001Erin [applause] Atkins, English language arts and ma [clears throat] Atkins, English language arts. Lauren Atkins, English language arts and mathematics. [applause] Penelopey Armstrong, English language arts and mathematics. [applause] Aubrey Asbury, English language arts. [applause] Curtis Asbury, mathematics. Avery Danton, English language arts. East Brooks, English language arts and mathematics. [laughter] Andy Clay, English language arts and mathematics. Kenley Clay, mathematics. [applause] Kenley Collins, mathematics, father of English language arts and mathematics. Ava Purdue, English language arts. >> Connor CPley, English language arts and mathematics. [applause] MAYA DAVIS, MATHEMATICS, [applause] English language arts. Noah Dela, English language arts and mathematics. Carmen E, English language arts and mathematics. Eli Elkins, mathematics. Aiden Hall, mathematics. Hannah Hutchinson, English language arts. [applause] Isabella Jackson, mathematics. Adeline Gerald, English language arts and mathematics. [applause] Jervis, mathematics. Case Kramer, English language arts and mathematics.
002[applause] Kanan Merritt, English language arts. >> [applause] [laughter] >> Thank you. Win Merritt, English language arts and mathematics. [applause] Braxton Mills, mathematics. Ha Mills, English language arts. Carson Nance, mathematics. Braxton Napper, English Ryland Napper, English. [applause] Ryland Phillips, English language arts and mathematics. Brimley Preston, English language arts. >> [applause] >> Arya Price, English Language Arts and Mathematics. Lucia Lucy Queen, English Language Arts. [applause] Carson Reigns, English language arts and mathematics. Mason Robinson, English language arts and mathematics. Maverick Seldman, mathematics. Addison Turner, mathematics. Harlo Wilson, English language arts. [applause] Rashen Wooten, English language arts. in mathematics totally young mathematics. [applause] Okay. So, parents and grandparents and guardians, we're going to line the students up so that you can get pictures and then we'll give anybody who's here just for the Wayne Elementary if they need to
003slip out before we move to the next school. You guys, >> hold your paper up too high. Make sure they can see your face. >> Who's got room down here? >> [clears throat] >> Congratulations [clears throat] guys. Thanks for coming. [applause] Okay, as our Wayne Elementary students slip out, we're going to go ahead and ask any students from East Lynn Elementary who are here to be recognized to come up and um to line up there along the wall to the right of the board members just like Wayne Elementary did. Again, our next school is Eastland Elementary. Are there any other students? from East Lyn Elementary. All right, we're going to go ahead and get started with our next group. We're going to begin with Satie Atkins, English language arts and mathematics. [cheering] [applause] James Bowen,
004English language arts and mathematics. [cheering] >> Carly Kiser, mathematics. [clears throat] >> Haley Maynard, English language arts and mathematics. [cheering] Kinsley McFarland, English language arts and mathematics. [applause] [cheering] >> Maisy Mills, English language arts. >> Maline Pratt, English language arts and math. [cheering] Dakota Rakes, English Language Arts and Mathematics. Lucas Rates, English language arts and mathematics. [applause] Remington Spence, English language arts and mathematics. Riley Spence, English language arts and mathematics. >> [applause] [laughter] >> Advana Taylor, mathematics. >> Kay Vaughn, mathematics. [cheering] >> All right. So, we're gonna line these students up in front so that family members have an opportunity to get pictures. Great job, guys. Thank you. [applause] Okay, as any Eastland students who don't need to stay are slipping out with their families, we are going to bring up students from Genanoa Elementary
005for being recognized tonight. We have students from Genanoa Elementary who are going to come up and move over by Mr. Alexander, please. Okay, here representing Genanoa Elementary, we are going to begin with Ethan Lungsford. M >> [applause] >> ARIANA HILL, English language arts. [applause] [cheering] Ian Wilson, mathematics, we'll go and have these students line up with Mr. Alexander and our board members so family members can get a picture. Great job, guys. [applause] Our next school for recognitions is Lavallet Elementary. So students who are here from Lavallet Elementary, please move up on Mr. Alexander again. Lavallet Elementary. All right, leading off Lavallet Elementary, we have Gage Abbott, English Language Arts. [applause] Paisley Allen, English language arts and mathematics. [applause] Brady Blankenship, English Language Arts. [applause] Vanessa Poo, English Language Arts. [applause] Juliana Carter, English Language Arts.
006Autumn Curry, mathematics. Hunter Day, mathematics. Nora Eckling, mathematics. Stella Harris, English language arts and mathematics. Avery Marsh, mathematics. Pearson Maynard, mathematics. Gunnar Mazize, mathematics. Quinton Phillips, English language arts and malise, English language arts. Macy Watts, mathematics. Warren Willis, mathematics. Jason Wood, English language arts and mathematics. All right. So, level families, we're gonna let our students gather up front so that you can get a picture. Great job. >> [applause] [cheering] >> All right, we're going to go ahead and transition to the next school. We are next going to be recognizing students who are currently at Wayne Middle School. So, if you have students from Wayne Middle School, you're going to move up front over here, Mr. Alexander. Okay, for Wayne Middle School, we're going to be beginning with Paisley Adams, English language arts. >> [applause] >>
007Evangeline Atkins, English Language Arts and Mathematics. Zoe Atkins, English Language Arts. [cheering] [applause] Addison Armstrong, science. [applause] Ryder Barry, English language arts. Levi Bowens, Mathematics and Science. [applause] >> Ava Brooks, English language arts and mathematics. Lorie Popley, English language arts and mathematics. Emberly Cox, English language arts. Sierra Cox, English language arts and mathematics. [applause] Rebecca Curry, mathematics. Adriana Daniels, English language arts. Josie Derby, English language arts, mathematics and science. >> [applause] >> Bradley Dylan, mathematics. Damian Hail, English language arts and science. [applause] Xavier Harper, mathematics. [applause] Bratana Hazen, English language arts and mathematics. >> [applause] >> Darien Jackson, mathematics Jervis, English language arts and mathematics. [applause] Elizabeth Markin, English language arts. Trinity Mayor, English language arts. Trip Maze, English language arts, mathematics and science. [applause] Landon Nesser, mathematics. Andrew Mills, mathematics. Zachary Mills, English language
008arts. [cheering] >> [applause] >> Eva Mounts, English language arts and mathematics. [applause] Brooklyn Napper, mathematics. [applause and cheering] Kennedy Napper, English language arts and science. Sophie Macker, English language arts and mathematics. >> [applause] >> Kendall on English language arts. [applause] Sophia Perry, English language arts. Brandon Porter, mathematics. Gracie Pratt, MATHEMATICS. [screaming] [applause and cheering] Brantley Puit, English language arts. >> [applause] >> Brooklyn Bryce, English Language Arts. Cameron Robertson, English Language Arts. Xander Rosane, English Language Arts, Mathematics and Science. Kyson Sherlock, Mathematics. [applause] Terrison Shoemaker, English language arts and mathematics. Russell Simmons, mathematics. [applause] Hinsley Smith, English language arts and mathematics. [applause] Henry Smith, English language arts and mathematics. [applause] Kingston Smith, English Language Arts. Elijah Stevens, English Language Arts, Mathematics and Science. [applause] Olivia Stner, English Language Arts. Adeline Thompson, English Language Arts. Timothy Tomlin,
