001compensation committee meeting and we're meeting at the beautiful Coffee County Board of Education here on MacArthur Street. We only have a couple things to talk about, but they could be lengthy conversations. Uh first one we're going to discuss if everybody will check in their packet and pull out their organizational chart. So after six six months, this is um this is how I see we we are best operate, how our our district functions as far as our leadership and a formal organizational chart. Um and I we're going to take a minute or two and let's just peruse that. Okay? And that gives everybody time to look at it. Do we have names attached? >> That's what I was going to ask. >> No. >> Okay. >> Those are just the positions. >> Okay. >> I can
002tell you who they are, though. >> Okay. Well, we've got these. We can go We can look at them on this, I guess, >> right? and see. I've not ever seen one that didn't have names on it. >> Well, the original one I made was very detailed and had a whole much on there, but it had been about five sheets, which I was asked to do an organizational chart >> and this is it. >> I Well, I mean, we also have um detailed job descriptions and other things and we can start binding that information if we need to. >> Well, that's because it'll be a ton of it. Part of what we wanted to see was who was in what positions and who was underneath those in that position. >> Okay. >> So, we'll take
003the five pages if you have [laughter] >> because I'm sure it'll show it. >> That was we didn't put names on on any of them. >> Yeah, that that was >> the organizational charts that I've seen in other school systems don't have names attached. They're just positions. But I can help. We can decipher this. >> Okay. >> So, you're starting off in the center with the director of schools and then you're going off to the sides. And then >> there are some different and there are linear >> uh there are linear ones which we're looking at a linear and there are also spherical ones. They're done in a uh in a circle. I like the linear ones better. >> I prefer them as well. >> They're a little cleaner. >> They are. >> So, the
004deputy director, tell them. >> Yes, ma'am. >> These are the positions under him. >> And if you also notice >> primarily, you also know to the left of his box, just go right. Get your p pin right there on the left of of Mr. Shor's box. See how it slants? >> It slants down and ties in with the other side as well because there'll be times where he's dealing with Mr. um Damewood and the director of technology if I'm dealing with something else or out at a school doing a principal evaluation. But those are the primary. Yes. And it is kind of confusing, Miss Beth. >> Mhm. So, what's this one here? The uh >> HR. >> Okay. >> That's Miss Langum. She serves as our deputies. Uh um >> aren't aren't everybody administrative assistant?
005>> Yes, sir. And HR. She does HR. Now, to be quite honest, I should have d drawn a line from my box to her box, too, because we do HR things a lot of times collectively. >> Well, technically, you got a line. It just goes it goes through someone else. >> It goes back up instead of assistant to the director of schools and the board of education. >> That would be Miss Melissa. >> Y'all write on this if you want to. We can we can attach names and do something else maybe by Monday. >> Well, you need on that one. You need to put um Miss Melissa slash Charlie when she's >> there. There you go. Well, >> draw a squiggly line from Melissa to Charlie. That's kind [laughter] of a perforated line. Who is
006the assistant to the director of schools in the board of education? And that Melissa. >> Miss Melissa. >> So she's here and she's here. >> No, ma'am. The one on the right side is Miss Langum. Stephanie Langum. And then your receptions out front is Miss Clark. And we'll move from left to right if you want to miss hints. >> It kind of helps us to know. >> Yes, ma'am. >> If if I want to contact somebody, >> Miss size Miss size more. >> So, >> talk to me. >> So, the director the the deputy director is over all of the supervisors and the directors. No sir, he's his he is primary >> that down to all this. >> It does and that's [snorts] where these lines cross and kind of get in. >> Okay. >>
007So there's nothing that ties you >> that cross line right here. >> This one? >> Yes, sir. And if you notice, Mr. Shores also has a cross line. We thought about making those per perforated lines just for the visual part of it. Would that help? I kind of figured as a director of school and as a deputy director of school, he's right underneath you. So what you're working with, he's also working with in some capacities. >> In some capacities, especially if I'm not there and vice versa. >> Okay. >> If there's a bus complaint and Mr. shores is on a job. Sometimes I have to deal with it, >> right? >> But day in and day out, >> what's under his bracket is what he deals with day in and day out. >> Yes, sir.
