001Fire that up and we will get going. All right, everybody ready? Going to go ahead and call our regular meeting of the Wayne County Board of Education to order. It is six o'clock. And if you'll stand, we'll say the pledge. Park, would you lead us this evening? >> 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 except for Mr. Ashworth who is running late but will join us shortly. Okay. All right, we can begin with our recognitions this evening if we have any. >> No recognitions this evening. >> Okay, let's move on to our presentations. Academic spotlight this evening from
002meeting to momentum. So, I'm going to give you guys a oh, sorry, a guidance sheet >> that will show you kind of lead along with some of the work that we've been doing. I got a couple >> um with our >> PLC's this year. >> Thank you. >> So when we talk about improving student learning, we all know that the most important work doesn't happen in a program or in a policy. It happens when administrators and teachers come together and they look at student data and student work to determine the needs and then they make programming decisions and instructional decisions based on those needs. So this year in Wayne County, one of the things that we've been doing with our principles is we have been having um PLC's, professional learning community meetings specifically with principles
003throughout the year um working with a program that Mr. Miller explored and discovered and brought to us called PLC plus. And PLC plus works um by following five guiding questions and you have those in front of you. So, if we look at those questions, and you'll see them here on the screen, too. We look um at coming together collaboratively to consider where we're going as we move forward, where are we now? Um how do we move learning forward for our students? uh and in a PLC teachers would look at what did we discover in terms of moving student learning forward and who benefits from this the most and who does not benefit maybe even more importantly and for those who do not benefit where do we go next so principles are using these guiding questions
004to make uh a key shift moving forward they want to move their PLC's that they have in their buildings with their teachers from simply planning lessons and just having general discussions about practice to actually analyzing the actual evidence of student learning. One of the things that we talk a lot about um our principles in their buildings and our teachers and here at central office is that if you follow the student data and you look at what the data tells you and you use that to make your instructional decisions um it will lead you in the right direction in terms of student needs rather than assuming that we know how we want to go based on the things that we've always done. Um, one of the things that that helps us do is not just look
005at um, our needs based on current performance. It also allows us to look at where enrichment is needed for those students who are performing on level. How do we take every student where they are whether it be on level, above level or for those students who may be receiving intervention services below level and how do we move them forward. So this tells you a little bit about the work that we did with principles through PLC plus and we really wanted to focus on how do we take our PLC's and move them from being just another meeting to being a truly productive vehicle for driving student growth and schoolwide growth and of course in the end districtwide growth. So, we've worked with our P our principles to focus on how do we structure our PLC meetings?
006How do they facilitate those instructional conversations? Especially the difficult conversations. It's really easy to have um an instructional conversation with a teacher, a teacher whose data is strong. where it is hard is to have those difficult conversations in a transparent way with teachers who are struggling. And so part of our responsibility at the district level and for our principles is to be able to do that and to be fully transparent but to do it in such a way that um everybody stays on the same page with that shared goal of academic achievement and driving student growth. Um, we focused a lot on what we call classroom walkthrough look fors. So, best practices that principles should be seeing in the classrooms as they do walkthroughs and then the feedback and how that feedback can impact student
007learning. So, in our winter data meetings, and this is something Mr. Alexander may even want to add to we looked not just we sat down with every principal and looked at their school data and then we talked about how to use PLC's to really drive student growth and drive academic achievement not just to look at those overall trends and look at broad um general things that we might do but how do we specific specifically drill down student by student and specifically what tools and what strategies are we going to use to drive student learning and to address deficits and also to accelerate and enrich those students for whom that's appropriate. Um do you want to add anything to that M? >> No. No, that's a good description. >> Um sorry. So, as we move forward,
008we're taking a lot of time to really look at um what a strong PLC looks like and and what does that mean for teachers? For teachers, that means they're reviewing student work and student assessment data together. So, we're not just looking at the standards and looking at the assessment results. teachers are actually bringing in the work that they're assigning so that we can look collaboratively at if that work is rising for example to the rigor um that we need to see for our students for them to be prepared for what's expected of them based on their standards and based on our summitive assessment at the end of the year. Um, we look at discussing instructional pra instructional practices that have worked best and where we need to go next instructionally. We look at identifying the
009enrichment needs and the intervention needs and then adjusting instruction based on what the evidence and the data shows us. And then of course, how do we know that we're making progress? So we look for signs of progress. We look for PLC's that are more focused and structured. We look for increased teacher collaboration around the instruction. We look for um stronger utilization of student work and assessment data as well as connections being made between instruction, assessment, and intervention. And as always, we're looking at next steps, what comes next. So, we want to continue to support principles in leading effective PLC's within their building. We want to um strengthen the role of teachers within the PLC's. We have a lot of opportunities for teacher leadership within our district and we really want to work with our teachers
