►
From YouTube: School Board Meeting - 2/9/2023 - 5:00 PM
A
B
B
Good
evening,
everybody
I'd
like
to
call
to
order
this
regular
school
board
meeting
for
February
the
9th
2023
Mr
Hill
will
not
be
with
us
tonight
due
to
his
daughter
playing
in
her
senior
game
for
basketball,
so
Family
First,
Miss
Johnson.
Will
you
please
call
the
roll
Kirby.
D
D
B
You
ma'am
do
I,
have
a
motion
to
approve
the
agenda.
I
have
a
motion
by
Mr
Nelms
you'll
have
a
second
second,
second
I,
think
I
heard
Dr,
mealy,
first
or
second
or
Miss,
Harrison
Miss
Harrison.
Second,
any
discussion,
all
those
in
favor
signify
by
saying
I
I,
opposed
agendas
approved.
Do
I
have
a
motion
to
go
into
closed
session.
Madam.
A
2.2-3711,
a
1
8
1
to
discuss
the
assignment
appointment,
performance,
disciplining
and
release
of
contract
for
specific
School
Board
employees,
eight
for
consultation
with
legal
counsel
employed
or
retained
by
the
school
board.
Regarding
a
specific
legal
matter
requiring
the
provision
of
legal
advice
by
such
counsel,.
B
B
B
G
That's
okay,
if
I
can
just
cue
Dr
Trosper
up
as
I
believe
the
board
members
are
well
aware
and
our
our
public
certainly
can
and
should
be
aware.
Our
instructional
leaders
on
our
Central
support
team
under
Dr,
woodford's
leadership
and
Dr
trosper's
leadership,
carefully,
select,
instructional
resources
for
our
students
and
our
teachers,
including
technology
resources.
G
G
How
this
web-based
resource
supports
our
curcumin
instruction
and
the
Virginia
standards
of
learning
and
he'll
be
showcasing
an
example
of
an
article
in
case
you're
not
familiar
with
what
Newsela
might
look
like
an
article
that
would
be
very,
very
similar
to
what
our
students
might
be
assigned
to
read
and
then
he'll
also
be
sharing
with
you,
the
administrative
tools
that
are
available
to
our
Central
support
team,
as
well
as
to
our
principals
and
teachers
to
help
guide
our
selection
of
content
for
students.
So
Dr
Trosper
appreciate
your
preparation
for
tonight.
H
B
G
I
I
So
I'm
presenting
this
tonight
as
an
information
item
to
begin,
it's
important
to
understand
that
there
are
skills
and
standards
teachers
are
required
to
implement
these
skills
and
standards
are
outlined
in
the
Virginia
standards
of
learning
and
students
must
demonstrate
Proficiency
in
order
to
achieve
the
goals
outlined
in
the
profile
of
a
Virginia
graduate,
so
I'm
going
to
share
some
of
these
standards.
The
image
on
the
left
is
a
screenshot
of
a
reading
progression.
I
On
the
screen,
you
see
some
social
studies
standards.
Each
social
studies
classroom
has
standards
that
require
students
to
develop
skills
like
critical
thinking,
identifying
bias,
distinguishing
fact
from
opinion
and
making
evidence-based
arguments
from
multiple
sources.
The
standards
on
the
left
are
from
a
grade:
7,
Civics
and
economics
class
and
the
standards
on
the
right
are
from
a
grade:
6
U.S
history,
one
class.
I
So
in
Civics
the
standard
reads:
the
students
will
demonstrate
skills
for
historical
thinking,
geographical
analysis,
economic
decision
making
and
responsible
citizenship
and
I'll
just
highlight
a
few
in
standard
or
strand
D.
That
says
to
determine
the
accuracy
and
validity
of
information
by
separating
fact
and
opinion
and
recognizing
bias
strand
e
says:
constructing
informed,
evidence-based
arguments
from
multiple
sources
in
U.S
history.
I
So
for
your
reference,
the
image
on
the
slide
is
a
screenshot
of
this
standard
and
its
progression
from
kindergarten
to
12th
grade
so
to
support
teachers
in
designing
lessons
and
developing
these
skills.
The
instruction
team,
researches
and
purchases
instruction
tools
and
supports
teachers
in
implementing
them.
While
schools
do
have
the
autonomy
to
purchase
their
own
instructional
resources,
the
division
does
make
some
programs
available
for
all
students,
so
I'm
going
to
be
sharing
with
you.
I
Newsela
is
an
instructional
tool
that
has
been
available
to
Bedford
County
teachers
for
many
years.
Specifically,
it
takes
content
from
hundreds
of
news
sources
and
makes
it
accessible
to
Bedford
County
students.
Students
are
provided
opportunities
to
read,
content,
integrated
real
world
texts
in
a
variety
of
reading
levels.
New
content
is
added,
daily
content
includes
current
events,
content,
specific
informational
text,
opinion
editorials
and
other
non-fiction
texts.
Newsela
provides
cross-curricular
support.
I
So
teachers
of
different
content
areas
can
incorporate
other
content
area
standards
in
the
articles
in
Newsela
have
multiple
Lexile
levels
that
correlate
with
the
standards
from
Virginia.
There
are
quizzes,
customizable
writing
prompts
and
students
have
annotation
capabilities,
while
the
division
has
encouraged
use
of
Newsela
resources,
schools
and
individual
teachers
have
the
flexibility
to
determine
how
much
they
use
it.
English
science,
computer
science
and
social
studies
have
added
Newsela
text
sets
specific
to
topics
in
our
division.
Curriculum
guides.
Newsela
has
worked
with
the
instruction
team
to
align
content
to
our
standards.
I
For
these
subject
areas,
we
began
emphasizing
use
of
new
Zella
during
and
after
the
pandemic
to
address
learning
loss,
especially
in
the
area
of
literacy
that
for
County
teachers
have
participated
in
optional
trainings,
given
by
Newsela
over
the
past
few
years
to
support
use
of
the
program.
Some
of
the
topics
that
they've
been
trained
in
include
meaningful
social
studies,
instruction
that
emphasizes
inquiry
perspective,
taking
through
discussion
and
Analysis
of
a
variety
of
sources,
formative
feedback,
that's
delivered
in
a
timely
and
targeted
manner
and
teaching
literacy
across
the
curriculum,
and
what
this
does?
I
The
instruction
team
meets
regularly
with
representatives
from
Newsela
to
review
usage
data.
Newsela
is
a
resource
that
is
heavily
used
in
our
classrooms.
As
an
example
of
how
nuzelle
is
used,
there
are
three
tables
on
this
slide.
These
charts
measure
the
number
of
Articles
viewed
by
students,
the
number
of
annotations
created
and
the
total
quiz
is
completed.
The
charts
compare
the
2122
school
year
to
the
22-23
school
year.
These
tables
were
compiled
as
recently
as
January
of
23..
I
I
Supervisors
from
the
instruction
team
have
put
a
great
deal
of
effort
into
promoting
resources
from
Newsela
embedding
resources
in
our
curriculum
guides
and
providing
professional
development
with
teachers.
As
the
usage
data
shows,
our
teachers
have
used
it
as
increasing
rates
over
the
past
two
to
three
years
as
an
instructional
tool.
Newsela
provides
unique
value
to
teachers
in
Bedford
County
when
evaluating
instructional
resources.
The
instruction
team
considers
many
factors,
including
alignment
with
the
curriculum
and
effectiveness
of
the
tools
provided.
I
As
I
share
their
specific
standards
and
skills
that
students
must
learn
before
they
graduate
Newsela
supports
teaching
of
these
standards
again
for
English
language,
arts,
science,
computer
science
and
social
studies.
Moreover,
students
in
Virginia
learn
21st
century
skills
like
information,
literacy,
media
literacy,
technology,
literacy
and
flexibility
and
thinking
tools
from
Newsela
help.
Our
teachers
create
learning
tools
to
move
students
towards
Proficiency
in
these
standards,
Newsela
promotes
cross-curricular
content,
which
is
an
effective
way
to
make
learning
relevant
for
students.
I
Newsela
provides
leveled
reading
resources
and
non-fiction
literature,
which
is
a
valuable
resource
for
literacy
instruction
teachers
and
reading
Specialists
will
tell
you
providing
reading
material
at
a
student's.
Instructional
level
is
a
valuable
way
to
develop,
not
only
content
knowledge,
but
to
improve
their
reading
level.
Students
must
be
able
to
read
and
comprehend
what
they
are
reading
to
improve
literacy
skills
across
all
subject
areas.
I
Research
shows
that
non-fiction
introduces
students
to
a
vast
array
of
topics
across
subject
areas,
allowing
them
to
build
knowledge
to
expand
their
vocabulary
and
to
experience
different
perspectives.
Nonfiction
helps
students,
contextualize
primary
source.
Evidence
offers
multiple
perspectives
on
current
and
historic
events
and
shares
new
scientific
discoveries.
I
Most
young
readers
research
shows
actually
enjoy
non-fiction
and
many
prefer
it
and
with
an
overabundance
of
information.
Research
shows
that,
with
this
increase
of
misinformation,
there
is
a
need
for
greater
access
to
non-fiction
scientific
literature,
as
well
as
rigorous
instruction
on
how
to
create
critically
evaluate
sources.
I
Additionally,
Newsela
complements
the
Virginia
Department
of
Ed
Curriculum
by
providing
text
sets
and
companion
Collections
and
articles
from
Newsela
reinforce
this
content
so
on.
The
screen
is
an
example
of
a
cross-curricular
lesson
that
was
created
by
the
instruction
team
and
it's
available
for
Bedford
County
teacher
to
use
in
a
life
science
class.
I
So,
for
example,
standard
6C
and
life
science
says
the
student
will
investigate
and
understand
that
populations
in
a
biological
community
interact
and
are
interdependent.
Key
ideas
include
symbiotic
relationships,
support
the
survival
of
different
species,
there's
a
companion
piece
provided
by
Newsela,
that's
called
that's
called
symbiosis,
the
art
of
living
together.
It's
been
linked
to
our
division
curriculum
guide,
so
teachers
have
the
option
to
assign
the
article
based
on
a
student's,
independent
reading
level
and
while
reinforcing
content
from
the
life
science
standards,
they
also
can
reinforce
English
standards.
I
So
in
this
lesson,
for
example,
English
Standard
76c
says
the
student
will
make
inferences
and
draw
logical
conclusions
using
explicit
and
implied
textual
evidence.
Making
inferences
is
a
skill
that
can
be
challenging
for
many
students
in
applying
it
in
a
science
class,
provides
additional
practice
and
promotes
a
culture
of
literacy
in
our
schools.
I
These
are
screenshots
of
the
same
article
I
just
referenced
on
the
previous
slide,
they're
from
the
same
article
but
they're
written
at
different
instructional
levels
to
allow
students
to
better
understand
what
they
are.
Reading
the
one
on
the
left
is
written
at
a
Lexile
level
of
530,
which
is
a
third
grade.
Reading
level,
the
screenshot
on
the
right
is
written
at
a
level
of
970,
which
is
six
a
sixth
grade.
Reading
level,
students
in
classrooms
have
a
wide
variety
of
reading
abilities
and
differentiating.
I
Content
based
on
student
abilities
is
a
valuable
way
to
learn,
content
and
skills
necessary
for
mastering
course
standards.
So
again,
there
are
resources
that
might
level
reading.
We
are
not
aware
of
any
that
do
so
extensively
as
Newsela,
nor
those
that
offer
the
volume
of
the
materials
available
to
support
content
instruction,
but
after
concerns
were
expressed,
members
of
the
team
did
meet
with
representatives
from
the
company.
They
discussed
options
for
Content
controls
and
are
available
to
teachers
in
our
division
staff.
I
As
always,
we
expect
our
teachers
to
review
content
of
any
resource
given
to
students
to
determine
if
it
is
appropriate
for
the
age
of
students
and
the
content
being
taught.
However,
in
Newsela
students
are
limited
by
what
they
see
when
they
search
for
a
topic.
There's
an
automatic
filter
where
content
is
organized
into
grade
bands
to
ensure
students
searching
for
Content
do
not
find
content
that
might
be
developmentally
inappropriate.
I
There
are
four
article
maturity
levels,
lower
elementary
Upper,
Elementary,
Middle,
School
and
High
School.
If
an
elementary
student
was
searching
for
an
article
to
read,
the
results
will
take
into
account
the
class
grade
the
student
is
associated
with
and
the
search
results
will
prevent
present
only
content
that
is
at
that
maturity
level.
I
Newsela
has
internal
controls
to
filter
content
provided
to
students
all
sides.
Media
is
a
third
party
bias
rating
that
Newsela
uses
to
help
identify
different
perspectives
in
an
effort
to
help
students
and
help
them
get
a
full
picture
of
what
they're
reading
for
the
news
section.
Newsela
claims
to
seek
Centrist
news
sources,
so
When
selecting
political
content
articles
come
from
a
variety
of
sources.
They
present
multiple
sides
of
an
issue,
logical
arguments
and
opinions.
I
Newsela
has
an
editorial
team
that
initiates
extra
rounds
of
fact
checking
and
editing
on
content
that
they
see
as
potentially
complex.
So
this
could
involve
issues
such
as
addiction
or
violence,
content
that
is
published
that
supports
media
literacy
and
encourages
students
to
do
their
own
fact.
Checking
and
it
searches
for
bias.
I
I
I
There's
another
control
feature
offered
by
Newsela.
It's
a
Content
advisory
tool
where
the
division
can
flag
articles
deemed
inappropriate
so
with
this
tool,
we're
able
to
take
action
and
communicate
to
teachers
about
content
that
the
division
believes
is
inappropriate.
That
does
not
align
to
our
curriculum
and
content
that
might
be
under
review
due
to
community
concerns,
but
the
content
is
flagged
by
this
advisory
tool.
They
immediately
see
this
message,
reminding
them
that
this
content
may
violate
their
District's
policies
or
curricular
goals.
I
Administrators
can
actually
request
reporting
on
which
pieces
of
content
were
overridden
and
assigned,
and
they
can
acquire
a
list
of
the
most
popular
articles
assigned
or
printed
by
teachers.
In
the
most
popular
articles
read
by
students,
the
final
content
control
that
Newsela
employs.
If
the
article
is
an
opinion-based
article,
then
students
are
presented
with
an
article
offering
the
opposite
opinion.
I
So
as
an
example
of
how
this
might
work,
there's
an
article
on
the
screen
that
poses
the
question,
should
Olympics
have
a
permanent
home
students,
would
read
the
article
and
hear
Arguments
for
and
against
the
answer
to
that
question.
So
in
the
top
right,
there's
a
screenshot
of
a
statement
in
favor
of
the
question
followed
by
supporting
details
in
this
case
the
opinion
is
that
billions
spent
on
the
Olympic
Games
could
help
people,
as
the
student
continues
to
read
the
article.
An
opposing
position
is
taken
in
this
case.
I
The
Counterpoint
is
that
host
in
the
Olympics
promotes
national
pride.
Then
students
would
read
further
to
learn
why
the
author
took
this
position,
so
the
instruction
team
believes
that
Newsela
is
a
valuable
instructional
tool
because
it
supports
teaching
of
our
21st
century
skills
and
standards
for
English
language,
arts,
science,
computer
science
and
social
studies.
It
promotes
cross-curricular
content.
I
It
helps
with
leveled
reading
and
non-fiction
literature,
which
are
valuable
resources
for
literacy
instruction
and
it
aligns
Resources
with
our
Curriculum.
By
providing
Tech
sets
and
companion
pieces,
the
instruction
team
is
ready
to
use
content
controls
that
are
available
to
us
to
help
us
address
any
concerns
that
might
be
raised
by
community
members
by
the
board
or
anyone
else.
So
at
this
time,
I'd
be
happy
to
answer
any
questions.
J
J
It's
it's
good
to
know
that
there
are
Now
controls
and
guardrails
that
can
be
put
into
place.
It's
my
understanding
that
we
found
out
recently
about
these
guard
roles,
guard
rails
and
control,
so
I'm
glad
that
we
can
do
that.
Can
each
member
of
the
board
here
get
a
login
to
Newsela
so
that
we
can
take
a
look
at
that
and
just
to
me
just
to
just
to
make
sure
that
it's
you
know
just
to
explore
it
and
see
what's
going
on?
J
There
definitely
are
benefits
to
to
having
this
I
would
ask
what
percent
of
classrooms
in
each
subject
that
have
access
to
Newsela
are
using
it
on
what
we
would
consider
a
regular
basis.
I'd
like
to
see
the
percentage
of
usage
going
on
by
you
know
each
each
science
and
English
and.
I
J
It's
going
up,
but
yeah
I
mean
you
know
again,
50
based
on
the
cost
of
it,
though
like
if,
if
we're
paying
x
amount
for
it
yeah
and
it's
a
great
tool,
I
would
expect
that
that
number
would
be
higher
than
50.
So
I'd
like
to
like
to
see
that
one
of
the
things
that
I
did
have
concerns
and
anybody
can
go
on
and
look
at
this
and
I
think
the
things
that
I
brought
up
I
would
I
don't
want
to
put
words
in
anybody's
mouth.
J
It
would
probably
be
a
concern
to
I
would
say
95
of
the
people
in
here.
It
probably
does
not
meet
where
we
are,
but
if
we
can
put
guidelines
in
place
that
can
stop
that
stuff.
Keep
our
kids
on
task.
I.
Think
that
that's.
That
could
be
a
good
thing.
One
of
the
concerns
I
did
have
is
I
believe
in
some
of
the
trusted.
J
I
Yes,
yeah:
absolutely,
if
that's
the
direction,
the
board
wants
us
to
go
and
we
certainly
can
probably
a
good
place
to
start
is
in
our
curriculum
guides.
We
already
have
articles
that
are
companion
pieces
to
subjects
that
are
being
taught
and
we
can
encourage
our
teachers
to
start
there
and
then,
if
concerns
are
raised,
then
we
can
absolutely
Implement
those
to
to
block
or
hide
articles.
J
I
I
think
that's
right,
I
think
we
want
to
keep
it
very
focused
and
we
don't
want
to
get
into
the
weeds
in
either
direction
and
focus
on
making
sure
that
we
are
we're
just
focused
on
what
our
curriculum
and
what
our
standards
in
Virginia
are
sure.
Thank
you.
K
Thank
you,
Dr
Charles,
for
your
presentation,
Newsela-
and
you
may
have
shared
this
with
us
already,
but
if
you
would
just
refresh
my
memory,
is
this
particular
program,
something
that
the
Virginia
Department
of
Education
has
endorsed
and
supported.
K
I
Explored
it
not
extensively
once
we
found
out
about
the
presentation,
we
wanted
to
kind
of
see
what
guidance
we
were
going
to
get
so
so
very
minimally
I
will
say,
but
one
thing
I
will
say
is
that
representatives
from
Newsela
are
as
responsive
and
helpful
as
any
company
I've
worked
with
wonderful,
and
so,
if
we
do
need
to
troubleshoot,
they
have
been
very
helpful.
So
I
would
anticipate
the
same
as
we
start
to
use
it
more.
Would.
K
A
And
thank
you
Dr
Trosper,
for
this
information.
You
know
with
regard
to
these
controls.
Do
you
have
any
idea
who
is
going
to
be
allowed
to
do
this?
My
concern
would
be
that
there
will
be
a
group
of
parents
who
want
very
specific
controls.
There's
also
going
to
be
a
group
of
parents
who
would
want
their
children
to
have
broad
access
so
have
we
thought
at
all
about
how
we're
going
to
come
to
a
happy
medium
there,
or
can
it
be
done
per
child?
Well,.
I
I
That
says
this
is
inappropriate,
as
your
division
says,
on
an
individual
level,
teachers
can
hide
those
articles,
but
what
I
would
say
is
if,
if
there
is
some
concerns
about
content,
then
we
do
have
the
the
policies
in
place
that
this
board
has
enacted
and
we've
had
for
a
while
that
parents
just
need
to
express
those
concerns.
If
they
want
to
request
an
alternate
resource,
they
certainly
can
I.
Think
that's.
One
of
the
benefits
also
of
Newsela
is
there's
plenty
of
material
out
there
if
they
would
like
to
go
in
a
different
direction,
so.
A
A
This
certainly
sounds
like
it
has
some
interesting
features
to
it.
Do
we
have
any
information
about
how
we
would
assess
what
what
kind
of
impact
this
would
have
with
students?
Certainly
you
said
there:
the
usage
has
gone
up,
but
because
usage
has
gone
up
does
not
necessarily
correlate
to
improved
student
achievement.
So
is
there
any
way
or
any
thought
or
access
in
this
program
that
we
would
we
could
connect
to
say
this
has
in
fact
helped
I
mean
I.
A
I
personally
think,
like
the
different
reading
levels,
Lexile
levels
is,
is
great,
that's
always
very
difficult
to
find,
but,
overall,
how
would
we
know
that
this
is
having
a
positive
impact
for
our
students.
I
With
our
quizzes
that
give
us
data
on
how
well
the
students
are
comprehending
it,
what
we
can
do
is
I
showed
student
usage
data.
We
do
have
teacher
usage
data
also,
that
tells
us
active
users
what
classrooms,
what
subjects
so
that's
going
to
be
really
interesting.
One
thing
we've
noticed
is
since
the
pandemic
that
used
to
just
taken
off
I
just
think
teachers
have
found.
This
is
really
useful
for
what
they're
trying
to
recover
in
terms
of
literacy,
and
so
as
we're
seeing
more
and
more
usage.
I
We're
going
to
have
to
look
at
that
and
that's
what
we
do
as
a
team
is
as
we
as
we're
evaluating
and
making
recommendations
for
resources.
We
want
to
know
if
it's
working
and
so
that
it's
going
to
be
really
interesting
to
see,
scores
and
usage
and
see
if
there's
correlations
there
and
I
don't
know
if
Newsela
provides
that
specifically,
but
we
certainly
will
be
looking
into
it.
A
K
Curie
is
also
Dr
Trosper,
if
other
surrounding
School
divisions
to
your
knowledge
or
using
this
program,
I.
B
I
Had
it
for
a
very
long
time
we
actually
when
we
looked
into
it,
we
found
accounts
for
body
camp
in
Paxton,
so
that,
if
that
tells
you
anything
how
long
it's
been
I,
don't
know
that
it
was
as
widely
used
as
the
last
few
years
and
what
I
suspect
happened
is
a
lot
of
organizations
made
their
their
materials
free
during
covid
and
and
I.
Think
our
teachers
used
it
and
found
really
beneficial
to
them,
and
so
once
they
used
that,
then.
L
I
M
I
will
say
if
I
could
just
add:
Newsela
offers
teachers
free
accounts,
so
teachers
can
access
the
resource.
They
just
can't
get
all
the
bells
and
whistles
we
get
with
actually
purchasing
a
division
wide
subscription.
So
the
quizzes
a
lot
of
the
extra
controls
and
things
are
not
available
if
the
teachers
are
using
the
free
version,
so
our
teachers,
as
they
do
with
lots
of
curriculum
they
do
a
lot
of
looking
on
their
own
to
you,
know,
support
what
they're
teaching
in
the
classroom.
B
But
you
said
a
couple
of
things:
you
said
one
that
they
were
very
nice
to
work
with
and
very
attentive,
and
you
also
said
that
you're
still
learning
things
with
the
program:
do
they
offer
a
training
I
mean
have?
Has
everyone
been
properly
trained
on
this
to
learn
what
what's
there
what's
available,
what
the
bells
and
whistles
are
that
we're
paying
for
and
how
to
set
those
filters?
Sure.
I
B
And
I
noticed
that
when
you
presented
it,
your
the
main
filter
you
showed
us
was
based
on
grade
level.
I
B
G
Yes,
Madam
chair,
so
we're
going
to
be
sharing
with
you
tonight.
Some
division
level
results
from
our
second
quarter,
Benchmark
data
and
before
I
turn
this
presentation
over
the
instruction
team
I
just
want
to
let
you
know
how
personally
disappointed
I
am
in
these
results
and
as
I've
been
meeting
with
principals
and
talking
about
these
results
with
principals
and
teachers.
They're
disappointed
too,
but
we
all
understand
as
I
believe
you
understand
that
this
data
is
further
indicator
for
us
of
the
impact
on
the
interruptions
to
instruction
that
have
occurred
over
the
last
several
years.
G
Let
me
also
share
that
our
assessment
calendar
for
this
year
did
not
initially
include
this
mid-year.
Some
of
these
mid-year
division
created
benchmark
assessments,
because
all
School
divisions
were
informed
by
vdoe
that
this
year,
vdoe
would
be
implementing
three
rounds
of
State
Testing
a
beginning
of
the
year
assessment,
a
middle
of
the
Year
assessment
and
then
a
year-end
assessment
we're
all
familiar
with
end-of-year
assessments.
They've
been
they've
been
for
decades.
Last
year.
G
There
was
a
beginning
of
a
year
and
end
of
year
this
year
the
mid-year
assessment
was
introduced
for
the
first
time
and
we
were
under
the
impression
or
led
to
believe
that
we
were
going
to
have
actionable
data,
that
we
could
look
at
at
classroom,
School
level
grade
level
content
level.
So
we
could
make
some
analysis
and
have
some
actionable
data.
We
still
don't
now.
Students
know
how
they
did
on
the
assessment
and
they're
teaching
how
how
each
individual
student
did.
G
So
there
is
value
in
that
for
the
student
and
the
teacher,
but
there
isn't,
for
the.
The
teacher
does
not
have
a
report
across
their
classroom,
nor
does
the
principal
have
one
across
their
school.
So
when
that
became
clear
to
me,
I
asked
our
instructional
team
to
insert
into
the
assessment
expectations
this
mid-year
Benchmark
data.
So
what
that
effectively
meant
was
our
kids
were
just
double
assessed.
G
They
were
required
to
take
an
assessment
from
the
vdoe
which
we
certainly
complied
with,
and
then
we
shortly
thereafter
used
our
own
division
level,
created
highly
rigorous
mid-year
benchmark
assessments.
G
So
this
may
have
resulted
in
some
students
having
assessment
fatigue.
