001the afterchool program committee meeting started. It's a little after 4. So we have uh the agenda here and I don't know if we need to introduce ourselves. I'm Tanya Barner. >> Chris >> Beth Yinch. >> All right. We have a couple that aren't able to be here with us. Um so on the agenda we've got uh we're going to talk about the structure of the program, our five-year projection and grant search. So, um I wanted to go I've been running some numbers and looking at data for um the first two months of the after school that >> oh >> um >> you go and so this is for August and September. And then I also have these are the numbers that are registered like that are registered to stay for the after school program. So
002we'll look at the numbers of the ones that are registered to stay at the program first. Um now parents can they leave? Can they have a child stay that day if they pay? say they're not registered for the full program, but they need they want to stay for the Fridays. >> So, unless they tell us ahead of time, we don't have like drop in. >> They have to be registered and they have to like we don't let them like send money on Friday and say, "Hey, they need to stay on Friday." Because we're having to plan for staffing and our numbers. Um, so they do have to pre-register and prepay. Yes. >> Yeah. I believe that was one of the things we talked about last year was, you know, to have some kind of continuity
003with the, you know, knowing how many students were going to be there from day to day, >> right? Because it it would be very hard to plan if they could just drop in anytime. Um, so some schools we we really liked for parents to send money in on Thursday just because of tracking and getting that money to the bank and stuff. So some schools really set that deadline and stick to it and some are a little more lenient. So I feel like we're we're working well with the parents and um really I have not had any complaints from parents. So that's a that's a good thing. I know we're still just about two months in, but um so far so good. But if you look at the numbers and the ones that are registered, Deerfield
004has always been our lowest enrollment, like even when it was a free program. Um, but these numbers are higher than I projected. Um, so I think that has a lot to do with that we're only charging $5 a day. >> Um, so that's these numbers. I've talked to Miss Leanne Eaton or Leanne um Chastain. She's the site director at Deerfield and something I mean she's always talked about um transportation. It's really hard um for a lot of kids to stay out there just because they don't have the transportation to get back home if they're not riding the bus. Um so I think that's why our Deerfield numbers have always been low. >> Yeah. Um, but do y'all have any questions about the the numbers for the ones that are enrolled? >> I noticed the numbers
005are higher at New Union and North Coffee. Is that where we have that uh pilot programs for tutoring? >> Our tutor numbers are not in here. >> Okay. >> Yeah, these are just for our paying kids. >> Okay. >> Yeah. >> But yes, those are the schools that have the tutoring, but those those students aren't included in that number. >> Okay. But these have always been our largest schools. Really, it's always been Hillsboro, New Union, and North Coffee that have always had higher attendance than anywhere else. And if you'll look like those three schools actually have middle school students, too. Um, several middle school students, which I thought was a little surprising. I thought, "Yeah, we'll have it open." But I didn't think a lot of middle school kids would actually stay continuously. So, those
006three schools, we have several middle schoolers. Not the other ones, though. >> How is that working out with the older kids? >> Oh, yeah. I've got more. >> I guess they're just one grade up and they just left the elementary. So, that's >> Well, and you know, that may not be um right as far as like some of those numbers may be seventh and eighth grade, too. I just didn't on my spreadsheet. I didn't have that in there. But really, my site directors, if they're in there, they're just gauging like their maturity level and if they need to be in there, you know, with a teacher working on homework, they'll do that. Sometimes they have them helping them do stuff. Um, so it's I've not had any complaints about that either. And I've been very
007clear with the site directors. If these kids are coming and they're not behaving, then we're not going to let them continue to come through our program. Um, and I have not, we have not had any problems that I've been aware of. >> I would say some of them are because they've got younger siblings that's in the program and it just helps mom and dad out all around. >> They only have to make one stop to pick up kids. So, yeah, I think you're right. Yeah. I mean, if they can be beneficial and help the >> help the teachers and the aids, you know, if they don't need any help themselves. I mean, >> yeah. Like some will even after the snack time, they'll help clean up from snack time. I think that's good. You know,
