001And this little fun couch right here, they can sit around here with my >> Mhm. >> All right, we're ready? We're ready. All right, we'll go ahead and call our special meeting of the Wayne County Board of Education to order. It is 4:01 and if you'll stand, we'll say the pledge. Oh, we did the same. I pledge allegiance 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. Let the record show that all board members are present in person this evening. And we can begin with our local school improvement council presentation with Wayne Elementary. Okay. Um you have a little PowerPoint packet in front of you just to kind of follow along, but if you don't, this
002is just your words to have [snorts] as reference for later just for civil rights reading material if you want, but everything will be up here on the screen as well. So, welcome to Wayne Elementary as always. Um so, our overview and purpose um is to look at our student performance trends um to see our enrollment shifts. Um we're also going to look at the um impact of absenteeism um and how we've worked hard to bring up our our chronic to um make that number go down um and to improve our um English language arts. That's the a really um the the science of reading is really hit hard with us. Um so, we've taken it and we've hit the ground running with it, I guess I should say. Um so, we um we've worked really
003hard to uh come together as a staff to try to find ways that we can improve um our ELA um scores, um but it's going to take time. So, we also are going to talk a little bit about the collaboration and instruction and intentionality that we have on some practices that we want to um instill and and push forward um in the years to come to help with that student success and growth. Um we're going to uh look at the facility improvements that we've had um that the board has been so gracious to help us um have and get along the way and there's maybe some future focus areas um as well. And this fall this building will officially have been open for 20 years. >> Wow. So we're going to try to have some
004kind of little celebration um I think come this October um and invite former students, staff, um people just to to come back and the 20 years we're we're we're approaching that 20-year mark. [music] So it's hard to believe. All right, so first we're going to look at our chronic um chronically absent over the past several years. So the way that this is has been broken down is we went all the way back to 21-22 school year. And obviously the red is exact is the chronically absent. The yellow is the needs improvement and then the um the blue is our no absence issues. And you can look at the numbers and see over the years the chronic numbers started out in the 40s. They made a very good decline last year or this year um we
005are so far at um the 28 mark in the chronically absent which is huge. I mean that's a big point drop. Now a lot of them have moved into the yellow but they're not in the red. They're not in that horrible chronic absent portion. And then this is the highest of our no absence issues, 29. We um hit that number uh 29 with that. So some of the things that we have put in place to um help with our chronic absenteeism, um we have our communities in schools um CIS supervisor who works diligently with our social worker, um Robin Lucas. We uh Teri Lynn and I interviewed her this past fall. Um, we we hired her and she's been phenomenal. She will go to the houses and she will talk to the parents and help
006with any um transportation issues that they might be having or just finding out why they're not coming to school. Carrie sends letters home regularly to the parents. And a lot of parents, especially the new kindergarten parents, they don't realize what [snorts] missing school or sending in an excuse, well, that's an excuse. I get that. Like it's an excused absence, but they're still not in the seat learning. So, that is an absence. They're they're missing out on instruction. So, we're really trying to put a focus on they're missing instruction. It's not a focus of you're missing school, you're going to get a letter, you're going to go to jail. I mean, like sometimes you have to go a little strong with that. But, a lot of times if you just explain to those parents they're missing
007instruction and they're going to fall behind academically. The parents that they don't want their child to fall behind. They don't want their child to be behind in school. So, they do work a little harder. So, Carrie sends letters home. Um, parents will call in. We'll talk to parents. We have our secretary make phone calls. Chrissy will make phone calls. Um, Carrie holds what we call ASAP meetings. They're attendance SAT meetings. So, after they hit a certain mark, she schedules meetings with these parents. Just like a SAT meeting for academics. She schedules them just and has them for attendance and explains to them all of the reasons why they need to be in school and how can we correct it? How can we help you? It's never an I got you kind of thing. It's a
008how can we help you kind of thing to get your kid to come to school because that is we just need them here. They need to be here. So, I kind of went through some of that. We also have like our celebrity of the month. They still love to do that. Um, we have uh before you leave, you can look out on our little uh bulletin board across the hall here. It's like a little football field and it's got all the teachers' faces and they're in a football uniform and they're all running for the end zone, you know, and it's just basically the monthly attendance and what home room is going to pull ahead and be closest to the goal line. So, the kids love that. They get extra winning time if they win for
009the month. We do perfect attendance for the month, go down to the cafeteria during lunch, call their names up, they get to come up and, you know, pick a little treat out of the treat basket or whatever and they just something as simple as a dum-dum sucker. They don't even care as long as they get to come up there in front of all their peers because they had perfect attendance and their name was called out. They love little things like that and it's it's [music] free. So, we like to just do as many types of recognizing um those successes for the students as possible. So, [clears throat] next we'll look at our enrollment trends over time and just like any place we were had a pretty big dip, um but I feel like we are
