Coffee County School Board Fall Retreat Part B

001That's That's awesome. >> You knock the dust off. You >> want me You want me to open it for you before we get started? >> All right. >> Do you want me to open that for you? >> I got April coming back. >> Now we move into the next portion of our program. Welcome back everybody. Um, so we uh we're going to talk we're going to move up item seven right now because Miss Seismore has to leave. But before we do that, I wanted to get, you know, input from the board members real quick. Believe it or not, Christmas is coming up. And traditionally, we've done a uh Christmas dinner for for the board members. We've done it we've been doing it for a number of years over at the high school with the culinary

002arts department. And if we're going to do that again, we need to get on their agenda to to get a date. So, does the board want to do that or do they want to go somewhere else, change up the venue a little bit? >> Well, I I'll say last year the meal was absolutely fantastic that we had over there. >> Yeah. I mean, it was it was spot on. It was great. >> All right. So, I guess I'm here and we want to go back to the the high school and the culinary. I like supporting them. >> I do too. I thought that was I thought that was great. And like I say, the the food, you know, the whole event was fantastic. >> The avian good there. >> Some of it was questionable. >>

003I have one caveat that we might not want that in December. FFA made the best homemade ice cream I believe I've ever eaten during homecoming. >> Okay, >> but that will be in December. Ice cream may not be Absolutely. >> Ice cream's good 12 months out of the year. >> I got you. Hey, they were awesome. >> It doesn't matter. >> I don't discriminate against ice cream at these. >> Just wear a big coat. You know, if you're going to get cold, wear a big coat. >> Anything? Uh, anybody else have any other suggestion? I mean, we're talking about high school. >> Oh, I like those. >> What? Chris was saying want to go to the culinary thing again. >> Yeah, the culinary art. I mean, you didn't talk about it, but you're fine. I

004got good teaching. >> I don't know if they're available. >> Okay. >> On the weekend. >> I mean, even a Friday night. >> Okay. >> I can't bring the kids. >> Melissa, can we check and see dates and >> a Friday? Jennifer suggested a Friday. >> I don't know if they're available, so we But we'd have to check on that. >> Maybe not. You good with that, Miss Melissa? >> Yes, I will check with them and see. So, the date and Friday um y'all want to try for the first I mean, does anybody have anything going on like that first Friday in December? >> Don't forget, don't forget that's going to be bus driver breakfast. >> We haven't discussed it, but >> yeah. And I, you know, >> you know, >> I I live a

005boring lifestyle, so Fridays are actually good for me. >> No Friday night action for me. >> Last year during the home basketball game. >> Yeah. So, we'd have to check all that. So, >> we got done when we got >> So, maybe we can get some >> some proposed dates and see, you know. So, we really only have the 5th or the 12th cuz the 19th is putting it too close for them. They're out for Christmas and it's makes it too hard for them to get the food, >> get everything boxed up and put up for so it would either have to be the 5th or the 12th of December. >> So, >> to do Friday >> to do a Friday. >> I don't think it was last couple years. I mean, like I say,

006it was after that home basketball game last year and that was pretty good when we got done. >> Yeah. >> Game. >> Well, I think Jennifer was asking B on Friday. >> So, you know, she But then, you know, >> Well, it's not urgent we decide right now. So, maybe you can get some dates together for us, >> send out an email and everybody can, >> you know. So, I just wanted to, you know, it's I know it's strange to start thinking about Christmas already, but we're at that point. And I have one other thing that I just popped in my head. Um, for the fall convention, >> so the shirts that you're supposed to wear on that Saturday, like Mr. Hansert has on, the one we did last year. So, what is the consensus

007of what you guys would like? Do you want a polo shirt? Do you want what, Miss Jeffrey? >> I want something not ugly because I'm not going to wear it if it's ugly. Sorry. That's mean. Okay. Not ugly. >> I'm saying what good on you don't look good on me. And if I deem it not, >> okay, I ain't going to do it. >> So maybe Miss Jennifer, could you like find something >> and and bring us a couple of like different things and we can get sizes. >> Y'all are going to be so happy. It's going to be the best shirt this year. >> I hear that we're wearing Hawaiian style shirts this year. Well, as long as he's not lazy, really, >> you know, I saw a lot of representation at that place.

008>> Yeah, we can do the silk shirt with a little place on it. >> And the more casual, it just seems more fun to me. >> I I like the Hawaiian idea with a CC and palm tree. I would wear a all CC's. I'll wear that in a heartbeat. I have been given things that just should never be worn by someone like myself ever, ever, ever. And I've refused and I've been the only one that didn't wear it. So, I apologize. I'm not >> That's probably my fault. I should have consulted your fault. So, I'll take the blame. Look for some shirts that might be >> I'm really excited about this part. >> All right. >> I'm happy to let you be in charge of that. >> I like it. I'm going to be making

009a fashion statement this year. >> And that shirt looks good on you. But it did not look good. >> Well, thank you, Jennifer. I feel better. Starting to get just a second. >> Kind of hard to find everybody. >> All right. So, uh, all good. So, Miss Eismore, so we're on item seven. We're moving that up because she has to leave. So, >> all right. Yes. Thank you. Okay. So, uh, we have started the piloting tutoring program at North Coffee and New Union. Um, we currently have 15 students. So, we have 10 students at New Union and five students at North Coffee. Um, we have some of the best educators in the district that are helping getting that off the ground. We have Miss Tally who is doing that at North Coffee um, who's an

010academic coach and then Michelle How who's a literacy coach doing it at New Union alongside Sarah Duke is her teachers aid. Um, Mr. Hardrove had wanted a teacher and an assistant with 10 kids was the goal. And so we have that going at New Union. We're still working on that at North Coffee. Um, at North they're focusing on fourth grade and at New Union they're doing third grade. Um, the teachers have done a phonics and word reading survey. So they're really focusing on those reading skills that students are have gaps in. Um, so they've identified those and we have a data tracker that we're keeping up with. It's really exciting for me to be able to look at that and kind of see um what the teachers are doing with the kids each day. Um,

011kind of seeing, you know, what their progress is. Um, and I'll share that as we move on. Right now, we just started on September the 8th, so we have very little data. Um, I'm trying to see what else. I have all my notes from the coaches because, you know, they're very thorough. um they looked at TECAP scores to determine which students would be part of the tutoring group. So the these students who were coming to tutoring scored in the below or approaching category on TCAP last year. So that's how they decided to pull those kids. >> So this is by invitation only I understand. >> Yes. And so they reached out the principles um did most of the reaching out to the students. And so they reached out to the students and said we have

012this opportunity for your child to come. and it was kind of on that needs basis and then what parents could pick them up, you know, or, you know, had the transportation and so they've been able to fill those seats. Um, and and I think that's probably the most impactful thing is that it's it was it's very specific and so it's not just they sent out a letter and said who wants to come. They were very intentional about the students that they have chosen to come. um students that they see potential that will that are eager to learn, motivated, motivated in the classroom. Um those are really the students that they focused on to select. Um and mo mainly they're focusing on reading of course. Um they're doing phonics instruction, they're doing some read aloud and

013just really focusing on getting students to read because you know that's where most of their deficit is is them independently reading. So that's the biggest push right now. questions. >> And this is really a pilot program. Now, my understanding is we were going to also roll that out to Hickerson this year. >> Hickerson is uh shown interest in in uh we just need to get it aligned and organized. Our teachers that are teaching the after school coordinate with their okay >> teachers during the day. >> So there's not you know things are >> Yeah. >> I guess. I think that's been, you know, very nice because and the academic coaches are up here every Friday afternoon with me and we do, you know, some coaching, you know, collaboration. And so Janice and Michelle have been

014able to sit down together and align what they're doing with their students. And so because Janice is a math coach and and Michelle is a literacy coach, I mean, they've both taught elementary, so they know all subject areas, but for them to be able to sit down and Michelle has really kind of helped guide Janice in some of the, you know, reading strategies that we've really implemented the last couple of years and um using the curriculum because they are using our adopted curriculum in tutoring. So it's not like students are going all day to school and then going to tutoring and doing something different. when they go to tutoring with Miss Hal and Miss Tally, they are using materials from Wonders, which is our adopted reading curriculum and they're using materials from Foundations, which is

015our adopted um phonics program, and they're using some things from UFly, which is another uh phmic awareness phonics program to really fill those gaps. And so I think that's important for kids because they're not going to school all day with their classroom teacher and you know their teacher's telling them this one thing and then they're going to tutoring and the teacher and the tutor is saying oh but let's do it this way better. You know so they're collaborating with the classroom teachers um looking at assignments in class and oh they didn't really do well in this comprehension strategy and really addressing what each kid needs. >> And this is really a pilot program we're trying right now. We're kind of tweaking. Yes, we're very >> Yeah, but we're eventually going to roll it out and

016it's really designed to take students from the approaching to proficiency. Make that that jump. So, >> addressing Robert's concerns over there. >> Well, with this being a pilot program, is it still follow uh following the like the our regular afterchool program? Are the parents still having to pay the $5 or >> No, sir. Okay. So this is this is something totally different. >> Yes, sir. >> Okay. And and I'm sorry. Go ahead. Go ahead. This is totally separate. So this the the students stay after school and tutoring is from 3:15 to 4:15. And so if the student needs to stay for after school, then the parents can pay and they can stay until uh the end of after school, but otherwise they're getting picked up at 4:15 by their parents and the tutors are taking

017care of that, you know. Well, I was just wondering if that was, >> you know, if they were paying for it or or what, you know, >> what the deal was, you know, if it was considered part of our normal afterchool program. It's just a >> um our our hope is that after we're going to monitor it for a year and hopefully grow our program and uh make it a little more schoolwide and systemwide and hopefully we will be able to find grants to take place of paying for our teachers which our after school is helping pay for our teachers but that money will run out at some point. >> Right. >> Um we don't we don't start until September sadly enough. It takes us about a month and we're no different than any other

018elementary school in the in the state to get benchmark, figure out where exactly our students stand academically. And that gives us us uh a month and those children to get a month under their belt at a school. Just going through a schedule, feeling a little comfortable by a new grade level. and it allows us to gather their use their data to to kind of meet them exactly where they're at so we know where they're at on that continuum. >> I think it's a great idea and I hope at the end of the year we see tremendous improvement with them, >> you know, reaching the goals that we want. >> That's our goal. Um I sent out an email to Janice and Michelle earlier earlier this week and said just send me some notes, you know,

019about what you guys are doing. And um Michelle How sent back, you know, our goal is for these students to become proficient on TECAP. She was like, "That's the end goal." >> Um and I know that Michelle did this last year at New Union. Um during the excellence program, she um tutored some students there and I think she had five students and I think three of those scored proficient on TCAP that weren't, you know, expected to be proficient. And so I know that when you're very detail oriented and you have the right people doing the tutoring, I feel like we will see benefits of that. But it's about getting the right people. >> And I think one of the big differences that we're doing now is we we're coordinating with that child's classroom teacher, >>

020right? >> I mean, it's just an extension of what went on in that classroom ELA or math class during the day. and also coordinating across the schools with you know new union north coffee working together about how they selected the students how what materials they're using how they're spending that hour of time so I think it's just being a team >> and that that will help and probably get our hickerson program running a lot quicker because you've already had people tried that ground >> right you got you got experience >> got a plan >> sounds to me like this is what we need to be doing with the afterchool program I mean it sounds to me like that's what I thought that program was going to be is what you're doing. >> Yeah. >> And