008put them to work and um so they do a little of that, but it has not been a problem. >> Good. Good. That's that's good to hear. Well, if you don't have any questions about that, we'll go ahead and this sheet right here, there's just a lot of numbers. I know it's a little crazy, but I like to try to keep everything on one sheet. It helps me to keep up with stuff. So, um if you'll look at this up at the very top, I have each school and then I break it up by um the number that they had stay that day. And I have this this top row. It goes on through December, but y'all didn't need to see that, so I just cut it off right there. But that's how I keep
009up with it. And then at the bottom, it just gives me a total. Then I run formulas for each month so I can get their average daily attendance. And that's what you will see on the second set of numbers down here. So like if you look at Deerfield for the month of August, they had a daily average attendance of about 10 kids. And then you can just look on down. East Coffee had a daily average of about 15 to 19. >> Now they're they're still paying >> Yes. >> to stay in the program. >> $5 a day. >> So there's 24 of them and only average of 10, >> right? >> But and that's an average. So on some days you may have, you know, like 20 of them there. I mean that's just the
010average thing. And depending on how the days fall in the month, you know, you can have 20 days in a month, you could have 24 days that you're averaging it out from. >> Right. Right. >> Yeah. >> And I also highlighted um I've been keeping track because whenever um the program started, first started at East Coffee when Mr. Shores was actually there. um they started the program and they did it on Fridays and um they talked how Fridays was a very low attendance day and so that's what that like a August the 8th and all the way across I kind of have it highlighted just so I can kind of keep track and it is it is >> lower than any other date but it's still like I think probably 76 is the lowest I've
011had um throughout the last two months. So, you know, I've got some Fridays where there's 90. I've had a couple hundred and something days. So, I really think that it's still beneficial to have Fridays. I'm I'm glad that we chose to go with the five days a week um because I I know it's a lower attendance, but I still think it's beneficial. >> Still more than half. >> Yeah. Yeah. So, it's still helping out some >> benefiting most of them. >> Yeah. the majority. >> So, I think it's good that y'all chose to go that direction because I think it's it's helped out parents >> and we could have always said nobody's coming. We're going to discontinue Friday. >> Yeah. Yeah. And also, I I really think that it helped that we started that that
012first full week that students come back. Um, you know, with the excellence program, whenever we were getting that funding, there were so many requirements that everybody had to have like CPR certification and all these trainings and stuff and then just hiring the staff because we were able to have more staff. We needed that good month to get everything ready to go. But this time, I mean, we didn't have all of those um like things that we had to do. So, we started that first full week of school and I also think that benefited the um parents and I'm sure students. >> So, can we add a whole list of rules to make this a little more like you're used to and a little harder? >> Well, I mean I mean we can do that if
013>> no days are already pretty long. I'm sure >> let me just ask this. You're talking about like when it was under the grant, there were administrative. >> Yes. From the state because those were federal dollars. So they said everybody has to be CPR. >> Did they provide the funding for that? >> Oh yes. Okay. It didn't come out of >> No, no, no. We got lots of So I think the last year that we got it, it was like 400 and something thousand a year. And so I just I would budget that first month for everybody to get 12 hours of professional development and that covered their training and that come through their grant. No, it didn't cost anything. >> No, >> under that. >> No, but like if if we did want to
014go that route, Yeah. that cost money, >> right? Not not being under the >> grant. Now this year we can apply for it again, right? Well, I'm not. It should be in 2026, but the way things are going, I'm not holding my breath. I mean, that's a federal grant, >> so it wouldn't surprise me one bit if it was not open. >> I was going to say nobody. >> Yeah. >> So, I mean, that's why even if the government wasn't shut down right now, I'm not I don't want to just hang everything on that like, oh, this is going to happen. I don't like >> I mean I don't feel like we'll probably get >> when they cut us out before we were shut down and these issues weren't there. >> Right. >> So I
015mean >> yes please >> for the past probably 10 to 12 years at when we had it at East Coffee it was a regular occurrence that Mr. St. John was over at that time and also Miss Gibson and they would send us emails. Please send us to your legislators. Please send us to your to Washington DC because they're looking at cutting >> the funding and that's been going on 12 years. >> That long. >> So >> Oh yeah. >> With every federal dollar at that time with that administration those >> Yeah. Wow. So I mean yes that grant it may come out it may not. So last year when we did apply I think that for the the application maybe at the end of January and they said it would open like the beginning of
