Wirt County BOE is live!

001Yeah. >> Yeah. Karen, you good? >> Good evening. It is time to call the October 2125 War County Board of Education meeting to order. First order of business is our pledge of allegiance. And this evening, we're going to ask Taylor Smith to lead us. Did I get that right? Yeah. Taylor Smith to lead us. And Taylor, you do it from right there. You don't have to come up here. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Yeah, I always try to give people that are new. Okay, everybody else out there, I think I've probably got it sometime. So, um, thank you, Taylor. Appreciate that. We appreciate that. Okay, we're are down to

002approval agenda. Do I have a motion to approve the agenda? >> So, >> okay. Uh I think we're in pretty good shape tonight. I see nothing that um uh that is was not on the final agenda. We do have a couple of changes with the board's permission. Uh we would like to move the uh CIS um recognition uh to be A and then we're going to move McKenley and Associates uh to B. McKenley is still waiting for some of their people to get here. If they're not here when we get to that point, Mr. George, we'll move you one more >> or two more or three more. >> Okay. So, we're going to move uh under recognitions A up to uh information A if that is okay with everybody. Okay. And I think everything else

003is good. Anybody see anything I might have missed? Okay. With that, uh we have a motion to approve the agenda as presented. All in favor say I. I. >> I. Oppose say nay. Eyes have it. Motion carries. So at this time we are down to uh well it's not actually recognitions we put it up there at information and we have with us Amanda Moore who we all know work in high school uh CS coordinator and Taylor Smith and regional specialist Emma Damarron Damron. Did I say it right? Emma. >> Yeah. Now Emma just come up. We have we have a friend in common happens to be her mother and somebody that I've been friends with for many years. Her mother actually is the state superintendent, Michelle Black. She might not want me to say that.

004>> Yeah, there you go. So, with that being said, Mr. McKelen, anything else? >> So, we have been very very well pleased with the communities and schools first um bringing that on board with Amanda at the high school. um we've had great success. They're going to talk to you a little bit about the program and share some things with you and and this past year, as you know, we expanded that and we added another um position at War County Middle School, War County Primary Center with Taylor. We're very thrilled to have her on board this year. And um they did go ahead and give me a handout to share with all of the board members. You have that with you. and I will just ask the three of you to come up and share whatever

005information that you would like to share. But again, um we have been very well pleased with the communities in schools program. It has done a lot of good things for many many of our students and um been a great help to to numerous folks. So with that being said, if you ladies would like to come up and we'll just turn the floor over to you briefly. Guys, don't be afraid of the microphone. We're going out live and uh I'll start getting texts here saying tell them to talk up. So, >> I'm pretty loud, but we'll try here. >> Um so, just a little background really quick about communities and schools before I start bragging on them. So, we have seven regional specialists now um across the state and we're kind of separated among the four

006quadrants. So, we have one in each of the attendance quadrants, except for me. I have three attendance quadrants. I don't know. I'm an overachiever, I guess. Um, so I'm in quadrant one, two, and four. Actually, I'm in all four quadrants. I'm in quadrant 1, two, three, and four. Um, so I cover eight counties, and I have about um site coordinators that I oversee, but we're this year in 288 schools. We have 276 total site coordinators and over 120,000 students were impacted last year and this year we are doing a statewide focus on attendance. So they got to choose between chronic absenteeism or the attendance rate. So that is our focus for this year and West Virginia does it kind of special here. You can see on the back side we have the West Virginiaian department

007of education and then we have the regional specialists who are employed by Mountain State, the former races. Um, and then we have the county contact which for you guys is Jeff. Um, and we have our site coordinators that are hands-on and our collaborative partners who we work with throughout the year to get needs and resources met for the kids. So, we're the only state in the entire country that does this. every other state there is a communities and schools nonprofit and they just have like they have positions that they employ and then they have anou with each individual county department >> so to allow them to go in the school so in every other state they're not hands-on in the school like within every single day so like Amanda would have an entire county and

008not one specific school so we really developed this very specific to West Virginia and made it into a West Virginia specific model, but that is how it works. They start out by doing a school needs assessment, a school support plan, and then after that, they can start picking up kids to case manage. And then they do a needs assessment and support plan for each individual student as well. And in order for them to pick up the student, their parents do have to sign a parent guardian consent, which goes home with them with a little about me um document that describes them to the parents to let them know who they are. Unfortunately, CIS and CPS are very similar, so we have to separate the two out often um when describing them. But yeah, if there

009aren't any questions, I'm going to start bragging about work counting. >> Absolutely. >> So, it is with great pride and gratitude that I stand here today to recognize Amanda for her outstanding contributions to communities and school and the work county community. For those of you who may not know, although I think you all do, Amanda is the site coordinator at Work County High School. Amanda's dedication is obvious when you hear her speak of this community, see her engaging with students or or obtaining community partners and resources for her school. I am certain that many in this room could agree and could also share stories of the impact she has had within their lives or the lives of their children. of my 48 plus site coordinators that I oversee, Amanda is one of three who scored

010mastery or above in the system and the understanding of CIS. So I should have started with that. Sorry. The system system is how we track everything that happens. So any services or anything like that that Amanda provides to a student, she enters into system. So that's how we track um the students progress throughout the year. We track attendance through there. We can track behaviors. We can track when they enter into like the foster care system, if they move in with a grandparent, all of that is tracked among this system. So, I get to like hands-on see every single quarter everything that they have done. Now, I know everything does not get tracked in the system because there's no way it could, but if she gives someone socks or shoes or anything, anyone comes into the

011clothing closet, that pings back over to my computer. Um, so I can tell you that they are working very hard, but she's one of three who scored mastery of my 48 people with system and the understanding of CIS, which is really big. So, um, because of this and her strong willingness to help, um, she is now our region 2 mentor and has been assisting me in mentoring work, Gilmer, and Calhoun counties for the 2526 school year. Just yesterday we had our first quarter training for region two. So it was really the first time she's got to meet everybody and see faces. Um and I'm honestly not sure how I would have done it without her. I said Amanda help way too many times. She might be coming for my job next because she's kneede in

012the system every day and she sees the site coordinator side and my side is like a state admin side. So there's specific things that they were running into and I was like Amanda help again. This one come over here. Come over here. um and she was able to get everybody set up. So, she's not only an asset to Work County, but to the entire CIS West Virginia team. We are all very thankful to have her. Um and then in addition to this, I wanted to introduce Taylor Smith, who is the new site coordinator for the Wart Primary and Wart Middle School. With the help of Amanda and Taylor's love for W County, her students, and this community, Taylor is already a standout in the new year of site coordinators. She has been vocal in meetings,

013sharing advice and tips with other new site coordinators. And she has already taken the initiative to learn the ins and the out and is highly motivated to help her school and its community. I did not have to ask anyone to talk during our new site coordinator training because anytime I needed someone to share out ideas, Taylor would get the conversation started and then everyone felt comfortable. So then everyone started sharing and if somebody raised their hand with like a problem, she was quick to jump in and be like, "Oh, I ran into this last week and this is what we need to do." So, I have no doubt that she's going to be a great addition to the Work County Communities and Schools. And yeah, I appreciate you all for letting me come speak today

014about the amazing work that's been done here in Work County. And this team truly is something to brag about. I like to brag about them. This is my first year having them, but I verified it with their site coordinator from or their sorry, their regional specialist from last year, and he had all the same things to say. So, you guys are doing great. So, how many kids would you say you have touched over your time here helping them in some capacity? Any guess? [Music] >> Well, I'm only at the high school, so >> don't be humble. >> Um, I would say close to 125 to 130. Her case load average for the individualized case managed kids is 30 or above typically. So if they are case managed, she's required to do one monthly check-in with

015them a month and then she has to progress monitor them at the end of every nine weeks in addition to all the other services she's providing them, food, clothes, basic needs, any kind of assistance. um we broker out counseling and therapy services and stuff like that, but at a minimum the actual individual case managed kid, yeah, would be at least 30 a year. So, I think you're well over 120 because not every kid is case managed and not every parent wants to sign for them to be case managed. Um, no matter what we do, some parents are just never going to want to sign into it. But even though it is a great resource for the kids and we are just there to help >> gets misconstrued. So >> board members questions comments. >> Yeah.

016You said about 30 that you case manage. >> Yes. >> Is that tier two or tier three? >> All of you. >> It's tier one, tier two, and tier three. >> Okay. So how how many do you case how many do you have in tier three? >> In tier three. >> They're kind of required. So if they are case managed, they have to have tier one, tier two, and tier three supports. >> So I guess what I'm saying is how many students are uh of course if it's tier three, they're getting tier one and tier two services, right? >> So how many of the students uh are receiving that tier three in addition to the other tiers? >> All the case managed students get all >> 30. Okay. >> And then we have others that's

017not case managed that will also receive tier three. >> And um We have monthly meetings about our tier 2 and tier three students. And on that list, we probably have 60 probably on the list that we discuss monthly. And then we can add or take away. So at least 30 a month that I personally do something with tier three. And how often do you have students that were receiving tier three support and then uh they don't need that level of support and you can back them off to just uh level uh tier two or tier one only or has that even happened >> that I mean when they graduate >> so always have it for them. So in >> so once they're tier three, they're always have access to the tier three support. >> Correct.

018>> So there's Okay. >> Most of the time we see that if we remove the tier three support, then they fall right back into the old pattern that having that one-on-one and knowing that they can have that one-on-one is what's keeping them on track. Um so at the end of the year too, um I'm going to use you as an example. Sorry. at the end of the year, like if she's case managing a ninth grader this year, she can refer them on into the program for the next year. And then if they don't need resources anymore, she can pick them up as non-case managed, which means she assists them lightly but doesn't have all of the monthly like data requirements or she can pick them back up as case managed if they still need the

019services. But we always tell them even if their attendance or academics or behavior is amazing on that like last quarter of school, refer them anyways because most of the time it is their supports that has brought them there. >> Yeah. >> Most of the time when you take away those supports, they start falling back again. >> So now do you see a trend on when they uh go from one to two or two to three a decrease in their miss in their absenteeism or miss school time? >> So we don't necessarily do it that way. If they are case managed, they would get tier one, tier two, and tier three. We don't really like take away the tier three when they're doing better. We always keep it in there. >> Does that make sense? >>

020Yes. What I'm asking is so one of the one of the main criteria is to reduce absenteeism. >> Right. So if you have a student that is say tier two >> and uh then you move them to tier three. >> So then they're getting more services, more support, right? more checkins. >> More check-ins. >> When you do that, the students that you did that to, do you see a decrease in those students absenteeism? And if so, by how much? >> So, I can say that I looked at her data from last school year because we just are right now finishing the like first nine weeks of school data. Um, and last year her focus was also attendance. It wasn't a statewide focus last year, but Amanda had attendance as a focus. and 100% of the

021students she case managed met their final goal achievement. So at the beginning of the year she sets a goal which is to like either reduce the attendance rate or I'm sorry increase the attendance rate or reduce the chronic absenteeism and we typically say between 3 to 5%. So is that what you did for last year's goals? Yeah. So 100% of the students who had case managed had reached that final goal by the end of quarter 4. Does that help answer that question? So, so 100% of students case managed had a 3 to 5% improvement in Yes. attendance. >> Yeah. And I can get you guys the data among um all five years if you're interested in that. I wanted to bring it to this meeting. Um but we have to reach out to national to

022be able to track the whole five years and they are on their breaks. They don't break in the summer. So, they're on like a fall break right now. But I can reach out and we can actually track the improvement among the case managed students from her year one to her now year five. >> So So what I'm >> year three, I'm sorry. >> So what I'm interested in is uh improvements with students that are receiving different supports versus students that aren't. So then we can compare how effective the program is. Right? If there's if there's improvements across the board, there's no difference between the level of supports, then uh you know that doesn't show effectiveness because everything is affected equally, >> right? >> But if students that receive more support then have different results and

023that's really what I'd like to know or if it's compared against a control group that isn't receiving these supports. >> But I know everybody's getting everybody's getting tier one of the school then, right? Is there any control groups outside the school that the program could compare to? >> What do you mean by control groups outside of the school? >> So, are there schools that are in the state that aren't using the uh community and schools program and that you could say a school that uses this program has a 3 to 5% uh change in attendance versus a school that didn't sign up, they had less improvement than that. >> Yeah. So we've been looking into all of that data since everything but the one thing about that is not everyone was doing attendance before a

