001Please join me in the moment of silence and pledge allegiance and expect to 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. >> So, first order of business and only order of business is the CE matrix of that. So, I'm just going to move down to the table at the computer. Got the spreadsheet. Play your guitar [cough] [clears throat] >> testing radios. [screaming] >> All right. Dr. Dr. Farley and I talked about this. We've just identified the first four sections for us to discuss uh tonight or this afternoon. >> Let's go ahead and delete those scores. U so we'll start with academics, right? >> Yep. and and just >> I I guess the first thing that we probably
002should do is talk about >> the goal of this >> and it's to create the best educational experience for all students with within the current funding a lotments >> and and the and the reason I say that I know that >> some of these options are going to cost more than our current funded aotments but we have to have we have to have a baseline or a base a starting point. So, as it relates to funding, if it's if it's more than what we currently have for for funding, it's going to be a lower score. So, I just I just wanted to add that in there. If if it's going to cost less, then it's going to be a higher score. >> And then, do you want to lead across >> [snorts] >> Okay. So,
003from my understanding, these are to be scored by our by our experts, and that's going to be our academic team supervisors. So, the options down the side are the configurations that we would have for our middle schools. Correct. >> Yeah, those are those are [clears throat] options. There can be there can be more. Those are just some that have been thrown out there so that we can go to a brainstorming session to add more here. I think you've already done some of that. >> Yes. So uh this has been shared uh with uh supervisors uh more than once and uh it was shared with principles and it was shared with principles and supervisors at one meeting and these are some of the options that we came up with plus two if anybody stopped me in
004the hallway and they had a suggestion I was open to any suggestion. So I have put everything that has been mentioned to me uh down that side as an option for looking at middle schools. >> I mean obviously we've got using two existing elementary schools and and the only two options there North South Martin Stone. You could actually say any two of those in any combination if you wanted. >> So let me ask you this. So >> obviously we'll just have the the one document So, I I'm not and I don't I don't want to speak for any supervisor here because they're all adults and they can speak for themselves. Um I don't know how comfortable they feel in like some somebody who has an ELA background may feel that ELA is more important than
005math if you have a math background. So, you know, I don't [clears throat] >> So, so I think I think the scoring part of it is is in relation to our students, >> it's not not necessary. It's like, >> so if we do nothing, >> if we continue to do nothing, is it where we want to be in ELA across the board, >> K through 12? >> And if it and if it is, then it would be a nine. And if it's not anywhere near what we want or not even in correlation with what we want, it would be a zero. >> I guess what I'm saying is so 1 2 3 4 5 six I've got five six different supervisors here >> and they all may have a differing of opinion. So do they
006have to [snorts] come up with a consensus? I mean or or do they can they disagree? Do we have discussions about it? >> Yeah, we can absolutely discuss it. This is open for them. Just I mean >> I I would be fine if all of us were sitting down here together, but it's just a it's a committee meeting. It's not necessarily like our normal meeting. >> Okay. So, can I speak one more time and then I'll shush. >> No, go ahead. So, um, and supervisors, if you disagree, please tell me. You're not going to make me mad, hurt my feelings, and I promise I will never ever hold it against you. Um, so when you score down the side, we don't What's the numbers we use? >> One, 0, one, three, and nine. >> 013.
007>> Score across here. >> Across the top is just the the [clears throat] importance it is. >> So, Man, you're trying. >> If you think right now, we've got all of these as as high importance. >> Typically in an area, you would only have one of high importance, but all of these are of high importance for the project that we're trying to accomplish. >> Right. >> Okay. So, my thoughts would be do nothing. 80% of the population that's the responded to the survey said that they were in favor of middle schools. In the 27 years I've been here, we've never seen that. So, my thoughts would be we would score do nothing as a one all the way across. I don't want it to be the lowest, but I don't want by far not the
008highest. So, >> so, so I guess if we did nothing, >> stay the with our current configuration the way we are today. >> Would we just do a zero there then? Well, are we are we accomplishing what we want to in ELA or partially what we want to in ELA? That that's what you're looking at. >> Okay. Okay. So, I didn't >> So, so a one would be fine there. >> It would if that's >> if we were if we were graded ELA and we were 80% across the board, >> then we would be a nine. We wouldn't want to do anything. Right. >> Correct. Um, and then we'll look at these other options as will that help us get to where we need where we need to be or want to be in ELA.
009[snorts] >> So guys, do [clears throat] you all think uh a one I see some head nods, so I guess I'll Yep. >> Yay. We got something accomplished. [laughter] >> [clears throat] >> So, >> I don't know if this one was on here previously or if you had [clears throat] zoning, hard zoning. >> Would that get us any closer to where we want to be if we have students >> zoning? No. I mean, I I really don't think that it would. Um, and my reasoning for that, um, you're still going to have the same number of students. you're still going to have them in a K8 configuration. You just may change their location which could um destroy because if they're moved to another school, they're not going to have the same teacher that they've had
010for, you know, if they are if they love art and we move them to a different school just because we're hard zoning, which we're pretty much hard zoned. I mean, we do allow a few eyes, but um that's really not going to change the effect that it's going to have on um their performance in ELA math and CTE. >> Does anybody know when the last time the zones were >> at least looked at? Maybe not changed, but at least looked at. And the reason I asked that, since 2020, it's my understanding we've seen an average of 40 to 50 new addresses, new homes being built every month and that's been a pretty consistent thing. So that not saying they're all in one place obviously, but we've seen subdivisions go up where farms used to be.
011So if that's not been done in a minute, that definitely needs to be [snorts] a part of this. Reszoning has not been done in the last 10 years. [clears throat] >> And I can say that because I've been in this building for nine. >> I think it was I think it was 2014 or 15. I think Mr. Andrews was director of the last time we >> been over 10 years. >> That's definitely overdue. So, >> you feel like this would still be the ones across the board? >> Well, I mean, >> if you if you reszone, you're still going to have nine preK8 schools. >> You just may have kids at different locations. >> That' be basically, do we need to leave this one in here to score for the rest of the the matrix?
