Coffee County School Board Work Session

001a little thin today. So, uh um we may end up banging through things. Um Mr. Billy's not going to be here. Um Miss Peacock Hodgej is not going to be here. We don't know where Bria is. And Matthews is going to be late. So, um so accordingly, we're going to move the fundraisers discussion, which was something that Polly was interested in to the end. Sure. and we'll just kind of proceed from from there. Um so, um first item on our agenda and I'm sorry we didn't get you good audience, but hey, it'll be on video so people can go and watch video. >> Yeah, no worries. >> So, [cough and clears throat] you're up. So, I wanted to take just a few moments to talk to you about uh the conference, the AMLE conference that

002myself and our instructional coach, Valerie Cawthorne, attended in Indianapolis couple weeks ago. Extremely good conference. Uh probably one of the better conferences I've ever attended as an educator. And so I just wanted to take a few minutes and just let you know what we what we experienced and what we learned and and what was confirmed for us as well. So I gave you a sheet of uh paper here. I'm a visual person and so I I always like to be able to see things, Mr. Shores. I didn't give you one. >> Um but um so I think having a visual for this conversation is really good. Uh so neuroplasticity is something that we talk about in in the world of education. It's and it's around brain research and and it's about your brain growing and

003making connections. And you can see at uh so it shows three different time periods within a person's life at birth, what those connections are, right? They're just beginning to form. By year six, there's a ton of connections that have been made by by a student. And then you look at year 14 and and some people would say those connections are fewer. And and one of the things that was brought to my attention during this conference is that's not true. That may be what the picture is showing, but that's not true. What's actually happening is those students around that age 14 are pruning those connections. So those connections are becoming stronger and and they're understanding more about why those connections that they made at six years old are working out like they need to work out.

004So and that's that's the age group that we have, right? And and we're trying to make sure that those connections and those those uh connections and learning are becoming even stronger and they understand the reason why behind them and so um that was something that was confirmed in in the conference that I thought was really good. I shared this with our staff yesterday in our staff meeting that we had yesterday afternoon and and so you know our kids need to know and understand what the boundaries are and and at that age uh because in a lot of ways they are almost like toddlers again but just in bigger bodies and so and so we're trying to help them understand that and realize that so along with that so we talked about uh one of the

005things the first session that I attend I text Mr. Harrove about this. It was such a home run of a session. We talked about how do you plan lessons that really involve that student engagement to get them to make these deeper connections. And so that was that was one of my first shares that I've shared with the entire staff so that they can see and understand what does that look like because really when you go to school you don't learn how to plan a lesson. That's I mean, yeah, you write lesson plans, but you don't have a class that says this is how you do this, this much time, and so forth and so forth. So, we talked about that and what that engagement needs to look like for the middle school level. Um, another

006thing that that was uh very evident um was middle school's all about transitions, right? We have them the shortest amount of time in their educational career and it's about transitioning them from elementary to middle and making that smooth and making sure that parents understand that and make sure that students understand that and then getting them transition to high school where they understand what needs to happen there. And so um I was able to make some connections with some folks. One thing about this conference that was great is there's people from all over the United States there. I met people from Alaska, Hawaii, like literally all 50 states. There was somebody there. Um, we even talked to just so happened we wound up in a in a session where I sat with a group of Tennessee

007folks and didn't even know it until we started talking about where we were from. So, it was great to make those connections and and talk about the similarities that we're experiencing in all of our schools. Um, but transitioning is huge. And so we we brought brought some great ideas about how we [cough] might want to try to continue to evolve that process for us. We've started we've done some things differently in the last couple years. Uh and so uh we're going to be looking at in the future, but how can we make that even better? And so talking with our elementary folks and changing that up some, right? Um but then also talking to our Raider Academy and high school. what can we make that how can make that transition even better and I know

008Mr. Skipper has done a lot of work with that with the the uh high school and beyond plan as well. So, uh, again, transitioning engagement, uh, practical tools. Like I can't tell you how many sessions I went in that was here's something that you can take away today. And so, we've been sharing that with our teachers and helping them understand how to use those practical tools. Um, that conference was a home run for us. It was a home run. And here's what's great. Next year, it's in Nashville. I'm super excited about that because that tells me that that's something that maybe we can try to send some of our teachers to next year uh since it's going to be so close. So, um so yeah, what questions do you have for me? >> What is

009so what is the relationship between synaptic density and like cognitive function? You know, I mean, is there a correlation? I mean, you're obviously, like you said, trimming down the pathways and making it a little more efficient, but But how do you correlate that to you know actual learning and what types I'm assuming certain types of lessons and and things like you know logic and rhetoric and math and stuff like that might >> challenge people more and really >> you know >> well I think I think you just zoomed in on it Mr. Ballard is about the challenge [clears throat] part. Yeah. So our students need to need to be challenged. And that's that's where those those connections have got to be deeper, right? And so so if we are appropriately challenging our students like we

010need to, then the connections that they're making are going to become stronger connections and that retention is going to be even more for the student. Uh hence some of the uh sessions that we went to about that engagement piece of h how do you create that engagement in a in a middle school level, right? Um, so, so I think that's that's where it's at >> from like rope memorization to things where you're actually thinking [clears throat] through problems and >> Exactly. Exactly. getting them in that in that, you know, possibility of let's do this, let's do this application stage, right? Let's not just try to memorize this, but let's apply it. Let's try to problem solve around it. And so, uh, we talk a lot about critical thinking and problem solving and and what does

011that look like in an eighth grade social studies class or what does that look like in a, you know, sixth grade math class. So, um, and I will say this, there were a lot of things in that conference that we heard of folks talking about that we're already doing. So, that was great to hear that that some of the strategies that we're already putting in place, this conference is saying these are best practices. And so that was that was good to hear uh that [clears throat] that the steps that we are making are good sound researchbased steps. >> Dr. Anderson u we had a principal meeting last Wednesday and one of the topics that we shared about was productive struggle >> and Dr. Dr. Anson had a huge smile on his face and where that

012struggle is. It kind of hit in the wheelhouse of the >> of the conference that you attended and >> in our December meeting he the Jimmy Anderson show will be put on at the principal [laughter] meeting. So he'll be able to share that [snorts] uh all those great things. But it for me as a director, it's really exciting when you have a a principal so excited about being at a conference and and you could hear the excitement and the love for learning in his in his voice when you talk to him. So >> back and sharing it. >> I'll say this, we were in sessions from like 8:00 that morning till like 4:30, 5:'lock in the evening. So like we were going all day. So don't think that we were wasting any time. [laughter] Uh

013but but we we were learning and trying to make connections with folks and so it was it was very good. Very good. >> Just a one-day conference. >> It was it was a it's actually a three-day. It was a Thursday, Friday, Saturday. >> So uh so yeah, it was very good. Very good. >> How do we apply things like I mean we actually have classes on critical thinking, logic, rhetoric, those types of things. We incorporate that into other classes. So, a as the instructional leader in the building, that's in my opinion, that's my job to bring back to my staff and to get them to understand and realize how that looks. And so, uh, we spend our, uh, what folks call faculty meetings, uh, those meetings that teachers attend once a month, I call them

014instructional meetings because I'm trying to help teachers to build their instruction for their students. And so, so that's that's my mindset with that. And so when we meet like when we're meeting with teachers today, we were talking about student work. What does that look like look like? What's really good student work that aligns with state standards, right? So just building teacher capacity and getting them to to grow as much as they can so that our students can perform like they need to perform. >> Yeah. And the teachers next year. So >> yeah, absolutely. >> Yes, >> I do. Uh although I've only landed here for 6 months, I appreciate Dr. Anderson's um commitment to building capacity in his teachers and subordinates. Um that's what it's all about. Good leadership and education. Thank you. >> Thank

015y'all. >> Thank you. I appreciate you. >> Thank you. >> Interesting. [clears throat and cough] >> Fascinating stuff. I thought it would just, you know, continue to get more dense. [laughter] learn something new. All right, the uh next item on the agenda and get it out of the way is the five-year strategic plan and uh I'll turn it over to Mr. Arrow to cover that ground. >> Our fiveyear strategic plan, it it basically serves as our road map. [snorts] uh outlines what our goals are, our long-term goals, priorities, and the actions that we plan [clears throat] on taking to improve student outcome to to achieve our mission. Um it should guide our decision making. It should align our resources. It should foster accountability and provide a clear direction for our future as a school system.

016Um, for example, a family moves here, uh, they're shopping school systems for their children, they want to go on a website. Our five-year plan will be posted on our website and, um, they would find an overview of what we value in our school system. Um, Mr. Mr. Ballader and I perused the worldwide web yesterday and looked at several other systems uh five-year strategic plan and what they look like. There are some that are much more data driven. There are some that are about like ours and then there are some that are much more general. And in my humble opinion, where ours falls is right in the in in the middle of that. Um but our strategic plan is like a 10,000 ft view of how we do business. Um our plan does tie in with

017our TISA plan Dr. Cornelius spoke about at our last board meeting. So there is some tie into that and it also speaks to our LEA plan which uh can be found on TN inform TN and I have directions on how he he's good on how to log in to inform Tennessee and that is a much more detailed plan and more of the uh datadriven goals that our school system has. Uh you can go online. In fact, you can go all the way back to 2018. So we we start that process in January. So we're getting ready to start the next year's LEA plan in in January. Um, I want to remind everybody this is a living document. Uh, and I'll tell you why that statement really matters in regards to accountability. Um, we're kind of

018at a little bit of a standstill. There's still some things in place, but we we don't even know if there's going to be a US Department of Ed next year. Well, that takes away all those federal accountability measures that is you can find peppered throughout our five-year strategic plan. Um, so we have that, we have the TIS designations. Uh, so there's there's no telling where we're going. As far as our state goes, we're a year away from a new governor. We're a year away from a new commissioner. Will our state department uh department of ed claim some of those federal designations? Will they incorporate? Will they will we have to reinvent the wheel on state designations? We don't know. There is a ton out there. We don't know. I listened to a gentleman from our

019state department of education speak at a superintendence meeting a couple weeks ago and school letter grades might not even be around. >> Um the gentleman made a great point as we transition right now our data looks like a W. Okay, a W. At the top there's a five. In the bottom there's a four. At the top there's a three. At the bottom there's a two. At the top there's a one. A lot of our school system, the majority of our school system, you rarely find a two or a four. They're either fives, threes, or ones. Well, in an attempt to make that more bell-like, they're talking talking about implementing some different things like um our scores this year will count 33% into next year's. So, next year's scores will count 66% and whatever we do

020academically this year would be 33%. And what they're trying to do is create the bell on the bell curve. A five will be very difficult to achieve. >> Bless you. Um just trying to make it look more like a bell curve. They uh there was talk about adding more designations uh outside of what we know that is a current federal designation of reward school. They were talking about adding. So there's there's a a lot of stuff up in the air. with saying that. Do y'all have any questions on what I've talked about so far? >> Okay. >> And just kind of where we've come from [clears throat] is we started the beginning of the year. We had that five-year plan that we've kind of tinkered around with for years and bunch of bullet points and

021we went to that big spreadsheet where we're trying to put KPIs. >> The one that made me want to cry when I [laughter] >> Well, you know, we handed that to Mr. hardrove and he took and he whittleled everything down to this document. So, so was it was a worthwhile exercise. >> Yes, ma'am. So, our [laughter] strategic plan includes our school system vision, it's mission statement, our motto, you can find that on page one. The five areas that all that data will down to, we focus, they all start with S. student outcomes, staff, supports, stakeholders, and safety. Those are the five areas from a 10,000 ft view that are important to us. Now, there are a lot of objectives that are subheadings underneath that, and we'll get to that here in a in in a

022second. Um, our goal is hopefully we can get this plan approved at the December board meeting and start working on the prettying it up. We would like to have this on our website that is real pleasing to eyes states our mission, vision, our motto and have what our goals and objectives are. All the things that you see in yellow have been changes to the original draft. So that's why they're in yellow. Okay. >> And if it's okay, Mr. Bower, we just take a a few minutes to peruse and if you have any questions, I'll be more than >> be the bulk of the meeting. So we let's go through it. Sure. We got >> Yeah, I just >> we can track through there. Obviously, our first goal is our student outcomes and we want to

023be able to provide excellence in equity and instructional programming to maximize our student outcomes. And then there's our objectives. I believe there are five. Now, the things you see highlighted under this goal, those are driven by our TISA and our LEA plan. You you're going to see those again if you go on in form Tennessee. You're going to see that within some of our goals on the plan Dr. Cornelius talked to us about in last week's board meeting. And there are real specific goals that are are set for our young learners as well as our high school students and middle schoolers. >> I have a question. >> Yes, sir. >> Under 5B talking about the U junior ROC. >> Yes sir. um h how are you going to increase the total cadet enrollment if you

024don't have people interested in that? >> Uh that comes [clears throat] down to recruiting that program. >> Okay. >> Uh we're our course changes [clears throat] uh that we offer in our radar academy give them opportunity. In fact, we're pushing to try to make that a an area and we went to a session on that and they were talking about >> being able to use codes in different areas under general leadership if we could have RO junior ROC as a a course of study that would hopefully and then we hopefully grow the program. But uh in those four years, you're going to be able to check some boxes. Your government box, your physical activity, those substitutes that they talked about at those uh at that at our conference. >> We will be able to do

025that. >> But we I mean it's it's over a hundred now. So we're talking about >> 13 kids, but >> we're hoping to push to that. That's just our the goal we set. And I took those numbers from previous recruitment years. You know, if it grew from here to here in the the previous years, those just aren't denoted on this. >> Okay. >> That might be a thing. >> I I'm really proud of our our uh Colonel Jans and Mr. Pat. They're they're they're good. our kids um they were throughout our district on on Veterans Day with the colors do a real good job with that and we have a air force base right there as well >> right >> and you've been there so I mean that's what you >> Yes sir >> kind

026of how you not to >> well I think it's >> elaborate on your past but know a little bit about it and that's what you came from and that be something good that you could as a supervisor or superintendent and >> thank I'm sure that would be something that they would, you know, where you came from and where you started and where you're at now. That would be something very encouraging. >> Yes, sir. Our military recruiters can be in our in our high school once a month now. Mhm. >> So, I think it, you know, [clears throat] I think it's a great program and, you know, I'd love to see more students involved in it because it's a, you know, the the fundamentals that they learn in that, you know, with leadership and responsibility goes

027a long way. You know, even if they don't go into the military after school, it still will benefit them throughout their life. creates a great start in [clears throat] creating a a healthy sound minded human being. Yes, sir. >> Yes, sir. >> Well, one of the reasons I saw it did that when I went to the veterans day [clears throat] was I saw a strong sense of family among the ROC and the more we can foster those groups like band band as a family. Um, the more we can foster those kind of groups, part club, um, the more kids are going to want to come back to school, and I'm real big on creating family units all through the high school as much as possible. >> The relationship piece is very critical. >> It's huge.