010on the rise. So, um at the beginning of the school year we started here at 436. That I think that was like our October enrollment. So, right here at the very end we're at 449 because we have enrolled quite a bit here at the last of school. For whatever reason we have enrolled several several students. So, we're at 449. Um so, [clears throat] that's a good trajectory on the way up, which is what we like to see. We [clears throat] had some empty classrooms this year and we're foreseeing next year that we are not going to have empty classrooms, which is a great thing cuz we don't like empty classrooms. They just become catch-all spots. I'd rather have bodies in there. >> [laughter] >> Um >> [clears throat] >> excuse me. Moving on, we'll look
011at our ELA proficiency by grade level. And if you have questions, stop me cuz I'm just kind of rolling through this if that's okay. Um our ELA proficiency by grade level. So, I've grouped them um by grade level in years past year. So, 22-23 um >> [music] >> beginning during that time frame and down. And we've taken a dip this year. So, when I first was speaking about this is our ELA. This is what we were talking about. This is why we saw this urgency this year. And I brought two ladies back here that come to LSIC and leadership, and they know like what things we're trying to put in place. >> [snorts] >> But we recognize especially where we are deep into the science of reading. I know um Miss Anders is doing the
012letters training. Carrie and I are doing letters training. Um we see the need to truly truly not just say that we're data driven and standards based and you know, truly and focus on our instruction. What are we going to do to make that happen? To live that and truly know where our students are performing. We also are asking questions when we look at our data, where is our downfall? What is keeping our our students from progressing? Because we have the talent in the building as far as the adults to make this growth and to make these things happen. What's the missing piece? So, one of the things that we came up with was we need a consistent buildable by each year scaffolded like um phonics program. So, we adopted the Saxon phonics program because it
013was a repetitive we all like I had teachers research and that's what they all consistently came up and said this is what we want you to get. So, we purchased that 2 years ago and this is our second year. So, just our second grade our first graders have had it in kindergarten and this year. My first grade teachers this year said, "Oh my gosh, when they came to us this year at the beginning of the year in first grade, the knowledge they had about phonics was just unsurpassable from all the years past." So, they were so excited because they saw that group of kids all through kindergarten had phonics. So, those kids are going to now be in second grade next year. And I'm anxious to see >> [clears throat] >> what they're going to
014be able to do and know in second grade with that teaching them to learn how to read. So, I had a a PLC with my first grade team today and we ran off our start data and we had conversations today about where their kids ended and what that looked like. Where were the areas of most concern? Write that down. Have those discussions. Keep those papers and next year when those kids are in second grade, I want them when we have our vertical teams to go and take those papers and compare them to the papers with their second grade team. See where those kids are. See if they're still deficient in the same areas. Where did they lose ground over the summer? We have to know where these kids are in order to supply them the
015need. We can't just say, "Well, this group I think they're struggling. Our data shows they're struggling in this area. We'll just give all this group of kids this intervention." You have to give them specific intervention. And we're getting to that pinpointed intervention and help for the kids. We have to know where all of our kids are performing and that's a lot when you have a lot of kids. But if we don't truly know where they are and my teachers are starting to see that. Like Carrie and I know this, but their teachers are starting to recognize this and know this even more so. So, >> [clears throat] >> that's on our forefront. That is on our table of what are we going to do to help help our students become proficient readers by the time
016they hit third grade. Um because I mean our scores are are rough. Now, our third grade this this little group, they're they they they struggle at testing. They struggle with the endurance of testing. I don't know really how to explain this group. But to say I have in my building I can say my second grade teachers is they're probably my most solid team with the most growth every year. I can go back to 2020 before 2020 to see they have the most growth from fall to winter every single year in math and ELA. Huge jumps. And with this third grade group when they were in second grade last year, they had minimal growth. So, and my second grade teachers were like, "We didn't do anything like different. We still looked at our data. And then
017we still like presented the same, you know, material and the same, you know, style of teaching." But they were like, "Of course we changed up the instruction to meet the need, but the endurance, that test, they just couldn't I don't know. It was so so bizarre." So, we knew that it could be a possibility, even though we worked really hard. Ms. Sanders was our third grade interventionist, and she can attest she worked so hard with the this group of kids. And they just aren't they're just low test takers. We've had a lot of kids testing in special ed this year in third grade, and a lot of 504s written um due to academics. So, that's just that's a that is a grade level that we're really working hard with. Um our fourth and fifth, you
018know, they grew each each grade level brought a little stronger as we as we go down. But, you know, obviously it's it's a topic of discussion that we are all going to have to put our heads together and have um some deep deep conversations about why are they performing at this level. We've got, like I said, we've got way too many talented teachers and interventionists and Title 1 to have scores that look like that. So, moving on to math, you can see that we steadily stay about in the same area and have grown in certain grade levels with the math. We have a great support with um Kelly. She comes in once, sometimes twice a month. She'll do PLCs with them every month. Um one of our strategic plan goals this year it was to
