're
going
to
launch
on
it
this
year.
These
are
the
next
ones.
These
are
the
order
that
we're
going
to
do
it
in
so
they
know
where
the
money's
going.
Yes,
sir,
the
final
fund
is
the
self-insured
fund
and
very
happy
report.
We
had
a
very
good
year
on
that
I
would
say
usually
self-insured
fund.
K
We
do
pretty
good
most
years,
Break
Even
some
years.
We
do
a
lot
better
and
every
seven
to
eight
years.
You
have
a
bad
year
and
it
really
you
see,
money
flow
out
very
bad,
and
it
really
is
based
upon
catastrophic
or
very
large
claims.
That's
what's
insurance
for
it's
there
to
protect
people
when
they
have
really
high
dollar
cost
claims
and
and
we're
in
this
together.
But
you
can
see
we
started
the
year
at
5.3
million
and
my
estimated
ending
balance
is
6.8.
K
K
K
K
K
So
I'm
always
looking
at
tweaking
the
plan
to
give
back
to
the
employees
as
we
go
forward.
I
don't
want
to
overcharge
and
balloon
this
too
big,
but
when
you
have
a
year,
that's
bad
and
you
see
4
million
flow
out.
You
want
to
make
sure
you
have
money
in
the
bank,
go
ahead
and
pay
the
claims
and
that's
why
you
want
to
have
a
healthy
balance
on
that.
J
Mr
Hagler,
thank
you
so
much
for
the
report.
I'm
not
really
certain
whether
this
question
applies
to
the
information
that
you've
shared
with
us
and
maybe
Dr
Bergen
can
help
enlighten
me
as
well.
I
know
and
bear
with
me
as
I'm,
trying
to
frame
this
where
everyone
will
understand
it,
but
at
the
state
level,
if
I'm
not
mistaken
a
while
back,
there
was
an
error
made
regarding
funding
I
believe
for.
F
J
K
Impact
to
last
year's
budget,
the
revised
budget
that
the
state
adopted
known
as
a
skinny
budget
as
right
right
now
they
held
us
harmless
for
FY
23.,
FY
24.
They
didn't,
they
were
just
rebuilding
the
whole
budget,
so
they
weren't
just
gonna.
There
was
an
error:
they
were
they
just
weren't
going
to
give
that
money
out.
They
they
fixed
that,
but
they
knew
it
caused
a
lot
of
problems
for
districts
that
if
they
were
going
to
take
that
money
away
from
the
air,
so
they
held
all
districts
harmless
for
FY
23.
K
So
there
was
no
impact
to
us.
We
were
able
to
complete
our
budget
and
what
Miss
Harrison
state
is
stating
is
that
in
the
calculation
tools
that
the
doe
gave
us,
there
were
substantial
error
in
that
that,
if
they
would
have
pulled
back
would
have
taken
a
lot
of
money
away
from
us,
but
we
already
had
a
past
budget
and
we
were
already
well
into
the
year
and
hired
most
our
staff.
It's
like
all
sudden.
If
that
money
flowed
away,
it's
like
how
do
you,
what
do
we
do
and
it
could
have
been.
K
It
was
I,
think
1.2
million
for
us,
so
I'm
glad
the
state
held
us
harmless
on
that
and
we're
because
that
would
have
caused
pretty
a
lot
of
difficulty
last
year
as
for
a
lot
of
other
districts
also,
but
that
wasn't
guaranteed
for
fy24
we've
got
new
tools
and
new
metrics
to
work
off
and
so
yeah.
Thank.
J
H
Yes,
ma'am
tonight
we
have
just
six
policies
before
the
board
as
an
information
item.
These
six
policies
came
through
the
intergovernmental
Affairs
committee
at
their
last
meeting
on
June
27th,
as
always
for
the
viewing
public.
If
you
want
the
the
detail
on
the
red
line
version
of
what
are
the
changes,
there
is
a
link
available
through
the
agenda.
