001Why is it This >> this is not We are ready when you are. >> All right. How about being late? We'll go ahead and call our uh 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. >> Pledge allegiance to the flag of the United States of America, to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Let the record show us that all board members are present in person this evening. and we can begin with our local school improvement council presentation by CK Elementary. >> All yours ready. >> Good evening. Welcome to CK Elementary. We're glad to have each one of you. We're going to go ahead and get started. I know this
002year we have new questions, so we uh had to adjust some things. Um the first thing um on here was what is the chronically absent rate for the last three years and what is the current rate. So we put a little chart on there for you. You can see that we have continually lowered that number over the past four years and some of the girls up here and I'll introduce everybody here in a minute. We'll go over more detail with that. Also, I put the second box is the one that the county sent to us. And you can see based on last year to this time this year on each of those dates, you can see that we were in the green on all of those. So, that's something we're working on. And we'll let
003some some of them up here go over that with you. So, at this time, I want to have Miss Trader, our assistant principal, Sheena Perry, our community in schools, uh, talk to you a little bit about that, and then Miss Man's going to talk to you a little bit about question three. >> Good evening. Um, uh, Mrs. Perry and I, we we look at students who are having a, uh, pattern of lots of absences. So at the beginning of the year, you know, they might have been out on vacation or something like that. We we don't look at those as much as the ones that, you know, have chronic we don't know where they are. So we have meetings with those parents and a lot of times we find out that there are bus issues.
004Um the student lives far from the bus stop. Parent has a baby at home and can't get them to the bus stop. um there's medical issues that we've uncovered that we didn't know about. Uh and then we offer them incentives. We try to get them in school. So we do this for our tardies as well. So we have lots that just come in tardy lot every day. So we try to make make this a friendly place for them and that's where Miss Gina comes in. So um with schools, of course, my main objective is chronic absences. Um, so I will I greet the kids in the morning and um I've got a few students that I personally walk up um each morning, make sure they get to class and um I come in at lunchtime
005and talk to all the students, just walk around. I'll pick certain students that I feel I haven't engaged with enough maybe um and get to know them a little better. Um at the end of the day, I stay out in the hallway, excuse me, and you know, tell them have a good day and we'll see you tomorrow. Always tell them see you tomorrow. That way you know they know we're looking good for them. Um, some of the other things I do with communities and schools is of course the food pantry, the clothing faucet, hygiene. Um, so I, you know, I have kids randomly throughout the day, they're hungry, they come down, get snacks. Um, we had a food drive for, um, for for when the snack benefits went away. We collected 3,400 items. All of
006our Snackpack kids were able to come down and shop for that. Um, so those are just other ways that we're getting them here because we're providing them with food. We're providing them, you know, with clothes if they need it. Um, I order clothes a lot from Walmart for the students. Um, so just engaging with them and making sure that they know that they're loved and we have resources for them here. So if you go throughout the facility, I encourage you to go into my room, my office, and see all the stuff we have to provide for the students. >> Okay, Miss Bannon's going to talk to you about some of the attendance incentives that we do. >> Good evening. >> How are you all? Good. >> Um, we you know that I tell you all
007this every year, but um we've been doing some different things this year and you can see on the page at the top of it. These are some of the different things we've been doing. Um on a the little paragraph right here is a thing that you all put out I think one year and I loved it. So I keep it every year and I even have it on my door that the the habits that they start in elementary are the ones they're going to keep with them their entire life. like being on time, doing things. Those are things you want to instill in them. Now, so um that's something I I like to get with them and do it. Now, um you know that I call parents daily. I did that today and I like
008to let parents know that I miss their child. I say I say give them a hug, tell them I miss him and I hope I see him tomorrow or that they'll feel better or whatever. I want to make that contact with the parent. If you can make that contact with the parent, they're more apt to call, let you know what something's going on or something. I think it's very important for a school to have contact with their parents. Um, the next thing on the list is celebrating attendance. I love to celebrate and this year we're celebrating a lot of attendance. So, every Friday before I go home, I do a uh a report on every classroom about what their their percentage of attendance is. And then Sunday night, I sit down and whoever had the
