6/10/25 Taylor County Schools BOE Meeting #43

001Good evening. It is six o'clock and I'm going to call this meeting to order. All board members are present. It is the practice of our board of education to begin our meetings with prayer and the pledge of allegiance. We invite you to join in prayer. Bow your head and join in prayer and stand to join us in the pledge if you so choose. Please bow your head. Lord, we respectfully ask for your guidance and wisdom as we proceed with the business before us. Keep us mindful of our purpose of providing a quality education for the students attending Taylor County Schools. Amen. Are there any adjustments or a agendas to the agenda? Addendums. There we go. Yes, Miss Garville. We have two. Uh, if you will please remove the word unpaid after item 5600. Uh, page

00270 is 117. I'm sorry. Give me the item number again, please. 56 0. The second item I have for you is further in that series 5000 series 5712. Last item. Actually, we're removing that completely that's being pulled tonight. those the things need to be adjusted. Thank you. Thank you. Scrolling back up to the top. Here we go. The superintendent respectfully requests approval of the agenda as amended. Mr. Dowy moves. Second. Mr. Taylor seconds. All those in favor? I motion passes. um brings us to the 1000 series. Uh we do have two delegations. However, our first presenter in the 1000 series has quite the drive this evening. So, we beg your indulgence while we let him go first. Mr. Sharp or Mr. Martin, sorry. Good evening. Uh I'm here tonight to present to you some of

003your up for your your upcoming uh renovation project at Taylor County Transportation Building. Uh so uh in the month of April, I believe we were approved to come and do some drafting services to come up to measure the existing building after you guys have made the purchase. As we were reviewing the building, we were part of that uh to generate a floor plan. We were uh reviewing the layout of the building and some of the configurations to make sure it's up to standards, up to codes. So with that uh we have some options to present to uh Dr. Stallings and Dr. Decker along with meeting with the transportation and maintenance on there. So, I've got a small presentation to kind of show you where the building currently is in the situation or in the position

004that it is and then what we're planning for the future. So, first item, we only have one uh TV tonight, so we have it all on one screen. So, this is the existing floor plan as it sits today. So, we have on the right hand side the main You come in front of the building this open lobby. There are some existing offices all spread across the front. On the left hand side we have a kitchen. In the middle there's this conference area. On the right hand side there's two male female toilets in that general area along with a little nook. As we separate from the front of the building which is a lower volume backs office and an office and then in the back area is the garage. Currently there are multiple garage door entrances

005on the side with one on the back with staff like a different configuration to allow better us of that. reviewing this. We did not see any major issues with the exception of the size of the toilets on the front of the building. As you see, if you read that dimension on the right hand side, the current distance from wall to wall inside that bathroom is 4 foot 10. So, it does not allow for turning radius. That is generally required for ADA accessibility. So, we started looking at if we were renovating this building kind of phase one building first and then phase two be more of the site. So phase one, phase one we would be looking at more focusing on that right hand side to where we take the existing two toilets and that small

006little al cove and cutting up the floor, reusing the pump, the piping, the sanitation pipe underneath and position two new toilets in that area. One designated male, one female, both unisex either or but be able to be large enough to accommodate the uh ADA accessibility. And then in that other location that was just kind of an out go ahead and create a janitorial closet in that space. So you have a mop sink somewhere to make be able to clean things, keep your products close by to your sanitation. In our other discussions, some of the things we were talking about in rooms at one point. Take that out, square up the conference room to be able to provide a little bit bigger area. That door would allow access for your staff to be able to easily

007get to the kitchen without walking out around quick access from the outside. We're looking adding a set of stairs and a door to the upper level so that we could come up from the outside of the building, get to that unfinished space, be able to utilize that for maintenance and or parts that were that could be easily stored at a higher elevation off ground level. As we progress our way to the back office that we create a separate office for maint Another 12t by 12t door here and another 12t by 12t door. We walk them up so they have better use of the full wall. But this would allow the right to fully pull into this space and be able to close the door so they can work on the full size buses in the

008right bay. And then on the left bay you had a smaller bus or a standard vehicle that could be serviced. they can be pulled in their work. One of the other requests was to be able to get access from the garage area that will be transporting that one of their smaller forklifts from front to back if they're bringing in a lot of equipment but also being able to separate it to keep dust down. Currently this is a masonry load bearing wall. So part of that we would get have a structural engineer come and evaluate to make sure what we're putting back can be accommodated which would not be an issue that is part of the front of the office clean. be able to get your the use of this transportation building that you any questions

009about the interior portion at this time. Based on the clearances on the site and the only people that will be there will be your transportation. So it's not like you're having students on the bus driver or something while the doors closed by with a man separating the two. All right. Uh, I have an additional question too and a gentle reminder to use your microphone. Okay, that's okay. Um, can we since we're moving those two doors, are they reusable? Does that gain us anything? We would have to do a further evaluation of the condition of those doors. Okay. Uh, to see if they were truly salvageable. They have been used many times. uh the gears may not be in the best shape and you may have your better approaches to get new product and that that's

010fine. I just want to make sure that we're evaluating that properly. Um and you mentioned the turning radius as an issue and so I'm curious because we had you'll probably answer this in a minute. We had talked about putting the tanks behind. Does that create an issue? So we've got that covered in phase two. Delightful. Carry on. I believe you had a question. Mine is more for uh your female bus drivers, working moms. Um I know we recently just um updated a policy for lactating mothers. I just wanted to know if there's any um space there that is going to be provided for that. At this point, that was not a discussed item. Uh okay, but an office, one of the internal offices, if need be, could be adjusted to be one of those. Okay.

011Just wanted to advocate for them, right? Looking more at the ADA compliant toilets. Uh because if you're using it for both male, female, andor anybody coming into the building, they need to have at least ADA compliant, whether it's one use or two. We decided to go ahead and focus to get both of them up to standards. Okay. But then the office space would office space don't want to do that in the restroom. Correct. Any other questions on phase one? So now the other one is phase two which is talking about the site and now the site plan is more oriented to how it sits currently. So the front of the building is located where we're placing the two new garage doors will be along this back area here. So last week we talked with Dr.

012Stallings and Mr. Dolan and a couple vendors got some information about sizes of tanks uh both propane, diesel and gasoline. got clearances that we were minimum clearances for us to have. And our approach is to once we have done a thorough site investigation, which is part of our proposal at this time, is to propose that we put the tanks back on this back part of the property. Uh so we have proper distance from gasoline to propane, but gasoline and diesel can be close. Put them on a single island themselves. Get them elevated up after everything has been tested. All this hatched area in white. It would be gravel as needed to make sure that we provide enough space and enough uh compacted area so that a tanker truck could be back there to deliver your

013propane andor your gasoline. The green area andor possibly retaining wall depending on how much would be worked once we do that site investigation because I know there is a little bit of a slope starting kind of as you see on the existing site right here. it slopes up some until we do a survey and a geotechnical investigation. We're kind of planning what worst case scenario would be. Then on the side of the building, this is the location we are proposing that we put the two pumps in a island. So we'd have a pump that would be dedicated for propane. We'd have a pump that would hopefully be dual use for gasoline and diesel. They have a minimum separation per requirement. They would then have underground piping under all this back to these tanks so that

014buses could be driving left and right on this to access either side as we're coming or going. And then this provides them the turning radius to come in and get in the back of the building along along with the backup clearances. We're setting about 80 feet to the concrete pad is what's shown at this location. So this is an 80 foot area for a bus to uh to back up. Your typical buses are So, this is nearly double the the size of what you need to be able to back up a bus. We do have an existing septic tank. I believe a camper is sitting over top of. So, we need to be aware of that. So, we don't want to place anything too far. And then as we're doing some site site survey, site