021targeting the kids that >> that need it first. >> And I just don't think we ever really got to that point. I think that we were doing >> some of these things in the excellence program after school, but just not as um fine-tuned as what we're doing now. and really focused on instructional strategies and not just homework help because you know we have kids who just need homework help but there's it goes beyond that. It goes because kids really need help and like skills so that they can be successful in the classroom because the goal is for them to be doing grade level work, you know, so we can't spend all of our time do, you know, working on skills that are below their grade level. We really have to find ways to meet them

022where they're at so that they can be successful in their grade level material. >> Can you see this blending together so that what you're doing is what the entire program is about instead of, you know, maybe just babysitting? >> I would think that I think that's Mr. Harrow's goal because, you know, the county's funding it and that was the purpose is to, you know, bring these kids along. >> Yeah. >> And that's this what this sounds perfect for what we thought we were getting. Oh, I think Mr. Hardgrow has a vision of like a three tier after school program that he wanted to discuss at some point. >> A and and part of that I mean is just providing our parents with the service of I mean the child going may play kickball one day

023and >> may not need academic help and we allow them uh supervision in our in our schools and provide our parents with a >> right >> a service as well. So we want it to be multi- faceted and grow as everybody can benefit from it. Every child wants >> but the model that we've come up with is very academically focused >> and is focused about moving moving those children and supporting those children >> that may need just a little additional support. >> Right. >> Well, I love I'm sorry. Go ahead. >> Go ahead. >> Yeah. I love the idea that you're not so much separating the kids out, but all the kids don't need this, >> right? And so when I went into the excellent program, which there was a lot of things doing really

024well, but all the kids were in there for homework help. And I thought, you know, some of these kids don't really need it, but there's a percentage that need that focused one onone or a smaller group so that they can be pulled forward. So I really like I like the tiered approach >> because I think like what Mr. Hardrove was saying you have pretty much like maybe not just two clusters of people but you have >> students and parents who just need after school care like they just need somewhere for their kids to go after school while they're working. And then you have families who need really intensive support so that their kids can be successful. And so you have those two different pockets of kids. And so I think that the goal is how

025do we merge those to where we can provide both so that our community has that where it's you have safe after school care and you also have enrichment or support tutoring for kids who just really need that part. >> Right. >> Um I also understand that a child has to uh sign up ahead of time and pay for it. In other words, if I had a child that needed to go to to stay after school, something came up that week, they wouldn't be my child wouldn't be able to stay. >> I think that's how the after school program is working this year is they're having to pay ahead of time, >> right? And and I well I'm hoping in the future that possibly could change where they could pay that day or whatever because I

026mean we're supposed to be helping the community and there's times when there the kids might need to stay and they haven't planned for it the week before. I I did have one parent was kind of concerned about that because they said they couldn't plan ahead knowing what days their child could would need to be there. >> I know. >> And you might that's just something to think about. I think our our calendar would be settled. Uh if we continue this process, we'll have a calendar for our students that are tutored for a parent. Hey, they they know when the school year starts. We start it will be like a our school system calendar. Hey, we're not having it on this day. This is Thanksgiving week. We may call it off that week or something and

027really kind of publish a calendar for everybody to follow >> and those kids would have a set schedule. >> Yes, ma'am. >> Others. >> Yeah. Yes, ma'am. >> But not have to be set every week. >> Pro rate some things. I would love to see now I don't know how feasible this is but quite often when the kids are behind or not up to level then they're maybe not necessarily getting the parents at home may not know how to help them. I'd love to see a part of the program go where parents can come in from different times and you can instruct them how to best help their kids with where they are >> at home. >> Yeah. >> So that it's not all the teachers trying to get them caught up. >> You can

028almost do like a parent university or something where parents could come in and you can provide strategies and things for them. >> And I would love for our elementary schools to to start looking at that especially next fall. We want to prepare especially in our foundational areas in kindergarten first and second. We want to be able to equip our parents and have parent engagement events at our elementary schools. And we're coaching the parents >> exactly on train the parents how to help their kids. >> Helping with math, helping with reading. These are some things you can do every night. I think those are in the plans. We just haven't taken that next step yet. Yeah, I don't >> those are real productive nights if they're if we organize them correctly. Very valuable >> and not

029every child's going to need that because >> if the kid is doing up to grade level and above, those parents may not need the help. So, it's almost like you got to focus it towards these parents whose kids need that extra boost. >> Excellent. Any other questions from Miss Jonah? >> I will say that we're excited about I know that the teachers who are doing this have been really um thankful that they have the opportunity to do this tutoring in the afternoon with the students. Um Michelle How calls it her happy hour. She was like this is the only happy hour that I, you know, do that I participate in. And so I just thank you guys. Thank Mr. for hard grow for giving them that opportunity because I really feel confident that we'll see

030some um increase in these students scores based on this tutoring. I'm pretty confident in the teachers >> and in a perfect world we would want 10 students per group. You have a teacher in there and a uh assistant in there um and want them for multiple grade levels. So you may have five or six groups going on after school in a serving serving that grade level. Um we have goals. Uh you want to share our kindergarten goal for for all of our our schools? >> Oh the Ktown goal? >> Yes ma'am. The K Town um we had kindergarten teachers up here I guess right in August right at the beginning of the school year and Mr. Harrove came in and he's like, you know, what's a goal that we can have for all kindergarteners in

031Coffee County and um all the teachers agreed that it should be that all kindergarteners know all letters and sounds before they leave kindergarten. And so um that's a lofty goal. And you know, some people may think, oh well, my kids knew all their letters and sounds when they went to kindergarten, but that's not the case districtwide. we have, you know, kids coming in that, you know, don't can't write their own name or, you know, are really struggling with those basic skills. And so, as a district for kindergarten, all the kindergarten teachers are on board with making sure that all of their students know those letters and sounds before they leave kindergarten and go to first grade, which is very important because when they get to first grade, that's when they really start to read. And

032so, if you don't have those basic foundational skills in kindergarten, it makes it harder. first grade CVC. I mean, we we'll continue to build. Our math coaches have been tasked with grade level. What do we want our kindergarteners to what's the the what do we want skill our kindergarteners to know before they reach first grade in math and and we don't want it broad. We want it very focused. >> Very focused. If you if you're the second grade teacher and you have one thing you want that first grade student to come into your math class knowing what is that skill. Is it skip counting by twos? Is it, you know, depending on whatever it is, can you count one to 50? Whatever that task is. So I I've enjoyed working with the coaches. They're very

033eager. They're very excited. And I think we're headed in a good direction. It might be something for the afterchool committee program to consider then is some kind of long-term funding commitment. Say five years at, you know, to say 500,000 a year from fund balance and then back stop with the grants that that that you can pull in. You know, maybe you don't need all that money, but then we take that out of, you know, unrestricted fund balance, restrict it, and then use it over five years. that that would be something the after school, you know, program committee would have to work out. But that would be a great you in my opinion anyway, that would be a great use of some of that fund balance, unrestricted fund balance money we have to because this sounds

034like a great program because we're doing exactly what Robert was talking about early, moving them from approaching to proficiency and what a great goal. You know, if we can accomplish that in any significant percentage, then, you know, we can really pat ourselves on the back, I think. Yeah. >> If if each school if we could if we can move 10 to 20 students each school building, you think about how that's going to affect that profic those those charts that Dr. Blessing showed us. >> Exactly. >> So, >> you know what a great goal. So >> well the thing about you teach them you give them the tools to learn at an early age that's just going to >> keep growing so by the time those kids get to middle school and high school they're already

035proficient and they're just you know then they can be above proficient you know so I mean it it you know if we can instill those tools and goals into them the earlier the better. >> Yes sir. The um I think the fallacy is well third grade we have this third grade retention law. Our struggle doesn't happen in third grade. Our struggle happens in kindergarten, first and second because in third grade you should be reading to learn instead of learning to read. And at right now, we're focused on testing grades, whereas if hopefully as we expand it, we'll start hammering the the foundational piece. So all our third graders when they enter third grade, they are much better readers than than we have. So that that's our goal. You you you got to have a good

036foundational program in place and and hammerjack those standards and those expectation and those skills before they're ever going to become a great a great reader in third grade, fourth grade, fifth grade on. >> Yeah, it's good because I think we got away from that for a while. You know, even whenever me and you went to kindergarten, you know, we learned how to we knew how to tie a shoe and we were doing sounds and stuff like that in kindergarten. And then for a while, it seemed like for years they got away from just being a babysitter, you know? Right. >> I know that was a long way, but that's that's that's good to hear. >> It probably was at a church, too. It wasn't in a school building. Kindergarten was not in a school building.

037It was at a probably a local church somewhere. Yep. >> Miss Asmore, I'm glad you're over this program because you're the one that needs to to lead it. You're the instructional supervisor and and what we're funding as a county is for instruction and you do an excellent job and I I have I really have faith in you. >> Well, thank you. >> This could work. >> Yeah. Thank you. >> Thank you for your service. >> Absolutely. Thank you guys. If y'all have any questions or anything, just reach out to me. And um if y'all ever want to go and visit, let me know and I'll go out with you guys and we can >> That might be a great idea. >> One other thing, um can we include them on an on an IPG walk?

038>> Oh, yeah. Um yeah, we've been >> Do you mind briefly explaining just >> you told me to come? >> I did. I did. I'm sorry, Jonah. You are Hey, you're good at what you do. I want to share that. I know she needs to get out of here, but >> I understand. >> I still have time. I just I have to I have to be on a webinar at 2:30. >> Um >> Oh, I don't want to talk for an hour. Okay. Um Tennessee has an instructional practice guide called the IPG and it's just a walkthrough tool. We have it for reading and then we have foundational skills in math and it's just a it's a one pager with just some good instructional strategies that you should see in a classroom. So, we have

039been doing a lot of that through the grant work with NIET and our third through fifth grade ELA classrooms. But, um, this year as a district, the elementary uh, principles all agreed that we would do that districtwide K5 in all of our classrooms, ELA and math. And so, over the last month, I've been in 69 classrooms in the district. Um, so I've been to almost every single class. I had to miss some today because I I was planning on doing this, but um so it's me and the academic coaches and the building level principles that are going in and doing these walkthroughs. And so it's all strengths based. So we don't go in and say, "Oh gosh, y'all need to fix this." So it's very much we go in and say, you know, what are

040kids able to do? And so it's really students focused. Um, so we've been we go in, we see what we just say for 15 minutes in the classroom, we've been debriefing, um, pulling out some bright spots and just really focusing on this is going really great and how do we use this one good thing that's happening to move the teacher further along and um, so it's just been really good to see all the different things happening across the district. And um, I know that Mr. Har Grove has, you know, been, we were at North Coffee a month ago and he was in some walks there. But if you ever want to do that, it's really just it's great to see because it's just like a little quick snapshot. You're in the classroom. Um just I

041one of the best things is you get to just hear what kids are saying and so how are kids answering questions and we've been in kindergarten classrooms and we're like, "Oh, it's just the second week of kindergarten, but kids are able to do so much already." And I think it's just the best part of my job is getting to go into classrooms. And I would always welcome any of you guys to go with us and just kind of really see what's happening out there in the classrooms because it's easy to say, "Oh, well, this isn't happening or this is happening." But until you're able to really see with your own eyes what's happening. It's hard to answer questions because people in the community ask me questions about, well, my kid goes to such and such.