I'll
just
give
you
a
quick
synopsis
of
what
are
those
changes
of
the
six
policies.
H
Four
of
them
are
changing
really
as
a
direct
result
of
change
in
state
or
federal
law,
beginning
with
EB
School
crises,
Emergency,
Management
and
Medical
Response
plan.
The
policy
has
been
updated
to
reflect
an
amendment
in
state
law
requiring
that
the
superintendent
include
the
designation
of
a
division
safety
official
with
school
safety
audits.
When
they're
submitted
to
the
Virginia
Center
for
school
and
campus
safety,
it's
really
not
a
change
in
practice.
For
us,
we
do
have
a
safety
manager
and
he
he
has
always
been
that
position
has
been
the
designee.
H
This
just
simply
codifies
that
that's
a
requirement
for
school
divisions
to
name
someone
policy
ebb
threat
assessment
teams
has
also
been
updated
to
reflect
an
amendment
to
state
law
requiring
that
new
threat
assessment
team
members
complete
an
initial
threat
assessment
training
and
all
threat
assessment
team
members,
complete
refresher
threat
assessment,
training
every
three
years
again,
no
change
in
practice
for
Bedford
County.
We
already
have
been
training
our
threat
assessment
team
members.
This
just
requires
and
codifies
that
requirement
for
all
School
divisions.
H
Policy,
dja,
purchasing
Authority
edits
include
the
addition
of
language
that
mandates
that
the
superintendent
or
designee
pursued
direct
owner
purchasing
on
large
dollar
components
for
contracts
over
two
hundred
thousand
dollars,
and
this
again
has
been
our
practice
and
will
continue
to
be
our
practice.
As
now
in
our
policy
policy,
j
e
c,
a
admission
of
homeless
children,
changes
to
this
policy
are
just
to
clarify
the
definition
of
what
is
a
homeless
student
as
it
is
defined
in
federal
law
policy,
JFC
student
conduct.
H
H
If
there
are
some
concerning
things
with
about
that
organization,
we've
just
expanded
upon
that
list
and
add
them
into
policy
again.
I'd
encourage
anyone
as
you're
interested
the
redline
versions
and
the
full
details
are
available
through
the
link
on
the
website,
and
if
there
are
any
questions,
both
members
of
the
of
the
IGA
committee
are
here
and
could
help
me
address
any
questions
you
may
have
Madam
chair.
That's
that's
it
for
my
summary.
B
H
The
end
of
the
school
year
and
the
end
of
of
our
athletic
programming
for
the
last
school
year
brought
more
Great
accomplishments
for
our
students.
The
Virginia
High
School
league
selected
their
players
for
first
team
All-State,
we're
really
proud
to
share
that
Jesse
Brown
from
Stanton
River
High
School
was
named
Allstate
for
third
base
in
baseball
in
soccer
Jefferson,
Forest,
High
School,
congratulations
to
three
students,
hasten
Lynn
on
defense,
Chris
Wiley
at
Midfield
and
Tyler,
Beck
and
goalie.
H
All
three
of
these
soccer
players
made
Allstate
also
Chris
Wiley
was
named
the
region
Player
of
the
Year
and
Coach
Scott
zering
was
named
the
region
coach
of
the
year.
Also
from
Stanton
River
Emily
Kaiser
was
named
the
Blue
Ridge
District's
academic
athlete
congratulations
to
all
of
these
athletes
and
our
coaches
on
their
accomplishments.
H
Next
up,
it's
not
only
are
students
showing
their
pride
on
the
court
or
the
field
or
the
diamond,
but
also
in
their
extra
correct
extracurricular
activities
in
other
ways,
forest
middle
and
Liberty
High
School
both
have
yovasso
Club
clubs
and
those
yovasso
clubs.
Recently,
competed
in
the
2023
arrive
alive
campaign
out
of
76
teams
competing
their
teams
placed
first
in
their
education
of
bike,
pedestrian
and
passenger
safety,
as
well
as
on
the
importance
of
speaking
up.