015investigation, we make sure that we have proper coverage over that uh that sanitation line out to the septic t system so the uh the buses don't press that or pack that and cause issues. So I'll open the question from the floor to questions for phase two. How many buses can be parked there? Do we know or an estimate all? Yeah. Now parking would be closer to the front from the front of building towards route 50. Yes. Within within the gated area. Yeah. So to answer on the mic so that he can be heard by it would be that we anticipate we have space for all 40 buses should we need that including the replacement buses. I don't want I want to repeat that correctly. 40 busels to 40 buses total in the fleet. 32 currently

016regular route usage eight spare buses. So it gives you I just want to make sure the public hears all that. Understood. So question. Yep. Remember There's no question is a stupid question. Okay. Buses will be pulling in up here to the left and filling up both sides. So buses can be going both directions that way. So you could have buses if they feel more comfortable and it's agreed by bus transportation they could come in the upper side or turn So this back area I don't anticipate anybody back here because we have the fueling tank. This will be the area that the tanker will be coming back for. So the filling station is for the tankers not nec not the buses will always be the buses will use the fuel island this area back here be

017set up for delivery of protein on your normal schedule. I wanted to make sure so and if if there is vehicles there when they're delivering then they could be coordinated we're coming to schedule on every Tuesday at whatever time it can be relocated. Yeah because that's what I thought but I wasn't sure what the filling station little text there. So, Mrs. N, we wanted the buses to be able to pull in as easy as we could, get them. So, that's So, that's why the island is off to the side. Allows buses to come both directions right here. Okay. This way or that way. They can access the pump like you would on a normal gas station. Are we going to do in there too. We're going to do fresh paint inside the front offices. Any

018fresh paint? It'll be an eventual phase. It's going to be structurally prepared first, but you're right. So, I believe uh you have in front of you or maybe there hasn't been passed out, but there is a proposal for architectural services associated with this project. Uh we are separating it in two because we feel that we can get the phase one portion accomplished sooner than we can get the survey the geotechnical investigation and everything um taken care of. So that will take a little bit longer to do to get all that information. Uh so that is I'm not sure if that's in front of the board tonight or not. Don't believe we've seen that yet. Just want to make sure the initial presentation was done. Are you are you going to share a price or a

019cost or an investment with us? Do we have the We don't have a complete dollar amount yet at this point. We have a proposal for architectural services, but we also have a proposal for survey geotechnical which will help us understand the the tail end or the actual cost of this stuff associated with the site. I'm just concerned. I'm hoping we didn't I still think we're all right, but I'm fear I'm not fearing I hope to reassure me that I'm not fearing the worst here that we've made an investment and this is going to be way more more of a cost than we're we're anticipating to get this ready for you. Reassure you. Yeah. Can you do that? Remember to breathe. Okay. I will I will say that tanks purchasing tanks are going to be pricey.

020No, I I understand that. I'm talking about the re the renovations, the renovations and everything like that. We already discussed the tank costs in the past. So, I'm fully aware of that and then the removal of the others. We know that price, right? Those things we knew were before we got into this at all. Right. But the renovations with moving the doors and all of that, some of this other stuff, retaining wall and um And the retaining wall is part of the site work. So it's associated with the tanks because as we were looking at the tanks and calculating the weights of those tanks, we want to make sure the they the tanks don't sink later because they are once you start calculating up gallons, eight pounds per gallon, how many gallons we have, how

021much weight is there? It's a substantial amount of weight. So that's part of that geotechnical investigation, the survey to make sure that that area we are proposing will work. that area comes back and says it's it's too costly, then we'll come back and present an option. The other option would be some other location on site, but we want to be aware that we want to avoid that existing septic tank and in the passing of that, but trying to keep everything further away from Route 50 and there are some setback limitations associated with the tank themselves, property lines, clearances like that. Okay. I still believe it was a wise purchase. You'll be fine. I believe, you know, that was my concern when we went into this. I wanted I wanted to give I wanted to give

022full support on the needs of what our county is looking for and what we had what what we needed. But remember, I was afraid of those invisible costs that we might get into down the road. So that's my fear. How far forward? further into the turning radius. So that go back into when we lay this out a turning radius of a bus. If you're coming from Route 50 on the right hand side, what does a bus need with that island to get around everything? So right now there is from this corner to this edge of concrete pad which is 80 ft. But my question is a bus. You're talking about taking this shifting it further back. Correct. So my question would be bus turning on this outer side. Make sure that we don't pin or

023pinch it too much because there is a little bit of a a swell on that side if I remember. So there may be like a ditch or some natural swell with water. So we don't want to make sure want to make sure we give enough clearance. We could. So this is a a preliminary layout. Nothing set final. Not at this point. Um I think that we can take these ideas, write them down. Let's set up a separate meeting to say I we feel strongly about this um because I don't know that everybody here needs to be involved in the the minutia of the distance on the gas pump. Yeah, we'll schedule a time to do that. Okay. Do you have anything else for us tonight, Mr. Martin? Um, uh, follow up on a couple projects.

024I drove by Anna Jarvis on my way up here. It's looking great. City construction is making good progress. And then the Blington project. Uh we had a pre-construction meeting today, a virtual meeting that allowed the contractor to kick off. So that project will start on its way as well. Wonderful. Um we're glad we can keep you busy. Oh, yes. Thank you. Thank you, Greg. You guys have a good evening. You too. Drive safely. We appreciate your time this evening. All right. Um, we do have two delegations this evening. Um, I will remind our delegations that there is a fivem minute time limit. You are being livereamed and you can talk to us but we can't talk back. So, um, the father-son tournament, Robert Mara. Okay, very good. And Terry Cole, gentlemen. And the microphone is

025turned on, so you should be all set. Okay. Uh, thank you. Good evening. Appreciate letting us speak tonight. My name is Robert Mara. This is Terry Cole. We have another partner in our organization, Father and Son Tournaments. Uh, Paul Pollson. He's not here with us tonight. He's traveling. But u I know we're on the agenda tonight to use uh Grafton High School's baseball field and so we just wanted to come show up and uh at least you see our faces. You know, we're local live in uh live in Bridgeport, but we've been doing this for uh eight years uh running the tournaments under Father and Son tournaments and we've used and worked with uh City of Bridgeport, City of Clarksburg with Frank Gloria Field, Miland Park uh folks in Glennville. So, we're you know familiar

026with working with uh various sites and uh their fields and you know trying to take care of them as if they're ours. And you know, we have many teams that come to the tournaments and bring in a lot of uh economic impact to the areas. Uh you know, whether it's restaurants, whether it's gas stations, etc. Uh shopping, whatever the case may be, convenience stores, it doesn't matter. You know, these people are are here to here to play baseball, but also they're bringing the family. So, uh, so anyway, so we're we're trying to, uh, one of our goals is to try to play more on turf fields, uh, because that's where everybody wants to come in and play on turf. Uh, you know, obviously baseball, everybody knows what happened this past weekend. We had a lot

027of rain. Uh, if we didn't have turf fields, we'd have been we'd been done. Uh, so that's kind of what we're, you know, we're looking at. We've I've spoken Terry know Terry has as well withh with John And the u you know I know that their team they have a team that plays and you know I know they'd be interested in obviously playing the Grafton High School as well as running the concession stand and that type of thing and obviously you know they get the impact of that. So, uh, so hopefully, uh, you know, you guys will, you know, think positively of that and, uh, obviously I know you want to make any comments, but if you do have any questions, I'll be more than happy to answer. If there's anything I left out, I'll