008>> First and foremost, you know, >> and the things that aren't listed on here like capital projects. Well, you see maintenance in there, but there's nowhere on here that talks about capital projects. There's nowhere on there that talks about budgets. You know what I'm saying? Yeah. >> If we did that, we you would that would be the bound copy that we could put everybody's job description in. >> Okay. But you said you do have that with all the job descriptions and everything. >> Yeah. It it'll look like it won't look as pretty, >> but we did. You want to write their names down? >> Yeah. >> On the far left, director of elementary instruction. That's Jonah Seismore. The next one to the right, director of middle school instruction is Dr. Blessing. I get going too
009fast. Tell me tap the brakes. Director of federal programming and secondary education is Christa Cole. Director of special education and sometimes the assistant to director depending on Melissa is Charlie West Morland. Director of Technology, Mr. Dame Wood. >> You want me to skip the principles? >> Yeah. I mean, we know I think we know who the principles are. >> Our director of business, if she's a snake, would bite Miss Yench. That's Miss Nelson. CTE director Richard Skipper. >> And y'all know Shay, don't you? >> Shay is our supervisor of of maintenance. >> What's his last name? >> Turner. Remind me to ask you when you're going to do this. >> Okay. >> Um, director of coordinated school health is Tanya Garner. Director of Nutrition is Miss Carlin. Director of Attendance, Dr. Cornelius. Supervisor of Transportation,
010Mr. Tim Morris. I mean that that's all I needed. I I don't need the individual stuff underneath. I just kind of needed to know who to get a hold of if I needed. >> Yes, ma'am. If you notice at the bottom, Miss Ashley Jones. She is the shared administrative assistant between the elementary, middle school, and um secondary. >> Okay. >> Miss Coleman, Dr. blessing and miss size more. >> Yeah, this helps a lot. Thank you. >> Yes, sir. >> You have uh Yeah, Christina Dodson is the one below director of special education. If you uh remember, there was a meeting there. We talked about our special ed department being its own little ecosystem. >> Well, you see why? >> Yeah, >> that's where he was. That's where he was. >> Yes. >> Okay. This is
011great. Now moving forward, what do we need to add to this? For me, this is sufficient. I don't know what anybody else wants. I would say just check with Tom and see if there's anything you would want >> go over this I guess Scott go over this and look at it. >> Sure. >> Before uh or Mr. Harrow >> and uh >> been called worse or something. >> I have I remember that. I've heard them a long time ago. No. Um, I'd like to go over these and look at them and and go and look at uh our uh and see what we've got. I know I've got u some questions that we'll probably want to have that I'll have later on. >> All I ask is that u there are these two are not
012shared out in in the public. Right. >> Right. Although I think people can go online and get them. >> Yes. >> I understand they need to go online like like our salary schedules are supervisor >> if they if they want them they can they're public records. I do have those public >> you can go to the state and and get them >> get them to website. >> There's several different ways to get them been approached by that. So >> they may not be broke down quite but it gives a it gives the total >> you know something that's what was reported >> for the previous year >> and we're required to >> provide that taxpayer funding. >> Yes sir. So looking at this, the CTE director, Richard Skipper, he's over at the high school, correct?
013Yes, sir. He's got his office over at the high school. Okay. >> And he serves as a as our district. I mean last week, >> right? I mean he's involved with the middle school as well. Yeah. Everything >> radar academy as well, >> right? >> And I think we all need to be involved with the STEM programs in the elementary schools and >> probably has his input on that. Yes, sir. >> Okay. >> I do want to take time. Um a week ago, Wednesday, we had career day at our middle school and our sister district, Manchester City. Uh we bust those middle schoolers over as well. Um there were probably 30 40 stations and the students got to pick three [snorts] 9-minute sessions to attend. Uh and the folks from whatever that industry was had
014an opportunity to share. What a really neat event. So all of our Coffee County middle schoolers got to attend that as well as uh Westwood um city middle schoolers. It was a really good event. Yes. Wellun. Hats off to Mr. Skipper on that one >> and all the other people that volunteer their time to come in and speak. >> Okay. We got one here, Mr. Harrove. It's >> got our tech support specialist. >> You don't have her listed as a You've got her listed on here as a supervisor supplement, but she's not a supervisor. >> She uh she's assessed with the technicians. So, so she's still getting a supervisor supplement. >> Yes, because she got back when we changed all of the salaries um scales when everybody went to the one salary schedule, she got
015a $1,000 supplement. Um she is technically a supervis I think. I'm not >> also a certified personel. >> I understand, but she's not a supervisor. She's not on the list and we're paying her as a supervisor. $3,000 for to be a supervisor. Well, her she's listed right here under the >> But she's not a she's not the Well, I understand, but I mean, just take transportation for instance. If you look over there, there you have there's a head mechanic, >> but he doesn't get a supervisor supplement though. >> But he is supplemented. Just >> I mean that this is I think this is one of the things that that we were talking about. We've got supervisors supervising supervisors. Right. >> I disagree. She's >> Well, she would be I mean, if she was a supervisor,
