Wayne County Board of Education Meeting 9/23/25 @ approximately 6:30 p.m.

001Watch. Those folks that have joined us online, give us just a few minutes. Our recognitions went a little bit long. We're going to start the meeting in just a second. need the mic here. Okay, I know we have a couple people online with us. Thank you for joining us. We're going to go ahead and start the meeting. >> Oh, I got to call John. Hey, we're ready to start. I'm going to put you on speaker. Okay. >> Okay, we're ready to go. >> All right. We're going to go ahead and call our regular meeting of the Wayne County Board of Education to order. It's 7:07. And if you'll stand, we'll say the pledge this evening. I'll go ahead and lead us this evening. I pledge algiance to the flag of the United States of America

002and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Let the record show that all board members are present in person except for Miss Jackson who is with us by phone this evening. And we will begin with what we just completed I guess is our recognitions for student achievement. I don't think we have any further recognition. >> None. >> Okay. So we can begin with our presentations. Measuring success, our balance scorecard information with Nikki St. I have several things for you to look at. Um the first thing I gave you is just a balance scorecard back sheet. So the purpose of the balance scorecard, it's designed to provide a clear snapshot of school performance and growth from year to year. So within the state

003of West Virginia, every district receives a scorecard and each individual school also receives a scorecard. And um this is part of West Virginia's accountability system with our schools. And there's a lot of different indicators within this scorecard. So I've given you that fact sheet that's got a lot of information you can read through. But if you go to this accountability indicator sheet, this explains what all is on that scorecard. So there's multiple indicators. We have academic indicators as well as student success indicators. So within the academic indicators, there's the academic achievement indicator. So that looks at all of our students scores, which is what we just recognized them for. That's all that summit of data from the end of the school year school year. It's just looking at one year of data for those students

004in the tested grades, which is students in grades three through eight as well as 11th grade students. The next indicator is academic progress. That's looking at those same scores, but it's looking at a group of students. It's looking at their data over two years time. So, how did those students progress from one year to the next? There's also an English learner progress value, which in order for you to have your cell size filled with a color for an indicator for either does not meet red, partially meet yellow, blue is meeting standard, or green is exceed standard. you have to have a certain cell size and we currently do not have a large enough cell size of our English learner population. So that's why on that you'll just see it gray out. Uh we also um

005under academic indicators graduation rate looking at fouryear and fiveyear cohorts of students and then under the student success indicators um that factors in attendance behavior on track to graduation and post-secary achievement. So if you look at our first measuring success report from this year the first thing we have is our current balance scorecard which was just made public a couple weeks ago. So, anyone has access to go to the website and look at not only our district's balance scorecard, but each individual school's balance scorecard, as well as any district or school in the state of West Virginia. So, as you can see this um when you look, it breaks it up on the top into our elementary schools, then our middle schools, and then our high schools. Now, one thing to note on here is

006not just the color, which tells you anything from does not meet to exceeds, but also how much of that cell is still in. So, when you're looking at a cell, if the gradient is almost full, that means that you are nearing the next category. So, for example, um if you look at the first one there under elementary under academic achievement, English language arts, we're about halfway through there in the partially meet standards. So, we are closely, you know, we're we're getting closer into the next category, which would be meeting standards. So, that's how that reads. Um, I really want to draw your attention to the middle right here because this is comparing two years of our balance scorecard data and there's a lot of positive here. As you saw how many students we were able

007to recognize tonight for exceeding standards. Um, if you look here, the first row is showing our 2024 data and then below that our 2025 scorecard data. And as you can see for our um ELA and math assessment, that's just looking at the one year of data, we had increases in both ELA and math. So that's very positive. Um and then right beside that is that progress value and that's what we really focus on. It's that growth mindset. It's making sure all of our students are growing from year to year. So, it's looking at two years of data. And you can see that we had very significant increases in ELA progress and math progress on this year's scorecard. So, that's very exciting to see. Another thing that we've been really focusing on the last couple years

008is battling student chronic absenteeism. So, when you look at that, we know we are red there. Uh that's one of the few places that we're read on our scorecard. We know that is an issue in our county. It's an issue across the state of West Virginia, but we are working really hard to get our students in class every day. And you can see last year our attendance value, we had 33.2% of our students uh chronically absent and we've decreased that down to 31.8%. So although it's a slight that's very positive, we're moving in the right direction because we want that number to be lower. Um you can see discipline values stay in the green exceeding standard and then our graduation rate our fouryear and fiveyear co so our four four year sorry graduation rate cohort

009just a very uh slight decrease there and our fiveyear had an increase on track to graduation also just very minimal there and postsecary ed. Very minimal decrease there, but stayed at the meeting standard. Uh when you look down at the bottom, it is a snapshot of all of our elementary and middle and high schools. And what I would like to direct your attention to is you will see check marks in there. So whenever these scorecards were designed for accountability purposes, the state department set targets based on student achievement data at that school at that um in 2021. And they set targets all the way up to the year 2030. And each year those targets increase. And so we are reviewing those targets with our principles and our teachers. and they're using that to help guide

010their goals and where they want to get uh how they want to perform from year to year. So, if you see a check mark, that means that that school met their target for that subject. So, each school has ELA and math targets. And you can see the majority of our schools met at least one if not both of their targets. So, that's very positive as well. So Alexander, is there anything you want to add about the scorecard? >> Well, just if you look at the uh if you look at the check marks, you'll see that there's some check marks in some red areas. And what that means is uh last year those schools were further into the red. The performance was low, but they've had growth and they met the annual target for the year.

011So, um they're still in the red, but they did get that check mark. And if they continue to hit targets, they'll move up to the next level. >> I can say too, many of if you look in the few places where in the red, it's very close to being full, which means they're right there at the next category. >> Do we know how many students are at that um what do you call that? The FET score >> meeting standard >> for the next for the next level. like the ones that are almost full. They're you have like 10 kids at >> so that's something we do with our we actually I'm preparing for them next week we start our administrator data meeting so we meet uh with directors myself Mr. Jana, we bring each principal

012in three times a year and have an individual meeting just about that specific school and their data. And we I do the same data broken down at the school level and we really focus in on not just overall scope but kids and where they're at and who's really close to getting here and what we need to do to drive that. So for our students who are already excelling and exceeding standard, how do we enrich their curriculum and make sure they're still um getting what they need? And then for our really struggling students, how do we support them through intervention and make sure they feel success as well, >> right? So >> especially those kids that are already partially meets and that are so close to the meet standards. Do we have I know we don't

013have our intervention is focused on the lower 25% of our population. >> Yes. >> So what do we do for those kids in the middle? >> So what's happening in a lot of our schools is although our interventionists have to work with that bottom 25% when they have flexibility in their schedule they are pulling that next category of kids. Okay. And so those kids are maybe not as an intensive support um but they are receiving supports as well. >> So that could be you know that could be the difference between your yellow bar and your blue bar. >> Absolutely right. So looking at the going back to what Nikki was saying um and with that the middle information, the middle two rows of numbers, the most important score that shows how the district is progressing

014is those progress scores because that shows you the number of students that are progressing as they should. And so we were excited that those percentages had went up significantly. Um over 3% in ELA and close to 5% in math. The same thing for the schools at the bottom of the page that academic progress and English language arts and mathematics. That's probably the most important indicator that you can look at. And we see quite a bit of blue there. And uh uh so we we were thrilled. You even see some green um in there. So if you're if you're in the blue and green in the academic progress, things are going well. So u it's been one of I think it's been one of our most positive results as far as the balance scorecard goes. >>

015You certainly have well behaved. You looked at it. It's almost all green. >> Yeah. Well, then looking at the bottom, the very the very last three rows of data on that first page is our three high schools. And then you look over there at the at the far right, the postsecary achievement. And that is uh kids that are completing dual credit courses. Uh they're doing earning some type of credential um for postsecary education. And you can see that all three schools are heavily in the blue. and and pushing forward towards green. Uh Nikki mentioned that the attendance indicators, you see a lot of red there. We've looked at this for years and years. There's a there's been a lot of red. And actually with this one, you want more red the fuller that bar is

016like a gas tank. The closer it is to the next level. And uh um so attendance remains a concern, but that's again as she stated that's a concern statewide. So is the mathematics. If you look at the academic achievement at the high school level, you're going to see red at all three high schools there. That is not out of the norm um for the state. So that's that's something that we're really focused on as high school math. If we'll go to the second page, um this is data that we have looked at already. This is our if you look uh the proficiency rate trends by subject, this includes all of our tested grades. So 3 through eight with the West Virginia General Summit of Assessment as well as our 11th graders with the SAT school

017date. But I really like this graphic and this is pulled from Zoom West Virginia. So if anyone ever wants to access any school's uh data, it's all made public at that website. You can see for the district or for individual school details for any school in the state of West Virginia. And as you look here, you know, we we talk about this all the time. We saw that impact of the pandemic and students being out of school, but you've seen how we have come out of that and those trend lines are going back up in a positive direction. Um and then below that, um we're always focusing on those third grade proficiency rates because we know that studies show that that third grade assessment score is what's really indicative of how successful these students are

018going to be throughout their uh time in school. So, one um area that we have performed really well in our one grade level over the years is our third grade population. And you can see last year that was the opposite. That was our grade level cohort of kids that did not perform as well as um third graders have in the past. So, that's a cohort of students that we're going to be really keeping an eye on over the next couple of years and tracking their progress. And we talked about that before. We normally score well above state average at the third grade level and and last year we were below state average. So it's going to be a group that um um that the our fourth grade scores really strong as well. So I'm interested

019to see um at the end of the year um you know what kind of growth we see as they go through fourth grade. So the next page on page three, this is our ELA benchmark data. So just a reminder, so when school starts, we have a window and we do our state benchmark assessments as well as our STAR assessments. Um the state benchmark assessments, sometimes when people see this fall data, they're alarmed because the scores are so low. Um, the reason for that is because this is like taking the end of the year summit of assessment, the first couple weeks of school. Um, if I'm a third grade student, I'm being assessed on all third grade standards. The reason why we do this, uh, there's several reasons. One is because we we have to get