028let Terry forgot something, so I'll let Terry speak. It's kind of come full circle for me. I was a coach at Grafton High School, great baseball 25 years ago. I think I got hired when I was 15. So, but yeah, I know how valuable the money is that that can be generated through these tournaments and so that's what we're trying to do. So, please reach out if you have any questions. We'd be happy to answer those. Thank you. Appreciate it. Everybody have a good evening. Thank you, gentlemen. Appreciate your time, gentlemen. Thought I recognized Mr. Cole from before. Yeah. I mean, we may have questions when we get to the item, right? Um, okay. We have an additional delegation, um, which I believe is Bethany Knight on behalf of the AJ faculty senate. I'd like

029to thank the board members for their time this evening, but I also want to draw attention to the severity of need since this since I am once again standing in front of you speaking about the need of Adena students at Anna Jarvis. At the last meeting, members deliberated between another counselor or dean position. I feel that the dean position is what is in our best interest. Um, sorry. I am on the hiring committee at Anna Jarvis and over the past years I personally have sat in on interviews to hire additional counselors. Often we have no qualified applicants bid on the position and on the rare occasion that a qualified applicant bids we offer them the position but unfortunately they resign for other offers. The DDM students position is listed as a teaching position which inevitably

030opens a larger pool of applicants. Another item of discussion at the last meeting was whether the school resource officer a new position for the 2526 school year at AJ could alleviate some of the case load that the administration has. I am not an expert on policy but every article in the policy that I have read is ex extremely clear that an SR's role is non-disciplinarian. They may mentor, help prevent instances around school grounds, and become a comforting force or face to that may students may see who could only would see police presence as a negative. I'm incredibly grateful of the additional of the addition of this position, but an SRO officer cannot do the work of Adino students. On May 13th, I stated that Anna Jarvis served 480 students. To date, our administrative team had

031entered 263 behaviors into Weebas. We are drowning in behaviors that are making teaching anxietyfilled for both teachers and students. Our dean of students position developed and implemented behavior plans, fostered social emotional skills, and managed inschool suspensions just to name a few of the key duties. I understand that the data Dr. Stallings may I understand that the data Dr. Stallings may have may show that there was neither a positive or a negative effect during the duration of the time with the dino students but as a staff we felt the positive impact. The deed students served as a bridge between administration, faculty and students. The success of our school depends on maintaining a climate where students feel motivated to learn and educators feel empowered to teach. A dean of students is essential investment and one that can

032cultivate stability, enhance student success, and alleviate concerns placed on school staff and faculty alike. I know that we are not on the agenda this evening for discussion, but I am more than happy to speak to anyone at any time concerning this. Um, I hope you see my face as realizing that this is a true need at Dana Jarvis. Um, as much fun as you all are, this is not the best way I want to spend my Tuesday evenings. So, I appreciate your time and um am welcome to speak to any of you at any point in time. Thank you. Thank you. All right. Uh we will continue moving on in the 1000 series with the superintendent updates. Thank you, Miss Garvin. I did uh pass out, as I mentioned during our discussion earlier with my

033s my evaluation that uh you have in front of you a packet of each of our schools representations of their endofear updates. In addition, we have with us uh both Mrs. Roberts and Miss Fischer who are prepared to share with you some specifics that they've gathered. Um, so I'll bring them to the table first, please. Or to the podium first. They're at the table. Let's bring them. Excuse me. They're at the table. We'll invite them to the podium. Thank you for that clarification. So, I'm sharing with you some I Ready data. Um, just to refresh your memory, I Ready is given to all of our K8 students three times throughout the school year. That is our state approved um screener and it assesses reading and math skills. So that first page of your packet that

034I just provided, this is actually our reading um data for this year. I I pulled the comparison of end of the year. Um you'll see it referenced as EOI and middle of the year MOI um data. And just to remind you, green means that the students are at or above grade level. Um yellow means they're a grade level um below. And then red means they're two or more grade levels below. So the first piece of data listed there is Anna Jarvis's. And like I said, this is a comparison between end of the year. So you'll see that first bar graph is end of the year and the second bar graph is middle of the year. Um and I I wanted to share this particular view with you because it I'm a visual person so it

035gives that visual representation that you can see growth. We you know obviously we went our green getting larger and our red getting smaller. Um so that's a good representation but it's also so that you can see the percentages. So you can see that um from middle of the year they went from 40% um at or above grade level to 62% at the end of the year. Um I provided the same information for Flemington and once again you can see they had um growth as well. They went from 38% um a middle of the year proficiency to 54 um% proficiency um at Flemington. If you turn to the next page is West Taylor's um as well, they grew as well. They went from 67% um proficient if you look at um both uh above and on

036grade level to 81% students. Um and keep in mind this is a represent representation of students um kindergarten through fourth grade um for these students. Um and then we have the middle school data. Um once again these students grew as well. Uh they went from 30 uh% at or above grade level to 40% at or at or above grade level. And we saw a slight decline in the percentage of students the red that are um two grade levels or below. And the last um piece of data on that page is our district data. So this is this is a combination of all of our schools um K8 students. And you can see there from middle of the year it was at 40% students at or above grade level and it grew to um 54% and

037our students two or more grade levels below decreased from 30 down to 24%. Um the next page is a little bit more reading data at the district level. Um and we've spoke about this before how when we look at the um whether it's reading or math the data we get is broken up into domains or areas. And so I wanted to kind of share with you some of um the by the domain so you can see specifically how the students are performing. So once again this is district data. So we're looking at all of our schools and all of our grade levels. You can see there that first graph um shows the domains on the right, excuse me, the lefth hand side. Um funological awareness. You'll notice that there's a lot of gray area there.

038Um funological awareness is something that our students um test out of. So once they're um past second grade, they no longer are assessed on phological awareness because that is can our students identify the sounds they hear, manipulate those sounds. So that's something that's no longer assessed. Um but out of the students that were assessed, you can see majority of them um are at or above grade level. Um this first chart is a comparison between middle of the year to the end of the year. But I wanted to give um you the chart below which is actually the proficiency level by domain. We've spent a lot of time this year focusing on phonics. Um I've spoke before about the science of reading and the um support that the the state has provided to us and the

039districts providing to the schools. And so phonics has been a major focus this year. Um some of our schools are utilizing the youth program that um really zones in on phonics and then in the other schools using saxon. And so I really wanted to um point that out. You can see at the end of the year we had 81% of our students that are proficient in phonics and um as we spoke before you know that's a foundational skill. So um you know that's wonderful that our students are are really showing proficiency there. High frequency words is another area um that we've been focusing on. Um traditionally we used to call that site words. Um we wanting our students to know these words um by sight not having to decode them. high frequency means we're just

040focusing on the words that the students see most often in print. Um so that has been another area that has been a major focus and 81% of the students um excuse me 89% of the students showed proficiency at at the end of the year diagnostic. Um so questions about the reading before we take a look at the math. I know I shared a lot of information with you and this is all subgroups included. Correct. Um with our I Ready um unfortunately we can't um pull out different subgroups besides our schools. Um we don't have that capability of pulling it out without looking at individual students. Okay. Yes. Thank you. Other questions? So I I think I answered my own question before asking, but I'll just kind of share where my thoughts were going. So I

041was just concerned about the gap there from um those that are below grade level at elementary and then then going there to middle school. But I guess when you calculate um those percents that are in red, it would it's it's not that much different. So yeah, I just wanted to of course I know middle school there's that's a big transition anyway and um you know they're growing and things like that and a lot of um probably act after school activities starting to get included into their lives. So just was concerned about the middle school and just making sure that they had um the resources they needed to kind of help with those gaps. So So one of the things that um the middle and their um analysis of their data and preparing for the strategic