I
was
certainly
concerned
about
the
loss
on
instructional
time
with
having
to
pause
direct
instruction
to
to
give
these
assessments,
but
I
know
the
value
of
Benchmark
assessment
data
for
the
teacher
and
for
the
principal
so
I
felt
like
it
was
something
which
we
needed
to
do
as
I've
been
looking
at
this
data
and
speaking
with
principles
and
speaking
with
teachers,
I'm
also
hearing
again
the
impact
of
the
turnover
of
teachers,
particularly
content
area
teachers.
G
At
the
secondary
level,
we
lost
a
lot
of
content
area
expertise,
so
we
have
teachers
who
are
early
in
their
teaching
careers
teaching
this
content.
We
have
new
standards
that
are
introduced
this
year
by
bdoe
we
have
new
instructional
materials
which
we
purchased
in
science
and
in
language
arts
and
with
those
new
materials.
We
have
new
assessments
that
our
students
and
our
teachers
have
not
seen
before
and
are
using
this
year.
G
We've
also
observed
through
these
results.
I've
observed
the
team
has
observed,
and
principals
have
commented,
that
our
teachers
are
not
pacing
with
these
division
level
pacing
guides.
So
these
assessments
were
developed
according
to
a
pacing
schedule,
and
some
teachers
may
have
been
teaching
some
standards
out
of
order
in
an
order
that
was
their
preference,
so
there's
a
misalignment
between
the
assessment
and
the
instruction
that
have
been
provided.
However,
that
sounds
like
a
like
a
mountain
of
excuses
and
I.
G
Don't
want
that
to
come
across
as
excuses,
they
clearly
show
an
urgency
for
me
that
we
need
mid-year
correction.
Our
teachers
and
our
principals
have
had
these
results
for
about
a
month.
Now
it
is.
My
expectation
always
has
been
that
our
principals
are
aware
of
the
results
by
classroom
and
that
they're
having
those
discussions
with
their
teachers
through
their
own
leadership
teams
and
that
they're
disaggregating
the
data
to
make
those
mid-year
Corrections
and
then
making
the
needed
changes
in
pacing
with
instruction.
G
We
will
give
a
third
round
of
Benchmark
testing
just
prior
to
spring
break
so
that
we
can
see
how
our
students,
what
their
Mastery
is
on
all
of
the
content
before
we
have
then
those
closing
weeks
to
shore
up
any
necessary
remediation
before
we
get
into
year-end
Sol
testing.
So
with
that
is
a
background.
I
would
like
to
ask
our
instruction
team
to
take
you
through
the
presentation
which
is
on
the
screen
and
available
to
the
public
on
board
dunks.
I
Dr
Bergen
so
this
evening,
I'm
going
to
share
student
achievement
data
from
the
first
semester
as
Dr
Bergen
said
real
quickly.
Last
year,
the
board
approved
the
Strategic
framework
for
Bedford
County
Public
Schools,
and
our
first
goal
is
that
Bedford
County
Schools
will
maintain
High
academic
expectations
and
support
all
students
in
attaining
foundational
knowledge,
transferable
skills
and
post-graduation
plans.
I
Data
from
the
first
semester
shows
that
Bedford
County
students
are
continuing
this
process
of
recovering
learning
that
was
interrupted
during
the
pandemic.
There
has
been
some
improvements,
but
there's
still
foundational
gaps
that
need
to
be
addressed,
and
that's
why
our
strategic
framework
was
written
as
a
multi-year
plan.
Part
of
this
plan
for
improving
student
achievement
Is
frequent
and
ongoing
assessments
that
provide
data
that
can
be
used
to
guide
instruction
a
division
assessment
schedule,
as
Dr
Bergen
said,
was
developed
over
the
summer
with
principal
input.
So
we
have
common
data
points
to
analyze.
I
The
schedule
identifies
specific
tests
and
testing
windows
that
are
required
for
schools
during
the
year.
In
addition
to
these
division
assessments,
we
expect
our
teachers
to
conduct
Assessments
in
the
classroom
and
use
their
data
to
guide
instruction
when
they
use
data
from
the
division
and
classroom
assessments.
Teachers
are
able
to
develop
whole
group,
small
group
and
individualize
instruction
plans
in
these
settings.
They
can
teach
reteach
and
remediate
critical
information,
but
what
is
most
important
is
that
we
are
responding
to
what
the
students
are
telling
us
from
the
data.
I
So,
as
I
share
the
scores,
we
certainly
acknowledge
that
some
of
what
you
will
see
is
very
concerning.
Well,
we
want
you
to
know,
and
while
we
want
to
know
Pass
rates
and
the
number
of
students
on
reading
level,
what
is
most
important
is
that
we
know
that
we
learn
from
quarterly
assessments
is
specifically
what
students
still
need
help
with
as
we
prepare
for
end
of
the
year
testing.
I
One
of
the
things
that
we
will
learn,
though,
just
just
for
your
references,
we
have
benchmarks
and
they
tell
us
how
students
are
progressing
towards
Mastery
of
the
grade
level
content
standards
and
they
tell
us
what
students
still
need
the
help
with
we
do
have
the
doe
required
growth
assessments.
It's
another
source
of
data
didn't
quite
provide
what
we
thought
it
was
going
to
provide,
but
we
do
have
individual
student
performance
by
question
reports.
I
So
teachers
do
know
what
individual
students,
strengths
and
weaknesses
are,
so
they
can
Target
those
as
they
remediate
skills,
Pals
and
service
growth
measures,
tell
our
teachers
how
students
are
progressing
towards
their
grade
level,
reading
skills
or
standards.
So
there's
a
variety
of
data
available
where
we
can
make
instruction
decisions,
keep
in
mind.
I
As
Dr
Bergen
said,
these
mid-year
assessments
can
be
impacted
by
any
number
of
factors
like
Staffing
or
if
the
teacher
is
on
the
pacing
guide,
we
certainly
will
not
make
excuses
as
an
instruction
team
when
students
are
not
performing
and
we
expect
our
staff
work
with
students
to
do
what
is
necessary
to
help
them
find
success.
However,
there
are
some
factors
that
might
provide
some
explanations
about
why
the
scores
look,
the
way
they
do
once
Sol
testing
is
complete.
I
We
will
look
for
correlations
between
Sol
scores
and
Benchmark
Pass
rates
to
determine
the
quality
of
our
testing.
So
I'll
look
at
some
of
the
division
date
and
we'll
start
with
English
language
arts
in
our
elementary
schools.
Pals
assessments
are
given
in
the
fall
at
mid-year
and
will
be
given
at
the
end
of
the
school
year.
The
criteria
for
meeting
The
Benchmark
increases
significantly
from
the
fall
to
mid-year,
so
the
percentage
of
students
meeting
benchmarks
is
usually
lower
than
the
fall
and
at
the
end
of
year
assessments.
I
I
Pals
data
shows
us
which
students
need
help
and
they
tell
us
what
skills
need
to
be
recovered
and
so
the
number
of
students
meeting
grade
level
benchmarks
from
Indio
Pals
and
students
in
grades
kindergarten
through
third
grade
at
66
percent
and
in
grades
four
and
five
at
69
percent.
So
those
are
the
number
of
students
that
met
the
Benchmark
for
mid-year
Pals
students
who
are
not
on
grade
level
receive
an
additional
two
and
a
half
hours
of
reading
remediation.
Each
week
after
looking
at
division
scores,
alphabet
recognition
was
identified
as
the
weakest
area
in
kindergarten.
I
I
In
addition
to
Pal's
assessments,
mid-year
benchmarks
were
written
by
division
staff
and
given
to
students
in
grades
three
through
five,
so
keep
in
mind
that
students
in
grade
three
through
five
just
took
the
pals
assessment.
They
took
the
department
of
Ed
growth
assessment
and
then
the
division
created
Benchmark.
That
is
a
lot
of
testing.
It
probably
impacted
their
performance.
But
again,
the
data
says
about
two-thirds
of
three-fourths
of
our
students
are
progressing
where
they
should
be,
and
the
rest
are
just
going
to
need
more
support.
I
Our
secondary
students
in
English
have
had
a
beginning
of
the
year,
mid-year
and
end
of
the
year
assessments
and
Savas,
which
is
our
new
secondary
reading
curriculum.
These
assessments
measure
growth
throughout
the
year,
so
scores
reflect
student
progress
towards
where
they
should
be
by
the
end
of
the
school
year.
I
Note
that
students
in
grades
three
through
eight
did
not
take
the
beginning
of
the
year
assessment
since
they
took
the
Department
of
Education
growth
assessments.
Students
in
grades
9
through
11
were
not
required
to
take
these
assessments,
so
this
is
their
second
time
taking
the
sophist
growth
measure.
We
have
found
that
the
more
students
take
a
test.
Their
performance
improves
over
time.
They're
familiar
with
the
format
of
the
test.
The
type
of
questions
asked
and
then
feedback
we
receive
from
teachers
was
that
Savas
the
questions
were
pretty
rigorous.
I
We
believe
these
scores
represent
a
positive
trend
in
helping
students
meet
State
benchmarks
for
accreditation
purposes,
to
turn
into
math
in
elementary
schools,
students
in
grades
one
and
two
take
the
IXL
diagnostic
data.
This
shows
the
percentage
of
students
on
grade
level
in
math.
Students
in
the
division
showed
an
eight
percent
growth
overall
from
the
first
to
the
second
quarter,
then
we
had
mid-year
benchmarks,
which
were
written
by
our
division
staff
scores
for
grades.
Three
through
five
had
the
following:
Pass
rates
grade
three
was
a
78
percent
grade
477
and
grade
578.
I
Now,
as
we
review
the
secondary
math
data
again,
Middle
School
remains
a
concern,
as
it
has
all
year.
Our
teachers
ability
to
align
their
instruction
with
the
pacing
guys
has
had
an
impact
on
scores
as
Dr
Bergen
referenced.
The
gaps
in
learning
over
the
last
few
years
have
caused
teachers
to
spend
a
lot
of
instructional
time
going
back
and
reteaching
content
and
skills.
I
Just
as
an
example,
we
have
eighth
grade
students
who
experience
school
closures
in
fifth
grade.
They
were
virtual
or
Blended
for
sixth
grade,
and
since
then
data
has
shown
they
just
need
a
lot
of
support
in
developing
these
foundational
skills,
so
teachers
are
trying
to
go
back
and
remediate
still
while
teaching
new
content
and
that's
a
challenge
to
stay
on
those
pacing
guides
again,
which
probably
impacted
some
of
these
scores,
but
at
the
secondary
level
benchmark
scores
had
the
following:
Pass
rates:
math
Six
was
77
percent
Mass,
750
percent
math
8
39
percent.
I
Moving
into
ninth
grade
and
some
eighth
grade,
Algebra
1
had
a
78
percent
pass
rate:
geometry
is
58
and
Algebra
2
is
89.
All
students
will
take
Sol's
in
grades
six
through
eight
for
math,
all
students
will
take
Algebra
1
sols.
Some
students
will
take
geometry
and
Algebra
2,
but
not
necessarily
all
so.
Keep
that
in
mind,
as
we
turn
to
science,
remember
that
all
of
our
science
courses
are
teaching
new
standards
this
year.
This
is
the
first
year
we've
adopted
the
2018
standards
with
our
new
pacing
guides.
I
Generally,
the
first
year
of
Sol
testing
scores
are
just
lower.
We've
seen
that
repeatedly
as
we've
adopted
new
standards,
our
physical
science
teacher
specifically
identified
this
Benchmark
as
an
extremely
rigorous
exam,
so
we
do
anticipate.
There
may
not
be
a
strong
correlation
between
the
benchmark,
scores
and
Sol
scores
because
of
this
feedback.
One
thing
I
did
want
to
note:
is
we
the
board
recently
improved
our
program
of
studies
and
that
actually
changes
the
middle
school
science
sequence?
I
The
fiscal
science
SOL
is
actually
meant
to
be
taken
in
eighth
grade
and
it
covers
content
taught
in
grades
six
through
eight.
So
essentially
it's
three
years
of
data
or
content
covered
in
eighth
grade.
Our
students
have
been
taking
physical
science
in
second
grade,
so
we've
been
putting
three
years
of
material
into
two
and
a
lot
of
the
feedback
that
we
have
received
is
that's
just
too
tough,
especially
with
where
we
are
now
so
moving
forward.
We
think
we've
addressed
that
with
our
program
of
studies.
I
Some
schools
did
indicate
after
the
fact
they
weren't
following
pacing
guides,
and
this
was
by
choice.
This
has
been
corrected,
and
so
it
certainly
had
a
negative
impact
on
scores,
but
we
do
not
anticipate
that
being
a
concern
moving
forward
again,
we
have
corrected
this,
and
we've
made
it
clear
that
we're
expected
to
be
on
division
pacing
guides,
but
biology
would
be
the
area
where
they
were
impacted
most
and
then.
Finally,
in
sixth
grade.
This
is
a
new
course
for
for
Bedford
County
teacher.
I
So
this
is
a
new
curriculum
framework
and
that's
going
to
make
a
difference
in
scores,
so
I'm
going
to
share
mid-year
benchmark
scores
for
grades.
Four.
Four:
through
eight
in
science,
the
Pass
rates
for
grade
four
were
59
percent
for
grade.
Five
was
77
percent
in
science,
6
54
physical
science,
44
earth
science,
62
percent
in
grades
9
through
12,
the
Pass
rates
were
in
biology,
44
and
then
chemistry,
62.,
so
fifth
grade
science
on
a
positive
note
performed
the
highest.
I
That
is
the
subject,
that's
tested
in
elementary
school
or
that's
the
grade
level.
We're
obviously
very
concerned
about
biology
and
physical
science,
since
all
the
students
will
be
testing
those
subjects
as
well,
and
so
a
little
bit
later,
I'll
discuss
the
work.
Our
team
is
doing
to
address
these
concerns
and
then
finally,
social
studies.
As
we
continue
to
recover
this
interrupted
learning.
I
We
are
working
with
elementary
schools
to
adjust
their
schedules,
so
there's
adequate
time
to
teach
social
studies
and
science
there's
so
many
gaps
still
in
math
and
reading
that
it
really
is
a
difficult
balance
to
try
to
cover
all
the
core
content
and
find
dedicated
time
for
these
two
subject
areas.
All
three
subjects
that
you
see
on
the
screen
are
going
to
be
Sol
tested
in
the
other
history
courses.
They
take
locally
developed,
alternate
assessments,
and
so
our
mid-year
benchmark
scores
for
grades.
I
Four
through
eight
had
the
following:
Pass
rates
in
Virginia
studies,
which
is
in
fourth
grade.
That's
71
percent
pass
rate,
Civics
and
economics
is
seventh
grade,
that's
a
53
pass
rate
and
then
world
history
one
is
a
66
percent
pass
rate.
After
looking
at
the
data,
the
team
has
identified
drawing
conclusions
from
primary
sources
and
higher
order
thinking,
skills
Beyond,
just
the
factual
memorization.
We
often
see
in
history.
Those
are
the
biggest
areas
in
need
of
improvement.
I
So
now
I
want
to
turn
and
just
talk
about
what
we're
doing
and
our
plans
to
address
these
scores.
As
the
instruction
team
has
analyzed
this
mid-year
data,
we
have
implemented
a
number
of
supportive
measures.
The
content,
supervisors
and
myself
are
meeting
with
principals
to
discuss
the
supports
that
are
needed.
Principals
are
aware
that
the
data
of
the
data
and
they're
communicating
their
individual
School
needs.
If
the
team
sees
a
concern-
and
we
have
not
heard
from
principals-
we
initiate
these
conversations
to
verify
that
they
are
being
addressed.
I
Our
schools
are
tiered
by
level
of
support
and
we
have
an
internal
system
where
we
monitor
that,
and
the
intensity
of
support
is
determined
by
a
variety
of
factors,
but
obviously
the
most
important
would
be
student
achievement,
so
our
tier
one
supports
our
supports
given
to
all
schools.
These
include
pacing
guides
a
division
assessment,
calendar
check-ins,
resource
creation.
Anything
like
that
where
we
can
respond
to
school,
specific
requests
and
again
these
are
available
to
all
schools.
I
Schools
of
tier
two
supports
get
tier
one
supports,
but
they
also
get
additional
monitoring,
supervision
and
supports
and
then
finally
tier
three
schools.
They
would
get
tier
one
and
tier
two
supports,
along
with
very
intensive
levels
of
support
and
visibility
by
the
instruction
team.
So
just
a
few
examples
of
division
level
support
in
collaboration
with
our
special
education
department.
We
have
offered
co-teaching
training
to
all
secondary
schools
into
some
Elementary.
I
It's
been
offered
to
Elementary
and
some
have
accepted
that
as
we
move
forward
and
have
participated,
the
team
has
conducted
walkthroughs
to
provide
feedback
on
specific
areas
impacting
individual
schools,
especially
those
with
level
two
and
three
indicators
on
our
school
quality
profiles.
The
instruction
team
meets
weekly.
We
also
have
a
representative
from
our
special
ed
team
which
meets
and
we
plan
and
we
discuss
and
we
monitor
those
supports
that
are
being
offered.
I
The
instruction
team
has
created
tools
to
assist
in
guiding
discussions
about
data
that
we've
given
to
administrators
teachers
and
Leadership
teams,
and
then
each
School
conducts
a
mid-year
analysis
of
school
Improvement
plans,
Dr
Cornett
and
I
review
each
plan
and
we
offer
feedback
and
for
select
schools,
a
team
consisting
of
Dr
Woodford,
Dr,
Calvert,
Dr,
Cornett,
Mrs,
Robinson
and
Miss
Jennings
and
I.
We
all
meet
with
principals
and
they
report
on
school
Improvement
plans
and
we
give
feedback
on
those
reports
and
then
finally,
Dr
Cornett
and
I
give
mid-year
performance
reviews
for
our
newest
principles.
I
Specifically
after
assessments
are
given
the
instruction
team
meets
and
we
develop
support
plans
for
each
core
subject
area.
So
just
a
few
supports
that
we're
giving
in
English
language
arts
for
elementary
schools,
professional
development
has
been
provided
to
all
of
them
to
address
phonemic
awareness
and
phonics
weakness.
That's
something
that
pops
up
repeatedly
as
something
in
need
of
improvement.
Dr
Eisenhower
has
held
data
meetings
in
November
and
in
February,
with
our
reading
specialist,
to
talk
about
what
the
data
shows
and
to
address
weaknesses.
I
Dr
Eisenhower
will
meet
in
March
with
our
Title
IX
schools
and
we
will
look
at
purchases
for
instruction
materials
used
with
Title
One
funds
and
we're
going
to
look
at
how
that
impacted
student
achievement
there's
a
letters
training
that
is
not
a
typo,
that
is,
that
is
spelled
correctly.
Letters.
Training
is
something
given
by
the
Department
of
Education,
where
a
small
team
from
the
division
is
attending.
I
Now
the
plan
is
to
roll
that
out
to
reading
Specialists,
and
this
this
is
training
that
aligns
our
practice
with
the
Virginia
literacy
act,
which
will
be
implemented
next
school
year.
So
the
instruction
team,
moreover,
is
forming
an
instruction
literacy
team,
they're
researching
best
practices
and
will
ultimately
create
a
division-wide
literacy
plan
in
our
secondary
schools.
We
have
co-teaching,
walkthroughs
and
professional
development
again
have
been
conducted,
we're
specifically
looking
at
schools
where
students
with
disabilities
are
just
not
performing
where
they
should
be.
I
Dr
Eisenhower
continues
to
meet
with
Department
chairs,
to
discuss
the
service,
implementation
and
data
collection.
We
still
believe
that's
a
solid
curriculum
and
if
it's
implemented
Faithfully,
we
think
we
will
start
to
see
results
and
then,
finally,
we
have
writing
samples
that
are
collected
each
quarter
for
all
grades
and
Dr
Eisenhower
again
has
been
meeting
with
Department
chairs
to
discuss
writing
progression
and
local
writing
assessments
in
math.
Just
like
English
language
arts,
we
have
lots
of
co-teaching
walkthroughs
we're
giving
feedback
we're
providing
professional
development
any
school.
I
Who
has
requested
that
and
then,
as
a
follow-up
to
trainings,
we
are
doing
walkthroughs
to
monitor
how
they're
implementing
some
of
those
skills,
specifically
every
school
that
went
through
an
academic
review.
We
did
offer
walkthroughs
for
those
schools
and
we
are
looking
at
co-teaching
practices.
Co-Teaching
walkthroughs
are
actually
scheduled
for
all
three
of
our
high
schools
during
the
third
quarter,
and
this
is
going
to
be
Ms
Bowie,
our
supervisor
of
math
and
gifted
along
with
Mrs
Palmer,
who
is
our
supervisor
of
secondary
special
education.
I
Mrs
billier
has
met
with
each
secondary
school
principal
or
Lead
Teacher
to
discuss
algebra,
Readiness
funds,
and-
and
she
did
this
back
in
September
October,
as
we
continue
to
monitor
how
the
students
are
being
remediated.
Mrs
belger
has
done
instructional
walkthroughs
in
every
single
math
classroom
from
grades
K-12.
I
The
following
supports
have
or
will
be
provided.
Mrs
Kepler
has
continued
to
provide
support
in
implementing
the
new
textbook
resources
that
we
adopted
last
year.
At
the
beginning
of
the
year.
She
provided
training
and
professional
development
for
teachers.
It
was
required
now
we've
offered
optional
trendings
if
they
feel
like
they
need
extra
support.
She's
facilitated
work
sessions
collaborations
among
our
science
teachers,
I've
heard
a
number
of
good
and
positive
comments
from
our
science
teachers
in
elementary
schools
about
the
new
curriculum.
So
we
feel
good
about
where
we
are
with
that
implementation.
I
She's
also
provided
support
and
analyzing
that
data
she's
going
to
specific
schools
with
the
data
shows
it's
needed,
she's
assisting
in
creating
and
delivering
targeted
remediation
by
those
teachers
within
classes
and
hoping
to
address
those
student
weaknesses.
She
plans
frequent
walkthroughs
in
our
science
classrooms
and
she
provides
feedback
to
teachers,
typically
they're
scheduled
based
on
requests,
but
really
we're
looking
at
the
scores
and
we're
trying
to
be
strategic
and
going
to
schools.
We're
seeing
that
supports
are
needed.
I
The
most
Ms
Kepler's,
creating
Daily
Review
spiral
receipts
for
fourth
grade
in
fifth
grade,
they're
actually
tested
in
fourth
and
fifth
grade.
So
we
want
to
make
sure
those
students
are
are
continuing
to
have
reviews
on
the
content
from
fourth
grade
and
then
finally
she's
creating
a
chapter
tests
from
our
Five
Pawns
press,
which
is
our
new
curriculum,
putting
them
in
our
new
testing
platform.
Master
connects
and
we're
able
to
get
a
lot
of
good
data
from
that
resource,
and
then
the
last
area
I'll
talk
about
is
social
studies.
I
So
the
beginning
of
the
year,
we
noted
that
we
had
quite
a
few
teachers
that
were
new
to
the
profession,
and
so
we
provided
quickly
professional
development,
specifically
in
Virginia
studies
and
world
history.
After
looking
at
last
year's
Sol
scores,
and
so
this
is
Delong.
Warfield
has
kept
closely
with
those
teachers
as
visited
those
classrooms.
She's
offered
support
to
departments
and
analyzing
data
assistance
in
creating
and
delivering
targeted
remediation
to
address
student
weaknesses.
School
specific
PD
has
been
provided.
I
She's
she's
also
also
offered
professional
development
on
a
developing
grade
level,
appropriate
lessons
writing
meaningful
assessments
that
are
rooted
in
content
standards,
she's
created,
Sol
review
and
daily
spiral,
review
sheets
to
Target,
specific
areas
of
weakness
and
then
finally,
she's
actually
finished
just
finished.
Excuse
me:
she
will
finish
walk-throughs
in
every
Elementary
social
studies
class.
Here
in
February
back
in
December,
she
visited
every
Middle
School
history
classroom
to
give
feedback.
So
it's
a
lot
of
hard
work
by
the
team
that
we
have
done
and
we
will
continue
to
do
so.
I
As
you
can
tell
we've
been
busy,
we
are
seeing
growth,
obviously
we're
not
where
we
need
to
be
there's
a
lot
of
work
to
continue
to
do
very
soon.
Our
schools
will
be
conducting
45-day
plans,
which
is
which
is
targeted,
reviews
that
specifically
help
address
areas
of
weaknesses
leading
up
to
Sol
tests,
we're
trying
to
provide
support
on
site
to
principals
departments
and
teachers,
and
so
third
quarter
is
going
to
be
critical.
We
need
to
have
a
really
good
quarter.
J
Thank
you,
so
some
progress,
definitely
not
where
we
want
to
be
or
need
to
be.
Quite
honestly,
obviously
we
still
have
the
ramifications
of
what
we've
been
going
through.
You
said
there
was
no
breakdowns
and
Dr
Bergen.
You
had
said
that
from
I
guess
the
doe
do
we
have
on
our
assessments.
Do
we
have
updated
breakdowns
by
by
grade
level
by
school?
We
have
that.
Yes,
we
have
that
and.
G
We
can
get
that.
Let
me
let
me
if
I
can
start
on
that
one
Sean.
So,
first
of
all,
my
expectation,
which
I'm
sure
is
your
expectation,
is
the
most
important
consumer
of
this
data.
Is
the
classroom
teacher
so
each
and
every
classroom
teacher
knows
how
his
and
her
students
performed
on
these
assessments.
They
not
only
know
how
many
questions
do
they
answer
correctly,
but
the
ones
that
they
didn't
answer
correctly.
G
They
know
what
the
incorrect
answer
was
they
gave
so
they
can
do
an
analysis
of
using
but
confusing,
and
they
can
also
check
in
with
themselves
about
their
responsibility
with
pacing
and
whether
or
not
the
material
was
presented
to
the
students
for
them
to
have
success.
They
know
their
students
best,
so
each
teacher
has
access
and
has
had
for
some
time
now
their
results.
G
Each
principle
has-
and
it
would
be
my
expectation
that
they
can
articulate
for
me
and
our
leadership
team
their
analysis
of
that
data,
using
the
templates
that
we've
created,
we
shared
with
the
board.