019consistently use the educator's guide, the math educator's guide K through 5. Every teacher using it. Um because it is truly standard-driven >> [music] >> and use the Carnegie as that supplemental curriculum. Or that curriculum base with it so they can hear that high rigor, have it high rigor and hear that high vocabulary. And if we're all using that K through 5, again, that's going to be that consistency all the way through and we're going to see that growth that we want to see. So Kelly would come in every month. She would do um trainings with the educator's guide. She would give sample lessons. She would create padlets and show them where to get resources. She would come in and help teach a lesson if they needed help with a lesson. If they were like, "We're
020just struggling to learn this concept. I I don't know how to get you know, the teachers would ask her to come in their classroom and and teach. We were out for water and then we were out for weather. So we were hit pretty hard there at that one point in time. So my teachers immediately, first thing I did, they called Kelly and they were like, "Give us a pacing guide. Come in and help us get a pacing guide put together." This is where we you know, ended and I mean they gave materials but it's not the same as a non in the building. So they were like, "From this point on up until testing time, what do we need to do?" And I mean you can ask the teachers too in the classrooms right now
021like the kids are like, "When are we going to like take a break?" And they're like, "We're not taking a break. Like you're here in the building and we're going to we're learning. Like we're going to do this." They're just like, "Oh." But because they want to get that they know the importance of of getting that content in by the end of the school year because it's just going to help them next year. They they need that to get them through till the next year with what they that that those standards. They've got to have that scaffolding and that building block. So, um you know, that was a that was a a huge thing for us, too, is that she came in and she really helped us build that pace pacing guide. Um Anything you
022want me to add uh the testing or Um [snorts] there's one thing I do want to say. Yes. Um the reading test this year, I know we can't talk specifics. Yeah. Um there were more questions than I've ever seen and I've taught third grade for a little long time. Normally, we have 42, 43 questions and it was more like 48, 49. >> 49. >> And that could be a whole other passage with a whole other set of questions. >> Yeah. We had a talk We had our data meeting county data meeting elementary level Monday, yesterday. And that was one of the topics that we were talking about was just that third grade test having so many questions. Like it was just to a point that people were like, we don't really remember that the third
023grade test having that many questions and those that many those those those passages are pages and they're on a computer screen. And it's just I know we can't change that. We and I'm not trying to say or just blame. We can't change those things. We just need to learn how to adapt and move forward to accommodate and prepare them for that endurance of of a test like that. So, but it was it was it was a difficult test this year. It was. So, here are our yearly FSA targets. So, last year >> [clears throat] >> this is where um we scored and it it we were above target. So, we met our targets. This is the target that they want us to hit for this year. So, in ELA, we're supposed to be at 37.7
024and we're at 42 overall. So, we met our target. I put that that check mark there. We haven't got the official check mark. >> [laughter] >> But, I put that check mark. Does that make you feel good? I didn't know we had a little bit >> [laughter] >> Cuz we were depths of despair last week when we came in. Like like almost How many like We had over 100 scores that didn't start coming in till yesterday. >> they hand pulled just the hand scores. They didn't pull the hand scores. [laughter] So, I met the Charleston signs of reading with Tonya on Friday and we were all sitting around a table with some people from another from other counties. And we were just talking amongst ourselves about how they pulled had pulled so many to be
025hand scored and anyway, that a lady from another county, I don't even know what county they were from, she was like, "Did I hear you all say that you had a lot to be and I was like, yes." She was like, "We thought we were like being on our target or something because they were [laughter] like, "Okay, after our scores pulled." And I was like, "Okay, so it must be a state thing." We have one test out right now in ELA, so I can confidently say that we'll That's where we are. >> [laughter] >> Um math, we have to hit 38.49 this year and we hit 43. So, even though our scores weren't where we want them to be obviously, we still are above our target, which is great. Um and we'll take that that
026win and focus on that win. Another thing I would like to say too about our summatives, I've been really looking at these a lot here and I both have. And a trend that I've noticed, especially from our benchmark one, bench even benchmark two, to our summatives, is the amount of students that moved out of the red. Now, they didn't move into the green and yellow, but they moved out of red and into the yellow. And if it's though in those third and fourth grade, that means maybe we can get them and move them to the green by you know, one more give another year, you know, but they're not in the red and that's huge. We've had several special ed students who met standard who moved into yellow. They're not all at the do not
027meets which that's huge for a special ed student who can't even read on level to take these tests and to make partially meets. I mean they showed the growth. Now we did offer incentive. That if you showed growth >> [laughter] >> we get to help take duct tape Mr. Maynard to a wall. And we do it probably I mean like we offered also incentives of like if you get green or blue, Miss Rain and I will fix you a pancake breakfast blah blah blah you know like all those things. And they're all like and as soon as I said, anybody who shows growth from benchmark two to the summit test, if you just if you show any kind of growth cuz there are kids that are like I'm never going to get green or blue.
