0016:00. Good evening and welcome to the regular session board of education May 13th. If you please me for the pledge. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you very much. Next time again check on it. Um board members, you do have an agenda with some personnel items and checks. Um all volunteers one volunteer. One volunteer. One volunteer. I move we accept the agenda and agenda as presented. Thank you. Second. Thank you. Any comments or concerns or corrections? All those in say I. I. Nay. Eyes carry it. Uh tonight we have Mr. with us to talk about our what's being tiered system of support. Uh board members, you do have a packet
002in your folder regarding his presentation. Mike, welcome you to come up to the wonderful lectern if you wish to. All right. Thank you. I just want to say a couple words. I've asked Michael to come speak to you tonight. Um this used to be for those of you who may remember RTI. That was years ago. It used to be RTI, then it changed to MTSS and now West Virginia's name is WVTSS. It all stands for a multi- tiered system of support and it is a structure um by which we do all our instruction, all our curriculum. It's also now comprehensive to include behavior. And Michael's just going to kind of fill us in and give us a general overview of it. And it really should be for us a playbook by h how we do
003things in Morgan County. And so, um, Michael's going to give this presentation tonight. He's also going to do more in-depth presentation with principles in in June. And uh as we've been working along with this, I'm glad Nicole is here with us because she's been doing a lot of work behind the scenes with counselors on the behavior side of things trying to get this uh process nailed down for Morgan County and how we do things. So I appreciate Michael being here. He is u not to make his head big, but he's an absolute expert in this and uh not only here in Mor County, but people across the whole panhandle contact Michael for uh advice and guidance on things. And Michael, thank you for being here. Thank you. Um as you see in there, it does
004say West Virginia tier system supports. Um this is this refers to it as multi-tered system supports because West Virginia has a tendency to like to rename things and then in a few years they rename it something different as Mr. Banks was saying RTI they renamed to SPL support for personalized learning. So that tends to be confusing. So I try to just keep it with the generic term so that way we all hopefully if they change we'll continue to to press on because this is a framework that is very successful and helps schools um be more successful. Uh so I'm going to go over a definition of MGSS briefly u then what it is and what it's not and then talk about the keys to success and then briefly mention as Mr. Bank kind of already
005alluded to our own Morgan our guide for Morgan County tiered system of supports. So this is a very brief but uh precise description of what multi-tered system of supports is. It's a framework that helps schools identify and address academic and behavioral health needs of all students. Um, I'm sure you guys probably are familiar with the tier system. So, it's like a a pyramid where the bottom is your foundation that every single student gets what we call tier one or universal tier and then the second tier or um targeted interventions um for some select students that may need it. And then there's the most intensive tier at the top of the pyramid. Um, and multi-tered system supports as with RTI. Um, PBIS, you guys might have heard of that also positive behavior intervention supports. They all
006follow that kind of tiered system um of providing supports and making sure you have a strong foundation in order to not overwhelm your other two tiers. Uh, also in my definition here, a lot of them will put academic, social, emotional, behavioral, mental health. I combine the social emotional, the mental health, the behavioral on the behavioral health. If you look that up, it just kind of simplifies it. It brings all those concepts together. And that's really what we're trying to do is bring that together. Look at the whole child instead of having silos as far as academics, behavioral, mental health, social, emotional, or whatnot. What it is and what it's not. It is uh a way to help us organize our processes and procedures. It's not more pasta on your paper plate. So often people think
007of MTSS as something that's just more to your plates. We're just giving them more to do, something else uh for our staff to have to understand. And it's not that. It's more of taking that plate where you've put on the 16 different kinds of pasta salads cuz you don't want to offend anybody. You want to make sure you taste a little bit of everybody's everything and you just keep stacking it on there and next thing you know it's melting and it's falling in your lap. This is more like taking a tray and putting those pasta salad, those potato salad in chicken, whatever in the different compartments. It's helping you organize what we have within our school system. So, MTSS helps us organize our one tier one, which we'll talk about more with as far as
008what our guide is for the county. Um, making sure that tier one works for most of our students. It also then organizes how do we identify the kids that needs uh what what interventions do we have for them? Do those work? Are they addressing the needs we have within our school? Which kind of leads us to the next one there, datab based decision- making. Uh I'm often in meetings where emotion or that squeaky wheel gets the oil. So they know the kids family or they know uh the horrible stuff that they went through or the traumatic past they have. Not that that doesn't matter, but often that'll lead a meeting into going 30, 45 minutes when if we focused on the data of what the student needs, we could have addressed that need. we could
009have provided them, got them into an intervention within 5 or 10 minutes instead of talking about it for 45 minutes. Everybody leaves a meeting. Everybody's much more sad. And usually we haven't got any any further in the problem than where we began. It's also preventative. Uh unfortunately with MTSS, RTI, SPL, whatever you want to call it, support personalized learning response intervention, it's often seen as the pathway to special education. And that's something that it's hard to change in people's view of looking at it as preventative. It's not the pathway to education, special education. It's a way to prevent students from needing special education. So, we need to get those services and interventions in earlier so they don't need special education. It's not something that, oh, let me just jump through these hoops so I can
010get the student special education. Uh it's also all about increasing academically engaged time which is a out there in the students least restrictive environment meaning the classroom that they were assigned to the classroom they should be in uh according to where they live. Uh it's not a way to get them out of your class. Uh a lot of times um especially summer interventions we might give too much of that intervention. Instead of u providing let's say 15 or 20 minutes and that addresses the need gets the student what they need. we might spend 30 or 45 minutes and then we're keeping that that student out of the classroom um instead of with their peers in the classroom where they belong. Another thing we often get confused in with our intervention services is uh trying to
011teach the skill. So intervention services should intervene and help them with what they are struggling in so they can get back to the teacher who has that certification. So intervention for like Taiwan isn't teaching reading. we're intervening with reading so they can get back in the classroom and learn the how to read from the teachers that have that specialy. So that's another kind of mixup where NGSS helps us make sure that what we're doing is very efficient and effective um instead of keeping them out of the classroom for too long. The last part there addresses the whole child. We're not blind men with the elephant. You guys have probably heard that story where you have multiple blind men in the room trying to identify what the elephant was touching the body. It's the wall one
012grabs a little tail. what's a rope? One, grab a hold of the leg. It's a tree. In uh education, we tend to be that way, too, because of a silos. So, you ask the mental health specialist, well, it's because of their depression or ADHD. You talk to the behavior specialist, well, it's because they're trying to escape whatever the trigger was. You talk to the reading specialist, it's because they don't have good funological awareness. This brings it all together. So, we're talking about the same child. They're not separated into these silos that we have within our school systems. We come together, talk about the child and their needs and then address it accordingly. So hopefully our services are much more effective. You guys stop if you have any questions or wait till the end. Keep looking
013forward to All right. You're educating us. We're getting the question here. All right. Well, I don't have tiered services for all right. So the keys to having a su successful MTSS, easy for me to say. Uh number one, your administrator has to be the expert with any building. They have to be the lead. They have to be the one that takes the bull by the horn and leads that program and understands MTSS and make sure that their programs, their processes, their instruction is all on board with and and organized within the system. uh we have to have clear and consistent expectations regarding those processes for identifying needs whether it's uh individual student classwide or even maybe schoolwide. Uh making sure that we have clear expectations of what instruction what curriculum we're following. So we don't
014have multiple curriculums or multiple methods of curriculum going on or instruction excuse me within one building or maybe even within one classroom. Maybe they're trying using different kinds of curriculums within one classroom and making sure that we're following the same programs. Another key which is very important is making sure that our tier one sufficiently meets the needs of approximately 80% of your student population. If you don't have a strong tier one, then you overwhelm your your intervention services. You have too many kids needing tier 2 and tier three. That means you need more interventionists and you're taking them again more kids out of the room and we have more kids being served by interventionists instead of our teachers. So it's really important that our tier one addresses at least 80% of our student population. Again,
015this is academic, behavioral, mental health, whatever the need is. Uh explicit efficient referral and problem solving process that does you that utilizes database decision-m. So this is where um not only making sure that everybody in the building understands what kind of data are we collecting and how do we use that data. So making sure we're not just doing assessment for assessment sake any assessment we give is something that we use uh and then teachers understand okay these are the cuts or these are the target scores I should have within my room and if they're not meeting those then maybe I need to refer them for a student assistance team meeting or some kind of help. Uh, our tier 2 and tier three interventions have to be evidence-based and they have to be implemented for fidelity.
