1-22-26 BOE Meeting

001Please join us with a moment of silence and our pledge of allegiance. Moment of silence. First at this time. If uh Kian Royston and Jaden Lane from Pleasant Hill Elementary would come to the podium and lead us in the pledgece to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. Good job, guys. >> Thank you. Okay, first of all, I'd like to say u welcome to all of our visitors tonight. Thanks for being here. Um I see Miss Colleen Malls here with the county commission. Thank you for being here tonight. Like to say thank you to our student representatives. Um, Miss Fallon Lambert, she's with the Phoenix School. And Miss Abigail Lowe, thank you for being here tonight

002with CCHS. >> Uh, at this time, we're going to have some special recognition. If Jeff Fitzgerald would come to the front, please. [applause] So, Mr. Fitzgerald has recently retired from the Cumberland County Sheriff's Department. So, I want to read a little bit about him and his background. So, he started as a reserve officer with the Cumberland County Sheriff's Office in 2001. He went full-time in 2002. He was a member of the SWAT team and a hostage negotiator. Probably the most important was he became SRO at Crab Orchard Elementary in 2013. >> He was my SRO. Uh, and he has retired as a corporal and he was overseeing the SRO. So, we wanted to bring him out tonight and recognize him for his service to Cumberland County Schools and to all of our students. He also

003coached football uh for a while. So, thank you, Mr. Fitzgerald. [applause] >> [applause] >> So, Madam Secretary, that brings us to the roll call. >> Miss Stole, Miss Nichols, >> here. >> Miss H >> here, >> Miss Stout. Mr. Davis >> here. >> Mr. King >> here. >> Mr. Matthews >> here. >> Mr. Cole >> here. >> Mr. Van Winkle >> here. >> Let the record show stole and stout are absent from the meeting. >> Declaration of con of conflict Tennessee code annotated 492 202. Board of Education members who have relatives. Per the statute, relatives mean spouse, parent, parent-in-law, child, son-in-law, daughter-in-law, grandparent, grandchild, brother, sister, uncle, aunt, nephew, niece, or any person who resides in the same household as you employed by the school system are asked to raise your hands to identify yourselves.

004Let the record show Mr. Cole, Mr. Matthews, Mr. King, and Mr. Van Winkle. Do you certify that the votes you make tonight will be in the best interest of the s school system regardless of the effect that your vote may have upon the employment of your relative or relatives? >> Yes. >> All of them said yes. >> Okay. So that brings us to approval of agenda. >> Sorry. Approval of minutes. Thank you. >> Move to approve the minutes. December second to approve the minutes. >> Any discussion? >> All right. All those in favor of approving the minutes say I. I. >> All oppose say nay. You guys had it. Next is the agenda approval. a motion. >> Mr. Chairman, I'll move to approve the >> I'll second that >> motion in a second. Any discussion

005from Mr. Mr. Matthews? Um I would like to make a motion to amend that motion. [snorts] to amend the motion by saying we'd remove item um 6.307 extracurricular activity drug testing from agenda item number 17 and also to remove item 3.30 3000 equipment and supplies management from agenda item number 18. I'll entertain a second. >> Discussion on that. [clears throat] So from our work session, there were questions concerning these two agenda items. Uh both these policies um have a model policy from TSBA that was provided to the board from Dr. Farley after the work session. There's some more considerations that I feel like the board needs to consider and I' I'd just like to move those back to the work session >> to approve. Yeah, it's good. >> Any other discussion? >> All those in

006favor say I. I. >> All those opposed say nay. have it. >> Make another motion concerning the agenda. Um, I'd like to move to uh remove the item 16J, elementary basketball from the agenda. >> Thank you. [snorts] I'll entertain a second on that. >> So motion and second. My discussion points are is is due to the discussion at the at the board meeting uh for the work session the other night, we discussed whether that was actually something that would would require a vote from the board. Um the only policy I could find relating to that after the work session was 4.3 0. It states uh that the board shall initially approve each specific extracurricular activity so that the proper support and supervision may be assured. I I keyed in on that word initially approved. Uh

007I feel like u this is an extracurricular activity that was approved. It has appropriate supervision. it's budgeted for and I can't find anywhere in policy where it states that we would we would need to vote on removing extracurricular activities that have been previously approved. So those that's my that's my discussion on point on that. Any other discussion? >> Yeah, I have I've got a question on that. So then we would have no say as as far as whether it gets removed or taken away. It would just be solely up to the director even We had to approve it to be to stay. It was it was voted on to stay and to maintain that. >> That that's my take on that policy. I I mean obviously our attorney is not here tonight, but that that's

008my understanding of it and and the reason I I view it that way is because we had several schools that didn't have teams this year, right? they didn't have enough participation and the board did not vote to not have those extracurricular activities. So that that that was my my perception of this policy. Um everybody everybody can have their own opinion and vote on it obviously. So, >> so we can we're going to punish the schools that have something going on take it away from the children. I don't >> Oh, I my my my suggestion is to remove this from the agenda altogether and not vote on removing it at all. >> Okay, >> that's my suggestion. >> So that we don't have any control if it gets removed or not. It can be removed by

009the director and we have no whatsoever about it being removed out of schools. >> So, so from that policy, you can read throughout that that the principles can make that decision based on uh based on their discretion. That's what it says in that policy. Um my my take on that is from our strategic plan that we've we've been working on and creating, we we want to we want to involve more students in extracurricular activities. >> Absolutely. From year to year, the amount of kids change. So some year we may have less and then the next year we may have more. >> That's right. So and and our intention is to involve as many students and extracurriculars as we can. >> Yeah. >> Um >> Yeah. >> You know, it's [snorts] it's unfortunate that some schools

010don't have enough participation, but some of those students are participating in other areas of the county. Middle school athletics would be one of those. But I think as long as there's there's students that want to participate that we should we should support that and we we have the board has voted to to uh support that by approving that extracurricular activity. >> Okay. So what you're I get what you're saying now. I'm sorry. I was I was [snorts] thinking that you were trying to completely pull it out of our hands. >> No. So >> and that's and some of the information that Dr. Farley sent the board and and uh provided um there's there's a low participation from from girls athletes in sixth through 8th grade. >> Yeah. >> Um there's a pretty high participation from

011the seven schools participating in in elementary basketball. Um we have approximately 1520 20ome students in sixth through 8th grade. Um, total there are 120 students playing basketball. 91 of those are boys. Um, we didn't receive any numbers on the amount of cheerleaders that are participating. Um, I'm I'm assuming you could a say on an average there's 15 and on the low end there's 10. If there's 15 cheerleaders from each of those seven schools with those basketball players playing, it's approximately 15% of our sixth through eighth grade students participating in that sport. So for us to say we want to involve students and and and have a goal to actually improve extracurriculars and arts of 2% on our strategic plan, cutting out 15% would would not be something that would be counterintuitive to what we're trying

012to do with our strategic plan. >> Yeah. >> Absolutely. [snorts] >> Any other discussion on this topic? Well, [clears throat] >> the only discussion I have is I know that there's been a few that have um signed up tonight for community comments involving this topic >> and to allow them their opportunity to at least, you know, give their two cents worth if if they still want to or whatever, you know. Yeah. >> Um, that's the only reason I would I would be against trying to keep it on there. Um, just give them the giving them their opportunity. >> So, so if if we vote to leave it on the agenda. >> Oh, oops. >> I mean, then are we if and we bring it to a vote, are we voting on something that's not in

013policy? Because it's not >> I don't know the answer to that right now. Should we I think it's appropriate. If it needs to be put back, as far as >> King, I didn't hear your recommendation. >> I said I think it's appropriate to remove it from the agenda. If we want to talk about it later, we can bring it back. If if we do that, if we vote to remove it from the agenda, that would remove the opportunity to speak on something that's not on the agenda. >> But we're removing it, which is a good thing. >> Yeah. Because we're keep >> because we're keeping it. >> Yeah. As long as we're keeping it in effect. >> Yes. >> I would suspect that's what you're going to talk about anyway. Right. Any other discussion on

014this topic? Uh there's a motion and a second on on the floor to remove the [snorts] agenda topic concerning uh elementary basketball. All in favor of removing that say I. >> I. >> All oppose say nay. The eyes have it. That brings us to the next agenda item is is community comments. The agenda is approved. >> Did we approve the agenda? >> Did we Hold on. >> We approved the agenda. >> We meant it's not the agenda. >> Okay. So, we need to go back and approve the agenda. I'm sorry. with the >> Motion to approve. >> Motion second to approve the agenda with the amendments. Any discussion? >> All in favor say I. >> I. >> All oppose say nay. >> The eyes have it. Agenda is approved. Uh next topic is community comments.

015Um we have several signed up tonight. Uh, one of those is elementary basketball and u these all of these uh would have to be considering something on the agenda. I'm not sure that I see >> not sure that I The only one I see that concerns the agenda an agenda topic is uh I'm not sure Colleen D'orski strategic planning. >> Yes. >> Um >> please come up. Uh state your name and your address and the topic. >> Yes, please time her for three minutes. Thank you. [snorts] Hi, my name is Colleen Dubcowski. I live at um Shauny Road uh in Lake Tanzy. Um I wanted to discuss um a little bit about the strategy of u planning for agendas and I just witnessed one thing um that was taken off the agenda and I hope

016you still give public speaking for that because of the fact that you did not give notice of 48 hours which you should give that notice. So he may have considered consider that. Um I am concerned with that planning that given the light that there were some things of concern of the parents that you did not give them the opportunity to speak of that but was made very very clear. And so in that strategy um it does not look like you are willing to hear from them and you should at least listen to them because you do work for them. So um that makes parents very upset. We don't need parents upset in this community. you were just adding fuel to a fire. Uh they want to hear answers about their children. They strategically want to

017plan the lives of their children. And so you really should consider that. And I realize that sometimes it is hard to hear hard things, but you owe it to them because you work for them. Thank you. [applause] So, um, we have a very specific policy concerning public speaking and and none of these other requests [snorts] are concerning anything on our agenda. >> Mr. Chairman, if I could, one of the comments, >> point of order. >> I'm bringing up fact that it is on the agenda. >> The family life education is on the agenda. We have a specific parent here tonight, set of parents that are asking to address the board over a violation of Tennessee. >> Point of order. Point of order. This is not concerning anything that has is on our agenda. >> So,

018you're going to tell the parents here tonight that they cannot speak under their first amendment right here about an agenda item. >> It is under 4.213 213 on your agenda that you approved tonight, [clears throat] >> specifically family life education. You're you're you're here tonight to talk about adopting a policy regarding for regarding family life education. And there was a specific instance that the director of school knows about which is a v a violation of the family life education law here in county. So I would request on behalf of my clients the ability to speak attorneys. >> We don't have an attorney here representing us tonight. So um >> not asking to speak to your attorney. I'm asking for my client. I'd like to ask >> point of order please. If you're not on this