009mathematics. [applause] >> Logan Turner, English language arts, mathematics and science. Evan Vaughn, mathematics. Caleb Watts, mathematics. [applause] Sophia Wilson, English language arts. Bentley Woodard, English language arts and mathematics. All right. So, we're going to have our Wayne Middle School students line up here along the table in front of our board members so that family members can get pictures. Come on down this way, guys. All the way down. Good night. Congratulations, guys. Thank you, [applause] >> Miss Staley. >> [clears throat] >> see our baby. >> Yeah. Yeah. >> Okay. So, as our friends from Wayne Middle School are exiting, um if you are a freshman at Wayne High School, if you're a ninth grader at Wayne High School, um and you're here to be recognized, we're going to go ahead and bring those students forward. Again,
010our freshman at Wayne High School who are being recognized for the testing from the spring of 8th grade. All [clears throat] right. So, we'll do the freshman first and then we'll do current seniors who took the SAT school day. >> We're going to begin with Haley Adams, mathematics. [clears throat] [applause] Landon Atkins, mathematics. Zoe Castle, mathematics. Sophie Cornwell, English language arts, mathematics and science. [applause] Greenley Cox, English language arts and mathematics. [applause] Sarah Curry, English language arts and mathematics. Allison deise, mathematics. Da her English language arts and mathematics. Taylor Fry, science. Kaylee Fry, science. Case Wilkerson, English language arts. Jackson Hodgej, English language arts. Jamie Hunley, mathematics. Haven Hunter, science. Preston Jackson, mathematics and science. [applause] JC Gerald, English language arts. John Justice, English language arts, mathematics and science. Josie Larson, mathematics. >> [applause] >>
011Ella Matthysse, English language arts, mathematics and science. [applause] Kaylee Maynard, English language arts, mathematics and science. [applause] Madison Maynard, mathematics and science. Merritt, science. Bentley Mapper, mathematics and science. [applause] Nathaniel Norman, science. [applause] Charles Pennington, science. [applause] Gabriel Ray, mathematics. [cheering] >> Connor Russell, science. [clears throat] Isaac Sanders, mathematics. Logan Sanders, English language arts and mathematics. Jackson Sards, English language arts, mathematics and science. [applause] Laney Stacy, Ma, English language arts and mathematics. [cheering] >> Bailey Ben, English language arts, mathematics and science. Riley Taylor, English language arts, mathematics and science. Alexis Vargo, English language arts, mathematics and science. [applause] [laughter] Emma Web, mathematics. [applause] All right. So, we're going to go ahead and have our students from Wayne Middle line up with Mr. Alexander and our board members so that families have an opportunity for pictures.
012I'm sorry, our freshman from Wayne High School. Thanks for being here, guys. [applause] All right, the next group of Wayne High School students that we'll be recognizing are students who are currently seniors and they took the SAT school day in the spring of their junior year. So, we actually have for Wayne High School continuing, we have current seniors who took the SAT school date and then we also have a series of recognitions from the college for national recognition program. So for Wayne High School beginning, we're going to start with Garrett Atkins, English Language Arts. [applause] Marshall Atkins, English Language Arts and Mathematics. Matthew Atkins, English Language Arts. Chloe Bozac, English Language Arts. [cheering] Hannah Bryan, English Language Arts. Mara Christian, English Language Arts. Christopher Coffman, English Language Arts. Benjamin Cox, English language arts and mathematics.
013Katie Davidson, English language arts. Hannah Frell, English Language Arts. Kylie Hunter, English Language Arts. Sarah Ker, English Language Arts. Amos Lamaster, English Language Arts. Madison Moore, English Language Arts. [applause] Ethan Neil, English language arts and mathematics. [clears throat] [applause and cheering] Jaden PL, English language arts. Elizabeth, English language arts. Kaylee Robertson, English language arts. James Row, English language arts. Jacob Smith, English language arts. and Joshua Smith, English language arts. So before we do the group picture, the SAT school day, we're going to go ahead and talk a little bit about the College Board National Recognition Award. So we're very proud to celebrate the achievements of our students who earn academic honors from this College Board National Program. In 2025, College Board offered three awards to students of all backgrounds and across schools nationwide. They offered
014the first generation recognition award, the rural and small town recognition award, and for the first time the school recognition award to honor top performing students in every high school students. In order for students to be eligible for this for these recognitions, they had to verify their eligibility during their sophomore or junior year by meeting the following criteria. They had to take the PSAT um or National Merit Scholarship qualifying test in 10th or 11th grade, the PSAT 10 and 10th and or AP exams. They also had to earn a cumulative GPA of a B+ or higher, which is at least a 3.3 GPA by the time of submission. And they had to be one of the top 10% of test takers in their high school among first generation college students in their state and or among
015rural and small town students in their state or earn a three plus on two or more distinct AP exams. So, we do have um some Wayne High School students also receiving those recognitions. So, we're going to start those with Chloe Buzzac with the school recognition award [applause] as well as the world and small town recognition award as well as the first generation recognition award. Congratulations. We would also like to recognize Phoebe Davidson with the school recognition award, the rural and small town recognition award. Lily Sards with the school recognition award and the rural and small town recognition award. Way to go, Wayne High School. We're going to go ahead and have our students are here tonight with Mr. Alexander and board members so that members get a picture. [applause] Do you all need a break
016or you ready to go? Oh yeah. Yeah. >> See, I was going to forget You hear me? >> Okay. I'm gonna put you on speaker. Okay. >> Okay. We're ready to go. >> Okay. We're going to go ahead and uh open our regular meeting of Wayne County Board of Education. It is 6:4. 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 joining us by phone this evening. And we've just completed our recognition. until spring 2025 students here succeed ex exceeded standards. Um our West Virginia general summit of assessment. I think that was a lot of good news that we had.