What
are
what
our
expectations
were
in
the
training
we
provided
for
principals
to
be
consumers
of
data
and
to
be
able
to
analyze
data,
so
we're
doing
the
work
with
them
and
confirming
that
they're
doing
the
work
and
and
lending
our
support
of
that.
G
J
I
You
know
it's
the
first
year
so
so
we're
it's
difficult,
but
I
mean
this
was
something
that
teachers
gave
feedback
on
last
year
and
we
tried
to
involve
them
throughout
that
process.
And
so
what
what
has
been
nice
is
they're
implementing
it
they're,
giving
their
best
efforts
as
you
go
through
that
we
find
that
there's
some
areas
we
need
to
supplement
our
own
and
then
there's
some
areas
that
they
think
does
a
really
good
job.
So
I
would
say.
I
Overall,
it's
positive
doesn't
mean
it's
been
without
our
challenges,
but
one
thing
I
did
I
want
to
make
sure
I
understand
when
we're
looking
at
that
data.
So
so
we
might
have
a
benchmark
where
that's
on
skills
that
were
taught
for
the
second
quarter
and
and
the
Pass
rates
may
reflect
just
that
with
Savas.
It's
really
measuring
growth
throughout
the
year.
So
this
is
where
they
are
in
relation
to
where
they
should
be.
I
So
it's
a
little
bit
different
data,
and
so,
like
I,
said
in
high
school
they've,
actually
improved
quite
a
bit
on
face
value.
It
looks
kind
of
rough,
but
at
the
same
time
there
is
growth.
L
J
To
keep
growing
I
just
want
to
make
sure
that
they
are
liking,
it
and
they're.
You
know,
because
if
it's
tough,
if
they
think
there's
something
that
might
be
better,
that
you
may
get
better
results,
the
question
you
had
brought
up
the
division
support
plans
and
you
had
said
that
there
were.
Can
you
go
into
again?
The
things
that
were
offered
was
that
offered
to
schools
specific
or
to
teachers
individually.
I
A
little
bit
of
everything
it
really
depends
and
what
I
mean
by
support
plans
is
that's
something
the
team
discusses
internally.
We,
we
obviously
are
looking
at
data
right
away
and
we
just
talk
about
what
we
can
do
and
and
our
goal
is
to
be
strategic.
Obviously
we
have
a
lot
of
schools
and
we
want
to
make
sure
we
have
maximum
impact
on
our
student
achievement
so
we're
we
are
targeting
schools.
I
As
we
look
and
say
well,
this
grade
really
struggled
in
this
subject:
supervisor:
can
you
meet
with
the
principal
or
can
you
go
to
department
meetings
and
so
some
schools?
It's
regularly
were
at
department
meetings,
some
schools,
it's
on
request.
We
do
have
a
number
of
teachers
reaching
out,
and
so
it
could
either
by
be
by
request.
It
could
be
because
principals
have
asked
us
to
go,
or
just
our
supervisors
have
told
us.
You
know
I
think
this
teacher
might
need
some
support.
I
J
So
I
just
want
to
make
sure
we're
creating
an
environment
where,
if
a
teacher
feels
like
they
need
something
they're
like
hey
I
looked
at
this
I
I
think
I
should
be
doing
XYZ
we're
all
getting
together
with
the
the
principals
are
getting
together
with
them
and
coming
up
with
action
plans
on
how
we
can
get
okay.
So.
G
Our
level
of
involvement,
we
talked
a
lot
about
tier
two
and
tier
three
Dr
Woodford.
Maybe
you
can
elaborate
a
bit
more
on
what
supports
we
provide
from
our
instructional
team
for
schools
that
have
a
demonstrated
history
and
need
for
more
supports
than
all
schools.
For
instance,
when
we
go
into
a
school
for
that's
in
school,
Improvement
right.
M
So
we
have
several
schools
in
school
Improvement
and
several
schools
that
are
we're
monitoring
and
we
actually,
as
Dr
Trosper,
said
Dr
Calvert,
myself,
Dr
Trosper,
Dr,
Cornett,
Mrs,
Robertson,
Mrs
Jennings.
We
actually
had
those
principles
in
and
we
had
their
data
and
we
were
looking
at
their
mid-year
csip
and
we
asked
them.
You
know
we
see
some
concerns
here.
What
are
you
doing?
What
do
you
need
from
us?
We
did
10
meetings
back
to
back
and
we
had
some
great
conversations
with
principals,
so
we
do
internally
have
some
levels
of
concern.
M
You
may
remember
earlier
we
shared
that
we
have
those
tier
three
schools
that
are
really
struggling,
we're
concerned
about
whether
they're
going
to
continue
to
make
accreditation
and
each
of
us
on
the
executive
team
and
the
the
senior
instruction
team.
We
are
all
assigned
as
a
mentor
to
that
school.
So,
for
instance,
my
school
I
specifically
looked
at
grade
level.
Data
I,
specifically
looked
at
weaknesses
and
I've.
Had
that
conversation
with
the
principal?
What
supports
does
this
teacher
need
because
I'm
looking
directly
at
their
pal
scores?
M
So
it
can
be
really
deep
and
I
think
the
fact
that
each
of
us
are
connected
to
a
school
and
we
focus
there.
We
can
give
that
one-on-one,
and
sometimes
we
say
it's
not
an
option.
I
mean
like
there
are
some
teachers
who
may
not
realize
they
need
help,
especially
our
brand
new
teachers.
They
want
to
do
well,
they're
trying
their
best.
We
don't
want
to
discourage
them,
but
sometimes
it's
just
simply
alignment
and
so
I
do
think
we
do
offer
some
very
individualized
support
and
I
hope.
I
answer,
Dr
Bergen's
question
pulling.
G
Group,
if
I
can
just
add
I,
yes
to
all
of
that
and
I
want
this
to
come
across
as
it's
intended.
We
are
walking
with
our
principals
and
teachers.
We
are
there
with
them
in
their
leadership
team
meetings.
We
are
there
at
the
professional
development
session
if
we're
not
leading
we're,
also
participating
and
then
I'm
visiting
with
principals,
to
ask
about
the
supports
they've
received
and
is
there
anything
else
that
didn't
come
up
that
they
thought
about?
G
After
the
fact
additional
supports
we
can
provide
because
it's
our
expectation,
every
school
will
be
accredited
and
that
our
students
will
be
successful
in
the
standards
of
learning
assessment.
So
this
is
one
indicator
that
in
mid-year
assessments
we
have
some
mid-course
corrections.
We
need
to
make
and
we're
ensuring
we
are
making
one.
M
Thing
I'd
like
to
add
that
we
have
talked
about
as
an
instructional
team
and
Dr
Calvert
and
her
team
are
part
of
that.
Is
we
recognize
as
Educators
that
we
ourselves
need
to
remain
educated
on
best
practices
and
we've
been
talking
about
not
just
the
one-time
PD
that
lasts
for
a
couple
of
hours,
so
we
are
looking
at
partnering
with
the
University
of
Virginia,
the
University
of
Lynchburg
to
get
courses
for
our
teachers
in
the
areas
we're
struggling.
The
science
of
reading
has
become
very
important.
M
We
want
to
offer
our
teachers
three
credit
courses
in
in-depth
study
of
reading
in-depth
study
of
math
concepts.
We
used
to
do
that.
I
know
Ms,
Harrison
and
Dr
Mueller.
Remember
number.
We
used
to
offer
that
and
the
pandemic
got
us
away
from
that.
So
we
were
re-looking
at
that
and
partnering
with
our
universities
to
give
our
teachers
that
content
knowledge
that
will
make
them
better
and
will
support
them
in
the
classroom.
That.
J
Year
and
a
half,
we
dug
ourselves
a
pretty
big
hole
and
you
guys
are
working
really
hard
with
with
all
our
teachers
and
and
everybody
around
the
table
to
to
pull
them
a
lot.
So
it's
like
we
have
to
like
double
down
or
triple
down
to
get
them
where
they
should
be.
It's
it's
a
big
effort,
but
thank
you
for
undertaking.
It.
A
Sorry,
that's
fine,
just
I
just
want
to
make
a
couple
of
comments.
First
to
some
of
Dr
Bergen's
comments
regarding
the
vdoe
and
this
mid-year
assessment
that
we
had.
We
knew
about
this.
It
wasn't
a
surprise.
I
think
the
public
needs
to
know
this
wasn't
a
surprise.
We
knew
two
years
ago
there
was
going
to
be
a
beginning
of
the
year
Sol
and
end
of
the
year
and
then
the
following
year,
which
would
have
been
this
year.
There
would
be
a
mid-year,
so
we.
A
The
other
thing
I
want
to
say
is
you
made
a
comment
about
principles
about,
or
maybe
Mr
Trosper
did
not
having
alignment
of
the
curriculum
to
plans
that
you
know,
teachers
didn't
necessarily
follow
the
pacing
guide
or
the
alignment.
So
my
question
is
principles
used
to
be
required
to
look
at
plans
on
a
very
regular
basis,
which
included
looking
at
alignment
and
making
sure
that
teachers
were
on
pace,
so
is
that
still
going
on
and
if
it
isn't,
why
isn't
that
going
on
because
that
would
have
been
caught?
G
A
G
A
G
Our
expectation
is
that
they
are
checking
that
they
are
aware
of
Dr
Maley,
aware
of
the
pacing
and
are
looking
to
make
sure
that
their
teachers
are
pacing.
They
are
the
instructional
leaders
in
their
building.
Sometimes
Dr
mealy,
our
teachers
push
back
and
say,
but
we're
the
experts
and
we
can
Pace
as
we
want
to,
and
we
can
determine
the
order
in
which
we
want
to
teach
things
well.
A
L
A
Objectives
to
be
ready
for
that
Benchmark
yeah.
So
if
you're
saying
yes
that's
happening,
then
how
did
we
have
teachers
who
didn't
then?
If
principals
are
doing
it,
then
how
do
we
have
teachers
who
didn't
meet
those
criteria
and
weren't
ready
for
the
Benchmark?
As
one
of
you
I,
don't
remember,
which
one
of
you
said
that
that.
G
Was
my
question
I
think
we
both
said
it
and
I've
heard
principals
reflect
on
that
when
I'm
speaking
with
them
is
that
in
past
years,
Susan
you'll
know
when
you
were
teaching
that
we
had.
We
developed
our
benchmark
assessments
with
teachers
and
principals.
They
knew
what
we
were
assessing
at
what
point.
In
the
year
we
were
assessing
it
and
we
didn't
signal
to
our
teachers
that
we
were
assessing
what
standards
we
are
assessing
in
the
middle
of
the
Year,
according
to
the
pacing
guide,
and
so
whatever.
G
However,
they
had
been
teaching
in
the
order
they
had
been
teaching.
Previously
they
were
teaching
and
then
we
announced
well
we're
going
to
be.
We
had
already
developed
these
pacing,
we
had
already
developed
the
assessments
based
upon
the
pacing
guides,
and
so
for
some
of
our
teachers.
It
was
like.
Oh
I
was
going
to
teach
that
in
the
in
the
you
know
the
very
next
week
or
the
following
month.
G
So
the
if
we're
going
to
give
mid-year
assessments-
and
we
are
going
to
continue
to
give
mid-year
assessments,
we
need
to
make
sure
moving
forward
that
teachers
and
students
and
principals
know
what
are
the
standards
we're
assessing
and
that
they
are
matched
to
the
pacing
guide
and
that
we're
assessing
the
standards
of
which
the
children
have
been
taught.
In
some
cases,
we
do
believe
the
children
didn't
perform
well
because
they
had
not
yet
received
that
instruction.
A
B
K
L
P
O
B
B
O
O
Chair
members
of
the
board,
an
amazing
run
of
success
continues
for
Jefferson
Forest
High,
School's,
Cavalier,
theater
and
Dr
Bergen
Madam
chair.
Please
feel
free
to
come
forward
since
2012
the
program
has
put
together
eight
District,
Champions
five
region,
Champions,
four
state
second
place
finishes
and
three
state
championships.
O
L
O
O
L
O
O
Okay,
something
else
happened
in
great
timing
and
we
are
including
it
in
recognition
tonight.
Last
year,
Cavalier
theater
were
state
champions
and
just
within
the
past
few
days,
their
state
championship
rings
have
arrived,
and
tonight
we
present
the
members
of
that
team
who
still
remain
with
their
rings
and
recognize
them
once
again.
Bridget
spangenberg.
L
O
Virginia,
governor
Glenn
young
has
proclaimed
February
as
school
board
appreciation
month.
Tonight
we
take
time
to
recognize
Bedford,
County
school
board
members
who
exemplify
local
citizen
control
and
decision-making
in
education.
They
put
forth
large
amounts
of
their
time
and
in
a
measurable
amount
of
energy
each
year
to
assure
that
our
schools
are
providing
the
best
education
possible.
O
The
staff
of
our
school
division
is
taking
this
moment
to
tell
our
board
members.
Thank
you
for
caring
and
hope
that
members
of
the
public
will
do
this
as
well.
Certificates
from
vsba
are
at
your
places,
along
with
a
token
of
appreciation
from
staff,
which
is
what
I
was
going
to
call
a
personalized
BCPS
carrier
papers
around
in
thingy,
but
Dr
Woodford
texted
me
earlier
tonight
and
said:
please
don't
forget
the
portfolio.
So
if
you
hold
those
up,
that's
what
a
portfolio
looks.
O
And
also
board
members,
during
the
month
of
February
and
at
your
places
you
will
see
we
join
the
nation
and
celebrating
the
achievements.
Contributions
and
impact
CTE
programs
provide
CTE
programs,
help
prepare
students
for
high
skill,
High
wage
and
in-demand
careers,
Mr
T,
Fox
Bedford
County
teacher
of
the
year
and
his
students
wanted
to
do
something
special
for
each
of
you
during
CTE
month.
As
a
thank
you
for
your
continued
support
of
CTE.
Please
accept
this
gift
that
you
see
before
you
as
a
token
of
appreciation.
O
The
coffee
grinder
is
hand
crafted
by
the
students
in
Mr,
Fox's
classes,
I'm
sure
and
I'm,
hoping
that
a
few
of
you
will
put
that
on
display
for
the
audience
Mr
Fox's
class
is
at
JF,
it's
a
fully
functional
machine
and
they
hope
you
think
of
all
the
amazing
work
done
by
CTE
students
in
Bedford
County.
O
When
you
start
your
morning
using
your
handcrafted
custom,
coffee
grinder,
your
continued
support
of
CTE
makes
it
possible
for
students
to
learn
these
skills
that
translate
to
college
and
the
workforce,
and
thank
you
again
for
all
that
you
do
and
for
helping
me
by
putting
it
on
display
foreign
and
finally,
February
is
also
School
Board,
a
clerk
appreciation
month
across
the
Commonwealth
tonight.
We
recognize
Mrs
Diana
Johnson
for
all
that
she
does
throughout
the
year
for
the
board.
There
probably
is
no
better
school
board
clerk
in
the
state
of
Virginia.
O
O
L
O
O
B
B
Moving
on
to
item
6.03
public
comment,
public
hot,
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
remember
that
this
is
a
public
meeting
and
we
expect
all
speakers
to
refrain
from
any
foul
profane,
abusive
or
hateful
language
during
their
comments
or
at
any
time,
while
in
attendance
at
this
meeting.
We
also
ask
that
speakers
keep
their
remarks
objective
and
about
the
school
of
nature.
Please
keep
all
comments
limited
to
matters
related
to
the
public
schools
and
any
comments
that
are
harassing
are
amount
to
a
personal
attack
against
any
identifiable
individual.
Whether
board,
member
staff
or
student
are
having
the
potential
to
cause
unnecessary
delay
or
disruption
to
this
meeting
are
prohibited.
B
Mr
Edwards
will
also
serve
as
timekeeper
for
accumulative
40-minute
period
when
Mr
Edwards
four
minute
timer
Bell
Rings.
Please
discontinue
speaking
and
allow
the
next
person
in
line
to
come
to
the
podium.
Should
you
be
unable
to
finish
your
comments?
Please
send
or
give
them
to
Ms
Johnson.
Everyone
knows
who
she
is
now
and
she
will
give
them
to
the
board
members.
S
S
S
S
After
all,
since
any
decision
to
allow
satanic
temple
anywhere
would
be
controversial
and
lead
to
divisiveness
is
imperative
that
imperative
that
the
school
board
should
have
a
public
hearing
that
way,
Prudence
should
be
could
be
taken,
including
notifications
to
the
parents
and
for
guidance
of
the
activity,
whether
student-led
or
faculty,
sponsored
also
what
club
is
currently
functioning.
That
gives
the
impetus
for
the
satanic
temple
to
be
here.
S
Nothing
is
clearly
delineated
or
defined
as
to
how
monies
would
be
returned
due
to
unforeseen
circumstances
like
weather
and,
though
I'm
not
attending
I,
think
it's
an
overwhelming
affront
to
parental
rights.
To
have
to
prove
that
you
are
your
child's
parent.
If
entering
the
event,
what
of
the
movie
FernGully?
S
S
Why
does
this
religion
that
no
one
can
discriminate
against
need
the
money
if
this
is
a
religious
organization
and
their
causes
are
charitable?
Why
the
charge?
The
answer
is
simple.
The
satanic
temple
is
a
cult.
They
obviously
don't
care
if
they
use
symbols
of
the
occult
on
brochures,
instruction
and
indoctrination
materials,
merchandise,
clothing
and
the
like.
S
Clearly,
all
the
visuals
from
what
we
see
as
advertised
to
what
we
see
when
any
parent
chooses
to
dig
the
deepest
darkest
reaches
of
the
satanic
World
online
is
to
is
to
provoke
those
with
common
decency
and
sensationalize
their
organization
to
Garner
media
attention,
as
Everett
said,
to
Chesapeake's
Channel
10,
wavy,
December,
2nd
report,
we
like
to
go
to
schools
where
there
are
other
religious
clubs
operating.
We
do
know
that
we
want
to
cause
a
stir.
S
Doesn't
the
satanic
temple
believe
in
their
message
and
deeply
held
religious
beliefs
to
have
enough
compassion
for
children
and
take
their
organization
into
all
schools,
regardless
of
whether
other
clubs
are
there
I
guess
in
their
mind
the
40
hours
a
week
that
they
that
children
are
under
the
onslaught
of
Godless
secular
humanism?
Just
isn't
enough.
S
When
parents
allow
you
to
provide
for
the
Scholastic
education
of
their
sons
and
daughters,
regardless
of
federal
statutes
and
finishing
I
promise,
which,
thankfully,
we
see
being
overturned
and
overruled
in
various
forms,
it
would
be
a
blunder
for
our
school
board
to
shirk
their
duties
to
his
citizens
long
after
all
of
you
have
retired
and
moved
on
life.
The
effects
of
this
cold,
sincipient
and
diabolical
nature
of
infecting
school-aged
kids,
who
have
extremely
impressionable
Minds,
will
have
a
lasting
and
negative
impact.
S
T
Good
evening,
I'm
Janet
Roby
I
live
in
District
six.
Thank
you
for
the
opportunity
to
speak
to
you
tonight
and
it's
like
coming
home.
We've
been
in
Bedford
35
years
plus
in
my
two
children
graduated
from
here.
So
this
is
bringing
back
a
lot
of
memories.
I'm
a
long
time
volunteer
with
concerned
women
for
America
concerned.
Women
for
America
has
a
rich
history
of
over
40
years
of
impacting
culture
and
advocating
for
policies
that
promote
and
protect
families.
T
I
have
for
each
board
member
and
for
Dr
Bergen
a
copy
of
sexual
exploitation,
which
was
a
project
of
concern,
women
for
America
written
in
2022,
and
this
has
been
distributed
throughout
college
campuses
and
used
for
young
women
for
America.
It
covers
the
foundation
of
sexual
exploitation,
sex
trafficking,
pornography
and
the
Fallout
of
a
sexual
Society.
T
I
believe
you'll
find
this
resource
very
educational
and
thought
provoking
after
a
review
I
ask
that
you
pay
close
attention
to
section
3,
which
covers
the
Fallout
of
a
sexual
Society
I.
Thank
you
for
your
service
to
your
to
our
community
for
serving
on
the
board
and
I.
Want
you
to
know
that
concerned.
Women
for
America
has
chapters
throughout
the
United
States
and
there's
a
couple
in
Bedford
County
and
we
rarely
pray
for
you
on
a
monthly
basis.
T
I'd
like
to
conclude
my
remarks
by
quoting
a
few
lyrics
from
a
song
that
I
heard
recently
that
spoke
volumes
to
me.
I
just
want
to
speak
the
name
of
Jesus
over
every
heart
and
every
mind
because
I
know
there
is
peace
with
your
presence.
I
want
to
speak
the
name
of
Jesus
till
every
dark
addiction
starts
to
break
declaring.
There
is
hope,
and
there
is
freedom.
T
U
My
name
is
Mary
Catherine,
Bennett
and
I
live
in
District
Five
and
that's
a
hard
act
to
follow.
So
let
me
just
try
my
best.
My
name:
I'm
Mary,
Catherine
I
have
a
son,
Ronan
and
Ronan
goes
to
New,
London,
Academy
and
many
a
times.
People
come
in
and
talk
about
concerns
and
everything
and
I
really
just
want
to
start
off.
By
saying
how
much
we
have
loved
New,
London
Academy
from
the
principal
Mr
Abe,
how
he
greets
every
student
and
knows
all
of
their
names.
U
I've
seen
him
cut
the
student's
food
up,
so
it's
easier
for
them
to
eat,
to
the
the
teachers.
Ronin
started
off
in
the
general
education
schools
and
he
had
Courtney
debrango
and
that
woman
is
amazing.
She
is
kind
and
she
is
loving
and
the
way
that
the
kids
listen
to
her
is
amazing.
Ronin
has
special
needs,
so
he's
had
OT
and
he
said
PT
and
he's
had
speech
therapy
and
you
know
ABA
and
all
of
them.
U
But
you
know
he
loves
his
Miss
Jenny
and
he
loves
his
Miss
Tyree
and
you
know
he
loves
his
I.
Have
all
my
names
written
down,
because
it's
so
important
to
me,
Jennifer
Faust,
who
took
in
I
think
she
does
the
special
education?
She
you
know
did
the
interview
for
me
to
get
in
and
last
month,
Ronan
I
guess
it
was
December.
He
got
a
new
diagnosis.
U
It
just
makes
life
different
and
I
can
tell
you
right
now
that
I
could
not
be
doing
what
I'm
doing
and
seeing
the
growth
in
my
son
with
all
of
his
challenges,
if
it
wasn't
for
the
staff
at
New
London
from
the
principal
all
the
way
down
to
the
bus
drivers,
Mr
Dan
called
me
on
a
Friday
night
and
said:
I
need
you
to
take
Ronan
outside
I'm.
Thinking
is
everything:
okay
and
he
said
I
know,
Ronan
loves
the
moon
and
the
Moon
is
beautiful
tonight.
U
He
took
the
time
to
call
me
because
he
knew
that
my
son
loved
the
Moon.
Those
are
huge,
so
you
are
hiring
and
you
have
wonderful
people
in
your
schools
and
I
am
coming
here
to
say
thank
you
to
keep
doing
the
good
work,
because
this
mama,
and
so
many
of
the
other
moms
and
dads
that
I
talk
to
a
lot
are
so
grateful.
So
this
is
specific
for
New
London,
but
I
am
coming
to
you
because
there
are
some
concerns
that
I
also
have
as
a
parent
when
I
go
there.
U
One
of
the
things
I
noticed
is
the
bricks
they're
almost
black,
so
they
just
really
need
a
good
power
washing.
You
know:
I
I'm,
not
a
good
power
washer,
but
I'll
volunteer
my
time.
If
someone
teaches
me
how
to
do
it,
the
gutters
need
to
be
cleaned.
Those
are
all
simple
maintenance
things,
one
of
the
things
that
I
have
seen
with
a
lot
of
them.
I
think
you
know
I've
seen
a
lot
with
Liberty
High
School
is
maintenance.
U
We
want
to
be
good
stewards
of
the
buildings
that
we
have,
and
sometimes
that
means
just
doing
more
and
maybe
it
needs
to
be
a
community
event.
I,
don't
know
I'm
glad
y'all
are
up
there
and
not
me
making
these
decisions,
but
those
are
some
of
the
things.
The
other
things
is,
for
instance,
my
son
struggles,
and
there
are
three
wheelchair
bound
students
at
New,
London,
Academy
I
would
love
to
see
an
Adaptive
playground
at
New
London.
U
You
know
just
now,
ronan's
able
to
he's
seven
years
old
and
just
now
he's
able
with
help
to
get
onto
a
swing
and
again,
there's
there's,
there's
challenges
and
I
would
love
to
see
that
also
there's
a
lot
of
special
needs
students
and
there's
not
a
lot
of
staff
that
I've
noticed
they're
being
very
spread
thin.
U
So
again,
I'm
coming
to
you,
I
don't
have
the
solutions,
but
I
am
wanting
to
make
you
aware
that
they
can
continue
to
do
those
good
job
and
I
can't
even
imagine
how
much
even
a
better
job
they
would
do
if
they
had
some
more
resource
resources
like
Paris
and
things
like
that.
So
that
is
all
I'm
here
to
say,
because
I
am
very
grateful
and
I
have
a
whole
list
and
I
probably
missed
a
lot
of
my
names,
because
Ronan
remembers
it.
U
Oh
and
that's
another
thing:
the
resource
teachers,
okay,
resource
teachers,
they're,
apparently
being
split
up
between
the
larger
middle
and
elementary
schools.
We
really
need
full-time
I,
saw
the
whites
up
here
and
I
know
that
they
do
a
great
job
with
the
theater
and
arts
is
important,
even
from
the
the
small
with
tactile.
U
V
V
V
This
campus
is
their
workplace
and
this
campus
is
as
much
outdoor
space
as
it
is
indoor
imagine
walking
in
the
library
and
there
being
cracks
in
the
floors,
paint
chips
everywhere,
mold
growing
on
the
walls,
the
ceiling
leaking
and
water
pulled
in
the
floor.
