001uh excited about our uh this committee. Uh the goals of this committee is to improve educational outcomes for our students. U we want to be able to think a little bit outside of the box and all of this will be funded through our board through board efforts and additional grants that we apply for. Uh, one recommendation moving forward, uh, I I would recommend that we include the excellence program as part of this. It would eliminate one committee meeting and we could still have a voice for our excellence program as well, but we can discuss that more in November's board meeting coming. Just kind of catch everybody up. um the current activities that we already have and I will try to make this as painless as possible and then we can get down to new business.
002The current activities that we current have currently have in place to improve student outcomes. We conduct third grade tutoring at North Coffee New Union in Hickerson. Uh one thing I like about this is flexible. Um, Hickerson has started today and they started with a third grade group of five and a fourth grade group of five. Uh, I'll explain a little bit more about that here in a second. Those third and fourth graders are tutored for an hour a day, four days a week, and 100 days throughout the school year. 180 school um school day calendar, they they are going to uh be tutored 100 days. It is a targeted group. These students are by invite only which are chosen by our teachers and staff. And what our goal is ultimately is move approaching kids from
003uh approaching to proficient. So it will be tied with TCAP. The goal is to have 10 students into each a minimum of 10 students in each group. There's one EA and one teacher per classroom. So tying that back in with Hickerson, the teacher may be working with a third grade group for half an hour, the EA is working with a fourth grade group and then they switch. So we're able to uh to accomplish two grade levels in one one group but with two subgroups. Uh we share the same curriculum that we use during the school day which I find very powerful. Our goal is to start more groups with our littles in January. And the reason we wait until January is it gives our teachers uh enough time to identify students that have gaps. Uh
004for our kindergarteners, that's their first five months of school. And sometimes you we have a hard time discerning who need who has gaps and who doesn't. So, we'll uh hopefully have some groups tied in to our our littles, our kindergarten, first and second starting in January. Um, our littles only go two days a week. We have one school that proposed this and I'm all for it. They're doing it in the morning prior to school beginning. >> One, that's a prime learning time and two, that's when when we have them available at school. So instead of that, those groups doing two days a week with their littles, we would go four days. It's the same amount of time. It's two hours, but we would do it parts of of four mornings. Um, our littles possibly, and
005I'm going to ask Miss Jonah for her opinion here, we could possibly tie um tie their success to our Ames Web screener. If y'all, you and the rest, I >> think that's probably appropriate. Um, I know that we have some, um, survey level assessments that we would use, but those tie alongside Ames web. So, I think that would probably be an appropriate um, screener to use to see their movement, >> their their growth. >> Awesome. Thank you. Um, we pay our teachers $30 an hour. An educational assistant makes $20 an hour plus benefits at 16%. Miss Jonah, can you do that mental math? Yeah, I think it's about 58 $5,800. >> Oh, okay. So, that's what that's pretty good. So, >> is that for the hundred days for each one of them? >> Yes, ma'am.
006>> Pretty good investment. We're improving children's trajectory and uh one of our tutors calls it her >> happy hour. >> And she really looks forward to that hour each day. >> Um we've kicked around the idea of a performance um bonus if our students if we move x amount of students that's for our committee to decide if we move seven out of 10 eight out of 10 of those students from approaching to um proficient at give an extra supplement but those those are just some things we can all we can kick around as we move through this um there's another pot of money and and we use our TISA outcome bonus These are some of the activities that are going on in our secondary schools. We have ACT Mastery Prep. That's an online prep program
007and the professional development that accompanies it. We have afterchool tutoring for 9th through 12th grades in math all year and um ACT focused um tutoring that goes on the second semester prior to the ACT being given ACT certified trainer and for five teachers and one counselor. Uh summer planning for ELA and and math that's 9th through 12th grade. So, we stay pretty busy in the summers. Net. And Miss Jonah, I'm about to run out of gas here. I'm going to let you take some of the weight here for a second while I catch my breath. Can you because we do Net um through a grant. What kind of things does that pertain to? >> Okay. The grant that we have is for three of our schools, Northeast and New Union. And this is the third
008year of that grant. And so that has really been we have a consultant Courtney that's from NIET and it's been leader support in doing classroom visits and so we have a tool from TDOE that we use to visit classrooms and so um that's been very powerful in those elementary schools and we've rolled that out to the other three elementary schools and they've been able to be part of that uh work with Courtney not as directly but indirectly anytime that we can get them to be part of that. Um so secondary we're seeing some success from that and so secondary wanted to kind of jump on that bandwagon as well and so Christa has started um they start actually Friday working with NIT they have a different consultant um and I can't think of Scott Duncan
009is his name and they are doing nine days it says 10 days here but I think they went down to nine days of PD for ELA teachers at um the middle school and the high school and so that will be kind of the same thing. They'll be doing um training with leaders and classroom visits. >> Okay. >> How long how much longer does that grant have to run? >> This is the last year of the grant. >> Three year grant. Okay. >> Yep. And so yeah, that's about to run out with us unfortunately. >> So we can reapply or >> Nope. This is this is just it's a federal grant, too. And so that's another thing with the federal >> potential federal monies. >> So um so yes, so that one will sunset at the