028It's huge to them wanting to come to school every day. >> Um, the second one is staff. That's hiring and retaining high quality employees in all departments and systems. There were no changes in the past two months on that. Three looks easy because it says supports, but it's probably the one of the most complicated of our goals. >> Going back to staff, what's our biggest challenge in in staff? >> Shortage of teachers, >> shortage of credential teachers or >> shortage of sound, solid, credentialed teachers >> just in the pool overall. >> Yes, sir. That's not a Coffee County problem. That's a [clears throat] United States of America problem. >> They're talking about um having a two-year degree, going to get a two-year degree with a certificate. That's been kicked around quite a bit. I saw

029that and I was like, >> they still would have to pass the practice test. >> Yeah. >> So, >> what do you do if you don't have teachers? >> I got you. >> And one of the things um I mean I think we provide very competitive compensation and benefits in our school district. And I tip my hat to you all and our district folks for making that commitment. >> Career choice. I mean our level to make it a better career choice because that's really college thing I guess but can we foster that into I mean I guess having the example of a good teacher you know good principles and good teachers makes people maybe want to go in that >> I think that's a that's a great point as well >> sometimes teachers need to

030get up and talk at career day too instead of just facilitating it. >> That's true. That's true. >> Don't we have something in our CTE program? >> We do. Miss Abby Carden or Abby Lynch. Uh she teaches it. >> Yeah. >> And at one time she was a home teacher and we got in which I think is a good investment. I like to coordinate and get out in front of our MLO2 plus two program and start recruiting them as soon as we >> but even even in school you know thinking along those lines >> well I got to speak to that during our CTE I got to speak to nine groups and it was interesting um [clears throat] didn't talk about the administrative end just talk about teaching and more about outcomes and improving others

031and having a servants court. >> How many letter of of intents did you get signed that day? [laughter] >> I should have done that. If you'll sign this paper right here, [laughter] >> we'll have you some homework and kind of promise. Yeah, that's good. >> [clears throat] >> Uh the go third goal is the supports and that one's a little more complicated because you're going to see budget professional development capital projects and I change uh we changed the wording in our capital projects and included safety in there as a part of that uh technology nutrition and tutoring at the the tutoring section was added And when we were looking through these things yet yesterday, a lot of school districts [clears throat] have have these broken out into separate too. So >> So that's kind of

032we're kind of consolidating it here. So >> Yes, sir. >> But I'm fine with that. >> Stakeholder involvement. Um I believe we we lean hard on social media and our communication platforms. uh Dojo, Remind, School Messenger, and the district website, and also our yearly title one and parent surveys we do in the fall in the first semester. And it includes the rationale for all of these objectives. And the last one is safety. The one add we had added in there was um staff mental health as well as student mental health trying to implement evidence-based type program to assist us with that. You know, it's it's interesting and and you guys were at that uh pre-convention legal workshop too where they had the discussion said in the last three to five years they [clears throat] have

033noticed a big spike in threats and student discipline issues and I don't know if that's true here or not or or um >> but it was kind of it was there was a good discussion on it you know with with the lawyers you know and What were those numbers again? >> What were those numbers? You said >> they said the last three to five years. So, >> and just an increase. >> Yeah, absolutely. >> An increase in >> you have a principal, Dr. Anderson, [snorts] you mind commenting on that from your perspective? >> Yes, sir. Just student behavior in general. >> Yeah, in general. Yeah, I would say the last years it definitely That that [clears throat] was like Mr. Ballard was saying that's one of the things that across the state. It wasn't just

034here. It's it's across the state. >> That was everybody. Yeah. So, and I'm assuming it's not just Tennessee either. >> Yes, sir. Yeah. That was a a big part that you know when the attorneys notice it. >> Yeah. >> It's [clears throat] And there he's an attorney for our state, you know, across the state of Tennessee. Mr. Bard and that's a It's it's a pretty big statement. >> So what's happened in the last three to five years is fairly significant. It could have caused that. >> I'll just pose the question. [laughter] >> So on December's board meeting, we'll um we I'll recommend approving the approval of our in their discussion whatever whatnot. We can do that. And then hopefully um Miss Melissa is going to help doll it up and get it online and make

035it look really really nice. I didn't ball and told her this then. She she already knows. We've already discussed it and some of the ideas about putting it online and the presentation of it. >> That's why you know and and the safety going back to the safety thing. It's, you know, I mean, based on that trend, we got to really, you know, anticipate that that's probably going to continue and and so safety becomes, you know, a huge issue. >> You know, looking at this, just me thinking and and listening, um, I mean, we can move the order of these. I mean, is this does do we need to move safety from goal five to goal one? How much money have we spent in the past two years or even the last year on safety here?

036>> A lot. An awful lot. >> It It's been a great a good investment. >> Oh, no. I'm not saying it's not an I just >> Yes, sir. >> You know what I'm saying? For people at home that's watching, [clears throat] >> I I don't have that number in front of me. >> Could we get that? >> I don't see why not. Yeah, I think it'd be something that our uh our constituents would like to know, you know, how much money and effort that we're putting toward our school systems to know how much that we're spending >> to to for the safety of our students, you know, for them to know, you know, like, hey, we you know, when you talk about it, well, what do you spend it? You know, how much of our

037money are we actually putting, you know? >> Yeah. >> Right. I mean, that's a good way to get at [cough] it because, you [clears throat] know, we we can't talk about a lot of the safety stuff. >> That's right. We can't but but we can tell them how much we spent. >> Exactly. >> And that's their money, you know, and >> we get a lot of questions >> a lot of times of asking, you know, how much money have you spent, you know, how much money are we spending? And >> and we can find that out. That's a great question. And um >> yep, >> that would be something that and a lot of people are just now since you know we're we've started it. A lot of people don't know that our budget's $53

038million a year, >> right? >> You know, they want to know we're getting more or I am I'm getting more and more questions of of you know, how much money are we spending? What are we what are we spending it on? And uh since that we've started asking these questions and they're they're you know they're beginning to be more want to be more informed about what's going on and uh and it's my job you know I'm sure it's everybody else's too to let them know what what they're what they're getting >> as we move further down the budget development road which may look very different this year. >> Yes sir. >> We'll all be part of that and >> Yes sir. And I think that will be very enlightening. I think we're in the process

039of integrating um the last program safety part. We have trainings in December and in January on implementing those pieces to it, but we spend quite a bit of time on safety and I'm not ashamed of that. And >> no, I I don't think any of us are. I think that's something we're proud [clears throat] we're very very proud of. >> It's not We don't video that. And we do those for for good reason too. >> Yes sir. >> I think you know looking at this I really believe that the with today's climate that the u the safety ought to be bumped up to goal number two right behind the outcome you know student outcomes. I concur, >> you know, because everybody's worried about, you know, about the safety of their children, you know, and I

040I really think that that ought to be right behind student outcomes. Not that it's any more important than any of the rest of them, but that, you know, it's visual. >> Yes, sir. I I concur. I think that's a great idea. [clears throat] I >> mean, like last night we went to uh our basketball game. I had several people that that thanked us for our bleachers. Uh several people that said, "Hey, the the window fam on the doors, you know, well, that's awful nice. What' that cost?" You know, that's that's the what you you know, if you go to these ball games and stuff and I try to go as many and and so do you, >> right? you [clears throat] you get these questions and we all we all get these questions and uh

041they really like it, but it's also a safety issue, you know, and we we've done it for safety and uh >> and and as we present those numbers, you're just going to get a lump sum because >> Absolutely. Y >> Yeah. I mean, really, I mean, you know, percentage of the budget, what are we spending, >> right? you know, percentage of our budget on on safety, you know, >> and we we we have some probably some projected numbers as well, right? >> Well, we we cover that in, you know, we approve it in different board meetings, so it's all there, you know, so >> but they don't have that they don't have that breakdown that we do. >> Yeah. Yeah. I guess >> we got a piece of paper in front of us and a

042[clears throat] lot of them don't. So >> go back watch season one episode three of the school [laughter] window film. >> Yeah. >> Edition out on Apple. >> Yeah. Ketchup. Out on Apple Plus. [laughter] >> All right. If it ever gets on Apple Plus, I want my own makeup artist. >> All right. So, this is going to be to to approve is going to be on the December um uh agenda. So, if there's any changes, you know, you take it home and look it over and see anything, you know, and we'll we'll hear from Holly and Carrie and Robert and Freda, too. Um but it'll be to approve on the uh on the December. And, you know, that's not to say it's set in stone. And it's it's it's a fluid document and we can

043we'll pull it out. You know, I think the state says we got to look at this every uh Hey, Freda. >> Um every two years. >> Oh, that's right. You missed the the exciting part, the strategic plan. [laughter] >> Oh, >> and Mr. about it. As our accountability goals and targets become more clear in the future, I mean, we can adjust our our our strategic plan to those. >> So, that's that's we're going to vote on it and then I'll try to approve it. >> Now, um this document is shared with you all. [clears throat] Um, if you make changes, just don't use yellow. Use another highlight color or recommendations below it. You just use a different color if you don't mind. That just helps me track. I got you. Well, [laughter] we were tracking

044our leadership team. That's a long story, but I'm glad. >> Yeah. Anyway, >> all you >> you've done a great >> spring based learning. >> You've done a great job getting this done. Appreciate it very much. That's >> more than we've had in a while. And >> really appreciate your time. >> Really from what we had before. This is, you know, simplified but but more to the point and covers what's important. All right. Any other comments on the uh strategic plan? All right. Next up, we're going to move fundraisers down till Holly can get here and we're going to talk about flag football. So, that's Mr. Hardrove again, too. I think pretty much everything is is Mr. Hard. >> Yeah, it it is. But those were things that have come up in our board meetings.

045Earlier this year, our athletic director, one of our two athletic directors, Brandon Mcuart, sent out a girls flag football interest survey via email and around 130ish females um reacted to that uh to that initial email. Last month, our ad sent out emails to those same 130 girls. And you have a a sheet in front of you. Looks like this. >> Brought it with you. >> You had to bring it with you. Mr. uh Co. You may have to share with Mr. Hanser. I'll >> share with That's it right there. There you go, Miss Beth. Um, we ended up with 48 people returning that email. One thing that I found interesting, the class breakdown, it's pretty balanced. 11 seniors, 10 juniors, 16 sophomore, and 11 freshman. Mhm. >> The other thing I found interesting is shared

046their multisport athletes. >> So we had 48 end up returning the emails and we felt like those girls were a little more serious about playing. Uh you also have the projected budget and you look at um I know that's another fundraising event and if we decide we want to move forward with this my recommendation would be that we do it as a club sport first and the reason I say that we have a ton of young ladies that are playing multiple sports and we're going to I I would rather see how that flies before we commit to making it a TWSA sh sanctioned sport where we play with those that that comes with some budget changing in our athletic budget. Uh right now there are 13 shares of our minor sports that are getting shares

047from our our revenue generating sports and that would add another um another team to that. So an additional weight or cost from our from our um money generating sports. But those are the the numbers on u on fundraising and uh I appreciate Mr. McQuarter taking the time to price some of these things for uh the flag football as far as budgeting and and moving forward. But you see a lot of the sports that are football would be in conflict with would be girls softball, track and tennis. if we could play and and and conflict's [clears throat] not a problem with that. Coach, I think we if that's the way you all we want to move forward on this. My recommendation in December's meeting will be we start a a girls flag club football team for

048this spring. Now, where would get opponents other are there other clubs? >> Yes, sir. >> Do they typically play like on Saturdays or or do they play during the week or >> through the week? I'm not exactly sure, but I can find out for you. >> I mean, I'm just curious as you know. >> No problem. >> Do you know if uh how many of the the girls that are interested are doing other sports? It' be interesting to know that. >> Yes, ma'am. If you look at the bottom of that sheet I gave you, >> okay, >> and it gives you there are seven of those girls that are in fall sports, eight in winter sports, and eight in spring, which five track free tennis. I >> I think Mr. Carro from as our previous

049conversation that we've had and talking to uh other TWWSA officials. I think this is a sport that that's actually taken off um as you know and uh if you look in uh if you go to the TSAA TWWSA uh website and you look up girls flag football for our people on YouTube land, you can actually look up uh around the Memphis area, the Nashville area, and the Knoxville area. uh Knoxville, Memphis, and Nashville. And you can see ju just about every school in those areas are have flag football. I mean, there's not very many schools at all that does that does not have it. Uh the schools that are in our area that are that have it are Menville or Warren County. Uh Van Beern County has girls flag football and uh I believe Colombia.