042plan as well as the district. One of the things that we've really um looked at and they've worked on it this year and we're going to move forward focusing more is um as you said sometimes our middle school students I have a middle schooler at home attitudes change they don't always see the importance of taking things seriously. So that is um going to continue to be a focus because uh if you recall I think it was probably back in September October um I shared data that I is a good predictor of how our students will do in the WDGSA. So, if they're taking the I already seriously, then we can use that data to see where those skill gaps are and address it um as opposed to waiting to the end of the year when

043they take that one assessment that one day. This kind of gives us an opportunity to see where they're doing. So that is an area that um the middle school is really kind of focusing on helping students um to really see the importance and also um you with the staff too just really kind of understanding how much um it really can provide. One thing that we did this year for all of our um elementary and middle schools, we had um an I Ready um presenter come in middle of the year, beginning of the year, middle of the year and actually work with the grade level teachers and um it varied when the principal kind of arranged what time um really pinpointing asking their they got a chance to ask their specific questions and then the um

044trainer was able to really look at their data and that's something that we're going to do again next year for beginning and middle of the year um because our teachers really found value in that um several seasoned teachers reached out to me personally and said hey this was wonderful I didn't know what I Ready could offer and how we could use that so that is something that we're hoping to to do again next year if I can add to that uh Mrs. Roberts. Uh I've spoken with the building principal this week during their checkout evaluation times and she too complimented the information that was being brought to the table at the school level and the fact that uh she acknowledged several of the staff and student grade levels specifically uh who seemed to be initially

045uh reluctant to see value in the I Ready process that we're encouraging that Helen is I want to give credit to Helen, Mrs. Robertson, but that they have started to embrace that and see much more willingness and benefit from doing so. I just want to give credit to them and the work that she's doing. I mean, I Ready is a time investment um because it does take time to complete the middle of the or the math and reading diagnostics. So, we want to make sure that it's giving us accurate data and we're using that to guide our instruction. Yeah, I remember when Mrs. sharing some different interventions that they were trying to implement to really help with that support and that buy in um you know with our students and our families to do that

046already. So thank you. Any other questions about the reading before we take a look at math? Um I provided you with very similar uh charts or data for the math. Um Once again, we're comparing end of the year to middle of the year, and the key is the same. Green means we're at or above, yellow we're one grade level below, and red two or more grade levels below. Um, provided you with each of the school data. And once again, if you take a look at that, um, you know, you can see Anna Jarvis itself, they went from 30% at middle of the year to 60% um, students at or above grade level in math. So, I mean that that's that's wonderful, especially considering the amount of time this year because of the weather and the

047predicted weather that they were out of the classroom. That's that's wonderful. Yeah. Um and so Flemington, you can see there they grew again um at 10% they went from 37% to 47% um proficiency. If you turn to the next page, West Taylor, they were at 43% proficient at middle of the year and they went to 76% proficiency. Um, and then the middle school, again, they showed growth as well. Um, they went from 27% to 35% proficiency. Um, and then once again, I gave you the district data, which we see there, there was a 20% um, increase. We went from 30% to 50% um, proficiency in all of our schools. And um, K to 8. The final sheet um similar to the reading, we look at those domains. Um so we actually have four domains in

048math. Number and operations, algebraic, algebra and algebraic thinking, measurement and data, and geometry. Um and you like I said, there's a visual again for you, but I did put that um chart down at the bottom because um I do like to see percentages um as well. So you can see there that numbers and operation 52% of students were proficient in algebra algebra and algebraic thinking were 54% proficiency. Those are two areas that we've really been focusing on this year is developing because those are really foundational skills um especially um that are hit really hard in K1 and two um if they have that number sense that basics then that's just going to set them up to be profic um to be more successful um in upper grades. And so I wanted to also remind you

049too, this year was our first year implementing our newly adopted um math materials. Um and we're still um you know, this was something that as as um we shared last year when we were in this process, you know, there was a a lot of time spent teachers spent a lot of time reviewing the different um resources that were available and then um casting their vote. We went with the majority. Um and we spent a lot of time um last year with professional development to try to help teachers be ready to use it. But we're going to go ahead and continue that this year um for those teachers just because um as you know the first time you get the first year you get into it you you kind of get a feelers you see what's

050available but sometimes um there's more to it and so once you get in it is when you have those additional questions. So we're going to continue um math professional development focus on our new um resources questions still math is still big struggle in our county. It's um unfortunately across the state it's it's lower than um the reading. And I will tell you um Dr. Decker, myself um Mrs. Steed and um our curriculum coordinator, Miss Morgan Williams, we are attending on Thursday. Um the state department is doing a numerousy um training um and we're going to go to it and get different information and we'll come back and share it during um with our teachers. We're doing a summer academy again this year right before school starts and those will be topics that we'll include um

051and one of them has to do with changing teacher um mindset a little bit. I know I come from an elementary background. I taught elementary school and um you know sometimes as elementary teachers we kind of go more towards the literacy side because we feel more comfortable and kind of um you know don't focus so much on the math or we don't feel as confident in the math. Um so kind of sometimes that's a mind shift change and kind of making helping us see we you know we we um as confident as we are in literacy with math. Other questions? Why don't we have good evening? Um, thank you, Miss Roberts. Now, we have uh Miss Fischer who's going to speak to us as well special needs students as special department. Good evening. So, I

052get to discuss one of those um lower subgroups. And in the fall, I'll be able to do some of the subgrouping with some of the I Ready and um also the GSA data. Okay. So, but tonight's data is about our special needs population. So, I just wanted to share a few things with you. Sorry, it's not as pretty as the I Ready um color, right? But um first of all, let's just take a look at our special education population. Those students that have an IEP um in the total um percentage of them in Taylor County. So we had 444 IEPs as of um graduation night. And I'm using that as kind of my end night because then we exit them. Okay. So 444 out of 2,15 students, which allows for the population to be of

05321%. Okay? And that's preK through 12. And then I broke it down by the schools. So Anna Jarvis had 31% of a special education population. And I'm going to I'm going to give you the other two elementary schools and then I'm going to say something. Flemington had 35 students out of 122 or 29% and West Taylor Elementary had 43 students out of 254 or 17%. Now, I don't know if you remember last year I kind of broke it down by the exceptionalities. Speech in the lower grades is um quite often just an only IEP. It's a primary exceptionality. So if I took speech out of those, it would change your percentages a lot. For example, Anna Jarvis instead of being 31% might be around 16%. Okay? So when you also look at it, as we

054go to Taylor County Middle, now there you still have that mix of primary speech along with your other exceptionalities. So you have 141 students out of 621 or 22% And then when you go to Grafton High School, you can see that we had 77 students out of 621 and 12%. Now, it didn't mean all of those speech IEPs disappeared, right? A big portion, but you also had students exit, which is what one thing that we just love is that they have finally grasped the strategies that they need to succeed in a gened classroom. So, we like that. So, we average just under all the time at GHS. Okay. Any questions about the special ed population compared to the whole Taylor County population? Go ahead. Slightly bigger than that. Oh, go ahead. Sorry. Um, at 21%

055for our county. How does that compare statewide or nationwide to That's good. What is an average? I'm going to We're we're hovering about average with other counties that are like Taylor County, those who have like one middle school, one high school, a very small population. It's like three elementary. So, if we looked at those other smaller counties, we're about the same number. Um I'm not going to try something like Harrison or Cana, but I can go find out for you. I was just curious like yeah, that number seems large to me. It does. Um, so I didn't know like are we at a point evolutionarily speaking where that's where we're at. Um, I've been doing this this data for about three years and at first I thought, "Oh, wow. That is high, right?" And there's