012cuz it would be the same as do nothing. >> Do you want us to show up like now? >> This goes back to the Ronnie very famous Ronnie Chang of the show. Ronnie Chang says we live in a world where we want it now. We want to order click the button and then hear our doorbell ring. >> [snorts] >> This would not do anything for academics at all. >> Correct. Building middle school sports. >> That would be zero. >> Ones at least, if not zero. >> Everybody agree with that? correct. >> Here's another example. >> So that's kind of the a goal here is is to go to the middle school. >> So I think if we did that that we would see a benefit in ELA, math, and CTE. Um, >> you know, I
013don't know if it would be a three or a nine. >> Build two brand new buildings. >> So, I think what and and please correct me if I'm wrong here, guys. I think what the purpose is is for us to look at this and rank each one of these as what we think would be best for ELA for math and all of those priority metrics across the top. And what we're going to do then is we're going to get the top three. We're going to get a high score. Once we get those top three, then we're going to have to start talking to county commission about this is our plan and where we want to go in 20 28 29 2930. But we've got to start somewhere. So I think when we look at this
014and we score they're saying nines they just quit. They don't they they're done with me. So um but now guys okay so building two new middle schools that would make a nine for ELA math and CTE. What about personnel cost >> because we're going from 12 schools to 14. >> Correct. I think it would depend on the schedule like at the high school block schedule a lot more teachers. >> So it would depend on if you're planning on do I think >> I think middle school needs to say traditional. >> Okay. So would So we're saying nine for ELA, nine for math and nine for CTE. Okay. So what are you saying for personnel cost? Three or nine? So remember in relation to current >> funding >> it would be a lower score if it's
015higher. It be a higher score if it's lower. >> Say that again. Let me know that. >> So in relation to cost >> if it's going to cost more it's going to be [clears throat] a lower score. >> If it's going to cost less than our current >> budget it's going to be higher. >> So then that probably needs to be they're all >> Yeah. Nine is the advantage it gives you. The the higher the scores, the higher the advantage. >> Sorry. Next time I'll have you times me. >> So [cough and clears throat] So this is one that if if it if it comes to the surface >> that we would need to really look into how much is that going to cost? >> Correct. >> Yeah. So >> yeah, so [snorts] they're saying
016three. >> Okay. >> Diversity of class offerings. [cough] So our options are 1, three, and nine. 1, three, or nine. >> I think that would probably be the absolute best. >> I think so. We might as well just And that's what they're saying. Nine. >> Extracurricular activities, both academ athletic and academics. I think that's going to be a nine. >> Yeah. Graduation rates ready grad state report card. That's going to be a nine. >> Dropout rate 7%. >> Is that where we're at? >> Elder or Miss Smith, do you know our dropout rate currently? >> It was uh it's less than seven. Well, it depends on which one you're looking at. >> Federal or state? federal, but it's less than 7%. >> I feel like or it's right at 7%. >> What do you all
017think about dropout rate >> and if we went to two middle schools? >> I don't see that it's going to happen next because that might impact some maybe just a little. >> So, one >> Yes. So, I think Miss Hill, what we're saying here is hopefully if we went to middle school that we're looking at the effect that would have when the kids do get to to high school. >> Do do you think having more opportunities with athletics and extracurriculars would not would not help with that dropout rate at an earlier age? >> I almost I almost think it would at least be a three, but I that's that's just me. I my opinion, but you know, I I pay for go with one. Yeah, >> let's hear it. >> Yeah, >> I I think
018that should be at least a three. >> Agreed. >> And here's why I say that. But now again, I'm one. >> There's six of them, >> right? I got you. >> Why I'm saying that is because you know, we put these kids together [clears throat] and you know, you you've got some that's been in a class of 30, some that's going to be in a class of 60, and they've been with them since kindergarten. and then we throw them to the high school, you know, and they become a very, very small fish in a big pond. But if we can put them together in that smaller pond and they're together for 3 years, they've got a new friend group before they get to high school. Yeah. And the exposure too of of what they're going
019to encounter in their new environment of middle school that's specific or being having the opportunity to be exposed to those new that new curriculum that new instead of coming from a K8 idea where the STEM and and there's some limited things that you can do through that platform with a new middle school platform. the exposure to different ideas I think would come earlier possibly or at least have the opportunity to do so because that's the goal expand the opportunities create more pathways earlier um through that one would think that the dropout rate would decrease to some degree by inspiration surely >> I mean I if you look at this option compared to some of the other options would it rate higher than some of the other options that we're looking at here. >> I can
020agree with the three. I wouldn't give it a nine cuz it's going to have a little bit of an effect, but typically having been at the high school for so long and the reason kids drop out >> like it just varies. It's really more of a >> lot of criticism >> family thingy >> their their family situation at home >> and expectations from the family and you know well I got my GED it's good enough for me it's good enough for them >> oh that's no pressure thanks I think >> they said three. >> Okay, >> that's ultimate book. [laughter] >> So the next one's absenteeism scored by the state. >> Absenteeism >> would that be similar where they have more? They're saying three >> class size no more than 25 per policy. So what
021you're saying there is to change change policy and state class sizes. Right. >> I I don't know. I don't think I put that on there. Did I? >> It says um class size no more than 25 P. >> That's the policy for elementary, right? That's not policy for middle. >> Correct. Middle, it's uh 35. >> Really? >> Yeah. We 30 is the class minimum. No more than 35. For Well, that's for seventh and eighth. Sixth is 25 and 30. >> So with two middle schools have an effect on that to allow smaller class sizes >> really. >> So high schooler class sizes >> 35 unless it's CTE. advanced classes or >> CTE. [clears throat] CTE is like, you know, HVAC, agriculture, but no, your advanced classes are just regular math and science, ELA classes. And
022am I don't they can't they have up to 30 at the high school level? And don't they in some of them, >> right? But what >> advanced classes at the high school? >> They have 35. an honors geometry class right now sitting there with 35 kids. >> See, that's I don't know that that would have a great effect on it. >> What do you all think? >> So, are you thinking a one or a three, guys? >> Well, let me let's remember the one key piece here. We're talking about two new schools. So capacity across the board by adding CL classrooms that two new schools would add gives you the ability to reduce class size. Right? So if we had two brand new schools, that's however many seats we want to put in those two
023new schools. Obviously that means you got to have teachers and books and things, but I mean if if this is the if if that's the topic >> that's the idea >> if you were to build two new schools, the number one outcome from two new schools would be to reduce class size across the board in every every age group, right? I mean that's why you would do that instead of shelf. If not, you wouldn't you would do the other options, existing options. With new options, you've increased capacity. >> Even our elementary schools would have more room cuz right now we have we have classroom issues at some of the elementary schools, right? They don't have enough classrooms. >> Yeah, but Well, yeah, if we built two new schools that would eliminate that. Yes. >> At
024least three. >> Yeah. sustainability for future grow for student growth. Well, I mean, if you build schools, you can pretty much set it. >> That's pretty much a nine there. >> Yeah, I would think so. >> Because that's going to allow us to to have space at high schools, elementaryaries, and middle schools for many years to come if they do that. >> So, cost, books, desk, technology, etc. So, >> the books we will already have because we've already purchased most of those. Um, where you're going to run into some cost that might be more you would hate to build two brand new buildings and put furniture from 1972, which we have in some of our buildings now, into that. So, >> and technology, >> right? You know, I mean, technology is good. But it it
