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From YouTube: Board of Education Meeting - July 10, 2023
Description
Board of Education Meeting - July 10, 2023
A
A
A
A
C
Superintendent
Stevens
members
of
the
Board
of
Education
and
guests.
It
is
my
honor
to
award
the
champion
for
Education
Golden
Apple
to
a
true
friend
of
Berkeley
County
Schools.
The
Apple
was
long
served
as
an
expression
of
respect
and
gratitude
for
those
who
have
helped
guide
us
shape
us
and
have
made
a
difference
in
our
lives.
You
may
also
recognize
the
apple
as
a
long-standing
symbol
of
Education.
C
Retired
chief
of
police
George
sportwood
is
a
product
of
Berkeley
County
Schools
and
a
graduate
of
Martinsburg
High
School
on
Sunday
April
15
1984
George
began
a
long
and
dedicated
law
enforcement
career
in
his
hometown,
serving
the
people
in
the
community
that
raised
him.
This
alone
can
speak
to
his
desire
to
serve
and
Lead
our
community
in
June
of
2020
George
became
chief
of
police.
C
A
review
of
his
Civic
resume
indicates
movement
through
the
ranks
as
a
patrolman,
detective,
detective,
Sergeant,
detective,
Lieutenant,
detective
Captain,
Deputy,
Chief
and
chief
of
police,
George
retired
this
past
June
and
while
we
know
he
was
absolutely
visible
in
our
city
schools,
we
value
his
participation
in
our
obey
us
County
events
and
our
school
safety
demonstrations.
However,
he
is
probably
most
proud
of
the
Handle
With
Care
program
that
thrived
under
his
leadership.
C
D
summer
of
2001,
my
first
year,
working
in
Berkeley,
County
I
was
thrust
into
action.
You
know
came
from
Ohio
with
three
little
kids
and
and
and
a
wife,
and
was
thrust
into
action
here
and
thought
that
I
was
going
to
have
the
summer
to
prepare,
get
to
know
the
area
and
got
here
on
a
on
a
Sunday
went
to
work
Monday
as
a
summer
school
principle.
D
D
I
would
contact
contact
him
and
it
seemed
like
our
relationship
really
started
to
just
rolled
from
there
and
after
a
decade
of
us
working
together,
it
was
not
uncommon
for
a
threat
to
be
to
be
made
on
social
media
after
midnight
and
they
always
seem
to
come
after
midnight,
and
it
was
not
uncommon
for
me
to
reach
out
and
whom
did
I
reach
out
to
I
had
to
reach
out
to
you
and
much
like
Miss
Bobo.
When
we,
when
she
said,
don't
know
what
to
call
you
I,
never
struggled
with
that.
D
You
know
everybody
else.
It
was
Chief
or
George
or
you
know
or
whatever.
But
for
me
it
was
big
dog,
it's
big
dog
it
it
will.
It
will
forever
be
big
dog,
because
whenever
something
was
needed,
we
could
contact
you
for
for
your
for
your
assistance
and
again
it
didn't
matter
if
it
was
at
2
A.M
or
when
the
buses
were
unloading
in
school
or
when
they're
unloading
at
home
or
anywhere
in
between
I
appreciate
your
service
to
the
to
the
community.
I
appreciate
your
service
to
our
students.
D
D
D
B
B
G
B
You've
all
been,
in
my
opinion,
in
39
years,
that
I've
been
a
police
officer.
This
is
the
best
board
I've
seen
I'm.
By
far
this
is
the
best
board
out
here.
Going
Elaine
you've
always
been
a
standout
Ron
Big
Dog
Stevens
he's
absolutely
right
at
two
in
the
morning.
I
could
call
him
and
he
called
me.
We
took
every
threat
that
threatened
our
kids
very,
very
serious.
We
would
end
it
before
eight
in
the
morning
before
school
started.
We
would
track
it
down.
B
I'd
reach
out
to
the
FBI
I'd
reach
out
to
the
task
force
to
run
a
computer
threat
down.
We
would
run
that
threat
down,
assess
it
whether
it
was
legit
or
not
before
8
in
the
morning,
and
then,
even
after
that
we
did,
we
would
always
put
an
officer
out
there
at
that
school
because
I
know
how
it
goes
with
social
media.
It's
like
wildfire
it's
everywhere
as
soon
as
it
starts,
so
parents
were
always
concerned,
and
you
should
be
concerned
about
your
kids.
B
One
thing
coming
up
through
Public
Schools,
it's
been
great
I've
had
the
benefit
of
all
public
schools
went
to
John
Street
Elementary
went
to
South
Middle
School
go
Trojans,
went
to
Martinsburg
High
School
Bulldogs
went
a
little
bit
to
Shepherd,
go
Rams
I'm
from
here,
but
it's
been
a
great
ride
and
I've
enjoyed
every
minute
of
it
and
it's
a
superintendent
I'm
so
happy
that
you
made
that
run.
That's
the
right
choice,
that's
the
right
choice,
but
this
is
something
very
special
to
me.
B
It
really
is
and
I've
always
thought
as
a
chief
of
police,
our
our
children
are
our
future
they're.
The
most
outstanding
thing
out
there
that
we
have
and
I've
always
believed
there
are
kids
all
of
them.
There
are
kids
and
everything
we
can
do
to
protect
them.
Everything
we
could
do
to
nurture
them
everything
we
could
do
to
bring
them
along
their
path
later
in
life.
We
need
to
do
and
you
all
are
a
fine
example
of
all
of
it
and
laying
I
owe
you.
Thank
you
so
much
all
of
you.
Thank
you.
B
F
C
F
B
B
B
B
A
J
D
A
That
was
labeled
at
the
on
the
last
agenda
on
26th
of
June
item
11.4.
It
was
security,
camera
systems
without
going
into
a
much
detail.
I
just
want
to
point
out
to
the
board
that
we're
going
to
to
have
to
reverse
the
previous
vote,
because
we're
going
to
be
voting
on
8.3
today
and
it's
awarding
the
camera
system
to
a
different
bidder.
There
was
a
mistake
found
the
last
time
and
Council
advises
to
replace
it.
D
A
And
so
I
move
that
we
set
aside
the
action
of
the
26th
of
June
item
number
11.5
security.
Camera
system
bid.
That's
my
motion.
Now,
I
have
a
second
okay,
all
those
any
questions
about
the
motion
or
anything
all
those
in
favor
of
setting
aside
the
action
taken
on
the
26th
for
a
security,
camera
system,
item
number
11.4
signify
by
saying:
aye,
okay
and
then,
while
we're
on
it
we'll
go
ahead
and
adopt
the
11
point,
I
mean
it
should
be
item
number
3.3,
okay,
Miss.
K
I
am
Randy
Davis
I'm,
the
coordinator
for
maintenance,
as
you
had
mentioned
before,
there
was
a
discrepancy
on
a
previous
bid,
so
we
did
put
it
out
for
bid
again.
There's
time
we
went
through
everything,
it
looks
like
everything
is
good.
There
was.
It
was
a
little
bit
cheaper
this
time
now
it
looks
like
it
is
going
to
make
security
looks
like
the
total
bid
for
all
four
high
schools
was
354
906
dollars
for
all
six
middles.
A
A
Okay,
it's
been
moved
by
Mr
Martin
seconded
by
Miss
Long.
Just
one
comment:
we
need
to
start
utilizing
the
contracted
Services,
the
architect
in
particular
on
further
projects.
They
can
have
a
review
of
what
we're
doing.
We
also
are
involving
our
Council
on
that
Court.
Okay,
do
we
have
any
more
of
these
projects?
I
think
we're
pretty
well
exhausted.
The
list.
D
A
A
E
K
K
What
they
did,
though,
is
in
another
place
in
The
Proposal
they
listed
a
scope
of
work
as
to
what
they
were
going
to
list
as
installing.
Basically
they
switched
out
the
cameras.
I
don't
know
if
they
went
off
of
an
old
proposal
and
just
made
a
typo
or
what
they
did,
but
basically
they
listed
the
first
camera
that
met
the
specifications
and
then
below
that
they
listed
a
lower
quality
camera.
So
that
was
the
reason
why?
Because
we
had
the
spec
sheets,
we
had
everything,
and
that
was
what
it
was.
F
K
A
M
N
K
O
O
M
D
G
A
A
P
P
So
when
I
talked
about
project
goals
as
your
consultant,
these
are
the
things
that
HVAC.
This
is
the
filter
that
we're
going
to
look
through.
You
want
to
provide
an
optimal
learning
environment.
We
want
to
maximize
the
economic
benefit
to
Berkeley
County
Schools,
and
we
want
to
do
what
we
said
in
the
Box
so
to
elaborate
on
that
just
a
little
bit.
So
we
want
good
indoor
air
quality.
That
means
it's
a
healthy
environment
in
the
classroom,
a
good
carbon
dioxide
levels.
P
P
The
economic
benefit,
low
energy
costs,
low
maintenance
costs.
We
want
the
equipment
to
last
as
long
as
possible.
I,
don't
think
those
are
controversial.
I
think
we
can
all
say.
Yes,
those
those
are
good
things.
So
that's
I
started
with
the
easy,
so
I
want
to
talk
to
the
scope
and
I
thought
it
might
be
beneficial,
so
I've
been
working.
P
You
know,
I've
come
to
Berkeley
County
for
nine
years
now,
and
you
know
early
on
first,
you
all
found
us
at
a
conference
invited
us
here
and
said:
how
do
we
do
Zero
Energy
schools
and
so
how
much
money
do
you
have
to
spend?
He
said:
none,
okay!
Well,
we
got
this
thing
called
performance
Contracting
where
we
can
save
energy
and
push
those
dollars
into
your
buildings.
So
one
of
the
first
things
we
did.
P
We
take
a
look
at
your
buildings
and
they
get
a
caller
if
it's
green,
that
means
there's
no
equipment
and
end
of
life.
Things
are
pretty
well.
Okay
at
that
school
red
on
the
other.
End
of
the
spectrum
means
everything
in
that
school
is
past
end
of
life
you're
on
borrowed
time,
you're
spending
extra
money,
kids
are
uncomfortable.
It's
a
bad
situation.
P
P
So
we
came
along
and
we
did
an
energy
project,
and
that
was
the
impact
that
we
had.
There
were
five
Reds
that
went
green
and
two
yellows
that
went
green,
so
we
took
yellow
and
red
off
the
board.
We
knocked
out
those
seven
schools
to
where
we
were
setting
those
up.
You
know
for
the
next
20
years
so
fast
forward
in
time.
The
only
major
project
that's
been
done
for
existing
equipment
has
been
Martinsburg
high
school.
We
did.
We
only
did
fortunate.
P
P
So
when
you
look
at
the
condition
of
the
HVAC
in
The,
District
Green
in
2016
was
half
it
was
half
green.
You
had
very
little
red
today,
red
the
predominant,
color,
red
and
yellow
or
two-thirds
of
the
district,
so
we're
creeping
up
on
that
condition
again,
where
it's
very
urgent
to
your
credit,
recognize
that
we
put
some
money
in
the
barn
call
we're
going
to
start
attacking
that
problem,
because
it's
due
this
time
so
forecasted
three
more
years
without
any
thing.
P
Additional
and
the
reason
I
put
this
on
here-
is
because
Spring
Mills
High
School
feels
pretty
new
even
to
me
because
it
was
new
when
I
got
here
nine
years
ago.
Well,
it
three
more
years:
it's
15,
that's
the
lifespan
of
a
rooftop
unit.
We
gotta
start
replacing
those
rooftop
units
in
a
few
years.
It's
a
Perpetual
cycle.
You
have
to
invest
in
so
the
selected
scope
that
we've
done
thus
far,
which
is
I,
want
to
back
up
and
revisit.
P
So,
along
with
that,
another
goal
we
talked
about
was
indoor
air
quality.