050Um correct me if I'm wrong, Mr. Gro. I don't know if you've looked at it or not, but I've I've looked at it with one of our friends and uh that is a TWSAA official and it's a sport that is taken off in leaps leaps and bounds and uh I don't think it'll take very long for this to to take off because I've had several uh as I brought it up in our board meeting u that has asked about this and was very interested in it. As we as you see, we've got 48. So, >> yes, sir. >> That's that's that's pretty substantial. >> Well, it speaks to Miss Yench's comment while ago about being connected to something and having building relationships with others. >> Yep. >> And people that are connected to things that

051are bigger than them are generally more successful people. So, >> is this a spring sport? >> Yes, ma'am. >> Okay. So really it would only affect eight and bought another. >> Yes ma'am. >> I'm sure that's a typo. That's total expected fund raise would be 5,000. Zero on that [laughter] >> 50,000. >> Well, it's just 50,000 free. >> Do that in a [laughter] weekend. Just place decimal points. >> Right. >> So what about coaching? um we'll post a position and interview coaches like we >> So that would be a cost too that would be added to this, right? >> Um >> the stipen >> not necessarily we don't play pay club sports. >> Okay. But moving forward, you know, that club sport organization could raise money for that. But moving forward, just the investment in

052it. Let's see how year one goes. If it takes off, we can jump have a much better plan, put it in a budget, that type stuff. >> One of the things that that we would not have as much trouble on uh with girls flag football is the travel. There's not very much equipment that you have to travel with. So you don't have to have a as much. You could do it actually in a van or I think we have two Suburbans and there's not a whole lot of equipment that that you would have to take >> and we would have a year to plan that too because obviously as a club sport there the travel will be on the parent. >> I mean we play eight game schedule you know see the interest and hopefully

053it takes off. bring that up and uh we'll have that on December's meeting and this will be something try to get started for the 26 27 school year. Yes, sir. >> Or this spring. >> Yes, sir. >> Okay. [clears throat] Pass. >> All right. Those are all great great questions and comments. That's fundraising there >> and we we need to approve a club sport like that at at the board meeting board. >> I think there is a policy on club sports. Go ahead. >> I think that's what we did with the archery the couple of times we did. >> Yeah. >> Uh one one of the things that Mr. Hargrove did say was about posting position for the coach. Normally in the past we have not posted positions for a club sport uh coach. So

054I I I mean if he chooses to go that direction then we will but normally we have not done that. >> And outside of the process and and Mr. Shores is right. I think it's pretty important that we get the right person for this one getting getting it kicked off. >> Yeah. That's important for the sustainability of it. If you get the wrong person leading it, then it's going to leave a bad taste in parents' mouths and you know it'll go away. >> But Mr. Shores is correct. So, we may have to think outside the box there. >> Well, who helped put it together? >> Ma'am, >> who was the person that helped get it together and >> gathered all that data? athletic director. >> Okay. Maybe. [laughter] >> Well, that that he it will

055transition to the other athletic director because he's the spring he'll uh the the fall semester athletic director. >> Oh, okay. >> But we do have a football co assistant coach on staff that >> potentially interested >> that um was a girls flag football coach previously. >> Yes, sir. >> Really? Mhm. >> Seems we have a built-in solution. >> May maybe >> imagine that. >> All right. Next item up then is registration day. >> All right. I've kicked this around a lot in my head uh for a while. And what we're talking about registration day is the first day of school is a two-hour day. And um I know that practice has gone on in Coffee County schools for a while. Um so I went to the streets. I went to every school except for for

056the high school and one of our elementary schools. And in fact, I knocked on Miss Matthews window one time. didn't realize it was her at the Radar Academy and I I asked her parents. I wanted our parents' opinion of the first day of school. Um I found out folks were divided into three groups. The older you got, the more in the middle and didn't care. By the time you got to middle school or especially Raider Academy, they were good with it because they can see I guess they can see light at the end of the tunnel. the elementary uh you found a lot more I like it like it is and oddly enough that were people that were younger and then we have more experienced people uh generally said they I would really prefer a

057whole day is hard working hard getting them back and forth um some of the dilemmas that were faced there. But um my rationale is assisting our work parents. Students get a full day under their belt for procedures and all the other great things that go on in our school. They get a trial run at that and they're further on down the road on day two than they would have been. and our prek and our kindergarten students would still have phase in days. They they still phase in. Um but in full transparency uh there's probably a little bit of push back from our faculty and staff uh that probably aren't crazy about the idea and I am very respectful of that. Um I get that side. I I would just like you all's opinion on it

058and creating a two-hour day instead of having the two-hour day uh having it as a as a 3:00 regular 3:00 full day of school. And the reason I bring that up is in December, Mr. Shores and the calendar committee gathered. He's going to present a calendar. And if that's one thing we you know, depending on where we land on this and ex exchanging of ideas and what your thoughts are on it may sway a decision one way or the other. Um, and that way we can get our calendar right and that's one thing we won't have to worry about on our calendar in December. If you notice there's a theme here, Mr. Ballard, sewing the seeds for December's meeting. [laughter] >> Might be a long meeting. Well, myself, I you know, I kind of like

059the full day from the aspect of uh you know, one, it helps the the parents that work, you know, they're but two, uh the students that especially the older students that that uh I guess really going, you know, that change classes, you know, that would be a good time for him to all experience, find out where their classes are in the buildings, you know, that way day two, half your student population is not late to class, >> right? >> You know, um I can see the benefit in that, [clears throat] you know. Um, I mean, myself, I just to be honest, even when my kids were in school, I always wondered why first day of school was an abbreviated day. I mean, it just never made sense to me. >> I think some of our

060our our staff and teachers um push back on it, and I get it. I I do I do understand this. Um, we do so much training and so many things with our our our staffs during inservice [clears throat] that I think there's an element of not being or feeling prepared that gives them another three4s of a day to do that. But in saying that, in my eyes, we also take the next day off uh with our students. Uh that doesn't mean our teachers and faculty are sitting around doing nothing because they're not. But it does allow a day in between to adjust and and and do some things. But I mean, I'm very respectful of our teachers and and and in that aspect of it. But my decision was based on and exploring this was

061based on what's best for our kids and if it gets our kids further down the line and we can help our working parents. >> What day of the week do we typically start? What week? >> What what day of the week? >> Is it Monday? August. >> Wednesday. Isn't it >> the the one that you're going to be seeing coming up? Uh that's going to be on the next board meeting agenda is set for August the 2nd registration day. August the 3rd would be a day for in well not in service but admin day. And then on the 4th would be the first u full day >> or second full day. Sorry. >> Yeah. Yes. Now, sometimes it it just depends on how the calendar falls. Sometimes it's a little bit later in the week

062and we might have registration day on Wednesday, then Thursday, no kids. Usually we don't do that because one day on Friday, it doesn't make sense, right? So, usually it might be Tuesday being the registration day. I I tend to agree too, Mr. Grove, on a lot of our students put all of that time on their parents or grandparents to pick them up because a lot of people are working. So, a lot of times, you know, you've got grandparents that's picking them up or having to take off a day of work and it's costing them money. You know, our bus drivers, we we got to think about them as well. it cost just as much to to hold them a whole day and to run them twice within two hours. So, um I kind of agree

063that, you know, it would be I'm I'm more of a in in favor of going a whole day myself. I've kind of always wondered, you know, why we did that. Even since, you know, we were kids, we did that. And that's [snorts] always been a question with all the parents and grandparents that usually ended up taking them because their their parents was working, you know, >> and based on your survey, some [clears throat] some group isn't going to be happy no matter what. [laughter] >> Yes, sir. The other thing, this wouldn't take place next school year. I mean, we're a calendar ahead. It would be for the >> 27 28 school year. >> Okay. I guess I'm going to be the devil's advocate here. Um, >> as a as a teacher, as a former teacher,

064the first day is chaotic and uh those that will mean that those teachers will have to have lesson plans in place all day, you know, when those kids hit the classroom the first day. Uh particularly at the high school because, you know, they'll be going into their classes and staying in there in you know, hour or whatever time frame it is. So the teachers would have to be prepared to hit the road that first day. That's one of the thoughts I had. And then another thought is if we're looking at parents convenience, then what about that hour that two hours before Christmas? I mean, you know, the kids is abbreviated day also. So, if we're going to use the reasoning uh of of that, then that goes into that day also. >> Yes, ma'am. >>

065You see what I'm saying? >> No, without a doubt. And I and I think we said the same thing, just said it differently on the teachers, >> right? I get and and as a former administrator, you know, we try to be as a building lead uh leader, you're trying to to balance. You want teachers time in their classrooms and the ability to set things up, get things organized, get names on desks, do all the things that that to get the ship off the ground. I understand that it would just push it up a day, right? And do they have the teachers have a day prior to that to to get ready for it? Because a lot of times, you know, it's in service where they're not actually in their classroom getting prepared for that first

066day of school. Uh that that would be very important in my opinion that they had time to do that because you know, you just when you start teaching, you got to be prepared for them. you got chaos all [clears throat] day, you don't have something for them to do or so that would be very important that the teachers at least have a day in their classroom prior to that first day of school just getting ready for those students. >> Sure. I appreciate that, especially from a foreign educator. Well, that's that's just my thoughts and and I would certainly hate to see us take away that two hours on Christmas because that you know the usually that's always been a a hurt I guess for not even for the kids I guess not necessarily for parents

067but >> because they're so excited about Christmas vacation and everything goes on like couple hours >> but then again you go back a lot of them don't show up on that day. One one of the things that changed this happened several years ago uh before Christmas used to be whenever you were teaching one hour and it got changed to two hours because one hour wasn't quite enough time to to >> do the remembered an hour >> one hour wasn't enough to get the parties in. So now that it's two hours they're not supposed to be doing parties earlier that week. It's supposed to be held until the that Friday. And and that's the reason why is that you have enough time and you're not wasting your time on an instructional day. >> I already do.

068[laughter] >> Well, you're going to have Christmas parties with kids. So >> Oh, and that's not a problem. I was just saying, you know, if we're looking at it [clears throat] from a parent standpoint, then then they need to be in school all day that day, too. >> Well, I have to back the teachers, too. because there's just something psychologically helpful for it. You get them in >> and then you know you're going to get that break that afternoon to think things through to >> It just helps. >> It It sure does. I I think the part I struggle with on making the decision is we have an entire day the next day to get yourself together for that. There is a two-hour day, an entire day of gathering ideas and thoughts and then we

069hit it. We hit it running. But I appreciate everybody's opinion. I really do. And if I didn't, I wouldn't have asked for it. >> Struggle in my mind for all the things that you all have talked about. >> Well, could you compromise it? Could you go to a 4-hour day? >> I think uh we we actually discussed that a little bit uh it under at my direction with our our team at the central office and we felt like if you're going to one, you might as well go to three. Um >> the other thing you're going to run into is is lunches. >> When you start getting into anytime you start dealing with lunches, it changes >> the whole dynamics. Even on a snow day, one of the first questions is how is this going

070to affect lunch time? Can we get it done before lunch or can we wait till after lunch? Lunch is always so when you do four hours, you are falling into that lunch time period which can get difficult. >> Most schools are running lunches and shifts, right? So, >> yes. >> And the and the other part of the part other part of that conversation, Mr. Short's comment made me uh remember it is once you get students off campuses at 1:00, once you get buses run, your teachers, your principal only has a a small 30, 40 minute window or teachers only have a small window to really achieve some of those things that you talked about, Miss Rita. You know, it just makes it a gives it a short time. to do that. >> But I appreciate

071your input and I will continue to pray on it. [laughter] >> He basically got about as divided as >> so it's consistent. >> But we didn't help at all. [laughter] >> That's okay. I appreciate your input. Well, with with that, um I think we're going to take a short break to I mean, we got like I guess light orbs, I guess, is what you'd call it. So, not a full meal necessarily, but but uh let's do that before we get into these last few items. And and uh >> I I do want to say I enjoyed my conversations with our families immensely. And one thing I also noticed, the younger crowd, a lot of folks were mostly on the cell phone, but the more experienced people that were waiting in line generally had a book

072out. Found that interesting. >> There you go. >> Interesting. [laughter] >> But I enjoyed my talk with folks. >> All right. >> I bet they wondered what you were doing. Go >> grab something to eat sometime. Probably wondering who the mad man was in the tweed coat running out. Welcome back after a brief intermission. Many thanks to Melissa for providing the food. Uh once again, she did an excellent job. So she feeds us well. >> [laughter] >> So, uh, next item on the agenda is [clears throat] the organizational chart and back over to you. >> Everybody has a copy of the revised organizational chart and u I appreciate Mr. Damewood and Miss Miss Morland's assistance with this. the names have been added and I believe some of the lines have in my estimation from what

073our committee meeting have kind of been cleaned up a little bit. Also, as part of our organizational chart, you'll find a yellow folder within that and that will give you a greater detail and names of subordinates as well. And last but not least, we also have a couple of notebooks and which Miss uh West Morland will be able to allow you to peruse through it and those are job descriptions. So we have a broad organizational chart. We have the names of the subordinates and who they belong to. And if you would like to see the job description, we have two books in the central office here that you're more than uh able to look at. Just contact us and we'll have them ready for you to look at [clears throat] and we will post this

074organizational chart on our [snorts] school website. >> All right. And I do >> our system website. Sorry. And I do have to say you were absolutely correct when you talked about it in the board meeting is that orb charts are biblically [clears throat] correct. It comes from uh Exodus 18 where Moses's father-in-law taught him how to father-in-law Jethro taught him how to do org charts. So an organizational structure. So >> yeah, >> it's [clears throat] the first recorded org chart there in the in the Bible. So, I think that's [clears throat] always fascinating when you look at or charts. But, uh, any any questions or revisions? I know you talked about this in the, um, um, the committee meeting. Which committee? I don't remember which one it was. >> Salary compensation. I think >> we

075sure did. And uh we some of the suggestions we've cleaned up some of the uh some of the positions and we've added names under the the supervisor uh headings. You won't find everyone's names because it it would virtually be impossible to draw this. There's not a piece of paper big enough to get all the lines drawn. But this is our leadership kind of breakdown of that. Have you ever considered a [clears throat] different type of organizational chart? I know at one time we had a director that proposed uh that there would be the director of schools and then there would be assistant deputy of d assistant deputy director for instruction, assistant deputy [laughter and cough] uh [clears throat] for food service, assistant deputy for transportation. In other words, everybody uh was under the direction of

076the director and was on the same level and one person was appointed as the person that would take your place if you were absent from the office. >> Right. >> I mean, there's different ways of >> Yes, ma'am. >> of doing things. And um >> the committee meeting we talked about a spherical um I mean there's 100 different ways to do it like you were mentioning different ways but I think I think the that group we landed just on the traditional linear version. >> Yeah this is still a fairly flat chart. And we color coded added some additional colors to it as well. >> Uh I noticed that the director of attendance, Dr. Penubius, he he does not he will not serve directly to you. >> He does. >> No, it's through the deputy director.