016This is another one. Unfortunately, we're not the only school system does it, but we'll have a evidence-based intervention and that, let's say it requires 40 minutes, 5 days a week. We do it 3 days a week for 30 minutes. If it's evidence-based, you got to follow the protocol. You got to do it with fidelity for for it to work. Um, and so if you can't follow that because of time constraints or personnel restraints, then we just need to look for a different intervention that does fit our needs or what our resources. Whoops. Sorry. Um, explicit entry and exit criteria for tier 2 and tier three. That way, it's not just a once they get in there, they're there forever. That we know when does the student need to exit or when do they maybe need
017to go to tier three intervention, when did they drop back down, or when can they exit completely out of intervention services. And the last uh students who are referred for special education evaluation making sure they receive ample intervention services being that I usually get these um I do get uh referrals at times that do not have intervention. So the student there's a need or someone's identified a concern they have went through intervention they come to me that makes it a lot more trickier for me to then do the evaluation say yes there's a problem they could potentially meet special education criteria but I think you should go back to intervention services first sometimes parents are on board with that sometimes they want the special education because they see it as more protections for the child
018um we are currently working on the guide book for multi-ter system supports um which we'll address is primarily going to be heavy in tier one because that's where we want to make sure everybody is on the same page of what is expected at all of our schools um and that everybody understands this is the curriculum we're supposed to be using. Uh these are what interventions we have within our building. These are the supplemental materials that you can use. Uh and then it will also have a part where schools will take their own tier 2 and tier three services and plug them into like a framework or a table that we've created. And then that way we know for every school these are the tier 2 services they have for reading, math, mental health, behavior, whatever
019the case may be. This is how the kid gets into it. This is how the exit criteria is. This is the duration of it. How many times they go week. So you almost have like a menu so everybody understands these are the services we can provide for the child. So when we are doing that database decision making those decisions that those meetings go much more efficiently and effective and that's it for me have to educate me is my experience the principles are the ones that are already supposed to know this database and this set of interventions from one two and three what the student are what they're supposed to utilize for the students or is that a team that you get together that always academically that should be pulling into that. Yes. So it should
020be a team. Um not the teacher should be the lead as far as understanding what needs to be done and leading those teams and being involved in them or it is a team. Um and we call them student success teams. Um and that's another term that's been bounced around called different things at different times. Um, but it kind of it takes that data, disseminates it, makes those decisions much more quickly to get kids into like tier 2 interventions and decide when do we have need to have a more formal student assistency meeting where we might bring in the parent. Um, you might bring in myself or somebody from the outside in order to discuss the problem more in depth. And so those teams that get together, is that a ongoing thing that you're doing going
021into with the principles or is that something that they meet on a monthly basis? How does that process work to identify the students we're talking about to get that? So different right now, this is part of the reason why we're coming up with this is to try to get some more consistency. Okay. Um is schools do it differently depending on so like the high school continues they they have support for personalized learning which was one of the terms that West Virginia's Department of Ed turned RTI into. And so they still have their SPL meetings and teams that they meet on a weekly basis. It goes through much of what I've talked about here. Okay. Um and then like the intermediate school, they meet on a weekly basis and it's their student support team. They call
022them problem solving teams or student success team. I'm confused myself. But so the name changes but the concept of the team has stayed the same and the principles lead on those teams. Uh yes. Okay. At each school and that's how we have set it up. That's the ideal. That's what we're working towards. That's the ideal situ but that's the ideal situation for the principal be that person. Yes. Okay. Nice. Now that's my opinion. I'm one person. That's why I try to work with everybody else because, you know, I got my two cents, but that's only two cents. On her head, my peripheral two of you at least, but he may have been on the same thing cuz our principal should be our instructional leaders. We don't we all believe that, I believe. And um that's
023why I was curious on how that process works and what that team gets together. That's a tall task for a principal to handle by themselves. Yeah. Um and like all the other duties we have on them. I didn't know we pull APS into that too. Um some some of the schools have APs on those. Yes. Um I think you can use administrators broadly in this case it would be the principal or the assistant. But uh there would have to be in my opinion uh good communication. So I would in my opinion I would still expect the principal to be uh knowledgeable and understanding what's going on within their building and be very privy to this document and how their services work. Uh it's like if it's done correctly, the intermediate schools won that they have
024got to the point where they can move through their almost their entire case load of kids that are receiving tier 2 and tier three services which is like 50 something kids within one of their meetings which is like 40 45 minutes. And so that's that's the ideal is that again using data. So all you're looking at is data points. Have they met it? Have they not? Yes, they have. All right, they need to be exited. Or no, they haven't met it, but it's working. Now we continue. Or it's not working, they're regressing, we move them up to tier three, next student. Um, and unfortunately, as I mentioned earlier, that squeaky wheel, too many of our schools talk about a kid for a good 30 minutes. Instead of having this process well ironed out where they
025can go through that data, whatever, whether it's mental health, behavioral, academic, they have those data points they're looking for. they have the assessments, screeners, whatever that they collect and then they have that data in front of them. So they sat down at the meeting that's already there for them and they can go through it much more quickly. That's ideally that way the administrators aren't spending hours on end on a weekly basis having to do this. Um so that that just the thought about also being a depository for resources. It's human nature. Whenever you start getting into a I believe it be probably that you would get locked into one thing here two we're going to do this intervention that's the best thing we have that's what we're going to put this child into and it
026may not be if we have an auditory of other items that we could go through of some nice yeah plethora of nice reminder to give people what's going right what's happening what's available well and that's and that's one of the more difficult things with this process is also using data not only to identify a student that needs a certain intervention but use data to figure out Are our curriculum successful? Are tier 2 interventions successful? Are they addressing the needs that our data is giving us? Um, and that's something that that just takes deeper dives into that information um to to find out. Sorry, thanks for coming. That's okay. I think a couple things to understand Michael the system is fluid. So students can move from one to two to three and back to two and
027back to one. And even one very common misunderstanding is that once a student qualifies for and begins to receive special ed services that they're in there forever. Our goal is for that student to improve enough that they don't need special ed services and they've moved back into the tiered system of support. So, um I think a lot of people just kind of assume that once a student qualifies and receives those services that they're in there for their whole academic career and that is not the goal. So, that fits within this process too. Um, another thing that I think is commonly misunderstood is the tiers. Um, tier 2 instruction is something that is often seen in a in a what we would think of as a normal classroom. So, uh, it's not where when they get