010end of this school year. And then I mean I'm sure there'll be different opportunities to come up and I always apply for the different grants when they come available, but that one will be ending. And so if we wanted to extend specifically with NIT, that would have to come probably out of the outcome bonus money like what Christa's doing with secondary. >> Okay. >> But we do have we do have some flexibility with that TISA outcome bonus. The challenge is we don't know how much we're getting >> in a timely manner. So we're really would be operating off a year prior >> the known bonus. So >> my understanding is the peace outcomes funding is really got to be tied to the program. The first year it was just kind of like here it is
011and we could spend it on anything but now it's more specific that we got to >> it's supposed to be tied to our goals, right? And so like our goals third grade ELA which is a big goal for us and then I think um eighth grade ELA and math and I know there's a ready grad goal. So um yeah so that work with NIT really does tie in directly to those goals >> for student outcomes >> but they do and they the it would go hand inand the TISA and what we're doing I mean all of these as you can see are >> are are trying to improve student performance. talk to us about Mastery Connect at the middle school. >> Master and I'll talk a little bit about that. I'm I'm not really a
012middle school person, but Mastery Connect is an online testing platform pretty much that they can um use to give standardsbased assessments to students. And so they're using that throughout the year. Um they've seen a lot of success with that with getting students prepared for TECAP. That's what Dr. Anderson um really says has been powerful to move students. >> That's got formative and sumitative assessments as part of that. Um and then letters training. Um across the district we've trained um all elementary ELA teachers in letters over the last five years that I've been here. I think that started my first year here. And so um we still have um new teachers that come in. And so we are just trying to continually catch up anybody who's new to our district to make sure they have that
013very important letters training which is about the phmic awareness and phonics and teaching kids to read which is the foundation of everything we do in elementary. And so, um, we still we'll we'll continue to have holes, but, uh, Robin Watkins, one of our ELA, um, coaches, she leads that training for us. And so, we're using money from Tissa for that. Um, Wonders PD, that's kind of went in with NIT. Wonders is our reading curriculum. And so, um, we whenever, um, I have grant money to pay for substitutes for the schools who are part of the grant, but the district is using TISA outcome bonus money to pay for the other schools teachers to be able to come to those sessions as well for their substitutes. And so, um, we're kind of braiding some funds there
014to make sure that all teachers in the district can benefit from those prep days across the district. Um, Ed, the next one is you, Mr. Harrove. Egenuity. So, you're not going to comment on that? I >> I mean I mean I >> I appreciate you sharing. Edgenuity is a computer program that we use at um at at the cost center. It's a online curriculum for our high school, middle school, and high school students. We also are looking at branding it as our credit recovery program for our high school. So that that will be partially new because we we we've used a different platform for credit recovery. Also, we've added a live virtual algebra one teacher at um at the virtual academy. She'll she'll teach two hours a week there. Just allows us to provide a
015little more face-toface intimate type >> instruction questions. Yes, ma'am. >> Format. >> Yes, ma'am. Very much so. All right. I know that was a lot, but I did want you to know that we we we do have some things in place uh from our elementary school to our middle school to our high school. And um we're we're looking at the math tutoring at the high school a little more closely. We'd like to have a little more participation there. Um, but we've just got to figure out how to get the horses to the to the pond to drink. So, we're looking and exploring some different possibilities there. >> Who's doing the tutoring? Correct. >> Math teachers. >> Oh, >> yeah. Yes, ma'am. >> Have you ever thought of using your uh students? I mean, when my
016son was in there, they used him for tutoring all the time because he was good in there. >> Um, no, but Right. >> I mean that increases your understand your tutors that are available, >> right? >> The u the teachers are willing. It's just sometimes we don't have a lot of participation >> from our students that need to be part of that. Um I think we have a couple of things that were we've talked about that will enhance that a little bit. So, >> thank you for sharing all this with us. >> It is. And I know I flew through it. >> That's fine. >> But I did want you to know some of those, >> you know, we have a lot of pretty good things going on that are are to assist our students
017and and improve their academic outcomes. >> That way you just Yes, ma'am. But I'm going to open the floor now to anybody that has any ideas or suggestions on anything we could add. I know it um we've spoken a little bit about applying for grants through the the innovation committee. Anybody have any comments? Well, we talked a little bit about, you know, doing the in-house innovation grants and kind of it would be good to get feedback from from you guys on that, you know, and and kind of the general concept was, you know, maybe up to $2,500 for, you know, and it would have to be something would be consistent with the school and they could, you know, do an application, you know, just kind of a description of the what they were wanting to
018to do through this program And then the board would provide, you know, maybe set aside like $50,000 to start off with and then you could get up to $2,500. And I'm just throwing out numbers here, but does something like that, you know, work? I mean, what what's your your idea on that? You know, if I'm crazy, tell me that, too. So, >> well, I think and it sounds like just a a mini grant application where you're looking for ideas in I'd say school level, >> right? Um, >> and we'd fund it out of out of fund balance, you know. So, yeah, >> I think I think that you will get some innovative ideas if they have that opportunity because I don't guess we've ever done I mean, since I've been here, we've not offered any