017So we can move on to our presentations measuring success with MG. We're actually going to start with Tanya Bell. She's got some data that she wants to share. >> We're gonna piggy back some some interesting data with you guys. tie this into measuring success. So, one of the things that we have to do as part of the third grade success act every year is we have to, of course, have a universal screener, which is what we use Renaissance for. And we have to have a fall benchmark window, a winter benchmark window, and a spring benchmark window. And that's how we determine if students need to be um supported further with their academic skills in reading and math. It's one of the ways that we determined uh determine eligibility for intervention um programs and services. So
018when Nikki put this data together for the state department um which was what two two weeks ago maybe I was curious because I started thinking about we began to do this when the third grade success act took effect. And so I just wondered sometimes when you're in the thick of doing the work every day, it can kind of feel like you know you're climbing uphill with quicksand up to your knees and sometimes you have to take a step back and look at the big picture to really know that what you're doing is working. And so I just for my own interest wanted to see and I was really pleased with these results. Um, so we took the data from the first fall that the third grade success act was in effect, which was the fall
019of 2023, and we took the BOI, which is beginning of the year benchmark data, and we looked at students in grades K through 8. And we compared the percentage of students who are falling at the 25th percentile in terms of proficiency in reading and math or below according to our state determined cut scores for the third grade success act. Those are the students who are eligible for intervention services and supports. Now, we always see much larger numbers in the fall with all of the benchmarks, not just the universal screener, which is Renaissance that looks at skills, but also with the um the the benchmark assessments like the Cambium for the GSA, the that portal, as well as even progress learning for high school, which aligns with the SAT school day. and the scores are always
020lower at the beginning of the year because we're looking at skills and standards that students will learn throughout that year in that particular grade level. So, of course, they're not the bulk of them are not going to have mastered those skills at the beginning of the year before they have been taught those skills for those standards. So, um I just wanted to kind of get a feel for what kind of overall impact this shift in practices is having. So if you look at at the top of the page, you have this year's data with K through eight, the number of students tested, the raw number that fell at 25% or below, and what percentage of that particular student body across the county that is. And then you saw the change from 2023, which was the
021implementation of all of those science of reading and science of numeracybased practices. Um below that at the bottom half you'll see that data from that first year. And then you'll also notice with an asterisk at the very bottom the beginning of the year benchmark data for last year is unavailable in this format because Renaissance did a data sharing agreement with the West Virginia Department of Ed. So they were able to pull that directly. Um but this year we went ahead manually and did it also so that we could cross reference the data and just see what kind of um what kind of gains we're making if we're making gains. So, you want to see, as you'll see under the first um chart, you want to see a negative change from 2023 to 2025 because that
022means that fewer students are entering the school year with skill deficits and gaps that put them at the 25th percentile or below. So if you go down and you look at literacy on the left and numeracy on the right, we see some pretty uh significant drops just and and remember the beginning of the year data is always the lowest because we're looking at skills and standards that students have not been taught yet. So when you look at this and you see the kids who are coming into a grade level, they're coming in stronger than they were two years ago. And this is an indicator of that in most cases. There are a couple of pockets where the where there's minimal um under the numerousy piece. You've got if you look at fourth grade, uh it's
023like a you know 0.1%. So that's pretty much a wash there. And then in third grade, do keep in mind though, this is an apples to oranges comparison. So those would have been the kids who were first graders um two years ago. So and those were also kids who were really impacted um with all of the the shifts that took place with education during COVID as well during the pandemic. So, I think when you look at this data, it's really um I mean it's great data. We have percentage drops um as high as um 16.6% in one area. So, you have lots of drops in the double digits. So, that's a real positive. What that tells us and what that tells me as someone who's looking at the instruction and the support every day that
024shows that those practices are working. So kids are coming in. We know these beginning of the year numbers will always be lower because they haven't been taught those skills or those standards yet. However, the number who are coming in at the 25th and below in in most cases is significantly lower for us as a district. And so that's a really strong indicator that these changes and these shifts that have been implemented beginning with the state department and the legislator with legislature with the third grade success act is having a positive impact in Wayne County. So just wanted to share that. >> Thank you. >> Okay. And my report is very quick this evening. I did not have any updates um and academic data which is why Tanya shared that with you all tonight. I just
025have an update on attendance. And if you remember the report I gave you last month, Terry Lynn Queen has a new mission this year to get better data out to our principles. And so she has been really working hard on these spreadsheets and she's looking at our chronically absent rates every 20 days and she's sending this data out to our principles uh each 20 days. And so, um, October 14th was day 40. And so, she updated her numbers. So, these are the district numbers, but she also did this for each school individually and sent that to principles. And this is really exciting because if you can see last school year at this time, we were at 23.23% chronically absent and that has decreased down to um 21.94%. So, that's very positive. um as well as
026when you look at our average daily attendance, this we want to see the number increase, which it has. So when you look at where we were um last year on day 40 versus this year on day 40, you can see the impact there. So there's a lot of focus. Uh we've been putting this focus on addressing chronic absenteeism. Our principles, our teachers, everyone's working really hard. Um, I know Terry Lyn is always giving them ideas and I think that you can see the impact of that here in the data. The only other thing I have for you is on the back I always give you guys our current walkthrough data. We look at this with principles as well. So for October we had 380 walkthroughs documented. When you're looking at the high think ratio, which
027is where we're tracking that level of cognitive work expected of the students, positive to note here is that we had an increase up to 31% labeled high ratio. So that's really positive for our October data. And then at the bottom, that is our high participation ratio is what we're trying to get to. That's that level of visible student engagement. Um so you can see we had 9% marked low, 29% medium, 62% marked high. So our goal there is um to get that high ratio to 70% which is a very lofty goal, but that's what we strive to. So we'll be sharing this with principles and keep doing those walkthroughs with them and hope to see those increases there as well. >> Fantastic. >> Thank you. >> [clears throat] >> All right, we can move on
028to our good news section of the agenda. >> Yeah, I have um several things. Um we if you'll remember a number of years ago, we received a grant from the state through the higher ed policy commission to participate in in the Gear Up program. And it's a seven-year grant. and our students that were in seventh grade that are now uh juniors were the first group that were a part of that grant. And uh Gear Up has just recognized both Spring Valley High School and Wayne High School of as champions of college access and success and they had announced that last week. So, uh that was good news. Um, the second item I want to mention is uh Tulsa High School has qualified a cross country runner for the state meet for the first time in
029school history and that runner is Carly Bryant and so she'll be competing this coming Saturday in the state cross country meet. Um, in addition to uh that first time entry for Tulsa High School, Spring Valley High School qualified both their boys and girls teams. Both of those full teams will be competing on Saturday. And the Wayne High School boys won their region. They finished first in their region. They compete on Saturday at 145. And Bella Cyrus off of the girls team also qualified to compete in the state tournament. and she will compete on Saturday as well. So, all of that is good news. >> Excellent. >> Uh, in addition, we had the Spring Valley High School's ProStart program and their engineering program. If you remember, they team up annually for a culinary competition that combines
030both STEM and cooking. Uh this year it was held I believe it was in Wheeling and uh they uh had an opportunity to compete in that competition and uh Macy Smith had has won a competition spirit award uh for her work during that competition. So we want to congratulate her. Um and then early earlier we had a student here from Wayne Elementary School. Kinley Clay, fourth grade, was recognized for exceeding standards on the general summit of assessment. She was also recognized earlier today by the state fire marshall as a winner of uh their uh poster contest. So, her poster will be fe featured in the fire marshals uh calendar that they produce. I believe we all get a copy of that here at some point. So, we'll see her poster when that occurs. So, several
031good things happening there. >> A lot of good things. Excellent. Anyone else have any good news to share? >> I thought it was good news when we visited the aviation maintenance program and saw how well that was doing and all the interest. >> Pretty exciting program. >> It really blew me away. I was just so impressed with that. >> Sure did. >> Quite an opportunity for high school students. >> Yeah. >> Very good. Joe Jervis also a graduate of Wayne High School. So >> he's our instructor there. So that's exciting to to have one of our own teaching that class. So that's that's great. Umformational items for this evening. Our regular meeting on Tuesday, November the 10th, beginning at 6 in the board conference room. Special meeting on Tuesday, November 18th, beginning at 4 at
032Wayne High School cafeteria and Wayne Middle School beginning at 5:00 p. p.m. shortly after. That's one of our LSIC meetings. a regular meeting on Thursday, November through the 20th at 6 in the board conference room and there's no school November 24th through the 28th for Thanksgiving break. Everyone okay with all those dates? >> Perfect. >> Yes. Moving on to our construction project updates. >> Okay, just Yeah, just a few quick items. Um the Serita Kenova Elementary School major improvement project that we have an organizational meeting Friday, this Friday. Uh and again, we're scheduled to start towards the end of November on that project. Uh Vincent Middle School also has a major improvement project. Um the engineering company or the architectural company has been on site. We're awaiting design. Um so we're still in the very
033early stages there. uh as part of our addition to Wayne Elementary School of the prek rooms, the playground is now uh being installed and that work is under under way as well and and uh should be completed here at some point in November. >> I have a question, Mr. >> Sure. >> brought to me this week. Well, that's right. The What is the status of the Wayne Vocational Building? >> It's It's on hold at this point um uh for construction just because of the costs that were associated with it. Um so, we're trying to uh redo the designs for the project, take it back out for bid to see if we can get a number that we can manage. All right. Any other questions? Do we have any delegations this evening? >> No. >> And
034Mark, as a followup to that, when when that went out for bid, the uh the original budget for installing that building was >> I remember it was like >> it was supposed to be like 300,000 and it came in at like a million dollars. So, we've had the designs worked on. >> Was there a lot of stuff added by the like thrills to it? It was my understanding to be honest with you. My understanding there was a lot of stuff that was added to that ran the price up that the company said needed to be done and whatnot. >> Yeah. Yeah. So we had the architectural firm go back and um we had the architectural firm go back to simplify the design and u you know one of the things that came up was like
035the amount of power that was being supplied in the building was what our I don't know anything about it but our guys tell me it was way over the top >> and so um they've been working on um simplifying the designs um so we can get that bid out. And so I'm hoping that maybe this summer we'll begin uh we'll be able to get that out for bid and maybe get started on going up. >> And is that something that a local construction company could bid on? I mean, doesn't have to be one of the big names. >> No, that's what we're going to need to be able to get it up. >> We just got to get it paired down to do that, I think. All right. No delegations this evening. So, superintendent reports.