042Are they doing this or that? and just you don't never really know what's happening until you see it with your own eyes. >> Her excitement excites me because that's what why we're here. That's the magic. And just being in there for 10 15 minutes and watching the magic happen is is so rewarding. >> Doesn't mean we're not trying to get better because we that's why we use the IPGs, but >> and we're good stuff. >> We're able to use that. We're meeting with um all of the elementary principles and academic coaches will be together on October the 2nd where we'll look at all of the data that we've collected across the district and then we're going to identify trends about okay this is what we're seeing um across the district as an area that we

043could really support teachers in like um questioning so we're not seeing teachers ask questions about qualitative features and so just being able to do that as a district it really helps us um use our academic coaches to really hone in on professional development. So let's say that across the district it's a trend in fourth grade in math, you know, for students to model their thinking. Well, that's not we're not seeing a lot of that. So the academic coaches can really spend time on staff development days to pull those teachers together and really show strategies about this is how we can use our I Ready curriculum to provide opportunities for students to do this. >> And and as a building level principal that um and tying this in with Dr. blessings talk a while ago. He

044talked pretty broadly about standards where you're getting into areas that are more teacher focused, um, learning focused and principles are able to match people up with strengths within their building. Uh, we learn better from each other. And if we need have a teacher in that building that does a great job with questioning, hey, Miss Seismore, I want you to go watch Miss Smith's class for >> and we've been able to do that. We've done a lot of peer-to-peer observations across the district last year and starting that up this year, too, to where um building level administrators and coaches might, you know, go into um Mr. Harrow's class and they're seeing that he's doing a really great job of showing student work. And so then he's going to invite this other teacher and say, "Let's me

045and you go together. We're going to go in here and see how that's working in the classroom." So I think that that's been another big uh benefit of doing the IPGs is being able to identify teacher strengths and then using our academic coaches to help with those peer-to-p peer observations across the district. And it's not just within their building too. We have teachers who are at East Coffee that are going to um new North Coffee next week to watch first grade do phonics. I mean, so it's just across the district, things like that that we've been able to identify as needs and do those kinds of things with our coaches and building administrators. >> It's a big elephant and our coaches are doing a great job with our teachers of eating it one little bite

046at a time and I appreciate their work. >> Boy, this is the stuff that energizes. No monster energy needed. I'm energized right now. >> Yeah. But I'm really blessed. I have four academic coaches who are amazing and they really make my work easier. Um, and so do the principles and assistant principles at the buildings because you can't really do this kind of work that I have to do as a supervisor unless you have people that are on your team. And I think that that's the biggest thing is just all trying to work together for the greater good, which is students because that's why we're here. We're here for students and just bringing everything that we do back to them, >> right? And our job is to make sure you get the funding you need for

047the program. >> Thank you. >> Oh, you're welcome. Anything else, Mr. H? I >> I don't think so. Unless they have any any other questions for >> Thank you guys so much. >> Thank you very much. >> Thank you. >> All right, we're still waiting. We got a 2:00 engagement. So, I'm going to introduce um item number six and we'll circle back around to four at two. But and I'm just going to intro I'm going to throw this out and I'm I'm just and it'll probably be something that'll have to go back to our initial or our inaugural innovation committee meeting. But I wanted to throw it out to the group here just so you know we can kind of get some idea on it and and just throw out what the proposal is. A

048lot of this could change a little bit, but the idea would be to, you know, keep along the idea of innovative pilot programs by providing um innovation grants to to teachers that would be for improving educational outcomes for education purposes, maybe up to $2,500 each. And we can, you know, fiddle with that amount. And maybe we take an initial 50 thou, you know, fund this program through initial $50,000 from fund balance and we we put that and then we the innovation committee develops a in-house grant application that teachers can apply for to come up with a pilot program and then we can, you know, we can try it. If it doesn't work out, well, we spent $2,500. We haven't committed a lot. But if it does, then there's something we can look at at uh

049rolling out systemwide. So details to be worked out. Um but you know, that's that's the general concept here is to you know, let the teachers come up with some ideas and if they got a great idea, it would have to be approved by the innovation committee, but we can grant them a little bit of money to to uh develop these pilot programs and to improve educational outcomes. So that's kind of the concept there and that's kind of what you know something the innovation committee can can look at doing that and other things. I know there's some other things that we already got on the agenda there too. So um any thoughts on that while we're ticking down to 2 o'clock? >> I think it's a good idea because I mean teacher comes up with a

050you know has a successful idea you know then you know big you know, then that's something we can implement districtwide. You know, improve, you know, it improves the learning of our students, which is what we're here for, right? >> Do everything we possibly can to make them better. >> And the teachers are where the rubber meets the road. So, if they're getting an idea on how they can improve the educational process, you know, give them a little bit of money to develop a program, see how it works out. Uh, will this be for all teachers from K through 12? I mean, is that >> I think so. Yeah. I mean, the details would have to be worked out, but that's that's kind of what I'd anticipated. So, >> you know, I'm very excited about this

051program. Um, I got a chance to meet with one of the teachers who had some suggestions about the program this last week and she was very excited and she said the teachers are getting excited about the program because it says to them that we care about their ideas. Um, one thing I I would like to see is just in talking to her, I realized how valuable our teacher input is going to be on this committee. And I'd love to see us um >> have the principal select one teacher from each school to be on the committee. And then that would give them a represent representative inside their school they could go to and say, "I have this idea. what do you think? Do you think this one would get passed? Uh how do I fill

052this out on this paper? How do I make this happen? And then someone who's kind of overseeing the program as they're doing it in each of the schools and brings reports back to the committee on how it's going. Um so that was just one of the ideas I'd like to see take place with this committee. >> Certain be something we consider. It might make it a kind of an unwieldy committee though with that many people. >> It would, but it would also give us a representative in each school. >> Yeah. >> So, >> I I agree with Beth and and one of the same teachers approached me as approached Beth, but I think they're wanting to have some implement in input into what goes on. Is that what kind of what you got, Mr. H?

053Yeah, there'll be teachers that and and if the principles pick their teachers that do more innovative stuff within the classroom already, then um that'll give us teachers that have ideas just coming into the committee. So principles know who in their schools are doing the out of the box stuff, >> right? Um, so yeah, that's something I'd like to see and and really 10 or 11 of us. >> Yeah. >> I mean, we get stuff done around here, that many. So, >> Well, yeah. And when we were at New Union the other day, you know, I mean, there was there was some interest in in that, too, when we talked about that. So, so that that that might be a, you know, because, you know, we're here, we're the board, you know, we don't always get

054that input. So, having some direct input would would be good because we need to listen to the to the teachers. They're where the rubber meets the road. So, >> and if the teachers have ideas, they go to their representative in the school, right? She >> brings the representation to to the whole board. I mean, to the whole committee. And so I think that would be >> outside of instruction. I mean, my mind's starting to race a little bit. I really think about our high school kids and maybe a CTE program having something for children, some kind project to go on, our middle schoolers as well. And then outside of the instruction part at uh during um after school for our elementary schools, maybe there's there are really neat enrichment things that get kids interested in

055in something else outside of what we do in a normal school day. One parent mentioned to me, this will really blow your mind going along with what you said and you whatever that I don't see this happening, but the proposed that they may have a subcommittee of a team of three or four students. I don't know how that what that would look like, but having a subcommittee asking the students what they propose, what their some of their ideas, whatever to share with whatever. So, I just thought I'd toss it out to you really blow your mind. >> Well, that would could happen in each school under the supervision of this particular >> um representative for that school and that could be brought back into the committee again. >> So, when what does everybody think about

056the amount? You know, I just threw out $2,500 because that seems like, you know, a good amount to kind of get a pilot program going in a classroom, but is Basically, we're talking about buying the supplies that are needed. I mean, I you know, I think to start off with, I think that would be a good dollar amount. And if we say we need to increase it, then we can increase it. >> Got to park somewhere. >> Exactly. I mean, I think that would be a fair a fair number assumption to to start with and, you know, let's just say if we get the, you know, if we get benefits for the money that we're providing, you know, I mean, we can always increase it or decrease it. You know, if we say that, you

057know, hey, you know, the materials and the supplies are only going to cost us $1,000, so we, you know, maybe cut it down to a $1,200 grant, you know, in the future. I mean that's just but we got to start somewhere, >> right? >> And we have a certain amount we set aside a pool and then you know that's our limit for the year but we could vote to increase it if we needed to. I mean we don't know where this is going to go. So it's >> and some projects may be Mr. Cordell may have a $2,000 grant. I may only need $1,000 for what I'm doing. >> Right. have it set up where if you don't need all the money, then it stays in the in the pool. >> Yeah. >> You know,

058and then, you know, kind of kind of like the you know, it's just a bank. If you need a little extra, then you know, well, so and so, you know, they didn't use all of theirs, so we've got this. We can slide your way to help you buy materials or or, you know, equipment, what whatever it may be. >> Yeah. And we'd probably have to have a in-house grant application where they detail out a budget, you know, or at least and a description would have to be approved, you know, >> right? The goals of it, the everything. >> Yeah. >> I I think as a committee, we don't need to be overstepping the boundaries of the instructional supervisors that's over uh each in like elementary, middle, and high school. They certainly need be a part

059of the committee because just like Miss Sismo, we we just got to listening to how in touch she is with the teachers in the classroom and we certainly don't as a board don't need to be making decisions without input from they need to be in part of the process because they I mean you understand what I'm saying is it's just I don't want to >> get into the uh get into the job of starting new programs in a in and providing funding for it just because the board likes it and we think it's good. We got to it's got to be proven and that it goes through the proper steps. You see, and I'm sure that's what meant to begin with, but >> that was something I was worried about when I first heard about

060this committee. It felt like an over breach, overstep to me. So, I'm glad that you >> I think Mr. Harrove can talk about, you know, the makeup of the committee because of the innovation committee that would be >> and I agree with Miss Yent on the >> where your >> on the teach on the uh teacher >> teacher you had teacher input which you know they're going to report back to their principal. I think our our directed um tutoring is just a wing of of the innovation umbrella. That's just a portion of it. I think we can build other blocks under it uh as well. >> But I think the innovation committee was going to consist of board members plus >> plus teachers. >> Yeah. Well, and you were talking about >> so yes there

061is Miss Cole, Missore and Miss Garner >> and the board chair, whoever that's going to be >> for that committee. >> So Miss Sisport is not on there. What about the high? >> Yes, she is on there. So that's >> those are instructional supervisors. >> Miss Garner's an instructional supervisor. >> Well, she does the excellence. She >> Oh, I thought Miss Tismore was over the excellent program. That was my point a while ago. Miss Tismore is doing I'm hoping that can be combined so that that excellent program is what she was telling us about because I think that's what we envisioned the excellent program to be a program that is bringing these kids up from um into the proficiency area. I guess >> what would you what would you like to see in the way

062of you know people on >> No I I'm just that was just some concerns I had is that if we don't watch we we are not uh equipped to uh advise anybody on instruction as far as you know we've all different areas of life and that we need to make sure that we're going through the proper channels before we're providing funding for something in the classroom. This needs to be approved, you know, through the prop proper channels. My thinking and maybe that was part of it to begin with. >> I think so. And I think that's what Beth was talking about too is because you're getting input from the schools and you know so you're not doing something you're forcing something on them. >> You know you're >> Okay. Give me I guess I'm just

