001Miss Sherlock, you good? >> Yeah. >> Luke, you good? >> Yeah. Karen. >> Good evening. It's time to call the October 7th, 2025 War County Board of Education meeting to order. First order of business is our pledge to the flag. Going to ask Mrs. Smith, since she's with us this evening, to lead us in the pledge. 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. >> Thank you, Mr. Smith. Okay, we're down to approval agenda. Do I have a motion to approve the agenda? So move. >> Okay, on the agenda, uh under information B, uh Mckenley, the pre-bond service information, they have asked to present that in the next uh board meeting or in
002the in the future >> the next one. >> Okay. So we're going to strike that from the agenda. Uh under routine business C uh under A uh extend FMLA request for one employee retroactive to September 2nd. We have a name that is Greg Shepard. And number two uh FMLA request for one employee and that name is Matt Hayes. Uh let's see under um under employment down on number nine we have Kayla Kimes cheerleading coach for the middle school and then under volunteer chaperones are those new ones Allison Nicolay yes are new aren't they sher Allison Nicolay Brandy Van me Meter Van Natter and Brittany Smith are new names under uh volunteer chaperoons. Did I miss anything, guys? >> Under new business, Mr. Mats. Okay. Number four. >> Yes. Thank you, Mr. McKum. Under new business
003number four, uh we have anou with Grand Canyon University. I think I got everything now. Okay. Any questions on the uh the changes or they're not really changes, but on the new things here? None. We have a motion to approve the agenda as presented with corrections. All in favor say I. >> I. Oppose say nay. Eyes have it. Motion carries. Okay. So, we're down to information. We're going to start with one of my favorite people, Mrs. Smith. Uh, do you want to come up and give us your word County High School goals for 2526 here? Mr. County, anything you want to lead into this? I think I'd ask each of the schools to prepare their goals and to go through their plan for um the academic year and Mrs. Smith is first up. So, appreciate
004her joining us tonight. >> Since we had such a hard time last year seeing some of my data, I did print out so everyone can have her copy to follow along with. And >> thank you, D. >> Thank you. Thank you. [Applause] Okay, I've got to follow all of my instructions. Okay. Well, welcome to Work County High School on this nice cold, rainy evening. So, again, Mr. Macau asked all the building principles to come and present to the board um their goals for the year. So, if you see on my agenda, we're going to have goals, our data, some strategies, and then we'll open up for questions. Um, we're at County High School information. We are currently sitting with 26 professional staff members. Our current attendance rate is 93.1%. Um, and that's holding steady for
005us and for the high school. That is good. um our first 30 days of attendance um we were actually at 95%. So we've been rocking and rolling here at the high school. We currently have 78 students in the 9th grade, 63 in the 10th, 64 in the 11th, and 72 in the 12th for a total of 277 students. um our goals um have stayed the same as they have for the last couple of years. Our first goal is dealing with schoolwide attendance. You know, as you know, if you're at school, then you're learning. Um the state's motto is an absence is an absence is an absence. And I've had some students and parents use that with me this year because that's what they've told their students when they've wanted to stay home. Um, our first
006goal is improving student attendance. Um there will be a 2% increase in yearly schoolwide attendance for W County High School comparing 2425 with 2526 yearly attendance data up through May of um through implementation of PBIS which is in our third year at W County High School and other means that we are utilizing We believe we can significantly improve student attendance at our school. The measures that we are going to use to obtain our schoolwide attendance goal is through um our attendance reports comparing our average schoolwide attendance from 24 to 25 to 25 to 26 school year through the end of May. Our baseline data for our measure will be our average schoolwide data in Weeus from 2425 through the end of the attendance school year in May of 2526. Um this is a look at
007some of our results data. Um starting in 2022 23 our yearly attendance data was 89.5%. In 2324 it was 91.55%. was 90.01% and 2526 we are currently as of today sitting at 93.1%. Um just a tidbit of information. If you follow along on our school's um weekly updates on Facebook, our senior class um has an average of 96% um attendance for the whole ski school year and they are the school leaders in weekly attendance for the past six weeks. What are we doing to achieve our goals? Um some of the strategies is looking at our learning environment and providing our teachers with different um resources that they can you utilize and try to make our um lessons more engaging. Um we are connecting with students by some different strategies and utilizing our CIS which is
008communities and schools. um utilizing different resources that she has obtained through that position. Um we are working with popup rewards. Um as a matter of fact, we have a pop-up reward coming on Monday the 13th. Um last year we reported that our lowest attending days were days that we had rewards for students. If students didn't qualify or even if they did, they just thought, "Oh well, free day. we're not coming to school. So, we have quit with reward trips. We did receive a grant through the work of Jennifer Mallister. Um, so our students are going to be given the opportunity to go to Ace Adventure um and either rock climb or zipline on Monday, which is a non-school day for students. um everything will be paid for including their lunch. So we made it a
009an application process. Students had to write an essay. So we are trying to incorporate more buyin by making them have some stakehold. So as of today we had 53 applicants and like I said we can only take 30. So, we are having to weed through the applications. Um, >> oh, is this the first time that you use the application process? >> Yes. >> Okay. >> So, we're anxious to see how that goes. And like I said, this is a non-school day for students. So, they have to really want to go and put in some effort and time in order to be able to achieve this. Um, some of the things that we also do, like I said, the daily recognitions on our um, attendance board outside of the office and the students let us know
010if we forget to update that. And then like I said, we have been recognizing um the classes or the class with the highest attendance average weekly, not only by announcing it but also on social media. Um some of our accountability of course is our state mandates. Um conversations that we are having with students and parents. Um, we also have attendance probation. Um, our teachers take a take attendance each period. So that makes our students accountable for getting there on time. Um, we do reporting out in our PL and faculty senate meetings as well as LSIC. We make this part of our schoolwide goals for PBIS as well as our strategic plan. We offer tier 2 and three supports. And this year we have started having weekly week weekly attendance meetings and we are focusing on
011students who have three or more unexcused absences and we split those students up and have meetings with them and it seems to be effective. Goal two is our student learning goals. Um the name of this goal is 11th grade mathematics and ELA proficiency. Um during the 25 26 school year on average um Wart County High School 11th graders will improve their mathematics and ELA scores by at least 3% from benchmark one two and their SAT assessments. Um this year we have um partnered with progress learning which has enabled us to already give benchmark one. Our students received their scores immediately. We were able to download reports as soon as the testing window closed with that. Students also were able to be matched up with skills that they were deficient in. and teachers are already able
012to assign activities and have resources in order to help build those skills that they are deficient in. Um, our measures are SAT benchmark one, which was in September, benchmark 2, which will be in January, and the actual SAT for our 11th graders in April of 2026. our baseline data for these measures. Um the beginning of year benchmark for math and ELA will be used for the baseline data for this goal while the benchmark 2 and SAT will be used for determining growth for our 11th grade students during the school year. You know, and with the high school, the 11th grade group is our accountability group. Um I included our 23 20 24 trending data. Um I know this is hard to see on the screen. Um but if you look at this it will show
013that under our school our total enrollment um for last year was 286. Um our whole year we ended up with 270 as our enrollment. Our attendance rate was 90.22%. Our four-year graduation rate was 91.3% and our five-year cohort graduation rate was 94.29%. And this is kind of our overall look at the school from 2324. In 2425, you'll see our total enrollment for October is 275. We are down 11 students. Um, our attendance rate um for this past year was 90.64%. Our four-year graduation rate went up to 93.33% but our overall graduation year for our 5-year cohort was down to 91.3%. that was due to some student disciplines and being um how do I say this without being sent to different facilities and they did not graduate with their four-year cohort. So therefore that made our
014five-year cohort go down. Um next you have our balance scorecard from this year. Um, and this is just a snapshot from um, the West Virginia scorecard. Um, and this is actually for W County High School. You see that we do have some red which signifies we do not meet standards and that is both in English and math and in attendance. So that is what our goals are based off of. Um, if you see yellow that means that we partially meet standards. Blue means we meet the standards and green is exceed the standards. So you see in ELA we partially met the standard under that subgroup. Under partially meets standards for fouryear um under economically disadvantaged is where we were partially meeting that standard. We did meet it under I'm sorry economically disadvantaged we did meet
015it under children with disabilities we partially met it and under homeless we partially met for the graduation rate um we did meet standards under five-year for um that subgroup of white and economically disadvantaged under student success meaning that they are on track to graduation, meaning that in 10th grade they are on track. Um, we did partially meet those standards. some of the things that we are doing with those students. Um, we do have a retach for math and ELA that we when we pull our student reports at midterms, um, if teachers give us a report that students are not submitting assignments or are failing a class, we are looking at moving those students into retach. We have co-teers that are going in to our classes with um students with um IEPs and we currently have
016um for good measure here a person who is on our sublist who is interested and has started the coursework to be math certified. So hopefully in seven months we'll have a fully certified math teacher. saw Darren pipe up there. That's exciting news. >> I am very >> We've had a math vacancy for two years now. >> Could could you go back there for a second? >> Yes. >> So when I'm when I'm looking at at some of these so like if you look at the middle the the graduation rate cohort between the four and the fiveyear. >> Uhhuh. >> Okay. So it's blue so that meets standards but fiveyear there's more blue. >> Yeah. >> Um can you explain what what those >> Yes. >> what the difference between those two are. >> So to
017get a better understanding of that you have to go print off this big manual. So I will just go ahead >> say as as it fills in from the left to the right >> and it's moving and filling in from the left to the right when it reaches all the way over to the right hand side it's going to change to the next color and continue going. >> Okay, >> if that makes sense. So, uh, if, for instance, if one of those categories was almost all completely yellow, uh, a slight improvement would make it just barely blue. >> Correct? >> Yes. Yes. >> Okay. All right. And I don't like this because I'm color blind. So it doesn't it's but um I wish they wouldn't use the colors to do it from my own understanding.
