001Please join us in the moment of silence and the pledge of allegiance. Thank you. >> I aliance to the flag of the United States of America and to the republic for which it stands. [clears throat] One nation under God, indivisible, with liberty and justice for all. There's uh no community comments tonight. Um we'll start with the um the XL lighting project. >> Uhoh. >> Right on. Right on. [laughter] >> All right. Well, thank you guys. Let me come in and tell you about what we did, not what we're going to do. Um but Hopefully y'all have recognized that uh the lights have been upgraded throughout the district. Um Mr. Matthews I know saw this at a recent meeting and came up and commented on it. Uh this is a summation of what we did here
002at Cumberland County Schools. >> We pick um projects that stand out and look good and we've got this one and we also have a severe county. A lot of conferences are in Gatlinburg and it helps to have severe county up there when everybody's in Gatlinburg. We've got these are the two that we use and y'alls is very attractive as well. >> Um just to go over the the details of how it went. We started on June 9th was when we actually started. >> We finished on September 2nd. >> That's 12 weeks, but it was a summertime installation and the guys took four weeks off two two week breaks. So, it ended up being an 8-week install, which is average for this size district. We started at Glen Martin and finished up at the maintenance shop.
003[clears throat] So, that's how it went. Now, these lights are expected to last 20 years. Um, we have our longest install is at Franklin Special School District. They were the first to install LEDs in the state. That was 11 years ago and they're running at less than 1% failure rate. So, uh, they should last and they should be here a long time. >> Your project was almost 14,000 fixtures inside and out. That's a good size. >> The total annual savings almost $34,000. When I was on the school board, when we had a lot of presentations like this and I would always check their math and so if you take this number and multiply it by 20 years cuz it says here the savings are 6,87,440. That's not right. But I checked it. Whoever made this
004transposed these two numbers. So it's 6,78,440. But we'll keep that between us. [laughter] Well, if y'all have any questions about the project, uh, like I said, these lights should last you 20 years. Um, the inside ones are guaranteed for 10 years. And, um, the outside lights are guaranteed for 5 years because they're outside. Things hit them. I mean, it's just it's the best we can get from manufacturing. But, [clears throat] they but these inside lights, they really should last 20 years. Well, any questions about how it went or any questions about, you know, how we did it, why we did it a certain way or anything >> from the input that I got, uh, your guys were very, um, efficient, uh, and very nice to the staff that was there. So, I thank you for
005that. >> Thank you. I'm very happy to hear that. Uh, last this past Tuesday, two nights ago, Hardman County Board voted unanimously to go with us to upgrade their lights. Uh after we finished your project, we went to Sullivan County and we're just now finishing Uniccoy County. Those are way up in East Tennessee. Um and Ruford County uh in December. They devoted unanimously to go with us as well. And we'll start their first installment. Uh they're going to do it over I think two or three years. They're so big. But um we'll get started on them hopefully around February. Yeah, >> but everything's going well and glad we got to do my home county and any other questions? Anything I can answer for you. >> So, how does that annual savings compare to what what
006was presented to us initially? I guess is that is that >> that is what was presented. >> Yeah. So it's exactly what what >> because we know when we take the readings on the wattages on the front end and then we put back in. We just do the math. >> I just realize sometimes real world application doesn't match calculations sometimes. But >> you were dealing with the actual current rating. So >> before in like in this room for example, you had fluorescent tubes in here probably four per fixture I'm guessing. Yeah. >> Well, now you have two and those fluorescent tubes were pulling 32 watts each. These are pulling 10 watts each and there's only two. So, you just extrapolate that across the district and uh the wattage decrease is substantial. >> I just wondered
007if it was exactly the same number. I remembered it being around 300,000. >> Yep. >> All right. We get it. >> Thank you for coming in. Thank y'all very much. Y'all know I just live around the corner, so if y'all would ever need anything, y'all holler at me. >> Thank you. Thanks. >> Okay, the next topic on the agenda is um I'll let you talk a little bit about it first if you >> Okay, so the next item on the agenda is bus drivers. And um we had talked about when we were working so diligently as that as part of our budget plan um as how we could retain and recruit bus drivers. So um we decided at at one time to just invite them in and get their input because those are people that
008we had never asked and included. So we went ahead and included them today in our work session. And I can see 1 2 3 4 five I think here in the room. So [clears throat] >> So >> are all of you all wanting to speak? >> Do do any of you want to speak? I guess first and then do all of you want to speak? >> Um >> do you do you have something for us? So, so basically this I know most of you are probably more aware than I am, but I've lived here my whole life, but it feels like um you know for years we've struggled with recruitment and retainment of bus drivers and we've had multiple discussions and multiple um agenda topics concerning that amongst ourselves and amongst our leadership and and
009it came up in one of our meetings that why don't we ask the people that are actually doing the job what we could do to better recruit and better retain bus drivers. And so we asked Dr. Farley to uh to to either get that information from you and and she suggested inviting you to a meeting. So that's that's how this came about. Um we would like to get feedback from you on what we can do to help fill all the positions that that are open and and help you with your day-to-day work that you do. And so that's the that's the justice behind the just behind what what the invite was for. >> I can give you some input. Okay. I'm an expert truck driver over the road. I took this on cuz once I
010got my house paid off, I figured being over the road I can handle this and it it seemed to work out. But I I'm having issues. Okay. Let me go down a couple else where problem is. One of them is when I break bus breaks down my second job I can't go to. I lose money. Okay. So, it just doesn't work that way. Uh if I get an accident, same thing. I have to go through the loops, go get drug tested and all that. I lose another day. Okay. It's like today, it's another one. We start off late. My second job I can't go to. I kind of lose a day. So, that that does pay out of my pocket. There's no compensation of that. All right. I knew that probably when I got into
011the job, but it's been working out. Just let you know. That's one. Number two, I have uh three or four friends ask me about the bus job and they're they're they're involved and they like to do it and all that. First thing comes out of their mouth, pay's not there. That's definitely got to come up. Okay. So, um cuz you're not going to get them, you're not going to get these people to work for what we're working for working. [clears throat] They're used to high pay money, okay? And they come in and come out do that. And the number two, discipline on the buses. We're we're working it out. We do our best on the buses. We got to do something about that because that's to determine when people get on the bus and they
012have this uh I can tell you one right now that I I'm I'm a floater bus driver. I haven't done my route since last last Thanksgiving. I've been doing I haven't done everybody else's. When I do mine, I'm doing a double because we're that's short. Okay. But um I just had an incident on my bus because the bus driver for me was doing it. He wasn't getting one of the kids. And then I become the bad guy. And I'm just not dealing with one or two kids. I'm dealing with 14, 15 high school kids ganging up on me because they're saying so and so let's let's just do this this way. Okay. And I got [snorts] to go to higher upers to come in. All right. And and I had I had that I had
013that route for over a week. I finally got them under control. But now I don't know what's going to happen when I go back and sell again. Is it going to be back to the same spot or not? So that's that's the issues that a lot of these bus drivers are going through. I see it. I'm only I'm like I said I might only have this this route for a day or a week maybe 3 weeks tops depend on what I'm doing. But that's where I'm coming from. Um [laughter] but the breakdown and all that that that's a big issue. because anybody else got a second job, which we know that the the the income that we're getting out of these buses, we're not not we can't survive just on that. There's no way. >>
014We got to have a second job. So, >> all right. Thank you for that. [clears throat] See, Dr. Farley's taking notes on on what what you said there. Is there anybody else? >> How would you respond to that? [clears throat] What What do we know about the money? >> I'm I'm sorry, I couldn't hardly hear you. >> What do we know about the money? uh you know every sing everyone seems to start with the money issue. It's not where I start. I'm fortunate that that's not my starting place. But >> from your perspective, >> how do you address the money? I mean, it's one of those things where we're paid essentially 4 hours a day, 2 hours in the morning, 2 hours in the afternoon. But today was a wonderful example of how well we're
015kind of on call through the day because if any circumstances should arise in rooms weather that you have to respond to that. So, and if you don't, it creates a complication for this department like you would not believe. Today was a serious complication, but it was handled. So, by way of money, and again, it's difficult for me to talk about that subject, but in regards to the money, >> it's been said that without buses, the schools don't run. Well, without teachers, the schools don't run. [clears throat] Without administration, the schools don't run. So, it's a system symbiotic system that requires all the pieces in place to operate correctly. So, if if one department sees another department surviving better than the other, then that department has to step back and say, "Wait a second. and am
016I being compensated as I should be? So then it falls back to you to say, "Okay, we're going to see how much money we can throw at this." >> And and for the bus drivers, there are a lot of ways for the drivers to make [clears throat] money like Dan and and so many of the other drivers. you can take activity trips uh when the call comes that for example I'm running a a a group that falls under the heading of homeless students right now they're transferring from tanz think brown elementary all the way to north and then they have to be picked up at north brought back to tanz the the pay is um [laughter] it's it's It's it's again for me I can say that it's okay but when you think of the
017time that's actually spent in focus thinking in terms of I've got to be up there at this time I've got to be at the high school at this time and then I've got to make it to Brown at this time and then do my regular route. [snorts] So So that's the money issue and I don't know what the answer is. I've been doing this for seven years now and I've been trying to think of how you can introduce [clears throat] money in a meaningful way that people from the outside will come in and say Cland County is paying this to their bus drivers. I'm moving to Cland County and that's a job I'm going to go for. And it's hard to say what that what that figure is. It really is. I can tell you
018some of the things that we've talked about since I've been on the board is comparison with other counties, but other counties are having the same issue. >> Yeah. >> Um we we've talked about doing a full-time pay versus part-time pay. [clears throat] We've talked about how how can we how can do all bus drivers need benefits? Could we could we take that benefit package and and make that pay as a part-time employee versus a full-time employee? We we've talked about a lot of different items that that we could possibly help with. Um >> well, the the insurance is a it's what it's what captured me. I I came into this scheme to be a substitute teacher >> cuz I wanted to see what this system was all about. And when they said, "Well, do you
019know what the insurance program is?" And I went copying for what I was losing per month. I said, "Yeah, I'm going to try that." And it's been a whole lot more good than what I expected it to be being in the system. I'm I'm grateful to be in the system right now because what [clears throat] it's teaching me about our community and what it's teaching me about our students. But the the question is how to get drivers in. Well, money is always the number one topic. Since I'm talking, I don't mean to take up the time, but um to me, the biggest thing is um I use the term a lot, a spring decor, and that is you you come into the garage, and you look around and and I look around at this space,
020and this is a very nice space. This whole building has been restored beautifully. The schools are beautiful. The parking lots are nice. And then there's us. We've got a garbage collection site, which by the way, Cumberland County, I don't know if y'all anywhere else, but Cland County, their their garbage collection recycle system is one of the best I've ever seen. So, I love those guys. But they have a pickup in the back of our parking lot. >> Pull my bus up onto the ramp and I wash it. >> I back it up. >> I park it. I get out. I leave. I come back later that day and two or three of those garbage trucks have been through our gravel parking lot and my bus hardly looks as if it's been washed >> inside and
021out. So, so we we [clears throat] we've got the awning over the gas pumps now, and we weren't told about that, but that was a great thing. >> Not not only for the bus drivers, but for everyone who utilizes those pumps, why did it take so long to get a cover over our heads, but we did. But then we didn't explain to the bus drivers, that was for you. We were doing something that was for you. Pave the parking lot. That was for you. hope we got new lights or not. >> Yes. >> To my knowledge, everyone got new lights in the system. Uh if you heard him say he started with one school and he ended at the maintenance department. Miss Martin, did you all get new lights? >> Yes, we did. >> Inside
022the building, all brand new lights. >> Okay. All right. Okay. So anyway, um this free decor how I feel when I walk in as a potential applicant and I've been fortunate enough to see some applicants come in the building and they come in and by the way this lady was a great addition. can't do without her. [applause] You're going to be the big person [clears throat] you were, but she's a huge plus, but we're still working with a physical plant where when someone comes in, I want them to come into this environment and say, "Let me take you on a tour of our facility. Look what we're doing here. Here's the money." And the money we're we're competitive with the state. There it is. Let me show you around the place and what we do
023here because once again I think we do an amazing job. But what's the disconnect with what we're like everybody else in the state? If they're needing drivers, we need drivers. Uh I've had the opportunity to see Cookville's transportation area. remarkably. Theirs isn't hardly as good as ours, but it it's a little better. It's got pavement, but it's really it's like we're we're we're a a second thought. And of course, we all know that we're low on the total. >> People still hear my name and they say, "You're driving a school bus." And yes, I am. I have become much more >> I hate to use the word pride proud >> but I'm I'm in a job right now that I have influence over students >> the the leaison I would recommend to all bus drivers
024to substitute teach as well >> that relationship puts you in a place where you can better discipline your students. >> They see you in the classroom, they see you in the bus. That's a good thing. Not all of us can do [clears throat] >> our lives right now >> to say to to to >> give the bus drivers credit for what they do because the bus I'm on, >> the route I have in Tanzan, >> but we went through several drivers before I took the route. I took the route and there were there I don't know if this is important to you but there were three little girls >> who were so >> aggressively disrespectful. >> One of them finally said to me, >> "Well, you know, we're probably the reason why those other drivers
025haven't been staying here very long." just call you'll get a price again. [snorts] >> When you hear kindergarten students >> using the f word >> so aggressively and freely, it changes your attitude about things. >> I think that's something that everybody in the system has to deal with. >> Yeah, [clears throat] it is. But but you know so it's but but the bus is is different from the standpoint that [clears throat] >> it really is and again that's why I was blessed to be to be given this job was to see the environment from the home >> to the classroom >> and and that is something that we should address and and I have my opinions about how to address that. You know, it's it's why aren't more teachers, school bus drivers? >> Why aren't
026you guys riding the buses a little bit more? >> See what's happening on the bus. See where the discipline breakdowns are. I I've got two students that when they're on the bus, this afternoon was a case in point because the >> weather the parents didn't pick them up. And um >> I I call it the the Millie show. >> [clears throat] >> Millie Screamfest. >> These are these are third grade and less students >> who get on the bus and absolutely just start screaming. [snorts] >> And you talk about something that will add you. It addles you. >> So, we've also talked in the past, sorry, I don't mean to interrupt you, but we've talked about having >> bus attendance or assistance. Would that would that be something that would help with those issues? >>
027No, I know I'm well and again I've got I've got my opinion about how I would do it. I don't know if it could ever work, but the bus attendance too little hay and [clears throat] uh coming in on request. I think we had three that were going to be available. I don't think three were ever filled and then it was catches. So, but >> teachers on the bus when we do activity trips, man, I love activity trips. Get on the bus, you got at least one teacher or two or three teachers and you can just drive and go where you're going and they all thank you when they get off the bus. Two thumbs up. So, I don't know. teachers on the bus, more teachers being promoted to drive the buses because they're already
028in the system. >> I don't know. But just one other thing, >> we have talked about that as well with the teachers. >> Yeah. One other thing opposite um schools giving the students and look I'm I'm totally here to to we need to to provide food nourishment to the students but they provide it at the end of the day and all the trash winds up on the floor. I mean, really, it's it's ridiculous how much trash we deal with almost daily. There's >> a lot of it left behind. >> What's that? >> A lot of it left behind. >> Yeah. >> Are you all talking about the backpacks that the kids get on Friday or just every day? >> Oh, every day snacks. >> Okay, gotcha. >> They send the end of the day snack