009top attendance, they get this bag in their box. They're gonna have some crazy stickers from um Amazon tell them they did a they snailed it or they were a they did a well of a job or don't not give up. Okay, they get all kinds of stuff. And then I go to Amazon and I get die free candy and I get the things that they can have that are approved by the county. So, they get a treat for their good attendance. And Miss Farley always announces which class got the top attendance in the grade. And every grade level, every grade level has a winner for the week. And every morning, we say which class, we do shout outs to have which class had no tardies and no absences. And then at the end of the
010month, these little things right here, we have the every grade level has their own particular trophy that Miss Trader makes. She says she's not as talented as she is. And so we take this around. So whichever classroom had the best percentage of attendance, they get to hang this by their door for the month. >> So we're doing a lot with attendance this year. Now in March, we're going to do something called March Tarty Madness. And we did this when we were on the trailers. I call trail board on the football field. But um since it's March Madness, we do a a 10 dance. We're going to do a 10sec dance the next morning after every classroom that has no tardies. We're going to come out just for 10 seconds. We're going to play music and
011do a little 10-second dance on that that morning. >> Then on the end of the week, we're going to see which classrooms each grade level had the most no tardies. And they'll get like a little base a basketball pencil or some little something basketball. And then at the end of the month, we're going to have shootouts for the classrooms and each grade level that have that. So, we're going to try to get them I want them to think about during March getting our attendance back up to 96 if they can get it back up to 96 because it went down to 93 in January. I want to try to get work on getting it back up to 96. But they know what our goal is. So, but that's what we're doing for attendance and I'm
012really proud of and I keep your email that you sent us in my in my pile and I look at it every Sunday night. Yes, we appreciated that email when the you saw how well we were doing with attendance and everybody up here works on that. >> Yeah, the chronic absence rate at 14%. Um we tell schools that if you're down in the teens, you are doing really well, 14% is with with a student population this large is fantastic. >> Thank you. We work on it. >> Yeah. And to hear you say we went down to 93%. I'm thinking there are some schools that can't get to 93%. So that's that's impressive. >> Right here is the bus. >> Oh, is there probably me? >> Sorry. Our after school dismisses at 4:30. If you can
013just pull up a little bit, I'm sure he can get around you. >> That one lane gets us sometimes. >> See if he can get around Dennis. >> Yeah. >> You want me to wait and keep moving? >> Oh, he's good. >> You're fine. If he can get around you, the cars can. They're good. >> Yeah, you are good to go. causing all kinds of problems today. >> Okay, we're gonna move to number three. Um, what are the enrollment numbers for the last three years and what is the current enrollment? Um, when we built here, which this is our ninth year, we were at 60, they built the school for 605 and we've continually gone up since then. Um, so, uh, you can see there 639, 637, 632, 621. We are very transient here. I
014think it's our location where we're, you know, close to everything. Um, and we do fluctuate. That number can go anywhere from 6:15 to 6:30 within a short amount of time. But, um, that's where we're at. We stay in in those numbers in that area. Um, if you want to turn over to the next page, this is our most current data from the spring and then our fall or our fall to winter benchmarks for this school year. on there at the top you can see uh from last year. Um anything that's highlighted is growth or above the state in the district. So I'm not going to read through that uh for you but any I did highlight everything that was growth or over the state district. So we do know we had um a few areas
015that we needed to look at uh certain groups that we needed to look at and those have been addressed this year um with co-eing and um intervention and those types of things. Um on a there we mentioned that we had 37 students that exceeded standards in one subject and 31 that did it in both. So there were 99 total exceed standards on the fall or on the spring. uh summit of the test. So um and all of our growth from fall to winter was in double digits. So we were proud of that. Um on the U CACI winter benchmark, the next two pages are just the last couple of years. Um I'm not I won't read through that either for you, but you can see the growth. Um everything that's highlighted is growth or above