016she would be at the top of one of your >> I think there are different levels of supervision. >> She doesn't get the 15% that the other >> the other ones get. >> And there are other people on here that are not awarded that same amount either. the way her salary was set up when she first came on with the district, she got a $1,000 what they called a $1,000 supervisor supplement. Um, when the salary schedules were changed, those supplements went away and it was replaced with a percentage. So, anybody that had a 4% had a $1,000 supplement got replaced with a 4% uh supplement because the thousand dollars was never. Now, I don't know why the supplement was originally given was how her salary schedule was set up like that because that was way
017prior to me. But anybody who had a $1,000 supplement got replace it got replaced with a 4% supplement because the thousand dollars never grows. And so that was done maybe two or three years ago when all the salary schedules were looked at and combined and changed. So those supplements were all approved by the board and they were all um prevent presented to the salary compensation committee back when those were done. I don't know why that was set up like that. Is it a supervisor supplement? I don't I don't know why it's called that, but it was a thousand it was a $1,000 supplement at the time that was called that. And so when the thousand supplement went away, it was replaced with a 4%. That's only I can I can only give you the history
018of why that 4%'s there. I don't know why the history of how we hired her and all in that history. I don't know any of that. I can just answer why the 4% there. >> Okay. I mean I I guess in a organizational chart your head supervisor would be at the top of whatever that would be the one that would be getting your supervisor pay. your director of elementary and instruction. Call Miss Seismore. She she would be the supervisor. Correct. Right. >> Mr. Blessings would be a supervisor. Miss Cole would be a supervisor. Mr. West Morland would be a supervisor. Mr. [snorts] Dane would be a supervisor. April would be a supervisor. Skipper Turner Garner Cotton Keith Grenen and uh and Tim That would be your supervisor. Outside of that, why were we paying supervisor
019pay to anybody else? >> We have different levels of supervision. You got, if you look at your principles, underneath your principles are assistant principles. >> Where is where is she listed at as a as a tech super? >> I tell you, her position is very unique in our district. She really that particular fit. >> Yes, sir. >> I mean, it's just it's just a software specialist. It's an educational I mean, it's more of an educational job. It's it's actually [clears throat] very like for instance, when it comes to administrator of the year, she's not included in that. >> Yes, sir. >> And she's not included in teachers of the year. She's not included. staff of the year. >> Yes, sir. >> See, she it's just a very unique title just because that's what it is
020and that's where it's 40 years. >> Okay. >> It may not answer your question, but that's what it Well, no, this is this is the reason why we're we're wanting a organizational chart because this breaks down this stuff and it kind of lets us know >> you know if you're getting paid I've not ever been on a job that if you was a supervisor you supervise people. So if she's unique in a in a position by herself then why >> when I'm not here she supervises the she does have responsibility over them and then she does when it comes to deploying products and equipment classroom. She actually takes care of that more than I do when it's like in room. >> No, she's getting the 4% which replaced the $1,000. And by your description, I'm
021assuming that's why she was given the $1,000 because she service >> because she does what happened when we came in. I can't know that because I don't have >> Yeah, I'm just going by what >> what I'm what's in front of me here. >> Oh, I understand. >> You know, >> so I mean you could break it out if you wanted to and change the title if that's necessary. >> That might be a good idea just to change your type. >> Yeah. So >> yeah, we we we don't uh because >> she's kind of your assistant in there. >> Yes. >> Okay. >> Yeah. Then she would be underneath you then. >> But she's getting on here. It says that she's getting a supervisor pay. >> Well, maybe >> she is, but she's not getting
022what he's >> It's just what we call the supplement. And maybe we need to call the supplement. >> We may need to change that to We might need to change that to supplement instead of supervisor. Well, that's what it used to be called. >> It's just what's the word? What's more is >> I'll put the word assistant supervisor. That would work. assistant supervisor because really that's the only one that getting supervisor pay that's that we need to put a new title on. Okay. Is there a supplement given to administrative assistance? >> Charlie's shaking his hand. No. And Kevin shaking his hand. Yeah. >> Okay. >> Thank you, M. >> So, we can't rename it that. Well, technically she's not administrative secretary. That's not >> Yeah, >> we can change the name of her supplement. >>
023We'll have to add a new supplement. Well, we'll change the name of her. >> We'll have to set up a new supplement in our favor system, but we'll do that. [snorts] Okay. Thank you for this. >> Yeah, >> I'll make I'll make the changes and do a perforated line and we'll add >> No, no, this is what we're here for. I mean, this is what we're we're here to talk about and and we appreciate it. >> And to be quite frank about it, I didn't look at the ones here. We have a date on this one and we can update it and post it and that will be part of our our documents and it'll be posted on on our website. >> Yeah, that's not necessary. I mean either I just we were just wanting
024something as a because these are supposed to be approved by the board. >> Yes, sir. >> And uh not had one in >> a minute, >> a long time. Okay. And uh >> we post them on there. I think it's just good practice to do that. everything else. Yes, sir. >> I know a lot of surrounding school systems post their theirational charts, you know, >> and it just full transparency. >> Yeah. It gives the parents, >> it gives some of your lower employees, it kind of it gives them the flow of, you know, of how to go up if they've got a complaint and whatnot. So, >> the proper channels to go through, >> right? And since you put all that work into it anyhow, you might as well get it out there, >> right?