016February and then you had to submit it at the end of April or something and then I don't know if y'all remember but then they let us know like the last week of July >> literally like the day. So, so even if it does open and we apply and we're like, "Oh, man. This is a solid grant." >> I I would not Yes. Yeah. We just pretend like we hadn't even applied and just move on with business like we would if we didn't have it. And then if we got it, it'd be like we're doing Christmas. >> Yeah. >> Well, the good thing is if we earmark the money for it and we get the grant >> Yep. We can always resend that money and use it for something else if we, you know, >>
017or push it out ahead. You know, well, this is going to be for the next time that we don't get the grant. So, you know, it's, you know, the grants great, but I mean, the grants are great, but uh, you know, we Yeah, we need to look at how we can maintain this without the grants. Yeah, >> some some grants are extremely expensive to write. >> And I'm going to tell you this one is one of those. >> Yeah. >> Uh and if if my suggestion is if Miss Gardner's asked to do this, I don't know if she even wants to to write it again, but if she does, we we it's probably going to have to be after school if she gets this or starts working on it. Do you think you can write
018it during the school hours? >> No. I mean, definitely not. >> If that's the case, y'all, she's not getting compensated for anything over and I guess it could be done by the hourly type thing still like they're doing now, but we need to keep that in mind because I don't think she could actually because I remember and Miss Gibson and all the different ones that wrote it. It was like, oh my, it was hours and hours on hours and it's a big They definitely make you work for it. >> Yeah. >> It's not just something down >> and type a few sentences, >> right? Oh, I've heard. >> No, it's not what it's like. I wouldn't want to write it. >> Yeah. It's not fun. And then not to get it after you. Exactly. >>
019And then get raked over the coals. >> Yeah. It's like Yeah. It's a punch in the gut. Yeah. So, um, if you'll look down here, so this is just some, and y'all, these are my numbers that I keep up with because I do the payroll and the time sheets and everything. And so, I mean, are these numbers to the penny? Probably not. No, Miss Melson, she has dollar amounts to the penny. I think hers are a little, you know, like a month behind mine. I keep up with mine in actual time. So, these are not to the penny. Just realize that. But if you'll look down here in the third set, um I've just got it again broke up and this is for August. You'll see what the monthly average attendance was and then I
020put what the August payroll was. So that's payroll for your site directors, your teachers, and your teacher assistants. Um and so you have the total of that. And then I put in the revenue. So that's the money that we're getting for those students, the $5 a day. in August, it would have been a little more because that's they had to pay a $15 registration fee on top of that. So, you'll real you'll see that that revenue will be a little higher in August than anywhere else. Um, so I just figured um you know, we've got the August payroll, we've got what we've brought in, those two differences would be what it's going to cost the district. >> Okay? And so I believe that the district put in $122,000 this year. Well, it was about and
021I said that our revenue would probably be about 90. Um, so as far as I'm concerned, if we went in and um did some projections, I mean, I feel like we're on track where I wouldn't need any more money um to continue doing what we're doing with the afterchool program right now. If there are any changes that the board would like to make, um, then we would we would need more funding. And so I went ahead and I just added just so you could kind of see how the program is running right now. Um I put the number of teachers that we have at each school and kind of like the total number of hours. So it's not that two teachers are getting eight hours a piece. It's we have two teachers and collectively they're
022getting eight hours a week. So what these teachers are >> that's like four a piece >> right an hour a day and if you think about two that's K through five we're combining gra or K >> about K through two or >> really whatever the numbers look like we may move it around >> right where the need is. >> Yeah where the need is. So, and then the same with teaching assistants, I put the total number that we have and then how many hours um that they're getting collectively. And you'll see on Deerfield um we we've just been we had our teacher hours are not as high as the others, but our assistants are and that's we have to work with what we got. So, um, we're working on doing a little different things there.
