001Yeah, >> Randy speaks with authority, >> right? >> Turn those on. We'll go ahead and call our regular meeting of the Wayne County Board of Education to order. It is 6 o'clock. If you'll stand, we'll say the pledge. >> Randy will give you the honor this evening. >> Got it. Got it. Okay. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under Godisible [clears throat] flag there. >> All right. Let the record show that all board members are present in person except for Johnita who is joining us by phone this evening. >> Yes, I am. First item. >> Hi, Johnita. >> Hello. How are you all? >> Pretty good, right? >> All right. Um, first item on our agenda is a public
002comment on our school calendar for 2627. >> Yeah, tonight's the second scheduled hearing for receiving public comment on the 2026 2027 school year calendar. Is anybody here to address the calendar? Seeing that nobody is, we can move on. >> Okay. No comments. No comments. Any recognitions this evening? >> No recognition. >> Sorry. Go ahead. >> Crumb Crumb Middle School boys uh basketball county champs again. >> Oh, okay. >> And I feel like I'm forgetting something. >> Is there something else, Mr. Alexander? >> Girls. Um, >> the girls were Buffalo. >> Buffalo. That was it. Buffalo Middle. So, congratulations to those two middle school teams. All right, moving on to our presentations this evening. Measuring success with Nikki State new data for you all this evening. >> Thank you. >> You're welcome. Okay. So, um the
003first big update you can see on page two, we took our state benchmark number two in January. So, that's all of our students that take the GSA in the spring. So, that's all students in grades three through eight. And there's a lot of data on page two here. So the top is last year's data because we like to have something compared to. So as we see how we're growing this year, you can check that with how we grew last year. Um so the top up there, that's all of our data from last year for ELA broken down by grade level. It's also broken down what's highlighted gray, that's all students in that grade level. And then below that, it's broken down into our students with 504 plans and our students with IEPs. um because we're
004really trying hard to close those gaps um in academic achievement between our students with disabilities and our overall student population. So on the bottom, that's where we'll focus our attention. Uh this is this year's ELA data and it's broken down into those performance categories. This is the same way students can score when they take the GSA. So the red is does not meet standard. The yellowish color is partially meet standard. The green is meets and the blue is exceeds. Now for proficiency levels, for a student to be proficient of any student that meets or exceeds. So that next column, percent proficient, it adds the green and blue columns. So when we're held accountable for our test scores on the balance scorecard, we're looking at proficiency there. So that's what that white column is. And you
005can see we have all of our fall to our winter numbers. And in that very last column for growth, that is simply growth in proficiency. So if a student is growing and they've moved from does not meet to partially meets, that's not reflected in that growth number. Um, but you can see here. So starting at third grade, uh, currently for the winter, we are at 27% proficient. So that's a 22% uh, gain from the fall, which we started at 5%. And I I do want to mention that that that fall number is expected to be low, >> right? >> Because they're being tested on third grade standards >> for the whole year and they're just coming into school in the fall and they haven't been exposed. So this is a way to measure growth. >>
006And this test, it's not required by the state, but we require as a county for what Mr. Alexander is saying. It is the same testing platform and system with the same testing blueprint as our end of the year general summit assessment. So basically our kids are getting exposed to that rigor and those uh standards in the fall and the winter before they actually take it in the spring. Uh if you move on to fourth grade, our students start at 22% and they've increased to 38% proficient. Fifth grade started at 29% in the fall and they've increased to 42% proficient for ELA. >> Sixth grade um started at 30% in the fall have increased to 39%. Seventh grade started at 28% have increased to 36%. And then eighth grade started at 29% in the fall and
007they are now at 40%. So we saw doubledigit growth everywhere except for sixth and seventh grade. Uh but if you look at where they those students start in sixth and seventh grade in the fall, those were our higher numbers. So they had a higher starting point. So >> now in addition to the uh the column in white, we also like to look at the column in red and that those were the students that uh did not meet standards um in the fall. And then so we like to see a nice drop in those numbers. So if you're moving students, if students are growing and they move from the red to the to the is it yellow? Yes. >> If they move from the red to the yellow, um they're not going to show up as