028I'm not going to get that pancake breakfast. But as soon as I said, you show growth and you get to help duct tape Mr. Maynard to a wall they went into a big uproar. And we they asked us about it all the time. They were like, are we going to do it outside? Are we going to duct tape him outside? I was like, I think we should have just leave him out. And they're all like, yeah. We'll invite you down if you have a chance. Oh absolutely. >> [laughter] >> That'll be funny. So I did notice that though. The amount of growth. So to me they may not have made it to the proficient to give us the number that we need, but they at least showed the growth. >> And a lot of the
029ones that I saw, they were like so close. Like really close to bumping to the next level. Two points. Like I had I saw a few that were like one to two and I'm like, oh so close. So just that that right there to me, I thought I need I need to also we need to celebrate that with our teachers because our teachers are they're they feel defeated. They're busted at this point of year. They've taught their guts out and then their scores are coming back and they're like, "Oh my gosh." You know. So, they need those little celebrations too of they're not in red anymore. They showed growth. Now, we need to keep that going. How do we keep that endurance going? >> Right. Um and these are our fourth grade benchmark growth. [clears
030throat] So, um and this is just from this year from benchmark one to benchmark two. So, we have we always usually have a huge jump to that second benchmark. Um and we didn't stay in these areas completely. Um we grew. So, um which is good because we even grew from the benchmark two for our final scores. For the collaboration and instructional improvement. Um so, I talked about our Saxon phonics programs and a program that we had purchased um in our primary list that we have for our primary students. Um and that seems to be working wonderfully. We also have been using Hegarty a lot and the high frequency words cuz that is affiliated with um the science of reading supports science of reading. Um we have two teachers who are going to be Wilson trained.
031They're going to be completers. And that's a very prestigious and hard thing to be a completer in that. You have to have so many like online live teaching, you know, moments. It's a true program to help those students with dyslexia. Um and we have two students here that are labeled dyslexic and they showed growth. They didn't get to meet standard, but they weren't red. They were partially meets and they showed growth. So, that's huge. We have a third grade student who was a struggler and at one point we had a hard conversation with the mom and said she may have a learning disability in reading and she's been doing the Wilson training and got meet standards in both bright math and reading. So, you know, it's a very good program. Two of our title one
032teachers will be certified at the end of this school year and they work really hard with that program. So, that's huge for us. We felt that like that's going to be a a game changer. We have 14 teachers doing letters. Um and hearing I both are going to be letters trained and certified at the end of this school year, which is huge because again, it's a major component in teaching those building blocks of learning how to read and that support the science of reading. Um we're moving into that data-driven leadership team. So, in letters, they have these cogs of um areas that they want you to kind of perfect, per se, in a school so they can all work and move together and kind of be an unbreakable force for your school. So, we did
033a survey um on one of those PL days that we had during like I think our water or snow, I don't even remember. We took one of those days that we were here as a staff and utilized it to our favor and did a a survey um and in that survey, we were able to rank ourselves in all of these different areas and one area was leadership and it wasn't leadership in the sense of mine and Kerry's leadership. It's how does your leadership team function and what is its true purpose? And a lot of the questions that it asked and that we were very lacking in was truly knowing where the s- even like Kerry and I, knowing where these students were performing academically. Dee- deep diving into that data and separating it out and
034then asking the questions, what are we doing to support? What are we doing to help this group of kids? So, um it's having those deep conversations, diving down into that data. They take it back to their team grade level teams, and then we, you know, whatever we work up, they um bring back to the table again. Um so, that's where we have also found that we need a vocabulary building program K through 5, um an an intentional spelling program in 3, 4, 5, not just say, "Okay, these are spelling words for this week." but "Here is a list of spelling words, and these are the phonics rules as to why they're spelled this way. And you're going to learn those rules, and you're going to know why they're spelled this way. That's going to take
035them further in life than just memorizing words for a Friday spelling test, and then forgetting them the next week. Also, we've seen that vocabulary our kids are coming to us with minimal vocabulary. So, we're trying to figure out a way to help boost vocabulary K through 5, um as well as maybe possibly looking to adopt a program that's a daily language review, like grammar um that daily language. So, we're Like I said, we've got a lot of ideas and a lot of things um and discussions going on that it seems like a lot, but it's not hard and a lot to implement and to do. Um another cog that we're going to work on it it is professional learning, um because we feel like our leadership, if we can look at that and look at
036the data, it's going to tell us what kind of um professional learning and PD that we're going to need to help support the teachers and to give them the support throughout the school year. And our collaborative assembly, um we have our PLCs, we revamped those this year. Um I think I spoke on that at one of the board meetings telling you how we do our PLCs, and they've been working wonderfully. Our teachers are begging and asking for vertical teaming to be brought back. So, we kind of like took a break from that this year. Um we didn't have very many many Title much Title 1 funds to help us do some afterschool stuff, um Um, the calendar was too full for us to try to work it in throughout the year. So, we're going to