023Um, but the rest of it, you can just see how we're doing. And so, what the teachers are doing whenever they're with their students, they're working on that homework. And if they're missing any um other academic work, they're trying to help them work through that. Um, and the assistants they have if there's kids that don't have homework, they're for that first academic hour, they're doing something academic with them, whether it's playing some academic games or something. Um, and then somewhere if we only have, you know, a couple teachers, sometimes we will rotate them through the classes where they're spending, you know, sometime each week with kids. Um, but that's how the program is set up right now. Um, I noticed on Deerfield and Hickerson on the very bottom, there's not any revenue listed for these
024two schools and all the costs went into the district. What? >> And that's just because I hadn't got their check yet. >> Oh, okay. >> Yeah, it's some some get it up here like right when they get the month closed out. those two schools, they just hadn't got it closed out and I hadn't got them yet. >> Okay. But yeah, that will go down once I put that number in there. Once I get it, it'll go down. Um I just didn't know what it was yet. >> So, you might have already explained this and maybe I missed it, but why is the district cost like double for September? just because like one thing she mentioned, I hadn't gotten the revenues yet for two of those schools. >> Okay. >> And then also the revenues are
025not going to be as high as August because we didn't charge that $15 again. That's right. So it's still going to be a little >> we don't have the sign up fee. >> Yeah. >> But but in essence, it's a it's a 50/50 program. It's costing the district about 50% of it and they're paying for about 50% of it. I mean, that sounds right. Yeah. >> You know, >> because I think I figured it out to where like um if parents paid $11, it could it could fund itself, right? >> So, that's about right. I mean, we may be paying a little more than >> Yeah. But I mean, just ballpark. I mean, you know, looking at it, we're, you know, because if you, you know, just kind of looking at at August numbers and,
026you know, you include Deerfield and Hickerson, it's going to be roughly, you know, the district cost should be roughly half of what's on here now. So, I mean, you know, in essence, we're going to be looking at about 50 5050 split, you know, give or take. >> District cost is uh it's not just cost, it's what you what it cost us. >> It's it's what I'm not bringing in from the parents, right? Y'all are picking up. >> Yes. Yes. So, that's 122,000. >> Yeah. >> I thought when I read it, I thought that it just cost us more to run it. But that's because you're subtracting the um are you subtracting the revenue? Yeah. Okay. Gotcha. >> What do you see in the program >> that would take it to the next level if you
027had a little more funding? Well, I mean, so and I asked the site directors, you know, what are what are some things? And like I talked about, like with Deerfield, I mean, if we had transportation, if we had funding to offer some transportation, you're going to get more students there that could benefit. Even if we're just talking about the the excellence afterchool program, not talking about the the small focused tutoring, it benefits them coming to the afterchool program. A lot of the kids that would benefit from it. So even if they're in there for that hour working with the teacher or even with a teacher assistant to work on on their homework and if they're struggling with some just that extra time and then getting that snack and then getting just some extra time to
028be in a safe environment um that's beneficial. So, I mean, definitely whenever you, you know, if you could offer transportation, but we've been saying that for a long time, but that's a hard that's a hard thing to um to even think about doing. That's a >> I don't know how. Yeah, it's a it's a big thing. >> Um, >> and always I mean with you know with more staff, more teachers, I mean smaller groups because yeah, sometimes these groups may not be huge for a teacher, but if you got a teacher that's got kindergarten through third, it's like how do you really do a little small focus tutoring session with Kate? I mean, you're the expert in And I mean possible. >> Yeah. >> So what would it what would it cost? I'm I'm just
029thinking just brainstorming. What would it cost to put one more teacher in each site? >> About $8,000 per site >> per month? >> No, for a year. >> That's all. >> Yeah. One teacher cost me about I want to say and I right off the top of my head I don't have it. Oh, but maybe I do have >> Yeah, we have six. Yeah, one hour. We have one hour. >> Yeah. >> So, that was for one hour, but that was just for 140. And so yeah, about $8,000 per school for one more teacher. >> And that's per month or per >> for per for a year. For a year. >> Per year. So where where does the 50,000 come in, Kelly? >> Oh, per per school. 8,000. Okay. >> Okay. And what kind of