010and strengthen their roles so that they continue to lead within their buildings. Um, of course, we want to continue to to build stronger um literacy connections and instructional improvement. and we're always going to be focusing on the evidence of student learning. Um, and so in light of that, I invited Melissa Maynard from Wayne Elementary and Ally Brewer from Lavallet Elementary because they have really taken the work that we've done this year to heart and they have not waited to think about next year to revamp what they're doing. they've made um pretty significant changes in how they do PLC's within their building buildings and they're already seeing results and so I asked them to come share with us. >> Yes. So I just made like a little packet you can do with it what you will
011but I'll hand those out. Um and it shows the variety of the PLT forms that we kind of adapt because we don't just like say you have to use this specific form. We allow teachers to kind of create their own form, but they have to hit on the points of standards, curriculum, instruction, data, and assessment. So, those are our key points that they have to always make sure that they are focused on. So, as you thumb through that, you'll see the different grade levels. You'll see the different um styles, but every one of them address standards, curriculum, rigorous instruction, uh the data that they looked at, um and assessments that they plan to use. So, um, and to to go off what Tanya said about how that we feel that PLC's are changing and are
012are just like crucial to our academic day and our academic school year. Um, and I'm going to do that I I do this plug whenever I can, but when I was at East Lynn several years ago, they were a priority school and we saw the need for PLC's. So we came together as a staff and we developed the PLC's that addressed those issues and within a year and a half two years we were awarded a blue ribbon school. Now was it just the PLC's? It was a a plethora of things but I feel like that the PLC set us on that path. It set us on that direction because we were focused. We were focused on those types of things that were the most important. our standards, knowing the standards, diving down into those standards,
013having that instructional conversation, what's working, what's not working, what rigorous instruction can we offer our students so it's not just all at a DK1 level. We want to challenge our students. We want to give them the um the knowledge, the experience, and the capabilities to take these assessments at the end of the school year every year. So, um, just with that being said, throughout that form, you'll see, um, like I said, we address all of those things and not all of them are the same, but they all address the same issues. Um, the PLC plus just kind of like helped just give that extra little push of and what we were trying to do at Wayne Elementary. So every Wednesday I'll just kind of explain how our PLC's worked because that when I came to
014Wayne it was like co so but I knew I wanted to bring PLC's to that school. It does look different because Eastland compared to elementary two different dynamics, two different worlds as far as staffing students, the whole thing. So it took us Carrie and I a couple years to kind of get our our what we wanted to do. >> Um get staff on board because we're not going to go in dictate this is what you're going to do. We we show them the importance of it and they all want to work collaborative collaboratively together to make sure that it works for for the students because that's at the end of the day that's what we're here for. We're for these kids and to help them grow. So we had what was called like PLC Wednesdays
015and every Wednesday everybody would PLC during their planning and another time throughout the week we would have an extra planning for them to give them kind of like that planning period back per se for their own classroom to get things prepared. So which was working well. It worked well for a couple of years and then like last year I just we were sitting down and we always try to like just at the end of the year and over the summer our brains are working but like what can we do to make us better? What what can we implement to just help us get a little bit better? And I was just like PLC's they have to change. So um we sat down and our schedule when you have to get art music PE and get
016everybody where they need to be at a specific time. It's it's a lot. It's a nightmare. But we sat down. Harry's a she's like a master at scheduling. So we worked the schedule so that um every grade level would have a back-to-back planning. So they get 90 minutes to plan. One day a week they'll get that 90 minutes and then the rest of the week is just their regular 45 minute block. So it's like we took that extra planning that we were giving them and just kind of pushed it to their regular plan because we wanted these PLC's to be more meaningful to them. We wanted to give them time to have better discussions, to really dive into the data, to really look at the instruction and to have those rigorous instructional conversations. So once
017a week, every grade level, depending on what day of the week it is, um they have their PLC time. And then that last week of the month, they come to the office and we have all of our they have all of their data for the month and we just comb through all of it. We discuss the PLC that they have been working on the stren the standard the instruction. We talk about everything from what was great, what was not great, what would you do do different? How can we, you know, tweak this to make it better? Um, our students are they even, you know, mastering the concept going in this direction. So, we really just like fine-tune it and it allows us to have that great 90minute conversation with them and really dive into um