018But as the one color fills in the box to the right, it would proceed to the next color and start at the left and and be filling in again. >> Or so when we look at like the the academic achievements between uh ELA and mathematics. >> Yes. Um we have let's say English English language arts uh we have some yellow. Yes. >> Which means what? Some of the students are partially meeting standards. >> Yes. >> Okay. >> And I've got a slide here that will better explain that. >> Okay. >> Um when I look at this when I you know I see as we've got more students if and when I look down my bifocals are not aligning correctly. So if I'm >> Yeah. >> Um when I look at this under math, we have
019more students who did not meet the standard according to this red bar than we did those who did meet it. So that more >> okay >> shows that more students need help than >> but also wouldn't you say that it's trending to the good though? >> You know what I mean by that? >> Yes. >> Yeah. further further it is across to the right the more it's trend in >> yes and >> and I'm so we talking about the class not the individual is that correct >> yes this is as a whole >> okay so what what would it take for as a class to uh meet standards that okay >> 50% of the class or >> well it is all driven by performance points So 80% or more of the class >> have to
020be at proficiency or better to make this move. >> Okay. So 80% of the class at proficiency would mean that that class meets standards. >> 80% or more exceeds standards. 65 to less than 80% of points meets standards. 50% to less than 65 of the points partially meets the standards and less than 50% does not meet standards. >> Now how then how would >> and their collars here don't match the collars on there. So if you have a a student that uh is if you have a few students that are doing very well and exceeding the standard y >> or if you have a few students that are doing uh very poorly and not meeting the standard, >> how do those few students uh skew this or do they? Well, like I said, everything is
021determined by these points. And you divide the cumulative points earned by the total number of students for which scores are available or 95% of such students, whichever is greater, then multiply the result by 100 is how they're getting this. >> Okay. So, it's the number of students that meet those points. >> Yes. >> And then if you have a few outlier students that are exceptionally well, >> yes, >> that doesn't bring up the standard. It's just those are students that meet the standard. >> Yes. >> And then the same in the opposite direction. >> Is that what we're looking at? >> I don't know that it's true in the opposite direction. I think they're just basing this data on >> the number total number of students >> total number that meet standards. >> Okay. But
022I will tell you if you go to Zoom West Virginia all of this data is there. And then if you look on the left hand side, I believe it's threequarters of the way down, they've got a manual that explains how all those calculations are made. >> And that's where I got this >> if you're interested. >> Thank you. Um, this is our SAT school day overview because remember I told you that 11th graders are where the accountability comes in for um, all West Virginia schools. As a school during our SAT school day, we had 64 testers. um of that um the mean total score was 897 as a school. As a state the mean score was 91 911. So I took that as we were deficient 14 points from being at the state average and
023this was overall. Okay. SAT school day math. As you can see, as a school with our 64 testers, was the mean math score. For the state level, it was 434. So, we were positive three points or we we were above the state three points there. In ELA, W county's um mean score was 460. the state was 477. So we were deficient 17 points. So one of the things that we're doing this school year um across the board, Mr. Macau has had principles use ELA as a guiding force in all that we do. So we are incorporating reading reading comprehension in all of our core content including CTE so that our students become better in reading. Again we are utilizing progress learning as one of our tools to help with the skill deficiencies that our students
024have in reading. Oh, I'm going the wrong way. Um, this report when I said I had some trending data, I've got a typo, too. This is hard to see, but this kind of gives you a trend since 2022 through last year. So for 2022 23 for our state achievement and reading um or ELA um it shows that we had um nine students who scored at a level four or that is exceed standards. We had 33 students who were at level three or meet standards. We had 20 students who partially met the standard at level two and we had 38 students at level one in 20 um 2223 school year. You pop over to um the middle column you'll see that we had again nine students who were at exceeds the level level four. We had
02534 who were at level three or meeting the standard. We had 22 who were at level two or partially meeting the standard. And then we had 34 who did not meet the standard. So we were trending in the right direction. So pop over to last year. We had 13 who were at the level four of meeting or exceeding standards. We had 38 who were at level three which was meeting standards. We had 25 students who were at level two or partially meeting the standards and we had 25 at a level one who did not meet the standards. So although we were still below the state average, we are seeing some growth in what we're doing. >> Whatever you're doing seems to be working >> right now between last year and this year uh have you
026identified what changes you have made that you think is driving that growth? One of the things that we're doing is staying consistent in each day our math and ELA teachers are using um like for their um beginning of the school day. They are using um strategies that incorporate SAT type questions as their bell ringers and they are also using exit tickets to check for understanding to see did they get whatever it was they were teaching that day. And then they're also going back with their bell ringers and making sure the students they're reviewing it. Some teachers are even giving quizzes and tests just on bell ringers because it is on straight content standards that relate directly to um the benchmark in math. Um what you see again in 2022 we had six who exceeded standards,
027nine who were on target with meeting the standards. we had 41 that partially met the standard and 45 who did not meet the standards. Um in the middle column again we had six who exceeded standards, six who met standard, 43 who partially met the standard and 45 who um did not meet the standard. So we had some kind of pull down in the 23 24 school year. So last year we had five who exceeded the standards. We had 20 who met the standard. We had 25 who partially met the standard and we had 50 who did not meet the standard. So depending on how you look at this, I saw growth because we had it went from six to 20 who met standards. Although our exceeds went down by one and our um did not
028meet went up by five, I still see growth there because of the amount who went up to exceed standards or meet standards and that's what we're looking for. Now, uh again with uh with that, have you identified what was different between what techniques were different between last year and this year to get more students to meet standards? >> We um started with the given the actual college board benchmarks. Um, we give it at the beginning of the year and then we went through and did a dive with the teachers, a deep dive into which standards most of our students were missing the most questions on. And then our teachers went back and looked at their big plans and, you know, from the year before, what did they do with this standard compared to where they
029were? and then they refined how they were um approaching the standards that the students were missing. And then we continued with like I said those benchmarks and dedicating time at the beginning of each class period at the end of each class period as well as during one day during DG. So when when I look at the at the the benchmarks here, it doesn't seem to line up with um with the SAT data that >> like the next page. >> No, the the the page before it. So, um, from the the benchmark, uh, ELA, it looks like our students are doing better in ELA than they are in mathematics. But when you compare the SAT scores, it looks like our students are doing better in mathematics than ELA. >> That's why when you look at the