025Well, I have a shout out to Mr. Damewood and Miss Melissa. I about had about every hair pulled out of my head at [laughter] one point and they talked me off the ledge and I appreciate their assistance. >> Thank y'all. Mr. Dangwood, thank you. This is just something that whenever I came on the board here, kept looking it up and never did see it and uh um >> the original documentation. We don't know where it is. >> Oh, I understand. >> Yeah, I understand. >> Yeah. Yeah, >> Miss Y, I do want to add mine was much more colorful and they taught me off that way. You got gray and black. Yeah, yours was >> I would I had blue and yellow and blues and yellows and stuff. >> I'm an art teacher. I like
026the color. [laughter] >> Thank you. >> Any color any matter of fact, every one of them could have a different >> Right. And my goal would be to try to get this shared Monday evening with everyone. Okay. Um next on the agenda is in reverse current [clears throat] salary schedules. Give you guys time to Miss Nelson, how many teachers do we currently have that that we'll have to bump up to meet the 50,000 mandate. >> 39 in. >> If all of them are still with us, we have 43. >> 43 >> and we're at 493. >> Okay. >> And Mr. King, you obviously understand that that could sway either way. >> Oh, yeah. [clears throat] Yeah. I was just people I was just curious where number >> yeah where we were >> in the beginning
027we probably hired a few more or some of them have left us so >> right >> it's probably >> well there'll be some movement you know by the end of the year one way or the other I'm sure so but you know I just a you know just an idea of you know how many we have that would be below the 50,000 threshold you just all >> now that would also affect ffect the scale as you look at just stay in the BS column, >> right? >> You're you're looking at several different groups that are affected by that, which expands that number greatly because you don't want you're sandwiching about five U steps in there into 50, you get what I'm saying? You want to have your next step be an amount greater than the
028the prior one. Well, as I understand, as we increase that figure, it increases everything. >> Yeah. We >> those are our intentions. >> Yeah. We typically don't give just the rates to one one part of the scale. >> Yeah. I like that. I like that it it goes across the board. >> Well, your your differential pay between the years ought to be basically the same amount all the way down the scale, >> right? I mean that's just >> and that was part of when we fix because it didn't used to be like that. There were gaps of like between I'm just using an example of masters 10 and 11 like they got an increase of $1,000 and then you go to year 12 and they got $100 and so when we redid the scales a
029couple years ago we made sure they were made sure that each step made sense and it was the same amount increments across the board. So that was something that we fixed a couple years ago. >> Very balanced. I I will in complete transparency I am very and it keeps me awake sometimes at night um and do not bring that up to the lady sitting beside you miss but next year's budget um not knowing where we stand with the department of education will there even be one and how does that number change if we knew um a little bit more I'd probably sleep I know she would, but the federal dollars involved in our budget, not knowing where we're headed with that, uh, how the state will handle that, that's that'll it'll be a different budget
030talk. And I'd say there'll probably be some contingent, a lot of contingency in that as we plan for our budget for the 26 27 school year. >> Yeah. >> We just there's a lot of things we don't know, >> right? which will go into our decision on what kind of raises to do for next year. >> Well, we Yes. Yes, ma'am. Uh [clears throat] and you you look at our our special ed uh those those are federal dollars that support and our title, you know, our most needy students >> and we don't know how that will be affected. >> Could be okay. >> You think? Well, now Governor Lee promised that we had plenty of money, [laughter] >> but worrying about it not I I [cough] Miss Melson and I will will speak to this
031every once in a while just the you know what our contingencies are and >> yeah, Governor Governor Lee also is wanting to increase the >> the u voucher program >> voucher program too. So there goes that. is >> bunch of money. >> We we talked about last year um trying to separate and put that other pay grade in to separate that the teachers and the principles from we talked about that too. Remember Miss Nelson, we talked about that last year and we was going to try to do that this year. >> No. Well, I mean that would be the direction of my supervisor if he that's that's what we do, >> right? >> It'll be for him. >> I mean Yeah. I mean, we could build another one, but >> you're talking about building >>