018the curriculum within so Mary and I both know where students are because we we are pulling that data every month with them. Um not to mention we have our 10-minute meetings once a month. We changed our grade level uh or we changed our walkthrough system. I'll do like K through two one month and she does three through five. That's a better picture for me. If I take a grade like a primary grade level, K kindergart first and second for a whole month and I'm going into those classrooms only for a whole month. That allows me to get a better picture of what they're doing. So when I'm looking at these PLC's, I'm also doing look fors with that. Same when she's at 35 and then the next month we shift. So we're getting we're giving
019everybody that same attention, but we're also it's for us. It's for me. I want to know what I can do to be that instructional support for my teachers and I want to know where the kids are performing and how we're doing. So, any questions? And I would say too, um, I'm I'm really lucky to be at both Wayne Elementary and Lavallet Elementary as they're a couple of my walkthrough partners. And so, I get to be in those schools often and work with um, all three of these ladies with the work that they're doing. And um in terms of Wayne Elementary, I should have introduced Carrie too at the beginning when I mentioned Melissa because Carrie and Melissa work so well together and they both are such a strong instructional leaders and having sat in the
020work that they've done and listened to the conversations that they're having and the instructional work they're doing with their teachers, they just do a great job. Um, and next we have Ally Rer from Lavallet Elementary and and she does as well and she's made a lot of significant changes this year to her PLC's to make them more effective as well. So, so we started out the year doing vertical PLC's and so I had one teacher from each grade come together and we focused on ELA and we focused on math. Well, when our data started rolling in, that wasn't making a difference. It was checking a box. So um you know our year started at principal meeting and our PDS and our meetings um with revamping our PLC's and things. So what I really wanted to
021do was you know dive deeper and and be more personal with it um and see you know how much I know my teachers are working but we need to make it more meaningful. So what I do is every Tuesday on their planning um they come and they sit with me and we discuss data from the previous week um their standards for this week and then anything that I can do you know to help further that instruction. So, um, it started I met I have two teachers per grade. So, it started I met with them together and then, um, it was hard to kind of have those conversations because, you know, one grade in particular, she needs support, the other one doesn't. And I always hear, you send a blanket email, send it to the people
022that just need it. So, I was like, well, then I'll start meeting with everybody individually. So, um this is kind of our format um of what we do. The top is a form that I got from our data meetings with the county. Um and you can see what we do is um that's the first thing they bring their assessments in and we go through the data. So, this was um a second grade. Uh it was on 2D and 3D shapes and we have the standard listed there. Um you you can tell we even drilled down to their most missed question was number nine. So then you know everyone in the class missed number nine. So why? Well, it's a circle. It's not you know it's you can say it doesn't have equal parts. So what
023are we going to do to go back and retach that? So those are kind of the conversations we're having with with that. And then we move to the the form that's on the second page. And this is just a form of and you can see we do our meeting objectives and those are usually the standards. I I tell them to bring a reading and a math essential standard that they're teaching for that current week. So that's where I usually list that. Um we talk about any focus students as you can see. Um this one that you see is uh they're doing time. So she told me there's a little girl in her class that's having trouble skip counting. So then we go to the interventionist and say, "Hey, do you have five minutes to pull
024this one? She's having trouble skip counting by five." So it's affecting the time and things like that. Um, and then in the notes we talk about, you know, uh, just that's just kind of our notes of what we're going to do. Um, and then action steps and next steps. You can see there I put like skip counting. So then the next week we follow it up which would be page three. So that is um this week. So we sat down and we looked at their reading. They brought in a reading test. So it tells what the reading test is and then we go through, you know, what's the most that were missed? What isn't? Why do you think they missed it? Um what strategies could we use? Like last week it was, you know, those
025vowel patterns. So she said, I really need to sync my phonics lessons with my spelling because that will just reinforce and drive that skill. So she said this week that's what I'm trying. Um they uh had to identify the two feelings and explain. She said more practice with the explanation. A lot of those standards are explain you know or give evidence for that. So um even though she has those high expectations of that through the week some of them didn't meet it on that. So then we talk about what we need to do and things like that. So then the next page is the followup. So, this was actually from today. So, there are her new um she's still on time. We talked about two kids that were struggling um you know, they were struggling
026with rhyming words. She said, you know, our focus was rhyming words and they had struggle with that. So, then this is where I even, you know, kind of get in. So, I was like, well, I've got a book that does rhyming words. Can I come in and do a read aloud? And she's like, sure. So, I get to be in a little bit of that action. But then also in math, you know, she said Carnegie jumps right in with clocks, but there's no review on, you know, this the time AM pm, things like that. So, we went back and looked at what first grade standards were and what they, you know, what that was, what they should have learned. And she said, well, they have got that down great, so I don't need to, you