So
you
can
read
this
slide
right
here,
but
this
is
the
reality
of
the
game
with
schools
and
indoor
air
quality.
Mckinley
will
agree
with
this
here,
but
we
want
good
indoor
air
quality
in
our
schools
and
it
has
benefits
that,
just
in
the
last
10
years,
we've
really
started
to
understand
in
terms
of
having
higher
cognitive
function,
better
decision
making.
P
So
this
one
is
2013..
This
was
Lawrence
Berkeley,
National,
Lab
and
Upstate
Medical
University
in
New,
York
I'll
walk
you
through
several
of
these
very
quickly
as
quick
as
I
can
without
watering
them
down,
but
those
these
three
levels
of
carbon
dioxide
on
this
chart,
these
the
six
hundred
and
a
thousand
are
about
what
you
would
see
in
a
in
a
properly
conditioned
up
to
code.
Classroom
2500
is
what
you
have
in
the
classroom
plus
or
minus.
That
really
doesn't.
P
P
The
basic
strategy
is
graded
as
dysfunctional,
really
the
only
one
that
didn't
really,
you
know
focused
activity,
they
can
still
Focus,
but
they
may
not
imply
basic
strategy
on
what
they're
working
on.
So
that's
concerning
right.
So
walk
you
through
a
couple
more
this
one's
2021
we're
in
covid
and
the
pandemic.
P
Harvard
school
of
health
wants
to
is
looking
at
new
air
quality,
so
higher
CO2
levels
means
no
fresh
air
or
less
fresh
air.
We
had
decreased
performance
and
Stroop
test
metrics.
The
Stroop
test
is
a
it's
colors
and
words
and
they'll
say
pick
the
circle.
Yellow
and
there'll
be
the
word
purple,
but
it'll
be
in
yellow.
So
you
have
to
think
a
little
bit
and
circle
purple,
even
though
it's
colored,
yellow
high
carbon
dioxide
environment,
kids,
don't
do
that
as
well.
They
don't
add
or
subtract
as
fast.
P
P
P
If
we
have
good
indoor
air
quality,
they're,
12
percent
faster,
which
maybe
they
get
their
tests
done
on
time,
rather
than
run
out
to
my
kid-
runs
out
of
time-
sometimes
one
of
them
and
then
two
percent
less
errors.
So
then
that
last
sentence
changing
the
indoor
air
quality
would
increase
daily
attendance
by
two
and
a
half
percent
on
the
two
in
daily
attendance
figures
into
money.
Ultimately,
for
you
all
it's
in
the
funding
equation.
P
Here's
one
from
California
3.4
percent,
better
attendance
with
good
indoor
air
quality
if
we're
down
yeah
we're
down
to
the
last
one,
this
one's
from
Germany,
just
to
throw
some
other
flavor
in
there
and
this
and
this
one's
looking
at
particulate
matter,
not
having
good
filters
like
you
know,
you
see
the
wind
I
call
it
window
shakers
those
units
you
just
put
in
the
window
and
drop
it
down
like
those
don't
have
good
filtration
like
during
the
pandemic.
That's
not
proper
filtration!
P
P
So
you
had
a
cefp
plan
which
I
think
provided
some
of
the
the
basis
for
which
you
went
to
did
the
bond
call,
and
so
it
had
13
million
in
it
for
HVAC
Renovations
that
top
right
number
and
we
looked
at
it
in
July
of
last
year
and
said:
I
think
that
number
is
more
like
115
million,
which
you
probably
need.
That's
a
staggering
number
I
know.
P
So
they're
budgeted
at
28
to
32
and
we
recommended
80
to
150.
and
that
80
to
150
that
we
do
projects
across
the
country,
one
of
the
biggest
firms
in
the
country
to
do
what
we
do.
That's
our
database,
plus
all
the
public
data
we
can
go,
get
and
80
to
150.
8150
is
a
big
range,
but
we
just
need
to
look
at
the
scope
and
figure
out
where
we
can
be
so.
P
P
P
P
My
advice,
we'll
do
more
work
is
to
spend
at
least
the
15.
and,
if
we're
on
the
edge
of
getting
doing
a
lot
of
good
with
two
more
million.
Some
of
the
other
stuff
comes
in
under
budget
slide
it
over,
but
we
won't
know
until
you
kind
of
appoint
us
to
to
look
at
it
and
see
what
we
what
we
have
have
to
spend.
P
P
P
That
was
they
budgeted
based
on
their
experience.
They
had
never
done
a
performance
contract
like
this.
They
budgeted
those
as
if
they
were
Capital
crisis
along
the
way
they
say.
We
think
the
performance
contract
process
has
a
lot
of
advantages.
Let's
go
do
it
that
way
turned
it
over
to
us.
We
delivered
that
scope
for
89.9
million,
so
we
came
in
under
budget
below
what
they
had
so
our
final,
so
we
were
seven
million
under
there.
Then
we
had
more
money
to
spend
so
they
said,
go
add
the
stuff
in
green.
P
P
P
So,
as
usual,
our
schools
perform
very
well.
This
is
the
energy
usage
per
square
foot.
You
all
have
seen
these
charts
before
those
are
all
Canal,
County
schools
and
the
ones
we
did
are
in
green.
The
ones
in
Gray
were
done.
The
traditional
way
so
I
want
to
back
up
now
and
there's
there's
an
idea
that
performance
Contracting
costs
more
than
traditional.
These
are
all
the
cmta
major
HVAC
Renovations
that
in
Kanawha
County
versus
what
they
had
been
doing
in
the
orange.
P
P
This
one
I
got
ahead
of
myself.
This
one
is
Kanawha,
County
plus
other
projects.
We
just
grabbed
everything
we
could
in
the
last
couple
years
and
threw
them
on
a
graph,
and
you
can
see
with
a
little
bit
of
overlap.
The
performance
contract,
HCC
Renovations
are
cheaper
and
they
they
are
top
to
bottom
renovations.
P
P
The
general
contractor
gets
an
electrical
contractor,
gets
a
mechanical
contractor.
Those
two
contractors
go
out
and
buy
equipment
and
might
even
have
some
subs,
like
the
controls.
Sub
might
work
for
the
mechanical,
so
you
get
a
markup
to
the
mechanical,
a
markup
to
the
GC
in
our
model,
the
Energy
Services
Company,
that's
cmta
in
the
middle
I,
buy
all
the
light
fixtures
shipped
to
the
site.
My
construction
manager
receives
them.
P
We
bring
the
electrician
know
that
we've
hired
he
installs
the
lights
that
we
purchased.
We're
not
doing
solar,
but
that's
the
same
way.
We
do
solar
things.
That's
the
same
way.
We
do
HVAC
equipment,
we
buy
all
of
that,
so
we're
providing
an
extra
service
there,
but
it
is
eliminating
markup
on
a
you
know,
whatever
that
those
major
material
packages
are
running
on
the
project:
30
40
of
the
project
we're
eliminating
a
markup
level
on
Earth.
That's
part
of
our
cost
efficiency.
P
By
the
way
it's
open,
Book
pricing,
SBA,
approved
selection
process,
so
cmta
was
originally
selected
with
SBA
involved.
The
competitive
bidding
happened
when
we
won.
It
also
happens
when
we
bid
to
subcontractors-
and
you
know-
that's
all
done
in
collaboration
with
your
rep,
whoever
your
point
who
review
the
bids
with
so
lower.
First
cost.
To
summarize,
do
we
direct
purchase
materials?
We
have
no
subs
to
a
sub.
P
We
do
do
some
additional
services
on
the
energy
side.
I'll
show
you
that
in
a
second,
but
again
they
pay
for
themselves
faster
construction
schedules,
the
seven
schools
we
did
all
done
in
eight
weeks
boom
done
knocked
out,
don't
have
to
worry
about
them.
That's
very,
very
hard.
In
the
traditional
world,
where
low
bid
General
is
working
with
the
mechanical
that
happened
to
bid
him,
the
lowest
and
the
electrician
to
have
him
been
lost
and
they
don't
work
for
me
or
McKinley.
We
try
to
beat
on
them
too.
P
I
mean
that's
a
bad
word.
We
try
to
enforce
that.
They
deliver
a
good
project.
Ultimately,
we
have
no
contract
with
them.
Our
contract
is
with
you,
your
contract
is
with
the
contractor,
so
we
try
to
influence
their
quality,
but
we
can't
we
can't
renovate
a
school
over
the
summer.
In
that
way,
typical
typically
take
a
year,
Ohio
County.
We
did
work
that
District
together
we
had
some
construction
tradition
or
traditional
that
won
a
year
plus
and
we
had
some
performance
contracts
that
were
done
in
the
summer.
P
P
So
let's
talk
about
that's
the
first
cost
section.
So
let's
talk
about
life
cycle
costs.
If
there's
been
the
idea
expressed
that
we
just
need
energy
efficient
equipment,
we
don't
need
seams.
Yet
so
you've
seen
this
before
this
is
the
units
of
energy
per
square
foot.
With
the
last
four
major
construction
projects,
you
did
before
CMT
arrows
the
North
Middle
Spring
Mills
High
School
Mountain,
Ridge,
Middle,
Spring,
Mills,
Primary
units
of
energy
per
square
foot,
they're
long
long
bars,
that's
bad
news.
P
P
This
is
the
cumulative
kilowatt
hours
over
the
course
of
the
year.
So
before
we
arrived
on
average
Spring
Mills
Primary
that
was
Pat
knows
the
history.
Well
supposed
to
be,
the
greenest
School
in
the
states
got
geothermal.
It's
got
a
lot
of
good
things.
It's
here,
that's
where
you're
running,
without
our
help
that
same
equipment
with
our
health
is
running
788,
so
we
reduced
it.
30
percent
Spring,
Mills
High.
We
cut
it
more
than
half
Mountain
Ridge
Middle
and
Martinsburg
North,
Middle
otherwise
known
as
just
North
Middle.
P
P
P
So
does
energy
efficient
equipment,
save
energy?
Yes,
yes,
and
no.
You
can
but
again
without
cmta
monitoring,
walk
watching
optimizing,
you
were
read
and
then,
with
our
help
you
were
blue.
So
it's
kind
of
like
anything
if
you
effort
and
focus
gives
results
and
if
essentially
nobody
was
in
charge
of
how
they
were
running,
it
was
just
whatever
it
was.
The
bill
came
in
and
you
paid
it
and
that's
that's
what
most
school
districts
do.
P
This
is
a
little
nerdy
as
if
these
all
aren't
real
nerdy,
but
this
one
is
the
outside
air
unit
on
a
School,
74
writable
values.
So
when
I
open
up
the
source
code
for
that,
it's
12,
Pages,
there's
74
values,
I
can
put
and
I
can
change
throughout
the
year
to
make
that
one
unit
behave,
how
it
should
the
standard
practice
on
that
is
to
turn
it
on
and
walk
away.
P
P
P
P
P
So
it's
my
job,
I
talked
about
first
cost.
That's
good
construction
cost
bar
talked
about
life
cycle
costs.
That's
that
energy
inmate!
Those
are
the
vast
majority
of
the
cost
of
your
buildings.
The
Professional
Services
anyway,
slice
they're,
usually
less
than
10
percent,
of
the
total
cost
of
ownership
of
the
building.
P
So
we
don't
cost
more
I
told
you.
We
showed
you
that
we
don't
the
data
shows
we
don't
cost
more,
but
let's
say
somebody
comes
in
and
they
cost
more
and
they
their
fees
are
30
percent
higher
in
the
orange,
but
they
produce
that
same
trajectory
with
the
energy
because
they
did
more
stuff.
They
charged
you
more,
but
they
did
more
stuff
30
higher
fees.
We
still
save
money.
If
we
can
get
that
13,
eui
Point
difference
so
to
talk
about
traditional
versus
performance
contracts.
P
This
is
a
sample
breakdown
of
a
project,
all
the
green,
it's
kind
of
like
subcontractor
suppliers.