020that baseline data to know where our students are to set goals and see track their progress throughout the year. Also, we have some students that straight out the gate, they're already meeting an exceeding standard. We need to find out who those kids are because if they've just entered third grade and they're already meeting standard, we need to enrich their curriculum. And also, this is a whole new type of testing for these students. Um, and so we want to expose them to this type of testing several times before they actually take the test that we're held accountable for. So, with all that being said, the top this whole page is ELA data and it's broken down by grade level. Uh you can also see that within each grade level, we've broken this down to the whole

021grade level as well as our students that have 504 plans and our students that have IEPs because we want to track those subgroups of students and make sure that even our students that struggle are receiving the supports that they need because they should be growing as well. Um, so I have left the top box that is all of last year's data because we like to make comparisons from year to year. So the bottom is our current data. So at the bottom you will just see fall data listed for each of our grades and then you can see those categories. Um, so you were asking about students who are in that partially meet and you know who are those kids. So, this is the same data we'll be looking at next week when we start our

022data meetings with administrators, but we'll actually be looking at those groups of kids, who those kids are, how close they are to that next category. Um, and then the far right column is our percent proficient. So, to be considered proficient, that's any student that meets or exceeds standard. So, our goal is we want all students to get to that meet standard. Um, so what you can see is as I was saying a minute ago, so our third grade group just started at 5% proficient, which seems very low and scary, but last year you can see they started at just 6% in the fall and by winter we're at 28% and then you can see um they ended um at 40%. So we're not surprised by these numbers. is just the point I want to make

023here because especially with third grade, they've never even taken this type of test before. >> Now, what does surprise me is you if you look at the fourth grade all number and for the percent proficient, 22% are proficient um here at the beginning of the year. >> Now, that's our third grade that struggled last year. so badly last year and to be at 20 Yeah, they were they were at 6% proficient in the fall last year in third grade. In fourth grade, those same group of kids are 22% proficient at the beginning of the year. So that that's interesting. And then if you track and this isn't going to hold true for math again this is just ELA but if you track the the groups of students so like last year our fourth grade was

02421% this year as fifth graders they're 29% proficient. Our fifth grade was 26%. This year as sixth graders they're 30% proficient. Sixth grade was 30%. As seventh graders they're uh 28% proficient. Um, our seventh graders were at 27. This year, as eighth graders, they're at 29% proficient. So, it's a it's a good start uh for the group in English language arts. >> And you see that a lot more with ELA than math because the ELA standards are more cohesive and they build. Math is a different story because each year you're presented with all new material. So that's plays into this. So the next page you're seeing all the same type of data but with our math data. And like I just mentioned, usually math, especially those lower grades, it starts even lower, which is why

025you can see third grade this fall just at 2% proficient, >> which is the same as the third grade group from last year. Now that you know they were 2% proficient in third grade, but now that they're in fourth grade, they're up to 7% proficient at the beginning of the year. Fourth graders last year in the fall were at 10% proficient. This year is fifth graders still at 10% proficient for the fall. Fifth graders last year 7%. This year is sixth graders 5% proficient for the fall. Seventh grade last year in the fall was at 10%. This year as eighth graders is at 5%. So what we like to see is you can see and that does not meet standard column very high percentages there. So in the winter all of our students will take

026these same assessments and that's where we see that big jump. And although we might not be at the proficiency rates yet, we see a lot of movement from that red to yellow from fall to winter. So I'll be updating you guys on that this winter when they test again. And then the >> next page is our science data, which our science assessments are grade band assessments. So, our fifth graders test in science, but it's third, fourth, and fifth grade standards. And our eighth graders test, but they're tested on sixth, seventh, and eighth grade standards. Um, but you can see this year, fifth graders are at 19% proficient, which last year's fifth grade group was just at 16% in the fall. This year's eighth grade group's at 22% whereas last year's eighth grade group was just

027at 19% in the fall. So data is very similar to where we were last year. The next page on page six, this is our star reading and math data which are we also test our students on this because it's a totally different type of assessment. So the state benchmark data that we just looked at, that's looking at standards. This is looking at the skills needed to master those standards. So two different tests serving two different purposes. Um, this really helps our students needing intervention to really drill the teacher drill down to those skills that those students need. So I have last year's data at the top so you can see you know how our students progress from fall to winter to spring and then at the bottom is our new data. So you can see

028that overall for the fall um for star reading we're at 33% proficient and for star math overall 31% proficient. You will notice this is just second through 8th grade now and that's because um this year we went a different route with our high school assessments. We've been taking a lot of feedback from high school students, high school teachers and administrators and they wanted assessments that more closely aligned with the SAT school day and the PSAT 89 and PSAT 10. So we have revamped our assessment plan. So they're no longer taking these star assessments unless they are receiving intervention services. In that case, they do use this program. So they can be progress monitored every two weeks. Um but if you go to the next page, page seven, this is our new high school. So this

029is new to everyone. Um because we piloted this program last year. You may have heard me talk about Horizon Education. It's a platform that offers tests that are very similar to the setup of SAT suite of assessments like PSAT 8910 and SAT school day. Um so it went very well. Um we piled this with 11th graders last year and we the feedback from this was overwhelmingly positive. I actually to this day didn't hear anything negative about it. Um and so we went forward with that this year. Um and we have expanded on that. So now our ninth graders are able to take practice exams as well as our 10th graders. And um over the summer after we made this purchase, the company was purchased by Progress Learning. So, if you heard me talk about Horizon

030Education before, it's now considered progress learning, but it's the same type of test. It's the same test they were given, just under a different name. So, what you're going to see here is at the top, our ninth graders at all three high schools took a practice assessment that's very similar to the PSAT 89. And what they will do is they will take they just took the fall practice they'll take a practice again in the winter and then in the spring they will take the actual PSAT 89 from the College Board the official exam. So what we're hoping to see is that providing them with assessments that more closely mirror um their high stakes testing with College Board these students are going to feel more success in that. Um, so our total average score for the

031fall, you can see for PSAT89 was 839. You can see our average score for the reading and writing as well as the math. Um, within these assessments, they have benchmarks that align with the College Board benchmarks. So, for this fall assessment, we had 46% of our ninth graders meeting that reading and writing benchmark and 29% of our students meeting the math benchmark. So, that's very encouraging. Um, especially the math because you can see on that scorecard, as Mr. Alexander said, math is something at the high school level that we're really focusing on and I think we're moving in the right direction with these assessments. Do you know if is this benchmark um is the benchmark you know for example with nth grade it's 430 for reading and writing it's 450 for math um is it

032going to stay the same throughout the year or will that escalate >> stays the same that mirrors how the benchmarks are within college board with the SAT assessments >> okay >> so then underneath that our 10th graders took the PSAT practice practice. You can see we had 35% meeting the reading and writing benchmark with 16% meeting the math benchmark. Below that was the SAT practice assessment for our 11th graders. We also offered this to 12th grade students. So, um, our high schools, if they had 12th grade students that wanted to practice this test again, if they were trying to increase their test score on the actual SAT, uh, they have the option to test as well, but this is just 11th grade data. So, we had 51% meeting that reading and writing benchmark and 14%

033meeting that math benchmark. So, we will be doing these assessments again in the winter. And then where this is a new year with all these assessments, we're going to really look closely at how these scores align with the actual official PSAT 8910 and SAT school day. But within um this program, so before when we went with Horizon, our teachers were only given the assessments to use with the students. But now that Progress Learning has purchased that, not only do students and teachers have these assessments, but there's lots of instructional materials. Once a student has tested, they automatically have an individualized pathway like a study plan. So, we actually have students that have uh reached out to me. They are working with their teachers and those students who are really driven to get higher test scores.

034They can go in and practice. They don't have to have something assigned to them. They can go in and get that practice to try and increase their scores. And we also have teachers that are using the resources in here as instructional material in their classroom. Okay. The next page, um, page eight, this is our instructional reading levels. This is something Mr. Alexander has had me track the last couple years. Um, you can see I left last year's fall to winter to spring data so you can compare that. Um, there's something written in red there. Mr. Alexander wanted me to look at data of when you're looking at, for example, second grade students and how many of them are reading on level. He wanted me to look at on level and one grade level below. So

035that >> that's that's why the numbers are inflated and I'll explain why we did that. So for second grade for 24 25 you'll see in the fall 27% were reading on level. Um we were able to work with a reading expert and pick her brain quite a bit about you know what we should be expecting and um where intervention should be provided. And so um they consider students reading on level to be within one grade level of their current level. So um what we what I was interested in knowing is what percentage of our kids are uh are not reading on level to the point that it it's a significant problem. This gives us a better read on that. So, for example, our second graders, they are currently at 63%. Um, and so what we

036want to track is see where we end up in the spring to see what percentage of our kids um aren't where they need to be. So, third grade is at 65%, fourth grade's at 66%. And as you can see, those numbers go down. Of course, you know, the uh the uh difficult difficulty level for staying uh staying on reading level and you you take a a newspaper is written between the sixth and eighth grade level. A CTE textbook is written on a college level. And so we really want to track closely how many kids are significantly falling behind. And that's more than one grade level behind. So, you can see right from the get-go um what kind of percentages we're looking at, but like right now in 8th grade, we've got 60% of kids aren't

037where they need to be. So, that's a number that, you know, we have to pay close attention to. So, that's that. So, we've changed the reporting on that a little bit little bit to just give us a a better handle on uh kids that are really struggling with those levels. >> Okay. Um the next is our attendance data which we touched on with the balance scorecard. Um although just a slight change we did slightly decrease that on our balance scorecard. So last year we ended at 32% of our students chronically absent. So this year I've been working with Terry Lynn Queen. Uh she came to me with an idea. She said Nikki I really want to make this an even larger focus. What can we do? So I helped her set up some spreadsheets. And

038it was her idea. She said, "I want to start looking at attendance every 20 days of school with our principal." So, I set up a spreadsheet for her. She looked at the days like which day would be day 20, day 40, and so on. And on September 15th, that was the 20th day of school. So this that you see here, this data for the district level, Terry Lynn reported this data at the school level to each principal along with a list of what students are chronically absent at that school for that first 20 days of school. And she's going to continue updating this at day 40, then day 60, and so on. and each time send the principal and if there's assistant principles at the school, she'll send those administrators those list of not just