028to tier 2, they're automatically pulled out and they receive specialized instruction from an interventionist. It can be within the classroom. And if you walk into a elementary classroom, you'll see different reading groups and kids at different levels and the teacher and the ECAT facilitating that. And those kids are all different levels. Could be somebody in tier 2 and somebody in tier one all throughout the classroom. So it is a uh process that works. Um we feel like uh we need to do a lot of refinement with this and one of the things we would like to do is have our interventionist next year until we get the process to a place where everybody clearly understands how it works meet with Michael on a regular basis so that all of our interventions are interventionists are hearing
029the same thing and understanding the process so that we're K through 12 our intervention is understood and done in a similar fashion. So, um, unfortunately we, you know, we had that turnover. So, the more our intervention is, they they don't have to just jump in and and, you know, just try to figure out what to do that we can get that, uh, instruction and training from Michael as we as they go through the year. So, um, I I I'm really excited about this. This process is also tied into that committee that I was referring to earlier about um, Miss Miss Golden and Mr. shade overseas. So once this document is decided upon and those curriculum intervention tools are decided, if somebody some school wants to use something that's not in there, then they have to
030go through this process of getting approval from this committee and their their guide is this document. So if it's research B, evidence-based, and it's something that we feel like we could try a pilot on, then this committee would approve it. If it's not, if it's something random that the principal went to a conference and they heard something great, they want to try it, this committee might say, "No, we're going to stick with this because it's working because we have the data to show that it's working." So that committee and this process is is tied together. So that's all. Thank you for your time. Thank you [Music] all. Lect is yours. Excuse us. that they're welcome to leave or they want today to sneak out. You're welcome to sit around and you got a budget. All
031right, the FY26 budget. I'm still back on too much pasta on the paper plate. This I'm sitting there thinking this is kind of like putting the cheeseburger and the hot dog and the baked beans and the macaroni salad and the macaroni and cheese and the coleslaw. Balance it perfectly. So you can pick that up and carry and pick up your drink in your silverware. I don't know what Michael said, but I was thinking about Okay. Uh, first of all, as you saw, you have a binder clip there with a bunch of handouts. What that is, there's a one page that's the presentation outline that I'm going to be going over. There's a second uh the second one is the complete budget, revenue, and expenses. Just so that's out separately in case you want it. Then
032there's a copy of my presentation and then a copy in the back of this full step seven plan which we're going to be talking about during this and also approving later in the budget. Oh, you can't see that very well, huh? Okay. So, uh we're going to be talking about three funds. 11, the general fund, fund 61, the special projects fund, and fund 51, our capital projects fund. Uh, as you know, we have to have a budget for the next fiscal year turned into the state by May 30th. Uh, tonight we're going to go over it. If you so choose, you'll approve it for publication. It needs to be available to the public um on our website here be you can pick up or it will also be in the messenger for 10 days and
033then you're scheduled to adopt it on May 27th. That's the budget hearing. After that, it's submitted to the department of ed via weeus and then the office of school finance reviews it, checks it nine ways to Sunday and if it's okay, then it's approved by the state superintendent. Uh, as you know, there's been a lot of things recently that's changed the way not only we educate kids in West Virginia, but also things that have affected the budget. Uh, to name a few, we have the Hope Scholarship, we have charter schools. Um things are uh very uncertain at the federal level. We don't know what's going to be happen there and of course the co pandemic has drastically change the way we do life. Actually um as you know our money expired on September 30th and
034we've reached that funding cliff that we've been warned about for many years once that money is gone. In my opinion, I think we spent our uh SR co monies very responsibly and in a way that left our general fund uh built up pretty good because of the choices we made on how to use that. So, um again, I think we're in pretty good shape there. Mr. banks and along with the directors and some others have taken a very thorough and systematic approach at looking at the things we have purchased previously with our ESR money and uh the things that they feel we should be keeping and maybe the things we will no longer have. So I'm going to turn this over to Mr. Banks to talk to us about that first. Thank you. Mhm. So
035the next sheet uh it says budget planning proposed FY26 funding has broken down into uh five different categories. Instruction, curriculum benchmark, professional development, students and software. So all of those things we have looked at and tried to we asked questions about the usage and some things we have completely eliminated based on um them not being used and you know just a handful of people using them. Uh and some of them uh we have uh ramped up a little bit because of the usage. Others uh still we have negotiated quite a bit to try to reduce costs so that we can present a budget to you that's balanced. Um, I'd like to just go through this document before I get into specifics. You'll notice the first column is the cost that we're anticipating. The second column
036is funding FY25. And you'll see that several of those are ESSER funders. You'll see that Edenum Exclered. And so those are obviously of concern to us because we had a different funding source that is no longer there. And then the next column over is where we propose our funding source for these items moving forward into next year. So with that said, I'm going to go and highlight just a few of these things and and I did take these to both the uh curriculum instruction committee as well as the strategic planning committee just to get some feedback. And I'm going to start with the instruction category. The last one on there is Edenum. So Edmen is our software that we use for a virtual school and as an example of a process that we used here
037um Beth had called the company and said you know is there anything that we can do to reduce the cost here we had been paying for it on an annual basis so if a student enrolls in August and they're in the Morgan County Virtual School then we pay for that program the entire year if they leave in September and so what she negotiated she's a very good negotiator computer um is that we pay for this month by month. So then a student comes in in August and they leave the end of August, we're just paying for it for August. So that cost has been greatly reduced as a result of that. Um that's an example. Moving down the list, the ones that I want to highlight that I've spoken to you about recently as far
038as priorities for the district under professional development letters. So the reason there's no funding source in FY25 is because letters is new and it's an initiative from the state. It is something that we are very uh pleased with. It is evidence-based. It's it's really the way to go for reading instruction. And the reason the ticket the the cost is so high is because this first year we're sending Summer to be trained as our trainer. Plus it includes all the K3 teachers and statements that would go along with paying them for that. that item next year would probably be in the line in around 25 to 30,000. But up front uh we do have the cost of uh the training. Um and the teachers would have a second year. This is a 2-year program for our