036>> Yeah. So, in your separate items that were provided for you for tonight's agenda that came with your packets, uh the first up is our transportation efficiency report, and I've referred to this at a couple of our previous meetings. Um, if you'll look at page one of your separate attachments, you have the uh efficiency indicators. Now, usually when we receive these, they're more of a formal uh format uh that we receive. We actually had to request this. Bill had to contact the state department to request the score. They had sent us notice that we had been marked as needs assistance on this, but we didn't have the actual scores. So, these are the areas that uh the state looks at when ranking the uh transportation departments. And uh Bill, I'll let you if you want
037to u uh if you want to come up and talk about what those categories are. >> [clears throat] >> a couple documents here. I don't know if you have them. You do have the score sheet, but that top sheet is a list of the efficiency criteria numbered out for you. [snorts] >> Okay. Thank you. I said I think that we made some notes on there for you and there's some notes on that uh on that scorecard there that score card. Try to make some notes. I hope they make sense to you. But um as you can see if one thing I want to point out to you on the on the first page I gave you'll see a note there that says right about here. You look at this one I got one right here.
038I'm sorry. Um, number two says that the mechan the mechanic uh deficiencies are are are on a state average and the driver deficiencies are on [clears throat] a state average. That's not. So, I don't know why they they claim it's a state average. They average us with the 11 counties that our inspector has. That's that's how we're being averaged. >> Okay. So, it's not statewide. It's >> a regional. It says it's statewide, but they're using regional numbers. And to me, you put us in a 55 county statewide average, I guarantee we come in a lot lower than a whole lot of counties. But it makes it difficult when you got a few small counties and small fleets. They have a lot less, you know, chances of having deficiencies or defects where we're looking, you know,
039we're looking at 100 some buses that we're keeping on the road and functionable and safe. Do you know what the other 10 counties who they are? >> I do not know his counties. I I know like Lincoln County. Um he may have cav and then they've got him spread out to other parts of the state. Really doesn't make a whole lot of sense how they have on sign. The only reason I know he has Lincoln County is because the new transportation director in Lincoln, she won't do now, but her husband was in our region and they pulled him out. So, uh, when she got that job. So, that that's how we end up with Ray Dickens. And Ray is a very fair man and does a great job. >> But they don't have all 55
040counties. >> No, they they multiple um [clears throat] state inspectors and they assign them regions or assign them counties. And we know that we're pretty sure he has 11. >> How often is the inspector in the county? >> He comes Well, it depends. He He's uh kind of two weeks in a row. Last week we had an inspection. Uh we have one tomorrow. Uh we have one on the 6th. So this will be our third inspection this year. Uh some interesting notes there. >> Is that something you could provide us in an email this week to tell us what counties that we're in region of? >> Sure. >> Absolutely. >> I'll talk to him tomorrow. I'll find out. So we have if you look at the this this sheet right here uh you'll see that
041the uh our region average was 0 29 on mechanic defects. Now mechanic defects are things that either have happened within the 40-day period. So we have to prevent maintenance. We have to do PMS on those buses every 40 days or less. So, a lot can happen in 40 days. So, sometimes a bus will come in and it'll have a mechanical defect. Not to the point where the bus is broke down, just something uh it can be something simple, but something that a driver is not responsible for for picking up on on a pre-trip. So, the driver's part of it, the driver defects, uh those are things that they should check or they should catch on their pre-trips as they do those every day. Okay? and not necessarily pre-trip. It's not all just pre-trip from that
042stuff. It can be other things and I'll tell you what those are in a minute. But that mechanic defects the our region average as you'll see there was 0 29 I'm sorry I take that back. That's our street. We were at 0. 29. We have 0. 29 defects mechanic defects per bus. This the average in our region was 0.20. So you see we're right I mean we're right there with this with this region average. And then the driver defect the average in our area was 1.15 driver defects per bus. And you'll see uh well this the average or the the average was there ours was 1 64. So that's not real significant in my mind. But uh what we do is we have tried to narrow down and pinpoint what our inspector is looking for
043when it comes to driver defense because he can emphasize something when he when he chooses. So when he first started with us, he was big about Clint, which Clinton is a is a one of our focuses, but the rail that the the bus seat is bolted to, he wrote us up I don't know how many rails that weren't clean. Um, and so we we started now on that and that became something he couldn't find. So now he's looking for something else. Then he starts on you a defect can be even the crossing mirrors. So those you know those mirrors are set out on the hood. So those mirrors what those are for if you don't know is that so the driver can see directly in front of your button. All right because the kids they
044cross right in front well they're supposed to cross at the crossing arm 10t away but still yet you've got you've got those mirrors so you can see directly in front. So, one of my and my drivers take this serious because I challenged them. Uh, part of the reason why we're on this assistance is because of our driver defense. Um, and that's something that he wrote us up on over and over saying that our our drivers mirrors are out of out of white or whatever, not focus where they're supposed to be. So, I had a driver stop me just the other day and she said, "I really want to ask him and show me how he wants those done because she's about this tall. O Ray's about 6'1. Yeah. >> And so when he sits in
045that seat, everybody knows you get in somebody else's car that you're going to have to adjust the mirrors and see. >> So once he sits in that seat and backs that seat up, he's not seeing what to see, which she's I'm she's she like So she ends up with a a driver defect, which was all her only one. and he said her her mirrors are out of adjustment. And Jill and I both check everybody's mirrors on when they come in that morning and make sure that nothing got knocked out of whack or whatever because it can happen on the roads that we're on. They get knocked around sometimes. Um, so the defect was she was too short, needs to get tall. >> Exactly. >> I can't help I can't help you. >> Taller bus driver.