030difference would that make? Well, in your opinion, what kind of difference would that make in helping the kids in that hour when they're getting the homework help? >> So, whenever I think about anytime whenever I think about academic and students, anytime you can make that classroom smaller and you've got more, you've got less students with one teacher, you're going to have better success. I mean, that alone, is that accurate, Jonah? And I'm just looking at like how that they are distributed across the grade levels. And so there's some grade levels that have a lot more students. So I mean you could have just one teacher that was just focused on second grade instead of it being a K2 group that's much larger. >> So we just had to kind of look at the need and
031the number of students to determine that. And and that could be something that I mean if we said okay one more teacher per site then we look at our numbers like okay where would that be the most beneficial in each school and really like okay so this this is exactly what you're going to do this is the grade all the time no matter what you really focus on this grade >> um I mean definitely that would be beneficial >> that would be six more teachers Yeah. Yeah. One at each school if that's if that was the >> um So things have really changed for this program this year. >> Oh yeah. >> A lot. Not only are you having to take up money, but the program is just different. >> Do you um do you
032get any complaints from parents at all? It seems like I got more complaints for the last five years and I agree. >> Yeah. I don't know if people are just not I mean we were our biggest concern was like oh gosh it's going to be just awful taking money. I'm not even hearing a lot of complaints from the site directors. >> I was worried about that. No, it's um and we've got awesome site directors who really stay on it and um really I it knock on wood tomorrow y'all probably gonna jinx everything and I'll just get a million. >> Blame it on be like I'm gonna give you all these phone numbers as it >> are several less students >> there are. Yeah. But we've lost we've lost >> the pool shrunk >> I'm sure
033>> the complaints >> well and with behaviors too. It seems like for the last five years like I was dealing with lots of behavior like the site directors and letting me but I made it clear to them and I think they've made it clear to their families. We don't have the staff to be able to deal with a lot of behavior issues where we in the past maybe >> we give them more chances. Um we we just don't have the staff to do that >> if they've got to pay for it. >> Yeah. >> Unfortunately. So, I think that the benefits of we started when school started, we're going on Fridays. It's helping the people that need it the most as far as like the working parents, >> right? >> And I don't guess they're
034going to And it's $5. >> What can you get for $5? >> Nothing. >> So, I mean, that may be why we're not here. And you may have had a lot of kids that really didn't maybe have working parents that just left them there for another hour or so because it was free. >> Oh yes, we did. >> And then that was maybe was your problem. Yes. >> Not stereotyping just but I mean it happened. I did that with my I didn't have to leave but I'm like on a Friday if I wanted to go hit up the grocery. I mean yeah stayed excellent. So, how do you feel about how things are going? >> I mean, I I feel good about it. Um, like I said, I'm not getting complaints. I've got good site
035directors. When you've got good site directors who have good staff that are doing well, I mean, then then, you know, it's good news till you hear. No news is good news. You know, if my phone's not ringing, then >> that's a good thing. >> Yeah, it's a good thing. Well, if you got good people, everything runs smooth. >> Yeah, it does. >> Good trustworthy people, >> right? We do. >> Well, this is good. Great. >> Yeah, it's Well, and it's really whenever I did the um the just projections of what I thought would stay. I mean, it's not too far off. Um I was I guess I was more surprised about the Fridays. So, I'm glad that they are being utilized. But yeah, so far so good. So, Miss Beth, what so what are your
036thought what are some other questions? What are some ways that you think that we could improve it? Honestly, I think if if we can manage to get some more teachers in there. >> Um I think that's one of the biggest benefits would be getting more teachers. I'd love to What kind of programs do you have happening the extended part where they're not working with the teacher? >> Yeah. So we have what they have lots of games and stuff and some will have um people come in and like um Allan Bernett with the drug anti-drug or it's not called that anymore it's the coffee county collaboration coalition like he's going to go into the afterchool programs and do lambi and that's about drug addiction. Um, so really we've stuck with the same outline that the 21st