063want to get an example of what you're thinking that we could fund. Well, if a teacher has an innovative classroom program, you know, I don't know what that would be at this point, but if they've got some methodology they they want to apply and it's not currently necessarily part of our program is, you know, you could provide some funding to to do that >> and that's what Miss Has >> No, no, her job >> tutoring. um in the after school program. This is a giving the teachers a chance for example we see a lot lot of it at Pickerton where teachers have come up with an idea for uh a greenhouse or they're teaching in different STEM ways through through different uses like that. I know that the teacher I went into, she had a

064big hydroponics um power in there and she was teaching um plant growth and how you don't have to have soil to grow plants through this different hydroponics different things that they say we want to try this program. It's giving teachers a chance to expand some ideas they might have to teach their kids in a a new and innovative way that they might not have the funds for. Well, could we not do it this could we not have these grant funds available but let the teacher go to the principal or the instructional supervisor with what they're proposing in their classroom and saying look I'd love to you know and not us as a board be saying okay you know this is let it go through the channels of the school but the board provide the funding

065for it if if you know they of course they would bring it to us and present it to us for the funding but let all that process take place within the school setting and going through the principal. >> I think um Mr. Hardgrove is going to be the the chair of the programs. I mean the the head of it. >> So anything would be going through him. >> Well, do you need us? I mean, that's what I'm saying is do you need a a big committee that's going to decide it if what what are we here for if it if if then I give you an example. The teacher had a really good process of program going in her classroom and she needed funding for it and it was working. She goes to her principal

066or he goes to the principal and says, "Look, is there any way I can get some more funding for this?" The principal knows it's working. goes to Miss Seismore and talks about it and then goes through Mr. Hargrove and then Mr. Harrove comes to us and and the teacher could probably present it to us and say, "Look, this is what I'm asking the funds for." I'm just I'm just talking. I'm not saying this is what necessarily needs to be done, but I'm just thinking I just don't want to to to get into the uh process of of determining um instructional programs in the classroom as a board member. I think but I I agree that those those grants is a good incentive. How we go about it is >> Yeah. And that's just, you know,

067right now it's just kind of a suggestion and it's kind of like >> how do you work it out? But the idea is to foster innovation in the classroom. So, however you do it, you know, we as a board are the one that needs to provide the the funding, the additional funding for that. So, do you do it through, you know, innovation, you know, an in-house grant? Do you do it some other way like you're talking about, you know, but it's to really let the teachers, >> but it still be an in-house grant. You know, it's still going to be a grant no matter how you >> Right. Yeah. You're gonna Yeah. You're going to be moving the money around. We're going to be responsible for approving that. So, however you do it, um, you

068know, there there's a number of ways to do it like you point out. So, and I think it's just kind of getting the discussion going, >> but how can we, you know, take the teachers may have some good ideas like Beth mentioned earlier and how do you provide them their support to foster and and develop and and innovate. So, that's so I'm open to however you do that. So, this is just a kind of a point to get the the discussion going. So, >> Mr. trailer. Maybe our committee just figures out what that process looks like. >> Yeah. >> And then we can bring it in front of the board. Hey, this is what our group talked about >> and this is what we're proposing. It won't be perfect. Gain any other kind of input

069and it's just the next step >> and maybe a committee with some of you all as well as our building involved together on it. We just come up with kind of a process. >> Yeah. Uh, if I apply for a $2,000 grant, I have to provide my rationale. I have to provide a budget. I have what whatever the hoops are because the devil's going to always going to be in the detail. Maybe we get into that. >> Yeah. >> Well, it's like >> Oh, go ahead. It's like when we have any other committee the board is there to come back to the board when so if we have to vote on these different programs if somebody from the board is in there listening they can say I think this is a great program that's been

070approved you know um it's like finance committee we're supposed to come back when we make raises and say we approve you know this is our so it's just for one thing it's a good way to represent ourselves with the teachers to say we're interested in what you're doing. We care about what your ideas are. It's just that board representation. It doesn't mean we're deciding what they are, but it means we're making our presence there in >> that caveat, Miss Freda, that we have our school people in on that committee is essential. >> We want Jonah part of that. We want Miss Cole part of that. We want >> principles part of it. >> Principal's Yeah. input. Does that sound? >> If we have a representative from each school and they go back to the principal

071before they even present it to to the committee, that would kind of put the principal already in the loop and then they bring it and present it to >> Well, pretty much anything that you do with the school, they they pretty well have to have the support of the principal before they reach out for any kind of grant. uh if you don't it it does it it really doesn't need to happen. You need to have this the principal's support with it. So, I I would think that our teachers would go to our principles first anyway before they started. >> Expected, >> right? >> Well, and if you're doing a, you know, an in-house grant application you come up with and there's a place for the principal sign off on, correct? You know, so because there

072has to be buy in every step of the way because if you're doing something in a school, you know, obviously the principal has to buy in on that. So, >> yeah. >> Okay. Hey, I I just wanted to get that discussion going, but I know we got, you know, these guys are here and we got somebody waiting that's going on vacation. So, so let's launch into the pool stuff. >> Okay. Uh this is the Hickerson and also East Coffee with with Hickerson East Coffee. We've got to kind of figure out where we are heading. Uh we we received the enrollment projections from Harpath. Um Wool has brought in some some ideas uh with us. We have uh the uh gosh I can't even think what it's called but he virtually uh we have Von Dirks

073coming in from wherever he's at. Uh he's on vacation and and jumped in with us. So I appreciate that. Then over here we have Jacob Cherry and also Steve Griffin uh with Wald. But but ultimately we we've got some information uh the the things that we did with the uh study with Harpath. Now we need to start having a direction that we are going and and that's that's where we are. U what are we going to take to the the county commission? What are we going to to ask to to move forward with? And uh Von, I'm going to I'm going to go ahead and turn it over to you because I think you had a few things that you wanted to you had pulled together and and we'll we'll start the discussion from there.

074>> Absolutely. Thank everybody can hear me. Okay. >> Yes, we can hear you fine. >> All right. Now, I'm going to try and share a screen here if I can do this. And uh >> and everybody just kind of work with us because Von's worked with several ver virtual programs, but I don't know that he's actually done Google Meet, which is what we use. So he he's he's learning some with it as well. Uh and and but it looks like you're already getting it together. I'm going to ch click this off. Okay. >> Does that sound everybody can see that? Okay. >> Yes. >> Okay. So in terms of uh where we're at right now at this >> I'm gonna try to take this off a Well, maybe not. Um, maybe move it out of

075the way. >> You had Harper come and give enrollment projections to you and this is sort of the summary from where they're at and they broke it down by K5 as well as 68 912, but we're looking at elementary issue and you can see there that they just below the 1800 student number, but that's for your entire K5 population and we're looking at uh East Coffee and Hickerson. So the real issue then is so what does that mean um for what we do for the buildings and I want to um go to in their report that they issue >> Hey Von I'm sorry to interrupt you but what you're clicking on your screen is covering up the slide. So if you can move it over put it over us because we don't need to see

076us but you see what I'm talking about. >> Yep. Trying to figure out how to minimize that. There we go. >> Yeah that's doing it. >> How about that? That's fine. Just Yeah, works. >> Okay. Um, so there's a couple of things in the last uh paragraphs or the last page of the report that they point out that I think really focuses in on what it is that you're looking at with these two buildings. And I've highlighted a couple of the areas in here. Um they said while coffee kind is expected to grow over 10% uh the school age population uh growing over 13%. Once you take out Manchester and home city schools uh that changes uh significantly for the remainder of your school systems. Uh they expect your growth to be just over 5%.

077Now where is that is the next uh component to this. Uh while a 5% growth rate uh they believe is defensible, it's not going to be even. Specifically, they see higher than anticipated growth at Hickerson Elementary from currently expanded new subdivision in the zone. And they're seeing declines in enrollment in other schools, principally at New Yun and Hillsboro. So that's right in the center and to the souththeast uh which remain below the preandemic enrollment levels. Overall enrollment shows a net decline of 1% uh to start the current academic year. So it's going to grow, but currently where you're at, you're still still at that um that prepandemic level. Uh at the end of the day, the significant growth at Hickerson must be addressed in some fashion. Uh they note that at the current 9% growth

078rates, it's just not sustainable. The building if if uh remaining as is could be over 500 students by that point if it continues to grow at that rate. Dickerson's enrollment numbers appear to be on a growth trajectory for the next several years. And if it u it grows that rate over the next two years, it's going to eclipse the 300 student mark. So really what you've got there is you've got new student population dipping down. uh they point out old new Hillsboro, but they cite New Union and say and if they continue on their track over the next two years kind of dip below 250 students and by 2035 could be below 200 students. Uh and they make the recommendation in light of these population shifts, it may be prudent to consider altering the school

079zone boundaries to balance the lowest students across the system in order to maintain populations that are within capacity limits. So really when we started this whole uh process we said how large of an addition do you want to have at these buildings and what are we trying to forecast which is why we did this and we looked at the capacities of that both East Coffee and Hickerson operate in what we call a two-section model meaning uh you have two kindergarten two of first grade two of second grade each of the buildings well the other schools are operating at a three section model in most cases if you had three section buildings across the district the capacity of the pre-section building for your uh growth models is 390 students. And that would accommodate easily accommodate not

080only the um the students you have today, but up to 2340 when your project show you at 1798. Could you leave these two buildings at two section to do that? You could, but you would have to do significant boundary adjustments. And I think that's the point that the Harper study is making is that um it's not just these buildings that you have to take a look at. It's looking at the capacity across the district and how much space do you have? And Hickerson knows that they're feeling that pressure right now. That's clear. So I'm not a a boundary person. That's not really in our purview, but I know how to look at boundaries and how to think about this in terms of rebalancing boundaries. uh with Hickerson growing, New Union declining and Hillsboro declining, uh

081that's really uh putting the pressure between the cities right where is the cities also separate Hickerson from the other boundaries. It it isolates it from East Coffee, isolates it from New Union, isolates it from Hillsboro and that you're not directly adjacent to it. The only boundary area it's directly adjacent to is North Coffee. So the new union boundary, if you were going to look at how can you accommodate these students, you would need to increase the take on students from North Coffee and Deerfield. North Coffee would need to adjust further south to take on students from Hickerson. In terms of what that would look like, you're really kind of rotating people around the map. Uh North Coffee would shift down so that it could take some of those Hickerson students. Deerfield would move over so

082it could um take the North Coffee boundary. North Coffee almost becomes West Coffee in that regard. New Union, the boundaries get larger to bring more students to that point and East Coffee would shift up which would leave uh Hickerson in more or less the size that New Union is now in terms of the boundaries and that would be a way that you would take a look at this but you probably also need to do the additions on there and I think that's the big question is what size additions would you have to do with these buildings? The question has always been asked would replacing Hickerson with a new four section elementary school resolve the growth? It could you'd be up at about 520 students at that point. It would be the largest of your elementary

083schools. It could help Hickerson long term, but it doesn't res the immediate issues of multiple buildings being under capacity for several years when you have a capacity that can accommodate that growth looking out for the next 10 years based on growth and decline data. Uh reviewing existing attendance boundaries is likely needed and that's something that I think you should um discuss as a board. And if the district had the capacity for three section all all the elementarymentaries it would easily accounted enrollment projections with boundary adjustments. So the recommendation that we have again going back to where we were before would be providing equity additions for gym and cafeteria which is where you started this project and accommodate pending enrollment growth through additions for three section schools and boundary adjustments. You could take a look at