016state and district. So, I feel comfortable that we are always working toward our goal, that we are always striving to have the very best test scores in the county. That's always my goal. Um, you know, we work very hard at everything to raise scores. We look at data consistently. Uh, we go over a lot of things to try to raise everybody's scores individually. Um, let's see here. Okay, over on the page that has number five, they want to know what is the school doing to raise proficiency rates specifically as it relates to collaboration. And I hope you can tell by as many people as we have up here that we often collaborate. We have several teams. We're always working together to uh do our very best and be the best for our students. The first
017thing that we do for looking at raising rates is our intervention group. We have uh three part-time and two full-time. Uh the first one we'll hear prompt is our two uh third grade interventionists, Holly Purdue and Grace Thompson. Want to tell you a little bit about what they're doing in third grade. Okay. So, we first want to talk about our schedule. So, we both have very different schedules in the morning. So in the morning we're both doing push in kind of. So I start out my day in subject's room. So that is like small group. Um you're walking around, you're helping out where you're needed. So from 9 or 7:45 to 9:15 I'm starting there. And then after that I go to my other room which is Hacker and that's from 9:15 to 10:45. Um
018we all have a collaborative planning with the whole third grade team. That's 11:15 to 12. We collaborate with classroom teachers daily to determine the following week's plans for reading and math so we can align our instruction with theirs. In the afternoon, we do pull outs. I have from 12:30 to 1 is an ELA pull out block. And then from 1 to 1:30 is math pull out and it's co-taught with Miss Thompson right here. And then last part of our day is from 1:30 to 2, we writing support pushin. And that's in those classes. We work whenever we're needed. And then I'll let you talk about what you do. Now, my schedule looks a little bit different because I work with Elvin and Kirk Patrick. I start off in the morning by pulling for phonics intervention
019and fluency. And then I do my pushions for reading for both Kirk Patrick and El. And then after lunch, I do another reading pull out with um Ally Elkins for fluency and then I do math with Holly where we teach together and then the last part of my day is a writing intervention time with my kids. >> So, what do we do in intervention? This includes phonics instruction, fluency and reading, short passages, and book studies with comprehension questions. We use the Carnegie math pract practice book pages. Usually, we go off whatever the teacher is teaching in class that day. We'll pull that practice book page and revisit that. Um, we practice for the general summit of assessment using the test authoring and that's in both math and reading. Uh, we do multiplication, bell ringers, and
020for writing we use the general summit of assessment. um writing online will pull out that and have them read the things and write about it. So data there is a total of 20 to 22 students who are being pulled for services and it varies between reading and math. All students have made progress from the fall to winter on the benchmark in reading and reading and math and all students have made progress from fall to winter on our star assessment in reading and math. So for star reading fall, we had 10 students in red, five students in yellow, three students in blue, and zero in green. This recent winter benchmark, we have one student in red for reading, six students in yellow, and five students in blue. For SAR math in the fall, we had 10
021students in red, three students in yellow, one in blue, zero in green. SAR math for winter, we have now we have three students in red, four students in yellow, and one student in blue. And then for benchmark in reading for fall, we had 19 that did not meet standard. Um, now for the winter benchmark, we have 11 that don't meet standards, seven partially meet standards, and one meet standards. For benchmark fall, there are 21 that did not meet standards. Now there is 11 for the winter benchmark, 11 do not meet standards, eight partially meet standard, and two meet standards. So for reading intervention, we've had five tests out. For math intervention, we've had seven test out. Um, some of our students could potentially test out, but due to issues with their attendance, we haven't got
022the chance, but with all our snow days and everything, we're really trying to get them moved. And then some students remain in intervention because of teacher input based on students classroom performance because some of our kids, they really just need the extra attention. So, we really just pull where we're needed. That's all we got. Makes sense. >> Very good. Thank you. Thank you. >> And I just want to brag on them. They are both first year teachers and they've done an excellent job with third grade intervention. So I'm very proud of them. Excellent job. They've worked very hard to raise these scores. Next is Miss Harrison. She is one of our part-time interventionist and also our SAT leader. Well, part-time intervention does many of the things that they do, but we do reading. We work