024lot of the schools were on a full behavior focus or academic focus and it was kind of based on how their scores came out from the Australian Department of Education. So this is the first year that everyone is doing attendance. I will say in Wayne County they started it out and piloted it at three schools and they had their chronic absenteeism was insane and they when they once they saw the improvement within those three schools they now have it in every school within their county and their countywide levels have dropped. So there is like some comparison numbers like that that we can use. But since the main focus hasn't always been attendance um this will really be the first year that everyone is focusing in on it. So, a lot of the schools last year

025did behavior and academics. There were not a ton that were focusing on attendance. I'm honestly not entirely sure why you guys were, but I'm not entirely sure why more across the state were not when chronic absenteeism is this bad. Um, but as far as comparison a school with a school without and a school with, it would kind of be like apples and bananas, honestly. I think because not everyone has been focused on it the whole time. Does that make sense? >> Yeah. I'm just trying to see if there's a a point of comparison because uh I don't doubt that you do good things, >> right? >> But good things as compared to what and the easiest way would be compared to someone who isn't trying those same actions. >> Yeah, I can definitely see if

026they have done any comparisons for the state level between um schools that are not using it and schools that are because many of the counties only have it in the lower income schools. They're not countywide. they put them more towards the lower income schools so that they can get the basic needs and resources as well and not full on the attendance focus. Um they're there for the like things that are the barriers to attendance if that makes sense. And that's something they have been able to identify as well um by doing the tiered three supports and the one-on- ones and talking with the parents. And we have a referral attendance sheet too that they can use when they do home visits or when they meet with parents or they can send home that the parents

027can fill out that just ask simple questions like does does your student have a healthy relationship with at least one adult within your school? Does your student have clean clothes to wear every day? Like and kind of helps to identify the barriers on if it's like a relationship problem, if it's academics, if there's a barrier like they have dirty clothes and they don't want to smell bad in front of their friends. Um Taylor was doing laundry today for a family that does not have a washer and dryer. They dropped it off and she threw it in and folded it and sent them on their way. So we kind of try to address all the barriers that are stopping them from attending besides just the fact that they don't want to, which is sometimes a high

028school problem. They just don't want to. But a lot of times in the elementary and middle school, they don't have clean clothes. They don't have food. Transportation is stopped. And so we sort of try to fully surround the kids with every support that they would need to be able to attend. So they dig a lot deeper than would be dug in a regular school if that makes sense. They really dig into the problem and assess that issue. I can anecdotally say, okay, and we know how antidotes are, but um you know, we've watched this program and uh you know, through the food pantry and all the things and and there's, you know, the the statistics might not be there, but the program has helped our students. Okay, we see it in those that in the

029attendance and and uh kids going home with food and and kids having clothes and uh somebody to lean on, somebody to talk to that's not, you know, necessarily that teacher or the principal or somebody like that. So, uh we're a believer in program. We were tickled to death. We were pleased beyond when we moved it to the middle school also. Okay. because that's if we get started there, it'll >> it'll work all the way up through. But you ladies do good work and we appreciate your unwavering effort. We really do. Really do. Anybody else? >> I'll just throw out there there's been tremendous support from our families and members of the community that have donated >> um to the food bank and donated to the clothing clothing. So, um, all of the folks out there

030that have been supportive of the program, thank you for your time and your donations. And again, we do appreciate the the great work that you're doing. >> The community has been great. Like, I couldn't ask for a better support. Uh, it's been amazing the outcome. So, um, I can't wait to see like how this year progresses with the support. So, I'm really excited to see that. >> So, have you moved the food pantry totally to the middle school or or do you still have one both places? separate. >> Okay. I wasn't sure and back of my mind for some reason I was thinking that have moved to the middle school, but it's still both places. >> Oh, sorry. As part of the CIS um contract, they're required to have a food pantry and clothing closet

031within each school so that it's accessible to those students as the need would arise. Um so that is part of one of the requirements. They have to have one within the building. And Taylor actually just did a you can have one between elementary and middle. Is that your question? She has one for elementary and middle because it's the same building. >> Yes. >> Um but Taylor just did a um Halloween costume drive. So the students within the school that did not have Halloween costumes to wear when all the kids get to come in in their Halloween costumes, now they do. >> Yes. >> She got lots of fun Halloween costumes. >> I've been giving them actually out to a lot of students and they're just they were so excited to be able to pick out

032a costume. >> I know that you go guys deeper >> than that food pantry. I realize that. deeper than the clothes, but that's what our people see. >> Okay? And and if you're reading following now, you know, the snap >> probably going to get uh cut here in a little bit >> on my you'll we'll definitely need you guys. >> Y >> and I will also add that they are going on is also Wednesday Clarksburg. Is that when >> Tuesday? They are going on Tuesday of next week. Sorry, I'm on the road the whole week for this event. Um, but they are going on Tuesday to Clarksburg and they are each receiving $1,500 for their food pantry, clothing closet, any basic needs. Um, Sean Ball of LNS Toyota out of Beckley started it several years

033ago. This is the first year that work county has been eligible though. He partnered with Brad Smith's Wingto-Wing Foundation, President Marshall. Um, and then he partnered with the PAC Foundation, which is run by Larry and Lisa Pac. Larry's our current state treasurer as well. um but he partnered with them so they were able to do it statewide. So CIS or not, every single school within this state is getting $1,500 that they can use for basic needs on an as needed basis. It kind of comes in sort of like cash so they can meet each individual student need as it comes. They don't have to spend it all at once or on a specific item. It's just there's a list of what qualifies as a basic need. Um, but they're going to travel to pick up

034their checks, which is the only requirement. They have to come and hang out and Doy is going to be on the panel um to speak on how CIS has impacted the high school and they're going to come home with $3,000 for the county. So, >> fantastic. >> They will be doing that on Tuesday as well. So, continue building up that food pantry. >> Good deal. Anybody else? Mr. Steuart, I know you you help with food banks a bunch. >> She hit mastery level. Yes. >> Okay. What's that? >> So, >> How do you get to be I would love to know. I don't know that I'm a master. >> So, um it's evaluated through Mountain State ESC where I'm employed, the West Virginia Department of Education, and through CIS National. So, there's three different tiers

035that we they place the site coordinators in based on a series of things. It's um emerging, progressing, and mastery. I only have three, like I said, of my 48 that actually hit mastery, and Amanda is one of those. Um but I think across the state, we had less than one in every county, and CIS is in every county. I would say we maybe had 30 hit mastery, and they are mostly the ones that were original to the program. Amanda was first for work counting here. They're really the ones original to the program um in most case scenarios, but they have the full knowledge of system. We can go in and see that all their data was entered on time. They have tracked everything efficiently. They're running student profile reports. They're running the schoolwide reports. They're

036running the individual support plans. They're going in, they're checking that they have done the supports because one of the things they do is when they do the initial student support plan, they plan out for the entire year. These are the supports we're going to try. This is we're going to see what works, what doesn't work, and each quarter they can re-evaluate the supports if they're not working. Um, but basically, she's checked every single box. Um, she has the full knowledge now of CIS and the system system. And I will say this is not an easy system. No, >> it is it is a lot and it's three different pages with about 40 to 50 options and they have to go in and enter every detail of the student. They have to enter a million details

037for each check-in that they do. If they do an activity within the school, if they do a tier one that's available for everybody, they have to enter every single thing into this system, which is slow and not super fun to use, I'm going to be honest. Um but Amanda's mastered it. So basically she has the full knowledge now they believe of the program nationally. >> So now she said >> so yeah so I have eight counties and they're divided up among three regions. So in region two is Wart Calhoun and Rome County. So Amanda is the mentor for those three counties. And so she is assisting all the new site coordinators within those counties, which there is two, Taylor and Jessica. Um, as well as when we host any of the regional trainings and stuff,

038she is hands-on helping me get around to each person, verifying everybody's data, verifying that it's correct and entered correctly, and sort of alleviating me having to go to 18 site coordinators on my own and check all their data so we can make sure everything follows all the state guidelines and national guidelines. >> She's very dedicated. >> Yes, she's very dedicated. She's been very >> I've also kids. >> Yeah. I came down her first week, I think. Was it your first week or second week within the school? second week within the school and half the kids already knew exactly who she was and were stopping her and high-fiving her in the hallway and kids were already in her office asking for food or >> someone had an accident needed clothes and somebody needed new shoes because

039their shoes were falling apart and in my one day there >> I was like oh my gosh she's already fully emerged within this school. I was very impressed because that does not always happen in all of our counties. All of our counties are not always welcomed to the new CIS site coordinators and sometimes they really struggle to get into the school systems. Um, and that is definitely not happening here in Work County because she was fully emerged on that week too. >> She was in there and the kids already knew >> they already knew they could come to her. >> Yeah. >> Okay guys, let's um get a picture. We don't have a plaque or anything, do we? Or but let's get a picture. Get in the paper. >> Sherry Rebecca is >> at the

040letters training. So if you don't >> mind [Music] We didn't mean to cut anybody off? If if there's any other questions, we can still entertain this. >> Thank you ladies for coming out. >> Thank you. >> Okay, so now we're going to go back and we're going to um have McKenley architecture and engineering pre-bond service information. And I'll turn that over to Mr. Macau. So yeah, we do have Ernie Delator and Terry George from McKenley with us this evening to talk about pre-bond services and I will just turn the floor over to Ernie. I'm happy that you fought your way through traffic and road construction and and >> well it was it started out with traffic and then I got off of uh Rockport Road. Then I missed my first left then what is that?

041Tucker Road. Then it took me all the way around. So um I apologize. I I hate being late, so I I I I do apologize for that. But um what Terry's is handing out is kind of synopsis of our pre-bond planning uh services that we we've implemented across the state. And uh it's it's it's it's been a very successful plan. Um, and I'll just reiterate, um, we have we have worked with 11 counties across the state and passed 11 successful bonds and we've only failed one in a particular county that had uh they discovered a meth lab in a in a science lab a week before the election and that uh that kind of koshed that just put the put the put the gosh on it. So we we you know it's just great. We

042have a we have a great success rate and and we want to bring that success rate to uh uh the work county. So I want to start off by thanking you for selecting us to work with us with this project and and and we look forward to it. So if you don't mind, I mean I just like to go through a process and this is just highlighting the process that we that we have. Um, you know, it's it's it's basically started out we've we've had plans where um they you know we we list task that are required to uh submit you know to for bond completion who's who's responsible time you know who's assisting them and the timeline that needs to be completed. So, we've gone from a a simple schedule of of just listing

043them to to now we're we're at a we're at sort of a a a GAN schedule that that we use and and it's been uh it's been it's been a successful you need a copy there. So, the pre-bond services, you know, it's it's you're looking I understand you want to wait till the November election because you you have a school levy, which is understandable, and and we need to feed off of that school levy. uh during the whole process. So um we'd like to be a little bit involved with that levy too to understand what's going into that levy and how how the perceptions you know how the voter perceptions are being uh taken during the whole process. So generally it takes 7 to 10 months of a whole pre-bond services to uh to uh

044you know up to an election date and uh and it and it starts with uh you know bond the board support. if if you don't have a board support of this levy, um it's it's it's doomed to fail. So, I think I think we're here today because you do have that board support. So, so I think that's that's that's great. Um and then it comes down to determining the projects that are in the that are going to be included in the bond. Um this uh the second page of this uh of the handout shows you it's it's just a uh PowerPoint slide that we showed during the interview and we thought at that time that's what we were thinking of. you you're looking at a new high school and maybe some upgrades to the uh

045athletic facilities and that may change but that's that's what we're working off the process and uh I would say you know how this differs from other counties is is that Ohio County for example they had they had 17 facilities. We had to go in and evaluate all 17 facilities, kind of come back with an assessment on what is needed and uh and and we brought all those into into into the meeting. And and make a long story short, we we probably had 240 thou $40 million worth of projects that were involved in that. And then you have to you have to pare it down again to okay, what can we pass? and it and it ended up being like a $78 million bond that we passed with Ohio County. This this is a little different

046uh in that you know unless things have changed from when we've talked originally you know you you have a new high school which is uh you know you can follow the SBA formula and there may be some tweaks uh whether you want to uh you know increase increase the scope a little bit by by things that fit your community or not and then the athletic facility. So, um I don't want to say it's easier, but it's it's more focused than than than something we do in Wood County, Ohio County, or Berkeley County that have multiple schools, and we're trying to uh we're trying to spread the money across the across the bond. Um and then we so in this case we we will take you you're looking at a new high school uh athletic facilities