037century required and it's like we try to hit some of those whether it be STEM activities, um, just arts, music, just fun things like that, whatever the kids like to do, but they try to keep it structured so it's just not like crazy because they see when it's not structured and um, then that's when you see your behavior. So they do things arts and crafts just um you know around Halloween now they're going to be paint painting pumpkins and um I know on Fridays because um we don't have that academic hour. Fridays are more fun days so they may watch an appropriate movie or something um when it's pretty before it's going to start getting dark so early then I know they like to spend a lot of time outside um and I'm good with
038that. like let them get outside while they can because it won't be like that for long. So, they're just um just different activities. if you were able and and this is just brainstorming. If you were able to get some of your teachers to stay the additional hour during their fun time and their extended time after tutoring, could you at that point set aside some of the kids that need the most help and continue to work with them for that additional hour? Or >> so you mean like two hours at >> Yeah. Are they just too exhausted at that point? >> I I I doubt that they would I that would be rough. >> You'd almost for the teacher Yeah. >> Yeah. >> I feel like getting them back roped in for an hour >> is
039a lot. >> I never wanted to do homework when I got home from school. >> Yeah. >> I rejected that idea. I was I was I was mentally done. >> Yeah. >> Just me, you know. So, they would have had a hard time getting me to lock back in for an hour of activity. >> I think that And what do you think? I mean, >> I think that especially the teachers, I mean, they're staying that extra hour and they a lot of them have families, too. >> And so, I don't think that you would have a lot of them that would want to stay that additional hour later. Yeah. I think maybe where we'll see our benefits is in our pilot program when we see how that comes out. But taking >> the students who
040need it the most where the difference is because I bet a lot of these students that are staying here, they may not even be the ones that need the most help. >> Right. Right. >> You know, they're they're just more of their parents need child care after school. Right. which I'm sure there are definitely kids in this that are staying that can benefit from tutoring and that extra help but probably not as much as the ones that are coming to tutoring that have been identified by the staff and you know >> so how is that working out that these kids who might not necessarily are you getting a when you identify a child and said we wanted to put them in a special specialized tutoring program >> the parents have to come and pick them
041up are you getting a good uh amount that are willing to do that. >> Yes. So I know at New Union she has 10 students and all of them are getting picked up. So none of them are staying for excellence. >> Okay. >> And then at North Coffee it's been a little bit more difficult to have that transportation. So right now they have six and those parents are picking them up and >> they're not none of the ones who are coming to tutoring are staying for excellence. And that was an option that was presented to the parents is they can stay and you can pay for excellence after tutoring center. you can pick them up and all of them have been picking them up at 4:15. >> When I know if you want to talk
042like Hickerson had just sent out some letters. >> Yep. So Hickerson um wanted was interested in starting some tutoring at their school. So they are starting Monday with 10 third graders and and going to start the um pilot tutoring as well at Hickerson. >> Okay. >> So uh we have a teacher and and an assistant there that's going to start that at >> now. Does the finances for that come out of the excellence program or is that >> other is that funding that's needed? >> April has cost centered that differently and um I'm not sure where she's pulling it from. I'm assuming general >> she's a magician. >> Yes, she is. And so >> it somewhere. >> Yes. So she just want I think that for her purposes she wanted to kind of track what
043we were spending for that to see. Yeah. Separately from excellence. They'll be coming and asking for money for that program because you know what we had budgeted it's if if we just do this through the end of the year it's going to take everything that we had budgeted. So anything over then like anything extra with the tutoring it would have to be more funding from the board >> and so that may be where those extra teachers come in. >> Yeah. that would make the >> difference up the number of students that you're tutoring. >> Yes, if we have the interest and yes and I'm sure we'll be talking more about this at the innovation grant, but this is just some rough numbers that I kind of did for the small group focused tutoring. Um something
044that it could possibly look like. If you'll look at the top three um schools, these are the ones that we'll have in place that Miss Seismore will have in place before, you know, January. So, the total for those three pilot programs, um your cost could look at about like 24,000. Probably not that much because like at North Coffee right now, we don't have a teacher assistance. So, I don't think it would be all of 24,000, but if you wanted to go ahead and try to add three more schools um by the end of the year, then I mean you could look at, you know, just doubling that 24 and not even really, it' just be a fourth because it'd just be half of a year. So, maybe like 30,000 a year. I'm looking at for