077>> Well, if you follow the line, it goes straight up to me. You see what? Well, >> it goes through the director through me. [clears throat] >> The way it's coded, it looks like the deputy director. >> Yes, ma'am. >> Is over maintenance, coordinated school health, >> director of nutrition, director of attendance, and supervisor of transportation. >> He does. Our our deputy, Mr. Shores, does handle all that. That doesn't mean that I'm hands off with that. I have a hand in on that as well. And conversely, on the blue side of it or the left side of the sheet that are directly under me, Mr. Shores takes part in in those as well when time allows. Um, I guess I'm I'm just I guess I keep looking back to how how it used to be.

078Uh, the deputy director was Dr. how and I don't recall ever having to go through him for instruction and uh you know it was just directly to the director uh and the deputy director was out to itself and all the others you know serve directly to the director of school but that's just >> yes ma'am >> that's what I remember >> I would think that would be a [clears throat] Were the schools How big were the schools been? >> Not the same. It hadn't been that long. >> It seems like it'd be overwhelming. [snorts] >> We don't want to kill him off. >> No, it it's okay. I I everybody's eye looked looked at things a little differently and >> well if they are you know if these people are doing if they're all directors

079they're they're not going to be coming you know you're going to give them the autonomy to do what they need to do and there's not that much that they're going to have to you know you're going to have to worry with >> Yes ma'am. Uh on Mondays we all meet collectively. Uh there are some of those d uh supervisors that are not part of our Monday meeting, but we collaborate weekly. Um talk about what's going on in in individual departments. You know, you brought up Dr. Cornelius. He talks about all things attendance, all things coming down the road. So we kind of >> so >> share through collaborate collaboration. Yes, ma'am. >> Okay. But just looking at the chart, it looks like that Dr. Cornelius serves under the direction of the deputy director and then

080then you [cough] and by looking is that the way you see it, Dr. >> I don't know if you've even read it or not. >> If you look here, I have bold lines on this side. I have a bold line through our deputy on this side as well. So he would need to be out to the side and and also on the CTE director Skipper is is he on the same level as the um other directors? >> He does receive a uh supervisor's salary. And this goes back to what we were talking about at our our salary and compensation meeting. There are a lot of things that are shared and overviewed and overlooked like [clears throat] a lot of those people underneath West Mr. West Morland are not in the building. But ultimately, he's going

081to be the one they end up answering to. I do think there's probably some things that our building principles are going to guide them on and they're going to operate as part of that school community, but by the same token, when it gets to a level in this in that department, it's going to go to Mr. West Morland. Um, you brought up Dr. Cornelius. Dr. Cornelius has um underneath him the school registers. Well, those school registars are going to work for the principal. He is oversees all parts of that, but their immediate supervisors are the principles. It just and and um it it came up in the last meeting. It's a little more complicated than just a few lines and a Well, I think what we were talking about before, you know, Mr. Tar Grove,

082is if you're not a supervisor, then why are you getting supervisor pay? If you if you don't have nobody to supervise, like our CTE director, >> why are we paying a stop to supervise people that there's not anybody to supervise? >> Okay, that you're speaking to the statement I just made about because you know, Mr. Skipper does supervise. He supervises all things CTE. But by the same token, that CCT director that [clears throat] um or those CTE teachers are also going to answer to a principal as well. But if they have anything to any questions about [clears throat] CTE funding, CTE requirements, CTE regulations, I bet they find Mr. Skipper first. So the principles are on the same pecking order as as the directors. I mean, you know, >> they're just part of the leadership.

083>> So the principles would would >> go be directly under your supervision. >> Yes, ma'am. >> Along with along with Mr. Skipper. >> Yes, ma'am. And we're going to keep Dr. Cornelius in play because it's I'm agitating him a little bit. I mean, he is as well, but Mr. Shores, [laughter] if it's something in transportation that comes to the office, I bet Mr. Shores is going to see it before me. Now, if Mr. Shores is out of the building, Miss Freda, I bet I deal with it. Conversely, on the other end, if there's something going on at a school and a principal calls here asking for me and I'm out of pocket, I bet Mr. Shores talks about it. Mr. Shores and I meet every morning and every afternoon so we can make sure all

084our bases are covered and do our very best to do that. >> So Miss Cotton now is under uh the deputy director. >> Yes, ma'am. And under me as well. >> Yeah, I know all of them. You know, everybody's under you. >> Yes, ma'am. And and Miss Garner, she's on the same level as >> Yes, ma'am. Cotton. >> Yes, ma'am. She hires and and supervises our nurses. Although our nurses also answer to it building level principal. It just gets so complicated. I I don't know if I could draw it. [clears throat] >> Um >> well, you know, it's the same. It's, you know, it's of course uh director of elementary, you know, is Miss Sasmo. Well, she's not, you know, she goes to the principal. So, all the rest it's the same thing. >> Yes,

085ma'am. >> Barner, [snorts] >> I guess in in layman's terms, I guess Mr. Harrove is out in the civilian world. Let's say the civilian world. >> You suggesting we're military. No, I'm just kidding. It's all right. >> You got you got [laughter] you've got lead [clears throat] men. You've got a lead man for stuff like that and you're not paying them for a supervisor, >> right? >> They go to that lead man, but they're not getting a supervisor paid, >> right? >> So, that's, you know, that's the the the question I think a lot of people's going to have whenever they see this. If they if a lot of people did get to see this, they would ask that same question. >> Oh, it's going online. They'll get to see it. >> Oh, I know.

086Yeah. that's got to be approved by us. But, >> you know, I guess that's the question that that I have is, you know, there's a s if you if you're on a construction site or any other place, you have a lead man or whatever and then they go to that person for a lead man, but they still don't get a supervisor. It goes back to what I've said several times is we got supervisor supervising supervisors and getting supervisor paid. Well, >> and that's substantial if you if you know we don't a lot of people watch. >> Miss Miss Seismore supervises coaches and prek. She does I mean elementary curriculum. She writes a prek grant. Um I mean we can go down through on the middle school do Dr. Blessing all things ESL. He's our test

087testing coordinator. uh or middle school coach, anything to do and there's a ton of others. I can list all those things under there, but I'm not sure it'll be so gaudy it'll be difficult to read. But I mean, that's why the job descriptions, I mean, all these people that are on this list supervise others except that are listed at the top. If their names on there, they are a supervisor and they supervise others in other areas. If there is a title one issue, I bet they're going to find Miss Cole, the D um director of federal programming and secondary education. That's one of her titles. On top of that, I mean that they wear multiple hats and they do supervise others like our principles. Miss Cole has a part in supervising them on certain things.

088It's sometimes it's just shared >> and I think technically the board does not have to approve the uh the orc chart because our chart is >> the top two tiers and so >> if you go to policy number 5101 is the policy number on that. It does have to be approved by us. >> Okay. >> Five 5.101 101 [snorts] >> and I stand corrected. >> I guess I guess my concern is and I have not talked to Miss Cotton or Dr. Krenus. He can tell you that. I've not talked to either one of them, but when I saw this, if I were in their position, I would felt like I'd been demoted. And that that might y'all may not even feel that way at all, but that's that's if I had been up here and

089thought that I couldn't go directly to you, I felt like I was demoted. And that's just my thinking. And and I may be entirely wrong about it. But and and you can be assured neither one of them have said one thing to me. So I don't want >> you to think that there's people up here that Yeah. Yeah. And they're not. So that's just my opinion. Well, in my mind, um, in my mind, our organizational chart is way more complicated than what's on this piece of paper. >> And I would have a hard time and I will take any suggestion if you show me how what the expectation of that is, I'll be more than glad to look at it. >> I know that. I mean, >> yes, ma'am. But all these are our supervisors.

090>> Um our our HR is not a supervisor, but yet she's floating above the supervisors. Well, the only reason that's happened because we ran out of space. If you know, um you see Miss Melissa on there to to the left of me. I mean, >> yeah. >> 5.1. >> Okay. I was in the whole wrong section. >> 5 point >> 5.1. >> Okay. >> So I can read you that it's called line and staff relations. It says the director of school shall establish lines of authority which shall be approved by the board and shown on the system organizing it. There's a whole lot more. >> Go ahead. No let you said you want to read it. All personnel are expected to keep the person to whom they are immediately responsible informed of their activities and

091shall refer matters requiring administrative action to the administrator to whom they were responsible. The administrator shall refer such matters to the next administrative authority when necessary. All personnel shall have the right to appeal any decision made by the administrative officer through grievance procedures established through board policy. Lines of authority do not restrict the cooperative sensible work sensible working together at all staff members at all levels. The established lines of authority represent direction of authority and responsibility and avenues for a two-way flow of ideas to improve the program and operation of the school system. >> That's all of it. >> I I I just I may I may ask I need y'all's help. I need y'all to show me what the expectation is because in my mind to me this is very functional. We meet uh

092weekly and discuss the things that are going on within our department. Uh the folks that are not part of that meeting is our supervisor of transportation. And the reason he's not on it is they're getting buses back in the shop, but everybody else is is part of that meeting outside of the well, one of the secretaries is outside of receptionist and HR. Everybody is part of that leadership meeting. Everybody gets a turn at the table. The only other block that's not on there are principles and our CTE director and we have principal meetings to address things with them. And those supervisors, those other supervisors all have a presentation in that principal's meeting. Well, >> let me ask you a question. >> Yes, ma'am. >> This may be simplistic, but does it work? In my mind,

093that makes pretty good sense. >> Okay. So, this is how you operate [clears throat] all the time and it works >> for us. I think so. >> Back to the old if it ain't broke, don't fix it. >> But this is a change. This wasn't >> We never had one of these in five years. >> But what they [laughter] did, >> we ain't changing nothing. We're just trying to get something in place. >> What they did was put down what's been in place. >> Okay. Dr. Mr. Tos, did you answer to uh Mr. Sh Mr. Shores in the past? Okay, that's a change. Did Miss Cotton answer to you, Mr. Shores? >> When when either one of them when any of these supervisors had any kind of problems and they couldn't get to uh the

094director schools, yes, they came to me even Mr. Correct. >> But you didn't feel like you had to go through him to get approval. Okay, that >> but ultimately if he had any problems, if you had problems, you couldn't get to Mr. Harrove, you need to come to me. Correct. >> Yes. >> So [snorts] ultimately, >> every one of these >> it's a change. So I mean I I mean it's [clears throat] a change. So we might as well >> I just tell you the way we've always and and and I do I will [clears throat] say it used to say Coffee County Board of Education, the director of schools. Then there was a line directly underneath it that had the deputy director and everybody that was basically to the director was also through the

095the deputy director because they were the next one in in line uh to handle whatever situation came up which goes back to >> Okay, then you need to be over all these others too then. >> Well, I am >> Oh, you're over all the instructions. I'm not over them, but he put a uh Go ahead, Mr. perforated line there on the left and really the perforated line on the right but it's solid because I am the whatever color that is on the right side [clears throat] I supervise those as well. Um but I will say this in the mornings m before our meeting Mr. Shores meets with our maintenance director every morning. Oh, that's always been the you know what I perceived as you being over transportation and maintenance. I mean that's that's been my

096thinking and I remember you even Jenkins years ago the attendant supervisor he reported directly to the director. I've never known it any other way even under Mr. even under uh Dr. McFall. And I'm I'm going to ask a question just for curiosity. When when you were up here >> and we had an organizational chart and the line came out diagonal from the director of school, the deputy director was over. >> Okay. Just got a quick question. Whenever you were up here and Mr. Cumins wasn't wasn't here, did they did you go to Mr. Pal, Dr. Pal, >> or did you go to nobody? >> It doesn't matter who I was. >> I'm just asking. I don't know. I'm just asking. going to try to start. >> But uh uh Dr. Pal was the deputy director,

097but I never perceived him to be uh an intermediary between me and the director. I'll put [clears throat] it that way. And I don't think Mr. Jenkins or or Miss did m did Sharon Miss Spears go through you? >> I was in here when Miss >> Sharon Spears You weren't here with Sharon. >> I was at the Peace Coffee. >> Okay. [snorts] I don't >> but ultimately Mr. West here when Sharon Spears was >> not up here. No, I came. >> Okay. >> Dr. Cornelius, Miss Cole, Dr. Blessing, Miss Seismore, um I haven't dealt a lot with maintenance. Um, uh, Tanya, I mean, all of these directors I've worked with in some capacity as their supervisor on a daily basis. >> Well, I I know you do, and I know that I I give you

098praise for >> Yes, ma'am. >> for pulling all these people together and working with them because that hasn't been done, I don't think, as much in the past, which is wonderful. But I just I'm just trying to be an advocate for people that won't say that maybe maybe I'm just getting on a soap box for no reason. But I just feel like that if I'd been in that position and I looked at the organizational chart, I would think I'm not on the same level as the rest of these people because I've got to go through someone else. I got to answer to them. But I don't know. Maybe how do y'all y'all see it that way or not? Maybe it's just me. >> I'll I'll work on another one and we can talk about it

099at our December meeting. >> I'm just one person. >> Oh, yes, ma'am. I guess my question is >> I I'm thinking, you know, from the corporate world, which is not you really can't compare, but maybe a little um and and that's more of and I don't think y'all do that here, but like who whoever approves your time card, your time, >> right, >> is your direct supervisor. >> And then it goes up from there. And so, you know, Mr. Shores, you're you're the deputy director, but you're also a direct supervisor for maintenance and transportation, right? So, is that two roles, I guess? I don't know. Or one one a I don't know. >> If if if those supervisors need guidics on anything, I bet Mr. Morris is going to call Mr. Shores first over a

100bus issue. That would be >> and and like I said before, if Mr. Shores isn't there, [clears throat] I've taken those transportation calls. >> Yeah. >> And so everybody else at the director level falls under you, right? >> Or >> they all fall under me. >> Yeah. >> But just as far as dividing up some of the workload, he's probably going to deal with maintenance before I am. He's probably going to deal with transportation before I am. >> Okay. >> He's going to deal with uh Miss Tanya in the area of safety and things like that before I am. I'll still have a hand in on things. We we talk daily two or three times a day about things. And conversely, if there's an issue at a school, I'm probably going to hear about it.