047and whatever that changes and then say okay let's let's get support within the community within the within the administration within the community um is there objection to it I mean how do we address that so that we we're we're listening to everyone um and then and then somewhere along Ong that line, we come to a final bond selection projects. What what projects are going to be in this bond? What do we think is going to be in this bond? Because that that's important so that we can start focusing on those projects and telling the voters, the staff, administration what what we're going to do in the spawn and and then and then we have to have a support from the board. At that point, we're reconfirming and coming back to the board and saying, "This

048is what we're going to the public with. We want to make sure that you're on board because that's that's important. If it's a if it's a fractured board, it's it's going to hurt the bond u uh passage. So, it's important that the board's involved through the whole process, understands the projects that are in in the bond, and support the bond u so that we can move forward at that point. uh we know we know what the projects are and and then we start to bring you know we start to engage the school building authority for support to pass the bond and in this case I think I think the well in this case I think the the school building authority will will gravitate towards the uh the the new high school and and at at

049that point we we want to we want to maximize their contribution to the uh to the to the bond towards the high school And uh it's the and you'll hear that the that the SBA will say, you know, we're we support the project with X amount of dollars, but there's no guarantee that you will get the you will get these funds. And that's they have to say that because there's a procedure. So if you pass the bond and then then you'll have to go to the you have to submit for a need submission and ask for the funding that they they supported and then the SBA board will have to approve um the the you know the the grants funding it. So the SBA director or the SBA staff can't approve it. The board has

050to approve it. Just you you understand that. So so there there's a process there. Um, and then the other thing that we'll have to talk to to you about during the pre-bond services is the uh the EDS specs. Uh, is that something you want to do during the pre-bond services or do you want to wait till after the bond is passed? We we recommend, especially with a November election, that that we do it on the pre-bond services so that we we bake that into the cost. So a lot of times during pre-bought services during during the edspec services there's a there's a lot of things that the community bring into the to the process that add to the school beyond the SBA formula. And so it's important to estimate that. So the SBA the SBA

051and I have that below that the SBA will fund the schools assuming that um it's a 300 student 300 uh student uh school. It'll it'll fund $70,000 70,000 square feet. But if there's extras in there that you want like collaborative spaces or STEM spaces that'll go beyond that, we need to include that in the bond because that's that's a portion of the project that the uh that the that the bond would have to cover, not the SBA, and they they would exclude that. So it's, you know, we always we always recommended that we do the EDS specs prior um to to the SBA um submission so that we include that on there and then after that point then then we start to form the school board committees, school bond committees and and include you know

052the board of education administration u you know just the different staff members which we got stepped special ed uh maintenance food service it um all those people that have that would have ideas that we have to keep them included so that we hear their ideas um you know we can't we can't always include every idea that's in there be you know it's mainly comes down to cost but at least we've listened which is which is important uh factor in passing them on um and so at that point you know I listed here and these these are pretty close to success sensual items that we're going to go through, but they could change every once. But site selection preliminary, we thought how can how can we facilitate here on the existing site, which which has some

053challenges, but it's it's something that we can overcome and and it would be maybe building a portion of the school on a on an existing lot and then tearing down a portion of the school and then continuing the construction. Um Terry's Terry's old county in Faget County where he came from. We just finished a project like that that that's uh that he started before he retired uh there which which was a um PK through 12. >> Yeah. Meet me Metobridge PK through 12, which was we started out with the high school, tore down the existing high school, put the middle school in, tore down the middle school, and then ended up putting the the the elementary school on it, and and we're finishing up that project right now. This is similar to that, probably not

054as complex as that one, uh, but but we we have that experience. um cost estimates. Uh that's very important that we we get it right in during this process because you can only go to the voters one time and you ask for you you ask for x amount x amount of dollar dollars from the voters and you and you're asking for x amount of dollars from the SBA or whatever funding sources that we can come up with. You got the onetime shot. So we got to get it right. We got to get the scope right and we got to get this the the estimates right. And we have a excellent record of doing that. We we uh we we do a dualpurpose type thing in our company where we do them internally. Uh where we

055like during the preliminary uh discussions we talk about, okay, a new school would cost this. Uh the fields or anything that you want to upgrade on the fields where field houses and turf and all that, we can put it we can put a number to that. But then when we get closer, we engage a third-party estimator just to be sure that that it's a checks and balance because once you pass the bond, that's the funding you have and you got to make it work. So, so we want we want to get it right. Um, and then once we're there, we're going to we're going to obtain the conditional uh SBA uh commitment that I that I spoke about early earlier. And and uh we we have an excellent record uh working with the SBA to

056maximize the dollars that we can get with the SBA. Um we we've done that across all of our projects. And then and then we start our blonde focus groups uh which determine the message and and that that's very important where we you know we want to work with you on on that aspect and and there's a there's a lot of ways we can go with with bond messaging but it has to fit work county. So we can come in here and say what we did in Wyoming County, what we did in Wood County, what we did in Berkeley County, what we did in Ohio County, what we did in Brook, but we have to we have to match what fits here in W County. And I need you to tell us what what trips are

057trigger here in W County. Um and and that's that's that's very important. um you know, for us to come in here and say, you need to tell the the voters this, this, and this, we're we're doomed to fail. You need to tell us what's important, what's important to your voters, what's important to your students, what important to your parents, and and then go from there. Um at that point then then we we we advise that you start to retain your bond and finance council and bring them on board because now we have to determine now we have the we have a scope. We have an estimate. What is that what is that bond going to look like based on what the SBA is is giving and then what we're going to go to the public

058for. So what's that look like for the voter? And we always like to use an estimate of like a typical $100,000 house. What's it going to cost that voter a month uh uh you know in in in in this tax, you know, is it $5? Is it $10? Is it $20? And that determines whether it's whether the whether the bond's passable and that's an that's an important factor there. So and and again we need we need your community input. what what is the what what are the voters willing to accept as a as a as a as a as a bond uh in in their in their property taxes. Um and then once once we get there, you know, we're going through that and then it's got to come to a point where we need

059the VA uh final bond a board commitment on the bond and your your bond council will work with you on that. So, at that point, you have the bond language that you have your that's going to be advertised and and and the bond council is going to ask you to have a meeting and to and to vote on that bond um to support that bond. And again, that's important that, you know, I keep saying that's a 50- vote throughout the process so that the public realizes that everybody's on board. Um at that point, you know, there there's a lot of things happening, but you know, we start to develop a conceptual design. Uh at this point that, you know, we're we're let's just focus on a new high school. Uh there's a lot of lot

060of things on the on the athletic fields, but how can we how can we provide you renderings, um uh walkthroughs, flythroughs, and things that the voters can see what they're going to get for what they're going to, you know, what they're what we're asking to pay for. And that and that's very important because, you know, what we see what you know what we combat in a lot of counties is that a lot of voters say, "Yeah, we're going to give you this money and we never know what we're going to give you." But if we can show them what a school can look like, what what a fieldhouse can look like, what a locker room, what a new turf or or you know, I'm just throwing things out there. I I don't know if these

061are in there, but that's very important. And we we we need to provide you the visuals because those are the easiest things to sell. uh and and and a and a preon uh vote on once we get there, we we you know, you you need uh a media and message me messaging committee and and those are the people that are are going to say, "Okay, this is what we want to tell the voters and and there's a committee and a lot of these a lot of these people are the same people throughout the committees that we that we set up is what is the message we want to tell the voters and how do we deliver it and and there's many ways of doing it. It's, you know, you know, the typical things are yard

062signs, billboards, TVs, little bit prohibited because uh, you know, they don't focus on, you know, it's expensive because it it takes it takes a wide range of vote of TV people that are not voters, but but there's other things out there that we can do that target your voters, people that are in there. So, so they we'll we'll bring that to the table. um uh during during that process. And then and then we established the von stakeholders. Those are your um you know you know your administration and and your community leaders, people that are on board want to see this pass and you know that can be bankers, attorneys, you know, the sheriff, commissioners, uh people that are supporting the bond. who are those stakeholders that are supporting the bond and are willing to go

063out there and tell them why they should support the bond. So, so that that that's important also. Um and then and then the uh um media the media campaign and fi and pack funding. Um it it would cost dollars to to to get the message out and and that's that's an important factor. You cannot do that as a as a board to support it. But we can we can form packs that can take contributions to uh to to uh to fund whatever campaign we need. So we need to determine what is that amount we have to get to. I mean we've did it we've done it as little as $5,000 and we've raised as many as $50,000 in certain communities to to pass a bond. But what works in Wart County and how do we

064get there and who you know who who do we who do we attract to to to uh to contribute to those funds? Um so you know coming up to the to the election date and and and hopefully celebrating a bond election. So that's that's sort of a brief synopsis of of of what we do. I mean, it's, you know, there there's there's lot of work in there. I I kind of just highlighted the the the the areas that that I think that you would want to hear. Um, you know, you're you're looking at just the high school if we use the 300 student count. I think you're at 280 now or somewhere around there. >> And so 300 is a good good place to go where where you look at utilization. and you want to,

065you know, ability to expand, you're you're looking at just, let's just call it $31 million. So, how much can we get from the SBA? I mean, that's a question that they would have to answer, but I I think they would be they would be highly supportive of this project uh uh in in in W County. and then what over and above that whatever we're going to do with the other projects whether athletic fields improvements or whatever. So that's that's where we we'd work from. >> So I don't I would open up to questions at that point. >> Questions? >> Folks, all I can tell you is that from past experience when you're starting a project like this and you start construction, especially in communities like this, people are going to bring lawn chairs out and

066just watch the construction. I I've watched it happen multiple times. It the excitement just builds once you get that bond passed or you do whatever you're going to do to finance a building. The excitement grows in the community. People want to come out and they're going to be here at >> that's going to be a question on every night. When do we move in? Because excitement builds. People like to have new schools. Trust me, been involved. >> So, so play on that. In Hampshire County, we passed the bond in 2000. Uh, it happened to be during CO that we passed the bond. Prior to that, they were unable to pass a bond or a levy for over 10 years. Uh, we worked with them, put this program in place. We passed the bond. People were

067so excited about what happened there and they saw what happened there, they were able to pass a levy. now uh for that. So it it just feeds off itself and that's sort of what Terry was uh kind of applying to. >> So with uh with previous counties that have done this, do you have an idea the percentage that the SBA would cover versus what local taxpayers would cover? >> I'm gonna let Ernie answer that, but it varies. >> It it does vary. Um and and that that would be an SBA decision uh on what they're going to contribute there. So, you know, just to give you an idea, we did uh we did three elementary schools in Hampshire County and uh it was $54 million and they contributed $24 million. Uh Berkeley in H Wood

068County, we did the same thing there. Three elementary schools. It was a little bit more $27 million and they also got $24 million. But it it really comes down to there's not a science to that like we'll give you 10%, we'll give you 20%, we'll give you 30%. What you know what's out there that makes them you know what's what funding did they see available that on in the coming year when we go so so we would be going in 2026 needs you know how much how much money is available. It would be a multi-year funding no matter what what they gave us. So, so just say they gave us 20 million. And I'm not saying that they would give us 20 million. If they gave us 20 million, I I would see that being,

069you know, like a 10 million the first year, 10 million the second year, uh something like that. >> Okay. So, from from what you're saying, historically in those other two instances, it was roughly 50%. >> Yes. Well, yes, in those two instances I say that, but Berkeley County, we did that and they passed $150 million bond and they they negotiated with the SBA before they we got involved and they only got 24 million. So, uh there there's no rhyme or reason. So, so it's it's just >> okay. >> Um >> what other projects are on the table at that year? >> To be honest with you, you can't compare Berkeley to anybody. >> Yeah. I mean, that would make uh I think that would make a big difference to the local community if we're talking

070about getting a very large project and only half of it or whatever comes from local funds and the other comes from outside money. That would be a much bigger selling point. >> That that is that is a big sale. That is and and our relationship with the SBA, we would work to get the maximum amount out of the SBA and and a contribution. Now uh additionally in some of these other projects have they seen an increase in property values uh after the uh projects are complete? So if you're telling somebody that has, you know, u one of the benefits to doing this is you can see property values in the area go up, which >> well I would say I don't I I can't say that I can answer that with, you know, without researching

071it, but it only makes sense to me that if you're improving anything in the community, your property values go up. uh uh you know you you know you just look at attracting we we work with a lot of businesses that move in communities and the first thing they look at is schools and and you know if you have a company that's looking to move in the area from North Carolina and they look at some community schools and you know the schools that are in built in 1964 it's a quick no we're out of here. So >> yeah, I was just I was just curious if you had any historical data where we could see that trend. >> We probably can we can probably provide that for you. Uh I I just don't have it with