025rotate. We're on a 5-year rotation with teachers and the Chromebook onetoone that that's a consistent cycle. Um but but you know you'd have to have >> just new technology in your classroom. >> Correct. New boards and things like that. So >> it's going to cost more. So, [clears throat] >> this was thrown out to me by somebody else. I just added on here back >> whenever I started this. >> I don't necessarily know that it's a great option, but >> I put it on there as a >> courtesy to person that asked me to. So, >> okay. So, magnet high schools for sports and technology. Um, >> or tech uh for technical um our CTE program um is very very strong, probably one of the strongest in the state. >> I'm not sure what that
026really though has to do with topic that we're going over as far as for middle schools themselves. um employment >> or the effect that it has on middle school >> just this topic >> alone you know what I mean >> so for what we're trying to accomplish I mean one across the board >> on it because it's not really affecting middle schools >> I think it depends on the configuration of those two schools right so what if that's a eth 9th, 10th, 11th grade discussion versus >> or even 7 8 n in middle school, >> 10, 11, 12 in high school, right? So, you've got some consider anytime you talk about adjusting the high school, whether it's magnet or not, right? That's the impact that it could have in your middle school. >> So, you're
027saying this could be in in combination with one of these other options? >> It could be. Yeah, it would be a byproduct potentially. >> Would you feel comfortable with us scoring it a one >> or do you want to wait? >> We could lay this to the side and say this could be discussed as one of the option as part of one of the other options. >> Okay, >> let's do that. >> That takes it out of the list. >> Okay, so one new middle and one existing elementary school. So that would be building one and then >> retrofitting. Okay. So I think again you're going to have a nine, a nine, a nine on your math, ELA, and CTE. Um, >> again, I get that you're going to have a new school, but still
028you've got the same number of staff, same number of students. So, I could see that personnel cost being the same. >> You're still going to have two middle schools, so you're going to have the high diversity of class offerings. You're going to be able to do the extracurricular. I can see that being the same except when you get to cost. >> Yes. And here's I here's why I can and I can explain that and explain my rationale. So, okay. And I know this is bad, but unfortunately education I've been here a long time. So sometimes, you know, if if you're going to change a configuration and you're going to have new student or different students come into school and you've got uh eight other schools that have these type kids, you can just change out
029your big furniture for your little furniture and you're not see what I'm saying? You're not buying new furniture. Does that make sense? >> Okay. So again going to the uh two existing elementaryaries I can see 999 again personnel cost going to be the same >> diversity is going to be the same extracurricular graduation dropout absentee now I don't know Mr. Van Winkle about sustainability for student growth with two existing elementary schools. There's not one. >> That would probably need to be a three. >> What do you think? >> Okay. And then cost. Um, when you're looking at this, and this is really hard because I know I've I've looked a few pages ahead and I know what's on other pages, but if you're looking straight at academics and you're just going to use two schools,
030we've got furniture all over this county. So, that cost piece shouldn't be affected. >> Okay. So >> that that's the whole the whole key to this is >> you may have eight or nine that are going to be >> viable options in academic but when you get across transportation other things >> well I mean like you said it with having to do the inverse on this one especially it may be more of a nine than a three because we're not really having to expense much of anything material wise. So >> if you have if it's going to cost more then that's the lower score right and then cost less is a higher score. >> Yeah. >> Okay. So >> this is the same as that option. So I'm just going to go ahead. And I
031didn't know if we wanted to do that or if we just wanted to >> use two existing schools and then figure out later. But I'm good with either way. >> Okay. So, Pine View stays a prek8 school and they requested that it be a STEM magnet school. after >> walk us through what STEM magnet means. >> So that kind of goes back up to the magnet high school piece. [clears throat] >> So kids would go there pre-K through 8th grade and the focus would be on a STEM education. You know, right now they're already a a STEAM designated school, so that would continue in that. Um My question is with dad that find you stay in prek. What about parents that want their kids in middle school? >> How do we offer them the same
032opportunities? >> Given that zone and this is an option and this is what's chosen, they would they wouldn't have that option. they wouldn't have the option to go to. >> They're not zoned for they wouldn't be zoned for that school. >> I mean, we could tell the zone what we want it to be. Like if you want to be in middle school in that school district, come on down. Provide your own transportation possibly, right? I mean, that's >> you're out his own. You provide your own transportation. >> You [clears throat] kind of be a serve yourself. I mean, possibly. Would this be similar to the magnet high school? Something that we could consider after we determined what configuration we're going to go with? >> Yeah. >> Okay. That was one thought. Or here's another thought.
033Pine View is a preK8 school. Now, >> I mean, you know, >> my opinion, and everybody has one, I understand. My opinion is this is almost going to be the same as do nothing because if you leave a school in prek8, you're doing nothing to change it. >> Well, the other the other here's what you got to remember, too, is if you take the sixth, seventh, and eighth graders out of that school, do we need that school? Unless we're going to be K through five, are we going to have a school to service 65 kids >> or whatever that number is? Um I I don't I don't I don't know the answer to that. Right. But and I see that's why that would be an option is to leave it be because it is >>
034it is what it is. >> That's going to have some effect on transportation across the board. >> Absolutely. >> That's why I say it's hard when you know I mean it's hard to focus just on this area because you know what's out there. >> Yeah. the other areas to score. >> That could be a decision after after >> I I don't see how that's going to help us beside the configuration for middle school at this point. >> Well, it would if you and I'm not advocating for this. I probably need to go on record before I get misqued. Nick Davis wants to whatever. So, we'll just go ahead and clarify that. I'm just talking in the realm of possibilities. If if this is a allin, stay there, double down, create a new initiative, make it
035a focal point for that demographic. Um the alternative of that is if we do go to middle schools and we do not deem it a magnet and we do exit those children sixth, seventh and eighth grade and now we are posed with said question of how many students is a school worth being open for. That's [snorts] one less school in the realm of cost that you have to associate transportation resources all those things. is you reallocate those to different location and you have a different topic right so it it's relevant I mean because it's it's do nothing it could be the equivalent of do nothing for that school the rest of them I don't think it's applicable because of the class size and concentration if that makes sense [clears throat] so I say you probably
036got to sort And that poses the other question, >> right? If we're if we're not going to, you know, we're going to add a column for that discuss for that topic because the the alternative to that is what we just discussed. >> And again, that's not what I'm saying is not to do that. But it's >> the alternative of that. So if we if we leave it >> as not discussed at this point similar to the magnet high schools that could be part of the overall budget discussion for this when we get down to the top four or five >> and I'd like to do personally I'd like to do a little bit more research on magnet schools and what all that involves and and all of the criteria for that because I'm not that