037do some vertical teaming. I think we're going to figure out how to get it to to work um on some days that we have PL days, as well as I think they're going to we're we're going to be able to maybe pay some stipends for that. But, they want vertical teaming back. They need to know what do I need to have those kids ready for for next year. Um, and then of course uh with the the collaboration and that we want all of our topics to be data driven, but also instruction. What rigorous instruction are we going to provide? Because we can we can do the the teaching get, but if they're not getting that rigor and staying that rigor K 1 2 3 4 5, then it's not going to make that difference. We're
038not going to see that improvement in that grade. The Letters training, um, does it address the content knowledge or or background knowledge for kids? Yes. So, it does address that. Yeah. There's a whole section um on you know, and how important background knowledge is. Okay. [clears throat] Yeah. Yeah. Um, here's our disciplinary rights. >> [music] >> So, I know that this is like it's back from 21 22. It's not a it's straight from Weaver, so it's not a very user friendly report to read. Um, we mainly do in elementary um like you'll see counseling referrals, kids who get kicked off the bus, um if we have detentions, um and then we have these are the more, you know, severe threats of kids who, you know, will make a threat or just do something that's, you
039know, a mistake that a kid makes. So, we'll suspend a kid. Um, I think we suspended what, three kids this whole year maybe. So, I mean it's very minimal. Um, we do like to um um get our counselor involved a lot with our discipline. We have a fantastic counselor um, and she stays very busy. So, a lot of the kids when they do get in trouble, we just like to we like to find the root of why they're doing what they're doing and help them learn and make some, you know, corrective decisions along the way. So, Karen and I have a lot of lunch buddies in the office. We've got chairs kind of lining outside of our office and so, during recess we've got the same old crew that are just sitting out there, you
040know, just hanging out in the office with us because they're, you know, they can't go to the playground cuz they've lost that privilege, but um, it works. I mean, some of them >> Maybe we're just that fun. I don't know. They see the crazy chaos in the office and they're like, "I'm going in there." >> [laughter] [clears throat] >> All right, support and facilities. So, this isn't a picture from our playground. It's like an aerial I thought so. >> No, it's cuz they look really great. But, that's what we >> [laughter] >> aspire for, right? So, some things that we um, I think this year if if our Title 1 funds come in appropriate and nice, um, this year we just for whatever reason the formula didn't fall in our favor and funds were cut
041I think at the federal level. We didn't get very much amounts of Title 1 funds, but I hopefully next year we'll get a little more, um, which will help us continue to buy our Saxon phonics cuz that's not cheap. It's it's pretty expensive. Um, and and that daily language, vocabulary, spelling that we're wanting to try to incorporate and buy. Um, that's something that's a consistent K through 5. Um and the daily language, it's some it's just a quick review. That phonics doesn't take long, but it's that daily review of something um, that just keeps it at the forefront. Um, so some of the that you guys have helped us make along the way are proximity doors and our man trap out here is has been completed, which we thank you for that. Um I'm trying
042to think. Of course, our pre-K classrooms are are finally here. And then that enhancements on our playground out here, I know that you provided the um um mulch that we needed and then it's been blacktopped because we have a student with a wheelchair, so that was done for for our students, which is great. Um the installation of the pre-K playground, it's up. Um we just have to get it completely finalized before we can cut the rope and let them go out there. We want to make sure it would just rain whenever they would try to do some certain things, so we want to make sure that it's it's going to be safe before we let them before we let them loose. And Head Start was a big partner in that and and really funded the
043majority of that playground. So, we we appreciate what what they did there. Um new removal of the trailer that was out back, we thank you for that. >> [laughter] >> And then of course, our H V A system, that one summer when all the pipes were redone, so we thank you for that. Now, do we are we completely fixed with H V A C? No, cuz it's an an ever ongoing problem everywhere, I feel like, when you're trying to heat and cool a building of this capacity and size, things are going to tear up and go down. But, I do have to brag on the team. I call them or text them and they immediately answer me back, they call back and they try to get here as quickly as they can to help help
044get us going and help get us fixed. So, they are very very great about that, so I do have to brag on them. Um but, thank you for getting us the new units on top and all of those things to keep us at least and make their jobs easier to keep us cool or warm. Um some future um up upcoming projects that we are we are trying to do and want the board to do. Down at our pick up area, we have a stationary or we have a an awning that like goes in and out. It's like I don't remember what they were called. >> Retractable. >> [laughter] >> That's commercial back a long time ago and if you look at it, it's literally ripping apart. It's falling apart. And when the wind blows, we
045can't have it out. I mean and when it's raining, usually the wind's blowing. So, we have to always pull it back in. Um we do buy umbrellas each year, but it's still just it's a horrible situation down there when it's raining really bad. Um so, we would like to get something I know you can't really add on to a building. I don't know how to I don't know. We just need a a a rooftop out there. Um I was going to get that picture and bring it in. I totally forgot. At the school, in the original drawing of the school, you can see where they have a stationary like built awning out over top of that and I guess it was just something that in the budget it had to get cut at the end