101But if I'm not here, >> the call's going to get directed to him. >> Yeah. And >> but that is just by default I think that if you're not in the office deferred to him by default um but like say for instance if one of the say Mr. Cornelius for example not picking on you but just somebody at that level maybe had an issue that they wanted to discuss what no whatever it may be they go to you or Mr. shores. >> He he could go to he's coming to me. >> Okay. So, that would in my mind >> depends on which way it's coming from. You know what I'm saying? If it's going down or coming up and I hope that makes a little >> Yeah. When I think organizational chart, >> I'm thinking

102who I I need to see who I'm going to. Who is my next person up and who is their next person up? So, I guess that would be >> that's how you know, >> right? But I don't know if that's >> But the chart shows the next person up is is >> Yeah. >> so I guess that might be maybe where the conclusion is. I don't know. >> Well, if please email me your suggestions and I will get those implemented and we'll try again in December. >> And I have not had enough time to look at this, analyze this. I just [laughter] am trying to make sense of maybe >> what she might be thinking >> as an employee >> who's never been at the top, >> right? [laughter] >> Never will be, >> right?

103>> You know, us at the bottom are saying, "Who's [clears throat] my direct when I've got an issue? When I've got a if it's an HR issue or I've got a question or I need to have an approved time off, I just need to know who I go to. Who who do I report to? report. >> And that that was my my uh thinking is that if I hadn't reported No, and it's not against you, Mr. Shore, but if I had not been reporting to you before and all of a sudden it got changed that I've got to go through you before I can go to the director, I would feel like I' I'd feel different from these other people over here that go directly to you. >> Okay. I I will I will say

104Dr. Canelius normally would go to the director of schools first, >> but then that needs to be changed. >> Okay. So, yes, that could be moved over if you need to move it over. Ultimately, everybody here on this chart except for I mean the cop county board does not. But if Mr. Harrow is not here, then I step into that position, >> right? And that's what the deputy director for. >> If it's if he's not here, Dr. Kelius would come to me. Uh Mr. Mr. West Morland would come to me right now. They would go to to Mr. Harland. >> Not according to the chart. They would >> I and that's why that it's hard. You can't that you don't we don't have enough big of enough piece of paper. >> You just need to

105put one. >> Yes, ma'am. Our HR, we deal with HR weekly, both of us, but he deals with HR more than I do on hiring issues, uh, retirements, whatnot. We sit down together as a team. I don't have a line directly from me to HR, but I promise you this, Miss Langum speaks a whole lot more with Kelvin than she does me. Does that make sense? But we meet weekly. >> Does that make sense? >> I think I think perception is is everything. But you y'all uh please I I'm more than glad to change this. Please send your suggestions and I'll make it happen and we'll look at it again at December's meeting. I'll be more than glad. >> Let me say this. Thank you very much. I know this is a a this is

106the reason why when I came on here as a board member, I asked Mr. doors about our organizational chart and that's the reason I brought that up you know at a meeting a couple of weeks ago because we and his reply was we haven't had one in five years and that's not the way it's supposed to be and this is why we're in the position that we're in and we're we appreciate you >> for trying to fix this. Please don't take this as please don't negative I just I'm trying to be an advocate for [clears throat] >> some of these positions because I just feel like >> behind >> maybe I'm looking at it wrong >> behind the doors I think all of us up here we've heard that the little sprinklings of >> of

107this why there's you know and God bless you thank you and I I'm saying this in public in front of God and everybody thank you very much for taking you know we understand this is a chore But uh we're just this is something that we're all trying to get straightened out and uh but God bless you. We love you and we appreciate what you're doing. >> Yeah. >> And it might be just simple enough to go to Turner, Garner, Cotton, Cornelius, and Morris and say, "Who are you going to come to first?" >> Right. That's what I'm saying. >> They answer to them first. >> Yeah. Who do I answer? >> Whoever, >> right? Otherwise, I mean, and then we know that Mr. Shores will automatically be second if you're not. But yeah, I think

108this is a ton of work. >> All right. >> It's a big help. About the time you gave it to us, I had a question. [laughter] And of course, it wasn't it didn't have the answer to my question on here, but I did figure it out. [laughter] >> Okay, next up is bus [clears throat] policy 6.308 and we got a couple that should be in your folder and recommended [clears throat] revisions. So, I'll turn this back over to you, too. Uh, this wasn't my request on this one. >> Oh, [cough and clears throat] >> that request. >> Oh, okay. >> But we were on a roll there. >> We [laughter] were on a roll. >> Um, so this is going to come up at the policy meeting. Is that >> so? Yes. We got uh

109>> Robert's >> we got bus conduct >> and then we have 6308 6.308 6308 and 6.308 with a red line. >> So he sent a text and he said to share this with everybody. This is his thought. He said on the bus um we were trying to opportunity director or whatever the ability to have final say who can ride the bus or not severe enough discipline issues when kids are on the bus that's totally different distraction drivers deal with that directly impact the safety of other students on the bus. Currently, current policy states that principal only makes those decisions and that some aspect has and is being abused by some conduct is out of control. He said, I would just like some feedback so that we can bring it back to the policy committee and

110hopefully design something that the full board can get behind. >> So, what >> that's from Mr. So the red line here is TSBA recommended changes to the policy. >> So the red yes, it's merging the coffee county policies with the TSA policies. >> Okay. >> And that's the difference on. >> Okay. So Robert wanted us to look this over and before it goes to the policy committee. >> Uh yeah. Well, it was a policy committee and he pulled it out and had it come to the work session. >> Okay. >> So He didn't show up. [laughter] >> I I understand. I understand. >> But that's what he was going to. >> Okay. So, to see if this is acceptable to us and if we needed to make any additional changes. But >> I think that,

111let me read it again. I think that he's wanting the director of supervisor of transportation. He's wanting him to have the ability to have the final say who can ride the bus or not with enough discipline issues. He feels that when they're on there, the bus is out of control and it is not a safety issue. Okay. But I'm not seeing says the director's school shall develop procedures governing these cameras. But I'm not seeing in here where it says the >> I I think what he's talking about would be on our current policy lines 14 and 15 where it says [snorts] [clears throat] well starting with 13. The principal of the student transported shall be informed by the bus driver of any serious discipline problem and may be called upon to assist if necessary. A

112student may been denied the privilege of riding the bus if the principal determines that his or her behavior, >> okay, >> is such as caused disruption on the bus. Um, I think he's wanting, from my understanding, he's wanting that change to the >> supervisor transportation. >> That So there's no red line on that. So [clears throat] >> Well, no. I mean, this was on our >> I guess this is our current one. >> Yeah. Miss Melissa, [clears throat] can you make copies of this if you don't mind? >> I want to share this. Uh, these are our discipline procedures for our >> Thank you, Mr. Charlie. All right. So, what happens now? Chris is a fourth grade student from >> Hickerson. [clears throat] >> Hickerson. Yes, sir. >> Yes, sir. >> Member, ain't you? >>

113Yeah. He He rides I'm a Hulk. >> Yeah. He's a Hulk for life. He buy He rides bus one, two, three, four. and he does something on the bus first offense and in and the sheet we follow a procedure that bus uh bus driver is going to fill out a uh >> behavior report it might not be named that >> but there's a procedure right and that goes to the principal goes to the garage transportation gets one and the parents get one and And then there are is a progressive uh discipline plan in place. If it happens again, they get this. If they happen again that get this. We are in the process of trying to um plug the behaviors or the dam so to speak because we do understand that there are uh we've

114brought up having uh volunteers ride on some of our buses. But the bottom line is this. It's no different than our classroom. You may get Miss Miss Holly may have a much stricter classroom than Miss B. Your tolerance level may be more and you get into that. We want our buses to be first of all safe. And I'll tell you something that our bus supervisor does and I applaud the Dickens out of this. If there's a re uh referral filled out, guess what they do? What do you do on Sunday afternoons during football season, Mr. You go watch what? >> Film. >> You watch film. Our our supervisor watches film with those bus drivers and we talk about things. We talk about different options. We talk about Tim really does a good job of trying

115to coach our bus drivers through that and improve. The bottom line is going to go way back to what Miss Best said early. It's about relationships. And those relationships are principal to bus driver. Those relationships are principal to children. Those relationships are bus drivers and principal, bus driver and children, bus driver and parents. It's building that good relationship with those children. And we talked about this while ago and buses aren't going to be any different. We talked about behaviors escalation that we have in our buildings with behaviors. And we're not the we're not the only ones that are getting that. that's that's happened in public schools across the US. Um I think we have a plan or two in place to try to correct this. We're going to be working with principles. I support Mr.

116Morris 110% on working with our bus drivers. We're going to continue our bus driver training that Miss Tanya did. The last time we did it was two years ago. We're going to do it do it again after Christmas break here. What is it? The bus driver doesn't fill out the report. >> Probably nothing. >> Yep. >> Well, I know you know [clears throat] the uh bus conduct report is shared with us. Yes. Every month and it's quite eyeopening when you [clears throat] excuse me go through and start looking at it. Um, you know, I'm sitting here looking at the discipline procedure for bus riders, you know, and there's several instances on that report. You know, there's kids with third, fourth, fifth, sixth, even seven offenses. [clears throat] And I have yet to see one. The

117fifth offense is automatic six weeks. I have yet to say that >> on on any of them >> have, >> you know, and right and I mean >> how many students have we had that have committed that one? [clears throat] >> Let's see here. Here something >> I [laughter] had put together just happen to have. >> Well, hey, I'd love to see you in my own time. >> That's right. In Mr. C's will house. [laughter] >> That's right. >> Just just so we happen to have. >> Keep from spending, you know, going and eating at them high dollar restaurants. [laughter] You guys coordinated this, right? [laughter] >> Yeah, he he was very on time for that. [clears throat] >> Can I interject a little bit right here? >> Yes, sir. >> And I didn't I

118don't I didn't see a report sheet, but the question was brought up. How bus report is not turned in? I provide him a monthly I provide him a monthly report through the student information system. I just I was a little bit late by you this afternoon and from October 13th that was the beginning of the next day till November the 14th [snorts] Friday. So that period that month there were 69 incidences throughout the county throughout every school 69 [clears throat] entries of bus conduct. Okay. that the building buildings handled and entered into for you know conduct report but I don't know how many I don't if you have more than 69 that that would answer the question then that not every report that a bus driver I was assistant principal that's what we did we

119had those that came in and we handled them we went through this process and did exactly you know what was on here unless it was a severe penalty. But that would bring up your point if they're not I mean if it's more your number is more like from October 13mber 14 and I don't know what date you're using but that gives you a little bit of a reference there in that I saw >> I believe there was more than that but I didn't break it down per month but but all total uh And I did not include one that was uh a u that took place on a a sped bus because that's totally diff handled totally different. Anyway, these are these are gened buses. Um through the the date that Miss West Morland sent

120out to us, I think that was first part of last week. >> Uh the 10th. >> Yeah, the 10th. Yeah, [clears throat] it you know we had 419 reports filed from the first day of school. Um u I mean that's how many that's how many writeups have been turned turned in. um you know and I went on here and I broke it down you know with with three or more conduct reports and these were you know these were students because on that report it list if it's their first offense, second offense, third, fourth, fifth, sixth and seventh. So I mean I just kind of went down through here and broke it out by by school. Of course, you know, you look at the middle school and that's where you're going to have the biggest um

121you know, the most dried up or you most conduct reports turned in, you know, that age group because they're they're learning to fill their own, you know, >> we talked about it earlier. They're building those >> those networks. >> Yes. [laughter] you know, they're they're very But um you know, I know on here we got let's see what was it the fifth offense, you know, um there [clears throat] would be four four that um that's had five, there's one that's had six, and there's two that's had seven plus conduct reports turned in on them. So, um, you know, I mean, that's just that's just something to to to look at. And then also broke it out where the buses with 10 plus conduct reports. I listed them and the, you know, with the number reports,

122their their home school or or home route should say, and then it's listed, you know, what the the schools that the reports went to. Of course, on just about every one of them, you can see that there's the middle school listed because once again, that's uh out of the 419, they had 194 >> instances of of misconduct. >> So half of them come from there. >> Basically basically >> on this un this percent unreturned what does that mean that what does that mean? >> Okay. On the unreturned that if you look at that list it it lists the consequences that was given for that um bus conduct report. or that was returned back to the uh transportation department. Well, the unreturned is the number of instances that they did not get anything back from the