039their data but who those kids are so we can figure out what's going on. Do we need to put, you know, have some supports in place to help those students get to school. So, as you can see for our chronically um absent students, so last year on September 15th, we were at just a little over 22% chronically absent. This year, September 15th, that's down to 18%. So, that's very positive as well. That's another thing we're going to be tracking how we're moving this year in comparison to how we moved last year. Um, and then to the right you see our average daily attendance. Um, and we've got a positive increase there. Last year, September 15th, we were just over 92% and this year we're over 93%. So, both positive daily attendance >> and with that

040chronic absence data that um, so it's down 4.31% uh, through the first 20 days. Remember our district goal is to be down 5% for the year. So we'll be tracking that closely as it moves. >> And then the last thing to share with you guys is our walkth through data. Mr. Alexander has us focus on those high think ratios which is the level of kind of work expected of students as we enter the classroom. What are we seeing? As well as the high participation ratios which is that visible engagement. So for the month of September across the district, we have 501 um documented walkthroughs in the Ewok system and you can see our percentages. So for that high think ratio, the majority felt right there in the medium category at 60% 25% in the high

041think ratio. And then for our participation ratios um very positive here. Our medium is 26%, our high is 70%. So each month, just as I did last year, we'll look at the walkthroughs for that month and make sure we're on track with that as well. A lot of things, >> a lot of recognition, a lot of things, >> right? >> Any question? >> A lot of information, Nikki. >> Yes. >> Nikki, that my brain turn >> any questions about any of those items and I know it's a lot of information. So, as you guys look at this later, you know, if anything comes up, feel free to ask. >> How about our new third grade interventionists? Are we um how does that work compared to what we've been doing in the past with our ECATs?

042Are we just I know we're sharing that person between the grade or the classrooms. So >> yeah, the so the uh interventionist uh there's a third grade interventionist for every two classrooms. That's what the legislature put in place uh for the state. And so at the third grade level, we have an interventionist working with every two classrooms and they are pulling kids out uh for intervention in math and language arts as necessary. And it's these kids that are identified in this data as being in the red category, >> right? And then um you know we'll have to see how it progresses and and uh this is the first year that we've had interventionist in those positions as you know first and second grade it's ecats right >> and that was the only option until the

043legislature changed and gave us some flexibility. So we'll do a comparison of what kind of outcomes that we're seeing. I will say as I've been in schools, all these interventions have their own classrooms that they're pulling kids into. And so as we do walkthroughs um with administrators, we're doing walkthroughs on them as well, right? And their intervention services and the things I've seen has been really positive. >> Great. >> So, and these are all interventionists that have had the science of reading training and they're on board with >> Yes. And we actually just a couple weeks ago, which we do this several times throughout the year, we pulled together all title one teachers and all interventionists because although uh they have different titles per se, it's the same job. It's just different funding sources. Um

044and we pull them all together three times a year and uh federal program. So, Mary Perry and Choan, myself, as well as Tanya Bell and her curriculum specialists, Kelly and Rhonda, we all get together and we provide them all the same training uh to make sure they know how to document their intervention, make sure they're up to date on the signs of breeding and the strategies. Um, so we've already had our first meeting um a couple weeks ago and then we begin. >> Thank you. Any other questions? Thank you so much. >> Before we move on to page two, I wanted to point out at the top of the agenda, you'll you'll notice something new on your agenda. We went ahead, we put the district goals on the board's agend agenda just so that those

045will be there as a constant reminder of uh what we set for the goals for this year. So you have your academic achievement and growth. You have your chronic absenteeism, your special education, the enrollment stabilization, and then the fiscal stewardship and operations. So for example, on tonight's agenda, we're going to be addressing one, two, and five at different parts of the meeting. So we'll we'll keep those on your agenda from now on just so we can refer to which ones we're addressing on any given night. Okay. >> All right. Let's move on to our good news. >> You had all that. >> Yeah, we had quite a bit earlier, but see if we have any more. >> Yeah, good news. So, um you you know that the state has identified u comprehensive support and improvement

046schools, those that are schools that are academically struggling. Uh the state identifies certain schools in in those categories. Um, I'm pleased to tell you that um, the list came out uh, this past week. Our superintendents were notified of schools that had been identified as CSI and we have zero schools on that list. So, we were pleased with Yeah, we were pleased with that. And then I just received word this afternoon um we have received another school safety grant um in the amount of approximately $60,000 uh for us to do some safety upgrades at the school. And uh I think this is going to u I believe that the grant in question uh dealt with um some of the um last security and some of the some of the security film that goes on the entrances

047and things like that. Um, now we had turned that grant in probably about two years ago and uh it's been it's been some time ago and we just received word on it today and uh so Mike Hart brought that to my attention and so um once we go back and and look and see what we're going to be able to do with that we'll we'll report out to you. But that's a positive development as well. >> I'd like to >> that's great >> bring something up. I noticed that Wayne and Tulsa High School both were in the top five CTE programs in the state of West Virginia. We were the only county that had two >> two out of the top five, >> right? >> Two out of the top five. So, I'm pretty proud

048of that. Martinsburg, Berkeley County had two out of the top five, two, I think. >> Yeah. And that has to do with the um with the uh accountability uh scores in a number in a number of different areas. So we were pleased with that. >> What was our what were our two schools? Wine and >> Tulsa. Okay. >> And then if I'm not mistaken, uh Mr. Miller had told me that I believe that we're the only district in the state that had certified teachers in every CTE program. Um >> Wow. >> Yeah. And uh so uh they they were recognized as well for for having 100% uh 100% certified for all of the programs. >> Excellent. >> Wow. >> Absolutely. >> That is good news. >> Yeah. Good news. >> Anyone else? >> Perfect. All

049right, we'll move on to ourformational items. A special meeting on Tuesday, October 7th, beginning at 4 at Eastland Elementary. That's one of our LSIC meetings. Regular meeting on Tuesday, October 14th, Tulsa High School beginning at 5:30. And then regular meeting on Tuesday, October 28th at Wayne High School beginning at 5:30 as well. Everyone okay with those? Yes. >> Perfect. >> I thought everyone but yes. >> Moving on to our construction project updates. >> Yeah. No, no significant updates. Uh the Serita Canova and Vincent major improvement projects remain in the design phase as well as the Buffalo K through8 needs project. Uh Wayne Elementary School, MIP, uh they had produced a punch list of items that that needed to be finalized before the project was closed out. that punch list has been completed. So, we're ready

050to close out that project. So, that's that's >> only updates I have there. >> All right. Move on to our delegations this evening. I think we have >> Mr. Matthysse. >> Come on up. So, sir, we'll make sure the people can hear you online. >> Who is it? >> Josh Matthysse. Who's right? >> Um, how much time do I have? >> Five. Five minutes. >> Five minutes. Okay. >> All right. >> Somebody keep time. >> I got it. I got it. >> Okay. I'll speak loudly for those who are not present with us. Uh, so hopefully you can hear me. Uh, my name is Josh Matthysse. I have six children of which uh four this year are on hope scholarship and homeschooled. As of Friday, our fifth child, she has chosen to leave public school

051and to come home and be homeschooled. So that'll be five children with hope scholarship. Uh once our children reach middle school age, we allow them to choose if what education they would like to have, whether if it's homeschooled, private school, or public school. I'm very passionate about public school. I was very much against the Hope Scholarship when legislation was talking about this a few years ago. We understand our statewide decline in public education and how that affects our schools financially, teachers. this affects our jobs which in return brings the tax dollars back to help fund the school. So I understand the issues of having hope scholarship, but I end up being a parent who is working with legislation to make sure that we have proper funding in the years to come because we have so

052many students across the state now applying and getting the hope scholarship, pulling the funding from our public schools and we are trying to get on a trajectory of where we are having more and more success with not just academics but um with attendance And um it it is really hard to do that when you lose funding. It in the business world we don't grow if we don't have funding. And when funding I get to tell my boss when he says well why didn't you grow double digit growth? Well you took my funding so this is what you get. So we see ourselves in a predicament to where legislation is controlling funding by allowing citizens to take the money and pulling this in through hope scholarship which leaves the board of education with their hands tied.

053What do we do? And and we look at the economics of the statewide and look at the economics economics in our county and the further north you go we're economically blessed. But the further south you go I see more grit. I see I see more heart and I'm and it's fair for me to say that I've evaluated that. So why what are the reasons for this? Well, we study the analy the analytics, right? We we try to ask ourselves why. Well, people don't have as many kids as we used to. I've done my part. Uh other people were not. Um so we have a birth rate issue, we have a hope scholarship issue, and we have an economic issue where people were leaving for jobs. And one of the problems that we see is when

054you see the families leaving for jobs, we're not going to sit here on the board publicly and say this, I don't believe, but who's leaving for jobs? These are higher paid jobs, >> right? So more tax dollars are leaving. And who are they taking with them? Their children that excel at a higher level in the mathematics, right? We're an artsy area. We make a lot of musicians who are broke. I was one of them for a while, right? So your mathematic folks, your science folks are leaving with their parents because they're getting better jobs. So one of the reasons that the Matis family has chose to rather pull their kids out or the children themselves are choosing to leave school is because we are allowing and given authority to outside contractors to come in into

055our classrooms and educate our children on things that maybe shouldn't be social. Maybe it shouldn't even be out of the responsibility of our teachers, but it got handed over. Mission West Virginia is going to be voted on tonight to to to continue to pay them money as a contractor to come in and educate our kids on sexual education. I had it. We all had it. I hope it's not an easy subject to talk about. Even with my own kids at home, it's not an easy subject to talk about. So, I understand it would be even harder for a health teacher at school to do that. That that's their job. It's what they sign up for and it's uncomfortable. But I had it right here 27 years ago and I wasn't the math guy if I'm

056right. But in 1998, I sit right over here and had my health teacher and it got brought up and it was in a textbook and we all giggled. We laughed a little bit. Then that was the end of it. Right now they've got something that we didn't have. cell phones, internet, technology where they can go looking this other stuff up. My son came home to me from Spring Valley High School last year and he was so upset me with the person from Mission, West Virginia came in and spoke of the teacher left the room. There was not a permission slip brought home. And I'm not asking you to not I'm I'm asking someone to make a motion if it comes to that to not renew this contract. I'm asking for a second to motion and