That
would
not
be
tolerated.
There's
technology
and
Furniture
in
there
to
protect
outdoor
is
the
only
thing
to
protect
our
students.
V
Aren't
our
students
enough
for
this
board
to
take
action
that
needs
to
be
taken.
We
often
think
of
safety
in
terms
of
the
prevention
of
violence.
We
have
invested
in
school
resource
officers.
We
subject
our
students
to
active,
shooter
drills.
We
hire
staff
to
handle
School
discipline
for
children
who
create
unsafe
circumstances
for
their
peers.
Safety
is
also
Environmental.
V
V
The
safety
of
our
students,
faculty
and
staff
has
been
neglected
over
the
past
20
years,
and
the
impact
is
significant
facility.
Safety
and
beauty
is
deeply
connected
to
enrollment
numbers,
which
is
continuing
to
decline
at
Liberty
High
School
enrollment
numbers
are
directly
connected
to
resources.
We
are
in
a
vicious
cycle
of
neglect
and
decline.
V
V
59
years
have
passed
and
we
are
patching
and
not
improving.
So,
yes,
while
it
is
most
visible
tonight
in
the
physical
space,
it
is
just
as
real.
In
the
Unseen
spaces
of
our
staff
and
students
sense
of
pride,
we
are
asking
you
to
show
them.
They
are
worth
the
investment
it
takes
to
provide
them
with
a
campus
that
will
help
them
Thrive
every
day.
V
We
are
past
the
point
where
the
cost
of
inaction
or
insufficient
action
outweighs
the
cost
of
action.
Please
can
consider
the
cost
of
doing
insufficient
work
twice,
compared
to
completing
a
necessary
job
once
please
choose
option
two
or
option
three,
as
these
are
the
smarter
two
of
the
three
choices
in
the
long
run.
V
Everyone
in
this
room
has
power.
You
have
the
power
to
correct
two
decades
of
dis,
repair
and
neglect,
putting
this
high
school
and
its
students
on
a
path
to
safety,
Health,
pride
and
growth.
You
were
voted
in
those
seats
because
your
community
trusted
you
would
do
that.
We
have
power
too.
Our
power
is
in
our
influence,
our
speaking
our
writing
of
letters
and
in
our
vote
we
are
asking
you
to
please
make
the
right
choice
for
Liberty
High
School.
It's
time.
V
W
Good
evening
Madam,
chair
and
board
members,
my
name
is
Henry
Cantrell
and
I
live
in
District
Seven
I'm,
serving
on
the
Bedford
Primary
School
PTA,
as
vice
president
or
my
son,
currently
attends
in
your
proposed
budget
and
capital
Improvement
plan.
Please
consider
the
following
for
the
school,
safe
playground,
equipment
and
fencing,
consistent
transportation
and
bus
schedules
and
the
construction
of
a
gym.
We
understand
that
hazardous
playground
equipment
will
soon
be
removed
from
Bedford
primary
school,
but
there
is
no
plan
to
replace
the
equipment.
W
W
We
also
request
that
fencing
around
the
playground
be
added
to
protect
the
children
from
dangerous
dogs
and
to
keep
the
children
away
from
the
roads.
Please
make
safe
playground,
equipment
and
fencing
a
priority
in
your
budget.
We
ask
that
you
address
the
lack
of
bus
drivers
or
backup
drivers
these
last
minute
route.
Council
cancellations
are
extremely
difficult
for
working
parents
to
complicate
the
matter
when
bus
routes
are
canceled,
the
drop-off
pickup
lines
are
even
longer
than
usual.
W
The
culture
must
change
in
Bedford
County,
Public
Schools,
regarding
transportation.
To
start
with
bus
driver
retention,
recruitment
is
an
immediate
need.
Without
bus
drivers
bringing
students
safely
to
school,
most
children
would
have
no
opportunity
to
receive
an
education.
Drivers
need
to
feel
valued
and
be
compensated
appropriately.
W
Please
make
consistent
transportation
and
bus
schedules
our
priority
in
your
budget,
as
I
mentioned,
the
children
at
BPS
currently
use
a
dual
purpose:
cafeteria
and
gym
for
eating
meals
and
Recreation.
Using
the
cafeteria
as
a
gym
is
a
safety
issue.
Cafeteria
tables
and
chairs
are
stored
along
the
walls
during
gym
during
gym
use
and
could
easily
fall
on
a
child
or
staff
member.
The
excellent
janitorial
staff
has
the
extreme
pressure
of
working
quickly
to
clean
up
cafeteria
spills,
so
children
will
not
fall
on
a
wet
floor
during
gym
class.
W
W
B
X
Mrs
Shayna
Cruz
has
made
this
a
place
for
me
to
find
myself
and
to
connect
with
others,
but
that
isn't
just
for
me
I'm
here
speaking
on
behalf
of
every
other
student
who
walks
through
those
doors.
But
that
isn't
the
point
of
my
being
here
I'm
here
to
talk
about
the
fact
that
in
the
past
few
months,
myself
and
other
students
within
the
program
have
seen
things
at
other
schools
that
we
don't
have
here,
not
because
we
don't
want
it,
but
because
we
do
not
have
enough
funding
to
afford
those
things.
X
We
have
traveled
for
competition
and
have
been
to
other
schools
to
watch
performances,
and
here
are
just
a
few
things.
We've
seen
there
that
we
don't
have
here.
Advanced
technical
access
like
Lighting
and
Sound
dressing
rooms,
lights
in
the
aisles
for
safety
purposes,
flying
systems,
Cyclorama
and
comfortable
seats
in
the
auditoriums
of
other
schools.
X
We
as
a
program
fundraise,
but
it
still
just
isn't
enough
when
considering
things
like
the
cost
of
production
rights,
Customs
costumes,
props,
set
pieces
and
Painters.
We
just
don't
have
enough
I'm
here
to
talk
about
Equity
or,
more
specifically,
the
lack
thereof
after
school
activities
are
meant
to
be
a
place
for
kids
to
express
themselves
and
to
put
hard
work
into
things
they
care
about
shouldn't.
X
X
While
we
do
appear
special,
it's
magical
and
we'd
like
to
be
able
to
do
more
I
hope
you
take
into
consideration
what
I've
said
and
I
would
like
to.
Thank
you
for
your
time.
I
know
this
may
sound
like
we're
asking
a
lot,
but
this
building
has
been
here
since
the
60s
and
has
not
been
renovated
since
then,
and
me
as
well
as
other
students,
believe
that
it's
overdue
for
an
upgrade.
So
thank
you.
X
R
Hello
again,
it's
me
Sarah
Mayhew,
again,
district
7
parent
of
three
Liberty
Zone
students,
I'd
like
to
thank
those
of
you
who
came
out
for
the
tour
today.
It
means
a
lot
to
our
community
that
you
care
enough
to
First
respond
to
the
invite
and,
secondly,
to
attend.
I
hope
that
you
could
see
some
of
what's
Happening
I
come
to
you
again
with
my
concerns
for
Liberty
schools
facilities,
specifically
the
awnings,
as
well
as
the
sidewalks
and
the
lighting
I
understand
that
you
are
choosing
or
leaning
towards
option.
R
One
I
think
I
can
speak
for
many
in
our
community
when
I
say
we're
sorely
disappointed
in
that
choice.
Option
one
is
a
mere
Band-Aid
as
quoted
in
the
architect
firm
study.
This
option
may
not
be
a
hundred
percent
effective
need.
I,
say
more.
According
to
the
study,
prices
are
quoted
as
982
000
for
option
one
1.5
for
option
two
and
2.4
million
for
option
three.
R
They,
the
financially
responsible
option,
would
be
at
least
option
two
where
we
are
covering
with
material
that
will
last
and
not
need
repainting
between
applying
a
Band-Aid
with
option
one
and
fixing
it
permanently.
We
with
at
least
option
two
there's
a
difference
of
500
and
some
change
thousand
when
you
consider
the
longevity
and
end
result
of
both.
That
is
nothing.
R
Currently,
our
faculty
and
staff
are
chasing
large
paint
chips
across
campus
that
are
floating
around
according
to
the
current
CIP,
Liberty,
isn't
slated
for
painting
until
2028..
Really,
besides
the
paint
Factor
the
study
States
set
for
option,
one
Scopes
would
have
to
be
run
down
all
the
piping
and
the
drains
to
see
if
they
work
and
if
they
don't
what,
then,
where
will
you
run
the
drains
and
the
piping?
And
how
much
is
that
additional
cost
to
be
clear?
These
awnings
are
number
one,
a
security
concern.
R
There
are
large
chunks
missing
out
of
many
of
them.
What
happens
when
a
cement
chunk
falls
on
a
student's
head?
In
addition,
they're
covered
in
mold
as
quoted
from
the
epa's
website
potential
health
effects
associated
with
mold
exposure
may
include
irritation
to
the
eyes
skin,
nose,
throat
and
lungs
of
both
mold
allergic
and
non-allergic
people,
insensitive
individuals.
Allergic
reactions
can
be
caused
by
breathing
in
or
touching
mold
dead.
Mold
may
still
cause
allergic
reactions
in
some,
so
it
is
not
enough
to
Simply,
kill
the
mold
and
leave
it
there.
The
mold
must
be
removed.
R
R
I'm,
not
asking
for
Golden
walls,
we
just
need
what
is
safe
and
effective
for
the
kids
I'd
like
to
give
a
hats
off
to
principal
Tucker.
He
continues
to
do
an
outstanding
job
with
what
he's
been
given
to
deal
with,
but
they're
simply
the
awnings
are
simply
out
of
date
and
ineffective.
If
you
watch
the
traffic
flow
at
Liberty
between
classes,
students
constantly
are
pushing
trying
to
miss
running
into
the
columns
which
causes
disruptions
on
the
daily.
R
If
you
also
watch
traffic
in
the
small
area
where
there
are
updated
columns
and
no
columns
in
the
middle
traffic
flows
smoothly,
there's
no
pushing
shoving
and
people
running
into
these.
In
addition
to
the
awnings,
the
black
post
lights
throughout
campus
do
not
work
leaving
over
50
of
the
campus
very
dark.
During
events,
this
is
a
huge
security
risk
and
these
need
to
be
replaced
if
we
leave
sidewalks
to
continually
crumble.
How
is
that
ADA
Compliant?
Are
we
waiting
for
a
formal
complaint?
N
Hi
I'm
Cherie,
Whitehurst
and
I
live
in
District
7.
at
your
last
meeting.
I
shared
that
at
this
false
otter,
River
parent
information
meeting
regarding
redistricting
I
heard
several
parents
say
we
do
not
want
to
be
redistricted.
If
we
are
moved
into
the
Livery
Zone,
our
property
values
will
be
will
decline
because
the
Liberty
zone
is
inferior
in
regard
to
facilities
and
instructional.
Programming
are
also
shared,
that,
for
the
past
10
years,
you've
been
receiving
the
town's
reversion
money,
which
has
amounted
to
more
than
six
million
dollars
a
year
after
10
years.
N
The
total
is
now
up
to
around
60
million.
The
reversion
money
should
be
used
to
help
alleviate
the
disparities
between
the
zones.
To
add
to
what
has
already
been
said
about
facility
needs.
I
would
like
to
provide
information
about
Bedford
Primary
School
in
1968.
I
was
a
student
at
Bedford
primary
school
and
there
was
no
gymnasium
in
1990,
my
oldest
daughter
attended,
Bedford
Primary
School,
and
there
was
no
gymnasium
in
1996.
My
youngest
daughter
attended,
Bedford
Primary
School.
There
was
no
gymnasium
in
2023,
my
grandson
attends
Bedford
Primary
School,
and
there
is
no
gymnasium.
N
For
years.
The
students
have
had
to
spend
their
recess
time
in
gym
time
in
the
cafeteria
when
it
rains
due
to
damp
floors
and
items
stormed
stored
along
the
wall.
This
environment
is
unsafe.
Around
2012,
a
gymnasium
for
Bedford
Primary
School,
had
been
in
the
district's
Capital
Improvement
plan
and
was
in
the
works.
N
N
The
principal
was
even
given
a
copy
of
the
blueprints,
but
without
explanation
the
Bedford
primary
school
gymnasium
was
removed
from
the
district's
Capital
Improvement
plan
and
the
money
was
sent
up
the
road
to
another
school
Bedford
primary
school
is
the
only
School
in
Bedford
County.
Without
a
gymnasium,
the
school
is
a
specialty
school
just
for
primary
aged
children.
N
L
H
Hello,
my
name
is
Jenny
Clark
I'm
in
District,
Six
parent
I'm
shocked
that
our
school
board
would
even
consider
option
one.
We
are
in
a
Band-Aid
state
of
mind
which
needs
to
change.
We
should
be
making
choices
that
will
last
the
test
of
time
and
now
is
the
time
to
get
started
below
I've
listed,
not
what
we
want,
but
what
we
need
to
provide
a
safe
and
successful
environment
for
our
students.
We
need
awnings
that
are
not
only
effective
but
clean,
easy
to
maintain
and
provide
a
pathway
for
students
to
most
easily
travel.
H
We
need
walkways
that
don't
have
columns
in
the
dead
center
so
that
the
students
end
up
pushing
and
shoving
to
get
around
them.
This
has
and
will
always
be
poor
planning
from
1964..
We
need
lights
that
are
from
the
century
that
don't
require
maintenance
to
patch
or
fix
them
every
couple
months
just
to
get
by
and
we
need
more
of
them.
We
need
lighting
that
will
make
Liberty
a
safer
space
at
night.
During
events,
we
need
sidewalks
that
are
crumbled
and
falling
apart.
H
B
Q
Thank
you.
My
name
is
Leanne
egler
I'm
in
District,
Seven
I'm,
also
a
graduate
of
Liberty
High
School
from
many
moons
ago.
I
have
two
children,
one
attends
Liberty,
High
School
and
one
attends
Liberty
Middle
School
I
would
also
like
to
address
concerns
that
I
have
when
I
observe
what
what
I
observe
when
I
come
to
the
Liberty
High
School
campus.
My
idea
is
to
just
focus
on
safety.
Q
I
think
you've
heard
that
but
I'm
going
to
just
reiterate,
I
feel
it
is
a
responsibility
of
our
leaders
to
create
a
safe
environment
for
our
students,
employees
and
the
visitors
that
come
to
Liberty
the
awnings
over
the
walkways
are
leaking
and
crumbling.
As
you
know,
and
especially
moldy
crumbling
of
any
structure
is
a
danger.
All
we
need
is
just
a
chunk
of
that
awning
to
fall
off
and
hit
somebody
in
the
head,
causing
injury
or
somewhere
else.
Q
Q
So
I
don't
know
a
whole
lot
about
mold,
myself
and
I
like
to
do
a
lot
of
research,
so
I
started
doing
some
research
about
mold
and
I
found
some
information
out
from
The
Asthma
and
Allergy
Foundation.
Q
That
said,
that
mold
is
a
common
cause
of
allergy
and
asthma
symptoms,
with
more
reading,
I
found
out
that
mold
exposure
can
cause
even
more
significant
problems
with
people
with
asthma
or
any
kind
of
weakened
immunity,
and
I
am
sure
that
there
are
people
that
are
walking
from
building
to
building
every
weekday
here
on
this
campus,
who
have
some
sort
of
asthma
who
have
allergies
and
who
have
some
sort
of
weakened
immunity.
My
own
daughter
is
one
of
these.
She
takes
a
medication
that
lowers
her
immunity
for
one
of
her
health
conditions.
Q
I
have
educated
many
of
my
patients
on
the
dangers
of
walking
on
surfaces
that
are
uneven,
particularly
with
fall
risk,
especially
when
you
can't
see
clearly
well,
you
may
argue:
well,
that's
just
only
older
people.
They
don't
really
come
on
campus
very
much,
but
I
want
to
ask
you.
How
confident
are
you
when
you
walk
where
you
can
barely
see?
Q
Q
So
I
ask
that
you
consider
fixing
the
lights
fixing
the
sidewalks.
We
need
good
lighting
and
safe
structures,
maybe
you're
only
worried
about
the
students
and
they
they
get
around
just
fine
and
they're
young
and
healthy.
But
what
of
our
students
who
have
physical
disabilities?
Not
just
those
that
maybe
use
wheelchairs,
but
those
are
even
used
crutches
I
have
access
to
plenty
of
equipment,
I'd
be
happy
to
let
you
have
the
limited
experience
here
at
Liberty,
High
School,
let
you
walk
run
around
with
crutches
or
roll
around
on
a
wheelchair.
Q
Q
So
what
would
you
say
to
a
child
who
gets
hit
by
a
chunk
of
debris
or
Falls
in
front
of
their
friends
when
you
didn't
even
support
the
effective
repairs?
I
think
that
would
be
hard
to
answer
so
I'm
asking
for
your
support.
You
have
a
choice
to
delegate
funds
to
fix
these
problems
correctly
and
I
want
to
thank
all
of
you
for
considering
that
support.
Q
B
Ladies
and
gentlemen,
we
have
two
more
people
that
want
to
speak.
I'm
fine,
with
letting
both
of
them
speak
are
y'all
fine.
What's
going
over
at
the
time
a
little
bit.
Okay,
Mr
Dietrich
I
saw
where
you
would
raise
your
hand
and
Mr
Ashwell,
we'll
get
you
right
after
him.
Y
The
issue
was
socialism
and
this
person
apparently
did
not
have
the
right
attitude
about
socialism
and
I
want
to
reiterate
how
Vigilant
you
all
need
to
be
please
in
looking
at
that
issue
as
you
go
forward
in
the
school
board.
There
are
a
lot
of
people
that
are
enamored
with
socialism.
Today
they
have
no
earthly
idea.
Y
Our
former
government
is
based
on
natural
rights
laws
that
apply
to
all
equally
and
constitutional
Authority
and
our
rights
come
from
God
our
maker
socialism
rights
come
from
government
and
you
have
no
rights
under
socialism
and
in
every
place
I
saw
and
visited
the
elite
were
extremely
wealthy.
They
were
powerful,
they
could
go
and
come
wherever
they
wanted
to,
and
it
was
the
average
person
that
lived
just
like
everybody
else.
Y
That's
socialism
and
anybody
that
says
that
Western
Europe
is
a
socialist
Community,
is
wrong
about
that
too.
I
lived
in
the
other
Germany
for
three
years:
the
bundes
Republic
Deutschland,
the
Federal
Republic
of
Germany,
and
that
is
a
free
constitutional
republic.
That's
built
on
natural
law,
just
like
the
United
States
says.
Please,
please
be
vigilant
and
do
not
fall
for
that
lie.
Thank
you.
Thank
you.
Mr
Dietrich.
Z
I
speak
to
you
tonight,
reflecting
back
over
a
number
of
years,
I
graduated
from
this
high
school
in
1968.,
and
it
seems
to
me
that
these
seats
were
a
lot
more
comfortable
in
1968
than
they
are
today.
Z
I
listened
to
the
parents
of
these
Liberty
students
that
talk
about
the
porticos
and
their
Danger
and
as
Mr
Holbrook
pointed
out
a
week
or
two
ago,
I
saw
a
quote
in
the
paper
that
that
he
had
commented
on
the
need
to
fix
them.
I
would
assume
both
at
Stanton
River
as
well
as
here
they
need
some
work.
There's
no
question
about
it,
but,
as
I
listened
to
two
of
the
mothers
speak
about
the
dangers
of
mold
and
mildew.
Z
I
think
about
Stanton
River,
the
auditorium
that
is
a
smaller
version
of
this
that
was
built
a
year
before
this
one
was
built
whose
chairs
are
equally
as
difficult
to
sit
in
I
was
out
there
a
couple
of
weeks
ago
for
the
Hall
of
Fame
festivities,
and
it
seems
to
me
the
doors
out
there,
the
same
doors
that
were
there
in
1995
when
I
left
as
principal
of
Stan
River
during
my
years
at
the
river
when
it
rained,
we
had
enough
water
floating
down
here
next
to
the
stage
that
we
could
float
the
duck
decoys
on
them
and
I
understand.
Z
Z
Z
The
HVAC
system
has
never
been
effective,
it
needs
replacing
and
until
such
time
as
that
system
is
replaced,
you're
not
going
to
fix
some
old
problems
at
Stanton,
River,
High,
School,
I,
don't
know
what
you
got
to
do
to
fix
the
gym,
probably
start
from
one
brick
or
two
I,
don't
mean
the
gym.
I
mean
the
auditorium,
but
just
as
the
student
who
spoke
to
you
all
said
that
the
students
at
this
High
School
deserved
the
same
facilities
and
opportunities
as
at
another
High
School
in
our
County.
Z
B
B
Have
a
motion
from
Dr
Miley
do
I
have
a
second
from
Mr
Daniels
any
discussion,
all
those
in
favor
signify
by
saying
I
I
opposed
a
consent
agenda
is
approved.
Okay.
Moving
on
to
item
eight
we're
gonna
pick
up
with
staff
reports
and
informations
that
weren't
and
information
wasn't
addressed
at
five
o'clock
and
we
left
off
with
Dr
mealy's
questions
regarding
the
second
quarter,
data.
A
Thank
you,
madam
chairman.
First
I
want
to
just
say
thank
you
for
that
presentation.
Dr
Trosper
I
know
that
it
was
very
well
done
and
I
know
that
your
team
is
working
very
hard,
especially
with
interventions
I
thank
the
teachers.
This
has
not
been
an
easy
two
to
three
years
and
I
know
everyone
is
working
really
hard,
so
my
comments
are
not
specifically
directed
at
you
or
or
the
teachers,
but
I
know.
Dr
Bergen
we've
had
several
conversations
about
data
and
last
month,
I
believe
you
said
to
me.
A
You
know
we're
going
to
have
a
lot
of
information
this
month
about
data
and
what
we
got
today
was
basically
about
30
or
32
data
points,
but
we
did
not
in
any
way
discuss
the
performance
of
our
reporting
groups.
Our
subgroups
I
know.
We've
talked
about
that.
You've
said
that
it
was
very
important.
You
said
that
I
would
be
able
to.
This
board
would
be
able
to
get
that
information.
This
board
came
to
consensus
regarding
that
several
months
ago.
A
So
where
is
this
information?
Because
what
we
have
right
now
is
a
30
000
foot
view
of
our
performance.
We
need
to
get
down
to
On,
The
Board
needs
to
understand,
as
well
as
the
public,
where
all
the
groups
are
performing
because
I
think.
If
you
look
at
some
of
the
subgroup
information
just
from
say,
past
Sol
tests,
there
are
things
that
really
jump
out
to
us
regarding
the
performance
of
these
subgroups.
A
G
The
subgroup
information
is
going
to
mirror
very
closely
with
what
you
saw
as
the
overall
Pass
rates,
which
are
very
low
really,
so
a
subgroup
of
very
low
performance
is
going
to
be
very
low,
but
I'm
happy
to
produce
a
report
for
the
for
the
the
school
board
that
we
can
share
by
subgroup.
The
division
level
data
like
we've
shared
tonight.
A
Okay,
so
we'll
have
all
the
subgroups
that'd
be
black
Hispanic,
all
of
the
reporting
subgroups
that
we
would
have
students
with
disabilities,
disadvantaged
students,
English
Learners
students,
Hispanics
blacks.
If
I
didn't
mention
that
white
asian
all
of
the
reporting
groups
that
we
would
have,
we
need
to
have
some
performance
data
with
from
each
of
those
groups,
because
that's
going
to
help
us
as
a
board
understand
better
how
our
students
are
performing
and
and
the
public
how
our
students
are
performing.
A
I
also
am
going
to
tag
on
to
Mr,
Daniels
I
know:
I
have
asked
several
times
to
get
this
information,
also
by
great
by
school,
by
grade
and
by
content
area
and
we've.
Yet
to
see
that
and
again
that
was
a
consensus
from
this
board
that
we
would
have
school
grade
content
area,
because
that's
the
only
way
we're
going
to
see
exactly
where
our
students
are
performing
I
I
think
it
was.
Last
month,
Mr
Hill
made
a
public
comment
about
wanting
to
see
a
20
percent
Improvement
in
the
performance
of
our
students.
A
I,
don't
think
anybody
on
this
board
is
going
to
be
able
to
really
monitor
that
see
that
at
all,
if
we
don't
have
that
kind
of
information,
this
the
data
that
we
got
certainly
provides
some,
but
that's
not
enough
for
us
to
to
look
at
reallocating
resources,
perhaps
or
or
helping.
You
know,
understanding
how
we
might
be
able
to
better
help
the
division.
So
I
think
that
just
needs
to
be
something
that
is
a
constant
moving
forward.
A
A
A
You
know:
do
you
know
which
one's
performing
the
lowest
I,
don't
I
mean
I've
looked
at
past
Sol
data
and
I
can
give
you
an
idea
of
what
I
believe
is
going
on,
but
that
was
that's
really
older
information,
so
I
think
it's
really
important
that
that
is
something
we
get
and
I
hope.
The
board
would
also
provide
consensus
about
this.
Whenever
that
Benchmark
is
given,
you
know
we
need
to
have
that
as
much
as
possible
at
the
next
meeting.
A
B
A
B
A
I
think
that
depends
on
what
what
it's
it
is
I
think,
then
that
gives
us
a
basis
for
asking
more
in-depth
questions
about
what
we
are
doing.
I,
don't
think
any
of
us
are
going
to
be
able
to.
You
know,
that's
not
our
job
to
to
initiate
change,
but
it
is
our
job
to
be
talking
to
instruction
and
Dr
Bergen.
So
like
what
do
you
need
from
us?
Can
we
reallocate
resources
to
you?
How
can
we
improve
this
to
just
get.
A
B
G
G
It's
the
administration's
responsibility
from
me
to
Dr
Woodford,
to
Dr
Trosper,
to
our
instructional
Specialists,
to
understand
by
school
by
grade
by
content
level,
how
our
students
are
performing
and
the
instruction
that
our
teachers
are
providing
and
the
leadership
that
our
principals
are
providing
and
when
we
see
there's
a
need
for
additional
intervention
and
supports
that.