030whole total, that's why I said you're looking at students who are moving from one level to the next, not as the whole. And that's why I'm saying I like the trending data better because it actually shows growth in between those four levels. And that's to me that's more important than just that base number is how many are actually getting it. And like I said, especially with this math data, um, yes, we had 50 that didn't meet the levels, but we also had 55 or we had 50 that did. So, it was it was a split, but compared to the year before, >> we're showing growth. >> Better split. Yeah. Okay. >> Yeah. >> Um this is our current this is our first benchmark that we did with our 11th graders. Um we had 53 students
031that were assessed the day that we gave the benchmark. Um their composite score was 928. Their reading and writing score composite was 480 and their math was 445. Compared to what it was from the year before, we were up 20 points. Um, reading and writing was at 460. Math was at 437 and we went up to 445. We're even able we're even able to tell how much time students are spending on each benchmark and this was an average. Um like I said um this was on the SAT. They took a practice assessment. Um our 11th graders in 20ou April of 2025 their average was 460. um in math their average was 437 and they actually scored 530 on this first benchmark. We did um have a highest score and we we rewarded our students who
032scored the highest in each of each of the benchmarks. Um this student had a composite of 1260. They scored 630 in math and 630 in reading and writing. is LP the initials of the student. >> Yeah. >> Um the 10th graders took the PSAT in which we have several 10th and 11th graders who will be taking the actual PSAT NMQ2 SQT on um October 21st. Um again we had 54 students who took the PSAT which was a practice. Um their composite was 793. Um their last benchmark their composite was 852. Um in reading and writing their average score was 394. In April it was 434. In math it was 399. And in April it was 4:35. So this class has some work to do. I want to go back with this. Our highest score on
033the um PSAT10 had a composite score of 1,110. They had a 570 in math and a 540 in reading and writing. The PSAT for eighth and 9th graders, which of course was given to just 9th graders, we had 72 students assessed. Um the composite score was 848 last year in April. Um the last benchmark the composite score was 782. So we had a significant increase here in reading and writing. Our composite score was 426. Back in April it was 379. In math we our 9th graders scored 420 and back in April their benchmark score was 403. So we saw a significant increase with our ninth graders from last year to this year. >> Donnie or Mrs. Smith? You have the average time spent. >> Yes. >> Does SAT give a >> rule or do they
034tell you >> for you to know that students are are trying everything doing every question what a time would be? >> No. Okay. >> They just give us that average time spent. Um the teachers can monitor while the test is being given but you know again this is a secure >> site so once we get on it >> that that's >> we can only get the reports out that they >> for for every student to read every question right >> and do minimal computation that it takes 50 minutes but they don't >> no good enough >> we just have 134 minutes between the two tests to give Um, our highest score for the PSAT for 9th grade was 1,340 for a composite. This student had a 680 in math and a 660 in reading and
035writing. So, how can we be better? Um like I said, one of the things that um the whole county is focusing on is ELA across the board. Some of the things that the high school has come up with that they are going to work on um on Monday as a team is one book, one school. Um we have teachers who have um gauged interest of their students about building classroom libraries. Um we want to initiate deer which is drop everything and read which we are doing on Thursdays. Um students have expressed interest in teachers reading them the books or audio books. Um we found in the high school level students still like to be read to. Um and then like I said on Thursdays we are incorporating um 30 minutes of free read for our
036students and they can use any of those strategies. Um we're even including magazines because you know what if you're not reading what you're interested in are you going to read it at all? Probably not. We have found that since there are no cell phones that students are communicating and reading more. If you talk to the librarian, she will tell you that more books have been checked out already this year than in previous years. So, we're excited. Um some of the things that we are doing um we share our data in PLC's and faculty senate and PL days with our staff. We share this with our LSIC groups. Um we include it in our strategic plan. Um the data is our SAT school day. We use our eighth grade summitive data. Student grades if students attend
037summer school. Um, of course, their benchmark data at this point is very vital because we are tying it in with progress learning and really digging in and defining what the skills the students are missing um options pathway um our attendance behavior attendance and behavior and of course like I said our progress learning supports you know I've talked about some of our strategies. The belltoell, you know, we start each class, our teacher has it advertised either digitally um on schooly or on their board, the big picture or their I can question what the students are expected to know that day. um they use on target instructional strategies, materials, their learning environment, their student engagement and again those connections. um accountability. As administrators, we use Ewok so that we can check for the standards or skill sets
038that are being taught, the essential questions or I can statements, the learning goals, um how instruction is being delivered, and of course the assessment piece. What are we doing? Again, we are continuing with our PBIS, um, which is positive behavior and intervention supports, our attendance initiatives. We've already given out several awards this year for attendance. Um, we just had a popup reward the other day where a student received a $10 gift card and he thought that we give them gold. So, >> that's awesome. >> Um, students like to listen to music at lunch. Um, William was able to hook up speakers outside and on the inside. If you're uptown sometimes, you can probably hear us jamming down here at lunch. Um, and of course, life school rep live school points. And we've changed that up
039this year because we had some teachers who would give 500 points a day and there would be nothing attached to it. So our goal is for our teachers to give at least five points a week. But with those five points, they have to give a reason why that student earned those points. And it has to be meaningful. And the students we have found have regrouped and are buying in to PBIS again. And again, our popup awards, we've had to be creative because of the state putting more um stipulations on how we can spend money and do things, but again, we have found that our students like the connections and being kids, um we are giving out positive notes and affirmations not only to students but to staff as well. We have a shout out wall
040that goes with our theme and I've noticed that it is growing um each day. It seems to have a new shout out to staff on it and we have asked our teachers to make learning fun again. Um DG activities each day we do something different. Um Monday we start with um a links activity and this is something that is geared toward character education or something like October is suicide awareness month. So each week we are focusing on something to do with suicide awareness. Um, we also utilize positive action within that which again is another um [Applause] lost my train of thought. I'm sorry, but it's another program that helps our students obtain real life living skills that they need beyond high school. Um, we have incorporated grade level competitions in some of the things that
041we're doing. Um, I don't know if any of you noticed the big cornhole tournament that we had that um, our students participated in, but those are that's just one of our grade level activities that we've done. Right now we have volleyball going on. Um, our students are competitive and they're out to win. Um, and then we pull everything together through this weekly agenda. And I don't know if I can get to that to click on it, but if you ever want to see it, let me know and I will send you a link to that, but we recognize students, we recognize staff, we give them their weekly agenda, and it has all of all of the stuff, everything they need to know. And I put snippets of it out on our social media that shows