084just doing the two sections at these buildings and really do significant boundary adjustments to it. Um, but Hickerson, based on that growth, you likely want to be looking at that three section expansion, which this would accommodate. And we've covered this, uh, in previous meetings to show how that would be done. Uh, by the time you finish with this, you would have equity across all of your buildings at your gyms, your music, your cafeterias, uh, as well as your support spaces. Uh, the site at Hickerson allows you to do that. Adding a new elementary school here really isn't going to give you any net additional capacity unless you go with a four section building to accommodate that and then you'd be likely be overbuilt in this area while um or excuse me overbuilt in other areas

085and right on building for this point. Uh and you could leave East Coffee at a two section as well. You could say we're going to keep that at two section and wait and see what happens and just do Pickerson as a three section addition to the building. But you have that possibility for expansion in the future and that site easily accommodates for that work and these are all slides that we prevent presented previously. Um I updated the budgets to take a look at what would three section be roughly adds about four million from what we were looking at before. And so if you look at the price of replacing Hickerson for an elementary school we talked before that that would be in the 35 to 40 million range. If you brought each of these buildings

086up to three section, your net capacity increases overall as opposed to one building for about the same price. So it gives you the additional capacity that you need at the buildings um for the same dollar amount. And these are significant dollar amounts as well. I understand that. So mostly what I wanted to do is just talk to you today about based on the information we saw from the enrollment projections and how we see this, how would you accommodate it? And I really do think it's going to prompt a boundary discussion. uh for you as a board to figure out how to balance that capacity based on what they see and the schedule still remains the same. It's probably about a 10-month build uh after design. And so whenever you'd want to look at occupancy dates,

087we would plan that backwards from this point. And the only reason I asked to be on the agenda today is because I think that um you've gone down this road to start. uh you asked us uh to take a look at how to make the buildings equitable. Uh the question of enrollment projections came in and this is where it stands in terms of how would you address those enrollment projections. Could you do it with the capacity of buildings you have today? You could with significant boundary adjustments which is probably going to be part of your question. And with that that's all the new information I have. I'd be happy to bring any slide back up or answer questions or uh just be quiet and listen to you talk. So we did this with well how

088would that impact things without boundary adjustments which is always going to be a challenging issue >> if you uh if you did no boundary adjustments uh you're going to end up with a new union uh has a building that accommodates probably about 350 to 400 students but would have less than 200 students in it over the uh ending 10 years if the enrollment projections are accurate. Um, Hillsboro and East Coffee would uh, excuse me, Hillsboro may decline based on their report, although they didn't get into the uh, specific amounts and Hickerson could be over 500. So, even a four section building uh, would be pushing the limits for Hickerson with that. So, if you look out the 10 years, um you're likely going to have to look at how to accommodate Hickerson no matter what,

089which could be at least boundary adjustments on uh that northern edge in some fashion. >> People hate boundary adjustments. >> I have a question. >> Nobody does there. It's a horrible situation. I think this goes back to, if I'm not mistaken, 2010 is when you did this one. And that that was done back when Deerfield was added to the to the system. >> Yeah. Where are you getting the the data that New Union is going to decline to 200? I don't see that. I mean that uh of course New Union is the smallest is the smallest district >> report. >> Well, common sense tells me that's not true. Um, and also I have a a question about your your data at Hickerson. Uh, they're in the same boat as anyone in the county right now

090because the of the uh stipulations that there cannot be any parcels divided any less than five acres. So there won't be any major subdivisions in the next two or three years anyway. I guess in the county. Are you accounting for subdivisions that are already there at the boundaries of TE city limits that their children are going into? >> I don't any of that because uh we did not prepare the enrollment projections. We're simply looking at how building additions could accommodate the enrollment projections. That's a third party uh through Harpath Research that did those studies. >> And and I shared what Miss Crab, Dr. Crab Tree shared with us the other day with the subdivision that was going to be on was it Cat Creek Road? >> Cat Creek. >> Okay. So, that was given to

091Harpath and they included that into their their study. Uh, Miss Yench actually contacted uh me and I think Mr. Ballard about a subdivision that's proposed to go out in Hillsbury area. That was not included because it didn't connect to East Coffee or Hickerson, but there is the possibility of that one that's going in in Hillsboro area. >> Yeah, I took 200. >> Yeah, I I took and I think >> Union. Yeah, I think what Harpath not not to take anything away from Harpath because Harpath is preparing something for what they had. They only can go by the materials that they have. But with me being on the industrial board, I took those and I compared them to ours >> and what our projections are and they're way off. But that's I don't I don't I'm

092not blaming Harpath for that. that we had over 550 jobs just in Coffee County added to us last year and it's it's just gonna keep continue to get more and more. So, you know, how do we accommodate for that? You know, that's a good question. You know, I don't Harpath only can only go by what information that they have and I understand that and I don't think there's anybody in here that don't agree with that. But, you know, if you look at what TVA has projected and what they have projected, you know, they're two different. So, I mean, it's something that we we need to really think about before we make a decision. You know, maybe looking at some other data, you know, from something else or that we can get from maybe from TVA

093if we can use that, it'll let us use some of that information or something. Where are those people living at other than Robert subdivision? [Laughter] That's, you know, if we've got the five acre, you know, that's not going to stop subitting, but it's going to be fewer homes. So, where are those people? >> That's that's a good question. live. >> I mean, there's not every single day. >> You know, we we talked about factories and plants in Alabama, whatever, pop in and 1,200 jobs and this and that. We've got 2,000 acres out here expecting all of these plants and everything else, but we also have the same amount of plants and stuff that are stopping progress, that are not completing, that are not firing up and bringing things in. I I I can't I can't

094tell you the full I don't know. I can't tell you an opinion on this. I don't feel like we're growing. I don't feel like we're going to be allowed to grow around here at the rate that I think some of us think we're going going to grow. >> Okay. Go going back to what Von said, one of the things was looking at was the the infrastructure of our buildings. Now, I I was one of the first ones. I will still say it always scares me to for us to to do a remodel and work on it and not when we get done say we only have one classroom empty that we can grow into me that is that's I know what I thought whenever I've heard people say that um and it's not it's not

095a good thing but is it something that we need to look at doing the infrastructure not adding the extra sections with the understanding to the the county commission as well. We are building the infrastructure so that we have equitable uh facilities across the board throughout our system uh with a plan that if the the population starts growing because right now Hickerson and East they are sufficing with the the footprint that they do have but they don't have the equitable infrastructure with the possibility if it happens in 10 15 years there's a plan to be able to add on to it to add that extra classroom. But we would be going back to the county commission again, which is the part does not nobody likes that idea of doing that. But it gets our kids at

096Hickerson and East Coffee the same equitable facilities that they have at our other schools. That's something that I think is important to remember is even if we change the boundaries and fix these growing problems. Hickerson and East are not bright and shiny places like they are an atmosphere, but buildings are old and they're tired and we've worked on these other elementary schools and these two deserve the same kind of love that the others have got. So regardless of how big we build something, we we need to work on these. We can't just fix it by changing boundaries. In my opinion, that's not fair to these two schools. >> And another thing, we we've got to realize that Manchester City population is growing. We think that doesn't affect us. It does. All those kids come into

097our high school. We're going to need another high school. >> We've got too many at our high school now. It's sad that our freshmen can't be in the same building. And we've got to think about that. We can't just sit here for three or four years thinking that everything's going to be okay. I have a problem now that those freshmen cannot be in a four-year high school. Uh and the reason the the Raider Academy was established to begin with is because the high school got overpopulated. There wasn't enough room for all of them. And and it's so that's something that's going to have to be thought about in the future. Coffee County, uh we're going to have to have another high school. And >> uh because I thought I thought the only reason I moved

098over to greater academy block. >> No, I I was I was up here at the central office when that happened and and we had a ninth grade wing at the high school, but it got it it was there wasn't enough space for all the kids and that was the solution that someone came up with that could put the ninth graders there as a transition. And I'm not saying that it's not working, but it's we're one of the few high schools like that. And you know, other kids at other schools experienced the whole four years and uh and you know, transporting back and forth with kids in with athletic activities and so forth. It just seems reasonable that we need to consider in the future that there needs to be something addressed toward that too because

099you know I we we if the city grows the high school grows because they're going to feed into us. >> So off what you were just saying, what were you saying you need we need to do then with Hickerson and East? I I this was just another uh >> so okay I didn't know if there was something that you were tying it to that >> No I'm not it doesn't have anything to do with with what we're doing here. >> Okay. >> But that's something that we need to consider in the overall picture that when we start building program we've got to consider that somewhere down the road we're going to have to do something with with another high school. >> Hundred million dollars. What's it going to cost you? >> It's worth it. Yeah,

100let's just >> want to uh >> maybe >> probably more adm every dollar we spend on these schools right here. got a match. >> Is that true? >> Absolutely ridiculous. >> The capital cost I >> million cost. >> That is correct. That's the way it works. >> Okay. >> Jennifer wants to talk about the uh the needs that each cop she put together some documents for us. in your packet. >> I did a little bit of research and I talked to East Coffee and Nickerson and I asked them just to give you some examples of current issues. Um, I obviously agree with Mr. Shores. It seems silly to me to not just go ahead and make it bigger. I think that's what you were expressing. Maybe I put words in your mouth. I feel like

101we need to do the bigger one. And this is why. I don't know if anyone's looked at these yet, but they're already bursting at the seams and they're bandating everything in a wonderful way. These people that work at these schools are very innovative on the the things that they're doing to make this work. But >> these are three section or four section. >> I think at least three. I would rather have four personally, but if we're already as full as these papers that we printed out. And I can read them if I need to read them, but y'all can read. If we're already this full at this moment and we're projecting even the smallest amount of growth, I don't see how this is going to fix our problem unless we make it as big as

102possible. >> I think the four section makes more sense. >> I'm in agreement with Jennifer. We have I I went out and spent some time at Hickerson as well. um amazed at how they're keeping it pulled together, but they are literally bursting at the seams and they have physical problems that need to be addressed ASAP in my opinion. And so to me, it's a minimum of three because we are going to grow as a county. We can't say how fast we're going to grow, but I'd hate three years from now to go, "Oops, we needed more space than what we did." >> It seems silly to not do at least the three section. >> At least the three. To me, I'm for the three section. Now, as far as building a new school, that would

103be lovely, but I'm not sure we get that across right now. But I definitely think it's necessary to have the three section and project for growth. Did we ever determine if the ADA applies to the capital projects? So, they have to give the same amount to Delma. >> I'm pretty sure if if we going to ask for is it's what Mr. Killy said. If we if we ask >> I'm asking the county finance director. >> Okay. >> Yeah. I >> I have some questions on that. >> I I just it just doesn't seem like capital projects like this. the last well I'm not going to say the after I say that with >> I don't >> it might not be because we have the middle school middle school in in Deerfield I >> I'm not

104sure how that worked >> yeah we need to get some clarification on that because that really affects >> when you built the new middle school you definitely did >> I just don't remember >> I think the renovation so I'm gonna I'm gonna ask in Soon as I can answer, I'll let you guys. >> Yeah. >> So, if we don't build a new building, then that's an important question. >> I think I think it has to >> when we're talking about asking the county for money, >> is it going to be 40 million or is it going to be 160 million? >> The moment we do this, we'll build a new high school. >> Then we'll add on our high school. >> Yeah, I think we need to answer that question. You know what I mean?