We
will
provide
that
within
the
resources
that
are
allocated
within
the
budget,
which
is
the
responsibility
of
the
board.
G
So
I
do
believe
the
board
and
the
community
needs
to
know
and
hear
from
the
superintendent
and
from
the
school
division,
how
we're
performing
as
a
School
Division
and
that
we're
on
track
and
that
we
have
nothing
but
the
highest
expectations
for
our
students,
which
we
do.
G
We
are
veering
into
a
lane
of
day-to-day
operations
and
oversight.
That
I
would
ask
for
consensus
if
I
report
to
this
board
and
if
this
board
wants
this
level
of
data,
this
specificity
of
data,
then
I'll
certainly
provide
it.
But
I
don't
believe
that
that
is
any
school
board's
role
to
to
be
at
that
level
of
specificity
and
answer
your
question.
Madam
chair.
A
A
Then
the
the
other
thing
is
that
I
think
the
public
has
a
right
to
know
exactly
where
we
stand.
That's
not
teacher
bashing.
That's
that's
a
whole.
That
tells
me
you
don't
have
a
a
healthy
culture
if
you're
gonna.
If
we
can't
look
at
ourselves
and
say
this
is
where
we
need
to
improve
That's,
not
healthy.
A
So
the
looking
at
this
data
helps
us
as
a
board
understand
and
no
one
mentioned
day
to
day,
Mrs
Kirby
just
asked
me,
you
know,
or
you
know,
I
want
to
make
sure
we're
not
veering
into
day
to
day.
This
is
informational
and
I.
Think
when
you,
when
you
start
saying
that
that's
micromanaging
nobody's
micromanaging,
it's
a
matter
of
being
informed,
not
only
the
board
being
informed,
but
the
public
being
informed
and
and
with
the
information
we
have
right
now
we're
not
fully
informed.
J
I
I
think
that
what
you're
driving
at
is
the
level
of
granularity
that
we're
looking
for
helps
us
get.
You
know,
helps
the
public
understand
what
actions
need
to
be
taken
and
I
think
that
that's
that's
the
important
thing
to
find
out
where
we're
over
the
Target
and
where
we're
not
I,
think
that
that's
all
that
it
is
and
saying
this
is
exactly
where
we
are.
This
is
the
subgroups.
This
is
the
schools.
This
is
the
grades.
J
This
is
the
subjects
and
now,
by
the
way,
even
more
so
this
is
now
what
our
action
plan
is.
Not
our
action
plan,
your
guys
action
plan
with
the
teachers
with
the
principals
everybody
pulling
in
the
same
direction,
because
at
the
end
of
the
day,
it's
all
about
the
results
for
our
kids.
That's
what
we're
that's!
What
we're
driving
I
believe!
That's
why
Dr
Miller
is
being
so
passionate
about
this
and
I
would
agree,
so
I
think!
That's
all.
A
B
B
P
Generally,
it's
broad
data.
Well
I'll,
be
honest
with
you:
I,
don't
agree
with
the
whole
thing
of
subgroups
period.
It's
only
the
human
race
and
I
get
some
some
races
or
maybe
discriminated
against
and
and
more
so
than
others,
but
until
we
stop
talking
about
it
and
referring
to
it
as
that,
it's
never
going
to
be
going
away.
So
I
mean
I.
Think
the
broad
day
is
fine.
I
mean
they're,
all
kids,
they're,
all
kids
to
me
so
and
what.
F
B
K
It
is
very
important
I
feel
that
we
as
board
members,
receive
the
data
on
our
subgroups
all
state
and
federal
guidelines.
Regarding
assessments,
it's
certainly
addresses
subgroups,
whether
we
like
it
or
not,
they
exist
and
we
need
to
know
so.
I
stand
with
Mr,
Daniels
and
Dr
mili
that
we
need
this
information.
It's
important
as
school
board
members
that
we
are
informed.
K
We
are
certainly
not
being
critical.
I
know
that
I'm
not
and
I,
don't
believe
the
other
board.
Members
are
being
critical
of
our
instructional
team
at
all.
We
know
the
work
that
you
guys
are
doing
and
we
know
you're
working
hard
and
we
know
that
there's
been
some
very
very
challenging
years,
but
I
want
to
be
informed.
K
B
B
M
I
would
just
like
to
point
just
one
thing
out
to
the
board
and
obviously
we'll
give
you
what
you
wish
for,
but
in
some
of
our
schools,
if
we
break
that
down
to
teacher
at
grade
level,
sometimes
we
only
have
one
teacher
and
if
we
break
it
down
to
students
with
disabilities
in
our
smaller
schools,
or
we
may
be
sharing
confidential
information
because
it
made
some
of
our
schools
are
so
small.
It's
going
to
be
so
I
I
would
like
some
permission
to
not
make
that
information
public,
because
it
would
be
student
identifiable.
A
If
I
had
one
more
is
that
okay
I
just
wondered
if
these
scores
that
we're
seeing
are,
are
and
I'm
going
by
what
I
used
to
know,
which
may
be
completely
outdated.
So
forgive
the
question:
are
these
cut
scores
or
raw
scores.
I
I
M
A
Do
that
right
now
does
then
it
also
include
descriptors
of
that
performance.
I
mean
how
do
we
know
you
know
like
usually
when
you
do
cut
scores,
there's
also
some
sort
of
descriptor
that
differentiates
between
a
student
who
maybe
reached
basic
Mastery
versus
proficient
versus
Advanced
so
are.
Are
we
looking
at
anything
like
that
when
we
do
these
cut
scores
or
do
we
understand
I
mean
there's
a
big
difference?
If
a
class
is
just
basic
versus
a
class
that
may
be
proficient
or
advanced
in.
I
Their
understanding
of
the
content,
it's
more
in
the
classroom,
specific
our
testing
platform,
gives
teachers
reports
on
that
where
we
actually
decided
what
that
range
would
be
based
on
what
you
described.
So
teachers
get
a
report.
What
it
will
tell
the
student
if
they're,
that
tier
one
tier
two
and
tier
three,
and
they
also
that
report
will
tell
them
how
the
class
overall
did
so
there's
some
really
good
data
that
comes
from
the
benchmark
test,
so
so
the
pass
rate's
the
cut
score.
I
K
So
Dr
transfer
I
wanted
to
just
get
some
clarification
on
the
45-day
plan
that
you
mentioned
as
a
step
that
you
guys
are
taking
to
help
get
these
scores
up.
So
can
you
elaborate?
Have
the
principal
started?
Writing
these
plans.
I
K
I
I
M
And
that's
kind
of
a
general
45,
a
lot
of
principals
shared
with
us
they're
we're
going
to
do
a
cumulative
Benchmark
right
before
spring
break
and
so
they're
looking
at
their
data
to
start
when
they
come
back
with
that
remediation
and
they've
already
started
remediation
with
their
remediation
money,
bringing
extra
Personnel
in
we've
used.
Some
additional
cares
act
money
to
give
additional
hours
for
remediation
to
some
of
our
schools
we
have
been
talking
to
you
know.
M
Virtual
Virginia
has
some
good
credit
recovery
courses
that
some
of
our
principals
are
looking
at,
putting
some
of
their
students
in
to
give
them
something
different.
So
it's
kind
of
a
combination
of
all
that
we
call
it
the
45
day
plan
I,
don't
know
that
it's
actually
45
days,
I
mean
the
idea
is
the
last
nine
week
push
but
I.
Think
all
of
our
principals
are
really
thinking
about
that,
especially
after
these
scores.
All
that
we
definitely
met
with
have
been
talking
about
it
with
us.
So.
M
I
Absolutely
based
on
what
the
data
shows
and
our
teachers
are
creating
reviews
lesson
plans
going
back
and
re-teaching
skills
where
the
students
showed
they
need
it,
and,
quite
honestly,
the
most
of
the
schools
that
we've
worked
with
the
ones
in
highest
need.
They
started
that
early
on.
You
know,
after
the
the
first
quarter
date
after
those
the
growth
assessments,
whatever
data
they
have,
they
have
been
using
that
so,
but
that's
typically,
it's
reflected
in
lesson
plans.
They
talk
about
those
in
grade
level,
meetings,
department,
meetings
and
so
on.
K
You
know
just
as
everyone
has
said
here
tonight,
and
it's
no
certainly
no
reflection
on
our
teachers
on
even
on
you
guys
as
an
instructional
team,
but
I
think
we
all
at
least
I
hope.
All
of
the
board
members
here
would
agree
that
the
data
that
we
received
today,
those
that
information
is
disturbing.
K
It's
very
very,
concerning
and
I
hope
that
the
plans
that
you've
put
in
place
this
45-day
plan
and
all
the
other
interventions
and
things
that
you
all
are
working
towards
to
help
bring
up
these
scores
that
we
can
get
them
up
there,
because
it's
it's
just
very
concerning
this
data
information,
where
we
are
very
very
much
so,
and
that
goes
for
all
of
our
students,
every
single
one
of
them
all
across
all
ethnicities.
It's
important
that
all
of
our
students
achieve
that's
all
I
have
Madam
chairman
on
this
topic.
Dr.
B
G
As
you
have
reviewed
this
data
or
as
you're
reviewing
it
with
us
this
evening,
you
are
going
to
notice
some
noticeable
differences
in
the
number
and
in
the
type
of
courses
that
are
available
in
each
of
the
three
high
schools,
both
currently
and
and
historically.
G
There
are
a
number
of
factors
that
are
going
to
contribute
to
this.
Those
would
include
the
size
of
the
campus
and
the
number
of
students
in
the
student
body,
the
interests
of
the
students
within
that
student
body,
as
they
self-select
their
courses
through
the
making
course
selections
through
their
school
counselor
and
whether
or
not
we
have
teachers
with
a
licensure
to
be
able
to
teach
the
courses,
particularly
dual
enrollment.
G
All
that
stated
we're
committed,
as
articulated
in
our
strategic
plan,
to
ensuring
that
there
will
be
college
level
courses
available
to
all
of
our
students
in
all
three
of
our
high
school
zones
and
I
know
that
I
would
hope
you
and,
and
our
public
would
understand,
it's
not
reasonable
that
we're
going
to
duplicate
all
of
the
course
offerings
on
all
three
campuses.
G
So
we're
also
presenting
this
information
tonight
for
the
board's
consideration,
because
we
are
in
the
budget
development
process
and
the
board
has
had
some
conversation
about
wanting
to
understand
what
we
currently
spend
towards
and
what
families
spend
towards
dual
enrollment
and
towards
AP
classes.
So
part
of
the
presentation
tonight
will
be
sharing
with
you
what
the
costs
are
associated
with
with
the
offerings
we
have
in
dual
enrollment
and
and
advanced
placement
courses.
M
Good
evening,
members
of
the
board
tonight
I
would
like
to
provide
some
information
about
the
dual
enrollment
and
Advance
placement
or
AP
courses
in
Bedford,
County
Schools.
But
the
first
thing
I
like
to
do
is
apologize
that
the
data
that
I
loaded
on
board
docs
on
Tuesday
had
some
courses
missing
on
the
advanced
placement
slide.
This
was
updated
yesterday
to
reflect
correct
information
that
I
re-verified
with
principals
and
counselors
and
with
Dr
trosper's
help
yesterday.
So
what
you
do
see
is
correct.
M
M
Dual
enrollment
courses
are
offered
at
all
three
high
schools
and
at
the
Susie
Gibson
Science
and
Technology
Center,
and
at
the
Bedford
and
Lynchburg
cvcc
campuses
we're
going
to
focus
on
the
dual
enrollment
courses
offered
on
our
actual
campuses
that
are
accessible
to
any
of
our
students.
When
courses
are
offered
on
our
campuses,
our
teachers
are
the
instructors
for
the
course
for
them
to
be
an
approved
instructor.
They
must
have
18
hours
of
Master's
level
coursework
in
the
specific
content
that
they
will
be
teaching.
M
M
There
is
tuition
funding
assistance,
though,
for
staff
members
that
want
to
complete
the
18
required
hours,
but
it
does
require
a
large
time
commitment
for
our
staff
to
do
what
would
equate
to
six
Master's
classes.
Central
Virginia,
Community
College
does
work
in
partnership
with
us
to
provide
curriculum
expectations,
syllabi
expectations
and
they
approve
our
teachers.
Any
student
receiving
a
c
or
better
in
any
dual
enrollment
course
can
transfer
that
credit
to
any
accredited
college
in
Virginia.
M
Our
second
Pathway
to
college
credit
is
advanced
placement
courses
and
they
are
offered
only
on
our
high
school
campuses
and
we
can
also
access
a
virtual
option
through
virtual
Virginia,
which
has
really
allowed
us
to
open
up
our
AP
courses
to
more
students,
even
if
we
just
have
one
or
two
on
a
campus
who
would
like
to
take
a
course.
We
can
use
that
through
virtual
Virginia,
to
teach
an
AP
course.
The
teacher
must
attend
a
week-long
training.
M
That's
called
the
boot
camp,
the
AP
boot
camp
to
add
rigor
to
their
content,
knowledge
and
learn
the
expectations.
Students
must
learn
to
take
and
pass
the
AP
test
with
a
high
score.
College
Board
prescribes
the
curriculum
and
standards
for
every
AP
Course.
Once
students
take
the
test
at
the
end
of
the
course
they
receive
a
score
between
one
and
five
and
then
it's
up
to
the
college
that
they
attend
to
determine
if
the
student
will
receive
college
credit.
For
that
course,
each
University
program
is
different.
M
Obviously,
we
can
provide
the
certification
by
paying
for
them
to
go
to
the
week-long
training,
so
sometimes
it's
easier
to
find
teachers
and
then
get
them
that
AP
endorsement
through
the
week-long
boot
camp
students
taking
courses
on
our
school
campuses
with
our
teachers,
currently
pay
25
of
the
cost
for
tuition.
This
equals
about
38.50
per
credit
hour.
M
We
do
offer
assistance
for
students
that
qualify
for
reduced
lunch
and
we
only
charge
them
19.50.
Students
that
qualify
for
free
lunch
do
not
pay
any
dual:
enrollment
fees,
all
of
the
money
that
we
collect
and
that
25
percent
tuition
from
families
is
paid
directly
to
cbcc
from
Bedford
County
Public
Schools.
After
it's
collected,
we
don't
keep
any
of
that
money.
M
Students
that
take
Early
College
at
the
CDCC
Bedford
campus
or
at
the
Lynchburg
campus.
They
do
pay
a
hundred
percent
of
their
tuition,
which
is
approximately
forty
four
hundred
dollars
a
year,
really,
depending
on
how
many
credits
they're
receiving
at
the
completion
of
the
dual
enrollment
program
or
the
early
college
program.
Students
have
earned
a
two-year
degree
from
cbcc
and
they
have
completed
most
of
the
requirements
for
their
first
two
years
of
undergraduate
study
at
the
college
level.
M
So
students
who
attend
our
early
college
program
often
reduce
their
time
in
a
four-year
institution,
later,
saving
their
family
a
considerable
amount
intuition
compared
to
what
they
pay
if
they
take
it
as
a
junior
or
a
senior
here
in
Bedford,
we
also
have
students
that
can
attend
the
CTE
Academy
and
they
would
also
pay
full
tuition,
which
can
be
up
to
four
thousand
to
six
thousand
dollars
per
year,
depending
on
the
course
of
study.
Some
of
the
CTE
course
offerings
at
cbcc
have
more
credit
hour
requirements.
So
therefore
the
cost
is
higher.
M
We
do
have
Regional
programs
that
are
paid
for
by
our
School
Division
as
part
of
our
agreement
with
them
and
our
mousse.
These
programs
also
offer
dual
enrollment
credit.
These
include
the
STEM
Academy
Central
Virginia,
governor
school
and
Roanoke
Valley
Governor
School
students
in
the
STEM
Academy
on
the
CDCC
campus
pay
32
percent
of
their
tuition,
which
is
about
1
875
dollars
and
Bedford.
County
School
pays
the
remainder
which
is
4025.
M
Bedford
County
Schools
does
pay
a
hundred
percent
of
the
cost
of
both
Governor
schools,
which
is
actually
a
requirement
from
the
state
of
Virginia.
That
tuition
varies,
some
I,
think
I
know.
Rbgs
is
going
to
go
to
about
5
000
next
year
per
student
and
then
Central
Virginia
gov
school
is
about
the
same
at
about
4
800.
M
I
want
you
to
know.
We
do
pay
for
textbooks
for
all
of
these
programs,
the
CTE
Academy,
the
STEM
Academy,
the
Governor's
School
and
all
dual
enrollment
courses
taken
and
early
college,
and
we
also
provide
transportation
from
all
three
high
schools
to
all
of
these
programs.
M
Textbooks
are
a
considerable
expense
about
fifty
thousand
dollars
each
year
because
at
the
college
level,
professors
like
to
choose
their
textbooks
and
they
update
them
much
more
often
than
we
would
at
the
school
level
for
our
AP
courses.
Students
pay
forty
dollars
of
the
ninety
seven
dollars
required
for
the
AP
test
and
Bedford
County
Public
Schools
pays
57
dollars
towards
the
AP
test,
given
at
the
end
of
the
year,
we
again
offer
discounts
and
for
any
students
who
qualify
for
free
and
reduced
launch
to
assist
students.
M
Our
schools
offer
many
opportunities
for
dual
enrollment
and
AP
courses.
Recently
The
Joint
legislative
audit
and
review
commission
known
as
Jay
Lark,
completed
a
study
entitled
the
cost
of
Virginia's
dual
enrollment
program.
I've
linked
this
report
to
this
slide
for
anyone
who
is
interested
in
looking
at
the
recommendations
and
summary
of
dual
enrollment
opportunities
across
the
state.
This
report
has
brought
widespread
attention
to
the
cost
for
school
divisions
and
community
colleges
to
offer
high
school
students
dual
enrollment
college
credit.
The
general
assembly
is
currently
considering
the
report,
findings
and
recommendations.
M
Currently,
we
use
a
program
called
major
Clarity
to
develop
student
academic
pathway
planning,
which
helps
us
look
into
the
future
to
develop
course,
offerings
and
potential
subjects
that
we
need
to
consider,
adding
to
our
course
catalog
based
on
the
interest
of
our
students
and
what
they
want
to
do
once
they
leave
high
school.
For
instance,
we
have
recently
seen
a
rise
in
interest
in
cyber
security,
which
we
will
be
adding.
This
year
to
our
CTE
Gibson
offerings,
we
are
very
excited
about
that.
M
So,
due
to
the
requirements
that
the
teacher
has
to
have
that
18
hours
of
Master's
level
work
and
the
content
they're
teaching,
this
can
sometimes
limit
our
ability
to
offer
certain
dual
enrollment
courses
at
our
high
schools.
As
an
example,
there
is
a
certified
dual
enrollment
teacher
with
Master's
hours
in
accounting
at
Jefferson
Forest
High
School,
but
there
is
no
teacher
with
those
credentials
at
the
other.
M
Two
high
schools
having
teachers
with
a
variety
of
credentials
can
sometimes
give
schools
the
opportunity
to
offer
different
options
to
student
based
on
to
students
based
on
the
teacher's
licensure.
We
can
expand
our
course
offerings
if
we
set
aside
money
to
support
payment
of
teachers
for
their
coursework,
and
we
certainly
have
been
discussing
the
opportunity
that
virtual
virtual
instruction
will
give
us
an
offering
hybrid
opportunities
to
our
students.
Currently,
we
have
three
dual
enrollment
courses
offered
at
all:
three
high
schools:
College
English
up
College
lit
and
college
pre-calc.
M
While
schools
have
been
able
to
use
the
varied
certification
of
teachers
to
offer
different
courses
for
dual
enrollment,
it
does,
as
I
said,
cause
some
differences
between
our
high
schools.
Currently
Stanton
River
High
School
offers
the
most
dual
enrollment
credit
with
seven
courses.
Jefferson
Forest,
High,
School
and
Liberty
High
School
have
four,
and
we
also
have
four
programs
that
Susie
G
Gibson
that
offer
dual
enrollment
credit
and
again
that's
based
on
our
teachers,
credentials
and
college
coursework.
M
Advanced
placement
courses
have
always
been
a
strong
offering
for
all
of
our
high
schools.
While
there
are
differences
in
AP
and
dual
enrollment
in
regards
to
college
credit
expectations
and
sometimes
rigor.
Both
are
important,
depending
on
the
students,
College
and
Career
pathway,
as
students,
research
and
develop
their
academic
career
plans
in
middle
school
and
high
school
students
are
able
to
determine
which
is
better
for
them,
dual
enrollment
or
advanced
placement.
M
Currently
we
offer
a
large
variety
of
AP
courses.
Jf
offers
21
courses,
Liberty
High
School
offers
18
and
Stanton
River
High
School
offers
13.
many
AP
options
can
be
offered
through
virtual
Virginia,
and
we
have
actually
had
courses
that
we've
offered
in
a
hybrid
format,
with
a
teacher
teaching
on
one
campus
and
students
attending
virtually
from
another
campus.
With
a
support
teacher
in
the
classroom
course
offerings
will
automatically
become
more
available
with
all
of
the
options
that
have
really
opened
up
to
us.
M
M
We're
also
adding
a
requirement
this
year.
For
teachers
that
if
they
haven't
been
to
the
boot
camp
in
a
while
or
if
the
AP
test
has
been
updated,
that
they
returned
for
updated
training
to
stay
current
with
the
AP
curriculum
with
staff
attrition,
we
try
to
keep
certain
courses
available
to
all
students,
but
I
will
say
this
has
become
more
difficult
in
the
last
few
years
and
we're
continuing
to
build
that
expertise
back
up.
As
you
can
see,
we
have
12
courses
in
common
offered
on
all
three
campuses
in
our
AP
offerings.
M
Again,
we
can
also
use
Virtual
Virginia.
They
don't
offer
dual
enrollment
courses,
but
they
do
offer
a
wide
variety
of
AP
courses
as
part
of
the
Strategic
framework
goal,
one
which
is
high
expectations,
High
academic
expectations.
Our
action
steps
include
some
of
the
following
items
that
we
will
look
to
pursue
over
the
next
two
to
three
years.
M
First,
we're
going
to
work
with
CDCC
when
we
do
our
mou
this
year
to
discuss
the
elimination
of
the
25
tuition
charge
to
students
taking
dual
enrollment
courses,
because
again,
as
I
said,
we
currently
Pay
Teachers,
we
purchase
all
the
textbooks
and
all
the
materials.
If
we
can't
work
this
out,
then
we
could
consider
paying
for
that
25
percent
charge
and
I'm
going
to
give
you
the
estimated
cost
for
that
in
a
future
slide.
If
that's
something
we
want
to
consider
when
we
look
at
budgets
in
work
sessions
coming
up.
M
Secondly,
we
would
like
to
ensure
that
there
is
a
way
to
receive
college
credit,
whether
it's
through
an
AP
course
or
a
dual
enrollment
course
for
every
core
offering,
for
we
want
to
make
sure
we
have
an
English
English,
a
math,
a
science
and
a
history
already
you
can
see
we
offer
much
more
than
that,
but
we
do
want
to
ensure
that
every
student
has
an
opportunity
for
at
least
one
of
those
college
credits
in
each
of
those
core
courses.
At
this
time
we
have
double
the
AP
courses
in
our
dual
enrollment
opportunities.
M
Ap
courses
are
rigorous
and
we
can
control
the
training
the
teachers
receive,
and
we
can
actually
probably
have
more
teachers
prepared
for
AP
to
give
that
a
strong
option
for
students.
However,
one
goal
is
to
improve
the
Pass
rates
in
all
AP
courses
to
ensure
that
students
are
receiving
the
highest
test
score.
They
possibly
can
to
receive
college
credit.
M
We
have
seen
in
the
last
few
years
as
we've
added
a
lot
of
AP
course
offerings
that
some
of
those
courses
that
the
scores
have
decreased,
and
so
we
want
to
make
sure
we're
offering
them,
but
we're
also
teaching
at
the
very
highest
level
our
students
get
the
most
from
them.
Currently
AP
exams
cost
ninety
seven
dollars.
As
I
said,
we
pay
fifty
Seven
dollars
and
students
pay
40.
again
we
have
those
reduced
and
free
and
reduced
lunch
rates
that
are
smaller
or
lower
for
some
students,
part
of
our
strategic
framework.
M
Some
of
our
action
steps
would
be
to
pay
the
full
amount
of
the
test
for
the
chosen
AP
courses
and
again
I'll
share
budget
expenditures
with
you
and
what
that
would
cost.
If
we
paid
for
all
AP
tests,
we
do
have
some
students
who
take
AP
courses
and
don't
take
the
test,
and
so
we
would
really
like
to
encourage
students
if
you've
put
in
that
time
in
the
classroom.
M
We
want
to
encourage
you
to
take
the
test
and
if
it
is
the
fact
they
can't
pay
for
that
test
or
that
forty
dollars,
we
would
like
to
eliminate
that
for
them
and
one
additional
goal
that
will
possibly
take
a
little
bit
longer
than
two
to
three
years
is
that
we
would
like
to
offer
a
dual
enrollment
course
to
all
students,
such
as
a
one
credit
college
and
careers
skills
course.
One
that's
currently
already
offered
through
cvcc.
So
this
would
mean
all
students
from
BCPS
would
graduate
with
one
credit
toward
college.
M
M
Earlier
in
the
presentation,
I
shared
the
approximate
cost
for
paying
a
hundred
percent
of
dual
enrollment
for
all
students
that
take
dual
enrollment
courses
on
our
campuses
and
for
all
AP
tests.
So
the
tuition
cost
for
dual
enrollment
would
be
about
seventy
eight
thousand
dollars
based
on
the
number
of
students
we
have
enrolled
in
dual
enrollment
now
and
if
we
were
to
fully
fund
all
AP
tests
based
on
what
we
have
in
current
enrollment,
it
would
be
approximately
sixty
three
thousand
each
year.
M
M
M
It
could
also
change
class
sizes
to
raise
some
of
those
class
sizes,
but
we
can
also
consider,
as
we
go
into
budget
work
session,
even
partial
funding
of
early
college
for
those
students,
and
it's
definitely
something
we
can
talk
about
and
Randy
can
break
those
figures
down
for
you
when
we
go
into
budget
work
session.