029home with the student. >> I understand. I understand that. They have to throw the stuff away or just give it away. And that's what they're doing. Give it away. But a lot of times the students will get on the bus with a bag and take especially on the weekends. That's the worst. They'll come on the bag for the weekend because that's all weekend. >> Well, they'll get off the bus, leave what they didn't want. They'll go through it and they'll leave it on the bus. Then what we do with it, we have to throw it away. Well, you you talking about maybe 10 10 students on it, you're throwing a bucket of trash away. Now you got to go throw it away. You got to throw it at your house or you got to find
030a place to throw it away. So that's another thing. And another thing, um, I wouldn't take this job on if it wasn't for the insurance. That's a positive thing on me. But I have a couple people that I know would probably drive if they got compensation because they don't need the insurance. That's another deep you have a different kind of pay. You didn't take the insurance. [clears throat] Okay. That's that that definitely makes a big difference. A lot of people I that I drove with, they're asking me all these kind of questions. I don't they don't do no compensation for that for right now. That's another thing you throw up. that's been brought up as well offering higher pay if you don't take the insurance and I think that's a legal issue that we have
031addressed with our attorney that we can't do that but that has been addressed and we have looked at it. >> Okay. >> Just just one more thing I want to help just one more thing the um evacuation drills that we do um very important the evacuation drills >> I I've talked to couple principles about a possibility of doing a safety day. And I understand that they've done safety days in the past where first responders come come to school and they discuss things, ambulance, fire, police. And I thought, you know, what better way to do it than to put a a couple of three or more school buses, train the entire school on evacuation from a bus because so there's so many students that do not ride the bus. And there there are documented cases of
032accidents where activity trips with students who are not regular bus riders. Consequently, they don't get the evacuation drills are the worst accident scenarios where evacuations were conducted that there were more students injured exiting the bus than as a result of the reason for exiting the bus because they never had evacuation drills. So open that up to the entire student body. [cough and clears throat] Open up how to behave to the entire student body and then enforce it on each individual bus perhaps only as needed cuz my bus for the most part with the exception these two little girls that I've done it's gotten so much better and and it's it's it's no kidding. Have any of y'all ever driven a bus? the car riders that go on the trips never see the evacuation [clears throat]
033drill. >> Let me tell you, driving that bus. >> Yeah. Who can admit that it's actually a fun thing to do? [snorts] It really is. You're up above everybody else today. Even in all this weather and everything, everybody's looking at me and getting out of the way. How pleasant. in a respectful way. It was it was it was it was good. But it's it can be that every day. >> Bottle that up and and recruit more bus drivers with that. [clears throat] >> It's a panorama. >> I can give you five. I can give you five if the pay was up. I can give you five right off the bat. I had I had another truck driver just retired and and he come up to me and ask me. I said, "Well, the pay's not
034there." I mean, I'm just telling you every time I bring it up, that's what they're talking about. Oh, we can't I can't do that for that. And then they can cuz they're used to they're used to making $50 $60 an hour when they drive over the road. But but the thing is when they're retired a little bit different when they said that that's that's a that's a sad looking number. So you know [snorts] >> else I'd like to chime in on something that he said >> okay >> about students. And if you don't mind I'm just going to remain seated. Uh, [clears throat] one of the things that I'd kind of like to see, I mean, you guys are educators. Most of you are, some of you are, but we have we have students that
035are are on our bus that have no education whatsoever on what is required to ride on that bus unless I give it to them. And I'm not a classroom teacher. I don't have them in a classroom situation. I can't train them to ride a bus. All I can do is holler at them if they're not doing what they're supposed to do and try to explain to them what they're supposed to do. And I think on my particular bus, I have them fairly well trained. They know what they're supposed to do. They know why they're not supposed to be in that aisle. They know why they're not supposed to be standing up. They know why they're not supposed to be facing backwards. Does anybody up there know why you don't face backwards on a school bus?
036Those seats are designed for safety. >> Oh, but but why? >> It's because if I hit those brakes and you're facing backwards, it's called neck breaking. >> You will hit the back of that seat going that way and it'll break your neck. >> It's a very, very dangerous position to be in. Now, how many students know that? >> We sit through classes at the bus garage. Kathleen arranges these things. Uh they have people that come in and show us safety builds wrecks. What happened? Why did it happen? Who was it at fault? And and it's great. We should get that training. But at the same time, and I one of them [clears throat] I just recommended you not too long ago, these students need to be sitting through some of that. They need to see
037the results of a flipped over bus. >> Yeah. They need to see the films that we see where a bus gets flipped over and the kids inside of it go wherever they go. But if they're in that seat properly, they've got some protection. And believe me, I am not an advocate for seat belts in a school bus. If you do that, I'll quit. I promise you, I will never drive a school bus seat belt. Now, is it a bad idea to have seat belts? No. But is a bad idea to try to make a bus driver keep kids in seat belts? It's impossible. >> Yeah. >> It'll never happen. >> So that's not the idea. The idea is use what we have. We've got seats that are designed. I've got a fairly new bus and
038my bus seats are so high I can't tell whether there's anybody back there or not. Particularly with the the below seventh or eighth grade, I if they're back there, I have to holler. So when they're back there, I I don't remember whether you got on the bus or not and I can't see you. So, but that high seat, it's a safety thing. They I tell them you're supposed to be behind that seat. Why? Because if something happens, and believe me, it happens regularly. You got to hit the brakes. You got somebody decides to pull out in front of you or whatever and there's nothing back there but that if they're out in that aisle, they're coming to the front. I tell them, I said, "You see that windshield right there? You don't want to hit
039that thing going 40 miles an hour that way? So, do not get up out of that seat until I get that bus stop." But see, I'm having to train them individually. They ought to get a class, particularly if they do ride the bus, it ought to be mandatory, >> a class on what do you do in a bus and why do you do it? Not just like I'm doing. And I'm saying, "Get out of here." And then I try to tell them, but and the kids on my bus, I think, understand because I do. But they ought to all know that. And again, go on a trip. What's the first thing I have to do? Tell everybody on that bus, get out of my aisle and stay out of it. And then explain to them,
040you know, why you're in that seat and why you're behind that thing? It's the seat belt. You don't ride in your mama's car without a seat belt. You're not going to ride my bus sitting out in the aisle. You're not going to get down on the floor behind that back seat and look out the back window. You ever see them do that on a bus? >> I've watched plenty of bus videos as a tenure principal. Absolutely. >> And there's another thing. You don't have to ride a bus. I know that's time consuming, but take an hour and go over to the bus garage and I'm sure Kathleen can find you some tape, some videos that she will be happy to show you to show you the examples of what a bus driver is putting up
041with when he's So, when I when I hear people that the money's great, I don't care about that. And that's my particular situation. I don't care about the money. But >> when you say that it's crazy, but what I get [laughter] what I get asked about is not the money so much. They Yeah, they'll ask about money and I explain it to them, but at the same time, what they really come back to is I can't handle them. And why can't they handle them kids? Cuz their idea of what's going on on that bus is probably what's going on on that bus. And not everybody's equipped to handle that. Not everybody's as big as I am and got a voice that'll carry across the room. I don't need a microphone. And I don't need my
042microphone on my bus either. They hear me. They know what I said and they know who I'm talking to. But that's not everybody can do that. We got ladies that drive buses. They're not nearly as forceful as I am. Well, they can't. YOU'RE RIGHT. THEY CAN BE. I'M NOT SAYING YOU CAN'T DO IT. I'm just saying they don't always do it. We got men that don't >> that aren't that forceful. They don't have that voice to carry. >> So, you feel like discipline and discipline and both discipline and training train students. >> So, I think discipline and training go together. The same thing. >> Okay. So, >> discipline a kid >> that would help retain more bus drivers and recruit more bus drivers. >> Absolutely. If they knew that that kids in this district were
043more well behaved than they are somewhere else, they'd come here. I promise you, they come here from Putnham County if they thought your your kids were better behaved than the ones down there >> for that. That's not something that I that I feel like we've discussed or heard before. So, >> no, it's not. >> That's that's >> Did you have a comment? >> Yes, ma'am. All right. When we have a new candidate come in that Megan wants to apply for a bus driver and they sit down and talk to Kathleen, she tells them what all the training they have to go to and what all online test they have to take and everything. They will a lot of them will just get up and say, "I don't need a job." I've been driving the bus
044for over 34 years. Wow. When I started, uh, we didn't have no cell phones, no radios, no route sheets, nothing. We got all the, uh, kids to school safe, which I'm I'm thankful for that. I thank the Lord for that. And all of a sudden, somebody decided we needed a bunch of online tests. So, we had a few online test. And as the years went by, it grow, grow, and grow. This year we had 21 online tests that range anywhere from 15 minutes to an hour and a half and he's a big portion of it does not concern a bus driver in any manner. I think those need to be dropped off at least when you have a new candidate come in to apply and that she what she could say well you don't have
045to do these anymore you know and it might give them more percentage to want to be a bus driver you know >> so I think what you're talking about is the safe school training videos especially with some I'm being 15 minutes to an hour and a half and I think the hour and a half is the su suicide prevention one if I'm not mistaken and some of those most of those that you all have to take from my understanding and I'll double check and get back with you all or get back with Miss Kathleen, but I'm pretty sure that everything that you all take is mandated or required by the state. It's a requirement that somebody has passed. It's a law for some reason that you have this. >> Okay. >> But I'll double check
046and I I promise I will get back to you. You take things like uh title N and title six and stuff like that. It has no bearing on the bus driver, >> you have a representative uh whoever >> that you can contact and say, "Look, we need to relax some of this stuff off the bus driver cuz we can't get no bus drivers. It ain't just in Cland County. It's all over." Yeah. >> So, are you >> anything we can do to help encourage people to want to be a bus driver, >> you know, would be a good thing. >> Are you guys being compensated also for that time though in training? >> No. >> You get no compensation for >> the inservice meetings that I have. But as far as doing those videos, that's
047on their own side. It's not that. >> If you look over all 24 of those tests, I'm sorry, 21. I'm sorry. Now, we have I think it's 12 to 15 DOT tests. I'm all for them. That's about safety. A bus driver needs to be about safety. Anything that's safety, I'm all for, but some of this other stuff I'm not. You know what I mean? And like I said, I'll double check and see what all you have to take and see if it's mandated or not and required. Uh like some of the title six and the title 9, I think that's required for all school employees, but I will double check and get back with Miss Martin. It'll probably be sometime next week. >> Now, like this year, we had it we have we had artificial
048intelligence intelligence added down. That's a that's a good thing for a teacher >> because she needs that in her class to, you know, to help her students. I don't need that on my bus. If a student gets out of order, I do a conduct report on turn them in to the to the principal to reprimand them, whatever. And I don't need AI to tell me how to do things. [laughter] >> Yeah. But I do seriously believe that that was one that legislature passed that all school employees were required to have some training on artificial intelligence. Everybody had to have it. And here's the thing, the custodians take that. Um, our food service, I'm pretty sure, have to take that as well. And um, maintenance because they're a school employee. But I'll double check and get
049back on what y'all have to take. >> All right. We got We've got some more like uh chemicals and stuff. We don't deal with any chemicals. all the chemicals we would ever deal with putting fuel in the bus, oil in the bus, and maybe antifreeze. I mean, if you go down that list and look at them, there's a route of stuff that just don't it don't affect the bus driver, but it takes our time up and it gives new candidates less incinity to want to be a bus driver. >> I promise I'll get back to Miss Martin and let you know. You're welcome. >> Thank you very much. Anybody else want to speak? >> Yeah, I got one. >> Okay. >> Um, moving back to safety for the kids getting on the bus. I know
050videos or training them or whatever you want to do, but I rather see a little bit more like in paperwork type form like they take a test and they don't pass it, they don't ride a bus. Okay. I don't know if you can come up with anything like that and then if they get in trouble, they have to retake the test and go again. Okay. I was just bringing it up. That probably won't be a simple thing way to fix it, but that's just my idea. >> Miss Martin, do you have anything you want to say? >> No, it's pretty much said it all. Okay. Um, I will tell you the other videos that he's talking about for uh DOT, that is our state of Tennessee in service. That that is how we keep our
051S endorsement on our test. So, that has nothing to do with anything here. >> Okay. >> I'll check schools. Yes, sir. >> Yes. uh just about retaining drivers that you already have like new recruits and stuff. Uh you know, >> I drive a bus with insurance. I've been seven floor for 20 something years and uh just a short story. Uh sitting there, me and my wife pay $1,800 a month in insurance. And I got talking and looking at it and the benefit to me go drive bus was insurance and which is that's the best thing you guys could ever done to keep bus drivers was the insurance cuz I talked to several of them that's why they're there but I also looked at pay which you know wasn't my main focus but there's a pretty
052large gap between a new bus driver and someone that's been there for several years. >> [clears throat] >> So, you know, we might look at narrowing that gap between the pay there and move them up just a little bit faster cuz our bus drivers make pretty good money. Then you got a new person comes in, you know, I think when I started, they got a $2 and a half a day raise per year, you know, for so many years would take several years to get to your top pay. So, you might want to narrow that gap between, you know, your new drivers and just a little bit. >> Okay. >> Thank you. And uh then you were talking about the attendance. Um one thing that might help if you were to do attendance, I don't
053know if that's going to help or not. It's probably been tried before. Like I said, when you got kids on the bus and there's another adult on there, they seem to act a little better, you know. But now at the end of the day, kids are going to be [clears throat] kids. No matter what you do, they're going to be kids. But, you know, you might look at maybe hiring uh two or three or four attendants full time where they'll stay instead of just putting them on one bus every day. You know, you look at your trouble buses and swap them out. And if there's no trouble, you know, just pop one out of the blue and say, "Hey, you're riding this bus today or let's go to this school, not that bus." And then
054the kids never know when the attendance going to be there. >> And I think part of the problem with attendance is just getting anybody to apply. >> Yeah. Well, that's why I say if it's fulltime position and had, [clears throat] you know, fair pay with insurance. Yeah. You know, >> then, you know, he might get you some tenants to kind of look at that, make a state, then, you know, make it a different class job. >> Thank you. >> Can I ask a question about what he just said? Can you use the the same system that you use for substitute? I also I started as a substitute teacher and what got me to bus driver was I was picking up my grandkids and I saw a sign that said excellent benefits and I thought yeah
055what the heck you know I'm 65 years old which most of us are a little belonging to I said so excellent benefits that sounds good so he got me too but I think you know you could just uh pay a little more attention to Not so much the money that that we make, but how you you know for a again the substitute if you can get that substitute to come in and and part of that is just okay you can ride a bus today. We need an attendant. It's what he said about floating attendance. Maybe we don't need an attendant every day on every bus. [laughter] But if you have these substitutes that you can come in and say, "Well, you know, we've got five substitutes today that don't have a place to go." Uh,
056and I don't know how that system is working anymore. I mean, you guys went to all this other stuff and since I was doing it, but >> it's hard to find substitutes as well. So, >> it's really hard to find substitutes as well. >> I understand that. That's >> I always told anybody I could go anywhere when I was out of work and substitute teach. I did it in other school system. So I know and and actually got some jobs out of it kind of like this one. >> Yeah. >> So it's just, you know, it's something to know that if you could say, I've got substitutes today that aren't working. >> Could I just say, okay, you I've got a substitute job for you, same pay, same everything, but it's just happens to be
057report to the bus garage and they're going to assign you to a bus and you're going to ride it to me. >> Good idea. Just so you know, I do I did reach out to all the schools to see [music] if they could get me some as an attendant, an assistant, a teacher. I even had a coach one time um to ride on the bus, the very the troubled buses that I really needed a attendant on. And um last year I had two and this year I have two. So that that's only one from Homestead and one from Pleasant Hill and they're the same two schools that I had last year with that would help. Is there additional stopping for like if a teacher or teacher assistant or anything? >> It's not in the budget.