046>> So how subjective are these defects? Okay, I can tell you my opinion. They're very subjective. Oh, some of them very subjective just like that, >> right? >> Um, >> you don't have a specific list of things that they are looking for. >> We have Oh, yes. We have a what they call out of service manual and that's what our our mechanics go by that out of service manual that tells them exactly what every piece of every piece of that bus has to be just like this. Every mechanical piece, everything. So that's what we follow and that document also has u regular it's it's a section said it's called regular driver defects. We provide that to our driver so they have it when they go to to inspection they can look at that and see
047what typically a driver will overlook or what they'll usually get written up for. We provide them with that doc. Um, at this point we've had 20 buses inspected and we've had 12 buses 12 buses with zero driver defects. >> Are you still doing those forms that had like a bajillion things that they had to check off every day? So you so you could follow if there was something a discrepancy on that what was written up you could follow those forms to see if that was checked prior to >> we could totally pull that and say look check that or you didn't check that >> right >> it's going to show that was checked >> I jump ahead something just curious see on this thing primary defect secondary defects What what are the how are those
048terms defined? What's a primary versus a secondary? >> So a primary defect has to be fixed. Now secondary defect has to be fixed within 15 days. So once he inspects a bus, he puts a sticker on. It's good for the rest of the year. Inspects each bus one time each year. So if we run into a primary, we've got to get them. That bus can't go out until it's done. And I would assume that's something really a safety. >> Yeah. >> Rating, but I just be primarily something significant in mind. >> Yeah. It's like slack adjuster. You know, drivers will not see that slack adjusters out there. They have to be in a 90 degree angle. Has to do with the braking system. If you're really good at what you're, you know, seeing that stuff,
049you might catch it because it's supposed to be at 90°. If he comes in, he'll slap that square on there and if it's out, that's going to be a it's going to be a defect. Now, that's usually a mechanical defect, a mechanic defect. So, mechanical defects basically is on the mechanics. I've got two excellent PM guys and very rare. I don't want you to see my guys work. 29 uh def 29 defects per bus when it comes to my mechanics what they're supposed to catch and what they're supposed to fix. So, it's very minimal when he finds a mechanic defect. What happens is things will come out like a year ago drivers were, you know, plugging their phones in. Doesn't mean they were using the phone, but they were taking with them, plug it in,
050get it charged. Well, if he saw a phone charger on the bus, he assumed they're using their phone. He writes them up as that's a driver defect. If you have an aerosol can on your bus, that's a driver defect. if your marker lights out that you may have either missed that morning or went out on your way in to inspection, it's a it's a driver defect. So, they're up against the wall when it comes to stuff. Now, a lot of it is very avoidable and those are the things that Jill and I have really were hammering on and they're responding. That's really a good number. As of right now, like I said, we had 12 out of 20 buses had zero driver defects. So, we're on track to to do really well. And then my
051mechanics, they had out of 20 buses that have been inspected, they had 16 with zero mechanic. So, of course, that number I'm hoping will stay right there and we'll get off this assistance thing. But, I think I think it's a little bit misleading. Um, if you'll see that operations certification on data, that's the very first section there on on this scoring sheet. That's an NA. That's typically worth, I think, 20 points. That's that we have our our paperwork and we're doing things the right way along with the federal motor carriers and state. We got audited by the federal motor carrier. I know you all you probably remember about not this this year but last year and we did quite well. He found a couple little things. They were immediately fixed. It was no big deal.
052It was we were one of the first counties that got got audited. So [clears throat] we did really well there. So if that would have applied here, see since they audited us, the state didn't want us with our inspectors because tid inspector would come in, check all our paperwork, make sure everything's lined out because you wouldn't believe all the things that drivers have to be able to do and to to stay certified. It's a lot. So all that stuff has to be in order. So as you can see there, our spare buses, they gave us zero out of five. By the way, this is all or none. You don't get any partial anything. So when we didn't hit this mark with these defects, we got zero zero. Those categories are 25 points and 20. They
053waited those categories and I see why. I understand because the buses have to be safe for kids, but they get this is it's an all or nothing. So we got zero and we were awfully darn close to their our region average. It ain't like we were way off, but we got zero points on spare buses. And was that was that new for this year? The zero points. >> Um they were given partial. I've not seen a report two years. They revamped a little bit of this last year. They kind of got it out to us. Not real effective. Um but they the the zero all or none thing if I'm not mistaken is just new new guy. >> So they're trying Yeah. They're trying to raise the bar and and to get uh to to
054lower the rates overall for the state. >> And so I think they had how many counties were on needs assistance? I >> think it was like 16 or 17. >> Yeah. >> And I don't know if they knew. I didn't know. I found out from my superintendent. So I wasn't real happy about that. And this spare bus number, they gave us zero points out of five, which I know that's not a lot, but it adds up. >> Yeah. Our spare bus, our spare buses are supposed to be between 15 and 30% of our fleet. No less no more. And I don't know where they're getting the number because in fiscal year 24, which is pretty this is where these numbers come from because it's a year lag. We're at 16% of our spare of our
055fleet spares. And I asked him, "Where are you getting the number? Because that's not right." And he he tells me that well a lot of counties go in and they don't change and don't put it out of service date. When you remove a bus out of service, you have to go in the system and put it out of service day. I said, "Well, that's not us." Because we do. I do it and if I don't do it, Kate beats me to it. So if we are not using the bus and it is down, we're not able to use it again. We take it out of service. And he and I said, "Well, that's not it." So I don't know, you know, where you getting your number this year. Well, fiscal year 25 last year, uh,
056we're at 20%. I don't know. Since I've been there, we've not been out of compliance there. I don't know where we're getting. I won't argue the guy because he make it really hard on me, so I just just let it go. But but that that's not accurate. We should have got these five. I know what he'll die on, what not. Um, so yeah, it's um it's not, you know, it's nothing we can't do. We're going to get off this. >> So, what is the what what do we do to get off of it? We just >> I I think that Well, >> they'll do the point system again a year from now. >> Oh, you have to wait a whole year before you even be >> Yeah. >> re-evaluated. Okay. >> And you know, they've
057not come in to take over. It's you're on the radar, >> right? >> I've already I've already submitted a plan to Mr. Alexander. plan has been submitted to the state director. >> That plan's in your packet as well. >> Can they provide you with a little more detail on what you know? >> We asked for it today. >> These numbers, >> we asked for it today actually because my coordinator is not real happy because we feel like we're doing pretty good job. >> But that's what that this part this page is saying that you all have that. >> I just wonder how they decide what Junior Just your assignment for your inspector. Oh, >> okay. >> Yeah, because he he's I'm pretty sure R told me he's going he has to go north and then
058he's down here with us. I don't know. I think they had him spread around. >> Yeah. >> Similar counties. >> Yeah. Well, I think it's a good goal for the state to have to try to decrease those defect rates and and to, you know, they they've raised the bar on it and so >> and response will raise the bar, >> but they at least need to give us level playing field so we know what we're, >> you know, supposed to be >> looking for or numbers to shoot for or something. >> Sometimes it seems arbitrary, >> a little more information, >> but we'll need it. We'll we'll get back to where you know where we got to be and we'll set the bar for >> then. >> Yeah. You know, the better the counties get,
059>> the harder it's going to be to >> to meet the standard, but that's that's okay with, you know, especially with transportation. That's okay. >> I would be interested to see who's in our region. try to get that from him tomorrow and then I will get I'll get that out to you all. >> Perfect. >> Any other questions? >> Thank you. Thanks, Bill. >> Thank you. Appreciate it. Okay. Greg Miller had presented to us before um or had spoke to us before about the CTE report, the accountability report. So, that's the next item in your packet. [clears throat] And Greg had mentioned before that we had scored 99 points out of 100 um for the CTE accountability data. And so you have that information there in front of you. Um also he gave a separate
060copy that I laid out in front of you as well. Um so you'll see the different categories there. um the percentage of enrolled students who received a minimum of one trans transcribed credit for a state approved CTE course. And then it lays out the targets and you receive six points if you have 47% of grades 6 through 8. And if you have 55% in grades 9 through 12 that complete a CTE course, you receive nine points there. For concentrations, it's a that's a 15 point category. That's percentage who have received at least two transcribe credits for CTE courses. And the target's 30 uh 34% of enrolled students completed two CTE courses and that met the target. The target there I believe was 32.71. So you can you can see the different categories there. So overall
061very very very good score. So we're proud of the work that the uh folks in the CTE department are doing. >> Very good. >> Okay. And then I laid out in front of you a uh budget planning handout. So these are numbers that we've been talking about. I wanted to go back through these numbers with the latest enrollment number that I shared at the uh last meeting. Um so our headcount enrollment and I'm just going to start at the top of the page. Our headcount enrollment for the year is 5,678. um our FTE which is uh that is the number that we're actually funded on our full-time equivalency is 5,641.821. So that's our funding number when we get the preliminary comps uh probably sometime in December. That's the uh funding number that we will receive.