105>> That definitely. Yeah, >> they'll be hoping >> definite definitely deserves confirmation. >> Yeah. >> You know, when you said, "What do we take to the county commission?" I say you take them a two-step proposal and let them decide what they want to do, how they want to fund it. you know, say we recommend going to, you know, a three section, you know, bringing those two schools up to three section to match our other elementary schools, but give them the option of how they want to, you know, put the monkey on their back if you know >> you. >> Well, but that gives them, you know, that gives them >> that gives them a choice. >> That gives them the option. And it's like it's like if you only want to do the infrastructure then

106know that in 5 years we may be back asking for more money >> more money >> or we can do this and we may be good for 15 years >> you know. So, I mean to me, you know, when you go to the commission, you you let them make that decision on how they want to approach it, >> you know, but this is what, you know, we have to have the infrastructure fixed, you know, but, you know, we recommend going to the to the three section because then that brings all of us up and, you know, if we need to to prolong, you know, coming back for more money, we can do redistricting. You know, >> because if they Yeah, because then uh otherwise they have those mean nasty haters on their case. >> Exactly.

107>> For both. >> But, you know, looking at it from a business standpoint, you know, if you got options, you know, a lot of times you look at it and you go, "Well, it's going to cost us a little more money here, but it's going to save us a bunch of money in the future." Cuz the thing is, nothing's coming down in price. Everything's going up. It's going up quickly >> and he'd be much better off to spend a little extra money now and bring these schools up and then it will be to wait five years and that cost may double in five years. Who knows? >> None of us know. >> We want to be proud of these schools. We want them to be something we want to show off. Something where we're not

108ashamed of hiding all the the boooos in them. Well, I don't think we we will lose that either way. We're going we're going to have but ultimately right now somebody could come up and ask what if we have this large subdivision or this group jump into this area or we have this or are or is the school system ready to to take them on? Right now it's pretty well yes. All of our schools are except Hickerson and East >> right th those are the two that's not there but the other ones are ready. We're bring them on. We're ready to take them. >> Does these coffee not have any rooms that they're not using? >> there are some rooms that they can use. Yes. >> Uh what about an option of redistricting and using Normandy

109Lake as the boundary and building a new school in that area? >> That's up to this board. >> Well, I mean, I'm just throwing out that's what the retreat is all about. Everybody throws out different things. I think no matter what we do, we need to really look and resoning's not a very popular thing, but there may have to be some of that. But by the same token, >> I'm sorry. >> Okay. The infrastructure part for those children at East Coffee and at Hickerson, >> right? >> I was going to point go back to what Jennifer said. Either way, even if you build a new school and did what you just said, we still need to take care. They need a gym. They need a cafeteria. They need some of those the a library. They

110need those key infrastructure parts. Either way, either either way, if you added a new school somewhere else, you still those schools need that equitable facilities. >> So, you'd be spending to upgrade, you'd be spending close to $40 million there in those two schools plus a new school is Yeah. So, that >> No. Why would you you wouldn't be upgrading the one school and you'd be building a new school. You would be upgrading two schools >> in Hickerson. >> Not if you build a new school. >> They both have to be upgraded. >> If you if you if you put if the boundary at Normandy Lake and that's the Hickerson district and build a new school for Hickerson that, you know, that would be the new Hickerson. >> Understand now what I understand. >> I wasn't

111talking about build a new school and renovating. Okay. No, I'm saying a new school in place of the Hickerson school >> and then all you have to renovate would be East Coffee. Understand? And then you probably might have to redistrict some too to make it equitable for the enrollments at the other schools. But I mean, I've had lots of I've had lots of parents talking about that, saying, "Why don't y'all do something like that instead of just adding on to an old building? Let's look at the future because uh you know you could take part of the North Coffee population and you know on that side of the lake and it makes that Hickerson district more more uniform. >> That would be 60 million versus 40 I believe I looked at it right. >> But

112you still got you got something that you build it and they will come. You build on to it and they're going to run away. That's just the way I look at it because that building is old and u I can't see throwing money at something that's that old. That's just I'm just one person and that's my opinion. Well, I'd say if we did build a new school and reszone that area, we need to get a new piece of land because from what I understand that Hickerson land trying to build in the back, wasn't there some concern about um water levels and things like that? >> I think I think the level was >> good was >> it came back level. >> Yeah. But but there is I I can speak there's the back corner of

113the playground. It gets wet but >> but other than that it might be just a drainage >> situation. So >> I think we all agree the Hickerson that those kids and those teachers everybody the community deserves for it to be taken care of one way or the other. And I'm I'm just one person, but I just prefer a new building to building on. Now, East Coffee, that structure is is more up to date already, and you can build on to that, and it still looks really good, you know, similar to New Union and North. But >> what is that total? Yeah. >> Well, adding a new building is >> they were saying about 40 million. Then adding on it or doing hill or east was another 21 if you did went to three sections. So

114you're looking at >> 61 62 million. >> Do y'all have adequate room out there, Von, to dig to, you know, to to build on to Hickerson to build a new school? >> Yeah, you could build a new school on the west side of that site. um you know further back in um and do it and leave the existing kickerson up and operational while you do that. Uh do your demolition during the summer, redo your paving front. There's room to do it. You'd have to we're going to have to clear trees to do it on that site obviously, but uh yeah, there's room. >> I think they provided us plans when they did the original >> presentation on that. I know there's concerns on addition versus new and new obviously is beautiful. Uh but I know

115from doing hundreds of additions and renovation project that uh both Hickerson East Coffee will be fantastic after they're done. So I have less anxiety on that. Uh the only reason again going back to the recommendation of three section I'm going to go back to the map here. a very balanced uh district here. And if you were to expand both East Coffee and Hickerson with additions for capacity up to three section with your other four four elementaryaries at three section right now, that would give you a total capacity of 2,340, which is 660ome more than what you have today and over 500 what the uh harpest projections uh call for. And I I hear what everybody's saying that you think the harpest projections might be low, but that's still over the size of adding another elementary

116school just by expanding the three sections. So I'm I I said before I always try and keep it on the fiscally conservative side and by doing additional renovations in two buildings that have some core facilities that need to be upgraded and increasing the capacity there so you have equitable capacity at each of the buildings. that really is putting you at a significant increase in total capacity over what Harper shows. And if you went to three section now, you wouldn't have to face that uh boundary adjustment until Hickerson is likely pushing at capacity. And then you may start by maybe even looking at just the boundary between North Coffee and Hickerson uh to deal with that. But over the next 10 years, you may have to revisit that just to find that balance if it's getting

117out of proportion. So, it seemed like that three section model was the most coste effective way to do it through additions and renovations. It gets you to that original question that you came to with, which was how do we make the gym and cafeteria and spaces at these village match other buildings and it gives you the capacity to grow for a number of years and to monitor what that looks like. So, it seems that from my perspective uh looking at it, that's your uh your most conservative approach here. in terms of making sure that you've got additional capacity for your growth as well as minimizing your cost some things. >> Any more discussion? >> What do you think? >> I I thank you, Holly. Yeah, >> I think what we want and what we ask

118for and what we get might be three different things. I think we need to have a plan in in mind. I mean, there's already been a few conversations with our friends down the street and um that has continued for another couple conversations and we need to continue to have conversation. I think we need to go into it with um a couple scenarios. Um the answer April gives will be very instrumental. >> Have you found that out yet? >> To what our our choices are? But I do think there there's a big difference between what we want and what we're going to be funded for. Um, and that's not judging and I get it um on both sides of it. >> But I will say this, even though the the rules are now that you can

119only divide land down to five acres. >> Yes, ma'am. >> It's selling like hot cakes. I mean, five acres, $135,000 in Coffee County. And that just happened this past week. anytime something comes on the market in Coffee County. Now, you go to Warren, it's a different different price, it's lower, but for some reason, Coffee County, I guess it's our location here by the interstate, our closess to Murphy'sboro, Chattanooga, Nashville, uh you put it on the market and it's gone. And uh and and even though it's 5 acre tracks, that's still bringing people in here. and uh and maybe bring in a a different clientele, you might say, because people that can afford $135,000 for their for their building site, you're bringing in people that that's an upper income level. So, there's two ways to kind

120of look at that. And also, um you got to have a perk site anyway. So in the past you could even though we could divide down to 8/10 of an acre there had to be a perk site on it and I don't understand why all the hoop law was because it was already a lot of those parcels had to be acre or two anyway. So >> that's what they said to growth and protect agriculture land in C County. >> Exactly what they said. >> Well miss freedom if you find that land like that you call me and we'll go take a ride cuz I'd like to go look at it. I can afford it. I'd love to. >> I wish I could find more of it because it sells so quickly. >> This was This

121was the East Coffee area. >> Yes, ma'am. >> That that just went under contract. So, you know, East Coffee, but you know, saying East Coffee is not going to grow. >> It's got bound the boundaries of East Coffee or you know, New Union is surrounded unless you redistrict. New Union's going to stay the same because it's just it's but these coffees on that side of the county where there's all kinds of property out toward one county viola and all out in there and and used to nobody wanted out that far. You couldn't, you know, but now it's changed completely and people are wanting it. Well, one reason because you there's water, there's high speeded internet and and that's one reason why people are gravitating toward the country because they have the same amenities. >> Okay.

122Is this something that we need to put on the our next board agenda basically for the for a vote to see what direction the board wants to go to take it to the county commission because >> that's the only way I know to go about it. >> It it's the only way we're going to move forward. It it is and we need to move forward and um >> maybe Mr. Balor and I can go visit again. >> I'd like to set that up and and do that. But >> renovation or new, right? That's the choices. >> Do what? >> Renovation or new. That's the choices, right? Well, >> and >> with re with reasonzoning, rezoning won't have to be part. >> It's also well not not necessarily a part of it can be, but like

123Miss Peacock Hodgej said, it could be also the size. Do we go three sections? Do we stay with two sections? Do you renovate? Do you do new? Basically, that's the kind of thing that needs to be in the motion when when it's decided. But Miss Yant, you're right. We we >> we got to move. >> We've got we've got the study now. We need to we need to use it and and move on what direction the board wants to move and >> could we offer it as not as two section or three could we offer it as three section or four and they can make the choice among those >> absolutely and and it also it could be >> how the motion's made. >> It can also be what Mr. said is take it down

124and then they basically let the county commission but that that is what this board was voted in to do the job here and and what what do we need as a school system? They're voted in as for a different reason on it. So you got to keep that in mind as well. >> U and in some ways it's I understand what you're saying. It's almost passing the buck and I don't know you you got >> they're going to decide anyway. So they're going to decide anyway >> and ultimately they will. >> So we just need to present what we need >> what we need and >> but the board feels like we need to ask us what what our contribution is going to be. >> Right. >> So um and there are some state funds

125available that we don't know if we qualify. >> I think we would need to make a recommendation because just the few number that we got in here we're all on a different page. Right. you get if we don't come up with our pri our primary recommendation where there'd be other options because there's I don't know how many is on the commission but everybody's going to have a different that's >> that's a good point >> well I'm thinking you know if we can come to consensus of what our number one choice would be and >> and then go from there >> to them >> they can always come yeah >> tell us what to live without you know but if we ask so to look at, but this is what we prefer, but you here are