023with FL. We work kindergarten through fifth. Um we have three part-time interventionists and we service 120 active students right now and some of these students are you know severe but they need more time. So some of them even come twice a day like some will see me and then they'll see another one just like I'll maybe work on comprehension they'll work on fluency. So, you know, we're always this is a moving group because sometimes once they have a skill, they go back, you know, they they're exited and then they get and they have another skill that comes up and they're not, you know, secure in then we'll pull them again. So, it is it is kind of a moving group, but right now we have 120 active students. Um 15 students have you tested completely
024out of intervention this school year. um on our benchmark data I just kind of um put together we had 108 of the 120 active students showed an increase score on their star benchmark. So everyone you know those those students all increased 108 15 students um like I said have been released to for increasing and then 12 students that did not increase their scores um one flatline kind of flatline the three of the students qualified for special ed if they needed special services and then two others are at this time being uh in the testing process. So, um, we actually pull a few students that do have an IP and, uh, we've seen some gains with those students in their, uh, star benchmark, too. Um, one thing that, uh, we think that we may need to
025is like some math intervention. I come in early and I take a couple kids that we don't, we just do the reading and, you know, for the part-time. I come in early because there's about three or four kids in fourth grade that still can't add, subtract, you know, they're just really struggling. I come in at 7:30 and I take a group just to work with them just because I think, you know, we got to get them up. They've got to learn that. So, that's basically what we do. Bev, do you have anything that you need to add? >> I I think you've covered everything, but we had some really great success stories. Oh, yes. We had one little fella that was uh he had been in maybe 13 foster homes when he came here in
026the second grade. Couldn't read. Um he was he was just a mess. And now on his like he's in fifth grade now and on his last winter um test he scored uh mastery. I mean, he has he probably doesn't need to be in intervention anymore, but I can't kick him out. And that student she's talking about when he came, we had problem just keeping him in the classroom. I mean, he would run. We t I mean, I was doing intervention full-time at that time. And I can remember us all going down the hall trying to grab him before he ran out of the building. So, he has come leaps and bounds. And sometimes those kids just need a person that believes in them and works for them. And that's what that's what we do, too.
027I mean, we we tell these kids they can, you know, they're they're going to be successful. We're going to do it. We work hard. We strive hard. You know, they're they're working hard every day. And, you know, so is Beth and Karen and myself. And these girls have done wonders. My granddaughter's in one of their classes and she just loves her. She's come a long way. Join the sack. >> I'm also the sat leader. I retired and come back and here I am. Uh this year we were >> Do you want a name for >> No, you go ahead and finish up. In fact, this year we were very fortunate. Um, they allowed me to take six hours a week and do the same. Um, a school this size is a tremendous job. I did
028it when I was full-time interventionist and it it it overtakes intervention. I mean, it did because there's so many students right now. And this is probably a little bit lower than it has been in the past, but right now I have 63 active students inside. and 10 students have exited SAT. You know, we think they're they were ready to move on. But what SAD is is what we are just so I I think you probably all know, but we're just uh we address the students needs. Okay, there's students that have struggles. It can be academics, behaviors, um social, emotional, attendance, which they take care of that one. Um we support we we can support students have failed visions or hearing tests. Um and then we also do gifted which is another thing and then anything
029any needs that are impacting their education. We come together as a team and we try to find a solution to what's going to help these kids be successful. Um it has we have a team that's usually at least four people three to four. You have to have three and it can be an administrator or a designate which is a would be a SAT person current teachers and any other appropriate like a psychologist um counselors all kinds of anybody that would I've had he was been in there with us before. So um we're just a team to help them. But right now I have 63. And the concern of that I have as being a teacher I mean I taught forever and I last year I taught had a co-teer. Well the co-teer is a special
030ed teacher and that's that's kind of why we this was exciting to me because she did this. I'll hurry I promise. She did the and she had to be pulled all the time. For one my concern was are the kids the special kids getting all their minutes in which we worked it. We got them in. But are are the kids and then the support I needed when I had what I had last year? Seven or eight special ed students, full-time special ed students in the room plus my, you know, regular students and I'm trying to do writing and then she's pulled out and that that's difficult. I hate to see co-eing can really really work. We had a great success this year because she's, you know, she doesn't have to be pulled out. I I