039teachers. So uh the good thing again about Summer being our training trainer is anybody who's new, she's catching them up as they start in our system. The next one is a big item. Uh last year instructional empowerment was paid for out of ESRE funds. It was a ticket of $47,000 for Warm Springs Middle School and Berkeley Springs High School. So we met with instructional empowerment many times. Um we have asked them that we we said that we would like to add Pawpaw to the list of schools that they work with grades 6 through 12, but we can't afford a price tag of $47,000. So, what we really did was we reduced the amount of in-person visits that they are coming to our schools. We feel like Berkeley Springs and Warm Springs are doing a good
040job and that they could benefit as much from virtual meetings as in-person meetings, uh, coaching administrators and staff. So, that's the biggest reason for that cost reduction. As I said before, we're adding another school, but yet we're reducing the cost. So, what Pawpo would experience would be similar to what Warm Springs and Berkeley Springs are experiencing this year. They'd have more in-person visits, more um uh on a weekly basis, there would probably be somebody in Paul working with that staff on uh engagement strategies. So, I I also um before I move on to capturing kids hearts in your folder, this is just you just got this yesterday. I'd like you to just take a look at this. I thought this would be helpful as you look at um that uh instructional empowerment item. This is
041data that we received um yesterday. And across the top, I'm not going to spend a lot of time with this, but I do want to point out a few things. So, if you could look over here, this this bar graph right here reflects the continuous conditions for learning rigorous standards, and those are interviews with students and staff. So that's qualitative data that you're looking at where whereas the next several bar graphs the standardsbased student evidence activating student teams and verifying learning those are all results as as uh evidenced by walkthroughs that the IE has done or that administrators in the school have done or even our academic coaches have done. Um the next column data for continuous improvement that's more qualitative data that's interviews with teachers and students. And then the final column that you'll
042see that's an average of all of these. So that represents both schools and you can see the improvement from the beginning 3.4 up to 5.8. Uh you'll see improvement across the board. The most improvement you'll see is a condition for learning rigorous standards. So the expectations the climate in the classrooms has improved greatly as a result of this process. And again those that first bar graph and that um 1 2 3 fifth bar graph are interviews with teachers and students. And then if you're interested down here at the bottom is a breakdown for the two schools. So up here across the top the bar graphs represent both schools together. And then down below you'll see the numbers for each individual school. So I did want to share that with you. We we are very pleased
043with the progress that has been made. So are the principal Mr. Harris and Mr. Naida. Um and IE is also um you know telling us that they've seen great growth. I Mr. Naida would agree with this. We saw more immediate growth at Warm Springs. Um growth at Berkeley Springs was slow at first and then you know really around December and January we started to see a lot of growth as teachers got on board more and more with the process. Is it perfect? Absolutely not. We have teachers that are saying I don't want to do this. We have teachers who say I'm not going to do this. It is not perfect. I'm not saying that every teacher is on board with this but um we are seeing we're we're very pleased with this and we think
044it's going moving in the right direction. um you you walk into a high school classroom now, you'll see students talking meaningfully about things, not about what they did over the weekend, but they're talking about what the teacher is asking them to talk about. And again, we're very pleased. So, I wanted to bring that even though we just got it yesterday. I don't have a lot of other data to share with you. And we can certainly do a presentation later on to kind of sum it all up. But before any decisions are made by the budget on the 27th, I wanted to make sure you saw this graph and so you could see the progress that we've made since the beginning of the year. Beth, before I move on, is there anything that you'd like to
045add? Did I cover it all? You covered everything. Okay. Yeah. I would like to ask questions. Yeah, I got three pages here, but they're all the same. They're all the same. Yeah, I when I gave Betsy three copies, I didn't tell her they were all the same. [Music] I was like, "What am I missing?" Okay, that's it. I thought I just had a messed up copy, that's all. Can Can I ask uh the capturing kids hearts? What What is the expense there? I mean, we just sort of see it as a program for positivity. What What expense is there with the capturing kids? So, um Nicole's here. she can help me with this too, but there's a there's a dashboard and a whole lot of resources that our teachers use for some of the things
046that you hear about like good things about launches and curriculum that is associated with the program and then the support that we get from um capturing kids hearts. They do what are those things that they do with the principles on a regular basis? The uh what are those called? Attraction visits. Traction visits. Traction visits. So, they come into our schools. Um, they survey, they help us survey students and parents and and staff. Um, it's not something that we could probably do without some support from them. Um, you know, as I talked about before, you know, it's just one of those things that we probably need that right now. We utilize their climate and culture surveys that in lie of using the West Virginia environmental climate culture surveys that they put out. Most most of the
047principles have given feedback that the climate culture surveys from CPH are more relevant for the students because it talks about the things that they are talking about in the classrooms like the social contracts, the good things. Um so yeah, thank you. I forgot about the surveys. I know there's a cost big piece for that. What about the um I don't see it on here and maybe it's somewhere else. The paper tutor thing. Yeah, we we're not where what's we I know we've talked about that. Where did we leave off of that? There's a Yeah, there's a state free West Tutor West Virginia that the governor had announced right after we bought paper. So, it's still there as far as I know. Um we have talked with the paper company a few times. Um they it's
048just really expensive. I don't know. It was around 300. It was a lot. Yeah. So we're looking into the West Virginia model. The government information to parents about how to access it. Well, I mean I guess we will do it. Yes. Yes. We're deleting deleting it. That's funny. I just told my daughter tonight it's like get on there. She was asking about math. Does she I'm just curious. Does she use it a lot or I have I have I can't answer that. I don't If I had to guess, I'd say no. If I wanted to do the same thing, he said no. We don't. So, the last thing on that list that I just wanted to bring your attention to was capturing kids hearts. And I think we've kind of answered those question thanks to
049Laura's question, but again, it was funded by ESRE funds. And we uh you see both of those that uh uh and Ann and I worked a lot on this. uh we are um recommending that we use Medicaid funds for that uh moving forward and she can certainly answer any questions you might have about that. But um so those are the the four things I wanted to bring your attention to. All the others are uh mostly reductions in cost uh that we have been able to uh you know do through this process. All the things at the bottom are more operational things that we need to keep our school system running and efficient and save people time, you know, along the way. And of course, the student admissions in there too that we would like to
050continue with permitting students to go uh to free to athletic competitions. Is that also for like concerts too or is that just athletics? I I had a question about that. I don't is that I don't know that we have had anyone charge anything for any okay any student in any event they turn ticket in they come in they turn it back into the SHs right and it comes back to the board office and that's how we did prior reimbursements when you say turn in a ticket I didn't I missed what you meant by that is how they give out tickets yes the students still get a ticket they aren't charged And then we received paperwork from the school of beginning and ending student number ticket numbers to know how many actually were allowed in free