027know, focus on that. I I can go back. So, that's just a little glimpse of kind of what we're doing. Um, I do like the more individual with the teacher. Um, at first I got some push back on it. Um, but then like we would see, you know, at at one point they brought in a standard and I have my notebook there and I'm looking and I'm like, well, this isn't even a second grade standard, so why, you know, why are you teaching this? And they were like, oh. So, they're really looking at their standards now, at least before they come to me. um to make sure that it is they're looking at the data. They're bringing their test with me. Um sometimes it doesn't even wait until Tuesday, like they'll run up and be
028like, "Oh my gosh, so and so mastered this site word or you know, something like that." So, it's really got the conversation rolling and the ball rolling and um hopefully it's it's making a difference. So, it's making a difference with me. So, hopefully it's making a difference. And if you look at if you look at the the top sheet, you'll notice that the way that she's designed this form for discussion. >> Well, this is from Mr. Alexander. This wasn't my form. That's >> from PLC, >> but it aligns with those PLC plus questions. >> And so several of our principles, we've had several schools take this format and um and use this with PLC. When Carrie and I do our meetings with our teachers the during that week, we use this form to guide our
029questioning for them because these questions are just exactly what they need, what we need too. >> Keeps everybody on track and focused. And um >> but in addition to doing that, what really has struck me with um with with these two schools is they've really completely turned the process inside out. in reaction to what they learned this year to make to be more proactive and make it more effective. And so, um, we just wanted to share that. >> Fantastic. >> Yeah. >> I would imagine this would be great for your new teachers as well, you know, to not only for your veteran teachers, but those new ones that are probably just struggling just to keep their head above water. This gives them that direction and >> it gives them that support and the support. >>
030Yeah. And then also our, you know, our veteran teachers, they'll come in and they've been doing it for so long that, you know, sometimes they don't look at, you know, we'll get the educator's guide out for the math and say, >> okay, did you teach it this way? Well, no. Okay. Well, then that's why we're missing it. So, you know, you're able to have those conversations because they're so in just routine, right, >> of how they've always done it. So, these are great for the veteran teachers just as much as new teachers. And we find with our 90-minute blog as well that we're able to get our coaches in to do like Kelly will come in and she'll like do some specific grade level content to help um teachers, you know, with the math with
031the educators guide. That was one of our strategic plan goals this year was to get ed educators guide being used by all teachers K through five. And I can say we could successfully met that goal. And a lot of it is because I feel like we've had these moments and this time um and we've had the opportunity for Kelly to come in the the school that we've missed. Um you know, Wayne Elementary was hit hard with the water and then the the weather. So our teachers were hungry for we need to we need to map out the rest of our school year to make sure we cover the standards like they were they wanted that. So during this time that was just a great opportunity to um have those deep long those discussions and get
032get a map, get a game plan. >> Yeah. So >> we were able to do that too. Third grade came in and they were like these kids cannot get fractions on a number line. And I'm like well I'm not going to teach fractions because math is not my thing. But we were able to call Kelly in. She came in. She taught third grade for a whole day and we were able to move on with it. So it's it's it's working. So we've had a lot of success with Kelly Arthur and Rhonda O'Neal both not just with the participation and helping lead PLC's but also then following that up by going into classrooms and modeling or or team teaching with our teachers. And so they not only get to um learn about the concepts or the
033resources or the strategies or tools in that PLC, but then they'll come in and actually teach right alongside them elbowto elbow and um help model that as well. And we found that to be very effective. >> Yeah. >> Also >> the consistency between schools too. That's that's pretty impressive as well. you know, we we've always preached we wanted, you know, from one school to the next, everything just as consistent. So to hear you two >> um mirror each other you got to have someone who's a scheduling guru in your building like Miss Carrie that year because >> if they're not like scheduling just busted me every year as a principal. Right. >> Luckily I had a counselor who was just >> gifted with scheduling or we would have been in trouble. >> Yeah. And we
034went to um last summer we went to the TNI leadership conference >> and which was fantastic and we got so many ideas but we started talking about changing our PLC's at that conference and we were just like constantly figure like okay this is what we got to do when we get back this is so you know we knew we wanted to change our PLC's and you know she just worked her magic and made it work. So we we we love it. I think our teachers at first there were change in any especially when you mess with their specials times their planning times they get a little you know um but I said give it a chance if it doesn't work I said we can always revert back but we ne we'll never know unless we
035try >> so they were very open and now that we are to the you know the month of March they've seen the benefit as well and they love it >> right I think the benchmarks that we've seen so far show that you guys are doing something well. So >> yes, our focus for the year from the beginning has been on collaboration and uh PLC's is just a tool for that collaboration to take place and um we've we've talked with principles and and we've really focused on >> um walkthroughs um the PLC's and then our data meetings with the principal. So, we're all responsible for that, making sure that that collaboration is occurring and we're all responsible for the learning environment and we have the best teachers um some of the best teachers in the state