019list, we don't need you to speak right now. Point well taken that 4.213. 213 is on our agenda. Uh Britney Seymour speaking on that topic. Please come forward. >> This is Miss Britney Seated me to speak on her behalf here tonight. Um >> we can't hear you very well. >> I'm sorry. Y. >> So, my name is attorney Will Mullins. I represent the parents involved in a situation here in Cumberland County in which a specific teacher at Cumberland County High School um participated in a family life education discussion with students in his class. Specifically, the teacher's name is Mr. Wilcox. Point of order. We cannot talk talk directly pronounce anybody's name or talk directly about personnel. >> Okay. There was a teacher there and the teachers took it upon himself to uh get into family

020life education with the students that has been proven by the fact of the suspension letter that was directed by the director of schools that he did in fact partake. >> Point of order. You're again discussing personnel issues. Uh I will ask that you no longer talk about any personnel issues concerning any of our the >> not talking specifically about >> point of order. You are talking about a personnel issue and that is not appropriate. >> I have a right to speak. >> I'm going to ask that you step down, please. >> So, you're not going to allow me to speak? >> Not about personnel issues. It's in our policy. >> You are mentioning personnel issues. >> I'm not asking about personnel issues. I'm bringing to the fact of your attention that the Cumberland County Board

021of Education >> I I will ask again, sir, in a very kind way. You're you're discussing personnel issues. That is not >> discussing the issue of Cumberland County violating the laws of the state of Tennessee. Sir, >> that is not >> you're violating our policy and state law right now. >> No, I'm not violating. >> You violate ours. >> Yeah, >> you're you're violating our I will remind you that you're elected by these people. >> Yes, I am. And these people want to want to discuss this situation that is very concerning to them with you an elected official. And you sir ask you >> you sir are preventing these people from addressing their representative. >> So all of these people have >> how are they supposed to come forward and speak? >> Point of order.

022Point of order. >> How are they supposed to >> point of order sir? Point of order sir. There is an opportunity for everyone to come forward to this board and speak. >> We're here. >> All right. I will explain to you appearing before the board. Individuals speaking to the board shall address remarks to the chair and may direct questions to individual board members or staff members only upon approval of the chair. Each person speaking shall state his or her name and subject to presentation. Individuals desiring to appear before the board shall submit a written request with descriptive materials to the office of the director of schools eight working days before the meeting. If the request is approved by the executive committee, the item will be placed on the agenda. Individuals placed on the agenda will

023be recognized at the beginning of the meeting and given no more than five minutes to speak when their item is addressed on the agenda. All requests submitted will be included in the board packet. The chair the chair shall have the authority to terminate the remarks of any individual who who violates state law and did not adhere to the board rules. >> Can you tell me what state law violated? I don't have to tell you that I I have by this policy I can ask you to step down from >> Mr. Chairman. You are you are accusing me of violating a state law that you do not know that I'm violating. >> I'm accusing you of violating our policy. Sir, >> what policy number am I >> that you cannot discuss personnel issues? >> Tell me

024the policy number that I'm violating. You're here tonight to adopt an agenda on family law education. >> That's fine. And it's concerning that policy is what the agenda is. I'm here to discuss that policy. >> No, you're here to discuss personnel issues. It's very obvious what you're here for. >> I'm here to discuss the policy. >> I think the three minutes is up. Yes. So, your time is up, sir. >> Three minutes. That is if you have a specific agenda topic. Thank you. >> [applause] >> tomorrow. So we have um >> no other we have one other speaker on 4.213. If it's going to be more of the same uh we can designate one individual to speak on behalf of that of those wanting to speak on that topic. didn't allow it. Uh, William Seymour.

025>> What's your name and address, sir? >> My name is Attorney Will Mullins. My office is in Rickman, Tennessee, 240 Rickman, Monterey Highway, Rickman, Tennessee 38580. One of the items on your agenda here tonight is to adopt a a family life curriculum. Pursuant to the applicable codes of the family life curriculum, if you are to adopt that policy, you are to have a meeting with the community prior to adopting that policy and that the citizens of this community have a right to come forward to know the topics that are going to be discussed with their children and and have an opportunity to speak freely about those topics that are going to be discussed with their children. Now, those topics are to be discussed every year at least once in September, notifying the public, giving them

026an opportunity to speak freely about those situations. Now, one of the concerns of the parents here um is if there has been this family life curriculum going on, why has it not been brought to board's attention prior to now? Has there been a policy to teach family life curriculum in Cumberland County? If not, why has there not been a policy and is being taught in their schools to their children and they do not know the topics that are being discussed with their children? Now, we're sitting here tonight all knowing of a situation in which this has in fact been violated. Now, these parents here tonight are upset over this situation. They're upset over the over the fact of how the disciplinary process works. Pursuant to the applicable statute, the disciplinary process is is formal complaints

027be made to the director of schools. The director of schools is to is to do an investigation, report such investigation to this board along with any disciplinary matters that may take place in the in the director's recommendation. and then it is to give to the board the decision to make a disciplinary matter. Now, it's come to my attention that this board has a policy in which they say they do not discipline teachers. However, I would bring to your attention that the Tennessee code annotated would trump any policy that you have and the legislators of this state of Tennessee have said you do and you must make disciplinary actions involving teachers that violate family life curriculum. With that being said, I think the parents are here tonight wanting to know what actions are going to take

028place in adopting this policy and what actions are going to take place for any violations that have been that have happened prior to your policy. >> 30 seconds. >> Thank you. [applause] So the only other uh topic on here is child safety. Can anybody relate that to a topic on the agenda? And uh then I won't allow that. All right. So thank you for your comments. We'll move forward on the agenda. That brings us to charitable funds, >> something we can have have a celebration about. So before we present our charitable funds, Dr. Buck Wood is here and he is one of the founding members of the uh CSW charitable fund. So I'll let him speak for a moment before we recognize all of these individuals. On on a happier note, this will be I

029think the 12th year that we've given out money to the teachers through the foundation that is set up as an endowment started offering $5,000 a year and now we're doing 19 over 19,000 tonight. uh this thing is continued to grow and I ask for your support you know ask the teachers to to get on board five $10 a month for contribution would really make this thing grow and we don't want teachers to have to take money out of their pocket to pay for tuition not want students not able to attend meet educational events because they cannot afford the fees And this is what this foundation is for is to to make everything available to all our students and all our teachers and we'll go on present. >> Thank you. >> So when I call your

030name recipients, if you would please come to the front and wait until we um announce all so the newspaper and the media can get a picture. So, from Brown Elementary for the from the Brown Bear Book Club, Hannah Van Winkle. Also from Brown, Jesse Wyatt for the Beta Club. [applause] From Crab Orchard Elementary, Jessica Marcy for the band choir and music. >> [applause] >> MICHELLE PETTIS, fourth grade ELA and social studies class. Cara Fish, the library millionaires, readers club, and Jackie Pew, Amanda White, and Megan Hill for third grade [applause] from Homestead Elementary, Camille Connor, and Chassity Bohannan for schoolwide positive behavior. [applause] Sarah Kufel and Nicole Golden for student council. [applause] Also from Homestead, Emily Kilby for band [applause] from Martin Elementary. Summer Brandon, Teresa Smith and Lesie Smith for fourth grade. [applause] Melissa

031Buffkin for second grade. Joy Go and Kim Stevens and I'm sure I'm going to butcher this. Namorei House. Okay. North Cumberland Elementary. Christina Jones, eighth grade social studies class. >> He's not on here also. Okay. Sorry. We have one left off from Martin Elementary, Chester Go for the drama club. So sorry, Dr. Go [applause] uh from North Jessica Bilbury and Christina Diana for student council. Sorry sir, Ashton Hayes for FFA. [applause] Tiffany Fields and Julia Timson for Epic Ambassadors. Courtney Hennessy, fourth grade, ELA [applause] from Pine View Elementary. Ashley Corbin for eighth grade home room. And for eighth grade HISTORY [applause] from Pleasant Hill Elementary, Taylor Bllye for first GRADE from South Cumberland for band. MARIO LABORTE for second grade. Christy Enman, Teresa Gray, and Kristen Walker. [applause] For RTI, JAMIE WHITE for Kingdom Kids,

032Tiffany Brewer, Tori Moss, and Teresa Gray. from Stone Elementary, Casey Patton and Tiffany Ridley for PE uh positive behavior supports. Sherry Sather for ESL. Kristen Lopez for band and choir. Beth Troyer for fifth grade science. Amber Carter and Katie England for the book club. from Phoenix High School, Sherry Smith. Student council, Lavanda Oins and Casey Robinson for positive behavior supports. Also from Phoenix for yearbook, Krie Pennington and Casey ROBINSON from Cumberland County High School, Becky Atinson, READER VOLUNTEERS. ERICA BIRMINGHAM, CHOIR, Laura Gilpin and Aaron Danielle for Active Minds. Gretchen Dell, bowling team, Jolene Fields, Jenna Williams, and Sook Stevens for extraordinary jets. Daisy Filler for Beta Club. Brenda Hall for student council. [applause] Jackson Hughes track and field. Kesha Hunucker for winter guard. Bruce Johnson BANDINA MARTIN, Kesha Hunucker, and Dr. Shaden for schoolwide positive

033behavior support. Angela Robbins for theater 2 and French club. Megan Sheerfield and Darcy Fipps for the cheer team. Micah Story for girls and boys wrestling. >> Tyler Thompson for baseball. [applause] Cubit boys soccer. Stone Memorial High School. April Moore for ACT Prep goal setters. Goal getters, I'm sorry. Rachel Martin, the English club. Justin Quall's Girls Flag Football. Trista Luca Meyer, The Art Club. [applause] Brian Parker, boys and girls wrestling. Caitlyn Brown and Brit Brittany Bilbury, girls soccer. >> [applause] >> PATRICK ROBINSON, boys soccer. [applause] Kenzie Cobalt, FCCLA. Brianna Brosman, ESPN P EL Pin Pals, not ESPN, ESL. Ree Smith Math Club, [applause] Elena Douglas Band. For districtwide recipients, we have Scott Hull, Heather Smith, Brianna Van Winkle, Beth Eaves, Erica Neil, and Maryanne Vanhuser. for the safe schools counselors. [applause] >> Also, we have Rhonda