031worry about classroom teachers being pulled out. So what I figured out meetings have to be held every 45 days. 63 students at 30 minutes per meeting is 1,890 minutes. That is 31.5 hours every 45 days. So that happens about four times a year, sometimes more for other for some students. So that's 126 hours that a teacher or a special ed teacher is pulled from the classroom. that concerns me as a teacher because we need all the support we can have in the class and those kids need everyone in the class that they can. So um that and then also usually if a teacher does it they get some kind of comp time like an extra planning or something you know to make up that time because it is time consuming trust me the six hours
032a week this week I have 12 hours of staff meeting so I mean it it kind of balances out but it's a lot and then if a student is referred for special ed we have to go have another meeting with the psychologist and that doesn't even account for that we've had 16 meetings this year so that's another eight hours out of class plus all the time that it takes to get the paperwork to the teachers. And I usually meet with the teachers and say, "Hey, is this kid really needing this?" We talk a lot. I mean, I'm sure everybody here can attest to that. I maybe go above and beyond, but I worry about the kid. I want the kid to get the services they need. And I think when you have one person geared
033on that, and Kim Kell will probably also tell you, it is so nice that we know what's going on with that kid and what's, you know, what that child needs. and we're working as a team and able to do it. When you're a classroom teacher, you have enough burdens on you. This is just one more that they really don't need. So, I'm hoping they consider to do this again next year. Um because I think it's very successful for our school. I have to say that Brenda has done a fabulous job this year with the SA program. I mean, she stays on top of it. She really does. >> And I think the whole point is that it's a large job and a larger school of course. It's a big job and and that's something here
034in a minute I'll talk to you about and kind of explain some of the things on the last page. But we've got one more speaker, Miss Web, our counselor, and then I'll go over. Okay. So, I've got some data for you on a separate handout just kind of explaining what my role looks like here. Um, you know, our enrollment right now is around uh to one counselor. So, very busy. Um, so far this school year, I've taught 109 counseling lessons that align with our West Virginia student success standards that were required to teach by law. Um, and then I run 18 small counseling groups that rotate and just go all year long. And then sometimes I'll have other groups um maybe that need to focus on social skills or whatever as time allows. and I'm
035able to collaborate with teachers. Uh but you can see we've got a pretty good percentage of um third, fourth and fifth grade that actually love to come to group and talk about mental health and it's um pretty exciting for me as a school counselor to get to see that and also it helps them have like sense of belonging and they look forward to it. And then the last one, tier three, you can see just this school year for one-on-one sessions, I've had 123 different individuals out of that 620 for a total of 397 sessions. Um, so we do we do our very best. We collaborate as a team. Um, but we have a lot of needs. We have a lot of students with high aces at adverse childhood experiences which if you're going to measure
036trauma that would be a good way to do it. A lot of foster kids, a lot of disabilities a lot of times were the first to kind of uncover whatever that issue is. And as we do find those answers, it it helps with attendance as well because the students needs are getting met. They're they feel more comfortable coming to school when we're able to identify those things. That's pretty much all I've got questions. >> Thank you. Thank you, Miss Talk to you about this. >> I want to talk to you about our uh suspensions from year. So, we do not like to suspend. Let me just say that first. Um there are there are occasions when it's necessary. Um so, this year so far, we've had six students suspended total. Three of those students were
037just for one day. Um the other three uh were multiple incidents. So um they they one of those well they've all had at least six days. Um most of the time when we do have to suspend, especially for more than one day, we are working on a plan while they're not here. So when they come back, we're going to we're going to make this change or this change or we need we need time to pull that together usually. So um also we do not suspend if unless it's a level three or a level four um offense. So they they made a threat, they hit somebody, they you know, it's something that is a safety issue this big uh or with just six students being suspended so far. Um you know, we we try to keep