032talking about building another pay scale and moving people to it. Moving >> for >> next school year >> for our um >> they just have moving principles to different pay scale. >> Principles and teachers. >> Yeah. Our uh our principles are on a teacher's pay scale less the >> right the supervisory pay. What? Help me understand it. >> Putting the custodians and the cafeteria workers and all of them on a separate one. Bus drivers, >> all of them. Put them on. >> They are currently. >> Yeah, they're on the certified. >> Yeah, >> they're on the classified. It's right here. >> First pair of professionals. >> Yeah. >> So each classified each classified area of work has their own pace. >> I think he's talking about because all of our certified. So, like principles, give
033you a little history. We used to have three years ago, four years ago, we used to have two of these, hence the $1,000 supplement. So, when I got hired, I got paid on a lower scale that was less than the certified scale that we have now. And I got a $1,000 supplement to make up for that. That's where the thousands that I was talking about earlier came from. Um and then when when two or three years ago we looked at combining the two scales. So we took we did away with the admin scale and moved everybody to the certified scale. And then um the next year we made we made improvements to the uh percentages. So about three years ago, everybody was I'm looking at Kelvin because he's remember I don't know. We've done so
034much the pay scales. I can't remember what year it was, but we moved everybody to one pay scale. And so I think what he's mentioning we talked about before is separating who's on the certified pay scale. >> Gotcha. >> Which is what we used to have for years and years and years and years and years and then we went away from it. It was before I think right before this board changed over. Let me ask you something, Miss April. Historically, and I hate to put you on the spot, >> in five years, how well have we done on this >> as far as just teachers? >> Um, I looked at that when I was looking at all the increases that we've given. So, if I look at my pair professionals, >> okay, >> scale, we've
035increased since 2019, which is 2019 2020, >> right? We've increased this scale by 32%. >> So our our cafeteria workers used to make $9 an hour and now they make and this was last year. >> This is not this not the current I didn't add that in there. >> So when I looked at 2425 scales versus 2019 20 30 32% is what we've given our pair of professionals and that doesn't include the money that we gave them for um years of experience that was around $150,000 on top of all the work that we did with this. >> And then if I look at our certified um we averaged about 24% >> increases between 2019 2020 and not this pay scale but the 2425 pay scale. I haven't done the I haven't done the new >>
036I haven't done the new >> well I really had zero to do with this Mr. Hanser. >> Oh no I know that. No, no, no. Listen, I had zero to do with this, but I I am very proud and y'all need [clears throat] to wear this as a badge of honor because we are attracting people and keep our retention is real good. Um, this is a this is a a very competitive um pay scale to the place that we want to be academically, athletically. Um, and y'all need to take a lot of satisfaction in raising your hand and voting that in. Oh, we we do. That's Melson. I have a question on the par professionals schedule here. The bus driver and cafeteria worker above above line zero is a rate. Is that for substitutes? >>
037Kind of what I figured. goes up every time we give a raise. We'll increase it by the same percentage. >> Right. Well, I was just figuring that that was for the subsidy. >> And you notice that your zero and your one are the same for cafeteria worker. That's usually what we what we've historically done. I don't know why it started like, but you I guess you don't want your sub to make more than your >> first year. So, >> no. >> Or your zero year. So, I guess what I'm trying to get at, Mr. Herro, is what we talked about last year, and Mr. Hinch and Mr. can jump in here, too, is we're when we're on a 4% and everybody gets a 4%, your head custodian that's been here for 25 years, still don't
038top out, but $2010, >> right? >> Okay. Then you go over here and you've got everybody's on a 4%. So your these guys are still getting 4% and your top pay guys keep getting further and further apart. >> You agree to that? >> I understand the math in that, but I also understand that you know what is expected out of our supervisors. We're expecting a lot more out of our supervisors than we are some of our non-certified employees. Our schools are pretty clean >> for 20 bucks an hour after you've been here for 20 years. 25 years. >> Sure. >> So, I mean, McDonald's ain't much below that. >> See what I'm saying? >> They get benefits. >> Mhm. >> At McDonald's. Mhm. >> I think they do >> if they're full time. >> Okay.