008as proficient in that white column, but there's still growth there. And that trends well for the end of the year performance. And so if you look at those numbers, and again we're looking at the bottom half of the page, and this is just ELA, but if you look at those numbers, you'll see that the third graders, 75% in the fall did not meet standards. That's now 43%. So you want to see that number fall significantly. And uh >> these are our students that qualify for intervention services. And so this is very promising data to see that that intervention is working, right? Um, so although as Mr. Alexander said they're not at proficiency yet, they are growing or so we're seeing we're seeing gains. >> I guess generally if we look say at this year's fourth
009graders, we could roughly compare with where they were at in the third grade. Correct. Wouldn't be perfect, but >> right. Yes. >> And if you if you look at it that way and again you're you're measuring two different things. So like last year's third graders were at 28% in the winter and we see that at the top of the page because that's last year's data. Now those kids as fourth graders this year if you go to the bottom of the page they're at 38%. And so that's another thing that we look closely at. Now it's important to note that you know as fourth graders they're being tested on fourth grade standards. So that hurdle gets higher every year. Um, so but you do want to see positive growth from year to year. We see positive
010growth here in fourth grade, fifth grade, and eighth grade. Third grade is not eligible for growth because we don't have any second grade scores. So three out of the five had that positive growth year yearover-year. So that's that's good to look at as well. And these same conversations that we're having about this data, we just wrapped up um last week, I think, our winter data meetings with principles. That's when we call in each principal individually for a one-hour meeting with their uh directors and Mr. Alexander and we sit and we look at the same data at the school level um to determine, you know, where are some potential weaknesses, where our strengths, and if there are areas of concern, we have plans in place and put supports where they're needed to finish out this year
011strong. So, so the next page on page three, this is the same data only for math. Um and just overall, um this math data is very positive. So, if you're looking down there at the bottom for this current data, uh third grade started at only 2% in the fall and they are now at 31% proficient. And again, if you look at that does not meet um standard, we had 80% of our third graders not meeting standard in the fall and we've decreased that down to 39%. So, huge movement there with our third grade group. >> Wow. >> Um fourth grade, we started at 7% proficient in the fall. We're now at 27% proficient. And again, looking at that group in the red from fall to winter, um, huge gains there with a big decrease from
01260% down to 36%. Fifth grade, 10% proficiency in the fall, 30% proficiency in the winter. Again, double digit gains there in proficiency. Sixth grade from 5% in the fall to 15% in the winter. Seventh grade 11% in the fall to 20% in the winter. And our se the seventh grade group here, it's the only group that had um singledigit gains. All the others you can see in terms of proficiency growth were in the double digits. And then eighth grade went from 5% proficient to 19% proficient in the winter. And when you compare, there's so many different ways to look at this data. Um, as Randy said a minute ago, you can look at, you know, third graders last year versus them as fourth graders this year. But you can also compare third grade last year
013to third grade this year to kind of see, okay, these were our trends last year. We follow similar trends. And overall the numbers are very very similar with ELA and math with how we're moving >> questions about math data. >> That means that all the teachers are pretty much on the same page, aren't they? >> Yes. >> Everybody doing their job and >> your 504s are doing your IEPs are also >> that's encouraging. That really is. And then the next page, um, page four, this is our science data. And keep in mind, we only test science with our fifth grade students and our eighth grade students. But those tests are grade band assessments. So just like on the West Virginia General Summit assessment, our fifth graders are tested on third, fourth, and fifth grade standards
014on that test. And eighth graders are tested on sixth, seventh, and eighth grade standards. Uh so currently our fifth graders, they went from 19% proficient in the fall to 35% proficient in the winter. Um interesting enough, of last year's group of fifth graders, we were also at 35% proficient in the winter. So similar trends there. Um our current eighth grade group went from 22% proficient in the fall to 32% proficient in the winter. Um and that's actually a little bit higher than our eighth grade group last year in the winter. So that's positive. So, you know, we encourage our principles and our teachers to look at this data and break this down by their students, see where their students are moving. Uh, the data team that I lead, we create templates. And one thing a