126other options. >> A layered >> question. >> And another thing to think about is Hickerson is our STEM school. They can bring people in. They can pull people from around here that want their child to attend a STEM school. So if we make Hickerson bigger and they have the opportunity to be this bright shiny thing in our county that wants to pull other people in, that's room for growth right there. >> So, and think about this. What if you had a brand new building that was a STEM school that think of what that would do? I mean, that would really be a bright shining star. >> The reason that I feel like the renovation would be great is because I've seen WS things and they make things look brand new. Normally, I would agree. I

127want something brand new, but this is why we chose Wolf because they they make things look so perfect and fun and happy. So, I feel like they can do that. >> If I had to choose between a new school getting approved and a a threeclassroom school being approved, I go for the three classroom because I have a feeling we could get that passed quicker than we could get a new school. And I guessed I'm coming from years ago whenever we built on to Jones and what a fiasco that was and and the county spent all that money building on to an old building and uh look where it is now. And I'm not saying that would have happened to Hickerson, but it just left the bad taste in my mouth that that you know when

128you still got an old school >> the the core of it is still going to be old. But at a brand new high school sounds awfully nice. So maybe we can >> How long has y been closed? >> Yeah. Save it for >> probably 25 >> 23 25 years >> years. Still open. I ain't out of school 25 years and it was still open after >> they were selling it when I started as a principal and that was in 2003. >> You're old, Robert. >> So here we are. So here we are after getting rid of a school having to tackle the problem in the area with another school or expansion of the school. I remember then uh there was the option of building a new school combining Jones and Hickerson which would have been

129probably the best thing in hindsight that would have been the best thing to have done and you know everybody has their own >> thoughts and what happened but I want you know kudos to Manchester City they use their funds to purchase land and and that's they may never use it for 20 years down the road, but they've got it. And uh that, you know, got to think in terms of that >> next door to a battery plant or a factory >> about as thoughtful as a landfill. [Laughter] >> So, we'll come up, Mr. Shores and I will come up with scenarios and and email them out and ask you all to look at those and pray about it and we'll tackle that in the next >> and what we probably will need to do still

130I I kind of like the way we did here with Hickerson and East Coffee. What direction do you want to go with Hickerson? What direction do you want to go with East Coffee so that it could be spec, you know, specified on on those two different ones. And we would need to formally adopt this is what we want to do at the board meeting or the recommendation we want to make at a board meeting and >> while you were going this what was mentioned. >> Yeah. Okay. So >> Yes you board meeting. We got to keep moving. >> I missed out on that but >> no that's fine. >> But I didn't have any choice. >> Okay. Uh Von do you have anything else on this? Uh, is there anything else you'd like us to

131look at or study or does this kind of give you all the information in terms of what you're you're thinking of? >> The only thing I would ask is I noticed that when you added on to Hickerson, you added on a music room. We now have art teachers. Is there a little space in there that you could designate for an art classroom? >> We can go back and look at that. When we when we started this a year ago, you didn't have art. Oh, but but now now we have it in all the schools need that. >> And maybe because what we do is uh we sort of facilitate the conversation. We bring it to a close. I'd like to um to state this for you and see if this is what it sounds like.

132Um if you're going to the county, this might be the story line. We know that we have two buildings that have inequitable common spaces in our cafeterias and our gyms. And that's where we started this. At a minimum, we need to update Dickerson and East Coffee to accommodate those spaces that they're comparable to the other buildings. At the same time, we also know that we're experiencing growth in the county. These buildings are also inequitable in the fact that they're both two section. We could remain with two section at these buildings and look at significant boundary adjustments throughout the school system, but that would be a significant hardship for us. What we would like to do is look at bring these up to three section which would match the other buildings that would give us additional

133capacity to handle growth for the short term in the future. As we look at that, we've also looked at would it make sense to replace one or both of these buildings with a new building. Considering the fact that most of the growth that we're seeing is in the south uh and in between and Manchester, Hickerson would be most viable for replacing with a four section building which would give us even more capacity to go in. Obviously, each of these options increases in price and that's what we're looking at and what we're coming to you today with the recommendation of X and that's what you fill in as a board. So it shows minimum up to maximum in terms of price and capacity and then as a board you can decide where do you want to

134land. Does that sound reasonable? >> Very reasonable. Thank you. >> Could you text all that to Mr. Harrow? >> We'll take the presentations that we put together and all these different uh components and make that sort of your recommendation language and that's what you can discuss at the next board meeting and we'll finalize it so that you can have that conversation at the county level. >> Thank you. Thank you. Thank you. >> Thank you. >> Also, Mr. Cherry or Mr. Griffin, do you all have any questions or anything you want to add in? >> We're available 247 if you need anything and Scott to get a hold of us and be glad to do anything you you think you need for us to do. You know, I think this discussion has been very constructive. It's

135been a good discussion. I think you're getting to a point where you're almost ready to come up with solution to your problem. >> Okay. >> We're available if you need us. >> I I would like to make one more statement. Um, I think it's going to be inevit inevitable that we'll have to redistrict somewhat that and the history behind how all this redistricting came about was when Deerfield was built. Like you said, uh, New Union was downsized and I don't know who did the boundaries or whatever, but they were working so that there would be enough enrollment at Deerfield to warrant that school being there. I'm sure uh, New Union was downsized. In fact, on the farm I live on, my mother's house is zoned for New Union. My house is zoned for East Coffee.

136My brother's across the road is Deerfield. All that area out in there at one time is New Union. I consider it New Union. Uh there was uh spaces over on weight there. So, there are boundaries that I think could be stretched that would not be uh be upsetting to a lot of people. You know what I'm saying? if that ever came to that point that they needed to enrollment, you know, needed to take enrollment away from Deer Deerfield or East Coffee. But, uh, redistricting is a is a big thing for people and that was a big thing for New Union to be downsized and and to this day I still have people fussing at me like I had something to do with it. But that's just a background since you weren't in here at this

137time. But that's that's why new union is so small >> and uh and the boundaries were were were further out at before the new building was built. >> Well, it went all the way to what it went all the way to Canon County line. I think for Deerfield they actually pulled students from North Coffee, East Coffee, New Union, right where your main main >> and the primary and then the population was more concentrated in the new union because there were you know north end of the county over in East Coffee Biola across you know with Canon County line back down the north there weren't that many you know it wasn't that populated so it did pull a lot from the Union New Union area because especially there on Woodbury Highway uh Goose Pond on uh

138over on Parker Road. All those kids go to Deerfield >> and when they generally originally they came from the union. >> Okay. >> Any other comments before we move move on and >> Thank you, Von. I hope you have a good vacation. All right. >> Thank you very much for >> taking time for us today accommodating. Thank you guys. Thank you. >> Thank you, gentlemen. All right. >> So, you wanted to do a dessert break. Is that >> we have to share that with you? >> That's crazy. >> Okay, >> that worked. We can just move on. I'm good with moving on. >> I'm good with moving. >> Yeah, that's what I thought, too. >> I mean, if somebody wants something, there's plenty. I've left it out. >> So, if you want to take the

139opportunity to run back and get some dessert, that's fine. >> We will move on. >> I gave the copies. >> Oh, make copies and give to >> Oh, okay. >> give to everybody. >> Great. Thank you. >> It's okay. >> I need to get my head. It's okay. Okay, >> these are uh papers that Mr. asked me to make copies and pass out. >> Okay, >> so he wanted everybody to have >> All right, Mr. Harrove, you want to talk about strategic plan? >> Do we need about a five minute break before we head home? >> We can take a five minute raise your hand. Let's take a five minute break and then we'll >> do the home stretch here. on the furniture. >> Don't damage our furniture. >> She made me do it. >>

140But it did get everybody's attention without a doubt. got rid of this. >> We got to take care of our furniture now. >> There's no dent there. >> All right, >> that was good. >> All right, thanks for thanks for sticking with us, I guess. So, we're going to talk about the strategic plan, the the one we keep putting off. So, our five-year plan, I guess. So, Mr. Harrove, you want to >> Yes, I do. >> In give us our lead in. We have two small packets. One of them is uh a narrative. I believe the Roman number one desired school safety that we'll talk about that here in a little bit. So, put that one away. The one we're going to talk about, it has draft at the top and nice red letters. So,

141this is a nonfinished document. Historically, I was given by our board chairman, Mr. Ballard this 27page document that has smart goals in it and they were very measurable and the responsible party and the KP which are the goals and the resources needed for this. I took this and condensed it into six goals. It has since been condensed into five and that's where we are today. So, we have gone from this to this. >> Oh, and don't forget that before that spreadsheet, there's this like bullet point narrative document that was totally useless. So, >> yes, sir, there was. So that was a start and then you kind of took it the next step and >> Thank you. >> Yeah. So, >> so here here is what's been whittleled down to >> and this is our five-year

142plan. This is our vision. We're going to revisit this every year. My goal is we have this complete by some part of next year, January, February or March. We have completed our strategic plan and it is operational. at the top. That's our vision statement. I'm not going to insult you and read to you our mission statement. Nothing's changed there. And that's our motto. Learning today for brighter tomorrow. Below that gives a purpose of our strategic plan. This is our why. These are our five W's and our central goals and thoughts and effort fall into these five categories. They're printed in bold. Student outcomes: staff, support, stakeholders, and safety. So we went from this huge document and we've combined everything and we have fit everything into th those five S's student outcomes staff support stakeholders and

143safety. So, this will scope how we use our rearch uh resources, physical and physical, and make sure we have environments that are um positive for student successes in our school system. Number one, goal one, student outcomes. Provide excellent and equity in instructional programs to maximize student outcomes. That's what got me so excited a while ago. when Miss Jonah started talking that's what got gets me going instruction the magic in the classroom and there are different ways we deliver that some of these are not going to be measurable outside uh as a formal KP uh goal statistical but we can always add we can always remove this is not set in stone take a few minutes review objectives 1 through 4 on there. As we finish up reading, I will share this document with each of

144you. Feel free just make sure it's highlighted. Just make sure it's highlighted. And please don't let anything go away. Make sure it's highlighted. those uh data tcap district routwwide tcap performance rates we can adjust those move those were what was in the original that's also part of our evaluate my evaluation as well so it's kind of knitted together we uh advanced placement will have a numerical something attached to it where we it is measurable the uh CTE as you look at that um our CTE program there's some change in the readiness our state is changing that and uh you have that in that size [Music] and you can see some of those writings cost roughly 40 we want to continue to build on this we want to have a goal for our junior ROC whether

145it's in recruitment or trying to set numbers for placement into the military. Then following all the things that we set as our objectives that are very measurable measurable, we have a rationale. Coffee County Schools will provide all students with high quality academic experiences that include effective instructional techniques, use of strong curriculum, and purposeful assessments. These experiences will prepare students to be lifelong learners and provide a pathway that exposes students to a variety of career options, college opportunities, or military enlistments. By providing these opportunities, students will be educated for success as productive citizens. Fair enough. Okay. Once again, this is only a draft. Your input is welcome. Feel free when I share this to make changes. Goal number two, hire and retain high quality. That number two is staff. Hire and retain highquality employees in all