034Fipps, Sherry Sather, Tony Laru Garrett, and Brianna Brosman. For districtwide ESL TEACHERS for middle school, we have Jackson Hughes, uh, Cumberland County Middle School track and field. We have Darcy Fibs, Linda Bennett for uh Cumberland County Middle School cheer team. And we also have Randy Herring for Cumberland County Middle School golf. Uh I can't see some of your face, so I'm sure they can't see you in the picture. And we want to make sure we can see everyone. He's grown. >> [applause] >> right now. >> How are you? like this way too. I tried to say Christmas. It's okay. No. Vote says no. >> We try. >> Okay. Moving forward. >> So, next on the agenda, our board members report from trainings. >> Nobody has anything. I signed up for something but it's not yet

035on the 28th I think. >> Somebody [laughter] next agenda item legal report. The attorney is not here tonight. Uh next item do evaluation. I'll entertain a motion on that. Move to approve. motion and a second to approve uh the DOS evaluation. Any any discussion? >> Been a lot of work going into it. I think it's ready to go for >> all those in favor of approving uh the motion to approve DOS evaluation say I. >> I. >> All those opposed say nay. The eyes have it. >> Next item strategic plan. So, um, after we had the work session, um, wanted to make sure that I had this as prepared and as ready for you guys as I could. So, I had my team to work on some additional items to give you that was kind

036of along the same lines as what you received when you all and I know some of you were not on the board when we did the original adoption of the strategic plan. So in doing that uh some of my team said some of these goals are not realistic. We don't need some of this. So you received the document um when the agenda was updated you also received the document of the strikethroughs. So that can we go to that and let you see the update and see if you are good with the update. So we struck through or updated in red and the rationale uh are in pink. Obviously we didn't change our beliefs, vision or anything like that. So here we go. So I'm asking to change uh ELA to just say that the schools

037will meet their annual measurable objective. How the state presents that to us is an overall success rate and math and ELA are added in both of those. [clears throat] So that's the first change that I'm adding. Does anyone have any questions regarding that? Okay. Um this is our um K12 framework CCTE. So uh we're wanting to replace ready graduate indicators with college and career ready because TDOE is removing the term um ready graduate and they're now using college and career ready. Um we are wanting to put to incre increase work-based learning enrollment by 2% annually because 10% is not a realistic goal and uh we are asking to remove completely maximize exposure to industry 4.0 because industry 4.0 falls under workbased learning. Okay. Uh and I think that was all of the changes was it

038not Miss Diana? Oh. Um, so, [snorts] uh, this says to, uh, what how what was in there was just create. However, I think this is something that we would need to update annually. So, I'm asking to add that. >> Yeah. >> And that was that was all of the changes. So, this is a voting item. So, I would ask that you uh vote to approve this. But before you do, let me show you the additional documents that we have. So um in working with you all since unofficially April and officially July uh I know you are um a a data liking group of individuals. So what this document is is this takes every one of our action steps action steps and performance metrics and puts a number to that. um your plan started in 2023

039and it will run through the 2728 school year. So that's why we have data at year three because that is where we currently are. Uh not all of the data is in here uh because I could not get it all compiled um from last week to this week. My apologies. This will be ready to go probably by next week, but I just didn't have the time to do it. But that's what that sheet is. uh we have the academic goal, we have the K12 framework, have uh human resources, and we also have safety and security. And all of those have an individual sheet. And you can see exactly if we can figure it like if it's a 2% increase and we can get the numbers of what we have that is in there at this

040time. So you have all of the data and our goals as to where we're going through 2028. If we can do that like the annual measurable objectives, we haven't received those yet for this year from the state. Yes, sir. >> Nick, can you speak into your microphone, please? >> My bad. >> Where is the information? I did not put uh 23 24 25 on here because um I wasn't in charge at that time. >> Gotcha. >> And some of our goals are not that we have revised now were not goals that were in the original plan. So I just felt it would be best to go forward, but I felt it was important for it to reflect that this plan, you know, it is a five-year plan and it did start in 23, but we

041revised the goals to make them more measurable. It's hard to measure other than yes or no that we got a box truck. >> Correct. >> So So would it make sense to archive that and and move on and create a new five-year plan from here going forward? >> Um I can check into that because uh you had adopted one. So I I mean I guess you all have the authority if you want to change it from 23 uh from 2324 through 2930. if that would be right. So, I mean, I can update and add those goals. Um, >> I mean, we could also I've seen other districts just do an annual strategic plan. So, I don't know if you want to >> I thought that was a state requirement just every five years. Am I

042>> It's a TSBA recommendation, I think. And I don't think state may be I may be wrong, but I I know TSBA recommends. >> TSBA does recommend it. And I would have to look to see whether or not it is state law. But I, you know, I think that um is one of the responsibilities is for you all to have a strategic plan. I don't know the >> Oh, it's important, >> right? >> Just thinking about like how our goal earlier was to for have 100% of the academic AMOs achieved >> 100% of the schools to individual schools to meet their AMOs. >> So, Mr. Chair, >> [clears throat] >> Mr. Chairman. >> Yes, sir. >> Like to move to approve item 15, strategic plan as presented. >> Need a motion on the floor of

043discussion. >> I'll second that. >> Motion and second to approve the strategic plan item on the agenda. Any discussion, Mr. King? I think there's a lot here. It looks good. It's a living document basically. So 5 years, 10 years, whatever we're going to look at every year anyway. So I think that's we should go ahead with what we've got here. >> There is an additional document. >> So um this is your matrix and um and again this is what you had originally. There's four pages here. I'm not going to go through each one. U Miss Diane, if you would just go to page uh to the first page where it says year one. >> We did change this up a little bit because it was in quarters. And if you had a five-year strategic plan

044in quarters, you would check your progress every 15 months rather than every year. So we broke it down into year one, year two, year three, year four, and year five. So, and every year for every goal um or focus area, you have these items. You have the goal, the action step, the descriptor of what it is, when it's to start, when it's to end, progress, challenges, and next steps. That's what all 34 pages are. But I just wanted you to see this document. [snorts] >> Any other discussion? M. Uh I think Mr. Matthews you second it. >> Yeah I just kind of to tag [snorts] on what Mr. King said. This is a living document. It's something that we're going to be working on continuously all the time and we've got to have a starting

045point. We got to have somewhere to start to move with and so and a lot of works went into this one as well. >> So I think it's a good place to start. I would agree except for we're not starting. We're in year three >> keeping up with [snorts] >> right. We we know the the top three things we've achieved in the last three years based on the strategic plan. >> Take it that we have started and we're revising them. >> Yeah. Every time we every time we work on it, it's a new start. I mean, it's not like we're not completely starting over. We're starting over on our new revision or like I said, it's a living document, so we have to work with it. >> That's something that you could entertain, Dr. Farley,

046is coming up with that data just to show that we achieved those things. I know we they were was more like a checklist, but >> are you talking about the data that I don't have filled in? Yeah, I think that's what Nick's um >> and please understand the reason that I didn't fill it in is because at that time when you all started your original strategic plan, >> most of [clears throat] those things were not a goal or a plan that you had. So that's another reason why I didn't put that. But this is kind of what we had agreed on when we met um at the retreat. So that's why I started for there. But I'll be happy to do whatever you all want me to do. If you want me to go back

047two years or if you want me to add two years, My uh having living breathing document is awesome that you can modify, but if our goal is to continue to move the goalposts, we're going to have a hard time showing what we achieve, whether we hit the field goal or we missed it. So at some point we're going to have to say these things agreed on by the board that's currently here and the director that's currently here that we're going to affect these number of things and when when either we agree that they're no long we should have an update is whether or not we have scrapped the project or we have modified the project or we're in pro in process. So, I guess that's what I'm looking for is just the updates based on

048if it change, did we achieve it? Did it change? Are we still in progress? So, there's a progress tracking device built into our plan. >> Okay. So, once I get a strategic plan and you all vote to approve one and I know what you all are working toward, every month I will give you an update as to where we are. But right now, I don't know what to update you on. So I I think it's good. I had a concern about the AMOs in the work session. I think I I questioned that in the work session. Would it would it make sense to say it's similar to a meets expectations goal of every school a three and every school a C? Would those be meeting expectations? Because AMOs are hard to are hard to explain.

049They statement they uh they include both growth and achievement >> and both math and ELA and all of that is combined into one little ball and it's also third grade, fourth grade, fifth grade, sixth grade, seventh grade, eighth grade and then it's all of the kids if you take an algebra one. And so my understanding of of what I've read on it since we had the work session is it's also specific to that grade the next year after those students have already moved on. Right. So we're trying to chase what the previous year's students did >> with a new group of students. >> Correct. >> Instead of looking at the overall school score and the school grade. So we can e my team and I can easily go back and change. So if you want

050the first goal, the academic goal [clears throat] if you want that to read I don't remember it right off. So I'm wanting to look at this to make sure I don't mess anything up. So instead of it saying 100% of individual schools will meet annual measurable objectives, [snorts] I can change that to 100% of individual schools will obtain at least a score of three in a growth and a letter grade based on state accountability of a C. I >> I think that's a meets expectations type deal. Do we want to do better than that? Absolutely. But I think that establishes a baseline goal >> that is [snorts] understandable. It's uh everybody can see it every year. AMOS are like [snorts] from what I read are like chasing a ghost almost. That's what it appeared >>

051and and this was here when I got here, [laughter] >> right? Yeah. So, and that's I asked the question the other night. >> Yeah. >> So, AMO stands for always moving objects. [laughter] Well, the state doesn't agree with you, Mr. Teen. I'm just saying. [laughter] I'm sure most administrators in the crowd would. >> So, you want me to change and delete that and then change to a three in growth and on state accountability of at least a letter grade of C? I >> think so. I mean, that's that's my individual thought. Okay. So, would we need an amendment to the motion? >> We would. >> Okay. [snorts] >> I'll move to amend it that way. >> Second. >> Discussion on strategic plan. >> All those in favor of the strategic plan with or in favor

052of the amendment say I. >> I. All those opposed say nay. The eyes have it. All those in favor of uh the motion to approve the strategic plan with the amendment say I. >> I. >> All those opposed say nay. >> The eyes have it. We have a strategic plan. >> Woohoo. And I will get this finalized and hopefully have you a copy in your email on Monday morning. It will just be this document here because I can't probably get all of the data updated tomorrow. You know, supposed to be a little crazy day here, too. >> Yeah, just a little bit. [snorts] >> So, that brings us to the next item on the agenda, which is the director's report. >> So, this piece of the director's report is uh based on items that we've