056kind of an eb and a flow, but we always average between 425 and 450 IEPs every year. So like for this year, interestingly enough, we had something nine or 10 children from various states like Maryland, Virginia, Pennsylvania, and Ohio come in and they all had IEPs. So, and that's actually a big influx in the very beginning of the year, right? Um, and we also have students who leave. So, um, they go to other states or they go to virtual or they go to home school. So, we're going to talk about that down at the bottom. But that eb and flow is always between, like I said, 425 and 450. Keep in mind also please that the county as a whole that also includes that large percentage of speech and language students. Speech and language is

057our largest population. And then you also have to remember that in prek we have developmental delay and that is between prek now it goes all the way up through second grade. So we're holding on those IEPs a little bit longer than usual. They used to be dismissed after prek. So that's going to add to that population. Okay. So Mrs. Fischer, I had a question. So you mentioned um Anna Jarvis and the percentage of speech uh is the primary exceptionality is you figured about 16%. Do you have a comparison there with Flemington and West Taylor what their speech? Yes, I do. So um if we took away just the speech IEPs, the primary exceptionality, you would have Flemington at 17% and you would have West Taylor at 7%. So, comparably students to total students, um, Anna,

058Jarvis, Flemington, right around 1% difference there. Okay, right. And if you really kind of look so um not far, it looks like 31% and that 29% they're high, right? But then as they leave those speech services, then it really does take it away. But if you're looking at um students of other exceptionalities that we're servicing, that number becomes much smaller and it really kind of hones in with um our other numbers like at the high school. Thank you for that clarification. Sure. Um, if I may, I just want to double check something. If a student has more than one exceptionality, um, it's a single IEP. Is an IEP per student or per exceptionality? It's an IEP per student. Okay. You have a primary exceptionality and then you have a secondary exceptionality. Okay. Okay. And then

059in that That's okay. And in that IEP there's a service section and then in that the services match the various exceptionalities. Okay. Thank you. Uh I note that uh there are a number of students that are two or three or two or more grade levels behind in the reading and math. are what portion of those would be our special ed students? Yeah, I was working on that today. Can you get that? That that's a hard that's a piece of hard data to pull. Um, and I do instead of a strategic plan, I work with the Office of Special Education and I do an improvement plan. So, I was working on that data today and that's data that I could probably provide in a couple weeks to you. Okay. Because it's pulling it and then you're

060looking at some cut scores and and doing a lot of calculations. Yeah, I I would be interested in hearing those that data and and also be interested in uh hearing remediation plans for those kiddos. Sure, I need that for you. Okay. Um so let's go down to the second part and this talks about initial evaluations. Okay. So these are the percentage of students eligible compared to the total number of students referred. So there is a referral process and they go through that and this year initials were 88 and 80 out of 88 qualified or were 90% eligible. Now that number kind of looks small, right? You're like 88 referrals and 80. But referrals can be made other ways. So, how did we get up to 444? Right. Well, so as we go through them, um

061teachers can make uh a referral through speech referral or if a child has a 504, a referral can be made. So, that's how they're Yeah, I get that. But but I'm looking here th those referrals that does that number does not include when you screen your preschool or kindergarten students. Correct. Correct. So So those are different when we screen them like we just did in May. Right. Right. So we'll screen them and then we flag some. Right. And then those will become some of our referrals and they will be initial. Okay, that number seems small though. It does, but that's pretty average. So the reason I chose this particular data is in my end of year report to the state department. So we have the initials, but I can tell you that we had quite

062a few referrals through the office through 504s and speech IEPs. Oh, we also have birth to three. So when you do your screening, are you telling me that sometimes you flag a lot more than what may end up going into I think this year we had referral we had just a few that were flagged. So when I say flagged, we look in the in the various areas of development and then we have cuto off scores and we just take a look at that. Um and we just want to see if they have growth or not when they come in September. And then if if they're still low, then that will become a referral for an assessment. But if they're if they've grown and they they make that cutoff score, then we don't do that referral.

063Keep in mind some of those uh early assessments that take place with preschoolers, it's their first exposure to us. Theirs to us, they're three and four years old. And so some of the performances that happen are a little bit um cautious because they're a little timid and or um at the same time. So that might be a flagged student with regard to concepts. Yeah. Only to find out that when he gets he or she gets into the classroom, right? and they continue to monitor that, they can say, "Oh, well, Melissa was it was kind of a false read. We thought she had some concerns, but she was just shy." Yeah. Right. And being young, it's hard, like you said, three and four years old, it's it's hard to determine whether that's really going to be

064a need for intervention or it's going to work itself out. Correct. I've seen some kids with that intervention that it corrects itself like you said. Correct. That's what happens with some of the speech and language students as well. But it's also important to remember that um that by design unless they have some severe issues uh diagnos or recommendations and or identification of any kind of special needs issue sometimes doesn't present as well. at that earliest age. That's why you see that kind of that bubble that happens um but like after kindergarten and first grade. Not that we're saying we're not going to do anything until then, but sometimes it doesn't start to actually present itself until about that time. Right. Another thing that we did this year at our developmental screening was we took out

065speech first. They used to always be first where all our little ones went and their shyness was definitely there. So, we had them do more of the fun things like the gross motor and the concepts. Um, and maybe even just posing for pictures and talking and getting them warmed up. That's why I feel like we had less lower scores, right? So, so I have a question. Um, only because I I remember I had a child in this predicament and I'm sure other parents do as well. How long will you go for speech that you will let the speech try to correct itself before you decide intervention is needed? So we do um speech screenings every September um and then they are also flagged and then a speech teacher will go back listen to them one

066more time and then proceed with the assessment with the permission to assess and then go into that. So, it's not um the parent has the right to deny that assessment, but usually they're pretty spot-on about articulation and expression, but we get them starting right at pre-K when they come in. And we have um a rubric or a lot of speech therapists do. I don't, but they have that rubric and they follow it so that when they hear different things, they'll know if they're developmentally appropriate or not. So if a child is in a classroom and their friends are start at second grade or whatever, right? Or first or second grade and they're not in speech. They're not getting speech services, but their friends are starting to make fun of, you know, one of their I

067don't know all the terms, but how they're speaking or how they're pronouncing words and can does a would a teacher be able to then look at that and recommend and would that be something that So, that's our SLPs that um that work with them and they might go in and do some observations and some listening skills. And the parent also um if if the child doesn't qualify educationally for speech, they might want to look outside. Now, we don't always want to do that, but if they if a parent feels strongly that their child needs help, but there's the educational evaluation versus the public. That's what I'm getting at. So, if a parent comes in and says their physician has um ordered that to receive speech services. You don't want to take them out of of

068school how many days a week or whatever to go get speech services and miss out driving time and back and forth to school for miss out math reach out you know what I mean language miss out normal school topics to take them to an hour of speech or so and then back to school wouldn't we step in as a school system and say if the if the physician is needing and recommening that child needs speech. We're going to try to provide that service in in school environment so they're not missing school only if that child qualifies with the educational assessment that's done by the SLP. I think yes yes to your question. They would just have to I mean it's not like you there's a cut off when you can be referred for something of

069that nature by any means. Um that's that's a part of the whole entitlement process for that. Okay. Okay. So then one of the next things that we do is we look at our exit data. And our students exit for a variety of reasons, but one of um the reasons that I like the best is the graduation. Um we graduated 19 students out of 139 in that class that you got to watch a couple weeks ago. And um that was 22% of that senior class. So I was very proud of them as they walked across the stage as you were. So um that's a big exit data. And just so you know, um we do surveys when they exit. We do through the state a one-year exit survey. And we really try to make sure they're