123schools on that that ride up or or that bus. >> So, there was 48 that [clears throat] wouldn't that wasn't responded to? >> Yes, ma'am. So you're saying the report is written up by the bus driver and it goes to the school >> and the school has to follow back up. >> Parents going to get a copy transportation the bus driver is going to take that copy with them >> to transportation headquarters and the parent. >> Okay. >> But it goes to the admin. The admin is supposed to take care of the bus report. Then there's three there's I don't know if they have changed it on the the sheet but there was three copies carbon copies. One goes to the bus driver that goes also back to bus garage >> transportation. >> One stays

124with the principal or the admin. Then one goes home with the student to the parent to be signed so they know what the punishment what's going on is. That's the way it's supposed to be happening. >> Okay. >> When you say unreturned that's like no response. >> Yeah. No response back from the school. from the school. >> Yeah. Back to the transportation department stating that >> this is what was >> so what was done? >> We don't know how those were handled. Is that what you're saying? >> Right. >> Okay. >> Right. >> Does the bus driver know how it was handled >> if it's not returned? >> Nobody knows. Other >> school I guess the only way they'd know what's handled is if the kid gets back on the bus or not. >> The

125report should be returned. If it's not, it should be returned. >> Yeah. >> So that everybody knows what's going on. >> Yes. >> Two schools on there that had quite a few that weren't return. >> So basically in Hillsboro, 80% of what's going on don't even get back to the bus driver >> or get back to the Sure. >> transportation department. and you you you note a potential area that that we've talked about working on. But I also want to remind you this. Miss Holly is very strict. She's going to write you up for about near nothing. >> Miss Beth has a little more tolerance. >> I'm >> You get what I'm saying? So the number of writeups I mean I >> Yeah. >> I'm not counting. We want our buses safe first. And what

126level of behavior or what constitutes, do you understand what I'm saying? >> Oh, absolutely. >> Between bus drivers is going to be no different than it is in our classrooms. >> Well, you may have, like you said, you may have one bus driver that's super strict on everything. And you're going to have a bus driver that's, you know, oh honey, that's sit back down. You're fine. you know, I mean, >> you're going to have a lot of coddling going on with some of your bus drivers and, you know, but the I guess the main thing is and if you sit down and really look at that that chart and and study it, you start saying the, you know, the biggest thing it gets back to is it doesn't follow the discipline procedure because I mean,

127you'll have kids with, you know, three or four offenses and you know wrote down they got a warning, >> right? >> Well, I mean that you know that's where that's got to stop, >> right? >> You know I mean we got the procedure for a reason. I mean, >> you know, that's what, you know, that's kind of stuff's got to, you know, >> where we need to without a doubt. And but I want to make sure we are consistently implying because we're going to kick her off a bus. Remember, you get into classrooms and that six referral we tow that line is a six referral. Whereas Miss Holly, we've kicked people. She doesn't have half her bus load left because she's kicked them all off her whispering. You get what I'm saying? That that plays

128out too. I just I guess my point of saying that, Mr. is I I read you loud and clear, but on there's another side to it as well. >> Right. I just want to make sure we're all aware of the entirety. And let me let me because I I've I've used a lot I've dealt with a lot of bus notes over my years as a principal. You can get and and I think what Mr. Hargrove is trying to say. I don't want to put words in. You can have a bus driver and I'm not saying it's okay to do this. So the student is in their own but they're not supposed to turn behind them and talk to somebody on the seat behind them. the the bus driver could turn that in >> and and

129well they do it again and they do it again and and but it's turning behind them and some of our kids won't come to school if >> they don't have a way to school. So that's one of the things that's looked at but then on the other hand you have a kid pick up a pencil and throw it which I've always thought was the one of the most dangerous things because it could hit the bus driver and cause a wreck. It could poke out of another kid's eye. There's so many things it could do that could jump into a automatic. You're you're off the bus. So, there's there's different levels and and if our principles are not, they need to be looking at those different levels as well. And yes, that that form states it

130doesn't make any difference what it is. If they do it six times, they're off the bus for rest or six weeks or whatever it is. >> Yeah. >> And and we got to remember with Mr. Dr. Canas we we do have attendance things. If the kids are not in school, >> they're not going to learn. And so there's different weights to different parts of it. It does become hard to to kick a kid off the bus for their their feet being in the aisle of the the bus. Am I saying it's okay to put your feet in the aisle of the bus? No. That's dangerous. You could trip somebody. But but they're they put their foot into the aisle and they get written up. And that goes back to what Mr. Harkrove is saying. You

131do have some bus drivers that will now little Johnny, I need you to move your feet back in again and again and again. And then sometimes it's 10 times and then they finally write them up. We we we understand that and it's not allowed. But it's one of those things that it's not just a cut and dry easy because there are different situations and different levels and and you you don't want to take a kid off if they're just talking to their friend behind them because I've done that whenever I'm on the bus with y'all at a going to you know school or something for a fall retreat. >> I turn around and talk to y'all and that's not allowed. You're not allowed to do that. >> Why would you be able to do that

132on a bus? >> I always been because It's dangerous. You're supposed to be looking forward >> straight ahead. It's It's the rule in case of an accident. You're supposed to be looking forward. If ever there's ever an accident, then you're going to hit that seat in front and it can actually create an egg injury. So, you're not supposed to be doing that. Uh so, there's there's different things with it and and we need to remember those different things. I agree there's something needs to be done. We need to look at it, but we can't just automatically just say six times and then boom, you're you're off. Cuz those kids might not ever come to school that whole time and and they go to judge and the judge says, "What? I I couldn't get my kids

133to school. I had to go to work." >> But I think consistenc I thank you. Go ahead, Mr. Hanser. >> I I think consistency is a thing that we're we're liking, too. We just talked about this in our legislature thing and Mr. Ballard was there, Mr. Uh we also had a a knife issue come up and they didn't get but five days, you know, and and we just talked about this at our legislature thing >> and and and >> the zero tolerance thing is not zero tolerance. And and we we just again we just talked about that this this past weekend. >> Sure. And on the other end, it's states in policy. They have to report by the end of the route. That was not reported to us by the end of the route. >>

134Our principles can't act on it if they didn't know about it by it clearly states that. But to to address the I hear you loud and clear. We're on the very [clears throat] same page. We want our buses to be safe. We want discipline. We want consistent discipline. We're training our bus drivers, our transportation supervisors all over it. We're attacking in different areas. We hear you loud and clear, Mr. It's and and it does. It needs to get better. Well, I think the the biggest thing, you know, after look, you know, looking through the reports and right, >> you go through there and and look at what the the misconduct was >> and you know, [clears throat] some of them was pretty pretty bad and then you look at the discipline that was given and

135it's like, >> you know, now you look at some of them and like Mr. Shores said, you know, >> little Johnny was turned around in his seat. You know, I get that that that's But when you look at them, you know, a kid is choking another kid, a kid is is >> um you know, throwing objects across the bus, which you know, all of that is very dangerous. >> It is. >> Cuz we got we got one person on that bus, you know, and that's a rolling campus. >> Yep. >> You know, and and the thing is is, you know, it's very dangerous. And that's where I have to agree with Mr. Gilly is you know it's detrimental that that you know you know that the discipline needs to be consistent across the board because

136all those buses >> on the bus it needs to be consistent on the bus with our drivers >> and I think Mr. Morris is trying to attack that and on the punishment end. Uh you brought up something a while ago about our our maintenance or our uh bus supervisor applying the the the punishment that might be something worth looking into. And and why couldn't you decipher between a minor offense and a major? Like if you got seven minor offenses, you that's if all the child's doing, like you said, maybe one bus driver is more tolerant than the other. Maybe not >> not setting up or whatever. >> It is. It's just not cut and dry. >> Yeah. >> But I I hear you loud and clear. That might be something we might may want to

137do. um let our our transportation supervisor >> deal with all the >> our admin on that end that deal with this. They need to be talking to the bus driver. They need to be out there when they get a report, whatever they decide to go with it. They they don't need just hand a report to them either. >> They need to discuss that with with the driver. There needs to be a communication of what's going on. and I think it will take care of a lot of the the things that's going on. But but they're gonna have we're going to have to move that direction. And like Mr. Hargrove, we're hearing you. We we are hearing [clears throat] you and and we need to make sure that those things are taking place and if they're

138not, they start getting done. So, uh but but it does it creates a communication piece that the driver is the one that's having to deal with it. the the principal may know things about that kid and some other things that's going on. They need to have those discussions. If you if you never talk together, it never you never find out. >> So, I I think that's good. >> And that speaking to that, the relationship piece is what he's talking to. Our bus drivers hear things that our teachers and but and principles don't hear. I mean, they're part of that child's an important part of that child because they hear things that sometimes a a classroom teacher or an administrator is not going to hear. >> Well, they're the first ones to pick them up. >>

139First face they see, last >> Yeah. and these the bus drivers and some of the bus drivers that I've talked to feels like that they're just they're wasting their time and we've got to get away from that too. I mean we we've got to make them feel like that they're not wasting their time because they're obviously they're not communicating with them and they're they're not turning the stuff in and some of the times if we're not turning it in what does that tell you? Well, it's not going to do no good so they're not going to need me wasting my time and turning it in. >> Yeah. We agreed wholeheartedly with that. >> We've got to fix that. You know, that's I think that's what all of us >> and I I going to go

140further enough to say if if the bus driver doesn't feel like they're getting that, they need to go and talk to Mr. Morris. Then Mr. Morris can needs to come and talk to me and we need to we need to get that figured out so that we are getting it taken care of. But if it doesn't if we just build up and and let it just get fester and get matter and matter and nothing's getting done, nothing's nothing's going to get done. We we've got to we've got to have that communication and the driver needs to if they're not feel like they're getting the sport, they need to go to Mr. Morris. Then Mr. Morris needs to bring it to me and we need to start looking at what we need to do to take

141care of it. But serious offenses and if a report gets turned in, that bus driver did it for a reason. There's something needs to be checked out. It may not be anything massively bad, but it needs to be checked out and we need to figure out what's going on. And I'm not going to say we can fix it, but we need to start looking to see what what needs to be done to take care of it. >> Student 14, there's 389 districtwide documented bus conduct >> 389. >> There's four 419 through November 10th. >> And very easy what could happen. [clears throat] I a principal gets busy. They they take care of the bus note. They sit it aside. They're dealing with something else. Two weeks later, it's not been entered into synergy yet. And

142I'm not saying that's right. I'm just saying it's one of those things that happens. So, it's not in his report, but you have it. >> Well, I mean, we all got it because it was >> You get what I'm saying? And what's happened is the principal just hasn't had the chance to enter it into the the database >> and it happens. I guess my biggest thing is, you know, that that I'm pushing for is just we need consistency from top to bottom. >> Yes, sir. >> On concur >> on it. I mean, that's um I think everybody needs to get together and, you know, talk about it. But, you know, biggest thing is we just need consistency from top to bottom with, you know, make sure that everybody everybody's on the same page. And we

143got to attack that from and we passed this out. That's going to get attacked from several different angles, >> right? >> In January or beginning of the first uh second semester, we have some training for our bus drivers as well. And we want to support our bus drivers. They're important. I mean, like you said, the first phase, the last phase, >> but uh >> would it improve consistency if we took [clears throat] Mr. Y suggestion here and and deleted the principal and put Mr. Morris or >> that might be something you want. Um I mean that's >> is there any >> that's an option. That's what I brought up while ago. That's >> I I I'm going to be honest. I think I would be very lerary of doing that. U I mean that's the

144choice of the board. I I would be Larry of doing that because right now you have somebody that's in the school that knows the child, knows the family, and we we're looking at 10 different places. And if you do that, you're you're knocking it down to one person. And and I'm even our principles are struggling to get all these in and taken care of. And now you have one person that doesn't know all the families and all the situations that's out there. But if that's the direction you want to go, we we will take it. to definitely go with it. But we're talking about one person basically taking and doing all the discipline throughout [clears throat] the entire district on buses. But maybe that's what you want. >> I'm just looking for pros and cons.