053talked about in the work session. The first thing is uh supplements. Uh we did discuss that. Um and uh we have added a few and then uh you received in your email the sports dates and contest numbers in the work session. I was asked to look and see um when the first practice was, when the contest was um and uh get you information on how many games they played and all of that that was sent to you uh via email and that supplement is there. This would be something that we would need to vote on in February so we could start working on getting the budget built to approve it by our deadline. >> So we can discuss it pretty heavy in the budget. I mean in the work session in February. >> Correct. But

054I wanted you to see the information and have it um so you would know. So next we have proposed draft one pay scales. Please know you have to start somewhere and that's what this is. Okay. So, um in the green that is the required um minimums and pay increases at the years that we have to give those. That is why they are highlighted in green. This is the first set of pay scales we will share. We wanted to get this out and get it on the agenda and I'm sure we will have many many more and we will discuss this again in the February uh work session. I have a question. Whenever we're discussing the pay scales, why have not we uh incorporate the use of the CCEA because we're talking about salaries for teachers

055and I thought that was part of theou agreement that the teachers negotiate. Well, they we don't use the word negotiate anymore, but in the past they negotiated at a table. So, I think uh that would definitely be something we could do. That would be a decision that we would all make together. I wanted to start somewhere, Miss Hail, because the other night in the meeting, we discussed everybody being able to see this and I wanted everybody to see just the first option, and it gives us a starting point. >> And are we still freezing people's salaries? >> Um, I think in some of the options there would be a freeze and in some options there would not be. And when we get closer and we have more discussions on that uh that information if people

056are frozen that information will be shared as well as the number that would be frozen. >> In my opinion I don't think we should freeze anybody's salary. I think everybody deserves a raise, but that's just my opinion and we're not discussing it tonight. But and we don't need to punish the teachers that have had their longevity in this system because they their longevity [clears throat] has been here. And I just don't think it's right to to freeze a a teacher salary. I know that we're trying to balance the budget and try and do away with some things. We we need to come up with some other options. >> Well, as I said, this is a starting point. Option number one, uh when we get to options that people's pay are frozen, that information will be

057shared in a public meeting just like this one. Um so everybody will know and that would be something that you all would vote on. You will vote to approve the pay scales before they're ever put anywhere else. But will the CCA um CCA >> I think we we did we did meet with the teachers group last year. We did meet with the teachers. >> We did. >> Yeah. And I think that's something that we could, as Dr. Furley said, definitely do this year again. >> See any problem with that? But again, I just wanted to get this out there because, you know, we know we've had some struggles in the past getting our budget passed and doing that in a timely manner. And guys, this is the first step. >> We have to come up

058with pay scales >> and then we have to figure out the insurance and other benefits because this is 86% of our budget. >> Yeah. >> So, you know, um I'll just go on record. I was very proud of my team because we have this and it has been shared with you all and publicly in January and I don't know that that's been done in a long long time. >> No. >> So I I'd like to make some comments on this if I could. I know it's not a voting item but go back to a work session type thing I guess. But uh first of all thank you and your team for >> for having this out as early as you have. We we've not done that in the past. I know I know we're a

059little behind be behind what your plans were u with some uh some challenges obviously. [snorts] Um I'd like to note that items from last year's discussion and vote on salary scales was that um the board was asking to to balance that scale. >> Um we started uh the initial suggestion last year at at a $600 per year step. uh we couldn't get to that obviously because um because of the the shape that the salary scale was in. >> Um and that number could obviously vary as long as as consistent to make that a balanced and linear scale. That was the goal. And then one of the other goals was to work toward an equal increase between each degree level. And we started last year at 20 $2,500. That that doesn't necessarily mean it has to

060be $2,500. That's just where we started last year. And we we wanted it to be the same for everybody between every degree level uh so that it was consistent and linear and balanced. Um and and also we mentioned offering competit competitive pay. So as we move forward with this with this uh salary scale discussion um please make note of those items and let's try to work towards that. >> Um >> and then Dr. Farley, that's one of the questions I had on this salary scale is how how do we get to that balance scale and how does this approach that and work towards that? And right now it, you know, if you graph this, it's it's still kind of similar to what we had last year. It's it's up and down. It's not linear. It's

061not parallel. And um I wasn't here in this seat when we started that. Um I knew that was a goal to balance it. Uh and like I said, we kind of started somewhere. Um and obviously we went from what we had currently and and did those increases. Uh, but we can definitely, you said a linear scale and a $600 between the steps. >> That that was what we started at last year. Doesn't necessarily have to be that. I've looked at several other districts. Um, Warren County, for instance, is one. Uh, their starting bachelor degree is, I think, 50,500 and they have $400 steps in the bachelor degree >> and they do that pretty much across the board. So if you graph theirs, it's perfectly linear. >> So when you say um you're talking about 0

062to one, one to two, two to three, that's where you're wanting the 400. >> Well, that was what they had. >> Well, 400, 600, whatever. I mean, >> yeah, exactly. We can come up and and it's similar in other districts. There are some districts that have the staggers like we do here because we're trying to meet those >> Minimums. Um I I think what u what Warren County's done and instead of um starting at 50,000 and having that requirement of meeting the 645 at year one, >> they started at 50,500 and did a 400. And so then they were 600 they were over 645 above the state required base >> and then they did $400 steps from there. Um so that got them above that base because their base was 50,500. >> So um obviously

063we want to you know be conservative and uh we have met the state minimums um in all of our lines in the years uh just to try to be you know conservative on that. But, you know, we are open and we will develop any type of pay scale based on obviously the input of you all. >> Yeah. I I think that's just some some input that I have for you to work on. >> Um, it doesn't necessarily have to be what what I stated there, but something similar to that. >> Okay. >> Um, >> and can you tell me again what you said between the degrees? >> Uh, we started last year at 2500. Uh, that's going to be really hard to do. Um, I remember dealing with this last year. It's going to be

064really hard to do without freezing the pay scale. And and and I agree with Miss Hail on this. I don't think we should freeze the pay scale. Uh, and if and if we do, I would like to recommend that we at least pay the pay the step raise to the employees that don't increase on the on the pay scale. at least the $600 step or whatever the step is across the board that we come up with and they would be on the pay scale, but they would have a not a bonus because you don't want to tax it as a bonus, but a stipend of some type for $600 or whatever the state is, $400, 800, whatever it ends up being. And I don't think anybody in the school system wants to see anybody's pay

065frozen, >> you know, but the board, a previous board before us had completed a salary study through Leanrog and that showed that in the areas of the EDS and the doctorate that our pay was significantly elevated to uh systems around us. So I think that and I'm not putting words in anybody's mouth because again I did not sit in this chair but I at that time but I think what you all were trying to do was trying to get more level and and >> yeah move that line down just a little bit. >> Well so the other thing you can do the other concept to that is rather instead of holding that one down is catching the other one up but but then you run into we don't have enough money to do that. So

066there's got to be a happy median in there somewhere and it's going to take time to straighten it out. So in that case, you could build your steps. Uh the personnel that go that go to that next step that would be the same salary again. Just pay them that step that year. They're still on the salary scale, but that $600 step would be the same for everybody because everybody's one year of experience is one year of experience. >> Absolutely. and uh we can um we can give you you know some more options with various amounts in the steps to show you what overall effect that would have. >> And just a question food for thought type thing too is if we get to that point we're trying to get this balanced out. Is there a

067way that we can grandfather the ones that are there now grandfather them in to to continue till they get to their retirement age or whatever? But th that position then falls back to where we're trying to get balanced. You know what I mean? >> Something else you could consider when you're working on the numbers. >> Yeah. I'm just throwing it out there that way. It's not affecting the people that are here now with us and working on their their last five. You know what I mean? Um but then that same position still gets leveled after they're gone. >> Um Any other discussion on the salary scale? >> My quarter, everybody said I'd like to start above 50,000. We're good. >> Yeah, I like that too. >> That helps us be competitive, right? I think >>

068and I do have information on um district several districts around us that I can share with you Monday. I've already been compiling that and and it is for um zero years, one years, six years, u and 11. >> I did like 20 20 maybe. But yeah, I have that information and can share that with you and we can put it on the work session agenda next month so everybody can see it. So [snorts] along these same lines, I'd like to bring up some things that we had planned to do for January that didn't make the list. Um, and that includes salary skills for certified and classified both. >> Uh, I have those ready as well. They just we didn't have them ready to go to put on the work session agenda because we had been

069working on these a lot. But I do have those ready to go. So, February work session, we can have that. Okay. >> Yeah. >> And then as far as benefits, I know we had a lot of discussions last year, so I've went back and look looked at some of the minutes from last year to to to bring these up today uh so that we can plan for February, but options for benefits for current plan costs, and you can base that on this year's numbers if you don't have it by February meeting. >> Okay. >> Um options for alternative plans and total costs. So, cafeteria plan options and HSA options that would would be something we could consider um options for future employees and potential employee costs. So, it we talked about uh grandfathering our current

070employees into the insurance plan and then offering a different option to new employees. >> Uh what does that look like? Can >> Miss Delk has been working on that and I do have uh some of that information ready to go as well. >> Okay. >> And I I mean I can share any of this information with you all in your Monday email if that's what you want and then get any of this on the agenda for February so everybody can see it. But I can share that with you Monday. >> Be awesome. And then um SA option, could we potentially look at current employees that don't necessarily need the full state coverage that they have, but would like to go back to a different coverage and look at the option of us [snorts] uh matching

071a certain amount in their HSA each year. Um, so that's something that that my company currently does and I know Miss Stout mentioned HSAs last year when we were talking about this. >> Um, >> now I can tell you uh the numbers and the the uh work we've done so far with insurance. It is, you know, based on uh obviously the cost we have now because we don't have them yet for next year. But it's also looking at um, you know, maybe a change in what you had said. So when someone comes in giving them the option for this plan and how much we pay. So we haven't to my knowledge um we haven't yet looked at cafeteria plans or uh HSAs. So something that you can do with that HSA, it would actually be

072more beneficial to someone who has uh say fewer insurance, few fewer medical expenses, and we're we're paying for a full plan for 9,000 a year, >> but [clears throat] they don't they don't use that benefit at all, and we're paying for nothing. So, [clears throat] if they consider moving to a different plan option and having an HSA because they don't they don't need that coverage, >> then we could take some of that potential savings and make a make a match every year in that HSA account, which some of the HSAs now are investment opportunities as well. So, >> so just some some potential benefit packages that we can talk to the teachers about and get some feedback on [snorts] >> and then uh supplements. So, I know you presented some options for [clears throat] one