H
Continuing
on
the
celebration
of
the
Great
accomplishments
of
our
students,
the
97th
Virginia
FFA
state
championship
was
held
this
past
June
at
Virginia
Tech
State
at
Virginia
Tech
University.
We
had
34
students
attend
from
Liberty
Middle
School
Liberty,
High,
School
and
Stanton
River
High
School
competing
against
their
peers
in
various
competitions.
H
H
Next
up,
the
bower
Center
for
the
Arts,
along
with
the
Bedford
area,
Chamber
of
Commerce,
had
an
unveiling
and
ribbon
cutting
on
June
30
for
the
newest
love
sign
in
Bedford
County,
which
was
designed
by
students
from
Liberty
High
School.
This
love
sign,
which
celebrates
the
cultural
and
arts
of
Bedford
County,
is
one
of
60
signs
in
Central,
Virginia
and
300
across
the
Commonwealth.
H
Our
Jr
OTC
Cadets
have
been
busy
as
well
this
summer.
Most
recently,
they
played
an
important
role
at
the
Flag
Day
ceremony
that
was
held
in
downtown
Bedford
at
Centertown.
Park
I
am
always
on
all
every
time.
I
see
these
young
men
and
women
representing
our
School
Division.
So
professionally,
with
such
tremendous
discipline
and
pride,
foreign
pictured
here
are
students
from
our
adult
education
program
who,
in
partnership
with
Hooker
Furniture,
have
been
developing
their
workplace
Readiness
skills.
H
H
And
here
are
this
month's
three
things
you
need
to
know
number
one.
We
do
have
another
graduation
coming
up
our
summer
school
graduation
will
be
held
on
the
25th
of
July
at
one
o'clock
and
the
Gibson
Auditorium
hope
to
see
you
there.
Secondly,
as
has
recently
been
reported
in
the
Press,
we
have
our
annual
pack
the
bus.
This
is
an
event
to
collect
school
supplies
for
children
in
need,
and
this
year's
event
will
be
held
on
Friday
August
4th
between
the
hours
of
12
and
6
pm
at
the
Bedford
Walmart.
H
However
donations,
both
monetary
and
supplies
are
being
collected
now
at
various
drop-off
locations
throughout
Bedford
County,
so
members
of
the
community,
please
look
for
those
drop-off
boxes
and
help
a
child
in
need
and
number
three.
As
we
gear
up
for
the
new
school
year,
our
new
higher
orientation
will
be
held
on
August
3rd
for
all
new
staff
and
on
August
4th
for
all
teachers
who
are
new
to
Bedford
County.
H
Now
I've
got
a
couple
more
for
you.
I
had
three
on
the
slide,
but
then
during
the
discussion
here
tonight,
I
have
a
number
four.
If
you
have
a
kindergartner,
please
register
them
for
school.
We
are
missing
some
of
our
kindergartners
and
we
would
really
appreciate
knowing
them
in
advance,
so
we
can
properly
staff
and
prepare
for
your
child.
So
if
you
know
your
child
is
of
kindergarten
age
and
they
are
not
registered,
please
register
them
tomorrow.
H
And
then,
lastly,
if
the
board
just
allowed
me
a
moment
of
personal
privilege,
we
have
one
person
in
this
room.
Who
is
attending
their
last
school
board?
Meeting
Dr
Fred
Connors
will
be
officially
retiring.
As
of
the
first
of
August,
Fred
has
been
with
this
School
Division
for
25
years.
He
has
served
the
children
and
the
parents
in
this
community.
As
a
special
education
teacher,
he
was
the
principal
at
otter,
River,
Elementary
School.
He
was
the
principal
at
the
bstc
which
we
now
refer
to
as
Gibson.
H
He
was
an
assistant
director
in
our
CTE
programming
and
he
has
wonderfully
served
as
our
Human
Resources
Director
for
the
past
six
years.