145That's what >> I don't that's my my own opinion. >> We could try it for a for a period of time and see if it worked. I mean, we don't this is not this is not etched in stone. I mean, absolutely. I agree with Mr. Gilly as well. I mean, we've got to do this is not working. what we're doing now is not working. >> Would this be something that I'm just thinking outside the box a little bit here >> that >> would there be enough work involved here that it would be advantageous to create some sort of position for this or no >> enter the last thing on the agenda was the bus volunteers. >> Okay. >> Second to last. >> Well, second to last. I forgot [laughter] we shifted to >> we shift

146the fundraising. >> It's a matter of like >> I mean I understand the principles are >> I've talked with the transportation uh supervisor on this issue. He feels like we have about five buses that are targeted. >> Okay. >> And uh that would really help. We would um uh Miss Melissa's actually got application together but and we feel like it is acceptable with our insurance. they would be covered, but we need to sit down at some point and go through the vetting process of the people >> actually in your packet. >> There you go. The the form is and go through the vetting process and talk about [clears throat] how we're hash that out, you know, because it'll be it's a little an investment. >> Yeah. >> And I don't you know, you have folks

147volunteering their time and efforts to >> to sit on our buses and you're talking about having those people trained as well. Yeah, it's more than just driving the bus and driving kids. There's an administrative side of it. >> Sure. >> Entering in all the >> Yes. >> All the bad behavior is a job in itself. You know, it's sad, but >> Well, I think once a child has gets to that second offense, which is could include up to three days suspension, they need to know that they'll be going to the school counselor because we just got to keep the school unlike Mr. Shores. You got to they got to coordinate this. This can't be that they're on that bus. they're not no longer my responsibility. If a child's acting up that much, the counselor needs

148to find [clears throat] out what's going on, if possible, what's going on with that child and talk to the parent and say, "Look, >> you know, this you they're going to this is what's going to happen, even though they've already signed this. The counselor at that school, I mean, and that's what they're for." >> Yeah, >> Miss Freda, that I'm not discounting what you said, but that's already taken place >> on two or three issues. And I spoke to this while ago where the bus driver heard things from the child >> and the school counselor or schools got involved into the situation >> and maybe if we had a had a rule that you know by the third offense they automatically even if it's they go to the school counselor because I'm sure I'm sure

149not all 419 of these kids went to the counsel. Well, that's one reason that we might want to consider leaving it in the hands of the principles because they're right there in the school with the counselor and they'll see if we set up a policy for it, they'll see that it's followed through and these kids get that, but we won't necessarily get that with our bus drivers >> that we get followed through with our counselors. >> That that was a point kind of need to work. >> I don't know. It's just it's it's a hard situation. But I do understand why a bus driver would be upset if you turned in a report and never got anything back. You know, even if the principal thought it was a minor thing, they just need to tell

150that bus driver, "Look, I didn't, you know, we didn't do anything. We figure that's minor." That >> this situation's unique. >> Check. It's check mark. You You responded, >> right? >> I I'd probably say, Miss Freddy, there's a little element of neglect. It may just be they haven't entered them all in synergy yet. Right. >> I got a lot going on. >> Yeah. >> Another position. >> Create a new position. >> I'm out of firework. >> I got [laughter] the discipline. See? >> Yes. >> That would be high stress level. [laughter] >> I wouldn't sleep at night. Just reading the conduct report keeps me up. [laughter] >> Oh no. >> Don't know if I'd wish that on anybody. All right. You want to talk a little bit more? I mean, we you kind of touched

151on the the [clears throat] bus volunteers, how you can >> It actually came up during our innovative committee meeting and uh our board chairman proposed about having dads or people outside the school system in our school buildings. But we just started thinking about moms and dads or just caring adults in our community that would ride buses in the afternoon because the majority of these instances, you know, it's kind of funny about children. Uh if you can get them in the building in a halfway decent place, they're going to be okay until just about lunch. majority of behaviors happen lunch in the PM [clears throat] >> and and the busing just is a part of that. Um but potentially having volunteers ride on buses. Uh my thoughts are we need at least 10. That way there's

152a little bit of a rotation and you're not expecting the same person every day. 10 15 would even better so we could swap in, swap out and um place those on those most need needy buses so to speak um and assist with that. Um, but it would be purely volunteer. Think about paying them uh for their vetting, the vetting part portion of it, background check, that type stuff. And if someone rode x amount of trips, we produce that payment possibly back to them. That way they're not out anything for volunteering. But we've got some work, you know, we've got some things accomplished on the pay end. It's just if we pay for Mr. one time, pay for it and he does it one time off, we've lost quite a bit of money. So an investment,

153uh there would be a training required too. So >> So basically you're take you're talking about these would be um basically employees of the school system. If you're going to pay them for their >> further trip, [clears throat] >> they'll be volunteers. >> Okay. Well, you know, I I'm I'm just looking at this from a liability issue. I think that's a huge liability issue. Don't matter what kind of training you give them, unless you give them a psyche vow because, no offense, you're going to get some people out here that the first time there's an incident and they put their hands on a kid and another parent sees it, cuz the thing is on a bus, it's videoed, >> right? >> It's all on video. I just think you're opening yourself up for a a

154huge liability issue in that regard. Whereas if it if they were a official employee of the school, not saying that they're paid with benefits and whatnot, but if they're an official employee, >> you know, then it kind of covered a little a little better than being a volunteer. I I hear what you're saying. um that goes through what we come up with as the vetting process. We vet our teachers in the same fashion that we would vet the volunteers. So you we have a background check. Uh will be drug tested. There's some things that are legally held against them if they violate certain [clears throat] certain things. But >> so you're saying there's people out there that want to ride around on a school bus and handle discipline issues for free? >> I don't know.

155[laughter] >> I don't know. But only go ahead. >> The truth is yes. Because when my kids were riding the school buses when they were small, I called the school and begged them to let me ride that bus. We were having teenagers pulling their pants down, showing their butts to my second grader. And I and that their excuse insurance. >> It's too much of a liability. Well, that that kid showing his butt [clears throat] to my kid. You're liable to get sued a lot quicker with that than a lot of. So, yeah, there are parents out there who say I will ride that bus. >> I'm gonna do that. >> The law will not allow anybody that >> that's what I ended up doing. >> The law will not allow just anybody ride the bus.

156Period. There's even a sign says >> you there's certain things you have to go through. So there there are thorough laws with that. >> I called the insurance company and I talked to the main person. So I don't know if there's a law then we need to check it out. >> There's a law that if you're driving down the road you can't let just anybody on that bus. >> No. Now, we're we're not talking about, but what I'm saying is there is a law that has just passed that we had to put the sign on. You're not allowed to let anybody on that bus that is not supposed to be on that bus >> and can't just hit your >> It's just a wall. I'm not saying I just want you to be aware there

157is a wall. >> Yeah. Can't be hitching the same as like volunteer football coach. Correct. >> So, I mean they're the same. >> Now, I wasn't talking about what Mr. Hardrove was talking about I'm talking about the law that you're not allowed to let others on the bus. >> Okay. So when I called the insurance company I asked them if we [clears throat] could let volunteers ride the bus that had checks [clears throat] that had you know they would go through the same procedure and he said yes it would be covered under insurance. And I asked him I said what I said we need to do anything else. I said, "What about a waiver?" And he said, "Well, that's always a good idea to double." So, that's where I w it would be the same.

158You know, you were talking about putting your hands on it the same as a footballenter. maybe. But I I look at it that the uh you know the volunteer assistant football coach is you know in essence is employed by the school. They they're getting a stipen from the school. They're getting paid to be there. So >> most are some aren't. >> Yeah. But uh you know the ones that aren't then absolutely they fall in the same they fall into the same category. Um you know I I just I'm just thinking about it you know looking at it from a liability issue is is you [clears throat] know you know like I say you got you got you know Mr. Harrove over here volunteering, riding the bus, and he puts his hand on little little Timmy

159to break up a fight. You know, little Timmy and little Mark. He's breaking up the fight and then little Timmy's mom gets wind of it and you know, >> she goes gets an attorney and next thing you know, here we are, >> right? Well, that could happen in the classroom setting. That's not just >> Yeah. But I mean it's one thing if it's a teacher that does it or or you know >> well the volunteers could get hurt too >> from what I've read in the I mean I'd be afraid to be on there myself >> but uh you know I mean I just looking at it from the liability standpoint of you know >> are you going to open Pandora's box? >> What about the safety issue though Chris? Are our kids safer on

160that bus? Is that bus driver safer if we've got that extra pair of eyes? Oh, our buses would be much much better off with and a bus attendant on them. But my whole thing is is from the volunteer standpoint and and parents is the liability side of it. I mean, to me, honestly, I I'd love to see a bus attendant on every school bus because that would leave the driver to focus on on driving and being safe, you know. Um, I mean we have it on our sped buses, you know, we have a a bus attendant on them just because of, you know, you just have to, you know, getting a but I mean on our gened buses, I'd love to see a bus attendant on every one of them from I mean it's be

161a much safer environment, >> you know. >> Well, I get your point. I really do on the liability, but honestly, I've seen more shut down in a school system that could have real positive results by just that liability and the fear of liability. >> It's constantly shutting this thing. >> Yep. Yeah. But unfortunately, we live in a day and time where everybody is so happy. >> You got you got attorneys out here that's just dying to get a hold of something like this because they're going to make a bunch of money off of it. And I hate to say it, but they're the ones that push you. Um, you know, so it's it's kind of one of them things that, you know, we have to look at the the climate that the world's in today

162and go by that and what's best for, you know, what's best for our system. >> Well, what would be the difference in a a would they be considered a volunteer if we paid them a small stop? Say there were volunteers that would be willing to do it, but $10 a day or you know something. If we're paying them, would they be considered an employee and covered? >> According to what Mr. Well, he I guess we'd be just like a volunteer football coach. >> Stop with getting much of a stop. >> Still be a employee and that would maybe cover the liability part because uh I mean, you know, if somebody's going to volunteer for, you know, and you're going to pay them 10 or they're not doing it for the money anyway. I mean, some

163way or another we could get around where they could be an employee and then it'd still go through the vetting and everything just like an employee. >> But if they're a volunteer, Melissa, the insurance still applies, right? >> Okay. So, so there's no difference between a employee versus a volunteer. In this particular case, according to our insurance, >> that's what he said. >> The biggest difference would be perception. >> That's going to be your biggest difference is perception. public perception like Mr. Hard said earlier on I think on the organizational chart, you know, it's all about perception. You know, how people on the outside see it. >> Mhm. >> You know, and that's the biggest thing that, you know, [laughter] I mean, I'm not I'm not sitting here saying that I'm against it. I'm just,

164>> you know, looking at it from the whole liability issue here. You know, >> what if we put some of our our staff on those on those buses? as far as in >> doing the same thing. >> We'll start paying overtime over time. >> But we can probably leave. >> Yeah. >> Being honest. [clears throat] >> I mean, wouldn't that be the Wouldn't that get us out of all of that, Mr. Fargo? >> Uh, in in a way it could creates another conundrum on the other end and when we start building a budget, but yeah. >> How many do we need? I mean, >> uh, we probably disagree on the number. >> I mean, I'm just saying >> I talked with the supervisor. He feels like every bus, my my the supervisor, we kind of

165feel like there's five buses. >> That's the problem. Yeah. >> The the majority of these statistics >> Yeah. come out. >> Sure. >> Yeah. Well, I mean, I don't disagree with that. I just made the statement that I would love to see them on every bus, you know. But you know, absolutely. The more troublesome buses is where we need them, >> right? >> You know, >> start there anyway. >> Exactly. You know, >> well, they will be having training just like our bus drivers do on how to handle disciplinary and stuff like >> that was our intentions. >> And I I agree with >> Keep your hands off the students, you know, teach them. >> No, I agree with Beth, too. I mean we can not do anything for fear of liability too but but

166you know ultimately I think you know we were just talking about the safety issue and all these vi you know so you got liability on one hand and you got the safety issue or the you know discipline issues on the other hand so how do we strike the balance you know so I you know we got the insurance issue covered so I'm you know the the liability I mean in the state of Tennessee you don't have to run a school bus even you know because and we're taking on that whole liability just running school buses so you know that's I don't I don't see it as an issue really you know I mean you take a little bit of a risk but you do that anyway no matter what you do >> when we go

167back to our strategic plan our number one goal is student outcomes So students are first and what's going to make our students safe. What's going to make our employees safe? I mean to me that's we're always saying that's that's a priority for our system. That's a priority for our finances. What's going to provide safety? If I got a little kid with a knife on the bus, I want that extra pair of eyes. I don't mind at they actually touch the child. [laughter] Let's get that knife out of their hand. So, that's just my opinion. >> But as far as the the policy goes, um I mean that might be a topic for December in a full board. Y'all feel the same. >> We have all the seats committing. >> I don't think so. talking about

168it. Yeah. >> Okay. So, we can just put that on the agenda. Yes. >> Well, I won't be there. So, y'all appreciate >> Okay. [laughter] We won't let you. >> We'll have to pull up here. >> We'll have to pull up the tape and refer to your comments. [laughter] >> That's right. >> Go back and review the YouTube. >> All right. Last item on the agenda is fundraising. And That is you. >> Yes, ma'am. Yes, sir. During last week's principal meeting, we discussed the topic of fundraising. Again, these were the following takeaways from what was shared amongst our leadership group or principles. Our principles are not crazy about the amount of fundraising that goes on. their comments. We hit the same businesses over and over. Where have we heard that? Yeah. In the board. There

169you go. >> Right here. >> Hey. Yeah. Well, hey, I'm telling you, your building level leadership expressed the same concerns. >> Two, the con uh cancellation of Monoo hurt our fundraising this school year for certain organizations that tie the fundraising. They canled three days of it. It bit us a little bit this year. Um, past life very envious of Coffee County schools because the organizations here got to take advantage of fundraising there. And I've always been a proponent of less is more, let's do bigger things, but less of them. But anyway, we'll get to that. So number two, Bonaroo heard us. Three opposed the question, can we improve our current fundraisers uh fundraising practices? Their answer in consistent was yes. We can do less but bigger, smarter fundraisers. Research says people generally like receiving something

170of value. The majority of the time that means a pork butt, sweets, food, fruit. You can maximize the amount of fundraising, minimalize by taking those in and people are going to pay for those things if it is a good product. We all agreed that we can cut back on our fundraising, but there's another side to the knife. There'll be a point where we start dropping programming for our children and we need to figure out where that line is. We won't send DECA to national DECA. We won't take outofstate ball trips. we won't be able to go participate or have this program or that program. Programming is going to take a hit. U the facts and you guys get the little one. I can't see the little one. I get the big one. Don't have these

171in front of you. Okay. [laughter] little light reading. >> If if you could if you could gather all these things and much like Mr. uh has done with the bus report. I've taken this fundraiser. Most schools take the high school away from take them out or not Raider Academy and on down their fundraising is about seven to 10 a year is what I've counted up and com kind of group them. Especially in our elementary schools, you have one with 11, another one with 13, another one with eight. Our middle school h has about 14. And we just you get in those number things. Our high school is going to a much different critter. That's not rocket surgery. They're going to have a ton more. And when you break it down by like clubs, certain clubs,