038that under wrap. And we try to we also use educators handbook which is an online thing where teachers can keep um can put their their uh what am I trying to say >> referrals in or just or just um make the documentation. That's what I was trying to think. So they can just document whatever they want in educator's handbook and then if it becomes a problem you know that's uh chronic then we would we look at that again. But if it's a student who is being suspended, they're in the office. We're involved way before that. Um Okay. Okay. Uh our question number seven was what supports are needed from the board to address these items? Um the first one, and that's what Miss Harrison was talking about, was um SAT staff or monies to support
039that because it does take a lot of time. where she's a part-time interventionist, she can come in on a different day and do SAS. So, that has really been beneficial to us. Again, you know, being next to Spring Valley, the largest school, um, you know, we do have a huge staff situation. So, or SAT situation, not staff situation. Yeah, we may have that too. I don't know. But, uh, we appreciate that very much. uh that's been very helpful and not to have to pull anybody else out of the classroom. Um the second one is a consideration of a special ed teacher. Um the position was cut last year. Um this year we are we feel like we are maxed. We have adjusted schedule all year, but we have several students getting ready to qualify that
040have been, you know, insat and in intervention and uh looking at all of that. And so we know after talking to Kimcal that we are going to have more qualify. We usually have 8 to 10 preK that qualify which would be going into uh kindergarten next year with IEPs. So we are at that point right now where that um we're getting full uh so on numbers and we've changed schedules so that that would be considered that would be great. um keeping our CIS support staff. Sheena is our community and schools. Um I know this is the end of the third year, so we I don't know where you all are moving with that, but um she is a huge support for our school, for our students. Um so we wanted to um ask that that
041position be kept if possible uh because what it gives to our students. Uh keeping our intervention position that are servicing almost 150 students. So, out between our third grade interventionists and our part-time, we're almost 150 students being served each week. I mean, you can see the growth in the test scores um by looking at some of that stuff I provided you there. We are I know this may be way off, but math intervention is needed. Um our math scores often are always a tad bit higher than our reading scores, but yeah, I'm freaky and I like math, don't we? Yes. But but um we uh would really like you to consider looking at you know just a math intervention is separate from the reading. Um another thing which is a good thing but it's also
042a reason why we're looking at the Wonderdome. Um, I need if possible some dividers um for our media center because I'm going to need to put some classrooms in there next year um and divide those up for our interventionists and possibly special ed uh because of the way our numbers fluctuate and that type of thing. And we've been where people have had to share rooms since day one. Um we've been kind of at that point. But um those dividers that we already use in the media center gives Bev her own classroom in there. Karen Hefner has a classroom and Brenda who made hers this year, but we're probably gonna have to add a couple more. So, and I can get that information later if that's possible. Other areas of concern unrelated to um academic really
043um our east playground and I that may already be already being addressed. I know. >> Yeah, it's there's a plan in place. They're just waiting for the weather to dry out. >> Okay. Um, our dumpster door out here. And the main thing with it is it's right at the front of the school. It's very cosmetic. Everybody sees it. Everybody come. The wind one day just took that one door and slung it back and it broke into many pieces. So, if you notice that, it's just it looks awful and it's a big old two dumpsters right there on the front of the school. Um, I've talked to Mike Cart a little bit about that. Um, but it's something that some pieces are still there and some are not, but it's more cosmetic than anything. If it
044was on the back or on the side, it would really wouldn't be as noticeable, but you can't close it up. Um, and this is something I know I don't know if we did the summer painting, but we would like to be considered uh for hallways and bathrooms on being painted. Sometimes we're three wide in our hallways and book bags and things like that. Um, so we really could use um some paint in the hallways and bathrooms. Um, what facility improvements have been made at your school over the last three years? And these are the things that we could remember that have been completed here. Um, this big divider here um was fixed. So, we really appreciate that. That allows us to have PE and and lunch and not be interrupting each other. I know the