019kind of mini grants and stuff. So, whenever um I was first getting into coordinated school health, I know that was something that um coordinated school health, they they did that a lot around through the districts in the state of Tennessee and they seem to be very successful. you just you get to hear more ideas and people thinking out of the box, especially if you put a little money towards it. I think I mean I think that it it would work and you'd get some good ideas and maybe some good things um going on. >> No, Mr. B when I think of our afterchool program or our excellence program and when we have tutoring going on and hopefully that will expand to all our schools and uh there may be more needs in one elementary school
020than the other so that they may have there may be more tutoring going on in in one school than the other and that's okay. But when I think about our excellence program, I mean I've got my my group of however many kids that are staying with me every afternoon. I would apply for a grant and try to do STEM activities, things that are going to impact our students in their learning. Uh I know it sounds maybe sound a little silly, but a garden, >> you know, a greenhouse. Yes, ma'am. >> Yes. Very cool. Um, at a previous school, uh, we used after school and we grew a garden and our families were allowed to come pick from that garden and our students were so proud firsttime gardeners, you know, and that's something they can do
021the rest of their lives. So, >> well, I'd like to take it just a minute and talk about I I met when we mentioned the possibility of this committee in one of our schoolboard meetings. We had one of the teachers came in and and wrote us a letter. We all got it and so I went and met with her and I would love to see some of our teachers on this committee. >> Yes, ma'am. Um, I'd love to see personally I'd like to have a representative from each of the schools as a part of this committee where they have a person within the school that they can go to and they can help someone who can help them fill out the forms for what you know what we're looking for. um someone that they can
022go to and kind of hash some of these ideas off. It's just just a representative from each school. I know this one teacher I met with, she was so excited about the program and she wanted to be a part of the committee and so I'd like to see it stretch out just beyond here and get more involvement from the teachers. Do I have to do all the Robert's rules on making a motion for that? >> You know, I I think that well committee makeup generally has to be, you know, approved at the board. Well, we're going to have to make some revisions anyway because we're talking about rolling in the after school program to this, >> right? >> So, >> that could be part of that November. >> If everybody's in agreement, then we could
023put it on the agenda for the next board meeting. And does does having that many people make it unwieldy? That's that's the question. >> I think you'd have I would hope that it would be a very strategic group of people. I mean, to make it work, right? >> Um because I think you're right, Mr. Ballard. If we get too many people on it, it makes it it'll make it hard to make a decision. I feel like >> um if we have a bunch of grants that we have and we need to vote on and pick certain numbers, the more people you have, especially teachers. I was a teacher and you know we're very headstrong about um personal things that we you know are passionate about. So I think that if it was um intentional with
024who was on the committee, you know, I don't think that that would be a bad idea. >> You know, the other thing is maybe it's maybe we have two from elementary, a middle school representative and a high school representative. >> I agree with that, >> but that that keeps it a little more >> manageable. But those two elementary folks are responsible for all our elementary schools and passing that information along. >> So they'd have to reach out to all the schools. So is something like that workable then? >> Yeah. I think it'd be a good idea to have a representative from each elementary, but like you mentioned, that's like the groups large. I don't know. I wish it could, but >> yeah, then you're getting like 15, 16, 17 people on a committee. Oh, that's
025Yeah, that's >> Well, maybe we have elementary has a member from each school, but only two come to each meeting and then the next two and it just kind of rotates through so everybody has >> representation. They do every week, but >> or you have the elementary subcommittee or something. >> Yes, sir. >> Okay. So, is this something that you'd want to do like you open up a grant application once a year or is this something like you want to do quarterly? What are your thoughts? >> I you know, I kind of threw the idea out there. I I wasn't sure what how would work best in in our system, >> but but if you're starting a program, it's kind of, you know, even a pilot program in a particular classroom, you know, it seems
026to me it would make sense to have it, you know, start quarterly or or something like that. So you can get enough data, you could fund it and get enough data to see if it works to see if it you wanted it to roll out elsewhere or if it didn't quite work then you say well we didn't spend much money and we we tried and you know on to something else you know so we can >> yeah I mean there's there's no shame in that. It's just saying hey we tried something and it just didn't work out. So, >> but you know, you probably wouldn't be want to be starting things I wouldn't think kind of in the middle of of a cycle, you know. So, I mean that's >> so like one grant cycle
027a year. Is that what >> I'd almost like to see two? >> Yeah. Two a year maybe >> semester wise. >> Yeah. Because they're going to be you got summer off and that's when you got time to actually think about possibilities. >> Yeah. >> So, I'd like to see us open up one then and then halfway through if they want. >> I mean, they're constantly going to be thinking of ideas and I hate to not have >> it where they where they can go, >> right? >> You know, and it's going to take it's going to take probably a good six months of working on a specific thing or four months to see if it's even working, right, or not. >> And so, yeah, I'd like to see it at least twice. Yeah. So, I