051and then we reimburse that. Um we're looking at a different process now because uh we're no longer to send money directly to schools or the office of school finance. There's some that's another accounting problem. So we have another process for that. I don't know if we've talked about that in athletic committee. I think I think athletic committee I thought we were talking about that. Yeah. And I can touch on it briefly. Remove any expenses. Good. I want to No, you're fine. No, I have I will talk about it later. You want to talk about it now? Just know every time I went to the football game with Emily, she didn't have anything. She just walked in. No, no, not the student. Well, they may be keeping track of it at the game and just taking
052the ticket. They started it this year and they had they were giving out at the middle school and high school games that I were at that I was at. Unless she just slipped by. I don't know. I mean, I just I don't I don't She helped me climb the fence at seven bucks a game. I was going in the whole um Yeah. No, I And maybe I And maybe they did do something when we came in, but I just don't remember her physically. They won't get the reimbursements, anything. So, okay. So, that's what I wanted to share with you tonight. um both the process that we went through and some of the highlights of the things that were paid for out of ESERT and what our game plan is moving forward. Okay, any other questions
053before we move [Music] on back now that that's the last one. You will never have to turn it again. Mhm. Oh, okay. Well, we should actually be on another slide. There. Now we're good. Budgetary considerations is where we should be. Okay. Well, I'll just keep moving forward until we do that. Um, above and beyond what Mr. Banks just spoke about there are some other things we need to consider when doing the budget. Um first of all is our charter school allowance. Um there is about 248,000 being taken off the top of our state aid for an estimated 31 students enrolled in charter schools. That's how many were enrolled last year. Uh so that's uh almost $8,000 for students as it's going to uh back to the state or actually just don't send it to us
054that goes directly to the charters. Um that's an estimate and that number will be shared up probably the first of the year around January, February. So it could go up or it could go down based on how many uh students who live in Morgan County that are enrolled in charter schools. Uh, next is uh the third grade basics. That went up by $100,000 this year. Yes. Yeah. We get to all that. Yes. It was 19 students last year. 31 this year. Um, you interrupt as much as you want. Ask any of you interrupt or ask questions. In fact, I enjoy it. So, my problem is easier. Um, okay. And then uh this is the last round where we'd be getting ECAST in our third grade classrooms. So uh there is some funding built into the
055formula for that and I believe we have seven third grade classrooms. You on the spot? It's all right. Yeah. Seven will be Yeah. Um and then we have our excess levy call that has the different uh amounts for the various categories that have to be built into the budget that way. Um looking at employee salary and u benefits. Uh first of all we have our personnel planning that started in December and you folks have seen the results of that come across the board agenda in the past several weeks for those who were be adding and those that unfortunately we would have to cut. And the big thing in benefits is of course the legislative increase of PBIA was roughly another 14%. And I'm told that that's to continue every year until 2028. So it's going
056to continue to rise. But that's what we pay. Both the employer and the employee share went up very similar amount. Um yes. I mean, as an example, we're just a few dollars short of $20,000 a year for each employee who has family healthcare coverage. That's the employer share. So, that's yes, it's significantly higher than what it used to be. And also, I'm sure you're aware is there was uh no salary increases this year. Uh but there is talk of a special session maybe to address that coming up here in a few months. Okay. And then uh support from the general fund for other things. Uh first is our child nutrition sponsors contribution is the portion that we pay from the general's fund to supplement the uh free lunches for our free meals for our students.
057Uh that's what makes up the difference between the actual cost and the federal reimbursement we receive. And then our federal state grant allocations for this year are kind of questionable at best, especially the federal. uh we've been advised to budget uh what we budgeted this year, whatever our 25 allocations were to go ahead and do that for our 26 budget. Usually by now we have some estimates as to what they're going to be and there just aren't at this point in time. So um yeah, that's they tell us they're not going to get cut much, but I guess you have to wait and see. And uh unfortunately though because of things like PEIA that I just talked about, those allocations aren't costbased. They are based on what things actually cost us. They're the amount we
058get is determined by other factors such as percent D and Nicole can weigh in probably more than that. But so those allocations now don't cover the amount of salaries and things they used to because our salary costs and the costs have gone up. So, the general fund is having to pick up more things from what we used to pay for from those grants. And last on there is our our lease purchase uh loan and also our QAB from our energy management program and also the B Springs High School renovation. All righty. I'll try to make this painful painless. It is painful. [Music] Okay, next page is our revenue. There's four types of revenue uh in our general fund. Local sources, state sources, federal sources, and then uh what comes in from our fund balance. Uh
059we've talked about a lot in the past few meetings about our local sources. We've approved our regular levy rates, our access levy rates. We talked about our property values increasing. Our uh our amount of interest actually has increased and we're going to start charging a little tuition this year. So that makes our total local sources um $13.6 million that's highlighted in green on that sheet. Uh moving on down our state sources uh from our state aid. Our state aid is based on uh several things. Again, I know you I'm probably preaching to the choir in some cases, but I'll just quickly review it. Um, it is based on our certified list of employees on October 1, our certified enrollment on October 1, our population density, which is we are considered in the low density range,
060which is um less than 10 students per square mile, but greater than five. So, there's only one lower than us, and that's considered sparse. Um, it's our fixed costs. some of our fixed costs and also some of our prior year expenses such as maintenance and um transportation expenses uh all factor into how they come up with how much state aid we receive here. All right, thank you. Um uh I know we talk a lot about enrollment as well. Our enrollment is down. Uh this is this graphically shows our headcount enrollment from uh 201213 to 2425. Our headcount uh is 2111 without charter schools. And when you add those 31 charter school students back in, we're back to 2142, which actually makes that close to last year, which was 2144 with charters, but the headcount then
061was 2125. Next, uh this is a bar gra or line graph showing the same thing and uh kind of actually can give you a better picture of how our enrollment has declined. Uh it last peaked in 20 what's that 208 2008 and it basically went up a little bit in 14 and has declined pretty steadily ever since. Um next is our share. This is basically 85% of the taxes that we're going to collect locally is uh subtracted off the bottom line of our state aid funding. So as our property values go up and we collect more taxes locally, it has an adverse effect on our state aid and we get we receive less. Um this is actually about $130,000 higher than it was last year that it's coming off of the bottom line. Okay, this
062one I know you guys are all uh familiar with this comparing our final computations from 2425 to the final comps that this budget is based on. Uh up at the top you can see our enrollment. This is FTE full-time equivalent enrollment is uh down 29.83 students to 2099.18. I'm not sure what that was. Not kidding. um students from last year FTE, but we're up 12 charter students to 31 uh which makes a net decrease of 17.83 students in full-time equivalency. Um just again going down through this very quickly our allowance for professionals uh you can see the decrease there. Uh again basically because of um enrollment and also uh we have fewer employees as well on our on our certified list. Uh but I know uh everyone is always anxious to know this number. We