057I'm asking for all board members to vote no. This is the responsibility of our Wayne County educators. We expect excellence and if our health teacher cannot teach and is not comfortable having this conversation, I'm not saying fire them. We've got a lot of talented people here in the county. There is another educator in this school that is comfortable with that if they would be willing to do that. that these are liberal agendas that are brought up and he wouldn't even tell I'm not even going to say it here out of respect of of you all. I won't repeat what was said one of the topics anyways but I will repeat this. After the teacher left it was brought up that abortion clinics would be provided a place of abortion would be provided to any of

058the students that needed one. went outside. I'm sure that went outside the agenda because I trust Wayne County principles and administration enough to know that if this had been on an agenda, we wouldn't be funding them and they wouldn't come in here. That's a place not for here. So, I'm asking you all, we've got elections coming up. I didn't call them angry mob in 50 people here because especially in today's political climate, I'm not that type of person. Anyways, I'm asking do not fund Mission West Virginia to come in. We're not funding them, by the way. So, I'm not asking for the funding. I'm asking you to not bring them in. Vote them out and let's put the trust in our health teachers and our administrators to give this education to our kids. That's all

059I have to say. Thank you. >> Thank you. Let's move on to our superintendent reports. >> Right. So, um first up on the list was the discussion of legislative priorities. Um I sent you an email yesterday with with some ideas uh for consideration. So, I know last year, um, Mark, I believe you led the charge on getting some of the local legislators in for us to be able to talk to about priorities. And, um, so I wanted to get a head start on that this year so maybe we can catch them before they go into session. When when do they go into session? Do you know? It >> be in >> December or Okay. January. Okay. And so I just wanted to have uh a chance to talk tonight to see if there was anything

060specific. I did not um I did not bring what I had emailed you yesterday and I intended to and well no I did. It's in your folder. >> Okay. >> Yeah. >> It's in the Manila folder. So Mr. Matthysse was discussing some of the budget challenges and some of the budget challenges are addressed in in here. Um number one uh being the rural facilities and maintenance equalization. And so what it's hard to do with that loss of enrollment is to keep maintenance on the building footprint that we currently have. um 18 school settings with decreasing populations in almost all of not all but almost all of the uh schools. Um you know our are our middle schools even in town are you know down around the 200 number if not under the 200 number. uh

061the birth rates and the uh exodus from West Virginia shows that that number is going to continue to decline and as as was spoke about here today that hope scholarship is accelerating that as well. So, it's difficult to maintain facilities. And so, um, one of the things that we could talk about is some type of funding that recognizes that, you know, when you have rural facilities and you have these smaller schools, which we hear a lot of support for, um, that that funding needs to be there. So, that's idea number one. Idea number two is targeted relief for unfunded positions. So another thing that we've talked about that's been a tremendous strain is on the budget is that at the same time we're losing overall population special ed needs are increasing and uh uh a

062lot of times with special ed special education needs you know we receive funding for positions based upon a formula. So for service personnel, that might be a service person for every 10 students, that type of thing. But we have to hire sometimes special education positions that are one-on-one. And um those positions aren't positions that would normally be on a school in a school district unless there was a unique need there for the student. So, um the idea presented here is to have an essential essential personnel bridge grant uh that was available from the state where counties could apply when they have those unique circumstances for additional personnel funding to to help with those issues. Um you have the transportation rural distance and accessibility. So, uh, one of the geographic challenges that we face is just

063the sheer size of the district. And, um, as you're aware, uh, ex bus routes, um, can only be so long. They have to stay within state policy. And, uh, what that causes is is it causes us because of our geographic size to have more dead head miles. that's more miles where the buses are out without students on them uh to go to far reaches of the county to transport kids back to school. And so uh looking at that would be another uh funding mechanism that could possibly help the district. Um number four deals with the small schools. So, uh, you know, for several years, we've talked about the fact that, you know, we're still operating 18 buildings even though the enrollment, you know, continues to drop and and the board supports community schools. But, um,

064all these are stressors that enrollment loss is a stressor um on the budget that cannot be sustained with our current footprint. Um, so item number four is an enrollment stabilizer for budget planning. So what it would do is it would use a three-year rolling average or a 98% prior year floor. So your enrollment numbers couldn't drop above 2% for funding purposes. Um, so you don't see significant losses at any one point. Again, that would put extra dollars in the coffer. Number five is something that we proposed last year which was the rural school protection clause. Um we didn't use that exact title last year. Uh but the idea here is the same which would allow each district to name to name one specific school in the district that they considered a a community school here

065referred to as an anchor school. um where the state counted counted the funding for that particular school at 150 students regardless of what the actual uh population was. This would allow the district to protect those smaller schools that you're seeing shut down um across the state of West Virginia. So, those were some of the ideas that I had and uh I'm interested if there's any other things that you think we need to be looking at and if there are, we'll add those to the list and create a packet and then see if we can have another leg legislative session. >> I would strongly recommend if we if we plan on doing that again this year, let's get it scheduled as soon as possible. I mean, late October, 1 November at the latest. That way it'll

066give our delegates and senators time to uh get bills drafted and and in the channel before the session starts because it will start earlier this year. It'll in the beginning of January, probably around the 11th or so. >> So if we want to do that, I strongly suggest that we set a date in late October or early November to get that. Yeah, I strong I strongly agree with Mark and unlike Mark, I've know certain legislature, but I think like any organization uh well before they actually, you know, the session starts, there's been there'll be talk, there'll be proposals, and it takes time to put something together. And we've got we've got some serious needs. Uh I think some of the legislators take legislators take them seriously and then some of them I don't know I

067kind of get think oh you guys will work it out >> right >> or we could just go ahead and commit to a early November date and get things rolling with uh pick a date and set up an email to invite everyone and um if we do that now this evening just go ahead and commit to it. And then what I'd like to do is is send them information prior to the meeting about, you know, things that we would like to discuss and and might propose to them. >> And so we can uh >> they can go come in and have some background on it. >> Absolutely. >> Before the meeting. >> Try to keep it focused on >> Yeah. >> on our specific needs this time. >> That's a good idea because we didn't

068have that last year. >> Right. >> Okay. So, we'll just um leave that to you to pick a date on November and then we'll all check our calendars and make sure it's okay with us and then we'll we'll move forward with it with that. Sounds good. These are all perfect perfect ideas for what we talked about last year, too. So, >> okay. Next next item and uh is the West Virginia Department of Education report on the local revenue impact of the loss of one student. So if you remember I shared we had received a u foyer request from u shoot I can't think of the name of the organization um it's the um center for budget and policy is it out of WBU Mark and we had received a foyer request about the um effects

069of hope scholarship um on uh the board's finances and so the state department uh set out to uh do an analysis of the uh the uh funding uh that is lost by a district if if one student leaves the district. So this is reported for all 55 districts. The first page, page one, covers local funds. Regular levy, excess levy. Page two is all focused on state aid. Page three is federal aid. And then page four totals all three levels, local, state, and federal. >> And you you can show you can see that they're showing a number for us of approximately $5,800. >> Yeah. >> Is the financial impact per student. Now, if you look at this, if you just look at the state aid funding formula, we are funded at the time last year, we

070were funded $6,800 per student. That number's up, I think, to $7,300 per student, but their calculation is is that the actual financial impact is $5,800 per student. So, um, wow. >> I just wanted to share this information with you. There's a big note at the end of page four that helps you understand it some more. I'll be honest, there's some things in here I did not understand. We spent some time yesterday trying to figure out um exactly how these calculations work. So, some of the notes cover some of those areas, but I did want to share that number with you. Okay. >> All right. Next up is budget analysis. And this goes back to one of our district goals. >> Yeah. And so there's two items in your uh Manila folder. There's the at the

071top of the page it says Wayne County Schools budget analysis and recommendations. And then I had a chance this afternoon to examine some more data uh in in regards to our latest enrollment numbers. And so Johnita, I'm not sure that you have this one. I'll I'll be sure and email it to you so you can >> Is it the Wayne County Schools excess personnel cost? >> Yes, that's it. >> I'm looking right at it. All right. Yes, I am. >> Good. Glad you have it. Um I say wow Todd. >> So um let's look at um the budget analysis and recommendations first. So you'll see that for fiscal year 25 and that's the last year. Um our revenues were at 241.7 million. Our expenditures were at 244.6 million. Our general fund revenues were at 82.2

072million. Uh we had uh for this year our general fund is budgeted at 81 million which is a $1.25 million decline. Uh so uh this year and and Jeb has just uh finalized numbers and I think he's going to share with us a publication that goes in the newspaper. Our unassigned fund balance for this year is 1.63 million. Now that's actually an increase from the previous year. The unassigned fund balance was 900,000 last year. So it's up to 1.63 63 million. Uh, which is positive. Now, the budget was still in the red. Uh, we just didn't have of the monies that we do have. Uh, we just have more money that's not assigned at this point in time. >> So, that that's positive, but we, you know, we still have budget issues that we're having

073to deal with. So the key findings is is that from fiscal year 21 and again when you look at these numbers you got to factor in that we had the clo the closing down of schools for the COVID map at the state level. Wayne County was read a significant portion of time throughout the fall and so there were our expenditures were down there for a couple years. Um so our expenditures has have grown from FY21 to FY25 by 20%. Now that includes multiple Jeb you can jump in if you want to add anything. That includes multiple 5% raises. That includes our insurance cost doubling. Um that includes uh uh increase in benefits. What 24% increase in benefits during that during that time frame. Um, so all those things are factored in. So we've seen a

07420% increase in expenditures. At the same time, we've seen a 10.5% increase in revenue uh from 218 million to 241 million during that period of time. Um, which is positive, but it's been volatile depending on the year. um depending on the year. Some years were more significant uh and some years uh we we actually saw a drop in revenue. Um for this particular coming year, FY26, uh we projected 1.25 million general fund revenue drop due to that declining enrollment. So we're expecting a revenue hit this year, not an increase. So our enrollment has declined around 506 students from fiscal year 21 to fiscal year 25. Um schools have remained constant at 18. Uh that has lowered our average size per building from uh 357 to 329 students per building. the uh state average uh for