045HVAC system had some issues. that was fixed. Um the gym basement, I know we're in phase one over there for those classrooms. So, um we're excited about that. That's going to be needed in the future. Um our out building helping with the purchase of that. Spring Valley made it uh but we u we using it quite a bit because all of our storage was in the basement. So, we had to have somewhere to put all of that. And then uh when we have the issue with the HBAC, Serpro did an excellent job cleaning up everything. So we thank you for that. And then our new guy, George, I think his last name might be man. He is excellent. Um working on he fixes everything around here. We were nervous when Tim retired. Um but uh
046George, he's doing an excellent job. We have a lot of gate issues and I think it's where the public uses our facil, you know, a lot of times and tears up things. So, our gate often has issues, so he's always quick to fix that to keep the little ones uh in the playground. But, um I want to thank you for all of those. We appreciate your support on everything. The only other thing I'd like to share is we have a very active PTO group. Um I can't thank them enough for all that they do. They're going to share just a little bit on what they've done this year. Um and we'll close up after that. Good evening. I'm Jessica Towns, the treasure and this is Sarah. She's our president. Um I'm just going to talk
047about numbers and then she's going to go into how many different um fundraisers we've done. So right now our balance is about $18,000 with that's the most that we've had since I've been part of the PTO. Um it's it's been a busy year for us and it's been great. Um, some of the one thing we have enough to cover Sax and Bonics, so that's great. Um, and then we have other fundraisers planned and we were talking to Marley today about the sign and so the extra funds we're planning to help pay for the sign once we get it's done. That's all I have. But I'm Sarah Hodgej. I'm the president. Um, we have done nine different fundraisers this year. We did um open house and then we've done two book fairs. at Mah Carnival, Santa's
048workshop. We did cookies and cocoa with Santa and we did. Oh, we did candy cane grams, Valentine GS. Um, we sold hot chocolate at the Oh, yeah. We sold shirts. We sold cherries and um we sold snacks, which we had to go about regulations, but we switched all that up this year. And that's been a huge thing for the kids. They all like it. And um the fundraisers we still have coming up, we're going to do Oh, we did a VIP parking. We wrapped up our parking spot. The first parking spot in the whole entire pickup line because the pickup line takes forever. Our parents love that. >> You can just drive up. >> Yes, you can drive back at 2:15. You can park in the front. >> Wow. >> Yeah. Then we have we
049have points is going to start at the end of March. We're going to raise money. Um it's basically a Super Mario's theme and we're just going to raise money and whatever class wins, we're hoping a a teacher will let us pop them in the face. So, the teachers tell if they know that or not, but we're going to bring in the color back this year, too. That's gonna be in April. And then we have tattoo the teacher at the end of May. And that's all we have. But then we're going to sell snacks. And then also we have um teacher appreciation. And we bought um some extra things with from from what this total was. Um we had the the journals. What were the journals that you were talking about? >> Well, look at behavior
050earlier like >> okay >> but there was the behavior ones and then we did um the tailgate the teacher tailgate so we try to really you know do a lot with what we have to encourage also >> that's fantastic >> I think that's it questions >> very That's wonderful. Thank you. Thank you. >> I can't say enough about our PTO hardworking and volunteer many hours and you can see the money they raise is unbelievable. I always ask them every year to set saxoponics as their goal. And she said they set a goal and they surpassed it. So >> they're unbelievable. Um I just want to say thank you to everybody that came tonight. I couldn't do anything that I do without this group and they're awesome and I appreciate each and every one of them.
051It's it's a big school and they do a lot and um we're excited to have you all here tonight. Does anybody have any questions? That's uh I've got the key to the basement if we want to go over and look at that or if you have any questions for me on anything. >> No, we appreciate everyone's hard work. Um Cerita Kenova Elementary School was one of our top performing schools. Always in the top three of our performing schools. And that means it's one of the top performing schools in the state. >> Right. And so, uh, that comes with a lot of hard work and a lot of attention and a lot of focus and, uh, that's what this place is all about. So, we appreciate you. >> Absolutely. >> Thank you. Thank you. And these
052are leaders in that. So, >> yes. You can tell >> how much love and appreciation goes into this place. >> Yeah. >> These kids are are very fortunate to have each and every one of you. So, thank you all. >> Thank you. Anybody that want can people go with us over there? >> Yeah. So for those online, we will start the live stream when we make it over to CK metal. It probably be about a half an hour or so. >> I got to do snacks. Motion to