062Um so the prior projection that I had provided to you during the month of September uh was approximately four lower. So it improves slightly with an increase of four to the FTE. So, um, we believe that the projections are showing that, um, we're going to be funded for about 410 professional positions and about 305 service positions. That's a decrease of 18 positions on the professional side and about 16 positions on the service side uh from this year's funding. So, as we move down to the second item, looking at key drivers and risk, as we've been talking about for several months, our enrollment trend remains the primary driver of state aid staffing form formula calculation. So, as that enrollment trends down, uh that is harmful to the revenue. Uh bullet two, uh locally funded positions continue
063to pressure the general fund if not aligned to formulabased funding. That's the number of positions that were over uh what the state funds. Those are the ones that pressure the general fund. Uh the unassigned fund balance has been trending low. U maintaining liquidity requires structural actions and discipline spending controls. So non-personnel costs, contracted services, uh energy savings, etc. should be rebid or rights sized where feasible. And we've went through the process of uh bidding out uh some of the services that we carry out in the district annually. I'm currently working on a request for proposal for HVAC uh maintenance work when we have to bring outside contractors in to to assist with HVAC. We're working on an RFP with that to make sure that we're getting the best pricing possible. So, if you look at,
064and I mentioned before, looking at losing funding for 18 uh professional positions and and 16 service positions, uh a basic calculation for that would be about a $1.3 million loss in funding. uh when you take that enrollment drop and you look at steps six through 10 in the funding formula uh it projects to be probably another 10 to 15% drop in revenue outside of the personnel formula. So that gives us a total and we had this was the same as the previous projection that we're going to have about a 1.5 uh 1.5 million total annual state aid funding loss going into next year. And then in addition to that, we're going to need with the construction projects that are scheduled, uh we're going to need an additional 2.3 million um to carry out the three
065significant construction projects we have coming up, the major improvement projects and the construction at Buffalo. So as we move forward uh looking at a plan planning calendar and steps number one u we going to want to confirm that certified enrollment and update the net FTE for state aid steps 1 through 10 and reconcile any variances from projections which is what I'm giving you tonight through the preliminary computation. So when we get those preliminary comps, then we'll really be able to start zoning in on how accurate these projections are. Number two on page two, um we're going to need to align staffing to formula, which we go through that process every year using attrition retirements, um and the possibility of targeted consolidations to reduce the over formula FTE. And we want to identify those reductions and
066then their impact on services for the district prior to January 1st. So, we're going to try to do everything earlier this year. Uh, with the numbers that we're dealing with and the fact that that uh consolidations have to be something that we look at, we're going to try to move the timeline up on all of these items um and do that budget work earlier. Number three, we're going to need to map restricted funds uh correctly to allowable costs and see if there's items in the general fund that can be absorbed through some of the restricted funds, the federal and state grants. Number four, uh we want to do a hiring freeze on non-essential positions, manage overtime, substitute cost. We've talked about substitute cost. All those are important items. Five, we talked about rebidding, renegotiating, uh
067growth contracts. That's that's contracts where the prices are are are growing annually. And then six is again for personnel, you have to look at targeted consolidations also for the overall budget facilities configuration. you have to evaluate small site consolidations to raise the average school size and reduce fixed overhead. Um just looking at the estimated impacts, the rule of thumb is that about every 10 FTE equates to about a half a million dollars in cost. And then uh structural balance may require a combination of personnel alignment, non-personnel savings through contracts and services and facilities configuration to reduce the recurring general fund pressure. >> [snorts] >> So for discussion would be um as we move forward in this budget process, is there any areas that you want us to specifically look at for budget reductions and to
068collect information on and report out on? And then um specifically if if we're we're going to be talking about facilities configuration scenarios, we're going to have to have a talk about you know possible targeted consolidations. What information is there any information that you know that you want to see for those particular things as we continue these budget discussions? probably not the facilities thing that I'm that I want to see, but I mentioned it last year and transfer. I mentioned it to you on other occasions about reducing the contracts for the 261s and I've talked to multiple principles and assistant principles and they feel that their contracts are more than they need on 220s and so forth. So, I think that's something that we need to definitely look at. I've talked to other counties about their
069central office staff and their contracts. Many of them, [clears throat] and correct me if they're not telling me the truth, but many of them told me that the two people that they had on the two departments that they had on 261 was the superintendent and the finance officer. And there was the others were on smaller contracts, >> 240 or below. >> Yeah. I did I ran some numbers and I was actually trying to get them together for you tonight and u um the numbers that were coming out I didn't trust them so I didn't want to give them to you tonight but um I've I've ran some different numbers on central office cost. So for the next board meeting we'll we'll do some comparisons and look at overall salaries being spent at the district administrative
070level. Um I know that >> it'd be like our directors or supervisors coordinators. >> Yes. >> Yeah. >> So so FTE how many positions do we have and then the salaries associated with those positions >> and then what what is that total cost and then comparing it to um comparing it to other districts. And so I've ran I've ran some beginning numbers, but again, I'm not wasn't 100% uh trustful of the numbers. And uh so I want to make sure that the information is accurate before I provide it to you. I I do believe that we are no higher than 29th in the state of West Virginia in central office cost and at last look we were the 12th largest school district in the state. But we fell 12th for for district admin or I'm
071sorry we fell 29th for district administration cost and then I've seen another projection that we're actually 35th. Um so um we I'll prepare a report on that and then we'll look at um length of contracts and and what those numbers do overall financially. >> Mr. Alexander. >> Yeah. uh you know in the what seven years I've been on the board that's one of the things that we were originally looking at and and I don't know whether you have a rundown of but we have reduced central office over those years it's probably almost to the point where it'd be hard to reduce it more but can you expand on that >> yeah I would have to go back and pull the specific positions Dennis but yeah there's There's been um several positions that we consolidated over
072the years. Um and then uh positions up at the central office that when folks retired were not replaced. I can get a I can get a rundown on that as well. I understand that. My point is though we're losing student population at a pretty good clip is to put it mildly and I want to keep everybody that we possibly can that have daily direct contact with a student. That's my thing. And I'm have nothing against administrators, not none whatsoever. But my thing is with the budget issues that we're facing, if we've got people that are telling me in our schools that they don't need to have a 220-day contract, then why do they have a 220 contract? >> Right. So you're you're telling me that that you have principles telling you that they four days?