028think we'd have to I mean, we're going to need to create some kind of application process. >> Yeah. >> Um and then I think also like a rubric. We need to kind of decide on a rubric >> um to look at it so that we can all be kind of clear about what we're looking for. Um because I would I think that things need to probably be tied to our curriculum and our standards and not be something that's totally offthe-wall, right? >> As far as if it's instructional. Um, and so I think that those are some things that we would need to do probably before we roll this out is we need to probably, you know, think about what the application process will look like and what our rubric is for um, deciding on a
029on a, you know, a grant to choose. >> I mean, outside of the professional development and and and that's reflective in your scores as well, excuse me, uh, the majority of our tutoring has is a has a measurable uh aspect to it. You know, we we know from their data because our tutors are working with those students that are invited, their classroom teachers, they know where their gaps are. They're it's almost like the child's the children that participate in this tutoring. um they don't have one teacher, they have another teacher in the afternoon and an educational assistant that supports them in their ELA journey. Uh hopefully this will expand to math as well. So >> I just don't want to see it get so >> rigid that the really like you know me I'm an
030art teacher. >> Yeah. So, you can't always take what they learn in art and put it into how it's going to show up on their >> ACTs and things like that, but there's valuable stuff going on. So, I don't want to be so rigid that they have to be able to always prove it with test scores. >> I understand. I I I want I want them to be able to get in there and some of these ideas some of them are going to fail, >> right? >> Hey, that's okay. We We want them to be able to try something with the possibility of failure. Otherwise, you don't really stretch into innovative ideas. >> Fail forward. We kind of had this conversation yesterday about because we were trying to brainstorm what would be some ideas and
031we talked about field trips and you know you can't necessarily tie that back to um a test score but are field trips important for kids absolutely changing you know like our prek students like since it's a state funded program we can't ask parents to pay for field trips and so that kind of limits the prek teachers on what they but I mean I could see prek teachers applying for a grant saying you know can I take my kids to the science center in Murphy'sboro girl and that being something that those kids have never had the opportunity to do. And so there's not going to be test data necessarily, but I could see that being what you guys maybe are looking for for innovation, like just opportunities for students. >> And please hear me say this.
032I know I talk a lot about the tutoring and and I'm I'm proud of what they've done. No, I I understand. I'm going to tell you this in in in the tutoring and that third grade prof >> absolutely I agree >> but I want to guarantee what I remember and I can remember that far back Mr. Ballard. Uh, I remember really >> those field trips and those other moments at school that opportunities that I did have to fail forward that were not tied to the California Achievement Test >> or whatever it was we were taking at the time that had such a huge impact on me. But I'm I'm all in on that. Along those same lines, I was just out of Hickerson yesterday doing a science class for Michelle Mullikin and she told me
033she said they had a kid who who was in that class. He transferred in from I think and he was out working in the greenhouse working with pl and did did she tell you this? >> No, she didn't. >> Oh, he said, "You know, I know I'm not a girl, but I really like this." I love it. It was just really funny because you know he's kind of like you know I really so you're giving him a different experience that he might not you know and that's kind of >> and maybe we even create I'm just sitting here thinking of ideas and like maybe we even create it to where it's you apply for different types of grants like you have like the instructional umbrella you have the extracurricular umbrella you have the field trips
034and events and and you have different things like that that may be and you're gonna um you're going to look at the impact differently between those things. You know, you're going to look at student impact instructionally different than you would for extracurricular activities. The impact on that like >> Yeah, >> that might be an idea. >> Well, it's good that Beth provides us this balance because I'm I'm like a science guy. So it's kind of like give me the numbers >> and I'm a kindergarten teacher so this is a good group because yeah my heart or with the >> but there are a ton of science things that we could do that are just absolutely mind-boggling to and they it the learning and they get in where they enjoy learning and they crave it and
035that's what we want to create. >> Yeah, exactly. We want to create excitement about learning and I can see where we can take them to um oh an aquarium or something like that on a field trip. And out of that we get kids who say oh I'd like to be a biologist someday or zoologologist or whoever deals with fishy things. you know, create those opportunities. The >> previous school that the the two most impactful days of those children's first couple years of school were the Chattanooga Aquarium and and the zoo in Nashville. >> Yeah. >> Because I think we take some of those opportunities for granted, you know, with our own families and that's not something that all of our kids get to experience. >> And talking about field trips, if I may, Mr. Chairman,
036uh it's it's important on those field trips. I know I talked with Miss Aland. She's uh I know she either has or is taken a group of students to visit Brushy Mountain State Prison. Now, I'm going to suggest that every school board member in our county and whatever attend go to Brush Mountain. No, just kidding. Go to Brushy Mountain State Prison and visit that because I I live there in Morgan County for eight years close to the prison and some of the whatever there. But that's critically important for those students that may want to go into criminal justice, whatever. But if you have the opportunity to walk through that old prison and see and visit the sale where James Earl Ray live >> and I got to go in that cell room and uh it's