063are 19.31 uh employees over in professionals service. uh we did see an increase there because of the the new ECATs for third grade. Uh we are over 15.05 in service over the formula. And of course, this does not cover any of our unfunded positions as well. So, uh adding the pluses and the minuses all the way to the bottom, our total basic state aid is down almost $248,000 over last year that we received. There's two. Yeah, we're doing great. Uh the second page uh takes that number and adds in uh our PEIA allocation, our retirement allocation and also we get a little bit for alternative ed. Um and the PEIA allocation did increase because of the cost increase. So that kind of offsets that what we were down and we ended up with uh more
064state $140,661 increase in state aid. But again, most of that is our PEIA obligation. So that's all it can be used for. Any questions so far? All right, good. I'm trying to get through this. So back uh we're back to this sheet again. Uh on the highlighted in orange is our total state aids, total state sources of 17.2 million. Going down to highlighted in purple is our federal sources of 150,000 which are our Medicaid reimbursements which that includes the Medicaid cost settlement every year and also just our reimbursements as we receive during the the year as the year goes on. fund transfers in below that uh that is uh from indirect costs in our fund 61 what is transferred into fund 11 that is significantly lower this year because we don't have our err funds
065we have lots of indirect costs coming in from those funds and then going to our fund balance this refers back to where Mr. Banks was talking about using our Medicaid money. Uh we have there's two types of fund balance shown here. We have the assigned fund balance which is money that came in assigned to a specific uh funding source such as our step 7 A, B and D monies are assigned. Our bus replacement monies are assigned and this Medicaid cost settlement is considered assigned because it came in from those sources. But at the end of the day, they are all unrestricted and we can use them for whatever purpose we wish. And we have uh you know, this Medicaid cost settlement money has helped to bring our fund balance up and we have a a
066good bit of it. And so I think this is a great way to use it. Uh it's advised to not use it on our uh Medicaid or special ed students because it affects maintenance of effort, which is a whole another thing in the weeds. we can't count that as uh funds used uh in special education or county. So, it's best to use it for something that doesn't fall the net. And I I won't get too far in the leads. Um which brings us to the bottom. Oh, I'm sorry. I forgot. The unreserved fund uh balance is what we typically carry over. Uh that is $2 million and that is identical to the unbudgeted the fund balance of last year that we carried over. So, we did not increase that. Um, for reference, we we had
067a $6.9 million carryover last year into 25. Uh, the 2 million was budgeted, which left us 4.9 in reserves, which is 16% of our general revenue, excuse me, general fund revenue, which is a really good fund balance. So, I think we're by only using 2 million of that, we're doing great. All right. Uh again this is uh the revenue is shown in graphic form. Uh 33% of our revenue is coming from state aid and 37% from our regular and excess levies. And then you can see the other miscellaneous sources there for which it comes from. All right. taking a time out here because this is hard to get this to kind of fit in, but it is part of our state funding and part of what we're going to be using for our expenses. Uh
068this is our step seven A plan. You have in your packet, not in this handout, uh all the verbiage that goes with each one of these with our step 7A monies. Um we've already employ uh excuse me, approved the employment and personnel which is for uh our TSS and our tech coach. Uh the technology is for uh safety and security, but we also have in the uh verbiage of that and this was prior to this um this 26 step 7A that we can use that for a student management uh system and also for benchmarking. So in this budget, we're looking to use uh that $57,81 to pay for Schooly, which is back on the sheet Mr. banks talked about and uh also our um no I'm sorry our IE benchmarking program and part of Horizon
069benchmark which we think is going to be the new one correct um then going on down the the team leaders those are our SAT chairs our James Rumsy um tuition we take from step 7A Morgan County achieves as a catchall for our fairs our educational trips. Um some staff development is a catch all for a lot of things for students. Our textbooks and educational software which this year is social studies and prek and our school allocations is the last part of step seven. And I believe someone had mentioned in one of our committees I asked the question about our textbooks. Uh we do carry that money over and keep it in that bucket uh for when we don't have our large adoptions. um we have smaller adoptions such as this one and some years are
070even smaller and that helps to build up the pay for our ELA and math which are very large. Okay. Uh what I've highlighted in pink are uh refer back pretty much to things Mr. Banks spoke about on his spreadsheet and things we've already talked about. Our professional regular salary, our professional salaries are actually uh down a little bit. Um, this number it's a little bit confusing and I don't want to get too far into it is it's not equivalent to the amount the dollar value of what we eliminated during personnel season or change. Um, we do uh pad the budget a little bit because we know that probably we may need some special aid ed aid and some other aids that we cut that in real reality will be coming back. uh we know so
071there's some class sizes right on the edge and we may be needing to add those folks back in and then as I mentioned there are two positions in here that were previously in some of our grants. Um so uh that's where we landed with that. uh service personnel is the next line in pink again that is where we are increasing for ECATs and then you can see the uh increase in health insurance premiums that had a half a million dollar increase over last year or the total what we're paying for that and if you remember back that what we got in state aid was 300 and some uh down to uh total uh salaries and benefits in our budget is 75.28% 28%. Uh the department of ed uh recommends we have like 75 to 80%
072in our personnel cost. So we're making that and trying to get this done. Um next page about it. Uh that's staff development services that increases our uh instructional empowerment and capturing kids hearts. Uh student transportation in inl there's a bit of a difference there. That's uh shoring that number up for what we are paying for our prek transportation and also we've uh been using some li of transportation to make a little better uh uh system for our football game RMSY students so they don't have to go quite so early. So that's uh in the budget for that. Uh down at the bottom the tuition the votech and charters um that refers to some of the things in the top on the top of our spreadsheet. Um in addition to James Ronzi, we are also now
073um we have to pay the charter schools for any student who transfers uh to those schools from Morgan County schools after October 1. That was fairly significant this year. We also have students in uh West Virginia virtual school. We have students in Mountaineer Challenge. So that's adding some money to the budget to cover those. All right. Next. Um, gotcha. Um, payment to charter schools. That's that amount that's, like I said, $98,000 higher, as Aaron pointed out, that's coming right off state aid. General supplies, you see the increase of 35,000. That's where the student admissions are. Um, because we the general supplies with that money will most likely be used for uniforms, athletic equipment, what have you. uh on down technology related supplies. The negative there is because instead of just general technology supplies uh that
074would have been formerly budgeted in step 7A now it's going to be for uh software which if you go down to the next pink thing uh that's where schooly adment adminum all those things hit that all those new places and on down is our QAP payment our lease purchase payment there's $500,000 there reserved for contingency which is 2% of the general fund revenue and our fund transfer out for child nutrition uh did increase slightly. Um again we have uh just shown that in the grant form 55% of our budget is for instruction and the other 45% is for everything else. And this shows uh that our salaries and benefits together uh you can see that graphically are 75%. 51% salaries and 24% benefits. All right. Uh the next pages are fund 61 and fund 51.