075buildings is 375. Our locally funded personnel cost and again we've talked about this I know a thousand times but our personnel has not increased our personnel has decreased during this time but the but the portion that we're responsible for continues to increase because of the loss of students. So we have less employees than ever. Uh but our cost out of our local funds has went from 4.95 million to 8.52 million. That's an increase of approximately 72% because of those enrollment losses. So our unassigned fund balance um back in 2017 it was just around a million dollars. um uh up and through the pandemic, we had built that fund up to about $9 million. And then with the significant enrollment losses and the uh personnel costs that we've seen plus the other inflationary uh costs that

076we've seen, um our our uh current carryover balance is 1.63 million. Um and of course as you know there are restricted funds or special revenue, child nutrition, things like that. They they're separate. They cannot offset general fund shortfalls. So just looking at recommendations um you hiring has to be just essential mandated positions um because of the number that we're over formula and we're going to talk about that in a minute. um the re rebidding or renegotiating professional service contracts which we've already started that process. Uh the prek contracts has been the the big uh topic uh within the last month but uh we've uh you know we need to pay particular attention to the contracts. We need to restrict non-essential travel and um we need to look at uh allowable costs that could possibly move

077be moved to federal funds um where possible and that would include some of the supplemental pay. We've increased a lot of the opportunities available to students. Everything from the robotics program to speech and debate at the high schools to the drama programs at the high schools. But that is part of the expense growth. Going to page two, we have to continue to reduce possessions. Um last year we cut 30 I'm throwing out a number there uh approximately 30 professional positions and I think it ended up being around seven service positions. That's going to have to continue as we move forward uh based upon the enrollment numbers that we get this year. Um, we have to evaluate school facilities to bring that average size closer to that state average of 375 students to school. Adopt multi-year

078curriculum adoption plans to smooth out textbook and device spikes. We've already done that in the Carnegie. We've spread out over four years. uh they uh it was recommended that we look at uh power purchase agreements which we've done to try to lower utility costs, LED lighting across the district. We've done that. We've already taken that step. >> Um interesting interesting suggestions for revenue and partnerships. So, talking about leasing unused space in underenrolled schools to early childhood providers or community partners, uh pursuing grants, foundations, and local partnerships for innovation and technology. And we've done that quite a bit. Uh Mount West is funding some of the innovations at the high schools. Um, we've got the SBA who has sent millions and millions of dollars into the district for facility upgrades. We've got these school safety grants.

079Um, you know, another one came in tonight. Those are smaller items, but uh they do help. So, we've tried to leverage th those outside supports. And the third one here has come up before. Consider naming rights uh sponsorships for athletic facilities and auditoriums. uh to help offset some of those expenses uh with those um extracurricular programs. >> Okay. So, looking at the uh very last paragraph um so you using the using the uh 26 uh comps that was our final financial numbers that the state provided us for this year. um we were projecting with our current enrollment numbers that we're going to lose and I put on here a further loss of 200 or 175 students in fiscal year 26. So I wanted to look at two scenarios. Um I think that we're going to

080be closer to that 175 number. Um as it stands today we would be down about 180 students but that is a significant impact. So, if you look at uh the figures down there, and I'm going to skip past the 200 student loss and go to the 175 student loss, that's going to result in the loss of funding for 12.6 professional positions and 9.4 service positions. So again, if we keep >> if we keep the exact same number of personnel that we have right now, our numbers over formula are going to raise by 12.6 on the professional side and 9.4 on the service side because we're not going to receive funding for those positions with that type of enrollment loss. And again, those numbers have to be finalized um when our second month enrollment number becomes

081official. the the estimated cost of that is uh is around that $1.6 million range. Um so we're going to be you know as we have been every year we're going to be faced with reducing positions. Now if you look at the graph this goes further into the excess personnel cost versus the enrollment. So the uh the red line that you see in the graph is personnel cost. And when I say personnel cost, I'm just talking from local funds. Uh not not positions that are paid for by state or federal grants, but just from local funds. So you will see in and the number had risen to its highest point at 2024. And this is from that state financial analysis. it had risen to its highest position at at $9 million out of local funds in

0822024. Uh >> last year we were able to shrink that number to 8.5 million. This year we were able to shrink that number. It looks like it's going to be around 7.5 million. So we've cut a million and a half out of that uh number. But if you look at 2027 and how that spikes back up, that's a hypothetical. If we didn't do anything, if we just left everything alone, that number would spike back up to that $9 million range. >> And so that's why it's been difficult to keep those cost under control because >> we do adjust for the cost, right? And then when the enrollment drop continues, then you're just chasing it. You're just chasing it. And then the uh blue line is the enrollment. And that uh from 2025 to 2026, that's

083that roughly 180 student drop that we're expecting. >> Okay. >> So it it is a challenging time. Yes. Whoa. >> Very much so. >> Yeah. So, Jeb and I have been pouring through these numbers and um um the good news is is that we've cut about a million dollars from last year in personnel costs that would come from local funding. Um we've already uh downsized some contracts for this year. Uh you know, to the tune of a another couple hundred thousand there. We had finished the year in the red this year about 900,000 wasn't the final number. 900,000 and so we've adjusted we've adjusted for that where if our expenses stayed the same, um we could end up we would end up in the black. But the problem is is that our projected revenues are

084down this year. >> Right. So, we're going to have to come up with more savings than that to be able to meet that goal of being in the block. >> So, it's a challenging time. So, I just wanted to share that data with you. If you have any questions now, we'll be glad to respond. Um, if you want to take that and look at it again, I know it's a lot of information and we've talked about we've talked about similar numbers before, so I don't think anything there is a surprise for you. And like I've said before, our substitute is what? Substitutes are our problem. I mean I mean we need them, but that seems to be hard to control when you have people missing. >> Yeah. Teacher absenteeism and the uh >> Yeah. >>

085And service personnel. >> Yeah. >> And Okay. That's my two cents. A couple other things I'll mention. Um the monthly financial statement that that Jeb provides for you is in your separate attachment items that came with your agenda. And then in your folder, Nikki had went over chronic absence data for the district, but I also included in your Manila folder the specific chronic absence data for the schools. >> Um Yes, you did. >> And that's just just an FYI. Okay, that's good though. I like that. >> Okay. >> All right. So, that was the fun stuff, right? >> Yep. >> Oh, yeah. That was good news. >> Good news. >> Part of the good news. We can move on to our board directives, which we have none. >> Have none. >> Board reports, our National

086Constitution Center Scholar Exchange Program. Yes, I read about that. >> Brandy, you want to address that? >> Yes, I can address that. I know that it's it's in the materials and I contacted Todd earlier. I I learned of this uh just within the last couple of weeks. The U West State Bar was having a regional meeting in Huntington earlier this month and I attended and um well they had a seminar on other topics but uh the current president of the state bar is attorney David Aspberry and um and I know I had to laugh. They they gave a presentation. I was not even aware of the National Constitution Center until uh they started talking about it is in Philadelphia. I gather it's almost across the street from Independence Hall and um you've been provided in

087your materials uh the letter that uh David Ansbury sent to me that this is a nonpartisan organization. is chartered by Congress and it has the purpose of the scholars exchange program to provide interested and able attorneys an opportunity to teach about the constitution to high school and middle school students. And of course, we're approaching the 250th anniversary of the founding of this country. And in his material, they they've got a list on the second page of the scholar exchange program. And there's oh gosh couple of dozen different topics all about the US Constitution, the Bill of Rights, how the Constitution was formed. And I'm not going to read through all that. I know you have the material, but what something really struck me. Look, first the primary educators of our of our children period are

088going to be, you know, their parents, their families, you know, whoever their caregivers are. And they then entrust the students to us and we give them, you know, education and a lot of it is great. We get they're maybe on a college track, they're on a CTE track. We're, you know, we're training them so they have a career and goodness gracious, people need good jobs. But some some another purpose another obligation of the schools and it's an obligation we owe to each other we owe to this country is to give them some instruction and training on how our government works. The United States of America has a lot of flaws and I still passionately believe it is the greatest country that has ever existed in the history of humans. And I just I just look

089at where we're at now where some people believe that if you disagree with something somebody said, you just shoot them. That is horrendous. That's horrific. And I'm not saying this would stop something like that, but we've got a we've got an obligation to help inform these students about this country and about the governmental way this government is ran and the opportunities. And this scholar program is not talking something we're going to do, you know, all 180 days of the school year, but it is something that we can inform those students and it I think it strengthens them and I think it would help strengthen our our county, our state. This is something that helped the country. Um, agreeing about this, I'm pretty passionate about it and I frankly would urge >> uh, you know, us

090to get involved in it. >> Right. This is a great opportunity to introduce >> Absolutely. >> Constitution and the history. >> Sure. >> Maybe spark some interest in kids that >> wouldn't get that information otherwise. So, >> and incidentally, I know that Mr. he offered to come here and talk as well sometime if you want more information about it. >> Um, I've solicited the schools to see um interest and we've had a number of schools that have provided that they're that they're interested in the program and I've reached out to the constitution center and uh they have responded and um so um I'll keep you. >> Excellent. >> Oh, that's good. Yeah, I'll keep you apprised on on where we are, but um the initial steps that have been taken and I think that they're

091trying to line up they're going to send us some materials where and the schools get to go through and pick the the topics and then um the constitution center trains local attorneys. So these would be in some cases West Virginia attorneys. they could be out of state attorneys as well um in the uh particular items to uh that need to be addressed with students. So that' be a good thing. >> And these are all the available topics that are listed there. >> Well, that's all the available topics I'm aware of, but you look at each one. There must be 25 30 topics, >> right? >> Yeah. I saw women in the Constitution. Randy, >> hey, that's fine with me. >> The last one, buddy. >> Are you wanting to speak on that? >> No, no,

092I just want to learn. I'll see what I can find out. >> That's a great opportunity. >> Yes, >> thank you for bringing that to us. >> Yes. >> All right. Um, we have no unfinished business, so we can move on to our new business. Consent action items. The superintendent recommends approval of the following action items. Additional items received prior to the time of the meeting may be added. Discussion and/or separate action of items may be requested by members of the board andor the superintendent. Items are subject to change. Any blanks will be filled in prior to the meeting. In the event that a nominee withdrawals, we reserve the right to pull or to put the next candidate in that position. So number one is consider for approval the recommended personnel matters pages one through

093four. >> That'll be as revised. There's a revised copy in your folder >> as revised. And we had left a blank on the substitute teacher position uh because we had some folks that were interviewing uh today and we wanted to go ahead and get them on the list if possible. So you see that five names have been added. Brennan KGO Gunner Harmon Uten Maline RDE and Sherry Tadlock. >> I'll make a motion to accept the revised personnel. >> Thank you. Mark Mark makes the motion. Janita made the second. >> Mark made the motion and Janita made the second. >> Yes. >> Is there any questions or concerns on any of the personnel matters? Those were the only revisions we had were the additional >> Yes. >> Yeah, that was the only changes. >> All right.