You
know
pipe
sheet
metal.
That's
that
construction
cost
on
that
chart.
That's
the
bottom!
Then
this
stuff
in
in
blue
is
standard.
Services
you
get
on
any
project.
Those
are
by
cmta
McKinley.
Those
are
like
design
commissioning.
You
get
all
of
those,
then,
with
the
the
guaranteed
Energy
savings
contract,
you
get
the
stuff
in
yellow
or
orange.
P
Those
are
the
services
that
drive
the
energy
down.
Those
are
the
services
that
took
those
four
schools
and
save
400
000
a
year.
Those
are
the
things
that
we
do
I'm
happy
to
elaborate
on
any
of
those.
But
so
how
do
we
do
the
lower
life
cycle
cost?
We
commissioned
the
system
watching
the
utility
bills
we
optimize
the
best
in
class
performance
I've
presented
before
I've
talked
about
all
the
awards.
We
get
nationally
it's
because
this
is
what
we
do
we're
very
good
at
this,
and
that's
that's
why
you
asked
us
to
come
here.
P
Scheduling
at
set
points
are
done
daily
by
someone
in
my
office,
15
years
of
monthly
verification.
You
can't
take
the
out
the
prize
intensity
and
focus
I
asked
Dave
Spurrier
in
my
office.
Y'all,
don't
know
that
name
walking
in
the
door.
You
know
I
know
they
set
the
air,
but
when
I
walk
in
the
meeting,
I
always
ask
did
you
set
the
air
and
he
sent
me
a
screenshot
within
like
a
minute
of
the
unit.
He
said
the
thermostat
says
72
the
room's
currently
73.
P
You
should
be
good,
like
they're,
there
they're
watching
it
every
day
watching
the
bills
every
month.
If
there's
ever
any
abnormalities,
we
go
in
and
explain.
Energy
spikes
fix
the
energy
spots,
so
that
is
how
we
drive
the
valley.
So
in
summary,
last
two
slides:
why
might
you
do
a
guaranteed
Energy
savings
time
here?
P
P
P
It
was
you
know,
three,
four
years
after
construction
or
having
issues
went
into,
we
went
into
action
mode.
We
flew
in
the
factory
rep
I
sent
multiple
technicians,
I
have
still
have
the
Excel
spreadsheet.
On
my
desktop,
it
was
a
brand
new
school,
but
none
of
it
was
working
right
and
it
was
a
lemon
units
were
tripping.
The
middle
of
the
day.
You'd
have
electrical
gear
trips,
you
may
or
may
not.
Remember
those
with
all
the
lights
in
the
school
would
go
off.
The
original
architecture
and
engineering
firm
were
gone
and
you're
like
oh.
P
P
You
get
partnership
like
I,
said
the
budget
studies
anytime.
Any
cost
Bond
call
preparation,
we
had
we
did
the
math.
We
have
over
410
hours
expended,
checking
these
schools
walking
them.
Looking
at
all
the
systems
haven't
sent
a
bill,
but
that's
you
know:
that's
we're
under
contract
to
do
these
things.
School
staff
changes
but
cmta
does
not.
We
just
had
another
transition.
P
You
can
call
us
with
any
building
issue
at
any
time.
It's
fast.
We
talked
about
that.
You
definitely
want
to
get
in
and
out
with
these
we're
on
site
all
day
every
day
versus
in
the
traditional
method.
The
architect
and
engineer
ultimately
try
to
enforce
quality,
but
we're
not
ultimately
responsible
for
it.
So
we
said
again
we
try
to
enforce
it,
but
we're
not
responsible
for
it
in
a
performance
contract
I'm
responsible
for
it.
P
The
ongoing
optimization
monitoring
we're
in
the
program
now
produced
over
2
million
in
savings
Beyond
guaranteed
levels.
To
date,
you've
been
proven
to
be
the
best
in
the
state.
I've
showed
you
the
examples
of
leadership,
multiple
industry
Awards
we
had
to
find
and
they
remember
we
had
a
fun
thing
where
Department
of
energy
came
and
we
all
had
certificates
did
that
I
believe
it'll
take
an
elementary
school
competitive
bidding.
You
don't
give
that
up.
Just
because
you
work
with
us.
We
that
still
happens
it's
easier
to
standardize
equipment
across
the
district.
P
The
one
contract
for
all
makes
a
lot
of
sense.
Sometimes
sometimes
you
like
Spring
Mills,
High
School.
Nobody
knew
where
to
call
the
controls:
guy,
the
HVAC
guy,
the
general
contract
engineer,
four
four
parties
and
they're
all
like
called
call
such
and
such,
whereas
in
this
method
you
know,
that's
one
phone
call,
there's
no
change
orders.
P
That
goes
without
saying.
That's
nice!
We
never
come
ask
for
extra
money.
If
we
have
issues
they
come
out
of
our
profit,
open,
Book
pricing
and
then
so.
My
other
ask
for
you
and
I
went
quick,
I'm
sure,
there's
lots
of
questions,
but
would
be
to
authorize
us
to
go
ahead
and
execute
an
additional
phase
of
performance
Contracting
for
the
major
HVAC
projects,
major
HVAC
projects,
to
be
defined
by
that
first
group
that
you
participate
in
as
well.
L
A
P
So
that's
where
I
would
start
and
I
think
at
some
schools
it
would
be
more
than
what
we're
doing
now.
Obviously,
there's
six
more
million
dollars
there.
We
can
I
want
to
make
sure
the
indoor
air
quality
is
good,
probably
at
a
bare
minimal
and
then
get
into
the
efficiency
as
much
as
we
can
we're
not
going
to
be
able
to
do.
You
know
15
or
20
square.
P
A
A
P
The
reason
that
line
is
sloped
is
because
the
energy
is
going,
the
reason
there's
a
slight
curve
curve,
so
this
is
I
can't
remember.
We
had
two
and
a
half
percent
or
three
percent.
That's
usually
what
we
build
in
to
be
pretty
conservative
if
I
didn't
have
that
those
would
just
be
perfectly
straight
lines
rather
than
just
a
slight
curve
to
them
all
that
percentage.
Two
and
a
half
three
percent
you're
and
you
have
far
exceeded
that
you've
been
in
double
digits
right.
A
A
P
A
Again
and
the
other
thing
that
you
mentioned
I
heard
today,
is
the
in
the
traditional
way
you
have
all
these
different
people
working
and
they're,
not
all
rowing
the
oars
in
sync
with
each
other
and
you
get
into
finger
pointing,
whereas
with
the
performance
contract,
you
have
the
problem
as
the
overseer
to
make
sure
there's,
synchronization
and
and
everything.
What
about
the
selection
of
those
substance
thing
I
I,
remember
somewhere,
where
I
think
I
was
told
that
you
won't.
A
P
P
F
P
P
You
know
you
all
were
going
fast
and
hard
for
many
years.
Cmta
is
the
best
engineering
company
We
have
dealt
with
and
also
provided
by
a
wide
margin.
The
smoothest
and
fastest
construction
we've
ever
experienced,
and
he
goes
through
and
lists
four
bullet
points.
Also,
in
the
last
two
weeks
we
got
a
letter
recommendation
from
Loudoun
County
Schools
next
door
in
Virginia
we're
doing
104
million
dollars
of
work
over
eight
phases,
they're
a
leader
in
their
state.
They
could
work
with
anybody
in
the
country.
P
F
A
A
Now,
technically,
as
I
recall,
when
we
were
talking
about
the
contract
with
a
Kenley
McKinley
is
the
supervisor
in
this
whole
process.
With
you,
I
mean,
if
there's
a
question,
they
make
the
call
right
we're
going
to
have
traditional
projects.
Oh
no,
no
I'm,
talking
about
well,
okay,
let's
talk
about
traditional
yeah.
P
So
McKinley
cmta
works
for
McKinley
on
those
they're.
Your
point
of
contact
on
those
they'd
like
to
be
the
point
of
contact
to
manage
all
budget
funds
and
that's
kind
of
one
and
I
believe
that's
a
good
idea.
We
plug
in
on
the
performance
contracts
I'll,
be
your
point
of
contact.
Cmt
would
on
the
on
the
HVAC
projects,
the
rest
of
it
it's
directly
to
McKinley
and
our
Engineers
work
for
McKinley
on
those
projects.
Q
There's
a
process
of
getting
to
where
we're
a
team
and
and
that
team
must
decide
what's
best
for
c
for
Berkeley
County
Schools,
that's
about
what's
best
for
McKinley
or
cnta,
what's
best
for
Berkeley
County
Schools.
So
if
there's
an
energy
project,
an
energy
project,
that's
that
makes
sense.
Then
we're
going
to
raise
our
hands.
Q
A
P
C
P
Good
architect,
you
need
a
good
architect,
so
that's
why
you
have
us
in
place
on
that
side
to
try
to
make
that
happen.
Right,
I
greatly
increase
my
likelihood
if
I'm
able
to
control
it
and
do
it
through
a
performance
contract
of
everything
being
smooth
and
everybody
being
happy.
You
know
how
issues
get
resolved
after
construction.
They'll
back
me
up.
P
It's
all
over
the
board
and
depending
on
the
architect
or
engineer
firm
and
the
contractors
involved,
it
can
be
the
owner
left,
holding
the
bag
and
they
just
got
to
pay
to
fix
something,
that's
three
and
four
years
old
that
they
shouldn't
have
to
pay
for
it.
You
see
that
all
the
time
we
will
be
your
Advocate,
we
will
push,
we
will
call,
we
will
scratch.
We
will
call
we'll
get
everything
you
deserve
between
your
contract
between
your
contractors
and
you
there's
a
limit
to
that.
R
I
was
on
the
board,
when
you
guys
did
the
initial
performance
contract.
Remember
the
2015..
What
account
were
you
asking?
What
other
schools,
you're
thinking,
geothermia,
wise
and
back
into
question-
is
money
outside
the
bond
of
I
forget
what
the
deal
was,
the
initial
of
how
we
financed
it
to
begin
with
right?
Is
that
a
possibility
out
of
the
scope
of
a
bond
as
well
for
additional.
P
Or
even
there's
there's
a
it's
there's
not
as
much
meat
left
on
the
bone
to
ring
out
additional
energy
saving,
but
there's
a
little
bit.
We
could
probably
we
could
make
kamahaka
zero
energy
school
there's
a
case
for
those
solar
panels
paid
for
themselves.
In
15
years
cash
flow,
neutral
budget
neutral
and
we
go
out
and
get
do
a
little
deal
outside
of
the
block
Hall,
so
that
that
is
an
option.
P
P
R
E
Q
I
said
you
know,
this
is
really
a
unique
situation.
You
know
typically
I
guess
typically
we'd
be
competitors,
he
would
he
would
be
trying
to
sell
the
Energy
service
and
and
we
would
be
trying
to
sell
traditional.
But
you
know
by
virtue
of
us
working
on
other
projects
and
team.
You
know
we're
committed
to
doing
what's
best
for
Berkeley
County
and
it
doesn't
always
mean
it's
the
best
for
for
my
affirmative.
It
probably
won't.
It
doesn't
mean
it's
going
to
be
the
best
for
cmta,
it's
the
best
for
Berkeley
County.
P
E
D
What
what
he's
saying
is
we've
we've
brought
some
things
you
know,
and
it's
yeah
we're
just
I
feel
like
we're
horse,
jockeying
back
and
forth,
trying
to
figure
out
what
you
know,
I'm,
trying
to
tell
you
what
you
want
to
hear
and
figure
out
what
the
questions
are
so
put.
Somebody
in
this
group
to
ask
those
questions
so
that
when
we
bring
something
to
you,
it's
it's
going
down.
The
right
path
is
what
I
believe
he's
asking.
A
I
A
F
A
Okay,
so
we'll
we'll
appoint
Miss
Davis
and
miss
long
to
be
in
the
small
group
that
you've
asked
all
right.