042um what our weekly events are. Um, today we posted all of our students of the month, the nominees and the winner for August and September. Um, we've got all of our homecoming information there. Um, students who are setting and tying records. I mean, we we've got everything here because we want our students to be recognized. So, that's where we are. That's where we're going. We've had a busy start. Um, and again, our goal is we want our kids to come away with learning, you know, not only in high school, but things that can help them in life. And that's it. Any questions? >> Die, I have I'm going to start. I have a question really doesn't have to do with this, but you sort of mentioned it, so you brought it up. Um, tell us
043about the cell phones in relation to students, >> staff, and parents. Okay. Reaction. What's What's going on? >> I'm not going to lie to you. When >> Yeah. We want I'd like to know the Yeah. >> When our school year started, I'm Dr. Blake and I were just dreading it because we knew the first two weeks were going to be horrible because of this cell phone. We had two violations. Two violations. And um now since then it has increased, but what we found it increases at 3:10. That's when the kids are getting their phones out. And we think it's because um that's when our bell rings for students to go get supper in a sack. So to them, the day is over. But we're still holding fast to no cell phones. Um, do I think
044students are completely cell phone free? No. But they're they're being kept away. They're not on their person. Um, we've had a couple of parents complain because their student had had three violations and um, we held the phone till an adult come and picked it up and it was inconvenient for them. So, we've not had another issue with that student. As a matter of fact, they have shut that phone down and kid doesn't have one now. But we have found you come in here during 9th and 10th grade lunch hour, it just roars in here. And I had a couple of teachers say, "It is so loud in here." I said, "I will take that any day." The kids are communicating. The kids are talking. We have less drama in the school because students cannot be
045secretly filming people. Students are not posting that we're finding during the day. Um because you know if it happens outside of school, it's not my business. It has made things go so much smoother. >> Are your teachers still using them at times for within the classroom? Um, I have a couple of teachers that I have said, "You need to keep your phone." >> No, I mean for students. >> Oh, for students. >> For for academics. >> We've used it for um when we had our college and career day. um because it's just easier for students to get their phones out, okay, and or an iPad and do the QR code and it registered them so that when they went to sessions, all they had to do was scan in again and then that school had
046all of their information. So, for things like that, we are using it. Um we're using the common sense approach. You know, I had a student whose parent um is very ill and they were undergoing surgery and they hadn't heard anything. So, they come to the office because they they were a mess. And I'm like, "Get your phone out and call call someone, you know." And they just looked at me and I said, "We're going to use the common sense approach here." And that's the vibe that we have used with the kids and you know our teachers are sticking with if they see it they send the student in the phone to the office. The teachers are not having to deal with any of the discipline issues relating to the phone. Um I give Dr. Blake
047kudos because he's been consistent with um what we laid out with our PBIS expectations follows that. Um Brent can tell you he had to come in and get a phone. Brent wasn't the parent, >> but >> sort of. >> But it's inconvenient. >> Yeah, >> it is very inconvenient. But, you know, we've I think we've only had four parents that have had to come in. >> What about on school bus? I probably heard more about school bus than anything. >> Yes. And I'm going to tell you, we have some bus drivers who aren't as stringent as others. We have some who are, but our students have been told they're not to have them out. >> Okay. But again, we are trying to break a habit. >> Yes. >> Okay. We've just surpassed this 30-day mark
048and on average, it takes 22 days without something for it to start leaving your system. They are addicted to their phones. Adults are addicted to their phones. >> Yes. Um, so we have been purchasing fidgets and things for students to play with because we've found that in class if their hands are moving, we we have some flat fidgets. You see what I'm doing here? >> Yeah. >> They concentrate better and we think that it's breaking that need for having that phone in their hand. Well, I find it interesting that um at least anecdotally anyway, that um library book checkouts are on the rise. >> That's That's good. >> That's what I was about to say, too. Said they're way more engaged, obviously. >> Yeah. >> Yes. >> Other questions about I mean, we'll just if
049you got a question about the high school, now it's time to ask it or about the information that D gave us. No, >> I've I've got some questions. I wrote them down as we went. So, but I think most of them you will have to go back and look. >> Uh, first one I wrote down because we was talking about graduation rates. What is the requirements to graduate? >> You in the state of West Virginia now, you have to have 23 of the right credits to graduate. >> Okay. No, >> because they recently threw in that personal finance requirement. So that took the state's requirements from 22 to 23. >> Now, does a kid get to walk with their class if they don't graduate and maybe take summer or or something? Okay. So, they don't
050>> No. If they do not meet graduation requirements, they do not walk. >> Okay. Now, I've had several students, and that's where that fouryear and that five-year graduation cohort comes in. If DAP if after June 30 that that student that the four-year student still has not met graduation requirements, then that becomes a ding on my four-year graduation. If after June 1 and by the next year they still don't graduate, that's how that 5-year graduation cohort comes down. >> Uh next we're we're talking about SAT scores. Um I know you practice in the lower grades now. Will juniors do you still practice and teach? >> That's it. >> U SAT tests? Yes. >> PSAT. >> Yes. >> And so that could be one of the reasons why the SAT scores could be higher than the ones,
051you know, >> right? >> And like I said, the main focus of this, what we're doing is aligned with the West Virginia state standards. So >> with what we're using now with progress learning, one of the things that when I went to Mr. Mac with this is that it was able to dig down into what the students were really missing. If it goes clear down to third grade level, then it goes down to third grade level and the students build up to where they get proficient with that skill. Um, we're hoping that we see even more increase in the students obtaining the skills needed to be successful. >> Now, these next two questions, I'll kind of combine them. Uh, I know the three years we got here, we comparing, but do we have full-time teachers
052in ELA or math that might affect if you got what I'm getting at is if you got a substitute teacher in there that maybe is not proficient as math is what a full-time teacher that could affect your scores also. >> Absolutely. And right now, like I said, we have been two years without an algebra one teacher. and algebra one is the foundation of math at the high school level. >> Right? >> What we've done is we've went with proximity learning because they provide an actual teacher in the classroom virtually and we have a facilitator in there that monitors to see that students are logged in um and helps that virtual teacher with like classroom control and and those kinds of things. Um, I'm anxious to see what happens with SAT math this year with our
05311th graders. >> Yeah, I would I'd anticipate better when you got to end. >> Uh, the other is the same thing with ELA. Do are we proficient with teachers? Yes. all through. >> Yes, we do have um this is the third year with one of our ELA teachers, but we've had consistency with that. So, I'm hoping that we see that, you know, trend continue upwards. But like I said, I am concerned about 11th grade math this year just because of that algebra 1 component that when they started they did it through um West Virginia virtual and it was not a good combination. >> Yeah, >> it did not work. >> That's it. Thank you. >> Okay, >> anybody else questions? >> Well, Miss Smith, thank you. That was uh excellent job. Very informative. I appreciate