094No questions, concerns. All in favor? >> I. >> Any opposed? >> Motion carries. Five to zero. >> Number two, consider for approval the voucher payments for August 2025 on pages 5 through 12. >> Motion by Randy. >> Second. >> John. >> Any questions on those voucher payments? >> A question on page six of our agenda. Um >> HPT Physical Therapy. >> No, >> Eric's Trucking Company. >> Oh, I'm sorry. >> Yes. >> 993. >> Okay. All right. We'll we'll pull it for you and send it to you. >> Yeah, that's no problem. I just like to know what what you know what what that was for. And I have one more on page 10. meals $1,125. I imagine we'll have to pull that one too, John. I imagine what that is for is CPR training

095for staff that she does on her own time, but um I'll we'll double check it and send you the information. Okay. >> Okay. Thanks. Okay. Anyone else? >> Did you find out what that bank was or Yeah, >> it's a QAB payment for the um >> for the loan. >> Yeah, for that was the Fort Gay project and >> Okay. Yeah. So, when those schools were constructed, >> are we almost done with those? >> Yeah. >> Okay. I was going to say I thought we were pretty close. >> Run out money, aren't we? Commission. >> Yeah. We need to save a save a little bit of money here and there. So, all right. Any other questions on those B? None. All in favor? I. >> Any opposed? Motion carries. Five to zero. Uh three and

096four are minutes of the board from the past July and September. We could consider those collectively. >> Okay. I'll make a motion to consider them collectively. >> Okay. John makes a motion. Dennis made the second to consider those collectively. Is there any questions, concerns on those minutes? Yes, I Yes, I have a question on Hang on. Me find the page I'm on. Oh, I think it's 10. Not okay. Bear with me here. It's in the the second one. Our second meeting. Um it was when we came out of executive session. Okay. And Todd, do we need for that executive session that whenever we return to regular session, do we need to add no decisions were made during executive session? >> Um, >> I think we had before, but I didn't know it had to be.

097>> Yeah. I >> just didn't know if we >> I don't know if it's required or not, John. So, >> well, let's just we'll we'll go ahead and add that. We'll revise the minutes and add that statement just in case and then we'll we'll just list that in. Uh we'll list that in the minutes from this point forward. >> Wouldn't hurt make any decisions. >> No. And we can't but I just I just didn't know if if you know if it was the law that we had to >> say that. So that was the only thing I I found. >> Right. Okay. So we'll just >> I'm reading these agendas. Todd. >> All right. I appreciate it. >> Oh, Todd. Thank you. >> So, we're going to pull the September minutes. Is that right? >>

098Can we just approve it as revised? >> Yeah, we just approve it as revised. >> Approve it as revised. >> And we'll we'll just add that statement >> at the at the after the 7:12 p.m. >> Got >> No, I'm going to add no decisions were made in executive session. >> Yeah. Yeah. Okay. >> So, as revised. >> Okay. >> So, that's all I had. >> Okay. Any other questions or concerns on the minutes? >> All in favor? >> Any opposed? >> Motion carries 5 to zero. Number five, consider for approval the purchase requisition order in quotes in excess of $5,000, pages 24 through 33. Can I make a motion to Can I make a motion to pull page 32 for separate consideration? I have several questions on that. >> Okay, hold on. Just >>

099Okay. Um, >> second mark. We'll get that. So, we're going to pull page 32 for separate consideration. >> Yeah. >> All right. So, we will be looking at all other requisitions other than page 32. So, >> yeah. >> Are there any questions or concerns on the other invoices? >> I make a motion to approve. Motion by John. >> Second. >> Okay. Any other questions? >> Did Randy Shack? >> Yes, >> Randy did. Yes. >> Okay. >> The uh United Reynolds on page 29. What was that for? You may have told me, but I can't remember. It's the boom telescopic four-wheel drive. Yeah, they had to um they had to uh we had to uh do some light work on the uh football facilities, I believe was what? >> Yeah. >> This one was the um

100you remember when we had the power outage of Wayne, huh? >> Yes. >> Yeah. We had to get a boom truck to repair that transformer out on the power pole out behind the school. >> Okay. >> So, we've we've had to rent a few times. Um it's either for lighting work or in in this particular case it was the uh transformer. >> I gota All right. Any other questions on those? All in favor? >> Any opposed? Motion carries. Five to zero. Now, let's go back to page 32. >> Yes. >> And that is reimbursement for preschool meals. uh students fed that offsite for fiscal year or school year 2026. >> Yeah. So, what what this is is um of course, as you're aware, we have the contract with Playmates and they do um offsite uh

101prek play programs. Some of them are on site. These uh for this particular item are offsite. >> That's my question. How many students are being fed offsite? um they have to turn in a uh they turn they have to turn in a specific number just like our schools do and the number of students that were served meals per day. >> How many students Let me let me rephrase it a little bit then. How many students are Wayne County students that are not in our >> How many county students? That's I think you get that what you're getting at. No, I'm asking, >> you know, they they take care of C kids down there, too. >> I see. >> Right. I'm asking how many students do we have in Playmates preschool that are offsite? How many

102off-site facilities other than West Morland do we have? >> Buffalo would be one. We have >> How many How many students are in those facilities that are on site? We got one in Dixon, too, don't you? >> That's a lot of left. We'd have to >> I guess we'd have to pull them, but to be specific, but I mean, we have several offsite locations. Uh they have at least 10. >> I'd say you're looking at a 100 to 120, but I can get the exact number for you. >> Okay. $100,000 is seems like a lot of money to me for >> Well, let me point this out. >> We're We are reimbursed for this. >> I understand that. So every every penny uh that that goes to Playmates, we're reimbursed for by the federal government.

103Matter of fact, we make a little bit off of each meal. And when I say make a little bit, it's it's cents, not dollars. >> I would like to know that though before I can vote for this, but that's all. >> This is just to encumber this monies. This is not a specific bill. Okay. this much >> this much may not be spent, >> right? >> I understand that. >> Yeah. Last last year it came out to about $120,000 and uh >> Oh, well then maybe >> Yeah. Okay. >> And so what they have to do is the same thing that our schools have to do. They have to document every child that received a meal on a particular day. that's submitted to the um food program office at the state who runs it through

104the federal reimbursement program. We are paid for those meals and then and then we reimburse playmates uh for the for the meal that was provided. >> Still just seems like an awful lot of taxpayer money to me and that's what it rolls down to. >> That's all I got to say. >> Let me ask questions. If we approve this, is it allocating the money that it can be used for? >> In other words, if we approve this, do we just write a check to $100,000 or is it set aside to >> No, they're paid throughout the course of the year. >> Course of the year. >> We we approved $100,000 last year if I recall correctly about this same time and it went to 120. Correct. >> Yeah. Oh, >> the PO last year I

105believe was 120. >> Ton, are you saying that each meal is documented for each student and what county they're in? >> They ha. Yes, they have to report it just like our schools have to report it. >> They have to report a male count. They committed a felony. >> Yeah. Yes. >> Did prek have weas numbers? >> Yes. >> Okay. So, that's how they have to they use those to report those. I'm I'm not sure exactly how the reporting procedure works. I know that they have to turn in a meal count per day, >> right? >> The number of students that were fed at each site, >> right? >> And uh their request for reimbursement and then that those numbers are turned into the state. We receive the money first. So, we're the recipients of

106the money, >> right? >> All this is is allows us to pass that through to reimburse them for their because they're buying the food. We're the middleman between the feds. >> We're the middleman. >> Yeah. Does Does Lisa do anything with that or anything? Or do they have to report anything to Lisa? >> Yeah, she does everything with it. >> Okay. That's what I was wondering. She they give they send her reports, right? >> Correct. >> Okay. >> Can we have those statistics on? >> Absolutely. >> Can we see them? >> Yeah. >> I'd like I'd like to have seen them before tonight to be quite honest with you, but Okay. So, we pulled the um meal reimbursement for playmates for separate consideration. Is there any other questions, concerns, or discussion? All right. So, I

107need a motion to approve the reimbursement for preschool meals. motion. Anyone? I'll make the motion then. >> So, I made a motion. Second, Johnita. Any other questions or concerns? All in favor? >> Iita, do you hear? I >> Oh, sorry. I couldn't hear you. Anyone else? Okay, motion fails. Two to three. >> I'm going to I'll bring this back to you at the next meeting um with the information that Mark has requested as far as the statistics and I'll have Lisa come to give you a full report on how that process works. >> Thank you. >> All right. >> Okay. >> Yeah. Moving on to new business. Separate action items. Consider for approval. I had to mark this out. >> You got it. >> Okay, I'm done. Yes. >> Consider for approval the treasury report

108for August 2025. >> So move. >> Motion by Mark. >> Second. >> Johnny. >> Second. >> Any questions or concerns? That's on page 34. >> Nope. >> All right. All in favor? >> Any opposed? Motion carries five to zero. Consider for approval the budget supplement and transfers for August 2025 pages 35 through 36. Motion >> by Randy second by Dennis. >> Any questions, concerns? All in favor? >> I. >> Any opposed? Motion carries five to zero. The three consider for approval theou with an addendum between Wayne County Board of Education and Mission West Virginia Think Program. >> I'd like to make a motion to table this indefinitely. >> Motion by to table indefinitely. Second by Jamita. >> I was going to ask if there's is there a cost to that? >> No, >> there's not

109a cost. I would like a little more information, >> right? >> Do what? >> There's some problems according to Mr. Matthysse. >> Yeah, that we had some issues last year and so um as we discussed at the last meeting, we um requested that an addendum be added to the agreement. Uh that addendum is on page 12 of your um of your uh separate information packet. And so what this addendum allows for is that uh parent, guardian and transparency through an optin form to be a part of that program. Um so the students would have to opt in. It guarantees that any parent that wants to review the curricular material has the right to review those. it guarantees that the the county receives those materials uh prior to any presentations at the school level. So, there's

110a number of things in here we've tried to put in place to protect to make sure that there are no additional problems. Um, in addition, the person who did the presentations last year will not be returning and they have uh assured us that a certified teacher will now be doing the presentations for uh Wayne County. Now, again, the only place that I'm aware that they're using this program is here at Spring Valley High School to I spoke with um I I spoke with the principal and asked him to speak with health teachers about the material. the material is about dating relationships. Um it's about healthy relationships, that type of thing. And um the uh the health teachers here said that there they didn't see anything um in the regular program that would be of concern.