We're
not
just
going
to
miss
his
expertise
in
all
those
areas.
He's
just
genuinely
one
of
the
nicest
human
beings
I've
ever
had
the
privilege
of
knowing
and
working
with,
and
we're
going
to
sorely
sorely
miss
having
his
smile
around.
Thank
you,
Fred
for
all
of
your
Devotion
to
this
County
and
to
to
the
children
of
Bedford
County
in
particular,.
G
J
Dr
Bergen
shared
the
information
regarding
the
facility
committee
meeting
having
a
joint
meeting
with
the
Board
of
Supervisors,
along
with
some
other
County
staff
on
the
19th.
So
I
look
forward
to
meeting
with
them
and
having
a
discussion
about
the
canopies
and
also
the
auditoriums
at
Liberty,
High,
School
and
Stanton
River
and,
of
course,
the
last
board
meeting
that
the
Laurel
School
had
was
back
in
May
and
so
we're
scheduled
I
believe
to
have
one
in
August.
J
You
just
have
a
way
of
putting
a
smile
on
person's
face
and
making
you
see
the
bright
side
of
things.
So
I
appreciate
the
conversations
you
and
I
have
had
how
you've
helped
me
when
I
was
serving
I.
Just
thank
you
and
lastly,
I
want
you
to
know
that
you're
going
to
enjoy
your
retirement.
You
are
think
about
those
Monday
mornings,
where
you
don't
even
have
to
even
get
up
for
work.
You
could
just
do
whatever
you
want
to.
J
J
G
Yeah
I'd
just
like
to
say
yeah
to
all
the
parents,
the
four
of
the
42
kids
that
hopefully
the
flexibility
that
was
given
to
the
administrative
staff
tonight
will
fix
the
majority
of
the
problem.
It
may
not
fix
them
all,
but
it's
probably
the
best
option
that
we
got
moving
forward
and-
and
you
know
like
I-
said-
there's
no
guarantees
from
here
on
out,
but
hopefully
it
does
fix
the
problem
for
the
people
that
have
the
kids
that
have
already
started
and
spent
their.
You
know
their
entire
childhood
at
that
school.
G
M
L
M
Will
say
that
and
a
lot
of
cars
got
washed
and
I'm
gonna
steal
Susan's
normal
bus
driver
plea,
School
Year's
approaching.
We
need
bus
drivers.
So
if
you
know
some
people
that
are
retired
or
anything,
please
tell
them
to
apply
Fred,
you
will
be
missed.
We
have
a
long
history,
I
know,
but
you
will
be
missed.
So
just
congratulations
on
your
retirement
and
then
just
some
other
exciting
news.
I
will
be
a
dad
again.
So
I
just
wanted
to
throw
that
out
there
as
well,
so
February
2024.
C
Just
want
to
Echo
what
Mr
Holbrook
said
about
the
flexibility.
I
always
think
it's
good
to
to
give
our
our
team
the
tools
that
they
need
to
make
the
best
decision
and,
like
you
said,
I,
think
that
was
the
best
option
that
we
had
and
I'm
glad.
It
was
brought
to
our
attention
again
and
I'm
glad
that
we
were
able
to
move
on
that
so
with
that
Dr
Woodford.
C
C
Normally
I
try
to
be
pretty
cheery
in
my
closing
comments,
but
there's
been
a
lot
of
things
that
have
been
happening.
That
I
think
are
are
highly
important
and
maybe
even
tough
to
talk
about,
but
I
think
it's
important
that
we
do
talk
about
them,
because
we
can't
turn
to
Blind
Eye
to
a
lot
of
this
two
headlines.
C
C
C
C
C
C
G
B
I
know
sometimes
when
we
have
well
first
of
all,
I
want
to
thank
all
the
parents
who
have
stood
up
and
sent
us
emails
regarding
their
concern
over
the
Zone
transfers.
I
know
there
are
times
when
special.