I
do
want
to
remind
you
that
we
do
pay
for
textbooks
for
all
of
these
programs,
which
is
about
fifty
thousand
dollars
per
year
to
cover
all
of
our
programs.
M
Another
request
has
been
scholarships
for
the
CTE
Academy
on
our
cvcc
campus
in
Lynchburg.
I
would
like
to
say
we
would
only
consider
offering
programs
or
our
scholarships
for
programs
that
we
don't
currently
offer
at
Susie
G
Gibson
to
divert
funds
away
from
our
current
CTE
programs
at
Gibson
would
only
hurt
our
programs
here,
so
we
would
consider
programs
that
we
don't
have
offerings
for
and
I
would
suggest
possibly
scholarships
for
students
whose
families
can't
afford
that
tuition.
M
The
cost
estimate
again
is
based
on
a
possible-
let's
just
say
three-
scholarships
for
juniors
and
three
for
seniors,
so
that
would
cost
approximately
between
thirty
six
thousand
and
forty
one
thousand
per
year.
That
would
be
the
CTE
Academy
or
it
would
be
early
college
if
we
weren't
paying
for
all
of
early
college,
but
we
wanted
to
offer
scholarships.
We
can
do
that
in
a
variety
of
ways.
Again,
there's
always
fluctuation.
A
Dr
Woodford,
yes,
are
you
aware
of
any
students
who
were
not
able
to
take
a
course
because
it
wasn't
offered
at
their
school
and
we
we
weren't
able
to
work
out
something
digitally
or
whatever?
For
example,
I'm
just
gonna
pick
AP
Physics,
I,
wanna
I'm
at
Stan,
River
I
want
to
take
that.
Well,
there's
only
two
other
kids
who
want
to
take
it
so
they're
not
going
to
create
a
class
for
me.
M
So
it
would
be
a
couple
of
things
that
we
would
discuss.
We
have
given
principles
the
autonomy
to
sign
up
for
any
virtual
Virginia
courses.
If
that's
the
direction,
a
student
would
like
to
go
to
get
that
coursework
and
to
be
able
to
work
on
their
school
campus,
and
so
they
have
registered
kids.
So
we
have
several
kids
on
all
three
campuses
that
we
might
have
one
or
two
taking
kind
of
a
specialty.
Ap
course
we
have
in
the
past.
M
Physics
is
a
really
good
example.
We
had
students
enrolled
at
a
very
large
class
at
Stant,
River
High
School
at
one
time
had
a
large
class
at
JF
and
we
only
had
a
few
students
at
Liberty
High
School.
So
we
did
a
hybrid
version.
The
teacher
taught
at
Stanton
River
High
School,
a
science
teacher,
was
in
a
classroom
with
about
five
students
in
the
physics
class
on
the
Liberty
High
School
campus
to
support
them.
But
the
teacher
did
the
teaching
on
screen.
M
It
was
actually
synchronous,
so
it
was
happening
in
live
time
and
and
the
teacher
could
communicate
with
all
the
students.
So
we've
done
that
we've
encouraged
principals
I.
Don't
want
to
say,
we've
never
said
no
to
an
offering
the
only
thing,
I
think
we
would,
if
we
just
couldn't,
get
it
in
a
virtual
format,
or
we
couldn't
hook
up
with
another
school
prior
to
this
year
in
the
seven
period
day,
some
of
our
issues
with
doing
hybrid
or
sharing
a
teacher,
or
that
we
were
on
different
schedules.
M
So
that's
one
of
the
reasons
we
went
to
the
seven
period
day
with
all
high
schools
on
the
same
schedule,
so
we
could
do
some
of
that
hybrid
teaching.
We've
also
talked
about
when
we're
introducing
new
courses,
possibly
hiring
them
to
be
in
the
central
zone,
but
visit
classrooms
at
Stanton,
River
and
JF
or,
however,
travel
around
so
that
there's
face-to-face
time
with
the
teacher
and
the
other
days,
there's
hybrid
teaching
online.
C
M
And
I
do
think
that's
a
fairly
new
thing
to
kind
of
try
to
think
outside
the
box
and
I
think
the
pandemic
just
pushed
us
into
realizing,
there's
so
much
we
can
do
without
saying
no.
So
thank.
G
L
G
I
can
extend
on
on
Dr
woodford's
response
to
your
question:
Dr
Mealy.
This
is
one
of
the
reasons
I
wanted
our
three
high
schools
to
have
a
common
bell
schedule,
because,
if
we're
going
to
share
resources
such
as
a
teacher,
we
have
to
have
a
common
bell
schedule.
Otherwise
we
can't
share
the
resource
so
we're
now
in
a
position
that
we
can
be
more
creative
in
our
thinking
about.
G
How
can
we
ensure
that
the
two
kill
two
children
on
one
campus,
who
want
to
take
an
AP
class,
can
if
we
can
connect
them
in
through
creative
ways,
where
there's
a
larger
number
of
students
on
another
campus?
So
that's
the
focus
that
I've
asked
the
team
to
go
again.
It's
based
on
student
interest,
I
also
I,
think
you
all
would
nice.
We.
We
really
knock
it
out
of
the
park
now
with
the
number
of
offerings
we
have.
We
just
don't
have
the
same.
We
don't
have
a
core.
G
L
G
Other
questions
yeah
I,
just
if
can
we
go
back
one
slide.
Please
Whoever
has
the
PowerPoint
I
also
just
wanted
to
point
out
on
these
costs
the
first
one,
the
78
thousand
dollars
Pam
we're
the
Fiscal
Agent
on
that,
so
children
who
are
taking
a
dual
enrollment
course
in
our
schools,
we're
paying
the
teacher
salary
and
then
we're
collecting
25
percent
of
what
CVC
would
charge
for
that
course
and
then
we're
we're
the
Fiscal
Agent
we're
giving
the
money
to
cvcc.
So
we've
not
budgeted
that
that
has
come
out
of
the
pockets
of
parents.
G
The
448
000
is
going
from
the
pockets
of
parents
directly
to
cvcc
at
the
Early
College,
because
that's
their
building,
it's
not
our
teachers,
it's
their
staff!
That's
why
there's
such
a
difference
in
those
figures,
I
just
want
to
make
sure
that
was
clear.
The
63
000
on
AP.
Now
parents
are
paying
if
their
child
takes
the
AP
test.
G
G
Right
and
many
of
them
don't
which
is
a
head
scratcher
for
me,
we
have
so
many
kids
who
do
all
that
work
and
then
don't
even
take
the
assessment.
So
those
figures
also
while
we're
thinking
about
this
for
Budget
purposes,
board
members.
Our
current
offerings
I
have
aspirations
as
I
know,
you
do
that
we
want
to
have
more
offerings
and
those
costs
are
going
to
go
up.
G
The
more
students
we
have
in
AP,
which
is
great,
the
more
students
we
have
in
dual
enrollment,
the
more
courses
we
offer,
the
the
higher
the
the
budget
figure
is
going
to
get
so
we
might
have
to
think
as
we
we
as
we
develop
our
budgets
minimums
maximums
of
you
know
what
the
board
would
like
to
put
in
the
budget
towards
these
things,
if
that,
if
that
makes
sense,
so
thank
you.
B
I
actually
have
a
question.
Oh
actually,
it's
on
this
slide
where,
on
the
last
one,
where
it
says,
provide
scholarships
for
a
few
spots
at
the
CTE
Academy
now
I
understand
what
you
said
that
we
don't
want
to
conflict
with
our
own
Susie
Gibbs,
which
we
definitely
don't
want
to
do
that.
M
We
don't
have
many
students
who
have
requested
to
go
to
the
CTE
Academy,
but
if
we
did,
we
would
basically
say
we're
offering
scholarships
for
students
who
are
in
need.
I
just
needed
a
number
to
base
just
a
rough
estimate.
So
I
said,
if
we
were
to
sponsor
three
Juniors
and
three
seniors.
The
one
thing
I
should
have
said
was
not
only
the
CTE
Academy
but
also
Early
College,
because
that
was
a
cons,
something
that
I
know.
M
The
board
was
concerned
about
what
about
students
in
Early
College,
who
couldn't
pay
the
tuition,
and
so
it
would
be
an
application
process
for
a
scholarship
for
tuition,
for
our
families
who
are
in
need.
Did
I
answer
your
question
or
we
don't
currently
hold
spots
at
CT
Academy
the
student
would
have
to
apply
to
get
in
and
cvcc
would
decide
if
they
would
take
them
and
if
they
have
a
financial
burden
we
could
assist
them
with
scholarship
money.
If
we
put
that
funding
aside.
B
I
guess
where
I'm
going
with
this
is,
is
a
layperson.
Looking
at
this,
it's
looking
like.
Okay,
we're
gonna
pay
for
everyone
who
wants
to
take
dual
enrollment
to
take
dual
enrollment.
It
looks
like
everyone
who
wants
to
take
the
AP
tests,
we're
gonna
pay
for
those
and
everyone
who
wants
to
sign
up
for
Early
College
we're
going
to
pay
for
them,
but
we're
only
gonna
pay
for
a
few
of
the
CTE
Academy
once
they,
because
it's
a
new
program
that
we're
just
going
to
learn
about.
B
M
M
And-
and
let
me
just
say,
those
are
just
options
of
what
I've
heard
you
said
like:
we
should
be
paying
100
of
dual
enrollment.
We
should
be
paying
100
of
Early
College
I'm,
not
suggesting
we
do
any
of
that.
I
was
just
trying
to
give
you
money
parameters
to
work
with
in
budget.
So
if
the
board
said
yes,
we
want
to
pay
the
full
cost
of
AP
test.
Then
we
have
to
find
about
63
000
in
next
year's
budget.
M
B
Yeah
and
and
I
get
that
so
that
would
make
it
even
keyword
that
would
qualify
for
it
correct
so
again
it
just
it
the
perception
of
reading
this,
where
you
say
a
few
spots,
it
looks
like
you're,
not
paying
the
attention
or
given
the
consideration
to
the
CTE
Academy
as
the
other
one.
So,
if
like,
if
you
said
Pay
scholarships
for
the
eligible
spots
at
CTE,
Academy
right.
M
I
hear
what
you're
saying
and
and
the
other
thing
is,
you
know,
I
I
will
say
you
can't
get
early
college
anywhere,
but
cvcc
and
I
just
want
us
to
be
aware.
The
the
money
that
we
put
into
CTE
Academy
at
cvcc
does
take
away
from
Gibson
and
I.
Just
I
just
want
us
to
be
super
aware
of
that
with
whatever
we
decide
to
do
with
that.
M
But
yes,
I
understand
exactly
what
you
you're
saying
about.
You
know
supporting
CTE
Academy
thank.
A
One
comment:
I
would
just
ask
the
board
to
be
really
thoughtful
in
their
consideration
of
the
third
bullet,
because
that's
going
off
of
if
I
understood,
Dr
Woodford
the
current
numbers,
but
if
you
all
of
a
sudden
opened
that
up
that
number
could
explode
I
would
think
sure.
So.
A
M
But
our
mou
is
really
to
hold
at
a
hundred
but
you're
right.
If
we
do
free
tuition,
I
mean
that's
a
that's
a
real
deal
for
parents
and
again
what
we
might
want
to
consider
is
partial
or
again
offering
scholarships
and
the
board
decide
how
many
scholarships
UPS
we
offer
to
students
who
are
eligible
to
go
but
may
not
be
able
to
afford
it.
So
we
could
also
look
at
any
variety
of
these
four
options.
B
So
yeah
and
I
just
wanted
to
clarify
that
for
someone
who
might
just
be
jumping
in
at
the
last
minute
and
seeing
that
and
it
looks
off
kilter
anything
further
for
Dr
Woodford,
okay,
moving
on
to
4.01
the
proposed
just
adjustments
to
the
approved
CIP.
G
Right
so
as
Mr
Hagler
makes
his
way
forward.
The
last
time
we
were
together
was
the
the
public
hearing
on
the
budget
Madam
chair
and,
and
you
called
for
some
discussion
afterwards
and
provided
some
direction
for
the
administration
that
you
wanted
us
to
reconvene
the
facilities
committee,
which
we
did.
You
know
we
reached
out
to
Mrs
Hairston
and
Mr
Holbrook.
We
met
with
them
and
we
pulled
out
the
study
of
the
awnings.
G
We
had
looked
at
it
about
a
year
ago
and
it
was
slated
in
the
CIP,
as
are
many
other
things
by
the
way
for
our
viewing
public.
You
know
Replacements
of
our
auditoriums
and
an
addition
of
a
gymnasium
and
a
hundred
other
projects
are
in
our
10-year
CIP
statement
of
need.
We
need
to
identify
the
funding
to
meet
those
needs,
so
we
we've
articulated
the
needs.
We
know
what
the
needs
are
and
we
together
are
going
to
advocate
for
the
funding
in
order
to
meet
those
needs.
G
AA
Yes,
good
evening
in
the
mid
in
the
recommendation
the
committee
got
together.
We
looked
at
ongoing
projects,
projects
that
were
already
committed
to
and
moving
forward
with
in
in
the
future
years,
so
we
have
to
set
aside
money
for
those
until
those
bids
come
in
and
so
I
briefed
the
committee
out
how
much
money
is
available
for
maybe
going
out
for
this
project.
AA
We
also
talked
about
looking
at
the
study
and
which
one
of
the
options
would
be
preferred
and
looking
at
option.
One
and
I
will
say
for
the
committee's
standpoint
and
I
know:
a
lot
of
people
spoke
tonight.
Well,
the
committee
is
looking
at
lots
of
projects
and
lots
of
things,
and
you
heard
some
of
the
needs
from
various
schools
tonight
and
saying
how
do
we
best
spend
our
money
and
move
forward
and
trying
to
meet
as
many
needs
as
we
can?
So
you
know
the
option.
AA
One
was
the
least
expensive
and
maybe
that
looking
at
all
the
projects,
Downstream
might
be
the
reason
that
we
moved
that
way.
So
these
are
estimates.
These
have
not
gone
out
for
bid.
I
will
say
from
the
committee
standpoint
when
we
talked
about
the
drainage
going
down
and
looking
at
the
drainage
with
the
camera.
Is
we
decided?
We
just
need
to
replace
those
they're
just
undersized.
AA
We
don't
know
what's
in
there,
so
why
even
bother
so
we
wanted
to
fix
that
right,
and
so
we
have
to
get
the
those
new
pipes
over
to
you
know
the
drainage
areas
as
best
we
can
so
once
again,
these
were
these
are
all
estimated
costs.
AA
The
bid
right
probably
bid
this
out,
get
the
bids
back
in
November
and
December
how
the
board
approved
those
and
get
those
construction
firms
up
and
ready
to
go
by
next
summer.
The
complicating
factor
for
standard
River
and
trying
to
go
out
there
this
year
also
is
that
we're
doing
the
heating
Loop
and
that's
going
to
be
dug
up.
Also
in
the
interior
of
that
so
having
two
construction
companies
out
there.
Fighting
for
space
would
be
problematic,
so
be
happy
to
answer
any
questions.
AA
The
amount
of
funding
that
I
told
the
committee
that
we
really
have
available
for
this
part
of
that
is
based
upon
what
you're
going
to
prove
later
in
the
meeting,
and
also
the
board
supervisors
reappropriating.
Last
year's
carryover
money
of
2.1
million
towards
the
CIP
project.
So
as
long
as
that
goes
through
those
numbers
hold,
if
anything
were
to
happen
there,
then
you
know
that
funding
would
be
less
so
with
that
I'll
just
kind
of
ask
the
board.
AA
It
was
on
the
CIP
plan
for
fy29,
a
committee
wanted
to
make
move
it
up
to
fy24,
which
was
is
really
the
summer
of
2024
and
move
that
up
and
get
that
done
as
soon
as
possible
for
these
schools,
with
that,
the
committee
and
the
board
will
have
to
reshuffle
the
10-year
CIP.
The
entire
10-year
CIP
was
not
fully
funded
to
begin
with,
but
we'll
have
to
look
on
what
was
in
the
out
years.
Some
of
those
things
might
need
to
be
pushed
off
unless
the
funding
comes
in.
B
Committee
meeting:
let's
go
ahead
and
talk
about
this,
then
we
will
just
be
able
to
bypass
that
when
you
get
to
the
committee.
K
Good,
absolutely
the
facility
committee
certainly
did
me
and
as
Mr
Hagler
said,
our
needs
in
our
school
division
are
vast
when
it
comes
to
repairs
and
and
various
needs,
and
these
needs
have
gone
on
for
some
time,
and
we
all
know
that
in
order
to
make
the
needed
changes
and
we've
got
to
have
the
dollars,
we
need
the
money
in
which
to
do
that.
K
And
so
the
committee
certainly
sat
down,
and
we
looked
at
things-
I
wish
that
we
would
have
had
this
particular
document
available
for
us
to
look
at
I.
Think
that
would
have
been
helpful
as
well,
but
certainly
Mr
Hagler
did
share
with
us
what
our
options
were
were
in
terms
of
our
dollars
and
various
things
like
that.
There's
no
question
that
Liberty
High
School
is
in
need
of
those
coverings
to
be
demolished
and
they
need
new
construction.
K
There
I
personally
as
a
facility
Committee
Member
I'd
like
for
us
to
go
back
to
the
table
and
would
like
for
the
board
to
certainly
look
at
other
ways
in
which
we
could
possibly
fund
this
completely.
K
Let's,
let's
put
some
new
coverings
there
at
both
Stanton
River,
High,
School
and
Liberty,
High,
School
and
again
I
know
that's
going
to
mean
dollars
and
we
may
have
to
cut
back,
but
I
think
we
need
to
look
and
see
what
we
can
do
here
and
I
want
to
encourage
the
community
to
to
really
get
actively
involved
in
attending
our
Board
of
Supervisors
meetings.
I
think
it's
very
crucial
that
you
make
your
voices
heard.
K
We
need
dollars
in
order
to
take
care
of
this
vast
amount
of
construction
and
repairs,
that's
needed
in
all
of
our
schools.
I,
don't
know
if
Mr
Holbrook
has
anything
that
he'd
like
to
say
or
add.
P
Well,
I
would
I
would
like
to
just
Echo
Miss
Hairston,
you
know
they
I
would
I.
Would
love
to
see
them
be
completely
replaced.
P
You
know
we're
going
to
be
looking
for
ways
to
get
funding,
whether
it
be
through
the
Board
of
Supervisors
or
or
or
raising
money
or
whatever's
going
to
happen.
But
you
know
we
may
not
be
able
to
do
it.
I
mean
that's
just
a
hard
fact:
it's
not
that
we
don't
want
to.
It's.
Just
may
not
be
able
to
be
possible,
but
just
pray
about
it
and-
and
you
know,
get
involved
like
they
said
so.
W
A
A
So
you
know
I,
think
you
use
the
word
demolish
and
I
think
we
need
to
fight
as
hard
as
we
can
to
see.
If
we
can't
do
it
right
the
first
time,
and
if
that
requires
going
back
to
the
committee
and
and
seeing
what
other
Alternatives.
U
A
A
I
would
be
concerned
if
my
child
were
walking
in
places
where
there
was
mud
and
water
and
and
water
pouring
off
the
roof,
so
I
think
whatever
we
have
to
do
and
and
I
also
agree
with
Mr
Holbrook.
The
community
needs
to
come
out
in
force
to
the
Board
of
Supervisors
to
to
hopefully
Garner
some
help
from
from
them.
F
I
can
Echo
all
them
and
just
say:
I
I
really
feel
after
seeing
them
today
they
need
to
be
completely
destroyed
and
new
awnings
need
to
be
put
up,
whether
we
go
with
the
aluminum
style
or
something
else.
Something
needs
to
be
done.
I
do
think
we
need
to
go
out
and
and
try
to
find
someone
to
come
out.
I
mean
because
this
was
done
back
in
2021
I
think
we
need
to
get
somebody
to
come
out
and
do
another
study
and
basically
kind
of
give
us
an
idea
on
what
we're.
F
J
I
mean
yeah,
you've
heard
it
from
everybody
here
and
anyone
who's
walked
around
here
at
Stanton,
River
they've.
They
can
see
it
and
I.
You
know
it's
it's
an
eyesore,
it
does
not
look
good,
it
does
not
do
the
job
it's
supposed
to
do
that.
Rain
is
cold
when
it
pulls
up
and
hits
you
on
the
back
of
the
neck.
J
I
have
a
son,
that's
in
a
wheelchair,
and
it's
hard
enough
for
for
people
that
are
not
in
that
situation
to
to
get
around
this
campus
and
at
Stanton
River,
and
it's
going
to
be
even
harder
for
that.
J
So
I
mean
option,
one
is
not
even
should
not
even
be
considered,
and
you
know
there's
been
20
plus
years
of
this,
and-
and
we
were
not
here
there
then,
but
we
are
here
now
and
you
know,
federal
government
does
a
good
job
of
kicking
the
can
down
the
road
when
it
comes
to
things,
but
I
think
we
stand
up
and
we
say
enough
is
enough
and
we've
got
to
try
to
do
do
something.
To
make
this
happen.
I
mean
that's
just
the
bottom
line,
so
I
guess
we're.
J
Gonna
have
to
go
out
for
bid.
We're
gonna
have
to
find
some
options,
we're
going
to
have
to
move
some
things.
You
know,
there's
wants
and
there's
needs,
and
then
those
needs
also
need
to
be
prioritized
and
I.
Think
we've
heard
loud
and
clear
that
this
is
a
top
priority
for
our
community.
So
it's
up
to
us
to
take
action.
H
B
Of
course,
everyone
here
knows
that
my
family
bleeds
red,
white
and
blue
for
Liberty
yeah
these.
These
there's
a
lot
of
things
that
need
to
be
fixed
here
we
go
to
as
I
referred
it
to
the
school
down
the
road
and
we
sit
in
their
Auditorium
and
we
sit
and
they
the
people
out
there
sit
in
nice
cushion
seats,
we're
sitting
in
seats
from
the
1960s.
Here,
man
they
get
harder.
Every
year
you
get
older,
I
had
to
sit
in
them
myself.
Last
night
and
God
bless
y'all.
B
If
you
look
at
some
of
these
pictures
here
on
this
feasibility
on
this
study
that
we
have
now
with
canopies,
you
could
look
and
see
where
there
is
some
type
of
membrane
on
these
and
they
and
it's
torn
that's
a
temporary
fix
again
I've
been
my
family
has
been
involved
with
Liberty
High
School
at
some
point
in
time,
almost
since
its
Inception,
since
it
opened
its
doors
and
we
are
tired
of
settling
for
second
best.
B
We
waited
10
years
for
our
competition
gym
after
state
after
Jefferson
Forest
got
there,
Stanton
River
got
theirs,
which
gives
them
two
technically
competition
gyms.
We
waited
10
years,
I,
remember
when
the
school
down
the
road
closed
its
doors
for
two
weeks
to
remove
some
mold
that
was
in
the
classroom,
and
our
students
have
been
walking
out
here
under
this
mess
for
two
years.
B
It's
ridiculous.
We
need
to
have
the
attention
to
paid
to
us
now.
I
know:
I'm,
not
naive
enough.
I've
been
here
long
enough
to
know
that
technically
all
of
this
is
a
wish
list,
but
I
think
we're
hearing
from
enough
people
and
I
think
now.
This
is
what
I'm
proposing
whether
anybody
else
likes
this
or
not.
You
can
tell
me
what
what
you
want
to
do.
B
B
All
of
it
is
a
wish
list,
but
I
would
like
for
all
of
us
to
be
on
the
same
page
that
wish
list
as
we
go
about
moving
forward
on
what
we're
going
to
ask
for
and
what
we're
going
to
get
the
money
for
and
if,
if
anybody's
agreeing
with
that,
because
I
know
the
budget
work
sessions
are
coming
up
and
and
some
major
talks
are
going
to
be
coming
up.
So
I
honestly
would
like
to
schedule
something
like
within
next
couple
of
weeks.
If
we
could,
if
anybody
else
is
interested,
what
are
your
thoughts.
L
K
U
B
B
B
But
leave
the
committee
and
direct
us
what
what
you
know
and
then
we
can
put
our
input
in
from
what
we're
hearing
from
our
constituents
from
our
families
that
that
are
out
here
and
we
can
work
on
it
together
and
come
up
with
a
resolution
together.
So
that
way
we
know
what
we're
going
to
ask
for
moving
forward
because
well.
AA
I
think
that's
a
great
idea
because
you
know
looking
at
the
CIP
here's
the
wish
list
without
the
funding-
and
we
things
were
just
slotted
in
different
years.
Right
and
I,
don't
think
it
was
done
willy-nilly.
It
was
kind
of
like
what
what
did
some
staff,
what
we
were
looking
at
and
I
know
the
candidates
need
to
be
done,
but
sometimes
it's
like
well
that
HVAC
at
TJ
we
got
portable
units
in
now,
and
you
know
pretty
soon.
AA
All
of
them
are
going
to
be
portable
units,
so
it
was
kind
of
we
were
slotting,
some
things
according
to
where
we
think
what
were
the
major
failures
and
what
could
shut
down
an
entire
School.
The
canopies
are
important.
Auditoriums
are
important.
Gyms
are
important,
but
some
of
the
mechanical
will
shut
down
a
school
and
what
do
you
do
with
those
kids?
AA
So
some
of
them,
some,
like
the
canopies
and
auditoriums
and
gyms,
were
probably
slotted
in
different
years
kind
of
like
spreading
out
the
major
costs
and
stuff
but
I
think
as
a
board,
I
think
you're
exactly
right.
It's
the
board's
10-year
plan
we're
going
to
slot
things.
We're
going
to
work
on
funding
if
the
funding
available.
This
is
our
plan
and
everybody
can
look
at
where
their
project
is
in
the
next
10
years
and
then
also
as
we
get
in
the
budget.
AA
If
we
know
we
have
the
funding,
the
board
says:
okay,
you
know
for
24.
That
was
our
plan.
Our
wish
list.