058No, not at this time. [snorts] >> But that's something that we could look at is adding a >> as we begin budget season. Absolutely. >> Just got to find the money. >> Something I wouldn't mind looking into if we can do it. if they're being required to to do training or or in service to keep certifications or keep in compliance, we should be compensating them for that time. I feel like >> absolutely. I'll be honest with you until they told me I didn't realize that they were not compensated for their time to do safe schools. >> Yeah. I don't know how they how they can't be that seems illegal. >> We're requiring it. How are they not being paid for it? >> Well, thank you guys so much for come. and ladies for coming in.
059We appreciate you giving us FEEDBACK >> to extend a I'd like to say a special thank you. And if there's anything else you think of, >> there's anything else that you think of that you didn't cover today, please feel free to reach out to any of us. email, [snorts] phone call, and and and if you think of something that can help, let's just let us know. >> So, thank you. [clears throat] [laughter] >> All right, we'll um we'll move on to the next agenda item. >> Okay, good. >> Do evaluation. >> Is there any discussion on this topic? just like something >> it's been it's been pretty well covered. So I think >> that's ready for the that'll be a voting item at the next meeting, right? >> Yeah. So there is criteria on there
060for um >> like all of the for me to meet all the criteria that is listed on there. Correct. I mean, the last time I looked, we might have been missing a few things. Okay. >> I think that's all been fixed from >> It's not attached. So, >> right. That's why I was asking. >> Yeah. >> Okay. >> The last one I looked at, everything was there. >> Okay. Because once we come up with this evaluation process, we have to go back and revisit my contract. >> Yep. >> So, >> um, next one is the strategic plan. Anyone have any discussion [snorts] topic? >> So the last time we met which was December 4th and if or yeah December 4th if you remember that's pretty quick meeting because we were uh expecting bad weather that
061night as well. Um so um you all asked us to go through and strike um anywhere where it had um on our performance measures strive to obviously yes we know that that's something we want to strive for lots of things. So those have were all removed. Um and you all uh asked something to be and I can't remember right off the top of my head I apologize. Something about ACT. So all of those changes were made and added on here. And also when we had the uh discussion about this at the retreat, we talked about establishing a baseline for our parent engagement piece and how to increase uh students performance in the arts and that was updated and added as well. Hang on just a second, Miss Diane. Uh oh, go slow. Okay, so it's
062going up. Let's see. I'm wanting to see the ACT one. >> The next slide. Yeah. Yes. No, maybe not. >> So annual, it said participation. So what we did was we are hoping to annually 1% increase in our ACT composite score because we're not at 21 which is what we need to be. We're at 19 something. So that that's that was changed and Mr. King I think you're the one that requested all of the strive to that's been changed. So those were the two things from the retreat that was changed that had not been changed. So uh if you will go to the parent engagement piece Miss Diane right there. So we came up with that first bullet that said establish a baseline. So we reached out to the principles and had them to give
063us what they do. So uh increase parental opportunities and potent participants for involvement at each school by 2% annually through essential family engagement activities. So what we did is we looked to see events that each school held to make sure we had consistency. So each elementary school typically has a back to school night, meet your teacher night, open house or something like that. that's going to be kept up with and tracked. Um, and then you have your parent teacher conferences, your fall and uh your fall and winter or spring conferences. Those will be tracked. So, that's how that's going to be measured, just so you know. And >> and do you know what the baseline is on that? Now, what percentage participation do we have? >> No, I did not establish that. >> We'll have
064to have I guess for the first year a baseline established. Correct. >> So, it should still probably say instead of a 2%, it's basically saying >> I mean I can get I can get those numbers, you know, and see what they were for this year and go forward. But we just wanted to to try to get some kind of consistency because the schools do different things. Some do a trunk or treat. We had two that did a trunk or treat. Well, not everybody does that. Um, you have some that does literacy nights. you have as far as a goal. What I'm getting at there when I made a note of this is >> we want to increase it by 2% but we don't know where we're at. So you don't have a from and two
065>> not yet. No still say the goal is year one establish a baseline >> instead of a 2% because we're setting a goal of 2%. We can't achieve what we don't know. >> Right. But what I'm saying I can do is I can take those essential engagements that we have because all of the schools have had those and I can get you where we were this year. So we will know where to go. >> Right? >> And see on this this was just our performance metrics. We didn't put actual numbers to any of this. >> And we can get another piece that has the actual numbers and I can get that if you want me to or I can move it back to establish a baseline >> cuz we have the numbers. It's just a
066matter of them being put into >> Mhm. >> Yeah. Square. One thing I'll say give information to the participation. So you do get to It's a good thing to see like >> who's engaging, right? >> Absolutely. We can get all we can get all kinds of um reports from parent square >> which it it it's really a cool tool. >> That is one one thing that I I I think is great. >> Okay. >> So, the next um um Miss Diane, if you'll scroll on up. >> Yeah. Anything else? >> Well, I had one more on that. The uh the parent resource room. Uhhuh. >> What's the expected benefit of that? What what is the goal? I know we have it. >> Do we have an expectation of how many people will use it? And
067>> Oh, that will be tracked. >> Okay. >> And uh as far as the teacher resource room, um of course that's not on here, but we have the parent and the teacher resource room. It's a room that's divided in half. Um, all of that will be tracked and what goes out of that room and how many people we feed. That's done through our um, uh, social workers. >> Okay. >> And going back to the ACT had the same question there. Where are we? Where do we want to go? It says 1% 19 to 20.5. >> Yeah, I think we're at 19.3. That that'll be coming up in our accountability presentation. I think it's at 19.3. So a 1% increase would take us to blank. But see this is just our overall performance metrics. I think
068we need to agree on these and then once we do that we can set actual numbers to all of this in a different document. That's how NIT did it when they started your original strategic plan. So that was kind of my plan but sorry if I hadn't voiced that and made it very clear. Any other questions before we move on? Hey, Miss Diane, can you scroll to there? So, um, in again, we have this information. Uh, bullet item number two, increase student participation in art displays and performances to include 2% of the student population at each school through various activities. We do have a list of those now. We didn't have those before. And again, you've got each school that does different things. So, uh, we can get you a number and when we go
069to another format with our strategic plan, those numbers can be included. Is everybody good with the 2%. >> It depends on what the baseline is for me because if you've got a hundred and you raise it 2%. >> 20. >> Well, two. Yeah, true. >> If you if you've got a thousand and you raise it 2%, [clears throat] that's a big difference, right? So, >> I feel like that's an important thing to know before you set a goal is how many. Okay. So, we can have that for you by next Thursday. >> Okay. >> And see if because at next Thursday is when you all will need to vote to approve this so we can kind of get this addressed. >> Bullet point one. >> Uhhuh. >> What is what's >> Nothing is different. >>
070Uh nothing is different. Uh some of the items from the strategic plan when we had our retreat and we discussed it, you all wanted to leave and this is one that you wanted to leave. Um and um I have not been involved with the athletic procedures and the guides. So this time I would like to be involved with that and make sure um how all of that is worded myself. >> So this will be the the manual that we use. >> That makes makes good sense. So is that a an I mean I know where we put this in our list of things to do. Mhm. >> Um, is this uh something we're going to add to our calendar of topics or how do we how do we see oursel navigating >> really any of
071this? >> You want me to answer that? Go ahead. >> So, my thoughts would be this. When we So, we've got to get something approved and everybody has to agree on something and vote on it. So once we get that piece of the strategic plan done, if you remember back when we did NIET, you came up with those specific measurements and you came up with a target date that you wanted to have it done. So I think once we get our numbers lined up and we get all of that on one document for each of the action steps, we will have a measurable goal, which I think a lot of these are going to be more measurable other than, you know, like maybe the strongly encouraged, but we can come up with something there. But,
072you know, have a goal and have when we're going to accomplish those. So, um here in just a minute later on in the agenda, we have um elementary basketball to discuss some updates with you guys. This would be after we have that discussion and everybody's on the same page. Then we can start working on this um athletic procedure. >> Sound like a plan? >> Love it. And those were the only changes that were made to the strategic plan at this time. So next Thursday you all would need to vote on it, but everything else was like you wanted it from the retreat. >> So one other thing I had on the academic test goals was I thought we said K3 needed to be a focus instead of just K2. >> Okay, we can get that
073changed. That was probably [clears throat] a typo on my part. Um, >> Tissa accountability goals for achievement. Um, >> I feel like that may need to be in there as well. What whatever goal we're setting there >> is is Sure. >> Let's try to >> cuz we want to put a focus on that, right? >> Yeah. So again, when we get when you all agree on what we want our performance metrics to be and we go to the sheet with our actual numbers, that's when we can put those numbers in there and we can go straight from the TE's accountability for the next 5 years. >> Yeah, that's what I Yeah, >> there was one other thing I had on the AMOS. >> What is that goal again? >> They change from year to year.
074Those are your annual measurable objectives and those are based on student performance. So like for last year we had AMOS for this year and that's uh how much we expect the students to grow. They change from year to year. >> Can so annually are we going to change that if that's what the board wants we can. >> I'm follow same. I just had that question. this, you know, this is a strategic plan and, you know, I hate to say this because we hear this about a lot of plans, but it's a living, breathing document. So, absolutely, it could be updated every year to match. >> Okay. Thank you. >> Any other questions that you have of me about the strategic plan? >> So, we had [clears throat] on there um about the substitutes, availability improvements.