037it's another world. But what an impact that will make on those. They'll never forget that. >> It it brings that history book makes it relevant to life. Yes, sir. >> Yeah. Yeah. >> So you lived in Oakdale? >> No. In Wart Burton. >> Okay. >> Yeah. >> You drop a marble out of your pocket, you won't see it for a while cuz it's going to roll to the bottom of the hill there. >> That is true. In Oakdale. >> I gota love that county. >> How would we get an application together? What would we want to have on that? >> That's easy. We can have that done in >> Okay. Tanya volunteered for that. I'm going to write Tanya Tanya. >> Volunteered to do that. I'd love to have on that application where it talks
038about what they see the benefit as being now, but also what they see this potential benefit is in the future for these kids. Where do you see this adventure doing maybe taking them someday? >> So intent or and rationale. Yeah. >> Behind Okay. So that that maybe that stretches the thinking to say um I mean it can even direct what they choose to do when they get into high school. >> Sure. >> You know, whether they want to go into the um which type of program they want to go into. >> And so I can see the earlier we can get a lot of these innovative things going in their lives, the more it's going to open up their future, too. So, >> well, getting away from the tutoring. >> I love the ting. >>
039I I'm just kidding. So, get getting but getting away from that. I mean, I can see teachers uh this is a six-w week process. This is a 4-week camp. This is a nine-week camp. And depending on the length and the intent of the grant, you know, we're going to meet for this amount of days. Uh it doesn't have to be 180 days, right? >> Doesn't have to be 100 days like the tutoring is. >> It just you know we could we could have a two week camp. >> I mean it could even be things like after school clubs. >> That's >> you know that that sort of stuff really stretches kids. that. So, what would be a good number for, you know, a maximum amount on on the grant and then kind of a like
040a to I would, you know, I originally threw out like $2,500 then a $50,000 pool to be rep. But, you know, >> I mean, I like that $2500. You you can't do much with less than $2,500, you know. So, I wouldn't go any less than 2500. >> That would probably be a good number. >> That's appropriate place to start. >> Yeah. and then throw in 50k kind of reserve that you know we'll talk to April about that and then you know then that is designated for that and then we we restrict that I guess for that and then um and then if we need to we can go back you know if we get all kinds of ideas we want to which would be fun actually to see that >> and that I think that
041it I think you kind of were alluding to this the less like strings you put on this the more ideas you're going to get. Exactly. >> And if you make it real tight and it has to follow all of these things and you have to report back all of this data like that's what's going to turn off >> might as well be a federal grant. Who wants to do that? >> That's going to take away the artistic people. >> She has. >> So yeah, I think that it needs to have some kind of >> um what's the impact on students? Yeah. What's the impact on learning? maybe not tied maybe directly to test scores or because that is going to like especially people who aren't classroom teachers like if you're talking about an art teacher
042or a music teacher I mean they're going to struggle with um even though it does tie back indirectly um they're going to have a hard time saying this is how I'm going to measure their success at the end yeah we don't want to say oh it's got to be a smart goal yeah we don't please all of the don't have to be 2500 if I could get whatever I'm wanting done in $500 with that grant. >> We're talking about a max. Yeah. >> Yes, sir. A STEM something to do with or just something >> geology. >> Yeah. >> Or if they can prove to us that what they're doing is might go a little over the 2500, but they can prove why that that needs to happen. You know, I I I don't even like
043sticking to a certain amount. And I know we have to do a little bit of that, but you know, I like flexibility there. >> We could do a range. >> Yeah. >> For a for April purposes, we probably >> Okay. Well, that that brings up another topic is the financial end of it. We would have >> Do we keep the money? Does it go to the school? >> Uh who keeps up with receipts of purchases? >> School secretaries. I'm not going to want any of that. Yeah, >> let me work on that. >> Yeah, that's gonna be an April question. I would say she be the easiest one to figure out if it'd be better for us to keep it locally up here >> within the school. >> Yeah. One the one committee meeting April
044doesn't come to me. >> Give her Hey, we we pull a Jo. We just assign her to every That's what they do to me. >> She's always on Monday. >> They're like, who's on that committee? They're like Yeah. They're like do that committee. >> Yes. show you for not showing up to a Monday meeting and get three more additional duties. >> You know, I like Charlie and I uh and I think he brought it up in the Monday meeting. Um if you know, we don't have it doesn't have to be academic focused. Uh it can be field trip opportunities. We were talking about like mentoring and stuff like dads on buses and stuff. I think something because just the impact that that alone does. I mean, I think something like that people can be thinking
045about stuff like that as well. >> Um, I know it's free to do stuff like that, but you still like background checks and provide training and stuff that cost money. So, >> and that that and thanks for bringing that up. >> That was Charlie. >> Thank y'all for bringing Thank you. Okay, we're gonna fight over who gets the credit. Thank both of you. >> Thank you, Charlie. >> I got you. >> But that that was brought up. Somebody on our board brought up dad's in school at one point. I understand. >> No. No. And we're talking about And you know something on our >> I got sat down by Chad Partner on that one. Yeah. >> Really? >> Yeah. >> Oh, yeah. Yeah. Issue. >> Yeah. But we can revisit. I think we need to
046revisit that seriously. >> And not all our buses obviously um you know a little more mature kids and whatnot don't need that but on some of our buses that having that bus assistant on there that would be that that would be something that I I thought was a great idea and implement. And >> I know that I tried to get them when my my children were riding the bus to >> let me ride it with it as a parent on the bus and they said we can't do it because of increased insurance. >> Insurance. Well, that'd be something we need to look at. >> But I think it's worth looking at. >> Yes, it is. Absolutely. >> I mean, there's s just so much impact. It's not just having someone else on the bus and