046or whatever, but we're trying to raise money for that. Um and you know how it is with raising money at school. It's it's hard. It's daunting, but that's part of our you know, um need. We feel like down there at the drop off and pick up because it's it's awful when the weather is bad. Um and we're going to have to take that awning down anyway. I need to put a wood board around because we got written up by the health department because [laughter] it's just got a piece that's falling apart off of it. So, we've got to get that taken down anyway. Um bathroom upgrades. And it's not really necessarily the bathrooms. It's the sinks that are outside of the bathrooms. They're 20 years old. They are the sensory sinks. They're battery operated, but
047they are worn out. We have They're Okay, at the sinks, there's like three different that like sensory spots where the water comes out. We have currently have only one sensor working down here, and the one upstairs completely died. Like Noah's been here several times. He can't even get it fixed. We put batteries in, he can't get it fixed at all. So, we've got a little teacher workroom upstairs, so the students are having to use the sink in the teacher workroom to wash our hands. So, it's not working at all. You want to be continuous sensor, do you want to do that? >> No, I want them to turn it on and turn it off. It'll be cheaper than Turn it on and off. So, we definitely need new sinks. The ones that are down here
048by the cafeteria, they they are manually turn on and off. But, the ones in the hallway here are the sensor ones. And they're 20 years old. So, you know, just in the past few years have they started truly going downhill. And Noah has said he was like, >> [laughter] >> "I can't I cuz I don't I've done everything I know to do to have try to I mean, he's here and he tries, but he's like they're just dead." He said they're I mean, they don't make parts for them anymore. He said code during COVID times or whatever that I don't know he explains and I don't know some of the things he says, so I just say, "Okay, you can't get [laughter] it fixed." That's all I That's all I take away from that. Um
049Our bathroom Our bathroom Our playground equipment out here, it's 20 years old as well. So, I don't know like if And I haven't even asked this question until I guess today. Um the playground equipment that is at the preschool, the old preschool up on the hill, what like I wonder how much it would cost to have that taken up and moved down here. I can check. >> Get rid of that. Yeah, it is it is usually better just to buy >> Buy a brand new. Yeah, but I I can check into it for you. That's what I get getting told when I talk about stuff [clears throat] around Buffalo. Is there an insurance problem there? Yeah, it's you Well, you have to have license You have to have licensed people that come in. You can't
050do it yourself. When it's you have to have licensed people that come in and take it out and then usually they've been set concrete and Yeah. Um and then just out front here, our life handicap We've bought a boy in wheelchair now and then I think we're getting maybe one next year. But if you're coming from like the the drive drive-through and you're coming up on the sidewalk, it's got such a lip on it now where it's kind of just I don't know why that lip has formed there, but it's very hard to get up over. So the the the ramp just kind of needs I think smoothed down a little or or repoured. Okay. And then as always, your all support is phenomenal. Um we feel like that each year that we have the
051LSSC and we present things that we need or are looking to do, you all have worked so diligently to help us meet these goals and get these things done. So we truly do thank you for all of that because there were a lot of things There's a I mean, you all done a lot of things on our list that otherwise I it [music] it would be a lot. We'd still be waiting because it's, you know, hard to raise money to do things like that. So we do thank you so much for helping the us in that. Thank you. Thank you. Anything else? Any other questions? a lot of school because you're we didn't have lists that big of things they needed and now it's like It's nice to hear. Thank you. Well, I mean I
052I don't know if it's I don't know why maybe these people ever now and then but usually our maintenance guys if we text them saying hey I found this problem they're usually here with us. >> [laughter] >> We're kind of local. We're not really super far out so that helps us too. But But we are finished if you all don't have any other questions or anything. Do you have any others? Thank you. Well, it sounds great. We appreciate your hard work and obviously it's it's showing up so thank you for that. >> Thank you. Yeah, solid plan um you know obviously everything's moving in the right direction and so we appreciate everybody's efforts. Absolutely. Yeah. Thank you too for being here. Yes. >> [laughter] >> Good. Very good. Is there anything we need to look
053at or anything? No. I mean I think she's went over the facility needs. I want to check out that handicapper ramp as we leave. I'd like to see the pre-K before we leave. So we've got a few other things to finish up and then we'll close this thing down. So you're here girls. Thank you. Thank you so much. >> [laughter] >> I thought about taking a picture of her holding that flag. >> [laughter] >> Yeah. We just like make a memo. I know. Everybody made a memo. Never boring. No big news, I don't guess. Dad's cancer free, so. Everybody's healthy right now. You said that what's the [clears throat] question before termination or something? Dad? No, he's okay. He's okay. Dad. He really is everything to me. All right. So, new business, separate action, consider
054for approval the bid for the construction of the Buffalo K8 project. And I gave you information in your packet. Uh, we received the I know. Yes, I know. Okay. We received the information from uh, McKinley. Uh, actually received it uh, yesterday evening. Um, regarding their uh, review of the the bids. Um, and so that letter that was sent to me is on the top of the packet. Um, so the apparent low base bid of 19,998,000 is from Swope Construction Company. We've included the alternate that we bid with that, which is replacement of the middle school lockers at 83,000. And uh, McKinley has determined that they are the lowest qualified responsible bid received um, in accordance with West Virginia State Code. Uh, final scope review with the contractor was conducted on May 18th with no known