075It just says availability improvements. where where are we and where do we want to go there? What what are what is our goal to not ever have a day with with which we don't have a substitute available? >> Sure, that'd be a great goal and I hope we can accomplish it. But, you know, I mean, we're just not there right now. And and this was all really that was talked about at the retreat. I didn't have anything else specifically. >> I know. And and so before we vote on it, that's the reason I wanted to bring these up because that's why we have this on the work session, right? >> Sure. Um, how many times do we have schools that use assistance as a substitute? Do we do we track that? >> No, we do
076not. >> Okay. Do assistants um how many times do we have administrators cover classrooms? Do we know that? >> Nope. >> How many times do we have supervisors go over and cover classrooms? Do we know that? >> Do we know what kind of effect not having substitute has on our students daily? >> And how >> not not down to the school level. Just generically, we know that. So, how can we determine where we're at and where we need to go with that is is my question. >> Is there a way to track some things to help us know how much we need to improve? >> Well, so where that would start at is that would be at the school level. So, we would have to have our principles to track when uh someone puts up
077a a a job to the sub >> ready sub maybe. Yeah. Does ready sub track that? >> To my knowledge, no. >> [cough and clears throat] >> Does ready subtract when we have no one to show up for a job? >> I don't think so. >> So, we would have to >> see how many positions have been filled yet. >> Substitute. The substitute is supposed to be no, >> right? >> Then what? Then that's when we get a teacher assistant or a principal or somebody else. >> How many times that happens? >> No, but they said that we could get a report. >> I I would say that most principles I know Stephanie and I, she's just I think said yes to it. Like typically you have an attendance sheet that you keep of like
078who's in what classroom and it was covered by a teacher. Like >> I don't know that every school >> in ready sub it looks like a calendar so you can see the week and you can see how many you had out >> and how many were filled and how many weren't >> and at SMHS like if a teacher covered a block of time on their planning period like we keep a record of that but I'm not saying every school does that. So, I'm just wondering, do we know how many we are short every year or every week or every day? And then where do we need to get to? >> No. Um, and I don't know how you would determine how many subs you need. >> So, our goal says substitute availability improvements. What are
079we improving? That's that's my question. How do we make that more >> something that we can strive for? So I can show you 8E and 8F here in just a minute. That's the only thing that I have for um you know u availability improvements. Um you know we have the training every month. We've talked about that. Um >> is every month enough? >> Is there something that we can come up that we can train daily if we need to? No, I don't think you could do a subtraining daily with all of the requirements because it takes probably about an hour, hour and a half to do a subtraining. Uh, and we make sure that they have what they need that the state requires us to have. Uh, so I don't think we could do one
080daily. So, if I come in and I'm and I'm looking for a job and it's a substitute teacher position and I have to wait a month before I can train, do you think I might go look for a job somewhere else first? >> Is there no way to make that happen faster so that we can, >> you know, we can look at doing it bi-weekly. Uh the flip side to that is, you know, we have these trainings when somebody goes online and they fill out an application, we take a list. So when we have our next training, we notify these people. So like we will notify 24 to 30 people and 11 show and everybody's been notified and reminded they >> Well, and that's kind of to Scott's point. I mean, you've had a month
081now to look for another job and there's jobs everywhere. So if we're not jumping on the chance to hire on if they're good people, then you know we're >> Is there a Is there a video a video training that we could purchase to train subs and us have a 10-minute conversation with them and an hour and a half video training and test where we could do it that day. So what we would do is we would do the recording here and it would be our training other than the required training like confidentiality bloodborne pathogens and all of that that the state requires and that would [snorts] be mandatory. >> I'm just saying can we think outside the box on how we can improve that process and then where are we at and where do we
082want to go with substitute availability improvements? I mean, I can, you know, we can look at doing the training bi-weekly um >> or electronically >> and electronically, but I think, you know, again, and I've said this, you're probably tired of hearing me and my apologies, but I think we and I get some of this is broad, but this is so much more pinpointed than what we have had in our strategic plan. So I think we have to come agree with some broad steps and then come up with some specific measures and and how to achieve them and when and we can do that. But I need this approved and have a starting where I can have a starting point to get you numbers where you can get >> vote on this today. >> Correct. >>
083And so if we can make changes between now and when we do vote on it, which is next week. So, [snorts] by next week, you want me to have all of the measurements and ready to go? >> No, just making a few points for everybody to think about. >> Okay. Well, I mean, I can have them ready if that's what you want. >> I mean, I I want to vote on this next week and I want to get it approved so we can move to the next step. >> Okay. >> But, but I also want it to be something that we can work toward, right? >> Weekly be enough to train >> weekly by weekly. >> Yeah. full 100% improvement. >> So even if we offer the training weekly, we're just trying to up it
084probability, right? I mean, you can have 200 subs and if you call all of them, they're not available, then you still have zero. >> Yeah. >> But if we can that's >> so change those probabilities. Yeah. Change the probabilities to where you have better chance of finding a sub. that goes to the retention part of it because like if you're waiting a month before they come and train even to get into the classroom then we're giving them a month to find another job to go somewhere else you know. >> Mhm. >> We need another need like how many how many do we need? How often? What's the frequency? >> We need subs every day. I would say it would be safe to say any school other than probably Pine View would have at least three
085teachers out regardless of their size every day. I mean, the need, you know, you could probably have 50 per school and and that might cover it. >> You might still run into days you don't have a sub at that school. >> Absolutely. Because you know there's days subs can't work. >> Yeah. [clears throat] >> So on average we need 30 subs a day. >> Easy. >> How many do we have on the list now? >> I don't know. So, if we need 30 a day and we have 200 on the list and we don't have enough, can we look at that in a ratio and try to shoot for how many subs do we need on our sub list just to set a goal of some type. >> Some just want to work at certain
086>> and that's what I started to say that's kind of going to be hard to track is how many we have on our list because you're going to have some that just want to work at Pine View. working on the work Thursday. >> So that that piece is hard. But I mean, >> but but maybe maybe we increase the pay because that's coming up on the agenda, right? And our sublist grows >> a little bit. >> Yeah. >> But that's that's a target that we can shoot at. >> Absolutely. [cough and clears throat] Anything [snorts] else on the strategic plan? >> Did have one one more question. I know you and I talked about this and and just wanted to keep it in front of you. >> Were you able to set anything up with
087the county commission education committee to discuss this plan? [clears throat] >> Okay. >> Nope. Because um >> I think that would be important for us to get feedback from them on what we've got to this point. So, do you Okay. Well, >> I mean, if we vote on it this month, February, March, some sometime, just >> just keep that in front of you. >> Okay. >> Facebook page, >> I totally forgot that. I am so sorry. [cough] [clears throat] >> Anything else? her dog. >> So, I will go through and have um the numbers and the goals and all of that set and I will share that with you um next week. It won't be Monday. I'm sorry. I can't. One day is not enough for me to get it in. Uh but I will
088try to have it um by Wednesday. >> School Monday, right? >> Huh? >> Monday you're out, right? >> I'm not. No, we work. Okay. >> Yeah. this office is open. Um, but um, what I was talking about is when I send my my Monday morning email, I can't have it by 8 o'clock [laughter] Monday. I don't think I can try really hard, but I can get it to you next week so you can see it and then we can, you know, post it with the agenda. >> Good. >> That brings [snorts] us to >> budget items. So, um, back in I think I don't know if we did this in July or September, we came up with our budgets, uh, budget discussions by month. This is January. So, we wanted to talk about pay scales
089and insurance and supplements. Well, I don't have a lot to share with you regarding insurance because we still do not have our numbers. They've told us to project 6% increases. Okay. So um but we do have um pay scales and we do have um you've been you've seen the pay scales those have been shared with you um and then in December in that quick meeting you voted for this and [snorts] this is our budget plan to keep us on track. So obviously we've met the December 1st goal, we've met the December 4th goal, we've met the December 15th goal, and uh we are discussing tonight uh um supplements and salary schedules. I mean, we we have a preliminary place to start, but if you look um those would not be voted on and approved until
090February. So we have a starting place. Um, and I just want to publicly say um, [snorts] uh, we I'm very proud of my team because since I've been involved, I don't remember ever being able to share with board members uh, salary scales or supplements or anything like or salary scales especially in January. So, uh, very proud of the work that my team has done to get those ready to go for you. We're not going to discuss them in the work session though. >> No. >> Okay. >> And as far as benefits go, um I thought the goal was to talk about benefits and benefit possible benefit changes. Is that >> we have so trying to get some numbers for your insurance and uh Miss Delk is working on some things for those to look at
091numbers and to see what our cost was this year and if we make a few changes here or there and what it would be next year >> and options for alternatives. >> Yes, she's got a we've got a couple that she and I have discussed, but those will be ready for you hopefully in February when we do have um more solid numbers for insurance. >> Um, we do have the principal aotment meetings set up. They have been shared the schedule to sign up when they will come in in February. about the budget plan >> actually vote on salary skills in February, right? >> No, hopefully we will vote that's saying at the 26th meeting we will approve salary and salary schedules which to me is pay scales. [snorts] >> Okay. [clears throat] So that wasn't
092what we were going to do in January. We're moving it to February. Is that what you're getting at? >> This was the plan that we came up with in December. Yeah. >> The budget bots we were going to discuss, >> right? And you have them. So you have the pay scales that you all can look at and give us input input and feedback and from those that you have been given preliminarily. Uh you know [clears throat] give me some suggestions on what you want changed, how you want changed, how you want them changed and then we can kind of go from there. Is that not okay? >> Yeah, I think it needs to u be for discussion purposes part of the agenda. >> So, is that next week? >> Is that going to be on
093the agenda next week? Yes. >> Okay. >> All right. Thank you. >> Mhm. >> So, next you have a list of all of the supplements that we currently pay. Can I see the next one, Miss Diane? I'm sorry. So, this is a list of the supplements that we currently pay and it's not I get that it says athletic base. Uh, but that's not the case. Um, because you can look in I think yearbooks on there and we have chess on there. Um, >> so not all of that is truly athletics. Um but you can see how many we have per school, how many we have per dis per district and then you can see so they're not only in the past supplements was x amount but now um you have a base amount and then
094how much you your based on your years experience a little different. So, I need you to look over these by next week and let me know if there's any that you want changed and how you would like them changed and then um um if you're okay with everything, then we would vote on this to be approved as the supplement list. >> Does anybody have any questions today on that? >> Yeah. Um, have you guys spent any time looking through this with the idea that how to evaluate it for equality? >> You mean like are we fair in amounts with comparable districts or what? >> That is definitely a topic. Um, and then how do we value um one sport over another or one activity over another? like >> by what rules do we do we
095abide by in setting this and how often do we look at it? >> So um this is my first year. So we just put what we currently have uh before you all. So um these are the amounts that was set before me >> and those have not been changed. So that's why I need you all to look over this and let me know what kind of changes you would like to see. Um, so I think that would be uh a pertinent point about the amounts where they came from. I have no idea. Well, I mean internally uh as a outsider per se from the from the dayto-day on this, it would be nice to have some feedback too from um I guess your team, you and your team on on how how does this affect
096um our student athletes and our and our extracurricular participants and how do we retain like what how can we use this tool to do the job we want to go do >> right like is is this in line with what we're trying to accomplish or is it not in line with it right um >> I participation I can tell you participation in in a single area but as far as participation um in chess or versus participation as in fishing um we don't know that you know I mean so for me to say oh well so and so's is getting too much or so and so is getting too little without having the the numbers of of what [snorts] the ask is of that individual, it's going to be pretty hard for us to provide a
097whole lot of input and say, you know, and I I can tell a few examples that I've already looked at that that I think need to be adjusted um just at face value, but um trying to get a handle on what's feasible based on what we know about the about about this task I think would better be better suited coming from you and your department. >> So this would be something else that we would be voting on for sure to try to get in line with our budget in February at the February meeting. So, uh, what we can do, um, my team and I, we can look and break down the individual sports and give you like a, uh, when technically when they practice or when their practice is open, how, you know, the amount
098of time it's open, when their season starts, and how many games or matches or um, tournaments that they actually complete compared to how many that they could. Is that what you're asking for? >> Absolutely. Just understand what's the value of the time commitment and the outcome that that we're hoping that we get for the dollars we spend. >> I can tell you that if if you're just looking for a value of how much time spent to what we're paying, a lot of them spend way more time than what it's worth. Um, as a dollar amount. You look at at archery and I just I know that one because my kids been involved in it and they spend months and hours every [music] day, you know, and they're one of the least paid on there. >>
099And I just want to go on record, they were not paid until last year. >> Yeah. And so I I don't know that you can necessarily put a value just because of time spent. >> Um good point on it. >> Yeah. Just in I guess what I mean by that is just in scope of what we have established said value as >> um >> just to try to put it keep it keep it within and then you know there's there's another topic like what's what is this is a classroom right? That's what these are. These are all classroom settings >> that that don't generally most of them aren't happening >> um >> in the building right with textbooks. [laughter] >> So with what value do we put on that? That's that's for the board to