073>> I absolutely have. >> I think people tell me that too. I think we should have as many >> when do we um when do we know about retirements? I know we have a few people that are retiring that we are aware of. Um isn't there like >> Gosh, Johnita, what is that date? Is it March? >> March 1st. >> March that and that's just the the teachers and the service personnel. taking that $500. >> Is there a way that we could like maybe survey staff and see if anybody is planning to retire that we aren't aware of or >> Yeah. Yeah. We can do that for the personnel planning. That's another thing that, you know, I mentioned that one of the first things we need to do is get those preliminary comps and make
074sure that the projections that we're discussing are are in line. >> Yeah. We're going to go ahead and start looking at um as Mark pointed out with the with the enrollment dropping there are natural cuts that get created. >> Sure. >> So, you know, for example, and it especially happens at the elementary school level, right? >> You know, you have three third grade classes. You're not going to have enough kids for three third grade. So, there's a position. So, we're going to we need to look at all those and and see how many positions that leads to um automatically or how many would project that that we would be cutting. Now, and to Mark's point, as as the overall size of the district drops, we have to rightsize services along with it um to make
075sure that um to make sure that we don't end up topheavy. So, I'll pull numbers and we'll look at numbers from similarly sized districts and all that. We can look at that. Anything else? >> Our our overtime management. I know that we've kind of kept an eye on that in the past, but >> I think we if we could get closure. >> Yeah. if we could get that report from you again that we got there for a while just >> just so we know exactly what's happening there. >> Can I say can you provide us with a what? >> Yeah, we did get one for a while and then it get kind of fixed itself and >> yeah and remember that's part of the financial accountability document from the state. [snorts] they calculate a certain
076percentage of overtime costs that are expected and then if a county goes over that mark that shows up as a red mark and we're we've been within that number. But yeah, I'll be glad to provide those. Most of our overtime costs come with um uh if we have custodians out and we don't have a substitute that takes the position, >> then we'll authorize 3 hours of overtime. >> Yeah. To make sure that the rooms do have some cleaning. So most of the overtime forms that come through are related to that. And so our substitute cost is our people taking weeks off for vacations or whatever during the school year and we have to hire ourselves. You know we had that happen all the time. >> Yeah. >> So there's no way of making them stop.
077I know that. >> Well, we've been >> they have the days but >> you know they're 200 day contract. you take >> well there is a way to we've had to address that in a few occasions and we've tried to crack down on that um I think this is the third consecutive year okay >> um that we have u and that's one of the reasons we look at the chronic absenteeism rate of staff as well but we go over that attendance policy at the beginning of the year with everybody and then um we've tried to hold people accountable for not having dock days and then uh for not for using days that for something that they're not intended to be used for. >> Right. >> Yeah, that's something I've noticed. Yeah. When we show the
078percentage of absenteeism that I'm in the private sector in my day job and it's like no, it wouldn't be allowed in private. >> Right. [laughter] Right. But no, just like what what now they have four personal days now or is it five? >> Five personal days they can take at one time. >> We're not as long as the supervisor >> approves it. [clears throat] Right. >> Yeah. They can't take more than four. They can they can have five in the bank, but they can't take more than four. >> Right. >> What you what you can't do is you can't take four and then a sick day for the fifth and you're on a trip somewhere. >> Right. Right. >> That's a violation of policy. >> Exactly. >> Because that that personal day is only allowed
079and the term personal day is used for sick days as well, but that's only allowed for specific things. >> And if that is turned in, >> correct? >> You know, I think we kind of need to talk to >> our principles and everything too. Get them accountable >> because everybody should be accountable. >> Yeah. Right. >> Everybody should be treated the same in one school. >> Exactly. >> Well, and I had mentioned before and I haven't done this, but I I need to pull some state I need to see if the state can provide us any type of attendance data statewide >> to give us an idea of where our number falls. >> Say it is a problem statewide. I know that being in the legislature because it's like they everybody across the state was
080saying if we don't use them, we're going to lose them. And you know it's like there's no incentive to to keep them like I was able to use >> for years of service or insurance. I chose years of service. >> Now that he's talking about if you don't use it, you lose it. Is that something was situation that was uh caused by the legislature and do we need to let them go back and banking again and use them when they leave? >> I tried that Dennis two years. I introduced the bill. didn't go anywhere. But yes, that was >> it comes it comes up yearly and um that comes up yearly. And then the on the other side of the issue, what comes up yearly is is that they right now everybody's awarded their days
081at the beginning of the year. >> It's always been >> and so what you get into is you know >> Yeah. If you if you have a firstear employee and they miss five days and then they resign at the end of September, they didn't earn five days, right? >> But they were awarded the days at the up front and that's required by code. >> Yeah. >> And um that becomes an issue and I think people would be >> liability, right? Well, I think people would be more responsible with them if you if you got them as you are. And that's something that comes up in the legislature every year, too. >> Well, and another thing, too. Okay. So, so they can't use it for retirement, but it's sick leave. That's what you use it for.
082So, you have these people that use all their sick leave. And then you have people that will donate from their own sick leave to give these people if they're out for a long time, which I'm not saying anything that's fine, but I think you should just be smart enough to save those dates. >> Yeah, agree. >> But hey, any >> It's already been that way. >> Yeah. Any other items? What other contracts do we have out there that we could rebid? >> We're doing the HBAC. We've done the mowing. Is the mowing yearly now or was that a three year? >> It's everything is yearly with the option to renew for two additional years. >> And uh we're going to have a hard time beating that mowing price. Um, so I can I can go
083through the list of services >> and see if there's anything cutting a little bit. >> Yeah. >> Okay. Anything else? >> Anything? >> No. Well, and I'm sure you know some things might come to you later. So, feel free to reach out and we'll start gathering numbers for our next regular meeting. >> And that's all I had under the superintendent report. >> Yeah. No board directives or board reports. No unfinished business. So, let's 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 and or the superintendent. Items are subject to change. Any blanks will be filled in prior to the meeting.