We've
got
the
funding
launch
on
that
to
the
staff
we
okay,
that
for
the
following
year.
So
it's
kind
of
a
two
pro
two
ten
year
plan,
but
when
we
get
close
to
that
time
frame,
it's
kind
of
the
board
saying
go
ahead
and
launch
on
those
we
got
and
then
we
go
systematically
one
by
one,
because
we
don't
know
what
the
bids
are
going
to
be.
AA
So
you
don't
want
to
over
commit
and
you
bring
them
in
and
you
start
moving
them
forward
and
where
staff
can
manage
them
over
the
summer.
You
can
only
do
so
many
at
a
time,
so
a
work
session
to
work
on
the
CIP
plan.
We've
got
a
beginning
document
where
we've
got
a
lot
of
things,
slotted,
those
can
be
arranged
and
what
are
the
priorities?
The
long-term
CIP
CIP
plan
is
missing,
one
thing
which
has
not
been
included.
AA
We
we
took
the
facility
study
and
we
put
everything
in
there,
but
all
these
hvacs
were
put
in
today
are
going
to
need
to
be
replaced
20
years
from
now
25.,
so
you've
got
to
build
in
a
replacement
cycle.
On
top
of
all
the
things
we've
fallen
behind
on
to
get
a
real
CIP
plan
for
long
term.
So
you
can
pass
this
on
to
the
next
board
and
I
can
pass
it
on
to
the
next
CFO.
L
AA
Say
we
got
a
long-term
plan
because
we
know
these
things
are
going
to
break
in
the
future,
and
this
is
what
needs
to
happen
long
term.
So
there's
a
lot.
The
the
replacement
cycle.
We've
got
a
lot
of
work
to
do
on
that,
but
the
Deferred
maintenance.
That's
on
there
right
now
from
the
facility
study.
We
can
pick
up
right
now
and
say:
let's
start
prioritizing,
and
how
imminent
is
some
of
the
failures
on
some
of
this
equipment
and
what's
the
most
critical
hear
from
the
community,
but
hear
from
staff?
AA
Also
on
what
the
condition
of
some
of
this
some
of
this
stuff
Mr
holbrook's
been
out
looking
at
roofs
and
at
some
of
the
facilities
and
he'll,
he
can
tell
you
he's
walking
in
something
going:
I,
don't
know
how
this
thing's
still
standing,
so
some
of
it
will
shut
down
a
school,
and
we
just
need
forthright
on
that.
So
A
work
session
would
be
fine,
I,
think
Miss,
Harrison's,
probably
saying
Randy
bring
the
documents
or
something
but.
AA
It
would
be
the
executive
staff
looking
through
that
in
the
maintenance
staff,
and
we
do
it
as
a
team
and
then
bring
that
to
the
board
and
kind
of.
Let
you
all
prioritize
that
then
we've
got
a
CIP
document,
then
the
heavy
lifting
we
got
to
go,
get
funding
for
it,
because
that
that
that's
the
big,
the
big
thing
we
gotta
we
got
to
do
to
get
a
lot
of
this
fixed.
We
do
have
some.
You
know
like
we're
setting
aside
of
money
for
reversion,
we're
doing
that,
County's
doing
that.
B
And
and
I
know
my
tenure
here,
there
have
been
a
lot
of
reports
and
and
presented
to
us
as
to
cost
estimates
and
evaluations
of
projects
that
need
to
be
done,
of
course,
10
8
10
years
of
emails.
G
G
Ma'am
I
am
just
thrilled
with
this
level
of
conversation
for
the
board.
This
is
absolutely
a
terrific
idea
that
we
call
it
the
CIP
CIP
in
a
work
session
just
want
to
remind
the
board
and
the
public
everything
we're
discussing
about.
The
CIP
has
been
online
for
a
year.
It's
right
on
our
webpage.
You
can
see
the
10-year
look
forward
and
in
each
year,
there's
very
specific
information
to
your
question
about
costs,
and
what
would
this
involve?
It's
all
laid
out
in
the
CIP.
It's
a
it's
a
publication
of
need.
G
The
information
that's
in
it
is
draws
from
a
2016
Elementary
School
study
that
the
board
and
2016
commission
was
Revisited
in
2019.
That's
70
percent
of
all
the
dollars
that
you'll
see
referenced.
Last
year's
board
asked
for
a
study
on
the
auditoriums
that
was
incorporated.
Last
year's
board
asked
for
a
study
on
the
awnings
that
was
incorporated
and
then
what
our
professional
staff
did
was.
They
you
know
gosh
in
an
Ideal
World.
G
We
would
do
it
all
next
year
it
to
do
it
all
next
year
is
well
over
100
million
dollars
in
dated
dollars.
I,
don't
you
know,
as
we
do
studies
about
what
what
do
things
cost
today
with
the
inflationary
factor?
It's
it's,
it's
a
very
big
number.
So
what
we
did
as
a
staff
was
we
just
tried
to
look
ahead
and
see.
Well,
if
we
did
12
to
15
million
dollars
every
year
over
10
years,
we
could
accomplish
all
of
our
needs.
It
will
take
that
service.
G
It
will
take
funds
from
the
school
board
redirecting
from
the
operating
fund
to
the
maintenance
fund.
It
will
take
the
support
of
the
Board
of
Supervisors
and
local
community
it'll.
Take
State
funds
which
are
coming
it'll.
Take
federal
dollars,
it'll,
take
a
variety
of
resources
that
we
all
need
to
advocate
for
together,
but
understanding
those
needs
and
having
this
level
of
conversation
and
work
sessions.
G
A
terrific
idea
would
be
happy
to
do
that
and
also
I
asked
our
technology
staff
just
put
up
on
the
screen,
because
Mrs
sarston
said
you
know
she'd
like
to
see
the
document
that
we
had
available
and
we
weren't
projecting
at
the
time.
But
this
is
slide
number
11
from
what's
in
board
docs
to
the
public
and
to
you
specific
to
the
awnings
here.
So
again,
these
These
Are
A
year
old,
so
they'll
be
higher
but
option.
G
They're
very
similar
costs
and
they're
also
in
the
same
report.
So
just
so,
I
have
Direction
Madam
chair
we've
talked
about
a
couple
things
which
is
great.
We've
talked
about
specifically
the
awnings,
which
led
this
item
being
on
the
agenda
tonight
and
we've
talked
about
the
CIP
and
it's
very
broad
sense
in
having
a
work
session.
G
So
as
Mr
Hagler
and
I
are
working
with
the
budget
and
finance
committee
and
with
the
facilities
committee,
do
you
want
to
provide
some
direction
about
awnings
and
use
all
of
our
available
cash
that
we
have
and
prioritize
that
over
any
and
all
other
projects?
Or
do
you
want
to
table
this
until
we
can
have
a
work
session
and
we
can
look
at
the
big
picture
and
make
some
decisions
together
about
where
we
want
to
place
things
in
each
of
the
10
years?.
B
I
think
out
of
fairness
to
everyone,
I
think,
of
course,
my
heart
of
hearts
wants
these
awnings
number
one,
but
I
think
out
of
fairness.
We
need
to
actually
sit
down
together
as
a
board,
make
sure
everyone
is
on
the
same
page
and
make
sure
that
that
is
the
number
one
priority
I
mean
in
my
heart.
I
know
it
is,
but
we
also
need
to
look
look
at
it
objectively.
B
AA
B
So
it
I
don't
know
if
everyone
has
access
to
their
calendar.
B
Knowing
what's
coming
up,
I
would
like
to
do
something
the
week
of
February,
the
20th
or
the
week
of
the
27th,
which
will
lead
you
into
the
first
couple
of
days
of
March.
But
we
like
to
do
something
before
our
next
meeting.
H
B
G
L
L
G
B
I
have
a
feeling
this
one
is
going
to
go
so
long,
but
our
budget
work
sessions
usually
don't
go
very
long.
A
A
B
G
Of
yes
ma'ams
so
tonight
we
have
seven
policies
that
we're
bringing
forward
to
the
board
for
information.
These
policies
were
reviewed
by
the
intergovernmental
Affairs
committee
at
their
meeting
on
January
the
17th.
They
include
those
listed
on
the
screen.
I'll
just
give
a
quick
summary
for
the
for
the
Public's
benefit
and
again
the
detail.
Redline
version
are
available
on
the
link
on
our
publish
agenda.
G
The
IGA
committee
is
recommending
policy
eeac
school
bus
safety
program,
with
some
updates
to
legal
and
cross-references,
as
well
as
legal
and
cross-references
to
gbi
gifts
to
employees,
as
well
as
GBM
professional
staff,
grievances
regarding
policy
gcpb,
resignation
of
professional
staff
members,
the
policy
is
being
recommended
to
be
updated
to
reflect
changes
in
state
code
for
the
timeline
that
a
teacher
May
resign
during
any
school
year
upon
the
approval
of
the
superintendent
policy.
G
That's
all
new
language
to
the
policy
policy.
Jjaf
student
athlete
sudden
Cardiac
Arrest
is
a
new
proposed
policy
reflecting
state
law
regarding
the
identification,
communication
and
treatment
of
symptoms
that
may
lead
to
sudden
cardiac
arrest
in
our
student
athletes
and
policy.
Jj
AG
student
athlete
heat
related
illness
is
also
a
new
policy
reflecting
state
law
and
guidelines
from
the
Virginia
Department
of
Education
regarding
the
identification,
communication
and
treatment
of
symptoms
that
may
lead
to
heat
related
illness
in
student
athletes.
K
Yesterday,
Dr
Bergen
policy
gbi
helped
me
and
perhaps
maybe
I'm
misinterpreting
or
not
reading
it
correctly,
but
are
we
stating
here
that
parents
are
not
allowed,
are
denied
an
opportunity
to
show
gratitude
to
a
teacher
by
giving
them
a
gift?
Are
we
denying
that.
G
So
I'm
I'm
reading
from
what
would
it's
an
available
to
you
where
the
committee
is
not
striking
any
language?
What
you're
referencing
is
existing
language,
which
says
no
employees
shall
accept
personal
gratuities
gifts
or
fees
that
could
reasonably
be
assumed
to
impair
professional
judgment,
nor
offer
anything
of
value
to
obtain
special
Advantage
from
any
individual
organization.
So
in
answered
your
question,
no
teachers
love
Yeah
a
gift
of
appreciation.
As
long
as
it's
not
quid
pro
quo,
there's.
G
In
return
other
than
individual
expressing
their
gratitude,
just.
B
And
let's
see,
we've
already
had
dinner.
What
about
a
snack?
Let's
move
on
down
to
we're
at
nine
additional
action
items.
AA
I
would
just
say
just
an
added
comment
because
of
the
news
that
came
out
of
Richmond
in
regards
to
sales
tax.
Our
sales
tax
is
still
higher.
There
will
be
a
hold
harmless
either
in
the
house
or
Senate
version
they're,
a
little
they're
structured
a
little
bit
differently,
so
I
am
doing
a
supplemental
appropriation
that
has
sales
tax
included,
but
I
didn't
even
capture
the
full
amount
about
half
of
it.
So
even
if
we
didn't
get
weren't
hold
we
weren't
held
harmless.
These
numbers
would
still
be
good.
A
B
G
Ma'am
well
leading
off
I
would
just
like
to
remind
everyone
that
the
month
of
February,
in
addition
to
all
the
other
celebrations,
you're
aware
of,
please
also
be
aware,
it's
a
month
that
we're
celebrating
the
achievements,
contributions
and
impact
of
our
CTE
programs.
These
are
programs
that
help
prepare
our
students
for
high
skill,
High
wage
and
in-demand
careers,
and
we
are
committed
to
Career
Readiness,
as
we
are
to
college
readiness.
G
G
The
art
contest
asked
students
to
create
a
visual
representation
of
a
historic
structure
or
place
from
their
community
that
they
think
is
important
for
the
local
identity.
The
Winner's
work
will
be
published
in
a
digital
gallery
on
the
preservation
Virginia
website
and
will
receive
membership
to
the
preservation
Virginia,
as
well
as
a
monetary
gift.
Congratulations
Addison
and
we
can
definitely
see
why
your
piece
of
art
took
first
place.
G
Congratulations
to
JF
High,
School
senior,
Elise
Brady
Elise
won
three
gold
key
awards
at
the
2023
Scholastic
art
U.S
region
at
large
East
competition,
gold
keys
are
the
highest
awards
given
at
the
Scholastic
art
region
level.
Competition
elise's
artwork
will
now
move
on
to
the
national
competition
in
New
York
City,
where
it
will
compete
for
gold
and
silver
medals,
including
other
special
achievement,
awards
and
scholarships,
and
we'll
be
happy
to
share
the
results
after
they
are
announced
on
March
22nd.
G
Next,
you
might
have
seen
in
the
local
press
a
bit
about
the
Bedford
one
program.
One
one
is
an
acronym
for
offering
new
experiences.
This
is
a
partnership
between
the
school
division
with
cvcc,
the
Bedford
office
of
Economic,
Development,
The,
Economic,
Development,
Authority
and,
of
course,
local
business
partners
throughout
the
community
meant
to
expose
students
to
career
opportunities
in
and
around
our
County.
G
They
then
went
on
to
visit
at
the
Sheriff's
Office,
where
Sheriff
Miller
personally
led
the
discussion
followed
by
presentations
by
multiple
deputies
and
supervisors.
However,
I
hear
it
was
the
canine
officers,
Hoover
and
Jenga,
who
definitely
stole
the
show
High
School,
juniors
and
seniors,
who
are
interested
in
signing
up
for
any
future
Bedford.
One
tour
should
speak
with
their
career
coach
or
their
school
counselor.
G
Next,
congratulations
to
Shauna
Sanders
Shawna
is
Bedford
Elementary
School's
stem
resource
teacher
and
she
was
recently
awarded
a
400
classroom
Grant
from
Alpha
Delta
Kappa
International
teacher
Society.
She
is
a
member
of
the
Virginia
beta
pie
chapter
and
serves
as
her
chapters
recording
secretary
and
her
400
Grant
was
used
to
purchase
four
iRobot
root
robots.
G
G
G
Next,
in
partnership
with
the
Bedford
area,
Educational
Foundation
we're
just
so
pleased
to
continue
to
lift
up
two
of
our
staff
members
through
the
bedford's
best
program.
This
program
allows
us
an
opportunity
to
recognize
unsung
heroes
who
go
above
and
beyond
and
make
a
difference
in
people's
lives
every
day,
so
pictured
here
on
the
screen.
Congratulations
to
our
January
bedford's,
best
recognition
recipients.
They
were
Stanton
River,
High,
School's,
Shannon,
Thomas
and
Boonsboro
elementary
schools,
Christine
Rickert
I
had
the
pleasure
to
visiting
both
of
their
schools
and
presenting
them
with
a
gift
of
appreciation
for
all.
G
They
do
as
a
reminder.
Anyone
who
is
in
the
room
or
listening
to
this
presentation,
if
you
know
someone
who
goes
above
and
beyond
any
staff,
member
Any
teacher,
any
administrator,
and
you
would
like
to
recognize
them
just
visit
our
website
and
click
on
the
bedford's
bedford's
best
link,
which
is
under
District
news.
G
During
the
six
hour,
long
Camp
students
learned
about
World,
War,
II
and
D-Day
through
activities,
games
and
lessons
in
a
very
fun
and
interactive
environment,
as
always,
we're
just
so
proud
that
we
are
this
community.
The
host
of
the
national
D-Day
Memorial
right
here
in
our
backyard
and
opportunities
like
this
to
help
our
students
learn
about
the
service
and
sacrifices
of
the
Bedford
Boys
and
all
those
who
served
in
World,
War,
II.
G
Governor
Younkin
has
proclaimed
the
week
of
January
15
to
21
as
Virginia
school
principal
appreciation
week,
and
we
proudly
recognize
all
of
our
BCPS
school
principals
for
their
outstanding
performance
through
leadership
and
hard
work,
which,
of
course,
are
essential
to
the
success
of
our
schools.
I
know
the
board
and
the
community
join
me
in
thanking
our
principals
for
all
their
support
of
our
teachers,
our
students
and
our
parents.
G
This
week
is
National
School
counseling
week.
This
year's
theme
is
school.
Counselors,
helping
students
dream
big
school
counselors
help
our
students
to
succeed
in
school,
apply
interpersonal
skills
and
plan
their
next
steps
in
life,
After,
High
School,
the
combination
of
their
training
and
experience
makes
them
a
unique
and
integral
part
of
our
schools,
and
we
so
greatly
appreciate
all
that
they
do
to
help
support
our
students,
staff
and
parents.
G
Thank
you
for
your
ongoing
commitment
to
our
students,
staff
and
families
here
in
Bedford
County,
at
your
seats
earlier
tonight,
you
receive
certificates
of
appreciation
and
I
would
like
to
personally
thank
you
for
your
leadership
of
the
School
Division
and
I
would
ask
our
community
members,
if
they've
not
done
so
already
to
please
reach
out
to
you
and
offer
their
own
gratitude
for
your
leadership
as
Mr
T
fox
has
done
with
his
students
with
these
coffee
grinders,
pretty
cool.
You
are
appreciated
and
finally,
three
things
you
need
to
know.
G
G
G
The
parade
will
begin
at
Liberty
Station
and
end
at
the
courthouse
again,
the
top
it's
this
Saturday
beginning
at
11,
A.M
and
I
am
so
excited.
This
is
the
first
parade
that
I'm,
actually
a
participant
in
so
I
will
be
on
a
floater
in
a
car
I've
been
practicing.
My
wave
so
I
do
hope
that
you
will
be
able
to
come
and
join
and
cheer
on
the
troops
and
board
members.
G
You
all
have
been
invited
to
come
back
to
the
to
the
Gathering
Place
for
lunch
and
personally
greet
the
troops
if
you've
not
already
reached
out,
please
do
so
to
Mrs
Johnson.
Secondly,
the
annual
Bedford
County
Spelling
Bee
is
going
to
take
place.
It's
right
here.
Isn't
it
Karen
this
room
yeah
right
here
tomorrow
in
Liberty,
High
School?
G
At
9,
00,
A.M,
I
you're
welcome
to
join
me
and
the
rest
of
our
Central
leadership
team,
along
with
the
principals
of
our
elementary
school
students
and,
of
course,
the
parents
of
those
participants
they
get
so
so
nervous.
So
boys
and
girls
get
a
good
night's
sleep
best
of
luck,
you're
going
to
do
great.
We
look
forward
to
meeting
you
in
this
room
tomorrow
and
then.
G
Finally,
congratulations
again
to
all
of
our
teachers
of
the
year
a
banquet,
an
in-person
banquet
will
be
held
this
year
for
our
teachers
of
the
year
that
will
occur
on
March.
The
second
Bedford
County
is
certainly
blessed
to
have
so
many
wonderful
teachers,
and
we
look
forward
to
celebrating
and
recognizing
those
teachers
again
Madam
chair.
That
concludes
my
superintendent
remarks.
B
K
And
we
met,
let
me
see
if
I
can
find
those
notes
to
the
Lowell
School.
You
met
on
February
the
1st
and
Dr
Lewis
who's.
The
director
provided
the
board
with
updates
on
on
the
enrollment
numbers,
and
they
currently
have
39
students,
one
we
have
one
student
there
and
our
student
from
Bedford
County
will
be
graduating
this
year.
She
also
shared
that
their
budget
draft
for
23-24,
with
a
focus
on
increasing
their
technology
software
and
also,
of
course,
salaries.
K
Students
from
the
soar
program,
which
is
a
behavioral
program,
led
us
in
saying
the
Pledge
of
Allegiance,
which
was
just
so
adorable
listening
to
those
children,
and
then
they
presented
each
board
member
with
the
gift
and
honor
and
appreciation
of
the
school
board
appreciation
month
and
of
course,
our
next
board
meeting
at
the
Laurel
School
will
be
on
April
the
5th.
That's
all
Dr.
A
Maley,
yes,
I
have
information
from
the
Governor's
School.
A
A
So
we
just
need
to
be
prepared
that
it's
going
to
cost
a
little
bit
more
money
to
send
our
students
there
I
do
want
to
say
that
they
have
had
a
a
review
from
the
state
and
one
of
the
things
that
the
state
recommend
that
was
recommended
by
the
the
vdoe
was
exploring
Outreach
opportunities
for
underrepresented
k
through
eight
students.
We've
talked
about
this
several
times
at
the
Governor's
School,
and
what
we're
seeing
is
a
decrease
in
minority
groups
who
are
in
the
school.
So
what
we
would?
A
What
each
member
has
been
asked
to
do.
Each
board
member
is
to
to
come
back
to
our
respective
divisions
and
to
at
least
have
some
discussion
regarding
how
we
could
improve
that
and
I
think
that
the
Roanoke
Valley
Governor's
School
Board
was
very
adamant
in
the
fact
that
they
did
not
want
people
to
apply
just
because
of
their
ethnicity,
because
you
apply
doesn't
necessarily
mean
you're
going
to
be
selected.
A
They
want
to
be
very
committed
to
a
fair
process
to,
but
they
also
want
to
ensure
that
all
groups
are
being
represented
to
the
best
of
our
ability
and
I
think
we
talked
about
this
I
know.
I
did
hear
once
that
you
know
we
need
to
really
be
working
more
to
have
kids
in
the
pipeline
coming
up
from
elementary
school
and
and
maybe
recognizing
or
looking
a
little
bit
deeper
for
for
students
who
may
be
candidates
for
this.
But
that
was
one
of
the
notations
noted
by
the
bdoe
that
they
would
really.
A
I
also
had
the
opportunity
on
Saturday
to
attend
the
science
Forum
that
they
had
there,
and
let
me
tell
you
what
it
was
great:
they
had
projects
that
were
they
were
just
amazing,
all
of
them,
but
I
always
asked
the
students
that
I
visited
to
say.
Okay-
and
this
is
great-
you've
done
a
great
job
on
this
project.
So
what
where
do
you
go
from
here?
What
is
the
you
know
the
future
application
for
this?
A
How
can
we,
you
know
scale
this
upwards
and,
and
some
of
them
had
some
really
great
ideas
about
how
to
do
that
and
I
want
to
share
just
a
couple,
and
others
said
you
know
Dr
Millie,
it
was
just
fun.
I
just
want
to
do
because
it
was
really
fun.
I
was
really
interested
in
it,
and
one
of
them
was
a
was
a
young
man
who
had
built
an
airplane,
and
so
we
being
a
pilot,
we
had
a
really
great
discussion
about.
A
You
know
how
he
could
make
that
plane
a
little
bit
better,
so
he
he
was
great.
There
was
another
one
that
had
a
dog
door.
You
know
that
you
can
have
in
your
house
and
the
pet
can
go
outside
well,
a
lot
of
people
don't
want
that,
because
why
rodents
come
in,
perhaps
even
a
skinny
human
can
get
in
so
people
don't
want
it.
So
he
he
and
his
partner
worked
on
that
kind
of
door
with
a
pet
facial
recognition
and
I
thought.
That
is
a
shark
tank
idea.
A
You
know
get
that
cost
down
and
go
to
Shark
Tank.
They
had
people
who
were
working
with
cancer
cells
and
colon
cancer
cells
and
testing
blue
light
to
see
if
that
would
help
reduce
the
cancer
cells.
They
had
a
young
lady
there
who
had
said
who
had
studied
the
fact
that
there
were
so
many
third
world
countries
where
the
students
were
weren't
getting
enough
beta-carotene
and
their
eyesight
was
not
as
good.
So
she
and
her
Partners
worked
on.
A
How
can
we
get
that
into
third
world
countries
and
ended
up
with
an
a
project
that
I
hope
will
go
farther
by
experimenting
with
different
yeasts
and
bread,
because
certainly
we
can
send
flour
and
yeast
and
everything
to
countries.
This
would
be
an
easy
way
to
do
it.
So
I
was
just
amazed
at
some
of
the
things
they
thought
of
and
their
real
world
applications
to
them.
A
I
also
want
to
say
that
Benjamin
Blevins
from
Stanton
River,
High,
School
and
Emily
Kaiser
from
Stanton
River
High
School,
scored
second
place
in
the
cellular
and
molecular
biology
place,
and
this
was
the
title
analyzing.
The
difference
in
structure
of
pre-eclamptic
and
neuromotive
tensive
placental
blood
vessels
I
mean
amazing
work
that
they
do
so
I.
Just
can't
say
enough
about
that
whole
project.
There
was
chemistry.
There
was
aerodynamics.
A
There
was
biology
engineering,
mechanics
project,
I
saw
we
were
groups
of
kids,
who
are
two
groups
of
children
who
worked
on
a
motorized
cup,
so
that
people
who
don't
have
Mobility
for
their
arms
could
get
a
drink.
So
think
of
how
many
times
you've
been
in
a
hospital
and
somebody
who
can't
reach
for
it
is
asking
for
a
cup
of
water
or
maybe
someone
who
just
doesn't
have
mobility
in
their
arms.
Yet
this
little
experiment
that
they
did.
They
built
a
robotic
arm
that
could
help
people
drink
from
a
cup.
A
F
Only
thing
I
have
is
a
CT
committee.
Dr
Bergen
took
my
spot
on
January
I
had
a
conflicting
meeting,
but
is
there
any
notes
or
anything
that.
G
We
are
focused
as
a
committee
at
making
sure
that,
as
as
we
move
forward
with
Workforce
Development,
a
lot
of
conversation,
Mr
Nelms
was
around
making
sure
there's
opportunities
for
students
to
learn
about
careers
that
are
available
to
them
through
job
shadowing
and
then
internships
and
and
apprenticeships,
and
so
the
Bedford
one
is
a
good
launch.
We
want
to
build
on
that,
so
that
was
a
lot
of
our
conversation,
Mr
Dr
Charles
for
anything
more
to
add,
generally,
that
you
can
recall
or
Dr
Woodford
from
the
work
of
that
committee.
G
L
J
J
With
the
long-winded
guy,
okay,
well,
Dr
Bergen,
you
stole
what
I
was
going
to
say
about
the
about
the
welcome
home
parade.
So.
L
J
Will
be
there
so
just
to
reiterate
that
is
going
to
be
this
Saturday,
the
11th
at
11
A.M.