070in the job force, you know, or what can we do to help them. So we stay in touch with them and and work with them. We try to find out how they're doing. I want to look at that number again. I'm sorry. This is interesting to me. Which number? I probably should have been a special education teacher. So that 19 out of 139. Yes. Is that 19 considered this school year? Yes. And special education. I would like to see I don't know if you can find this out or not. Of that 139, how many had received some special education services throughout their entire school year that we followed them and actually graduated? Go ahead. I can speak um or was that too I was just saying uh to Miss Scalla that one of the young

071men who graduated this year uh was actually my wife's last student and I'll remind she she taught uh preschool special needs three to five year olds for her career here and uh I was ex I was surprised I forgot that that time lapse had been that long since she retired. We may have had kids that overcame many different exceptionalities and some of them may have overcame them in fourth grade or fifth grade or struggled through middle school and overcame and that could have hindered their graduation possibilities, but they overcame and pushed through and the teachers and the staff put everything into that child that possibly could and probably a larger number than 19 probably and I I'll tell you what, with our electronic system, it would be hard to dig as much as I would

072love to, but I think that is a great question. You know, I'm looking at this special ed population up at the top and it says Grafton High School has a special ed population of 12%. But yet 22% of our graduates were special ed students. Because I only did the sen the numbers in the senior class. Okay. But, you know, it seems to me though that that that says we've had su significant success in our special ed program. It is. And I think you can even say looking going from the middle school to the high school and you can see the success because the numbers have dropped. Um we were talking just yesterday um of some of our students and we were doing a list of indirect services because that's like one of the the bridges

073that we get before we dismiss a child. We keep that support until they're really ready to kind of fly without us and without the extra support. So um it's it's very interesting to watch that and a lot of it happens around 10th and 11th grade. So I am proud of our high school and I think what all the teachers do for all of our students is is just commendable. So we have another type of exit data. So if you notice I put it on there twice. Now I did include the graduates in this number 83. So we had 83 students exit in some form in Taylor County. So, we did have one drop out and that's just 0.1 uh 01%. We had nine move out of state, that was 11%. Now, here's where it's going

074to get a little muddy. Okay, they return to regular education and that is a code that we have to put in there. So, that means they could they could return to the gened without any services, right? That that's what you want. but also if they decide to go to homeschool or if they decide to go to virtual or if they decide to go to a charter school that's all under the same code and it's very difficult to break down. Now, I was able to actually work with Mrs. McCarthy and I found the 12 out of the 83 that went to homeschool. And then um I just kind of was going through some of my communications and looking at some of my data kind of that way and I found six went to virtual, but I

075will tell you two of those came back. So um but we did have 07% on that one. So that's and I think that's when I say it's muddy. I would have liked to have had a percentage of how many went back into gened, right? And how many went to to homeschool specifically, but they're not there with that code yet. So, Miss Fischer, I'm gonna question your math and I apologize for doing this, but if 12 out of 83 is 14%, could you please explain how 6 out of 83 is 0.07%? Probably wrong on my calculator. Yep. I will fix that. Thank you. I appreciate that. I was like, one of those numbers is wrong and I am undercaffeinated, so I'm not going to fix it. That's okay. That's okay. Somebody could get their phone and

076calculator and help me right now. It's just seven%. Thank you, Mr. I apologize for throwing you under the bus publicly there. Hey, everybody knows that math is not my forte. Um, so That is 7%. Okay, there you go. I really wanted to know if you were listening. Is there anything else I can do? So, I will bring back some I Ready data and the GSA data. Anything else? Okay. Thank you. Thank you, ladies. Dr. Sings, do you have Anything else you'd like to share with us? At this point, I do not. I think uh the handout I gave you from each of the schools has a narrative on those three categories of data reveals, shout out for success, and in case you haven't heard, they've taken the time to bring you a little summary from

077each of those. Um, can I ask a question about the superintendent information? Is there maybe a reason I know that you had the presenters as part of your superintendence update, but is there a reason why we don't have their names on the agenda as presenters under your superintendence updates? Because do we normally the presenters? There wasn't anything done intentionally. I was just they had been invited to come and provide their area of expertise. But I I thought normally we have under your superintendent's update, don't we normally have who's presenting for each topic? We typically put that in the minutes at least and so that's being captured now. We can we can do a better job of that if you if we are specifically looking for someone or someone is specifically giving us a report, their

078name is there. Honestly, I would have to go back and look. I have Okay. That is not a detail that's stuck. As I mentioned though, typically Mrs. Green Herschman is capturing who's doing what and those minutes will reflect that. Okay, that's good. All right. Uh, do you have any board member updates? Board member committee meeting reports. Right. Hearing none, we'll move into the 2000 series minutes, policies, contracts, and agreements. Uh, superintendent respectfully requests approval of the minutes for the regular meeting on May 20, 2025 and the special meeting June 30, June 3rd, 2025 moved. Mrs. Gallow moves. Mr. Taylor seconds. Questions. All those in favor? I motion passes. a significant number of policies and codes in the first reading. Not quite as many, but still not light reading for policies and codes in the second

079reading. And two policies and codes in the third reading. Superintendent respectfully requests approval of items 2358 and 2359 in the 2000 series. Mr. Taylor moves second. This is not seconds. Questions, comments, concerns. I do. Uh I know you guys are not going to like me because I may end up holding up our third reading. Um, this is where I'm going to bring up what we discussed a couple weeks ago on board me board member compensation. I think it might be easier to take a look at Dr. Stallings when you were here many many years ago. I was very young then too. Yeah. board members nor used to get paid on a monthly basis. So all let's just say all meetings that were held in October were paid November 15th. All meetings that were held in

080November were paid December 15th. It was easier to keep track of if there how what however meetings many meetings there were in each month you got paid for on that following month on the 15th. So once a month you would get a paycheck somewhere along the way when a new superintendent came in and I'm not sure even which one it was changed that without really notifying or asking the board. It was just a policy change and no one really thought any much about it and it just changed to being paid more on the cycle of what staff was paid but it's been ever since then okay what meetings what meetings do we get are we getting paid for you know would be and and I talked to Jonathan Mr. about this a couple weeks ago

081and he's like, "Well, that would be really easy to keep track of board meetings getting paid." So, I thought maybe we could consider going back to that since that was a long time practice that was changed. I don't know even what for or what the reasoning of was the superintendent at that point. Um, but I thought we could consider that um the way the board gets paid. You're speaking of the frequency of how Yes. Okay. Yes. Now, Jonath Jonathan Mr. Dolan mentioned the only one that he would be concerned of that could be different would be the end of June's um because he would want that one paid before this we need to close out the year. Right. Correct. Yeah. So that would be the only concern he would have. But otherwise, Mr. Dolan, if

082you have any input, that's just something that I considered bringing up to the board. If I may speak to that. Um, may I I don't know that I hear this correctly. I'm good with whatever is most convenient for the finance department and your recipient of the your receipt of the money. You know, we know that we have those regulations as to how much you're able to get. So, we can certainly look at that and figure out a a cycle or like when it I mean, but I just would have to defer to the I guess you could just declare when you want those payments to be at some point we can make a motion of that nation that n of that nature. Again, I don't want to sound like I don't care, but it really

083whatever the with the pleasure of the board is, as far as I'm concerned, unless there's something specific somebody can cite to me that says no, it's got to be if if they if they if they all agree to it, you know, it would help clarify, you know, what what meetings have been paid for, you know, at what time. So, if for some reason, like I said, if you only have two meetings in July and I pay you August 15th and you get paid for two meetings on August 15th or you know, if there's a training in there and everybody gets paid for the training and two meetings and there's three, you know, it's on there. It's three payments. So, I think that would help. You would anticipate that monthly payment is what I'm hearing. Is