084And in the event the 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 through three. >> I laid I laid out a >> Yeah, I laid out a revised so it had a blank that was filled in on the first page. >> That does not work. >> I'll second the motion. >> Thank you. >> And then there was a few other changes as well. A name change on a resignation. Um, Lori Elkins was being hired as a substitute nurse, not a substitute teacher. Both of those after and the name change on the resignation is Camela Messer, not Stewart. >> She was a Steuart, right on page two, that uh Randolph Thompson Jr. being employed as a
085substitute bus operator. the junior was added and I believe that's the only other that's the only changes >> intermittent leave on the front [clears throat] did we say that >> yeah no I'm sorry I missed it yeah at the bottom of the page the leave for FMLA is an intermittent paid FMLA and that's >> at the bottom of the page >> next to last item on page one >> first page >> and then we had it blank because the uh the >> the bid for the until the return of the regular employee at Fort Gay PreK through 8 did not come down until Friday and so we just put it on the agenda as a blank. Um the recommendation there's Katherine Bills who's a music teacher has an administrative degree. She wants to step up
086into that role while it's available. So that's the recommendation. >> Excellent. >> I make a motion is revised. Did you make the motion? >> Yes, I did. >> Dennis, Johnny made the motion and Randy made the second. [clears throat] Yes, >> I didn't hear it. I apologize. >> That's all right. As revised >> and um since Sean is stepping up to this position, is that something that we would have to have Mark recuse himself from? >> I wouldn't think so. >> I'll be safe and I will >> just in case. [laughter] Let's just do that. We'll pull the >> Turn turn your ears off. >> Yeah, turn yours off real quick. >> We are going to um actually pull for separate consideration. That's Sean Ross to serve as principal at Prek at Port Gay PreK8.
087>> You want to start with that one? >> Yeah, let's start with it. Do I have a motion? >> Motion second to Approve. >> Second, Dennis. >> Okay. So, Johnita made the motion. Dennis made the second. And this is for Sean Ross to serve as principal at Fort K until the return of the regular employee. >> Any questions, concerns? All in favor? I. >> Any opposed? Motion carries. Four to zero. >> Mark recused himself from that vote. >> Thank you, Mark. >> Mark. >> All right. Now back to the rest of the personnel matters. >> Yes. >> So >> you want to go with the motion and second? >> Motion. Yeah, we'll keep it at Johnita made the motion. Random made the second as revised. Any questions or concerns on those personnel matters? All in
088favor? >> I. >> Any opposed? Motion carries five to zero. All right, personnel's done. We have um consider for approval of minutes of the Wayne County Board of Education. I think that's two, three, four. Two, three, and four. If we can consider those collectively. >> I'll move for approval. >> Motion by Randy. Second by Mark. Any questions or concerns about the minutes from those three items? Any corrections? >> Nope. >> All right. None heard. All in favor? >> Any opposed? >> Motion carries five to zero. Number five, consider for approval purchase requisition order quotes in excess of $5,000. Pages 24 through [snorts] 29. Motion. >> Motion to approve. >> Motion by Donita. Second. >> Second by Randy. questions, concerns, discussion. >> The uh page 24, the food supplies. So, that was a PO that we
089said we would bring back. You know, it was a much larger PO that was introduced and we wanted to take it in chunks. So, this is a uh $50,000 chunk for food for the food service program. Um the second page there, the Katherine Mcnite engaging learners that is paying paid for out of title one funds from Fort Gay prek through 8. There was a RFP that was uh put out for these services and Fort Gay is using their title one funds and they have asked for this support. So this is school generated. Uh item number three, uh page 26, Carnegie learning. These are on on-site leadership walkthroughs. This is paid through a West Virginia Department of Ed math instructional leadership grant that is tailored to professional developments for instructional leadership. That's what this contract is
090for. And again, that is all grant funded. And then uh on page 27 we have the internal network um being upgraded and um obsolete equipment being replaced, broken equipment being replaced. And you'll see that the overall cost for this project is uh much higher than 130,000. >> Yeah. But the -ate subsidy pays for the majority of it to the tune of about 740,000 and then the local share is 130,000 that comes from our tools for schools fund from the West Virginia Department of Education. Page 28 ser of Huntington that was worked when we had the uh durmit issue down at Tulsa. We had to do some bio remediation there. And then page 29 is uh concession stand locker rooms. Uh we had talked about this previously and uh the original plan was to uh do
091or [snorts] um block buildings there. um our maintenance staff has come up with um a different plan that is a little bit more cost effective and we think is going to provide it's going to provide more square footage and be a good project. Matter of fact, I laid out in front of your table the the diagram drawing is the buildings that are being purchased. So these are metal buildings that are being purchased. our maintenance staff will do the concrete work, the plumbing and the electrical. And so, um, the building, the the large rectangle you see, that's actually the footprint for the inside of the building, uh, the what you see there to the right is actually an awning that will be over top of the concession stand area. And so this will provide enough square
092footage to have a uh concession stand, to have uh public restrooms, and to have uh locker rooms. And this price comes with these buildings being installed as well. Um so it's a economical way for us to to provide those uh buildings for those two schools. I'll make the motion already. >> John made the motion and Randy made the second. >> Okay. Missed it again. Sorry. >> That's all right. >> That's okay, Dennis. >> All right. So, this is for our purchase requisitions. Again, John made the motion. Randy made the second. Any other questions or concerns on those? None heard. Then, all in favor? I >> any opposed? Motion carries 5 to zero. New business, separate action items. Number one, consider for approval the out ofstate travel request. Our employee to travel to the Midwest Band
093and Orchestra Clinic in Chicago on December 16th through the 20th funded by Title Two funds. >> Motion to approve. >> Motion by Jonita. Second. >> Go for it, Dennis. Dennis, >> your turn, Dennis. Okay. >> Okay. Second by Dennis. >> Questions or concerns on that travel? >> I remember that boy was >> no names. >> All right. Heard. So all in favor? >> I. >> Any opposed? >> Motion carries five to zero. Number two, consider for approval the resolution authorizing the classroom display of the national motto in God we trust in district classrooms permitting schools to accept privately donated compliant displays for their classroom use with no public funds used and direct directing the superintendent to implement associated procedures. >> Motion by Mark, second by Johnita. And [snorts] page 30 is the uh resolution resolution
094authorizing the classroom display. And again, this is uh exactly in line with the legislation that was passed that uh authorizes the display of these signs in the commons area. Uh this resolution just extends that uh >> extends that to to all classrooms. I do want to point out under number six volunt voluntarianness and availability uh it says classroom displays are permissive not mandatory meaning that um based upon donations right >> so for us if we don't receive the donations then obviously it's not mandatory that the signs be up but um I I do feel that this resol resolution would would mean that if the signs are provided that they would go in each and every classroom. Sure. >> Any other questions or concerns on that resolution? None heard. All in favor then? >> Any opposed?
095>> Motion carries. 5 to 0. Potential items for future agenda. Comprehensive educational facility plan annual update. >> Yeah, we have to do our annual update of the CFP. um you've already updated it for the need submission that we're that we submitted to the school building authority. We have to update it again just to get um the work that's occurred within the last year. And so I'll be bringing that to you um probably at your next regular meeting in November. >> Okay, >> that's all I have. >> Oh, motion by second by Johnny. >> All in favor? I >> any opposed? >> Motion carries 5 to zero. It is 7:54. >> Thank you all. >> Thank you to those that joined us online. >> Can you get a number of classrooms that we need signs for?
096Uh,