It
should
be
a
pretty
good
time.
It'd
probably
have
a
lot
of
smiles,
so
it
would
be
it'd
be
great
to
see
a
lot
of
folks
out
there.
Hopefully,
the
weather
cooperates
with
us.
J
A
gentleman
spoke
today
about
the
playground
at
Bedford.
Primary
and
I
had
gotten
several
emails
about
that
as
well.
There
are
safety
issues
there
that
that's
why
a
lot
of
the
equipment
is
going
to
be
removed.
Some
climbing
walls
by
swings
will
be
removed.
Two
animal
rockers,
yellow
climbing
gym
and
a
large
metal
slide
and
again,
as
he
had
said
today,
there's
no
plan
to
replace
these
items.
We've
had
some
talk
about
Playgrounds
with
the
CIA
committee
and
I'm,
pretty
sure
I'm,
not
exactly
sure.
J
I
need
some
clarification
on
if
this
falls
under
our
purview
or
if
it's
the
purview
of
each
PTA
we're
just
trying
to
figure
that
out.
But
but
that
being
said
as
a
community,
how
can
we
step
up
to
help?
You
know
it's
it's
it.
You
know
that
that's
been
an
ongoing
I.
Think
point
of
concern
from
the
community
is:
how
can
we
all
step
up
to
help?
You
know
kids
deserve
to
go
outside
and
play
in
a
safe
environments.
J
Great
stress
relief
gives
them
a
chance
to
use
their
imaginations
and
get
to
know
their
classmates
and
to
get
out
some
built
up
energy.
We
know,
especially
the
younger
kids
I,
don't
know
where
they
get
all
the
energy
from
I
wish.
We
could
get
it
at
some
point,
but
they
certainly
have
a
lot
of
it,
but
it's
an
unfortunate
and
rare
sight
nowadays
to
see
kids
outside
playing,
so
any
opportunity
that
our
kids
can
get
to
be
outside.
J
I
think
is
important,
so
I'm
just
throwing
it
out
there
seeing
what
we
can
do
to
to
step
up
and
and
figure
out
what
items
were
being
you
know,
removed
what
replacement
costs
would
be,
and
at
least
the
community
knows,
and-
and
we
can
see
if
we
can
get
some
folks
to
step
up
with
that
and
again
I'm
going
to
rehash
a
lot
of
stuff
that
we've
all
talked
about
tonight.
So
I
think
that
the
community
knows
how
important
this
stuff
is
to
us.
J
We
heard
from
the
parents
in
the
special,
not
just
in
the
special
meeting
last
month,
but
I
think
we've
all
heard
from
parents
over
over
the
last
couple
months
and
years
some
parents
have
expressed
rightful
concerns
about
the
facilities.
They've
also
expressed
concerns
about
Behavior
and
I.
Think
that's
throughout
a
lot
of
our
schools.
Some
people
simply
hear
rumors
and
they
don't
know
that
all
that's
true
and
again
I
think
that
again
can
happen
in
a
lot
of
our
schools.
J
But
we
hear
these
things
and-
and
you
know
people
have
concerns
about
what
you
know.
Redistricting
would
would
mean
to
their
family
if
it
doesn't
happen
now
or
in
the
future.
But
I
think
that
people
have
a
perception
of
some
of
our
schools
and-
and
the
question
has
to
be
asked-
is
perception.
Reality
we
get
complaints
from
time
to
time
about
bullying
and
again
I'm,
pretty
sure
this
happens
everywhere.
J
As
a
I,
don't
speak
for
the
board,
but
I'm
pretty
sure
I
know
where
everyone
stands
that
we
we
take.
Parents
concerns
very
seriously
when
it
comes
to
this.
We
do
a
good
job,
I.
Think
of
looking
at
our
policies
and
consistently
looking
at
our
policies
to
say:
where
can
this
stuff
be
prevented
and
that
when
poor
Behavior
happens,
it
needs
to
be
addressed
and
corrected
so
that
we
can
provide
a
safe
environment
for
our
kids
to
learn?
We
need
to
be
tough,
but
we
need
to
be
fair
in
all
these
situations.
J
I
have
no
principal
Tucker,
pretty
well
I've,
been
to
a
lot
of
games.
I've
been
on
this
campus.
A
lot
and
I
I
get
to
see
a
lot
of
the
team
here
at
Liberty,
High,
School,
I,
think
they're,
doing
a
great
job
of
lifting
people
up
and
trying
to
change
the
culture
and
I.
Think
they've
made
a
lot
of
progress
here
and
in
a
short
period
of
time,
and
the
teachers
and
staff
here
need
to
be
commended
for
the
job
that
they
are
doing.
J
I
heard
a
quote
the
other
day
from
Simon
simek
who's,
a
it's
like
a
motivational
speaker.
He
talks
to
a
lot
of
companies
about
what
they
can
do
better
and
self-reflecting,
and
how
do
you
improve-
and
his
quote
said:
if
you
get
the
environment
right,
then
you'll
get
the
right
Behavior
and
when
it
comes
to
bullying
and
behavior,
and
things
like
that,
it's
a
big
Hot
Topic
nowadays
I
think
more
than
maybe
when
I
was
in
high
school.
It
needs
to
be
a
team
effort.
J
J
Kids
want
and
need
consistency,
and
they
need
to
be
held
to
the
same
high
standards.
If
we
don't
do
that,
we
can't
be
mad.
When
our
kids
don't
succeed,
that's
on
us.
We
need
to
create
and
Foster
the
environment.
We
need
to
praise
them
when
they
do
well.
We
need
to
hold
them
accountable
when
they
make
poor
decisions
as
far
as
the
facilities.
We
spoke
a
lot
at
length
and
we've
talked
to
the
kids
here
at
Liberty
and
at
Stanton,
River
and
again
I've
said
this
before
in
meetings.
J
They
say
they
prefer
not
to
be
rained
on
they'd,
like
better
lighting
and
they'd,
like
some
new
paint,
I'm
glad
to
hear
we're
moving
forward
with
some
of
these
and
and
we've
moved
some
of
these
priorities
up,
I'm
glad
that
we're
going
to
have
this
work
session
and
really
hone
in
on
what
our
priorities
really
are.
We've
heard
a
lot
about
them
again
over
the
last
couple
months
and
we
heard
a
lot
about
it
tonight
in
the
past.
J
J
You
know
in
my
business.
Sometimes
we
have
struggling
stores
before
we
dump
money
into
marketing
to
try
to
bring
more
customers
in.
We
first
look
internally.
You
know
everyone
benefits
from
self-reflection
and
asking.
How
can
we
be
better?
We
look
at
our
operations,
we
look
at
store
cleanliness.
We
look
at
our
equipment,
our
training
programs,
our
Personnel.
We
look
at
everything
internally.
First,
once
we
get
that
right.
Only
then
we
spend
marketing
money
to
dry,
try
to
drive
in
more
customers
and
try
to
drive
our
sales.
J
Otherwise,
what
we
do
is
we
ask
them
to
come
and
not
into
what's
not
the
right
environment,
they
don't
get
the
right
product
and
they
get
an
underwhelming
experience.
So
where
am
I
going
with
this?
This
is
the
approach
that
we
need
to
take
with
our
schools.
We
need
to
make
sure
our
operations
are
right.
We
need
to
focus
on
our
options
for
students
which
we've
heard
about
today.
J
We
need
to
focus
on
driving
results
which
we've
heard
about
today.
We
need
to
have,
we
need
to
hold
people
accountable
on
all
ends
and
and
from
that
Etc
can
we
do
the?
Can
we
do
extra
work
to
make
Liberty
a
magnet
school
I
know
that
we've
talked
about
that.
What
obstacles
do
we
have
to
overcome
that?
To
make
that
happen,
and
then,
of
course,
we
need
to
get
our
facilities
right,
which
we
are
working
on
CE.
J
We
remove
that
once
we
remove
any
stigma,
then
we
can
Market
our
schools
and
we
and
more
people
will
want
to
bring
their
kids
here.
Dr
Bergen
does
a
great
job
of
sharing
victories
and
positive
things
about
Liberty,
High,
School
and
and
all
the
schools,
but
I
think
we
need
more.
We
have
a
forum
here
and,
and
us
and
the
community
need
to
keep
doing
all,
that
we
can
to
pump
up
all
the
good
things
about
Liberty
High
School.
J
We
need
to
pump
up
the
boosters
and
the
PTA
and
we
need
to
Rally
around
each
other.
If
the
good
news
outweighs
the
bad,
then,
when
a
redistricting
Could
Happen
people
will
not
have
any
stigma
about
Liberty
again,
I
think
this
is
what
this
school
deserves.
Again
perception
is
not
reality,
but
we
still
have
work
to
do.
Thank
you.
F
Mr
Nims
I,
don't
really
have
a
lot
to
say
tonight.
Honestly
Mr,
Hagler
I
do
want
to
kind
of
ask
you
a
question.
It
was
bothers
my
attention
about
some
covid
funds
that
we
had
possibly
been
sitting
on.
Can
you
kind
of
just
explain
to
me
exactly
where
that
figure
came
from
and
if
it's
even
I
mean
valid.
AA
I'll
give
you
a
where
we
are
right
now,
with
the
covid
funds,
we've
got
a
little
bit
of
sr2
remaining,
most
of
that
will
be
exhausted.
Actually,
we've
already
spent
it
all
from
the
HVAC
projects.
This
past
summer,
sr3
we've
been
spending
down.
We
have
about
5
million
remaining
a
lot
of
that's
going
to
be
spent
down
for
TJ
and
good
view.
AA
We've
set
aside
for
the
instructional
Department,
not
specifically,
you
know
and
saying
for
learning
loss
and
making
sure
we
have
money,
because
we
can
go
up
until
next
year,
so
we
set
aside
about
600
000
this
year
and
600
000
next
year.
For
anything,
we
see
that
our
learning
loss
to
help
with
our
numbers
and
our
scores
and
so
Dr
Woodford-
can
redirect
those
as
needed
wherever
we
see
the
problems
there.
So
really
all
the
funds
for
the
SR
are
pretty
much
committed.
AA
Vast
majority
of
those
there
was
an
HVAC
covered
money
that
all
went
for
HVAC
a
lot
of
the
sr2
and
sr3,
but
quite
a
bit
of
it,
went
for
learning
loss
and
also
the
recovery
effort
during
the
two
years
of
shutdown
and
getting
back
up
and
running.
So
all
those
funds
are,
on
the
most
part,
just
committed
and
just
about
spent.
Thank
you,
sir.
AA
Board's
giving
us
directing
to
move
forward
with
TJ
and
good
view,
and
so
those
are
committed,
they're
out
for
bid,
and
hopefully
they'll
get
done
this
summer.
So
those
funds
are
there
until
we
can
get
reimbursement
and
the
expenditures
start
happening
so
just
pray.
Although
all
those
supplies
come
in
a
little
bit
better,
they
did
last
summer
and
we're
up
and
running
for
the
first
day
of
school
next
year.
F
Sir,
just
a
I
mean
it's
been
a
pretty
rough
week
for
people.
I
just
want
to
say
a
few
little
words
before
you
judge
a
man.
We
must
First
Walk
a
Mile
in
His
Shoes.
F
A
lot
of
people
continue
to
throw
stones
that
most
of
us
up
here
who
just
don't
like
us
for
some
odd
reason.
Nobody
really
knows
why,
but
that's
okay,
because
what
we
do
is
with
those
stones.
We
pick
them
up
and
we
collect
them.
We
try
to
make
this
the
best
school
system
for
in
Virginia.
So
that's
what
we're
going
to
do
with
it.
We're
gonna
continue
to
strive
to
do
the
best
we
can
and
and
basically
do
the
best
we
can
for
the
parents,
students,
teachers,
staff,
everybody
in
Bedford,
County.
L
P
Just
want
to
say,
we
hear
you
loud
and
clear:
the
facilities
are
in
shambles
and
you
know
we're
going
to
work
it
out
at
these
at
this
next
work
session
and
get
the
ball
rolling
and
good
night.
A
Yes,
I
just
always
want
to
go
back
to
thanking
teachers
and
staff
and
students,
and
especially
our
principals
for
principal
recognition
for
all
that
they
do.
I
also
want
to
piggyback
on
some
of
Mr
Daniel's
comments
this
evening.
Just
saying
that
you
know
we
need
to
be
looking
inward.
That's
the
only
way
you
do
change
things
and
that's
when
you
do
that,
you
develop
a
positive,
not
only
climate,
but
a
positive
culture,
that
we
can
look
inward.
A
We
can
see
the
mistakes
we
make
or
how
we
can
improve,
and
it's
not
teacher,
bashing
I
think
we
owe
our
teachers,
our
students,
our
parents
and
our
community,
a
deeper
understanding
of
student
performance
and
I'm
glad
that
we're
going
to
have
that
to
be
able
to
share
with
you
I
I
want
to
say
absolutely.
Thank
you
for
this
little
coffee,
grinder,
it's
like
too
adorable.
So
thank
you,
Mr
Fox
and
his
class.
That's
just
absolutely
wonderful.
A
I
also
want
to
I
know
we
already
did
but
Diane.
Thank
you.
So
much
for
everything
that
you
do.
I
didn't
email
you,
but
I
did
read
the
minutes.
Sorry
they
were
fine,
but
you
have
been
more
than
a
clerk
at
least
me
a
friend.
So
thank
you
for
that.
A
I
also
want
to
talk
about
Liberty
and
Stanton,
River
and
I'm,
going
to
just
repeat
a
lot
of
what
has
already
been
said,
but
we
do
need
to
address
this
and
it
has
to
be,
in
my
opinion,
something
that's
going
to
last.
It
can't
be
a
Band-Aid
anymore,
these
students,
this
community
and
Stanton
River
students
and
that
Community
deserve
a
better
facility.
So
I
think
we
have
to
do
whatever
we
need
to
do
to
try
our
best
to
make
that
happen.
A
I
don't
know
about
the
rest
of
the
board.
I
know
that
they've
they
have
removed
equipment
at
Bedford
primary,
but
I
am
concerned
about
the
fact
that
there
is
no
fencing.
These
are
little
babies
out
there
and
I.
Just
wonder
if
the
board
would
be
interested.
Madam
chairman
in
at
least
looking
into
the
cost
of
some
fencing,
we
can
at
least
start
there.
I
think
that
would
help
with
making
a
safer
space
for
these
children.
I
mean
again,
they
are
babies
out
there
they're,
not
older
kids
who's.
A
You
know
even
Elementary
School,
you
know.
Sometimes
they
act
in
an
unsafe
manner,
but
the
little
babies
that
you
know
I
I
would
just
really
like
to
know
if
we
could
possibly
at
least
look
into
a
cost.
B
AA
AA
V
AA
A
I
too,
have
heard
a
lot
about
bullying
going
on
in
the
schools
and
I
just
want
to
remind
parents
that
there
is
a
difference
between
socially
inappropriate
behavior
and
bullying
and
that's
all
laid
out
in
our
code
of
student
conduct,
so
I
think
you
need
to
everyone
needs
to
just
Refresh
on
the
the
true
meaning
of
bullying,
because
I
tell
someone
you
know,
I
make
a
comment
about
them.
Physically,
that
is
not
bullying.
It's
unkind.
It's
socially
inappropriate!
You
know
we
certainly
will
address
that.
But
that's
not
bullying.
A
Bullying
is
a
repeated
pattern
of
behavior
toward
one
person
and
I'm,
not
saying
that
isn't
occurring.
I
I
think
there
are
instances
where
true
bullying
is
occurring
and
parents
have
indicated
to
me
time
and
time
again.
They
don't
know
what
to
do
about
that.
There
is
a
form
unless
it's
been
changed,
but
there
is
a
form
in
the
code
of
conduct
that
you
can
fill
out
and
turn
into
your
principal
or
anybody
in
in
the
front
office,
and
they
should
be
required
to
investigate
that.
A
A
I
have
a
question
for
Dr
Bergen
too.
The
Virginia
literacy
Act
is
going
to
be
implemented
in
24
25.
So
where
are
we
with
regard
to
that
specifically
I'm
looking
for?
Is
there
any
sort
of
timeline,
because
in
I
think
it's
K3?
If
I
read
it
correctly
or
K2,
students
who
fail
to
meet
The
Benchmark
are
going
to
be
required
to
have
an
individualized
reading
plan.
So
I
know,
teachers
are
probably
going
to
need
to
be
have
professional
development
with
regard
to
that
and
they
talk
about
a
division,
wide
literacy
plan.
A
G
I'm,
as
you
are
too
really
thrilled,
with
the
emphasis
out
of
Richmond
and
in
the
governor's
proposed
budget
and
in
the
House
and
Senate,
the
amount
of
State
resources
are
going
towards
the
science
of
reading
and
making
ensuring
that
we
have
the
resources,
including
materials
and
Personnel,
for
early
literacy
all
the
way
through
into
high
school.
So
candid,
we
did.
We
just
provide
an
update
on
where
we
are
with.
The
first
round
of
review
was
that
in
a
Wednesday
memo.
G
Yeah
so
one
of
the
the
big
things
we
talked
a
lot
about
this
last
year's
aboard.
It
was
very
frustrating
for
me
personally
and
I
suspect
for
you
that
we
didn't
adopt
new
materials
for
this
year.
We
had
the
money,
but-
and
we
had
done
the
work-
our
community,
our
parents,
our
teachers
had
had
reviewed
some
textbooks.
G
We
want
to
go
back
and
revisit
the
UVA
teaching
on
the
science
of
reading
and
high
quality
professional
development
for
our
teachers.
We
have
so
many
new
teachers
who've
come
into
the
profession
over
the
last
number
of
years,
and
just
teachers
who
could
use
a
refresher,
more
funding
from
the
state
for
reading
Specialists
and
reading
coaches.
We
already
have
so
many
that
are
above
and
beyond
the
soq
it'll
just
be
more
State
money
to
pay
for
what
we
already
have
in
place.
We'll
have
additional
resources
to
put
into
other
things
Karen.
M
So
we
actually
started
developing
an
updated
literacy
plan
last
year
and
our
reading
specialist
we're
being
led
with
Dr
eisenhauer
on
that
process.
We
feel
like
it's
pretty
close
to
what
the
department
of
Ed
is
going
to
put
out,
but
we
will
update
that
document
and
actually
make
it
public.
Once
we
get
a
little
bit
more
information
from
the
Department
of
Education
and
in
preparation
for
what
we
thought
was
coming.
M
We
already
asked
our
reading
specialist
to
make
sure
they
had
an
individualized
plan
for
any
student
who
qualified
based
on
pal
scores,
we'll
update
whatever
template
the
doe
requires.
But
we
went
ahead
with
that
requirement
because
we
thought
it
was
just
best
good
best
practice.
So
a
couple
of
those
things
we've
already
put
into
place
in
prep.
M
A
K
You,
madam
chairman,
I,
would
like
to
just
thank
everyone
for
just
your
thoughtfulness,
your
acknowledgment
and
the
goodies
that
we've
received
for
school
board
appreciation
month.
Thank
you,
so
so
very
much
and
I
to
Mr.
A
fox
believe
me.
I
will
be
using
this,
because
I
am
certainly
a
coffee,
drinker
and
I'll
get
to
grind
my
own
coffee
how's.
That
so.
Thank
you.
Thank
you.
So
very
much.
K
K
I
want
to
say
a
thank
you
to
our
school
counselors
as
well
for
their
dedication
and
all
of
their
their
hard
work.
I
want
to
just
really
give
a
thank
you
to
Mr
and
Mrs
Parker,
who
are
the
really
the
creators
and
restoring
of
the
building
for
the
Bedford
Boys
tribute.
Center
I
am
just
so
pleased
that
our
community
is
going
to
be
hosting
a
welcome
parade
on
Saturday
for
the
Alpha,
Company
and
I.
K
Think
it's
just
a
wonderful
gesture
there
and
thank
you
to
all
of
those
service
individuals
as
well.
I
will
be
attending
tomorrow.
I
was
invited
by
the
JF
High
School
to
attend
their
black
history
Forum,
where
I
will
serve
on
their
panel
I've
done
that
a
couple
of
times
and
it's
just
a
wonderful
opportunity
to
just
engage
in
discussion
regarding
Black
History
Month,
and
this
is
Black
History,
Month
and
I
noticed
Dr
Bergen
that
we
didn't
have
a
presentation,
as
you
did
last
year,
on
Black
History
Month.
K
Let's
see
I
believe
that
that's
all
that
I
have
I
thank
everyone
for
just
coming
out
tonight
as
well.
Thank
you.
B
My
turn
I'm
going
to
start
mine
off
with
show
and
tell
in
case
y'all
missed
it.
There
is
a
wonderful
article
in
here
in
the
Bedford
bulletin
from
last
week
by
Dr
Maley,
great
job,
and
thanks
for
showing
that
there
are
no
limits
as
far
as
age
and
redefining
things,
and
that's
amazing,
wonderful
job
and
I
did
a
Facebook
post
about
this
today
and
I.
Just
the
amount
of
Pride-
and
that
is
coming
back
to
this
school
is
amazing
and
I
went
to
a
ball
game
last
week.
B
Couple
weeks
ago
and
Mr
Satterwhite
gave
me
a
shirt
that
has
the
Liberty
fight
song
on
it,
and
I
can
remember
when
I
was
a
child
coming
out
here
with
my
brothers
and
everybody
would
get
so
excited
when
the
band
would
play
that
fight
song
and
everybody
in
the
stands
could
sing
it.
The
cheerleaders
had
their
little
routine
and
when
I
noticed
at
the
ball
game.
So,
let's
just
saying
I
noticed
at
the
ball
game.
It's
starting
back
up
and
what's
really
cool
about
this
shirt.
B
I
know
I've
been
to
UVA
games
today,
seeing
the
good
old
song.
If
you
buy
the
right
size
cup
the
words
to
this
song
or
inside
the
cup,
I
guess
the
problem
says
you
gotta
hurry
up
and
drink
your
drink
and
go
buy
another
one,
but
this
you
had
the
words
right
side
up,
so
your
neighbor
can
read
them
and
if
you
don't
know
them
they're
upside
down,
so
you
can
look
down
and
see
them
too.
So
that's
kind
of
cool,
so
I
want
to
thank
you
again.
B
B
I
was
at
the
athletic
department
meeting
last
night
and
of
course
we
get
the
notices
every
day
that
bus
routes
are
canceled,
but
we're
also
looking
at
scheduling
conflicts
with
sports
and
not
being
able
to
have
bus
drivers.
So
even
if
you
could
do
a
part-time
it
would
it
would
be
appreciated
and
if
you
know
somebody
just
contact
transportation,
we're
willing
to
help
you
more
we'll
get
you
your
CDL!
B
Congratulations
to
the
Stanton
River
High
School,
athletic
Hall
of
Fame
2022
inductees,
Lily,
Garrett,
indoor
outdoor
track,
Bob
gray,
former
head
football
coach,
Sonya,
Howe,
basketball,
Taylor,
tester,
Overstreet
soccer
Christopher,
Stephen
powers
for
tennis,
Dustin
Roberts
for
golf
Ahmed,
singbana
and
door
outdoor
track.
B
Jelinda
Newman
settles
for
softball
para
Wright
for
head
girls,
basketball,
coach
and
everybody
knows
that
February
is
a
month
of
Valentine's
and
and
I
want
to
give
a
special
shout
out
or
a
special
recognition
to
those
that
a
lot
of
people
think
are
behind
the
scenes.
But
they're
really
not
they're
right
smack
dab
they're
in
the
Forefront
and
that's
our
families.
B
They
are
the
ones
that
are
put
up
with
us.
When
we
go
say
we're
gonna
make
a
quick
trip
to
the
store
and
we
get
back
an
hour
and
a
half
later,
because
we
got
in
conversations
they're
the
ones
that
put
up
with
us
with
the
late
night
phone
calls
answering
emails.
Getting
our
phones
blowing
up
with
texts
want
to
say
thank
you
to
them.
B
We
don't
give
them
enough
notice.
Of
course
we
had
a
good
clap
from
back
there.
But
thank
you
thank
you.
For
your
love,
your
support
and
your
sacrifice,
and
if
you
got
a
chance
on
February,
the
13th
right
the
day
before
Valentine's
Day,
come
out
to
the
Minuteman
basketball
game
against
Amherst.
B
Let's
see,
of
course,
we're
recognizing
school
counselor,
Appreciation
Week
I
was
reading
somewhere
that
the
best
some
the
best
summary
I
saw
for
a
counselor
help.
Students
succeed
in
school,
apply
interpersonal
skills
and
plenty
of
futures.
The
combination
of
their
training
and
experience
makes
them
a
unique
and
integral
part
of
K-12
schools.
B
I
want
to
give
a
special
congratulations
to
Rishi
Woolwich,
the
crossing
guard
we
recognized
a
couple
of
years
ago,
but
she
was
also
recognized
by
VDOT
as
one
of
the
top
crossing
guards
in
the
Commonwealth,
and
it's
not
said
enough
and
when
we
talk
about
staff
and
we
always
thank
cafeteria
workers
genders,
we
never
thank
the
crossing
guards.
B
When
you
pull
out
in
the
mornings-
and
you
see
these
guys
out
there
or
ladies
people
out
there
directing
traffic
they're
taking
go
play
in
traffic
to
a
whole
new
level,
I
mean
the
way
it
rushes
by
and
just
thank
you
thank
you
for
keeping
us
safe.
Thank
you
for
keeping
traffic
flowing.
Thank
you
for
helping
us
get
our
kids
in
the
door
on
time.
B
Our
students
have
Spirit
weeks
lined
up
in
celebration
of
kind
this
week.
So
let's
please
join
in
and
help
them
celebrate
and
let's
be
really
good
about
setting
good
role
models
for
them
to
follow,
and
hopefully
we'll
get
to
the
point
where
we're
not
just
celebrating
it
for
a
week,
but
it
will
be
every
day
and
one
more
time.
Thank
you,
Ms
Johnson
for
everything
you
do
you
don't
know
how
invaluable
you
are
now
with
that
being
said,
do
I
have
a
motion
to
adjourn.