054the effort you and your staff are putting in. >> We mean that sincerely. And the the whole library thing intrigues me. It'd be interesting to to see if she is keeping track of that. >> Oh, she can write us a report. >> Yeah, that that's interesting. That's interesting. >> He came he came that was the first thing he showed me when I came home this evening was his library book. >> Yeah, that was very thorough, Die. Thank you. Thank you for all of that. >> Y >> Okay. >> I'm assuming that a popup reward is just one that catches everybody off guard. Am I? >> Yes. >> Um but this one with the application process, of course, is not pop up, >> but >> it's also not on an instructional day. >> It's not on
055an instructional day. So, we're going to see how it goes. We're just trying something new. Okay. um just to see. >> I like it. >> I like that you make him write an essay, too. That's >> got a grant for it. So, kudos to her. >> Yeah, I think Miss Wagner there is going to tell us how those ELA scores are going to go up. >> Okay. Um we have uh no recognitions this evening, but we do have one uh delegation that's uh Kenna Wagner. I'm sorry I've been calling you Hannah. That's just what I do. Okay. But Mrs. Wagner is here to talk to us about um a project that we've been looking at for a while. Kenna, if you want to come on up. Uh Kenna, you'll have since you're under delegations, you'll
056have five minutes. If you do not finish in five minutes, we have the option to increase that. And I didn't mean to shut you down there a little bit ago. But uh we cannot allow that. >> Sure. >> Yeah. because I have no worry about you, but at times that'll >> Yeah, we we lose. We lose control of it. So, we appreciate you asking before just doing it. Okay, Kenna, go right ahead. >> Okay, so I'm I think everybody knows me, but I'm Kenna Wagner. I'm the nurse practitioner from the wellness center and I came to you almost a year ago um to let you know about a situation that I had discovered with vision um problems of the students that I was seeing in our area. So, um I think everybody was here except
057you. >> Yeah. >> Um but you've been on my email thread, so you >> hopefully you you know what's going on now. So, >> um, when I first came here, it was the first time I worked in a schoolbased health clinic, but it became profoundly, you know, problematic. I realized that, u vision was a problem for our students. Um, aside from reading the vision chart, you know, that's kind of what we do at sports physicals and in the office. Um, I found that I was referring students and then they weren't making it to those appointments. So whether that was transportation problems or insurance problems or you know there was a whole multitude of reasons that was happening and we all know what it's like to wait for a new patient appointment and then it can
058be frustrating for somebody trying to get in and there was a no-show and so um the first thing that I did was get um a it's called a Welch Allen spot vision screener and it takes a picture of a student that stares at it. It takes like 15 seconds after you type in the information and that can give a more objective version versus a subjective of reading off the chart. It works really good for smaller children who may not know letters or be able to perform that or children that have um you know a developmental um problem that they're unable to read the eye chart. So it works very well for that. Um and insurance typically covers that exam. But that also gave me another reason to bring to parents that hey we need to
059get a referral. But then I was kind of like gridlocked again after that. So what we were going to do. So almost what three or four years ago I started trying to figure out what we were going to do next. So I found um a company called Optical Academy. I found a few but finding somebody in our state was problematic. So Optical Academy is a company that um comes on site. It's like a mobile vision unit. It has um an eye doctor on it. um para optometric technicians and then a few helpers with them. I don't know what their titles are, but they will come on site to schools or workplaces um just communities in a whole and uh they will screen everybody and that's kind of the deal is that everybody has to be
060screened. So I reached out to them and I've kind of worked back and forth with them and it was going to cost $15,000 for them to come on site for two days to do the students at work county. Um the plan would be a day or a day and a half at the primary or middle school and then uh the other day here at the high school or half day, whatever it ended up being. Um and that 15,000 would get every student an eye exam, a screening eye exam, and then those who need a comprehensive eye exam that and then a free pair of glasses. if depending on the volume of glasses that need made um they can complete them the same day or they will be made and shipped within the next two to
061four weeks is the plan um or what they say. So I had received a few grants, you know, $2,500 here, $1,500 there, and every single time I had to give it back because I couldn't get enough um gathered to to pay for it, and I couldn't complete it within the year that you had for the grant. So, I frequently had too many times had to give back that money. But I'm here today with good news. So, I came to you, like I said, almost a year ago and said this was an issue and I needed more money. And the board was open to the idea of get as much money as you can and then come talk to us. But I'm coming to talk to you to tell you that I don't need your money.
062I got it myself. Um, I received a grant from the Benedom Foundation, which is based out of Pittsburgh. they take care of um West Virginia and um Pennsylvania, maybe somewhere else. I'm not sure. But um not only that, the one of the reasons I was able to convince them to help us was that I reached out to the West Virginia Primary Care Association and um they have agreed to help us. It's going to be a pilot. Long story short, it will be a pilot. I know I'm on a time crunch. Um >> no, you're fine. board members fine with lend her. Yeah. >> Yeah. Go right ahead. >> So, um the primary care association is uh a group of the community health centers, federally qualified health centers that kind of represent the state and they
063do trainings and things and they can help negotiate contracts. So, I met Sheri Ferrell, who's the president of the primary care association a couple years ago, and talked to her about this at the schoolbased health conference. And nobody in the state has a vision program that's coming to the schools. Um the um West Virginia, what is it? WVU has like a an opthalmology program and they'll go to areas but it's like for four hours they go to the health department Parkersburg and it's full within 10 minutes of opening up those appointments and they don't do u visits for children. So, um I I worked with her and she helped me um convince the Benedom Foundation that they have lots of money apparently that they we will do this trial it and once successful, the primary
064care association will negotiate a rate that will extend to the other schoolbased health centers in the state and the Benedm Foundation is open to funding that for all of the schools in the state once successful. if everything goes off without a hitch. So, um I got >> You're leading the charge. >> I'm sorry. >> You're leading the charge for the whole state. No pressure. >> Yeah. Yeah. I'll do what I can, you know. Um so, I'm I'm very excited about it. I think it's going to be great. So, I just found out I don't know a week or two weeks ago was that I think um that that it was approved and I have the check. Um I I believe it's been deposited, but so from now what I need to know is what I
065don't know. I guess what do I need from the board as far as this company to come do that? Um I have a few suggestions for that. Um, I would like to do it in the spring, specifically in March, because I would like to catch all of the seniors before they're leaving and potentially catch all of the preK kindergarten students coming in because I have to pay in um 100 student increments. So, I'm at I think 8230 or something like that. So, >> pretty cool. I would be able to capture, I guess, for lack of a better word, all of those students. And then, um, I had received numbers from Jeff about a year and a half ago of like homeschool students and if we're paying for 900 or if we're paying for a thousand,
066I want to I want to give a thousand um, eye exams. So, that's kind of my goal for that. And then March was kind of I I ran it by Doy and Gail or Mrs. Smith, Mrs. Hickman uh everyone to see what they thought and they think that March is good to avoid testing field trips. You know, everybody's kind of skipping after that. Um yeah, I have another note. So, what do I need to know next? I guess >> what do you need? I mean, go for it. >> Um what I would say is is that you probably if set up a meeting with a formal meeting with Mrs. Smith and Miss Sikman and and Danielle and and Mr. Macau or whoever he wishes to to be his person and and let's get it done.