015lot of our teachers do is they do the same data, but they are putting actual students in each of those categories. and they look to see they put student names and they see, you know, which students are in this category, which are in this, and how many points do they need to get to that next performance level. Um, and it helps them see where their students are growing, where they're struggling. And within that, we also in our platform have other tools um for daily formal assessments they can do. and we really pushed that and a lot of our teachers have really bought into that and are using those tools to help these help prepare these students. Uh our summit of assessment test window uh that will open up on May 4th. It goes May 4th
016to the 22nd. The majority of our schools will test that week of May 11th. And next week is when we will I will train principles at principal's meeting for their test training. And then on our next PL day, which I believe is March 11th, our administrators will train our teachers for that um to prepare for that test. >> Then when you move on to page five, this is our high school data. Um if you remember last year, we piloted a new program based off feedback from our teachers and principles for several years. They were wanting assessments that were more aligned uh with the SAT. And so last year with 11th graders, we piloted what was called horizon assessments. And because it worked so well and we got such great feedback, we expanded that this year
017and we now all of our students in grades 9 through 11 are doing those assessments. Um, but Horizon was bought out by Progress Learning. So it's the same test. It's just under a different company name now. Um, but you can see here all of our ninth grade students took a PSA 1089 practice assessment. They took it in the fall and in the winter. And we don't have a lot of data yet um because it's our first year doing it. So, we're going to have to as a county over the next several years track our trends like we have with our other tools. Uh you can see uh for 9th grade our math scores took a a significant increase. They went from 29% meeting benchmark in the fall to 37% in the winter. However, our reading
018and writing had a slight decrease there. So, this is something that with time, we're just going to kind of have to figure out is it the time we're taking the test or what is it with the test? It's just going to be a learning process. Then, when you look at PSAT10, all of our 10th grade students took this assessment and both reading and writing increased. uh with reading having a huge increase in proficiency going from 35% to 55%. And then our 11th grade students took an SAT practice assessment. Uh again, we saw that slight decrease in the reading and writing, but we saw a huge increase in the math from 14% to 29%. And these students are 11th graders. They'll be taking the actual SAT school day assessment April 16th. So our teachers, they're looking
019at this data and they're using it to drive their instruction and preparing for that test. >> Are all of our high school students able to participate in this? Because I know we have a lot of off-campus. >> Yes. So we this is what replaced. So, in years past, we made sure that all of our students um took the Renaissance assessments, star reading and star math, and this is what replaced that for them. So, they no longer take those assessments unless they're receiving intervention, and they're taking these. And what they did for each of these tests in the fall and the winter is they essentially shut the school down like they would for SAT school day, okay? and they created it the whole testing environment that they do on test day for SAT. So that helped
020um put the importance on it. It made students feel um those testing norms, >> right? >> And so we had a better >> yes group of people, a larger group, I guess is what I should say. larger group of >> and this uh platform it also there's a lot of tools within it that teachers can use. Students can go in there once they've tested and students can go in themselves and it gives them a pathway of practice problems. So even if their teacher doesn't assign it, if I'm a student and I want practice uh to prepare for these tests, I can go in at any time and practice that on my own. But the teachers can also go in and assign things to them to use as part of their instruction. and we've received really