045just for September for the two teachers and the one teacher assistant that are doing the tutoring. It was $1,90 is what we paid out in um September. They were asking where that was coming from from. It's not coming from excellence. No. >> Well, I'm excited about that. I I I really believe if we can pinpoint those students that need it the most and give them some focus, that's where we're going to see the most return. >> Yeah, >> I think so. So, you know, to me, that's one I'm willing to go to bed for. >> Yeah. Yeah. You get the right teacher in there that knows the students that and they have that small group, I think you'll see. >> And just like we've been very intentional about the students that we're asking to say,
046we've been very intentional about the teachers and the teachers assistants that we're asking to work with the students because we want to be very structured and very intentional with what they're doing. Because my heart goes out to those kids who get who get kind of lost from the first, >> you know, and if we can it changes their lives if you can manage to catch catch them and and get them caught back up again. They won't go through 12 years of, you know, so it's a big deal. >> Well, it changes their whole culture. >> Yeah. >> I mean, in essence, it it'll change their whole culture for the future, >> right? And it changes maybe their perception of school, >> you know. So if they're struggling in school, they might have this negative idea
047about school, but that after school tutoring, if that can give them that extra bump, it may change their mindset about what they're able to do, >> right? >> They don't feel successful. They're not going to enjoy it. >> The success looks different for every >> All right. So, um, we kind of already talked about the grant search. I mean, we I think we have so many sets of eyes looking at grants as they come through from all of our avenues. I know all the supervisors and stuff, we get grants from, you know, the states and stuff like Charlie, he had found one earlier today talking about. So, I think we're always searching for grants and um I think a what we do a lot which is very beneficial is the partnerships that we make. I
048know like with coordinated school health like I partner with volunteer behavior health and centerstone and through them I I partner and I get them to do some heavy lifting writing some grants and stuff and then we benefit from that. So I can see you know us maybe something like that coming down. Um, but I just don't want us to just all have our minds focused on this 21st century grant and thinking like, okay, this time next year we're going to be good and we can count on that. Because I don't think we can count on that. But I think we just continue to look and try to think of ideas of ways that we can help fund it, whether it be a little or, you know, the whole thing. >> You guys may know more
049about this. I know you know more about this than I do, but the sportsman would any of their >> um grants be able to help us at all? >> So, we get lots of >> very generous. >> We get and each of our schools apply most of our schools apply for things from them. I think the max that you can ask for is $5,000. Um and they have to be like for the students. Like I you can't get money to pay for staff from sportsman, but like for I know we've gotten lots of PE equipment, um music equipment. >> I know like um Janice Tally the math coach, she does one each year to do an afterchool parent night for math and she she does that. So that can be used for that. That's a
050good one. >> It's kind of like more supplemental versus like I'm gonna, >> you know, fund to staff a program. And I think that as a district we're very good about utilizing that one because they are so good to us. They're so good to the whole county. >> I think this year they said it was $40,000 worth of grants for all three school system that they >> That's good. >> They approved. >> Yeah, they they are very good. >> Um and there's others that we utilize. I know Carrie Davis with F FRC. She's she gets, you know, grants from around here all the time. So, we get lots of grants. Not all of them's as big as those 400 and $500,000 federal grants, but sometimes it's better. >> Every dollar counts, you know. >> But
051but sometimes them smaller grants are better because they don't have all the red tape. They don't have all the paperwork and the >> Yeah. Yeah. Anything else? Any other information I could share? I try to keep up with data and >> I think you've done an excellent job with with you know >> with everything the you know keeping up with it breaking it down breaking it out you know >> it's impressive >> oh that looks good >> well that's just me and my office doing it. What's impressive is our site directors are bookkeepers at each schools because this has put work extra work on them too. you know, where maybe they only had to go to the bank once a week, now maybe they're having to go three times a week and it's just more