067So, I'm hearing you saying you need none of our money. >> I don't need any more money. >> Okay. >> She kids, >> huh? She needs her kids. Yeah, that won't be a problem. >> This may be the happiest delegation that we've ever had. Yeah, >> we we'll let her talk longer. >> Well, just to say, you know, that's bound to help our reading, >> you know, it's just that's one of our goals is get better reading and better ELA. And that's what I'm anxious to see. >> Yeah. And I like the idea that no, if they're a War County kid, we're going to take care of them. >> Yeah. >> Okay. No matter if they're enrolled with us or not, that they're War County kid. >> Absolutely. >> Let's take care of it. It'll
068help other rural communities that >> yeah are you know what I mean or are in the same boat if not worse off than you know >> um and even if a child student had had an eye exam yesterday with their insurance they'll still receive one and get a pair of glasses too so they'll have a second pair um it is just glasses no contacts are included >> um there I was concerned as what the options ions for frames would be and it seems like there's 50 plus options to choose from. So fantastic. >> How about lenses? >> You know, are there some that's like photog gray or or will they all be because they're in computers all the time, but be blue light? >> It's going to be a standard, you know, uh I think
069polycarbonate like this the lighter ones that aren't as easy to scratch, but as far as blue lights and those other things, no. And it'll be single vision. So if somebody needs you know uh bif focals or any of that then that won't work. >> Um and then part of this is ongoing support. So if you know a student needs an eye patch for muscle strengthening or any of that they they will do training and education for the staff. Um it includes like some like teleaalth training of staff or anything that would would happen as well. >> And parents absolutely can opt out if they do not wish to have their child. Yeah, that was my other suggestion was that I wanted to make it an opt out versus an opt-in because we all know that
070getting permission slips are problematic. Uh, and that was another one of the reasons I wanted to wait until March so that we can have plenty of time to be abundantly clear about what we're doing, have the opportunity for questions, answers, and I don't want anybody to be hesitant about letting their student do this. I don't want them to think we're rushing and sneaking something in. and I've I've been here a couple years and I've kind of learned how that is working in the healthc care side of things. So, um hopefully with me being here for a few years, parents are trusting and you know the school board will be on. But, um yeah, just getting the word out there about what we're doing is is pretty pretty important to me. I I don't want anybody
071to not get an eye exam if I can help it. Have you seen like a spike or in vision issues since you've been here from kids looking at screens all the time? You know, you see just gradually go up. >> I don't know. I've only, like I said, I've only been here about four years now. Um, it's just a problem. It's just a huge problem. Vision. Um, or, you know, I don't like my glasses or my glasses were broke or, you know, left at one foster family, didn't make it to the ne. I mean, there's so many variables to it that I I'm sure that that's an important part, but I don't know. >> That's always been concerning by looking at >> Canada's Benedom or or any of the groups that you're working with. Do
072they need an an action item from us that they can look back and say, "Yeah, the board is has uh >> on board." >> No. Well, I put a little line in there that that we had talked and that you were supportive of the idea and I had to tell them what other things we had done. So, I said that I had came to the board and that they were willing that you all were willing to entertain the idea of if we were short a certain amount. I explained that how I had to give money back several times. Um, >> okay. Okay. Well, if it turns out that that you need uh something from the board, um again, I'm just one board member, but we'll have no problem putting that on the agenda and bringing
073it forth. >> Okay. So, there's no like checklist of you need this paper or that paper. >> Just what our superintendent and our principles need >> will help in any way we need. >> Okay. And are do you agree that an opt out is best? Okay. Would it be would it um so for the younger students >> um would the parents be allowed to to go with to be there with them? So that's I have a meeting now that I have money more people can talk to me from there of course and that's on my list is um not just them but anybody can can a parent come or is as part of that tellaalth thing included can they follow up with them later that day or next day to kind of see and then
074another question I had was what report do we get that if they have an eye doctor that we can get to them or their primary care provider as well. Those are questions that I have. >> Fantastic. Well done. >> Thank you for joining us for another board meeting. >> I feel bad now about not letting you talk. Not not not too bad. Not too bad. But thank you, Kenna. Okay. Well, that's both excellent. Dy or Mrs. Smith thing and Kenna that's a I truly believe it could be change a a change thing for our kids to some of these kids that have these vision problems and their parents can't get them to a doctor and I just think it's fantastic >> and I'd say some of them had them and had it and didn't realize
075it you know. >> Yeah. Well, if that's the way it's always been, you don't know it's supposed to be different, >> right? >> Yeah. Okay. So we are down to our agenda. Uh first thing is approval of the minutes for the September 20 I'm sorry September 16th 2025 regular meeting. Do I have a motion? >> So move. >> Any corrections, comments? Hear none. We have a motion to approve the minutes of the September 16th, 2025 regular meeting. All in favor say I. I. >> I. Post say nay. Eyes have it. Motion carries down to finance in a motion to in the amount to pay invoices in the amount of $214,72342. >> So move, >> Mr. Macau. >> So we have several rungs of expenditures this evening. One, two, three, four, five for your consideration. The
076first on 9222 20225 totals $49,6528. Noteworthy in this is Teachtown for $33,596.82. This is special ed classroom materials and professional development. The next run on 926 2025 totals $15,000. This is our dental vision insurance premium. The next on 929 2025 totals $28,781.75. This noteworthy in this curriculum associates I Ready software in the amount of $13,64. Then next on 10 to 2025 totals $121,292.19. This is some additional um I Ready software, discount communications for transportation equipment, imagine learning for history um curriculum and vector solutions for the safe schools professional development software that we utilize. And then finally on 103 2025 we have um gear up travel in the amount of $105. Um we also have note worthy in there um a board member's travel for 10780 and that totals $214,72342. >> Okay. The board members travel
077is not included in in that amount. >> So let me see here. >> Yeah. >> Yes. Okay. >> Correct. >> Good. Any questions about invoices hear? None. We have a motion approving the payment of invoices amount of $214,72342. All in favor say I. >> I. Oppose say nay. I have it. Motion carries. >> Mr. >> We did. >> Yeah. >> Yes. I'm not sure who made the motion. I did. >> Mr. Stewart. >> Okay. Okay. Now we have payment of board members travel. I'm not sure what board member Mr. Sherlock. Okay, we have need a motion to approve the board member travel for Darren Sherlock in amount of $17.80. >> So move. >> Any questions, comments? That was to the training session. >> That was for the training session. Hear no comments. Uh or heard
078comment. No other comments. We have a motion to approve the board member travel amount of $17.80. All in favor say I. >> I. Post say nay. Eyes have it. Motion carries. Miss Sherlock is free to come back in. Okay. Just for the people that would like to know, uh, the total payments that we approved with the board member travel and the our regular invoices was $214,83122. Okay. Budget supplements. Need a motion to approve budget supplements amount of 5,883,8610. >> Had to look at that one twice. Make sure I was on the right zero. Okay, Mr. Macau. >> Okay, so we have several supplements. The first and the biggest by far being the carryover from the remaining FY25 budgets into the current budget being $5,895,614.32. The next supplement we have $10,150, the third grade success grant
079for intervention services and software. Next, in the amount of $18,700, we have a fresh fruit and vegetable grant for the primary center. Next, in the amount of $8,168, we have a backpack grant for food and breaks and holidays. Next, in the amount of negative $5,4248, we have a reduction in our Title 2 funding. Next, in the positive $2,760, we have a tourism grant for War County High School. And then finally, in the amount of negative $46,54247, we have a reduction in our title one funding. These supplements total 5,838. Let me start again. 5,883,38610. Any questions? >> Yeah. Um, could you say what the tourism grant? >> So, that is a grant that put that was put out and I believe the state is trying to liquidate some funds that um they had available. So, they
080put out for um schools to write a grant proposal um under the tourism grant to to take the kids on a field trip. And I believe Die that the trip that you are planning is utilizing that grant that you just spoke of as the reward thing. Mrs. Mallister wrote that grant and we received it and I think it has to be encumbered by the end of this month and spent by the end of next month. So money soon money in soon money out because we've got a limited time to spend those funds. And correct me if I'm wrong. Yeah, we just received notification of that award and uh so Mrs. Mallister has be given lots of kudos because she's been able to turn this around quickly. Very short time frame. We received it right here
081at the very beginning of October. She has to have the trip taken and whatever she's going to do with that that pot of money by the October 30th and then I have to have all the bills paid. And actually what's interesting, this is actually a federal grant. >> Okay. I thought it was going to come in state, but once I got the grant award and started looking at it's actual federal money that's coming for this program um in the amount of $2,760. So, but I've got to get all the bills paid and everything done um and the money's drawn down in the month of November. So, but yeah, Mrs. McCallister, she can she can turn it around fast. >> Sounds like a good deal for our students. >> Any other questions? >> That's a cool
082unique trip that they're taking, too. You know what I mean? Okay, we have a motion to approve the budget supplements in the amount of 5,83,38610. All in favor say I. >> I. Post say nay. Eyes have it. Motion carries. The motion approve budget transfers in amount of $453,12456. >> So move. So, four budget transfers for your consideration this evening. The first in the amount of $2,144. This is a transfer project aware for subs and services. The next totaling $39,6352. This is title two for staff development um as WBDE approved. The next in the amount of $330,885 transfer from general fund reserves for the building purchase and additional aid at work county middle school. And then finally in the amount of $80,500 transfer for contracted speech and behavior services. These transfers total $453,124.556. questions hear none.