I
need
a
motion
to
for
the
two
items
there
authorized
cmta
and
maternity
to
work
in
small
group
of
Berkeley
County,
we're
up
to
finalize
scope
for
budgets
and
also
authorized
cmata
to
execute
additional
phase
of
performance
Contracting
for
major
hvacs.
Could
you
explain
your
second
request.
G
P
P
It
may
not
be
eight
schools
in
the
forms
contract
in
the
previous
path.
We're
going
else.
Four,
but
again,
I
want
to
talk
about
the
scope.
I
want
to
make
sure
you
do
the
best
thing
if
we
put
more
money
into
it
and
expand
the
scope
on
a
couple
schools,
maybe
it's
five
schools,
maybe
it's
six
schools,
but
us
in
McKinley
and
your
rep
will
work
through
that.
So,
whichever
ones
are
major
HVAC
projects
than
we
would
do
through
the
performance
contract.
P
P
L
P
A
L
A
A
Miss
power
is
move
and
second,
okay.
Those
has
been
moved
a
second
discussion
on
the
motion.
Any
questions
clarification
all
those
in
favor
of
the
motion
by
Ms
power
and
second
by
Mr,
Martin
signify
with
saying
aye,
those
name
I
just
have
it
the
declare
the
motion
unanimously
adopted.
Thank
you
for
your
time.
A
A
S
S
S
S
The
second
lowest
bid
was
from
American
Medical
Staffing
AMS
at
sixty
dollars
per
hour,
equivalent
to
75
600
school
year.
One
position,
the
third
lowest
bid-
was
wise
medical
staffing
at
60.25
cents,
an
hour
equivalent
to
75
918
per
school
year.
One
position
the
fourth
lowest
bid
was
from
EGA
Associates
at
62
dollars
per
hour,
equivalent
to
seventy
eight
thousand
one
hundred
twenty
dollar
school
year.
One
position
and
finally,
the
fifth
lowest
bid-
was
tied.
S
Maximum
came
in
at
68
dollars
per
hour,
Health
Care
Staffing
professionals
also
at
68
dollars
an
hour
both
equivalent
to
85
680
per
school
year
per
school
nurse
position
and
that's
for
the
whole
school
year
that
was
F,
give
calculated
at
180
days
in
the
event
that
the
lowest
bidding
agency,
snfl,
cannot
staff
or
open
school
nurse
positions.
We
request
the
board
to
approve
the
agency,
who
came
in
second
AMS,
the
third
wise
medical
staffing,
the
fourth
EGA
Associates
and
finally,
the
fifth
Maxim
or
Health
Care
Staffing
professionals
to
fill
any
open
positions.
S
S
S
R
A
A
E
A
S
A
L
A
S
Again,
what
we
do
is
once
we
have
your
approval,
then
we'll
go
through
each
company.
Work
on
you
know
make
sure
that
we
establish.
We
have
an
mou,
we
work
with
legal
and
make
sure
that
everything
is
in
line.
There
has
been
time
in
the
past
where
they
did
not
complete
every
required
document,
and
so
they
were
had
to
be
tossed
out.
D
S
But
that's
the
first
thing:
you
know
you
mentioned
credentials
and
you
know
making
sure
and
as
we
receive
applicants
that
we've
been
wonderful
with.
Indeed-
and
you
mentioned
the
glass
door-
that's
the
first
thing
that
I
do
is
I,
get
on
and
verify
their
license
and
I
start.
You
know,
looking
at
you
know
any
knowledge
thereof.
S
E
S
A
A
A
A
N
Good
evening,
superintendent,
Stevens
and
members
of
the
board
I'm
here
this
evening
to
share
some
information
about
how
leadership
coaching
can
help
improve
student
achievement
in
our
district
I'm,
going
to
provide
a
brief
overview
and
then
Dr
Chris
price
from
icle
will
be
providing
a
plan
and
then
Betty,
Ann
Powell.
Our
director
of
federal
programs
will
provide
information
on
the
financial
piece
of
that.
So
here
are
a
few
reasons
why
such
a
partnership
would
really
benefit
and
be
valuable
for
our
accounting
and
most
important
for
our
students.
N
The
consulting
firm
offers,
expertise
and
experience.
They
specialize
in
leadership
coaching,
which
brings
extensive
knowledge,
expertise
and
educational
leadership
and
school
Improvement.
This
firm
has
worked
with
many
schools
and
they
have
a
diverse
responsibility
and
have
dealt
with
diverse
challenges
to
help
schools
and
school
districts.
Define,
effective
strategies
to
address
them,
objectivity
and
a
fresh
perspective.
N
External
Consultants
provide
an
objective
Viewpoint.
They
can
give
us
a
fresh
perspective
on
school
culture,
leadership,
practices,
overall
educational
environment
and
the
instructional
practices
that
they
see
based
on
the
information
when
they
do
their
walk-throughs.
It
also
can
help
identify
some
blind
spots
that
we
may
not
see
the
challenges
and
the
opportunities
that
might
be
evident
within
the
school
system
that
we
aren't
able
to
identify.
It
also
provides
that
experience
for
our
school
leadership.
It's
a
customized
approach.
N
The
firms
help
tailor
their
coaching
programs
to
the
specific
needs
and
goals
of
each
school
and
each
Principle.
As
you
know,
when
we
look
at
our
schools
they're
all
very
different,
they
all
have
very
different
cultures,
and
this
firm
would
come
in
and
conduct
assessments,
gather
needs
and
goals
of
the
schools
and
also
work
with
the
school
principals.
Looking
at
leadership
practices
really
focusing
on
student
achievement
data
and
designing
a
customized
coaching
plan
for
each
School
within
the
district.
N
This
would
also
involve
including
the
department
of
teaching
and
learning,
and
we
would
also
align
with
their
practices.
They
would
also
provide
professional
development
and
skill
enhancement.
Leadership.
Coaching
can
enhance
the
skills
and
capabilities
of
our
principals,
help
them
develop
effective
leadership
practices,
communication
skills
decision,
making,
skills
and
problem
solving
techniques.
They
help
strengthen
the
capacity
and
the
leadership
skills
of
our
principals
and
they
can
positively
impact
the
overall
School
culture
but,
most
importantly,
again,
student
achievement
also
accountability
and
support,
and
this
one
is
actually
my
favorite.
N
They
can
provide
ongoing
support
and
accountability
to
principals
as
we
work
towards
implementing
changes
and
achieving
goals.
As
you
know,
change
is
not
easy
within
a
system,
and
this
is
a
very
comprehensive
look
at
the
challenges
that
we
face
in
the
county.
They
are
aware
of
those
challenges.
We
have
spoken
to
them
about
some
of
those
challenges
and
they
will
also
help
us
to
navigate
the
change.
T
So
again,
Chris
price
with
Ashley
and
thank
you
Mr
President
and
board
members
superintendent.
Thank
y'all
for
having
me
this
evening,
I'm
glad
to
be
here
in
Berkeley,
West,
Virginia
traveling
is
not
always
easy.
These
days
so
coming
in
from
Dallas
today,
and
lots
of
delays
but
I'm
here
and
I'm
glad
to
be
here.
E
T
As
internationally,
we
are
in
cnmi
we're
in
Dubai,
Saudi,
Arabia
and
there's
some
other
districts
that
we
work
with
that
we're
starting
new
Partnerships
with
as
well
internationally
but
I'm
near
and
dear
to
my
heart
as
West
Virginia
I've
got
a
lot
of
districts
that
we
work
with
here
and
just
love.
The
people
here,
love
coming
to
West,
Virginia
and
I've
learned.
You
know
you
come
like
I,
flew
into
Dulles
to
go
here
at
the
offline
to
Pittsburgh
to
go
to
Charleston
or
not
to
Charleston,
but
to.
E
T
Or
then
offline
to
Charleston
to
go
down
to
Cavill
and
things
like
that,
so
we
really
do
love
the
time.
That's
been
in
West
Virginia
talking
about
the
the
scope
of
work,
so
we
know
there's
challenges
in
leadership
and
education
and
that's
kind
of
our
Forte.
That's
what
we
do
so,
knowing
that
we're
proposing
kind
of
a
three-year
systems
approach
to
this,
because
this
all
the
research
says
that
you
need
at
least
three
years
to
show
change.
T
So
with
that
process,
we're
going
to
talk
about
instructional
practice
assessments
and
that's
what
we
call
ipas
that'll,
be
kind
of
the
first
piece
to
to
this
big
monster,
but
then
X
after
that.
We're
also
talking
about
leadership
development
with
professional
development.
This
would
be
with
the
district
office
level,
the
principalship
level
and
even
assistant
principles,
and
things
like
that.
But
I'll
get
into
that
in
just
a
few
minutes.
T
We
look
at
the
relevance
and
what
the
relevance
is.
We
look
at
the
engagement,
what
type
of
engagements
happening
there,
students
that
are
engaged
or
less
likely
to
be
behavior
problems,
because
they're
engaged-
and
we
also
look
at
the
relationship
piece.
Everything
that
we
do
is
founded
on
relations
or
relationships.
That's
the
foundation.
If
you
don't
have
solid
relationships,
then
none
of
this
is
possible,
so
it's
got
to
start
with
with
great
relationships.
T
The
way
we
kicked
off
the
meeting
tonight
with
just
your
chief
of
police
I,
just
what
a
wonderful
way,
that's
relational,
that's
what
it's
about
it's
about
a
community
working
together
for
the
betterment,
kids
and
that's
what
we
love
and
what
this
is
all
about.
When
we
look
at
those
rubrics
that
we
have
those
four
different
rubrics,
we'll
kind
of
look
again
at
what
the
students
are
doing.
Along
with
that
we're
also
going
to
talk
to
a
group
of
teachers.
T
We
will
talk
to
a
group
of
students
and
we'll
talk
to
a
group
of
stakeholders
with
that,
then
there
will
be
a
comprehensive
report
for
each
School
that
really
kind
of
encapsulates
what
we
saw
and
captured
in
that
day.
Brandon.
It's
a
snapshot,
so
it's
just
one
day,
but
you
can
kind
of
see
exactly
where
your
school
is
performing.
So
as
a
leader,
that's
powerful
for
me,
I
get
to
see
exactly
from
an
outside
perspective
where
we
are
performing
and
what
that
level
of
rigor
looks
like
in
the
classroom.
T
What
that
level
of
Engagement
looks
like
also?
What
are
my
parents
saying?
What
are
what
are
my
students
saying?
What
are
my
teachers
saying?
So
it's
it's
truly
a
360
look
at
what's
happening
in
the
building,
so
great
starting
point,
so
we
have
a
benchmark
for
where
we
are
right
now
and
then
the
growth
model
from
there,
which
brings
me
to
my
next
point:
the
professional
development.
T
This
is
something
we
would
look
at
starting
right
away:
Late
July
early
August,
and
this
again
would
be
with
principals.
It
would
be
with
district
office
staff,
and
it
would
also
be
with
assistant
principals
or
possibly
even
leadership
teams,
and
this
would
be
all
together
working
for
a
common
goal.
T
The
coursework
that
we
have
is
creating
that
culture
of
rigor
and
then,
secondly,
is
that
building
instructional
capacity
and
then
the
third
one
is
the
leveraging
the
systematic
data
that
is
going
to
be
coming
in.
We
do
these
throughout
the
year,
so
they're
because
they're
so
heavy.
So
we
would
do
one
like
I
said
Late
July
early
August,
then
we
would
come
back
and
do
another
one,
maybe
December
January,
and
then
we
also
would
do
the
final
one,
maybe
right
before
summer,
kickoff
next
year,
when
there's
three
courses.
T
That
would
happen
so
that
would
happen
over
a
period
of
time.
Each
one
has
its
own
set
of
I
guess
you
could
call
it
homework
so
as
a
leader
or
a
leadership
team
I'm
going
to
be
making
these
20-day
plans
and
then
I'm
going
to
make
sure
that
I
have
an
implementation
plan
for
these
20-day
plans.