111Um that uh they actually thought it was worthwhile for the kids and they wanted to see it here at the school. So, in order to try to uh uh satisfy any concerns that we had going forward, which we did have some legitimate concerns, we insisted on this uh addendum being added, the attachment A that allows that optin. Um it requires that a school requires that a school staff member be present at all times. It allows for unannounced observations by the Wayne County Board of Education. Um, it allows for that. It it require it it gives us the flexibility to require an opt-in into the program and based upon the issue that we had last year, I would recommend that we do an opt-in on the program. Any curriculum updates, substitutes or lesson swaps require prior

112written approval from the district. Um, we can pause or cancel sessions at any time to ensure compliance with the agreement. Uh, there's no supplemental or bring your own materials that can be used without written approval from us. Um, the presenters are not allowed to include anything outside of the structured program that we've reviewed prior to uh their work with the district. And uh uh so those are those are protections that we put in place with the attachments >> and I do appreciate those that attachment that you added to there Todd. Let me just explain this a little bit my feelings on this. >> Sure. as I was in Charleston for a time and I was very familiar with this organization and I don't think the parents and I and I firmly believe with all I

113mean I cannot vote for this because I don't think the parents in Wayne County would support it if they knew everything that I know about what they have promoted and lobbyed for in Charleston. So I'm going to stand by what I said. I I would like to >> this is not a required part of it. This is not a required requirement for the high schools. >> No, I mean the healthy relationships. >> Yeah. >> Coming in. >> Well, the healthy relationships is is part of the standards for the class. >> Um I believe so. And so um it'll have to be covered. There's no requirement that Mission West Virginia cover it. >> Okay. Todd, what >> what occurred last year? >> Hold on. Hold on. >> Okay. >> Did we receive any explanation? I mean,

114part of my problem is it's one thing to put trust in somebody. If the trust is breached and broken, >> right, >> that that that's that's a whole other that's a whole other deal. >> I mean, give them a second chance. >> Did we get an explanation as to >> my problem is if they're outside entity, we don't have a control we would within somebody within the system. >> Well, we do when they come in our classrooms. I mean, we can stop it at any point, right? Um the uh I believe what happened last year was the presenter went outside of the scope of the program. Um at at least there were several complaints that we received. The teachers said that some some of the things that were complained about just did not happen. Um

115but there were some things that were outside of the scope of the program. I believe Mr. Matthysse referred to one of them here this evening that shouldn't have occurred and it was an individual presenter uh that went outside the scope of the curriculum. So that's why we worked in the addendum to make sure that that didn't happen and made sure that um and we've been assured that any presenter coming in is a certified teacher who understands not to get outside of that scope of that program. But again, that I'm, you know, if you're not comfortable with it, I'm not going to lose any sleep on >> I think we I personally think we have health teachers that should be charged with this and and that would also be a parent >> choice whether to >>

116Right. >> That's is that something called Todd? Well, Mark's made the motion to table it, >> but like said, once your trust is broken, it's kind of hard to um even with the addendums, >> you can't guarantee >> that that's going to hold up. So, >> but I required >> I would say, you know, we put the addendum in place. I would say if there's nothing that we're going to be able to do to um allay those concerns, and again, those concerns aren't our fault. They happened because of, >> you know, concerns that came in last year. If there's nothing that we're going to be able to do to allay those concerns, then I think we just need to I think you need to vote it down. >> Let me let me revise my motion.

117And I would like to I would like to I would like to revise my motion to uh reject the agreement with U >> Mission West Virginia. >> Okay. >> In one county schools. >> Motion to reject >> Right. Hold on just a second. Motion to reject the Mission West Virginia think program. Um it's made by Mark. Second. Well, and those men haven't let me talk. >> I thought you for being here in person. Go ahead. Randy talk. >> We are still I'm still here though. >> Go right ahead. We're listening. We are listening. >> Well, it's Mark already brought it up. I'm thinking why can't our health teachers teach what they need to know and let the parents teach them at home? I don't think that's >> all of our responsibility. I'm sorry. >> Right.

118Like I said, if it's not required, then if they're not required, >> yeah, >> we can we can uh just reject it and >> move on. >> Y >> Okay. So, the motion is to reject the um >> memorandum of understanding with Mission West Virginia >> and that was made by Mark, seconded by Johnita. So, all in favor? >> Any opposed? Motion carries five to zero. All right. Number four, consider for approval the agreement between Wayne County Board of Education and Southwestern Community Action Council Child and Family Development Program, Head Start for preschool services to fouryear-old children and three-year-old and fouryear-old children with disabilities at an annual cost of $325,61 for the 202526 school year. And uh in your information, I think it's in your Manila folder, there's a what looks like an Excel sheet

119that says Head Start contract comparison from school year 23 24 to 2526. >> Okay, I'll make a motion. >> And um well, okay, Dennis made the motion. >> Yeah, go ahead and finish. It's fine. >> You want to get a second then I'll >> I'll second. >> Thank you. Um the uh this just shows you the contract breakdown. Um now dealing with Head Start is different than dealing with other local providers u because they they receive federal funding to carry out these services too. >> So the the cost is going to be reduced for any contract that we have with Head Start. And you'll see in 2526 um that total contract number is at $325,000. That's down from a contract price of $422,000 last year. We did we did uh negotiate um some of the

120uh overhead fees associated with the contract and got about I think it was about a $15,000 reduction in the contract there. Um, so that new amount 325,000 >> hopeful. All right. Any other questions on Head Start? >> All in favor? >> I. >> Any opposed? Motion carries 5 to Z. Consider for approval the renewal of policy 4120.12. And that is our uh area of critical need for shortage on substitute bus operators. >> motion by Randy second was >> okay sorry Johnita. >> So usually when we have policy work you know you >> you approve it for 10day public comment all that this policy has already been approved by the board. It just needs to be renewed so we can we can >> that's what I thought. >> Yeah, there's no changes in it. The wording

121is exact. Um on the professional personnel side, we put it out for 10day public comment, but that's because some of the wording changed in the policy. >> This one, the only thing that's changing is the dates that um the board is authorizing it for. >> Right. >> Okay. Any other questions or concerns? You got the second. >> I did. Okay. >> Yeah. All in favor? >> I >> Any opposed? >> Did I get the motion? >> No. Randy had the motion. Dennis had the second. >> Oh, Randy. Okay. >> You got the satisfaction. The motion was approved. >> Thank you. Number six is consider for approval the amendment of the CFB to include the addition of Eastland Elementary, Lavallet Elementary, Dunlow, and Janoa Elementary for safe school entries to the comprehensive educational facility plans, safety,

122and project priority list. >> Motion >> John got it. >> Johnny, >> I'll second. So, um, our our needs project, we're trying to, uh, secure some funding from the SBA to to address some more safety needs. And that that's for safe school entrances like we've just completed at U at Wayne Middle, right? >> And, um, these were the schools that were not listed on the original CFP. There's other schools that are involved in this project, but they were either listed in the original CFP or we've amended them. For example, when we did the MIP, we added Spring Valley and Kellogg and and so they're already on the CFP. These additional schools needed to be added for our funding request. >> Gotcha. >> All right. Any other questions, concerns? >> All in favor? >> Any opposed?

123Motion carries 5 to zero. Number seven, consider for approval the proposal for snow removal for the 2526 school year. And there's a separate attachment. Um >> let me get a motion and second and then we can discuss it all. >> Well, let me let me tell you what I'm going to propose. >> Okay. >> And um >> at at the at the time we published the agenda, I hadn't made a final decision yet. So that's why it was more of a generic title. So um in your separate attachment items, you'll see that we received one. We bid this for I don't know it was approximately about a month um that we had this out for bid and um the uh one bid that we received was from Superior Pocahontas Construction LLC uh which is a

124business out of Logan County. um they do the snow removal for Logan County Schools as well as some other businesses and uh they had provided a uh a uh proposal which you have in your packet and they had broken it down into uh our our solicitation for proposals gave them the ability to break it down by area or to even break it down to individual schools. The goal was to try to get multiple biders so that we could have more than one contractor that was involved in this project. The reason being is that um when you have one contractor that's involved in the project, the amount of work that needs to be completed when we're trying to get school open as soon as possible um is exorbitant. and you know it takes hours and hours

125and hours and you know sometimes 12 to 20 hours to to to get things cleaned off. So ideally what we would want is we would want you know three different service providers uh taking care of the district. So that was the way that the proposal was set up. Um unfortunately we only we only received one bid. So, my recommendation to you is going to be um to approve the pricing for the Tulsa area, and that's to approve Superior Pocahontas uh Construction LLC to do the Tulsa area. That's the area that's closest to their base of operations um at $5,000 um uh for each call out. And uh again, when we're talking about pricing on these things, you got to remember that we have approximately um I think 21 sites uh that get cleared off 18

126schools. You have the transportation department. You have uh some work at the central office. You have some work at the prek building. You have the Spring Valley High School CTE building. So, we have additional sites other than just the the 18 main school sites. So, um, >> when you're looking at pricing, keep that in mind. But I would recommend that we approve them for the Tulsa area and then we take, uh, the other two areas back out to bid to see if we can get other contractors involved and then >> for each area. >> Yeah. And I do think >> Yeah. >> question whether an out county, two counties away business has a capacity to do what they say they could do. I trust businesses in county more myself. >> Yeah. Um in the on