021great feedback from that. Um on our last uh curriculum development day, we had a virtual training session with someone from Progress Learning and they provided PD to our teachers and just gave them another um crash course and showed them how to get into their data and how to use that to assign assignments. And u it's it's been really positive so far. I look forward to doing this over several years so we can track those trends and and see why potentially we have some decreases in proficiency to learn. And then of course when we take the actual SAT test, we'll compare these scores to that and see how well it aligns. And then if you turn to page six, this is our instructional reading levels that are pulled from Renaissance Learning through the STAR reading test,
022which is why you only see 2 through 8th grade. I do want to remind you, it says there in red that this year's data reflects percentage of students with an instructional reading level score of one grade level below or higher. So last year when we were calculating instructional reading levels, if we were looking at a third grade student, we were looking at a instructional reading level of 3.0 and higher. Uh but per guidance from the state, they said you can actually look at one grade level below and higher. So that's why this year's numbers are higher than last year's because it's two different types of data. This year when we're looking at it, when you're looking at, for example, fifth grade, you're looking at students who have a 4.0 instructional reading level and higher. So,
023whatever the grade is, you're looking at that instructional reading level of one grade level below or higher. Um, but you can see here from fall to winter, we had um growth across all grade levels. Um, second grade, 63% in the fall to 69% in the winter. Third grade, really great gain, 65% to 82% um, in the winter. Fourth grade, 66% to 76%. Fifth grade, 59% to 69%. Sixth grade, 46% to 52%. 7th 44% to 46% and then eighth grade 40 to 41%. >> You traditionally see those numbers drop and that's that happens everywhere. You traditionally see those numbers drop as the grade levels progress because the reading again it's a higher hurdle right >> to meet that mark. So it's it's not unusual to see that. what the number that we're going for, especially at
024the end of third grade, is that 75% mark. Um, you know, it's a real red flag if you're below 75. Um, especially for that third grade group and right now they're setting at 82. So, they're they're on track to be well above that number. So, we're pleased with that. >> Below that, you'll see our update in our attendance data. This is very positive. Um, this bottom chart here, [clears throat] I think I've shared with you before, Terry Lin Queen is updating this every 20 days of the school year. And not just for the district level, but she is also updating these charts for the schools. And she is sharing that data with them um at each 20day mark to keep their eyes on that chronic absentee number and the average daily attendance. And we really
025see um some great things here. Last year uh our January chronically absent number was 26% and this year in January it was down to 22.84%. So any movement we see there is is really good because we all know if the kids aren't in class then they can't receive the instruction. And so we want to see chronically absent. We want to see that as a negative because we want that to decrease. But now when you look on the right, the average daily attendance, we want that number to be a positive number. We want it to increase, which it does. So last year in January, our average daily attendance was 92.15%. And this year in January, 92.40%. So really positive here. And our goal our goal for the year is a 5% drop in the chronic absence
026rate which was a lofty goal. Um we were we were above that mark in November and December. Um had a little bit of a struggle in January. So by the end of the year we have to be at that 5% drop. >> On page seven at the top this is our Joe ran these numbers for me this morning. Our staff percent chronically uh ab absent. So I compared it to last year and interesting uh last year in February our staff was 14% chronically absent and it's the same for this February which was interesting and that's [clears throat] broken down to professional and service you can see there >> and that and that includes medical leaves and >> everything >> legitimate legitimate reasons as as well. And then the last thing to share is our walkthrough
027data uh for February. And of course, you know, you all know the weather's been crazy and so we've had days out. So that's why our number of walkthroughs is much lower. So I ran this this morning. So as of today for February, we have 148 walkthroughs documented. Um although that number is much lower. The really positive thing here is when you're looking at think ratio um you want to see the majority of that percentage there in high think ratio and you look we had 38% marked high think ratio which if you look across there that's the highest number we've seen for high think ratio. Um and then for low thank ratios marked we had 9% which was the lowest number we've seen all year. So although we have fewer walkthroughs documented, the data from them