036and um just overall they are excellent and so the more that we can get them working together the uh the uh better the results are going to be. So, we've really seen some some folks step forward this year. So, we're excited to see our results. Perfect. >> I like the idea of the collaboration when you try to impose something from a top down. I remember from my teaching days they did, you know, those five year plans, they didn't work out five years. But when there's collaboration and everybody has a say in it, they buy into it. >> It creates ownership >> and they help each other, it makes it better. >> Very true. >> They're invested in it. They have a say in it and they have a part in the creation of it. They're
037invested in it. They have ownership in it and they want it to be successful. So, it's gonna happen. >> Perfect. >> Well, thank you. Thank you all. >> Thank you. >> Absolutely. >> And they're visual. Put the tall one in the middle. >> She's alone. >> All right. Thank you. >> Thank you all so much. Thank you very much. >> Very good work. >> And you're free to leave. >> Yeah. All right, we can move on to our good news section. >> Good news is we have some state competitions going on this week, >> right? >> Yep. So, first up, our robotics teams are going to be competing up in Fairmont. And we had qualifiers from Buffalo Elementary School, Buffalo Middle School, Kellogg, Lavallet, CK Middle, Spring Valley High School, and East Lynn Elementary. >>
038Wow. >> I think it's the widest range of teams that we've had competing up there. So, they'll be competing. I believe the high schools are competing maybe today. Um but um that those competitions are mainly going to be on Thursday and Friday. In addition, we have our two girls basketball teams that are competing tomorrow in Charleston at the U Civic Center Coliseum. >> Um and they play at Wayne plays at 11:15 and then Spring Valley follows I believe at 1:00. So be an exciting rest of the week. >> Yeah. >> Anybody else? All right. Uhformational items. A special board meeting on Tuesday, March the 17th, beginning at 4, Crumb PreK8. And then we will move to Tulsa High School uh around 5:15 to finish that up. Regular board meeting on Tuesday, March 24th, beginning at
0396 here in the board conference room. >> Everyone good with those? >> All right. Construction project updates. We'll be doing a special board meeting on the 24th for levy rates. Yeah. >> Okay. >> So, that's the one where we set the levy rates and then it's u >> adjourned. >> Ajour adjourned until May. >> Third third Tuesday in April. >> Third Tuesday in April. And then we'll pick up and finish that. So, >> you said the 24th. >> Yeah. It'll be at 5:45. Okay. >> Okay. >> Construction project updates. I've got an update on the delivery for the bleachers at Wayne High School. They moved the date up a little bit. It's scheduled they're scheduled to be here to ship on March the 16th. And so that is uh moving forward. Uh we met this
040afternoon with Buffalo Elementary's design team uh on their colors for their building. They gave some input back on it. We've received uh the comments on the design from the state those that they have responded to our architects who have to finalize some questions and then we'll be ready to go out for bid. So everything's moving forward. >> Awesome. >> Good job. Good job. >> All right. Is that all? >> That all no delegations this evening. >> So we can move on to our superintendent reports. Um I laid in front of you um at the last board meeting we went over some benchmark data and we really looked that evening we looked at the benchmark data and the growth that occurred from fall to winter um for the district but we really didn't look at the
041state level. So what I wanted to share with you this evening was where the district is performing against the state. And so you have those numbers in front of you. I've also emailed this to you. On the first page is third grade. And you'll see that uh in the winter, the state was at 30% proficient. In ELA, the district was at 27% proficient. But the good news is is we look at two things. We look at those proficiency levels at the winter mark, but we also look at the growth levels. You can see that the district's growth was 21% and the states was 17%. So, we're closing that gap and and hopefully we'll we'll catch that in the uh spring assessment window. Third grade math again, uh district at 30%, state at 30%, district with
04227% growth, state with 24% growth. So in both ELA and math at the third grade level, the district growth exceeded the state. You're going to see the same pattern in fourth grade. Uh district was 16% growth. In ELA, state was at 13%. The district was at 19% growth at math. The state was at 14%. And you can see that we're outperforming the state in fourth grade math overall, 27% to 26%. We're tied in the ELA. Fifth grade, >> uh, we're tied for growth and outperforming the state in fifth grade ELA. We are ahead of the state in fifth grade math, 30% to 26% and we were also ahead in growth, 20% to 17%. fifth grade science, we were uh ahead by >> three percentage points, 35 to 32 in the winner and also with the
043growth 15% to 9%. Page two is the sixth grade. We were tied um on the growth mark for the ELA uh but we were ahead of the state 39% to 37% overall. uh sixth grade math. Um that's you know when we look at this this data that's one of the areas that we focus on. So we had 10% growth in sixth grade math and we had 11 the state had 11% growth and then we're four percentage points below the state at the winter mark 19% to 15%. So that's definitely an area we take a look at. Seventh grade ELA, you'll see we're above the state, 36 to 33%, we had the same growth at 6%. Um, in seventh grade math, slightly behind the state, 20% to 22% and the growth was one percentage point behind.
044And then you have the three tested subjects at the eighth grade level. So with winter we're five percentage points above the state 40 to 35 and our growth was four percentage points above the state. For math we were one percentage point behind the state 20 to 19 but our growth exceeded the state 14 to 12. And then with science we're seven points ahead of the state 32% to 25%. Our growth mark is also seven points ahead, 9% growth compared to the state's 2% growth. So, I wanted to share those numbers with you. Overall, very positive. >> Very promising. >> Uh, next up is levy revenue projections. So, we mentioned that you'll be setting the levy rates at the uh at the next meeting and then Jeb, you want to share some information on the projections?