072you now. Yeah. >> So do you go to the first >> Well, that's the process. Okay. So, so I'm sorry. I didn't I don't mean to cut you off. Yeah. No, >> I want to ask the question. >> Yeah. Okay. So, we we need to come. Okay. So, what what do you agree on what the projects are? So, the pro the SBA is going to want to say what are the projects? Uh and then they're going to tell you what projects they want to be involved with. So, if we just go on this page here and and and just it it may change, but you got a new high school and athletic and athletic complex improvements. They can't. They're not allowed to improve. They're not allowed to contribute to your athlet athletics. So, it'll be

073totally on the high school in this scenario. So, we need to Okay. So, at this this point, we're looking at a high school that's $31 million. That's what we approach them with. It's $31 million for the high school. And just to use a number, we are putting another just a round number, $10 million into the athletic fields, which is probably a high number, but just to use that. So we got $40 million in this. What would you contribute to the high school? And so and then you can then then we we we market that as and so so again, just use a number. We're at 40 million. SBA's given $20 million to the high school, which we don't know if that's true or not. We can go to the voters and say, "We're doing $40

074million in projects here. The SBA is providing 20 million or 15 million or 10 million, but it's they want to they want to see what the project is. >> So, actually, >> yes. So, so then the process is come up with the the project uh which includes a projected cost for the project. >> Yeah. >> Once you know how much you need to spend to make that happen, then the second step is to go to the SBA. >> Yes. >> And then uh you subtract those two numbers and then the third step then is to go to the voters. >> Yes. >> Uh with substeps, right, in between. >> Yeah. >> Okay. And and the other part in there is once once we determine once it once the SBA commits to a to to amount

075and it and so what's that leave us with with the voters? >> We have to look at that. It has to be a number that's passable and so what what what is palatable to the voter? Is it $5 a month, $10 a month, $12 a month? Then and that's where we have to get. So it may it may in that point we may look at reducing the scope on the athletic complex if if it's too high if we feel feel it's too high >> and then uh from what I'm understanding what you said earlier if we do it in those those three steps and then we get to the fourth step to actually build the product build the the project the SBA could come back and say we told you 20 million but now we're

076really only going to give you 10. >> Is that what you're telling me? Yes. Well, that's that's the part where they say there's no guarantee. I mean, and and so the the no guarantee part is, you know, it's a state. So, if the state says we don't have funding to give to the SBA this year, even though we promised you that, u they can't they can't provide it. So, it might it might move on to another year. So, the executive director will be here. He'll he'll acknowledge his support for the project, but he'll tell you he can't guarantee it till his board votes on it. But what I would I will preface that there has not been a bond passed in my existence in in the state that hasn't been supported by the SBA once

077a commitment is given. >> Mr. Mson knows how that process goes. So, uh, no guarantees, but historically when they tell you they're going to do it, the historic trend is they stick to that number. >> Yeah. Yeah. >> Yeah. This is, uh, Mr. Terlock, when we built the middle school many years ago, 92, this is how it went then. Okay. we, you know, come up with all the plans in the project and then uh we went to SBA and SBA told us how much they would they would give us for it and then we took and floated. The last time a bond was was uh approved in W County was for the middle school and then we went to the people and and got the bond approved for the difference. But in between that there

078was things actually there was things we originally went We actually went bigger because of the amount that the SBA gave us that we were able to put things in the middle school that we hadn't planned on doing as far as some of the science labs and library and that type of thing. So yeah, as a person that's followed them, I've never I have never in my memory can remember a time where they said they would give an amount and didn't give it. Now, if the state went bankrupt, they're not going to give it. Okay? Or, you know, it it's a crapshoot, but they don't get it, then we don't take advantage of, you know, the bond money doesn't go through. It's all sort of pinched together there. >> I've heard the SBA on board. No

079such thing. >> Yeah. >> They like, >> but in history, the SBA and and Mrs. Cumins go back and I hope she'll agree with me. The SBA has always been good toward county schools because we've only came when we had good projects and would you agree with that Mrs. Cumins that um and they have always been good to us? Yeah. Have always sort of met our needs. The challenge is together how we maximize the dollars that contribute >> and and I think we can help you a lot with that. >> Other questions, board members? Mr. Mac, >> well, I want to thank you both for coming and sharing the information. I know you both have put in several miles to get here this evening. So, thank you for coming. look forward to working with you

080and um excited to see what the future holds. So, thank >> I appreciate it. Once again, I apologize for running a few minutes behind, but >> not trying to do it. >> I'm gonna play Dodgeball. >> Yeah. Really, >> as always, you know, if you need something, you know how >> Absolutely. Thank you. Appreciate it. >> Thank you, gentlemen. Good to see you again. >> Okay, so at this time we have uh Mrs. Hickman and uh Sandy. I'm struggling for a last name. >> Sandy Harris just sits back there and cheer me on. >> Sandy, are you just moral support? >> She is the ultimate teammate. >> No, I I I've already told Miss Hickman that she's going to do the presentation, but Mrs. So Harris is going to answer all questions. Okay. So >>

081that would be great. I mean that works for me. >> Go ahead, Gail. >> I went ahead and made you copies of the presentation. I mean follow that. >> Thank you. Um so this is our presentation. We've included some test data um which you are familiar with. I know Mr. McCannis spoke about that and then also our I Ready data and then we're going to talk about our goals and our strategic plan. Um first I want to say that this is the first time I've got to come present that I am fully staffed at the middle school with certified staff members. So that's very exciting news. Yep. every position is filled with someone who is qualified for that. So, we're thrilled about that. Um, we'd also like to take a second to thank you all

082and Mr. Macauan. Um, we've had some new things happen in our building. Um, thanks to an un very unfortunate flood, we do have a new gym floor that looks amazing. And then we were able to um pay a local artist to come do some artwork for us in our gym. If you haven't been in our gym, you should take some time to check that out. It looks really nice. And then as far as staffing goes, this year we were able um instead of sharing a special ed teacher with the high school, we were able to keep them in our building full-time. Um that was a necessity and we're um grateful that you all made that work for us. And then this year, you also authorized an extra aid for our self-contained room. We've added um

083quite a few little bodies to that room this year. um that was a necessity as well and we really appreciate you supporting us in that way. And then finally, the CIS position at the middle school and primary. Taylor's doing a phenomenal job for us. until you work in a school um and see the kids that are coming in, you don't have any idea what their needs are and how many of our families are struggling um how many of our kids worry about coming to school because their clothes are dirty or um they're hungry or they don't have a backpack and meet our many ways that those are no longer worries for them. We really appreciate that. Um right now at work can middle school we currently have 247 students um in the 50s and 60s

084in each grade level. Um so let me see if I can get my clicker here. I'm going to start with our last year um benchmark I ready data. Um the thing that I talk to my students and my staff about the most is growth. Um not just always being proficient but how much are you growing and improving each year. So I have provided a chart for you. Um the first chart shows you the different levels and then it says first benchmark what percentage of our kids schoolwide um were in each area on I Ready and this is for reading. We're going to start with reading because that's where we had the biggest issues this year on our state testing. Um I'll get all the bad news stuff out of the way. Um the second benchmark

085is there in the middle. Your goal is to increase those numbers in those on grade level categories. And then the third benchmark and the final column shows you the difference. So getting students on grade level is always a goal. We were able to move 22 students up throughout the year to mid or above grade level where we were able to move seven students to early on 14 students up to one grade only one grade level below. And then you can see the final numbers where um you know the the difference it went down 23 students out of that being grade levels below. So um we put it there in the percentages for you and the students. So you can kind of think of this as the individual students showing those gains in reading throughout the

086year. Um I am a firm believer that I Ready shows me more about my students than the state testing. And if you're not familiar with how that works, um, when they get to middle school, you know, we're not doing phonics as part of our classroom. They have to learn to read material that is way above their grade level at times. And we have to teach them how to survive in a world where they may have a learning disability or something like that. At the middle school, uh, roughly 30% of our population are special education students. Um, that not just not even including speech but learning disabilities. So on I ready we have provided accommodations so it will read to them because how can you judge me judge what my reading comprehension is if I can't

087read that so I already reading it to them then we can get a clear idea of what is their reading comprehension how can they read informational text how can they read fiction and understand it so I really feel that the I ready scores are more apt to what my students can actually do with those lifestyle accommodations in there. When you take the state testing, all of those go away for reading. So even though in the upper grades they're testing you on your comprehension, you don't get that tool that we've given you that the state requires all year, it gets taken away from you. So you're starting the state testing frustrated because you've lost the help that you're used to having and now you're at being asked to read something that you might not be able

088to because of whatever disability you may have. And so if I'm sure you can see from that where the reading test might not be the best gauge for my middle school students. So then um this is just the reading end of year by each grade level. I want to show you this before we talk about the state testing to see the number in parenthesis is the percentage that each area started with at the beginning of the year. So at um overall you know um at the end of the year 22% were mid or above grade level 19% early on grade level and then you can go through and see and then you can see how each grade finished and where they started. For example in fifth grade 16% were mid or above grade level where

089at the beginning of the year we only had just a few. So this kind of is a great way to see that growth. See that you want those numbers to the right to go down as the year progresses. You want the numbers at the left to go up. Okay. And then the next slide is our GSA results. Blue and green are beautiful. Red and yellow are not. Um red does not meet standard. Yellow partially meets standard. So this is our schoolwide about 42% of our students meeting or exceeding standards. um which like I said in our school in the fifth grade 35% are special education 34 in sixth grade 24 and then 25 in each grade level. So when we break these test results down by grade, sorry I keep breathing into this. Um this

090is where we really focus on that growth. Um, in fifth grade, my fifth grade ELA teacher, I I use her name all the time, Mrs. Romage, um, teaching wasn't her initial career, but she is a phenomenal ELA teacher, and she was so upset because her students were 3% below the state average, but when you look to the column on the right, last year, they were 15% below the state average. So, what a gain for our students and for our teacher to help bring those students up that much. Um, in sixth grade they were above the state average this year by 8%. In seventh grade they were below by one. That was a drop from how they scored in sixth grade. And eighth grade was definitely um the worst area that we've had in recent years

091um where we were that far below the state average at that 11% especially considering they did score well as seventh graders. Um we've done a lot of digging into that. That didn't set well with me. I'm a former ELA teacher. Um there's a lot of factors that go into that. I mean, you can always throw out eighth grade itis. I had a kid in that eighth grade class. I'm sure that's part of it. Um your reading test is also two days. So, one day is reading, lots and lots of reading and answering questions, and the second day is writing. And then they take those two scores and combine them. The we're not allowed to look at the tests obviously, but you can tell how long it takes kids. Eighth graders were done earlier than the

092others. So, we've taken a look at that and tried to pinpoint why why that was. Did we not take it seriously enough in the eighth grade so that our students weren't taking it seriously enough. Um, we're addressing that. Um, the accommodation factor is huge. We personally talk to the kids because it used to be that you couldn't see the scores for months. Well, now we can see the scores as they're finishing. So, I'm able to look at my own child's scores last year and say, "Uh, excuse me. What happened here?" if I wasn't pleased with it. And I I'm I can ask them right then, how long did it take you? What time were you done? Did you have scratch paper? Did you work on some graphic organizers before you wrote? What what did you

093do? I talked to other kids. Other kids told me I I couldn't I couldn't do that. I couldn't read that information. Um so there's a lot of factors that go into that. Um I'm sure you know the kids all have their reasons. None that we're not looking for excuses. We're looking for how we can improve that which you'll see here in our goals in just a little bit. Um so with that being said that is since I've been principal that definitely has been our lowest um scores and there's not a person in my building satisfied with that. So we've addressed that in our strategic plan as well. Um going on to my data, Jeff told me the high school took an hour so I can't I can't get close to that. I will I'll try

094not to. Um the math benchmark data I set up in a similar way. So you can see where we started with our first benchmark and where our students ended. So we were able to move 25 students to mid or above grade level throughout the year, 22 students to early on grade level. Um and then you want those lower levels. You want to move students up out of there. So you can see that we did indeed do that with those percentages going down throughout the year. Um here's the endofear grade level. Same thing. That number in parenthesis is the percent they started with at the beginning of the year. So in fifth grade they only had 2% of the kids on grade level when they started the year. So we were able to move that quite