047the door. It's it's every someone talking to kids, right? >> Especially if we're talking about dads. Some I mean, we have a lot of fatherless children. >> Um, and so just them having a male >> presence I think would be I think that's something we should look at. >> And they have critically important. >> Yes. We'll get them from Eric G. He's got a box full. >> That's really important. >> Yeah. So recapping unless anybody has anything else, we're looking at a tentative I'll say that toward Miss Beth a tentative cap of around 250 um >> 25 or yes 2500. Uh we're looking at a committee member from each school but as far as meeting attendance two rotating elementary, a middle and a high school. Uh we're looking at creating a grant application. >> I'm
048looking direction towards the blue and green mic. >> In creating that, we're looking at a rubric for the application. We're looking at intent and rationale for the application. >> Y >> okay. >> Long-term benefits. Long-term benefits. That's what said was like benefits now and then what are the future benefits of doing that like you're saying now right now they're going to get this experience but then they may in the future intent is growing that student's passion for X that kind of ties in with that >> or just offering them opportunities they'd never have in life. >> That's their intent of that is offering There you go. >> Just expand. Uh we're looking at grant cycles that run um semester, one in the fall, one in the spring. Uh what else are we talking about? What
049I miss? >> Well, so here's my thinking right now. So if we're think like can we get money come January? I mean, is that possible? we can put it on the agenda for the next board meeting >> because I'm thinking like if we went ahead and we thought that that could happen the middle of November we get that application out there. >> Yeah. >> And be ready to rock and roll. Everybody knows who's getting it in January when we come back for that second semester. >> Yeah. If we vote on on setting that money aside and and the amount in November, then that should make the money available, you know, come the beginning of the year so you can start taking applications >> because I'm already thinking like our elementary is willing to do a
050fine arts night. And so I think that would be a perfect opportunity for them to the Chrissy Led Singer, the music teacher at East Coffee, is willing to lead that. And so I think that'd be a good opportunity for her to apply for this and just get money that they'll need for, you know, getting the kids bust to where they're going to, you know, perform that afternoon and things like that. I mean, and that's what something she's wanting to do in the spring. So that might be an opportunity. >> You were my head. >> You were at that initial meeting, Miss B. >> Yeah. So are they thinking now of splitting it up into elementary school? >> No, ma'am. It will be the entire school system at the middle school. >> Okay. Awesome. >> Yes.
051So, whenever you get all these applications turned in, you know, you have 50 applications turned in, you got to think about, okay, who's reviewing those. Um, and then because like y'all said, if we have all elementary, high school, if we have a person from each school, that's a lot of people review. That's a lot. Now you almost need a committee for >> you'd probably have to have some scoring system and then we just kind of accumulate the scores you know the rubrics like so >> and that would be kind of how you decide I guess. >> Yeah. But you'd want to decide that. >> Yeah. >> And you know something it's not going to be as good in January to May as it's going to be in August to December. I mean I just see
052this growing >> and improving. >> Yeah. You got to start somewhere. >> Yes, sir. >> Figure out. >> I do feel good about >> I mean that's a I know it's just October, but that's a pretty quick turnaround. >> But >> hey, the girls had no sweat. I believe we do have a lot of great people doing great things and and I do believe, you know, >> they filled out so many grants. They know how to make we know how to do an easy one easy one money. There's actually an innovative school grant that our one of our local folks has that will apply for and another one that gray beard man shared with me. It's on e plan. >> It wasn't you, Mr. Ballard. It was that one back there. >> Well, I know
053Michelle Mullikin is gonna apply for that. >> Yeah. Specify which great beer you're talking about. >> There's a lot of them around. >> Yeah. Now, as far as who in each school, do we want to take volunteers? Do we want to have the principal pick out who that representative would be? How do we want to go about that? Because I've got one young lady who really wants to do it from North Coffee. So, I think, you know, >> I think maybe just maybe Mr. Hard Grove could reach out to the principles and say, "Do you have >> ask around your school and see if someone's interested?" And maybe we don't have someone from every school that's interested and we just take the ones that take one at least one from each school if they're if
054they're interested in serving on that committee. Yeah, >> maybe start there. >> And we can do that. That I mean, that's an email. >> Well, this is a young lady who is very interested in it. So, when you talk to Dr. Okay. >> All right. >> I'm excited. >> I am too. >> I'm more excited about this committee than I have been about. >> It's because it's because me and Tanya are on it the other day. >> Yes. I was >> Yeah, I do. That's my second favorite committee. Okay. >> And my least favorite one is uh the finance committee. Oh yeah, we can understand that. >> And are we going to limit this to teachers or can it just be open to anybody within the district? Like I'm thinking like if Mr. West Morland
055had a, you know, an idea for SPED, would he would that be an opportunity or or do you just want it to be Yeah, because I think we need to probably need to be clear because like we have like academic coaches. Would they be able to, you know, do a grant if they were or do we just want to be >> I think anybody in our system >> would be >> keep it open right now and then we can always see I mean we can either decide it's a good idea or >> well it's more uncertain in need to have some mention than that. >> I I think >> Yeah. So I mean I'm just maybe open to everybody in the district and then we just kind of see what we get. >> Yeah. Okay.