045Thank you. >> Thank you. >> Okay. So, we we received our certificate of evaluation from the assessor's office earlier this month. And what you have in front of you is just a comparison of the assessed values for the upcoming year compared to this year. The first column is the 2027 values. The second column on the left is 26. We had the net change. You'll see the class 2 property value went up approximately 29.7 million. Class 3 property went up approximately 10.9 million. And class 4 property went up 14.2 million. And it sounds like a it sounds like a big swing, but when you put it, you know, put it to the rates and the rates haven't changed. The bottom line is we're expecting the current levy to go up approximately $250,000. We're expecting excess levy
046to go up approximately 335,000. >> He has those numbers highlighted at the bottom of your form. We're looking at an estimated $591,000 increase in our property in our levies, both levies for next year. And this will be uh presented to you in the proposed schedule levy rates at our next meeting, which will be sent off to the state auditor's office for approval. So, while the state revenue is uh down 1.3 million, we we do uh project that we're going to see an increase in in local funding. So, that's good. Any questions about that? Okay. And then the last thing I want to mention, just uh we're working on a couple of programs, a couple of student opportunities that I wanted to give you a heads up. Um we uh started a pilot uh diploma endorsement
047program in the law and law and legal area. We've talked about this before is something that you know we were looking at putting in place and uh we've started a pilot program with some students from Wayne High School. Um they attended a court se court session with Judge Young this morning, the circuit court session and uh have begun that process. They're going to do three observations and then do a u a mock hearing themselves later as they learn about how the local court system works. So, I appreciate Judge Young and Judge Fry for being so open to that. I think they're actually working on those kids getting a chance to go up and see the Supreme Court in session as well in Charleston. So, it's going to I had a chance I saw the kids
048at the end of the activity today and they were they said it was really really interesting. So, they were they were lit up about it. So, it it was good to see. So, we're getting that underway and then next year we'll look to spread that to uh make it available for all of our schools. The other item that we're working on that I'm excited about is uh Marshall Advanced Manufacturing uh Center has an industrial maintenance program there. >> Wow. And um we have contacted them and talked to them about wanting to build a high school feeder program into MA MAMC's program where kids can get credit and complete some of that work uh prior to graduating from high school. And again, we're in talks. There's nothing solid yet, but they are very open to the
049idea. and we're looking at setting it up something like our jump start program where where kids would actually be transported and can participate there in that project. Um so both of those uh are going to be exciting opportunities moving forward and I'll I'll let you know more as we continue those talks with the advanced manufacturing center. >> Sounds good. >> That's excellent. >> All right. Anything else? >> That's it. >> All right. board directives or board reports? No. >> None. >> And we have no unfinished business. So, we can move on to our new business. Consent action items. Superintendent recommends approval of the following action items. Additional items received prior to the time of the meeting may be added. Discussion and or separate action of items may be requested by members of the board andor
050the superintendent. Items are subject to change. Any blanks will be filled in prior to the meeting. And in the event a nominee withdraws, we reserve the right to put the next candidate in that position. So number one is consider for approval the recommended personnel matters on pages one and two. >> And who are we terminating two coach? Yeah, that is the U coach. That's Jonathan Brock Atkins at Buffalo Middle School. >> Buffalo. >> Basketball. >> I did have a question on the employment. The last coach on the second page, >> it's listed as unpaid volunteer, but the coach that was previously in that position and resigned was a paid uh position. So, just curious why this one was unpaid. >> I'm not sure. >> You want to pull it? >> I would recommend we go
051ahead with it because I know that um >> get it. If there's a mistake, we'll bring it back. Okay. All right. Make a motion to approve. >> Second. >> Motion by Janita, second by Randy. >> Any other questions or concerns on the personnel matters? None heard. All in favor then? >> I. >> Any opposed? Motion carries 5 to zero. Number two, consider for approval the voucher payments for February 2026 on pages 3 through nine. Motion >> Dennis. >> Second, >> Randy. Questions or concerns on those payments. >> It's a worldwide equipment. What's it for? >> That is related. Okay. International. >> Yeah. anyone else? All right. All in favor? >> Any opposed? >> Motion carries. 5 to zero. Number three, consider for approval the minutes of the Wayne County Board of Education, pages 10 through
05215. That's meeting number 29. >> Motion by R. Sandy. Second by Mark. >> Questions or concerns on the minutes? >> None. >> All right. All in favor? >> Any opposed? Motion carries. Five to zero. Number four, consider for approval of the purchase requisition order in quotes in excess of $5,000 pages 16 through 19. Motion. Jonita. Second Dennis. >> Okay. Questions or concerns on those uh requisitions? >> That creative audiovisisual group that is uh out of u federal funds that belong to Crumb PreK through 8 and they are putting uh displays electronic displays in their hallways and uh in the principal's office and uh that's what that quote is for. Okay. Is this is the U Mason and Barry is that? >> Okay. >> I'm sorry. Page 16. Was was that with the new system that