037familiar with it. >> The research I've done on it's pretty impressive, but >> definitely definitely worth a look. >> Yeah. So, going one high school and one middle school. >> Okay team, what do you think about ELA, math, and >> CTE? I think for the community that would be wonderful. I think realistically I don't know. >> So you think it needs to be a three. [snorts] >> Is that because of like the size of the school? >> Yeah. I don't know that either one of them. I mean they they can't >> SMHS was not built to house. >> Was SMHS built to house? It was 1,200. 1,200. Right. >> I think that what they're talking about is 10 11 12. >> Well, not yet. >> Yeah, that's another option. >> No. No. Okay. No, this
038is 67. >> And no offense, but CCHS, I mean, it's been built on to so many times. The classroom size is smaller over there. They don't have air in the hallways. >> So, that's all that's all related to facilities type stuff right now. Just I mean, I'm just talking if we had one high school and one middle school. >> Yeah. I'm just saying you can't put both these high schools in one of the high schools right now >> in the current configuration. >> Okay. So, and we'll eventually get to that. I think uh but like what kind of effects do you think if we had one high school and one middle school that that would have on ELA, math, and CTE? You don't think it would be positive? >> I personally do not. That is
039my personal opinion because when you get up into those large numbers like Cookville High School, Bearden High School >> when you get into those numbers, you just when you have that many number of students in the building, you just don't have the relationships. >> Okay. >> They >> So you think they act >> you Okay. Other supervisors, do you agree with that? I just want to make sure you got five. >> You think this needs to be scored a three or a nine, guys? >> In the in the scope of academics, >> correct? We're just looking at academics. >> Do you think class size is going to go up if we do this because of the numbers? Is that what's that because of the one body count? How many we have? That's >> well I
040mean how I look at this is you're going to have the same I mean you might have a little bit of an increase but we're still going to have to have the same number of teachers and the same number of students. So I mean I think what she's and maybe I'm misunderstanding what she's saying. So like there's going to be times when you do and you all were in school here from I was not but from what I understand you had days that you went to your home room and you were with a certain group that number is probably going to be a little bit larger. I mean your class size is going to have to be your class size and we're going to have to follow the state guidelines whatever that is but like
041your your um home rooms that's going to be larger. So you might have a harder time having a relationship with that teacher. Is that what you're saying? >> I mean with the actual ELA teachers. When you get into a school that large and you have all of those kids together and people you just get lost. >> Yeah. We're essentially doing the same thing that we're doing now. Throwing everybody into one high school. Um it we're still clustering sixth, seventh, and eighth grade now all into one one place. and people start getting lost just in the mix. So when people start getting lost >> well because of >> I'm not let me let me let me ask y'all a question in in respect to >> performance right >> how does what is the correlation between school
042size and outcome like how can we point to it specifically and say schools of this size underperform in ELA math And what's the other one? CTE. Right. So, if we can't identify that, then we can't give it a low score. >> Well, and I haven't done research because I wasn't sure what we were doing tonight. >> So, I can't >> sure. Yeah. And this here, right, Chad? >> Sort through the >> who's, where, and where, what it looks like. Um >> so that's I think that's the question that to be answered right is in school does school size correlate >> to that topic is is is one one school is it advantageous or is it a detriment like is there an average number of performance benefits or lack of performance benefits associated with the size
043of the school are 6A schools above >> or below. >> And here's the thing with this, you know, years ago when Mr. Andre was here and and they that's the last time really that they talked about middle schools. I think it was towards the end of his term and the beginning of Miss Grahams, he was leaning towards going to middle schools and then Miss Graham came on and you had a complete difference of the data. That's what Miss Hail asked me last time and Miss Tson and I I was at North today. Miss Tiffson and I talked about this. We can look and we're going to find data that's going to back middle schools. We can look and we're going to be able to back data that's going to back preks. >> So, and you're
044going to have test scores and you're going to have success stories everywhere. So, I you know, data is great, but it can all be swayed to to lean the way we want it to lean, too. Please realize that. >> Oh, yeah. And there's a lot of factors that that play into it. So it's not it's not fair to say that the only thing associated with the outcome is the size of the school. But in this example like us just trying to get through this micro piece of data that's the I think the lenses that we're asking everyone to look through is in theory can we see that this would be a benefit academically to have >> one high school and it's really this much of the same. Do we agree? Do we think middle school
045is there any reason to believe that high school configuration going to a singular number and a middle school number would reduce the opportunity to improve your ability to learn versus any of these other ones? >> Class size stays the same. >> Yep. It's going to be 35 for class. >> Yep. the >> And here's the thing, you're you're going to a a middle school is mentioned in this and we know because we've said >> four other times that by going to a middle school, whether it's existing buildings, new buildings, whatever, that that's going to have a positive impact on our students in math, ELA, and CTE. [clears throat] [snorts] >> So, I think I think you're going to have to do that here, too. But at the same time, the size like M was saying,
046the size of the classroom is what's really going to >> Yeah, that's when you come over here scores, >> John. When you come over here to facilities and you say, will the school handle the number of students? It's going to be a zero, which is going to really affect the score on that option. >> Yeah. I'm talking about on the ELA side of it. We just need to focus on whether this is going to >> academically >> is going to work academically. If it was enough room, you just got to have that in your mind. If we had a one high school and one middle school and they both had enough room for all of our students, that work academically. >> When we get over to facilities, it's going to say we don't have enough
047room. This is a zero. may roll it option out three or five >> now that I'm seeing how this is working it makes a whole lot more sense because I was >> no offense you know I enjoy spending time with all of you all but uh I was like oh my gosh I can't imagine this but it is making more sense and I can see how when we get further over there some of these are going to immediately go away >> yeah could could very well or move us to a different a different theory altogether So is this something you feel like after going through this start of an exercise that you could just give your team to do >> without without having meeting? >> Yeah, I I would ask. Yes, I could do this
048to ask. I have Let's finish this piece here. If if you all want to task me and my team with that, that's fine. Um, and then the second piece would be I would really like specific feedback from you all who you want the experts to be on other pieces >> like who you want me to invite to the table. >> Yeah, it it might be we can we can talk about that offline if you want. >> Whenever you start getting over into transportation, you're really going to need to analyze what what effect it's going to have on number of buses, cost, number of drivers. Can we stagger the start time of schools? >> And that's an option on one of those priority matrixes. Start at st start staggering start [clears throat] times. >> Yeah. And
049then I >> I think you're going to need to look at routes >> and run the routes and see how the zoning needs to be changed to fit% >> routing all all the buses to keep students off the bus [snorts] more than 45 minutes. Is that a policy? >> That's total that's per day, right? Or is that >> hour and a half one way? >> One way. So, but a con I mean one thing with that is so >> that's going to be hard to do because we don't know if we're going to have two middle schools that's going to be one at North and one in South, you know. >> But you look at those both of those options. Can you not run that software on both those options? >> I can check and