039>> I would like to see us be able to bring up our care professional salary. Um I know we've increased it 30%. But I'm still trying to figure people trying to live off of some understand >> and so I would really like to see us be able to do something with that. >> And that was the reason why we were had talked about last year trying to to put that other pay grade in there so that we can help get their their pay up some compared to what >> I mean our top echelon is really good. Obviously they're really good. That's the reason why people don't want to leave here and they keep coming here. our our teachers. >> Our teachers are a really >> But we need we need our custodians and and our
040teachers assistants and all them just as much. >> No, nobody's devaluing them, >> right? But we are here though. >> Do what? >> But we are here though. >> But we if I look at back at 2019 I mean I'm not saying that we don't need to. I'm not at all saying that we don't need to work on the scales. We >> No, that's all we're saying too. >> But I mean if I look at where do you which line you look at? custodian used to be 1478 before we started. >> Yeah. >> In 2019, 2020. >> Yeah. But that is for 25 years. >> We've done a ton of work and we're still working. We're still planning to work, >> right? >> I mean, don't think we're devaluing them at all. We've done a
041ton of work to get them where they're at. And we just want them to know that, you know, if you've been in any of our schools and and since uh the uh government shutdown has, you know, it's been on this this past month, I've been into a lot of our schools and since I've had some time off and because of the government shutdown and our schools are immaculate and to know that, you know, you're here for 25 years and we're still they're just making That is kind of embarrassing. >> I I I like to research how we compare to other school systems around us and I think that would be but it's um >> I think we did that last year. There may be some documents. >> Okay, thank you. >> We did that last
042year with teacher teacher scale and not last year but the year before, >> right? >> Teacher skill and the classified skill. I might have those. from a couple years ago, but you >> sure won't. >> I mean, our supervisors here don't make what others make in the county, >> but our teachers do. >> And that's we're investing in everybody and these non-certified people. I mean, they're just as big a part of our team as anybody. But the I guess April the backstory to this will look at some of the the numbers. >> Well, we want to be a leader, not a follower though, right? Right. >> We tried to. >> Right. That's that's our I mean that's the reason why we're attracting people and we don't have people leaving and we want to keep it
043that way. >> Right. >> But especially all the way down to their all the way down to our custodians and and everybody our teachers assistants. >> Mhm. uh we can't do it with you know can't do it without them. >> I'm wondering if we can make any of these decisions though just like you said Mr. Hardro we don't know what finances are going to be next year >> that >> so whether we can make any real big decisions until we see >> closer to some indication of that. Well, we do know this and that we've already had this conversation. We do know that we're going to have to raise everybody's getting raises to get the the minimum, >> right? >> We know that's coming, >> right? >> Um, we really tried to do a good
044job and and I recommended and you all were had a kind enough heart to approve it that everybody got the bonus >> and I spoke to the the fact that It's just not our teachers that make a huge impact. It is learning is better when you have a clean when you have good food. And >> we celebrated that with that extra money that they will receive in December. >> But, you know, outside of that, we the budget may lend us I'm not sure. >> Yeah. >> I'm afraid to comment. Don't know. And I'm a negative. Nelly, if you want to call me that and scared of that and if we get it, yee-haw, I'll >> it could be one of those situations that once you finally once the government does open back up and you
045finally get some decent numbers that, you know, it may be a just a good old fashioned holding pattern on the budget for next year other than the, >> you know, little bit of a raise for the >> right employees that have to have it. You know, I mean, that's, >> you know, you don't ever know until we get, you know, some kind of numbers on >> what the >> what we're going to get from the state and and the federal. >> And there's a plan like we built a bunch of plans when we started working on these scales, >> right, >> a few years ago. And there's a plan out of work to it. We can work backwards into it if we need to. And um and then give a small raise to get us
046there. Um but there's some plans plans. I don't want to just give the top part a raise because then it makes the sale It kind of gets us back to where we were at, >> right? >> We have to do it. >> But there's a way toward work up >> and work from the bottom up to give to get to 50,000 here and then give a small raise to make sure that we can afford it. But we have it we have those scale we have those scales built already. And we did all that when we were looking at how to get there because where we started 2019. Let me tell you where we started. At 38 155 is where we started. And that was >> and that's where we in 2021 or 2022. We had
047to really figure out how we were going to get to 50. >> It was three, four, seven, and then I can't remember >> it. It was there was a seven in there. Yes. Yeah, seven really helped us get where we're at right now. >> Mr. Targo, weren't we the only school district around us that's still on a percentage >> is as far as >> raises and our compensation, >> our stopins, >> the general >> their general stoppings, everything everything we do is on a percentage in it as far as raises. You you've got four or five counties that are around us and I bet you're going five four or five different ways. >> Yeah, I think most of them around us I think is >> I mean I I was figured into a percentage. It