I'll
start
this
process
before
we
actually
do
the
ipas,
because
when
the
ipas
come
back
and
you
have
all
this
data,
there's
going
to
be
pieces
that
you're
already
working
with
in
your
strategic
plan
as
a
principal.
T
The
last
thing
we
want
to
do
is
create
more
work.
We
want
to
take
what
school
is
doing
well
and
the
areas
of
focus
that
they
already
have,
and
we
want
to
marry
that
with
what
the
date
is
showing.
This
is
what
the
data
showed
us
and
you're
already
working
on
this
piece
right
here.
So
let's
work
on
that.
Let's
make
this
a
focused
area
and
then
that's
the
area
of
focus
for
that
year
and
that's
where
our
coaches
will
come
in
and
help
with
that
piece
bring
me
to
my
next
point:
leadership:
coaches.
T
We
have
them
across
the
country
as
well,
and
these
are
going
to
be
folks
that
are
practitioners,
Dr
tasi
who's
here
with
me
in
a
minute,
she'll
she'll
share
with
you
kind
of
the
the
layout
of
of
what
the
implementation
would
actually
look
like,
but
that
said,
our
all
of
us
have
been
practitioners
at
some
point
involved
in
teachers.
We've.
T
Principles,
principals
district
office,
I
always
say:
I'm
a
surviving
district
office
staff
worker,
but
I
just
it's
so
important
to
know
that
these
are
not
people
coming
into
schools
that
have
never
been
there
before
and
never
sit
in
those
seats,
because,
if
you've
never
been
a
teacher,
it's
hard
to
talk
about
instruction
with
the
teacher.
If
you've
never
been
a
principal,
it's
hard
to
talk
to
a
principal
about
how
we
can
help
you.
T
But
this
is
helping
that
principle
become
less
managerial
and
more
instructional,
which
has
to
happen
in
today's
society,
because
schools
now
have
changed
to
where
principals
can't
just
be
good
managers.
They
need
to
be
good
managers,
but
they
also
have
to
be
instructional
leaders,
and
this
is
that
shift
that
Dr
Burkhart
was
talking
about
a
minute
ago.
It
is
a
shift
and
it
is
change
but
trying
to
get
the
mindset
that
we
have
to
make
that
shift
the
reason
we
talk
about
assistant
principles
and
maybe
that
leadership
team.
T
You
need
to
build
a
bench
as
well.
What
if
you
lose
the
leader,
do
attrition
or
whatever,
there's
a
retirement
or
something
like
that
building
a
bench
where
we
have
people
ready
to
take
that
next
step,
and
you
know,
as
a
as
a
former
principal
that
was
my
job
I
felt
like
for
sister
principals
is
to
get
them
ready
so
that
they
can
take
that
next
step,
I
hated
to
see
them
go,
but
that's
part
of
my
job
is
to
help
them
with
that.
T
The
district
office
is
just
loving
how
empowered
everybody's
feeling,
because
it's
moving
Student
Success,
that's
when
you're
winning
that's
when
you're
winning
we've
had
some
success
stories.
I
can't
go
into
a
lot
of
detail
with
that.
This
past
year,
with
a
few
districts,
because
that
data
is
embargoed
but
two
specific
districts
here
in
West
Virginia
that
I'm
just
so
Temple
and
can't
wait
to
that
data
comes
out
about
some
some
things
that
have
happened
in
some
schools
that
we're
working
there.
T
So
that's
it
in
this
partnership,
we'll
look
at
student
evidence
we'll
look
at
what
great
instruction
looks
like
and
we're
going
to
get
to
the
where
the
principal
feels
confident
and
feels
comfortable
going
into
that
classroom
and
seeing
that
instruction
and
whether
I'm
a
high
school
principal
going
into
that
construction
class
or
I'm
going
into
that
Ela
class
I'm
going
to
feel
confident.
I
know
what
good
rigor
is.
T
I
know
what
good
engagement
looks
like
that's,
where
we're
going
to
get
to
with
working
with
principals,
helping
Empower
them
to
to
be
great
facilitators
in
their
building.
That
said,
I'm
going
to
turn
over
to
Dr
tatasi,
because
she's
a
lot
better
explaining
things
than
I
am
but
she'll
talk
a
little
bit
more
about
that
implementation.
Piece
for
you.
H
H
Before
coming
on
as
a
consultant
for
six
years,
and
then
I
came
into
the
director
position
about
five
years
ago,
I
still
consult
through
our
own
company,
because
I
like
to
stay
fresh
in
the
field
and
I
feel
like
it's
a
like
a
principle
going
in
the
classroom
and
covering
classes
or
still
teaching.
It
just
keeps
us
fresh
still
in
touch
with
what
kids
are
going
through.
H
H
They
have
to
have
been
successful
in
the
field
under
some
pretty
tough
conditions,
meaning
they've
overcome
obstacles
or
things
that
weren't
easy
for
them,
that
they
really
show
demonstrative
leadership
or
teaching
experience,
so
I
feel
really
confident
with
our
consultant
pool,
and
my
job
is
to
make
sure
that
the
goals
we
set
out
at
the
very
beginning
would
work
with
Betty,
Ann
and
tana
on
that
and
the
whole
team
that
we're
Meeting
those
goals.
That's
my
job,
so
I
will
be
asking
questions
with
the
consultants
and
with
the
team
you
know,
where's
the
evidence.
H
What
did
we
say
we
were
going
to
do?
Did
we
do
it?
How
is
it
done,
and
how
do
we
know
and
then
what's
next
so,
every
time
a
consultant
visits
for
coaching
right,
extending
the
PD
has
been
started
and
now
we're
working
in
buildings.
They
will
work
with
those
principles
to
establish
what
their
goals
should
be.
It
needs
to
be
aligned
with
your
goals
with
the
strategic
planning
for
the
district.
It
needs
to
be
connected
directly
to
student
outcomes,
and
it
also
needs
to
be
something
that
that
we
show
evidence
from
our
ipas.
H
That
needs
to
be
focused
upon,
so
it
should
be
an
area
for
growth,
we're
going
to
stretch
them,
but
before
we
can
do
that,
we
have
to
also
establish
a
good
relationship
with
our
principals.
So
we
are
super
intentional,
with
our
Consultants
about
building
trust
about
building
relationships,
because
we
know-
and
research
tells
us
that
people
will
not
take
risks
unless
they
trust
us.
H
H
Are
they
engaged
because
they're
excited,
and
we
want
that
relevance
to
be
in
place
with
the
rigor
so
that
they
will
take
risks
in
their
learning
and
Achieve
at
far
higher
levels?
We've
been
really
successful
with
that,
so
I'm
really
really
proud
of
our
organization,
so
I
would
work
very
carefully
and
closely
with
the
team.
H
H
What
do
we
see
that
shows
we're
moving
towards
goal
attainment?
What's
the
evidence?
What
can
we
see?
Not?
What
do
you
tell
me,
but
what
can
I
see
because
we're
in
the
buildings
with
our
leaders,
then
what's
the
next
step,
and
how
are
we
going
to
get
there
and,
as
a
consultant
I
can
tell
you
and
I
shared
this
with
the
team
too?
H
Where
do
we
leave
it
where's
the
evidence
I'm
so
excited
to
see
this
I
know
you
were
working
on
it
and
we
will
those
summary
reports
document
all
of
that
and
we'll
have
meetings
along
the
way
about
every
two
weeks
and
if
we're
not
meeting
goal
or
we're
not
along
the
way
with
progress
monitoring,
we
will
make
adjustments
we'll
dig
in
as
a
implementation
team
to
figure
out
what's
going
on.
What
are
the
barriers
what's
happening?
H
T
As
far
as
doing
the
leadership
work
and
again,
that's
helping
leaders
become
better
at
that
practice
of
being
truly
truly
instructional
leaders,
because
that's
the
shift
that
has
to
happen
in
order
to
help
students
success
actually
that
student
achievement
improved.
So
that
said,
I'll
turn
it
over
to
the
end.
J
Thank
you
all,
so
you
just
heard
a
lot
from
tana
and
also
our
friends
here
from
icle
about
what
this
partnership
would
look
like.
So
I
come
at
the
tail
end
to
tell
you
about
how
can
we
fund
this
partnership?
So
let's
write
down
my
alley
of
of
expertise
here
for
the
district.
So
what
are?
What
are
we
looking
at
to
fund
this
project
for
the
for
the
current
coming
school
year?
J
We're
looking
at
using
our
what
is
called
our
ARP
Esser
funding,
which
is
the
third
round
of
federal
stimulus
money
that
we
received
from
the
federal
government,
art,
meaning
the
American
Recovery
plan
and
it's
still
part
of
the
SR
funding.
So
we
had
sr1,
sr2
and
sr3,
and
we
are
going
towards
the
end
of
this
sr3
funding
that
we
have
so
the
total
Grant
award
for
sr3
was
38
million
221
845.80,
that
was
our
total
Grant
award
just
for
the
third
portion
of
our
funding.
J
Our
obligation
deadline
for
that
funding
is
September
30th
of
20
2024.
So
that's
not
this
coming
September,
but
the
following
September
and
what
that
means
in
our
world
is
everything
we
say.
We're
going
to
be
spending
or
spent
has
to
be
spent
or
kind
of
say
we're
going
to
spend
it
by
that
point.
So
we
have
to
say
what
we're
going
to
do
and
then
liquidation
means
we
have
to
have
it
all
paid
out
by
November,
and
at
this
point
there
is
zero
evidence
that
the
feds
are
going
to
extend
this
funding.
J
J
So
our
original
ARP
s
surf
budget
that
we
had
that
we
presented
to
you
several.
You
know
a
couple
years
ago
when
this
rolled
out
there
were
four
buckets,
basically
for
lack
of
a
better
word
that
the
FED
said
that
they
wanted
all
of
the
states
and
the
districts
to
be
sure
that
we
adhere
to
those
buckets
of
spending,
and
so
that's
kind
of.
When
we
worked
as
a
district
team,
we
said
what
we
were
going
to
do
with
our
funding.
J
We
had
money
that
was
going
to
be
set
aside
for
overall
District
achievement
student
learning
as
a
result
of
the
pandemic
and
and
what
happened
during
being
you
know
our
outage
and
being
out
so
a
lot
of
that
had
to
go
towards
District.
You
know
leadership
or
efforts
that
were
really
going
to
show
growth
and
achievement
in
students.
We
did
have
a
small
portion
of
the
set
aside
that
was
set
us
that
was
to
be
used
for
extended
year
programming,
so
our
summer
school
programs
that
we've
had
for
the
last
couple
years.
J
That
was
due
in
part
to
US
District,
set
aside
that
we
had
to
put
from
this
38
million
towards
Summer
learning
another
piece
of
that
way
at
the
bottom.
There
were
after
school
programming,
so
we
had.
You
know
a
portion
that
was
set
aside,
that
we
had
to
be
used
to
only
specifically
for
programs
that
were
going
to
support
kids
during
after
school
time
and
that's
during
the
regular
school
year.
J
J
We
have
far
exceeded
that
589
000
in
the
summer
programs
that
we
have
had
for
our
students
from
elementary
up
through
high
school,
so
that
one
is
not
an
issue
we
have
far
exceeded
our
extended
year
program,
our
extended
day
programming.
We
are
on
track
to
spending
that
this
year
as
well,
and
then
our
17
000
for
County
discretion,
and
we
have
done
some
other
things
in
there.
You
know
we've
had
Portables
that
are
in
that,
so
that
those
were
the
buckets
that
we
talked
about.
So
how
are
we
on
track
to
spending?
J
J
Yes
to
date,
we
spent
approximately
21
million
of
our
total
Grant,
and
that
includes
encumbrances
in
our
next
payroll
or
set
aside
for
learning
loss
between
FY,
22
and
FY
23.