100decide. Uh a lot of districts put uh a lot of value on this. Now we we went up or was the other slide show did we go backwards in pay from 23 24 to 24 to 25 in the slide before >> based on years of experience probably >> that's um I >> think we got rid of a position. >> Okay. >> Yeah, there you go. >> So I I don't know if uh 2526 has the entire year on it just yet. >> Okay. a family business. [snorts] >> So, but yeah, so that's our numbers. >> And then the other thing is if we do create some some some level >> re reshuffle the deck so to speak, you know, if we do find that it is valuable to support our 435 425,000 whatever number you
101want to pick investment into this other classroom setting. Would it be important to have hired uh a director for for those departments. >> So, I would I would I would try to [snorts] be mindful of that while we're trying to discuss um how can we affect um this area as one of our four bullet points on our strategic plan. Um because both of them are on there. And [snorts] >> if we don't have a if we don't have a plan, we're going to we're going to miss the opportunity to handle something. >> Yeah. >> I'm behind you 100% on the director part and I've said that for a long time. If we're investing this kind of money just in stoppings and salaries and then the money that we're investing in our tracks and our facilities
102and everything else and we don't have a director over that, we have two that's trying to fill in a position and and this that and the other. They're doing plenty like they're >> I mean they're doing a great job with with what they have to do with. >> Um but it's a full-time job. It's not it's not a part-time of this and this and this throw this in on the side. >> And to Miss Farley's point, like she asked us to try to come back to the table with some with some numbers to help that, right? Like that would be exactly that's who would come to that's who if I were you, I would go ask, right? I would go ask the athletic director >> in the county, hey, can you help us figure out
103what our supplement structure should be? >> We don't have that position available. So, >> there's my >> I know we're wanting to uh in the strategic plan increase uh student participation in arts. >> Would would it be good to consider a a a drama supplement for a drama teacher to do a drama club or Sure. That's going to increase it. And you have some um you have two at the high schools um and then you have some at the um at elementary schools that have started a drama club. >> That might be something to look at here. I know we've got >> drama's on the there for two high school positions. It's $500 each. >> I'll speak up for them because they always ask, "Hey, we put a whole lot of hours in and put
104a performance on each semester. Yeah. >> So, should we do some middle school drama, too? >> Oh, we have plenty. >> Yeah. >> But yes, we can make a legitimate club if that's or a supplement if that's what you're asking. But yeah, we have plenty of middle school drama. >> Would you say there's about six or seven? >> Probably six or seven. Yes, sir. I know that's real big with you there, Mr. Matthews. I just pass. [laughter] >> But that's the [clears throat] feedback, you know, that's the feedback I need from you guys because you're the one that's going to have to vote to approve this, you know. So, I mean, but yeah, we can add drama at the elementary schools. >> And and how about Beta is not on here, I don't think. >>
105Nope. I think we just added student council this year, >> but it's just for the high schools, >> not for middle school or elementary school. >> Yeah. And one that's, you know, on here is the we've got a sport with a coordinator, you know, God love um what is it? Uh cross country. I like I don't I don't know. I guess I'm asking. I just see there being a coordinator for the sport. All other sports do not have a coordinator. >> Which which one? >> Scroll in some direction. Keep keep scrolling. >> Keep So there's cross country too. Uh keep scrolling right there at the second one [snorts] from the bottom coordinator. Yeah. Elementary school. We've got >> So what that is is that's that's not a coach per se. That is the person who
106oversees it and is responsible for the timing, setting up the races. In the past, this is how it's worked and done the ribbons and all of that for everybody. That that's where that originated from. When they started cross country, we had one person in the county that had a timing business and that was the cross country coordinator. kind of what kind of business? A >> a chip timing business that you use for the races. Like when the kids put their bibs on, there's a chip in there and that's how we track their timing. And there was a a school employee that had a chip timing business. So they were the cross country coordinator. They posted all of that information to the website. And I think we've had two that I'm aware of that was very
107>> in that job. >> Yeah. And and and I'm I'm I wish we had a lot every sport could have a coordinator ultimately is what I'm trying to say, right? Like I don't know of any of them that don't need one other than using a piece of technology to determine whether or not they started finish the race, which is great. I just don't know that we need a coordinator position specifically dedicated to that sport where every every other sport needs somebody to keep the score, keep the books, >> wash the equipment. Like there's plenty to do with all these other sports and and just sing I'm just it's unfortunate that I'm singling them out. I just I'm just looking at that thinking I know nobody's helping me coordinate baseball. I know nobody's getting paid to
108coordinate the schedule for >> their respons. >> So, how do we how do we how do we justify continuing to to to pay $500 to a school employee that have for technology that they own? >> And I don't know that this has still been used, >> right? And and that's that's what I'm getting at. This is why we're reviewing it is to figure out what's relevant now. >> Absolutely. relevant then and and how do we >> how do we get get in front of this and I'm sure we'll talk more about other sports here in a little bit but uh >> good stuff look like he's getting ready to say something else wait okay so um we can get you all anformational sheet uh for the practice the season and starting Um again, we will
109not vote for sure on these until uh February. So you will get some uh updates and information along the way. Anything else that anybody has about supplements. So, the next thing that I want to show you is um I reached out to all of the superintendants around us and uh to see where we were in subpay. Um so, currently for classified, which is not a certified teacher, they make $75 a day. a certified teacher uh that is a sub, they get $85 a day. And a retired teacher returning to Cumberland County gets $100 a day if they sub. Okay, so that's where we're at. And you can see the average in the upper Cumberland. This is all 16 counties around us. You can see the average and you can see the low rate and the
110high rate. questions. >> On to the next slide. So in looking at those averages, we came up with some some increases that we could give to substitutes and we looked at where we are now and how that would affect the budget. So if and this is based on obviously 180 instructional days. So, looking first at the retired teachers, if you went to um and this is if they subbed every day, they would make $77,400. Currently, we don't have anybody that does that because that jack up their retirement. But, um you can have option number one, 125. If they subbed every day, it would be 96,750. Option two, 150. You can see the amount. To the next slide, please. Uh, if we increase the sub pay, you can see the total cost if they subbed every
111day. And if you move that from 85 to 100 and then to 125. And here's the thing. Um, right now with certified sub, we're not the lowest in the upper Cumberland. Um, and if we went to option number one, we would still be below the average because the average was $101 per day. And the reason there's change at in that average is because some uh districts pay subs certified and classified an hourly wage. To the next slide, please. So, this is your classified or your non-certified. We are the lowest in the upper Cumberland. We're not the only one, but we our pay is currently the lowest. Um, and you can see the amount and this is based on the amount we've spent to this point. Okay. To the next, and then you can see how
112it's going to affect the budget. And that's all of them together. And you did receive this information last or on last week. >> So you could have already looked at it and seen it. It's not anything you're just seeing for the first time. But again, this would be something that we would need to look at um figure out how you want to proceed um maybe in February and vote on if this is something you want to go to so we can put this in our budget and see how it's going to affect things. Do >> you know how much we've spent to date this year on substitutes? Miss Sonia, do you know? >> I think it was the 40. >> So is it the >> that was the race for what we have been through
113on the current? >> Yeah. So for each of them the current we like that one the retire teacher >> that's what we've spent this year. I don't I don't have it in front of you know what it was. >> I was just could could you get that and then maybe what we spent overall last year total on substitutes >> if you can divide it out into which were certified and >> we can because there's two different budget lines for that. >> Yeah. So if we knew that total >> and we looked at that from last year >> last year >> and we decided to go with a higher option >> Mhm. >> we could we could look at it what it would have cost last year had we paid that option >> and see how
114much it would affect the budget. >> Mhm. >> Looking at it as is if we have the same demand year-over-year, which we probably won't. It could vary, but it would give us an ideal >> start budget. >> Okay. Yep. I can get that for you. But again, something to think about, something to to vote on. So, if you'll go to 8G, please. Thank you. So, this was another budget item that that we kind of talked about. Um, you know, last year when we looked at our pay scales, um, there were some people who were frozen. um and um some of those fell under a certain pay category of dealing with district-wide students. So in uh discussing with some of my team um I surveyed them to see what you know do you think everybody deserves
115the same amount of pay? Are some jobs more strenuous than others? Do you think they deserve a stipen? How should that be paid? And so on and so forth. So, one thing that came from that survey and discussion with my team was CDC teachers and special day teachers. [snorts] Um, we currently have 18 of those individuals in our district. Several of those were frozen on the pay scale last year regardless of their years of experience. It wasn't necessarily that they were over 20 or 25. Every they were just frozen. So, if you if they received a stipen for $1,000, there's how much it would cost. Um, and then you can see all the way out there. And I am looking it was another discussion that came out of that was looking at uh tested teachers
116uh and them receiving some kind of stop and bonus like if they're uh if they have geometry or if they have algebra 1 or if they teach 8th grade social studies uh and then we're we're looking at tying that to um how well they do. So I'm working on that. Don't have those numbers just yet, but wanted to share this with you. Again, this would be something we would need to consider and um vote on in February. >> Was 63 freezes? >> 59 [snorts] questions on this. >> Now, this is just for the CDC and the sped department teachers though, right? The other teachers where their aid was frozen and this that and the other. um that's not they're not necessarily included in >> this is 18 individuals who currently work every day in a
117developmental classroom or in a behavior classroom >> because at one point I know that we discussed because of the freezing us freezing that their pay or whatever of trying to figure out a way to get as we're trying to balance this scale out trying to balance this scale across the board of trying to do some kind of stopping or something for those teachers that's not receiving a bonus of some sort, a one-time bonus or whatever, retention bonus. >> And our teachers got that last year that they received uh every teacher that teaches students, uh 50% of the time they did receive a $2,000 bonus. >> None of which >> came from us. That wasn't us. No, >> come from us. That's what I'm talking about. Um that that was something that had nothing to do
118with us. And I mean I >> But still they got to $1,000. >> Well, I understand that, but that that's still not that's saying that hey, you know, somebody else gave you some money, so be happy with that. That's that's just not in my mind. It's just not showing our appreciation for the job that they do and and have done um for many years because a lot of them were were teachers that have been here for a long time or teachers that have worked to get their extra masters or doctorate or whatever, you know, and so so couple questions. >> Yep. >> Prior to um the pray freezes, was were we working on this before that? >> No. So, >> so how that worked out was you have um on the pay scale there's a
119there was a column there is a column that says districtwide and [clears throat] those teachers work with students from everywhere. So like we have CDC classrooms at Brown. We have CDC classrooms at Homestead, Crab Orchard, Martin, um Stone Elementary, Stone Memorial, CCHS and South. So, and they get kids from all over >> or close feeder schools. >> So, that was these individuals and they were on that districtwide scale. We had some other individuals that were on there as well, but um that that's where that discussion came from this or this came from that discussion. >> Gotcha. Yeah. I'm just trying. I mean, nobody I I doubt we received a whole lot of thank you for the bay emails. I know I didn't. Did we vote on it? Yeah. Um would I like to see us
120do something for everybody? Yeah. >> Um I think what your your point is to this is this is one of those hard to fill positions, right? It's >> typically these are going to be hard to fill you. 25 year teacher was a hard to field teacher hard to field position too though that's just if we go back if we want to replay all that the reason those were frozen is because in comparison to other districts they were making more than other districts >> substantially >> and and on those and on those scales because of the top being frozen at the last five years and doing percentage pay increases over time had ballooned those those higher graduate level uh sub or scales above the other scales. >> That's that's the reason they were frozen was to
121balance the scale. >> Um >> and I'm not disagreeing in any of that. I I understand that. And and what we're working for is the next 10 years, the next 15 years of it didn't take us, you know, 2 years to get into this mess. It took us 10 years. And that's what we're trying to balance that scale for is for the next 10 years. Well, right now we've got teachers that are getting hit because of those mistakes made previously and now they're taking a they're taking a hit >> for that. I I I would like to see everybody get so grace myself, but >> but by by finding a way to give them a stop or a bonus, a retention bonus instead of increasing their regular rate, it it doesn't count towards their necessarily
122count towards their percentage rate. You know what I mean? It it doesn't change what that scale stays at, you know? And that's where it affects the next 10 years. So, >> is this proposal um if you're not done? >> No, no. I'm I'm sorry. >> Kind of done. Yeah, >> I just uh had a thought and you you took a breath and I just started talking up. >> That's fine. >> Is is this an annual um ask or is this a one time act? >> This would be yearly. >> Okay. So, we're we would try to fit this in the budget just plan for that plus inflation from now till the cows come home for this group. And you said you were also working on something for other >> for tested teachers. >> So So
123how did we how do we get to the point where you're at where you're like, "Hey, we need to reach we need to work on this. >> So I I think the reason she's working on this is because in other meetings we've asked I know I've asked. I think some other people have asked too. Um, are there any areas that need to be supplemented because they're hard to fill? I think Shannon called it hard to fill at one time. >> Yeah. >> And these are the ones that Dr. Farley's come up with because part of that part of that pay scale conversation last year came down to teachers have teaching degrees and we had two scales where the same degrees were getting paid more because they were countywide, >> right? of those countywide employees. I