048was a percentage amount and you worked it into the amount of days and then how much your daily pay was and you got that much more. But there's a a lot of different ways. U you know, the one thing that that I do like about the way we do our business, if you have a bigger school and you're managing more kids, you get a little more money >> as far as our leadership goes. I know this has been explained before, but what is the career ladder supplement? >> Okay, go ahead. You know more than I do about it. >> The career ladder supplement is for old people like me. And a long time ago, you could qualify in three different le levels of career ladder that required you to do some task and it was
049professional development. >> You achieve those task, you were considered career level one. >> I was uh got the career level one hurdle. Got a nice I don't even think I got an email. I got a nice letter in the mail that tells you how long ago and then that before I could get career level two they cut the program. >> So there are a handful of us >> the gray hairs and you can see them in the back. >> They are considered career level teachers and they're rewarded with $1,000 per career. If you're career level two you got 2,000. Career level three got 3,000. >> And the state reverses us with all that. They send us a it's a separate line in the budget >> on revenue and they reimburse us for everyone else. >>
050But they they discontinued that program >> probably before most people could get to level two much less level three. >> Maybe have we don't have any level two. Everybody hope we have level one and it's very few. >> They probably seen oh we made a mistake here. It's going to cost us a bunch of money. >> Well, it's fading out. It was a I think it was a good program and it it the the there was some value in the professional development and it was time consuming but >> I mean you got that for the the remainder of your career but >> it was it was an incentive to up your your knowledge of teaching and learn to improve. >> Right. We have 20 maybe 24 or 25 right now that we have >> Alexander
051>> it also teachers would stay after school like like our programs that we have now that they actually got paid to do extra work >> I mean so like the after school programs we have career ladder >> Mr. Charlie, do you have a statement from the Stegosaurus? The other dinosaurs have spoken. >> No, I was having program. I got a letter. and then they cut the program. >> Yeah. So, moving forward, we're going to work uh I have the chart and then we're going to look at and I'm going to provide some numbers and April and I going to provide some numbers on surrounding nonarch pay, hourly pay as well. Anything else? >> Can Can we go back to this just a second, Mr. Argo? Um, I got a question on We've got a supervisor
052for the transportation and we've got a supervisor for the the maintenance, but Mr. Shores is a supervisor over them, too. >> So, why I guess why are we having two supervisors for those positions? We have direction and just different levels of leadership. >> So why are we doing that? I guess >> have a you have a chain of command. >> But they don't all get the same pay. >> Do what? They don't all get the same pay. >> No, they don't >> use an army. So, they don't all get they don't all get the same pay. They don't get supervisors pay or they don't get colonels pay. >> No, they don't. >> So, I guess why are we why are we paying them as supervisors if we're >> they have another level of leadership that
053they provide our school district. >> Okay. >> I would think that all they had to do up here central office that they wouldn't have time to oversee in those particular departments. So, they would need someone who's supervising on a more local level for that, which makes sense to me. just I guess this the school district's a little bit different than out in the regular. >> It is drastically and don't bring that up in front of my wife. [laughter] >> That's if you was out in the regular world, you had one you have one supervisor. You don't have three. >> Nope. You do. You do. And it is >> that's a big big question with our our constituents whenever that last one come out. you know, whenever that last one, you know, when our budget came
054out, we was trying to get it approved. >> Some of our uh they was asking questions about that. And I'm just I'm just passing that along. That's what that's what we hear as constituents from taxpayers is why we have supervisors supervising supervisors because that's what we're that's what we have here. So, I mean, they may not they may be a different level, but but they're still we're still call we're still calling them a supervisor. >> We do. And you know, teachers don't have the label of supervisor, but they supervise the non-certified people. And then there's classrooms. >> I can speak for outside of your knowledge because I work at a factory. So, there's a CEO, there's a CFO that CEO, CFO, and then there are supervisors that supervise each area of the business. And then
055there are people who are supervisors of the plant who supervise each each plant. So there are there are multiple >> there are multiple I mean I can speak for the factory because I was there for >> Oh I know I work out at the base. I know exactly we have >> I know exactly how the organizational chart and everything works. We have one out there. But you know that's I'm just telling you as as constituents that's what >> I'll be more than glad to put the organizational chart as well as the job duties on and there our community is more than welcome to go through and look and see what our supervisors do >> just to be completely transparent >> open office. >> Yeah. Yeah. >> That might save Chris and Scott some phone calls.