We
have
met
approximately
six
million
dollars
of
that
set
aside
and
for
for
payroll,
and
now
we're
actually
going
to
roll
over
and
have
FY
24
payroll
added
to
that
six
million
dollars.
So
all
of
the
people
that
we've
been
paying
from
esserf
along
the
way
will
now
be
added
into
that
Sr
funding
for
fy24
and
we'll
pay
their
that
payroll
out
of
that.
J
To
date,
the
majority
of
the
learning
laws,
as
I
have
said,
has
been
set
aside
and
allocated
only
towards
salaries,
the
par
this
partnership
with
icle.
What
I
like
about
it
is
that
we
are
going
to
be
using
the
learning
loss
set
aside,
that
we
still
have
we're
providing
growth
and
Leadership
for
our
district
and
School
administration
and
our
Rising
assistant
principles,
and
we
have
seen
some
turnover
in
our
district
leadership
so
having
younger
principals
younger
assistant
principals
with
not
a
whole
lot
of
experience
behind
them.
J
So
this
will
give
them
that
confidence
and
that
experience,
so
I'm
really
excited
about
that
and,
of
course,
we're
all
here
for
the
same
reason,
which
is
growth
and
boost
of
student
academic
achievement.
So
those
are
my
pieces
of
what
I
like
about
the
partnership
with
with
ICL
and
even
the
growth
on
our
district
leadership
as
a
district
office
administrator
myself,
I
have
been
so
fortunate
to
have
this
role,
but
I
was
very.
Very
unique.
J
I
came
from
a
classroom
position
and
kind
of
filtered
my
way
up
here
and
I
missed
that
building
leadership,
and
that
has
that's
always
kind
of
weighed
on
my
hardest
to
I.
Listen
to
our
principals
and
I
and
I
try
to
help
them
as
much
as
I
can,
with
the
things
that
I'm
good
at
which
is
the
budgeting,
but
when
it
comes
to
really
helping
them
at
the
school
level,
I
think
as
a
district
office
administrator
myself
will
help
me
to
grow
as
well
as
some
of
my
colleagues
at
the
office,
so
I'm.
J
J
So
upon
approval
of
of
the
contractual
agreement,
the
county
plan
for
our
will
need
updated
and
approved
by
the
West
Virginia
Department
of
Ed
Federal
programs
department,
so
that
art
plan
we
submitted
that
one
time
but
I
have
to
update
it
every
time
we
make
a
little
change
or
a
tweak
to
it.
So
this
would
be
something
that
we
would
be
changing
to
our
art
plan,
and
so
I
said.
J
If
we
change
it,
what
do
I
need
to
do
and
we
just
open
that
up
in
our
our
planning
system
and
and
make
the
necessary
changes,
so
I
feel
very
confident
that
what
we're
doing
is
good
stewardship
of
federal
funding.
It
is
compliant
and
it
is
allowable
under
ARP
s,
Surf
and
most
of
all,
it
will
bring
good
things
to
children
and
it
will
grow
our
district
and
our
school
building.
Leadership.
F
F
H
It
so
that
the
coaches
will
come
and
I
think
it
was
a
day
for
quarter
is
what
Dr
Price
shared
earlier
and
and
what
that
I
was
just
sitting
here.
I
didn't
say
what
we'd
be
doing
over
in
the
schools.
The
coaches
would
be
basically
working
with
that
principal
and
leadership
team
for
that
day.
So,
as
the
former
leadership
coach
myself,
one
of
the
highest
need
best
way
to
spend
our
time
is
visiting
classrooms
and
really
practicing
how
to
engage
in
a
feedback.
Conversation.
E
H
Formative,
not
a
feedback
report
stuck
in
the
inbox
or
an
email
that
said,
I
came
by
our
classroom.
You
need
to
do
this
this
and
this
that
turns
teacher
teachers
off
we
want
teachers.
Our
goal
is
to
have
them
lean
into
their
leaders
to
respect
them
as
instructional
leaders
to
know
that
they
have
credibility
and
that
they're
still
on
their
game
and
that's
really
what
what
we
do.
H
So,
if
Chris
is
my
principal
and
he's
really
having
a
hard
time,
you
know
and
I'm
going
to
go
in
there
and
we're
going
to
visit
a
classroom,
we'll
come
out
and
say
so.
How
would
you
start
that
conversation
with
that
teacher
and
we
really,
along
with
the
instructional,
moves
that
the
teacher
needs
to
make?
We
also
talk
about.
How
are
you
going
to
build
a
trusty
relationship.
E
H
F
Who
are
concerned
and
I
know
you
all
know
this,
but
you
know
teachers
are
all
it's
like.
Okay,
now
they're
going
to
put
something
else
on
us
to
keep
us
from
actually
doing
our
job.
So
I
don't
want
this
to
be
like
that
and
I
don't
think
it
will
be,
but
I
guess
you
have
to
soften
it
to
make
sure
that
you're
just
not
interrupting
their
work
day
and
you
keep
them
from
doing
what
they
feel
like
they're
there
to
do.
H
I'm
completely
yes,
so
our
support
is
leadership.
Support.
This
first
part
is
all
about
the
leader,
because
what
research
tells
us
is
that
leader
is
a
needle
mover
in
that
building,
so
we
will
not
be
interrupting
teachers.
Okay,
we
will
work
with
the
district
on
a
communication
plan
with
principals
to
let
them
know
you
know.
This
is
why
we're
here
we're
here
to
help
you
and
to
be
shoulder
to
shoulder
with
you
and
work
alongside
you,
but
it
will
not.
It
will
not
impact
teachers
schedules
pull
outs
type.
F
J
Mrs
long
to
kind
of
also
validate
what
you
said,
there
is
a
district
that
I
have
a
somewhat
of
a
closer
relationship
with
in
West
Virginia
and
ironically,
they
said
please,
if
you
do
anything
with
with
a
partnership
like
this,
the
most
important
advice
we
can
give.
You
is
transparency
and
communication
yeah
absolutely,
and
it
has
to
come.
We've
been
done
from
all
of
us
here
in
a
in
a
way
that
our
our
Administration
understands,
and
then
we
assure
our
our
teaching
staff
that
they
understand.
F
J
J
And
then
we
have
a
year
two
and
a
year,
three
follow-up
that
is
significantly
less
extensive,
that
we
will
not
be
using
our
best
server
for
and
then
at
that
point
we
will
look
at
reevaluating,
my
Title
II
funding
that
we
received
from
the
department
of
Ed.
That
helps
really
the
main
goal
of
title.
Two
is
professional
learning.
F
D
D
So
throughout
the
year
we
have
been
searching.
We
have
been
looking
for
things
that
you
know
are
going
to
help
us
with
student
achievement,
and
we
realize
that
you
know
roughly
half
if
it
may
be.
Maybe
more
than
half
of
our
school
level.
Administrators
are
new
to
the
schools
within
the
last
two
or
three
years,
and
that's
a
significant
as
she
said.
That's
a
significant
needle
mover.
D
So
what
we?
What
we
look
for
is
when
I
met
with
with
tana
and
when
I
met
with
Betty
Ann,
along
with
other
members
of
of
our
teaching
and
learning
Department.
We
looked
for
a
program
to
be
able
to
help
us
provide
some
professional
developments.
Provide
some
leadership,
provide
some
guidance
to
the
top
level
that
we're
then
going
to
be
able
to
provide
to
teachers
as
we
work.
D
Through
this,
we
felt
like
the
most
important
thing,
was
to
address
that
that
leadership
role
and
to
make
sure
that
they're
looking
for
the
right
things
and-
and
you
know
it's-
it's
such
a
large
task
with
so
many
new
people
and
in
our
buildings,
we're
behind
on
professional
development,
talk
to
you
year
throughout
the
year
about
being
behind
in
professional
development,
for
our
teachers
and
for
all
different
areas,
but
for
our
principals,
our
administrators,
it's
no
different,
so
Betty
Ann's
part
of
this
is
when
I,
when
I
met
with
her
I
said.
Okay,
look.
D
These
things
are
not
cheap.
We're
gonna,
we're
gonna,
find
something
that,
if
we're
truly
going
to
find
something
that
moves,
the
needle
that
works
for
student
achievement,
we've
got
to
be
able
to
entertain
all
of
this,
so
we
reevaluated
the
the
the
the
grant
monies
that
were
that
we
have
to
spend,
and
we
figured
out
that
this
is
what
we
want
to
spend
that
money
on.
We
have
to
spend
this
money
or
we
don't
get
the
money.
D
So,
even
though
it's
a
million
dollars
that
we're
talking
about
this
year,
we
have
to
spend
a
million
dollars
on
something.
So
we
feel
like
this
is
a
we're
prioritizing
that
money
and
and
this
professional
development
this
year.
The
partnership
is
going
to
be
over
two
more
years
after
this
year
and
we're
front
loading
a
lot
of
that
professional
development,
so
that
as
when,
we
have
to
then
start
footing
that
bill.
D
D
J
You
just
hear
the
number,
but
when
you
look
at
what's
coming
with
that,
it's
180
days
worth
of
service
that
these
outside
that
the
Consultants
will
be
here
and
they
will
be
and
they'll
have
the
same
folks.
So
the
whoever
ends
up
at
Mountain
Ridge
Middle,
is
going
to
be
the
person
that
it
you
know,
barring
any
major
other
kind
of
catastrophe
will
be
their
coach,
so
they
will
develop
a
relationship,
but
then
also
in
that
we
get,
we
get
keynote
speakers.
We
will
have
we'll
have
like
a
kickoff,
a
district
kickoff.
J
D
I
just
thought
it
was
important
for
you
to
to
see
this
is
what
we've
prioritized
to
use
that
grant
money
for
that,
we're
going
to
be
needing
to
spend
that
money
on
on
a
on
achievement
in
some
Manner
and
that
we
believe
that
a
three-year
plan
and
front
loading
that
is
probably
the
best
way
for
us
to
do.
That's
not
probably
it
is
the
best
way
for
us
to
do
that.
So.
D
J
D
The
professional
development
this
year
is
for
our
administrators.
Is
that
correct?
It
is
the
professional
development
this
year
is
focused
on
the
administrators.
You
know
so
it's
a
specific
portion
of
the
professional
Personnel
for
professional
development
yeah.
So
but
then
it
will
be
on
us
to
provide
that
to
the
teachers
and
the
aides
and-
and
anybody
else
that's
in
that
in
that
group.
T
When
you're
the
whole
thought
of
making
that
leader
the
very
best
that
they
can
be
the
trickle-down
effect,
where
now
they're
helping
that
teacher
and
again
it's
that
coaching
type
model,
that
principle
being
that
coach
for
that
teacher,
that
they
can
lean
into.
And
it's
not
ever
really
that
adversarial
piece.
It's
more
about
they're
here
to
help
me
and
how
I
can
because
I'm
becoming
an
instructional
leader
as
the
principal
and
then
I'm,
also
helping
that
that
assistant
in
that
classroom
or
whatever,
because
we
are
working
for
that.
N
The
department
of
teaching
and
learning
it
will
be
in
alignment
will
all
be
collaborative
and
working
towards
the
same
goal
in
supporting
those
goals,
and
the
other
thing
that's
really
good
about
this
firm
rigor
is
nothing
not
new
to
our
County
and
our
district.
It
is
one
of
our
initiatives,
which
was
one
of
the
reasons
that
what
they
were
dealing
with
was
very
appealing
to
us.
So
we've
been
working
with
our
principals
already
on
rigor
and
co-teaching,
and
and
how
that
impacts
instruction
and
and
student
learning.
N
They
will
provide
that
outside.
Look
where
we
may
be
missing
something
because
we
you
know,
are
not
impacting
students.
The
way
we
should
be
in
one
school,
where
our
culture
might
be
a
little
bit
different
and
they'll
be
able
to
provide
my
apartment
with
those
tools
to
help
support
that
as
we
go
through
this
process
and
even
after
they're
gone.