124think part of that conversation was those countywide employees also get travel reimbursement if they travel to, right? So what is the reason that countywide got more than than a stationary teacher with the same degree? We all voted to merge those two salaries together, salary scales together because they have the same degree. And then what came from that was were any of those countywide positions hard to fill or or were there any of those areas that needed to be supplemented? Was that the was that the reason for the split of the two pay scales? And and maybe some of it was and some of it wasn't. So that was why this conversation started with do we need to supplement some of those hard to fill areas. >> Yeah. >> This this surfaced as one of those
125from Dr. Farley's team. Have we lost Did we lose these folks? >> We lose some of these pretty much every year. >> When we froze pay, we lost how many? >> none that I know of, but you know, because um I can check the list. Um I have the list of those individuals and you know, that happened at the beginning of this school year and to my knowledge, none of those individual we've been blessed, right? >> None of those individuals have left the system. So, do we know if we lost any employees during the freeze? >> I guess that's just what I'm like. >> There are districts that there are districts that pay supplemental pay in hard to fill areas and this is one of them in some districts. I'm not sure that's all, but
126[snorts] I think you just proposed this for discussion for the work session. Right. >> Correct. And then, you know, we would need if if this is what you all choose to do, then we would need to look at it um and vote on it for February so we can get it added to the budget. So, there was one person on here that their pay was frozen that I know is no longer with the system. However, that person had retired. >> So, out of 59, you know, 58 we still have. >> Okay. [snorts] >> Perfect. Thank you. >> Uh, anything else on this? Again, food for thought. you have it. Um, so you can be thinking about it for [snorts] February. >> So, I had something along the salary and and benefits discussion that I think
127I mentioned it to you, but I'd like to [clears throat] see us consider and and develop with your team a way to come up with a bonus structure for the outcomes that we that we generate each year. And then by understanding what the potential each year is for those outcomes. So for instance, third grade, if we meet or exceed expectations with every student, what is the [clears throat] outcome going to look like for that? So we we earn an outcome for every student that meets or exceeds expectations in third grade. then take that potential and say if we earn 50% of that potential then we give a bonus to the K4 cluster for that because third and fourth grade both actually earn outcomes. If in fourth grade you advance one one level from either from
128a lower level on the expectations on the scores you get outcomes for in fourth grade. So that K4 cluster could we take and and say if we meet 50% of that we're giving you this bonus. If we meet 75% of that we're giving you this bonus. If we meet 90% of that and then start start instead of supplementing those tested areas start giving bonuses based on the performance or outcomes in those areas. You could do the same thing in the 58 cluster [snorts] and also in the 9 through 12 cluster. So that's something I mentioned to Dr. Farley that I'd like to see us explore a way to to [snorts] give bonuses for performance. >> When you say district, >> that's what I was going to ask >> districtwide and I think >> performance of
129growth achievement or both or >> that's achieve that's achievement on the on the TCAP. >> That's how we generate those outcomes. >> So based on standardized testing, >> correct? So we're we're incentivizing them to improve their standardized standardized test scores. >> Yes, that's correct. >> So right now we as far as ELA goes, that's that's how we would generate those outcomes in third grade and fourth grade. And we're at 34% or 33% last year. 33% last year. So, we generated $355,000 of outcomes, something like that in >> K3 >> three three four uh third grade and fourth grade outcomes >> 33%. So, what would we generate if we get the 50%. And and it and it varies depending on the student needs. So if if we're if we're in those categories of economically disadvantaged, we
130get a 20% of the of the base of TISA funding. If if it's other if they're not in one of those categories, we get a 10% outcome of the base. So we can calculate what what our possible outcomes would be and what our possible bonuses could be if we meet those goals. I don't know if any other districts are doing that at this point, but I think that would also help with the countywide PLC's. >> Uh, everybody working together to try to generate those outcomes to generate a bonus in those in those areas. >> That's all I had on that topic. Are you all ready for me to go on to the next one? >> I'm I'm going to say it. Just because I say it don't mean it rings true. But I I don't
131like the idea necessarily of >> having a bonus structure like that >> just based on outcomes of TCAP or this that or the other because I think that in a in a way it it kind of >> it in a backhanded way it's saying well we know you're not doing your best but if you did a little bit more you might be able to get there. You know what I mean? And I don't think that's the the case with any of our teachers. I think they're all trying to do everything that they can and they would get 100% proficiency if they could. And so [music] by trying to offer a bonus like this, we're to me it feels like we're cheapening down their efforts. You know, we're we're putting their efforts to a monetary value
132and I don't think that's the case. I feel like their efforts are 100% every day or else they wouldn't be in the classroom. That's just my opinion of it. It was just food for thought. So >> yeah, >> I look at just the opposite. If you're working together as a team, that team can be from an individual school or as a district, as a third grade, as a whole or whatever. If you and I are both teachers, we can not only help each other, but we can also help hold each other accountable. >> And because [music] if you mess up, you're affecting my bonus. And likewise, if I mess up, I'm affecting yours. So it can promote teamwork and a a fail stock to help hold each other accountable as teachers. >> I mean, I
133kind of feel >> we can all check the box. We can check the box, meet the minimums, and everybody gets paid or we can work a little harder and everybody get paid a little more. I'm going to work a little harder and get paid a little more every time. >> That's a question I have. >> Is what you're proposing [clears throat] at the macro level >> or the micro level? So, if you're a rock star and all the kids that you're responsible for, their numbers are 70 and I'm I'm over here just barely showing work every day and all my test scores are at 20. Are you going to are you going to get the incentive and I'm not or are we worried we're hoping that everybody does pulls on the rope hard enough for
134us to move ourselves where we want to go? >> That's my proposal is everybody pulls on the rope. the mac macro level achievement. >> And I think what we talked about too is before we look at doing this, we at least want everybody to be at 50% proficient, >> right? >> Or just grow. >> That's something to determine. I don't know. That's just those are just numbers I was throwing out. >> Yeah. Just I mean follow whatever we've got some numbers populated for us. So you kind of have to >> I mean we can get some feedback from from teams of teachers too on that but >> just just something to promote bonuses for >> outcomes >> achievement. Yeah. >> We don't have any bonuses for anything. >> Nope. >> So I mean that's a
135>> it's a plus. >> Oh incentivize people. you get I mean this is going to sound whatever it sounds but there's no question what your value is if you kill with you eat what you kill at that point right [snorts] it's it helps to have a base plus above the structure that usually takes off pretty good in any work environment I've ever been in I've had several structures that when we go to um per unit focus the per unit outcome raises. So I I don't disagree. I think it'd be hard to swallow that you did make the effort in year one and you killed it and then my numbers went backwards and be like, "Okay guys, let's do it again next year." That would be complicated. So I would I would encourage us to maybe
136find a way to develop a micro and a macro incentive package. >> Something that Yeah. So something I thought about there is we we have schools that are in the 60% right and I think Dr. Farley created the countywide PLC's to pull everybody together. What are you doing over here? We're not doing that. So I I feel like if doing it a countywide countywide bonus structure like that, it helps everybody pull each other along in every school. >> I like the idea that we're willing to do something different to get different results >> potentially. >> Yeah. >> How about a fivem minute recess before we move on to pass this one? >> Recess for 5 minutes. sometimes. That's I got mine. Yeah, I got a 40 by 84 and I had them come in do
137it. >> Excellent service. >> I think they'll do every bit of it. >> Yeah. I mean they I know they come in and they they done the whole set of poles all built the structure the whole structure and >> for my 40 by 84 >> it was usually >> out the door everything including I didn't have walls and that I just it's over it was I think what it ended up being So I mean that was >> and their service was >> 40 by 84 >> and they they could have been in and out in two days but because of the rain it rained real bad one day and it took two and a half days. So I mean they were I got 66 post metal trusses 2 by six uh runners across my trusses
138and all the metal and two ends I didn't or not enclosed but just the g 14 is the lowest >> [clears throat] >> call the meeting back to order. >> Yes. >> Okay. So, the next thing um you know, we talked to uh when uh we met uh when Mr. Mr. Van Wink and I met to develop the budget. We talked about just putting anything on here budget related that will obviously affect the budget. So you all had discussed changing the class size um in K3 from um 20 uh from 25 to 20 being the maximum. So if we looked at current numbers that that's where we are at now uh in those grades that's how many uh each school has in each grade how many total and how many new teachers we would need
139to add if that happened and countywide at this moment we would need to add 11 total I think. Um, and then we also added to this sheet how many new third grade teachers we've added and how many new teacher assistants that we've added this year that you all allowed us to add back in we started that in October. We finally have three teachers in place and they were all hired ironically in December. So, but that's what all of this is for. So again, this is more information for you when we look at doing the budget and how that's going to affect it. >> Okay. Okay. So the next item, elementary basketball discussions. [clears throat] So currently we have a K through five basketball season. We have a 6 through 8 basketball season and we have
140a middle school season. Okay. 3 through 5 that starts September. Uh usually done around fall break time, October. Um middle school starts right after the I'm sorry, the 6th through 8th starts right after that and um we get that finished hopefully before Thanksgiving. And then you have middle school at the high school through the high schools. So based on when you all started this in 2023, I do believe um the a a procedure manual was developed um and it said if you play at the elementary level, you cannot play middle school. So they had to kind of make a decision where were they going to play. So, uh, in looking at this and in dealing with a lot of frustrations that we've had to deal with, um, what I, uh, recommend for the next year
141is we keep our, um, 3 through five. We do away with the 6th through 8th at the elementary schools and then we have our middle school teams. So, uh, the reason I say that CCHS feeder, so this year at the 6th through 8th, we had, um, six teams total. The CCHS feeder side, uh, had no girls teams, even if we allowed them to um, co-op and and try to get kids to come. Um, we only had two middle school girl teams. Um and um then that we had um four middle [snorts] or four sixth through 8th boy teams. This year at both of the middle school teams they now have a JV and a varsity which opens up opportunity for more kids to play and last year CCHS did not have that but we do
142have that this year. [snorts] Um, and another reason is if you can if we can do that, hopefully finding coaches would be easier. And [snorts] we just had issues trying to find reps. We had issues trying to get people to work the games. Um, so that is what I am projecting or asking for, asking for your blessing to do. And [snorts] again, this wouldn't be something you all could vote on tonight. Um, but it would be something for Thursday. >> I'm I'm not fan of that idea at all. Um, for one, the money that it brings into the school, different organizations, different clubs to help them by having those basketball games there. Um, >> the availability for kids to be able to play in in sport in basketball and learning the game six through eight.
143Now, I think there needs to be some work done as far as scheduling and this that and the other goes. I know this season from 6 through 8 was an absolute disaster. >> We didn't have kids that wanted to play. We didn't have enough to make teams. And I understand that's >> we still have teams kids that did and there was a lot of kids [music] that did. >> I just I think they're taking way of an activity that kids need still. and we're trying to get more parental involvement and yet we're taking away opportunities for parents and kids to come in. I don't see how that helps anybody personally. question. I have a question on this is do you have participation numbers like total numbers? >> No, I don't but I can get them.
144But Brown did not have a boys or girls sixth grade team. Crab Orchard had one and it was a boys team. >> I mean, [clears throat] so I guess what I'm getting at there was that was there seven students on the team, student athletes >> in that I don't know, but I can get it. >> I'm just wondering what the overall participation is. >> I know like South had They probably had >> 15 players on their team. >> They just had a boys team. >> Pleasant Hill had which I think they only had one. >> They only had a boys team, >> but they had like 15 kids. I mean, they had there was a lot of kids involved in a lot of these schools. Um whether they had girls teams or not. Um, Pleasuel
145had uh I know they had 20 cheerleaders, you know, so I mean that it affects them too because you can't have that many on the cheer cheer squad just for the [cough and clears throat] u middle school cheer. So, >> how much money is is raised, I guess, with those games? >> No, [snorts] I had a principal tell me in when I had a third and fourth grade game and you had a boys and girls concessions, they would easily clear three $400. So when they had a sixth through eighth grade, sometimes from my understanding there was three different games and they were all boys games unless you played Stone or Homestead I think or North or Homestead. One of the schools didn't have one cuz we only had two girls teams. But um when they
146had those just the boys games, their concession one night was barely $175 >> from a school that had just the boys games. Their concessions went from their third and fourth grade game or their third through five games when they had a boys and girls team, which all of the schools but Pine View did. But when they just had the middle school and they did the three boys games, their concessions dropped to $175. >> They did not discuss that with me. I don't know. >> How How much does it cost to have one of those games as far as And I know we're paying teacher teachers. You're paying teachers to work and they get 40 40 to take up money and then you have >> officials. >> You have to pay the officials >> coaches supplements
147>> and then you've got your coach I mean you know yes that comes out of that as well. >> Um uh and that you know depending on who does the clock >> some sometimes you have to pay somebody to do the clock. Um, so you know that's the money that you're out >> just trying to look at it from a financial standpoint as well as a participation standpoint is the reason I ask you for that information. >> Sure. before doing away with it, I I would be way more inclined to trying to put more emphasis on it and trying to get more participation and really [music] put the work in to get the participation from the girls for the girls teams and this that and the other rather than doing away with it just yet.