056And then we can, you know, and if we want to limit it to teachers down the road, you know, we can, you know, we may have to backst step that, you know, it just depends. >> Okay. >> You know, but >> but all of it to improve student outcomes. >> Student outcomes. Yeah. Is I mean, that's the goal. >> So, we couldn't get a soda machine, a free soda machine for the teachers. >> It would be kind of a stretch. You'd really have to really have to work that application. >> Energy drinks. I mean >> sufficient number of caffeine in my body will improve my performance and I tell you >> see I mean we can you already figured it out. >> Yeah. >> I will be a better teacher fall asleep at lunchtime. >>
057So does anybody else have anything to add? I appreciate everybody sharing and just getting it off the ground. I had a, you know, I know Gary had something about the history stuff, but I had somebody that approached me Friday night at at our Beach Grove chili cookoff and and I promised him I would bring it up here and I'll just throw it out. I thought it was an interesting idea. >> But he said, you know, out there at the base they have um a great shooting range out and he was proposing a shooting club. He said, "Hey, they got the range. They could provide the ammunition. We could find a bunch of vets that would do it, you know, so we'd have to kind of figure that out, but you know, maybe along the line
058of our plate lusters group. So, um I'm not sure how that would come. It would probably have to be a club. So, so, uh, >> I'll investigate the legalities of that, >> but but apparently the the range is if if you make provisions >> and they got they got like thousand range out there to >> attend. I would encourage you all to attend participate in that. >> Well, that could be something. >> I'd like to use that range, but >> eighth grade student in 1948 and I took I mean uh 1978 and I took >> 48. Just making sure y'all were paying attention. And I I took hunter safety with with a gentleman and I'll never forget that class. >> Yeah. >> It taught me how to just good hunting rules and firearm safety >>
059and our ROC program could take advantage of >> Yeah. Exactly. So there's a lot of opportunities there and and he brought it up. I hadn't really thought about it, but but he was just, you know, he's probably of our community. So So it's something that that, you know, he could help facilitate. I think that's great. I told them I would definitely bring it up because hadn't even thought about it. So, >> and that's another thought I had. What about >> occasionally holding a meeting where we invite our community leaders to come in and add some innovative ideas to it? >> Sure. >> Just like that. I think we've get some some really good ideas from the businesses locally and they might even be able to say, "Hey, I've got this at my business that I
060could bring a group of kids coming through or you know, um I'd love to see just maybe occasionally going I don't know how to involve them. I just think it would be >> Mr. Skipper would probably be the place to start because he's got a lot of connections with the local businesses. So he could probably >> you have >> but you know once we get the bird off the ground next semester >> moving forward those are >> great ideas >> and you had something Gary >> I like the thinking of this committee I'm so glad that this has surfaced and uh this could help change improve and change education in county thinking outside the box is critical. important, but I talked with Melissa on this the other day and we get this post from Melissa
061or ever whatever on the uh Tennessee history for kids. >> Yes, sir. >> And I don't know that we're utilizing that in our system at all, but I would hope that I don't know how that works. I would hope that our schoolboard members could visit that web webinar or whatever on that and make it available for our children, our kids. I'm a history whatever nut I guess but looking at some of these topics stuff here we've never heard in history and seen whatever the one to Thursday is Tennessee's bloody path to statehood. But when you read some of the material in this, it's like, wow, I wish I'd heard that when I was a kid, knew that or whatever. And one of those segments is uh roads and bridges in Tennessee. When I read it,
062I thought that's not But when you read some of the information that's revealed in that like, wow, didn't know some of that. and also some of what happened with Tennessee and World War I and some of the Alvin York and what some of this is just so fascinating to me. But I can't believe that some of our kids would eat that up. >> I do believe that. So I just want to toss that out. I don't have any idea how to begin to research that or make that available or check into it. But they will send they will attend they will send history books out to the students and it's just amazing what some of the stuff they have in here. I can read and read and read on that. >> Please share that. >>
063Is that a >> Yeah, I feel like that we've used some of those materials. I think we may currently be using them in fifth grade in the district. um because that sounds familiar, but I don't want to uh say something that's incorrect, but I know in the past we've used some of those resources from Tennessee History for Kids. I'm not sure exactly what all is being used currently. >> I appreciate you warming my heart as a former history teacher, Mr. Cordell. >> And just to let you know, we are uh and we being the state of Tennessee are kind of reshuffling our history standards throughout our school. But some of this is just wow. >> I know. >> Oh, >> but I hope you could check and see if there's way a backdoor approach to