172guess what? Their range of fundraising is 7 to 11. Just like an athletic team or an elementary school, they're averaging just those same amounts. Now I've also shared with you there's a document when it kind of that comes up with the price to participate with our athletics cost per sport and it also had with our clubs for participation in clubs and obviously some sports are more expensive than others. This is cost like >> Yeah, this is a sheep. >> This is not what the parents are or the students are charged. This is the cost. >> Cost. >> Yes. >> Yeah. >> Yes. >> And there's a different I mean for us I don't know how many and Miss Holly spoke up so I'm going to use cheerleading. How many uh cheerleaders do we have? >>

173About 26 I believe $1,000 a pop to go to Yeah. >> cheerleading camp. That's $26,000. >> But damn it, we're pretty good at cheerleading. >> I don't think it's $1,000. I think what they showed us on the breakdown was about 400. >> Okay. So, to cut that number in half, >> that's that's the camp feed. This is the camp. >> I think that's what it is. I I vaguely remember seeing that. [clears throat] >> But they're about 7 to 12. Even if you break it down by sports, those numbers actually, believe it or not, shift lower. But our sports are also receiving school supplement as well. Does that make sense? But I mean, like we have one organization that I mean, we fly our kids to Florida and they take part in a national competition

174and >> they go to California, too. >> Yeah. There you go. So, can we do things better than what we're doing? probably can we look at limiting? Yes. Uh the caveat to that is if we're smarter about and doing less um I mean our principles agree with with you all. I mean we beat up the same people over and over and they they feel that too. But the cost is we may not have some of the programming >> if it gets limited to a point. And I do know there are some certain school systems in our state that part of their policy limits the amount that they have. >> But I also say I also take in consideration the standard of living in those counties that have that may be different than ours up or

175down only. Does that make sense? But we're we're talking about trying to come up with plans and really maximize. I mean, if you sell Boston, [laughter] nobody feels bad. You go home with a ton of meat, that's worth it. We just kind of got to think a little differently. Well, that that's my whole thing is, you know, I mean, you look on here and you got programs with, you know, bukoo and different fundraisers, but their fundraisers aren't generating very much money. >> You know, to me, the burden needs to be put on them. Well, you can have fundraisers, you know, a limited number of fundraisers, but you need to start thinking outside the box and you need to start having big hit fundraisers, you know, where you're making big money off of a few fundraisers

176versus, you know, having a fundraiser that generates $2,500. >> Smarter, not harder. You're >> exactly Exactly. You know, I know, you know, I know for instance, you know, some of the the sports programs and I think, you know, basketball is one of them. You know, they have, you know, they put on like preseason tournaments and something like that. Well, you know, you're making money off of people from out of your area, out of your district. >> You know, the money's coming in from that. I mean, you get a little bit of money if you charge for, you know, people to come in and watch the game, but for the most part, you're making money off of people outside of your district. >> You know, better, doesn't it? >> It does. It It's got a much

177better taste to it, you know. It's But I mean, you know, instances like that where they're making, >> you know, they're they're getting big lick um fundraisers, you know. I mean, now I know that, you know, a lot of the groups and stuff, you know, uh, you know, if you're not a sport, you can't hold a preseason tournament or anything, but but there's other options, you know, like I know when my son played baseball, that was that was probably their main fundraiser every year was selling Boston butts, you know. I mean, made a good, you know, always done really good off of them. >> Do less, smarter. >> Yeah. >> Make more. You know what baseball's a big one is now? >> I don't know. 40,000 on whatever it is. >> Sell sheets. >> Oh,

178yeah. I see. >> Let me say something about [clears throat] baseball really quick because I don't know when I'm going to get called out to go pick up from the student government thing. So, I don't know how much I'm waiting on the call. or the text, but um I've had some of the the baseball parents talk about um that they are they have to fund raise to um get the fence maintenance or whatever. And the field maintenance, this is both high school and middle school. The field maintenance they have to fund raise for. There's a dugout at the middle school that a parent actually volunteered themselves to pay to repaint the dugout. Um, they're taking baseball programs and there may be other programs that are in this same boat. Probably are. I just know the

179people that have talked to me are doing kind of general maintenance type stuff that I would think would fall back on the system to take care of field. get the field ready, paint the dugout, get the fence repaired or whatever, but they're they're from what I'm hearing, they're fundraising [clears throat] and paying for these things. I mean, isn't that the responsibility of the district? And and in my mind, our policy, I believe, says that fundraising [clears throat] >> should not should be supplemental, should not um should not be taking care of things uh the basics, the necessities, the things the system should be and the district and the tax dollars should be taken care of and and fundraising should be more of an icing on the cake. Yes. Exact right there. uh six let's see

180what's the number on this 2.601 2.601 um fundraising activities shall be authorized by the board and shall be for the purpose of supplementing funds for established school programs not for supplementing funds which are the responsibility of the board. Some of these things that fundraisers are used for are things that we should be taking care of in my opinion. um the basics, the necessities, cheerleaders, parents, they're not even fundraising for them. The parents are providing palms. That that that's a basic. You can't cheerlead without palms. >> Um banners on the wall and stuff like that. In my mind, fundraising should be for the extra, not for the basic necessities that we need to provide or if and our minor sports are and you know from the data you've pulled are 95% if not more funded by

181the parents because we as a district are not giving them hardly anything. Baseball team gets $1,900. If you divide that by player, that means we give about 50 bucks a player and you parents are going to pay for the rest of it. >> Yep. >> And so >> probably been that way for a long time. >> Probably a long time. I know. >> Can we do better? [laughter] >> I know we can't pay for all of it, but can we do better? Can we provide more so that our >> We potentially could, >> but I mean it's going to go back to like what my comment to Mr. Hanser. At some point it infringes. >> Yes, it does. and and >> what a want and what a need is defining that is not it's blurry

182is all get out. >> I agree it's not simple. >> I understand it's very complicated and >> and as a former coach I absolutely detested fundraising. >> Yes. I think they all do. >> And I wanted us to do bigs take in big amounts of money and do less of it. Let's work smarter not harder. But it also came at a price. >> Yeah. >> We didn't have the Cadillac of uniforms. We dressed nice, >> but we didn't, you know, it came at a price and we made those choice. But there were also some other things >> that were in place that assisted the program I was coaching that are no longer in place, >> nor they're in Coffee County that were great financial great financial aid >> right >> at the time. real quickly

183because because I I trust me, I've got I've got a child that plays baseball. I would love to give I would love to do so much more >> for for the baseball and softball >> quickly. Yeah. >> But >> what the way I've always done because you've got to kind of you got to be careful on how you handle it. >> And the way I've always gone about it is adequate adequate to nice. U and and that's what we have to provide. We we have to we need to provide that it's a nice setup. It's it's adequate for for the game and for it to be taken care of. Uh there's been a lot of money been going through to to baseball, softball, uh basketball, football, all the way through. And I'll just start off

184with baseball. We we softball and baseball. We changed out the bleachers, put concrete down. The bleachers have been completely upgraded. Really nice setup. Uh, baseball at the high school changed out some of the fencing because it was in poor condition. The ball was rolling under. I've heard that there's one or two spots that still is, but we've we've changed out some of the fencing, so they took care of it. Uh, dug out it over at the the middle school. We put up a new fence so that a kid they're throwing at the first base and it doesn't knock a kid in the dugout in the head. >> Um, >> safety. changed out the uh netting at the middle school for both softball and baseball. Uh we're doing the lights at all of our athletic fields,

185which is little over $1.5 million. Um so there's there's a lot of money that is being spent and and ultimately it is the place of the the baseball or the sports. It doesn't matter which one. if they want more and a better and above what they have, yeah, you're welcome to to change and and put more money into it from the boosters. But but yes, we the way I've always seen it, we need to provide adequate to nice >> for the game to make sure that the game could go on. But do we have to pro do we need to provide the very best of every Hey, if the board wants us to go that way, I'm ready to start, >> right? And I I got projects I could go pretty quick with. >> I'm

186not suggesting the board provide the Cadillac. I'm That's why I said the necessity basic and then fundraising supplements. >> So, so if we look at the gym at the the high school, uh we they used to have the crankup type >> goals. Now they have you just push a put a key in, turn it, and they go up. We put the safety uh straps on them. Uh we put the Y'all know what you did with the bleachers. uh take care of the bleachers. Uh back to the football and softball and baseball and all of those. We we now get the the robot that does the painting of the lines that's being paid for by the school system and x number amount of paint. Then the boosters can go above and beyond on that on on

187what they need. Uh, so there's a there's a lot of money being spent that people are not realizing and and ultimately more they do. >> Tennis, we painted the whole court, changed out the lights for the tennis, so it's all taken care of, >> right? >> Uh, so there there's there are things being done. Football uh weight room over here. There was, I hate to say it in this way, poor design with the bricking of it. It started to break off on one end. There was no expansion joints. We're getting ready to take care of that because it's dangerous and and it's on our campus. We got to get that those things taken care of. The sidewalk that Scott talked about a couple board meetings ago. We we put the sidewalks in there and took

188care of that part. Uh it's just there's always things being done. It might not be that we're buying the high dollar uniforms or we're we're taking the fence down and putting up a different type of fence or we're taking this down. We're making sure that adequacy is there and they have what they need to have a good game. So that that's kind of where we are. But if y'all want to change it, just let me know cuz we can go. It can go. >> Believe you me, I have to pull him back. Apparently, we have a phone message from Caroline. >> She's waiting. [laughter] What fence was it that need repaired? Looks to me like that would be maintenance if it's a fence. >> I know. Um >> Yeah. Yeah. What fence needs to be

189repaired? Let me know. And >> I I can find out. I can find out. >> Middle school. >> Was that you said baseball? >> Baseball. >> At the middle school. >> High school. >> At the high school. >> I don't know about that. And like I said, that was about three to four years ago that there was 10 sections, I think it was on the outside that I had changed out so that we we didn't have the problem. They were balls was going underneath it. The whole first base line going from first base on down that was all changed out because it it just it looked awful. Um, so there are things and I told the both coaches that the netting even around the high school baseball and softball, we we'll take care of it

190because it's starting to get in bad shape, but we need to do a little bit more things. They they just they haven't gotten back with you on it. But there's a lot of stuff. >> I'm going to tune in on YouTube. >> I'm sorry. This is a bad [laughter] time. >> I hope you don't have a chance. So, we're going >> Matthew, let me know if it's something that is actually [laughter] >> a product that we >> that is ours that we need to take care of. >> Definitely let me know. >> I will. I will. >> Thank y'all so much. >> Yeah. Unless there's anything else on fundraising where you >> Well, I I just got one one question and I guess this would be more of a question for the for the coach

191or whatever, but you know, looking at the at the list that you gave us u at the last board meeting on the uh per player cost, you know, looking down through here and you know, I understand a you know, a lot of you know, there's such a huge fluctuation in some of them, but um you know, one that really stood out to me was girls basketball. I mean, that's almost $6,000 per player, >> right? >> And there's 15 players, you know, and then you compare it to boys basketball and they're at $2,650 per player. What in the world generates the difference between that? Because that's >> standards. I I you got me. >> I mean, that's I mean, just me looking at that, that's ridiculous. Uh I mean, I just don't see the the need

192in that. But I mean, because like I say, we're looking at boys basketball at $2,650 and girls basketballs at well, $5,975. I mean, that's >> double. >> Yeah. I mean, that's that's a huge difference. And I mean, I guess that's more of a a question for the coach. >> Yeah. >> But I mean, that's, you know, >> I think the the girls team has been so successful in the past that they they've fundraised for a lot of different tournaments, [clears throat] you know, and things like that that that I guess the fundraisers took care of expenses. Well, the fundraisers are the parents because the district shore didn't pay for it cuz you look over here and you can see what they got from from the district. But >> well, I hope that information was helpful.

193I appreciate our athletic directors and our um our um high school secretary, Miss Mo. She got all this information uh together and I appreciate her hard work in doing that. >> I don't know. Oh, I want to know about the kiss the pig. [laughter] >> I just that happened or and I've just missed the activity and [laughter] I was kind of ticked off I didn't get that. >> I bet you was. I can see the disappointment on your face. >> It was. >> And blood juice bags. That's kind of like Okay. [laughter] What is that all about? >> Yeah. >> I don't know. Well, we talked you talked a little bit about uh raffles and stuff too and how you can do those legally. >> Well, that was a group that u I sat with

194from another district >> and they spoke about >> what was spent period activities. Isn't that state legislation? >> That might be a way to do bigger activities, too. If we can get >> We'd have to be a So, we could we can get approved by the state legislature to do raffle activities, which might be a way to do bigger fundraisers, too. >> And that comes with a fee. I understand from my friends at lunch the other day that fee has u is supposed to decrease but there's a lot going on and it's also my understanding you have to apply for approval for that a year out of >> a year in advance. >> Yes sir. >> So if you applied for it now it would be ready for the >> this December. >> So we

195start >> 26. That's something the board would have to approve that we >> I'd like to talk to the school system a little bit more in their leadership >> because I only got the salad with them. I didn't get to eat the main meal. I bet we all [laughter] remember >> Yeah, that's right. >> Um >> before I got transferred >> doing meals at two different camps. [laughter] Yeah, I know that you can apply with the uh gaming commission to get an an exemption and it's not, you know, it's not that hard, but without that exemption, it's illegal to, >> right, >> to do a game of chance, >> you know, you know, and the thing is, you know, looking at it going back, it it's you got, >> you know, ever since I was

196in school, everybody had cake walks. Cakewalks is a game of chance unfortunately. It's a it's >> it's gambling. >> It is. [laughter] >> But it just kills me though that I find that interesting and I'm respectful of the laws, >> but I mean we live in a state with a lottery and but yet we're not going to allow people to have a cake wall. >> An educational lottery at that which makes it twice as redundant. >> Yes. >> I think we are done. We stand a journ. So thank you Mr. Crazy gammer.