084that what it 15th of each month and then with the exception of for example our next meeting is June 24th you know we would make sure that everybody was paid on June 30th so that if there were just two meetings here in June like I said that would be the exception then you wouldn't have a July 15th payment correct so and that'd be because of end of year close out right um one if there was any if there was anything. Well, your your June 15th would be your May payment and then your June 30th would be your Yes, we'd have June. Yeah, your June payment. So, yeah. The other thing I want to make sure of next year when we move into the next I don't know. I don't know if this is appropriate. I

085don't know if this is appropriate. I'm sorry. The topic again I I was not paying attention. I don't know if I can bring this up or not. You can tell me no, Mrs. But the way our agendas are done for each meeting at the next meeting to make sure that if we have if we have two meeting happening that we have them on the same agenda. So we there's certain t sometimes we have two meetings unless it's unless the state says we have to have a separate agenda which I think there's only one instance we need to do that for which is the levy call has to be separate. But anything else if we would have say we and I'm not a proponent of having and you guys know this student um expulsion expulsion hearings

086on a night we have a regular board meeting. There's times we have to right and if we are those need to be on one agenda instead of two in a night. I've talked to the state about that. He said you do one agenda and it's on the It's on there and if you need to recess, you recess, but it should be all on one agenda. Not an A or a B and not two agendas in one night numbered 39 and 40. Does that make sense? I think so. I think so. We had to go back and we came back to that calendar meeting piece and we now understand that that is a single meeting, not right a 5:30 and a six o'clock. So So that removes that piece entirely, but the only other place we've

087done that well no because we well since our discussion on it, we've had meetings that were numbered. We just had one in the last not too long ago that were numbered separate meetings. They shouldn't be numbered if we're having if we're having There shouldn't be any more than one agenda per night is what I'm saying unless it's levy. I mean now we now moving forward I think I'm going to be adamant that we don't do student expulsions on one night unless it's just absolutely impossible to avoid it. Sometimes we're forced with the deadline for getting it addressed. Of course I I mean I've I've always said that's not really how I feel we should do it but sometimes we're forced to. So, I'll be more cognizant of those things moving forward, but yeah, I think

088we just got to be careful with that. So, I'm making a notation about the frequency of payments as well as the the numbering of agenda. So, and we'll we'll try to work that out. I'm going to have to go back and look because I don't think either of those affects that policy. No, no, I'm not. I think you are correct. It just It does not I didn't know if we needed to change anything in there based on that. Since you're speaking of that particular topic, that's not a That's fine. Does anybody object to changing the pay dates? We can put it on another topic. I'm not ready to make that decision tonight. This was just presented to us. So, you need to That's fine. That's why I said we can put it on another agenda.

089Perhaps I can put it on the next agenda. 88 8,000 series for discussion. That sounds wonderful. Thank you. All right. Any additional questions on the open motion for the appro requesting the approval of 2358 and 2359? One more thing before we put that on the agenda. Do you think maybe somebody could go back and do the research on when that changed and if there was any notification or documentation on why it had to be done? I don't know if you'll find it. Um before we make a decision of one way or the other, I can I can look at old payubs from the past and see. We can we can try to investigate that. I cannot promise there'll be any kind of indication when that shifted. I would think it's around you were referencing my

090yesterday life and I think we've had what four treasurers and at least that many superintendent since that time. Yes. I can probably try to figure it out when it happened. Okay. Thank you. Your your memory would be very helpful about that. Okay. I I can tell you that at least the superintendent I think. Thank you. That would be that alone would be helpful because it could narrow down the minutes. Sorry. Keep going. That's all right. We have a motion on the floor. I believe at this point questions and concerns have been addressed. All those in favor? I motion passes. Resolve that the bylaws, policies printed and codified in the comprehensive document entitled bylaws and policies of Taylor County Board of Education are hereby adopted and that all bylaws policies hereto for adopted by Taylor County

091Board of Education are hereby rescended. Further be it resolved that if if in the event any policy part of policy section of the bylaws is judged to be inconsistent with law, inoperative in a court of competent jurisdiction or invalidated by policy or contract duly adopted by this board. The remaining by bylaws, policies, and parts of policies shall remain in full effect. I'm going to get that. I'm going to be able to do it like they do it on the commercials. Um, all right. We are moving into the agreement section of the 2000 series. There are a number of agreements and contracts, memorandums and consents. And these are all for FY26 beginning that school year. Correct. Correct. Yes, ma'am. There's nothing for extended year or anything, right? No, ma'am. All right. Hopefully we've all caught up

092to the bottom of that. Um, the superintendent respectfully requests approval of items 3214 through 3266 in the 3000 series. 2000. Oh. Thank you for trying. My bad. It started to scroll. Um, there we go. Apologies, friends. The superintendent respectfully requests approval of items 2360 through 2382 in the 2000 series. Mr. Taylor moves second. Mrs. Gallow seconds. And questions. I just had a clarification on 2360. Um, is that not exceed mount includes all three of those positions? Correct. Like that's the total for the three or it's the two two. Oh, I was I was reading the other three prior. Okay. So, that's the two. Okay. Thank you. Any additional questions? There's a lot there, huh? There's a lot there. I'm good. All right, there are no additional questions or concerns. We have an open motion on

093the floor. All those in favor? I motion passes. 5 Z. Now, the 3000 series, the consent calendar, of which there are also quite a few. I will try to scroll slower here so I don't miss again. I think I hit the button and it like super scrolled. Um, all right. Superintendent respectfully requests approval of items 3214 through 3266 in the 3000 series. Mr. Dowy moves second. This is not second questions. Uh yeah 3214 just curious. flip back to the beginning of the novella. You may not know the answer to this question because we don't have um 324. You would you might know how many how many students uh participated in the previous environmental protection course. I was afraid. So I was I was just wondering because that's not like a normal AP course like AP,

094you know, English or AP government or I'm just curious. I'm not going to hold up the meeting for it, but Okay. Any additional questions for this part of the 3000 series? Any total for the amount of money we're about to spend? A lot. Well, the the good news is this is over the course of the next year. It's not like next week. So, and some it's only if needed and expended, right? So, Mr. Dolan, nothing like exceeded greatly or anything that nothing's exceeded like it's within um what we what we spent in the past, you know, yearly increment increase. So, okay, we haven't I haven't seen and I've asked a question was asked a question today about the the tariffs and stuff and I haven't come across any of the items that we've purchased here

095recently that have we've been affected by. Okay. Thank you. You'll find that these are representative only essentials to operate at this point of the year. All right. At this point, we have an open motion on the floor. All those in favor? I motion passes 5-0. Bringing us to the 4,000 series financial budget budget supplements and vouchers payable. Mr. Dolan Dazzle. Good evening everyone. Um, inside your packet, um, I had, uh, for your approval, uh, some budget supplements. Uh, there was a report that I received where there were some items that needed to h have, um, some money moved into them just to cover through the end of the year, uh, which is not uncommon. Um, in fund 11 and fund 12. Uh and then the last item that was on the budget supplements was a

096grant that we were awarded from the state for our child nutrition department uh for $14,000 to help purchase uh needed kitchen equipment. So that'll be used uh for whatever the uh child nutrition department needs uh in the form of mixers or heating cabinets or something along those lines. Good more money to spend. In addition to that, uh you all you've all received uh the scheduled checks to be written or that have already been written um you know to keep our bills current uh for all the services and then the last pages are checks that'll be written tomorrow morning upon your approval. May I make a comment about something regarding that Miss Garmin, please? It's a positive. Certainly. Thank you. uh participated in a meeting today and it was a comment that was made by u