When
we
have
hot
button
issues,
we
have
parents
involved,
we
get
a
lot
of
parents,
we
get
inundated
with
phone
calls.
We
get
inundated
with
emails,
I'm
going
to
encourage
all
parents
to
get
involved
to
stay
involved.
B
B
Dodge
Connor,
thank
you.
Thank
you.
I'll!
Keep
it
simple!
Just
thank
you
and
just
best
of
luck
on
this
next
chapter
when
we
had
the
presentation
for
the
end
of
the
year
data,
and
you
were
talking
about
the
training
that
everyone
went
through,
you
said
something
that
stuck
with
me
and
I
hope
we
continue
to
hold
on
to
this.
B
B
There
are
so
many
studies
out
there
saying
that
the
students
that
are
involved
in
sports
and
activities
do
perform
better
in
school.
They
do
perform
academically
better
and
I
know.
My
own
son
has
even
said:
Mom
I
have
to
stay
involved
in
stuff
because
I
just
point
blank
do
better
in
school.
So
that's
why
I
always
encourage
that
and
and
I
would
consider.
If,
if
there's
any
way,
you
can
get
your
children
involved,
please
do
when
Dr
Bergen
was
going
through
his
report.
B
He
showed
a
picture
of
JROTC
and
I
see
those
show
up.
Quite
often,
that
program
has
really
impressed
me
the
way
it's
turned
around,
because
it
seems
like
just
a
few
years
ago.
You
remember
this.
They
were
before
us
saying
that
they
didn't
know
if
they
could
keep
pushing
if
they
could
keep
going
any
longer,
just
because
they
didn't
have
participation
and
now
they're
thriving
and
that's
a
wonderful,
wonderful
thing.
B
I'm
keeping
trying
to
keep
this
short
and
sweet
are
facilities.
Meeting
with
next
week,
it's
in
the
School
Board
conference
room
at
six
o'clock.
Yes,
ma'am,
okay,
I
just
want
to
make
sure
that
that's
out
there
too,
and
it
will
be
on
our
YouTube
channel
streaming.
Okay,
so
it
will
be
streamed.
So
if
you
can't
make
it
to
the
meeting,
please
know
it
will
be
streamed.
I'm.
H
Let
me
let
me
backtrack.
My
apologies
because
I
heard
school
board
and
I
immediately
went
to
we
stream
all
of
our
meetings.
We
typically
don't
stream
committee
meetings.
We
could
stream
this
meeting
if
just
the
equipment's
in
the
room,
we'll
just
have
to
encumber
staff
to
be
there.
Is
that
the
wish
of
the
board
that
we
stream
a
committee
meeting
I,
don't
want
to
see
any
precedence
over
streaming.
All
committee
meetings.
B
B
As
much
as
I
hate
to
tell
everyone
this,
but
I
always
look
forward
to
this
one,
to
seeing
the
progress
of
everything.
Unfortunately,
our
next
meeting
we'll
be
our
back
to
school
meeting.
So
we
will
get
to
your
updates
to
what
has
been
going
on
during
the
summer
and
I
know.
There
has
been
talk
about
the
safety
issues
and
safety
measures
that
have
been
going
on,
and
hopefully
we
will
get
an
update
about
those
next
next
month
and
Miss
Harrison
mentioned
the
boosters.
B
They
are
impressive
out
here
as
well.
They
went
from
I,
believe
Ms
Mineo,
said
last
night
from
November's
three
years
ago
to
100
members.
Now
they
are
the
list
of
accomplishments
and
things
that
they
have
done
is
impressive
and
Liberty
Pride
is
coming
back
and
that's
wonderful
to
hear,
and
with
that
being
said,
I'm
going
to
wish
everyone
to
have
a
great
rest
of
the
summer
enjoy
the
time
that
you
have
and
do
I
have
a
motion
to
adjourn
so
moved.
I
have
a
motion
by
Mr.
Hill.