050see with Miss Martin. I'm not familiar >> with that software. No, here. >> Our our that's what our software is designed to do, right? >> It can it can trace routes, tell you the number of kids, number of stops and all of that. >> I mean, we we could be we should be able to take every option that we have >> and give it to her. give it to her license. >> Like when we run >> like for this example like previous employment, it was trying to reduce the amount of time people spend acquiring their materials, right? So they can stay in their productive zone of work uh and minimize the the walk wait time associated with acquiring their supplies. Um, >> and they track that like it's literally a visual visual. You can watch
051the footprints go. And I don't know what our software is. I don't know how it it visualizes if it gives us a visual cue to say this is the bus in route right over here, over here, over here, over here. Um, but that's the way typical software that I've seen. That's software that I've seen. That's how that works. I guess what I'm trying to say logistic software. >> Oh, yeah. So, can we score 14, 15, 16, 17, 18, 19 together? And then >> we can do the next section if you want to. >> I would love this together. It's I mean, I'm not I mean, >> yeah. >> So, >> I mean, put it in the same perspective that you did. >> You're going to have nines. >> Yeah. to win a new >> that's
052going to be the same as the others, same people, different location, >> diversity of class offerings. You've got that middle school option. So, that's going to >> be the same. And then your extracurricular would be the same, >> graduation rate the same, dropout comfort >> that's going to be affected sustainability for future grow for student growth. >> So that that goes back that even goes to >> what she was saying a minute ago that would be probably a zero >> because there's no room for what we have now. >> Correct. And then cost >> again, you know, we've got the stuff already. >> That would probably almost be >> You've already got everything in the classroom, too. >> That would probably almost be enough. >> [cough and clears throat] >> So move grades six through
0538th to the current high schools >> academically. Um I don't think this would have a positive impact on our students. I think this would be a three. I don't know taking a group [snorts] of sixth, seventh, and eighth graders and moving them from, you know, K through 5th and putting them with 9 through 12 would be any different. So, I don't think that's going to have a positive impact academically on them. >> Having to hold it at their vocabulary would improve >> tremendously and their street smarts probably >> three or one or would it be similar to do nothing? >> Be zero. Zero >> supervisor saying zero. [laughter] >> We would at least get where we're where we're at right now. [laughter] >> I don't know. >> I don't either. Maybe not. Okay, we probably
054go. >> Maybe that's not even an option. >> I would be completely comfortable with taking that off the table. >> Amen. >> We'll just turn that one there. >> [clears throat] >> Okay. So, build a middle school wing to both high schools. >> That's basically the same thing. >> Would you all agree with that? >> Yeah. Same thing, different words. >> Okay. So, and then this says move only seventh and eighth grade to a middle school. >> Now, here's the thing. when you go across and you look at these numbers, you're going to have pretty much the same thing that you've had at some of the others because you're going to see a change in I mean it's going to be a positive change for academics, ELA and math and CTE >> all the way
055across >> probably. I think where you'll see it change is the further out we go. >> Yeah. Scroll up there real quick. Mr. Van Wiggle. >> Uh extracurricular would be an issue. >> Yeah. >> Be due to the current configuration of >> middle schools. >> The middle schoolsa >> create a whole new issue of excommunicating the sixth graders from their respective >> seventh and eighth grade cohorts. [music] >> Yep. I think that would be I mean okay so I guess it' be a step up from where we currently are meaning that you have two of the three grades together. >> So it would be a three. Yep. >> That's a step up >> class size [clears throat] >> sustainability. Yeah. And then the last one there is um >> Yeah. >> So these next two
056are the same just in reverse. >> Yeah. [cough] >> You had that on there just one way. Yeah. >> And I added it both ways because >> I mean it's a Yeah, >> could be done either way. >> Yeah, absolutely. Um I didn't I don't have the numbers and I haven't projected I haven't looked at the numbers for obviously 9 10 11 12 because this is we've been focused on middle school 7 8 six seven and eight. So I mean >> so you look at the one body count This will this will work >> and be sustainable for a little while. >> Yeah, I think both schools >> either way you do it. >> Is there changes though once you get to ninth grade and >> maybe and I just heard about being able to
057do block schedule with ninth grade requirements as far as schedules and things like that go >> with something like that? We could do if you did 7 8 and n you could do traditional and then you would do if you wanted to stay with block you could do that because kids would be able to still get their 20 seven credits >> does that but and I'm trying to stay within this realm of academics does that improve does that help stay the same >> soccer tradition Yeah, >> you're going to have the same thing with that just like you're going to have with uh middle school versus prek8. You're going to find it going both ways. >> You know, again with ELA, math, and CTE, you're going to have a seventh and eighth grade group. So,
058that's going to be a change academically. So, both of those would be nines again until you got to [clears throat] >> that third column, which I never can remember. Sorry. >> Yeah. personnel call >> and I don't know I don't know the how that the personnel cost I don't know how that would affect most people though um if they have a license it's a a 612 or 712 license so we should be good you might have some that teach seventh and eth that has a middle school license so they couldn't teach nth grade class, but you have that now in the elementary. So, personnel would probably be a three as well and stay the same. >> Yeah. >> Same. Same discussion. >> Yeah, you're going to have the same probably as you would right up
059above that because you're dealing with that middle school it just being seven and eight, not six, seven and eight. Um, sustainability I think's going to be fine and your furniture is going to be fine. >> Recorded message right now. [snorts] >> So you had So >> you had blocked out reszone the magnet school. >> Yeah. >> The one thing on the magnet school, right? I I'm not trying to beat this horse to death, but there are magnet middle schools, >> right? So I don't know that I mean I think that's should and could be an option >> is do we want to be specific in those areas? >> You can't escape a lot of things in life. You can escape pre-diabetes. >> So captures one in three got left off this sign of pre-diabetes. In
060fact, most people don't even know they have it. But with early diagnosis, yeah, use one of the the facility that was the technical magnet. That's the middle school athletic risk test. >> The other one would be a magnet. >> I think that's your head. Philly or current configuration, but she's one of the high schools that build school athletics. Brought to you by the adils. >> Are you worried you're not safe? >> Well, do we want to go through here and score this one then and take it from red? >> Is that Is that going to be something that possible? I don't I don't know how the magnets work. >> I don't I don't know well enough yet either but I mean absolutely I got it down. So if you were using say for instance >>
061say the wrong school but say CCHS was magnet for tech and they have their whole facility sports complexes not only one high school athletic program >> CCHS's athletic facilities are now for all the middle school that was that what that was about. Now, >> and if you have students that are going technical [clears throat] >> education, they can still transfer on a bus certain time of day and go for other subject. >> It's it's a tailored approach to what your experience would be, right? So it allows the focus to be whatever you tell it to be, you know, per location. As opposed to trying to take everything, cut it in half and hope that it all works out. You focus your effort and you give the ability for an individual to go focus on their
062effort >> without redoing all >> of what we have instead of trying to say, "Well, we got we got one over here. Here we need one over here. We got one over here and we need one over here. >> And then hoping that we can find two of everything every time we go to look for something. I >> think that's what that was. >> Sorry, I forgot that comment was there. >> That was so big I've moved into a comment. >> So, I'll do some research on magnet schools. Um, >> I don't know if I can have it to you Monday in your email, but um, >> yeah, sure. >> Just look into it. >> I will. >> It's going to take a little while to score all this anyway. >> Yeah. >> Okay. So,