146departments in the system. Fair enough. Good goal. All right, we're rolling. We're talking about recruiting classified and certified personnel in all systems utilizing all the advertise advertisement resources. We have selection process that hires the most qualified person. Provide competitive compensation and benefits that are fair and appropriate for job assignment. You tip your own hat there. We I believe you all had done that as a board of education. follow all requirements set by schoolboard policy, state and federal law regarding employment practices. Staff will provide the be provided opportunity to participate in an annual Tennessee education educator survey which will provide direct feedback to our administrators and our board members on a series of key issu key issues facing our schools. The the Vanderbilt puts that out. It is a yearly thing. We'll share it with the

147board. We share it with our principles. That's great feedback because that survey is pretty long. We had about a 54% participation rate in the same survey last year. Hopefully, we can increase that because it gives data on how we can things we need to improve on or things we already do well according to our faculties and staff. Y'all need me to read the rationale teach or y'all good? Thank you, Mr. Coons. >> Number three, support creates a high quality learning environment. Well, there are a ton of things in how we support all the great things that go on in our classrooms and on our athletic fields. First of all, you see budget. Miss Melson has looked through this. This is a approved statement by Miss April. >> Professional development. We're going to develop this one

148a little bit more. You can see in that one you see utilizing the TISA outcome bonus that will go back into PD. We have funneled that money or trying to funnel that money back into professional development. Things that Miss Seismore does, things our our academic coaches do, those type professional developments. Number three, capital projects. We just got through spending an hour and 15 minutes talking about a huge capital project and that's we want our facilities to to be nice for our students and appealing and drawing. Uh technology is number four. And finally number five is nutrition. provide an efficient nutrition program to support student success in and out of the classroom. Underneath that a rationale all kind of wadded up in one paragraph where the supports reviewing the supports. Number four, stakeholders. We want to

149be able to establish opportunities for family and community involvement and support at all levels of the school district. Okay. How do we communicate with our parents? How do we provide our parents uh information uh concerning our students attendance, their progress, their learning in general? Um how do we get their survey? Well, that's where this other sheet comes in. There's another packet. The month of September, we have delivered a title one slash strategic type plan. These are the things we asked our parents in that survey. Okay, this is a summary of the information that we received back from our parents that participated in this survey. We will throw this survey out again in another few months. But these are all the things that came out of the survey. Give you a few minutes to go through

150that because uh it's going to catch your eye. These are these are what our parents think in the area of safety. Anything jump at you that we've talked about already? >> What was it, Miss Holly? >> Metal detectors. Metal detectors. um removing classroom numbers. That make it a little harder on students. >> Yes, ma'am. Uh and the other one was it's interesting the uh third bullet point down was was scanners, badge scanners. You know, we're we're doing some things as far as our Raptor to improve check in as far as people that are not part of our faculty and staff. We're also uh requiring badges for the be Oh, sorry. Anyway, uh shatter resistant glass. So, those are some safety things. I won't get into all that because I don't want Mr. Randy to kind

151of have to turn the program off. [Music] But, it was interesting. I found this very interesting to read. The other area, second area suggestion for teacher recruitment and retention. Uh there's a section on compensation, supporting environment and recruitment strategies. According to our parents, uh there are some pretty valuable information in there. In my opinion, single most important improvement over the next five years um numero is safety. And I applaud you all because I think we have taken great strides to continuously improve our safety in our school system and we will continue to do that. That is part of our strategic plan. We had a training earlier this week. Miss Tanya, would you like to share about it? >> Well, you really can. He has to turn it off. >> Yeah, but >> I got you.

152Well, very well. Academics and curriculum, infrastructure and facilities. But those are those are what our our parents said. Last but not least, our fifth goal is safety. We want to ensure our students and employees are provided with safe and secure environment that's free from threat or harm. We have six objectives in there and those ought to seem very fresh in your mind as you read them because we trying to accomplish I have to congratulate the staff because even as we go through these and you Mr. Harbo because I see where so many of them you're already implementing. So I just want to say kudos on and for this >> parents were and it's still open through the month of >> staff >> parents >> uh the these are stakeholder survey >> for some staff maybe

153>> could be could be I guess technically probably >> okay touch >> just saying just saying right >> touche just saying it could be >> it could be an anonymous survey Everybody that was on a link on Facebook could be >> anybody. >> It could it could be >> it could be >> could be >> and they could take it as many times as they wanted. Right. >> Sure. >> I thought this is interesting on academics and curriculum where it says concerns were raised about academics taking priority over sports. Usually be the other way around. People worried about sports taking >> made reference to that >> priority over that. Oh, did you? I'm sorry. I was outside. >> You know, we can educate without sports. >> Excuse me. >> That is referencing a prior statement

154in the meeting >> and and I also of course I was out I had to take that call, but I also see that metal detectors is important and that's I brought up before too. I found I found some value in our parentics to prove it. >> Yeah. >> Was that you taking the survey for you? >> No, I didn't go take it. >> Punched it five or six times. >> Mostly at middle always said that u football was >> football was number two and academics were number one at Middle Tennessee. But Gotcha. >> Priorities. Priorities. >> Anyway, we've had a lot going on today and the last thing I want to do is read to you all. I believe it condenses things. This is a work in process. Our leadership and our uh staffs will

155continue to make adjustments. >> Yeah. >> In trouble. >> Yeah. uh continue to make adjustments and develop our our goals so they're a little more measurable on some things uh as many things as we can. But I think it's a much better we've gotten to a pretty good place. Well, what I think what we need to do is for our next work session, which is not scheduled yet, but probably in November sometime, I suppose, um, is to take this mark it up because I can see where I think we'd probably want to convert some of these object more to smart goals where we apply specific dates and measurable, you know, things. And I I'm really big on on KPIs, but as you know, but but uh you know, so we can really measure and come

156up with, you know, know how we're doing at any point in time. So um but I would say, you know, if everybody can mark it up and bring it, we'll just put a slot into our next work session >> and kind of hammer on this until we get it done. You know, >> it is and uh our our staff or our team up here has already made some changes. we're headed that it's like especially in the first one which are student outcomes >> finding an ROC a numerical setting a goal there I think those are good things we need to do and it needs to be part of this >> well we did find out at the summer law session when when that the strategic plan on the state looks for that for in certain

157circumstances you know so we got to have it and it's got to be updated and the one that's on our website right now is that really old one that that if you punch the five-year plan at the top of the board of education, it brings up that old one that's really out of date and not very useful. So, we want to replace that. So, >> that's what I was going to say. There was a fall retreat a couple years ago where our five-year plan was called a box to be checked. Yep. >> So, I think this is amazing and >> I'm just really proud of everyone that worked on this. It's great. >> Thank you. We're very blessed. Our team did a great job. We've got less is more in this >> and sometimes you

158want it. You want to add things because you're trying to >> Yeah. Put words into numbers. >> But anyway, I I'm proud. I It's not perfect, but I'm proud of it. >> Really great. >> And we need This is what drives our boat, >> you know. It's important and it was important then and that's a good starting >> and everything we talked about in this day of spending time together I can put into one of these five categories makes it easy just keeps it keeps us focused keeps us how we're going to fund it how we're going to support it are we going to fund it are we going to support it so kind of answers all the questions but we have a great team doing great things I appreciate >> yeah you taking >>

159comments are welcome, you know, and get them back to Don't make me nag you. Don't make Mr. Hardrobe nag you. >> Well, I'm going to make you We can make your changes in the document. Just don't make anything go away. Okay. I'll keep a copy or two just in case that happens. But just, you know, highlight and whatnot. I'm >> We want to Everybody's opinion is important. >> Okay. >> Yeah, you can do that. So yeah, it's important to get it done. You know, the state requires it. So it's important to get it done and kick the can rolling into 25 26 and have this through I that will be a >> big weight offer. >> It's going to guide us especially if we have specific goals that are measurable. >> It's going to guide

160us. All right. So any questions on the comments on that? So, >> I'm so grateful that you took it from this down to that because every every time I looked at this and Tom said, "We're going to go over this." I just wanted to cry. >> Well, it's kind of like Yeah. So, Mr. Hardrove took that on and I appreciate that. >> That was just kind of a first step, you know, converting >> because it was a lot of work to convert from that text document into that. >> I can imagine. >> Yeah. So, um, so any comments or anything like that? So, everybody's tired and ready to go home. >> Yeah. You can't give us a specific color because Jen can't say she can't color in the box. She'd use all that color. >>

161I don't use technology too much. I don't know that I even know how to do that. I'll be the one that made the whole thing go away. So, I'm going to write my stuff down. >> You just do yours by >> I'll just write you do a hard copy. It'll be good. >> That's what I do. I have carefully made my life where I don't need a >> computer. Looking worried back there. >> I'll make it work. >> All right. >> Yes, sir. >> Mr. Shores, you want to share how the gym's going? >> I can. Yes, >> I do because I'd like to go see it today. >> Okay. Uh they got started on the gym last Monday uh doing the the renovations to it. Uh they're turning out well. They're u looks like

162everything's going well with it. So >> that's exciting. >> They have gotten several of one side cut. >> They're hoping to finish that one side up this week. I didn't make it out there today, of course, because I'm here. Uh but hopefully they'll have it done this week and start on the other side and move on with it. Everything is looking good. >> Long time in coming. That's awesome. So, >> does it look a whole lot different or pretty much the same if you didn't know that it had happened since we chose the >> same when when it's when it's all done, you shouldn't really recognize that there's a whole lot >> Yeah. >> I mean, it's going to be different, but you don't want to recognize Yeah. >> that it's been a renovation. Does

163that make sense? Uh now when they change out the bleacher planks that are broken, I'm afraid that it's going to show up. Yeah. The coloring. >> Well, hopefully it'll all have bottom sitting on it. We won't notice. >> Well, you got to remember you you also have the the side piece that you're seeing from the side. So, if it's broken, it be it would be replaced as well. But, uh, I mean, the dials are just they're wider and and they haven't actually put in the actual, uh, handrail, but the the piece is there for them to intersect. Does that make sense? >> They're not doing anything to the floor where it's real nasty. >> The the steps and >> that was not any part of what they're supposed to do. >> It's season It's in

164a It's in a nice gym. So, don't want to get water on their floors. >> Long time ago. All right. So, that >> But but they are turning out really. >> Okay. Anything else? >> It's coming. Well, >> no, sir. >> All right. A couple quick announcements is December 5th at 5:00 is the Christmas dinner at the high school. So, uh, we will have the, um, uh, culinary arts prepare the pro prepare the dinner for us. Everybody seem to be on that. And don't forget >> five five o'clock. >> Five o'clock. Sorry. >> And then a special called meeting tomorrow at 4:00. And that's basically for the sole purpose of of uh um putting together the DHA. We're getting a um a request for a um for an appeal of a disciplinary action. So, we

165need to put together a DHA committee and Mr. Argo has some recommendations for that. So, we're going to need to um have a special called meeting to put that together and that will be happening tomorrow at 4 o'clock. So, and that's all I got. So, so anything else? >> Thank you, Miss Melissa. >> Thank you. Yes. >> If you got to come out here for a special called meeting, then we're going to make it worth your while. >> Thank you, Liz. >> All right. >> Thanks, everyone. I think >> we have one funding. Miss April found out about the funding on the buildings and the county as far as sharing those. >> Oh, the ad. Okay. >> So, they will be ran through the rural debt service fund, which is how the county funds our

166buses. So, it will not be split between the cities and schools. So, >> that's good news. >> That that is really good. Okay. Good news. All right. There you go. That alone was worth. >> All right. Thanks everybody. They won't see.