073group of >> potential supplement. Um, I know we talked about, well, we actually just had kind of the current athletic and extracurricular supplements. >> Correct. And we added the ones that was discussed to add. We added drama at the elementary level. We added beta at the elementary level. And we added student council at the elementary level. And those are the only three that I can remember that we added. So, I think some of the things that board members mentioned that I would like to make note of for February is how are those supplements derived? Do they consider the number of students supported? Um, is the amount of time required considered? Are the amount of games, practices, or other number of afterchool activities considered? Are there expected results? Are the expectations defined in a manual or

074a job description? Um, so that go back to the athletic manual. Um, are there bonuses considered for exceeding expectations? Um, is there a comparison to other surrounding area supplements in the region? Those are the things that be [clears throat] considered with supplements, I think, for discussion. Okay. >> It's a lot. I know. >> Well, I mean, you know, based on what you just asked, I can answer the majority of those questions, unfortunately, right now. And the answer is no. >> Uh, I mean, and I'm not being ugly or disrespectful. It that's just how it is. And you know, the athletic manual, um, I'm not sure exactly what kind of shape that's in right now because I haven't even looked at it yet. So, you know, but don't care to come up with some alternatives, but

075no, every supplement on this sheet that you all were given last week, it has a flat amount and that's for everything. And it, you know, we don't have it broken down by the number of students, the number of games or anything like that. I did share that information with you because that was requested, but that's not taken into account right now. No. >> Is that something that we could consider, I guess, is what I'm asking. >> Absolutely. We can consider whatever you guys want to consider, you know, as long as it's within reason and we can get our budget passed, >> right? So, I just want to make those those competitive >> Sure. >> to other area areas. And then some things that haven't been discussed yet is supervisor supplements uh and administrator supplements. I

076think they were frozen last year and we discussed options on this the size of schools to help reduce or you know we were we were in a budget crunch. We were we were assumed we were in a budget crunch last year. Um and we're trying to make areas cost less. We cut over $7 million from the original budget that was presented. >> And so I think we need to go back and consider all those things that we froze and cut and all that last year and see how that works for our budget this year. Where I was going with that. >> That's all I have. Thank you. Uh so uh next uh was the instructional coaches job description. This was shared with you last week. Um the only change in this is um to remove

077the English language arts because we had an English language arts, we had a math, and we had a technology. Um, and if you remember at the beginning of the year when we didn't know if we were going to get federal funding, uh, those individuals that we had in those positions, um, one had taken another job, we did not rehire for that position and the other two were placed in a school. Uh, so the only thing that's changed here is that um, we're moving removing English language arts. How many of these positions do we have >> currently? We have one filled and it's a part-time. It's a 120day contract. Uh it has been posted. Um the job has been posted and um we've had two people apply and interviewed both of them and the other one

078did decided not to take the job. >> And help help us understand this position and its need. So, what an instructional coach does is they go in and they assist teachers with items like it may be, and we've discussed this before, it uh they may go in and help a teacher with classroom management. Um the instructional coach handbook that I shared with you all yesterday in the email that I sent, um it has information on there regarding the effectiveness of them and the different things that they do. But they work with teachers. They may help them with lesson pl le planning. They may go in their classroom and model for that teacher. They may help them come up with strategies for classroom management. And while they don't work directly with students, obviously you can't teach

079a room full of unruly students. And this coach goes in and helps get those helps that teacher to get those kids under control so they can teach them. >> Essentially, we have one. >> How effective is are these coaches really? Have you taken some kind of um poll or some kind of I don't know what I'm trying to say. >> No, ma'am. We have not taken a poll. I do know that uh the majority of teachers just based on input that they gave me when we got we had to get rid of the teacher the coaches that we had at the beginning of the school year was very sad to see them go. Um, but as far as, you know, I, you know, we can send out a Google form anytime to ask teachers what

080they think of instructional coaches. >> Okay? Because I know whenever [snorts] I was teaching, I I know things have changed. It's been a million years ago than I've been in classroom, but [laughter] it feels like it. But we just had other teachers mentoring, >> you know, and I don't I don't think we got paid for that. We just the principal said, "I'm going to let this teacher be your mentor and we got together and met." I mean, when did we get a job description for the mentors to coming in? >> This started uh when uh Mr. uh Schlafer was uh here. Uh he started the instructional coaches through Federal and I think that was probably >> several years ago >> 215 2015. [snorts] >> So you said we have one this is the only position

081we have. >> We only have one instructional coach at this time. Yes. And it's a 120day contract. >> But you have four posted. >> Uh yes, we do have four posted. >> So you only have three left open right now? >> Yes. And the person that gets this job, it would be a 120day contract. >> [snorts] >> So can you explain again I I believe I remember from budget talks last year or this year earlier this year we we cut those four positions why why did we do that and is that the right terminology were they cut? >> We at that time when those individuals were placed in a school uh we did not know if we were going to get federal funds to pay for them. >> Okay. So, we did not have money

082in the general budget unless you took it from a teacher line to pay for the coaches and they have always been paid out of uh title two. So, um and we had no promise of getting that money. So, that's why they were removed and placed in a classroom. >> So, we didn't have carryover money that they could have stayed in those positions with. >> I don't think the amount of carryover that we had we would have been able to sustain to uh two instructional coaches. No. So that happened at what time? Uh this this year? >> That happened in August before school started. Uh if I'm not mistaken, school started on a Monday and uh those two individuals were notified on a Friday. Uh it was in August and I apologize, I don't remember the

083exact date. >> So how how have we done without those teachers in place this year so far? Well, you know, uh, Cumberland County school teachers are resilient and they rise up and meet the challenge. Um, I'm sure they're me the instructional coaches are missed. Um, but they our teachers have made do with it. >> Have you had any feedback on that that instructional coaches are missed? Okay. >> Yes. Some some said that they've missed them. Yes. Yeah. >> Do you have any data supporting that these instructional coaches make >> I think >> make a difference. >> Um well, as I said, um they help the teachers. So, I don't know that you're going to see that data. You will eventually see it, but I mean, like I can't say, well, this instructional coach helped this

084teacher to help this student, and that made this student go from approaching to exceeds expectations. Do I have that data? No. Uh but you know, all of the research shows that when you have instructional coaches that the information and the feedback that they get from um their coach, the teachers take that and are more likely to use it. And sometimes it's just nice if you don't know what you're doing to have somebody come in and model a lesson or if you're unsure. [snorts] And that's what these individuals do as well. And that gives that teacher some, you know, a a guide to how they need to do in their classroom. >> Miss Diane, would you scroll down a little bit on this description, please? >> Thank you. And and everybody needs all the help they

085can get anywhere you look. And we obviously um through some of the topics we're going to look at believe in having less >> kids in the classroom versus students, right? So that same theory would apply here. I guess my expectation for this role knowing that it is I just think of if you're going if we're going to make an initiative to go put people to police services a one to 1,000 ratio is probably fair to say not as effective as it ought to be right like it's impossible to say that one person is going to go out and help a thousand other people. So if that's accurate and we we really believe that we at least need to make sure that this position has some accountability in saying what have we been able to affect

086as a solo individual practitioner with a thousand opportunities to go work in. So we should be able to see what it you should be able to see what exactly were they able to accomplish. Maybe it wasn't move approaching to whatever but there it should be documented. Success should be documented. Your role should be tied to success whatever it is. And if you're going to help somebody, help should be measured. So I would like to see how that could be incorporated into this. >> Well, in my mind, it some of these things are immeasurable. And just in talking with some of the teachers that that have had the instructional coach come by and sit in their classroom and do this stuff. Um, and and these some of them were veteran teachers and they they said, you

087know, just them coming in and just offering little little advice here and there >> has helped them tremendously. And they were they did miss those instructional coaches, certain ones, the ones that were that they, you know, had a lot of faith in and and that's how do you measure that? How do you measure for one, how do you measure the morale of that teacher knowing that now they've got the confidence to help move their class forward even further? >> The number of touches, the number of events. Did I go see 12? Did I have 12,000 visits this year? I have five. >> So >> right like the ratio we talk about the work work environment ratio is based on working in the classroom working in central office and working in a number of places. So

088where did all this work occur and to whom did they affect the most? So when the coaching pro >> no so when the coaching program was started we had one ELA coach that was expected to go to all of the schools. >> We had one math that was expected to go to all schools and all grade levels and we had one technology coach and that was expected to do the same. So these individuals as the individual we have now they complete uh coaching logs. So I can tell you I could probably go back for five years which we are required to keep documentation for five years and let you know how many individuals the ELA coach dealt with, how many individuals the math coach dealt with and how many individuals the technology coach dealt with.

089So in looking at the coaches now kind of looking and taking a separate a different approach that's why we were asking for four part-times and um these individuals would be assigned schools and that's why we're asking to take this from a specific subject to broad >> and again this person is still required to keep coaching logs and how do I know the effectiveness of it. Uh the one we currently have is in two schools and I was in one of those schools and I was talking with the principal and she sang the coach's praise and she said she comes and talks to me um often. She lets me know what's going on with the teachers, who she's talked to, what she's discussed and ask if I have any suggestions. >> So the one we have

090is only working in two school in two schools >> currently. Yes. And those are some of our high need school based on test results. [snorts] I I feel like Mr. Matthews had a a valid argument. They said when he said that not everything can be put on a piece of paper to build someone's morale. I took a course in my masters. I guess all of us did. Uh John Dwey learned by doing and you know that was one of the theories that we had all as teachers take you know he learned by doing and that coach can help by you know you know and if they go out and do that and if the teachers request the help you you've got to request the help. Yeah, I agree. I'd like to hear from the teachers,

091too. I do think that'd be a good point. Let's let's ask the teachers, how could you be better served by this role or how could you be or do you would you like to have this role based? I mean, you got different tenure teachers. We just looked a minute ago. We see a large number of the teachers. I think the bulk of them are new. So there would be probably benefit for that target area being assisted early in their career and saying hey let's take some help from your mentors kind of like you're saying and let that person float ideas out there. >> Sorry based on the uh evaluation tool that you all passed tonight it says that in January that I will uh give a um survey to staff regarding salary and benefits. I

092have that ready to go. uh was going to let you all know Monday in your email that that will be going out and I will be happy to add a line about instru or a few lines about instructional coaches. >> Thank you. >> That's that'd be fantastic. >> I'd take it one step [snorts] further and ask them how how they feel about the org chart and the current central office configuration. >> So I have a couple more things on this topic if it's that's okay. So um this money that is being um allotted for this in title two >> could also be transferred to other title grants like title one or it could also be used uh for class size reduction teachers. It could be used for tutors. >> It can't be used for class

093size reduction. Class size reduction has to come from the individual school budget. Remember we had this discussion back when we were able to get to class size reduction. >> Money is moved into title one that would provide more at the school money. It would be more money to divide out to the schools. >> Yes. >> Which would provide more money for the school to have class size reduction teachers. So we're going around exactly what I'm trying to say. But that money can be moved to title one. >> Okay. Yes, you can move some money to title one. >> You can move it all to title one if you approve it. The only thing is this. So the consolidated funding application has been approved. Um and you know um yes um when you approved it some

094things may have been in it, some things may have not have been in it. [clears throat] Uh however um >> means it wasn't really approved. >> Well I mean you get more you get more allocations and they take more allocations away from you. So you I I guess it's a moving breathing document and it has to be kind of approved through e- plan um or by through e-plan and tdoe. >> So where we're at now, you know, we have a budget amendment that's coming up here [snorts] and uh it's to move money into professional development. And uh here's the thing, we have a writing boot camp that is scheduled for Monday, weather permitting. And uh that money that was allocated for that professional development is in that $130,000 we're asking to move to professional development.