075Uh and actually I'm just going to skip over the revenue and go right to the expenditures. It's a little easier to explain. and fund 61 as I mentioned earlier we were advised to uh budget our final FY25 allocations for these things uh highlighted is communities and schools you can see that decrease 30,000 uh we knew that's a declining balance every year and that is one of the positions that we're having to pick up in the general fund our 21st century grant uh for the middle school windmire and also some transportation we didn't have that grant we didn't think we were going to get that last year thanks to Beth and Summer, we did receive that grant. So that is in this year's budget. And Ber Springs High School, it looks like we will be funding
076it another way instead of through the 21st century grant. So that's a zero. And then you'll see child nutrition, our total budget for child nutrition out of fund 61 is 2.4 million. I said those costs just like our own grocery bills just keep going up. And last but not least, uh there's $3 million carryover in capital projects for our woodwire hack for a total budget of just slightly over $41 million. Not bad for saying that. And last lastly, I'm not going to get into this is the publication format that will go in the paper and that will be available. [Applause] There you go. Nice work. Nice work. Uh did you want to be interested in any more step seven composition or with any regards to what is going to be published in the newspaper at
077the very end? Well, step seven isn't that's just at the end of I assume so that's not being published. The first four pages. The first four pages. Yeah. The step seven titles there. Okay. The step seven was just so you had the verbage. Yes sir. Is there is there something in code about um 2% for contingencies or is that something we just decide locally? It's not in code. It's a recommendation for the office of school finance. Okay. It's in our budget instructions as well. Um it's it's actually 3 to 5% or two years two years two months uh to cover bills. Okay. Okay. Which is usually about 13%. So right now we have the 2% budgeted in contingency and then with which we should have an excess carryover 2 million that will make up the
078rest of that. Got thank you. And wonderful job. Wonderful job. It takes it takes a team to put together this packet of information. Well, I think Mr. Banks sold himself short there a little bit and he we did budget what you want to call budget planning. She's every director and every principal and they had to analyze what they have now, how much it costs, what they need, what they might want. It was a much more extensive process this year, especially with the loss of the funds and it ended up on the whiteboard in there and it's been a lot of so we're on a picnic. I thought like a soup like whenever you get a soup ingredients put together, not everybody likes every ingredient goes into a soup. Whenever you make a budget, not everybody's
079going to like everything that they hear, everything that goes into that. Um but I truly believe the budget here is a nourishment to our students and be something good for them to grow with. Uh I believe it is focused in instruction uh even education for our educators which is something that we have to invest in. We have to build capacity into our staff. Yes. Um, we only basically approve checks every 2 weeks and there's numerous and numerous vendors on there, but we couldn't do that without a budget. And those checks have to be accounted for in this budget that we approve hopefully in a month. Um, we may hear grumbling from different community members about how they have to go through the process of getting paid or um, why do you have to hold our
080check so long or what is the problem? my case is pay me. Well, we are entrusted with the taxpayer money of Warren County and if we don't watch over it like we should, then we should be held accountable. So, um I want to thank you and your staff for the continued accolades that you seem to get from the auditor every time. Thank you. Uh those are the ones that we value most. Appreciate that. Thank you. Appreciate that. comments or questions in regard to any budget item or the budget itself. It will be out for publication this week. Um, I will put it available for inspection on the website and here at the office tomorrow and then it will be in the messenger next week because it would have had to been turned in Monday. Thank
081you. It just has to be published for two weeks and can be published even after we've adopted. There's no that's not our normal practice. environmental practice is that we approve it and publish the [Music] facts. Any other comments on the budget [Music] presentation want public comment? Ethan, you're up. You You're going to give that kid a complex. Let's get Let's get Mike Pal back here and have a good start. Um, I don't believe I have anything except [Applause] Well, I think it's good news. Tomorrow at 1:00 at Paul, Mr. Donnie Henway signs a letter of intent for uh full scholarship help at Fairmont State athletically. It's it's a great story. Community embracing him and helping uh his family situation for years and we're all very happy and proud to see that happen. Should be. Will
082you be attending? Oh yes. All right. Please. That's a long hour. Congratulations. I will do so proudly. Yes. [Music] um forgot the last meeting. Um the economic development authority did a program um for um was called make it Morgan and if you had thoughts of starting a business um they offered six weeks of classes all kinds of knowledge to learn. And uh then they at the end they had each business there was seven of them that wanted to um win money towards their project. Um it was judged and um the board office was used here this room and um the EDA asked that I convey their appreciation for being able to use use this room. [Music] Yeah. I miss Casey Camp was here today to talk to add on to what you said. There was
083a girl that signed a letter to intent to play basketball at Al Gate. Yeah. What's her name? So, I wanted to make sure we announced her since we talked about Donnie. Um, so kudos to those students to move on and uh pursue their athletic career at the next level and scholarships as well. Saw Miss Corbin play three different sports and she was just fabulous and finally had a chance to talk to her. Very impressive young lady. Very impressive. Um the uh flooding is of concern right now. We're under a flood warning. Um I don't know a whole lot of details. Miss case's been texting pictures from over in Pawpaw. So uh you know that it's not off the table to consider a delay depending on how much rain we get tonight. I know that Mineral
084County, Pendleton County, maybe Grant, I'm not sure about Grant uh dismissed students early today. We have widespread flooding up in Cumberland, Garrett County area as well. So, wait and see what uh the night brings us. But as I look at the forecast, it looks like it's supposed to rain all night. I saw half an inch tonight. Well, and then it flows down. So, what they get will eventually show up here. It might not be tomorrow, it might be the next day. Good point. Uh testing is going very well. We've had a few bumps with internet outages, especially when you get an internet outage during the writing assessment. It causes havoc. You know, the other assessments are a little easier to recover from, but we've had that happen. So, it's been interesting. Um, poor Miss Hubers
085had her share of disruptions at her school. Uh, senior awards for Berkeley Springs High School is 1:00 on Monday. I think that all of you have received an invitation to attend. Uh, of course, graduations are next week, which is also on a calendar. And then one one event which I always really like, um, we have both high schools do this. Berkeley Springs uh, walk to Windmire. I'm not sure what they call it exactly, but that's Wednesday the 21st at 10:00 when all the students in their caps and gowns walk to Windmire. Walk of success. Walk of success. And then Paul, I think she helped. What was the date today? Thursday. Thursday. Thursday. Um, I think that's all I have. Thank you. Consent agenda. Superintendent recommends approval of blank consent actions as presented. Minutes of the
086May 6, 2025 record meeting, payment of bills, budget, adjustments, and volunteers. I have a motion. So move. Thank you. I have a second. I'll second. Any comments or concerns? All those in favor say I. I. Thank you. Personnel superintendent recommends approval of final personal actions as presented. Um we are going to do items professional. So you get to uh do the personnel a professional personnel and then pause. We're going to do a motion and Mr. or he's going to recuse himself for service personnel B and unless you have income do that for the remainder of the agenda as well. So under professional personnel we have resignation of a second grade teacher bigm that individual is also coming back to substitute for us this school year and then under number three there we're asking to restructure