095a bit. Um 8th grade also last year was one of our um most successful years in math in the eighth grade through I Ready. We probably had 15 to 20 kids who completely had tested out of math I Ready um during the course of the school year. So, Mr. Macau had found us a program called Alex um where they um kind of move into high school level math that we were able to put students on and we had students finish Alex last year, multiple students. Um so, math was very successful with that eighth grade class, especially last year. Um and so this kind of matched up on math. They have every accommodation on the state testing that they have on I Ready and in the classroom for math. So about 43% which is just 1%

096higher than our ELA of meeting standards schoolwide. And then the next slide shows you the state testing results. So each category each grade level was above the state average in math and of particular note. Um in sixth grade, Mrs. Kain had spent a lot of time and energy trying to improve her craft in the sixth grade because she didn't feel satisfied being below the state average the year before. Um her students were 14% above the state average in sixth grade math. And if you know anything about sixth graders, they're the hardest one of the hardest ages according to parents. I can't I can't agree with that. I love all the middle schoolers. Um, so our math scores, um, we were super pleased with those, super impressed with our students on those. >> I will confirm

097that sixth grade was the hardest >> Yeah. >> uh, year to raise middle school kids. >> Yeah, I taught sixth grade. So that I love them. I love them. Um, so what do all this data mean that we have work to do at the middle school? In math, we're going to continue with what we're doing. Um, we do have some extra support in math besides Title One, which focuses on fifth and sixth grade. We have a math interventionist, Mrs. Eggberts, who is my math teacher in school, and she comes in and works with our seventh and eighth graders, and even some sixth graders. Um, this year, we're trying to do a little bit more um acceleration for our high level students. We have groups of sixth graders um who are going upstairs and visiting with

098seventh grade, Mr. more during um retach and enrichment time to try to get some enrichment and Pat's also working with them. Um we're continuing with the Alex program. We've already got some students a student told me today they finished Alex in the eighth grade. So um they'll just go on to a different part like they started with algebra. So now we'll move on move them into a different part. And then we do have co-teers in all of our special education math rooms. We've kind of um widened that a little bit. And in fifth and sixth grade, if there's not a special educator co-eing, we have a title one teacher co-eing so that we're putting two bodies in there um to try to get those small groups and get those deficiencies made up. If you've been

099paying attention to test scores the last few years, we are getting in some pretty low test scores right now. Um I look for that to be improving in the next few years from the primary center. They've really hired made some good hires and um the the kids are really seem to be responding well to that. And then with ELA, um, we've been working in our vertical ELA team, um, that my core ELA teachers all take this to heart that are, it's not just one teacher with a bad, you know, a less than stellar score. It's all of us. So, they've been working as a team to analyze those um, issues and the areas that we're worried about. Um, they've restructured our retach classes. So, they've looked at the test data and um I encourage them

100to look and see what was the problem with the kids, but also what you as a teacher in your grade level, what do you feel worked well? What do you feel did it? And then look at that test data and see maybe which standard did they not do well on? Um you know, when I taught ELA, I did not enjoy poetry. So, I really had to dive into poetry and make sure that I did it justice. And um so they've been working on that. um they've been in evaluating themselves to see how they can improve and us as a school. How can my science and social studies teachers help with writing in the classroom? Um so we've all worked on that and um have worked on motivating our students to do their best work, give

101give us their best thing. And then in our eighth seventh and eighth grade, we have a new career exploration course that they're doing in the afternoons. Um and it's one day a week and we made a rotation basically. So, um, we've made some, they're used to that class being a lot more, um, fun. We still have fun things, but we've tied a lot of ELA into those. So, now we're reading a book and comparing it with a movie and we're adding in some writing and you sneak that in there with that fun activity. Or you're writing in that career class, you're um, doing a STEM class, but you're doing some writing within that STEM class, not just getting to be creative all the time. Um, and then for our strategic plan, our goals are very

102similar to the county's goals. Um, we want to improve our overall school climate and culture, and that should help improve our attendance and decrease our suspensions. Um, our attendance has improved 1% each year since 2021. So, it was 92% last year. Right now, we're on um pace. We're at 94% attendance at the middle school. And our suspensions were down. Um in 21 it was 34 students had a suspension. Um so 15 last year was a we're improving in the right direction and our kids are really working in our building to um take ownership. They were proud of that gym floor. If they catch you with your boots on it, they're going to tell you about it. Um and they're going to clean them up and um we have our PBIS program in full swing. We

103have our posters throughout our building. Our students are responding well to all of the fun activities and incentives that we do. We're working on tracking that attendance. Um we have um purchased a new program called Intellispark to communicate not just with parents and students but with one another. So if I have a note about Mr. Mets and he's a student in my class and I say Mr. Mets came in upset this morning because his, you know, dog is sick. And I write that note. Every teacher that is on that student's team or is assigned to that student through Weeus gets that note in an email so we can quickly share with one another. You know, Mr. Mets's dog is sick. Keep an eye out for him. Or it might be that mom called in and

104they didn't get their homework done. So, it's a very quick way to communicate. You would think in a small school that's not that hard, but when I'm trying to go tell the sixth grade team something and I'm stopped 20 times between my office and theirs, um those things do fall through some. So, this has been a gamecher for our data. Um Cali can pull pull reports for um PBIS in about two minutes that says what our kids are getting warnings for, what our kids are earning points for. It's just been really fabulous for our school. I think we've actually um convinced both the primary center and high school to look into purchasing that as well. Um our adventure club is a great incentive for our kids. They just recently went ziplining. Um we're showing our

105staff and our students how much we value them with different um fun activities or um prizes. We're working on our parent engagement, not just inviting parents into our building for activities, but really trying to send things home that they can do at home. Um some of our parents can't make it out during the day. um or they don't want to make it out in the evening because you've worked all day. So, we're trying to send things home like here's something you can do with your child to improve their reading skills or to improve their math facts. And then we have our student leadership committee that um students had to apply for and Mrs. Dunle and Mrs. Dy both head that up and those are our leaders of our school that we use to help make

106decisions, help plan activities, help volunteer for things. And then our second goal is to improve um we h we have had a focus the last few years on our special education subgroup. It is a large population and we had that focus because we were one of the targeted schools for the um CSI ATS group. We are now off that list because we have made improvements on the balance scorecard. So we no longer have that extra paperwork. Um we will miss that extra funding probably. um but we are no longer on that list because we've improved in this subgroup. So um that kind of gives you those percentages. They are one off in a couple of the grades because of a new student. So the numbers that I read to you earlier are a bit bit

107different. And we will be monitoring our special ed subgroup monthly. Miss Harris is our special ed coordinator. She's monitoring their attendance, their benchmark scores, making sure that they're on task. She spends a lot of time checking in with kids and checking their Schooly for missing assignments. Um, we're offering after school work sessions to teachers to analyze that data. And then one thing that we really like to do was find an instructional coach. We're still I've been talking with Mrs. Brown about how to best do that position. I think I have a lot of teachers in my building that have things to offer. Um, so we're trying to come up with exactly how we want to post that. Um, you know, Mrs. Faze has some really great math things that she learned through the math group

108that she was in, but also Mrs. good is doing some training. So, um rather than just an instructional coach, we may be offering just some PLC's and some learning time for our teachers that different staff can rotate through and be the coach. And then, um our third goal is to show 2% growth on the GSA in both ELA and math this year. And many of the same things will happen. family engagement, really checking that benchmark data. Um, each year in preparation for that summer slide that students often have, we send home lots of learning materials, books to read, journals to write in, um, teacher data from our administrators. We, Miss Harris is great about doing walkthroughs just to kind of um, see what's happening in the classrooms and send that data immediately back to the

109teachers. I'm less great at that, but I do try. I'm in the rooms each day. I'm just not so great about the filling out that form while I'm in there. Um, we have goal setting by our students. When we give them their benchmark scores, they set goals for the next one. So, they're going through completing that now. We kind of try to do that close to the next benchmark more than immediately after the first benchmark. So, we're working through that now and we'll take our next benchmark before Christmas. Um, we have a program called my rights which helps with our writing. Our teachers have had extra training on that. We're having our team meetings. Um and then we have our math coach which um is Mrs. Eggert and we're going to continue with our professional

110development. We have focused on um co-eing and then the multi-tiered system of support the last two years with our money from our CSI ATS. And now um we're going to piggyback off of that and continue using that focus rather than start something new. We're going to make sure that we're all squared away now that we are fully staffed and make sure everyone has the same information. And then just because our ELA has been working really hard and they want to make sure the board understands they're working hard, um these are some of the things that we're doing specifically for ELA um that I already talked about identifying those strengths and weaknesses of our students last year and this year because I need to know what maybe went wrong or right last year and then how

111can I best help these students? and then identify those data goals. Um they went through and identified the three highest and lowest scoring standards from last year and they checked for trends. So um the state testing site when you go check that data out, you can do cross-sectional reports, longitudinal reports. I can kind of see over the years what happened in each area. Um so my teachers have really been diving into that. They've already completed some extra myite training. Um we have some more of that happening. And then we're doing lots of literary activities. I know the kids came and read you their poems, the where I'm from poem. Um they did a phenomenal job with that. Just trying to make those activities available that they don't realize are ELA activities. Make things like that

112that they can really connect with and find an interest. Um we have a really strong team. Um we would love to have a program like Alex does for math. um for ELA when our kids we have a lot of kids that finish the ELA and there isn't the next step for them. We haven't found anything yet that we really feel is worthwhile. I don't want to just put them on something because they have that I ready time built into their schedule. So right now when a student finishes I ready, they come to me and I get to give them a project. So I um they read books that I love to to do a project with me or once they've done that now I have to read a book they love. So I'm reading some

113different books that I'm used to that aren't really in my wheelhouse. But that's okay. Then we get to talk about them, have a discussion. Um the some of the kids are creating movie trailers to try to get somebody else to want to read this book. Um just something fun to get them to read. Our kids don't read for fun. I don't know if you um check out the libraries. Um usually when we see the kids going into the library, it's because somebody's assigned a project. Um but that isn't what they choose to do. Um we have a few who do, but for the most part kids, that isn't their choice. And we are trying to find ways to make that happen. The best way to improve your reading scores is to read with your kids.

114And um my teachers are doing a good job of doing that um in their classes. and we're working on finding ways to encourage them to want to use our library. Um, Mrs. Weaver, we don't she has classes in there all day, but she has the foster grandmas who help our kids check out books. She has a system set up for our kids to go check them out independently and they write it down and she'll take care of it. So, we're just trying to get books in in their hands with those literary activities. So, that's our our data. That's our goals. And you can ask me question. >> I will say Mrs. good said they took a field trip to the high school public library and many students >> wanted to do that. >> Yeah. So,

115we're doing monthly trips over to the high school library and she's walking the groups over. She signed our middle school kids up for library cards at the public library and we have quite a few who are taking advantage of that as well. >> What? Yeah, I was impressed. >> Yeah, there were quite a few poems. Some of them wouldn't read aloud, you know, that were just they got you in the fields. They were >> a way to see all of them. >> Yeah. Well, I think Mrs. Good would like to do that activity again and we we may try to scan them in and we could email them to you. >> Cool. >> Yeah. >> Because that's what Weas calls it in the system. No, no, I know what it means. I just How do

116you >> Well, we use that term for retach and enrichment during um if you're not in band, you have to have something else to fill that spot. And that's the course code that we can make happen that there's not a grade attached to that because we don't want to punish you for not being in band. So, you get a chance to have that in fifth. That's what you do in fifth and sixth grade instead of band time. Yeah. But sort of like >> No, that's just we're giving you some extra time in case there's a skill you missed or you need accelerated. So, it might be that we're retaching something you should have learned last year or last month or last week when you were absent. Um but this year we're trying to really do

117some enrichment during that time as well. >> It's kind of like study hall. >> Yeah. Yeah. kind of just we're trying to make it um this year um less independent study hall and more focused on what we want you to focus on. >> Yeah. >> Gail, I asked Mrs. Smith this question. How has the cell phone Paul say, has it affected you? How how's that worked for you? >> Um no, because according to my students, I've always been a hag about cell phones and middle schoolers have never been allowed to have their cell phones out. they've always had to keep them in their lockers unless they had special permission. So really the only thing that changed was now the only special permission can come from me. So in the policy the principal can you know