063okay, supervisors. So, now we're looking at facilities. Okay. So, Did we do something with build a new sport? Build build a middle school sports thing. Mr. Bwinkle, >> that was >> second one. It was all zeros. Okay. >> Because it did help with >> correct. Okay. So I think if we build just middle school for uh sports facilities, I'm not sure that that's going and I skipped do nothing because I mean that's what we're dealing with now. >> Yeah. As far I guess >> it wouldn't hurt to go through this because maintenance sustainability if we do nothing >> it's still probably going to be more sustainable than adding schools or >> true statement. So it it might actually score something more than a one there. >> I mean, as far as [clears throat] >> adding
064more expense and adding personnel, things of that nature. >> I agree with that statement. I don't know that we can I mean, I don't know that we could go all the way to a nine. We can make it a three. >> Yeah. student capacity >> elementary. [cough] >> That's probably a one in some cases, three in others, right? >> Yep. >> Say go with the worst. >> And then student capacity at middle school. Well, we don't have that right now. So, would that be a zero? >> And then student capacity at the high school? >> Yeah. adequate academic space. I mean, we're making it work. >> What is it? We're in closets. >> We have some schools that do RTI groups and tables on tables in the hallway. So, >> that would be a one
065or a zero. If we do nothing adequate outdoor space for middle school, we don't have that now >> and furniture. We're making do with what we have. >> I probably give that the same. Yeah. ADA compliance, Miss Holton. If we do nothing, are we in pretty good compliance ADA wise? Would you score that a nine? playgrounds. I would probably score a one. I don't know that I would go as low as a zero, but we might be close. Um, requires increased funding if we do nothing. No. Okay. >> Did we want to block that off or did we want to? No, the middle the build middle school sports >> we can score. I don't think it's going to be in the top five zero. >> I don't think I mean and I don't see that
066it's going to be much different. >> Anybody oppose blocking that one off? >> Well, I mean >> we would have scored the whole thing if it would have been the first one. So following academics, I don't know that that really gives it a fair shake now. Does it? Okay. I mean, I'm not saying we're going to score any differently, >> but I mean, like, if we're in the spirit of >> So, uh, being able to sustain, uh, a sports facility, if we do as well as we do now, it would probably be a zero or one. overlook it. So >> student capacity at the elementary level, if this is a middle school sports, it would have no effect on elementary. [snorts] >> For middle school, it'd probably at least be a three, wouldn't you think?
067Or a nine >> relation to that state. >> It's not going to have to pass. sports facility would not >> kids are going to the school but however it's structured >> and then high school that would have no effect um adequate academic space if it's a middle school sports >> whe adequate outdoor space. That might at least be a three or I mean or a nine, but I mean it's going to have something up better than a one. Furniture. We're going to have we would have to have furniture for middle school sports stuff. Um adequate extracurricular space. That's what it would be, right? >> Um a new facility ADA compliance. That would definitely be an ex, you know, an expense. Yeah, it's something that we would have to do. I don't think we'd have to
068have a playground. And yeah, that's going to inc it would require increased funding. [snorts] >> So, two new middle schools, maintenance, sustainability. That would be very interesting. [clears throat] >> Well, they'd be new. >> Yeah. >> So, they'd be sustainable for a while. >> Yeah. Yeah. The wrenches would be at the minimum. >> Yeah. Everybody would want to work just at those two skills. >> You'd be surprised. >> Um >> not going to have a lot of effect on our sustainability, right? >> If we could get the funding for that. No, it it's you know, >> it's not. So it would have two new middle schools would have an effect on student elementary capacity for sure. >> And I would I would echo that to say like maintain sustainability, [music] right? Moving children out of
069said classrooms in any configuration reduces the stress on said schools. So by lower numbers of volume requires less wear and tear and maintenance. So it's going to improve I would say significantly. maybe by let's see >> three grades. >> Yeah. >> Any way we cut it, we're we're moving three grades somewhere else. >> So if we're going to two brand new buildings and we're going to spread them out across two brand new buildings, that would be the lowest sustainability maintenance, >> right? do as far as wear and tear and now >> more buildings to maintain, >> more filters to change, more parts to break. So >> that's three sounds good. >> That's going to be personnel down the line. There's going to be more personnel, right? So [cough and clears throat] >> three is okay.
070You think? I I literally just like the role models. I thought it was a different one. What's that movie with >> That's what I thought you were talking about. >> Role models. >> Built two new middle schools would definitely have academic space. >> Athletic fields. We should have that. We should have adequate furniture again. >> Yeah, you'd have to get new I mean, you wouldn't have to, but it would be nice to get new furniture for two new buildings. [cough] [clears throat] >> You should have adequate extracurricular space. And then you're going to have the ADA compliance. Playgrounds. Wouldn't think you would need a playground. school kids on our current >> going to have effect on our current playgrounds because there will be less kids on them >> and then would require an increase in
071funding. >> Yep. I've seen that very >> secondarily it got great. Yeah, I think it's going to be similar. Um, you're going to see a difference in um, high school capacity, too, I think. Right. No, that was just middle and never mind. Sorry. >> [clears throat] [laughter] >> I'm struggling to focus on this, so I didn't peek at what you were looking at. [snorts] So, but I think that um elementary capacity I don't that's going to be affected as well as the middle, but high school would not. Um, yeah, probably. It might even be a one at the high school. Student capacity at the high school. >> I don't know. Why did we put a three on student capacity at the high school for building two new middle schools? because it doesn't really have an
072effect on it really literally be a one >> right doesn't really affect >> right so and I think we could do the same thing here 399 and then maybe change that to a one there as well but then I think pretty much the rest of it's going to be the Do you not like >> so two existing elementary schools? [clears throat] >> So that's going to um that will have a huge uh on maintenance sustainability. I think we're I mean we're going to have to retrofit them. [snorts] >> I would think so. Yes. And it's going to have an impact on elementary and middle school student capacity. movie >> because you're going to displace lots of kids. >> It's not really going to affect >> We're going to be almost maxed that any school we
073do it at, right? It's not going to affect your um high school. >> So, we going to be cramped at all of our schools in Virginia, right? >> Yep. >> So, that's almost the same thing as saying, "Let's have one high school in one." >> We don't really have room to do it. Well, I mean, so here's the thing. If we choose to do this and we choose to do two existing elementaryaries, we're going to have to obviously do some work inside those schools, you know, like let's say we choose to do this and the the two schools we choose to do, Stone and and Martin. So, if you do this, then you're going to displace that we know 500 K uh 500 K through five students at Martin [clears throat] And then you're going
074to have Stone Elementary. So there's a whole wing at Stone Elementary that's for K prek through two kids right now. And they have a smaller class room and they have a little bitty commode that's about this big that you know you could use it for maybe uh developmental classes, but I don't know that the room's big enough for that. [clears throat] And you know, you're still regardless, you're going to have kids that's sixth, seventh, and eighth grade in these rooms. So, you know, this is hard. Our kids are going to see benefits academically from going to the middle school if this is what we choose to do. But retrofitting the buildings, that's going to be something entirely different. >> That should show up over here, too. But if we if there's not adequate space, then