055issues found. The attached budget documents shows the assumption of the alternate being accepted, so we'll look at that in a second. Uh, with those assumptions, the total project cost is under budget from what the SBA had committed and what the board had committed. It's under budget by roughly $34,000, which is good. Um So, McKinley is indicating that they found no reason to reject the bid and they recommend acceptance of the base bid and the alternate one. Um if you go to page two, you'll see the bids that were received. We were very pleased with the with this process. Um the estimate that we were looking at was uh I think it was approximately 21.6 million was the expectation. And so, you saw that the uh low bid came in just slightly under 20 million. Now,
056there's more There's more good news with that that Well, the uh the low bid also includes [clears throat] um over $400,000 in contingency. And it includes a um >> [clears throat] >> it includes it includes some other contingencies as well that are of smaller amounts. But, that's money that's not necessarily going to be spent, but we do have built-in contingency in that amount as well. Going to page three, you see the post bid results budget as of May 18th. And if you go to the bottom line, under budget was uh 34,282 in in the uh in the uh projected budget that I had received, we were projected to be over over $2 million on top of the 1.9 million with what we had already committed. That's amazing though. So we are not in for any
057extra >> job. >> other than that 1.9 that we are originally committed to. So we've we've got the 1.9 that we originally committed to. Right. Um we've got um if you go up into the uh list of soft cost, Okay. um we have Skanska that is doing our clerk of the works and construction management. And um you'll see that the clerk of the works is budgeted at 180,000. Uh the contract for that is is um more than that 180,000. It's around 430,000 total. Mhm. But um I think it's I think it's going to be worth every penny cuz this is the uh this is the first bid that we've had in a while. It's never been under. >> that came in under. And uh they're going to be involved in the uh uh oversight of
058the project to make sure that there's not change orders coming in here. Okay, I understand. Yeah. I I have a question. >> Sure. I mean I know I won't be there, but I feel like the school building will be all right. With that clerk of the works, how will that be? I mean Skanska >> to be like a construction person? >> Yes, it's going to be a person from Skanska who's going to live in Wayne County during the construction of the school during the work week and oversee the project. >> That's what I just wanted to know. There's not going to be somebody that comes in >> Skanska construction management company. Yeah. So in the past, we've hired clerk of the works ourself by advertising. We've had some good ones. Yeah. Um we've actually had
059some that when the project was complete, the architect hired them. Mhm. Uh Keith Gonzales back when we did the Spring Valley High School HVAC. We've had some good clerk of the works, but you know, you're you're subject to that bidding process. >> Right. Um, with this being a company that's contractually responsible for the project, there's just there's a little bit more bite in their in their teeth during during the construction meetings and things like that. So, I I I think it's going to be worth its weight in gold by the end of this project. Well, and that's great because I know I can remember back years ago with with some problems with clerk work. So, you know. Mhm. Right. >> But, [clears throat] yeah, that's good. Okay. Yeah, these guys are they represent us. >>
060You want Yeah, exactly. And that you want somebody that's there for us, not just to get the money. Exactly. So, in looking at it, so all this was very good news. And in looking at our obligations and doing a budget breakdown by fiscal year, you know, as you know, our budget is extremely tight. Um, but this is work that, you know, we have to get done. Yeah. Um, we in all the planning documents that we've went over for the last 6 months, you know, I've targeted like $2 million in those planning documents. That number's dropped considerably for fiscal year '27. So, I think we'll be looking at probably about a million dollars in expenditures. Still going to be incredibly tight, but if it's would have came in overbid, Yeah. It's hard. it would have been
061very it would have been very very very difficult. So, um, I think we can handle this and um, um, I think with the numbers where they came in, you know, they were originally what was planned. Mhm. And um, our cost has has um, probably been cut in half through this process. So, it's it's good. When's the um, not the actual sanction, but how long will it take? 16 months from start. Okay. What's the starting date? Uh starting date will probably be late summer. Once we execute the contract, you know, we'll have discussions about when they're going to get started, but I'm hoping it gets started at some point before school opens back up. That's exciting, I think. Yeah. It's cool. Now, they did you know, they did talk about doing a 12-month build. Mhm. I've
062never seen this big of a build done in 12 months, and we had talked about, you know, we wanted to give the give it a chance for the numbers to come in lower. Right. And the shorter you have that timeline, the higher your bids are going to be cuz it means they're going to have to do overtime and weekend work and and that type of thing. So, um we asked them to extend it out. So, we're looking at a year and a half. Plus, it helps us because the budget head is not all in one fiscal year. It's over 2 years. It's like that old cliche, quick, good, and cheap. You can have at best two out of three. Right. Right. They I can I can understand while school's in session that two-story thing on
063the right of the driveway and stuff like that. But are they going to when they connect and put everything else under the roof in the main buildings, put them together, is that going to be summer stuff, or are they just going to move people around? Um while school's in session, they'll do most of the work on the new part of the facility um because that won't interfere Yeah. with the uh with the middle school operation. And then they're going to focus on the you know, the the renovations that are being done at the middle school. They're going to focus on those during the summers. Next >> Next summer will be real focus for that. Good. Okay. Good. Um so, McKinley recommends that we accept the bid and so it's for your consideration. >> away or