095We already have that person coming because it was approved through e- plan. >> So about that topic when we get to it and stay on this topic. >> So >> well I was >> Yeah. No, that's okay. I get it. We're moving money within a a grant. I [snorts] get that. So, I was just asking this money could be used somewhere else is what I'm getting at. It doesn't have to be used on [snorts] instructional coaches. If we want to budget it that way next year, you you would not have to fill these positions right now. You could leave it in the in the title, let it roll back into or hold over and carry over. >> Yeah. Let it use >> Well, here's the thing. >> Um, these jobs have been posted, I think,

096since November. >> Yes. We've had two applicants apply as I just told you. Um, one would not take the job based on money. So, that's why we have one in place. And how these coaches and their jobs uh were applied and posted was through our new hiring portal. Um, I know you had had some concerns or some people had told you that they didn't receive the notifications. Uh, notifications don't go out with this new hiring um platform. Uh, but it's there and and people can go look at it at any time. >> You're looking into that, right? >> I am looking into seeing if uh our HR department uh Miss Jolly could send an email to CCBOE every time that she posts a job and it would go to everybody regardless of what it is.

097>> Those databases should be able to be triggered to send an email >> and we can look into that. It's a new program. [snorts] >> Um, so the other thing I had on this was those positions were cut. Would that been would that have been considered a reduction in force because you didn't know if you had the funds or not? >> Um, yes. However, because one of those individuals was a tenure teacher, um, and we were able to there was an opening at a school in their certification, we didn't have to completely dismiss both of them. We were able to jobs within their certification and in their grade level bands. And so we didn't have to fire them as you would have in a reduction of force. >> Nobody got >> No, >> fired. >>

098No, >> we let we let one completely go that was in one of these positions, right? >> No, >> didn't. >> No, I play I can tell you the schools if you want me to tell you where they were placed. [snorts] >> No, that's okay. >> Okay. one left of their own accord though, right? >> Correct. We had one that had taken a promotion. Um, >> so you you would consider this a reduction in force though because of you [snorts] >> based on the information at the beginning of the school year when we did not know if we were going to fund them. >> So I'd like to reference staff positions policy 5.116. All staff positions shall be approved through the budget process in accordance with an organizational plan submitted by the director of schools

099and and this pertains to the reduction in force and those those uh there is a recall section on that too. So, I don't know if those tenure teachers had the opportunity to be recalled to these positions or not because or did they >> The only thing is they were full-time and these are part-time jobs. >> Okay. I'm just asking >> Sure. >> for clarification on the policy. That's all. >> Yeah. Just check on that and make sure that we're not violating policy on how we're doing this. >> And what policy did you say that was? >> 5.116. >> And then the other question I have is >> I think policy also states that we will do job descriptions before we do the hire. We're going backwards on this. >> No, sir, we're not. The only

100thing I This job has already been in place. And I don't mean to be argumentative or disrespectful to you. This job has already been in place. Um, so we have this job in in place, this job description in place. The only thing we're asking is to remove ELA. So, does this new employee uh were they aware that they wouldn't be doing ELA when you Okay. >> Mhm. >> So, that doesn't make any sense to change the job description. >> Okay. >> But, um I mean, >> well, this isn't a voting item that does not have an asterk by it. So, >> so I mean, you know, just wanted to give you all the information. >> Okay. Thank you. >> Uhhuh. So, next is the accountability presentation. You saw this the other day uh in the

101work session. Just wanted to make sure and see if you had any questions, but we will share it with those that are here. Um, everybody has seen the first two slides. Hang on just a second, M. Uh, everybody has seen the first two slides. This is our EOA test scores by grade level and subject that is tested. Uh, and this is our achievement and growth. And these are countywide. And then next you have math uh and achieve math achievement and growth as well. The reason that you have just math and ELA is because uh when you look at the next slide, Miss Diane, you will see that some of these and I know that's hard to read and I do apologize. Some of our federal and state accountability, the only subjects that they do look

102at is math and ELA. So that is why that that was the only information that I did share. So, we do have two kinds of accountability. We have federal accountability, and you can see what we're scored on at the elementary level, K8, as well as the high school. Um, and then state accountability. This is where you get your school letter grades. And, uh, you can see what we're judged on there as well. And it is different from federal accountability. The next item that we have is our T- boss, and this is your growth scores. Um and overall uh we had a four composite last year and you can see the individual subjects and you can see each year uh how we show growth. So ACT you can see Cumberland County scores for the last three

103years as well as uh us compared to the state. So next you have state we we are uh counted for state and federal on graduation rate and you can see those percentages there. Uh you have chronic absenteeism and as I told you uh last time uh our uh worst chronic absentee group is kindergarten and 12th graders. How ironic. Um, and you want to see a decline here, which you can see in all areas, we are seeing a decline. And this is due to the job that the principles and the attendance clerks are doing in the individual schools. If a kid is not there, a call is made or a call goes out. If a kid's not there and they need to go get them or do a home visit, our school counselors do that with

104admin. Um, next we have our U ESL scores and this is the percentage that exited or met the growth. Uh, and as I told you last week in 22 23 23 24 our students took the WEDA and then this past year they changed that test to ELPA and that is uh um English language proficiency assessment. Um, and you all had asked for information uh regarding the students that exited, how did they test on the TECAP, and that was sent to you on Monday. But just a reminder, and I did tell you this last week, um, the ELPA the students are tested on reading, writing, listening, and speaking. Whereas on TECAP, they are taught or they are assessed on state standards. So next here is where our district stands on uh federal accountability. Uh last year

105before last we or in 2324 we were an advancing district at 2.4 and this year we are an advancing district at 2.3. As I also told you exemplary district is um 3.1. Uh we do have two reward schools and that is Crab Orchard Elementary in South Cumberland on Tuesday. I was fortunate to get to go to South Cumberland during the staff's lunchtime and a lunch was provided to that group of individuals by a bank and uh today I was able to go to Crab Orchard and a different bank um provided lunch for them. Um we also in our federal accountability you have um some schools that are designated as needing some add some target support and interventions and we do have two of those. Um we did have one school that exited that and um

106additional target support and intervention. Uh we had one school that exited that. So we are improving on our state accountability. You have the last two years and you can see the this is the number of schools that were A's, B, C's and D. And we do have two A schools which is Martin Elementary in South Cumberland. And February the 4th, a third bank is going and not the third bank but a an additional bank, let me put it that way, uh is going to provide cupcakes uh to those two schools. >> Very good. So, making sure we celebrate uh our staff and the hard work that they put in. >> Y >> questions about this. >> Okay. So, uh this is uh the leadership update. [clears throat] So, this is like a a running sheet.

107Uh as I stated uh LA in I guess in October the last time we met um my uh 120day strategic plan or my 120day transition plan is complete. Um the last thing that we had um was the temperature checks. Um and those have been completed. Um and um I do a monthly letter to or do a monthly article in the newspaper. I can verse with you weekly. I converse uh with uh principles and some supervisors weekly. Um see uh Cland County Board of Education, the whole list serve. That's uh every four and a half weeks that I send something out. At the end of the nine weeks, I send a parent newsletter and I have completed both of those. We did do a media day with we only had two uh media groups show up,

108but I did do a media day dessert with the director. Um, and October the 21st through the 23rd, we did have uh student advisory, parent advisory, employee advisory, and teacher advisory council those weeks, and those are coming up the third week in February. Again, uh last month, I was able to make it to every school uh on uh to witness a program uh or something that they did holiday-wise except one. and I had a meeting scheduled on top of that and it wasn't my doing but I did call the school and apologize to them. Uh January the 2nd I visited seven of the 12 schools and the following Tuesday I visited the final five. So I was in every school in December and I have been in every school in the month of January. Thank

109you for all you do. >> Amen. So these are the results from the temperature checks and if you remember those had broad questions. Um three things and the only information that I'm sharing here with everybody is what individuals said that was going well in the district. Um and I have addressed with principles when I met with them for their December um meeting what people said was going well in their school. Um but you can see here um their first choice um 31% said communication and 29 uh said that it was um leadership and the director and again the we just put this in and said broad topics. So that's how we came up with those. You can see the others. >> So all of those items were available for one selection only or could they

110select multiple things? You know that was so they they had a list of all those things. No sir. >> As I said when we put this in to get general it was just general and broad topics. They were asked to list three things that was going well in their school. This was open-ended. So they were asked to list three. >> Mr. Migle, do you think I would put down as a choice of something going well with myself? >> No. No. I MEANT I MEANT >> ARE YOU SURE? >> I MEANT all those things in a list and they could only pick one. >> No, sir. Okay. >> It was wide openended. You tell me what's going good. And then the flip side to that is >> my question. >> You tell me what's not going

111good. >> I didn't get to take the survey. SO, >> you chose not to take it because you were in CCBO email and that went out to everybody and I can show you my percentages there. >> Okay. >> And it was anonymous, but you did have to tell if you were classified or certified. >> Uh things not going well. um staffing and uh compensation that was 26%. Um behavior, discipline and support was 13.3. Curriculum pacing and testing was 12.9. Uh the second option and this is based on you know they they were to list three. So that was what their first response was and look it's a pattern. uh staffing and comp compensation uh 29% um pacing curriculum pacing and testing at 3% and then BOE issues at 10%. >> It's a good thing we're

112working on all those >> absolutely work every day. Um not going well. The third item, staffing and compensation again you had 27% BOE uh issues was 12.7 curriculum pacing and testing was 11.5 and I think next um this was just overall and how many people we had to take it that said things that were going well. >> Here's the things not going well. [snorts] Exactly. >> Questions on this. >> I have one. In the future, can you add some complexity to BOE issues so we can zone in on exactly what those issues are? >> Okay. Well, here's the thing. This was broad and I I asked three things going well, three things not going well. And then again, you know, I mean, you all, I shared with you all every comment that was made. >>