097their architectural firm and the construction company those kind discussions we had and I've been we've been participating in all those things but I want to acknowledge that as we receive our uh bills ongoing with regard to construction and the architectural firm etc that we contract with that Mr. Dolan is staying on top of that so that there's no wait for the exchange of what we owe them for those incremental payments. And I just want to acknowledge that because it's also true. So I've been told that not every county acts as uh efficiently in that regard. And we you are to be congratulated because it's on your agenda, but it also keeps the you keeps the debtors from knocking on the door and and you're staying we're staying on top of that. Um, we are to

098acknowledge the expenditures you're just approving are essential, but we're staying on top of it such that um I'm kind of bragging on the county a little bit because it's it's a nice feeling to hear that not all counties are staying as current on things like that. Um, just want to credit you too and to thank Mr. Dolan for his work on that too. Sorry to interrupt. That's all right. All right. Uh, superintendent respectfully requests approval of items in the 4,000 series. Moved. Mrs. Gallow moves. Mr. Dowy seconds. Any additional questions? Hearing none. All those in favor? I. Motion passes. Moving us into the 5,000 series. Please note there are two adjustments in this section. This is where you made the addendums or the adjustments. Um, I for one am I allowed to speak yet? Yeah,

099I'm scrolling and I don't want to miss the bottom. So, yes, please. I for one want to take a look at Well, I did I I want to mention a couple things on 5578 clear through 5587. I don't know if anyone is listening that's in that group, but we have Corey Freeman, Renee Salom, Jennifer Roberts, Jeannie Connor, Lorie McDaniel, Taylor, Regina May, Ever Robinson, Mickey Foley, and Chad Gray. I'd like to thank those individuals for stepping up to the plate to be able to um fulfill that task. Yeah. and I'd like to get frequent feedback beginning the school year on how that's going. The last thing I want any of our staff to put themselves in a situation that and remember we already talked about some things that could happen going from here to there.

100The last thing I want to do is put our staff, any of our staff in a situation to where what we're trying to do to keep everyone safe puts us in a more puts us in a different situation that we weren't expecting. Right? So, I'd like to have frequent feedback from those individuals. First, pat them on the back for stepping up to the plate and secondly frequent feedback to us what's working, what's not working. Maybe it's not working at all. Maybe the whole thing is just not working. I don't know. I know. We I I like to hear. Duly noted. Yeah. And while we're making comments about these, I'd like to point out the humongous number of unpaid coaches that are listed on here. Kudos to those folks that are willing to volunteer their time

101without pay for our kids. Thank you. Thank you. Thank you. Stole my thunder because that's what I was going to say. But I'll add to that um for for the public. There are six pages of just that for uh the extracurriculars like that. And some of those individuals are not doing just one sport, two sports, sometimes even three. So, you know, this county is very, very blessed to have such dedicated um community members that really, you know, because some of them are teachers, but some of them are not, you know, they are um truly community members that are like Mr. um Taylor said, donating their time. So I think it's it's worthy to have a call out for them. I would also just like to tell you that there are So first I want to

102commend the coaches also. This has been a a chore to try to get them all approved prior to the July one. So I thank them for getting theirs renewed. As you say, they're volunteers. We still have probably about 10 to 15 that were still um that are already on the agenda that didn't make this agenda. So no, you'll have a few more still coming out, but for the we really only lacking about four now that we are waiting on. So we'll be fully staffed once that happens. And I'm going to tag on to that. Please, I acknowledge Mr. Mr. Dolan on his hard work for your financial piece. But please remember that Dr. Decker is very diligent about creating and contacting and confirming and reminding and gathering all this data. She says harassing. I say

103reminding, but she stays to the task. I can't even follow that up. Um, so the superintendent respectfully requests approval of items 5569 through 5711 in the 5000 series. Mrs. Knox moves second. Mr. Taylor seconds. Any additional questions or comments. All those in favor? I motion passes. Bringing us into the 8000 series. The board member discussions and comments. Um this is an update regarding the superintendent performant evaluation performance evaluation which we had a meeting on Tuesday June 3 during which we evaluated the superintendent um after a very thorough discussion or I think we all decided we were going to keep him but we need an official motion to that effect. N Mr. Daddy moves. Mrs. Gallow seconds. All those in favor? I. And with that for the paper. During the recent special board of educa special

104board of education meeting on Tuesday, June 3rd, 2025, the Taylor County Board of Education conducted the superintendent evaluation and awarded Dr. John E. Stallings Junior Superintendent a satisfactory evaluation. Following that successful evaluation and additional discussion, the board agreed to continue Dr. Stling's contract current contract that extends through June 30th of 2027 that will be in the paper as per say we already policy. Thank you. Approve that. We already did the contract. Yeah. Yeah, we already did the contract part but we um just the official put the official statement in the paper. So, thank you for trusting me to do my job and I appreciate the opportunity to continue to do it for your decision. Thanks. And I appreciate sh anybody else for the 8,000 series. Yeah, I just had ahead two things. Um, so I

105just want to say um how nice all the graduation festivities were and um you know I know that the high school staff as well as our central office staff does a lot of work to make that um such a beautiful event. Um and just congratulate all of our graduates and best wishes on uh their successful futures ahead of them. So, just wanted to thank that um and make that point. The other thing um I wanted to know if maybe on the next agenda, Dr. Stallings, if we could get a status update on um the Flemington concession stand, where we're at with that. um because I know that was kind of an urgency whenever that was brought to us and I know that there were some issues that arose, but I kind of would like to

106know where we're at with that. Um I'd like to add based on the presentation that we heard this evening on the bus garage. I want to make sure in my head that I'm right. When are we going to be utilizing that space? When when will we see I know I want to make sure I'm right. Is it we're not going to utilize this school year? Will we be having to do the renovations and open it next school year? I think as is obviously until we get the tanks there and set up for utilization, we won't be able to occupy that space for that. So, it'll be 2026 2027 school year that we well sooner than as soon as possible. But that's why he was here tonight to get that started with it. Okay. He has

107been we've been working with Dr. Decker has been working on uh all this preliminary discussion and proposals as we looked into what's going to cost for certain things like buying the tanks as well as okay, so we're going to buy some tanks. Where are we going to put them? How are we going to lay it out so it can be a functional like the island concept for the fuel fueling? Now that that is brought to your attention and we can continue to move forward with that um and by putting it on the agenda for an official um so we don't we don't know when we will open that facility for I'm not ex I don't have a timeline for you other than we are now in the throws of all the planning pieces now it's

108been brought to your attention and they'll start they'll continue to move forward as quickly as possible and let's just say I don't know maybe I've got too much going on in my mind tonight too many questions Some nights I'm quiet, some nights I'm not. Those nights you're quiet are not when you're here, honey. Well, she she gave me some slappage. No. But is it would it be possible to open that facility in the middle of a school year with all the other moving parts? Oh, with I I'm I I would let me say without question, as soon as we have that up and running, we we should be occupying it because we want to remember our original goal was to find out how to get away from the the tanks in the ground. We want

109to get those up, too. And we spend Yeah, we're living on barred time with those tanks. We are indeed. And God willing, it's just going to be a process, not a problem. Okay. Garvin, if he can be quiet, I can be quiet. Touche. I'm sorry. I didn't mean it like that. Any other discussion? Okay. Moving to the 9,000 series. The final meeting for this school year is June 24th, 2025, six o'clock here at the board office. We will be celebrating my wedding anniversary that night, just so you know. And I'll for the record happy anniversary Margaret in two weeks. All right. Um motion to adjurnn. Second Mr. Dan, Mr. Dowy moves. Mrs. Not seconds. All those in favor I and we are adjourned. Thank you very much everybody for your time and your consideration and

110your questions and opinions and burning brains this evening. We are 7:45.