118overrule the only thing um that my kids are really struggling with is that they're not supposed to have them on the bus because some of my kids ride the bus for a really long time. Um, and they I've yet to have anybody come being brought to me because they did something wrong with their cell phone on the bus, but maybe they were checking film for something else and saw them sitting there and have it out. So, my kids are working with me collecting some data. So, I told them the proper channels that we take if we don't like how something's in policy that we ask for a revision down the road after there's data to support whether we need this or not. or I said, I you know, we're going to have to study bus

119laws. We're have to do all the things. Um that has been our only complaint. We we haven't had any any issues. And those were war the bus driver. We we gave them a warning because they weren't in trouble. They weren't doing something wrong. But I have Well, I'm not going to say it because I know tomorrow will be a terrible day and I'll be putting all kinds of discipline in. So, I'm not going to say I'm not jinxing it. >> Questions? My cell phone went off in the library yesterday. >> My kids would shush shush it. I was actually trying to find something today in lockers. I was listening for one to ring and I was opening lockers quickly and there were cell phones in all of them. My kids had their cell phones in

120there. So >> yeah, I did want to ask a question. What I'm looking at here to that ELA is actually progressed along a little bit better than the map has. Am I correct? >> Yeah, it's we we're starting from a lot lower with the ELA. It just And I don't know why the random the state suddenly did so well in eighth grade this year because ours wasn't that far off from what we've been trending. It just makes you feel bad when you see, oh well, the rest of the state was this high, but that that's what we're trying to get our students to look at. But, you know, how did you do the eighth grade one? My issue was they dropped themselves. the content is significantly harder in eighth grade. And that's their first real

121dose of, you know, high school type questions. >> Yeah. Yeah. And we have put a lot of focus on our math because our math was low. >> Um, so we've really put a lot of energy into that. So now we just have to find the balance, I feel like, between the two subjects. >> Some of the specific actions you have for ELA seem very similar to specific actions we've had in the past. >> Probably. So, >> right. So my question is what are we doing different this year that we haven't done previously? >> So in the world of teaching um you can make a great list every year but it's going to change based on your students. So I can always put a list up there and we may try some with some students some

122with not. So, what we're trying to do differently is try to look more at those individual students, not lump them all together that, okay, this class didn't do well in this. Well, let's look at these individuals. So, this student didn't score so great in comprehension, this student struggle with non-fiction, this student struggle with theme, and separate them out in those small groups. Staffing is an issue. So that half-day special educator, even though it doesn't seem like that big of a deal, it is a big deal because it allows that more more of that time with those specifically special education students and co-eing. They in a co-eing classroom, they don't just work with those special ed students. They're in there to cover those percentages and to meet those IEP mandates, but they can work with every

123student in that room as well. So, I have a lot better shot if I'm in a classroom of 20 kids and I have two adults to address those specific needs than just having to lump them more so together. And I think that MTSS that we trained on last year, the entire school year, they were um it was a outside agency that came in and worked with us at least one day, sometimes two days a month and they went from room to room and they specifically coached our teachers on how to make that happen, how to make that small group happen. When you get to the middle school, the idea of centers is very um intimidating because that seems like a very primary thing and middle schoolers left unattended sometimes is frightening. So giving up that

124control of having this group over here working independently is something we really had to be coached and trained on getting our teachers to let go of that and have them working on something that they can do independently. why I'm really hardcore focused on these two kids and my co- teacher is really working with you you three and we rotate around so I touch every kid throughout the period but I'm not going to sit here for 44 minutes and preach at all of you about you know if Luke already mastered something I need to enrich him and I'm going to break that up into 15 minutes where I'm 15 minutes with this group doing this 15 minutes with them 15 minutes with them and we're rotating around and and moving around >> and you weren't doing

125that previously >> um that's not really um We did it with our kids who struggled. We didn't do it with our kids who were needing enriched. We didn't do it all the time. It wasn't something that we tried to focus on all the time. I wouldn't say we didn't ever do it, but it wasn't something that was a focus. Any other question? >> I understand you right. You said you challenge kids to read books. They challenge you to read. >> Um, yes. I just >> do all >> I don't I read fast. I can read it in an evening. So, I recently purchased a book on Amazon for a student because we didn't have it. Um, we checked it out and I found it. So, she's got it and when she's finished, it's coming to

126me. I'll be reading Fahrenheit 451. >> And you haven't read that yet? >> I haven't read that one. No. I used to keep up a lot better when I taught ELA and I would read the books I wanted to recommend to my students. Um, but now I don't have time to read like I would like to because if I'm reading a book, I won't go to bed till I'm finished. So, I can't do that during the week. because I can only read on the weekends. >> It's a classic. >> Yeah. >> I I read the excerpt. >> Yeah. >> And she really wanted to read it, but she wanted someone to chat about it with. So, >> if they start with the conversation, too. >> Yeah. Yeah. And if you guys ever want to challenge

127a kid that you know has a if you have a favorite book and I get one that's done, I'll be happy to hook them up with you and you could read with one of them. I think they would be tickled by that. >> I can't do the scary ones. That might be a good project. >> Yeah, >> I would love that myself. >> Yeah, they would they would love it. They love to come in and chat about books. >> Familiar with the book My Side of the Mountain. >> Yeah, we read that. Yeah, that's one that some of our teachers do. >> I can remember way back when. >> Yeah, >> that really really good book. >> We did that and Mrs. Stays taught her students. She allowed her students to go out and make

128fire in the parking lot. >> That is a good idea. >> Yeah. We we would love that. I'll I'll talk to Mrs. Good about that. She's really good about setting up those types of projects and we'll get that started because I have some students ready to go. >> Yeah. >> Well, I appreciate all of the work that you have done and the proactive work that you have done to work with your staff to analyze um what maybe needed to be tweaked from last year and to make those adjustments and to adjust your goals and your plan. So, I appreciate the work you've done on that. >> Thank you. We we have a very good team at the middle school. I tell them all the time, I would not want to work anywhere else. Miss Harris

129is an excellent partner in crime. We do very, very well together and we have great kids. So, that makes your job a lot easier when you have great kids and you're coming to school to hang out with them all day. >> Well, Gail, we're we're pl we're glad you're at the middle school. Okay. And uh I think anybody knows knows I'm a Gail Hickman fan. I think she is probably the best middle school principal in the state of West Virginia. >> Whoa. And uh yeah, really if you're out in the schools, you see, >> but uh >> I had a very good example back in the day. >> Yeah, back in the day. Um but thank you and Sandy, thank you. >> Y >> guys, come visit anytime. really. >> Um, okay. So, we are

130down to our attendance narrative with Mr. Smith. Anything, Mr. Macau? >> No, I'm good. Turn it over to Mr. Smith. >> Switch over here real quick. >> Memorized. Yeah, I when Gail's home reading, I'm home memorizing my narrative. I know you There we go. It's up now. Thank you, William. Okay. All right. Thanks for your patience there. Just took a second. Um, since the beginning of the 2526 school year, 25 student households have been sent 5-day unexcused absence letters. Um, the year-to- date attendance rate by school and district as of October 15th, uh, primary center at 94.2 and as Mrs. Hickman said earlier, middle schools at 94.1, uh, high schools at 92.9, and districtwide at 93.9. >> It's good. >> Yeah, >> we can stay there. It's good. >> Yeah. Average attendance by school and

131district as of October 15th, primary centers at 93.9, middle school 93.4, high schools at 92.1, and districtwide we're at 93.1. Um, and I I put this in the narrative, but I thought it would be better. It was kind of wordy in the narrative, so I put it in chart form. Basically, um, Mr. Sherlock was alluding to this earlier about the chronic absenteeism. Now, I'm not going to mislead you and say this is all reflective of CIS kids, but you can see where we've went from 33.94% down to 23% this year. Over the last three years, it's reduced that much districtwide. For example, the best way to put that in perspective is like uh we have an enrollment right now, I'll get to that in a minute, of 80 835 students. Okay? If we were to

132stay static, that means basically 84 or 85 kids were not chronically absent over that period of time. If you kept that as a static thing, like if a 10th if you if this was a 10th through the 12th grade class, hypothetically, 84 kids would not have been, you know, chronically absent is what I'm trying to say. So that's that's a significant change. And I'm proud of all the work they've done. And Mr. Sherlock asked about the u chronic absentee. I can tell you what it was just solely at the high school in 22 23. It was at 47%. So I'd have to break that down further. So you can see there's been a significant change. >> Now has there been a definitional difference in what is chronic absenteeism between those years? >> No. No, that

133has not changed. >> So we're still comparing apples to apples. >> Yes, it's consistent across the board. Uh, for example, if a kid's here 180 school days, once they miss 18 days, for whatever reason, regardless, it could be doctor's appointments or whatever, it's considered chronically absent. >> And that's the same as it was. >> Yes. It's static. Yeah, it stayed the same. Huh. >> All right. Any other questions about that before I go any further? I thought that was really good progress to be honest with you. Ever that that period of time? Jeff, I had read a um article now and I don't remember what county it was or I tell you, >> but they had look >> they had looked at and there was a percentage of the students that were chronically absent that

134ended up >> going to homeschool or out of out of public ed. >> Correct. And that raised that >> right >> um >> percentage attendance >> lowered the uh right >> do you think that >> I hate to answer that in a blank answer. I mean it's >> it might be something you could look at. >> Yeah, it's kind of mixed results to be honest with you, Mr. >> Those kids that went to their were they kids were they I see what you're ask students that were >> I'd have to look at the percentage of the 108 that's in school choice >> taking anything away from any other person. Oh, I understand that. Yeah. But like what I do know this just and as Mr. Sherlock asked earlier, I analyzed CIS and some of that

135and they have made great strides and I'll try and bring some more information back as far as that goes. So >> yeah, and we've between CIS administration and u Tai helping with her part. I think it's really got better. I mean a combination and staff involvement as well. So of course Mr. Macau support on all. Yeah. Okay. Um All right. um district enrollment as of October 15th. Um primary centers at 312, middle schools at 247, high schools at 276, which makes the uh enrollment districtwide at 835. And as I mentioned down here, the total enrollment decreased by six students in comparison to the September narrative. uh in comparison uh the primary center enrollment decreased by four, middle school increased by two and high school increased by four. So you can see this is a fluid

136situation. Like since Mrs. Hickman's here, she had some leave now we got more coming back. So it's kind of a fluid situation from month to month how that works. I mean and this date I give you one day I'm just being honest on the 15th you the 16th there could be two or three kids. That's why I just try and do it from from month to month so you have a true depiction of what's going on. So >> trend that you're seeing the reason being >> well >> the gain or loss you know what I mean? >> Well I mean the natural >> obviously the gain is because >> well right and the and the natural one is like are you asking like school choice is probably the biggest factor. >> Yeah that's what I

137was >> because you're looking at 108 kids right now that are in some type of school choice. You imagine instead of 835 hypothetically it' be 943. So that's a significant I'm just answering your question, Luke, to the best of my Yeah, >> it's kind of a fluid situation. So, >> okay. Um well, here's an example what we're talking about. Uh Luke, right here. Um primary center, four students withdrew enrolled in other instate public school systems. Middle school, two two students enrolled from home school. And high school, three students withdrew enrolled in other instate public school system. and one student withdrew and enrolled in a charter uh school system. And um as any of the principles, including Mrs. Hickman, could can testify, those people come and go, homeschool in and out. It just happens. It's a

138fluid situation. Like next month, I could come and Mrs. Hickman could verify that maybe two of them ca went to homeschool that were previously came back. It just happens. It just some of them move back and forth and it could be different kids each month, you know what I mean, that does that. So, >> so >> go ahead. Sorry. >> I don't know, but I'm just curious when they when they leave from our school and say they go to home school, >> okay, >> and then let's say they come back, does their absences restart as far as you know what I mean? So, like let's say that a kid is on the verge of being drew up and they go to home school. >> Oh, no, no, no. If they came back, if they came

139back in the same current years, same current year. Yeah, it would stay. Yeah, it would stay stagnant. Now, from year to year, it wouldn't of course, but but during the year, That's a good question, Luke. Yeah, that's a good question. >> Okay. Um, as far as enrollment goes, um, preK was at 51, kindergarten at 61, first grade at 49, second grade at 49, third grade at 48, fourth grade at 54, fifth grade at 65, sixth grade at 59, 7th grade at 55, eighth grade at 68, 9th grade at 79, 10th at 62, 11 at 63, and 12th grade was at 72 students. now and the last slide slide disregard that I was going to introduce Emma but she went ahead and came up earlier so that's what the last slide was um is there anything