056>> Yeah. [laughter] you can refer it to the website. >> Well, you know, on the other end, there there were two things that stood out to me when I when I walked into our buildings here. I was so impressed, and you brought this up while ago, how clean our buildings were. >> Well, before I interviewed, there were no questions about the buildings, but I knew each year the building because I did my homework. And we have older school buildings, but when you get inside of them, they don't look older. We have done a great job as a school district with our commitment to our our projects and keeping our buildings >> maintained. The second thing that jumped at me is our student teacher ratio. >> Is it one teacher per 10 children? No. Is it
057one per 15? No. But as I look at each school's classroom and their average class size, I've been in a in in a school that had 28 in each in two classes and it's not productive. Now, financially, could we chop some teachers out? >> No. >> Well, what? Well, I mean, that's the the the philosophically. >> Yeah. No, we want to serve our kids and it better serves our kids because our kids are the focus and having a lower classroom size doesn't mean just success for in that CL I mean it just is a good thing in it solidified our commitment to education in this county and that solidifies from our board to our employees whether they're certified or non-certified to our families that we serve to the children. >> Well, it also helps with
058teacher retention >> without a doubt. >> Everybody wins. But those were the two things that jumped out at me. >> Yeah. Well, I just the biggest thing is, you know, we get, uh, our cafeteria workers, uh, our clerical workers, our teachers assistants, our sped assistants. Uh, last week I was out at uh, North Coffee. Mhm. >> Uh and I was at Deerfield as both of them as well. And what those what they have to do and to make, you know, $19 an hour. I understand. >> You know, they have to have the patience of Job and to make what they make. And then, you know, I want to rec we want this board wants to recognize those people and and not let and let them know that we don't forget them, you know, because everybody
059needs to go out there and go to a go to a sped class and see what they do. Everybody needs to watch our custodians and all these people. And this is the reason why I fight for these guys. You know, we have to have everybody. I agree. >> We sure do. >> I agree with that wholeheartedly. >> And I think our board and our leadership has is it where it needs to be? No. But a 32% increase over a 5year time period is headed in the right direction. And I think it shows our commitment to our folks. No, nobody in this field, you don't do it about the income. I mean, everybody's got to eat. It's about the outcome and then what kind of positive effect that we can have on a young person's life.
060>> Exactly. Yeah. >> And I'll add the schedule. >> A lot of our people do it for the schedule. >> Schedule. >> And they watch the summers and the holidays with their children. And that's a big part of this. That's a big part of why they do it. I would say it's why I came over here. >> Gotcha. You have two children, >> middle schooler and a high schooler. Goes fast, doesn't it, Miss? >> Any other questions? >> No, I think it's going to be a while before we can make those decisions. Like you say, it's going to be when we know what what we've got available. Um, I do want to give Miss April a shout out. I mean, we've got some things with our ROC and that deals with federal dollars and she
061has done a good job of juggling our pots. Um, I do want to give a um special shout out to our friends over um restaurant over there at Jeffersons. They and and our parents should have received something today. children under 12, feeding them, helping folks >> the SNAP benefits kick back in. >> Yes, sir. And that's one of the the big reasons I get up and I'm excited uh to to be a part of what we're doing here in Coffee County Schools. You got great people and we're going to take care of each other and you see that and and our actions and how we treat others. But if anybody else doesn't have anything, Mr. it's your birthday. It's your third 29th birthday. >> Would you like for us to break out into a song
062or >> No, I'm good. >> Sure. >> Johnny didn't send us cakes. >> Scott, me and Scott was gonna we was going to sing to you. So if that's >> Well, that's all right. You know, >> all right. >> Maintain, you know, with allergies in the morning and not have a voice. >> Well, we understand that. That's what we were going to sing to you for. So, >> well, let me say along with you that April constantly astounds me. She's a magician. You know, I think that I'm amazed. >> Five years ago, I had no idea what I was doing. [laughter] >> I've learned a lot. I've learned a whole lot. >> Well, you're good. >> And to speak to something, it is different. >> A school learning the school language is very different than
063real world >> and we are organized a little bit differently. >> Yeah. The the thing is these websites now people know how to look. >> They've learned how to look, haven't they, Miss Hinch? >> Yeah. >> Well, some of us have. >> Yeah. [laughter] >> But there we're they they've learned to look at this stuff and and that's the questions that we get. And that's a question that I got last year, you know, and it's u so that's the reason why I bring it up. I think not answer for Mr. But I think he's gotten a couple of those same questions, too. So, >> well, when you got information that's public record, then you got some people that can dig and find it and, you know, they're going to they're going to question about, you
064know, a lot of things. I've had uh had questions from some county commissioners, >> right? >> You know, last year. So, you know, I mean, it's everybody. It ain't just parents. It ain't just, you know, you know, anybody. I mean, it's everybody. Everybody's able to dig nowadays. But, >> and they want to ask, you know, and that's what we're here for. That's what we're elected for. We're elected not for just the teachers. We're elected for our constituents. They're the ones that votes for us and they're the ones that puts us in this office and we have to represent them as well. And sometimes that gets lost in the shuffle about, you know, we're not for the teachers or because but we are, but we're also have to be for the taxpayers and and be good
065stewards of our money and uh what all is going on there because they're they're they're asking and because of these websites and things that go on them and uh and whenever we're giving, you know, there's a lot of economic econ economicist out there. It's uh they know all about money and how we're doing it and why we're doing it this way and uh so that they got they got a lot of questions and we just got to be able to answer them as best that we can. >> I understand. I appreciate you all and y'all have a great evening. >> Thank you. What Randy?