064property or anything for the No. For the parent loop, you didn't know? No, they've got a they've got an engineering plan and um to account for if property doesn't become available, but we're still working on that, but right now, no. Excellent. Great news that it came in under budget. >> Yeah. That's crazy and especially in these times. Yeah. We'll take that as a win. So, we are considering that bid for the construction project. I just need a motion. >> Motion. Second. Motion by Randy, second by Johnita. Any other questions or concerns on that bid? None heard. All in favor? Aye. Any opposed? Motion carries five to zero. Number two, consider for approval the proposal to purchase the board's remaining property at the site of the former Westmoreland Middle School. So, we had we had publicly
065advertised that we were accepting offers for what's described as the west wing um of the Westmoreland Middle School, which is the portion that we still own down there that the pre-K operates out of. Uh, we [clears throat] advertised for that and accepted sealed proposals for that. We only received one proposal. And that is from Playmates, which of course is currently using the site. And they are asking for us to let them have that property so they can continue to operate out out of there at a cost of at a purchase price of $100,000. And that's contingent on safety inspection, due diligence review, clear and marketable title, so there shouldn't be any issues with that. >> I thought she was looking at property across the road there. I think she did purchase some property across the
066road and they're doing some type of um gymnasium or something and they they have that available to build the pre-K classrooms if they need to, but I think if they can secure Are we going to be able >> wing, but then then they're going to keep keep it. >> get them to move down to Kellogg? No. No, they're they're they're not moving to Kellogg. What they have agreed to is if there is a third classroom that's added that it would go to the elementary school. So, right now they have two classrooms operating. Well, they agreed to separate the Cannon and the Wayne County kids? Well, that wasn't part of the discussion. It was um Probably be a good idea. They don't have to, though. Well, let's take care of that. She doesn't have to. She
067wouldn't go along with it. Well, let's take care of us just being rid of Westmoreland. Yes. >> Okay. Sounds good to me. So. And they the $100,000 price, this will help this will help with that Buffalo project as well. We're going to immediately set this aside and use it to help help pay on the the budget for the Buffalo project. >> You have a motion by Mark? I'll [laughter] second. Motion by Mark, second by Juanita. All right, any other questions? All in favor? I. I'm done. >> Any opposed? Motion carries 5 to 0. Thank goodness. Are your problems any more? >> Superintendent reports. Okay, just a few >> thinking about you. few quick things. Um graduations are coming up. I I cannot believe My wife said yesterday that she said, you know, we'll we'll get
068a rest on Monday and I said, "What are you talking about?" I don't believe it. And she said it's Memorial Day Monday. I said, "It's Memorial Day already?" [laughter] Yep. I mean What about that? The end of next week is graduations. Yes, you do. And so Yep, May 29th and 30th. I think it's a sign we're all getting older. Time seems to speed up. >> to be graduating three days a week. So My grandson graduates from Boyd County on the 28th. Oh, okay. May 29th, Tulsa High School, 7:00 p.m. May 30th is at the uh Civic Center. Yeah. That's what I call it. What's it called now? They call it the Mountain Health Arena Yeah. Um Spring Valley High School was there at 10:00 a.m. and Wayne High School was there at 2:00 p.m. And
069there's parking for you all in the back where we always park. Are you familiar with that? Um I was building a house last year. What is it? Is it where Wendy's is right there? Yeah, they're just there where Wendy's Back side. There's a parking lot behind the Civic Center, so >> commencement programs yet? No, they're being printed. Um as soon as I get them back from the printer, so I'll send them to you. And if you can't find a place to park, our office lot is would be available on that Saturday. Yeah. I'll give you a good deal. >> Remind me the office. Burns White's the name of the Burns White's >> Seven It's behind our building at 724th Avenue. I often park there on the weekends. I leave a note on it cuz Randy
070[laughter] said I could. Yeah, Randy the lawyer said it's okay. Um Kathy D'Antoni was down at Buffalo Metal today and I met with staff about the empowerment school model and I think we're going to have a few staff members go up and and visit one of the West Virginia sites. So those talks are progressing. And then um Marshall Cyber Security program has agreed to do a high school course for us. Wow. And so um they're going to be at Spring Valley on Thursday at 1:00 to meet with folks who are interested in cybersecurity. We're trying to make that available um through distance learning as well uh to the other two schools and if not you know, depending on the enrollment numbers we have there we'll we'll make it available for them to be able to
071travel there based depending on the timing and whether it fits in with their other travel schedules. So, that's that's good news. And >> over there today up there today. How was that? Yep, and it was it was full. Good. It really was. It was Good turnout. Real good turnout and but Solar Holler wasn't there. They they were supposed to be so something probably happened but Marshall [clears throat] Health and those companies that we work with like that Okuna Zims Bagging >> Right. FBI IBEW Yep. Powerline place was there. Powerline here. Yep. Lot of and there were a lot of people there. And it wasn't wasn't G&B it was another one. Oh, really? Yeah. That's great. Yeah. >> [clears throat] >> IEP lines and programs Good. Very good. That's good. Okay, and then next week we
072have a lot of recognitions next week. We've got our national merit semifinalists. We've got our social studies fair placers. Um we have a number of things that are going to be on the agenda so we're probably going to end up meeting out at Spring Valley because of the crowd. Is that Tuesday? That'll be Tuesday of next week. 26th? Yep. 6:00? Um we if we have to do some employment hearings we'll do those prior to the meeting so 5:00? plan on 5:00 right now. Yeah. Like you told us. Okay, and that's all I have. Motion to adjourn. Motion by Johnny E. Second. Second. Brandy. All in favor. All right. [clears throat] Any opposed? Motion carries 5 to 0. It is 4:58. What time is it, Missy? >> 4:58. Thank you. What? You guys, when you hesitate
073on giving that second on adjourning, it always makes me nervous.