148>> Well, again, this would be something that uh you all would need to vote on next Thursday. So, This >> is my recommendation. I'm not the only one that had input in this. >> So, can you explain to me why we we need to vote on this? >> Well, he did the last time. >> The board did the last time. Uh I mean, [clears throat] you know, hey, I can make the decision. Obviously, Mr. Matthews wouldn't agree with my decision I made, but I can make the decision if you all don't want to vote on it. What if we want to vote to not do middle school sports and go back to elementary basketball? What if that's what we want to vote on? Do you see where I'm going? >> Right. >> Yeah. >> I
149mean, you're the board that, you know, that I mean, >> I don't understand why you're saying we need to vote >> or for this sport in particular. I know there were several that didn't want to play the middle school sports or didn't have the opportunity to make it to all the games and practices and this that and the other. And so they they chose to not play in the middle school to play the elementary school. Is >> there a policy that says we have to have elementary basketball or not? >> Nope. >> No. Our policy says that we determine what extracurricular activities are annually. >> Is there a reason that we have to have middle school football and middle school basketball? >> Nope. >> No. >> Or school buses. So, [laughter] >> so >> I
150mean and you know >> when when annually does this come up? Is it the January meeting every year that we talk about sports? >> No, >> it says we should have a time. But here's the thing, you know, we need a decision made because um we need to figure out like a a policy manual and how we're going to do this and we need to get schedules out, you know, and because last year they didn't get schedules until July, >> June or July. And that that's not good for anybody. So, you know, that that's why another reason I wanted to put it on here is so we can get schedules and figure out how and when and what. Okay. But I mean the when when they voted to do the hybrid plan, if you all
151remember, and I don't know who all was on the board at that time, but when they voted to do the hybrid plan and have the middle school team, the sixth through 8th grade teams at the school, the board voted to do that. They voted to have the three through five, the six through eight, and the middle school teams. And that was a decision you all made. So that's the only reason I put it back on here. So this is another reason I think another reason behind having enough director so they can get this stuff scheduled out and get you know put in an effort to get involvement and all of that stuff. I think that's something that we're losing. >> You don't think if we had an athletic director that their recommendation would make her
152Dr. Farley? >> No, you don't. >> I I I just I think that they're doing their job and getting out there and getting having the opportunity to encourage the coaches, find the coaches, get the train the referees or whatever else that it could be a very a whole lot bigger program. But instead, we're we've got we've just got a guy doing it part time well >> at two schools. I think that's you're making two good points. That one, whatever we put someone in charge of typically thrives, right? Or at least has an idea to do so. So, as much as I'd like to agree with that that we could just go from there to where we'd like to be, going all the way back in the course of history, like we've we've allowed all of
153the other sports to not be supported in that age group, right? So holding on to that particular sport for that particular age group is is and and I say this with two twofold. The sports are thriving in those age groups outside of the school system. Right? So football, baseball, soccer, all of those other sports are thriving once they've exited the school system. So they're still taking place. are still recreational opportunities for kids to play sports and they are thriving in ways that they weren't thriving when they were still in schools. So, I'm not I'm not going to um pretend like we can't influence it because if we did have somebody I think we it would possibly be influenced. However, the participation numbers like those kids and their parents know that there's been basketball season taking
154place forever and ever and ever, right? So to not sign up, I don't think it's a lack of information that they've had to know that there's the gym over here and it's basketball season. It's just it's it's the attrition rate has came because there's other opportunities and they're not choosing to play school sports. Why is that? Could be also because the coaching is poor or less than standard. It could be uh the schedule isn't rigorous enough. It could be the time commitment is too much. It could be a number of things. Um is why that they've elected to play more competitively and play middle school versus intermittent short-term recreational elementary. So I I don't know that to be 100% true, but the people that I've chatted with the before and the and the now um
155are different and people prefer the now versus the prior. >> See, and after moving through two of these seasons A lot of it has been more >> parents can't handle the schedule of the of the game for one. >> Um I mean >> it's I I don't agree with that though. Like >> I'm a president of a youth baseball organization. Like they play ball four days a week. >> So to to not be able to go to participate is just >> it's a choice. Like you either choose to go do the extracurricular or you or you don't. >> But which child do you choose to go with? Because this year we had to choose which child we had to go with. Yeah. >> Because one daughter had to go over here and I know that
156I'm unique individually. >> Well, everybody's got that at their house, right? If you got more than one kid, that's that's just the tails all this time. So, >> so >> we can't fix that. >> I think I think both of you made your point at this at this [clears throat] >> I I agree. I mean, I think you're not wrong, though. So >> I guess what it comes down to is you're recommending that we that we don't have elementary basketball in sixth through 8th grade now. >> Correct. >> Okay. >> And again that you know >> if you could from my point just bring some financial information and some participation information for for that topic at the meeting next week. So would you be okay if I ask two schools one from each feeder side
157or do you want every school to give me their numbers? >> No, just just an example. Just an example. >> Participation wise, it might be good if you have the total number, >> right? I'll get the I can get the total both sides for participation, but the financial piece like how much they made at the gate, how much they made at the concession, that might be a little bit harder to get at each school, but I can, you know, give it a whirl. And and then as far as >> as far as the total cost >> Uhhuh. >> that supplement wise and and all of those things, >> are there other areas that that would be more beneficial for students? >> Where I was going to go with that? So we can move on to
158the next topic if there's no more discussion or other points to be made. >> Data accountability. >> Okay. So the next thing is the accountability presentation. And if you look at your monthly to-do list, uh this is due in January. So the first information you see here, the ELA achievement and growth for the for each grade level districtwide. You've seen this chart before, but again, just threw it out there. This is third through 8th grade and all tested subjects at the high school. That's our ELA and that's our math. We math is the next slide. Okay, [snorts] so schools are judged on two different criterias. That's federal accountability and you can see what we're judged on there. And I know that blue is a little bit hard to see, but we're judged on certain items
159in K through 8 and we're judged on certain items at the high school level. And you can see what they are in the percentage. And then you have your state accountability and we're judged on different items there. And you're also judged K through eight and high school. And the uh your state accountability is where you get your letter grade. Okay, questions on that. Okay, so the next slide is T-Boss. That's our growth. Stands for Tennessee value added assessment system. So that's our growth and you can see where we were in 24 25 23 24 22 23 in each of those subjects. Literacy, numeracy, literacy and numeracy science and social studies. Okay, question there. Okay, here's our ACT score and we are 19.3. Um, and this is our scores countywide over the last three years and
160that's comparing us to the district. And again, we really, really, really want to get to 21. That's what it takes to be a ready graduate. >> Comparing us to the state. Correct. >> Correct. State and district. Any other questions here? Okay. So we have graduation rate and we have two. You have a state graduation rate and a federal graduation rate. Not easy to say and you can see our numbers there. Um questions there. chronic absentee. That's a number you want to decrease and that's what we're seeing uh in that's what we saw in the last school year. And again, that data is broken down by 9 through 12, all grades, and then K through 8. Typically, uh your most chronic students are your 12th graders and your kindergarteners, ironically enough. And what it takes to
161be chronically absent is if you miss 10% of the um 10% of the school year or um 18 days. And it doesn't matter if those are excused medically or excused period. You're chronically absent if you miss 18 days. Okay. Here is our ESL scores. Um and this is our percent that exited versus our percent that met the growth. Um [snorts] and in uh and this slide would not allow us to start with 2425. So 2425 is the last slide. That test is called ELPA which is uh li uh English language proficiency assessment. And the other two tests were weedas and I don't know what that stands for. My apologies but you can see uh last year we did show growth in both our percent that met the growth standard and the number that exited out
162of the program. [clears throat] questions. >> Were you able to find out? >> No, not yet. >> Okay. >> Uh, >> I was going to ask so everybody knows what I was >> right. That's what I was getting ready to say, too. >> Find out what percentage of those students that tested out scored proficient on their TCAP scores. So, are are we does this test align with the TCAP? >> No. No. This is um they have uh four parts of this test. They have a um >> I guess what I meant to ask was do the scores from this test align with the TCAP score? >> Now that probably not because here so the TAP >> saying they're proficient when they test out of this, right? They can be they can speak English well enough
163to function. That's not what this is saying. >> No. >> Okay. Explain to me. >> This is te they test four areas on this. A speaking, a listening, a writing, and a reading. But those are not the ELA standards that are taught in third grade classroom or fourth grade classroom and they have criteria that they have to meet. So no, it's not saying necessarily that when a child exits the ESL program that they can speak English and understand it. Does that make sense? >> So once they once they pass this test, do they still receive ELLL supports? So when you um when you exit out you become so you have exit out I think and a transition one and a transition two and yeah I think they do receive just like maybe a check in
164but not they are not pulled out once they exit the test. >> So at that point they're expected to be proficient on our state testing. >> Yes. And those are not guidelines that we set. But yes, the state is saying that's what I'm asking. Once we once they test out of our program for for ELLL, are they proficient on our state testing? That's that's >> I can't get you the number. Mhm. >> But you're saying that [clears throat] they they are still present in the class. So they may exit out. >> They may exit out of >> But they're still physically >> present. Correct. They're exiting out of our supplemental services for English language learners. So what happens if you're identified as a ESL student? You are pulled to work in small group with the
165ESL teacher. So if you exit out of the program, you no longer are pulled for those services. Gotcha. >> So uh the next is um federal accountability. So they give you from um needs improvement um I can't remember the second one to advancing to an exemplary district and they take all of that criteria that I showed you in that second slide third slide and give you an average and um last year we were a 2.3 year before we were a 2.4 for and that's advancing. To be an uh uh exemplary district, you have to have a 3.1. So that's how far away we are from being an exemplary district. Federal accountability also gives you designations for your schools. We had two reward schools. Crab Orchard in South Cumberland. We had two schools that were designated
166TSI, which is target support and intervention. We had one school that exited that and then we had one school that exited additional target and support intervention. Our state accountability, we had two A schools. Again, if you remember, I told you you're identified as A, B, C, or D. We had two A schools. Those are Martin Elementary and South Cumberland. And you can look at 2324 and see how many A schools we had, how many B schools, C and D. And you can do the same thing for 2425. >> Are we doing anything to celebrate the successes of of this? >> I'm so glad you asked. >> Yes, I have reached out to two banks and they are providing dinner uh or lunch for all school employees. Uh and that is next week uh at Crab
167Orchard in South Cumberland. And I've reached out to another bank and worked with Dr. Eldridge and we are the other bank is going to provide suites another day in February for Martin Elementary and South Cumberland. >> I'm not sure that Martin Elementary and South Cumberland know that yet, but yes, that's going to be happen. They do now. >> But yes, >> I think it's good that we're celebrating those successes. So, >> well, it's thanks to local banks. >> Mr. Chairman Dr. Carly may interrupt. We're getting reports west and eastbound both shut down >> at the real county line. >> Okay, I guess that means I need to speak quick. Okay. So that's the >> one other thing is so as far as our strategic plan goes >> and our our goals that we have set
168for that strategic plan. How did we perform this year to those goals? Did we meet the AMOs? >> Some schools did, some schools didn't. Districtwide, I'd have to look cuz I don't we don't get districtwide. I mean, you know, and we don't I don't think >> so. The reason I'm asking is we don't want to set goals that we can achieve, >> right? >> Or that we're already achieving. We want we want to set goals that stretch us to achieve more, right? >> So, I'm just if you could let me let us know that >> are we stretching our our goals where we need to. >> Okay. >> I don't I don't want personally to set a goal that I'm already achieving. >> That's my point. Okay. Anything else on accountability? And again, you'll see
169this next uh Thursday, you know, so the public can see and know what's going on in our school system. Anything else? [clears throat] So, um we've talked about doing this before, so let's put this down and get serious about it. Several of you have asked and shared things that you learned at the uh convention. um and you wanted to discuss that with everybody which I think is great. So in looking at two dates um looking at uh January the 26th or January the 29th and looking from 4 to 6. >> Okay. >> Good. Yeah. >> Mr. Davis >> 26. >> Okay, Mr. Van Winkle, >> I can make either word. >> Okay, so right now we have four to one for the 29th. >> Enjoy. >> So I will find us a work on finding
170us a location tomorrow and share that information with you all. Okay. So, you know, that meeting in December was really quick. So, we have um policies that we're continuing to update monthly. My team is doing that. And so, these are the policies that we have for first reading in December and January. Um again, these were shared with you last week. So, [snorts] um, hopefully you have looked over them and if you have any questions, let me know. >> Yes, sir. >> One on testing programs 4.7. >> Okay, just a formatting thing. I guess you get past nine goes back to one, but there's no determination what that is. did say the director. >> So I'm not quite sure why 21 and 22 are struck out, but I would assume that that is it because the
171director of school shall be responsible for planning and implementing the program which includes and then it lists those things. So that's why the number starts out and I don't really know that 21 and 22 should be struck. >> Okay, that was my question. >> Thank you. >> So I'll put to unstrike those >> because if it's not you, who is it? Yeah, that's I had a question on that same policy. >> There's a strike through on the determine the progress of students. >> I can get with my team and see why that was struck out because I don't >> What's the other purpose for me? What >> we do that right? >> Correct. But I I can find out and struck. >> Was that 20 and 21? Miss >> that could be >> line six
172>> and one do for the other. But still needs to be. >> Okay. >> I had the same thing on those. >> Okay. Any other questions on first readings for Jan or for December and January? >> 5.117 line five on page two. Line five, page two >> says the must survey to is that they or the teacher or the employee or what is it supposed to be? >> Okay, that is and it says what is returns a if a teacher resigns from a school system and later returns the must serve. Okay. I think it's they. I think it should be they. >> They or the teacher. I serve it to you. >> Which do you want? >> Whichever works for you. >> The teacher would probably be more uh clear. Okay. That will be fixed.