028is very very positive. And you're going to see that same trend with our participation ratios, which that's our level of visible student engagement. Um walkthroughs marked low participation ratio was just at 1%. Which is fantastic. [cough] And if you look um those marked high was up to 70% which again was the highest number we've seen. So good quality um instruction is taking place during these walkthroughs. And that's all I have tonight. Do you guys have any questions? >> Looks like it's trending in a good direction. >> Encourage you. >> Thank you. Thank you. >> Thanks. Thank you. >> All right. On to our good news. Of course, we mentioned earlier, but Crumb and uh boys and Buffalo middle girls are county basketball champions [clears throat] this year. So, that was exciting. I saw a lot
029of Facebook posts. It must have been some pretty exciting games. So, anybody else with any other good news? I think the regional basketball girls and tournament is starting. Is it this this week maybe? So, regional play is starting. Yeah, we had one of our academic competition teams that placed in Marshall's competition, third place. I saw that. I believe it was Wayne High School. >> Yeah, I saw one uh Buffalo's robotics uh team. I think they qualified three for the state competition. I don't know if anybody else has any any other teams are going, but I thought that was pretty impressive. I know CK mentioned they were >> they were going to one, but I don't know how that turned out. Do >> Yeah, they were they qualified more teams, >> did they? Yeah, they had
030texted me and said that they had qualified. >> We got a lot of kids from different schools. >> Yeah, perfect. >> All right. Uh, moving on to ourformational items. Uh, special board meeting on Tuesday, March the 3, beginning at 4 at Kellogg. And then we'll move to Vincent Middle School at 5:15. Regular board meeting on Tuesday, March the 10th, beginning at 6 here in the conference room. Special board meeting on Tuesday, March the 17th, beginning at 4 at Crumb PK8. And then we'll move to Tulsa at 5:15. And then finally, a regular board meeting on Tuesday, March 24th at six o'clock here in the conference room. Everybody good with those dates? >> Should be good as long as we don't old man winter doesn't get no more snow or ice or whatever. All right, we
031can move on to our construction project updates. Yeah, you have a uh document in front of you and John I would emailed this to you but the size of the document wouldn't let me. So I'll save you a copy here. >> Okay. Thank you. >> U but we had a meeting going over the school and I would encourage you I've got the full plans um as they stand now or in the u uh >> kitchen >> lounge area over here. you can get a look at the layout for the school, but these these are just some of the u documents that were shared with us on the interior finishes. So, we're going to go with polished concrete on the floors, similar to what was u put in at Crumb. Those last forever >> and so
032um we would like to go with those. And you see the kind of design that's going to be put in. You also see the uh layout for for example for the boys and girls restrooms. You have the sinks in the outer area. There will be reinous flooring in those restrooms. They give you an example of the sinks there. So, one of the sinks dips down lower so it's ADA accessible. Then you see the tile layout for the bathroom floors and then there will be a wall tile as well. Next page is um look at the cafeteria. Again there will be two cafeteria spaces that are divided by that wall that's shown there in the middle. That'll be a portable wall in case the school wants to hold any large events. U they that wall will
033retract. Um but the uh two spaces will be divided up and that's the dividing point really between the two schools. And then the baffles you see at the top are uh acoustics and then on the left you'll see the colors of the ceiling baffles. Food service area. The kitchen will have resonous flooring in it. We're going to provide this is a layout of the visual displays in the classrooms. So, they will have Prometheium boards that will install just like the ones that we currently have in the schools, the one that's here in the boardroom. Uh they will have white bulletin boards to each side of that. Um I said bulletin boards, white boards right to each side of that. >> And then they will also have a u uh cork tac boards for displaying student
034work that will be part of the room. And then the case work in the uh classrooms will receive the laminate and countertops that you see there to the right. So, that's an example of the interiors. And then I would encourage you before you leave tonight just to step in there. And it's a huge document and u there's no way to copy it. I'd encourage you to step in there and take a look at it to give you the outside design as well. >> So, that that's moving along. They have um the construction documents. So, they did the original design document, submitted to the state, took comments, and um they have now submitted the construction documents to the state. So, we're hoping within 3 weeks to have approval to take this out for bid. >> Great.