064that word. >> I think Gary and I both visited their booth at the TSBA convention a number of years ago and and I I'm a real history buff, too. So, I I won't really wallow in that stuff. I had one other thing. You're done. You know, you know, we talk about innovation stuff and I'm just, >> you know, where we get ideas from, you know, and I'm kind of I don't care if it's North Dakota or Washington or, you know, New Mexico, but something that that went on and and I don't have a lot of information and you and I have talked about what's happened in in Mississippi. They call it the Mississippi miracle down there where they were at the very bottom >> in education and now they are in the top >> in
065math and reading. >> Yeah. So what what have they done down there? We need to go to Mississippi. >> Maybe field trip. >> I mean I know there was much >> y'all need to apply for a grant. >> Yes. We happen to know >> but yeah Mississippi >> stuff like that I think is worth looking into it what what do they do >> definitely >> it's amaz amazing where they have transition to from where they were at the bottom of the pile >> over it's a miracle >> yeah it's really something so is there anything there that we can we can use here may maybe it's unique Mississippi I don't know >> I think it can be used here they did there were the what little and this will take about five seconds. I know
066about it share. They mandated um that all schools use a certain foundational phonics reading program. Every single public school in Mississippi did that. >> There was required training. >> They did the letters training. >> The letters training which what we're we're using as as well. But I think there was >> and I know there's more to it, but I'll try to find some things out. >> Thank you. I think we need to send you literally on a field trip. >> He does Mississippi >> all the time. Well, it's slowing down. My youngest graduated from Mississippi State, so but I'm I'm sure I'll be back in state for you. >> Detective work driving down there maybe being >> that was all I had. >> Okay. Anybody else? For the good of the cause. >> Yeah. So,
067what date would y'all like for the application to go out with the information? Um, and what date do we want them back so we can >> what what would you need to roll out? Let's kind of say, you know, Janu well beginning of January when school starts back. So, if we took that date and said that, you know, we want to roll things out there. So backing into and this is kind of how how I usually think is I say okay what do I need it by and then we back into deadlines from there. So what would you need from there? >> So are you saying if we wanted to announce maybe the the grant recipients at the January board meeting >> just January the is that be the >> Yeah, that would be good.
068So then we need to back it up and say give enough time to get it sent out and then return it and then have time to >> select. So that may be a quick turnaround >> and we'll get the money on the uh on the November board meeting agenda. So um >> I don't know if we need to actually approve the grant application. I think we just need probably need the board just needs to approve the money >> the money appropriate for it and then we can get to the other >> Yeah. Yeah, I think >> these two MG could approve the application. >> I don't know a thing about what an application would look like or whatever. >> 2500 I think the board. >> Yeah. On the grant, >> but the application, >> right?
069>> Okay. Do we have to do it within I mean can we leave it open for say a 3-week period that during this three weeks you can send them in then as they come in it would be easier to look at what's coming in a little at a time than to suddenly look at everything all >> I think we could >> I will say I think the first time let's make it a month window because that is that third quarter that never ends if you're in the teaching position let let's give everybody a month. It gets everybody get back into school and it gives everybody a little bit longer and maybe we chop it down like you say to three weeks in the fall. We've done this before. >> Yeah. Well, I just want to
070give it enough of a window that people >> Yes. >> get things together. >> And get things together. >> So, we were thinking have application and everything sent out to them November 7th. But then I'm wondering do we have to wait to send the application out until it's approved at the board meeting for the funding? >> Would we have would we need to do soious? >> Well, we could send it out, but they take a risk that the the board will not do it. >> I'm pretty sure the board would approve the funding, but >> when's the board meeting? The 11th? November 10th. >> Hold on, Miss Send it out November 10th. >> We could send it out that afternoon, that night after the board meeting if it's approved. Would that be okay with everyone?
071>> Yeah. >> And we'll give everybody till December the 8th and we'll make sure we send that out for everybody to look at that application and put some eyes on it and give us some feedback. >> I'll try to have our team, which I will include all of you all on the email. I'll try to have our school representatives in the next week or two. >> Does that sound good? >> Yeah. Thank you. >> Okay. >> All sounds good. >> Anything else? >> I think so. Miss Jonah, what's for supper? grilled hamburgers. I think I hope my I hope my husband is cooking it. >> I promise you I get that plug in. I got it in for you. >> Is he watching on YouTube? >> I do appreciate everybody's input. This is real good
072conversation. It's healthy and it is miss. It is very exciting. >> Yeah. >> And and the fun part and it's good that I feel very blessed to to be part of the team. So, speaking of Robert's rules, >> I don't know if we need to do a formal vote on agend Well enough. >> Thank you.