053they had to make a repair or is this something new that we've had to >> Yeah, that's a repair to the system that was in at the time that the building opened. >> Gotcha. deal deals with the deumification. >> Still having issues with with that. >> Well, hopefully that solved it. >> Okay. Yeah. >> Gotcha. Anyone else? >> All right. All in favor? >> I. >> Any opposed? Motion carries. Five to zero. New business. Separate action items. Number one, consider for approval the treasury report for February 2026 on page 20. >> Motion motion by Johnita. >> second by Mark. Any questions or concerns on our treasurer report? You can see that the general fund fund 11 is holding strong. 53.2 million in revenue, 49 million in expenditures. And then um but if you look at
054the bank balance that 2.9 million that's that's a little low. Jeb has explained that um tax collections are usually lean around this time. So what January and February are the roughest months for us to get through >> as as far as revenue goes. So um should things should pick back up in March hopefully. Right. Especially March and April, right? >> All right. Any other questions? All in favor? >> Any opposed? >> I'm sorry. >> I'm still looking. I'm in favor. >> Okay. Sorry. I didn't mean to rush you. All right. So, we're good. Five to zero on that one. Number two, consider for approval of the budget supplement and transfers for February 2026 on pages 21 through 26. Jonita second. >> Second, >> Randy. It's 21 through 26. Any questions or concerns? >> All in
055favor? >> Any opposed? Motion carries 5 to zero. Number three, consider for approval outofstate travel request for gay prek8 employees to travel to get your teach on conference in Orlando July 4th through the 9th and that's funded by title 2 professional development funds. >> I'll second it. >> You guys really should pay more attention saying >> she's on it. She's ready. Who standed that by the way? >> That was Mark. >> Oh, okay. Mark. Gotcha. >> Any questions or concerns on that travel? >> All right. All in favor? >> Yeah. While they >> Any opposed? Motion carries. Five to zero. >> I want to pull number four for right now. >> Okay. I let Mark have that motion. All right. >> Well, we're just going to check on competitive pricing and see what's available. >>
056All right. So, we're going to pull four at the moment. >> Moving on to number five then. Consider for approval the board of education annual memorandum of agreement between WVU Extension and the Wayne County Board of Education at a total cost of $50,769. That's on pages 28 and 29 or I'm sorry, 29 and 30. So this this expenditure is a part of our excess levy. It's actually listed as one of the things that we um >> in levy. Yeah. >> That we raise funds through the through the excess levy for I think the excess levy Jeb if I'm if I remember correctly I think it raises about 48,000 um for the WVU extension program. >> Right. I believe motion for that. >> Second. Second, >> Randy. Any other questions on the extension? >> All right.
057All in favor? >> I. >> Any opposed? Motion carries. Five to zero. And there's just as a side note that they do all of our classroom education and our summer reading program, nutrition and reading program. So, that's always a good good thing. >> Yeah. >> Good program. >> A little bit. It's on the salary, too. I think that's really graced in. >> Right. They >> 40 something years. >> Yeah. >> Right. >> So they take care of all that and there's only I think three or four ladies in that that department. So they do a good job. >> Number six, consider for approval the proposal for installing safety window film at all campuses. >> We brought you more information on that this evening. So, you have the uh security window film bid summary. >> Yeah.
058Yeah, I gave a copy. That's okay. Go ahead. >> Perfect. >> They don't have to dig for it. >> Yours is color. >> Oh, yeah. I like blue. >> So, Mike Mike applied for a grant. Um gosh, when was it? >> 24. >> Getting over 24. So, they they had government shutdowns and things like that and it just kind of lingered. took a long time to get to get. I was surprised I actually got the email that approved it. I think it was late September of last year. Uh I kept calling about it and calling about it and no response and all of a sudden we got awarded. >> I think it's about $63,000 total. But you see the uh the amount there is roughly $24,000 is the bid uh the awarded bid to window
059film uh depot. And basically what this what this does and we've looked at this for a couple years. It's a film that goes over top of your existing glass. You don't have to replace the glass. Uh of course your newer schools have bullet resistant glass in it. Those aren't films. That is built into glass. That's Crumb. That's CK Elementary. Uh the Wayne High School renovation. The Wayne Middle School renovation. They have bullet resistant glass on their bank of doors. Man trap inside the man trap. It's all Kevlar in the walls. Uh to the secretary, that's bullet resistant glass in all the new schools. So yeah, we're trying to retrofit some of these older schools. And really about the only thing you can do is put a film over it. Now, these films don't stop a
060bullet, but what they do is keep that bad guy from busting that glass all the way through. And this particular film that uh Window Film Depot has, the riot riot light 14 mil, what and I've watched film on this the video. Basically, they can shoot through it and they spent five minutes trying to bust through this glass and they never got more than a hole this big. Oh wow. >> And they were with a sledgehammer. They could not bust that glass. >> So >> that's basically what you're trying to do is buy some time for yourself. You can run. You can call 911, but you're not going to stop a bullet with F. You know, >> it also >> Yes, sir. >> keeps the intruder from seeing who what's going on in the room, too.