035Great. Moving along slowly but surely. And then the second thing I wanted to mention, I was in, we're putting new bleachers down at the Wayne High School baseball field and at the U softball field as well. And um those bleachers have been ordered. You approved the order of those bleachers. Um I had received an email from the company that they're scheduled to ship on March the 23rd, which was later than what was expected. So, I've reached out to the company to see if um we can arrange for those to be delivered, if we can get them in here any earlier. So, we're working on that, but I sent word down to the coaches today about what was going on >> delay. >> When's the season start practice start? >> Yeah, they start practice the first
036week of March. >> What about games? >> It probably be towards the end >> towards the end of March. That's when the bleachers would be even more critical. >> Yeah, I think they have to have what, three? Three weeks of practice. >> I think they have to have 14 practices before they can have a competition. So, >> so it's going to be tight. Um, one of the other things that they had requested was if possible that we um elevate those bleachers. You'll see on some of the baseball fields and softball fields. Now, this is at the baseball field. They requested that they be elevated. Um, our guys thought that that was possible. We really have to get the bleachers in. They're concerned about the space that's there and whether they have enough room for the
037steps that would be required if they were elevated. >> So that's up in the air right now. >> Would they build a base with block or concrete or something and put them on it? >> Yeah. Yeah. They would put in >> concrete peers. How's that? >> Set the bleachers on >> handicap accessible. >> Well, you're handicap accessible. They would go in under the bleachers. >> Kind of like a Spring Valley. Yeah, exactly like that. >> Yeah. At least we're getting them in. That's good. All right. Any other anything else? >> That's it. >> Okay. Delegations. I don't think we have any this evening. So, we can move on to our budget workshop. >> Yes. I I had emailed you a document and I brought you a hard copy this evening. John Adah, you you've got
038that by email. We're just going to go through it. >> Okay. I got my paper. >> Okay. >> Very good. >> You're always prepared. >> Always. >> And again, these are estimates on the numbers and I'll go through that. But just a a summary of what we're looking here. Um when we are calculating the elementary school uh changes that need to be made in personnel um those are driven by current enrollments and state class size limits. Um, we also have to consider, and you remember the legislature had added ECATs at uh the first, second, and third grade level several years ago. And then they turned around last year and gave the flexibility of adding interventionist for two interventionists can serve two classrooms and the ECAT can serve one classroom. >> And so last year we
039had put interventionists in at the third grade level um because we had not hired any ECATs there. We kept our second grade ECATs in place. So, one of the things that, you know, we're looking at this year is the um what we're going to do with that second grade academically. And you know, you're not you're never going to get everybody on the same page with what's what's the best step there. Um but academically the recommendations that have come to me almost by and large have been a significant percentage have been that um we think that we can do more with academic performance with interventionist in those places. Now, on top of that, it just so happens that the funding that we get for those positions, if you've got funding for an ECAT in two different
040classrooms or an interventionist to serve those same two classrooms, um it's also less of it also saves a little bit of money on the personnel side, right, >> by going with the interventionist. So, if the academic recommendation and the financial recommendation are lined up, um that is generally what I'll go with. So, we'll we'll be making those recommendations. Um you'll hear about that, I'm sure. >> Will that cause riffs? >> Yeah. Yeah, it'll definitely cause riffs and I'll go over those numbers here in a little bit. at the middle and high school level. Um, their adjustments are guided by their current enrollment. And then we take those preliminary computation staffing ratio formulas, the number of positions were funded or uh you know per a thousand students and we factor those in at the middle and
041high school to see how many uh professional positions their their current enrollment um allows and then how many service positions their current enrollment allows. Now, those service positions, they include positions outside of the uh school itself. Um, so they help with bus drivers and things like that, >> right? >> Um, but that that's how we look at those numbers. The non-eing reductions that you'll see, those include administrative roles and there's um position shifts also to restricted funds. So if uh position shifts to like federal funding and then that comes off of the uh cost for the general fund which saves our general fund money. >> So so those that's a summary and we'll go through some of these things as we go through here. >> Based upon the state's recommendation uh the numbers that we