083We have a motion to approve the budget transfers amount of $453,124.56. All in favor say I. >> I. Post say nay. >> Eyes have it. Motion carries. A motion approve our annual financial report for FY 2025. >> So move >> and I think this is Karen or >> Yeah. So this is Karen and I think in your packet she's got the full document and then um she has given you the abridged version in a paper handout here. >> Okay. So if you want a hard copy, I've got one hard copy um since you all receive PDF copies of it. Um so I've just got a couple of those. If you request it, you're more than welcome to. But this is what it looks like. So this is what went to the state department of education
084on September the 29th. So, they kind of changed their guidelines and deadlines for us for this year, thank goodness. Um, these early board meetings are killing me. Uh, because most of the I'm I'm not used to having things done so early. Um, but luckily they extended the deadline to September the 29th. So, I was able to finish that, get it to them, and then to have your board approval here tonight. It'll go to the newspaper. So, what actually gets printed in the newspaper? Um, I've given you a memo with a couple pages behind it, those uh forms will be published in the newspaper as well as a couple other statements that are actually in this binder. Um, because there's actually two sets of separate financial statements in um this binder that we have to prepare.
085The first set is what I've provided to you tonight and that's what the uh state department actually gauges us on our success and how we're doing. So that's what I just made a quick copy of it because that's what we really need to look at. The second set of financial statements are actually they are more prepared on a governmental accounting standards um uh basis of accounting and with that they look at things such as depreciation. They look at the pension liabilities. They look at other post-employment um liabilities that are uh caused by accumulating these sick days and converting them to paid up insurance benefits. So, they look at a a bigger picture than um what the state department of education utilizes. So the first set that we're going to actually look at tonight and I
086highlighted it in yellow is the one number that everyone is so interested in and that is what what is left over after everything is said and done and that is called your unassigned fund balance. So for for us just to start out with so that we can do a quick review as to what our funds are that we're looking at and then we'll come back and we'll actually look at that one number that everyone's so interested in. So on your second page, if you'll take a look there are each of the funds that we have to actually account for. So you have your general current expense fund and on it those that's where your property tax collections go into and that's where your state aid payments go into. So that's where the majority of everything
087that transacts is is within this general current expense fund. Next is that special revenue fund. So the grant like this tourism grant, it's a restricted grant. It's going to be accounted for within the special revenue fund. So it's all grants that are uh have grtor restrictions for which we have to account for. The next um one over is your special revenue and that's school activity fund. So this was relatively new a few years back. Now, we're actually encompassing the schools um activities into our numbers as well and showing that to our auditors. So, that so for our schools, they actually held at the end of the school year around $367,000 between the three schools. So next over that we have to account for is the special revenue and that's that ESSER fund and that's what
088I call the COVID money that came in during that period of time. That's stimulus funding and you can tell there's very little activity in there because it has come to an end. It is over. And then finally we have our capital projects fund and that's when we get an SBA project. that's where it's going to be accounted for and that's also where we've been accumulating some resources locally for capital improvements. So you can see like right now that it has a balance of $68,000. So now let's talk about some numbers. Um the unassigned general fund balance. So on your balance sheet, which is page two, you'll see a number that's highlighted down there in yellow. That is what's called the unassigned fund balance. So after everything is said and done, um all of our bills
089are paid, all of our restrictions and our set aides are are are accounted for, uh we have 3,444,000 remaining. So on the next page, that' be the third page. This is called our statement of revenues and expenditures. So on here you can see in our general current expense fund the first column there on the left um that we have total revenues of 14.4 million. Now I want you to look above that and look at the actual detail. Property taxes are almost 3.4 million. And then the next largest line that you see in your general current expense fund are state sources. That is your basic state aid. It's coming in at 10.4 million. So those are that's what drives that is what is the main revenue source or concentration of monies are those two sources in
090our general current expense fund. So over 70% is coming from state aid. So that's why it's so imperative that we stay within our funding formula um because those are our only two sources of revenue that we have there. So 14.4 million were our revenues in and it did increase from last year about 414,000 over last year and that's basically from state aid. You'll remember we have increased number of aids that came on um I think it was second grade aids that past year. This is FY25 um from there as well. is also increasing PIA too. Expenses overall you'll see total expenditures of 13.8 million. Now this just gives you expenditures by function like what's their purpose. If you really want to know what it was for I have to you'll have to come see me
091because there's all kinds of reports I can run you. So if you want to know how much we spent for travel, how much we spent on subs textbooks, that's in the detail. Um, so this is at a very summarized level. So 13.8 million and you'll see the largest expenditure is for basic instruction coming in at 7.6 um from last year. That is an increase of approximately 737,000 and the significant place of increase was within health insurance um because the premiums double or not double but increased for the employer share of health insurance and also in salaries. um we've added some positions there and then also as people gain an additional year of service we have that cost as well and then also from the cost of increasing the amount of aids that are require required
092positions to be there too in our special revenue fund. That's the next one over. You can see from here that the biggest line item is our federal source of revenue coming in at 2.6 million. And then we have some state grants and some other locally restricted uh grants there as well. So a total of 3.2 million. Now this actually decreased from the prior year by about 132,000. And whenever I looked into the detail, it looks like several um not all, but there was a decrease in amount of food service reimbursement that we received as well as um food service specific grant funding such as for equipment and for backpacks and additional state aid in food service. On our surf, if you look there, you'll see very limited activity. We finished that project up in revenues.