113Yeah. >> Of things going well and things not going well. >> So you I mean, you can read those obviously, but you know, I mean, it just said three things going well, three things not going well. When we put this in to generate our our data, it just came out with BOE. I guess if that was mentioned in their comment, that's how it came out. Okay. But yes, uh going forward be happy to do that. >> Be nice to know what we need to work on because issues I don't know what issues. >> Absolutely. Any other questions? [clears throat] >> Good job. Thank you, ma'am. >> [clears throat] >> Okay. Next on the agenda is um building and grounds [snorts] of Stone Elementary 16G. >> Mr. Chair, move to approve 16G. Second. >> Motion in

114a second to approve 16G. Any discussion? >> Um question. >> I was gonna let Mr. King. Yeah, since he made the motion. >> Okay, >> Mr. Cole. >> Mr. Davis. >> My assumption is when the school was built and they had a sound system, it was put into the gym [clears throat] so they could have something graduation, you know, when they have programs. So, I would my guess is they haven't had a new one since 1999 when Stone Elementary was built. >> Yep. >> Donations are fantastic. I just would love to see these things brought into our attention budget before people feel so poorly about our existence that they have to give their heart. So, kind of along the same lines, uh I know for a few years we have tried or or in this

115office we've had budget discussions about trying to get furniture a furniture rotation, you know, because we've got schools that have not received any new furniture. And you know, when you begin to look at that entire budget and and we go present it and you're told to cut x number of dollars, that's typically one of the the first things that gets cut. >> Yeah. Start putting it in a capital projects list. >> So, and and um also, you know, um each ele each school is given capital outlay money. The elementaryaries are given $10,000 um and it's for a onetime expense. So, you know, and I'm sure what happened is a parent said, "Hey, I want to do this for you." And that's that's where we came to be with this, but we can definitely I mean,

116we've tried to put that in the budget, and it it it's one of the first things that gets cut. >> Any other discussion on 16g motion uh to pass 16G? Um, all in favor say I. >> I. >> All oppose say nay. The eyes have it. 16H. uh building and ground CCHS >> move to approve. >> Second. >> There's a motion and second on 16H. Any discussion >> according to the document description? Seems like a needed project. Hopefully we got somebody willing to step up. >> Any other discussion? >> Same same point. Are we going to keep we just do this forever? >> That's it. >> Um, any other discussion? A motion in a second uh to pass building and ground CCHS soccerfield sidewalk. All those in favor say I. I. >> All those opposed

117say nay. The eyes have it. That brings us to the next topic of request for funds. >> Move to approve. [snorts] >> Second. >> Any discussion? There's a motion to second. Any discussion, Mr. Cole? I believe our board policy states that we're allowed to provide up to $1,500 for our extracurricular team going to the national level the competition and this aligns with that policy >> and these ladies leave next Thursday. >> Yeah. And they work hard >> and I'm hoping that they can. [laughter] >> Mr. King, >> I think shows that it's good. >> Yep. All right. Uh there's no other discussion. All those in favor of approving 16 I say I. >> I. I. >> All those opposed say nay. The eyes have it. >> Uh 16. >> Mr. Chair. >> Yes sir. >>

118Order. Since it involves money from us, you do a roll call. >> All right. Madam Secretary, we do a roll call on uh the motion to approve 16, please. >> Mr. Cole, >> yes. >> Mr. Davis, >> y >> Mr. King? >> Yes. >> Mr. Matthews? >> Yes. >> Miss Nicholls? >> Yes. >> Mr. Van Winkle? >> Yes. >> Okay, that brings us to 16K. Annual planning calendar and try to see this. Um so uh January uh we're we have finished up our state financial audit review. Uh we have not been given the results yet. We do know that it is finished up. Uh The other items are all a uh work in progress. [snorts] >> Okay. And then next you have your usual FYI, attendance, personnel, substitute, school news articles, and school calendars. >>

119That brings us to policies. So most of these were presented last week. Um you all had some uh tweaks. All of those tweaks have been made uh on those uh first reading. [clears throat] >> I don't we need a motion for discussion. >> Oh, sorry. >> Here move to approve all 17 all of the policies on first reading. as adjusted. >> Is there a second? >> I'll second that. >> Motion a second to approve agenda item 17. Any discussion, Mr. King? >> You remove 6.3071. >> Matthews, any discussion? Um I would like to point out um a change that we discussed in the work session on 3.2000. Um we were going to add which includes the budget u I'm going to have to zoom in. Sorry she can pull it up up there. So on

120number four which includes the budget requirements for each facility. There was a I guess misunderstanding. Instead of number four, it was supposed to go on line four. Um, so at the end of the sentence on line four, own building and grounds, which includes the budget requirements for each facility. That's that's the only discrepancy that I found from the work session. I would like to amend the motion to approve with a change to uh policy 3.2000 to move that line to the end of line four. >> Motion to second. Any discussion? All those in favor of approving the amendment say I. >> I. >> All those opposed say nay. The amendments approved. Any other discussion on the motion to approve 17? There's a motion and a second to approve 17 with an amendment. All those in

121favor say I. >> I. >> All those opposed say nay. The eyes have it. I would like to make note um from the work session just it's not a voting item but uh policy 4.7 we made changes to that policy that made it uh revert back to the original policy. Um we there were two strikethroughs and we all discussed removing those strikethroughs and when Dr. Farley did that it made that not need a vote. So it's not on the agenda, but it's it's what we ask for in the work session. Okay. So that brings us to the next agenda item, which is second reading policies number 18. >> Mr. Chairman, move to approve 18 with the removal of 3.3. >> Second. Then a second to approve 18 with the removal of 3.3. Uh any discussion.

122>> Okay. All those in favor of the motion say I. >> I. >> All those opposed say nay. The eyes have it. Brings us to number 19. First and second reading of policies. One policy there is the travel policy. It was discussed >> At length. Yes. >> Two months in a row. Four meetings. This will be the fourth one. >> Mr. Chair, I to approve this policy. in the second to approve this policy for first and second reading. Um any discussion >> as we already established this has been going through periodcitation. [clears throat] I'd like to also note that we don't typically do first and second readings. So, but this is a case that Dr. Farley recommended that we needed this due to financial issues. >> Any other [clears throat] discussion? >> Okay. All those

123in favor of approving 19 uh 2.841 travel policy say I. >> I. I. >> All those opposed say nay. The eyes have it. >> Brings us to chief financial officer report. >> Should mix it up every once in a while. Put you in the beginning. >> That would be nice. [laughter] >> Okay. So through December, our revenues are at 38.7 million. Um, which is about 49% of our budgeted amount. So that's good. And then for our expenditures, our year-to- date number is 35.7 million. It's about 44% of our budget. >> Any questions? Our running fund balance is at 14.5 million. So, for our local sales tax for December, we came in at 1.49 million, uh, which was 44,594, um, above the estimated revenue, and year to date, we're ahead of revenue projections by $248,863. Any

124questions on that? Next is our budget amendments. Uh we have the 141 budget amendments. Does anybody have any questions on those? >> Mr. Chair, I would move to approve all 20 C 141 budget amendments. >> Motion and second to approve 20 C. Any discussion? All those in favor of approving 20 C say I. >> It's been noted. Thank you. Uh, this concerns budget amendment. So, it's a roll call. Madam Secretary, call the role, please. >> Mr. Davis, >> yes. >> Miss H. >> Mr. King? >> Yes. >> Mr. Matthews? >> Yes. >> Miss Nicholls? >> Yes. >> Mr. Cole? >> Yes. >> Mr. Winkle? >> Yes. on 141 [clears throat] >> 20D 142 >> here. Move to approve 20D 142 budget amendments. >> Second. >> A motion and second to approve 20D 142 budget amendments.

125Any discussion, Mr. King? >> No, they look good just like we did at the work session. >> Okay. >> Roll call. >> Miss. Yes, >> Mr. King. >> Yes, >> Mr. Matthews. >> Yes, >> Miss Nicholls. >> Yes, >> Mr. Gold. >> Yes, >> Mr. Davis. >> Yes, >> Mr. Van Winkle. >> Yes. Have it on 142. >> Move 20E. >> Mr. Chair, move to approve 20E43 budget amendments. >> I'll second it. >> Motion in a second for 20E 143 budget amendments. Any discussion, Mr. King? >> Looks good. >> Mr. Matthews. Okay. Roll call. >> Mr. King? >> Yes. >> Mr. Matthews? >> Yes. >> Miss Nichols? >> Yes. >> Mr. Cole? >> Yes. >> Mr. Davis? >> Yes. >> Miss H? >> Yes. >> Mr. Van Winkle? >> Yes. On 143. [panting and sighs]

126>> Brings us to 20F. >> Mr. Chair, I would move to approve 20F title two budget amendments. >> Second motion in a second on 20F title two budget amendment. Any discussion? Mr. King, >> Mr. Co. What [clears throat] was our current question is what was our current budget for inservice development prior to this? >> I I don't have that number. I apologize. I don't know if Dr. Whittenburgger is still here or not and if he would have it. >> I looked to the plan. >> Okay. >> I mean, I didn't know that I was going to be asked that, so my apologies. >> Okay. Well, the same point. I didn't know we were going to need another $130,000 year in service. So that's why I'm trying to understand what it is that has occurred mid

127year. That's $130,000. >> So [snorts] what we're doing is and and this was presented last Thursday. I mean it it's not changed. We haven't changed it at all since last Thursday. But what this is is we had some additional money and we're asking to move it to professional development because we have had some opportunities come up. Um the writing boot camp was one of those items that would this money would be used to pay for um as I said in the email that I sent you last Friday. also the work with uh TNTP um for the high school and that's a monthto-month um item and um there was a third and I I apologize I can't remember what that was but it it's not that I mean we just decided we needed to move this

128money because these are opportunities that have come up after the school year started. uh one of the supervisors went to a training and they saw this writing workshop and thought it would be a great thing for our tested teachers in ELA. Uh and that's why we wanted to get that writing boot camp here. So we had to move the money and as I stated this training is scheduled for Monday, weather permitting. >> So what was the 130k allotted for previously? >> I don't know. It says in here that it was under other contracted services, right? >> So, he's moved it to um >> contracted services. >> Yeah. >> So, what was it earmarked for anything at all? It was just sitting in the budget. >> I can't answer that. My apologies. >> So, so that's