173Any others? >> The only ones I saw. >> Okay. Mr. Van Winkle. >> Uh 3.2 line four. Okay. [snorts] >> Yes. I had to add on line four which includes the budget requirements for each ail facility >> which includes >> saying line four not number four >> line four at the end of the sentence remove the period and say which includes the budget requirements for each facility >> my suggestion there >> you may also have um hang on >> oh I'm sorry I didn't realize you're taking [clears throat] >> I've got it Diane, >> I got it. Okay. So, what do you need, Mr. Davis? >> Um, I forgot the specific language and I apologize. I don't I just went out there to get this out of my car and left it in there again
174because I found my phone. But anyway, um that we added uh Yeah, I got broke out in here. Um [snorts] >> that we had added that we were going to keep up with uh the per school expense. to the the they were going to they're going to develop their maintenance per school expense. And if there's another place better suited for it, so be it. But >> I think I think that's why I asked to add that was because of what he's saying right now is that >> okay, budget requirements for each facility. >> For each facility. >> So that would be each school. >> Correct. Correct. >> So are you good with that? >> Yep. So long as it's >> so what that how that's going to read the director will develop and implement a
175continuing program of maintenance of all district owned buildings and grounds including the budget require or includes the budget requirement for each facility >> could be including or which includes the budget requirements. >> I think I've got which and I didn't add that. So >> okay, >> are we good with that then? >> Yeah, that way it's just easily >> easy for everybody to to see. >> Seems like I remember that from another meeting because I just moved my notes over. I think it was discussed at the retreat, but I don't know. >> Yep, that's it. >> Okay. Anything else? >> 4.6 grading system. And you don't have to pull it up, Diane. I just noticed I went out and looked online and some of our online materials are not up to date. I was just
176going to ask Dr. Farley to check that for a grading system there. There were I found something that was from 2019 on our website. So, >> and I'll be honest with you, I mean, I've made sure that we our supervisors and all of that and that the public knows who to include. We added the uh birth to three initiative, but as far as like diving in >> and you may have it somewhere else online. That's just what I was able to find just by going to look at our grading >> system capabilities online. >> Okay. And then 1.901. >> Okay. [snorts] >> Line 25 I think. Uh >> it should say or should read shall report each application received to the BOE and to the commission. Oh, so you want so you all want to
177be includ So you want that added >> if you're going to report something to the to the commission. I think the board should know that. That's why I thought it should be added there. >> But I and I don't Okay. So if you go back up and you look at line 19, >> uh they struck out the Tennessee Department of Education, which I think that should be the commissioner, which is the commissioner of education. If you go to 15, it says public charter school commission. The commission, >> correct? Okay. So, I see what you're saying. >> I think I think everywhere else after that, we've used the commission. >> Commission. Okay. >> And the only other thing I saw there is if we're going to notify the commission, I feel like the board should also
178be notified. >> But that's not the county commission, right? You understand? >> No, I understand that. That's the public charter school commission. Right. So what you're saying is it should say that if we receive >> application >> no uh line 25 uh and and going back to the previous line the director of schools or designate shall report designate shall report each application received to the BOE and >> and to the commission >> no later than 10 days. So, what I'm getting at is if we're going to report something as a district to the >> to the Tennessee State Public Charter Commission, the board should know that. >> So, if in the same notification, we can be copied. >> Yeah. And like you said, in 19 it says the board's going to get the applications, but
179it's talking about in February. >> Yeah. >> So, prior to February, if we if they apply, we just want to be notified before February gets here. Yeah. And the commission may or may not tell us, >> right? Understood. >> Okay. Others, >> uh, 5.202. >> Okay. >> Was there a some type of change or law change on this policy that u attorney to those lines? >> Yes, the attorney advises to strike those lines. >> Okay. I that was my question. Notice that it was removed and I didn't know the reason and then 5.18118 [snorts] uh line 9 needs to be changed to CJIS. >> Line what? >> Line nine. >> Nine. >> I think that was it. >> 118. >> No, I think it's line 19. >> Had a typo. Yeah, that's it. There was
180another There was another header. Scroll on down, please. I may have left it header that wasn't changed. Right there it is. Number nine, line nine, disposal of C HR I. It should be CJ I S. Yeah, >> line N. C H R I C J I S. Got it. >> Okay, it was page two, line nine, I guess. Sorry about that. >> [snorts and clears throat] >> That's all I have. >> Anybody have anything else? December and January 1st readings. >> Okay. You will be voting on these. We will get those changes uh made. And these are our second readings. And I think we originally voted on these way back in November or well, nope. October. We didn't have a November meeting. Anybody got anything on any of these? >> 3.3 equipment. I had something
181for that meeting that I just moved over, but model policy on this from TSBA. >> And the reason I ask is is because we're we're saying that anything that is left on school property can be taken over by the school system. Basically, it can become our property. >> Correct. What kind of legal issues could we run into in that situation? I if if for instance uh somebody volunteered to mow the field and left their lawnmower there for a long period of time and we just confiscate it. Yeah. Would we run into any legal issues? I mean it sounds funny but >> Right. >> So if a teacher bought the classroom >> that's a good point too. any all and all equipment and materials placed in the building and we changed on school property. >> So
182>> any group. >> So typically what you do is like if if something like that is your personal you put personal item of whomever on the bottom of it where nobody can see it. But um I can look for a model policy and let you all know what it says. >> Okay. and and maybe even see if there's any legal consequences for confiscating somebody's property. >> Okay. >> Sounds really bad. >> You I I see what you're saying, but do you know it does sound bad when you say that we're going to confiscate someone's >> confiscation? There's a legal term. I can't remember it at the moment, but it's not confiscated. There's >> Thank you. >> for lack of a better term. >> Yeah. I mean, I'm not a lawyer, but I can't remember right
183now. There is a >> an exception. >> That's close to it. There's another one that I'm still trying to think of. >> There you go. >> I have the policy on that. >> Please do. Thank you. >> Anything else on second readings? >> [laughter] >> Okay. [snorts] So, these are first and second reading policies and there's two of them. So, travel >> changes every week, doesn't it? >> Well, so um while you know I I agree and I I like what you all wanted to do about you know going to a pdeium. Um >> I think you actually recommended that based on what the county does, >> correct? >> And we >> and you you agreed and you voted and then we saw the financial uh impact that it has on our district. Um so
184we're asking to change it back to this and I'll give you a minute to read over it just in case you have any questions. This is the same as what was attached, right? >> Correct. No changes have been made. You know, you should have had this, but if you're going to ask questions, I want to give you a chance to read it. >> This is what you and your team are recommending now at this point. >> Correct. >> Okay. Okay. So, [clears throat] any questions? Okay. So, you're good with that? So then the next one is drug testing. So this is left as it was you know we had some discussions about this and um in reaching out to legal about this um I was told that many systems no longer use this. This is
185not a requirement for TS for TWSAA. uh this is an expense to the system regardless of how many kids we use, how many or how many kids we test or whatever. So that was Legal's um suggestion. I just wanted to share that this will be something that you all will need to vote on next week. >> So we voting though to just completely remove this from our policy. >> Depends on the motion. >> Absolutely. >> Okay. I don't know if we want to have the discussion now or the meeting. >> Why not have it now? And >> Okay. I I have concerns about removing this just because of the intent of it. And I I know that we've had some emails going around with with policies from other districts and model policies and things of
186that nature. Uh, I feel like the intent is to protect our students from drug abuse and have the ability to do that. It doesn't necessarily require that we spend as much money as we have in the past, but it does give us the capability to protect our students. And and if it needs to be rewarded or modeled after another policy, I think we need to keep it personally. uh that would be my discussion point at the at the meeting. So >> So what I will do if you all are okay with this is um I will send you in your Monday email I will send you uh model policies the model policy on this um and I can send you some surrounding district or some districts that have a uh policy. That's just my personal
187opinion on the on the policy itself. >> Any other questions? >> Just one caveat there. I think it's good to have the policy. Just a matter of whether we choose to enforce it. >> Well, currently it hasn't been enforced >> since 22. we start seeing 21 do that and you can say yeah >> we have a policy >> okay >> that's kind of where I'm going with the same same concept >> is is we don't have we we've I don't know why we said we have to test so many students per year it's not in it's not >> six says randomly throughout the year mandatory screening will be required so we gave a time we said it's mandatory and said it's required so if we don't do it at all >> then we're violating in
188our policy. >> We either modify that to say if chosen to implement or at will we will we can it doesn't even have to be random. It it there are policies pertaining to this that as needed or as as [clears throat] this administrator sees. >> I think legally if it doesn't say random that means >> that's right. >> Yeah, you're right. But randomly do one >> that's random >> one's two that's got to cover it's >> not what you're intending to do but that that will cover the guess you can just scratch them from the discretionary social screen >> there are four calls I think actually the the TSBA model is four calls right >> I don't know because it's been uh a few days since I've looked at this policy >> I've got [snorts]
189that So I when in my email I will uh include other districts so you can see >> at least give us the option of considering some other other alternatives besides just getting getting rid of a drug testing >> that's going to that's going to completely remove drug testing period from our policy. >> Correct. >> And I I looked in several other districts and I can't find any that don't have some type of drug testing policy. >> Okay, I can do that. Any other questions? >> I do have one comment on both of these for first and second reading. Okay. >> Um, >> Robert's rules of order requires that if we're going to do a first and second reading that we suspend the rules. >> So, that would be required when we vote for these first
190and second readings. >> Seems a little counterintuitive to follow a rule to cancel the rules, >> but it is what it No, I'm I'm just saying so that is that is the the practice of Robert's rules of order because the reason you have a first and second reading is so that you get things right and if you're going to bypass that then there's potential that you can get things wrong and I think we've already seen that happen one time with the travel policy. >> Is there a timing issue here? >> Timing issue. >> Not on this one. No >> travel. >> On the travel. Yeah. because we're seeing travel, we're seeing an individual get an additional $300 or $400 and and our departments that travel a lot are having to pay that out and that
191was not in our budget and it's killing us right now. >> I I guess that was kind of a prequel for the parliamentarian to double check me on that, but I'm pretty sure we would have to suspend the rules. Well, can I just suggest if you do that that you please do that right before you vote for this and not for the whole meeting? >> Absolutely. It would only be just for the vote. >> I get it, but you know, we've done that before. So, just saying you would kind of >> probably the motion could probably something along the lines of suspend for this item, Miss >> Yeah. 15. >> So, anything else? So, obvious verification. Are you going to move this policy just back up to the first reading for January? >> I mean,
192you could do that. >> Yeah, I think that's a good idea. Yeah. And just have the one for first and second to first. Okay. >> I I just want nine members to or a majority vote to agree that we're going to [clears throat] go against Robert's rules of order. Basically, that's why you suspend the rules. like you said everything. >> Anything else? >> Okay. So, next we have our chief uh or chief financial officers report and Miss Delk is going to do that. >> They're going to want to hear you. >> Welcome to your first solo. >> Let's go. I feel like we should stand up and clap. [laughter] >> Okay, so for our December financial report, we had revenues of 38,740,82152 and the expenditures were 35,72,95967 >> which made our year-to- date running fund
193balance 14,51626744. on the monthly sales tax um for December was reported $1,490,147. And as you can see, we are still ahead of the budget, which is good. >> And then on there any questions about that? Sorry. And so for our resolutions the first one. >> Yeah. You want to go through all you want about >> I have a couple questions. Anybody else does? I can I can specifically call mine out. One one of them was on technology I think. So what happened there is if you remember last year when we began that process um you all gave us the permission to go ahead and pre-order for some computers. So we did that. Well then when it was when the budget was made that that amount of money was not put in back in the budget
194for where that line was at. So, we're asking to uh move that money from our internet bill, which we tech technically have excess there that goes into the fund balance at the end of the year, and we're asking to uh move that to maintenance and repairs. >> Is there a need for maintenance and repairs? >> Uh yes. I mean, we're not in the hole, but it's running tight because of the issues that we've had. Do >> you do you know for sure that we're going to need more than the we're going to zero out that line if we don't do this basically is what you're getting at. >> I believe that would be the case. >> Okay, that's that answers my question. >> Next question. Do you think we're going to need to do more
195than just this before? >> No. >> Thank you. >> Any other questions about any of the budget amendments? >> I've got some more. >> Okay. Sorry. All right. Sorry. uh TVA grant >> educational capital projects that is that on >> Yep. >> So Miss Kim says that the money has to go to something energy used for energy efficiency. So that's why that line was chosen. So, educational capital projects, what what is that? What is that? >> TAC. [snorts] >> What What capital project was that on our list? >> It wasn't on our list. I dropped it in there because we know we've got a lot of HBAC based on our Miss Kenstry study. So, I just put it in that line. It's got to be I could put it in the HBAC line. It's got
196to be used for something to for energy efficiency. It was left over from the lighting project. >> That's left over from the lighting project. >> That was money that they had allocated to us that was not used and we got checks for all that in the M. >> Okay. So, what other potential projects could that be moved to that we that we know? >> Like I said, HAC was the first thing that came to my mind because we have a lot of work to do there. Is that what you all are recommending that we move that to? >> Yeah. >> Okay. >> It's limited. We're very limited on what we can put it toward. >> Absolutely. So, it's probably going to be either more efficient appliances or equipment or insulating to retain heat and air,
197that type of thing. >> Correct. Something more [snorts] >> higher efficiency. >> Okay, that was my question there. Thank you. >> Next, >> uh, title one budget. >> [snorts] >> So we received a small positive adjustment from TDOE's final allocation um and he was just putting it in um those lines for effective utilization the other charges and indirect cost [snorts] other charges has extra allowable carryover for fiscal year 27. Do you know what uh that first increase in revenue line item is by name or it's just a number to me right now? Is it? >> I not off top of my head that 47141. >> Okay. [clears throat] >> That that's a line item in E plan. Is that correct? >> Yep. [snorts] And then the federal title two budget. >> So title two is
198not using as much in the other contracted services. So they're moving the lines where they can use them >> use it better. >> So title two can also be transferred to the classroom. Is that right? Title one. >> I don't know. I'd have to check. >> It can, but check anyway. But so what what in service and staff development? your options >> 130,000 for inservice and staff development. What's that plan for? >> So, I [snorts] know um and I don't I don't have the full I can't answer for the full amount, but I do know that uh on January the 26th, we're having a writing boot camp and um the supervisors thought that would be valuable to help us with our writing assessments for TCAP. So, we're having third through high school teachers that are
199affected to have that in service. I don't know the full amount of that in service, though. >> Can you find out what that's being used for on on that line? >> Let us know. >> Can title >> and also I guess come back and make sure that we can transfer title two to title one if necessary. Didn't [clears throat] we reduce that amount the inservice staff development number by about $14,000 like earlier in the year? >> I feel like there was a budget amendment that moved money out of that line to make headway for something else at some point. >> I just I can't [snorts] remember off seems seems like something I remember. Those [clears throat] are all the questions I had on the budget. >> Anybody have anything else? >> Okay. So, next is
200the consent agenda and voting items andformational. Um, so, and the reason it's titled that is because we have some minutes that are on there as well that you all will need to vote on. >> Miss Del, thank you by the way. >> Thank you. >> That's okay. Uh so that's why then you have your normal calendars and newsletters uh on there, you know, uh food service personnel, other personnel reports on there, inventories on there. Um [clears throat] but again, you receive this, so you know what's on there, but does anybody have any questions on anything that's on here? was the um job description for the instructional coach. Is that something new completely or? >> So, no, we're just making some changes to it because uh we had three. We had a math, ELA, and instructional
201coach. And when we were not sure that they were going to be funded uh in the federal budget, we did change um we we got rid of those. So, you know, we have been able to use some of that money to hire some instructional coaches and place them in specific schools. So, we're just needing to remove the English language arts and the specific subject areas, I guess. >> Any other questions about the consent agenda? >> Are you posting a position for that? It's already been posted and field and the person has started working. Any other questions? >> School bus. >> Can you >> Oh, yeah. That's my motion. >> Thanks. >> Okay, >> that's all. >> Okay. Uh, one other item of business that I have is um we've had feedback from all the committee
202members and and one other board member about the um the middle school committee meeting >> of February 5th. Um I just wanted to make sure that Diane was aware that we can get that posted per our policy >> and it starts at 4. >> 4 o'clock. Yes. Gotcha. Will you be giving me the >> I will. Yeah. When when it comes time. I just wanted to make sure everybody was aware that we had feedback from everybody. >> Okay. >> Any other questions? >> All right. Anybody other have any other business? >> All right. Well, we'll adjourn the meeting. Thank you.