This
is
something
that
will
continue
after
they
are
gone,
rigor
and
relevance
in
relationships.
I
mean
we've
been
saying
that
for
years,
but
do
principals
really
understand
that?
N
Can
they
really
lead
that
and
with
all
the
challenges
that
we've
had
we've
had
many
in
the
county?
We
need
to
try
to
get
that
leadership
skilled
back
to
where
it
needs
to
be
so
our
students
are
performing
better.
So
that's
what
this
is
all
about,
and
I
know
that
first
year
call
sounds
alarming
and
when
I
saw
it
I
was
like,
but
then,
as
I
you
know,
the
more
I
got
to
speak
with
them
and
the
more
I
learned
about
their
approach.
The
more
I
thought
this
is
exactly
what
we
needed.
N
We,
we
have
got
to
really
focus
on
our
leadership
and
it's
young
it's
changing,
and
this
is
one
way
we
can
do
it.
Our
leaders
need
to
be
as
instructional
leaders
that
they
used
to
be
and
giving
them
those
tools
and
that
support
that
support
that
they
need
so
they
they
can
do
that
again
and
hearing
it
from
an
outside
group
of
people.
Here's
what
we're
saying!
How
can
this
is
what
we'd
like
for
you
to
help
you
I
feel
like
in
the
county.
N
That's
where
we
are
we're
making
we're
making
games
we're,
making
smaller
small
student
achievement
games.
Is
it
what
we
want?
Absolutely
not.
They
don't
understand
our
our
our
County
culture
with
our
permanent
substitutes
that
we
have
it's
not
going
to
change.
How
can
they
help
that
principle
be
that
building
leader
and
build
relationships?
So
it's
impacting
that
student
instruction,
so
it
it
really
is
a
collaborative
effort
and
I'm
very
excited
about
it,
and
I
really
hope
that
you
will
consider
consider
this.
T
O
T
That's
right
there
with
me
that
I
have
got
a
relationship
with
now
and
say
I'm,
trying
to
figure
out
how
to
do
this
schedule
to
make
to
get
this
group
of
students
into
one
more
intervention
session
with
Ela.
How?
How
can
help
me
think
that,
through
help
me
think
so
the
empowerment
comes
from
hopefully
they're,
seeing
these
folks
at
the
district
office.
I
hate
saying
it
that
way.
These
folks
I
was
one
of
these
folks,
one
time
but
seeing
the
district
office
as
a
as
a
team
player.
T
We're
in
this
with
you,
because
we're
right
here
with
you
as
well,
and
we're
going
to
talk
and
work
with
principals,
we're
going
to
talk
about
student
evidence,
meetings,
student
data
meetings
and
it's
pivotal
as
a
leader
that
you're
in
those
meetings
and
that
you're
not
pushing
that
off
on.
You
know
an
assistant
principle
or
something
else,
because
teachers
have
to
see
you
in
there
because
they
want
to
look
to
you
as
the
leader
and,
if
you're
in
there.
T
They
know
how
important
it
is
now
and
they're
going
to
make
sure
that
they're
working
hard
to
get
the
student
evidence
where
it
needs
to
be
because
the
principal
says
that's
important.
It's
the
same
premise
here.
The
district
office
needs
to
be
in
these
PD
meetings
so
that
the
principals
see
that
this
is
important.
T
This
is
nothing
extra
I've
already
got
a
strategic
plan
that
I've
got
to
act
on
I've
already
got
priorities
for
the
school
that
I
have
to
act
on,
but
how
can
I
Encompass
that
and
be
super
focused
to
where
it's
going
to
improve
student
achievement
and
that
that's
that
empowerment
piece,
because
if
we
can
make
the
principles,
feel
that
empowered
that,
in
turn
into
where
now
they're
going
to
have
that
same
impact
of
teachers
being
in
a
classroom
and
doing
a
teacher
observation?
Has
that
negative
feel
to
it
sometimes?
T
But
that's
that
has
to
happen
for
improvement
as
a
principal
I
can't
not
go
into
classrooms.
I
can't
talk
about
instruction
if
I,
don't
so,
I
have
to
go
into
classrooms,
but
it's
not
good
enough
just
to
go
into
classrooms.
Now
I
have
to
have
a
debrief
with
the
teacher
and
it
it
should
not
be
adversarial.
It
should
be
that
conversation
with.
How
do
you
think
you
listened
it
and
what
did
it
when
it's
extremely
well
that
you
were
really
proud
of?
T
What
didn't
go
so
well
that
you
wish
you
could
improve
on
normally
when
you're,
having
a
conversation
like
that,
the
teacher
is
going
to
say
anything
that
you
might
have
had.
This
is
maybe
a
little
bit
of
a
concern
and
we
all
want
something
to
grow
up,
but
teachers
need
to
feel
that
empowerment
that
my
principal
knows
me
he's
been
made.
They
know
what
I
am
and
who
I
am
and
how
I
teach-
and
they
know
my
kids
and
all
of
that
helps
with
that
empowerment
piece.
T
J
And
I
think
this
is
also
setting
aside
the
time
for
the
principals
to
have
the
conversation
with
their
coach
and
to
kind
of
say:
okay,
we've
now
we're
giving
you
the
time
you
do
you
do
those
walkthroughs
and
you
do
that
that
walk
through
and
those
look
fors
with
your
coach
and
you
do
it
together,
and
this
is
the
time
to
do
it.
Just.
L
I
actually
was
going
to
say
that
I'm
encouraged
by
hearing
about
this
program
and
I
think
it's
something
that
you
know
to
Tana's
Point
we've
gone
through
a
lot
as
the
school
system.
Oh
that's
a
country
over
the
last
few
years
and
you
know
I
I
think
we
should
give
it
a
go.
That's
just
my
personal
opinion.
R
N
Into
the
schools
and
we're
actually
gonna
from
our
department,
we
are
going
into
the
schools
and
we
are
also
this
year
going
to
piggyback
on
what
they're
doing
with
our
executive
directors
and
our
secondary
elementary
people
as
well
in
my
department,
so
they're,
but
we've
been
going
in,
but
we
haven't
been
able
to
make
the
impact
that
we
need
to
make
we're
making
some
you
know,
and
it's
not.
The
only
thing
we
can
do
either
is
going
to
schools.
There's
a
lot
of
other
things
that
you
know
we
are
responsible
for.
We.
N
Yes,
we
are
yeah.
We
covered
over
60
days
of
instruction
for
teachers
this
year
out
of
my
department.
They
covered
60
full
days
of
instruction
and
those
were
ones
we
recorded
So.
We
are
in
the
schools,
we've
been
trying
to
support
the
schools
and
help
them
every
way
that
we
can.
We
work
through
the
Strategic
plan
with
them
we're
providing
work
sessions
during
our
instructional
meetings,
but
we
need
more.
We
need
more.
D
Yeah,
the
bottom
line
is
that
you
know
it
starts
with
our
student
achievement
which
we're
not
happy
with,
and
we
want
to
approve
that
and
to
improve
that
we
feel
like
we
need
to
improve
the
you
know.
The
needle
mover,
the
leader
of
the
of
the
of
the
school,
that's
going
to
monitor
everything
and
make
sure
that
they're
monitoring
the
right
things.
So
we're
not
happy
with
what,
where
things
are
right
now
there
are
more
more
new
people.
The
turnover
in
the
last
few
years
has
been
so
high.
D
We've
got
such
such
a
large
task.
We
want
to
make
sure
that
we
get
in
there
and
to
get
the
most
efficient
use
out
of
this.
This
is
something
that
we
could
probably
divide
up
with
our
people
and
do
over
the
course
of
six
eight
ten
years
to
get
into
everybody,
but
by
that
time
you're
going
to
have
a
more
turnover.
We
really
believe
that
we
need
to
do
this
quickly,
so
we
need
a
larger
team
of
people
to
be
able
to
pull
that
off
and
that's
that's
what
they
specialize
in.
J
And
we
have
two
schools
that
are
under
under
Essa,
comprehensive,
School,
Improvement
schools,
a
middle
school
and
a
primary
school,
and
then
two
schools
that
are
designated
due
to
a
demographic
data
with
their
special
education
special
ed
population.
So
we
have
four
schools
that
are
just
our
type
four
of
our
Title
One
schools
that
aren't
under
a
designation
status
as
well.
So
we
feel
like
this
will
really
provide
that
leadership.
Team
support
in
in
their
their
process
too,
and
the
state
is
also
supporting
us
with
with
those
schools.
N
We
also
have
those
12
Target
schools
as
well
that
we
we
are
focusing
on
and
through
covet
and
whatnot.
None
of
that
information
was
given
to
us.
This
happened
this
year
and
looking
at
that
and
everything
we
have
to
do
and
need
to
do
to
make
sure
students
are
getting
the
best
education
that
they
can.
R
R
And
we
hear
all
the
time
or
is
top
heavy,
but
a
community
is
kind
of
here:
we're
spending
250
000
a
year
on
Consultants,
that's
going
to
be.
Why
are
they
coming
in
and
tell
them
telling
us
what
to
do
versus
what?
What
because
breakfast
time
is
so
different
and
what
the
students
here
are
different.
So.
N
Yeah
I
was
a
principal
for
30
years
and
I
always
needed
extra
support
and
help.
When
it
came
to
student
achievement,
I
would
have
opened
my
arms
to
individuals
like
this,
because
sometimes
my
student
achievement
was
great.
Sometimes
it
wasn't.
I
I
dedicated
my
life
to
be
in
that
leader
and
I
think
we
need
to
respect
those
people
who
are
in
that
position
and
give
them
that
support
and
the
county
office.
The
department
of
teaching
and
learning
will
be
collaborating
and
working
to
help
continue
with
that
achievement.
N
It's
not
just
turning
it
over
for
an
outside
firm
to
come
in
here
and
say.
Oh,
this
is
what
you're
doing
incorrectly
we're
not
doing
the
things
we
need
to
do
or
our
student
achievement
would
be
better.
Don't
you
agree,
we've
got
it.
We've
got
to
look
at
some
things.
We
have
some
great
principles.
We
have
some
very
young
principles.
N
F
T
T
We
have
assistant
principles
in
there
because
that
is
building
them
up
and
we're
we're
at
that
point
building
capacity
within
the
people
here,
so
that
hopefully
they'll
stay
here,
because
they
love
what
they're
doing
and
they
love
this
support
that
they're
getting
that.
That's
the
whole
the
whole
premise
about
it,
but
I
appreciate
that
comment,
because
I
believe
in
that.
D
R
S
L
E
E
A
A
Now,
with
your
permission
and
I,
don't
want
to
I,
don't
want
to
go
point
to
point.
You
all
say
so.
Just
just
hear
me
out
and
say
that
America
has
nuts
and
let's
move
on
here,
the
first
offhand.
What
I
heard
to
you
and
I
heard?
One
of
the
other
members
here
say
was
that
the
if
you
go
to
look
at
the
exit
interviews
of
our
employees,
one
of
the
things
that
we
hear
often
and
I've
read
from
batches
of
doctor
school
has
provided
in
the
exit
interviews.
A
A
In
that
conversation,
another
thing
is:
is
that
if
this
is
going
to
work-
and
this
is
a
child
I'm
thinking
about
offering
Amendment
to
the
motion-
if
this
is
going
to
work
you
we
need
to
sit
down
with
the
principles,
not
us
the
board,
but
you
all
need
to
sit
down
with
the
principal
say:
here's
a
list
of
all
and
let
them
bring
the
list.
Here's
a
list
of
all
these
things.
I
have
to
do.
F
A
A
A
What,
in
this
process,
do
you
all?
Do
you
have
a
role
to
I
mean?
Do
you
all
have
a
dialogue?
We
don't
need
to
be
involved
in
the
board,
because
if
we
have
to
take
action
we
can't
we
have
to
be
at
arm's
left,
but
is
there
a
in
this
whole
process?