042used were um 80,000 for professional positions, 50,000 for service positions. Now that includes salary and benefits. So that's where they come up with those numbers. With the administration, we use a higher number 100,000 um because those salaries are higher and their their days worked is higher. So the cost is more there. Um title one positions are excluded from these counts and from any dollars that I talked to you about because that's all federal funding and doesn't impact the general fund. um the communities in in schools. That's another one that's going to be a tough tough one this year. So, we have we currently have eight communities in schools positions. Um five of those positions we pay partial salary and we receive funding from the state uh for portions of that salary. Now, that portion that
043the state pays changes yearly. and our portion goes up slightly every year. So, we're going to have an increase in cost for for the five that the state is partially uh funding. Now, we had three additional positions that were grant funded. Uh we uh Bradley Jordan and Terry Lane Queen and I worked on a grant a few years ago uh for uh empowering communities and schools in collaboration. We were able to receive like a three-year grant and that grant is expiring and we do not receive any state funds for those three positions. So those three positions were all on grant funding. They would all move to full county funding if those positions stay in place. >> We may have to re riff them. >> Yeah, that's that that is definitely a possibility. Um, Crime PreK
044through 8, they have an interventionist there at the school that is funded partially through Title One and uh partially through um county funds. Um, with the addition of, uh, second grade interventionist at the school, um, we would need to move that up to to all county funds and, uh, to avoid the issue of supplanting and have federal dollars pay for what the county's obligated for in code. So, there's going to be an increase in cost there. And I want to point out when we look at these eliminations, some of these positions are positions where people are retiring or the positions are vacant and they have substitutes in them. And so, uh, not every one of these, not every one of these eliminations means that a person is being displaced. Sometimes we're just absorbed in the
045position, right? >> Or there's nobody that's really assigned full-time for that position at this current point in time. So, next up on the page are the totals by location of and again this is this is a rough draft. Letters go out tomorrow um at the end of the school day and then um as part of that letter we invite anybody that has questions uh regarding the process, their specific position. we invite them um to a meeting on Friday immediately after school and uh so we can answer any questions that they might have. We generally have about 10 people or so that show up every year for that. So um at the bottom of this page you see the locations and again we're using the method that I talked about there at the very beginning to
046identify positions. Page two continues the school-based. Tulsa and Wayne High were the two highest over on the uh personnel ratio from the state as far as positions go. So, they're going to be most impacted. you're going to see that the middle schools are the least impacted uh because they were last year they >> they were the cuts. >> Yeah, they they had quite a few cuts last year. So, they're they're pretty much in line with where they need to be. Um, of course, you have on here there's also significant cuts at Genanoa and Dunlow uh because of those schools closing. At the bottom of the page, you'll see non-instructional positions. So these are administrative uh these are administrative positions or what would be considered uh central office services. You see some itinerant positions. So those
047are positions that are non-classroom uh in some cases non-classroom teaching positions. Let me rephrase that. They work with students but they don't work with students at one particular site. They might be at you know multiple sites. Gotcha. >> If you go to the next page, those numbers equate using the uh numbers that the state recommended. Those numbers equate to the budget impact bus site. So you have the budget reductions if positions are being added um which which can occur. So for example, if there's a reduction of ECATs, then there's going to be an increase in um >> interventionist. So you're going to have some addition. So that second column that we were just looking at was professional additions and sometimes it's just caused by enrollment in one particular grade level being higher or lower. There's