052work on them. So them, the site directors and the teachers, that's where the that's who's doing the work. So I appreciate them and I appreciate the fund the extra funding from the board because $5 is so much better than $11 whenever you start looking at two and three kids. >> Oh, yeah. Oh, absolutely. >> You know, so >> well, we're always looking for ways to help the families out, you know, just like the >> free lunches and >> Yes. >> anything we can do >> to help support the families. >> Well, that's appreciated. >> No complaints. >> Well, yeah. >> Just >> Well, on on there you got fiveyear projection. What I mean what kind of I mean I got an idea of what fiveyear projection I I kind of see the program growing each
053year but >> I mean is that kind of >> kind of what you're thinking is >> well and I'm not thinking anything I didn't put that on there I I didn't know who did so I figured whoever put that on there had ideas >> it wasn't me >> so I'm just rolling with it. I I work >> I work at the mercy of the board and the director of schools. So, >> no, I don't think we put that on there. I don't think we can see that part. >> Yeah. Like I'm done working on tomorrow. >> Yeah. >> Living on a prayer. >> Yeah. I didn't know. I mean, like I said, it's just kind of >> Yeah. And I think after this year, after we have a full year of seeing how much we
054paid for the tutoring and then how much we paid for after school, we can probably have a better idea of what that will look like moving forward. >> Yeah. >> The way to know is to just do it. >> Yeah. >> Right. And I think at the end of the year with um this program, we talk to the parents be like, "Okay, so what work? What could we do to improve?" And then we listen to them, listen to the community, and we just to our teachers and how we could help them more. >> For sure. >> So, do you have plenty of funds for uh the extra activities? >> Well, and so I budgeted I think the big schools got 600 and the small ones got three. We hadn't spent one dime. I may have
055spent East Coffee needed some maybe a hundred or so very little. Um but we have funding in there. We really stocked up during 21st century because that was a lot of money. >> Um, so I think we'll probably have enough construction paper for the next few years. >> For the next five years, fiveyear projection, no construction. >> We don't need any crowns or construction papers. But um, no, we right now we're good. Um, so we'll we'll see how that goes, but I think that we're good. Um, they may want to do a few programs. uh last year in the last few years we've actually paid like the science guy would come in and do stuff. So I think um we'd rather spend the money on stuff like that than a bunch of supplies that we're
056just going to put in a closet. So I think um that's probably what we'll be doing. >> And don't forget we've got the innovation program coming up. So you can always apply. >> Yeah. Hey. And yeah, if one of my site directors has this grand idea, I'll be like let's let's apply. So, >> what do the do the site directors communicate with each other? I mean, if they got >> Yeah, we're in a group. >> Okay. Yes. That you know, if hey, I thought about doing this and you know, we started it this week and it's really working out. So, I mean, they all >> Oh, yeah. We're all good. >> Share ideas and >> Yeah. And a few years ago, we started this spreadsheet with like everybody put Oh, like I had u the
057milk guy come out. I mean, yeah. So we share all that just to the 4 people. Yeah. We have sheets like that and they talk. Yeah. >> Good. >> Yeah. We got a good group. >> More money. >> Yeah. I'm not even I'm not asking for more money. >> Not yet. Yeah. We're This is still We're still getting into it. If you do find along the way, we we want this program to be successful. So >> if you find along the way that like coming up, you know, with the tutoring, let us know. Don't just sit on it go, "Oh, we wish we could do this, but we don't have the money for it." >> Yeah, definitely. Yeah. Hopefully. I mean, I'm all about somebody coming up with some good eyes ideas, and I definitely
058feel comfortable enough to come to you all and be like, "Hey, >> this is recommend it. Can we try it? >> Well, you know, at the end of the day, we're all we're all sitting here and and you know, it's all about turning out the best students that we can, giving them every opportunity, every advantage that we can, you know, to make them uh productive members of society, you know, in their adulthood. So, and it starts young, you know, very young. >> Anything we can do, you know, >> just let us know >> making it easier on our teachers in the process, too. >> Exactly. >> Yeah. >> Well, we appreciate y'all and >> Well, we appreciate y'all. My goodness. >> Oh, it's good. All right. Well, I'm going to adjourn this meeting since I'm
059the chairman. >> You can do it. >> Good job. Yeah.