140in particular you all want to discuss through the previous slides or anything that you want me to come back with at a future date any of that >> well good I hope that's I hope we sustain that Brent yes I'm with you yeah so anything else any questions concern all All right. >> Thank you for your work on that. >> Okay. Update on new building, Mr. Mac. >> Okay. Be very brief. So, Mrs. Anderson has completed her vendor packet for us to get her on to so that we can cut her a check. Um the prosecuting attorney um messaged me that he is about finished with the deed. He needed a few more pieces of information. And then after that, it'll just be setting a point in time hopefully sometime next week that we all

141can get together and sign everything and close on the property um for the new board office location. So that is coming to fruition hopefully next week. >> Questions? Okay. Balance scorecard. Mr. Okay. Okay, this has got all 55 counties in it. So, you can go and see how everybody else is doing across the state. But if you would, I would ask you to turn to the page that's numbered one at the bottom. I think it's actually the third page in. So we are rated and evaluated from the West Virginia Department of Education in a variety of things. And the first set of those things are called efficiency indicators and within each county they evaluate career and technical education, child nutrition, um county board of education member effectiveness. Okay, remember you do a self-reflection each year

142that gets looked at. We have ESA, ESA programs, facilities, finance, personnel, special education, um, state required data collections, transportation, and preK. Okay. So, when the principles have presented their data, they have their little snapshot of the general summit of assessment and the testing results as well. So, if you would turn to the next page, okay, it takes a look at some other things. Um, for the balance scorecard indicators, we have ELA achievement, math achievement, ELA progress, math progress. Um, we don't currently have any English language learners in the county. Um, but attendance, behavior, the graduation four-year rate, the graduation five-year rate, on track to graduation, and post-secondary achievement. Um, all of those things are looked at. So, now if you turn to the next page, it starts, counties, and you can look all the way

143through there. But if you will keep going, keep going. >> Page 11. >> Keep going. Thank you. If you will turn to page 11, it gets to the nitty-gritty in in work county. So, all of the things that we mentioned, the the finance, um transportation, um board member effectiveness, all of that list of things on page one is on the left hand side of this chart. And then all of the academic things and all of the other factors that were on page two that we just discussed are on the right hand side of this chart. So if you find Wart um we had no issues and met all of the indicators for all of those items that were on page one. Um no issues found. And then if you look at the the next side

144um there's three columns. One watch means that you aren't where you need to be yet, but you either are better than where you were last year or you haven't gotten worse two or three years in a row. Okay, so note that we are on watch for attendance and on track to graduation. On track to graduation looks at a cohort of the 10th grade and I think it's a year lagging. So, I think this data would be this year's juniors. And it looks um by the end of their 10th grade year, have they earned 12 credits and credits in the core areas? And so, with this class, we've got some work that we need to do there. We had we had some issues with kids that weren't passing classes. But I think if you if you

145remember Doy's data and you've got the graduation rate and then you've got the co the four and fiveyear cohorts, I think that Mr. Meyers and all involved with credit recovery have done a good job to get those kids that don't have those credits caught up. And then we are on watch for attendance and um it hasn't progressed to um support indicators or intensive because I think even though we're not where we want to be on attendance, we can show that we're getting better each year and not getting worse or or staying stagnant. And I think the same could be said of on track for graduation. If if you're identified as on watch this year and you don't do anything better, you're not making any strides, then you move over to the support indicators. And then

146if you're there and you still are sitting there after three years, that's when you get something on this intensive support in indicator um which we do not have. So, I think um with all of that, I think attendance we're moving in the right direction and I we we might be on this on watch for a while, but if we keep making strides, I think we're eventually going going to get there. And that is everything on the balance scorecard assessment with us. It's got every county on there and it even has all of the charter schools on there. If you're wondering how they're doing, their information is on page 12, too. And I know that was a lot in a little bit of time, but I'm happy to answer any specific questions that you might have.

147>> So, for uh for attendance, what what needs to change and what level would it be where we uh meet standard? So for us to meet standard we have to have throughout the whole county we have to have 90% of the students attending 90% of the time or better. And I can bring you it was I think it was like 35 pages. I didn't copy it for you but I can bring that to the board. It's got for every metric on that it it explains how it is scored and what does it take to go from does not meet to partially meets to meets or exceeds. If you're interested in that I can provide it but it was rather lengthy so I didn't I didn't bring it with or make copies. >> No but you're

148saying n so for that one 90% of the students attend 90% of the time. So there's two in two separate things. If it's uh I don't know you improve the number of students that are attending but some students are attending. >> So if you have if you have more if you have more than 10% and I and um you can correct me if I'm wrong on this Jeff but as I read that document if you to to get meet standards you have to have below 10% of your kids chronically absent. >> And Mr. account. I'm sorry. I remember I went to attendance meeting recently. That's directly from the scorecard. I can get the board members that matrix instead of that big document. I've got a one pager in regard to attendance. And there is very

149few schools, trust me, that meet that goal. And they're assessing whether that's a realistic goal. I just wanted to tell you that Mr. just I just went through here and went through all of the counties and I believe there are only three counties that aren't either on watch or more significant issues with attendance in the state. >> Correct. >> But I mean if you've got a one pager that would be great that other documents 35 pages. >> If you want to John we could just send them a copy of that in the morning, scan it and send it to the board members. discussed a kid. >> Correct. >> Doesn't matter what it is. >> So, I mean, if if I've got a kid that has to get checked out to go get an allergy shot

150every month, I'm probably going to be on the chronically absent list. >> Yeah. >> Or orthodontist. or you I mean there there's some things where you you've got >> regularly scheduled doctor's appointments that you have to attend through no fault necessarily of >> essentially there is no excuse >> what well >> well what did they say Jeff >> okay wait a minute okay >> I'm glad you asked >> okay if a kid's suspended believe it or not it doesn't count against unex I'm just I'm no if you're kicked out doesn't count against chronic abst it like it never happened you're allowed up to five college visits. They used to that was an absence, right? >> Um I'm trying to think of what else. Uh 4, I believe they put a uh a uh an area

151you can miss just like college visits or some type of provision there. But overall, Luke, they're telling you right less you can count on less than one hand what you can miss. >> I gave you a perfect opportunity to use your catchphrase and you missed it. >> Which one? >> An absence is an absence. >> Absence is an absence. That's what I've heard about a thousand times over the last that's when we go to the meetings. John's being facitious, but that's >> so so if a if a student has a an orthodontist appointment and it's in Parkerburg and they swing by WVUP on the way back. >> That could c that they could do that five times. >> They could do that five times and it would be an accident. >> That's what I call

152work in the system. Yes, >> that's I know that doesn't help. >> I know you're bigger, >> but Mr. Sherlock, when that first came out, there was no provision for college visits. So, and my son happened to be a senior at that moment. So, I said, you know, we're preparing these kids to to to apply and go and visit colleges to further their education, and he's going to have an unexcused absence for every place that we go. And the answer was yes. But, so I'm happy that they did change that and at least put some provision in there. >> I'm sorry. There is one other provision I forgot, Mr. Macau. The bus didn't run. like for some reason it we can't count that against them if we didn't go pick them up. >> But uh

153made up madeup work doesn't uh negate the absence. Doesn't do a thing. >> No. >> As John said, an absence is an absence is an absence on this. You might as well just 10% 180 days. >> No. No. Because if you do that, then we'll start seeing the math in the English course. What? Well, and I won't take too up to your time, but like Mr. Macau was talking about like for example, that was the misperception. What Tai does, Ty deals with unexcused absences. So, in other words, Mr. Sherlock, you say you have a child in school and they have doctor's appointment, they have legit excuses. That's not the one that Ty and I deal with on that end. If you're missing school for unexcused reasons, that's why Tai gets involved. That's a misperception. >>

154So, it's essentially two separate categories. So one is a category for >> absences where everyone believes the child should be in school and then the other is absences where the student is out of the classroom for any reason minus a very select >> correct and that's a misperception. Yeah, that's >> And when we get when the numbers that you get us that are we have a 93 94% attendance rate, we're talking about the first category, >> not the second category. >> No, no, that that's actual seat time. Like if little Johnny misses that day, he's counted against the attendance percentage. What I give you, that's called the average attendance. But the chronic absenteeism, yeah, it's the same thing. It would count against it. Correct? Yeah. because it rules throughout the >> Yeah. So, the best

155way of putting it is you could have 10% of the students who have perfect or faithful attendance. They may be begrudgingly pulling 10% up if that makes sense, Mr. Sherlock. That's how it works. Yes. >> Yeah. the the 4H team was I listened I I think I was down there actually that day and that was just sort of a bizarre conversation that to to go to a 4 whatever now doesn't count but to go to >> because 4 is because 4 is the college visits for students who are going to go into agriculture. No, I don't think that's what they were getting at, but that is part of it. But it was just crazy, you know, the and then people started naming other things that were just as I'm not saying it's not valid, right?

156>> Just as valid. It's like, no, no, 4. Okay. It it was just crazy. >> Well, well, Mr. Mr. Mr. Macau and I were on a I'm just being honest. We were on a conference call last year and they used a scenario which blew Mr. Macau and I's mind. Okay, let's say Mr. Sherlock has a has a kid that's performing in something, let's say, at the Smooth Theater. I'm just using that as an example. Your kid would be unexcused, the one that was performing, but the ones that rode the bus to go watch them would be excused. >> So, if it's a field trip, they're excused. And yeah, that So, yeah, I had I was scratching my head at that one. And you know, there are some legitimate codes in there um where they took

157out all educational leave. Well, before if your student was going to perform or or whatever and do that, we could have granted educational leave because they're going to do something that has educational value. Um they took that out and I understand some people may have abused that. Um but there were some legitimate things that that would have covered. They took out the calamity code. So if your house burns down, you're still absent, not at school, that's an unexcused absence, which I think was, you know, not reasonable. But >> they saw some reason with the college vis visits and apparently for >> I'm hopeful that maybe they can see some reason and and amend this again maybe in subsequent years with the legislators. >> Okay, >> it's all good. >> I'm sorry I chimed in, Mr.

158But I heard him asking >> any other questions >> for uh students on track to graduation. >> Yes. >> What would it take to meet the standard in that is that also >> there has to be 80 over 80% of that each 10th grade cohort earning their 12 credits. >> Over 80% earning their credits. >> Yes. >> Then that meets standard. >> Correct. And but what ends up happening is that they do that in 10th grade and then that summer, you know, and the kids aren't there, but that summer of the 10th grade, they come to credit recovery and they so it never gets cleaned up down here. But when we get to graduation, those kids are graduating because they've made those graduations. >> Yeah, that's a very good point, Mr. Mass. It never changes

159this. >> That snapshot that I gave you is the snapshot right then and there. >> Okay. It does not take into account anybody that did credit recovery over the summer or any subsequent year. That's a very good point, Mr. May. >> Yeah. Because we have if if that was a true 80, you know, it's 80% then we have way more than 80% of our kids graduating. But on the 10th grade at that snapshot, they're not. >> Because after that, we take corrective action to fix the issue. >> We Right. And but it never cleans up down here. >> Yeah. Okay, guys. Good conversations. Um, okay. We're down to we have no delegations, so we're down to our agenda. I need a motion to approve uh the minutes of the October 7th, 2025 regular meeting. >>

160Any corrections, questions, comments? >> Hearing none, we have a motion to approve the October 7th, 2025 regular meeting minutes. All in favor say I. >> I. I. >> Post say nay. Eyes have it. Motion carries. And I was n I didn't voice, but I was n. Okay. Down to finance. May a motion to approve the payment of invoices amount $241,571.38. >> So move. >> We have no board member thing on this one, right Karen? No. Okay. Okay. M. >> Okay. We have four runs of expenditures for your consideration this evening. The first on 3102025 totals $50042 PEIA retiree insurance. The next on 1013 2025 totals $87,3201. Noteworthy on this. We have Gordon Foods. Um and we have Harris Oil for diesel fuel. The next on 1016 2025 totals $43,470. This is West Virginia virtual academy

161$19,17363. That is the bill that we get assessed for students that went to charter schools that we get a bill from them that we're not too happy to to pay. And then finally on 1017 2025 that run totals $110,280.75 noteworthy on this. We have Amazon for various instructional supplies, Best Life Therapy for Speech Services, the Development Advantage for Behavior Services. We have the West Virginia Supreme Court of Appeals for our probation officer salary, and all of those runs of expenditures total $241,571.38. Any questions on invoice? >> Has the big basket. >> Questions on invoices. >> Hear none. We have a motion to pay the invoices in amount of 241,571.38. All in favor say I. >> I. Post say nay. Eyes have it. Motion carries. A motion approve budget transfers in amount of $111,666.36 move. >>