087assistant principal for 240 days at Berkeley Springs High School to assistant principal 225 days at Springs High School. Okay. So I'm going to pause there for a second. So I wanted to share both pieces of this. So on May on May 27th, you'll have the recommendations for the supplemental salary schedule. And one of the one of those recommendations I want to talk about for just a minute. So if you remember a few months ago, uh after really studying the lead nurse job description and the duties and accountability, I recommended a bump in the siphon for that position. And as I look at Berkeley Springs High School athletics, I I really don't believe we have the manpower. Um I that school has as many programs as large AAA schools. It has almost as much money flowing
088through there. Uh quite a few volunteer coaches which presents its own challenges when they're not um employees because they don't understand all the rules. There's a lot of uh accountability that in that position and it's only grown. Um so on that supplemental salary schedule I am going to recommend that um we keep the AD stipen in place that's in right now. Um we would uh need to post that and hopefully fill that with somebody who's on staff at Brookley Springs High School. So that person could have an the stipen and essentially be the athletic director while this assistant principal position takes on the more of the accountability pieces of this job like the finances, the coaches training, the oversight with boosters which takes a lot of expertise and time and then you know we're going
089to add to the plate um the admissions and the uh uh the school funds online program and the concession stand the you know hopefully using the squares to allow people to pay by credit card. So I think we're we're only increasing the amount of responsibility for the job and uh in the current situation um the current AD Mr. Brener teaches three classes and has four classes where he's an AD and um regardless of whoever gets this stipen is going to be someone who teaches also. So right up front it's it's just not an ideal situation. So my recommendation is going to be that to reduce the days for this assistant principal from 240 to 225. keep the statement for the AD position, but also add these days back to the AD statement. So, the AD
090would be able to be there for the summer practices and have oversight of that. So, that's my recommendation. It's It's not a whole lot different from the AP/ Aad, but um I I I think that we need that added support of an athletic director and then an assistant principal to have oversight of those really highly accountable areas that we're all um you know, makes us nervous to be honest. Um and I just that that's going to be my recommendation, but I didn't want to share this without sharing the other piece that would be coming coming your way on the 27th. So, does anybody have any questions about that? No, I think cover it. I think it's a really good idea. We we've looked at some other models in the last few years and they they
091have not worked well at all. And uh perhaps in one of these positions, we can spend a little more time with our volunteer coaches just letting them know what we need in more county. I know they're going through SSAC. I've seen that training and it's it's um improved over the years, I might add, but it's not locally specific and I think it probably needs to be more. Uh an an area I think we really need to focus on is fundraising. Um we do a lot of fundraising and um we just need to make sure that everybody clearly understands the rules associated with that because those are the things that can really get us in trouble. And uh I think you know we're doing a good job but it just needs to be better. There's a
092whole lot of fundraising that happens and we have to do that. I understand it. So I don't know if I covered it completely if you guys have any questions or concerns or anything I could answer. Um, schools in obviously schools in Berkeley and Jefferson are much larger and I realize that, but each of them have an an athletic director, an assistant athletic director and generally a secretary that is that serves the departments there. And we offer just as many just short of most of the schools, but almost as many sports as those schools do. Mine is probably swimming. Uh, I'm not sure what else. Maybe Well, lacrosse lacrosse. looking around. Yeah. All right. We're making a motion for this section right here uh including these and then we're going to ask Mr. B to recuse
093himself. And so I entertain a motion uh for the personel that has been presented thus far. I'll move to do that. Second. Thank you. Any comments or concerns? Um all those saying I car. Thank you. Yourself back in a few minutes. All right. Under service personnel there, we're asking for a paid unpaid leave of absence from March 11th through June 2nd. Um, under employment, we're bringing on a tenant special education aid/ autism mentor at Pleasant that will be effective again next school year. bringing on a substitute bus operator. You guys been paying attention or not, but this is like two sub bus operators. We got another one coming down the line here. So, Tammy's her hard work in the evenings with taking taking these special classes is really starting to pay off a little bit.
094Um, and then that should cover the agenda. Um, over on the agenda of professional personnel, we have a math teacher resigned at the end of the school year at all schools. Um, under employment, we're bringing on a science teacher at Orange Springs Middle School for the next school year. And then also a science teacher next school year at Parker Springs High School. Those folks are certified. We'll take it. Uh, and then under service personnel, we have a resation substitute secretary bring on another substitute bus operator. Um, he's under extracurricular individual that was resigning from the math teacher job. was also the team leader uh secondary team leader senior portfolio and yearbook sponsor at [Applause] um under professionals development we're asking for those individuals for co-eing under letter A and then summer positions we're bringing on
095our second bus operator and then we're having co-coordinators uh for our summer program as well and then under the additional position there We're going for we're asking for a uh rural education specialist and we'll let Mr. Banks. So I' I've been speaking about this several committees and I I was trying to remember if I had spoken in the board meeting about this. We this is an opportunity through the Steelely Foundation that we are able to employ uh what's called a rural education specialist. Uh the position would be entirely funded by the Steely Foundation for a period of one year. Um I have told them that uh it's highly likely that we would be able to support this for exactly one year because this is a a position that you know would be difficult to sustain
096for us. But during that one year I do believe that they can help us tremendously with our agricultural education programs and trying to manage our programs across the county in the green houses and high tunnels. Uh and also help us look for um programs down the road. I'd really like to consider adding some CTE programs at Berkeley Springs and and Pawpa. Um, but I want to emphasize that whatever uh comes from this, if you support it, it's not going to we're not going to jump in anything that we can't sustain. I don't want to, you know, add a bunch of things that we have to turn right around the next year and take away. So, we have to find ways to sustain those things. But, um, I think it's a good opportunity for us. This
097person would be shared with Berkeley and Jefferson to oversee some projects that the Steelely Foundation has in those counties, but they would be an employee of power. Um, and again, fully funded uh by the Steelely Foundation. I the number of days is not included in there because I I'm not completely uh familiar with if they're going to fund it at 261 or 230 or what the number of days is. So just asking for approval of the position and I can certainly keep you uh posted as it moves through the process. I move we accept personnel as presented. Thank you. Second. Second. Any comments or concerns? All those in favor say I. I carried. Thank you very much. There was a nice picture on Facebook today of the green houses at the high school. They look
098full and nice healthy plant. We are on to item 10, finance and budget. Authorize publication 2025 2026 budget for public inspection. I'll make that motion. May I have a second? Second. I do have comments or concerns or questions. Anything further? All those favor say I. I hear it. Thank you very much. Approve remainder of step seven plan for 25 to 26. I'll make that motion. I'll second. Thank you. Comments, concerns. All those in favor say I. I. N the eyes carry it counter events board. You got them in marked in your calendar. Hope you got them blocked off. Any comments? Any concerns or questions? Super busy. Entertain a motion for a journ with them. So move. I'll second. All those say I Hi. Hi. You're a nerd.