061Well, that's there's an option for that um with this film and we didn't really price it on that because the price goes way up. Okay. Even on the stuff we have at some of our schools like Buffalo Elementary, uh CK Middle, those films, they will stay there on the outside. This stuff gets put on the inside. Okay. >> Attached to the frame. So, >> so we don't have to take that stuff down. So, that's good. >> Yeah. But this is a great product. Um, if you get a chance, watch watch a film on it, watch video on YouTube on some of these things. They're fantastic. Uh, keeping people out and that's what you're trying to do. Now, we're putting this on just select areas in the school. The bidding kind of got crazy in the
062beginning when we looked at this. We sent out a company and it was when I applied for the grant, we needed something to base it off of. So this company, by the time I got the grant, they came back and it was really expensive to do the entire school, every window, every door around the buildings. >> So we revamped it, kind of did select areas. I don't want to give too much away security wise in the public, but uh we're going to put it on select areas and we'll go from there. This is like stage one of that $63,000. So, we'll build from there and kind of pick and choose what other areas we want to put it on. So, >> that's what we're excited about is that the price came in good. Yeah. >>
063And we've interviewed the company and they have extensive experience with with school systems and the Mike has vetted the quality of the product and so it it's a good product. >> They're pretty much in every state. This company is big. They they're in government buildings, school systems, banks, you know, a lot of different places. So, and they install in just about every every state. So, >> but the price the price has come in so good with what we want to do. We're going to have room to add to the project and do do more than what we thought we were going to get accomplished. >> Anything to help. Yeah. I mean, anything for sure. >> And I greatly appreciate you guys making safety and security a priority in the school system. Yeah. >> Thank you.
064Thank you. >> Thank you. All right. So, we need a motion. >> Motion. Second. >> All right. Any other questions or concerns on our window film? >> I'm glad we're getting it. >> Yeah. It's always nice. All right. All in favor? >> Any opposed? >> Motion carries. 5 to zero. >> Before you start. >> Yes. >> Can we approve all those together for the same? >> Eight. Yeah. if we're doing all of them >> for >> Does anybody want to approve these tonight since you've read them and understand all of them? >> I'm just wondering. >> I think uh we should do further board review. >> Yes, absolutely. >> Are y'all okay with that? >> I think we're all good. So, seven, eight, nine, and 10 and 11. Sure. >> Now, please remember when you
065look at your policies, any changes or edits that have been made will be in color and underline, >> right? >> Glad you're not. >> It makes it a lot quicker to go through when you're looking for just those changes. >> Somebody have to be there telling you what color. >> But and okay, before we vote, and are we going to divide these up? I'm just wondering, can we talk about that later? Uh >> or do we want to? Does everybody want to read all of them? We was hoping you were going to volunteer. >> You sure let you do half. Let's >> see how it is. >> I don't care. We can divide them up with how many seven. >> You're like, >> six. Tell you what, >> how about I divide them up and
066I'll send you all an email. >> Oh, that'll be good. Good. Then we can >> yeah move >> even it out perfectly. That's wonderful. >> Todd with John the most. >> You're going to do a little bit more. >> All right. So, we're going to collectively consider >> Yes. >> the policy review for a >> all for further board review. >> Great. >> Yes. >> Further board review. >> Do we need a date to bring that back or >> We'll bring it back at the next meeting. >> Okay. And you're going to email us the list? >> Yes. We will be anxiously waiting, won't we? >> Yes. At next regular meeting. All right. Did I have a motion? I'm sorry, Dennis. Second. >> Second, >> Randy. All in favor? >> I. >> Any opposed? Motion
067carries five to zero for further board review. >> I think that's very good. >> Potential items for a future agenda. >> I don't have anything tonight. >> Just I have questions. >> Something up. Uh, has there been any more consideration or planning on the grant for the EMT class for next year, next two years? >> Yeah. Um, I reached out to, um, Will Taught at Spring Valley. He was contacting Mount West about, um, getting that arranged. And so, um, we they have kids that are interested. And so, that's moving forward. Are we going to be able to offer that also to the Tulsa kids and the the Wayne kids and bust them down there? I know you and I talked about that before with the fire class and the EMP class. >> That's the plan.
068Yeah, we want to do whatever we're operating next year, aviation maintenance, all these special programs. We want to make those available across the board. So, yeah, we're going to work out transportation for those. >> Do we have an instructor for that class? >> Not yet. >> Do we have anybody in the pipeline >> there? There's a couple different ones at school. >> Interested? >> Yeah. Okay. >> Okay. >> All right. Anything else? >> I'll get you an update on that at the next meeting. We'll put that on the agenda. >> Motion to adjurnn. >> Second. >> All in favor? >> Any opposed? Motion carries. 5 to zero. It is 7 o'clock. Thank you all. Okay, just