162So this is one transfer in that amount of $111,666.36 and this is transfer special ed to final WBDE approved budget lines in that amount. >> Questions on budget transfers? Hear none. We have a motion to approve budget transfers in amount of $111,666.36. All in favor say I. >> I. Post say nay. Eyes have it. Motion carries. Down to budget supplements. Need a motion to approve budget supplements in the negative $11,100. >> So moved. >> M. So this is negative and it is a reduction in state and federal special education funding from our previous amounts that we were allocated. >> Why? >> When we did the budget back in May, they were estimated um coming into this year based on previous years amounts. Now that the numbers are finally in here, we're seeing a decrease in

163um it's actually three projects and it's the state special ed, your um federal IDA school age funding and then also your prek funding that's um special ed that's federal as well. So a total reduction of 11,000. >> Yeah, this isn't we usually do not have a negative in this area, do we? It's most time it's pretty close. Mo most of most things coming through this year have been reductions. We've had reductions in the title funding as well. Um so this kind of goes right in along with that that we've received. >> Any other questions here? None. We have a motion approve the budget supplement a negative negative $11,100. All in favor say I. I. >> I. Say nay. Eyes have it. Motion carries. I want to vote nay on that. But >> it's not gonna

164make any difference. >> We vote no. Do we have to pay it? >> Yeah, that's you know. >> Well, it's not a payment. >> No, I think they come and get us. Okay. Or come and get Mrs. Cumins. I don't know. >> I think they're just telling us they're sending less. Plan accordingly. >> Yeah. If we vote no, we get to keep it. Um I don't think that's the way it would work. >> We can't sacrifice Miss She does all the numbers. So, >> okay. Routine business. Uh we have no policies. Uh we are down to personnel matters. Resonations leave absence and need a motion to approve the resignation of Buddy Wel, assistant wrestling and coach War County Middle School effective October 16th, 2025. >> So move anything we need. >> So he I wanted

165to thank him for the years that he's served as assistant wrestling coach. I mean, he's he's done it off and on for a lot of years, and I appreciate the time that he's done that, but his letter was in your packet. >> Questions here? None. We have a motion to accept the resignation of Buddy Well, assistant wrestling coach at work Middle School, effective October 16th, 2025. All in favor say I. >> I. Oppose say nay. Eyes have it. Motion carries. Okay, we need a motion to accept the retirement resation of Michael McY bus operator effective and that effective date has changed to November the 1st, 2025. Do I have a motion? >> So move. >> Mr. McKenna, will you explain that? >> So, um, as you all know, um, Mike was elected sheriff and he's

166been a bus driver here for for many, many years. and he had said that, you know, he would like to continue to do both as long as he could. I think he's reached the point where um he's having some difficulty with that and thus he's come in and tendered his letter. Want to thank him for all the years of service uh of driving bus for the many years and and all of the positive influence that he's had on the students that he's worked with and served. So, um I think he did a great job as a bus driver and sad to see him resign, but I I understand that, uh he's got other duties being the sheriff. So, >> what did change November 1st, >> Karen? >> Just one day. >> Uh he's actually working

167through October 31st, so his retirement will be effective November 1st. Thank you. >> We're good with that. questions, comments here. None. We have a motion to accept the retirement resation of Michael McY bus operator effective November the 1st, 2025. All in favor say I. >> I. Say nay. Eyes have it. Motion carries. Okay, we're down to employment. Need a motion to approve the employment of Tracy Murray, supervisory aid 2, third grade War County Primary Center, effective upon filling her current position of a qualified applicant. >> So moved, >> Mr. Mac. >> So as you recall, we had a resignation from a third grade aid. Um Tracy is the successful bidder on that position, but this is worded effective um upon filling her current position with the qualified applicant. She is currently a kindergarten aid. I

168don't want to create some limbo in that kindergarten classroom. We've currently got a sub in the third grade classroom. So, I'm asking that we we leave her where she is until we have opportunity to post and fill that kindergarten aid position just to to bring some continuity um to the third grade and that kindergarten classroom. >> And I'm assuming that'll probably go up tomorrow's next board meeting. We'll be able to take care of that. Questions hear? None. We have a motion approve the employment of Tracy Murray, supervisory aid 2, third grade, War County Primary Center, effective filling her current position with a qualified applicant. All in favor say I. >> I. Oppose say nay. Eyes have it. Motion carries. Okay. Need a motion to approve Tracy Murray bus aid extracurricular districtwide effective October 22nd 2025.

169>> So move. >> So as you recall we had a need a a new need on a bus to put an additional aid on there. You authorized that position. We have posted it and Tracy is the successful applicant for that position. >> Questions here? None. We have a motion to approve Tracy Murray bus aid extracurricular districtwide effect of October 22nd 2025. All in favor say I. >> I post say nay. Eyes haven't. Motion carries. Okay. A motion approve Ashley Romanine substitute bus aid emergency basis only effect upon completion of six-hour bus aid training. >> So move. >> So we have done this with other classifications in the past. Um, for instance, if we have got um an other classification that is also a bus driver um and we couldn't we couldn't get a substitute, we

170have hired them as an emergency sub and they have filled in that there's other classifications that we have done the same thing. Ashley has the aid um qualification and if she's willing to do that and we've exhausted all other resources to put another bus aid on there, she's willing to do that. So, we're we're asking you to hire her in that emergency capacity this evening. Questions here? None. I have a motion to approve Ashley Roine as substitute bus aid emergency basis only effect upon completion of six-hour bus aid training. All in favor say I. >> I. Post say nay. I have it. Motion carries. Okay. Ne motion approve Jeffrey Smith as assistant boys basketball coach effect upon completion of required paperwork. >> So move. >> Okay. But um I I thought about doing a second

171session, but what I'm going to say would be anybody that we're going to hire. And uh I just have a couple things that need cleared up for me, Mr. Macauen. And uh I know Mr. Smith is one of our administrators. And Mr. Smith's wife is our high school principal who supervises and evaluates our coaches. Okay. So, wouldn't matter if it was Mr. Smith or whoever. Okay. Is there a plan for that to be because that can't happen. That that'll be an ethics. >> I I think that if Mr. Smith is is hired into this position that Dr. Blake the assistant principal would be able to do that evaluation of him as an assistant coach. >> Okay. Okay. And my second question is I have I have concerns whether it's Mr. Smith, Mrs. Hickman, Mrs. Smith,

172Mrs. Taylor, whoever it is you, okay, are administrators. Those are big jobs. Okay? And I just want to be assured that the job working with all of our kids and programs is going to take precedent over coaching. >> Yeah, I >> and that's a guarantee I need from you. >> I I agree with that 100%. And I I think the the day job has got to be the number one priority. And I would just say um out there that this this job has been posted multiple times. There's been zero biders on it. And I I don't know that Mr. Smith went out and campaigned for it. I think nobody else has been interested and bid on it. My understanding is you were approached and you're willing to help. Um but I think have zero issue

173with saying that your day job has got to take priority. I'm I'm 100% um in agreement with that and as I have said we we have covered this ground in previous rounds with other positions and other folks if >> and it's not necessarily been positive >> and it's not necessarily always been positive and it if and when that was the case if there was an issue that I thought it was causing problems with the primary job um I will tell you that in that case it was addressed and that if something in the future similar should come up, it would be addressed appropriately. >> Yeah. And and Jeeoff, those those are questions I'd ask no matter who it was. Okay. Because I I I I know how full-time these administrator jobs are. Okay. and and

174to add something as coaching which is full-time on top of that. Um, you know, I I I have concerns not specifically to Mr. Smith, but I have concerns and I I'm even of the mindset that I mean this is something down the road that we take a look at and addressing it through a policy and uh yeah, other questions, comments. Thank you for your answers, Mr. Macau. Okay. So, we have a motion to approve Jeffrey Smith as assistant varsity boys basketball coach effect upon completion of his required paperwork. All in favor say I. >> I. >> Post say nay. I'm going to be nay. Um, so that motion passed 4 to one with Mr. Mets being an A. Again, you know, take me at my word. Um, okay. We're down to new business. Uh, approve

175additional dual credit course. Uh, do I have a motion to approve working in high school business economics 1504 one credit WVU/econ 2011 three credits. Do I have a motion? >> So, Mr. Pan, explain that to us. So, we anytime we've got a policy that covers all dual credits, anytime that there is a new one, we have to amend that list and bring it back to the board um to add the new course. And Carla has been working on that and Mrs. Smith and I believe Mr. Benson has worked on that and we are wanting the board to add this to the dual credit list. >> Questions? It's a good move. >> Yeah. So with the uh economics 1504 that goes out that goes through the full year, correct? Isn't uh econ 2011 a one semester

176course? So, wouldn't that I guess what I'm asking is wouldn't it be able to make the uh the 1504 to be six credit hours because it would be Econ 101 or Econ 2012. Uh the similar way to the history course is a 152 and 153. >> I think I don't know that they're getting going to get six. I think if they take this course here all year, my understanding is that they'll they'll earn three credits. I don't know that they're going to get six. I think the year's course here, one credit at the high school is going to equate to that three credit hours at the college, even though that's a semester course and it's being taught all year here. >> If if I mean, I'm glad that we're doing this, but if possible and

177they could make it work for the six credit, if that's an opportunity, I would love to Also, >> um, are we pressed to >> I I'm just going to be transparent. I think that this is going on right now and we realized it didn't get added to the list. >> Okay. >> So, I think that this this is currently underway and then we realized, hey, we need to >> So, we have kids hung out there. We need to I was going to say we table this and get the answer, but we got kids out there. probably need. >> I'm not asking to table it. I'm asking for the future if it is possible to pursue it where it could be done that way. >> Okay, >> other questions hearing none. We have a motion to

178approve the War County High School business economics 1504 for one credit uh in WVUcon 2011 for three credits. All in favor say I. >> I. Post say nay. I have it. Motion carries. Okay. need a um motion to change the November 11th meeting date. Okay. So, that's going to be the motion. Then once we're inside the motion, we'll talk about the >> the dates. >> Okay. We have a motion to approve um November 11th. Any I I will start this conversation. We um Mr. Macauen has sort of pulled the people that it will affect including the board me not the board members yet. That's tonight. But and uh Mrs. Cummings, who we always like to make happy. Okay. Would like to see that on November the 8th. Makes no difference to Mr. McCth. I'm sorry.

17918th. Thank you, Mark. 18th. Makes no difference to Mr. Macauan. I don't know if that affects any board members or not. >> Gives them more time to get the bills of the month processed. >> Yeah. since we only have one meeting that month, >> but that that originally scheduled day is Veterans Day and it's not a regular um work day for employees. So um I was just bringing that before the board to see if it would be your pleasure to move that day. >> I'm in agreement. [Laughter] >> Amen. 18th 18th work with me >> the so yes the so the 18th works that means we are we're not uh meeting on the 4th correct >> correct >> typically in November and December we just have one scheduled meeting >> yeah and it was on

180the 11th so we're moving it back a week yeah >> so 18th will work for everybody >> yes >> okay so uh any other questions comments So, we have a motion on the floor to change the November 11th meeting date to November the 18th. All in favor say I. >> I. Post say nay. Eyes have it. Motion carries. >> Okay. We have no volunteer chaperoons tonight. Okay. We're down to board concerns. We'll start with Mr. Low. >> Good. >> M Stewart, Miss Sherlock, >> Mr. Moore. I will say uh that I was approached with something similar that you had as far as your questions. So it's not just it's not just you, you know what I mean? Yeah. But I felt I didn't feel the need to ask the same thing after you addressed it.

181So I just wanted to be transparent. >> Um Okay. Um, I have nothing besides I really like this idea of board members working with on book studies with some middle school kids. And I know that I don't work, so it's pretty easy for me. But even you guys that still work, we can do it. I'm sure we can do it uh virtually. >> I mean, that's something that would fall right into doing that virtually. And I think it will send a message to our kids. So Gail, we really would like to do that if >> if you want to set that up. >> Yeah. >> Gail, sign me up as well. >> I'm in. >> Rebecca just told me you read Stephen King. I've got some kids. >> I read I wide ranging stuff. So

182>> I'm not. >> Okay. Anything else? We're good. Mr. C. >> I am good. Thank you all for changing the board meeting date. >> Yeah. >> Okay. So, with that being said, I will entertain a motion to adjurnn. No move. >> We're ajourned.