127the third page >> on the third page, Dennis, there's equip their equipment used for snow removal. They would have uh they would have four pickups with snow plows um on front, salt spread on back, two walkbehind snow bars, four walkbehind salt spreaders, and this bid includes the salt as well. Um and uh they supply their own salt and uh so um to your point Dennis um we will have when we do the contract with them we will have a cancellation clause in the contract that it can be cancelled at any point and then that way if there is difficulty in them responding um you know we can deal with that. We don't have to. >> I'm just afraid it's going to discourage local people to bid. We got local people can do it. >> But

128we didn't have any local people bid on it. That's that's the problem. >> Bid on it. >> Yeah. >> Well, they didn't bid. >> Nobody. We had one bidder. So, we're we're >> So, we can't talk about local if the local doesn't bid. >> I mean, I'd be in favor of rebidding if you wanted. I mean, we do have a couple minutes, but it's, you know, whatever. >> We're getting closer. We're getting close. So I saw >> I'm not opposed to giving this company an opportunity to prove themselves or >> Yeah. >> So >> me too and then rebid the two more for two different vendors. >> Yeah. So, what I would like to ask for is um what I would recommend is we approve them for Tulsa and then we approve them we approve

129them as a backup at the pricing that they have listed for the other two areas. And then that way if um if we're unable to obtain other biders uh that type of thing, that way we have some type of service. And then we've run into issues before. We had two contractors working last year on this and uh one of them plow broke, >> right? Actually, we had three. The one from Spring Valley, their smaller plow couldn't handle it, >> right? Could it? >> So, out of three vendors that we had, only one actually could do any of the work. >> Yeah. >> So, only having one person or one company as our provider is kind of scary. >> Yeah. Well, do we do we is it better for them to provide the salt or should

130we provide the salt? >> I think it's better for them to provide it. >> So, we'll expect that from the other two biders, right? >> Yeah. Our our problem is is we don't have any storage areas. Um and and so >> I just wonder >> Yeah. And you know, I would be worried about storing it somewhere and it disappearing. >> Um now, >> you know better. And I do I do think that when you know we try to buy a maintenance vehicle each year, I think we need to look at a truck that can handle a snow plow and so we can start slowly outfitting ourselves to be able to do the work um ourselves because the price for this is just going to go up. >> Yep. >> And again, if you can and

131again, this gets back to our geographic size and the number of buildings that we operate, >> right? You know, if I told you that it was $18,000 to get the snow cleared off, you'd say, "Geez, OP, $18,000." But if you think about it, it's $1,000 per site. >> Right >> now, you know, couple of those sites are Genanoa and Dunlow, which were hardly any work at all. But one of those sites is Spring Valley, which, you know, >> huge. >> Yeah. Which is huge. >> Wayne Middle is that's a huge area as well. So, >> yeah. Yeah. So, I mean, if you think about it like that, it's it's, you know, it's an it's an expensive endeavor to get it taken care of just because it is a huge job. >> You can do any

132at all in Genanoa. >> I wouldn't be opposed to, you know, in Genanoa and Dunlow in those smaller areas. Maybe we could even >> There's I don't see parking lot. >> Hold on just a second. We could maybe just uh bid it out to if we get no biders the second time, maybe we could do some kind of side contract with our custodians or our um local people that have the equipment that could clean, you know, those parking lots. >> Yeah. >> So that >> Yeah. But it'd be good if we could get biders and know that they were going to do it. >> Yeah. But like you said, >> I know. though we spent the month but posted and only one bidder. So >> we have to think of some something outside the box

133to do a little differently. >> I know that but >> I just think there is such a big area for one to do. I think it's needs to be broken down for sure. >> And I agree with the three areas. I've said that from the get-go. I think that's what we need to do. I'm a firm believer that we need to look into getting our own equipment. The thing about it is I had a parent a grandparent say they would do a school, you know, but the way the contract is written, they have to have workers comp and all that stuff. So that's going that's going to eliminate a lot of a lot of people that could do things. >> Yeah. They have to have insurance. >> They have to have insurance, workers comp, and

134all that kind of stuff. So >> that that eliminates a lot of people. I'll we'll we'll go back and look and and you know we can talk to um maybe the state department to see if there's anything we can do to loosen it up a little bit. Um you know I don't I don't have a problem with that but I I have a feeling what the answer is going to be. >> Yeah because I see Yeah. I get a lower bid if we don't require workers comp and don't require insurance. >> Yeah. But >> and my but yeah my day job gives me real concerns. >> Exactly. Oh, Randy the Constitution. >> So, so again, the recommendation is to approve the bid for the Tulsa area and to approve um Superior Pocahontas as a backup

135uh for the other two areas if there's no other way to get them serviced. >> I'll make that motion. >> I'll second by Randy, second by John. >> What's the name of it again? I'm looking at it, but >> Superior Pocahontas Construction. >> Oh, yeah. Yeah. Yeah. >> And I did I did speak with the uh with uh Logan County, the former superintendent who just recently left office down there and uh he said that the the service was uh was fine, that it was good and uh that that they handled the job there. >> So, but we will have an out in that contract just in case. Yes. >> Okay. Yeah. All right. As long as we have that >> safety net in that, I feel a little more feel a little better about that.

136So, >> yeah, me too. >> And each for each call out just before we vote on this, just so I'm clear, each time we call them. So, I don't I don't know how how does that work? If it's a if it's a dusting and we call them, we think it's going to be deeper, but it isn't. And they clean it off. But then immediately, like last year, we had we were cleaning it off and as soon as we cleaned it off, we had another stove storm, you know, 24 hours later, and they were back cleaning it off again. Is that $5,000 again? >> So, >> I don't know how you write it to avoid that. >> Yeah. If there if the uh if the >> weekly can we put something >> if now if we

137have a comp if we have a complaint about their service um no it's no additional charge if they have to come back out because it wasn't satisfactorily done >> but if if they come out they clear it off and then we have you know another event that happens >> um well let's say there's 12 in forecasted >> right >> they're not going to wait until there's 12 inches on on the ground, they're you know, they'll they'll go along the way, but if if they have to come out >> um if they have to come out multiple times, then it's going to be $5,000. >> Yeah. Yeah. But it doesn't sound like he's got a whole lot of equipment to me, but I've never removed snow, so I don't know. >> Yeah. >> Sounds excessive to

138me. And we have we have calls where we're as as much a priority as his Logan County. >> The schools are the top priority. Yeah. >> Okay. >> So, he's going to have crew he's going to have a crew design designated for us and a crew design crews designated for Logan. >> Okay. >> Well, we can give it a shot and see see how it works. >> Exactly. >> All right. So motion by Randy and second by Johnita to approve Pocahontas >> Superior Pocahontas Construction LLC for the Tulsa >> um service area. >> Gotcha. >> And approve them as a backup for the other two areas as needed. >> Other areas. >> All right. Is everyone clear on that? >> Got it. >> Any questions, concerns, or any other discussion? >> Yes. Let's just pray

139we don't need them. Okay, let's let's hope we go back to where >> All right. All in favor? >> I >> Any opposed? >> No. >> Motion carries four to one. >> Okay. Oh, I didn't know there was a no. >> Yeah, >> Dennis was a no. >> Okay. >> So, and we are going to rebid the Spring Valley and Wayne area. Correct. >> Correct. >> And try to pair down that. >> Yeah. We'll see if there's any adjustments we can make. Okay, >> perfect. >> Got it. >> All right, so we're moving on to >> We have accomplished so much tonight. >> Potential items for the future agenda. >> Yeah. So, um, school mapping proposals. We had a bid out for uh the uh legislatively required school mapping that has to be done. Uh,

140we've had a bid out for that. We've received a number of proposals. So, uh, we're going to start going through those here at the end of the week, early next week. So, at one of your upcoming meetings, maybe the next meeting, we'll we'll have a recommendation for you on it. And you remember, we do receive some reimbursement from the state for the cost of that project since it's uh required, but um it was not anticipated that the reimbursement would cover the whole cost of the project. So, that's an additional expense. We've got um uh bleacher purchases. Um so I had let you know before that we had some u u bleacher issues that were identified uh specifically at Wayne High School and uh at Tulsa High School. Uh we've done repairs at Tulsa. Um Wayne

141High School, we've knocked down one set of bleachers. They was not um they were not going to be repairable. And uh the second set uh we've done enough repairs for them to be used uh in the meantime, but I'm bringing in a bleacher contractor to look at the bleachers there um so that we can do a replacement. We're going to have to replace them >> now. So Wayne, when is that the football or baseball? >> Baseball. >> Okay, that's >> baseball. And then we'll have to look at the softball field as well. Um, we had already knocked down one set of bleachers at the softball field and replaced them with a new set. Uh, the other set of bleachers, it's where they're not covered in their block um becomes deteriorated and and they're not compliant

142with any current code, which which um gets written up in these reports. But um you don't have to they recommend that you you know put ADA seating to them and all that but it was kind of the same thing we got into at Serita Kenova Elementary School. It was going to cost a million dollars to renovate the bleachers >> to current code and a new set that was going to last for 30 years uh >> was less money than than the renovation cost. So, it's kind of the same thing here, just on a much smaller scale. So, I'm I'm having a contract I'm having one of our vendors come in to um so we can go through a process of identifying and then pricing out bleachers and then u and I forgive me sometimes I

143can't remember what I've mentioned and and what I haven't. We got to do some field light replacement down at Tulsa High School's baseball field. um the lights that are down there keep kicking the breakers and overheating and so we can address that by dropping down to a LED light that that pulls uh pulls less power. Um so I've had uh vendors on site there to make recommendations to me. And of course, we're going to try to do all of these as cost-effectively as possible because we have already budgeted budgeted our uh permanent improvement funds >> and uh just don't have the room within that budget for any big ticket items. >> Gotcha. >> So, that's where we are. So, all those things I don't know, you know, it certainly won't be you won't see all

144of them at the next meeting, but here in the next month or so, you you'll probably see all of those items, right? Anything else? That's it. Motion to >> motion by Randy. Second by second. >> Sorry, too slow. >> I know that's okay. >> All right. All in favor? >> Any opposed? Motion carries. Five to zero. It is 9:22. Thank you for joining us. >> Oh, you are more than welcome. Thank you everybody online. Um that concludes the meeting. >> Okay. Bye everybody.