093We received finally our final payment from them at $29,951 and that closed out all of the esser funding. So it it is finished. And then finally in capital projects, the only activity you're going to see there is the transfer that was made of $100,000 from the general current expense fund over to the capital projects to set it aside for future uh major projects and potentially also be as a funding revenue source for uh our new addition to the high school. Uh so total capital projects set aside right now ending balance is at $68,000. So noteworthy to note, you can't see it on these financials, but on the next set of financials that were in your books that the state looks at for governmental accounting purposes. Just wanted to remind you that we do have our
094QZAB payment. Right now we still owe around $280,000 on that. That's qualified zone academy bond. So that was a 13-year bond that was entered into to do the lighting project here at the school system. So we got four years, well three after this year remaining on that. Um >> Karen, how much do we owe on that again? >> 280,000 right now. >> Okay. Can that be paid off early? >> No, it cannot. >> Okay. >> Yeah. Because the way it's structured, it cannot. And we're basically bank 70,000 bucks a year. >> 70,000 a year. >> Yeah. Which right now with my interest rate is good. >> I'm sorry. >> With my interest rate down at the investment in Charleston is good. >> Okay. >> Yeah. So, um, so in publications that's going to go to
095the newspaper, you'll have what I've included here as well as the districtwide financial statements that the state also looks at that second set of financials. Then you're also going to have a supplemental schedule of expenditures of everything. Every vendor that we paid that was over um $250 will be in the newspaper. And then also I have to list your salaries paid to each of you. Um, everyone else is in a grand total of the cost of professional salaries, cost of service salaries, but I have to individually list each of your names as board members and the superintendent in that publica publication. So, that will be in the newspaper as well. And I think that is it. >> A lot of printing that week, huh? >> Yes. Yeah. So, if you have any specific questions, I
096mean, that's a very broad overview. um very quick but we can go in as much detail as you like or as little. >> So the the total fund balance in the general fund. >> Yes. >> Now from the numbers I'm looking at that is we've increased that balance from last year. >> Yes. >> But we did not increase it as much as we did from the prior year. Is that correct? >> Yes, that's correct. >> Okay. And uh >> and on that very last page, if you um look at it, I did I kind of breeze past that, but that's an important page for you to look at. This is actually a page that is included in the notes to the financials and it gives you a breakdown of that fund balance. So you can
097see in your general current expense fund, total fund balance is actually 5.2 million. you'll see that unassigned fund balance is making up 3.4 million. And then up above it, you can see all of the other reservations that I've tried to account for. Um, for example, our prepaid items. Um, that's like uh workers compensation that we had to prepay and um, uh, board of risk insurance. And then we have monies that came in for purposes. Um, so we've set those aside for a purpose. We have our step seven money that is for instructional um step 7B which is for technology as well as teacher leader advanced placement. And then we have our BOE reservations for bus replacement and bleachers that we had talked about and actually issued purchase orders for at the end of fiscal year
09825. Um that was for bleacher replacement. It still hasn't taken place and we still don't have our bus yet. So, we have about $388,000 dedicated just to those two purchases that the board had already uh approved. In addition, I've got $550,000 that I put into a reserve line item and that equals to about 4% of um of expenditures. Uh so that that's set aside. Don't want to touch it. Um so I've got that. The state recommends three to five percent is is so I've got 4% in there. Um the governmental uh association now they'd like for you to have 16% in there. That's huge. Um so we went with 4%. So that's what I've got in there to meet that. Then we had a few other outstanding purchase orders of $7,600. And then finally what's
099left over is that 3.4 million um that we saw on the front page. So that that's how we got down to that number. >> And do you know what the rate of growth of that uh that fund is >> of what I have invested down at Charleston? >> No. Um the total balance fund, how much has that been growing? >> It hasn't grown much because from last year to this year it only went up Uh from last year to this year let me look here. Last year we were at an unassigned fund balance of 3,381,000. This year we're at an unassigned fund balance 3,444,000. So 80,000. >> Yeah. 60,000. >> Thank you. >> I need my calculator. >> So the uh the speed of growth in that account has been slowing down. >> Correct. >>
100Because our expenses have been growing faster than our revenues have been growing. >> Correct. >> So, do we see a >> but we're still we're still right now I mean we we're still expending less than the revenues that we're bringing in for the year. So, we still ended the year with a with a surplus >> with >> but yes, >> so if it continues at that trend, we will get to a point where our expenditures start becoming more than our revenues. >> Correct. And then we'll have to start eating up at that fund. Is that >> correct? >> Is that correct? >> Yes. >> Do you have an estimate on when that point would be? >> Um >> with current trends, >> it will be it will be soon. And here's the major um line
101item that we have got to address immediately. We have a $475,000 grant called Project Aare that this is the last year of it. um we have to make provisions and this is going to be decisions that you are going to have to make here in the next three months. What are we going to do with that? That has provided over $100,000 in mental health services for our schools and they rely heavily on that. How are we going to continue that? It also employs almost four positions. Are we going to absorb those? That's 475,000. We only had a surplus this year of 400. So there's your that's the answer to your question. It will be immediate. >> So when that goes away then we're looking at next year instead of having a budget surplus while budget
102deficit >> assuming that budget deficit >> not a deficit not necessarily. So with that grant going away um during um RIP transfer season this year, we're going to have to make some decisions during that time. um since the funding source for that is no longer there. Is that a position that we want to potentially rip? But so so without without that funding source um if we need to reduce the budget in order to uh stay neutral on the budget lines. >> So that's that's decisions that we will have to have during RIP transfer season this year. Yes. that I mean that's why you have a reserve. I mean the reserve is there. Can you absorb that? Yeah, you can absorb that for a finite period. >> Yeah. So you've got to plan ahead. Do we
103wean it down in magnitude and eventually you know get rid of, you know, get ourselves into a position? Do we see in three years that maybe we don't need as much in those services? I don't know. I don't know. I just do numbers. Um but and then the personnel we need to look at at the the purposes of those positions. Um what can we reconfigure um with those positions? Uh is there is there something that we can do differently and still be able to provide that to our students? I mean these are all questions that are going to have to be addressed here within the next three months as to where we go forward. >> And for some of the things we we have debt service that we have to pay. Um we have >>
104we have both debt service and income from invested money. >> Yes we do. >> What is the spread between the two? >> Um because uh the year before I think this is year before last the board voted to allow us to um put some monies down at the um in Charleston with the Treasury Department down there. So the rate of return is 4% down there versus locally it was very minimal. So we have I try to shove as much as I can down there because I can take it out immediately as I need it. So I try to keep little here and more down in Charleston. So we our interest income is increased tremendously um by making that move by by the board of education. So that's with the board of investments down there. It's
105very secure. They we presented some information into what exactly it's invested in. Um most county boards have switched to that just because of the increased rate of return with that. Um with our debt service that we have right now, our outstanding obligation is with the qualified zone academy bond that is held by West Banko. They were the purchaser of that. They um uh did a great service to the school system by holding that uh for us. And it was $950,000 originally, 13 years. And so we've got four years left on it um for which we have to make payment. Um >> that's why I asked if we could pay >> contractually we cannot pay >> but we can't pay it off because that's why we get out of the debt service if we pay it
106off but we can so and how much is the debt what is the debt service on that >> $7,000 a year. >> Yeah it's $70,000 a year. We owe two 280 is what we owe on it. So >> yeah, >> and the 70,000 years principal and interest >> just principal that it's it's structured in a way that we do not pay interest on it, >> but we can't pay it off early either. We can't we cannot pay it off. >> But there is but there's no interest. >> There's no interest. So there's no uh so the only deficit to not paying it off early is that that money is then not working to gain an gain an investment with the other money that you hold in Charleston. >> Correct. >> Yeah. That Yeah. That's what
107>> Yeah. >> You know, if we've paid that off, then we can invest >> then we can get 4% off. >> Yeah. So So we'll just leave it in Charleston. >> Yeah. >> Thank you. Good work as always, Karen. So, have a >> glad you're here. >> Any other questions? >> Yes. Always glad Karen's here. Other questions hearing? None. We have a motion to approve the financial annual financial report for FY2025 as presented by Mrs. Cumins. All in favor say I. >> I. Both say nay. Eyes have it. Motion carries. again. Karen, thank you. Can't thank you. >> Always tell everybody we got the best treasurer in the state >> without a doubt. >> Okay, we are down to personnel matters. Um, resignations and leave absences. First is extend the FMLA request for Greg Shepard
108retroactive to September the 2nd, 2025. Do I have a motion? >> Mr. Okay. >> So, we've already granted him, but his doctor has put him off for an additional amount of time. That letter was in your packet. So, asking the board to amend his leave. >> Questions? Hear? None. We have a motion to extend the FMLA request for Greg Shepard uh to be retroactive to September 2nd, 2025. All in favor say I. I. >> I. Post say nay. Eyes have it. Motion carries. Okay. Need a motion to approve the FMLA request for Matt Hayes. >> So move. >> Yeah. His information was in your packet. He's dealing with some family health issues where he's needing to help care for his mother at this time. So that information is in your packet. >> Any questions here?
109None. We have a motion to approve the FMLA request for Matt Hayes. All in favor say I. I. >> I. Oppose say nay. Eyes have it. Motion carries. This time I'm going to request a executive session uh to discuss personnel uh specifically number three. So that's my motion. All in favor say I. >> I. I. Post say nay. Eyes have it. We're in the second session.