075it needs to be >> marked down here. Gotcha. >> At least one. >> Yeah. And acade athletic fields right now >> the elementary that's >> none of them really have it. >> Well, some of them still have some of them still have their football fields. >> Remnants of their football. >> Yeah. But that's about all you're going to have >> outdoor space. I mean, they've got decent outdoor space now. >> Do they have enough to support middle school athletic facilities? I think where that's >> just have enough acre to support >> that a three. I don't know that I would go as far as a nine, but I don't think I'd go as low as a one either. Okay. >> I mean, we've got furniture, you know, we've [snorts] got furniture at the other schools
076that we could combine to put there at the middle schools. >> I don't one three. >> I do a three. >> I don't think I do it as low as a one. [clears throat] >> Anybody speak up that wants to on any of the um extracurricular space? I think that would be a three. >> ADA compliance. So right now Martin has sixth, seventh, and eighth grade uh in their school that are in developmental classrooms and Stone Elementary does too. So ADA compliance, I think that's we're going to be good there. So that would be a nine. So would that be the case at North and South too? >> Okay. So should we do >> three >> as far as two existing any >> should we do that >> some don't some do. [snorts] So probably
077just do a three >> playgrounds. >> That probably square that. Yeah. And then incre requires increased funding. >> It's it would require >> capital but not but not increase in funding. Right. >> Inc. >> Correct. Because we would be able to make it do with the teachers and the books and all of those things. So as far as funding would be the same, but we'd have to have capital money to fix >> correct to retrofit. >> And then for the others, you put the same for North and the same at North South Martin and Stone. >> So you said North and South would not be ADA compliant. >> They currently do not have uh comprehensive development classrooms. South does, but it's for little bitties. >> So, would you say that's a one of >> 16?
078>> You need to change that one. Um, that one to a three. Yeah, right there. >> [clears throat] >> I'm gonna call you my [laughter] >> other episode where uh they wrote the wrong name on Barney's coffee and all friends called them that name like >> the Dodgers resigned. >> Yeah, they picked up his >> Oh, that was in your update. So maintenance, sustainability, one high school, one middle school. >> That scene where high school. >> If that's all it has inspiration with studentity, >> adequate academic space, probably uh three >> was the inspiration for that. >> You say we're the only host here that don't hang out Athletic fields would be a one. >> Or you think so? >> We would have if we use one high school, one middle, we'd have all the
079athletic stuff we need. >> Yeah. Because you're going to have basketball, football. Well, you don't have tennis. >> We don't have that now. >> Yes, we do. >> Okay. We're working on it really hard. >> The adequate outdoor space. >> They don't have face anymore. >> ADA [clears throat] comp. >> I think so. >> Playgrounds no effect. >> Correct. require increased funding >> hit us up >> because I mean we got the people now you're just going to be shifting them around >> I think so in relation to these >> Uhhuh. >> this would be even less funding requirements. >> We wouldn't have to do any internal >> The only problem is they're not big enough. Right. >> Right. >> But as far as funding for for supports. We have that in place for the
080current number of students. >> Y and teachers. >> Yeah, I'd say it's the same. >> Okay. >> This is leading us to >> this total over here. And >> basically what I did was just total >> each of these sections. >> So that should narrow us down if we do this all the way across the board. >> And then and once we get there, it's going to get into the more more specific items that you have in those other sections. That >> that was my thoughts whenever I put those four together. Then we talked about academics first. Yep. >> So, move only seventh and eighth to a middle school. >> I don't think that's going to be any different than the middle school and the high school, the one and the one or the retrofitting.
081I could see it being a three. >> [clears throat] >> Never seen it. So, hey, maybe you're right. Maybe it's not rated at all. We got to check it out. Heard of that. >> Yeah, maybe you're lying to us. But thank you very much for all the phone calls, but we got to move on. >> And here you're going to be dealing with the exact same number of buildings you got. So, your maintenance sustainability should stay the same. um it's going to have an impact on your elementary students. It's going that would affect all three of your student capacities. >> So 79 would be would that be a nine? >> Maintenance sustainability. >> They don't have that on anything else. >> I would think this if it's a nine then this would be a nine.
082>> We're doing what we're doing now. Not >> to say that you couldn't do better just >> right. But how we're handling it now. >> Yeah. >> So that's a nine >> then the bottom two would be a nine >> because that's what we have now. >> Just different configuration. It would impact student elementary >> positively to nine or a three. >> I don't know that I'd go a nine. Um, it's going to it would affect your middle school as well and it's this is going to affect high school as well. >> [clears throat] >> I think you would I think that be a three or nine >> and you're going to have the athletic feels >> in ADA compliance. Both high schools have developmental classrooms. We don't need playgrounds at the high schools. >>
083Correct. >> Less employwros.com. >> We're dealing with the same things that we have now. We're just moving them around to different locations. Two best bets are on us. It's time to get the winners. [groaning] >> Your ambitions and options all get started today. principle options futures and crypto trading carry significant risk and may not suit all senry cryptocurrenc. I didn't mention this, but >> I put those in there to make sure the formulas worked. >> If that's not what you feel needs to be, feel free to change the blank. >> Yeah. >> Okay. >> This is specific student support. do nothing. We have the support we need now. >> Feel like we don't. That's why we're discussing middle school, right? >> Yeah. So, I think that would be a three. I don't think it would
084be a one and I don't think it would be a nine. VIP. >> We don't have what we need for extra curricul. >> No, we do not. [clears throat] >> Say it should be a one. >> Anybody else? room for improvement, >> right? And clearly we're we're not we have no support for the >> outdoor middle school is is in without shared usage. Um >> that's that's a big deal. Radio 97ers topnotch training in automotive technology welding practical nursing industrial maintenance cosmology don't cheat employers are looking for careers. >> We wish we had you sooner. That's what our families tell us here at Cumberland County. So you're saying we're overcrowded right now to provide all these supports. Is that what you mean by that? We don't have enough room to provide you'll ever >> I
085think we're close to capacity. I think that we're where we need to be or we would be doing something different. Then get on down to Sandbagger Steakhouse where the grill's always hot and the drinks are ice. [snorts] [clears throat] We're doing what we need to to get by is what I just heard. >> So, is that would you say that's a win? >> That sounds so bad. >> I know, but I'm just saying we're we're scoring where we want to go in the future, right? >> And what's the trend, >> you know, like what is is is that something that's been increasing year-over-year? >> Marley, he's asking a question. >> Is that increasing year over year? or at least the last three. >> Yes. >> Yeah. So, >> so we're seeing an increase in spaded,
086we're seeing an increase in EL, we're seeing an increase in behavior. >> And I knew that because I've been listening, but I wanted to hear it straight from the professionals. So, [laughter] um, >> yeah, I mean, it's it's it's been a theme. So, >> do nothing. I think we started early today.orgers. I'm almost in favor of just taking do nothing off the table and just say >> this is hard because you know do nothing is what we're doing now and I know how hard these people in this room and how hard those teachers work and those principles. So I I mean it's a fine line because you don't want to offend anybody. >> So I understand that. So the point is if we continue to do [clears throat] nothing are we going to get where
087we want to be in the future? And and the reason that you store it is so that you can take it and say >> we need to improve. >> We continue to do this. We're not going to be what we want to be >> and here's here's how we here's how we as as a team decided that. >> Yeah. We're establishing a value system right here in black and white or >> ones, threes, nines. So, just so everybody can see >> these four sections, here's the total scores right now. I can freeze this up. >> These totals are adding up to what we're scoring. >> So, it's starting to tell you that two two new middle schools, one new middle, and one existing >> two existing elementary schools. one high school and one middle school.