048also service additions listed. So um the budget reductions reflect the cuts at the school. The budget increases uh reflect the number of positions that are going to have to be added. And then you have the net impact and you know the biggest net impacts are going to be the u the school closures. Yeah. And then next up on the list is those non-instructional positions. Okay, going to the last page. So you're going to see an estimate there. And again, that's using the state's numbers. you're going to see an estimate of 4.7 million in reductions. Now, as we talked about before, um our target number was 4.2 million, >> right? >> So, that that gives a little bit of a cushion there. >> Um we I've also had it broken down into levels. So, you're going
049to see our our largest percentage of staff are at the elementary level. So you see the U amounts at each level with the district positions, the positions that aren't assigned to schools but are assigned to uh central office or administrative positions being at 15.9%. Okay. So, going back talking about our targets. So, we had a rough amount of 4 we have a a draft number of 4.7 in personnel savings projected um the budget savings. So, these are positions that are shifting funding sources away from the general fund to restricted funds. That's going to be a $350,000 impact. Wow. Um, we had already talked about contracts. Um, we made some reduction in contracts. So that's going to save us about 197,000. Utility cost including the closure of Genanoa and Dunlow have increased to 119,000 estimated. So
050the total identified improvement is at 5.3 million. And so with the state numbers, the estimates showing that we have about a million dollar cushion there. Okay. Now, I do want to say Jeb's been working through these numbers and Jeb is back with us. He's had knee surgery and he's moving around pretty good now. But Jeb has been working through these numbers and he thinks that our average salary numbers are a little bit lower than um what the state it is using for the calculations. >> And so he had our savings estimated with the reductions in the positions at approximately $4.3 million instead of the 4.7 uh that is on this form. And then um looking at that, we also went back when we were doing those $4.2 million uh identification. If you remember as you
051know what we the number that we had to reach, we looked at two things. We looked at a 3% PEIA increase and then we also looked at a 5% um pay raise. And so that 4.29 two number was a little light. Um, but the it it didn't factor in any cuts that are included on this page. >> Okay. >> So, it those numbers were factored on if we didn't cut any positions, what would the you know, what would the cost go up? So, Jeb has went back today and and redone those based upon the numbers presented to you tonight regarding the cuts and uh that lowers uh that lowers our target number by approximately $200,000. And so our target number would be closer to 4 million that we'd be looking for in savings. And then
052Jeb has us at uh 4.9 million with with what we have altogether. So his estimate is 900,000. What you have on paper here says 1.1 million. I would be more comfortable going with the 900,000. >> And of course, anything that is extra that is saved um will go to increase the general fund balance which needs to happen. And then on the bottom of the page, you have uh the effect on the positions over formula. And so you'll see that um we have the on the preliminary comps that with next year's enroll with this year's enrollment based as our funding uh for the school uh state funding formula. It projected that we were going to be 62 positions over formula if we didn't make any cuts. So after personnel cuts, the personnel cuts that are uh
053outlined on this page are approximately 34 positions. So that would put us at 28.68 positions over. service personnel on the preliminary comps are projected to be at 78 over for next school year. If we follow through with uh the actions that we're talking about here this evening, those numbers would drop by approximately uh 42 positions would take us to 35.51. Okay. So, that's much more in line with with where it should be. Now, I do want to point out if you circle that after the personnel cuts, what those numbers will be as far as us being over formula, if we have an enrollment drop next year, which we're going to, >> we're chasing, >> those numbers are going to pop, you know, over. >> Yeah. hopefully not right back up to where they were, you
054know, in the lefth hand column, but you know, they're going to change when we when we get uh when we get next year's numbers. >> So, the the bigger themes and and again, I mentioned um at our LSIC meeting, we can't get into discussions about individual positions or uh anything like that, but larger themes we can discuss. So we have the communities and schools which is a um you know I've heard a lot already that you know people want to hold on to those positions. Um I think that that we had estimated the cost of those being approximately with salary and benefits it's about $170,000 >> for the the three that >> for the three >> um we have the reduction of Uh,