129a 60% increase in what we had planned. If we had $220,000 in the PD line, >> I thought of the third thing. Um, so at the beginning of the school year, we had a motivational speaker come and his name was Caleb Campbell. We had the opportunity for him to come back and work and follow up at each individual school and we took advantage of that. So again, that would not have been something at the beginning. So that's why we have moved this uh asking to move this money and um the we did do a Google form survey and the feedback we got was very positive. Most people were very appreciative of him and him coming back and his followup. >> So I would I would like to see an itemized statement on what we've spent

130on TD and where we've spent it. [clears throat] And you're wanting this only out of our federal budget, right? >> That's the only place we've spent this money from, right? >> Well, we have PD lines in the general fund budget as well. So, but that's what I'm asking. >> What this was spent on. >> Okay. Um [clears throat] I you know as I stated earlier um we have the teacher boot camp and it is scheduled for Monday and we need this money in order to pay for that. So it's kind of like we need our money to pay our bills. >> Well I I would think we got the card from the horse. I think is the point I'm making is that we've we've scheduled something that we haven't approved. Well, typically how federal budgets

131works is that has been in the past few years here in Cumberland County. Uh that has been the work of the director and the federal programs person. Um a lot of times when you get budget amendments 142 which are out of the federal money, um that is just like a for your information as it is at county commission because it is already gone through an approval process with the board as well as uh with TDOE and E plan. So you can you can make modifications to e the e plan. >> Sure. >> Anytime. And it has to be approved by the tdoe. >> Correct. >> And the board of education. We set this budget when we voted for it. And I had the same discussion back when we did the federal budget. We are not

132a token vote on on this topic. We approve this money to and where it needs to be spent. Um, that's that's just that's just how that works. This is not a token vote. That's a lot of money that could be used in other places that we haven't even discussed. So, that's why um, you know, as as a board, we need to understand where our expenditures are going and what we're approving. So, that's I think that's the point of of this whole thing. Uh, it's it's not just And have you have you written um a requisition for this work that we've that we're about to >> I don't know that's done through federal and they do there. It does not go through Miss Delk. They have uh bookkeepers and things like that that it goes through.

133>> So that that's like me going out and spending everything out of my checking account and not having money to pay my bills, right? That's what that that's kind of what that's like. So I think uh >> well I think it's just a change for us. Uh, and in no way would I ever assume that this board is a token vote, but that's not been how, and my apologies, and I don't mean to be disrespectful, but that's not how federal items have been done in the past. So, you know, it it it's a learning curve and a change for us. And Mr. King's been in this central office for a long time, and I think he can he's shaking his head. So, I think he understands where I'm coming from. So, you know, no, we're

134not trying to disrespect you. We're not saying you're a token vote. We're just not used to having things done like this. >> So that's [clears throat] what the board is for is to monitor these things. So that's that's the reason you're being questioned on it by me. I think there's some other board members that have questions as well. So I I think knowing the fact that this money could go directly to student services in the classroom and understanding [clears throat] what we're doing for PD and how that directly supports students in the classroom is what's important here. >> So if we take I mean like I said this money has been allocated uh but additional money going forward you're wanting to be moved in title one. So th those allocations I think would go back

135to the individual school. Are you wanting the schools to report to you all as well how they choose to spend their title money? >> So all I'm saying is we should explore those options. >> Okay. Well, I'm just asking if you if you need me to give you their budgets per school, I can do that. We have them. >> I have that from last budget session. Well, some changes may have been made because um you know, we have the two schools that hired the class size reduction teacher. So, that affected their budget and different programs or things that they may have had. Uh so, I would be happy to get you all the updated individual school budgets as well. >> So, this could be transferred to instructional coaches as well. It could be transferred to

136um student supports and pullouts for RTI. It could be it could be transferred to class size reduction teachers at the beginning of the year and I think possibly now. I don't know that for sure, but all these monies can be used for other things is what I'm getting at. And and all all we're doing is trying to understand what we're spending it on. >> And I understand and as I said, um you know, we're just not used to doing things this way. Uh my apologies that the cart has the horse has been put before the cart. U but as I said, Uh, Mr. Campbell has already been here. We are doing uh month-to-month work with TNTP. Um, I sent you that information yesterday. And how exciting is that? That Cumberland County High School and the

137work that their English department's doing is going to be recognized nationally. [snorts] Um, and that's through our work with TNTP. And that is TNTP that will be recognizing us. And then, uh, the teacher boot camp, which we already have that scheduled. So, um, I would ask that you please vote for this and going forward if you give me specifics as to what you want with federal budgets, I will be happy to make sure that you have those items. >> And this has just been a a thank you, right? I'm saying thank you because these things that are tribal internal are not to the bulk of the board, right? Like I I can't tell you how many items We're not going to service through other contracted services. Like the family decision with what to do with

138our family's money has got to be more transparent and in the hurrying through this and and not to say that we're not we don't have faith in what you're doing. Not to say we don't believe that that that's needed or necessary. It's just as dollars we're making a lot of decisions on a lot of dollars. And when that budget is set, it's like Christmas wish list has to stop at some point unless there's a need not being met. So the needs, wants, and wish list, if our needs aren't being met, our wants and our wishes, in my opinion, of order priority shouldn't be met or we shouldn't be accommodating wants and wishes when we have needs. So I see this as a we're circumventing our needs and we're not focusing on those to take care

139of wants and wishes. >> Who are you taking this money away from? >> We are just moving it in our federal budget uh from other contracted services to um get subs for um our teachers when they they're in service and the items that I stated, Mr. Campbell coming, the writing boot camp. >> So, it's not robbing the kids of anything. Well, as this is proposed, no. But Mr. Van Winkle is saying that title two funds can be taken. And I want to be totally honest because here's the thing. In no way, shape or form am I ever not going to be transparent with you all. Please understand that. So, in any way, not just with budget, but with anyway. So, but Mr. Van Winkle saying that this could have been moved to title one. And

140typically when you take and move to title one then at that point it can be divvied out among schools. So that's what Mr. B I'm not putting words in your mouth am I? >> That's correct. And the reason I say that is because I know turn my mic off. The reason I'm saying that is I know that we lost personnel a couple years ago because we had a reduction in title one money. So we lost assistants. We lost teachers that were directly supporting RTI and directly supporting students in the classroom. >> This money could it was it was earmarked for other other items that we don't even know. We don't know what that was, but I know that it could be used directly on those students and it wasn't. So that's the reason I'm asking

141the question. >> I I'm not saying that it should have been. This [snorts] may be worth it. All I'm asking is why are we doing this and what is it being spent on and is it is it beneficial to our students? That's what I'm asking. >> Well, it would be beneficial to the students for the teachers to have in services and to be taught. Well, you know, I think an end result that we may see of this if we get to have this uh writing boot camp on Monday, and if we don't, if uh maybe we can get it rescheduled, but I think that's going to benefit our students and our test scores because teachers are going to get strategies and things to use uh in their classroom. Uh and I can assure you for

142what it's worth uh that I back all three of the things that uh I have we have moved this money or are moving this money for. Uh Mr. Campbell, as I said, was very positive. The teachers gave us good feedback. We did ask them their input and got it. Um I believe in the work with TNTP. It's helping CCHS and I also believe in this writing boot camp. you know the cost of that specific >> not. >> So if we [snorts] we can keep talking about this but >> but uh the very first uh meeting we talked about uh TNTP and you mentioned that you didn't have information that showed that they were producing results. I asked that question in my second board meeting and CKLA and all those items. I can go back in

143the in correct in those meetings. >> So let let's keep in mind here we're dealing with two different types of TNTP work. This work is high school work and we are seeing success there. We are seeing gains in our ELA test scores. >> So can you explain to me what TNTP is servicing at CCHS? What subject areas? >> English language arts and that's the only sub and they we are doing some math walks too. Um, and what they do is kind of like a um an an instructional coach. So, they will come in and uh observe the classroom uh see how the teacher is using the curriculum, if they're using it with fidelity. Uh we always from every um visit that they get, individual teachers gets a grow and a glow. And we have our

144administrators um in some instances as the head principal and it's always at the high school and assistant principal. We have one established for ELA and one established for math and they always walk as well building capacity for future leaders in that aspect. And uh we always get feedback. >> And so I've asked this question in the past. At what point does our does our system absorb that training and use that training within our system so that we don't use that money to hear the same things every year. So, what we've done this year, um I do believe that we are in the last year of the literacy implementation grant and that deals with the elementary school. So, um this was something that was signed up when doc we signed up for when Dr. Maxwell was

145here. So, that's how far back this goes. The state gave us permission or they extended the grant. Okay? So, when we do these walks, we pair the elementary schools up. And bear with me, I'm getting to a point, but you have to have the background knowledge. So, what we do is we pair these schools ups in groups of three. And we were having when we would do our walks, you go in the classrooms, you see the teachers, how they're teaching, how they're using the materials just like they do in the high school level. And what we've done this year is we've had those APS to come in because we're trying to make sure that we can take that over when the literacy implementation grant goes away that our folks can do that on our own.

146and we would plan to continue that work. However, the work at the high school is relatively new. Uh we haven't been in it for forever in five days like we have the literacy implementation network and we are taking care of this ourselves. Um Phoenix uh had been um on a um contract back in the day because they had additional target and support intervention money and we chose to use TNTP. And if you remember, we saw huge success with that because that's when they came off the list. One year working with TNTP at the high school level, Phoenix came off the list. >> So, um, >> we're working on the same thing. So, hopefully after this year, this work could end and we could implement it for ourselves. But, you know, that's going to be part

147of a of of a plan and going forward that I would have to develop that I haven't been able to develop yet. So, [snorts] so when can we expect to see results at CCHS uh with ELA and math? >> Well, hopefully you will see an increase in EOCC scores when we get those back from uh fall semester and then hopefully we will see more in the spring. >> Okay. Thank you. >> Any other discussion on this topic? There's a motion in a second to approve. Um, this is a roll call. >> Mr. Matthews. >> Yes. >> Miss Nicholls. >> Yes. >> Mr. Cole. >> Yes. >> Mr. Davis. >> Miss H. >> Yes. >> Mr. King. >> Mr. Davis. is that yes, you are voting on it or yes, you choose to vote. >> Okay.

148Thank you, Mr. >> Van. >> [clears throat and snorts] >> That brings us to the consent agenda. >> Mr. Chair, move to approve the consent agenda. >> Second. >> Motion in a second on the consent agenda. Any discussion? >> All those in favor of approving the consent agenda say I. I. >> All those opposed say nay. The eyes have it. Um, is there any [snorts] other business from board from the board members? Uh, questions from the media? >> I'm good. [laughter] >> All right. Move to adjourn.