088Yeah. Or 7 9 10 12. >> You can see what the high school scores are at this point. >> Now, what you have to look at once we get some narrowed down transportation, >> you can see what we're trying to accomplish. And I think >> I think this gives you method to show everybody that we are we are putting some thought into this. Once once you get narrowed down, then you really go after in the details, right? Go into, >> you know, exactly how many personnel this system is going to change, exactly [clears throat] how many students is it going to affect >> and start making decisions on that. Even if we have to get external help for that, >> we can at least narrow down to what makes sense initially. >> Everybody loves to
089talk about Mexico. going. >> I mean, I that's up to you all. We can do whatever or I can take my team and score it if you all trust us to do that. Um, rest of the committee, what do you think want us to do? >> Got faith in you. >> Yeah, I think I'm good. Either way, we can sit here. I'll sit here through this whole process or if you want whatever >> can I'm with y'all like >> how we can support you >> if we can save a copy to this point >> and say this is where we left off as a group and then that way they can pick up and then we could all take this back with oursel fill in the blanks in our own time and then we can
090come back and and have a good opportunity to discuss where they've scored it and then where we have scored it. I don't know if we need to score it. >> I don't know. >> I don't think that us scoring it is going to do anybody any good other than just >> make for a really long aggravating meeting because we don't know the status of RT hot 504 >> and >> we don't have a clip. >> Yeah, I'm with you. I I don't I'm just to the best of our ability. I don't I don't know that it where our voice is the ultimate in in any particular topic. But it just gives me a reference I guess person. >> I don't even want to pretend [snorts] like I >> because that's how bad decisions are made.
091>> But if you you wanted to fill it out so you could create a question in every line asking come back as a committee or a full board >> and you see something that maybe doesn't make sense to what you were thinking you could at least ask a question. I think that's what makes Yeah, it just >> become familiar with it so you know what to ask. [clears throat] >> So, when do you want us to have this scored game, but when he's in something back to >> the school, >> but I would like to be able to take something back. I I like to narrow this down and at least all of us look at the what's narrowed down and see if there's other paths that we need to help with. >> So, do
092you want my So, here's what I think you're asking me and my team to do. So, go with go [clears throat] across the top where all of the red sixes are in the uh and and score those as priority weights. Now please understand if I understand when we change those priority weights that's going to affect your scores down the side correct or is it >> yes >> okay so yes let's save a copy of this so when we go back and we do that then that those you you will know what they were >> yeah so I send this to [clears throat] you we can upload that folder four and then create five and go from there >> so we need to score the priority weights. Have those done all the way across. And then
093you want us to score the yellow sections. >> Basically, all of these sections that are not, >> correct? >> Some of them are, >> but you want specific student supports, you want athletics, and you want extracurricular. You want sections one through four scored. >> Yeah, I got you. Yeah, I'm sorry. >> Okay. Okay. [snorts] I think that's that that would get us at a good at a good point to decide what we want to continue this. >> So we're we're not asking them to complete the food service transportation maintenance. >> Could you do that too? >> I mean I'm not >> Okay. So my thought was I can get these first four sections done and get them to where we can put them on the agenda for the board meeting. >> Oh, okay. Uh, so
094we would have that done and then that way >> as a report to the full board. >> Okay. >> Yes. Uh, now I I probably can't get food service and those others done by that amount of time. >> Well, it's not feasible, right? Put any thought into it? >> We're going to have tomorrow. Basically, we're going to have tomorrow, Monday, Tuesday, and it needs to be done Wednesday. Well, not only that, but don't the one through four sections kind of give us an opportunity to narrow some of these things down so that you don't have to take the whole list to transportation, food services, maintenance, and all that. >> I'm good with it. Like if we to me I think by the time what we've started here we get those four columns completed I think
095at that point we've done enough due diligence to start narrowing it down >> so we're not spinning wheels um as far as what to take back before the board meeting we've got a pretty good start we can give them a status to me I think it'd be reasonable to you know maybe look at before our next full board meeting first week of December >> reconvene this group >> even if we don't have it for the work >> because you're want to do >> research on the magnet school you're wanting to get with your team and do all this with the holidays coming up and stuff like we've got to be reasonable we've got time if we're >> saying that our end date with this is the end of May anyway >> howction together9 December 4th,
096>> right? >> When would you need to have that, Miss Dame? Do you know right off the top of your head when the agenda due date is for the um December 4th meeting? >> That would be great. My deadlines are Thanksgiving being in there. >> I would just set a deadline for >> I go look at the deadline we set, but December the wonky meeting. >> I set a deadline. That's the Monday. your thoughts. >> So that way we'll have it scored and it'll be on the agenda so you all can look and see what what we've scored and how we've arrived at it >> and you're good with me waiting on till that December meeting as well as the magnet for the magnet school research. >> I think it's fair brand new topic. What's
097the date? >> The December meetings. December 4th. >> 24th trying to figure out >> James sections through November 24th. in a >> second. >> Any other discussion on this for tonight? It will be awkward when >> it's awesome. >> But like Dr. Farley once we started plugging stuff in and started >> making much better. >> Thank you supervisors. I appreciate you staying in your input. >> Thank you. injury. >> Nothing else.