I'm
sure
you
find
principles
whose
bucket
has
a
big
hole
in
the
bottom
of
it
and
they're,
just
not
picking
it
up.
What
what
do
you
all
have
in
that
process?
If
that's
a
question.
T
Is
there's
those
ongoing
coaching
meetings
and
then
there's
those
summative
pieces
that
we'll
have
that
are
reports
and
when
things
are
are
being
kind
of
put
out
there.
As
far
as
the
interesting
things
that
need
to
happen,
you
need
to
be
in
this
many
classrooms
to
make
sure
that
you're
you're
becoming
that
instructional
leader.
We
need
you
to
be
there's
going
to
be
solid
evidence
that
if
that's
either
happened
or
that
that's
not
happening,
and
at
that
point
we
we
do
work
with
districts
that
you
know
so.
H
Them
and
our
reports
show
evidence
of
what
we
see
when
they're
not
subjective,
so
it's
you
all
can
take
with
from
those
reports
what
you
want,
but
you
will
be
able
to
clearly
see
if,
like
I
said
earlier,
it's
what
happens
when
we're
not
there
we'll
know
we'll
know.
When
we
come
back,
it's
it's
Crystal
Clear.
T
Really
is
because
you're
building
relationships
and
you're
trying
to
to
continue
that
relationship
piece
and
it's
there's
nothing
punitive
there
again,
that's
the
reason.
The
district
office
is
involved
on
almost
PD
days,
because
we
are
building
a
true
team
concept,
One
Berkeley
and
moving
forward
to
help
students,
success
and
with
that
said,
there
are
sometimes,
though,
that
you
might
have
that
piece,
and
it
has
to
turn
into
to
more
of
that
it
has.
This
has
not
improved.
This
has
not
happened
right.
A
The
in
finally
well
two
things:
I
have
to
big
knowledge
and
Empower.
What
you
just
said.
We
have
problems,
we
have
to
address
it
and
finally,
we're
acknowledging.
We
have
those
deficiencies,
we're
just
not
whipping
out
numbers
and
Gramps
and
everything
else.
We
have
problems
and
I,
and
the
first
thing
you
do
when
you
face
a
problem
is
acknowledge
it
and
I.
Think
that
is
a
big
step.
This
county
has
taken
with
this
program.
I
have
a
lot
of
Hope
for
it.
A
I
I
was
reading
I'm,
not
going
to
read
a
paragraph
I,
don't
care
for
the
guy
a
lot
of
times,
George
Will,
but
so
look.
Sometimes
you
have
to
have
a
dictionary
to
understand
the
words
he's
used
in
these
writing,
but
he,
but
he
let
off
with
this
paragraph.
He
says
about
education
and
that
there
are
things
in
this
article
I
don't
agree
with,
but
this
paragraph
started
he
said
time
was
when
the
school
year
ended.
Parents
worried
about
summer
learning
loss
said.
A
Nowadays,
there
is
less
learning
to
worry
about
losing,
and
you
know
that
is
a
that
is
a
biting
comment
and
he's
not
he's
not
being
kind
to
public
education
here.
But
but
but
we
have
to
acknowledge
our
shortcomings
and
we
have
to
be
willing
to
try
to
address
and
I'm
very
encouraged
about
this
program.
But
I'm
going
to
ask
for
a
motion
for
the
approval
of
this
action.
A
C
F
That
they,
this
doesn't
create
more
problems
for
them.
It's
what
I
don't
want
them
to
feel
that
way.
So
I
think
that's
what
he's
trying
to
say.
Let's
read
down
some
of
the
things
some
of
these
people
have
100
200,
300
inps
that
they
have
to
go
to.
So
those
are
the
things
that
take
time
and
a
constraints
that
something's
got
to
be
whittled
off
their
list,
like
second,
that.
A
A
Okay,
now
we're
on
the
amended
version
of
this
thing
to
accept
the
recommendation
of
the
superintendent
to
approve
item
number
8.4,
a
internet
of
a
contract
with
Houghton
meth
and
Harcourt
International
Center
for
leadership
in
education
and
I.
Read
that
right
all
those
in
favor
of
the
amended
motion
signify
by
saying
all
right.
You
got
a
chemical
question.
Yes,.
R
E
A
F
N
N
This
is
paid
for
out
of
Step
seven
funds.
It
is
a
part
of
my
step,
seven
budget,
and
this
is
the
fourth
year
we
have
used
IXL
Robin
Lopez
shared
some
of
the
data
from
that
as
well.
We
have
included
some
professional
development
in
here
with
that
cost
for
new
teachers,
new
administrators
and
even
permanent
substitutes,
because
they
are
responsible
for
using
this
program.
So
if
you
have
any
questions
about,
it,
I'd
be
happy
to
answer
it,
but
we
hope
that
commercial
of
support.
A
I
I
did
notice.
You
know
you
pointed
this
out
in
the
past,
the
schools
with
the
highest
IXL
scores
had
the
lowest
some
of
the
lowest
performance
like
I,
remember,
muslin,
High
had
kind
of
low
IXL
scores
and
higher
performance,
and
the
explanation
was
well.
You
have
to
you,
have
to
have
the
people
who
are
administering
it,
getting
the
pupils
on
the
right
level
or
challenge
that.
N
You
know
what
it
kind
of
goes
back
to
what
what
we're
looking
at.
You
know
that
leadership,
where
the
principle
needs
to
say
to
teachers
and
monitor.
This
is
what
we
want
done.
They
have
access.
They
can
pull
this
information
up
and
look
and
see
what
the
teachers
have
done
and
to
do
those
walkthroughs
to
make
sure
that
it's
monitored
some
teachers.
N
But
let's
go
back
to
the
professional
development
piece,
they
got
to
know
how
to
use
the
the
the
indicator
and
use
how
to
know
how
to
use
the
platform
efficiently
and
that's
why
we
always
include
that
that
professional
development
piece
in
that
and
this
this.
This
group
works
very
well
with
our
County
and
and
is
very
supportive
and
provides
even
the
department,
professional
development.
So
we
can
help
support
the
principles
with
this.
A
A
A
A
A
The
numbers
that
are
before
you
are
provided
by
Smith
I
believe
the
group
that
did
the
study
for
the
school
system
put
the
numbers
together
and
I'm
going
to
take
and
put
these
numbers
before
the
County
Council
asks
and
then
to
put
them
into
their
subdivision
regulations
as
well
as
at
least
having
something
assist.
This
document
says
that
they
we
get
the
information
and
have
input
into
the
process.
It
will
not
stop
a
subdivision
from
being
approved,
but
at
least
on
the
record
we
want
to.
A
L
A
A
I
I
Two
individuals
are
rescinding
their
appointments
with
Berkeley
County
Schools,
five
annual
epic
appointments
of
their
supplements
for
financial
obligations,
that
we
provide
the
Epic
two
changes
of
assignments:
a
professional
Personnel,
one
policy,
five
thousand
13
professional
resignations;
a
professional
personnel
with
10
transfers,
a
professional
personnel
we're
asking
for
two
new
position:
Creations
for
a
homebound
virtual
teachers;
11,
a
new
service
appointments
with
six
change
of
assignments
of
service
personnel;
nine
service
Personnel,
changing
from
one
location
to
another.
Through
a
transfer.
I
We
have
a
correction
of
a
title
location
of
a
previous
transfer,
one
individual
to
remove
from
the
transfer
list
and
the
remain
in
the
assignment
that
was
previously
in
two
resignations
of
service
personnel,
with
two
retirements
of
service
personnel,
one
individual
we're
sending
their
retirement;
and
then
we
have
three
new
substitute
service
appointments,
one
correction
to
an
appointment
of
substitute
service
and
then
because
of
the
receiving
retirement,
also
rescinding
the
appointment.
As
a
substitute
one,
resignation
of.
I
Six
new
substitute
teachers,
three
substitute
teachers
have
renewed
their
contract
obligations
and
one
substitute
teacher
resigning.
For
summer.
We
have
four
new
health
care
procedure:
appointments
six
new
appointments
for
summer,
as
well
as
one
individual
we're
sending
that
appointment
for
not
coming
to
work,
and
then
we
have
one
resignation
from
a
service
substitute
for
a
total
of
104
Professional
Service,
coaching
substitute
and
service
Personnel.
A
F
D
O
O
G
I
A
A
It's
it's.
It's
almost
like
we're
in
that
shift
that
imploded
down
in
the
depths,
the
stress
on
our
system
and
the
impact
upon
our
students
is
it's
it's.
It's
not
just
a
piece
of
paper.
We're
voting
on
here.
There's
lives,
lives,
being
impacted
people
with
experience,
leaving
us
and
just
seems
to
over.
So
it's
I
don't
want
to
say
overwhelming,
because
we
have
to
be
positive
and
try
to
solve
these
problems
but
substitutes
bus
drivers,
teachers,
leaders
it's.
A
This
is
just
a
kind
of
like
a
an
exercise
of
a
thousand
small
slices
on
us
as
a
body
at
this
loss,
and
we've
got
to
find,
we've
got
to
find
ways
if
we
can't
pay
them.
We
I
heard
it
earlier
here:
there's
a
there's,
a
loyalty
to
leadership,
sometimes
Susan.
There's
a
people
want
to
stay
with
a
team
at
the
end
of
this
summer,
I
hope
you
can
give
us
a
list
of
the
resignation,
spy,
school
and
Mobility
that
helps
us
see.
Well,
why
are
they
leaving
that
school?
A
A
E
A
C
R
A
All
of
us
are
I
just
want
to
announce
that
Mr
Stevens
I
attended
a
meeting
this
today,
and
it
was
a
joint
meeting
with
superintendents
and
School
Board
presidents
very
good
meeting
and
one
of
the
things
that's
available
for
you
board
members
is
a
handbook.
That's
been
put
together
on
the
website
for
board
members.
It
asks
all
kinds
of
questions.
A
You
name
it
it's
in
there
and
they
it'll
help
you
a
lot
if
you're
asking
for
it's
ethics,
questions
School
law,
so
I
just
wanted
to
call
it
to
call
that
to
your
attention.
So
it's
one
of
the
School
Board
Association,
okay
and
one
thing
I'd
like
to
ask
it's
10
o'clock
here,
her
staff
has
stayed
lower.
They
have
to
be
at
work
at
8
30
in
the
morning,
I'd
last
like
to
ask
her
before
that.
Before
that
yeah.
E
D
A
D
F
A
D
I
have
a
couple
of
announcements.
First
of
all,
yes,
the
meeting
we
went
to
was
was
beneficial.
It's
good
to
see
everybody
down
there.
The
presidents
of
the
boards
and
the
the
new
superintendents
I
just
wanted
to
give
you
kind
of
a
case
for
Education
as
a
whole.
Last
year
there
were
six
new
superintendents
at
the
new
superintendent's
meeting,
which
is
scheduled
in
August
and
I
was
one
of
them,
and
this
year
there
are
20.
D
You
know
if
you're
new
to
the
area
or
you
need
some
help
check
out
our
our
webpage.
There's
information
on
there
about
making
sure
that
you've
registered
your
vehicle
in
in
West
Virginia,
but
there's
also
additional
information
that
will
help
you
get
your
student
registered
at
the
appropriate
School.
D
If
you
need
assistance
with
that
contact
us
at
central
office,
and
we
can,
we
can
hook
you
up
with
the
right
person.
I
want
to
go
to
the
dates
to
remember
just
looking
ahead:
August
the
14th
first
day
back
for
employees,
and
then
we've
got
a
list
of
orientations
for
schools.
Middle
School
orientation
is
on
the
15th
high
school
and
intermediate
school
orientations
will
be
on
the
16th.
Primaries
are
going
to
be
held
on
the
17th.
All
of
those
are
scheduled
right
now
between
five
and
seven
and
I.